Join us as we celebrate the 42nd annual Memphis in May International Festival and learn about the incredible cultures ..
2018
RepuBlic MEMPHIS IN MAY INTERNATIONAL FESTIVAL
Tennessee Academic Standards
2018 EDUCATION CURRICULUM GUIDE
MEMPHIS IN MAY INTERNATIONAL FESTIVAL Celebrates the Czech Republic in 2018 Celebrating the Czech Republic is the year-long focus of the 2018 Memphis in May International Festival. The Czech Republic is the twelfth European country to be honored in the festival’s history, and its selection by Memphis in May International Festival coincides with their celebration of 100 years as an independent nation, beginning as Czechoslovakia in 1918. The Czech Republic is a nation with 10 million inhabitants, situated in the middle of Europe, with Germany, Austria, Slovakia and Poland as its neighbors. Known for its rich historical and cultural heritage, more than a thousand years of Czech history has produced over 2,000 castles, chateaux, and fortresses. The country resonates with beautiful landscapes, including a chain of mountains on the border, deep forests, refreshing lakes, as well as architectural and urban masterpieces. Its capital city of Prague is known for stunning architecture and welcoming people, and is the fifth mostvisited city in Europe as a result. The late twentieth century saw the Czech Republic rise as one of the youngest and strongest members of today’s European Union and NATO. Interestingly, the Czech Republic is known for peaceful transitions; from the Velvet Revolution in which they left Communism behind in 1989, to the Velvet Divorce in which they parted ways with Slovakia in 1993. Boasting the lowest unemployment rate in the European Union, the Czech Republic’s stable economy is supported by robust exports, chiefly in the automotive and technology sectors, with close economic ties to Germany and their former countrymen in Slovakia. The Memphis in May International Festival is excited to honor this prosperous and progressive country. Join us as we celebrate the 42nd annual Memphis in May International Festival and learn about the incredible cultures, cuisines, customs and commerce of the Czech Republic.
ACKNOWLEDGMENT This guide is developed each year by the Memphis in May International Festival to provide a comprehensive educational review of its annual honored country. It is provided to elementary, middle and high school teachers as a teaching tool, offering activities and lesson plans to help students explore that country’s history, culture, geography, politics and lifestyle. It also addresses teaching standards as directed by the Tennessee Department of Education. Memphis in May thanks those who have helped to make this guide a reality, including Shelby County Schools Administration.
Shelby County Schools Administration
Special Thanks Very special thanks to the Embassy of the Czech Republic in Washington DC, for their help with this curriculum guide and the plans for the 2018 Memphis in May International Festival.
Curriculum Development Nicole Kennell……………......................Freelance Writer
Dorsey Hopson…………....….................Superintendent This Memphis in May International Festival Curriculum Guide, in its entirety, paying tribute to the 2018 honored country of the Czech Republic is available in PDF format for downloading and printing at www.memphisinmay.org.
Memphis in May International Festival Susan Elliott................Vice President of Programming Carley Kirby......................................Program Manager Natalia Yarger....................Creative Services Manager
2018 Board of Directors Barry Yoakum, Chair Elect
Wei Chen
Charles Ewing, Vice Chair
Ronald Coleman
Kim Denbow, Treasurer
John Farris
Stacy McCall, Secretary
Beth Flanagan
Bobbi Gillis, Past Chair
Kevin Kane
Susan Arney
Al Lyons
Austin Baker
Ken Moody
Shannon Brown
Lenoir Owens
Doug Browne
Jose Rodriguez
Jinliang Cai
Bathsheba Sams
John Carroll
Leigh Shockey
Prince Chambliss
Our Mission The mission of Memphis in May International Festival includes a strong commitment to student education. Since its origin in 1977, the festival has developed dozens of comprehensive Curriculum Guides honoring and exploring countries around the globe, and offering practical lesson plans, activities and worksheets addressing many teaching standards. Each year, Memphis in May is proud to distribute thousands of Curriculum Guides to all Shelby County and private schools in Memphis.
memphisinmay.org 56 South Front St, Memphis, TN 38103 Philip Spinosa, Jr. Phone: 901.525.4611 • Fax: 901.525.4686
The 2018 Memphis in May International Festival Curriculum Guide honoring the country of the Czech Republic, and the Memphis in May Education Program are made possible by many generous supporters. They are made available free of charge to students and teachers throughout Shelby County and the greater Memphis area.
Memphis in May International Festival, working hand-in-hand with Shelby County Schools, is proud to present this curriculum guide and to make it available to all Shelby County and private schools in Memphis. HOW TO USE THIS GUIDE - This guide is divided into four grade units to offer teachers educational tools for students. Sections offer practical applications of important teaching standards, including Foreign Language, Math, History, Science, Social Studies, Art, and others. They incorporate various activities, worksheets, puzzles and research assignments and resources. Many can be adapted for other grades.
TABLE OF CONTENTS Introductory Pages - These pages include important information
INTRO
about the 2018 Curriculum Guide and an overview of the Czech Republic, with helpful information and activities for all grades, including history, fun
Pages
3-4
facts, famous Czechs, and the always popular “Ultimate Quiz.”
K-2
Kindergarten - 2nd Grade Unit - It’s a unit packed full of exciting (and educational) Czech activities. This unit will introduce your students to the geography and symbols of the Czech Republic, a traditional folktale,
Pages
15-32
magical Prague castle, fun Czech games and so much more.
3-5 6-8
3rd - 5th Grade Unit – This unit explores Czech holidays and traditions, the Legend of Golem, and the rich history of the Czech Republic. Students can test their knowledge with that tricky “Two-Part Word Search” puzzle.
6th - 8th Grade Unit - In this unit, students will learn about the Czech Republic government, economics, the Czech school system, and the exciting artwork of Alfons Mucha.
9th - 12th Grade Unit – Learn about the journey of the “Slav Epic”,
9-12
architecture, Art Nouveau, and the Czech language. This unit also includes many activities and cultural projects to help your students learn about the Czech Republic.
Information Pages - Important information about the 2018 Memphis in
INFO
May Education Program, including contests and opportunities for students, details of the festival’s salute to the country of the Czech Republic, book and website resources, and answers to this guide’s puzzles and activities.
Pages
33-44 Pages
45-60 Pages
61-79 Pages
80-84
INTRO
INTRODUCTION
Dobrý den! This means good day in the Czech language. My name is Eliska, and I am from the Czech Republic. I am very passionate about my country, its history, its politics, and sharing it with others! Let me give you a brief overview of the beautiful Czechia. Czech Republic’s long history began in about the 6th century when the Slavs arrived in the land and founded Great Moravia, which is one of Czech Republic’s regions today. Some of its most famous citizens included the religious reformer Jan Hus, the father of genetics Gregor Mendel, and the famous writer Franz Kafka. The Czech Republic is known to the world by its unfortunate succession of leaders. For example, Hitler invaded during World War II, and the country had 40 difficult years of communism, ending with the Velvet Revolution in 1989. Its unusually peaceful split from Slovakia into two separate countries in 1993 remains one of the most amicable separations in history and is admired by governments throughout the world. Today, the Czech Republic is economically and politically stable with a unitary parliamentary constitutional republic in place headed by the President and Prime Minister. Although its official name is the Czech Republic, it has adopted the name Czechia as a shorter name as well. As a proud part of Central Europe, the people enjoy drinking their beer, picking mushrooms, and admiring the beautiful and diverse architecture of the capital city, Prague. Come with me this month, as we meet a man who saved his people by fashioning a creature from clay, contemplate a series of paintings that is bigger than the Sistine Chapel, and visit the largest ancient castle in the world.
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HISTORY AND OVERVIEW 6TH CENTURY: The Slavic People arrived in what became the Czech Republic. They settled on the land and founded Great Moravia, which is one of the three regions of Czechia today. Much of the 6th century was spent exploring the land and moving westward to settle in areas of present-day Bohemia and even parts of Austria and Germany.
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7TH CENTURY: In the 7th century, Samo’s empire arose. Samo, then a merchant, emerged as a leader for the Slavic people when they began fighting with other nearby tribes. He was the ruler of the first Slav State in all of Central Europe.
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8TH CENTURY: Great Moravia became the dominant empire, headed by the Moymir dynasty. However, this did not last long. The Duchy of Bohemia soon swallowed it. It was at this time people began settling in the present-day site of Prague.
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870: The foundation of Prague Castle was laid.
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14TH CENTURY: This was considered the Golden Age. In this time, the Czech king Charles IV, was also 3
HISTORY AND OVERVIEW (cont’d)
INTRO
Holy Roman Emperor. He established Charles University in 1348 and completed Prague Castle. Some difficulties during this epoch included the Black Plague. •
15TH CENTURY: This was the beginning of the Bohemian Reformation. Jan Hus, though his campaign was short, began spreading his ideas which were considered heretical by the Catholic church. Much of what Hus believed sparked the reformation in Germany, led by Martin Luther. The Hussite Wars took place from 1419-1434. These were the five crusades which the Holy Roman Emperor Sugismund led against the Hussites. However, all five crusades were defeated. Eventually 90%, of Bohemians were self-proclaimed Hussites. Some historians consider this the first European war in which hand held gun powder weapons were a decisive factor.
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16TH CENTURY: The Hapsburgs of the Austro-Hungarian Empire rose to power and ruled over Bohemia and Moravia.
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17TH CENTURY: In 1618, the Thirty Years’ War started when the Holy Roman Emperor Ferdinand II, a Hapsburg, tried to diminish the religious freedoms enjoyed by the people of Bohemia. The war spread across Central Europe and Protestants everywhere fought for their religious rights. In the end, the Catholic rulers were too strong, and the war ended with many Bohemian Protestants converting to Catholicism or leaving for more agreeable lands. Also, much of their influence and culture had been subordinated to others who lived in Bohemia, primarily Germans. (This war, although one of the most fatal conflicts in European history, was known to have ended religious wars in Europe.)
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18TH CENTURY: The fallout of the Thirty Years’ War led to a period sometimes known as the Dark Age in Czech history. With the mass banishment of Protestants, as well as plagues and crop shortage, the population decreased by almost 30%. The only religious denomination permitted in the country was Catholicism. Moravia, Bohemia, and Silesia saw conflicts such as the Silesian Wars, the invasion of the Prussians, serfdom, and several battles in the Napoleonic Wars. However, during this time the famous Baroque architecture of Prague began its prominence.
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19TH CENTURY: When the Holy Roman Empire fell in 1806, the lands of Bohemia collapsed into turmoil. They became part of the Austrian Empire, then Austria-Hungary. The resilient spirit of the Czech people was evident as they began the Czech National Revival, which was an attempt to regain the culture and identity of the Czechs. Though unable to spark a flame at that time, the embers of nationalism would ignite years later.
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20TH CENTURY: In the calamity of World War I, the power of the Hapsburgs was defeated, and the AustroHungarian Empire fell. The Czech lands finally had a chance to unite with Slovakia to form the independent Czechoslovakia in 1918. Between the wars, it was the only democracy in Central Europe and saw a rise in
industrial production and exports.
However, in 1939, the Munich Pact was signed by Germany, Britain, France, and Italy. This gave Hitler and the Nazi party the opportunity to invade Czechoslovakia even though France was allied with Czechoslovakia. The allies sacrificed the Sudetenland to Hitler in order to forestall dealing with his tyranny. It didn’t work. Subsequently, Hitler invaded Czechoslovakia’s mountainous border areas, and World War II began. The country was divided into pieces. Some were gained as territories of other European countries, others allied themselves with Germany. Over half of Czechoslovakia’s diverse citizens were people whom Hitler terrorized. Many were deported to labor or death camps. One concentration camp, Terezin, was built near Prague. In 4
INTRO
HISTORY AND OVERVIEW(cont’d)
1945, with the combined efforts of the Prague Uprising and the Russian and American armies, Prague was freed from German control as World War II came to an end. In the first post-war election of 1946, the Communist party in Czechoslovakia became very popular due to its perceived heroism in helping to wrest Prague from the Germans. In 1948, they staged a coup d’état and the Communist party took power over Czechoslovakia. The communists established a command economy, and after a short success early in their rule, the economy began to decline drastically. Communism in Czechoslovakia was dominated by a staunch regime of censorship and imprisonment of the opposition. Hundreds of thousands of citizens were political prisoners, and even more people simply decided to leave the country in hopes of a better life. In 1968 Warsaw Pact troops invaded Czechoslovakia to send a clear message to those who wished to loosen the hold of the Communist Party. When Mikhail Gorbachev became secretary general of the Communist Party in Russia, he instituted more liberal and open-minded policies including non-intervention in the Warsaw Pact states, of which Czechoslovakia was one. The Velvet Revolution took place at the end of 1989 when a series of student protests inspired Czech citizens to speak out against the Communist government. At the head of this effort was poet and playwright Vaclav Havel, who embodied the revolution with words in plays and books he published. He founded the Civic Forum, which was a gathering of people who wished to peacefully overthrow the Communist regime. Through a series of demonstrations and strikes, the Communist party stepped down and the president resigned. In 1990 Havel was elected president. In 1993, the Velvet Divorce took place. The Czechs and Slovaks in Czechoslovakia experienced a large number of disagreements about everything: foreign trade, government, education, and even what their country should be called. The two conjoined nations decided to separate into the Czech Republic and Slovakia. Today, their cultures and languages are very similar, and the two countries are an example to the world of exceptionally harmonious relations. However, after elections, the country’s economy was not very stable. It was forced to succeed on its own without the partnership of Slovakia, and was also still recovering from communism. Its main goal from the beginning was to privatize the economy. Things improved in 1999 when the Czech Republic became a part of NATO. In 2004, they reached their goal of joining the European Union, strengthening their ties with the rest of Europe. Although the Czech Republic has a fairly tumultuous history of being occupied, broken up, and overtaken, they are doing a great job of building a steady, happy, and healthy country in the wake of their trials. Today, the Czech Republic is no longer known for their communist years, or the Nazi occupation, but for their striking castles, irresistible beer, and rolling hills of natural beauty.
5
GEOGRAPHY AND CULTURE
INTRO
The Czechia is surrounded by a mountainous border. The middle, or basin, of the country is mainly larger cities like Prague, or rolling hills of barley or wheat. The cities are dominated by the world-renowned gothic and baroque architecture which millions of tourists travel to see every year. Although Bohemia, Moravia, and Silesia are regions of the same country, their cultures are slightly different. Moravia’s preferred beverage is wine, due to the extensive vineyards on which Moravians pride themselves. In Bohemia, the favorite drink is beer, and the Czech Republic as a nation consumes more beer than any other country in the world. Beer is not only a drink to the Czechs, but a unifier that brings family and friends together. Many people work in distilleries, or farm wheat and hop for the purpose of making beer. Some towns such as České Budějovice (Budweis) or Plzen are known worldwide for their beer production. Pilsner and Budweiser Budvar both originated in Czechia! Another thing important to Czechs is art. Arts have played a significant role in Czech history. The construction of breathtaking Baroque and Gothic buildings helped cities attract tourists and rise to the status of a developed country. Theatre and poetry played a key role in the Velvet Revolution, as it was the primary way the revolutionaries like Vaclav Havel communicated their vision of freedom to the people. Another preferred art form is sculpture. In large cities like Prague, sculptures are landmarks around the city. David Cerny is a popular Czech sculptor, and his statues can be seen throughout Prague. Alfons Mucha was a Czech painter who created a series of 20 grandiose works which he called The Slav Epic. Karel Zeman was an animator and filmmaker from the early 20th century whose influence has reached Tim Burton and Wes Anderson. In daily life, one of the dominant pastimes is sports. It is not only a popular activity today, but is a part of Czech tradition. The Czechs invented fencing, and one of the country’s preferred sports is soccer. It is a favorite to watch and play. The most popular club, or regional team, is AC Sparta Praha. Ice hockey is also a very popular sport, and the Czech Republic’s team is quite successful. The men’s ice hockey team is included in the six most competitive hockey teams in the world. Almost 1% of the Czech population plays on a hockey team! Food in the Czech Republic is high in starch and carbohydrates. Most full meals start with soup, and are followed by a main course of meat and sauce with a side dish of potatoes. Soups are made with many of the same ingredients found in the main course. Czechs eat a generous amount of potatoes, so potato soup is a common first course. Soups may also include pork, beef, sauerkraut, or something that most would not expect to find in a Central European dish, dumplings! When Czechs want to splurge on a meal, they may eat fish such as trout or salmon. Since Czechia is a landlocked country, seafood is not as plentiful as other meats. However, it is tradition to cook carp for Christmas dinner. During the holidays, small villages line their streets with carp vendors and the family will cook and decorate the Christmas tree on Christmas Eve. Dessert is usually a strudel or dumpling filled with fruit or honey. The Czechs do not prefer to eat a lot of sugar, but settle for a more creamy or buttery flavor. They even drink their coffee without sugar, however some opt to put it in their tea. 6
INTRO
ARCHITECTURE
With its early foundation, it’s no wonder one can find such diversity in architecture within the city limits of Prague, and throughout all of Czech Republic. UNESCO recognizes Prague’s contribution to the architectural history of the world due to the diverse architectural styles that have withstood the tests of time and ravages of war. Some of the earliest buildings are Romanesque rotundas that are scattered across the country, such as the Rotunda of St. Martin in Prague, and the St. Peter and Paul Rotunda in Budeč, built at the beginning of the 10th century. Rotundas originally served religious purposes and housed an altar. You can also see the Romanesque style when you visit the monastery churches in Tepla and Milevsko. The Middle Ages brought forth Gothic architecture which can be found in Prague Castle, St. Charles Bridge, and Old-New Synagogue, rumored home to the Golem of Prague. Traveling beyond Prague’s city limits, there are too many Gothic castles from which to choose! Karlštejn Castle, Pernštejn Castle, and Velhartice Castle are merely the beginning of the list. For those seeking the “new life” that the Renaissance period offered, the towns of Český Krumlov, Znojmo and Telč are the places to go. Additionally, the town of Znojmo boasts 18 miles of underground tunnels that started out as wine cellars, however the citizens eventually dug connections to create an underground defense system in times of war. If Baroque architecture is to your taste, then the town of Olomouc is where you should head, featuring the Holy Trinity Column. Along with its numerous buildings and ornate fountains, this town hosts the Olomouc Baroque Festival. In Prague, don’t miss the Church of St. Nicholas which has won many accolades both in Czech Republic and across Europe. One can see the influence of Classical style when they visit Kačina Chateau. Perfect order seems to reign in its symmetry. Czechia is naturally connected with Art Nouveau style. It is seen through the country, and is a source of great pride. In Prague, you might recognize it as the style that graces the Main Railway Station as well as the Municipal House. Národní dům in Prostějov, and buildings on the left bank of the Elbe River in Hradec Králové provide other opportunities to enjoy this style that balances detail with simplicity. Finally we come to Villa Tugendhat in Brno, Müller Villa in Prague, and the town of Zlín featuring the skyscraper known as “21.” These are examples of Functionalism, modern architecture in which the style of the building is meant to serve the function above all else. At present there are 12 Czech historical sites enlisted in the UNESCO World Heritage List.
GOVERNMENT & ECONOMICS
Czechia has seen many types of governments; kings, popes, communism, and the present parliamentary republic. The government is now organized into three branches. There is the Legislative Branch, which contains the House of Parliament and the Senate. They have a bicameral parliament, where the Chamber of Deputies and Senate are elected to 4-6 year terms. There is the Executive Branch, containing the Czech Government and President. The president is elected by popular vote to a five -year term, and the Prime Minister is appointed by a President, following the Parliamentary Elections, usually from the party that gained the most votes. There is also the Judicial Branch, which contains the Courts of Law. Their elections are all direct elections, with some parties similar to the United States. They have a Green Party like America, but also have some parties that are not popular in the States; such as the Communist Party. 7
GOVERNMENT & ECONOMICS (cont’d)
INTRO
Most businesses in Czechia are privatized, partly resulting from the oppression under the Communist rule. However, this seems to have worked out well for Czechs. The privatization of healthcare in the country lets more people get the the affordable care they need. More practices in more locations help people have better access to medical care, and keeps the people’s money circulating in a local community. One thing that is not largely privatized is education. The state runs most ‘kindergartens’ and schools until students reach age sixteen. Secondary school is not mandated, but many Czechs decide to attend school until age eighteen. This prepares them well for the university or trade school they may enroll in. In the Czech Republic, however, many students choose not to attend higher education. They have one of the lower rates of university students in Europe. They also have two of the oldest universities in Europe. They are Charles University, founded in 1348, and Czech Technical University in Prague, founded in 1707. The Czech Republic has a very healthy economy. It has a positive trade balance, meaning it exports more than it imports. Its main export is cars. Czech-made cars are in high demand across Europe. Their top production company for cars is Škoda Auto, which started out as a bicycle company in the 1800’s. Today, it exports cars all over the eastern hemisphere and dominates the auto world of Europe. This also makes Czechia a dominant exporter and importer of car parts and also computers and computer parts. Their main trade partners are other leading economies in the EU, such as Germany, Austria, France, Great Britain, and of course Czechia’s best friend, Slovakia. They are the 29th largest exporter of the world and the 30th largest importer. Part of what makes the Czech Republic such a stable economy is its gross domestic product (GDP) relative to its size. For such a small territory and population, it produces many products in high demand. However, cars and computers are not the Czech Republic’s only big export. It also ships many electrical parts, seats, packaged medications, and rubber. Surprisingly enough, it exports very little beer. Perhaps they like to keep it all to themselves! The glass and crystal industries are some of the oldest in Czech Republic with roots dating back to Celtic settlements in the mountains of Bohemia in 3rd century B.C. However, the first true glass factory was not founded until 1414. In the 17th century glassmakers began adding potash and chalk to glass, creating a more stable product than its European competitors and earning an enduring name for “Bohemian Glass” among glass and crystal makers worldwide. This industry produced the beautiful chandelier that adorns Memphis’ own Orpheum Theatre. As glass and crystal industries grew, they weathered many storms such as economic downturns, wars, and tempestuous political regimes. However, the standards for the industry remain high. Leaded Czech crystal must have at least 24% lead, which gives it an increased clarity and ability to refract light. A few leading companies are Moser Glass Company which was founded in 1857 in the town of Karlsbad (then Karlovy Vary.) Preciosa has a tradition of 470 years of glassmaking, starting in Crystal Valley, Bohemia. In 1948 twenty-five 8
INTRO
SCIENCE
glassmaking companies joined together to become one of Czech Republic’s leading crystal and glass makers today. One of the Czech Republic’s outstanding contributions to the scientific community is the work of Gregor Mendel. Mendel lived from 1822 to 1884, and is considered the “Father of Genetics.” As a monk of the Augustinian order in the city of Brno, he conducted experiments on hereditary traits in plant hybrids using peas. He chose peas because of their many varieties, their easily observable traits, and the fact that they reproduced quickly and easily. Mendel’s work did not receive the recognition it deserved during his lifetime. It was not until 1900, when researchers Hugo de Vries, Carl Correns and Erich von Tschermak-Seysenegg each conducted similar experiments with similar results, that they were made aware of their predecessor. From that, the popularity of genetic theory gained momentum at various intervals. Today Mendel’s work is accepted as having laid the foundation for the modern genetic field. Because of his work we can use family history and genetic testing to detect predispositions to diseases, and then take precautions. His work has also been used to produce new
FUN FACTS varieties of plants and other applications.
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The Czech Republic adopted the shorter name Czechia as a short and less official title for their country.
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Prague Castle is one of the largest ancient castles and biggest tourist attractions in the world.
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Their currency is the koruna.
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Czechia is made of three regions: Bohemia, Moravia, and the tiny Silesia
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It has more castles than any other country in Europe.
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Independence as the Czech Republic began in 1993, making the country only 24 years old.
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It is a little smaller than South Carolina.
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70% of Czechs participate in the Czech pastime of mushrooming! They forage for mushrooms which they will then take home for meals.
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Parts of the Chronicles of Narnia movies and other Hollywood blockbusters were filmed in Czech Republic.
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The sugar cube was invented in Czech Republic.
9
FAMOUS PEOPLE FROM CZECH REPUBLIC
Gregor Mendel
Antonín Dvořák
Sigmund Freud
Franz Kafka
INTRO
GREGOR MENDEL - Botanist, 1822-1884; Gregor Mendel was born Johann Mendel to small farmers inhabiting the village of Heinzendorf bei Odrau. Mendel remained in his village until he was accepted into the University of Olomouc in 1840. At the university, Mendel became interested in science. However, due to his financial difficulties, Mendel eventually ran out of money to continue his studies. In 1843, Mendel joined the Abbey of St. Thomas in Brno in order to pursue his studies, and took the name ‘Gregor’. After time in and out of the monastery and after taking several science courses at the University of Vienna, Mendel returned to Brno. From 1856 through 1866 Mendel published many books about biology and meteorology. This was the time when he conducted his famous experiments with genetics. However, Mendel became the abbot of his monastery in 1867, and began to devote his time to the monastery rather than his experiments. Gregor died in 1884, never knowing that he had founded a new field of science. Now Mendel is famous for his works in heredity, and is known as the father of modern genetics. ANTONÍN DVOŘÁK - Composer, 1841-1904; Dvořák was born in the village of Nelahozeves. From his early childhood, his musical talent was apparent, and at age six he began studying music at the village’s school. Dvořák continued his education in Prague, learning to play the viola and violin. In 1866, he moved on to play in the Bohemian Provisional Theater Orchestra. In 1871, he began his own compositions, eventually drawing attention from Johannes Brahms. In 1878, Dvořák published his Slavonic Dances with immense success. After this, Dvořák became internationally celebrated for his compositions. In 1892-1895 Dvořák headed the National Conservatory of Music of America in New York. During that period, he created his famous Symphony No. 9 in E minor known as From the New World (a recording of Symphony No. 9 accompanied Apollo 11 crew during the first Moon landing mission in 1969). After years of traveling, Dvořák returned to his home. In 1901, he became the director of the Conservatory in Prague. SIGMUND FREUD - Neurologist and Psychoanalyst, 1856-1939; Freud was born in Freiberg, in 1856. However, his family moved to Vienna when he was a child. At the age of seventeen, Freud went on to study at the University of Vienna, and continued to gain an M.D. and a Ph.D. in neurology. In 1886, he married Martha Bernays. Freud worked at the Vienna General Hospital for a time, then went to study hypnosis in Paris. After this, he founded his own medical practice, specializing in neurology. This practice led him to study psychology. In his studies, Freud developed theories about personality and consciousness. He founded a psychological method called psychoanalysis. Today, though much of Freud’s research has been discounted, his theories have served as the basis for numerous fields of psychology, and has influenced the culture and study of psychology irrefutably. In 1939, Freud passed away. FRANZ KAFKA - Author, 1883- 1924; Franz Kafka was born in Prague. He grew up with six brothers and sisters, to Jewish parents. After secondary school, he continued his studies at Charles Ferdinand University. He graduated with a degree in law in 1906. After several jobs, Kafka was employed at the Worker’s Accident Insurance Institute. He retired due to health problems in 1922, after a fairly successful career. In 1923, he moved to Berlin for a time, where he resurrected his interest in Judaism. He eventually returned to Prague, where he died from tuberculosis in 1924. His world renown works include The Trial, The Metamorphosis, The Castle, and Amerika. 10
INTRO
Otto Wichterle
Karel Zeman
Karel Čapek
Josef Lada
FAMOUS PEOPLE FROM CZECH REPUBLIC (cont’d) OTTO WICHTERLE - Chemist, 1913-1998; Wichterle was the inventor of gel contact lenses and of the first Czechoslovak synthetic fiber, and founder of the Institute of Macromolecular Chemistry in Prague. Wichterle joined the research institute at Baťa Company in Zlin in 1940, and developed the polyamide fiber (manufactured under the trade name “silon” since the 1950’s). Wichterle invented hydrogel contact lenses in 1961. KAREL ZEMAN - Film Maker, 1910-1989; Karel Zeman was born in Ostromer in 1910. As a child, he loved puppets and was even a member of a puppet troupe. As he grew, he went to business school in Kolín, and later to study advertisement and design in France. He began his career in film-making with puppeteering. After winning a local competition, Zeman began his career in Zlín Studios. His films became wildly successful. He grew famous for pioneering cinematography techniques and his film based on Jules Verne’s Journey to the Center of the Earth. Zeman died in 1989. KAREL ČAPEK - Writer, 1890-1938; Karel Čapek was born in 1890. Karel is often considered to be one of the Czech Republic’s most esteemed authors. He is famous for having coined the term, ‘robot’ for his play R.U.R., although according to Karel himself, it was invented by his brother Josef. The term “robot” originates from the Czech word “robota”, which means obligatory, unpaid work carried out by serfs for the benefit of feudal lords. Along with his donation of the term to language, Čapek is praised for his collection of literature. He is known for his work in speculative fiction, and is often compared to authors such as George Orwell and Aldous Huxley. His works grew in popularity due to the quick wit and controversial themes which appeared in his writing. However, in winning fame among the people, he found animosity among the Gestapo. He was declared public enemy number two. Despite being pursued, Čapek refused to leave his home country. He died of pneumonia in the winter of 1938. JOSEF LADA - Author and Illustrator, 1887-1957; Born in the village of Hrusice, Josef Lada may be considered the Dr. Seuss of the Czech Republic. After finishing a three-grade school at the age of fourteen, Lada studied to be a scene-painter in Prague. After that, he went on to study bookbinding. He began to draw in his own style, which he had taught himself. In 1904 the magazine Máj, printed four of his illustrations. In 1906, he illustrated his first children’s book while drawing for multiple magazines under different pen names. Over the years his work became famous. In 1942, he was cut off from the Union of Journalists after a squabble. During the Nazi occupation, Lada was often forced to trade his work for food. After World War II, he continued his career in art until his death in Prague. He is most famous for his children’s books, particularly The Adventures of Mikeš, the story of a black cat. EVA JIŘIČNÁ - Architect, born 1939; Eva Jiřičná is a renowned Czech architect, famous particularly for her interior designs using metal and glass structures. Eva Jiřičná runs her own architectural practice in London with an associated office in Prague. Since 1996 she has been a professor and head of the Department of Architecture at the University of Applied Arts in Prague. Her best-known projects in the Czech Republic are the Orangery in the Prague Castle’s Royal Garden and the renovation of Saint Anna Church in Prague; foreign projects include, for example, the entrance and reception area of the Victoria and Albert Museum in London. Eva Jiřičná has been elected a Royal Academician by the Royal Academy of Arts and made honorary fellow of the American Institute of Architects. She has received many awards and honors including the honor od Commander of the British Empire.
Eva Jiřičná
11
FAMOUS PEOPLE FROM CZECH REPUBLIC (cont’d)
INTRO
BEDŘICH SMETANA - Composer, 1824-1884; Smetana was a Neo-Renaissance composer. He was born in Litomyšl to a family of brewers. Since childhood, Smetana was musically talented. In 1843, he moved to Prague. There he studied composition and began a career as a concert pianist and music instructor. In 1856 Smetana moved to Sweden. There he became a conductor and teacher. He returned to Prague in 1861. Over the course of his life, he wrote eight operas. The most famous of these is The Bartered Bride as well as numerous compositions. At the age of fifty, the composer became entirely deaf. However, this did not hinder his work. He passed away at age Bedřich Smetana
sixty, and is buried in Prague. ALFONS MUCHA - Artist, 1860-1939; One of Czechia’s most influential artists is Alfons Mucha. Mucha is known for famous works such as the Slav Epic, as well as his fathering of the Art Nouveau movement and Czech Freemasonry. His work was famous throughout Europe, and often depicted idealist scenes and nature themes. His dream was to make art a part of people’s natural life, and one way he achieved this was by making his work affordable to all classes. The actress Sarah Bernhardt took notice of his work, and he became famous by creating posters for her numerous shows in Paris. PAULINA PORÍZKOVÁ-OCASEK - Model, born 1965; Born in Prostejov, Porízková-Ocasek is famous for international modeling career as one of the first top models, including
Alfons Mucha
appearances in Sports Illustrated, Vogue, Elle, Harper’s Bazaar, Self, Cosmopolitan, and Glamour. Paulina’s extraordinary career resulted from her childhood. After the Warsaw Pact Invasion in 1968, Paulina’s parents immigrated to Sweden. However, Paulina was left behind with her grandmother. Sadly, they were unable to reunite in Sweden because of complications with the authorities. Thanks to Sweden’s Prime Minister Olof Palme as well as her mother’s efforts, Paulina was eventually able to rejoin her family. After her parents’ divorce, the family fell on hard times. In 1980, Paulina’s friend aided them by sending pictures of her to the Elite Modeling Agency. Shortly after, Paulina was working with the modeling company in Paris. She quickly rose to fame in the 1980s
Paulina Porízková-Ocasek
after appearing in various magazines. She has also done film work, and has written two books. She now lives with her husband and two children in New York. MILAN KUNDERA - Author, born 1929; Kundera is celebrated as the most successful Czech author. Milan has lived in France since 1975, and does not often visit his homeland. Some of his French novels have not yet been translated into Czech, as he says that only he would be able to translate them perfectly. His best works written abroad are the novels The Unbearable Lightness of Being, published in 1982, exploring the problems of responsibility and inner and outer freedom. This was not published in the Czech Republic until 2006. He began his writing with poetry and stories published in the book, Laughable Loves. Other famous works of his include, The Joke, which is required in many
Milan Kundera
Czech schools, The Farewell Waltz, and The Book of Laughter and Forgetting.
12
INTRO
Karel Gott
Karolina Kurková
Miloš Forman
Martina Navrátilová
Madeleine Albright
FAMOUS PEOPLE FROM CZECH REPUBLIC (cont’d) KAREL GOTT - Singer, born 1939; Karel Gott is often referred to as “The Golden Voice of Prague”. Gott began his forty-year singing career in 1960, when he began at the Prague Conservatory to study opera singing. Konstantin Karenin, his teacher, taught him classical Italian in company with contemporary music. After his education, he acquired a position at Prague Semafor Theater. There he learned dancing and audience communication skills that make his music so effective today. It was that time that Gott released his first two songs, and his career exploded from there. He has now been named the Golden Nightingale, an award for the best Czech male singer, for thirty-five years. KAROLINA KURKOVÁ - Model, born 1984; Born in Dečín, Karolina Kurková has an impressive record. She is the daughter of a basketball player. At the age of fifteen, she found a job in Prague, at an agency which organized runway shows and advertising. After this, she went to Milan, where she became employed by the famous fashion house Prada. In 2001, she became one of the youngest models to grace the cover of Vogue magazine at the early age of seventeen. In 2002, she became model of the year and has not stopped receiving recognition for her modeling work as well as her humanitarian efforts since. MILOŠ FORMAN - Film director, born 1932; Miloš Forman is a Czech-American film director. Forman grew up in Czechoslovakia with relatives after his parents perished in concentration camps during World War II. Forman studied screenwriting, going on to direct comedies. However, in 1968 he was fired for having travelled out of Czechoslovakia illegally. Thus, he moved to New York. There he succeeded in becoming the professor of film at Columbia University. Miloš became an American citizen in 1977. Some of his most famous films include One Flew over the Cuckoo’s Nest, and Amadeus, which collectively won thirteen Academy Awards. He received a nomination for The People Vs Larry Flynt as well. MARTINA NAVRÁTILOVÁ - Tennis Player, born 1956; Navrátilová was born in Prague. When she was just eight years of age, she played her first tennis tournament. This was the first of many. She was the number one tennis champion in Czechoslovakia for three years, from 1972 to 1975. In 1975 her team won the Federation Cup. That same year she displaced herself to the United States, eventually becoming a citizen in 1981. In the U.S., Martina became the number one tennis player in 1978. Beginning in 1983, she won six Grand Slam woman’s singles titles in a row. In 1986, Navratilova became the second tennis player to win 1000 matches. She retired from playing singles in 1994, after winning 167 titles. In 2000, she returned to professional tennis, and was accepted into the Tennis Hall of Fame. In 2006, she retired from competitive play. Navrátilová published an autobiography with George Vecsey as well as a series of mystery books with Liz Nickles. MADELEINE K. ALBRIGHT - Secretary of State, born 1937; Madeleine Albright was born in Prague as Marie Jana Korbelová. Her father, Josef, was part of the Czechoslovak foreign service and the Ambassador to Yugoslavia. In 1948 her family immigrated to the United States after the communist coup. There, Marie changed her name to Madeleine Albright. She became a U.S. citizen in 1957. In 1959, she gained a B.A. in political science from Wellesley College. In 1976, she got a Ph.D. in Public Law and Government at Columbia University. After serving as a legislative assistant and a White House staff member, then a research professor of International Affairs at Georgetown University, she became the Ambassador to the United Nations in 1993. In 1996, Albright became Secretary of State. As Secretary of State, she promoted peaceful international relations between the former Soviet Republics and Vietnam as well as methods to prevent global warming. 13
THE ULTIMATE CZECH QUIZ
INTRO
1.
What weapon did Vaclav Havel use in the Velvet Revolution?
2.
Why is the term “velvet” used for both the Velvet Revolution and the Velvet Divorce?
3.
What pastime keeps Czechs tromping through the forest staring at the ground?
4.
What paintings are controversially touring the world at the moment?
5.
What is the area of Czechoslovakia that Germany demanded just prior to invading at the start of World War II?
6.
What did the Rabbi Juddah Loew ben Bezalel allegedly build in order to protect the Jews from persecution?
7.
Who are some well- known American filmmakers who are influenced by the work of early 20th century film maker Karel Zeman?
8.
What might you find in someone’s bathtub the night before Christmas?
9.
What is the most popular football club (soccer team) in Czech Republic?
10.
Is Czech Republic an Eastern European country or Western European country?
11.
What are the three regions of Czech Republic?
12.
Why did Czechoslovakia embrace Russia after World War II?
13.
Who was the first post-communist president of Czechoslovakia?
14.
How long ago did Czechoslovakia first receive its independence?
15.
What item in the Orpheum Theatre of Memphis came from Czech Republic?
16.
Famous Czech, Gregor Mendel is known as the “Father of
17.
Gregor Mendel did his pioneering work with what plant?
18.
Czech author Karel Čapek invented the term
19.
The Thirty Years War was fought in Bohemia to try to establish
.”
. freedom during the
rule of the Hapsburgs. 20.
Which popular types of beers originated in Czech Republic?
21.
Which city boasts 18 miles of underground tunnels that tourists can explore?
22.
Which room in the Prague Castle is inlaid with over a thousand jewels?
23.
Czech Republic currently boasts the lowest
rate in the E.U.
(ANSWERS FOUND ON PAGE 31) 14
K-2
LITERATURE
NINE AT A BLOW A Traditional Czech Tale Once upon a time, there was a tailor. One day he sat working, when nine flies landed on his table. He took off his belt and with one blow, killed all of the flies. He was so proud of himself that he engraved, “Nine at a Blow” onto his belt. The next day the tailor was walking along the road, when he came upon a boy. The boy sold him a finch, and the tailor put it in his sack. Later, he came upon a farm. He was very hungry, so he asked for something to eat. The farmer’s wife gave him some cheese, which he also put into his sack. After some time, the tailor began to feel tired, so he laid down to take a nap. While he was napping, a giant crept up beside him. The giant saw his belt, and thinking he had killed nine men at once, asked, “Have you really killed nine at one blow?” The tailor startled awake and answered proudly, “Of course I have!” The giant was skeptical of what the tailor said and challenged him to a trial of strength. The giant threw a rock so hard, it took an hour to come down to the ground again. The tailor claimed he would throw a stone so hard, it wouldn’t return at all. So he let the finch out of his sack and tossed it into the air, and it did not come back but flew into the distance. The giant thought that the finch was a stone, and that the tailor had bested him. The giant said, “Let’s have another trial. I can crush a stone into powder!” and the giant crushed a stone. “Well,” the tailor replied, “I can squeeze water out of a stone,” and the tailor squeezed the cheese until water came out. The giant thought it was a rock, and the tailor had succeeded in his task. So the giant submitted to the tailor, and joined him on the road. Later, the two came upon a cherry tree. The tailor climbed up into the tree and perched there to retrieve the cherries. The giant pulled the tree toward the ground so it was bent, and once he had collected his cherries, he let it go. The tree sprang up, and sent the tailor sailing through the air. Thankfully, the tailor landed on a heap of soft dry grass, which saved him. “If I could not fly,” the tailor told the giant, “I would have broken my neck.” The tailor and the giant returned to the road, and the tailor promised that he would teach the giant how to fly. The giant and the tailor continued on, until they came to a village. There was a large crowd of people running about in fear. They stopped someone and asked what was the matter. The person said that they found a dragon terrorizing a church, and the King would give a prize of gold to anyone who got rid of it. So the tailor volunteered himself and the giant to get rid of it. The tailor asked for a hammer and a pair of tongs. The giant took the tongs, and gave the tailor the hammer. However, the tailor said that the giant would look weak carrying only one thing, and tricked the giant into taking the hammer as well. The giant came into the church, and slew the dragon and then cast him into a deep pit where he was never seen again. However, the tailor scolded him, “I wanted to keep the dragon alive, so the King would pay us more money!” But the tailor calmed his temper and said to the giant, “I promised you I would teach you how to fly, so let us go up to the high tower of the church, and I’ll teach you.” So the two went to the highest tower in the church. “Now, if you want to fly, you must jump from the church.” So the giant jumped, and broke his neck. Then the tailor went to the King. The tailor told the King that the dragon had killed the giant, and he had killed the dragon. And so, the tailor using his wits and wisdom was able to win the King’s reward for himself. Adapted from Baudiš, Josef. Czech Folk Tales. George Allen & Unwin LTD., 1917.
15
LITERATURE PRINTABLE ACTIVITIES Standards:
K-2
2.FL.VA.7.a, 2.RL.CS.5 1.FL.VA.7.a, 1.RL.KID.3, 2.W.TTP.1, 1.W.TTP.1
1. Why is the first paragraph important to the rest of the story?
2. In sentence 3 of paragraph 1, which of these is a synonym for the word “blow?”
a. breathe out
b. spoil
c. whack
d. toot
3. In your opinion, which of the tailor’s tricks was the most clever, and why? Draw a picture of the trick in the box below.
4. In your opinion, do you think that the tailor won the king’s gold fairly? Why or why not? Write at least 3-4 sentences explaining whether or not the tailor won the king’s gold fairly. Use evidence from the text to support you answer.
16
K-2
LITERATURE
Kindergarten Modifications NINE AT A BLOW A Traditional Czech Tale
Once there was a man. He swatted ten flies with his belt, and put “Ten in One Blow” on his belt. One day the man went walking and got a bird, and cheese. Then, he took a nap. When a giant saw his belt, the giant said, “This man can beat ten men, but I can beat this man!” The giant said, “I can beat you. I can throw this rock.” The giant threw the rock and it went very far. The man tricked the giant. He threw the bird and it flew away and never fell down. The giant thought the man threw a rock very, very far. The giant wanted to beat the man again. “I can be stronger than you,” he said. “I can squeeze this rock.” The giant squeezed the rock until it broke. The man said, “I can squeeze my rock until water comes out.” But the man tricked the giant again.
He
did not squeeze a rock, he squeezed the cheese. Water came out of the cheese. The giant thought the man made water come from a rock. The giant had never made water come from a rock. Next the man climbed a tree to pick cherries. The giant pulled down the branches, but when he let go, the man was thrown into the air. “Aha!” he told the giant. “You see that I can fly.” “I cannot fly,” said the giant. Soon the man and the giant found a castle where a dragon was scaring people. The king of the land said, “I will give gold to whoever can stop the dragon from scaring the people.” “We must stop this dragon,” said the man to the giant. Then he said that he would teach the giant to fly, the giant tried to fly, but was never seen again. And that is how the man won the gold from the king.
17
KINDERGARTEN PRINTABLE ACTIVITIES Standards:
K-2
K..FL.VA.7.a, K.FL.WC.4.e
DIRECTIONS: Look at these words from your story. Can you find them in the story? What vowel sound do you hear in these words? Say the word. Then cut and place the word in the column of the correct vowel sound.
short a / cat
short e / bed
short i / big
short o / hop
short u / luck
can his when not must
ten and this had that
man on but next nap
rock went than pick did
then got it let land
18
K-2
KINDERGARTEN PRINTABLE ACTIVITIES (cont’d)
Standards:
K..FL.VA.7.a, K.FL.WC.4.e
Retell what happened in the story. Choose some of the words from the box to retell the story.
man
giant
rock
cheese
First
Next
Last
19
dragon
gold
kind
trick
K-2
LITERATURE STATIONS Standards:
2.FL.PWR.3
Place the words from the story in the column with the word that has the same vowel sound as the word at the top of the column. make
sleep
pie
Cut out words and place in correct columns above.
slope
crew
tailor
succeeded
giant
flew
engraved
volunteered
terrorizing
trial
highest
scolded
reward
onto
throw
threw
stone
squeeze
who
thankfully
alive
reward
slew
SPI:
1.FL.PWR.3.c
Place the words from the story in the column with the word that has the same r controlled vowel sound and spelling pattern as the word at the top of the column. park
perk
curve
XXXXX
XXXX
Cut out words and place in correct columns above.
farm
startled
hard
perched 20
church
hammer
person
K-2
INFORMATIONAL TEXT
MAGICAL PRAGUE CASTLE Can you imagine traveling to a city that is 1500 years old? Can you imagine watching a 600 year-old, golden clock tell you the time, day, week, month, and year? Can you imagine the beauty of a hundred spires pointing like great towers reaching to the sky?
Or can you imagine
what secret treasure lay beyond the gates of a castle guarded by Titan warriors with huge stone clubs? If you can, you can imagine the city of Prague! And one of Prague’s treasures is Prague Castle. Construction of Prague Castle began towards the end of the 800s, which makes it almost 1300 years old! That would be a lot of candles to put on Prague Castle’s birthday cake! The castle is the size of seven football fields put together which makes it the largest ancient castle in the world.
Astronomical Clock
But where would you go if you could explore this magnificent castle? Perhaps you might start by wandering down the Alley of Gold. It was added in the 1300s to provide a place for workers to make gold objects for the king. Afterwards you might like to visit the stables that were built in the 1600s to house 300 horses from around the world, or the zoo
Spires
that was created in the castle so that the king could have a collection of animals including his very own lions, leopards, and civets. But the final goal of your exploration would be the majestic and mysterious St. Wenceslas Chapel, named for Czech Republic’s most famous king. Titan warriors from the western entrance of Prague Castle
Here the walls are beautifully decorated with 1300 gemstones, and this is where the crown jewels are kept. It’s as if the chapel itself is a treasure chest!
So it’s up to you, which part of Prague Castle do you want to explore?
21
INFORMATIONAL TEXT PRINTABLE ACTIVITIES Standards:
K-2
2.RI.CS.4, 1.RI.CS.4, 2.RI.IKI.7, 1.RI.IKI.7, SS2.34, SS 1.1, 2.W.PDW.4, 1.W.PDW.4
1. A.) Use the box to the right to draw a picture of a “spire” from paragraph part. B.) What clues from the text helped you understand what a spire is?
2. A.) Describe the picture you see at the left side of the page.
B.) Why did the author include that picture with the text?
3. Which part of Prague Castle do you want to explore? Imagine that you are exploring Prague Castle. Write 3-4 sentences telling about what you think it would be like to explore the castle and describe what you think it would look like. Use evidence from the text along with plenty of adjectives to tell about what you imagine it would be like to explore a part of Prague Castle.
4. Draw a picture of your exploration!
22
K-2
KINDERGARTEN MODIFICATIONS
Standards:
K.RI.CS.4,K.RI.IKI.7,SSk2
Prague is a beautiful city! Some things you can see there are…
Draw one of the things you see in Prague.
...a clock of gold ...100 towers ...a very big castle with. . .
...a zoo.
Tell about your drawing. Why would you like to see this?
...300 horses. ...1000 jewels in the walls. Which things did the pictures show?
23
HISTORY, GOVERNMENT, AND SYMBOLS Standards:
K-2
K.16, K.18, 1.1, 1.251.34,1.37, 2..25, 2.35
SYMBOLS OF CZECH REPUBLIC
NATIONAL TREE
NATIONAL FLOWER
Lime Tree
Rose
(also called the Linden Tree)
TRY THIS! The first sugar cube was invented in the Czech Republic. Wrap a mint leaf around a sugar cube for a historical treat. If you have school garden, it is likely that you are growing mint right there!
DIRECTIONS FOR FLAG: (Colors of the flag - tricolor; red, white, and blue) Color the triangle to the left blue. Color the section at the bottom red. Leave the top section white. 24
K-2 Standards:
HISTORY, GOVERNMENT, AND SYMBOLS (cont’d) K.16, K.18, 1.1, 1.251.34,1.37, 2..25, 2.35
TRUTH PREVAILS Tell about a time when telling the truth was very important. Draw a picture of that time.
The Czech Republic Government The Government is a parliamentary democracy. It has three parts;
Legislative Branch containing House of Parliament and Senate
Executive Branch containing Czech Government and President Miloš Zeman and Prime Minister, Bohuslav Sobotka. 25
Judicial Branch containing the courts of Law.
HISTORY, GOVERNMENT, AND SYMBOLS (cont’d) Standards:
K-2
K.16, K.18, 1.1, 1.251.34,1.37, 2..25, 2.35
1800
2017 Established the only industrialized state and successful democracy in Eastern Europe after World War I
Czechoslovakia peacefully divided into two countries that remained friends
1918
1993
Communist rule in Czechoslovakia
Czechs organize failed revolution against Austro-Hungarian Empire
Czechoslovak Republic declared independent in Prague after AustroHungarian Empire weakened by wars with France and PrussiaCzech
1948
1848
1918
DIRECTIONS:
Cut out the following events. Glue them on the timeline above where they belong.
26
K-2
GEOGRAPHY Standards:
1.15, 1.18, 1.20, 1.22, 2.17, 2.18
GEOGRAPHY OF CZECH REPUBLIC
Complete the following:
10. How many oceans does Czech Republic touch?
1. Color Germany yellow. 2. Color Austria green. 3. Color Slovakia orange. Put a heart on Slovakia because Slovakia and Czech Republic are good friends. 4. Color Poland blue. 5. Label the star Prague, the capital city of Czech
11. Complete the graph below to compare the population of Memphis (approx. 647,000) with the population of Prague (1,335,000.) What does this graph show you about Memphis and Prague?
1,500,000
Republic. Now color Czech Republic Red. 6. Put a 2 by Brno because it is the second largest city, and a 3 by Ostrava because it is the third largest city.
1,000,000
7. Write the Vltava on the river. This is the largest river in Czech Republic. 8. Label the triangle Mt. Snezka. This is the highest point in Czech Republic.
500,000 0
9. Label the Compass Rose with N, S, E, W.
Memphis 27
Prague
GEOGRAPHY
K-2
Kindergarten Modifications Standards:
Standard K11
These directions are meant to be read aloud by the teacher.
1. Put a big P near the star for Prague. Now color Czech Republic Red. 2. Color Germany, the country to the left of Czech Republic, yellow. 3. Color Austria, the country that is down from Czech Republic, green. 4. Color the Slovakia, the country next to Austria, orange. Put a heart on Slovakia because Slovakia and Czech Republic are good friends. 5. Color Poland, the country to the right of Czech Republic blue.
28
K-2
ECONOMY
Standards:
1.8, 9,11,2.10
CZECH REPUBLIC ECONOMY Czech Republic has a strong economy. That’s because they export more than they import. Exports are things that Czech Republic makes and then sells to other countries. Exports are important because Czech Republic can make money from the things it sells. People in Czech Republic can get a job making these things, and then they will have enough money to buy a home and food for their family. Czech Republic’s largest exports are;
Cars
Car/truck/ motorcycle parts
Computers
Currency/Money: koruna $1 = 23 koruny
Telephones
Insulated Wires
Imports are things that other countries make that Czech Republic wants or needs and has to buy because it can’t make those things itself. Czech Republic’s largest imports are;
Car/truck/ motorcycle parts
Computers
Broadcasting equipment
Cars
Medicines
Czech Republic’s biggest trade partner is Germany. Germany receives 3/10 of its exports, followed by Czech’s neighbor and close friend Slovakia. When it comes to imports, Germany is still first. Germany sends a little more than 2/10 of what Czech Republic buys from other countries, but it is followed by no near neighbor. Instead China is second even though it is many miles away. Complete the following: 1. Look at the list of imports and exports. Why do you think they might have cars, car/truck/motorcycle parts, and computers on both lists? Several lines for student response. 2. Draw a red circle around the imports and exports that you have at your home. 3. Draw a blue box around the imports and exports that you think are a need. 4. Draw a green line under the imports and exports that you think are a want. 29
ECONOMY
K-2
Kindergarten Modifications Standards: THINGS THAT GROW
K8, K9
These things are found in Czech Republic. 1. Cut out the picture. 2. Glue it on the chart.
THINGS THAT ARE MADE
30
K-2
ANSWERS TO QUIZZES/ACTIVITIES
ANSWERS TO THE ULTIMATE CZECH QUIZ ON PG.XX 1. words 2. Because both were accomplished softly or peacefully 3. mushrooming 4. “The Slav Epic” 5. the Sudetenland 6. a golem 7. Tim Burton and Wes Anderson 8. a carp for Christmas dinner 9. AS Sparta Praha 10. neither, Central European. Tricky, right? 11. Bohemia, Moravia, Silesia 12. Because Russia was instrumental in defeating the German occupation in Czechoslovakia. 13. Vaclav Havel 14. 99 years ago 15. a chandelier 16. genetics 17. peas 18. robot 19. religious 20. pilsner and budweiser 21. Znojmo 22. St. Wenceslas Chapel 23. unemployment SOURCES
http://countrystudies.us/czech-republic/ http://atlas.media.mit.edu/en/profile/country/cze/#Exports https://www.britannica.com/place/Czech-Republic https://www.worldtravelguide.net/guides/europe/czech-republic/history-language-culture/ http://www.prague-stay.com/lifestyle/category/72-famous-czechs/73-czechs-throughout-history http://www.newworldencyclopedia.org/entry/Hussite_Wars https://www.biography.com/people/gregor-mendel-39282 http://www.dnaftb.org/1/bio.html https://www.private-prague-guide.com/article/bohemia-crystal-prague/ https://www.preciosa.com/en/history
31
ANSWERS TO QUIZZES/ACTIVITIES
K-2
ANSWERS TO NINE BELOW (PG.XX), MAGICAL PRAGUE CASTLE (PG.XX), ECONOMICS (PG. XX) Nine at a Blow: 1. It’s important because when he engraves “Nine at a Blow” on his belt he is unintentionally setting himself up to fool the giant. It begins his series of accidental successes. 2. c 3- 4 answers vary. (Kindergarten Modifications: answers vary) Nine at a Blow: 1.b. “pointing like towers” 2.a.large warrior with stone club lifted overhead, 2.b. to give you sense of the grandeur of the statues 3-4. answers vary (Kindergarten Modifications: answers vary) Economics: 1. Even though they make and sell some types of cars and computers, people may also like to buy different types of cars and computers as well. They can make some car/truck/motorcycle parts, but they need the rest of the parts from other countries to make the whole car/truck/motorcycle. Kindergarten Modifications: Made: cars, glass, jewelry, machines, computers Grow: sugar beets, wheat, potatoes, oats, corn SOURCES
http://atlas.media.mit.edu/en/profile/country/cze/#Exports http://www.worldatlas.com/webimage/countrys/europe/czechrepublic/czland.htm https://suburbanstats.org/population/tennessee/how-many-people-live-in-memphis http://worldpopulationreview.com/world-cities/prague-population/ http://www.czech.cz/en/88070-czech-republic-political-system http://www.localhistories.org/czech.html https://www.czechtourism.com/a/prague/ http://castles.org/dokuwiki/castlesoftheworld/czechrepublic/praguecastle http://content.time.com/time/travel/cityguide/article/0,31489,1925095_1921770_1921751,00.html https://www.gutenberg.org/files/52596/52596-h/52596-h.htm#ch15 32
3-5 Standards:
LITERATURE ELA RL 3.2, RL 4.2, RL5.2, RL 5.7, SS.3.14
THE LEGEND OF THE GOLEM OF PRAGUE In the 16th century, there was a great Rabbi, Juddah Loew ben Bezalel, who was the chief rabbi of Prague. His people, the Jews, were being beaten and killed because of lies that others had spread about them. The Rabbi loved his people and wanted to help them with the hard work they must endure each day as well as protect them from those who were treating them unfairly. “I will create a golem!” he cried, and rushed to the banks of the Vltava River where he fashioned a body from the clay of the earth. The Rabbi then wrote “emet,” the Hebrew word for truth, on the golem’s forehead, thus bringing him to life. As long as the golem lived with truth emblazoned on his head, he protected the people against the persecution of the lies against them. Some time passed and the golem was of great help to the Jewish people of Prague. Due to his great strength, he was able to relieve the Rabbi’s heavy workload, and protect the Jews from those who would bring them harm. However, the golem’s strength grew and it became harder for the good Rabbi to control him. The golem began destroying homes, gardens, and livestock, and the Jews came to fear him. Seeing that his creation no longer served the purpose for which it was intended, Rabbi Juddah Loew ben Bezalel removed the first letter from the golem’s head leaving only “met” which means “dead,” thus rendering him lifeless. He sadly marched the golem up the stairs to the attic of Prague’s Old New Synagogue to find eternal rest and then destroyed the stairs leading upward to ensure that no one else would find the golem and use it for their own purposes. Today, if you visit Prague you can buy a souvenir of Golem and gaze up at the attic where it is rumored that he remains. Do you think you would find him there if you could sneak up to the attic today? 1. Compare the two pictures of the golem. What does the first picture show us about the golem? What does the second picture show about the golem? Why did the author choose to include both pictures?
2. Paragraph 1 states that the story took place in the 16th century. During what years were the 16th century? About how long ago was that?
33
THE LEGEND OF THE GOLEM OF PRAGUE Cont’d
3-5
3. How did the author show that the theme of truth was linked to the theme of life for both the Jews and the golem?
4. How did the Rabbi use truth to solve the problem of the golem becoming out of control?
5. Rabbi Juddah Loew ben Bezalel was a real man. Is he similar to anyone else you have studied this year? Complete the 3-column chart to compare and contrast Rabbi Juddah Loew ben Bezalel to the person you think is similar to him.
RABBI JUDDAH LOEW
BOTH
6. The story of The Golem of Prague is a legend. A legend is a widespread historical tale that has never been proven to have actually taken place, and that has facts mixed with elements of myth. Use a highlighter or yellow crayon and underline the parts that seem mythical. Annotate why each highlighted part would be mythical. 7. Have you ever experienced a time when a lie caused great trouble or when truth solved many problems? Write about a time when a lie caused great trouble. Explain the lie and the trouble it caused. Give details. Tell about whether the truth ever came to light, and if the truth then solved the problems caused by the lie.
Student Debrief: How does this story make you feel? Why do you feel that way? Do you think the Rabbi made wise decisions? Why or why not? How could the story have turned out differently? 34
3-5
HISTORY, GOVERNMENT, ECONOMICS, GEOGRAPHY Standards:
3.16, 3.19, 3.39, 3.45, 3.42, 3.44, 4.45, 5.62
Czech Republic- Czech It Out!
Earliest ancestors of the Czechs settled in the kingdoms of Bohemia and Moravia. Prague was founded in the 7th century, and construction of Prague Castle began at the end of the 9th century. The 1300s and 1400s were characterized by religious turmoil as the Czechs rebelled against the Roman Catholic Church and against Germany, who was at the time loyal to the Pope. Many Czechs consider this to be a precursor to the Protestant Reformation. In the 14th and 15th centuries, the sole heir to the Přemyslid dynasty was Princess Elizabeth, whose marriage to John of Luxembourg in 1310 brought the House of Luxembourg to the Bohemian throne. Their son, King Charles IV, became Holy Roman Emperor in 1355. His reign is remembered as an era of great prosperity. Charles IV expanded the Kingdom of Bohemia and made Prague the imperial capital. His many lasting contributions to the country’s economic development include major building projects such as Prague’s New Town quarter and the Charles Bridge. A great patron of culture and arts, Charles IV founded a university in Prague in 1348. His son, Wenceslaus IV, was unable to defend his position against ambitious Bohemian nobles. Wenceslaus IV was deposed as King of the Romans (1400) and the country fell into crisis. 1526 saw the beginning of the Hapsburg rule in Czech lands. It went softly with Moravia, who accepted Hapsburg rule as inevitable, but Bohemian leaders (known as the Czech estates) were not so convinced. The Czech estates continued their campaign of religious grievances, and sought to retain their cultural identity. They made a decisive statement in 1618 when they threw two Catholic imperial councillors from a window of Prague Castle. Two years later, the Czech estates were defeated at the Battle of the White Mountains. This ushered in the 30 Years War, which resulted in the complete defeat of the Bohemian kingdom. Afterwards the culture, language, and religion were overshadowed by Germany as they were now ruled by the Holy Roman Empire. However, one other unintended result of these cultural changes was the rise of manufacturing of textile, coal, and glass in the late 1700s. Urbanization began to occur for Czech peasants, and urban areas became increasingly Czech 35
Czech Republic- Czech It Out! cont’d
3-5
in character. Czechs were able to send their children to school for the first time, and a new Czech intellectual elite emerged. This primed Czechs for a new nationalism, and a show of pride in their own country. From 1867-1918 the Hapsburgs of Austria joined with Hungary to create the Austro-Hungarian Empire. The two empires had one ruler, but in most aspects, Austria and Hungary were independent states. The Czechs were ruled by the parliament in Austria and were given voting rights. However, Slovaks were treated as peasants under Hungarian rule. When World War I broke out, Czechs of Bohemia and Moravia and Slovaks were not keen to join the fight as they did not share fervor for the cause. They began work to gain recognition as an independent nation, an effort that would not pay off until 1918. It was then that the two peoples were united as a nation to create the Czechoslovak Republic or Czechoslovakia. By this time, Czechoslovakia had developed an impressive concentration of industries, including the china industry, glass industry, sugar refineries, distilleries, breweries, locomotive industry, automotive industry, armaments, and chemical industry. However, German banks still maintained control of many of these. In 1938, Adolf Hitler manipulated world powers to abandon the side of Czechoslovakia so that the Sudetenland was given to Germany, and Czechoslovakia was left weakened, and vulnerable to invasion from Germany. The German occupation lasted from 1939-1945. It resulted in the closing of universities, and all industries that were not useful to the war. Estimates for deaths at this time from political persecution and concentration camps range from 36,000 to 55,000. The Jewish population, numbered at 11,800 in 1930, was virtually decimated. After World War II, the influence of the Communist party reached Czechoslovakia in 1948 and had its rule. In the 1960s, Communism began to relax, but Russian forces were quick to react, and invaded Prague in 1968. Communism finally lost hold after the Velvet Revolution in 1989, so named because it happened very peacefully. It transitioned to a parliamentary republic. Czechoslovakia then peacefully separated into the two countries, Czech Republic and Slovakia in 1992, and remain on good terms. This is known as the Velvet Divorce. In 2004 Czech Republic joined the European Union. In 2016, it adopted Czechia as an official alternative name for the country.
(Activity on next page)
36
3-5
CZECH IT OUT! Printable Activity
1. Fill in this timeline. Include the following events on your timeline with brief explanations: • • • • • •
Founding of Prague Hapsburg Rule 30 Years War Rule of Austro-Hungarian Empire World War I Joining the E.U.
• • • • •
Establishment of the Czechoslovak Republic as a nation German occupation of Czechoslovakia Liberation from Germany and rise of Communism Velvet Revolution Velvet Divorce
600 A.D.
2. According to the C.I.A. World Factbook, Czech Republic’s lead industries are motor vehicles, metallurgy, machinery and equipment, glass, and armaments. What correlations do you see between their history and their current economy? What does that tell you about Czech Republic?
3. Look at these three maps of Czech Republic. Write 2-3 sentences explaining what each map shows.
4. - Draw the Sudetic Mountains along the Czechia-Poland border. - Draw the Ore Mountains along the northern border between Germany and Czechia. - Draw the Sumava Mountains along the western border between Germany and Czechia, and reaching in a triangle almost to Prague. - Draw the Carpathian Mountains along the border between Slovakia and Czechia. 5. Write an essay that explains how the maps show a progression of the history of Czech Republic. Use evidence from the text to support your answer. 37
CZECH HOLIDAYS & TRADITIONS Match the holiday or tradition to how it is practiced. • • • •
St Nicholas Day (in December) Gentlemen First Mushroom Hunting Easter
• Barefoot with Flowers • Christmas • Your Birthday
Descriptions 1
Holiday or Tradition
St. Nicholas wanders the city streets with two companions, the Angel and the Devil. The trio approaches children and asks them if they have been good or bad. If the children have been good they sing a song or recite a poem and receive candy or treats. If the children have been bad they receive coal or potatoes.
2
Boys chase girls with willow branches and lightly whip them on the legs (an ancient symbol to wish one long life and prosperity) and in return girls present boys with elaborately decorated eggs.
3
This special day has a beautifully decorated tree, special carols, and for dinner there will be a feast of carp, potato salad, bread, and dessert. Some families might even keep their carp in the bathtub as a pet for a few days before the special feast! That would be a strange bath fellow!
4
On your special day, instead of someone making a cake for you and bringing you a gift, you are to make the cake to serve to your friends and give gifts to all of them!
5
70% of Czechs participate in this tradition. Once these little guys sprout in forests in July, Czechs bring their baskets. But beware! Make sure you know the poisonous types from the edible types.
6
When entering a place, it is polite for a man to go first. This is so that a man can clear the way and secure a table for the lady.
7
Standards:
When visiting a Czech home, always remove your shoes at the door, and take a gift of flowers for your hosts.
38
3-5 3.39
How is it Practiced?
3-5
SYMBOLS OF CZECH REPUBLIC Standards:
1
2
SS.4.41
Directions: Draw Your own Lime Tree
NATIONAL TREE Lime Tree
(also called the Linden Tree)
NATIONAL FLOWER Rose
3
OTHER
Sugar Cube The first sugar cube was invented in the Czech Republic.
CZECH REPUBLIC FLAG
4
Directions for flag: (Colors of the flag - tricolor; red, white, and blue) Color the triangle to the left blue. Color the section at the bottom red. Leave the top section white.
39
SYMBOLS OF CZECH REPUBLIC TRUTH PREVAILS
3-5
This motto comes from the first president of Czechoslovakia, Vaclav Havel, who said, “Truth and love prevail over lies and hatred.” Tell about a time truth and love prevailed over lies and hatred. Draw a picture of that time.
The Czech Republic Government The Government is a parliamentary democracy. It has three parts; the Legislative Branch containing House of Parliament and Senate; the Executive Branch containing Czech Government and President (who is Miloš Zeman) and Prime Minister (who is Bohuslav Sobotka) and the Judicial Branch containing the courts of Law.
JUDICIAL BRANCH Fill in the other 2 boxes with the correct government branch. 40
3-5
TWO PART WORD SEARCH PUZZLE
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3-5
TWO PART WORD SEARCH PUZZLE Name:
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3-5
RESOURCES & ANSWERS TO QUIZZES/ACTIVITIES
Golem by David Wisnieski, Hardcover, 32 pages 1996 by Clarion Books https://www.youtube.com/watch?v=Xv1LeQjO7fM
ANSWER KEY The Legend of the Golem of Prague: 1. Answers will vary. 2. 1501-1600. It was 418 years ago. 3. Truth was linked to life for the Jews because some Jews were being killed due to a lie that was being spread about them. If a lie was the reason of their death, we would link the revelation of truth with their life. Truth meant life for the golem because the Rabbi brought the golem to life by writing the Hebrew word for truth on his head. 4. The Rabbi used truth to solve the problem for them because Jews were protected from the lies as long as the golem lived with the word truth on his forehead. He used truth to solve the problem of the aggressive golem because he was able to remove the first letter of truth to change the word to mean death, thus rendering the golem lifeless and incapable of harm. 5. Answers vary. 6. Mythical portions of the story: bringing a clay creature to life, a clay creature offering people protection, rendering the golem lifeless by removing one letter from his head, the golem still remains in the synagogue to this day 7. Answers vary. Czech Holidays and Traditions: 1. St. Nicholas Day 2. Easter 3. Christmas 4. Your Birthday 5. Mushroom Hunting 6. Gentlemen First 7. Barefoot with Flowers Czech Republic- Czech It Out!: 2. We first see glass as an industry in the 1700’s, and by 1918 we see automotive, armaments, and other industries that are associated with machinery. This tells me that many of their industries have a long history and rich tradition in Czech Republic. 3. One shows the Czech Lands in the 8-9 centuries as it was divided into the kingdoms of Bohemia and Moravia. The next shows it as it was united with Slovakia as Czechoslovakia from 1918-1992. The last shows it as it is today with neighboring Sloviakia. Together the three maps show how the political boundaries have changed over the last 1100 years. 5. Answers Vary. SOURCES https://www.lib.latrobe.edu.au/ojs/index.php/tlg/article/view/357/350 http://www.ancient-origins.net/myths-legends-asia/golem-talmudic-legend-clay-beast-created-protect-jews-003067 http://judaism.wikia.com/wiki/Golem http://www.myjewishlearning.com/article/golem/ http://www.prague.net/golem http://www.myczechrepublic.com/czech_culture/czech_holidays/easter/index.html http://www.prague-guide.co.uk/christmas/ http://www.localhistories.org/czech.html http://countrystudies.us/czech-republic/4.htm https://www.cia.gov/library/publications/the-world-factbook/geos/ez.html 43
“The Slav Epic:” 6. the Sudetenland; 7. a golem; 8. Tim Burton and Wes Anderson; 9 Christmas dinner; 10. AS Sparta Praha; 11. neither, Central European. Tricky, right? Bohemia, Moravia, Silesia; 13. Because Russia was instrumental in defeating the Ge occupation in Czechoslovakia.; 14. Vaclav Havel; 15. 99 years ago; 16. a chandelier; genetics; 18. peas; 19. robot; 20. religious; 21. pilsner and budweiser; 22. Znojmo; 23. St. Wenceslas Chapel; 24. 4396; 25. unemployment
RESOURCES & ANSWERS TO QUIZZES/ACTIVITIES
3-5
Two Part Word Search Puzzle 3-5, Page ____ Two Part Word Search Puzzle: 1-2. Bohemia, Moravia, 3. Protestant, 4. Germany, 5. Armaments, 6. Carpathian, 7. Truth Prevails, 8. Peaceful, 9. Mushrooming, 10. Golem, 11. Carp, 12. Senate, 13. European Union, 14. Thirty Years, 15. Sudetic, 16. Potatoes, 17. Rose, 18. Executive, 19. Hungarian, 20. Birthday Czech Your Knowledge Crossword Word Bank, Page __ Railways Koruna Germany Persecution Linden Tree Hussite Parliamentary Alphonse Mucha
Truth prevails Judicial Great Moravia Conservatory Brno Mendel GDP Decreased
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Female Czechia Austria Bathtub
6-8 3-5
PRAGUE VIDEO QUIZ
Truth or Fiction? Read these sentences and predict the answer. Then watch the short video to see how many you got right! 1. The sugar cube was invented in Czech Republic to represent the stones used to build Prague Castle. Truth Fiction 2. Prague Castle is (arguably) the largest castle in the world. Truth Fiction 3. Czech Republic is a part of both Eastern Europe and Western Europe. Truth Fiction 4. It is cheaper to drink beer than water in Prague. Truth Fiction 5. Saint Nicholas roams the streets on Christmas Eve, but instead of having elves as helpers, he has an angel deliver gifts to good children and the Devil deliver coal to bad children. Truth Fiction 6. In April it is tradition to burn a figure of a witch. Truth Fiction 7. Czechoslovakia was invaded by Russia in 1968 because it was becoming too communist and Russia wanted to keep it a democracy. Truth Fiction
VIDEO LINK: https://www.youtube.com/watch?v=IwIfgal7104 45
CZECH HISTORY
6-8 3-5
VIEW LINK: http://www.muchafoundation.org/gallery/themes/theme/slav-epic/object/212/ Teacher instructions: Create a timeline spanning from 300 A.D. to present day for the entire class. Class will fill in important dates. Break the class into 6-7 groups. Provide each group with History of Czech Republic from beginning of this curriculum. Question 7 can be done as a whole class activity after groups have presented, or as a separate group. Groups follow instructions to complete the activity, then the class shares their paintings and answers.
Procedures: •
Examine your painting in silence. Each member of your group writes down three words or phrases that come to mind. Then the group has a time to share their personal reaction to the painting prior to beginning the study of the painting.
•
Read the painting description and history.
•
Read your task card. Discuss as a group. Record your answers. Feel free to use the History of Czech Republic for reference.
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Add all dates of historical events related to your painting, past, present, and future, to the class timeline.
Questions: 1. In painting 1, (http://www.muchafoundation.org/gallery/themes/theme/slav-epic/object/212/) we see Slavs in their homeland dealing with the threat of Germanic tribes in 300 A.D. Move ahead to the 20th century, in the last months of Alphonse Mucha’s life, Adolf Hitler takes his first steps to begin German occupation of Czechoslovakia just 21 years after it gained independence. This is the first occupation of World War II. What do you see in this painting of the 4th century that could also show Czechoslovakia’s feelings of the German occupation in World War II? 2. In painting 3 we shift to focus on how the Catholic Church began to influence Slavic culture. Is Catholic influence celebrated or depicted as cause for sorrow in “Introduction of the Slavonic Liturgy in Great Moravia?” (http://www.muchafoundation.org/gallery/themes/theme/slav-epic/object/213/) How is this shown? Who was important in this painting? What were they remembered for? Is that still influential today? (Keep in mind, this was 1,250 years ago.) How or how not? 3. In paintings 7, 8, and 9 (http://www.muchafoundation.org/gallery/themes/theme/slav-epic/ object/218/) we see the stage being set for the Hussite Wars. Many consider this to be a precursor to the Protestant Reformation that would eventually follow in Germany. What do you see depicted in 46
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CZECH HISTORY (cont’d)
these paintings? How did Mucha show each of these things? How did the idea of Reformation impact the world you live in today? 4. In paintings 10, 11, and 12 (http://www.muchafoundation.org/gallery/themes/theme/slav-epic/ object/219/) we see depictions of war. What can we tell about Mucha’s view of the topic of war from his paintings? How do you know? Mucha painted The Slav Epic while living through the horror of World War I. How might that have influenced his paintings? How does this theme of peace relate to later events in Czech Republic’s history like the “Velvet Revolution” and the “Velvet Divorce”? 5. Painting 16 (http://www.muchafoundation.org/gallery/themes/theme/slav-epic/object/227/) portrays the Holy Roman Emperor gaining power (which led to both the rule of the Catholic Church and eventually the Austro-Hungarian Empire.) How is this depicted in the painting? How did Mucha demonstrate the effects on the Slavic people? 6. Painting 18 (http://www.muchafoundation.org/gallery/themes/theme/slav-epic/object/229/), “The Oath of Omladina Under the Slavic Linden Tree,” shows youth gathered under a tree that symbolizes Czech Republic even today, the linden tree. At this point in history, Czech lands are ruled by the Austro-Hungarian Empire. Austria rules what will later become Czech Republic and Hungary rules Slovakia. We know that the youth in the painting will be imprisoned for their nationalism. What mood does the painting convey? How does Mucha set that mood? What is Mucha trying to communicate through this? Why do you think so? 7. Painting 20 (http://www.muchafoundation.org/gallery/themes/theme/slav-epic/object/229/) is the culmination of the history of the Slavic people. How does Mucha wrap up the history? What does he show us about the spirit of the Slavic people? How does he do so? Does he reveal anything about himself? Why do you think that?
Debriefing Questions: 1. In your opinion do you think that Mucha could have painted these paintings and remained objective? Why or why not? 2. Could you have gone on the journey that he did and have been asked to do the work he did, and remained objective? Why or why not? 3. Does Mucha’s artwork give you a different perspective on the history of the Czech Republic than you could have gained from reading a book or article? Why or why not? 47
6-8 3-5
GOVERNMENT OF CZECH REPUBLIC The Government is a parliamentary democracy. It has three parts;
Legislative Branch containing House of Parliament and Senate
Executive Branch containing Czech Government and President Miloš Zeman and Prime Minister, Bohuslav Sobotka.
Judicial Branch containing the courts of Law.
Work in groups to create two diagrams, one that shows the government of the United States, and one that shows the government of Czech Republic.
Discussion Questions: 1. How are the governments alike? 2. How are they different? 3. To what to you attribute the likenesses? 4. To what do you attribute the differences? Sites to learn about Czech government: http://www.czech.cz/en/88070-czech-republic-political-system http://www.expats.cz/prague/article/the-czech-republic/the-czech-chamber-of-deputies-at-150/
Site to learn about the U.S. government: https://www.usa.gov/branches-of-government
Debriefing: 1. What did you learn about the government of Czech Republic today? 2. Did anything surprise you? 3. Do the governments of the United States and Czech Republic have more in common or more differences? 48
6-8 3-5
ECONOMICS
What is Gross Domestic Product (GDP)? According to Kimberly Amadeo of The Balance, “Gross domestic product is the best way to measure a country’s economy. GDP is the total value of everything produced by all the people and companies in the country.”
DIRECTIONS: Use the word bank to complete the graphic organizer to find factors that influence a country’s GDP. Then research to find information on the current status of each of these factors in the Czech Republic. In the last column, make an inference about whether you think that that factor is influencing the economy positively, negatively, or has a neutral effect. State your reason why you think the way you do. Factor
Current State in Czech Republic
Definition
How would this impact Czech economy?”
A measure of the economic value of skills or knowledge of the population Any manufactured asset that is applied to production such as machinery, building, or vehicles. The process of identifying and bringing together resources to start a new business. That which is naturally available for the production of goods.
Percentage of adults who can read and write.
The difference between a country’s imports and exports. Share of the labor force that is jobless expressed as a percentage.
WORD BANK:
human capital, natural resource , physical capital, entrepreneurship, literacy rate, trade balance, unemployment rate 49
GEOGRAPHY OF CZECH REPUBLIC
6-8 3-5
Follow the directions below to complete the map. 1. Label and color all surrounding countries on the map. 2. Draw and label Vltava River, Elbe River, Ohre River, and Morava River 3. Draw and label the Carpathian Mountains, Ore Mountains, Sudetic Mountains, and Sumarva Mountains. 4. Put a star on and label Prague.
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CZECH THE NUMBERS by Jason Holt
PRAGUE POPULATION BITS AND PIECES: There are a tremendous amount of people who live and work in Prague but who were not born here, myself included. Historically the Prague population started increasing with the arrival of the railways in the mid-19th Century, so there are probably only 10% of the current Prague population that can trace their heritage back in Prague past this time.
CZECHS AND BALANCES: The Czech Statistics Office has published national and regional information about the Prague population since 1919 which includes total Prague population, births, deaths, marriages, abortions (since 1971) and Net Migration (since 1950). According to the last published figures in 2015, the total Prague Population was 1,262,507. That figure breaks down to 612,180 Males and 650,327 Females. You can also add roughly 16,000 daily tourists to that as well. As a snapshot, I like the 2011 records which showed a total of 44 religions practiced in Prague with Roman Catholicism dominant, but still being only 6% of the Prague population. I also liked the fact that 226 people declared themselves as Atheist, whereas 4396 people declared themselves as Jedi.
OVER THE YEARS: Notable years include 1961 when the city population broke through 1 million for the first time. The 1970s recorded the most number of marriages and the most number of deaths. The 1990s recorded the largest decline in religion. Let’s take 1919, 1971, and 2015 and see what’s changed in a few basic categories.
1919 •
Total Prague Population – 676,620
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Total Marriages – 10,513
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Total Divorces – 770
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Infant Mortality rate – 13% 51
Czech the Numbers by Jason Holt cont’d
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1971 •
Total Prague Population – 1,082,024
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Total Marriages – 10,699
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Total Divorces – 4,288
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Infant Mortality rate – 2%
2015 •
Total Prague Population – 1,262,507
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Total Marriages – 6,073
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Total Divorces – 2,983
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Infant Mortality rate – 0.15%
Taking the figures as a whole you can say that in relation to the Prague population, the following is the trend.
GOING UP:
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Total Population
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Czech birth rate
• Divorces
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Foreign men marrying Czech Women
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Foreigners marrying foreigners
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Foreigners birth rate
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Asylum claimants
GOING DOWN:
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Infant Mortality
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Number of marriages
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Number of people declaring a religion
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TB Rate
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Asylum Claims granted
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Births within marriage
STABLE:
• Deaths
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Net migration
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Foreigners in prison
If you want to dig around for statistics in Czech then have a look at the website of the Office of Czech Statistics.
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GEOGRAPHY OF CZECH REPUBLIC
Read “Czech the Numbers” by Jason Holt, author of “livingprague.com.” Answer the following questions: 1. To what does the nation credit the increase of population in Prague during the 20th century? How would you explain this?
2. Do you think that the figures reported on distribution of religion are accurate? What in the text made you think that way?
3. Create a chart to track the changes in “total marriages” in the years: 1919, 1971, and 2015. Under the chart write a statement explaining what trend you saw over the time period. Then do the same for “total divorces” and “infant mortality rate.” Create 3 small blank bar graphs with lines underneath for students to answer this question.
4. Look at the trends under “Going Up”. Which other factors under “Going Up” could be contributing to, “‘Total Population’ is on the rise”? How could some of the factors under “Going Down” and “Stable” contribute to the rise of the total population?
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CZECH SCHOOLS
Preschool
ages 3-6 years
optional
private school fees are capped by government
Primary School
ages 6-11 (up to grade 5)
public school
Average class size of 20 students
Secondary School
choose from the following tracks
grades 6-13 which prepares one to go to college or university
grades 6-9 which prepares one for one of the following technical subjects
Electronics Engineering Dance
Conservatory
public preschool/ kindergarten space is limited
Gymnasium
Mechanics
Technical School
6-8 3-5
grades 6-11 which f ocuses on one of the following subjects
Music Drama
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CZECH SCHOOLS (Activities)
LESSON STAGE 1: 1. Work together as a group to complete the three-column chart. UNIQUE TO CZECH SCHOOLS
COMMON TO BOTH SCHOOLS
UNIQUE TO U.S. SCHOOLS
2. What are the benefits of the Czech school system? 3. What are the benefits of the U.S school system? 4. Which system do you think you would prefer?
LESSON STAGE 2: 3. Move to the part of the room that is labeled as the track you chose. Discuss why each person in the group chose that track. 4. Create a poster, song, rap, poem or short play that represents the track, and what it offers educationally to the students who choose to follow that track. 5. Share with your creation with the rest of the class. 55
Name:
Czech Your Knowledge Crossword
6-8 3-5
Complet e t he crossword below 1
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Created with TheTeac hers Co rner.net Cro s s wo rd Puz z le Generato r Across 4 . This kind of school in the Czech Republic focuses on the arts like music, theater, and dance 5. The history of the Czech Republic began in the 6th century when the Slavs found this region (2 words) 6. The total value of all goods and services produced in a country in one year 7. The different between a country's imports and exports (2 words) 9. The artist who painted 'The Slav Epic' (2 words) 10. The population of Prague increased in the mid19th century with the development of these 13. The number of ____ claimants in the Czech Republic is rising, while the number of these granted is decreasing 15. The currency of the Czech Republic 16. Famous Czech born scientist who discovered the laws of inheritance using pea plants 17. National tree of the Czech Republic (2 words) 18. Since 1971, the total number of marriages in Prague has ______ 19. Like the US this branch of the Czech government contains the courts of law
Down 1. These wars in Czech lands are seen as the precursors to the Protestant Reformation 2. The Czech Republic has this kind of democracy 3. The westernmost river in the Czech Republic that runs through Prague 6. The Czech Republic was occupied by this country during WWII 8. In Mucha's painting 'The Oath of Omladina Under the Slavic Linden Tree', the youth depicted will be imprisoned for their ____ 11. What does the term 'velvet' as it us used in Velvet Revolution and Velvet Divorce refer to? 12. The country south of the Czech Republic 14 . According to data from 2015, what gender has the majority in Prague?
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CZECH IT OUT WORD SEARCH (Activities)
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BOHEMIA CHARLES UNIVERSITY DUMPLINGS KORUNA PRAGUE SLOVAKIA
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RESOURCES & ANSWERS TO QUIZZES/ACTIVITIES
6-8 3-5
ANSWER KEY: Prague Video Quiz: 1.) Fiction 2.) Truth 3.) Truth 4.) Truth 5.) Fiction 6.) Truth 7.) Fiction Government of Czech Republic: 1.) The governments are alike in that they both have three branches: Executive, Legislative, and Judicial, a president, a senate, both are democracies and hold elections to decide leaders. 2.) They are different because the United States does not have a parliament or a Prime Minister. 3.) After the fall of communism Czechoslovakia wanted a system of government that allowed people to have a say in their government. When the United States was founded it was also based on a desire to have a say in their government after being ruled by the British. 4.) They are located in Europe, and therefore follow a more European model. Czech History: 1.) The people look frightened, there is the destruction of a village in the background, it’s dark and foreboding. 2.) It is celebrated. You can tell because the colors are bright, there is a fire, those in the front who stand in triumph. The hero of the painting is Methodius, and he is remembered for translating the Bible into Slavonic. It is still influential because it helped keep the Slavic language alive. 3.) These paintings show the process of the Reformation of the Catholic Church in Czech lands. Painting 7 show a refuge being built for penitent sinners, painting 8 shows the leader of the Reformation, Jan Hus, preaching. And painting 9 shows the Hussites preparing for war in a desolate landscape indicating the future loss. We see effects of the first reformations today in the proliferation of protestant churches around the world. 4.) Mucha found war very destructive. His paintings depict immense loss of life and do not glamorize war. He had seen the effects of war first hand and was living in a time of much destruction due to war, so the reality of it was very evident to him. Czechoslovakia negotiated one of the most peaceful revolutions in the Velvet Revolution, and again a peaceful split in the Velvet Divorce. 5.) It is depicted as somber and hopeless. He used grays and dark colors. The figures have their heads bowed and many are solitary. 6.) The mood is joyful and hopeful. There are bright colors, hands are uplifted and figures are dancing, there is fruit and flowers. He is trying to communicate that the youths were brave and triumphant even though they were persecuted for their courage. 7.) His painting shows the history as a sort of trail of people. The colors of the people are bright even though it is set against the night, showing that the Slavic people shine even in dark time, the dominant figure stands with his hands outstretched holding to floral wreaths, and the people before him lift branches to him.We can see that Mucha was very proud of his nation and his people.
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RESOURCES & ANSWERS TO QUIZZES/ACTIVITIES
Geography of Czech Republic: 1.) The building of railways in the mid-19th Century. 2.) The figures are probably not accurate because when people claim “Jedi” as a religion it indicates they may not be taking the question seriously. 4.) If the Czech birth rate, foreigner birth rate, and asylum claimant are all going up, those factors would contribute to the rise in total population of Czech Republic. The decline in Infant Mortality and TB Rate can also contribute to the rise in population because in both cases people are living longer. Economics: a measure of the economic value of skills or knowledge of the population- human capital; any manufactured asset that is applied to production such as machinery building or vehicles-physical capital; the process of identifying and bringing together resources to start a new business-entrepreneurship; that which is naturally available for the production of goods-natural resource; percentage of adults who can read and write-literacy rate; difference between a country’s imports and exports-trade balance; share of the labor force that is jobless expressed as a percentage-unemployment rate Czech Schools: Answers vary. Student answers are acceptable as long as they can support their response with evidence from the text.
SOURCES http://www.czech.cz/en/88070-czech-republic-political-system http://www.expats.cz/prague/article/the-czech-republic/the-czech-chamber-of-deputies-at-150/ https://www.usa.gov/branches-of-government http://www.muchafoundation.org/gallery/themes/theme/slav-epic/object/212/ https://www.czso.cz/csu/czso/home https://livingprague.com/prague-life/prague-population/ https://www.thebalance.com/what-is-gdp-definition-of-gross-domestic-product-3306038 https://www.frbatlanta.org/-/media/documents/education/publications/extra-credit/2015/spring/lessons-and-activities/ middle-school/basic-economic-concepts-international-macroeconomics/factors-influencing-gdp/lesson-procedures.pdf https://www.justlanded.com/english/Czech-Republic/Czech-Republic-Guide/Education/Schools http://www.oecd.org/edu/skills-beyond-school/EDIF%202012--N9%20FINAL.pdf https://www.youtube.com/watch?v=IwIfgal7104
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Decreased Railways Koruna Germany Persecution ge Crossword Answers, Page Linden Tree Hussite Parliamentary Down 1. Hussite Alphonse Mucha
______
Truth prevails Judicial Great Moravia Conservatory Brno Mendel GDP Decreased
Female Czechia Austria Bathtub
RESOURCES & ANSWERS TO QUIZZES/ACTIVITIES 2. Parliamentary
3. Rate Czech Czech Your Your Knowledge Answers, Page ______ KnowledgeCrossword Crossword: 6. Germany Across Down 8. Nationalism 4. Conservatory 1. Hussite 11. Peaceful 5. Great Moravia 2. Parliamentary 12. Austria 6. GDP 3. Rate 6. Germany 14. Female7. Trade Balance 9. Alphonse Mucha 10. Railways 13. Asylum 15. Koruna 16. Mendel 17. Linden Tree 18. Decreased
8. Nationalism 11. Peaceful 12. Austria 14. Female
19. Judicial
Czech It Out Word Search:
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6-8 3-5
9-12 3-5
GEOGRAPHY NOW! CZECH REPUBLIC
Use with the following video: https://www.youtube.com/watch?v=-kaF6SnSEo8 1. What are the three main regions of Czech Republic?
2. In which part of Europe is Czech Republic located?
3. What is the other name for Czech Republic?
4. After Prague, what are the second and third largest cities?
5. What movies were filmed there?
6. Why is the country considered bowl shaped?
7. What do the Czechs make with the barley and wheat they produce?
8. What is a favorite Czech pastime?
9. What is the largest industry?
10. What 2 other languages are close enough to Czech that one can understand Czech without having studied it?
11. What is the most popular sport in Czechia?
12. With which country is Czech Republic particularly close?
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JOURNEY OF “THE SLAV EPIC” Standards:
9-12 3-5
Visual Art History 6.2.3
Look at the room in which you sit. Now imagine a painting that reaches twice as high as the ceiling. Now imagine another, and another, and another, up to twenty paintings! The United States was founded 241 years ago. Now multiply the length of that history more than six times so that instead your country reaches back about 1600 years. One can see that with roots that deep, it is no mystery as to why Alfons Mucha chose to portray the history of the Slavic people in such magnitude through his series of paintings Slav Epic. There may be no masterpiece more symbolic of Czech culture than this one. Alfons Mucha was already famous when he started his massive Slav Epic. He was known for his travel posters, especially those commissioned for places such as Rome and Paris. He was at no loss for work, and at the time he was inspired to make his masterpiece, he had been employed by the AustroHungarian Government. For his assignment Mucha was required to travel through the Balkans, a land of giant and imposing mountains, and research the history and customs of many Slavic peoples. Mucha was Czech. This meant that through his travels he was able to see the history of his own people. This inspired him to create a project on an unprecedented scale; the Slav Epic. However, to undertake this massive enterprise, Mucha required support. Thus, from 1904 to 1909, he travelled to and from the United States five times, hoping that someone would realize the potential of his dream. Finally, on Christmas Day, Mucha found his benefactor in Charles Richard Crane, who was a Chicago philanthropist and businessman. Crane agreed to donate the money Mucha needed to fulfill his passion. Alfons Mucha labored over his masterpiece for fifteen years. Six years into the work, in 1918, Mucha saw a historic day. Czechoslovakia was recognized as an independent nation after hundreds of years of being ruled by others. He eventually added a twentieth piece to his collection. This piece was a summary of all the composition stood for. He used different colors to create a collection of eras from Slavic history. He represented the suffering of the ancient people, the struggle of the population to defend their faith, and the newfound independence from the Austro-Hungarian Empire, breaking the people free from their past oppression. Mucha completed his work in 1926, and it was truly something to behold. It was a magnificent collection of art-nouveau paintings illustrating the history, hopes, and strength of Mucha’s country. In 1928, Mucha donated the series to the City of Prague in order to celebrate the tenth anniversary of Czechoslovakia’s triumph of independence.
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Journey of “The SLAV EPIC” cont’d
Mucha’s work has continued to be a pivotal part of Czech culture throughout modern history, enduring war and political strife as well as the separation of the Czechs and the Slovaks. However, in 2016 The Slav Epic became highly controversial. Alfons Mucha’s grandson, John Mucha, has declared a lawsuit against the City of Prague on behalf of his grandfather’s work. On his dedication of the series to Prague, Mucha required one thing, that the city build a permanent gallery to house the works. It is 99 years later, and still Prague fails to do this, and has now sent the pieces on a world tour to Japan, China, and the United States. This has caught John Mucha’s attention. He refuses to watch as his grandfather’s wishes are disrespected. Many conservation specialists are especially concerned about the work sustaining damage during its tour. In order to be transported, the enormous canvases must be stripped from their frames, rolled up, and transported by airplane. However, because of the work’s tempera base and oil paint finish, climate changes could cause irreversible damage, and rolling the canvases will inevitably cause the paint to chip and crack. This was the case of a 1930s tour of the art. The work was sent out across Europe, and returned to Prague with terrible damage. Thankfully, Alfons Mucha was alive to restore the paintings, and the city decided it would be foolish to release them for tour again. Sadly, Mucha is no longer alive and can no longer reverse any damage. The paintings also became decrepit during World War II. The Nazis invaded Czechoslovakia in the very beginning of the war. The people were frightened, and knew that their beloved paintings were likely to be confiscated by their invaders. Thus, to keep them safe, they were hidden in an elementary school. When the paintings later resurfaced and exhibited in the town of Moravsky Krumlov, they were further damaged as they were re-installed at the Prague City Gallery. Now, despite protestations from Mucha’s descendants and conservators alike, the paintings are on tour in Tokyo carefully watched and accompanied by restoration experts. The city denies any responsibility of a permanent home for the work and has refused the advice of keeping them stationary. However, it would appear that John Mucha has no intentions of abandoning his lawsuit and hopes to keep them in his own care.
Do you think “The Slav Epic” should be sent on tour? Why or why not? What should happen to “The Slav Epic?” Use evidence from the text above and the additional sources below to support your opinion. SOURCES: http://www.muchafoundation.org/about/official-statement-regarding-the-ongoing-slav-epic-exhibition-tour http://artwatchinternational.org/articles/muchas-slav-epic-on-tour https://www.nytimes.com/2017/01/06/arts/design/alphonse-mucha-slav-epic.html?_r=1 http://theartnewspaper.com/news/news/mucha-heir-sues-prague-to-halt-asian-tour-of-slav-epic/ http://www.muchafoundation.org/gallery/themes/theme/slav-epic
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HISTORY OF CZECH REPUBLIC Standards:
9-12 3-5
W 5, W30, W46, W57, W60, W80, W81
For this lesson, students will use the following websites to conduct research on their respective time period of Czech history: • http://countrystudies.us/czech-republic/ • http://www.nationsencyclopedia.com/Europe/Czech-Republic-HISTORY.html • http://www.mzv.cz/tripoli/en/general_information_about_the_czech/history/index.html Divide class into seven groups. Distribute graphic organizer. Assign each group a period of history. Who are the main people who are involved in this period of history?
What are their values/beliefs?
Early History
Hapsburg Rule, 1526-1867 The Dual Monarchy, 1867-1918 The Czechoslovak Republic, 1918-1938 The War Years, 1939-1945 Communist Czechoslovakia, 1946-1989 Post-Communist Years 1990-present 64
What choices do they make because of their beliefs and why?
What are the effects of those choices?”
9-12 3-5
History of Czech Republic cont’d
Give groups time to conduct research, then create a poster, trifold display, or model to represent their period of history including the information from the graphic organizer. Have groups make oral presentations in chronological order. Choose a few of the “Connections” questions to stimulate discussion among students.
CONNECTIONS •
Are any of the people or groups who hold power in this period of history similar to people or groups who hold power that we have studied this year? Are this similar to people or groups who hold power in our world today? How so? How are they different?
•
Are any of the people who lack power in this period of history similar to people or groups who lack power that we have studied this year? How so? How are they different?
•
Were any of the values/beliefs of this time period similar/ different to prevalent values/ beliefs commonly held in our culture today? How so?
•
How were conflicts dealt with in the featured time period? Is it similar to how we see conflicts being dealt with in our time or different? In you opinion, which way is better? Why?
•
How and why are people abused in this time period? Do we see this in our world today? How was it dealt with then? How do we deal with it now? Are there any similarities? What does this tell us about our world? What can we learn from it?
•
What factors from the previous period influenced this period of history? How would things have been different if there were different choices or outcomes in the previous period, i.e., if a different side had won a war, etc. Can you still see influences from this period of history today?
65
ECONOMICS OF CZECH REPUBLIC Standards:
9-12 3-5
E 30, 32, 38, 41, 43
Czech Republic is considered to be an economically stable and resilient country. Through its long and turbulent history, it has shown a remarkable determination to produce goods and remain an economic contender despite war, conflict, and division. Today Czech Republic boasts a positive trade balance and the lowest unemployment rate in Europe, even following a financial crisis in 2009. Let’s take a look at some of the data that the Organization for Economic Co-operation and Development analyzed to make recommendations in moving forward. We can find their research at: http://www.oecd.org/eco/surveys/economic-survey-czech-republic.htmI
S L I D E
S L I D E
2
3
S L I D E
S L I D E
4
5
66
9-12 3-5
Economics of Czech Republic cont’d
S L I D E
S L I D E
6
7
S L I D E
S L I D E
8
9
S L I D E
S L I D E
10
11
S L I D E
S L I D E
12
14
67
Economics of Czech Republic cont’d
9-12 3-5
SMALL GROUP TASK: 1. Examine slides 2-6. You will have 3 minutes to analyze each slide and how it relates to the economy of Czech Republic. 2. After slide 6, make an inference about the state of Czech Republic’s economy. Discuss as a class. 3. Examine slides 7-12 and 14. You will have 3 minutes to analyze each slide and how it relates to the economy of Czech Republic. (Notes, R & D refers to Research and Development.) 4. After slide 12, make an inference about the state of Czech Republic’s economy. Discuss as a class. DISCUSSION QUESTIONS: 1. What are some barriers to developing stronger new industries in Czech Republic? Why? How do you know? 2. What kind of person would most likely lose an opportunity due to these barriers? 3. How will that affect Czech Republic’s economy? 4. What are some barriers to people being able to maintain stable jobs? Why are those barriers? 5. What kind of person will most likely lose an opportunity due to these barriers? 6. How will that affect Czech Republic’s economy? 7. What are some strengths of the Czech economy? 8. Who is most likely to benefit from these strengths? Work in your group to choose one area for improvement from the presentation. Create an action plan to address the chosen area and present your plan to the class as a storyboard.
68
9-12 3-5 Standards:
GEOGRAPHY WG 6, WG 18,WG 25, 26, 27, 33
Follow the directions below to complete the map. 1. Label and color all surrounding countries on the map. 2. Draw and label Vltava River, Elbe River, Ohre River, and Morava River 3. Draw and label the Carpathian Mountains, Ore Mountains, Sudetic Mountains, and Sumarva Mountains. 4. Put a star on and label Prague.
69
MAP ACTIVITIES:
GEOGRAPHY
9-12 3-5
Pass out “Fast Fact” cards groups of students. Have students read their fact and discuss how the fact was influenced by Czech Republic’s physical geography. Then have the groups meet with another group. Each takes turns reading their fact. When the group reads their fact the other must explain how that fact was influenced by Czech Republic’s physical geography. The first group with the card may either agree or disagree with the card. Groups may then switch. At the end of the activity, all facts are read aloud and class discusses openly discusses their insights. Students may use their maps for this activity. (Cut the “Fast Fact” cards below along the dotted lines.)
The population is fairly evenly distributed throughout the country.
In the 1930’s the Sudetenland, the western part of Czechoslovakia, became loyal to Germany which made the country vulnerable to attack in the upcoming war.
During the Austro-Hungarian Empire, Austria was given power over Czech Republic, (which was then Bohemia) and Hungary was given rule over Slovakia. (Which was then Moravia.)
There is evidence that people from Germanic tribes once lived in the area of Czech Republic.
The Protestant Reformation, which was popularized in Germany, is thought to have had its roots in the Hussite Wars in Bohemia in the 15th century.
The top languages spoken in Czech listed in order are; Czech, English, German, Slovak, Russian, Polish.
54% of the total area of Czech Republic is farmland.
In 1955 Czechoslovakia became a founding member of the Warsaw Pact along with the Soviet Union, Albania, Bulgaria, East Germany, Hungary, Poland, and Romania.
For a time Czech culture was overpowered by German language, religion and culture.
In 2010 Czech Republic was the 15th largest beer producer in the world. 70
9-12 3-5 Standards:
GEOGRAPHY WG 6, WG 18,WG 25, 26, 27, 33
Create charts comparing the United States and Czech Republic. Include the following data: • Region • Continent •
Land area
• Capital • Population, •
Urban population
• GDP •
Literacy rate
•
Infant Mortality Rate
•
Life Expectancy
•
Maternal Deaths
•
Human Development Index
•
Unemployment Rate
**Note, when doing research, it is important to make certain you are comparing data from the same year.
71
GOTHIC: Look for...
9-12 3-5
ARCHITECTURE
•
stone structures
•
large windows with tracery (intricate patterns around the border)
•
slim, clustered columns
•
pointed spires
•
elaborate sculptures
•
ribbed vaults
•
flying buttresses
•
pointed arch
•
tall, sweeping, upward, designs
Tower of Church of Our Lady Before Týn
Old Town Bridge Tower of the Charles Bridge
St. Vitus Cathedral
Look at the following pictures, turn and talk with your partner about which features are present in each picture and which features do you not see. In your opinion, which place best exemplifies Gothic architecture? Why? Which would you most like to visit? Why?
ROMANESQUE: Look for... •
stone structures
•
heavy columns, pediments, and pilasters
•
elaborate sculptures
•
barrel vaults
•
round arch
•
focus on order
Tower of Church of Our Lady Before Týn
Old Town Bridge Tower of the Charles Bridge
72
St. Vitus Cathedral
9-12 3-5
Architecture cont’d
Romanesque cont’d: Look at the Romanesque pictures on the previous page, turn and talk with your partner about which features are present in each picture and which features do you not see. In your opinion, which place best exemplifies Romanesque architecture? Why? Which would you most like to visit? Why?
BAROQUE: Look for... •
curved walls
•
ornate carvings
•
opulent use of color, often gilding
•
marble or faux finish
•
large scale ceiling frescoes
•
vaulted ceiling
• scrolls •
trompe l’oeil
Church of St. Nicholas
Olomouc Fountains
Queens Anne’s Summer Palace
Holy Trinity Column
Look at the pictures above, turn and talk with your partner about which features are present in each picture and which features do you not see. In your opinion, which place best exemplifies Baroque architecture? Why? Which would you most like to visit? Why?
CLASSICAL: Look for... •
Doric, Ionic, or Corinthian columns, often times full length
•
flat roofs
•
front may have reliefs or statues
• pediments • symmetrical •
clean, straight lines Kačina Chateau
Kynžvart Chateau
Look at the pictures above, turn and talk with your partner about which features are present in each picture and which features do you not see. In your opinion, which place best exemplifies Classical architecture? Why? Which would you most like to visit? Why?
73
9-12 3-5
Architecture cont’d ART NOUVEAU: Look for... •
terra cotta and tile work, particularly for the facades of fireplaces
•
iron work
•
leaded or stained glass
•
simple designs, sometimes featuring flowers and plants
Hotel Central
Hotel Europa
Central Station
Look at the pictures above, turn and talk with your partner about which features are present in each picture and which features do you not see. In your opinion, which place best exemplifies Art Nouveau architecture? Why? Which would you most like to visit? Why? Think about the lobby of Memphis’ Peabody Hotel (if you have ever visited,) this is a good example of Art Nouveau.
FUNCTIONALISM: Look for... •
low levels of ornamentation
•
prominent displays of raw materials like concrete, steel, glass, or wood
•
industrially produced elements
•
functional design over craftsmanship
Villa Tugendhat
Müller Villa
Hotel Slovan
Look at the pictures above, turn and talk with your partner about which features are present in each picture and which features do you not see. In your opinion, which place best exemplifies Functional architecture? Why? Which would you most like to visit? Why? DEBRIEF: Which style of architecture is most appealing to you? Why? What does the variety of architectural styles tell you about Czech Republic? How does studying these styles and viewing these examples shape your impression of Czech Republic? Is it a place you would like to visit? Why or why not?
74
9-12 3-5
CZECH LANGUAGE
Cut all 46 words out and continue to pg.XX for further instructions.
Ano (Ah-no)
Yes
Na shledanou
Dobrou doc
(Nah skledah-noh)
(Do-brooh nots)
Good-bye
Těší mě
Jak se máte?
Jak se máš?
(Tye-shee Mye)
(Tye-shee Mye)
(Yak seh mahsh)
Good night
Nice to meet you
How are you?
How are you?
Nerozumím
Promiňte
Děkuji
Prosím
(Neh-rozoo-meem)
(Promeenyuh teh)
(Dyekooyee)
(Proseem)
Kolik to stojí?
I don´t understand
Excuse me; Forgive me
Thank you.
Biftek
Ruby
Sýr
Chléb
Pivo
(Beef-tehk)
(Ree-bee)
(Seer)
(Khlehb)
(Pee-vo)
Steak
Fish
Cheese
Bread
Beer
Obchod
Policie
Nemocnice
Nádraží
Letiště
(Ob-khod)
(Poleetsee-eh)
(Neh-mots-nitseh)
(Nah-drazhyee)
(Leh-teesh-tyeh)
Shop
Police
Hospital
Train Station
Airport
(formal)
75
(formal)
(informal)
(Koleek toh stoyee) Please; You’re welcome. How much is it?
(
?
?
9-12 3-5
CZECH LANGUAGE Ne
Dobré ráno
Dobrý den
Ahoj, čau
Dobrý večer
(Neh)
(Do-breh rah-no)
(Do-bree Dehn)
(Ahoy, Chow)
(Do-bree veh-chehr)
No
Good Morning
Good Day
Mám se dobře
Jak se jmenujete?
Jmenuji se … (Yak seh ymenooyete)
(Mahm se do-breh)
(Yak seh ymenooyete)
I’m well
What is your name?
My name is...
(
(formal hello)
Hello/Good-bye Good Evening (informal)
Mluvíte anglicky?
Nemluvím česky
(Mloo-veeteh ahngleetskee)
(Neh-mloo-veem cheskee)
Do you speak English?
I don´t speak Czech.
Účet, prosím
Dobrou chuť
Na zdraví
Máte ... ?
Kuře
(Nah zdrah-vee)
(Mah-teh)
(Koorzyuheh)
(Oocheht, proseem)
(Do-brooh khutye)
Bill, please.
Bon appetite.
To your health (cheers)
Do you have...?
Chicken
(
(
(
(
Víno
Voda
Kde je…?
Toilet
Restaurace
(Vee-no)
(Vo-dah)
(Gdeh ye)
(Toh-ah-lehta)
(Rehs-tau-rahtseh)
Wine
Water
Where is the...?
Restroom
Restaurant
Pomoc!
Hoří
Zloděj
Ulice
(Po-mots)
(Horzyuhee)
(Zlo-dyeh)
Chci mluvit česky.
Help!
Fire!
Thief! 76
(Kh-tsee mloo-veet cheskee)
I want to speak Czech.
(Oo-leetseh)
Street
9-12 3-5
ACTIVITIES
Before starting activity make a list of all the languages that are spoken/ being studied in the room.
CZECH WORD policie
RELATED WORDS IN OTHER LANGUAGES English = police for small groups
SMALL GROUP ACTIVITY 1 Look at the words/ phrases on the cards and separate them into two groups. One group should consist of words or phrases that do not resemble any other word you know. The other group should consist of words that resemble words you have seen in other languages. For example, policie resembles the English word police, and biftek is the same as the French word biftek.) After you have completed your work as a group consolidate your findings with the class onto one large T chart with headings “Czech Word,” “Related Words in Other Languages.” Debrief: What languages did you find that are related to Czech? Do any of them seem more closely related to Czech than others? What makes you think so? Does English seem closely related to Czech? Why or why not?
SMALL GROUP ACTIVITY 2 Now put your cards in groups based on the context in which you would use them. You may create your own categories and you may have up to five categories. When you are finished, break into pairs and write a conversation using the words and phrases from the cards you have been given. You may supplement your conversation with up to three extra English phrases. Your conversation must include opportunities for each person to speak at least 3 times. When you are ready, perform your conversation for another set of partners. 77
CZECH CULTURE PROJECTS
9-12 3-5
CHOOSE ONE OF THE FOLLOWING PROJECTS: 1. Sweet Kolaches! These sweet treats can be filled with a fruit or traditional poppyseeds. If you like to bake, look for a Czech Kolaches recipe online. Then create a presentation of your project that includes pictures as well as a written explanation of the baking process. Then you can enjoy the fruit of your labor! 2. Before there was Rogue One or Guardians of the Galaxy, before there were computers or big budgets, there was Karel Zeman. Karel Zeman was an animator and film maker who used perspective and simple materials to create visual effects that would inspire the film makers that we watch today. Watch this film about Karel Zeman, though dated, it unravels the mystery behind Karel Zeman’s special effects Then create a short film, (at least 3 minutes long,) in which you replicate at least one of Zeman’s effects from the film. Write a report that includes which of Zeman’s effects you are attempting to replicate, how you plan to incorporate it into the film, and a summary of how the process went in your opinion. 3. Franz Kafka is one of Czech Republic’s most renown writer’s. Famous for “The Trial” and “Metamorphosis” as well as several other works, Kafka lived and studied in Prague. Choose one of Kafka’s books to read and write a summary. Include how you can see living in Czech Republic in the late 19th and early 20th century influenced Kafka’s writing. 4. Selling cigarettes changed Alfons Mucha’s life. The advertisement he created for JOB Cigarette Company is still famous today. Read about it at . Complete a copy of the “Poster Analysis Worksheet” at . Then examine his style and try to copy one of his drawings or a portion of one of his drawings, or create your own drawing in the style of Alfons Mucha. Write about your experience. Why did you choose to do this project? What did you choose to draw? Was it difficult or easy? You can also find coloring sheets of Alfons Mucha’s work at .
78
9-12 3-5
RESOURCES & ANSWERS TO QUIZZES/ACTIVITIES
ANSWER KEY
Geography Now!: 1.) Bohemia, Moravia, Silesia 2.) Central Europe 3.) Czechia 4.) Brno, and Ostrava 5.) The Narnia movies 6.) The borders are mostly mountain ranges with the interior being farmlands and small hills. 7.) beer 8.) mushrooming 9.) automotive 10.) Polish and Slovak 11.) hockey 12.) Slovakia History of Czech Republic: Answers vary. Economics of Czech Republic: 1.) There is limited investment in new industries because there is not much investment in research and development and businesses are not using advances made in science to grow. 2.) People who have new ideas, scientists, innovative people. 3.) Czech economy will be limited by what it already produces, it may also be surpassed by other economies that are willing to take more innovative approaches. 4.) Jobs do not accommodate family needs so they may lose their job or have to quit to take care of family. Many people are not well matched to their job by skill level so they may not be able to maintain the job for long. 5.) Parents may lose opportunities, also, those who are very poorly educated or very well educated tend to lose opportunities due to skill mismatches. 6.) The economy loses productivity when its workers are not well suited to their jobs. 7.) The economy is growing, there is a low unemployment rate, income is relatively equally distributed, there is a low government debt, and Czechs have an overall sense of well-being. 8.) Since wealth is equally distributed, it many people would benefit. SOURCES: https://unlockinglifescode.org/node/976 http://www.blinn.edu/socialscience/LDThomas/Feldman/Handouts/0203hand.htm http://www.pbs.org/wgbh/evolution/library/06/1/l_061_01.html http://www.theartstory.org/movement-art-nouveau.htm http://www.theartstory.org/movement-art-nouveau.htm http://artnouveau.pagesperso-orange.fr/en/villes/prague.htm http://www.czechtourism.com/a/architecture/ http://www.czlingua.cz/en/cj_fraze http://countrystudies.us/czech-republic/ http://www.nationsencyclopedia.com/Europe/Czech-Republic-HISTORY.html http://www.mzv.cz/tripoli/en/general_information_about_the_czech/history/index.html OECD/ Fall, Falilou; Lewis, Christine, 2016, “Economic Survey of Czech Republic 2016, ”OECD Publishing, Paris. http:// www.oecd.org/eco/surveys/economic-survey-czech-republic.htm http://www.muchafoundation.org/about/official-statement-regarding-the-ongoing-slav-epic-exhibition-tour http://artwatchinternational.org/articles/muchas-slav-epic-on-tour https://www.nytimes.com/2017/01/06/arts/design/alphonse-mucha-slav-epic.html?_r=1 http://theartnewspaper.com/news/news/mucha-heir-sues-prague-to-halt-asian-tour-of-slav-epic/ http://www.muchafoundation.org/gallery/themes/theme/slav-epic http://www.bbc.com/travel/europe/czech-republic/prague http://www.unitedfilm.cz/unitedvision/index.php/en/articles/item/497-paul-wells-guys-like-spielberg-or-lucasliked-and-were-inspired-by-karel-zeman http://www.theartstory.org/artist-mucha-alphonse.htm https://www.youtube.com/watch?v=2DQv04Ku2kg http://www.muchafoundation.org/gallery/colour-your-own-mucha https://www.archives.gov/files/education/lessons/worksheets/poster_analysis_worksheet.pdf 79
EDUCATION PROGRAMS
INFO 3-5
ABOUT MEMPHIS IN MAY EDUCATION PROGRAMS Your study and exploration of the Czech Republic continues past the pages of this curriculum guide. Each year, Memphis in May produces many educational and cultural events and contests to showcase its honored country. Throughout the year, Memphis in May offers contests, exhibits, performances and other educational opportunities for teachers and students to learn all about the Czech Republic. Additional information about each, as well as deadlines, is available at www.memphisinmay.org/honoredcountry/for-educators/. All programs are subject to change or modification.
Introducing the Official Microsoft Memphis in May International Classroom Program Make Your Classroom the Official Microsoft Memphis in May International Classroom Why should you become a Memphis in May International Classroom? International awareness is at the core of Memphis in May International Festival’s commitment to the education of the Mid-South community. Memphis in May’s goal: by the time a student graduates from high school, they will have had the opportunity to experience the customs and cultures of 12 different countries from around the world. Help us achieve that goal by starting in your classroom! Participation is simple! Just incorporate a combination of Memphis in May resources into your classroom. It is very east to get started. Register online now! Visit www.memphisinmay.org/honored-country/foreducators/ for details.
BlueCross BlueShield World Cargo Crates “The Heart of Europe” is sending a bit of its own culture straight to your classroom! Each year, Memphis in May receives an international shipment from its honored country. The festival loads the goods into five different “World Cargo Crates” designed to be transported to Memphis area schools. “World Cargo Crates” are loaded with educational items, cultural items, historical items, games, musical instruments, costumes, handicrafts, and more, as well as a description of each item and its significance to Czech culture. Your school can reserve a crate free of charge for a one-week period so that classrooms throughout your school will have the chance to explore the crate. The Memphis in May “World Cargo Crates” are available for reservation for dates between January and May, 2018. To reserve a crate for your school, or for more information, please email
[email protected]. One week per school, please. The crate will be delivered to your school before 12 noon Monday morning, and picked up the following Monday by 10:00 a.m., courtesy of Blue Sky Couriers.
International Teachers’ Conference Mark Saturday, February 24, 2018 on your calendar! “Memphis in May International Teachers’ ConferenceBringing International Culture to Every Classroom” provides teachers with information on how to utilize international studies to enhance their curriculum. Teachers will gain hands-on knowledge needed to educate students about the culture and history of the honored country of the Czech Republic. Applications, additional details, deadline information, program changes and frequent education opportunity updates are available online at www.memphisinmay.org/honored-country/for-educators/ 80
INFO 3-5
EDUCATION PROGRAMS
EDUCATION CONTESTS This year we are making it easier to sign up for our programs and integrate Memphis in May Curriculum into your classroom activities. Memphis in May provides easy to use resources to enable teachers to integrate education about the honored country into your classroom. Memphis in May will recognize teachers that utilize these resources during the year as an Official Memphis in May International Classroom. A minimum level of participation is required. Visit www.memphisinmay.org/ honored-country/for-educators/ for details.
Become the Official Microsoft Memphis in May International Classroom Program Classroom Competition/ Grades K-12 Teachers, you can win $1,000 just by incorporating the honored country of the Czech Republic into your classroom. Involve the students in your classroom or grade level in classroom decorations and activities with a theme based on this exciting country. Fill your classroom (and your students’ minds) with images of Czech culture. Visit www.memphisinmay.org/honored-country/for-educators/ for details. Entries must be received by Friday, May 11, 2018 at 5:00pm.
Sedgwick CMS International Teacher Competition Teacher Competition / Grades K - 12 Now teachers have the chance to win alongside their students! Whether you always celebrate the honored country with Memphis in May, or whether you are considering incorporating Memphis in May into your classroom for the first time, this competition is for you. Memphis in May will recognize the teachers with the most outstanding “global classrooms,” teachers who utilize international programming to supplement their curriculum and introduce a foreign culture to their students. Sign up for and participate in one or more of Memphis in May’s education programs and events, complying with all the guidelines for that program. Participate in as many of the programs and events as possible to increase the international appeal of your classroom. Entries will not be judged solely on the quantity of Memphis in May activities, but rather the main criteria will be the educational impact, creative use of curriculum, and quality of the learning and educational activities in the classroom. Downloadable entry forms are available on the Memphis in May website at www.memphisinmay.org. Entries must be received by Friday, May 11, 2018 at 5:00pm.
Creative Writing Contest Grades 4 - 12 The Memphis in May Creative Writing Contest promotes literary creativity and allows students to incorporate what they have learned about the Memphis in May honored country through the written word. 81
EDUCATION PROGRAMS
INFO 3-5
Creative Writing Contest entries can include any type of literary work, fiction or non- fiction, including but not limited to poems, essays, short stories, plays, narratives, scripts and biographies. First, second and third place winners will be chosen in three grade categories (Upper Elementary - 4th & 5th grades, Middle - 6th - 8th grades, High - 9th 12th grades). The competition is open to students attending any public, private or home school within the Shelby County area. Each entry must be submitted with a completed Creative Writing Contest entry form (typed or printed only). Downloadable entry forms are available on the Memphis in May website at www.memphisinmay.org (subject to change, check website for any updates). Entries must be received by Friday, March 23, 2018 at 5:00 p.m. Entries must be submitted to the Memphis in May International Festival offices at 56 S. Front Street, Memphis, TN 38103.
International Paper Children’s Poster Competition Grades K - 6 The 2018 International Paper Children’s Poster Competition promotes the creative artistry of students in grades K-6. Patterned after the Memphis in May Fine Arts Poster Program, the student’s work must depict some aspect of the honored country of the Czech Republic through the medium of drawing and coloring. One student will become the Grand Prize winner and their work depicting the Czech Republic, its beauty and its culture, will then be printed and sold by Memphis in May as the 2018 International Paper Children’s Poster. Since there will be a limited number of signed and numbered prints created, this lucky young artist’s poster has the potential of becoming a unique collector’s item. The Grand Prize winner will sign and number 100 of the prints. First, second and third prize winners will also be recognized in various grade divisions. All artwork must be designed and executed by the student. Downloadable entry forms are available on the Memphis in May website at www.memphisinmay.org. Entries must be received by Friday, March 23, 2018 at 5:00 p.m. Entries must be submitted to the Memphis in May International Festival offices at 56 S. Front Street, Memphis, TN 38103.
PowerPoint Competition Grades 9 – 12 This competition promotes design creativity and allows students to incorporate what they have learned about the Czech Republic through overall presentation, graphic design, and written word. Students have a chance to create unique presentations illustrating the honored country’s history, geography, people, language, food, art, music and dance. This competition is a wonderful tool to get students acquainted with PowerPoint, an important program in the business world. As an additional activity, teachers may also opt to have students present in front of the class, giving them valuable practice in communication skills, all while exposing them to international history and culture. This competition is open to all high school students attending public, private, or home school within the Shelby County area. First, second, and third place prizes will be awarded. Downloadable entry forms are available on the Memphis in May website at www.memphisinmay.org. Entries must be received by Friday, March 23, 2018 at 5:00 p.m. All entries must be submitted to the Memphis in May offices at 56 S. Front Street, Memphis, TN 38103. 82
INFO 3-5
EDUCATION PROGRAMS
Blue Cross Blue Shield World Cargo Crate Photo Contest The World Cargo Crate Photo Contest encourages teachers to use their cameras to capture special moments in their classrooms. The photographic entries portray special “learning moments” between the students, their teachers, and the unique items from the honored country. As most of these items are foreign to the students, their reactions of interest, surprise, and curiosity are clearly visible in the photos. The winning teacher receives a Memphis in May prize package for their classroom and the privilege of being the first to reserve the World Cargo Crate for the upcoming school year. The winning teachers and students also get to see their pictures displayed on the Memphis in May website as “the face” of the World Cargo Crate for the next year. Up to 5 photos may be submitted per entry, along with the teacher’s name and title, school name, school address, school phone number, and teacher’s email address. Entries must be received by Friday, May 18, 2018 at 5:00 p.m. Entries must be digital and may be submitted by email or on a CD to 56 S. Front Street, Memphis, TN 38103. For more information, see Memphis in May’s website at www.memphisinmay.org or contact
[email protected] with any questions.
Exhibitions & Field Trip Opportunities Each year Memphis in May International Festival plans cultural exhibitions and performances involving art, artifacts, speakers and performers from the honored country. In 2018, teachers and students can expect many opportunities to explore the beauty, culture and history of the Czech Republic. Many exhibits and performances offer great opportunities for classroom field trips. As the festival approaches, regularly visit the Memphis in May International Festival’s website at www.memphisinmay.org for updates on exhibitions, field trip opportunities and additional educational materials. You may also call 525-4611, ext. 108, and request that you be placed on an education email list to be notified of any opportunities throughout the year.
Need a Curriculum Guide of Your Own? We teach students to share, but for your own copy of this Curriculum Guide, visit the Memphis in May website at www.memphisinmay.org. This entire Curriculum Guide about the Czech Republic is available on-line in a downloadable PDF format, so you can print your own Curriculum Guide copy for free!
Finding a Cool Crew of Czechs Right Here in Memphis Memphis is known for its cultural diversity, and that includes a great number of Czech citizens right here in our community. The Memphis in May International Festival works closely with citizens from our honored countries in order to offer the greatest resources to our students and teachers. Many times, these citizens are available to speak to your class, make presentations to local community groups, or just answer a few questions on the phone. They also often have access to unique items from the honored country to share with you and your students. If you are a current or former Czech Republic citizen, or if you are seeking contacts with any local Czechs who might be willing to assist in your teaching of this year’s honored country, simply send us an email at
[email protected]. 83
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Websites, Reading & Resources With fifteen centuries of history, and thousands of castles, it’s hard to fit a country as culturally rich as the Czech Republic into just 84 pages. Below are many useful books and websites which can help your students locate additional information for many of the educational assignments throughout this curriculum guide. These resources will also help them explore many more fascinating aspects of the Czech Republic. Teachers may also want to utilize the Internet to reach out to other schools in the Czech Republic to establish communication between their classroom and a similar classroom in that country. Your students could even reach out to like-aged students in the Czech Republic via Twitter or Facebook, and establish a web-pal program!
Books • Countries of the World: Czech Republic by Lindy Roux • Cultures of the World: Czech Republic by Efstathia Sioras • Czech Republic in Pictures by Stacy Taus-Bolstad • Golem by David Wiseniewski • The Wall by Peter Sis
Websites Embassy of the Czech Republic in Washington DC - http://www.mzv.cz/washington/ Lonely Planet Travel Site: Czech Republic- https://www.lonelyplanet.com/czech-republic Nations Online - http://www.nationsonline.org/oneworld/czech_republic.htm CIA World Factbook - https://www.cia.gov/library/publications/the-world-factbook/geos/ez.html
Questions? Every year, Memphis in May receives important questions from teachers about the honored country. This year, teachers might need a little help with their Czech for their study of this bilingual nation, or learning to tell the difference between Bohemia and Moravia. Each year, Memphis in May strives to identify local citizens who are native to the festival’s honored country. These citizens are often available to answer teachers’ questions, and sometimes are available for classroom visits. Memphis in May also organizes a speaker’s bureau which offers presentations to schools and civic organizations. Requests can be made by calling 525-4611 or by emailing
[email protected].
JOIN THE MEMPHIS IN MAY EDUCATION EMAIL LIST! Receive Information and applications as soon as they become available. To join the list, simply email
[email protected]!
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www.memphisinmay.org James L. Holt - President & CEO Kristen Wright - 2018 Board Chair
