View
0
Download
0
Category
Preview:
Citation preview
Copyright © Junior Library Guild 0
Wild Horses:Galloping Through Time
byKelly Milner Halls
Available only fromJunior Library Guild7858 Industrial ParkwayPlain City, OH 43026www.juniorlibraryguild.com
Teacher’sEdition
Copyright © Junior Library Guild 1
About JLG Guides
Junior Library Guild selects the best new hardcover children’s and YAbooks being published in the U.S. and makes them available to libraries andschools, often before the books are available from anyone else. Timeliness andvalue mark the mission of JLG: to be the librarian’s partner. But how can JLGhelp librarians be partners with classroom teachers?
With JLG Guides.
JLG Guides are activity and reading guides written by people withexperience in both children’s and educational publishing—in fact, many of themare former librarians or teachers. The JLG Guides are made up of activity guidesfor younger readers (grades K–3) and reading guides for older readers (grades4–12), with some overlap occurring in grades 3 and 4. All guides are written withnational and state standards as guidelines. Activity guides focus on providingactivities that support specific reading standards; reading guides support variousstandards (reading, language arts, social studies, science, etc.), depending onthe genre and topic of the book itself.
JLG Guides can be used both for whole class instruction and forindividual students. Pages are reproducible for classroom use only, and ateacher’s edition accompanies most JLG Guides.
Research indicates that using authentic literature in the classroom helpsimprove students’ interest level and reading skills. You can trust JLG to providethe very best in new-release books, and now to enhance those selections bygiving your school the tools to use those books in the classroom.
And in case you think we forgot the librarians, be sure to check out theLibrary Applications page, shown on the table of contents in each guide.
From all of us at Junior Library Guild, we wish you and your students goodreading and great learning . . . with JLG Selections and JLG Guides.
To add JLG Guides to your membership or to get started with JLG, contact anAccount Representative at 800-491-0174.
Copyright © Junior Library Guild 2
Wild Horses:Galloping Through Time
by Kelly Milner HallsThis book was published by Darby Creek Publishing
ISBN: 978-1-58196-065-5
Table of Contents
About the Author/Author Interview..............................................................3
Building Background: Some Basic Vocabulary ..........................................5
Prereading Activities...................................................................................6
As You Read:
Small Beginnings: Prehistoric Horses ...................................................8
Horses of the World ............................................................................11
Wild Horses of Eastern Europe and Asia............................................12
Wild Horses of Western Europe..........................................................14
Wild Horses of the Middle East ...........................................................16
Wild Horses of Africa ..........................................................................18
Wild Horses of the Americas...............................................................21
Let the Rescue Begin..........................................................................23
Wrap-up ...................................................................................................24
Library Applications..................................................................................26
Suggestions for Further Reading / Language Arts Connection ................27
Correlations to National Standards...........................................................28
Schools may reproduce copies of the pages in this book for use on oneschool campus or a public library. Any other reproduction is strictlyprohibited.
Copyright © 2009 by Junior Library Guild/Media Source, Inc. All rights reserved. No part of thispublication may be transmitted, stored, or recorded in any form without written permission from thepublisher. For permissions questions, contact Junior Library Guild.
Copyright © Junior Library Guild 3
About the Author
Kelly Milner Halls is a full-time author with a passion forunearthing unusual facts about the creatures and the worldaround her. She’s written about dinosaurs, wild dogs, Big Foot,and albino alligators—and even wilder, weirder things than those!She loves to dig up the details by interviewing experts and discoveringthe most up-to-date research on her subjects.
Ms. Halls grew up in Texas, where she developed a fascination for creepycrawlies, strange animals, and even repulsive reptiles. Her previous books with DarbyCreek Publishing are Dinosaur Mummies: Beyond Bare-Bone Fossils and AlbinoAnimals. Several of her books have won awards and have been named to “bestbooks” lists.
Ms. Halls lives with her two daughters and an ever-growing pack of furry petsin Spokane, Washington. She enjoys doing presentations at museums, conferences,and schools across the country. You can find out more about Ms. Halls and herbooks on her Web site at www.kellymilnerhalls.com.
Author Interview
Q: What is your full name (including your middle name)?A: My name is Kelly Ann Milner Halls.
Q: How many brothers and/or sisters do you have?A: I have one older sister named Kim, who is an opera singer and a college professor
in Ohio.
Q: What did you want to be when you grew up?A: When I was REALLY little, I wanted to be a guardian angel. Then I wanted to be a
naturalist. Finally, in high school, I decided I wanted to be a writer, and that’s what Iam.
Q: What was your favorite thing to do when you were a kid? Why?A: I love to explore. Most of my friends were boys, so we’d go out exploring the
woods every single day. I also liked sports and drawing.
Q: What was your favorite book then? Why?A: My favorite book was my pocket field guide to reptiles and amphibians. I also loved
“Are You My Mother?” and “So Small,” a book about a tiny little mouse who wastoo little to do anything, until it took a wee mouse to save the day. I was reallyshort, so I liked anything about other short guys being okay.
Copyright © Junior Library Guild 4
Q: What was your worst subject in school?A: All of them for a while. I was 40% deaf when I was little, but no one knew it. So
they thought I wasn’t paying attention when really I didn’t hear them when theycalled on me. Once they figured out what was wrong, my grades got better.
Q: Why do you write books for kids?A: I write books for kids because I never really grew up all the way. I write books for
kids because I think kid stuff is way more interesting that grown-up stuff, most ofthe time. And I didn’t like to read much when I was little because there wasn’tmuch I thought was fun to read. I read about Abraham Lincoln and vampires. Thatwas about it. So I write books I would have loved when I was little.
Q: Do you have any pets? What are they?A: Oh man, do I have pets. I rescue sick and wounded animals, so I usually have at
least three dogs and seven cats at a time. I try to find them other homes to makeroom for new rescues. But sometimes I can’t give them away. So some of themare just mine for keeps. I love animals. I’ve had everything from frogs and lizards toferrets to horses. I tried to keep baby bats once, but my father wouldn’t let me. Andit really is better to turn wild abandoned babies over to the experts.
Q: What’s the first thing you do when you start a new book?A: Research, research, research. But it’s not like homework for me. It’s like a
treasure hunt. I want to find all the crazy, “who knew?” facts that will make yousmile and wonder. That’s my favorite part of writing a book.
Q: What is the hardest thing about writing?A: The hardest part about writing is cutting things out when you don’t have room. So
many cool facts, only so much space.
Q: What are you afraid of?A: I used to be really afraid of the dark when I was little, but I figured out one day if Ijumped right in the middle of the dark, it didn’t look so scary. Now when I’m afraid ofsomething, I try to face it. It also helps to talk to someone I trust about the things thatscare me. Keeping a scary thing locked up inside makes it feel worse than it has to.
Q: If you had three wishes, what would they be?A:
1. I would wish that people would be kind to one another, so no one would everhave to feel lonely again.
2. I would wish that all homeless animals could find good, loving homes.3. I would wish for enough money to buy everyone I meet ONE thing they
REALLY want, but think they’ll never be able to buy. It would be fun to makeall those dreams come true.
For the Teacher: Encourage students to write to the author and ask questions notprinted here. Or ask the students to explain how the author’s background helpedprepare her for writing this book.
Copyright © Junior Library Guild 5
Building Background: Some Basic Vocabulary
Horses have fascinated people for a long, long time. They are some of the mostbeautiful animals on Earth, and their speed, power, and gracefulness make themseem almost mythical. In fact, horses have made their way into many myths, legends,and stories. Think of the winged horse, Pegasus, or of the magical unicorn.
Most of the time when we think about horses, we think about the kinds we canride—domesticated horses and ponies. In fact, it can be argued that the horse hasbeen the most important domesticated animal in the history of humans. These bigbeasts helped plow the ground, carry heavy loads, move people, and even winbattles. But before they were big and mighty, they were small and vulnerable. As theyevolved over time, horses went through many structural changes, especiallyregarding their feet and their size. Some prehistoric species also became extinct,especially in the Americas. Eventually, they were reintroduced when explorersreached the New World, and some managed to become “wild” again. So, what is a“real” wild horse? Look up these terms and give a definition in your own words foreach.
✏ wild horse ______________________________________________________
__________________________________________________________________
✏ domesticated horse_______________________________________________
__________________________________________________________________
✏ feral horse______________________________________________________
__________________________________________________________________
Can you think of other examples of animals that are wild, domesticated, and feral?Discuss them or write an expository paragraph about one kind of those animals.Notes:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
For additional reading on real and fictional horses, go to page 27. There you will finda list of books about horses in general and a list of well-known novels and stories thatfeature horses.
A wild horse is one that was born in the wild and has not been
tamed.
A domesticated horse is one that was either born wild and
has been tamed or was born to a tamed mare and is raised tame.
A feral horse is one that was born tame but has been left in the
wild to survive.
Answers will vary but might include: dogs, cats, birds, exotic animals or pets such
as ferrets, lizards, rats, mice, snakes, etc.
Copyright © Junior Library Guild 6
Prereading Activities
Book summary:The history of wild horses stretches back more than forty-five million years andcontinues to the present day. The fossil record indicates that long before humansbegan hunting them for food or fitting them for bridles and saddles, horses at one tineor another have galloped freely across Asia, Africa, Europe, and the Americas. WildHorses: Galloping Through Time investigates the origins and history of wild horsesand compares modern horses to their cousins: the zebra, the ass, the burro, and theonager. Halls also tells about the dangers of modern events—such as nucleardisasters and war—that affect these animals, and the importance of protecting wildhorses from extinction.
Understanding the Genre: Nonfiction
1. What is the main difference between fiction and nonfiction?
____________________________________________________________________
____________________________________________________________________
2. If you were doing research for this book about wild horses, what are some kinds ofinformation sources you would use?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. List at least three questions you have about wild horses that you hope will beanswered in this book.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
The main difference is that fiction is not true; it is made up. Nonfiction is factual.
It is about real people, places, or things, with nothing made up.
Answers will vary, but may include: encyclopedias, the Internet, magazines, books,
newspapers, interviews, government information, etc.
Answers will vary.
Copyright © Junior Library Guild 7
Prereading Activities
Activating Prior KnowledgeFill in the first two columns of the KWL chart below to show what youknow (K) about wild horses and what you want to know (W) about them.Later you will fill in the last column to show what you learned (L).
KWhat I Know
WWhat I Want to Know
LWhat I Learned
Survey the Book
1. Read the back cover and write one sentence to summarize what the book is about.
____________________________________________________________________
____________________________________________________________________
2. Look at the contents page (page 3). What kind of information do you expect to findout about in the first chapter?____________________________________________________________________
____________________________________________________________________
3. How is the book organized?____________________________________________________________________
____________________________________________________________________
4. The last chapter is called “Let the Rescue Begin.” What do you think that means?____________________________________________________________________
____________________________________________________________________
Answers will vary.
The book is about wild horses from prehistoric times to today. It is also about trying
to save some wild horses that are endangered.
Answers may vary. Most should include a statement about where horses came
from in prehistoric times.
It is organized geographically by region.
Answers may vary. Most will say that it means there are horses that need to be
helped or rescued today.
Copyright © Junior Library Guild 8
Small Beginnings: Prehistoric Horsespages 4–13
Before You ReadIntroducing VocabularyIt will be helpful if you know these words before you read this chapter.If you already know the meaning, simply write a definition in your ownwords. If you don’t know the word or are unsure of its meaning, use a dictionary oranother resource to find its meaning. Write the definition on the line provided.
prehistoric before recorded history; very old
withers the highest part of a horse’s back
hooves the thorny coverings of horses’ feet
northern hemisphere the half of Earth above the equator
carnivore an animal that eats meat or flesh
evolve to change gradually over time
extinction the state of having no living members of a species
fossil evidence findings of preserved remains of a plant or animal
molars the back teeth used for grinding
migrate to move from place to place
vocalizations sounds made with the voice to express something
domesticated tamed
paleontologist someone who studies ancient life
Asking QuestionsWrite down two questions you hope to find answers to in this chapter.
1. _________________________________________________________________
2. _________________________________________________________________
Answers will vary.
Answers will vary.
Copyright © Junior Library Guild 9
As You ReadCompare and ContrastLook at the pictures on page 4 and the chart on page 5.Complete the compare and contrast chart below.
COMPAREHow are prehistoric and modern
horses alike?
CONTRASTHow are prehistoric and modern
horses different?
Reading ComprehensionRead the chapter. Then answer each of the questions below.
1. The first true horses were about __8___ to __9___ inches tall.
2. They had __4___ toes on their front feet, and each one had a hoof.
3. The name Eohippus means “____dawn_____ horse.”
4. Why did the Hyracotherium become extinct? _____________________________
________________________________________________________________
5. Who were Sir Richard Owens and Othniel C. Marsh? _______________________
_________________________________________________________________
6. Mesohippus means “_____middle_________” horse.
7. How was Mesohippus different from Hyracotherium? _______________________
_________________________________________________________________
8. What caused this horse to become extinct? _______________________________
Answers may include: Today they have one toe; before they
They have four legs. had as many as four toes.
They eat plants. They are now larger than they were back then.
They are covered in fur. They were hunted by other animals and some became extinct.
They are adaptable. They lived all over the world, but now are native to only some areas.
It was defenseless against larger
predators like the Diatryma.
They were famous dinosaur
scientists who both found prehistoric horse fossils.
It had three toes instead of
four, was larger, and had a longer tail. Its face was longer with eyes farther apart.
Sabertooth cats preyed on them.
Copyright © Junior Library Guild 10
Reading Comprehension (continued)
9. How was the Merychippus more like modern horses than the previous species ofhorses had been?
________________________________________________________________
________________________________________________________________
10. The Pliohippus was the first horse to have a ____________________________.
11. It was able to see both in front and behind itself because __________________
_________________________________________________________________.
12. Equus is the name for the _______________________ horse.
13. All of the Equus population in America became _____________________.
14. Today’s domesticated horses all came from the species, Equus _____________.
15. Three kinds of ________________ and three types of ________________ stillsurvive in the wild today.
Make ConnectionsIn this chapter, you read about how the word “hand” came to be a kind ofmeasurement for the height of a horse. Look up the following words and complete thechart below to show how a body part helped establish that unit of measurement.
Unit ofMeasurement
Body Part(s) The Story Behind It
foot foot At first this was just the length of a man’sfoot.
inch thumb It was the width of a man’s thumb.
yard arms It was from the tip of a nose to the end ofone outstretched arm.
fathom arms It was the distance between outstretchedarms, from fingertip to fingertip.
It developed long, fast legs, a larger brain, became a grazer, had the long face
And big jaw of the modern horse, and put most of its weight on one hoof.
a single hoof.
its eyes were set
farther apart.
modern
extinct
caballus
asses zebras
Copyright © Junior Library Guild 11
Horses of the Worldpages 14–15
After You ReadCharacterizingLook over the following chart that shows different characteristics of wild horses. Placean X in any box that characterizes each species.
Horse SpeciesShortMane
LongMane Striped
SmallEars
LargeEars
Domesticated horse Equus caballus
X X
Przewalski horse Equus przewalskii
X Xsometimes
X
Plains zebra Equus quagga
X X X
Grevy’s zebra Equus grevyi
X X X
Mountain zebra Equus zebra
X X X
Burro Equus asinus
X X
Onager Equus hemionus
X X
Kiang Equus kiang
X X
Copyright © Junior Library Guild 12
Wild Horses of Eastern Europe and Asiapages 16–27
Before You ReadIntroducing VocabularyWrite a definition for each word below.
botanical _______________________________________________________
forelock ________________________________________________________
iconic __________________________________________________________
equestrian ______________________________________________________
Asking QuestionsFlip through the pages of this chapter to get an idea of what will be covered. Thenwrite two questions you would like to have answered in this chapter.
1. _________________________________________________________________
2. _________________________________________________________________
As You ReadReading Comprehension: Main Ideas
1. How did the migration of wild horses into Asia keep the entire species frombecoming extinct? Although all of the horses in North America became extinct, theones that migrated across the land bridge were safe from what caused the extinctionof the N. Am. Horses.
2. What physical characteristics distinguish a Przewalski horse from other kinds ofhorses? It is small and has a square, blunt face, a stocky body, and short legs.It has a dark line down its back and sometimes stripes on its legs. The mane standsup.
3. How do we know they are territorial? They mark their territories with dung anddefend them.
4. In what ways did early humans use horses? As a food source.
5. Who was 231 Orlitza III? The last known Przewalski horse in the wild.
of or relating to plants or botany
a clump of hair growing from the front of the head
relating to something or someone admired
relating to horses or horseback riding
Answers will vary.
Copyright © Junior Library Guild 13
6. How was the Przewalski horse species saved from extinction? Zoos and wildlife
sanctuaries started a captive breeding program.
7. What happened at the Chernobyl nuclear power plant in 1986? A nuclear power
plant exploded that sent dust and destruction over a large area of the world.
8. How has the Przewalski horse helped bring life back to the land near Chernobyl?
Some of the horses were moved to the area around Chernobyl, making life return tothe area.
9. Based on what you read about the kiang (Asian ass) and the onager (Persian wildass), complete the following chart by writing kiang, onager, or both on the lineprovided.
Loads up on food for 2 to 3 months __kiang_______
Has a tough mouth so it can eat shrubs and trees __kiang_______
Is smaller and stockier than a horse __both________
Can reach speeds of up to 45 miles per hour __onager______
Is an endangered species __both________
10. What makes experts believe that nomadic villagers in Kazakhstan were the first todomesticate wild horses? There is evidence of a corral existing in the ruins of theancient village.
After You ReadDrawing Conclusions
Why do you think the wild horses and asses of Eastern Europe and Asia have beenable to survive in spite of harsh natural habitats there?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Answers may vary. Some details include: They were able to adapt by eating what
was available in the areas, by growing thicker coats for the harsh weather, by
having tough mouths, by living in herds, by having small, stocky bodies and short
legs.
Copyright © Junior Library Guild 14
Wild Horses of Western Europepages 28–37
Before You ReadIntroducing VocabularyWrite a definition for each word below.
subsequent ______________________________________________________
conservationist ___________________________________________________
canter __________________________________________________________
opportunistic _____________________________________________________
geoglyph ________________________________________________________
Putting It into PerspectiveEastern Europe is made up primarily of Russia and several former Soviet-governedcountries. Name twelve countries that make up most of Western Europe.
________________ ______________ ______________ _____________
________________ ______________ ______________ _____________
________________ ______________ ______________ _____________
As You ReadReading Comprehension: Summarizing Information
1. How do we know that the modern Tarpan horse is not the same horse as the wildTarpan? __________________________________________________________
_________________________________________________________________
2. How did one man, Dr. Ruy d’Andrade, save Portugal’s Sorraia horse fromextinction? ________________________________________________________
_________________________________________________________________
3. What makes the Camargue horse of France especially suitable to the marshyterrain it inhabits? __________________________________________________
_________________________________________________________________
Happening or existing after something.
Someone who works to help preserve or take care of the environment.
The smooth gait of a horse, slower than a gallop but faster than a trot.
Taking advantage of the resources available at hand.
A drawing on the ground made by stones or by cutting away earth.
United Kingdom France Spain Portugal
Italy Germany Austria Poland
Greece Netherlands Norway Switzerland
Denmark Czech Republic Iceland Finland
DNA studies proved that they were not the same kind of horse.
He bought the land where they grazed and is protecting them so they
can continue to survive.
They have very hard, broad hooves and short, muscular legs
that help them move through mud more easily. They also can survive on the marshgrasses.
Copyright © Junior Library Guild 15
4. How did the Konik horses of England return to the Stodmarsh wetland there?_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. What kinds of ancient evidence exists that proves the importance of horses inprehistoric Western Europe?_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
6. Describe the ways in which we know that horses were important in ancient Greece.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
After You ReadAnalyzing the Text
The author offers several ideas and theories about thehistory and survival of wild horses. List ways in whichshe supports her statements.
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
5. ____________________________________________________________
A herd of thirteen Koniks were imported from Holland in order to try to bring back
the area and to keep them from becoming extinct.
Paintings on cave walls, carvings of horses in rock, and geoglyphs in the shape
of horses prove that people valued horses.
Alexander the Great loved his horse and named a city after it; Greeks worshiped
horses, such as Pegasus.
Answers will vary, but may include:
She interviewed experts; she cites scientific studies; she uses photos
to present her facts; she gives good details; etc.
Copyright © Junior Library Guild 16
Wild Horses of the Middle Eastpages 38–45
Before You ReadIntroducing Vocabulary
1. What is a pony? (You might be surprised, so be sure to look it up.) A small horse,especially of specific breeds of small, stocky horses that are gentle.
2. What is a hybrid? An animal that results from mating parents from two differentspecies or subspecies.
3. The Greek word petra means “rock.” The Greek word glyphe means “carving.”What is a petroglyph? A rock carving.
4. Look up these two art terms: terra cotta and relief. What would a terra cotta relief ofa horse look like? It would be a horse shape that rises up from the surface of a redclay material.5. Who are the Bedouins? The Bedouins are nomadic Arabs of the deserts of Arabiaand North Africa.
6. Define debacle. A disaster or horrible failure.
As You ReadReading Comprehension:Main Ideas and DetailsComplete each main idea below. Then write at least two details that support the mainidea.
1. Horses in the Middle East have ways to tolerate extreme heat .
Detail: They have thin skin and fine, soft coats .
Detail: They are smaller and have muscles that cool faster .
2. Caspian horses may be a ________hybrid_________ of Equus caballus
and Equus przewalskii
Detail: They have sixty-four chromosomes like the Equus caballus.
Detail: They have two more teeth than domesticated horses.
Copyright © Junior Library Guild 17
4. Caspian horses were important to Persian kings
and ___ commoners .
Detail: They were represented in art in terra cotta reliefs.
Detail: A solid gold model of four Caspian horses and a chariot was found.
5. Arabian horses were treated well by kings and Bedouins and were
bred for one main purpose: battle .
Detail: They helped Egyptians expand their kingdom.
Detail: They have a large lung capacity and strong endurance to fight in thedesert.
6. In 2003, some Arabian horses in Iraq were affected by the war in Iraq.
Detail: Their stables were near target zones that were hit hard.
Detail: Many were stolen by looters and hungry people.
After You ReadSynthesizing InformationAfter reading about wild horses across Europe, Asia, and the Middle East, apply whatyou have learned to write an explanation about how natural habitat can affect theevolution of a species._________________________________________________________________Answers will vary. Be sure they support their statements with details from the book._________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Copyright © Junior Library Guild 18
Wild Horses of Africapages 46–55
Before You ReadActivating Prior KnowledgeIn this chapter, you will learn about another kind of wild horse: the zebra.Fill in the chart below to show what you already know about zebras andwhat you want to find out about them. Then, after you read this chapter,complete the last column.
KWhat I Know
WWhat I Want to Know
LWhat I Learned
Answers will vary.
As You ReadReading Comprehension: Making InferencesAnswer each question by making an inference based on information you alreadyknow.Answers will vary, but some suggestions are indicated below.1. Why is Africa home to more ungulates—animals with hooves—than any other
continent in the world? _____________________________________________
________________________________________________________________
2. How do the zebras’ stripes help it survive in its native habitat? ______________
________________________________________________________________
3. What advantages to zebras have by living in herds, or harems, rather than asisolated animals? _________________________________________________
________________________________________________________________
The area provides what they need to survive; Africa ishome to many species of animals; people have not crowded them out or over-hunted them; much of Africa is still native and undeveloped.
Stripes providecamouflage in the tall grasses and shadowed jungles of Africa; stripes mightprovide an optical illusion to predators.
They can alert each other to danger; the stronger onescan defend the weaker ones.
Copyright © Junior Library Guild 19
4. Why are the African wild asses so critically endangered? ___________________
________________________________________________________________
5. In what ways were the San people of South Africa like other prehistoric peoplearound the world in the ways they viewed animals? ________________________
________________________________________________________________
________________________________________________________________
Wild animals have become an important part of lifefor humans for thousands of years. How has the horse(including horses, asses, and mules) helped human beingsbecome more civilized? How have they helped us becomemore destructive?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Social Studies Connection
They are solitaryand more vulnerable to predators; their habitats are shrinking; droughts makefinding food difficult; many were taken out of the area by Egyptians, reducing thenumber of wild asses left.
They worshiped thehorses and created drawings of them. They also hunted them for food.
Answers will vary.
Copyright © Junior Library Guild 20
Just for FunRead the following idioms that have to do with horses. Find out whateach one means and write it on the lines provided.
Idiom Meaning
A dark horse Someone unknown in an election or othercompetition.
To change horses in midstream To change the course of action after it has alreadystarted.
To put the cart before the horse To do something out of its correct order.
To beat a dead horse To continue to argue a point after the decision isfinal.
You can lead a horse to water,but you can’t make him drink.
You can offer advice, but you can’t makesomeone take it.
Horse sense Common sense
To look a gift horse in the mouth To receive a gift and then question its value tomake sure it’s “good enough”
To get on your high horse To act conceited or as if you are better.
To hold your horses To wait or stop before moving forward.
To chomp at the bit To be restless.
Donkey’s years A long time.
To work like a horse To work very hard.
To horse around To have fun and be light-hearted
Copyright © Junior Library Guild 21
Wild Horses of the Americaspages 56–63
Before You ReadVocabulary: Words from SpanishEnglish often borrows words from other languages, using the same termor adapting the term in some way. Each of the following words originated as aSpanish word. Find the Spanish word it came from and give a brief definition.
Word Used inEnglish
Spanish Word ofOrigin
Definition
bronco bronco Wild or rough.
rodeo rodeo A pen for rounded up cattle
mustang mestengo Stray
burro burro Donkey
buckaroo vaquero cowboy
lariat la reata The lasso
stampede estampida An uncontrolled rush of horses or cattle
canyon cañon A deep, narrow valley
mesa mesa Table or tableland (flat area)
lasso lazo A rope or cord used for catching horses
As You ReadReading Comprehension: Evaluate and Synthesize Information
1. If all North American horses became extinct about ten thousand years ago, how isit that there are horses here today? ____________________________________
________________________________________________________________
2. Look up the term “feral horse.” How does it differ from a true “wild horse”?________________________________________________________________
________________________________________________________________
A feral horse comes from a line of domesticated horses that is no longer
tame. A true wild horse comes from a species that has not been tamed.
Explorers brought them back to North
America when they sailed and settled here.
Copyright © Junior Library Guild 22
3. Where are you likely to find bands of wild mustangs in North America? Why inthose areas? ____________________________________________________
_______________________________________________________________
4. Describe how the process of natural selection affected the mustangs of theAmericas. _______________________________________________________
_______________________________________________________________
5. Where are the Abaco Islands? How did horses come to live there? What is their greatest threat to survival? _________________________________________
_______________________________________________________________
6. What is the main difference between a wild ass and a burro? _______________
________________________________________________________________
7. What caused the wild burros to exist and thrive in the American West? ________
________________________________________________________________
After You ReadResearch: Gathering Specific InformationOn pages 62–63 you will find a list of organizations that help with the preservation ofcertain kinds of American wild horses. Choose one organization and write a letterrequesting information about the horses they manage. Make some notes on the linesbelow to help you draft the letter.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
They are found in the western states, remote regions of Canada,
Bahamas, and on barrier islands on the U.S. eastern coast. Those areas are lessinhabited than most.
Over the centuries, only the very strongest horses have survivedin the wild, and those are the ones whose lines have continued, making the wildhorses sturdy and hearty.
150 miles off the coast of Florida; probably came asa result of Spanish shipwrecks in the 1500s; most were slaughtered and nofoals have been born since 1998.
A burro’s leg is
more compact so it can carry heavier loads.
They
were surefooted, could withstand high temperatures, and carry heavy loads.
Answers will vary.
Copyright © Junior Library Guild 23
Let the Rescue Beginpages 64–67
Before You ReadMaking Predictions
What information do you think you will find in this section?
_________________________________________________________________
_________________________________________________________________
What questions do you have that you hope will be answered in this section?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
After You ReadSummarizingAfter reading pages 64–67, write a short summary about the need to rescue wildhorses.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Answers will vary.
Answers will vary.
Answers will vary but should include the following key points:
• Many horses have already been driven to extinction.
• Humans are moving into more and more of the horses’ open land.
• If we don’t protect them, they will face a brutal and painful death sentence.
• Wild horses may vanish again because of humans.
• various notes on specific wild horse rescue organizations from pp. 66–67.
Copyright © Junior Library Guild 24
Wrap-up
Analyze the Research
1. Look at the Bibliography found on pages 68–70. The author interviewed severalpeople as part of her research for this book. What kind of information can you getwhen interviewing someone that you might not find in any other way?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. Look at the articles and books the author used as resources. Evaluate the sourcesbased on the authors, the publication, and the date. How would you judge the valueof these resources?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Think Like a ConservationistIf you were a conservationist who worked with wild horse rescues, how would youuse this book to help you?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Answers will vary, but may include:
Experts can give you specific answers to your questions. They can provide new
information that is not easily found yet. They may be able to give you photos or
other materials to help you. They can tell you about the background and the
future of your topic. They may be able to put you in touch with other experts.
Answers will vary, but may include:
The publications and authors have good reputations for reporting facts. Most of
the resources are fairly recent, which means the author of the book has up to
date information. There are many sources that deal with the material in the
book, so the information should be consistent with what most people think is
true.
Answers will vary.
Copyright © Junior Library Guild 25
Discuss the IssuesAfter reading this book, describe what you think the author’s goal was in writing it. Doyou think she accomplished her goals?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Making ConnectionsThink about the people in your community who work with animals. Discuss twopeople or organizations that help rescue animals that are in danger.
1. _______________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. _______________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
In the past, when a species became extinct, that was the end of itsexistence forever. Now that cloning has become a reality, how couldscientists make sure we do not let wild horses—or any species—becomeextinct?
Research “horse cloning” to see what has already been accomplished.
Science Connection
Answers will vary. Most will say that the author’s purpose was to inform readers
about the past and present situations of wild horses and to alert readers to the
problems facing them. Their opinions of whether or not the author accomplished
her goals will vary.
Answers will vary.
Copyright © Junior Library Guild 26
Library Applications
Research:“Horses” is a very general topic to research; “wild horses” is a more specific topic.Take a look at the index at the back of the book. You will see some even morespecific topics that are discussed somewhere inside this book. If you were to write aresearch report, which three topics from the index would you most like to choose?Why?_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Demonstrating:After reading this book, what could you help your librarian do to promote thisbook and others like it in your school library?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Work with your librarian to plan a multimedia presentation about wild horsesaround the world. You could create a PowerPoint slide show, a Web site, a video, orother visual and audio work.
When it’s complete, you may want to send it to one of the organizations listed onthe You Can Help pages in the book (pages 66–67) to help them get the word outabout wild horse conservation.
Think about other ways your multimedia materials can help.
Technology Connection
Answers will vary.
Answers will vary.
Copyright © Junior Library Guild 27
Suggestions for Further Reading
Nonfiction books about wild horses:
Peterson, Cris. Wild Horses: Black Hills Sanctuary. Honesdale, PA: Boyds MillsPress, 2003.
Ryden, Hope. Wild Horses I Have Known. New York: Clarion Books, 1999.
Fiction books about wild horses:
Farley, Terri. Phantom Stallion: Wild Horse Island series. New York: HarperCollins,2008.
Farley, Walter. The Black Stallion. New York: Yearling, 1991. (First of a series ofBlack Stallion books)
Lester, Julius and Jerry Pinkney. Black Cowboy, Wild Horses. New York: Dial Booksfor Young Readers, 1998.
Price, Steven D. Classic Horse Stories: Fourteen Timeless Horse Tales. LyonsPress, 2002.
Sewell, Anna. Black Beauty. New York: Scholastic, Inc., 2003.
Books by Marguerite Henry:Brighty of the Grand CanyonKing of the Wind (Newbery Winner)Misty of Chincoteague (Newbery Honor)Misty’s TwilightMustang: Wild Spirit of the WestSea Star: Orphan of ChincoteagueStormy: Misty’s Foal
Choose one of the fiction books above. Read it and then write areport that includes:
✏ A summary of the book✏ The setting (time and place)✏ The main characters✏ The main conflict(s)✏ The theme✏ A critique of the book (what you liked; what you didn’t like, etc.)✏ A short biography of the author
Language Arts Connection
Copyright © Junior Library Guild 28
Correlations to National StandardsFor Grades 9–12
Content Area Standard Number Standard Objective
Fine Arts: Visual Arts NA-VA.9–12.4Understanding the Visual Arts inRelation to History and Cultures
Languages Arts: English NL-ENG.K–12.1 Reading for PerspectiveLanguages Arts: English NL-ENG.K–12.2 Reading for UnderstandingLanguages Arts: English NL-ENG.K–12.3 Evaluation StrategiesLanguages Arts: English NL-ENG.K–12.4 Communication SkillsLanguages Arts: English NL-ENG.K–12.5 Communication StrategiesLanguages Arts: English NL-ENG.K–12.6 Applying KnowledgeLanguages Arts: English NL-ENG.K–12.7 Evaluating DataLanguages Arts: English NL-ENG.K–12.8 Developing Research SkillsLanguages Arts: English NL-ENG.K–12.9 Multicultural UnderstandingLanguages Arts: English NL-ENG.K–12.10 Applying Non-English PerspectivesLanguages Arts: English NL-ENG.K–12.11 Participating in SocietyLanguages Arts: English NL-ENG.K–12.12 Applying Language SkillsLanguage Arts: ForeignLanguage NL-FL.K–12.3 ConnectionsScience NS.9–12.1 Science As InquiryScience NS.9–12.3 Life ScienceScience NS.9–12.5 Science and Technology
Science NS.9–12.6Science in Personal and SocialPerspectives
Science NS.9–12.7 History and Nature of ScienceSocial Studies: Civics NSS-C.9–12.1 Civic Life, Politics, and GovernmentSocial Studies: Geography NSS-G.K–12.1 The World in Spatial TermsSocial Studies: Geography NSS-G.K–12.2 Places and RegionsSocial Studies: Geography NSS-G.K–12.5 Environment and Society
Social Studies: U.S. History NSS-USH.5–12.1Era 1: Three Worlds Meet(Beginnings to 1620)
Social Studies: World History NSS-WH.5–12.1Era 1: The Beginnings of HumanSociety
Social Studies: World History NSS-WH.5–12.2Era 2: Early Civilizations and theEmergence of Pastoral Peoples
Technology NT.K–12.4 Technology Communications ToolsTechnology NT.K–12.5 Technology Research Tools
Recommended