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Wild Horses:Galloping Through Time

byKelly Milner Halls

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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.


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.


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.


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.


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.


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.


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.


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.


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


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


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.


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.


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.


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.


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.


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._________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________


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.


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.


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


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.


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.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

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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.


Let the Rescue Beginpages 64–67

Before You ReadMaking Predictions

What information do you think you will find in this section?

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What questions do you have that you hope will be answered in this section?

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After You ReadSummarizingAfter reading pages 64–67, write a short summary about the need to rescue wildhorses.

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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.


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?

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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?

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Think Like a ConservationistIf you were a conservationist who worked with wild horse rescues, how would youuse this book to help you?

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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.


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.


Discuss the IssuesAfter reading this book, describe what you think the author’s goal was in writing it. Doyou think she accomplished her goals?

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Making ConnectionsThink about the people in your community who work with animals. Discuss twopeople or organizations that help rescue animals that are in danger.

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2. _______________________________________________________________

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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.


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?_________________________________________________________________

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Demonstrating:After reading this book, what could you help your librarian do to promote thisbook and others like it in your school library?

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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.


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


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

Documents

Wild Horses TE Guide - Junior Library Guild · Library Applications page, shown on the table of contents in each guide. From all of us at Junior Library Guild, we wish you and your