Teacher's Resource. The Thinking Girl s Treasury of Real Princesses. Sacajawea of the Shoshone, 1800 AD. Resource written by Lisa Willman

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1 The Thinking Girl s Treasury of Real Princesses Teacher's Resource Sacajawea of the Shoshone, 1800 AD Hatshepsut of Egypt, 1500 BC Artemisia of Caria, 500 BC Sorghaghtani of Mongolia, 1200 AD Qutlugh Terkan Khatun, 1300 AD Isabella of Castile, 1400 AD Nur Jahan of India, 1600 AD Resource written by Lisa Willman

2 Dear Educator, We ve compiled this teacher s resource to help you and your students get the most out of Sacajawea of the Shoshone and other titles in The Thinking Girl s Treasury of Real Princesses, especially with the Common Core State Standards in mind. We ve included ideas for activities, as well as worksheets and activity pages for you to use in your classroom. Some resources are specific to Sacajawea of the Shoshone, while others can be used with any of the Princesses. Pick and choose the activities that best meet your classroom objectives. Feel free to adjust and adapt activities as needed; we know that some classrooms may have one book per student, while others will have one book per classroom. Sincerely, Goosebottom Books

3 1 Table of Contents Sacajawea of the Shoshone, 1800 AD Sacajawea and the Common Core 2 Activity 1: Identifying Loaded Language 3 Activity 2: What Role Did She Play? 4 Activity 3: As Told By 5 Sacajawea and the California History-Social Science Standards. 6 Activity 4: Mapping the Expedition. 8 Activity 5: Journal Entries 9 Activity 6: Extra! Extra! Read All About It! 11 Other Standards Met by The Thinking Girl s Treasury of Real Princesses. 12 Extension Activities for All Real Princesses Books 14 Comprehension Questions for All Real Princesses Books 18 Timeline Activity Sheet for All Real Princesses Books 19 Cause and Effect Activity Sheet for All Real Princesses Books 20 About Goosebottom Books 22

4 2 Sacajawea of the Shoshone and the Common Core Sacajawea of the Shoshone can be used to support CCSS.ELA-Literary.RH Identify aspects of a text that reveal an author s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Use the activity pages Identifying Loaded Language, What Role Did She Play?, and As Told By to teach to this Common Core standard. When working with the activity page Identifying Loaded Language, review the book as a class to find places where the author may have used language that revealed her point of view or purpose. Have students note the text and page number on their graphic organizer. Ask students to express the author s point of view based on specific word choices. Then have students rewrite the text using different word choices that reflect a different viewpoint. Ask students to form their own point of view on Sacajawea s role in the Lewis and Clark expedition. Was she of vital importance? Or, was she someone who tagged along as the guide s wife? Ask students to support their opinions with facts from the text. Use the activity page What Role Did She Play? Every author writes from a point of view, even when trying to remain unbiased. Discuss with students the power of point of view in historical accounts. The story may change radically, depending on who tells the story. Ask students to rewrite the story of Sacajawea from a different point of view than that presented in the book. How would this story have changed if it was written from the points of view of Charbonneau, Captain Lewis, or Pomp? Use the activity page As Told By. Have students share their stories. How did the story change with each viewpoint? What qualities did each viewpoint highlight? Did the portraits of Sacajawea change depending on the viewpoint of the story?

5 Sacajawea of the Shoshone: Identifying Loaded Language Activity 1 3 NAME Authors are very specific in the words they choose. Readers need to carefully study informational text to identify an author s point of view. Directions: 1. Identify text in Sacajawea of the Shoshone that may be considered loaded or move the reader to a particular point of view. 2. Explain how the text might be interpreted. 3. Write the same text from a different point of view. Text Page Interpretation Rewrite While the Shoshone hunters stalked buffalo, the Hidatsa tribe stalked the Shoshone. 4 Stalked could be considered a loaded word. Stalked has a negative connotation when used with people because it implies a harassing or threatening behavior. Just as the Shoshone needed the buffalo to survive, the Hidatsa tribe needed the manpower of the Shoshone to survive. What do you think the author s point of view was toward her subject matter? Explain your answer.

6 4 Sacajawea of the Shoshone: What Role Did She Play? Activity 2 NAME Directions: Write a persuasive essay or argument expressing your opinion of Sacajawea s role in the expedition. Was her role truly critical? If so, explain using specific evidence from the book to support your answer. Or, in your opinion, was Sacajawea s role less important? If so, what was it? Explain and support your opinion using examples from the book.

7 Sacajawea of the Shoshone: As Told By Activity 3 5 NAME How a person or event is viewed can be radically different depending on who tells the story. Directions: Write a story and draw a picture of Sacajawea from another point of view. For example, tell the story from the perspective of Charbonneau, Captain Lewis, or Pomp. TITLE AS TOLD BY

8 6 Sacajawea of the Shoshone and the California History-Social Science Standards The American West 5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems. 3. Demonstrate knowledge of the explorations of the trans-mississippi West following the Louisiana Purchase (e.g., Meriwether Lewis and William Clark, Zebulon Pike, John Fremont). Source: History-Social Science Content Standards for California Public Schools, Kindergarten to Grade Twelve, Adopted by the California State Board of Education, October Mapping the Corps of Discovery Journey The Corps of Discovery traveled from St. Louis, Missouri to the Pacific Ocean, and then back again. Use the activity sheet Mapping the Corps of Discovery Expedition with your students. Pair students together and provide them with an atlas, social studies book, or internet access. Then have students locate: Rivers Missouri, Mississippi, Columbia, Yellowstone, Snake, Ohio, Clearwater Mountain Ranges Rocky Mountains, Bitterroot Mountain Oceans Pacific, Atlantic Native American tribes Hidatsa, Tillamook, Clatsop, Shoshone, Mandan, Nez Perce, Blackfeet, Sioux Forts Manuel and Clatsop Cities Washington, D.C., St. Louis, New Town, Great Falls, Billings, Fort Mandan Have students research whether the city had been founded when Lewis and Clark made their journey, or if it developed at a later time.

9 Writing Journal Entries 7 Captains Meriwether Lewis and William Clark kept extensive journals on their expedition. They were charged with the mission to learn as much as possible about the land the United States had recently purchased from France. They created maps, wrote journal entries, and drew sketches. Make copies of the Journal Entries activity sheet for students. Ask students to see their own world through a stranger s eyes. Assign students to draw maps of their community and school, record the customs they observe, and draw sketches of the animals and plants they encounter. Provide students with a sample journal entry: Every morning, children under 18 board a large, yellow vehicle, which they call a bus, to be transported to a large building for the sole purpose of education. Extra, Extra, Read All About It! Assign students to work in pairs of small groups. Have students research what was happening in the United States in the 1800s. Use the Extra! Extra! Read All About It! activity page to create the front page of a newspaper with headlines and one paragraph summaries of some of the main events occurring in the country at the time. Key Vocabulary capture exploration pirogue territory cradleboard guide record travois document Louisiana Purchase slave trekked earthen lodge moccasins stalked waterway expedition nomadic teepee weirs

10 8 Sacajawea of the Shoshone: Mapping the Expedition Activity 4 NAME President Jefferson asked the Corps of Discovery to map the new land that had been recently purchased from France. He also hoped to find a waterway along the Missouri River to the Pacific Ocean. Directions: 1. Locate the route of the expedition. 2. Identify major physical features that the Corps of Discovery encountered on their journey (oceans, rivers, mountain ranges, etc.). 3. Identify forts on the route. 4. Locate Native American tribes the group met on the way. 5. Locate cities on the route and note whether they were founded before or after the expedition.

11 Sacajawea of the Shoshone: Journal Entries Activity 5 9 NAME Captains Meriwether Lewis and William Clark kept extensive journals on their expedition. They needed to learn as much as possible about the land the United States had recently purchased from France. They drew maps and wrote about the customs of the people they encountered. With words and drawings they documented the plants and animals they found along the way. Directions: 1. Draw a map of your community. 2. Record customs you observe in your community. For example: Every morning, children under 18 must board a large, yellow vehicle, which they call a bus, to be transported to a large building for the sole purpose of education. 3. Draw sketches of the animals and plants in your area. My Community Map

12 10 Sacajawea of the Shoshone: Journal Entries Activity 5, continued NAME Customs in My Community Plants and Animals in My Area

13 Sacajawea of the Shoshone: Extra! Extra! Read All About It! Activity 6 11 NAME Directions: Research what was happening in the United States in the 1800s. Create the front page of a newspaper by pasting in headlines, pictures, and one-paragraph summaries of some of the main events happening throughout the country at the time. Headline 1 Picture 1 Text 1 Subhead 2 Text 2 Subhead 3 Text 2

14 12 Other Standards Met by The Thinking Girl s Treasury of Real Princesses Specific Standards Met by Each Book Source: History-Social Science Content Standards for California Public Schools, Kindergarten to Grade Twelve, Adopted by the California State Board of Education, October Hatshepsut of Egypt Egypt s first female pharaoh, around 1500 BC 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush. Artemisia of Caria Queen and admiral in Ancient Greek World, around 500 BC 6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece. Sorghaghtani of Mongolia A matriarch in Genghis Khan s Golden Family, around 1200 AD 6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China. Qutlugh Terkan Khatun of Kirman Ruler of a region of Persia (today s Iran), around 1250 AD 7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages. Isabella of Castile Queen of Spain, financed Christopher Columbus, reigned AD 5.2 Students trace the routes of early explorers and describe the early explorations of the Americas. Nur Jahan of India Ruled Moghul Empire from behind the screen, from AD 6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.

15 Historical and Social Sciences Analysis Skills, Grades 6-8, Supported by All Books Source: History-Social Science Content Standards for California Public Schools, Kindergarten to Grade Twelve, Adopted by the California State Board of Education, October Chronological and Spatial Thinking 1. Students explain how major events are related to one another in time. 2. Students construct various timelines of key events, people, and periods of the historical era they are studying. 3. Students use a variety of maps and documents to identify physical and cultural features of neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems. Research, Evidence, and Point of View 1. Students frame questions that can be answered by historical study and research. 2. Students distinguish fact from opinion in historical narratives and stories. 3. Students distinguish relevant from irrelevant information, essential from incidental information, and verifiable from unverifiable information in historical narratives and stories. 4. Students assess the credibility of primary and secondary sources and draw sound conclusions from them. 5. Students detect the different historical points of view on historical events and determine the context in which the historical statements were made (the questions asked, sources used, authors perspectives). Historical Interpretation 1. Students explain the central issues and problems from the past, placing people and events in a matrix of time and place. 2. Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long- and short-term causal relations. 3. Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns. 4. Students recognize the role of chance, oversight, and error in history. 5. Students recognize that interpretations of history are subject to change as new information is uncovered. 6. Students interpret basic indicators of economic performance and conduct cost-benefit analyses of economic and political issues.

16 14 Extension Activities for All Seven Books Activities can be used with any of the books, or all seven at the same time! Reading Activities Comprehension Questions Use the comprehension questions provided with any of the books in the series. All of your students can be working on the same book, or they can each be reading a different book in the series. Comparison Study of Two Women Have students read two of the books in the series and complete a Venn diagram of the main characteristics of the two women. Some questions to pose to the class might be: What traits did these two women have in common? What were the differences between them? How did each rise to power? How wide was their scope of power? What was expected of women in those times? Writing Activities Fairy Tales The author wanted to focus on women in history who were strong, independent, smart, and who affected the course of their country s history. After reading several books in the Thinking Girl s series, ask students to read a number of different versions of fairy tales. Focus on fairy tales with princesses Cinderella, Sleeping Beauty, Beauty and the Beast, Snow White. Find books told from a different country (for example, Yeh-Shen, A Cinderella Story from China retold by Ai-Ling Louie), retellings in specific settings (The Salmon Princess: An Alaska Cinderella Story by Mindy Dwyer), as well as modern and humorous versions of the story. Write a fairy tale using a real historical princess Assign students to write their own fairy tale using the characters and setting of the Thinking Girl s series. They should use the original fairy tale as the base, but incorporate the main characters and setting from a Thinking Girl s book. Rewrite classic fairy tales to reflect modern, empowered women Assign students to rewrite a classic fairy tale by empowering the main character to take charge of her own destiny. What happens when Cinderella doesn t wait for her Fairy Godmother to save her?

17 Social Studies Activities 15 Map It! Give each student a blank world map. In one color, ask them to shade in and label the empire/kingdom/area where the story they are reading takes place. In another color, draw and label modern day countries and boundaries. Next, have students locate and record major geographic features, such as mountains, rivers, oceans, and seas. Finally, they should identify the modern day capital cities, as well as other major cities. Timeline Use the activity sheet to have students construct a timeline for the main character s lifetime. Depending on the princess, students may not be able to include exact dates on the timeline. Instead, emphasize the listing of major life events in chronological order. In addition, ask them to include on their timeline events happening in other parts of the world. Students may want to illustrate their timeline. Cause and Effect Use the activity sheet to determine the causes of major events in the princess s life. Empha size to students that there usually is more than one reason behind events in history. Use the book for research, as well as other sources about the history of the time. Expert Research Groups Split students into groups of three or four. Assign each group one of the books in the series. Each group will become experts on the princess of their book, as well as the time period in which she lived. Some questions to research: What were some of the central issues and problems from that era in history? Who were important leaders and people of that time? What was happening in other parts of the world? How did the princess rise to power? How were women treated or regarded during that time? Then ask groups to create a final project or presentation to teach the class about their person and her time period in history. Projects might include making a poster, creating a PowerPoint presentation, writing a play, or developing brochures to advertise that time in history. Encourage students to dress up in the traditional clothes of the era during their presentation.

18 16 Social Studies Activities, Continued Analyzing the Text The books in this series might be categorized as historical narrative. In order to tell a story about a real person in history the author took some liberties to round out the person and to make her story come alive. The author may have added details that can t be verified, but instead are used to create a picture of a real human in history that readers can relate to. Students should learn to distinguish between verifiable and unverifiable information and understand the author s purpose in using both types of information. After reading one of the books, ask students to create two columns in their notebook. Label one column verifiable facts, and the other column unverifiable information. Ask students to analyze the text, find examples from the book, and cite them in their notebooks. Point out that, even in one sentence, there may be examples of both types of information. For example, from Sacajawea of the Shoshone, page 8: It was also common at that time in Native American culture for a man to have more than one wife, and Charbonneau adopted this practice. Although Charbonneau was probably not someone Sacajawea would have chosen for herself, she made the best of things and settled into the routines of a dutiful wife. VERIFIABLE: It was common for some Native American men to have more than one wife. Charbonneau had more than one wife. UNVERIFIABLE: Charbonneau was probably someone Sacajawea would not have chosen for herself. She made the best of things. She settled into routines as a dutiful wife.

19 17 Social Studies Activities, Continued Fashion Show Each book includes a section about the clothing of the era. Ask students to organize a historical fashion show. Assign each group a different princess in history. Starting with the information presented in the book, they should research the fashions from that time in history and that part of the world. At the start of this project pose some questions to the class: What did women wear? What did men wear? How differently would the ruling class have dressed than the rest of society? How did the geography and climate affect clothing choices? What materials were used for clothing? men During the fashion show, while students model their clothes, have a moderator explain what the model is wearing and the history behind the outfit. (Be careful if any girls want to dress up in the revealing pharaoh s outfit!) A Banquet Fit for a Queen Invite students to create a meal or dish from the book they are reading. Each woman s diet was dependent on the geography of the land, so ask students to present to the class a poster of the physical features, natural resources and climate of the princess s kingdom. Some questions to ask: What foods did she eat? How would it have been different if she didn t live in wealth? What were staples of the time? What were considered delicacies? How was her diet similar and different to what is eaten in that part of the world today? How did trade with other countries affect her diet?

20 18 NAME The Thinking Girl s Treasury of Real Princesses Comprehension Questions BOOK Answer the following questions on a separate sheet of paper in complete sentences: 1. Sketch a map of where the princess lived. Include major geographic features. Label the countries or kingdoms that bordered her land. 2. Describe the historical time period in which the princess lived. 3. List ten important facts about the princess. 4. What character traits would you use to describe this princess? Why? Use examples from the book to support your answer. 5. Discuss her relationship with men. What was expected of her? Did she meet these expectations? How was she different? Use examples from the book to support your answer. 6. Explain how the princess rose to power. What obstacles did she face? How did she overcome them? 7. Choose an action of the princess. Do you agree with what she did? What were the consequences of the action? 8. If you were able to interview the princess, but could only ask her five questions, what would they be? Why? 9. What is your opinion of the princess? Explain, using details from the book. 10. Summarize the princess s story. Explain what happened in her life in the same way you would tell a friend about someone you had just met.

21 The Thinking Girl s Treasury of Real Princesses Timeline Activity Sheet 19 NAME BOOK Directions: 1. List ten major experiences in the princess s life. 2. Research the historical era in which she lived. Find four key events that happened during her lifetime. These could include things that happened in her country or throughout the world. 3. Who were other important historical people throughout the world during that period? 4. On a separate piece of paper, create a timeline showing the 14 events you ve identified.

22 20 NAME The Thinking Girl s Treasury of Real Princesses Cause and Effect Activity Sheet BOOK Cause and effect is a tricky thing in history. Sometimes there is one main cause for an event, but more often there are many causes behind why something happened. Directions: List ten events from the princess s life (the effects). Determine the cause of each effect. CAUSE(S) EFFECT Event #1 Event #2 Event #3 Event #4 Event #5 Event #6 Event #7 Event #8 Event #9 Event #10

23 Notes 21

24 About Goosebottom Books Goosebottom Books is a small press founded by Shirin Yim Bridges, award-winning author of Ruby s Wish and The Umbrella Queen. Dedicated to fun non-fiction and the concept of stealth education, Goosebottom Books launched its first series, The Thinking Girl s Treasury of Real Princesses, in October The series won an IPPY medal and had volumes nominated to the ALA s Amelia Bloomer Project List of Recommended Feminist Books for Youth, and recommended by the Junior Library Guild to its members. A new series, The Thinking Girl s Treasury of Dastardly Dames, was launched in October This series was named one of the Top 10 Nonfiction Series for Youth 2012 by the ALA in Booklist. It also won an IPPY medal and had books shortlisted by the Amelia Bloomer Project and recommended by the Junior Library Guild. In addition, Mary Tudor Bloody Mary won a CRA medal, and Marie Antoinette Madame Deficit has been named an anchor text for World History, Grades 3-5, by the Alexandria Plan and Common Core. In late 2012, Goosebottom Books added to both these series with Sacajawea of the Shoshone and Njinga The Warrior Queen. A new series is due in Fall For more information contact info@goosebottombooks.com or visit: And please like us on Facebook! Goosebottom Books, LLC 543 Trinidad Lane Foster City, CA Main: (650) Fax: (888) info@goosebottombooks.com 2013 Goosebottom Books, LLC