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TEACHER’S GUIDE
VOL. 10, NO. 4
OCTOBER 1, 2004
tfkclassroom.com

TEACHING THE
COVER STORY ON
THE NATIONAL MUSEUM
OF THE AMERICAN INDIAN
THIS WEEK SUMMARY
SOCIAL STUDIES On September 21, the National Museum tance to American Indians.
of the American Indian opened its doors • More than 40 uncarved rocks and boul-
STANDARDS to festivities and celebrations. For many ders, called grandfather rocks, rest on
(cover story) American Indians, the museum represents the museum grounds. There are also
a national recognition of their cultural four cardinal-direction markers, which
Individuals, Groups and historical contributions. Rotating are stones from native communities in
and Institutions exhibits in the museum will tell stories Hawaii, Canada, Maryland and Chile.
of Indian tribes through Native voices • There are 562 federally recognized
and artifacts. tribal governments in the United
SKILLS States. Of the U.S. population, 1.5% is
Reflective Writing, FAST FACTS American Indian.
page 3 • The National Museum of the American RESOURCES
Indian occupies the last remaining Children of Native America Today by
Reading for Details, site on the National Mall. Yvonne Wakim Dennis (Charlesbridge,
• The museum building and grounds 2003). Explores the diversity of Native
page 4 were designed by Native people. American communities.
• Limestone blocks from Minnesota were Thirteen Moons on Turtle’s Back by
used in the museum’s exterior walls. Joseph Bruchac (Putnam, 1997). Poems
GO PLACES • More than 30,000 trees, shrubs and other that celebrate the seasons.
WITH TFK plants, some of which are native to the nmai.si.edu An online tour of current
Potomac area, surround the building. exhibits at the National Museum of
This week, find two The plants, including medicinal vari- the American Indian.
free issues of Go eties and crops such as corn, beans and pbs.org/circleofstories Learn about and
Places with TFK: squash, were selected for their impor- listen to the tales of Native storytellers.
Puerto Rico as well as
a Teacher’s Guide. See NONFICTION LITERACY STRATEGIES
page 8 for details on • What is the purpose of this museum?
BEFORE READING
how to subscribe. Build Background/Make Predictions • What is a tribe?
• Before reading this week’s cover story, • What things could you see on a visit
write Native American on the board. to the museum? Refer students to the
VISIT TFK’S ALL Make a list of ways that Native Ameri- “Native Art” activity on page 4 for
NEW ELECTION SITE cans have contributed to our country. additional ideas.
The list might include food, music,
at timeforkids.com language and tales. Discuss: Why is BUILD READING FLUENCY
/election it important to have a museum that Paired Oral Reading
honors American Indians? • Create a class list of read-aloud tech-
niques. Then pair students. Have one
CUSTOMER SERVICE START A DISCUSSION student in each pair read aloud a cover-
Critical Thinking story passage to his or her partner. Have
800-950-5954 • The National Museum of the American the partner summarize what was read.
Indian is located in what city? Direct students to take turns.



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TEACHING THIS WEEK’S ISSUE ANSWERS

CMYK TIME Imaging

TFK CHALLENGE
Share the following facts and activities • Locusts have strong back legs that they use (P. 4)
1. festival 2. Shark
based on this week’s articles. for jumping. Tale 3. nearly
• Locusts “sing” by rubbing their back wings Answer: fall
Cover Story (p. 2) and legs together. NATIVE ART
American Indian dress: Tell students that the • Locusts eat crops such as wheat and barley. (P. 4)
1. D 2. C, E
men pictured on the cover and on page 2 are 3. B BONUS:
Cheyenne chiefs. The twin boys pictured on Problem and solution: As students Answers may vary.
page 2 are from the Mashantucket-Pequot read the story about locusts, have
Teacher’s Guide
tribe of Connecticut. Point out that these men them take notes on a t-chart labeled
OBJECTS TELL
and boys are wearing traditional ceremonial “Problem” on the left-hand side and STORIES
clothes, including headdresses. The beadwork “Solution” on the right-hand side. (P. 3)
Answers may vary.
design along the top of page 2 is based on a
NEWS CLUES
headdress from the Standing Rock Sioux tribe. Identifying insects: Before stu- (P. 4)
Discuss: What information can you learn about dents read the locust story, discuss 1. C 2. B 3. Answers
may vary. 4. C
these Native American tribes from how mem- what they know about insects. Tell 5. C 6. Answers may
bers dress during important ceremonies? students that locusts are insects. All vary. 7. A 8. B
insects have six legs and three
Press release: Have students write a main body parts: the head, the thorax (mid-
NEWS SCOOP
press release announcing the open- dle part of the body to which legs and wings
TEACHER’S GUIDE
ing of the National Museum of the are attached) and the abdomen (stomach).
Teacher’s Guide Editor
American Indian. Ask students to Insects may have one or two pairs of wings.
Jackie Wlodarczak
include facts about the museum and why Activity: Have students draw a picture of a
this is an important event. locust based on the photos in the magazine. Teacher’s Guide Associate Editor
Brenda Iasevoli
A BIG BUG ATTACK! (p. 3) Art Director
• Locusts are bugs that begin life the size of Stephen Blue
big ants. TIME FOR KIDS
• Adult locusts are about two inches long. They National Teacher Board
are about the size of other grasshoppers. (News Scoop)
• There are locusts on every continent except Holly Albrecht, WI
Antarctica. Joan Anthony, NE
• Locust groups lay thousands of eggs, Get your students involved in Andi Bosar, OR
creating new generations of insects every learning about and trick-or-treat- Marian Evans, TX
three months. ing for UNICEF. Ryann Kelso, IL
Karen Lawson, OH
Visit www.unicefusa.org or call 1-800-
4-UNICEF to order collection boxes for Marsha Lewis, NC
each of your students. Christine Libeu, CA
Visit www.unicefusa.org Margaret Lozuk, CA
/youthaction to find Karen Mauro, NY

• Materials that encourage young Julie Morgan, NE

NATIVE (p. 2): grown, produced or coming from a
certain place people to explore, discuss and take Mary Paskvan, MN

MONUMENT(p. 2): something built to keep alive the action on issues that affect them. Jeff Reed, PA

memory of a person, a group of people or an event
TRIBES (p. 2): a group of people made up of many
families that share the same birth, culture and
leadership
REPRESENT (p. 2): to be a sign or symbol of
LOCUST (p. 3): a type of grasshopper
EXPERT (p. 3): a person with special skill in or
knowledge of a subject
• Additional age-appropriate activities
and resources to connect your
learning objectives with UNICEF
activities.
Go Places with TFK
See pages 5 and 6 of this
Teacher’s Guide for activities that
Jana Underwood, TX
Rubylinda Zickaffose, FL
TIME FOR KIDS (ISSN 1084-0168) is published
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 Name Date

REFLECTIVE
OBJECTS TELL STORIES WRITING

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You can see about 8,000 objects at the National Museum of the American Indian. They
were made by different groups of Indians, called tribes. The objects help to tell the story of
how Native people live, work and play today and how they did so in the past.
Think about objects that tell a story about you and your family. Choose two objects. Use
them to fill in the chart below.

Name of A Picture What It Is How My Why It Is Important

the Object of the Object Made Of Family Uses It to Our Family

3
Storytelling is important to many Native American tribes. Members tell stories about the
history of their tribe and how people in their tribe live. Choose one object from the chart.
Ask a family member to tell you the story of how this object first came into your family.

Copyright © 2004 TIME FOR KIDS News Scoop Edition. This page may be photocopied for use with students. • Vol. 10, No. 4 • October 1, 2004
 NST1001P4.0

Name Date
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NEWS CLUES READING FOR

DETAILS

Use the story “Celebrating Native

Cultures” (p. 2) to help you answer
these questions.
5. Which of the following is not a fact
1. You can tell from reading this story about locusts?
that the National Museum of the
American Indian


A They eat crops.


B They can be found in parts of


A includes objects and ideas from Africa.
Native Americans.

C They live in areas that are wet


B is a museum that many people are and cool.
happy to see open.


C Both A and B 6. What kinds of problems are locusts
causing in some African countries?
2. The National Museum of the
American Indian is in what city? ______________________________________

A Maryland
______________________________________


B Washington, D.C.
______________________________________


C Hawaii
Use the story “A Hit for History”
(p. 3) to help you answer these
3. If you could visit the museum, what questions.
would you hope to see?

______________________________________
7. Who is Barry Bonds?

______________________________________


A He is a baseball player.


B He is a basketball player.
Use the story “A Big Bug Attack!”
(p. 3) to help you answer these


C He is a writer.
questions.
8. Why is Barry Bonds in the news?
4. Locusts are


A He wrote a new book.


A seeds.


B He hit his 700th home run.


B plants.


C bugs.


C He joined a new baseball team.

Copyright © 2004 TIME FOR KIDS News Scoop Edition. This page may be photocopied for use with students. • Vol. 10, No. 4 • October 1, 2004
4
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TEACHER’S GUIDE FOR
PUERTO RICO
READING TIPS
• Pronunciation Guide
Padial (p. 2): (pah-dee-ahl)
Eduardo (p. 2): (ay-dwar-doh)
Guaynabo (p. 2): (gweye-nah-boh)
• Words to Watch
tropical (p. 2): very hot, often with a
high degree of moisture or humidity
culture (p. 2): shared beliefs and values
of a particular group of people
diverse (p. 5): made up of many differ-
ent elements or kinds of things
EXTENSION ACTIVITIES
GEOGRAPHY
• Land: Before looking at the
map of Puerto Rico, discuss the
definition of an island. Ask: What is an
island? Have students name examples of
islands. Then have students look at the
map of Puerto Rico on pages 4 and 5.
Ask: How can you tell that Puerto Rico is
an island? (It is surrounded by water on
all sides.) Have students look at the map
key. Ask: What types of land features are
found in Puerto Rico? Tell students that
a marsh is soft, wet ground with grasses
or tall plants called cattails. Karst is a
limestone region with caves and under-
ground streams.
SOCIAL STUDIES
• Commonwealth: Explain to stu-
dents that Puerto Rico is not a
state but a commonwealth. Puerto Rico
belongs to the United States, but it main-
tains a separate, limited government.
Puerto Ricans who live on the island are
considered U.S. citizens, but they do not
have the same rights as Americans who
live in the states. For example, islanders
cannot vote for President of the United
States. Discuss: Tell students that some
Puerto Ricans want their island to be-
come a state, and others want it to remain
To order with your News Scoop subscription, call 800-777-8600 or visit tfkteachers.com/addGP.
Visit timeforkids.com/goplaces for the Go Places with TFK website.
RESOURCES
Books
Can You Count Ten Toes?
by Lezlie Evans (Houghton Mif-
flin, 1999). Count to 10 in
10 languages.
Juan Bobo Goes to Work, retold
by Marisa Montes (Harper-
Collins, 2000). A hero of Puerto
Rican folklore follows simple
tasks and ends up in silly situa-
a commonwealth. Ask: Why do you think tions.
some Puerto Ricans want the island to Shake It, Morena! by Carmen
become a state? Why do you think some T. Bernier-Grand (Millbrook,
Puerto Ricans want the island to remain 2002). A collection of several
games, songs and stories from
a commonwealth?
Puerto Rico.
• Equator: Point out to students that Puer-
to Rico is located close to the equator. Websites
musicofpuertorico.com/index
(See the locator globe on page 4.) Ask: .htm Learn about the music of
How do you think the location of Puer- Puerto Rico through audio clips.
to Rico affects its climate? (The closer
southernregion.fs.fed.us
a place is to the equator, the hotter the /caribbean/ Information on
place’s climate.) El Yunque
MUSIC
• Making maracas: Tell students ANSWER KEY
that Puerto Rico’s native people,
the Taíno Indians, used objects that they
Fun Facts (p. 4)
1. Answers may vary.
found in nature, such as tree trunks and 2. Answers may vary.
fruits called gourds, to make their own 3. Spanish and English
instruments. They filled the objects with Map It Out! (p. 5)
stones or dried beans and shook them 1. San Juan 2. Atlantic
to create music. Activity: Have students 3. Cordillera Central 4. Culebra
make their own maracas by filling plas- and Vieques 5. Rio de Camuy
tic bottles with different objects, such as Juan Bobo Goes to Work (p. 7)
beans, rice, paper clips, pencils, buttons Answers may vary.
or small rocks. Discuss the difference in Puerto Rican Heroes (p. 8)
the sounds each instrument makes. 1. Tito Puente 2. Antonia Novello
3. false 4. 31 years ago
ART BONUS: Answers may vary.
• Border art: Tell students that Teacher’s Guide • The Colors
the borders on pages 2 and 3 of Puerto Rico
Answers on page
are based on the pastel-painted houses
in Old San Juan. The border on
illustration by susan low
pages 4 and 5 shows the plants
and animals of El Yunque rain
forest. The plants include the gi- timeforkids.com
ant fern and the brightly colored /gppuertorico
heliconia f lower. The animals Kids can take an online
include the Puerto Rican parrot sightseeing tour and ex-
and the coquí, a small frog. The plore events in Puerto
border on pages 6 and 7 is based Rico’s history. They can also
on the colorful masks that are e-mail a country postcard
worn by some Puerto Ricans dur- to a friend and hear sound
ing parades and carnivals. The clips of a Native language.
masked figures often dance to
After their visit, kids can
music or playfully frighten others.
test their knowledge with
The border on page 8 is based on
our challenge quiz.
Taíno rock carvings.
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Name ......................................................................................................... Date ..........................................

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THE COLORS OF PUERTO RICO

Many people around the world wear colorful masks in parades and celebrations.
In Puerto Rico, the masks can be of animals, scary creatures or imaginary characters.
Use the key to learn the Spanish words for some colors. Then color the spaces in the
picture below.

ver o
gr
de e
ne

d
ver

azul naranjado
azul
amarillo
verde verde
rojo rojo

negro negro
amarillo amarillo

marrón morado
marrón
negro
rojo negro

naranjado

verde (vair-deh) green azul (ah-sool) blue

marrón (mah-ron) brown amarillo (ah-mah-rih-yoh) yellow
rojo (ro-ho) red naranjado (nah-rahn-hah-doh) orange
morado (mo-rah-do) purple negro (neh-grow) black

Copyright © 2004 TIME FOR KIDS News Scoop Edition. This page may be photocopied for use with students. • Vol. 10, No. 4 • October 1, 2004
For more resources, visit timeforkids.com/gppuertorico.
NST1001P7.0

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