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Editor�s Note...............................................................................2

Secondary Curriculum BIOLOGY Microbes: Friends or Foes?............................................................. 3

LANGUAGE ARTS Understanding Debate in Presidential Elections ............................... 6

MATHEMATICS Not Such a Tall Order: Order of Operations ................................. 10

WORLD HISTORY Conflict in Korea .......................................................................... 14

Elementary Curriculum MATHEMATICS Basic Computation, Updated Tools ............................................... 18

LIFE SCIENCE Amazon Adventures...................................................................... 22

ENGLISH LANGUAGE ARTS Focus on Writing: Grammar and Sentence Structure...................... 25

Independent Student Activities INTERNET CHALLENGE� The Pony Express ......................................................................... 30

CURRENT EVENTS Stock Market Ups and Downs ....................................................... 35

Professional Development CHARACTER EDUCATION Kicking the Procrastination Bug ..................................................... 38

TECHNOLOGY INTEGRATION Federal Grants for Technology Integration .................................... 42

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Learning at a Distance J. Alan Baumgarten

have a friend in Russia who, when we happen to be awake and online at the same time, sometimes chats with me on ICQ. I know exactly

seven Russian words, so our conversations are in a strange and often wonderful form of broken English. For me, a writer, I have been amazed to discover how little I know about my native language.

For example, last week my friend was upset about a bad situation at work. I wanted to offer a few words of comfort, so I typed the first two words that came to my mind.

"There, there..." I wrote.

"What is that?" she asked after puzzling over the entry for a moment.

"There, there..." I repeated. "It's what we say to give comfort."

"Why?"

"Um...I have no clue.," I confessed.

On previous occasions I had tried in vain to explain why people who are irksome "drive me bananas," and why someone who is slightly insane is said to be "a bit nuts." Why bananas? Why nuts? Who knows?

My point is that while my correspondences have taught me a few things about Russian culture, I have learned far more about my own culture and language, including how I am perceived by others.

We talk about distance learning and the great benefit of rural students being able to access instructional resources from around world. What we tend to overlook is the value that the rural student has to offer the world. Yes, there are many marvelous and wonderful things to learn about the jungles of the Amazon, but there are equally marvelous and wonderful things that children in Brazil can learn from a farm girl in North Dakota.

Distance learning must be a two-way conversation. To whatever extent we can respect and foster one-to-one and many-to-many conversations among learners, we can create a learning environment that far surpasses traditional whole-class learning in its richness and variety.

Inevitably, it is the students who attend traditional brick-and-mortar schools whom we will think of as learning at a distance�detached from the rich interactions and learning opportunities available to well-connected rural students. For them, physical distance will have become meaningless.

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Microbes: Friends or Foes? Lisa Kerscher

tudents probably most often hear about bacteria when people get sick from eating contaminated food. In

September and October of 2006 in the United States, for example, about 200 people became ill from eating spinach contaminated by Escherichia coli. In March 2007, a Florida company had to recall millions of olive jars, because they potentially contained Clostridium botulinum, a bacterium that causes botulism. Every thirty seconds, contaminated water claims the life of one child globally and spreads diseases like Salmonellosis (Salmonella typhimurium), Typhoid Fever (Salmonella typhosa or typhi), Cholera (Vibrio cholerae, Vibrio comma), and Giardiasis (Giardia lamblia) to name a few. Millions of bacteria species exist and many of those can cause problems for humans.

But most bacteria do not harm us. They live in the soil, loft in the air, live in our bodies, and sometimes we even eat them on purpose.

With continuous advancements in microscopy and research, scientists can better understand how bacteria and other microbes exist and behave. By reviewing the research on microbes to compare and contrast various species�particularly bacteria and viruses�students will be able to grasp the ecological diversity, unique features, relative size, and relative impacts on human health.

Microbe Diversity

To begin, list two groups of microbes on the classroom board: bacteria and viruses. (There are actually six groups, but this lesson focuses on these two.) Ask the class if they can identify any specific characteristics of each group, and also if they can think of examples of each�not necessarily the name of specific species, but perhaps illnesses caused by them. Leave the lists posted for discussion later.

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Life Science CONTENT STANDARD C: POPULATIONS AND ECOSYSTEMS All animals, including humans, are consumers, which obtain food by eating other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. TEKS §112.43. Biology (4) Science concepts. The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. The student is expected to: (D) identify and describe the role of bacteria in maintaining health such as in digestion and in causing diseases such as in streptococcus infections and diphtheria.

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Have students work in small, cooperative teams to begin their exploration at Microbeworld. Here, students will discover how scientists determine whether a microbe is a Virus or Bacterium. To get a good sense of microbe diversity, students should also review the Types of Microbes gallery, which outlines the six microbe groups: Archaea, Bacteria, Fungi, Protista, Viruses, and Microbial Mergers. They should also read about Where They Live. As they explore these pages, students should note the characteristics and preferred environment for each group and subgroup. Ask teams to brainstorm familiar places (as appropriate) where students would find examples of each. In what kinds of environments would microbes not be found? In what ways do some bacteria live in mutually beneficial relationships with humans?

To get an idea of how scientists have been able to find and learn about microbes, have students review the Discovery Timeline and the Tools & Techniques section.

Ask teams to research microbes more closely, by visiting Cells Alive! Students should start in the Cell Biology section and watch the How Big is a�? animation. As students increase the magnification and mouse over the names to identify each item, they will get a much better sense of relative size.

In the Microbiology section, students will get a chance to learn more about bacteria by examining a few examples. Students should read through the pages explaining Bacteriophage, Dividing Bacteria, Bacteria Motility, Penicillin, Helicobacter pylori, and Streptococcus, and watch the related free animations and videos where available.

As a class, compare and contrast the nature of bacteria, viruses, and the other microbes.

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Bad Bugs

To apply what they have learned and to dig deeper into the microscopic world, ask student teams to check out the U.S. Food and Drug Administration's Bad Bug Book. Ask each team to pick one or more of the species of Pathogenic Bacteria, the EEC Group, or the Viruses to research. Each team should select species so that no species is duplicated.

The teams should use the Bad Bug Book as a starting point for their research, but should also use other sources. Students should find out specifics for each microbe species including its structure, life cycle, preferred environment, how exactly it can harm humans, and so forth, as possible. Ask each team to prepare a report about the microbe to present to the class. The presentation should include diagrams illustrating the species' life cycle, and other features, as appropriate.

If desired, expand this research assignment by including infections caused by bacteria and viruses, using the Teens Health Infections list. Students can select one or more types of illnesses under the subheading of Bacterial & Viral Infections.

As teams present their findings to the class, compare and contrast the featured species. Also, revisit the list posted on the classroom board and discuss what the class knew and did not know about bacteria and viruses before this exploration.

Reference:

The Water Encyclopedia http://www.waterencyclopedia.com/Ge-Hy/Human-Health-and-Water.html

Microbe World http://www.microbeworld.org/

Cells Alive! http://www.cellsalive.com/

U.S. Food and Drug Administration � The Bad Bug Book http://www.cfsan.fda.gov/~mow/intro.html

Teens Health � Infections http://www.kidshealth.org/teen/infections/

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Understanding Debate in Presidential Elections Sara Karam Holtz

ro vs. Con. For or Against. Agree or Disagree. These polarized terms that represent positions on a topic

frequently resonate with students. Fewer students appreciate debate�s role in persuading the vote on major topics during presidential elections. Likely, students will quickly define debate as simply �arguing� over opinion. And while the term argument in a basic sense is part of debate, there are also strong elements of persuasion, organization, logic, and presentation.

The historical significance and official structure that goes into a presidential debate can help students connect the significance of rhetoric with the over-arching skill used in debate. Students will be able to pick out the issues, determine the sides, list the arguments, and decide which side presents a better report.

Lincoln-Douglas Debates

Historically, the Lincoln Douglas debates signify the importance of politicians presenting positions on chief topics. The Democratic Illinois Senator Stephen A. Douglas�s promotion of popular sovereignty, the idea that the people decide by popular opinion what is law, enabled states to choose freely if they were slave or free states (among other things). In 1858, a little known lawyer was nominated to run for Senate by the Republican Party. His famous acceptance speech spotlighted Abraham Lincoln�s staunch belief about the state of the country:

�In my opinion, it will not cease, until a crisis shall have been reached, and passed. �A house divided against itself cannot stand.� I believe this government cannot endure, permanently half slave and half free.� Abraham Lincoln, acceptance speech, the republican nomination for U.S. Senate from Illinois in June, 1858.

Lincoln then challenged Douglas to a series of joint debates. At the time, Douglas was struggling with the split of his own party, so the debates were widely witnessed in Illinois. After seven planned

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NL-ENG.K-12.4 COMMUNICATION SKILLS Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. TEKS §110.60. Debate I, II, III (1) Role in society. The student examines the historical and contemporary contributions of debate in decision-making and democratic processes. The student is expected to: (A) identify the historical and contemporary use of debate in social, political, and religious arenas; (B) examine the role of the forensic progression of discussion, persuasion, and debate in dealing with controversial issues; and (C) recognize the role of argumentation and debate as an effective means of analyzing issues, discovering truth, finding solutions to problems, and understanding opposing viewpoints.

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debates, Douglas won the Senate seat in 1858. But Lincoln�s witty rhetoric and mastery of poise and posture was widely applauded and Lincoln went on to win the presidency of 1860 against Douglas.

The Lincoln Douglas debates, in essence, contributed to the focus on political party polarism during elections and the importance of the language and persuasion used to impart standing and gain votes. To help students better grasp these concepts, divide them into groups of five to seven. Each group should select one transcript of the seven Lincoln Douglas debates and assign a group member to take notes of their discussion. Note takers should make four columns on a sheet of paper and head those columns: Issues, Division, Argument, and Results.

Identifying the Issues. Identifying the Issues. Identifying the Issues. Identifying the Issues. The group should read their debate together and focus on completely understanding the rhetoric of the speeches they are reviewing. Together, they can determine the Lincoln Douglas debate topics. Was slavery the biggest issue? Were there obvious sub-issues? To better understand the issues, students can take notes on the setting in which the Lincoln Douglas debates were held. What was the debate structure and public atmosphere surrounding the debates? In the first column, under Issues, note takers should write down the main issues and the sub-issues under each main issue it belongs to. Instruct them to leave several lines of space after each issue.

Determining the Determining the Determining the Determining the DivisionDivisionDivisionDivision. . . . Next, have students spotlight the positions each politician represented for each issue listed in column one and how the division of the issues impacted the debates. To fully understand the varied points of view, students might want to refer to the historical setting of the debate discussed earlier in the lesson and then break that down into possible sides. For example, the student groups might focus first on pro-slavery and then anti-slavery to understand the debate from both points of view. Note takers should write the names of the candidates in the Division column, next to each issue in column one and add one sentence describing what position that person represented.

Identifying the ArgumentsIdentifying the ArgumentsIdentifying the ArgumentsIdentifying the Arguments. . . . Once the issues are noted and the candidates� positions are identified, instruct each group to break down how the candidate presented their position � the structure of their argument. At this time, provide students an overview of the

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debate components. A worksheet like this one on Argument describes the main components of a position and helps identify the specifics in debate. A debate rubric will also allow students to analyze the structure of arguments. In the Argument column, note takers should list the argument points that were used to persuade voters for each position and what support proved their arguments true.

Declaring a WinnerDeclaring a WinnerDeclaring a WinnerDeclaring a Winner. . . . Finally, ask each group to use the fourth column, Results, to conclude whether Lincoln or Douglas was the most persuasive on each issue. Positions and arguments should be analyzed to determine if the arguments provided were organized, logical, and persuasive. Note takers should write one to three sentences about the points they feel swung the debate on each issue and who they feel succeeded in outwitting the other. Groups should now be able to clearly see who �won� the debate and list the most persuasive candidate at the bottom of the page.

Studying the Lincoln Douglas debate series builds the foundation for understanding the role of important topics during a presidential election. Historically, there would not be Presidential debates until 1948, in the Oregon Republican Primary Debate. In 1960, John F, Kennedy and Richard Nixon shared a verbal parlay before JFK�s election to the Presidency. From 1976 to today, the Presidential Candidates Debates took place before every election.

Today�s Presidential Debates

Ask the student groups to bring what they have learned from the Lincoln Douglas debates to today�s elections for President. Have students select a modern presidential debate from this Commission on Presidential Debates site. To keep things fresh, each group can assign a new note taker to keep track of the extended discussion. Using the same four-column method and referring to the debate rubric, students should analyze the debate transcripts much like they did the debates from 1858. They should summarize the positions and arguments each candidate uses to debate the issues.

Finally, instruct each student to write a one page summary about the similarities and differences between the Lincoln Douglas debate and the modern presidential debate they studied. As a

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reference, students can review Hosting a Debate PDF. Have students classify their responses in the following categories: debate issues and atmosphere, candidate positions, arguments and structure, and political impact. This can be done as a homework assignment or be turned in at the end of the class period.

Reference:

CLASSROOM DEBATE RUBRIC http://mh034.k12.sd.us/classroom_debate_rubric.htm

Commission on Presidential Debates http://www.debates.org/index.html

Web English Teacher http://www.webenglishteacher.com/debate.html

Argument http://web.archive.org/web/20040216045043/www.ash.udel.edu/ash/tutor/writing/comp_defs/argument_def.html

Lincoln � Douglas Debates of 1858 http://www.illinoiscivilwar.org/debates.html

The Lincoln Douglas Debates http://www.civilwarhome.com/lincolndouglas.htm

Answers Lincoln Douglas Debate of 1858 http://www.answers.com/topic/lincoln-douglas-debate

The Great Debates http://www.museum.tv/debateweb/html/greatdebate/r_sanders.htm

National Parks Service � Illinois http://www.nps.gov/archive/liho/debates.htm

Debates in the classroom http://www.educationworld.com/a_curr/strategy/strategy012.shtml

An introduction to the debating process http://www.lalc.k12.ca.us/uclasp/issues/bringing_water/picture.htm

Debate Resources � Research for teachers http://web.archive.org/web/20040310110236/http://jawbone.clarkston.wednet.edu/websites/lincoln/staff/Rosetti/laonline/Guides/debate.htm

Abraham Lincoln Online http://showcase.netins.net/web/creative/lincoln/speeches/house.htm

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Not Such a Tall Order: Order of Operations Stephanie Tannenbaum

ne of the basic objectives that math teachers strive to impart to students is the importance, recognition,

and utilization of solving complex expressions in a specific order so that the results are correct. Exploring this vital concept in a challenging context in the algebra course is paramount to grasping more advanced math topics. Teachers will do students an immense favor by exploring and practicing this component of algebra. The World Wide Web offers some excellent interactive lessons and activities on the Order of Operations that add some spark to the traditional pencil and paper activities.

In No Particular Order�

Math Goodies Order of Operations is an excellent Web site to introduce students to or reinforce the correct order of operation use. You can choose to have students begin from the top where a detailed set of instructions and examples is provided. Examples with step-by-step breakdowns help students visualize the correct order in which they should solve multi-operational expressions. There are opportunities to practice at the end of the lesson. The site includes practical real world problems as well, which is a nice feature. Continue with Order of Operations with Exponents to take things one step further. Interpreting a statement or scenario and then writing the proper mathematical equation is an alternative method of enhancing order of operation comprehension. Once students have worked through the introductory exercises with order of operations, send them to the Writing Algebraic Equations page.

A Plus Math Order of Operations Homework Helper is an excellent tool where students can enter an existing problem and the java applet will take them through solving the equation step by

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NM-ALG.6-8.1 Represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules TEKS §111.32. Algebra I (2) Algebraic thinking and symbolic reasoning. Symbolic reasoning plays a critical role in algebra; symbols provide powerful ways to represent mathematical situations and to express generalizations. Students use symbols in a variety of ways to study relationships among quantities.

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step. Vertically listing the solution order so students can easily view the prior steps is one ideal way to teach students to tackle this type of problems. Encourage students to use this same top-down method when solving complex problems on paper.

Study Guides and Strategies Evaluating Algebraic Expressions Order of Operations / P.E.M.D.A.S. provides a slideshow style tutorial that is both informative and interactive. Students proceed through each step of solving an equation that contains a variety of operations. There are three interactive tutorials.

Another quality Web site where problem solving steps are broken out in an easy to understand format is Order of Operations and Evaluating Expressions from the Oswego City School District. The Practice Page with Order of Operations and the Practice Page of Expressions is an interactive activity where students can practice the concepts.

Learn Alberta has an ideal program for students of all levels. The Exploring Order of Operations � Explore It provides five different levels. Students are given a math problem to solve and they must click the components of the expression in the proper order that it should be solved. The feedback is immediate and presented in a drop-down interactive style. Level 5 is best for an algebra course. After students have had an opportunity to work with the program, they can apply their skills at the Use It section where they can play a variety of interactive games to solve expressions in the correct order.

Let�s Order Some More

There are some high-quality sites where they can play order of operation games to reinforce what students have learned. The Te Kete Ipurangi Online Learning Center - Matho 2 is a lively Web site. A fun way to infuse enthusiasm into solving complex expressions, students can play individually or in groups of two, three, or four. Using order of operations, students solve a variety of problems with the interactive Shockwave game that is much like the classic math game Matho.

Scweb4free�s Online Math Activities Order of Operations is another fun game. Students must race the clock to construct a random set of numbers and operations to formulate a given

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answer. This is an excellent opportunity to view the use of operation order from a different perspective. Fun Brain�s Operation Order is an easy-to-use game where students practice concepts of order of operation by filling in the numbers to a provided equation. There are many combinations, but only one is correct. This game teaches students to look for patterns and devise schemes for working with numbers and operations. AAA Math also provides a place for students to practice with operation order at Calculations Based on the Order of Operations. Students can select one of the games. A nice aspect about this program is that the math problems include fractions and answers must be rounded. This is an excellent opportunity to encourage students to practice mental math.

For some more challenging math problems, try out the National Institute for Literacy�s Complex Order of Operations. You can find more of these types of advanced problems by visiting the Interactive Math Exercises page and scrolling down to lesson 10. There are some higher-level problems that contain a number of parenthesis and brackets that will offer accomplished algebra students a greater challenge. Once students are able to successfully solve these more difficult math problems, their confidence level will increase and they can focus on upcoming algebraic topics.

Following the correct order when solving mathematical problems containing a number of operations can be daunting, but since it is a pattern-based activity, students will learn and achieve greater competence through practice. Traditional paper and pencil homework assignments do not make this task any more exciting for students. The Internet is an ideal place to send students. With a variety of colorful, fresh, and innovative ways of learning and applying order of operations objectives, students will master this concept.

Reference:

Math Goodies � Order of Operations http://www.mathgoodies.com/lessons/vol7/order_operations.html

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A Plus Math � Order of Operations Homework Helper http://www.aplusmath.com/Homework_Helper/Order_Of_Operations.html

Study Guides and Strategies � Evaluating Algebraic Expressions http://www.studygs.net/pemdas/

Oswego City School District � Order of Operations and Evaluating Expressions http://regentsprep.org/Regents/math/orderop/Lorder.htm

Learn Alberta � Exploring Order of Operations http://www.learnalberta.ca/content/mejhm/html/object_interactives/order_of_operations/explore_it.html

Te Kete Ipurangi Online Learning Center � Matho 2 http://www.tki.org.nz/r/wick_ed/maths/interactives_matho2.php

Scweb4free http://www.scweb4free.com/oper.html

Fun Brain Operation Order http://www.funbrain.com/cgi-bin/alg.cgi

AAA Math Calculations Based on the Order of Operations http://www.aaamath.com/pro73c-order-of-operations.html#section2

National Institute for Literacy Complex Order of Operations http://www.nwlincs.org/wyGEDtran/interactive/Lesson10/L10-exer1.htm

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Conflict in Korea Tyler Schumacher

ven though the military clash between North and South Korea ended five decades ago, a permanent

peace deal has yet to be negotiated. The two nations remain technically in a state of war, eyeing each other from opposite sides of a tense demilitarized zone. Since North Korea restarted its nuclear weapons program in 2002, relations with that nation have become increasingly difficult. However, recent six-nation talks between the U.S., South Korea, Japan, North Korea, China, and Russia, have yielded promising results. These developments provide a timely opportunity for examining the Korean Peninsula and its effect on world politics for the past half century.

The Roots of the Korean Conflict

Remind students of the circumstances surrounding the Cold War by reviewing this Interactive Map from CNN. The map outlines the expansion of Communism in the years immediately following World War II and briefly describes the Truman Doctrine � the basic guide for U.S. foreign policy throughout the Cold War.

From the Truman Library, have students read this description of the setting in Korea after World War II. It outlines the joint U.S/Soviet occupation following the Japanese surrender of the Korean peninsula. In addition, have students examine this map of Korea. Make sure they can locate important items on the map, such as the 38th parallel and the major cities of North and South Korea.

Military Action

At the end of World War II, the USSR and the US divided the Korean Peninsula between themselves. While the Soviet Union established a communist government north of the 38th parallel, the United

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NSS-WH.5-12.9 ERA 9: THE 20TH CENTURY SINCE 1945: PROMISES AND PARADOXES The student in grades 5-12 should understand: how post-World War II reconstruction occurred, new international power relations took shape, and colonial empires broke up; and the search for community, stability, and peace in an interdependent world TEKS §113.33. World History Studies (9) History. The student understands the impact of totalitarianism in the 20th century. The student is expected to: (A) identify and explain causes and effects of World Wars I and II, including the rise of Nazism/ fascism in Germany, Italy, and Japan; the rise of communism in the Soviet Union; and the Cold War.

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States founded a democratic state in the south. Later, both superpowers pulled out of their respective zones, leaving the peninsula to its own devices. With the intention of uniting the Korea under one system, North Korea invaded the South on June 25th, 1950.

Have students read through this BBC site that describes the major phases of the fighting in Korea. Make sure students click through all the links located at the top of the page. In addition, each page contains a short audio source from that period.

After China became involved in the Korean War, President Truman faced a difficult decision: widen the war by attacking Mainland China, or restrict the conflict to the Korean Peninsula? Truman�s commanding general, Douglas Macarthur, favored widening the conflict and stated so publicly, forcing the President to fire the immensely popular general. Have students read this description of Macarthur�s firing and Truman�s speech justifying it.

On July 27th, 1953, the forces fighting in Korea signed an armistice to stop the fighting. Have students read this summary of the armistice and examine the copy found at the National Archives. Make sure students understand that the word �armistice� does not mean �treaty,� it simply means �a truce to discuss terms of peace.�

Break students into small groups and have each group create a short presentation on one of the important events of the Korean War. Important events might include the North Korean invasion, the Inchon landing, the entry of China into the war, the firing of MacArthur, the signing of the armistice, etc.

The War Continues

After the armistice of 1953, a demilitarized zone was established between North and South Korea. It roughly follows the 38th parallel, which has stood as the dividing line between the two nations since the end of World War II. The Korean demilitarized zone is one of the most heavily fortified borders in the world, indicating that a state of war still does exist between North and South Korea. Have students listen to this radio program of a trip to the demilitarized zone.

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The two Koreas that face each other across the demilitarized zone are extremely different places. North Korea remains a secretive dictatorship with massive military spending and a struggling economy. South Korea enjoys a freer government and a flourishing economy. Have students read these country profiles of North Korea and South Korea from the BBC. Next, students can write a comparison/contrast essay of the two Koreas. How are they similar and different? What are the important characteristics of each? Which nation has a brighter future and why?

North Korea�s insistence on developing nuclear weapons and the missiles to deliver them has brought increased tension to international politics in recent years. Talks between North Korea, South Korea, the United States, China, and Japan have recently focused on convincing North Korea to abandon its nuclear ambitions in exchange for economic aid. Developments in the past months have shown promise. Have students read this summary of political dialogue between the U.S. and North Korea from MSNBC. In addition, students may click on and view the slideshows in the right hand margin.

Ask students to choose a position on the following statement: Nations of the world should/should not negotiate with North Korea. Make sure students support their position with facts and details. For example, students may discuss how North Korea spends massively on its military while depending on foreign aid to keep its citizens from starving. When students are ready, hold a classroom debate on how best to deal with North Korea and the unique threat it poses to the world today.

Reference:

CNN � Cold War Interactive Map http://www.cnn.com/SPECIALS/cold.war/episodes/01/maps/

Truman Library � Korea in 1950 http://www.trumanlibrary.org/whistlestop/study_collections/korea/large/world.htm

Map of Korea http://www.lib.utexas.edu/maps/middle_east_and_asia/korean_peninsula.gif

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BBC � The Korean War http://news.bbc.co.uk/1/shared/spl/hi/asia_pac/03/the_korean_war/html/default.stm

Ourdocuments.gov http://www.ourdocuments.gov/doc.php?flash=true&doc=85

Savvy Traveler � the Demilitarized Zone http://savvytraveler.publicradio.org/show/features/1999/19991127/korea.shtml

BBC � Country Profiles of North and South Korea http://news.bbc.co.uk/1/hi/world/asia-pacific/country_profiles/1131421.stm

U.S./North Korea Talks http://www.msnbc.msn.com/id/17380964/

Truman�s Recall of Macarthur http://usinfo.state.gov/usa/infousa/facts/democrac/58.htm

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Basic Computation, Updated Tools Rebecca Kinyo

imes have changed quite a bit since the days of one room schoolhouses. Back then, armed with tools such

as chalk and slate boards, teachers effectively developed student skills in basic computation. Over time, one room schoolhouses have become obsolete; yet, the conceptual foundations of a solid education have not.

Today, teachers still work to develop student skills in addition and subtraction even though many of the tools used in instruction have changed. Since they are technologically advanced, modern educational tools such as interactive white boards and computers can seem intimidating to teachers and are often underused. The important thing to remember is that they are, indeed, only tools.

Just as the chalk and slate boards have been used successfully, today�s technological educational tools can be extremely effective in strengthening and developing basic computational skills. Used properly, these tools can increase student motivation and open the doors to diverse learning activities.

Good �Ol Drill and Practice

The emergence of educational technology does not mean that the tools and methods that were effective in the past need to be tossed aside. Basic drill and practice, like the use of flash cards, never goes out of style. Technology simply allows teachers to put a new twist on this old favorite. There are thousands of online drill and practice activities that can help students to master basic addition and subtraction. These activities come in many forms, from timed math drill and

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NM-NUM.PK-2.3 Compute fluently and make reasonable estimates: • develop and use strategies

for whole-number computations, with a focus on addition and subtraction;

• develop fluency with basic number combinations for addition and subtraction;

• use a variety of methods and tools to compute, including objects, mental computation, estimation, paper and pencil, and calculators.

TEKS §111.14. Mathematics, Grade 2 (3) Number, operation, and quantitative reasoning. The student adds and subtracts whole numbers to solve problems. The student is expected to: (A) recall and apply basic addition and subtraction facts (to 18); (B) model addition and subtraction of two-digit numbers with objects, pictures, words, and numbers

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entertaining fact practice to printable worksheets and customizable tests.

One advantage that digital flash card practice has to traditional flash cards is the ability to automatically record progress and give feedback. One of the best examples of this type of online tool, That�s a Fact, is provided by Harcourt School Publishers. Here, many factors are controlled by the user: type of problems, amount of time allotted, level of difficulty, and the appearance of the cards. Once a student has completed all of the problems, a list of missed facts is generated so the student can continue to practice the problems that are most difficult for them to master.

Another site that provides online math drill is Art of Math. The content of this drill is also customizable; and even though there are some learning-friendly advertisements, the detailed feedback is worth the inconvenience. Once a student has completed the drill, a chart is generated that explains not only which problems were correctly answered, it also indicates how much time the student needed for each equation. Finally, teachers who are looking for a �jack-of-all-trades� type of Web site, should visit the Math Café. Here, they can create online flash cards and generate fact sheets, or they can customize and print pre-made sheets.

Another advantage to technological educational tools is interactivity. The Oswego School District in New York has developed a series of online fact practice activities that encourage student decision-making and problem solving. Here, students can go online to work with number sets in order to create specific addition and subtraction equations. For more advanced students, the site also offers addition or subtraction speed grids. Students use the grids to calculate possible number combinations to reach a specific total.

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Old Games, New Games

In addition to interactivity, computer technology also provides basic computation practice in an entertaining way. Not only can modern educational tools enhance basic learning tools, like flash cards, they can also enhance traditional games. Games like Bingo, Connect Four, and darts can now be played online, combining the original appeal of the game with educational concepts, like calculation. Let�s look at some activities that combine drill and practice with fun and games.

If your students have ever played Connect Four, it shouldn�t take them long to get wrapped up in the competition of Arithmetic Four. This two-player game mimics the traditional game; however, the challenge is that each player has to answer a basic computation question before he/she is allowed to place a piece in the grid. Darts may seem like a strange game to play online, and an especially strange game to promote the practice of basic facts, but the BBC has created such a game. By playing the Dartboard Game, students find a variety of ways to reach the same sum. Each problem must be solved by placing darts on specific number combinations. Through this game, students even get a bit of practice with basic multiplication, as some spaces are worth twice the amount of the number on the space below it.

Truthfully, however, everyone wins because everyone has practiced their facts and completed basic computations! That�s the key - practice. Students are not normally motivated to review basic facts; yet, from the days of the one-room schoolhouse to today, one thing has remained constant: proficiency in basic computation comes only with practice. Whether that practice is completed via chalk and slate board or via computer and interactive white board, the results cannot be underestimated.

Reference:

Harcourt School Publishers � That�s a Fact http://www.harcourtschool.com/activity/thats_a_fact/english_K_3.html

Art of Math � Making Math Fun http://www.artofmath.com/

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Math Fact Café � The Fact Sheet Factory http://www.mathfactcafe.com/

Oswego City School District http://www.oswego.org/

Interactivate � Arithmetic Four http://www.shodor.org/interactivate/activities/ArithmeticFour/

BBC � Number Time: Ann and Addem�s dartboard game http://www.bbc.co.uk/schools/numbertime/games/dartboard.shtml

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Amazon Adventures Courtney Kincaid

ummer is near, how will your students take advantage of the warmer weather? Will some of them enjoy

swimming? Would they like to swim 3,375 miles? Guinness record marathon swimmer Martin Strel is doing it now - and in one of the world�s most unique and treacherous environments, the Amazon River.

In this lesson students will track Strel�s progress, learn more about the wonders and the dangers of the Amazon through an interactive tour, see and hear the rainforest in action, including a space shuttle view, and read Strel�s diary for inspiration as they seek their own passion and decide how they can make a difference.

Swimming the Amazon?

Ask your students what outdoor activities they like to do when the weather gets warmer. Write down their responses on the classroom board. Did anyone mention swimming? Ask where they like to swim, do they swim in a pool, or is there a lake or a river they like to swim in? Ask students to list some things that are different about swimming in a natural environment, and list their responses on the board. Prompt students to think about what they might feel, see, and hear while swimming in a natural environment, and discuss their responses. Next, using a classroom computer with an attached projector, go to Amazon Swim

Allow student volunteers to read aloud the information above the picture of swimmer Martin Strel. What issues does Mr. Strel want to raise awareness about? What does your class think it means to �raise awareness�? Why does your class think Alzheimer�s disease and using telemedicine to bring modern medicine to remote areas are important?

Click on FAQ at the right of the screen to find out more about why Mr. Strel is attempting this feat. Why do your

S

Life Science: ORGANISMS ND THEIR ENVIRONMENTS An organism's patterns of behavior are related to the nature of that organism's environment, including the kinds and numbers of other organisms present, the availability of food and resources, and the physical characteristics of the environment. When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations. TEKS §112.7. Science, Grade 5 (9) Science concepts. The student knows that adaptations may increase the survival of members of a species. The student is expected to: (A) compare the adaptive characteristics of species that improve their ability to survive and reproduce in an ecosystem; (B) analyze and describe adaptive characteristics that result in an organism's unique niche in an ecosystem.

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students think the rainforest needs to be preserved? Find out by clicking on About Amazon at the top left of the screen. Review the information with your class, and then click the map icon at the bottom of the page to see where the Amazon River flows. You can then use the arrows at the bottom to look at the other pictures. Next, click on Photos and News at the top right of the page to see the latest in Mr. Strel�s swim. Explore the links at the right with your class. Don�t miss Pirate Attack and the Yagua Tribe. End with The Call of the Jaguar. Had your students thought about what might be waiting on the riverbank?

Before you move on, take a moment for your students to reflect on the information they have learned. What is so special about the Amazon? What would be lost if the rain forest disappeared? Have their answers changed since the beginning of the lesson? Ask students to jot their thoughts on paper, and ask for volunteers to share their answers.

Life in the Amazon

To find out more about the Amazon, Journey into Amazonia with PBS. This is a wonderful site to explore with your class, and includes teacher resources. Start by clicking on the icon of the hiker to Play Amazon Explorer (Teacher Note: Requires Flash 4 plug-in that can be downloaded free from the site.) This is a fun interactive game with wonderful graphics that will appeal to your special needs and English language learners, as well as all students. As you move through the game, click on the screen to find out more about what you see and answer the questions. Involve students by asking them to help decide where to go next. Students can also play this game independently.

When your students have finished the game, explore in more depth by following the links in the menu to the right of the screen. Be sure to explore Waterworlds; Life on Land; and

The Big Top to give students perspective on the variety of life in the Amazon.

Would your students like to see and hear more about the Amazon? Check out JunglePhotos.com and click on Amazon. By

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following the links to the left, your class can see photos of towns, people, scenery, and other subjects, as well as additional maps. There is also a Kid's Stuff link in the middle of the page, which will lead students to games about the Amazon and homework help. What does the rainforest sound like? Your class can hear it for themselves at Rain Forest Sounds by ChristianAnswers.net. In this amazing collection, students can hear monkeys, bats, frogs, and many more rainforest sounds. How about watching the rainforest in action? Also by Christian Answers.net, visit Kid Explorers: Video Clips. Here students can watch a tiger eat, and see the Amazon from the space shuttle.

The Amazon and Beyond: What Matters to You?

In this lesson, students have gone from swimmer Martin Strel�s attempt to swim the Amazon River to bring attention to the things he is passionate about, to an in-depth study of the Amazon and its fragile and vital ecosystem. What are your students passionate about? End this lesson with a classroom project. Ask students what changes they would like to see in the world: what are they passionate about, and how would they like to bring attention to this subject. Do they want to help save the rainforest? Do they want to help preserve the wild habitat in their own region? Allow each student to create a poster defining what issue they are most passionate about and advertising what they will do to draw attention to this important matter. They may wish to include what others can do to help. Encourage creativity � the poster may include drawings, pasted photographs, creative lettering, or anything that communicates how the student feels about this subject and draws attention to the change he or she would like to make in the world. Do your student�s need inspiration? Check out Taking on the Amazon: Swimmer's Diary at BBC News.

Reference:

Amazon Swim http://www.amazonswim.com/main.php?S=1&Folder=2&L=2

PBS � Journey into Amazonia: http://www.pbs.org/journeyintoamazonia/index.html

Jungle Photos http://www.junglephotos.com/

ChristianAnswers.net � Rainforest Sounds: http://www.christiananswers.net/kids/sounds.html

BBC News � Taking on the Amazon: Swimmer�s Diary http://news.bbc.co.uk/2/hi/talking_point/6389845.stm

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Focus on Writing: Grammar and Sentence Structure Stephanie M. Hamilton

rainstorming ideas and creating rough drafts in creative writing can be a fun exercise in your

Language Arts classroom. You might use webs or other graphic organizers to help your students think of all the possible ideas they might incorporate into their writing. After the first draft phase, however, you will probably direct their focus to checking for fragments, looking for misplaced commas, and questioning noun-verb agreement. To make this task more palatable, you might even have students exchange papers and edit a partner�s work. Unless your students have a firm grasp of the ingredients that we call grammar, they might find the editing and proofreading process daunting. There are several Web sites which can supplement your classroom�s writing program to help students understand what grammar is and how it works to make writing clear, concise, and ultimately, exciting to read.

Grammar Tutorials

Capital Community College Foundation�s Grammar PowerPoint Presentations can be used to introduce grammar to students who might benefit from visual learning, English language learners (ELL), or as practice to review concepts. The slideshows are not timed, allowing you to move through them at your own pace. Animated pages make this site not only informative but fun for your students. And, there are some sounds embedded within the PowerPoint. PowerPoint titles include the following:

• Clauses: Essential Building Blocks

• The English House of Commas

B

NL-ENG.K-12.6 APPLYING KNOWLEDGE Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. TEKS §110.6. English Language Arts and Reading, Grade 4. (16) Writing/penmanship/ capitalization/punctuation. The student composes original texts, applying the conventions of written language such as capitalization, punctuation, and penmanship to communicate clearly. (18) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing.

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• Avoiding Sentence Fragments

• Our Friend, the Semicolon

• Avoiding Run-on Sentences

• The Colon: Sentence Gateway

• Diagramming Sentences

• Subject-Verb Agreement

• The Mighty Apostrophe

• A Capital Idea

• The Parts of Speech

If you have computers in your classroom, you might want to save this site as a favorite and incorporate it into a learning center. Or, you can pair students to view a PowerPoint and then write a review of what they learned at the site. Have the pairs exchange their reviews for editing with a focus on the specific topic they viewed.

Review, Practice, Assess!

There are several Web sites to use in your classroom for practice and assessment of your students� knowledge of grammar and all of its parts. Consider the needs of your students as you visit each site. Some are more visually graphic, some are very interactive, and some challenge the student to understand and use high level vocabulary words.

Quia Grammar is a Web site which features matching, concentration, hangman, and other interactive games that can be played by one or two students. Some of the games focus on the following areas:

• English Irregular Verbs

• Contractions

• Independent simple subject and predicate

• Parts of Speech

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• Sentence Types

• Singular and Plural Nouns

• Run On Sentences

• Irregular Verbs

You might want to create a checklist for students to record their progress on each of these games. Review these checklists regularly to assess your students� progress to determine in which areas they might need additional practice.

Textbook publishers Pearson and Houghton Mifflin each have sites featuring grammar practice. Grammar Gorillas is a colorful animated game to identify parts of speech. If you click on the right word in the sentence, the gorilla gets a banana. The site has two levels: Beginner which focuses on nouns and verbs only, and Advanced which covers all parts of speech. One nice part of this site is that a glossary of grammar terms is featured on the page for quick and easy reference. Grammar Blast is divided by grade level from Grade 2 � 5 and by unit. Each unit has 10 questions for students to earn up to 100 game points. Games focus on sentence structure, nouns, pronouns, verbs, adjectives, capitalization, and punctuation.

For ELL students, the ESL Kids Lab has a comprehensive selection of Interactive Kids Vocabulary & Grammar Quizzes. While this site is targeted to English language learners, you may have struggling students who will benefit from using this site. Eats, Shoots, and Leaves Punctuation Game is another Web site designed for ELL students but only focuses on apostrophes and commas. Since both of these terms � especially commas � can be fairly difficult to understand and use correctly, this site might be perfect for those students needing specific practice.

Grammar Lesson Exchange

Teach-nology hosts a lesson plan exchange Web site by and for teachers. Many grammar lessons have been submitted to the site which may fit perfectly into your classroom. The four lessons described below incorporate higher level thinking skills, drama, and physical activity to bring the essence of grammar to life!

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In Adjective, the student will see portraits of four characters from stories by the Russian writer N. Gogol and a list of adjectives like open-minded, calm, poor, stern, strong, simple, nervous, greedy, or rich. In a box under each portrait, the student must use at least five adjectives from the list in sentences to describe each character. When they finish, they can click and view what other students wrote about each character. If you have a pair of students working on this activity at the computer, they can share, discuss, and debate their choice of adjectives. To extend this activity, use this list or make your own list of adjectives for students to use in describing characters from stories you are reading in class.

In Adverbily, students learn that an adverb of manner describes the action of a verb. Students will write verbs on cards, and then apply �ly� to that verb on another card. Students find their verb-adverb match and act out what that verb and adverb might look like.

In Showcase of Language, students practice punctuation and sentence structure by acting out sentences and their associated end punctuation � question marks, periods, or exclamation points.

Lastly, in Subject and Predicate Puzzle, classes are divided into two groups. One group writes a complete subject on a card. The other group writes a complete predicate on a card. Then, students find a partner of the opposite group to complete a sentence. Some of the sentences may sound silly but that will make this activity more engaging for your students. Extend this lesson by having students record the sentences that the class created or make a story based on the sentences.

Reference:

Capital Community College � Grammar Powerpoints http://grammar.ccc.commnet.edu/grammar/powerpoint.htm

Quia � Grammar Activities http://www.quia.com/shared/eng/

Funbrain � Grammar Gorillas http://www.funbrain.com/grammar/

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Eduplace � Grammar Blast http://www.eduplace.com/kids/hme/k_5/index.html

ESL Kids Lab http://www.english-4kids.com/

Eats, Shoots, and Leaves � Punctuation Game http://eatsshootsandleaves.com/ESLquiz.html

teAchnology � Grammar lessons http://www.teach-nology.com/teachers/lesson_plans/language_arts/grammar/

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Estimated Time: Estimated Time: Estimated Time: Estimated Time: 77770 Minutes0 Minutes0 Minutes0 Minutes

The Pony Express Geri Ruane

2. Why was the Pony Express created? 3. What was needed for the development of the Pony

Express operations? 4. Explain why the Pony Express was a financial

disappointment for Russell, Majors, and Waddell. 5. A rider would hold the correspondence in his

hands as he rode his horse.

a. True b. False

Name __________________________________ Step back to 1860�before the construction of the railroad or the telegraph. You are a young boy who needs a job. You see an ad in a California newspaper that says: "Wanted. Young, skinny, wiry fellows. Not over 18. Must be expert riders. Willing to risk death daily. Orphans preferred." Would you apply for that position? Well, many boys and men did just that and as a result, history was made! The Pony Express was created when these boys and men faithfully carried mail and news back and forth from Missouri to California. In this month�s Internet Challenge�, we will get a glimpse into the settings surrounding the development of the Pony Express, the journey of its riders, and how this means of communication impacted our young country. Let�s begin our online adventure. The first WeThe first WeThe first WeThe first Web site that we will explore is b site that we will explore is b site that we will explore is b site that we will explore is Gold Rush Gold Rush Gold Rush Gold Rush ChroniclesChroniclesChroniclesChronicles----the the the the Pony ExpressPony ExpressPony ExpressPony Express, , , , located at located at located at located at http://comspark.com/goldminerhttp://comspark.com/goldminerhttp://comspark.com/goldminerhttp://comspark.com/goldminer----mall/chronicles/mall/chronicles/mall/chronicles/mall/chronicles/ ponyexpress.htmponyexpress.htmponyexpress.htmponyexpress.htm Read the information on this pageRead the information on this pageRead the information on this pageRead the information on this page,,,, and then answer and then answer and then answer and then answer the following questions.the following questions.the following questions.the following questions. 1. �Though small in stature, their untarnished record

proved them to have hearts of lions.� What is an antonym for the word �untarnished�?

a. clean b. flawed

c. unblemished

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10. You have been chosen as a Pony Express rider. Draw a picture (or give written details) as to what you were allowed and required to bring on your trip. Use computer drawing software or paper, pencil, and art tools to draw a picture.

11. Compare and contrast the living conditions at

Boyd Station to those at Canyon Station. Good work!Good work!Good work!Good work! Now, let�s take a quick tour. ReadNow, let�s take a quick tour. ReadNow, let�s take a quick tour. ReadNow, let�s take a quick tour. Ready?y?y?y? 12. The Pony Express National Historic Trail (U.S.

National Park Service) is located at http://www.nps.gov/poex/historyculture/index.htm Examine the material on this page and then respond to this question: How did the approval of a Congressional bill to subsidize the building of a transcontinental telegraph line have an effect on the Pony Express?

6. How was the mochila an asset in the Pony Express travels?

7. Name the station that was the point where the

Pony Express riders, traveling eastward, crossed the California � Nevada state line.

8. Which famous rider made the fastest trip ever by

the Pony Express as he carried the message of Lincoln�s Inaugural Address?

Great answers!Great answers!Great answers!Great answers! Our neOur neOur neOur next site, xt site, xt site, xt site, Pony Express Trail National Back Pony Express Trail National Back Pony Express Trail National Back Pony Express Trail National Back Country BywayCountry BywayCountry BywayCountry Byway,,,, can be found can be found can be found can be found by browsing toby browsing toby browsing toby browsing to http://www.utah.com/playgrounds/pony_express.htmhttp://www.utah.com/playgrounds/pony_express.htmhttp://www.utah.com/playgrounds/pony_express.htmhttp://www.utah.com/playgrounds/pony_express.htm Look at the information on this page and read its text.Look at the information on this page and read its text.Look at the information on this page and read its text.Look at the information on this page and read its text. Complete these questions.Complete these questions.Complete these questions.Complete these questions. 9. Why did the Union want to improve its mode of

communication between the East and the West?

Apri l 2007 Internet Chal lenge � 2/3

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Terrific!Terrific!Terrific!Terrific! EEEExtension Activity xtension Activity xtension Activity xtension Activity ���� Choose one or all of them! Choose one or all of them! Choose one or all of them! Choose one or all of them! • Activity #1.Activity #1.Activity #1.Activity #1. Follow the trail of the Pony Express! Go

to http://www.xphomestation.com/xpdrive-ca-mo.html where you will see a map of the United States. Click on the numbers in the map and you will discover more facts about the Pony Express stations. For Pony Express statues, go to: http://www.xphomestation.com/frm-xpstatue.html Using appropriate computer software or paper, pencil and art tools, design your own Pony Express Route map. If you could create a statue to honor the Pony Express rider, where would it be located? What would your honorary statue look like? After you�re done, present it to your teacher and classmates. Talk about it!

• Activity #2.Activity #2.Activity #2.Activity #2. Go to the Pony Express page at

http://www.42explore2.com/pony.htm. Scroll down the page to �Be an Explorer.� Look at the two topics: �You Decide: Success or Failure?� and �Design an Express System Today � a �Pony Express� for Today.� Select either one and complete the assignment. After you�re done, share it with your teacher and classmates. Talk about it!

• Activity #3. Activity #3. Activity #3. Activity #3. If you could interview William �Buffalo

Bill� Cody, Johnny Fry, �Pony Bob� Haslam, or any other Pony Express rider today, who would you choose? Why? What three questions would you ask your person? Write down your questions and be prepared to talk about your make-believe interview with your teacher and classmates. Talk about it!

_________________ Congratulations!Congratulations!Congratulations!Congratulations! You�ve done an exceptional job completing this Internet Challenge�.

13. The American West � Pony Express Informationcan be found at http://www.americanwest.com/ trails/pages/ponyexp1.htm. Read this fact page about the Pony Express. This site lists six success facts about the Pony Express. Which one do you think is most significant? Write it down and give a reason to support your opinion.

14. Hop on the Pony Express Route! Go to

http://www.xphomestation.com/xproute.html. Read the information on this page, and then, at the bottom of the page, click on thumbnails of 1860 maps of the Pony Express route. Once the Pony Express rider reached Sacramento, how did the mail reach San Francisco?

15. Pony Express History is located at

http://www.ponyexpress.org/history.htm. Read the information on this page, and then click the links �stations� and �riders.� When you have read these pages, answer this question: Look at the route of the Pony Express rider. How often would a rider get a fresh horse?

a. approximately every 52,800-79,200 feet b. approximately every 58,200-72,900 feet c. approximately every 5,820-7,290 feet

Apri l 2007 Internet Chal lenge � 3/3

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Answers to April�s Internet Challenge�

1. b 2. To meet the need for a more dependable communication with the West, the stage and freight company of

Russell, Majors, and Waddell proposed a mail relay service between St. Joseph, Missouri, and Sacramento, California. William H. Russell, after conferring early in 1860 with California's U. S. Senator William Gwen, then Chairman of the Senate Post Office and Post Roads Committee, was responsible for putting the Pony Express into operation. On January 27, 1860, Russell wired his Kansas office that he had resolved to start the Pony Express -- "time: 10 days."

3. Light, tough, young men were needed to be hired to ride the best horses money could buy. Horses used for the prairies were long-legged and fast, in addition to smaller but strong animals of California stock for use on the rough mountains and deserts. New stagecoach stations had to be built, and existing ones were fixed up. Stations were supplied with hay, grain and other needed materials. In addition, employees such as station keepers, stock tenders and route superintendents were required in the Pony Express operation.

4. In 1860, Russell, Majors, and Waddell formed the Central Overland California and Pike's Peak Express Company for the Pony Express operations. They wanted to show that mail could be carried year round over the Central Route to California. Once that was proved, government subsidies would be forthcoming, ensuring success of the venture. Although the Pony Express was successful in delivering the mail in record time, Russell, Majors and Waddell lost out to Alexander Butterfield for the mail contract. The Pony Express was an efficient mail service, but it failed as a profitable enterprise. It is not known exactly how much the service cost Russell, but during its operation the company only grossed $90,141. By all accounts the Pony Express had lost $200,000 by the time it closed operations.

5. b 6. Although mail had been delivered by horse before, it was the mochila that made the Pony Express stand

out. The mochila was a rectangular leather blanket of sorts that fit securely over a McClelland saddle. It had four cantinas (pockets) in the four corners that carried mail and were each padlocked. The design of the mochila allowed for easy and quick removal and placement on a fresh horse at Remount Stations. The rider's weight kept the mochila in place during the rugged rides. The total weight of the mochila, saddle and bridle was 13 pounds.

7. The station�s name was Friday�s Station. 8. �Pony Bob� Haslam, who traveled 120 miles in 8 hours and 20 minutes while wounded, made an important

contribution as the fastest trip ever made by the Pony Express. 9. With the discovery of gold in California in 1848, and the increasing political tensions of the 1850s which

led to the Civil War, it became imperative to keep the far West in the Union by providing a more dependable source of information from the East.

10. Students can draw a picture or give these details: In the interest of speed, careful consideration was given to weight. Riders had to weigh less than 120 pounds. Only 25 pounds were allowed for equipment which included four mail pouches sewn on leather thrown across the saddle, a light rifle, and Colt revolver. Each mail delivery was limited to 20 pounds; total weight on the horse: 165 pounds. Riders wore a bright red shirt and blue pants. They carried a small brass horn to signal their coming. Each rider was issued a Bible to sustain their courage and hardiness to make the ride through potentially dangerous country of Indians, bandits, deadly blizzards and murderous heat.

11. Living conditions at Boyd Station were harsh and crude. The partially dug out, rock-walled living quarters contained bunks which were built into the walls. Furniture consisted of boxes and benches. Life at the isolated station was lonely. Activities of the station keeper, spare rider and blacksmith centered on caring for the horses and a simple existence. The monotony was broken only by the arrival and almost immediate departure of two riders each day. Built in 1861, Canyon Station consisted of a log house, a stable, and a dugout where meals were cooked and served. In July 1863, Indians killed the Overland agent and four soldiers, and burned the station. The Overland Station was rebuilt in 1863. There are remnants of a round fortification built just behind the station which served as a lookout and place of refuge. It probably never had a roof so defenders could speedily climb over the wall and begin firing through the rifle ports.

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12. On June 16, 1860, about ten weeks after the Pony Express began its operations, Congress authorized a bill instructing the Secretary of the Treasury to subsidize the building of a transcontinental telegraph line to connect the Missouri River and the Pacific Coast. The passage of the bill resulted in the incorporation of the Overland Telegraph Company of California and the Pacific Telegraph Company of Nebraska. On July 4, 1861, Edward Creighton began building the Nebraska company's line westward from Julesburg, Colorado, toward Salt Lake City. Twelve hundred miles to the west on the same day at Fort Churchill in Nevada, James Gamble set the first pole in the Overland Telegraph Company's line. While the lines were under construction, the Pony Express operated as usual. Letters and newspapers were carried the entire length of the line from St. Joseph to Sacramento, but telegrams were carried only between the rapidly advancing wire ends. On October 20, 1861, Creighton won the race to Salt Lake City. Four days later Gamble's crew arrived. On October 26, the wires were joined, and San Francisco was in direct contact with New York City. On that day, the Pony Express was officially terminated, but it was not until November that the last letters completed their journey over the route

13. Students choose one of the following facts as the most significant success of the Pony Express and a reason to support it: a. Improved communication between east and west. b. Proved the central route could be traveled all winter. c. Supported the central route for the transcontinental railroad. d. Kept communication open to California at the beginning of the Civil War. e. Provided the fastest communication between east and west until the telegraph. f. Captured the hearts and the imagination of people all over the world.

14. Upon arrival in Sacramento, the mail was placed on a steamer and continued down the Sacramento River to San Francisco.

15. a. The rider would get a fresh horse every 10-15 miles, which is equivalent to 52,800 � 79,200 feet. Extension ActivitiesExtension ActivitiesExtension ActivitiesExtension Activities � Students� own work.

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Estimated Estimated Estimated Estimated Time: Time: Time: Time: 50505050 MinutesMinutes MinutesMinutes

Stock Market Ups and Downs Lisa Kerscher

n Monday, February 26, 2007, China's stock market performance went sky-high. But what goes

up must come down�and it came down hard in Shanghai the next day. A quick sell-off of stock shares caused the market to do a one-eighty, falling the equivalent of a 1,110-point drop in the Dow Jones industrial index. (This index is used as a way to gauge the performance of the industrial component of America's stock markets.) This was the biggest drop in a decade.

The drop rippled through stock markets worldwide. In New York, stock performance drop more than 400 points.

What caused this sudden shift?

Some experts speculate that rumors in China may have fired the frenzy. The Shanghai stock market had been booming, and rumors had it that the government was considering new measures that would slow the market's growth. This drop then caused other markets to drop, since global markets have become increasingly interconnected. American markets had already been sluggish when the drop hit, due to other factors.

A stock market brings together buyers and sellers of commodities and other financial investments. People can buy one or more shares (basically, a portion of the ownership) in a company, like Google or Coca Cola, for example. When the company makes a profit, then each shareholder in that company receives a cut of that profit. Of course, the opposite is also true�when they lose, investors lose.

Investing in the stock market has its ups and downs, but some investors find that stock trading is worth the risks. After all, the extra income can be used to pay for college, professional training, or the launch of a new business.

So how does someone go about buying and selling stocks? You will discover those answers in this lesson as you explore Wall Street and learn how to research and invest smartly in the stock market.

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NSS-EC.5-8.7 MARKETS -- PRICE AND QUANTITY DETERMINATION Markets exist when buyers and sellers interact. This interaction determines market prices and thereby allocates scarce goods and services. • Market prices are determined

through the buying and selling decisions made by buyers and sellers.

• If a price is above the market clearing price, it will fall, causing sellers to produce less and buyers to purchase more; if it is below the market clearing price, it will rise, causing sellers to produce more and buyers to purchase less.

TEKS §113.22. Social Studies, Grade 6. (8) Economics. The student understands the various ways in which people organize economic systems. The student is expected to: (A) compare ways in which various societies organize the production and distribution of goods and services; (B) identify and differentiate among traditional, market, and command economies in selected contemporary societies, including the benefits of the U.S. free enterprise system; and (C) explain the impact of scarcity on international trade and economic interdependence among societies.

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Stock Market Basics

Get a good overview of the stock market at a ThinkQuest site called, EduStock. Click Visit Site to enter.

Begin in The Stock Market section. Read the Introduction, then click Next to move through the pages or use the menu on the left-hand side.

Discover how shares in a company were traded in The Beginning and How It Works today. What are the three big American stock exchanges called? Can you describe how the stock market helps support the national and global economy? How exactly does an individual investor become an active player?

Now, find out what Mutual Funds are, how the Rules of the stock market work, how Crashes can affect the economy, and what influences Market Trends.

What rules are in place that help protect shareholders? In what ways do investors, and consumers, affect share prices? What kinds of factors can influence buying and selling of shares? In what ways can a company influence the market?

Next, find out more about What Is a Stock? and the Types of Stocks that can be traded.

What are the four levels of stocks you can purchase? What factors should be considered before investing in a company? How exactly are common stocks different from preferred stocks?

While anyone with a little extra cash can play the market, the actual Buying & Selling of Stocks, Tracking, and keeping a few Stock Tricks up the sleeve are part of a fairly specialized profession. Using some of this insight, how can the daily newspaper help the general public keep track of a particular company and its stock?

Before leaving this site, review some of the Company Profiles to get an idea of what kinds of things�such as history, leadership, innovation, marketing success, etc.�investors consider before buying stock.

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Trade Like the Pros

Now let's go beyond the basics and step deeper into the stock market realm at StockQuest, starting with the Stock Guide.

Browse through some of the sections to learn more about Stock Dividends, Stock Splits, and Holders' Rights.

As you may have already figured out, different investors approach the stock market in different ways. For example, more experienced investors may concentrate on Cyclical Stocks, while others may stick with the more predictable Blue Chip Stocks.

In what ways are Income Stocks different from Tech Stocks? How does investing in Foreign Stocks differ from domestic trading?

Make sure you understand a few more basics of stock trading before leaving this section�Growth and Value, Market Cap, and the P/E Growth Ration.

What exactly is the P/E Ratio, and how can it help an investor make smart choices? What else should an investor consider?

The StockQuest site has a lot more great information to explore. So, if you have time in class or on your own, find out how you can Get Started in investing in your own future, get more information about how Trading works, and compare some of the different investment Strategies people use.

Your teacher can set your class up for a group-wide Global Stock Game, if you have time. For a more challenging trading game, ask your teacher to check out The Stock Market Game, to see if there is a state-wide interactive game. In this game, teams invest a hypothetical $100,000 in a real-time portfolio. There may or may not be a participation fee.

Reference:

Thinkquest � Edustock http://library.thinkquest.org/3088/welcome/welcomenf.html

Stocks Quest � Stock Guide http://investsmart.coe.uga.edu/C001759/guide/guide.htm

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Kicking the Procrastination Bug Tyler Schumacher

�Do not put off until tomorrow what you can put off until the day after tomorrow.� Mark Twain

�Hard work often pays off in the long run, but laziness always pays off now.� Anonymous

he pull of procrastination can be a powerful thing. When faced with a daunting or unpleasant task, humans seem to gravitate

towards any number of attractive alternatives. Without careful attention, this �distraction-attraction� can become a habit. When the habit attaches itself to an important daily task � such as homework � it can significantly affect a person�s performance and self-esteem. This month�s character education column will take a closer look at helping students identify and reduce the powerful pull of procrastination.

Are You a Procrastinator?

Ask students to take the following short survey about procrastination. When finished, have them examine the answer key and the procrastination behaviors checklist.

Hold a class discussion about what it means to procrastinate. Ask students to share examples of when they procrastinate and the payoffs and negative consequences that arise from that behavior. Make sure that students understand that procrastination�s power lies in the ability to make clever excuses for putting off something. Often, a person engages in this behavior without being fully aware of it. Ask students to share some of the excuses they have used to justify procrastinating about something important.

As an alternative activity, ask students to write a response to the following prompt: Do you agree with the statement: �Hard work often pays off in the long run, but laziness always pays off now�? Explain and support your answer. Make sure students address the

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idea of a �payoff� and whether or not the payoff of laziness outweighs its consequences. When finished, have students share their responses in groups, and then have each group pick one to share with the class.

To examine a more detailed analysis of procrastination, have students read this essay from the University of North Carolina. This piece examines reasons why people procrastinate and gives advice on how to begin kicking the habit. It also contains a section on challenging the myths that help justify the habit. Examples include: �I can�t work in a messy environment� or �I do my best work under pressure.� Ask students to examine these myths and discuss why they are so effective. Students might consider whether or not the myths contain any truth and how this might affect their believability.

Next, have students examine the article �10 Ways to Kick the Procrastination Habit.� It gives some simple and concrete strategies for eliminating the tendency to distract and delay.

Break students into pairs and have them create a skit about two students who face a looming school deadline. One of the students engages in procrastination while the other uses the suggested techniques to overcome it. Ask students to focus their skits on the feelings associated with putting something off versus getting it done in a timely manner. When students have finished their skits, ask for volunteers to share.

Time Management

Have students read these Time Management Principles and consider how these simple suggestions may aid them in reducing procrastination. Students may also examine this College Board survey on time management to help them see where they spend their time.

Hold a class discussion on the following topic: Why is it that some people who have busy schedules� sports, student council, volunteering, etc. � always seem to get their homework done while others who have large amounts of free time somehow fail to finish their work? Relate this idea to the concept of time management. For example, the fact that busy people must structure and organize their time makes it easier for them to accomplish many things �

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they do not have the luxury of putting things off. On the other hand, people with large amounts of time can lull themselves into thinking they can get things done �later�. �Later� often becomes �never�.

Anti-Procrastination and College Application

Many students find applying for college the ultimate exercise in procrastination. Life after high school can seem eons away, especially for freshmen and sophomores. However, the process of selecting and applying to colleges can provide a perfect opportunity to practice anti-procrastination techniques.

Have students examine this College Board Web site that contains a comprehensive college preparation plan for each year of high school. Students should examine the plan that corresponds with their year. The page also contains links to some time management tips and a list of 20 college application questions to ask a school counselor.

Ask each student to design an anti-procrastination plan for life beyond high school. If they are planning to attend college, their plan should reflect the steps necessary to identify and attain acceptance to a college or university. If they are planning to enter the working world, their plan should identify a field of focus and specific steps to help them enter that field. The point of these plans is to outline current actions that students can take to aid in their post-high school success. As a result, they will be preparing for the future rather than procrastinating about it.

Reference:

Procrastination Survey http://www.rit.edu/~369www/college_programs/lng_pwr/tm_ws_procrastination_survey.htm

University of North Carolina � �Procrastination� http://www.unc.edu/depts/wcweb/handouts/procrastination.html

�10 Ways to Kick the Procrastination Habit� http://www.lifeorganizers.com/spirit-mind/kick-procrastination-habit.htm

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�Time management Principles� http://www.d.umn.edu/kmc/student/loon/acad/strat/time_man_princ.html

Time Management Survey http://www.collegeboard.com/student/plan/college-success/118.html

Plan for College http://www.collegeboard.com/student/plan/starting-points/index.html

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Federal Grants for Technology Integration Stephanie Tannenbaum

et�s face it, to fully implement the level of technology infrastructure that we need to work in an optimal digital environment, we need more

money! State and local school districts allocate finite funds for technology and most of the time, those funds are insufficient. It often falls to the teacher to locate, apply for, and attain more money to boost up the technology agenda. This is a great time to take a look at the federal grants that are available for teachers who wish to integrate meaningful technology objectives. Federal grants are federally awarded financial aid that is provided for educators who intend to carry out an educational project or purpose.

Applying for and writing a grant can seem a daunting task. It does not have to be if you have your goals set and your agenda in order. Searching for grants is easier thanks to the Internet. Setting a plan and a timeline is also very helpful. First and foremost, set a positive, optimistic goal that will focus on the students as active learners. Determine a solid objective for a concrete project or on-going activity. Be sure to indicate how the subsidiary funds will enhance the learning environment; ultimately emphasize how students will benefit from the enhanced technology. When applying for a grant, your request should stand out in a way that is unique to your school or community. Point out how your request would enhance your classroom and allow it to serve as a role model of technology integration to other schools. You can even involve your students in the brainstorming process. Encourage them to think of projects and activities that they would like to participate in if they had the appropriate technology. You can even make the application more engaging by including student-created logos or slogans.

Once you have a purpose, do some research on the topic and include this in the application. Include documented strategies that you intend to replicate with this project. Create a plan or concept map that describes each component of the project. Point out areas in which students will work in conjunction with real-life situations and how this project could potentially enhance and benefit the community. It is essential to pack as much organized information into a professional, well-thought-out proposal as you can. For additional tips on writing grants proposals, take a look at the National Science Foundation�s Guide for Proposal Writing, the Corporation for Public Broadcasting�s Grant Proposal Writing Tips, Eduscapes� Grant and Grant Writing, the Foundation Center�s Proposal Writing Short Course which is a tutorial on how to cover all the essential steps of grant proposal writing, and the National Science Teachers Association and Vernier Software�s Grant Writing Guide.

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The good news is that the federal government recognizes the value of technology integration. In fact, according to Technology and No Child Left Behind, 100% of public schools had Internet access in 2005. The U.S. Department of Education�s National Education Technology Plan states, �From the back office to the classroom, schools of the information age will need to effectively employ technology to better meet the needs of students, parents, teachers, and administrators.� Keeping these accomplishments and goals in mind, let�s look at some of the readily available federal grant programs.

The United States Department of Education provides an in-depth resource, Enhancing Education through Technology (Ed Tech) State Program with thirteen listed grant possibilities. Check with the opportunities within your state on the Ed-Tech State Contacts page. You can also join the EDInfo mailing list or subscribe to the RSS ED.gov News Feed where you will have access to up-to-the-moment grant opportunities.

The U.S. Government�s National Science Foundation (NSF) lists nineteen current available grant technology opportunities (scroll down to �Technologies� and �Technology�). The U.S. Department of Health and Human Services� Grants.gov is a highly specific categorization of federal grant programs. This is an excellent resource, especially if your project is subject specific, such as studying the Antarctic, or ducks, or Earth science topics. Another exceptional resource for federal grants that is worth mentioning is Technology Grant News. This is an excellent source that compiles current federal grant opportunities and information all in one place. For $35 annually, each school may obtain a subscription to this valuable resource.

Technology is expensive; the funds that are currently allotted most often simply do not suffice. The supplemental subsidization is out there; the money is available. Obtaining the financial support for increased technology integration objectives is an attainable goal. Knowing what is available and writing winning grant proposals is all it takes to obtain the money for technology. The resources to help with both of these are readily available, frequently updated, and simple to use. While it is an added bonus in the joy of teaching, implementing innovative technology benefits students for years to come.

Resources:

National Science Foundation (NSF) Guide for Proposal Writing http://www.nsf.gov/pubs/1998/nsf9891/nsf9891.htm

NSF � How to Prepare your Proposal http://www.nsf.gov/funding/preparing/index.jsp?org=NSF

Corporation for Public Broadcasting � Grant Proposal Writing Tips http://www.cpb.org/grants/grantwriting.html

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EduScapes � Grants and Grant Writing http://eduscapes.com/tap/topic94.htm

Foundation Center Proposal Writing Short Course http://foundationcenter.org/getstarted/tutorials/shortcourse/index.html

NSTA and Vernier Software and Technology � A Guide to Grant Writing http://www.vernier.com/grants/

Tech Learning Writing and Winning Grants � A Web Tour http://www.techlearning.com/db_area/archives/TL/200106/webtour.php

Tech Learning Finding Funding: A Dozen Daring Ideas http://www.techlearning.com/showArticle.php?articleID=21700262

Technology and No Child Left Behind http://www.ed.gov/about/offices/list/os/technology/fact-sheet.doc

U.S. Department of Education National Education Technology Plan http://www.ed.gov/about/offices/list/os/technology/plan/2004/site/edlite-background.html

U.S. Department of Education Office of Educational Technology (OET) http://www.ed.gov/about/offices/list/os/technology/index.html

U.S. Department of Education � Enhancing Education through Technology (Ed-Tech) State Program http://www.ed.gov/programs/edtech/index.html

and technology grants http://www.ed.gov/searchResults.jhtml?oq=%2Bdc.type%3A%22Program+Home+Page%22+%2Bdc.subject%3A%22Formula+Grants%22&odq=%2Bdc.type%3A%22Program+Home+Page%22+%2Bdc.subject%3A%22Formula+Grants%22&sa=2&rq=1&tx=technology&GO+-+Submit+Search.x=20&GO+-+Submit+Search.y=9

U.S. Department of Education � Enhancing Education through Technology (Ed-Tech) State Program (State contacts) http://www.ed.gov/programs/edtech/contacts.html

U.S. Department of Education State and Local Technology Grants policy http://www.ed.gov/policy/elsec/leg/esea02/pg35.html

U.S. Department of Education EDInfo Mailing List subscription http://www.ed.gov/news/newsletters/edinfo/index.html?src=ln

U.S. Department of Education RSS (really simple syndication or rich site summary) ED.gov News Feed subscription http://www.ed.gov/news/newsletters/rssnewsfeed.html

National Science Foundation (scroll down to �Technologies� and �Technology�) http://www.nsf.gov/funding/azindex.jsp?start=T&end=Z

Grants.gov Find Grant Opportunities http://www.grants.gov/search/search.do?mode=SORTBYOPENDT

Technology Grant News http://www.technologygrantnews.com/grant-index-by-type/federal-grants.html