You never know how much S!@# you have till you start packing.

Okay, so business hasn't been so great this year here on the Gulf Coast. Now with the oil spill.... well let's just say the decision to move back to Hotlanta couldn't have come at a better time.
I started Packing for our family of 8 last month. Thinking that by taking things slowly, I wouldn't become overwhelmed with total chaos. I have seperated & organized **everything** from my closets & dresser, the kitchen, dining room, attic, and Griffin & Drakes, Trinitys, & Andrews rooms. Packed up ALL our bookshelves. ~ That in itself took 20 boxes!! Yes, we are a family that LOVES OUR BOOKS ;o)I now have Yardsale items stationed in a bedroom and boxes ready to go lining the hallway and dining room walls. Dave has organized the garage .... believe me it has been an even trade. LOL
Honestly ~~ the house is a disaster & some monents it's all so overwhelming. While packing their things, I get caught up in the memories, reflecting on the kids when they were younger, smaller.... needed me more, loved me completely. When I was their everything, instead of someone taking the air from grumbeling teenagers. Luckily I have 3 younger children that haven't hit puberty yet, YET...lol.
I live for Chi Tea breaks & bubble baths. Lately, that hasn't been enough ...so, what do I do? Like most... I call my mom. She says, "sometimes you need to step outside.... get some air .... and remind yourself of who you are and where you want to be." Thanks Mom, for reminding me.
....Now where did I put that Advil???

Computer Virus Science

With all the computer viruses that seem to be magically drawn to us this year, I decided it was time to educate not only my children , but also myself, on the different types and how exactly those little buggers infiltrate our computers. I got this information from our Avira software. I use it & Malwarebytes pratically every other day (Because~ I am to cheap to buy it~ so I update the programs and scan with the free versions). I hope this info helps you too.

Virus Science
Adware
Adware is software that presents banner ads or in pop-up windows through a bar that appears on a computer screen. Those advertising spots usually can't be removed and are consequently always visible. The connection data allow many conclusions on the usage behavior and are problematic in terms of data security.

Backdoors
A backdoor can gain access to a computer by going around the computer access security mechanisms.A program that is being executed in the background generally enables the attacker almost unlimited rights. User's personal data can be spied with the backdoor's help, but are mainly used to install further computer viruses or worms on the relevant system.

Boot viruses
The boot or master boot sector of hard drives is mainly infected by boot sector viruses. They overwrite important information necessary for the system execution. One of the awkward consequences: the computer system cannot be loaded any more…

Bot-Net
A Bot-Net is collection of softwarre bots, which run autonomously. A Bot-Net can comprise a collection of cracked machines running programs (usually referred to as worms, Trojans) under a common command and control infrastructure. Boot-Nets server various purposes, including Denial-of-service attacks, etc., partly without the affected PC user's knowledge. The main potential of Bot-Nets is that the networks can achieve dimensions on thousands of computers and its bandwidth sum bursts most conventional Internet accesses.

Dialer
A dialer is a computer programm that establishes a connection to the Internet or to another computer network through the telephone line or the digital ISDN network. Fraudsters use dialers to charge users high rates when dialing up to the Internet without their knowledge.

EICAR test file
The EICAR test file is a test pattern that was developed at the European Institute for Computer Antivirus Research for the purpose to test the functions of anti-virus programs. It is a text file which is 68 characters long and its file extension is “.COM” all virus scanners should recognize as virus.

Exploit
An exploit (vulnerability) is a computer program or script that takes advantage of a bug, glitch or vulnerability leading to privilege escalation or denial of service on a computer system. A form of an exploit for example are attacks from the Internet with the help of manipulated data packages. Programs can be infiltrated in order to obtain higher access.

Grayware
Grayware operates in a way similar to malware, but it is not spread to harm the users directly. It does not affect the system functionality as such. Mostly, information on the patterns of use is collected in order to either sell these data or to place advertisements systematically.

Hoaxes
The users have obtained virus alerts from the Internet for a few years and alerts against viruses in other networks that are supposed to spread via email. These alerts are spread per email with the request that they should be sent to the highest possible number of colleagues and to other users, in order to warn everyone against the "danger".

Honeypot
A honeypot is a service (program or server), which is installed in a network.
It has the function to monitor a network and to protocol attacks. This service is unknown to the legitime user - because of this reason he is never addressed. If an attacker examines a network for the weak points and uses the services which are offered by a Honeypot, it is protocolled and an alert sets off.

Keystroke logging
Keystroke logging is a diagnostic tool used in software development that captures the user's keystrokes. It can be useful to determine sources of error in computer systems and is sometimes used to measure employee productivity on certain clerical tasks. Like this, confidential and personal data, such as passwords or PINs, can be spied and sent to other computers via the Internet.

Macro viruses
Macro viruses are small programs that are written in the macro language of an application (e.g. WordBasic under WinWord 6.0) and that can normally only spread within documents of this application. Because of this, they are also called document viruses. In order to be active, they need that the corresponding applications are activated and that one of the infected macros has been executed. Unlike "normal" viruses, macro viruses do consequently not attack executable files but they do attack the documents of the corresponding host-application.

Polymorph viruses
Polymorph viruses are the real masters of disguise. They change their own programming codes - and are therefore very hard to detect.

Program viruses
A computer virus is a program that is capable to attach itself to other programs after being executed and cause an infection. Viruses multiply themselves unlike logic bombs and Trojans. In contrast to a worm, a virus always requires a program as host, where the virus deposits his virulent code. The program execution of the host itself is not changed as a rule.

Scareware
The term scareware refers to software which has been designed with the intent to cause anxiety or panic. The victim could be tricked and feels threatened and usually accepts an offer to pay and have the inexistent threat removed. In some cases the victim is seduced to cause the attack himself by making him think this intervention will successfully remove the threat.

Script viruses and worms
Such viruses are extremely easy to program and they can spread - if the required technology is on hand - within a few hours via email round the globe.Script viruses and worms use a script language such as Javascript, VBScript etc. to infiltrate in other new scripts or to spread by activation of operating system functions. This frequently happens via email or through the exchange of files (documents).A worm is a program that multiplies itself but that does not infect the host. Worms can consequently not form part of other program sequences. Worms are often the only possibility to infiltrate any kind of damaging programs on systems with restrictive security measures.

Security Privacy Risk (SPR)
The term "SPR/" ("Security or Privacy Risk") refers to a program which can damage the security of your system, trigger program activities you do not want or harm your private environment.

Spyware
Spyware are so called spy programs that intercept or take partial control of a computer's operation without the user's informed consent. Spyware is designed to expolit infected computers for commerical gain. Typical tactics furthering this goal include delivery of unsolicited pop-up advertisements. AntiVir is able to detect this kind of software with the category "ADSPY" or "adware-spyware".

Trojan horses (short Trojans)
Trojans are pretty common nowadays. We are talking about programs that pretend to have a particular function, but that show their real image after execution and carry out a different function that, in most cases, is destructive. Trojan horses cannot multiply themselves, which differenciates them from viruses and worms. Most of them have an interesting name (SEX.EXE or STARTME.EXE) with the intention to induce the user to start the Trojan. Immediately after execution they become active and can, for example, format the hard drive. A dropper is a special form of Trojan that 'drops' viruses, i.e. embeds viruses on the computer system.

Zombie
A Zombie-PC is a computer that is infected with malware programs and that enables hackers to abuse computers via remote control for criminal purposes. The affected PC, for example, can start Denial-of-Service- (DoS) attacks at command or send spam and phishing emails.


www.avira.com

How Human Activities Contribute to Species Endangerment

Another Lesson Plan taken from National Geographic
http://www.nationalgeographic.com/xpeditions/lessons/08/g35/endangered.html
**Modified to suit our needs.**

Combining geography, current events, biology & zoology into one assignment ~ Gotta Love That!! Plus we added a *much Loved* field trip to Weeks Bay Nature Preserve.


Intorduction:
"Scientists recognize five mass extinction episodes which have occurred because of major changes in the prevailing ecological conditions brought about by climate change, cataclysmic volcanic eruptions, or collisions with giant meteors. (We have gone over these previously this year.)

The sixth mass extinction appears to be in progress now, and the main cause is environmental change brought about by human activities."

Overview:
This lesson provides students with an overview of some endangered species and of the ways that human activities contribute to species endangerment. When studying these topics, it is important to provide students with a sense of optimism and to help them figure out ways they can help protect species. Students will be asked to devise their own species protection plans.


Main Concepts:
"The characteristics and spatial distribution of ecosystems on Earth's surface"
"How human actions modify the physical environment"
Time:
Two 1/2- Four hours

Materials Required:
Computer with Internet access
Notebook
Writing materials

Objectives:
Students will complete the Preserving Biodiversity family activity;
describe reasons why biodiversity is important;
research and take notes on five endangered species;
discuss the ways that human activities contribute to declining biodiversity;
and devise plans to help protect endangered species.

Geographic Skills:
Acquiring, Organizing & Analyzing Geographic Information

S u g g e s t e d P r o c e d u r e
Opening:
Have students go through the Preserving Biodiversity activity to learn about some endangered animals. http://www.nationalgeographic.com/xpeditions/activities/08/biodiversity.html They should see how many animals they can match with the correct ecoregion.
Define the terms "biodiversity," "threatened," and "extinct." Definitions are available at the Bagheera Web site glossary. http://www.bagheera.com/inthewild/class_glossary.htm
Ask students to describe some of the reasons why they think biodiversity is important, and list their ideas on the board.

Development:
Have each student go to the Bagheera site and choose five vanishing species to read about.
http://www.bagheera.com/
In their notebook, have them list the species and take notes on each species' geographical range, habitat, and reasons for endangerment.

Discuss as a class the ways that human activities contribute to declining biodiversity.
What reasons did they write in their notebook?
What human impacts have students read about in this lesson?
What human impacts were they already aware of?
What human impacts do they think occur close to their homes?
Can these impacts be curtailed, or do people need to continue these activities?

Closing:
Have students brainstorm about things they can do to help protect endangered species. They should list as many ideas as they can think of.

Suggested Student Assessment:
Have each child choose one of its ideas and write a plan for how the class could carry the idea out. The plan may focus on one species or may be relevant to endangered species in general.
It must consist of an explanation of why the plan is a good one and what it will accomplish;
a list of the steps that would need to be taken;
a list of the species that will benefit from the plan;
and a description of the difficulties that might be associated with this plan (e.g. in what ways might this plan be difficult to carry out?).



Extending the Lesson:
Have students research Internet or print resources to find out about things that kids are already doing to help save endangered species. Which of these activities are similar to the ones your students devised? Which activities do they think would be the most effective in helping the animals they have learned about?

Wonderful Idea!!!
***Have students use the Internet, print resources, or a local conservation organization to find out about an endangered species near their home. Ask them to research the animal's range, habitat, and food sources and to find out about the human activities that are contributing to its endangerment. Have them write editorials for their local newspaper in which they describe this animal's situation and explain how people can modify their activities to help the animal.*** (Our next assignment.)


Related Links:
Bagheera: A Web Site for Endangered Species
Environmental Protection Agency
National Geographic: Xpeditions Activity—Preserving Biodiversity
World Wildlife Fund

The Ocean and Human Medicine

One of my childrens favorite subjects is our Science/Geography combo~ I teach this subject with great emphasis on how One Person Can Make a difference for our environment.
They absolutely love National Geographic for Kids!! Of all the Science/Geography Curricculum we have done this year This By Far is Their Most Favorite Lesson. I copied and reposted it here straight from their sight. Alter it for your families needs....but by all means try the sight! Your Children will love it!!


The Ocean and Human Medicine
Overview:
Students may already know that many plants have medicinal properties; in this lesson, they will learn that some marine animals have also been shown to benefit humans medically. Students will learn about two species of marine animals—Bugula neritina and the horseshoe crab—and their medical benefits (or potential benefits). They will conclude by writing speeches discussing the relationship between ocean health and human medicine.

Connections to the Curriculum:
Geography, life sciences
Connections to the National Geography Standards:
Standard 8: "The characteristics and spatial distribution of ecosystems on Earth's surface" *(We used this one)*
Standard 15: "How physical systems affect human systems"
Standard 18: "How to apply geography to interpret the present and plan for the future"

Time:
One to two hours

Materials Required:
Computer with Internet access

Objectives:
Students will read about a medicinal plant and discuss its health benefits;
read about, view pictures of, and discuss two marine species that benefit or might benefit human health; and write speeches discussing the relationship between ocean health and human medicine. *(We did this)*

Geographic Skills:

Acquiring Geographic Information
Organizing Geographic Information
Answering Geographic Questions
Analyzing Geographic Information

S u g g e s t e d P r o c e d u r e
Opening:
Ask students to explain how they think medicines are created. They might say that scientists create them in laboratories. Did they also know that many medicines contain ingredients that come from plants and animals or contain human-made (synthesized) ingredients that are very similar to chemicals found in plants or animals?
Ask if anyone in the class has taken aspirin or seen their parents take aspirin. Tell the class that today, the chemical in aspirin that makes people feel better is created in a laboratory. However, this laboratory chemical is more or less a copy of a chemical that comes from the bark of a willow tree. This ingredient was discovered thousands of years ago. (Visit the Aspirin Foundation of America site for more information on the history of aspirin.-- ( http://www.aspirin.org/ )*(We did this)*

Development:
Have students go to PBS's Hot Science: Plant Magic site.--*(We did this)*
( http://www.pbs.org/wgbh/nova/shamanactivity/amazon2.html )
After they have read the paragraphs, they will see three pictures of North American plants that have medicinal properties. Ask each student to choose one of these pictures and read the information about it. Discuss as a class the benefits of these plants and the reasons why it might be a good idea to preserve their wild populations. [Note: To save time, you may choose to print and copy one of these pages for students to read without using the computer.]
Explain that animals as well as plants have the potential to provide chemicals that can be useful for medicine. Ask students to think about the abundance of both animal and plant life in the ocean. Then ask them whether they think it would be possible for people to find medicine in the sea. Discuss their responses.

Ask if anyone in the class has ever been in the hospital or knows anyone who has been hospitalized. If so, they may remember having an IV. Explain that anyone who has had an IV may owe his or her life to the horseshoe crab! They'll learn why in a few minutes.

Have students look at the pictures of Bugula neritina and the horseshoe crab at these Web sites:
*(We did this)*
California Academy of Sciences: Bugula neritina (Linnaeus, 1758)
http://research.calacademy.org/redirect?url=http://researcharchive.calacademy.org/research/izg/SFBay2K/bugula.htm


The Horseshoe Crab: Putting Science to Work to Help "Man's Best Friend"
http://www.oar.noaa.gov/spotlite/archive/spot_delaware.html

Tell them that the Bugula neritina is a plantlike animal that lives in the waters off the California coast, among other places. The horseshoe crab is very common in the Atlantic and can be seen in large numbers along the beaches of Delaware. While the horseshoe crab has already helped save countless human lives, Bugula neritina may do so in the future.

Paraphrase this article to the class as they look at the pictures:
http://ucsdnews.ucsd.edu/newsrel/soc/haygood_bryozoan.htm
Fresh Evidence Points to Marine Bacteria as Source of Anti-Cancer Drug.
(If you have high-level readers, have them read it as a class, and discuss the advanced concepts and terms, such as genes.) *(We did this)*

Pose these questions to the class, and discuss their answers:
How common are the Bugula neritina?
Are they rare, or can they be found easily?
How might this animal be helpful for people?
What would be some difficulties involved in getting enough of the chemical needed for the drug?
How might these difficulties be overcome?

Help students read the article about horseshoe crabs, or paraphrase the article for them. *(I had them read the article outloud)*
http://www.oar.noaa.gov/spotlite/archive/spot_delaware.html

Then discuss these questions:
Where can horseshoe crabs be found?
Are they common or rare?
Why are horseshoe crabs helpful to people?
Why do some scientists consider them to be "man's best friend?"
What might happen if the substance in the horseshoe crab's blood were no longer available?
What are the concerns about horseshoe crabs?
What might happen if horseshoe crab populations decline?
What might be done to increase horseshoe crab populations?

Closing:
Ask students how the discovery of medical benefits from ocean species might affect people's ideas about ocean conservation and keeping the ocean clean. Discuss their ideas.

Suggested Student Assessment:
Have students imagine that they have the opportunity to speak to a group of people who are debating whether increased restrictions should be placed on ocean pollution. Your students have been specifically asked to talk about the relationship between the ocean and human medicine. Ask them to write the one-page speeches they'd give. *(We did this)*

****Extending the Lesson:
For grades K-2: Have students focus only on the horseshoe crab rather than Bugula neritina. Begin by having them look at the plant pictures, and describe some of the medical uses of these plants. Then have them look at the horseshoe crab pictures. As they look at the pictures, explain some of the highlights of the article to them: that shorebirds love the crabs, which they must eat to fatten up for their migration; that the crabs can be seen in the mid-Atlantic states such as Delaware; that the crabs are used to test intravenous drugs for harmful bacteria; and that the crabs are declining in numbers. Make sure students understand what an IV is and realize how dangerous it can be for bacteria to get into an IV. Discuss the potentially devastating consequences of a declining horseshoe crab population.
Have students draw pictures of horseshoe crabs or make models of them with construction paper. Then have them write short stories about why horseshoe crabs are important.
*(We did this)*


I obtained this lesson plan from: National Geographic Society (Link is on our Fav Links)
This lesson is made possible by a generous grant from the National Oceanic and Atmospheric Administration National Marine Sanctuary Program.

Related Links:
California Academy of Sciences: Bugula neritina
NOAA: The Horseshoe Crab Putting Science to Work to Help "Man's Best Friend"
National Geographic News: Horseshoe Crabs Remain Mysteries to Biologists
National Geographic News: Scientists Seek New Medicines From the Ocean
PBS: Hot Science—Plant Magic
Scripps Institution of Oceanography: Marine Drug Developments

Why Should we Recycle Plastics?

So, This is how I started our lesson today:

Take out your notebooks. Answer these questions for me in a short report.
1) What do you think happens to trash that doesn't get recycled?
2) How does this lack of responsibility affect our environment?
3) How does it contribute to the demise of other species we share the planet with?

After having them read their thoughts outloud...

We started reading articles and watching videos concerning
~ The Atlantic Gyre (Garbage Patch). Located several hundred miles off North America and covering more than 1000 miles.
~Pacific Gyre a Texas-sized floating garbage patch located
(The floating garbage pile poses serious health risks to fish, seabirds, and marine mammals that accidentally stray into the bog.)

http://oceans.greenpeace.org/en/the-expedition/news/trashing-our-oceans/ocean_pollution_animation

http://www.environmentalgraffiti.com/featured/north-pacific-gyre-million-tons-garbage-growing/14477

http://www.mindfully.org/Plastic/Ocean/Moore-Trashed-PacificNov03.htm

http://www.youtube.com/watch?v=G9oSikW3eUM

http://www.cbsnews.com/stories/2004/01/06/eveningnews/main591770.shtml


*Some facts*
BOTH garbage patches consist of tiny bits of post-consumer plastic and trash, most of it weighting less than a paper clip. Much of this waste could have been recycled instead of ending up in the ocean. (Reinforcing the need for us to recycle religiously.) The Atlantic gyre is currently made up of about 500,000 plastic and trash bits per square mile, but is expected to continue growing. A disturbing fact, considering the 1.9 million bits per square mile contained within the Pacific gyre.


**We need to understand that plastic is a reusable resource. We can begin to lessen our impact on the oceans and the planet as a whole ~ Simply By Faithfully Recycling Plastics.

The Merry Adventures of Robin Hood

THE MERRY ADVENTURES OF ROBIN HOOD by Howard Pyle.

...An exciting vividly written novel re-creating the medieval world. With romance, swordplay, colorful friendships, archery contests, revenge and a quest for justice --this novel has something to interest and captivate each of my homeschooled children. Thus, allowing them to become immersed in yet another story. Which after all, reinforces my main goal in teaching with Classic Literature -- to incorporate a thirst and desire to read many types of literature, including ones they possibly wouldn't have chosen for themselves. :-)
Now we could go off in many directions when studying this novel. However with the writing style being so rich and descriptive, I have chosen to use it to develop and reinforce critical thinking skills. For their curriculum I am breaking down each part into chapters and plan to cover a chapter each day or two, as some chapters are longer and more complex than others.

SKILL OBJECTIVES
1) While reading the text they will decipher the theme of the novel. Identifying the main idea, supporting details and facts, setting, problems and solutions of each chapter.

2) They will also arranging events in chronological order, compose character analyses by traits of personality shown through words and/or deeds, and make connections between the characters and their lives.

3) To focus on individual learning styles and boost self esteem. I am giving each of them seperate Literature Teacher Jobs with this novel to share with the group.
a) Drake will create 8 questions for each chapter in his journal for the other two. Creating an answer sheet and noting the page number where the answers are to be found.
b) Griffin will compare and contrast characters in each chapter in his journal by the their actions & personality traits shown and his impressions. He will relate these to us, leaving out some details so the others can contribute their ideas and thoughts to each. Which he will then add to his journal entries.
c) Trinity will be the literary spotter. Listing the sentence or phrase and page number on which each Literary term is found in her journal. She will also explain and describe each at the end of each chapter to the group. These terms are --metaphor, simile, onomatopoeia, alliteration, personification, hyperbole, and idiom. (*A* Definations and examples of each listed.)

4) By using a variety of comprehension strategies, (ie. re-reading, context clues, and checking other sources), they will infer the meaning of new and unfamiliar words - thus increasing their vocabulary. To help with this we will be focusing on word relationships, (synonyms, antonyms, homophones, prefixes, suffixes, root words, & multiple meanings).
Additionally some vocabulary words along with definitions for most chapters will be given before reading. These will be copied from the white board. Reinforcing good handwriting and copying skills. (**B** Listed)




*A* Literary Skills
1) Metaphor - a word or phrase used in place of another to suggest a likeness.
The SOUND IN THE AIR CONDITIONER was MUSIC to his ears.
2) Simile - comparing two unlike things, often introduced by like or as.
Their STOMACHS felt LIKE TUBES OF TOOTHPASTE that had been all squeezed out.
3) Onomatopoeia - the naming of a thing or action by a sound associated with it.
PLUNK,PLUNK,PLUNK. The turtle sang as she walked up the ramp.
4) Alliteration - repeating initial consonant sounds in neighboring words.
The Gray Goat Gulped the Green Grass.
5) Personification - representing a thing or idea as a person.
The big TREE WAS FIGHTING HARD to keep standing.
6) Hyperbole - extravagant exaggeration.
The worm was SO LONG it stretched OFF THE PLATE, OUT THE BARN DOOR, AND INTO THE ORCHARD.
7) Idiom - having a meaning that that is different than the meaning of the individual parts.
Her EYES DRIFTED around the room and RESTED on the little girl.



**B** Vocabulary
Chapter One
Yeoman – a man who works his own small farm
Abbey – several buildings including a church, where men or women lived a religious life
Outlaw – criminal who is running away from the authorities
Treason – the crime of betraying your country or trying to overthrow the government
Lincoln Green – a color of wool cloth once made in Lincoln, England
Wager – to make a bet

Chapter Two
Idle – lazy; to not work
Mettle – an attitude of courage
Perchance – meaning perhaps
Staff – a pole or stick that is used to fight
Stronghold – a fort

Chapter Three
Guild – an association formed by merchants or craftsman to control a trade in product or service
Mutton – sheep’s meat

Chapter Four
Steward - servant
bonny lass - beautiful girl
beshrew - to curse

Chapter Five
Grammercy – a word once used to express astonishment or gratitude
Patron saint - a saint one prays to for help and protection. St. George is the patron saint of England
Thicket – a group of small shrubs

Chapter Six
Roundelay – a simple song with a line that repeats often
Jerkin – a leather vest that covered the hips
Mantle – cloak

Chapter Seven
Buckler – a small round shield held at arm’s length by handle
Hasty Pudding – boiled oatmeal; porridge
Rheumatic pains – pain caused by swelling in the muscles or joints
Anchorite – someone who lives alone as a hermit, usually for religious reason

Chapter Eight
Minstrel – traveling singers and poets who usually also played the harp
Normans – people of Scandinavian descent who occupied Normandy in the 10th century
Varlet – a servant of bad character
Banns – an announcement in church of a proposed marriage, usually made weekly for three weeks

Chapter Nine
Gallant –noble; brave
Parry – to ward off a weapon or a blow

Chapter Eleven
Page – a youth being trained for knighthood by serving a knight
Amnesty – a pardon or forgiveness

Chapter Twelve
Device – the design or emblem that identified a person or a family; coat of arms
Lists – in tournaments, a fenced area where knights on horseback charged each other and each tried to knock his opponent from his horse with a lance
Harts – male deer

Chapter Thirteen
Tinker – someone who repaired metal household utensils
Solder – a mixture of tin and lead that is melted to bond two pieces of metal together

Chapter Sixteen
Wis – know
appertaining - relate or pertain, usually followed by to.

Chapter Seventeen
Palmer – a person who made a pilgrimage to the Holy Land
Shrive – to listen to someone confessing his sins

Chapter Eighteen
Chivalry – the ideals of medieval knights that emphasized gallantry, honor and courtesy, especially toward women

Chapter Nineteen
Gruel – thin oatmeal porridge
Gauntlet – a glove with armor protecting the hand

Chapter Twenty
Health – a drinking toast wishing for health
Fripperies – foolish or useless things

A Study Guide For Alice In Wonderland

Alice In Wonderland is my Very Favorite Book! So of course I am going to share it with my children. They have been exposed to it before - by my reading it and watching the Disney movie.
It is my feeling that this novel is very challenging for each of their comprehension levels. I did not teach any of the psychology, symbolism, or politics that would be discussed with older children. The only theme I touched on was "Alice Growing up"
I tapered our curriculum to focus on comprehension, vocabulary, grammar and logical/illogical responses. I also encouraged them to make connections between themselves, "our world" and "Wonderland". We read the novel together and they worked on their study questions individually.
There are 13 Lessons -- The ones in normal text I used for Trinity 6th grade. The ones in BOLD I used for both her and for Griffin, 4th grade. Drake did not do these lessons-- he is 2nd grade and we focused on comprehension, setting, characters and plot. He made a coloring book book from pics I found online and either acted out scenes or paraphrased what we read everyday.


A Study Guide for Alice In Wonderland

Introductory Activities: Before you begin Alice, you must complete these activities in your Alice journal:
´ make a list of 10 things which you know for a fact
´ make a list of 10 rules which you follow without hesitation
´ complete this sentence in 10 ways: Adults are....
´ complete this sentence in 10 ways: Growing up is...



**Down the Rabbit-Hole -

1. Define and write a sentence illustrating the meaning of: antipathy.

2.Complete these assignments:
>Select a word from the dictionary which begins with "anti" and imagine it is the name of a country; describe the people who live there in a good paragraph.
> Select any one "simple rule" you learned as a child; write a paragraph which describes what happens to the child who breaks it; this should be fanciful and not too bloody!
> Because you are older than Alice, you might have been able to get that key; describe what you would have done.
>Do you think you would have jumped down the rabbit hole as Alice did? Why or why not? Respond in a well thought out long paragraph.


**The Pool of Tears -

1.Define and write a sentence illustrating the meaning of: inquisitive, soothing, commotion

2.Can you figure out under what algorithm (set of logical steps) Alice's mathematics is correct?

3. Illustrate the following expressions literal meaning with a drawing or an imaginative paragraph, and attach an explanation of the figurative meaning:

> It brought down the house.
> He is up to his ears in debt.
> She flew into a rage.
> Get to the heart of the problem.
> A bad idea

4.If you could change yourself into another human being, who would it be and why? Respond in a well thought out long paragraph.


**A Caucus-Race and a Long Tail -

1.Define and use in a good illustrative sentence - caucus, insolence, adjourn, audibly, melancholy

2.Write a very long and dry sentence about any topic of your choice.

3.Carroll uses a version of a Tom Swifty when he writes: "'Hold your tongue, Ma!' said the young Crab, a little snappishly." It is the adverb which creates the humor. Here is another: "I'm done, I'm done!" said the coffee pot perkily.
Write 5 of your own. Illustrate each.




**The Rabbit Sends in a Little Bill -

1.Explain the pun Carroll makes on "grown up."

2.What is ironic about Alice's meeting with the puppy? What do we learn about Alice in this incident?

3.Write a paragraph expressing your answer to this question: Is it better to know what needs to be done before you know how to do it, or to know how to do it before you decide what is to be done? Develop your paragraph with at least one good example.

4. Alice impulsively drinks from another bottle in this chapter. Describe a time when you chose to do something without thinking of the consequences. Respond in a well thought out long paragraph.

5.Which would you choose to be - large or small and why?

**Advice from a Caterpillar -

1.Define and write a good sentence illustrating the meaning of: languid, contemptuous, gravely, timid, contradict, wretched, piteous, subdued, contempt

2.Alice continues to "stick her foot in her mouth." Cite examples from this chapter and explain the result of each.

3.How does the caterpillar help Alice?

4.What "growth" do we find in Alice at the end of the chapter?

5.In a good long paragraph, answer these questions: Why? Who are you?
6.Create an if - then logical statement which proves that: The Queen is only happy when she is eating broccoli pizza.

**Pig and Pepper -

1.Define and use in a good illustrative sentence: livery, uncivil, variations, cauldron
2.This chapter could easily be a "What's Wrong with this Picture." Make a list in your journal of the things in the chapter "which do not belong." Pay attention to words and actions as well as to objects.

3.Explain why, after its last appearance, the Cat "vanished slowly."

4.Add 2 verses to the lullaby: one beginning "speak roughly to your little girl" and the other beginning "speak kindly to your little child"
5. The Cheshire Cat speaks in logical deductions. Pratice this by stating your point on 3 subjects- with me, using this method.

6. What part of this book has been your favorite so far?


**A Mad Tea-Party -

This is a chapter about language. We are going to read it aloud. Select the character whose part you would most like to read: Alice, Hatter, Dormouse, Hare, author. Read with inflection and emotion - become the character you chose.



**The Queen's Croquet Ground -

1.Define and use in a good illustrative sentence: courtier, harried (why is this a pun?), knave, procession, giddy, a furrow, a dispute, impertinent
2.Write in your journal at least 3 conclusions you can draw about "law and justice" at the Queen's court. For each, cite a specific passage from this chapter.

3.Select from the chapter 1 question asked and 3 assertions made by Alice, either to herself or aloud, and explain in your journal how they illustrate a growth in her as a character.
4.Here is a riddle: What has a head upon which many can stand, but which can not stand on its head?
5.Imagine that baseball were to be played at the Queen's court. Describe the game.


**The Mock Turtle's Story -

1.Define and use in a good illustrative sentence: stingy, unruly, moral, mock
2.What has been the state of "rules" in Wonderland? List at least 4 specific examples in your journal of rules learned.

3.What is mustard, botanically? Look it up in Encarta.

4.Open any other novel or short story book, at random, and select a line of dialogue. Copy it into your journal and then add this sentence: "And the moral of that is...."
5.What have we seen so far about the value of Alice's education to her experience in Wonderland?




**The Lobster Quadrille -

1.List all of the puns that you find in this chapter.
2.What exactly is a quadrille? Answer this in your journal, using any good reference source. Then create and describe -your own quadrille- for a different set of animals, in a different habitat, using two verses to the dance poem, introducing another sea creature which is not mentioned as being part of the dance. Be prepared to present your work to the family.



**Who Stole the Tarts?

1.Define and write a good sentence illustrating the meaning of : suppressed. Then tell me why this word was used to describe the treatment of the cheering guinea-pigs.



**Alice's Evidence -

1."It doesn't matter a bit," Alice says, and again, "I don't believe there's an atom of meaning in it." Soon afterward, she takes charge of the situation and "stands up for herself." In the eyes of many critics and readers of Alice, this assertion/growing is the meaning of the story. What do you think? Respond in a well thought out long paragraph which gives examples of actions and words throughout the book.

2. Where did the note come from and who do you think wrote it? Respond in a well thought out long paragrah.

3.Does Alice's sister think Wonderland is important to Alice? Why or Why not?

4. What was your favorite part of the story? Why? Respond in at least two well thought out long paragraphs.