Students will understand the influence of historical events on English word meaning and vocabulary expansion.

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1 Words From Around the World Purpose Students will understand the influence of historical events on English word meaning and vocabulary expansion. Materials For the teacher: large map of the world, chalk, chalkboard For each student: copy of Black Line Masters (BLMs) Rules of the Game and Words for the Game, dictionary that gives word origins, mediumsized sticky notes, pen or pencil, paper Activity A. Pre-Activity Preparation 1. Make copies of the BLMs Rules of the Game (one whole sheet per student) and Words for the Game (one half sheet per student). 2. Attach the world map to a wall or the chalkboard and make a timeline on the chalkboard of the events mentioned below. 3. Make a copy of BLM Rules of the Game for yourself to read aloud to students. Make a copy of the answer key for reference during the game. B. Pre-Activity Discussion 1. Using the world map, discuss how people from other cultures went to England and influenced the development of the English language. Give a summary similar to the following: a. Celts were living in England when Romans invaded around the first century C.E. The Celts learned Latin words. b. Around 400 C.E., the Romans left and Germanic tribes invaded. c. The Germanic tribes included the Angles and Saxons. The Anglo-Saxon language replaced most Celtic words in England. d. Around 600 C.E., the Pope sent monks to England, reintroducing Latin words. e. Around 800 C.E., Vikings arrived, bringing the Norse language. Norse mixed with Anglo-Saxon to make Old English. f. In 1066, Normans from France conquered the Anglo-Saxons. French became the language of the rulers; Old English remained a peasant language. (Many words for government come from French, such as authority, parliament, and tax.) (continued) Standard Indicator meeting individual NEEDS Have new English speakers identify words in their language that are the same as or very similar to English words. Ask students to try to determine how the similarity happened (e.g., Did the English language borrow the word from their language, did their language borrow the word from English, or did both languages get the word from another source?). connecting across the curriculum Social Studies Have students research the Europeans reactions to plants and animals that were new to them. Good research topics include tea, chocolate, tomatoes, potatoes, and tobacco. Standards Link page 27 Standard 1

2 Standard 1 Activity (continued) g. In the mid-1300s, the plague killed so many people that the social order changed. Anglo-Saxons rose into the ruling class. Their Old English combined with French to make Middle English, which became the English we speak now. 2. Explain that as England became more powerful, English people began going to other countries. Ask students to identify places in the world that the English did business with or occupied, such as India, China, Southeast Asia, much of Africa, Australia, the Middle East, the Caribbean, Central America, North America. 3. Explain that the English encountered plants and animals in these countries that they had not seen before; they learned the names from the local people and added them to English. 4. Tell students that they will play a game that shows how names for things entered English. C. Discover Word Origins 1. Divide the class into two equal teams. 2. Distribute the BLM Rules of the Game and go over it with the students. 3. Distribute the top half of the BLM Words for the Game to Team 1 and the bottom half to Team Tell the teams to assign words to each person or small group of people. Explain how the dictionaries used in class show word origins. Have the groups look up the origins of the words. 5. Play the game as described in the BLM Rules of the Game. Explain that you will be the final judge of whether an answer is close enough to be correct. 6. Keep score on the chalkboard. Classroom Assessment Basic Concepts and Processes After students have completed the game, ask them the following questions: How did the English language change when the English started traveling? What language was your word originally from? Why do you think it was added to English? page 28

3 Name: Rules of the Game 1. Find and sit with your team members. 2. Write your name down next to the word you will be looking up. 3. Look up your word in the dictionary to find out what language it originally came from. (The original language might be the last language listed as the source in the dictionary.) For example, coyote was originally a Nahuatl (native Mexican) word. The Spanish learned it, and taught it to English speakers, but the original language was Nahuatl. The dictionary entry might look like this: Coyote < Sp < Nahuatl. 4. Use the dictionary or an encyclopedia to find out where speakers of the original language lived. 5. When all of your team members have finished looking up the words, write questions you can answer about the origin of your words, such as: Where does coyote come from? (Mexico) or What language is coyote from? (the language spoken by natives in Mexico). Write the questions on a separate sheet of paper and give them to your teacher. 6. Your teacher will ask you questions. If the team that has been asked answers correctly, that team gets a point. If the team that has been asked answers incorrectly, the other team gets a point. 7. The person who answers the question correctly writes the word on a sticky note and puts it on the map to show where the word comes from. The answerer may choose one teammate to help him/her place the sticky note on the correct place on the map. Black Line Master 1 page 29

4 Rules of the Game Teacher Directions Distribute the BLMs Rules of the Game and Words for the Game to students. Have students each choose a word from their team s half of the BLM Words for the Game. Have each student look up his/her word in the dictionary and identify the original language. (Note: Some words might not get picked because there are not enough people on the team. If teams are completing this activity with ease, encourage them to find the extra words.) Tell each student to write a quiz question about the origin of the word on a separate piece of paper. The answer to the question could be a language (e.g., Spanish) or a place (e.g., China). When the teams are finished researching, collect the questions, being sure to keep the questions for Team 1 and the questions for Team 2 in separate piles. During the game, you might decide to let team members help each other or you might require each student to answer on his or her own. (If you are requiring students to answer individually, give the teams time to study their answers.) As the class is playing the game, be generous in accepting answers about Native American languages. Many native languages spoken across the United States and Canada are members of the Algonquian family. Your class dictionary might identify Algonquian as the origin or it might be more specific about the tribe (e.g., Cree). Accept Native American as a correct answer in these cases. Encourage students to think about where the Native American people probably lived. For example, bayou comes from the Choctaw, who lived in Mississippi and Louisiana. The note for bayou could be added to the map in that region of the U.S., while the note for moose could be attached farther north. When the source of a word is Spanish, have the students put the sticky note in areas of the U.S. where English speakers came into contact with Spanish speakers (e.g., Florida and the Southwest). Answer Key Not applicable. Black Line Master 1 page 30

5 Words for the Game Team 1: Assign one word to each person. Look up your word in the dictionary to find out which language it comes from, then write a quiz question about that word. alligator avocado banana bayou canyon chipmunk chocolate jungle kayak lasso moose potato raccoon squash stampede typhoon voodoo woodchuck PERSON Team 2: Assign one word to each person. Look up your word in the dictionary to find out which language it comes from, then write a quiz question about that word. bamboo barbecue buckaroo (cowboy) canoe chili gumbo hammock hurricane mosquito persimmon possum soy tattoo tea tomato tornado yam zombie PERSON Black Line Master 2 page 31

6 Words for the Game Teacher Directions Photocopy and cut copies of the BLM Words for the Game in half on the dotted line. Give the top half to Team 1 and the bottom half to Team 2. Have students follow the directions on the BLM Rules of the Game to find the origins of their words and write questions about them. Answer Key alligator avocado banana bayou canyon chipmunk chocolate jungle kayak lasso moose potato raccoon squash stampede typhoon voodoo woodchuck bamboo barbecue buckaroo (cowboy) canoe chili gumbo hammock hurricane mosquito persimmon possum soy tattoo tea tomato tornado yam zombie ORIGIN Spanish el lagarto, the lizard probably Mandingo (western Africa) Choctaw (Mississippi, Alabama, Louisiana, Georgia) Spanish cañon Hindi (India) Eskimo (Alaska and Canada) Spanish lazo Taino (West Indies, including the Dominican Rep.) Narragansett (Rhode Island) Spanish estampida Mandarin (China, Taiwan, Singapore, Malaysia) western Africa Cree (Ontario, Manitoba, Saskatchewan, Montana) ORIGIN Malay (Malaysia, Indonesia, Singapore) Carib (northeastern South America) Spanish vaquero, cowboy Arawak (Antilles and northeastern South America) probably Western Bantu (central Africa) Taino (West Indies) Taino (West Indies) Spanish mosca (fly) + diminutive -ito Japanese Tahitian Chinese (Amoy dialect) Spanish tronada probably Mandingo (western Africa) Kongo or Kikongo (Congo & Angola) Black Line Master 2 page 32

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