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The Thinking Girl’s Treasury of Real Princesses

Teacher's Resource

Series written by Shirin Yim Bridges Series includes: Hatshepsut of Egypt, 1500 BC Artemisia of Caria, 500 BC Sorghaghtani of Mongolia, 1200 AD Qutlugh Terkan Khatun, 1300 AD Isabella of Castile, 1400 AD Nur Jahan of India, 1600 AD

Resource written by Lisa Willman

Table of Contents Series and Standards at a Glance…………………………………………… 2 Extension Activities for All Six Books………………………………………… 4 General Study Guide for All Six Books……………………………………… 8 Timeline Activity Sheet for All Six Books……………………………………

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Cause and Effect Activity Sheet for All Six Books…………………………… 10 Hatshepsut of Egypt, 1500 BC Teacher Resources……………………………………………………………… 12 Student Activity Page……………………………………………………………

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Artemisia of Caria, 500 BC Teacher Resources………………………………………………………………. 16 Student Activity Page……………………………………………………………

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Sorghaghtani of Mongolia, 1200 AD Teacher Resources……………………………………………………………… 20 Student Activity Page……………………………………………………………

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Qutlugh Terkan Khatun, 1300 AD Teacher Resources……………………………………………………………… 24 Student Activity Page……………………………………………………………

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Isabella of Castile, 1400 AD Teacher Resources……………………………………………………………… 28 Student Activity Page……………………………………………………………

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Nur Jahan of India, 1600 AD Teacher Resources……………………………………………………………… 32 Student Activity Page……………………………………………………………

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About Goosebottom Books……………………………………………. Back cover

www.goosebottombooks.com

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Series and Standards at a Glance Specific Standards Met by Each Book

Source: History-Social Science Content Standards for California Public Schools, Kindergarten to Grade Twelve, Adopted by the California State Board of Education, October 1998.

Hatshepsut of Egypt Egypt’s first female pharaoh, around 1500 BC 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.

Artemisia of Caria 2

Queen and admiral in Ancient Greek World, around 500 BC 6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.

Sorghaghtani of Mongolia A matriarch in Genghis Khan’s Golden Family, around 1200 AD 6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.

Qutlugh Terkan Khatun of Kirman Ruler of a region of Persia (today’s Iran), around 1250 AD 7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.

Isabella of Castile Queen of Spain, financed Christopher Columbus, reigned 1474-1504 AD 5.2 Students trace the routes of early explorers and describe the early explorations of the Americas. 7.9 Students analyze the historical developments of the Reformation. 7.11 Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).

Nur Jahan of India Ruled Moghul Empire from behind the screen, from 1611-1627 AD 6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.

Historical and Social Sciences Analysis Skills, Grades 6-8, Supported by Series


Chronological and Spatial Thinking

1. Students explain how major events are related to one another in time.

2. Students construct various timelines of key events, people, and periods of the historical era they

are studying.

3. Students use a variety of maps and documents to identify physical and cultural features of

neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion

and disintegration of empires, and the growth of economic systems.

Research, Evidence, and Point of View

1. Students frame questions that can be answered by historical study and research.

2. Students distinguish fact from opinion in historical narratives and stories.

3. Students distinguish relevant from irrelevant information, essential from incidental nformation, and

verifiable from unverifiable information in historical narratives and stories.

4. Students assess the credibility of primary and secondary sources and draw sound conclusions

from them.

5. Students detect the different historical points of view on historical events and determine the context in

which the historical statements were made (the questions asked, sources used, author’s perspectives).

Historical Interpretation

1. Students explain the central issues and problems from the past, placing people and events in a matrix

of time and place.

2. Students understand and distinguish cause, effect, sequence, and correlation in historical events,

including the long- and short-term causal relations.

3. Students explain the sources of historical continuity and how the combination of ideas and events

explains the emergence of new patterns.

4. Students recognize the role of chance, oversight, and error in history.

5. Students recognize that interpretations of history are subject to change

as new information is uncovered.

6. Students interpret basic indicators of economic performance and

conduct cost-benefit analyses of economic and political issues.


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Extension Activities for All Six Books Activities can be used with any of the books in the series, or all six at the same time! Reading Activities Study Guide

Use the study guide provided with any of the books in the series. All of your students

can be working on the same book, or they can each be reading a different book in

the series.

Comparison Study of Two Women 4

Have students read two of the books in the series and complete a Venn diagram of the

main characteristics of the two women. Some questions to pose to the class might be:

What traits did these two women have in common? What were the differences between

them? How did each rise to power? How wide was their scope of power? What was

expected of women in those times?

Writing Activities Fairy Tales

The author wanted to focus on women in history who were strong, independent, smart,

and who affected the course of their country’s history. After reading several books in the

Thinking Girl’s series, ask students to read a number of different versions of fairy tales.

Focus on fairy tales with princesses—Cinderella, Sleeping Beauty, Beauty and the Beast,

Snow White. Find books told from a different country (for example, Yeh-Shen, A

Cinderella Story from China retold by Ai-Ling Louie), retellings in specific settings (The

Salmon Princess: An Alaska Cinderella Story by Mindy Dwyer), as well as modern and

humorous versions of the story.

— Write a fairy tale using a real historical princess

Assign students to write their own fairy tale using the characters and setting of the

Thinking Girl’s series. They should use the original fairy tale as the base, but incorporate

the main characters and setting from a Thinking Girl’s book.

— Rewrite classic fairy tales to reflect modern, empowered women

Assign students to rewrite a classic fairy tale by empowering the main character to take

charge of her own destiny. What happens when Cinderella doesn’t wait for her Fairy

Godmother to save her?

Social Studies Activities Map It!

Give each student a blank world map. In one color, ask them to shade in and label the

empire/kingdom/area where the story they are reading takes place. In another color,

draw and label modern day countries and boundaries. Next, have student locate and

record major geographic features, such as mountains, rivers, oceans, and seas. Finally,

they should identify the modern day capital cities, as well as other major cities.

Timeline

Use the activity sheet to have students construct a timeline for the main character’s

lifetime. Depending on the princess, students may not be able to include exact dates on

the timeline. Instead, emphasize the listing of major life events in chronological order.

In addition, ask them to include on their timeline events happening in other parts of the

world. Students may want to illustrate their timeline.

Cause and Effect

Use the activity sheet to determine the causes of major events in the princess’s life.

Empha size to students that there usually is more than one reason behind events in

history. Use the book for research, as well as other sources about the history of the time.

Expert Research Groups

Split students into groups of three or four. Assign each group one of the books in the

series. Each group will become experts on the princess of their book, as well as the

time period in which she lived. Some questions to research: What were some of the

central issues and problems from that era in history? Who were important leaders and

people of that time? What was happening in other parts of the world? How did the

princess rise to power? How were women treated or regarded during that time?

Then ask groups to create a final project or presentation to teach the class about their

person and her time period in history. Projects might include making a poster, creating a

PowerPoint presentation, writing a play, or developing brochures to advertise that time in

history. Encourage students to dress up in the traditional clothes of the era during

their presentation.


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Social Studies Activities, Continued Analyzing the Text

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The books in this series might be categorized as historical narrative. In order to tell

a story about a real person in history the author took some liberties to round out the

person and to make her story come alive. The author may have added details that

can’t be verified, but instead are used to create a picture of a real human in history

that readers can relate to.

Students should learn to distinguish between verifiable and unverifiable information

and understand the author’s purpose in using both types of information. After reading

one of the books, ask students to create two columns in their notebook. Label one

column “verifiable facts,” and the other column “unverifiable information.” Ask students

to analyze the text, find examples from the book, and cite them in their notebooks.

Point out that, even in one sentence, there may be examples of both types

of information.

For example, from Qutlugh Terkan Khatun of Kirman:

When she was just a young girl, Halal Khatun was captured in such a raid—torn

away from her family to the screams of horses and the pounding of hoofbeats.

(The rest of her family must have suffered a similar or worse fate, for she was never

to hear from them again.)

VERIFIABLE: Halal Khatun was captured in a raid as a young girl. She was taken

from her family. She never heard from her family again.

UNVERIFIABLE: At the raid, there were screams of horses and pounding of hoofbeats.

The rest of the family suffered a similar or worse fate.

Social Studies Activities, Continued Fashion Show

Each book includes a section about the clothing of the

era. Ask students to organize a historical fashion show.

Assign each group a different princess in history. Starting

with the information presented in the book, they should

research the fashions from that time in history and that part

of the world.

At the start of this project pose some questions to

the class: What did women wear? What did men

wear? How differently would the ruling class have

dressed than the rest of society? How did the

geography and climate affect clothing choices?

What materials were used for clothing?

During the fashion show, while students model their

designer clothes, a moderator explains what the model

is wearing and the history behind the outfit. (Be careful if

any girls want to dress up in the revealing pharaoh’s outfit!)

A Banquet Fit for a Queen

Invite students to create a meal or dish from the book they are reading. Each woman’s

diet was dependant on the geography of the land, so ask students to present to the class

a poster of the physical features, natural resources and climate of the princess’s kingdom.

Some questions to ask: What foods did she eat? How would it have been different if she

didn’t live in wealth? What were staples of the time? What were considered delicacies?

How was her diet similar and different to what is eaten in that part of the world today?

How did trade with other countries affect her diet?


The Thinking Girl’s Treasury of Real Princesses Study Guide NAME

BOOK

Answer the following questions on a separate sheet of paper in complete sentences: 1. Sketch a map of where the princess lived. Include major geographic features. Label the

countries or kingdoms that bordered her land.

2. Describe the historical time period in which the princess lived. 8 3. List ten important facts about the princess. 4. What character traits would you use to describe this princess? Why? Use examples from

the book to support your answer.

5. Discuss her relationship with men. What was expected of her? Did she meet these

expectations? How was she different? Use examples from the book to support your

answer.

6. Explain how the princess rose to power. What obstacles did she face? How did she

overcome them?

7. Choose an action of the princess. Do you agree with what she did? What were the

consequences of the action?

8. If you were able to interview the princess, but could only ask her five questions, what

would they be? Why?

9. What is your opinion of the princess? Explain with details from the book. 10. Summarize the princess’s story. Explain what happened in her life in the same way you

would tell a friend about someone you had just met.


The Thinking Girl’s Treasury of Real Princesses Timeline Activity Sheet NAME

BOOK

Directions: 1. List ten major experiences in the princess’s life.

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2. Research the historical era in which she lived. Find four key events that happened

during her lifetime. These could include things that happened in her country or

throughout the world.

3. Who were other important historical people throughout the world during that period? 4. On a separate piece of paper, create a timeline showing the 14 events

you’ve identified.


The Thinking Girl’s Treasury of Real Princesses Cause and Effect Activity Sheet NAME

BOOK

Cause and effect is a tricky thing in history. Sometimes there is one main cause for an event, but more often there are many causes behind why something happened. Directions: List ten events from the princess’s life (the effects). Determine the cause of each effect.

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CAUSE(S)

Event #1

Event #2

Event #3

Event #4

Event #5

Event #6

Event #7

Event #8

Event #9

Event #10


EFFECT

Notes

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Hatshepsut of Egypt Egypt’s first female pharaoh, around 1500 BC Standard 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush. Source: History-Social Science Content Standards for California Public Schools, Kindergarten to Grade Twelve, Adopted by the California State Board of Education, October 1998.

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Summary As she was growing up, Hatshepsut’s father taught her many things about running a large country. When her two brothers died, there was no one to inherit the country—no one believed it to be a woman’s job. So Hatshepsut was married off to a half-brother so that he could inherit the crown. After her brother/husband’s death she was recognized as Regent; her husband had left only a young son by another wife to inherit the throne. Two years later she was declared Pharaoh, King of Egypt; the first woman to ever have been declared Pharaoh. She was famous for establishing trade relations with many countries and acquiring great wealth for Egypt. She reigned for 22 years, jointly with her stepson. But after her death, her name was mysteriously deleted from the records.

Key Vocabulary

accumulate

expedition

kilt

plague

architecture

famine

luxury

regent

canopic

fertile

monument

supreme

conservative

headdress

mummies

surplus

dynasty

hieroglyphs

pharaoh

uraeus

Extension Activities Egyptian Geography

Ask students to map Egypt and the

surrounding countries. Then have them

fill in the physical features in and around

the area. Using these maps, explore with the class how Egypt’s geography played a key

role in maintaining its sovereignty for centuries, allowing the country to develop a strong

and unified culture. Focus the students’ attention on the cataracts of the Nile, the desert to

the east, and the Mediterranean Sea as a northern border when sailing was treacherous.

The Importance of an Outfit

Hatshepsut made it very clear that she was Pharaoh and not just Queen by dressing in

Pharaoh’s clothing, a traditionally male outfit, to symbolize her supreme power. Using the

activity sheet templates, have your students create Hatshepsut paper dolls.

Discuss the fact that in Egypt, many of the individual items a pharaoh or a queen wore

had symbolic significance behind them. Ask students to research and report on such

things as the pharaoh’s metal beard, the hook and flail, as well as the vulture headdress

and ankh of the queen.

Point out that many of the things we wear today, and how we wear them, are symbolic.

For example: a ring worn on a specific finger of the left hand shows that the person is

married. Ask students: Is what we wear important today? How is clothing used to signify

a person’s station in life or profession? How does a person in a leadership role today

dress to signify that they are in power? What is symbolized by ties, crowns, and bridal veils?

Using Drawings to Tell Her Story

In Egypt many stories were told using wall paintings. Give students a big sheet of

construction paper. Challenge them to depict the life of Hatshepsut using only drawings.

Using Hieroglyphs

Hieroglyphs were the picture script that Egyptians used. Direct students to a glyphs

translator like http://ngm.nationalgeographic.com/ngm/egypt/index.html. Have students

write a letter or story using hieroglyphs. Or ask them to create their own picture code for

each letter or sound of the alphabet.


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The Thinking Girl’s Treasury of Real Princesses Hatshepsut of Egypt: The Importance of an Outfit NAME To make it very clear that Hatshepsut was Pharaoh and not just Queen she dressed in the Pharaoh’s clothing, a traditionally male outfit, to symbolize her supreme power. Answer the following questions: 1. What were the key symbols of a Pharaoh? 14 2. What were the key symbols of a Queen?

3. Choose one item from the Pharaoh’s outfit and research the symbolism behind that item. Write a paragraph describing what you learned.

4. Are there differences between what men and women in leadership positions wear today?


The Thinking Girl’s Treasury of Real Princesses Hatshepsut of Egypt: The Importance of an Outfit NAME Create clothing for the paper doll of Hatshepsut, using the templates attached. One is an outfit that she would have worn as Queen, and the other what she would have worn on important occasions as Pharaoh.

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Artemisia of Caria Queen and admiral in Ancient Greek World, around 500 BC Standard 6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece. Source: History-Social Science Content Standards for California Public Schools, Kindergarten to Grade Twelve, Adopted by the California State Board of Education, October 1998.

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Summary Artemisia was born to a world where women had very limited lives. They might only be allowed to leave the house to draw water from the public fountain or to attend religious festivals. Nothing is known about Artemisia’s young life, but one can only assume that her upbringing was radically different from that of other girls because she learned to sail great warships, lead a navy into battle, and speak her mind among men. As Queen of Caria, she fought on the side of the Persian Great King, Xerxes, during the Greco-Persian Wars, prompting him to declare “my men have become women, and my women men.”

Key Vocabulary

absorbed

conquer

flotsam

squadron

admiral

domain

helm

submissive

allies

elite

obedient

superstition

annex

empire

philosopher

tunic

battering ram

fleet

regnant

warship

Extension Activities Mapping and Researching the Ancient Greek World

Ask students to identify and color in the states of the Ancient Greek World. Students

should then research what kind of trade and commerce were common in this region.

Some questions for discussion: How might their city-states have developed differently if

they had been one big landmass? How did the Aegean Sea and the Mediterranean

Sea affect their life—their businesses, food, transportation and activities? How did this

area develop differently than other areas, like Mongolia, because of its reliance on

water to reach other people?

Defining and Comparing Political Systems

When it comes to political development, the Greco-Persian wars are often perceived

as wars between democracy and tyranny. The Greek states that held out against the

autocracy of Xerxes were by and large the democratic cities, and were led by two very

different versions of democracy: that of Sparta and Athens. Ask students to find the

definitions of political systems in the Ancient Greek World, such as tyranny, oligarchy,

democracy, diarchy, and democracy. Compare and contrast the various political systems.

Create a Three-Dimensional Model of a Trireme

In the sea battles of the Persian wars, deadly and

fast warships, triremes, were used. Ask students

to research these massive vessels. After they learn

about the specifics for this boat—including having

a bronze battering ram and over 200 oars—ask

them to create a three-dimensional model of the

ship. As a class, you may want to brainstorm

materials to use to create the ship—wood,

interlocking blocks, or milk cartons. Or just see what

creative materials students use on their own.


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Extension Activities, Continued Article, Searching for a Sunken Trireme

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Print and copy the study guide opposite, and the article “Vast and Deadly Fleets May

Yield Secrets at Last” by William J. Broad, The New York Times, April 20, 2004.

http://www.nytimes.com/learning/teachers/featured_articles/20040420tuesday.html

Experts have tried to replicate triremes, the great warships, but do not believe they have

it right, since the ancient ships moved so fast and were extremely steady in naval

battles. None of these warships have ever been found, and no one has found

documentation about how they were made. A team of Greek, Canadian, and American

experts are hoping to solve the many mysteries surrounding these ships by searching

the Aegean Sea for sunken triremes from the Persian War. This article would be a great

way to show how history from long ago intersects with our modern world. Use the study

guide provided to explore the article.

Underwater Recovery Unit

Check out The Learning Network, Teaching & Learning With The New York Times.

http://learning.blogs.nytimes.com/2004/04/20/a-sea-of-intrigue/

You’ll find an entire unit to extend the Broad article. The lesson, “A Sea of Intrigue,”

written by Priscilla Chan and Bridget Anderson, goes into more detail about sunken

ships and efforts to recover them. It provides links and resources for classroom research.

The Thinking Girl’s Treasury of Real Princesses Artemisia of Caria: Article Study Guide NAME Use this study guide with “Vast and Deadly Fleets May Yield Secrets at Last” by William J. Broad, The New York Times, April 20, 2004. Write your answers on a separate piece of paper. 1. What was a trireme? 2. Describe how the trireme was used in battle. 3. What kind of debate surrounds the trireme? 4. What do the experts hope to find from the sunken wreckages? 5. What are the challenges for this recovery team? 6. How is this project different for researchers than other marine archaeology finds? 7. Why did the Greek government give this project high priority? 8. What clues did researchers find that led them to believe they are on the right track? 9. Explain how the team goes about finding the sunken ships. 10. Summarize the main points in the article.


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Sorghaghtani of Mongolia A matriarch in Genghis Khan’s Golden Family, around 1200 AD Standard 6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China. Source: History-Social Science Content Standards for California Public Schools, Kindergarten to Grade Twelve, Adopted by the California State Board of Education, October 1998.

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Summary Sorghaghtani was married at the age of 10 or 11 to Tolui, a son of Genghis Khan, and bore four sons. When her husband was away conquering, she was left at home to conduct business with dignitaries and ambassadors. Upon her husband’s death she was made ruler of his lands—most of the Mongol homelands, plus the new appendage of China. She set about restoring the Chinese lands to their former wealth by working with the local officials, and taught her sons about governance and diplomacy. When the Golden Family turned against each other in a struggle over succession and power, her clever maneuvering had her eldest son proclaimed supreme ruler of the Mongols. Three of her four sons, Mongke, Kublai, and Arik-Boke, would all be named Great Khans. The fourth, Hulegu, would found his own dynasty, the Il-Khans of Persia.

Key Vocabulary

ambassador

conquest

earmark

sentry

ancestral

contiguous

ger

shrewdness

boycott

depose

imperial

territory

caravan

dignitary

legendary

tolerance

conqueror

downtrodden

nomadic

unified

Extension Activities Mapping the Expanding Mongol Empire

The Mongol Empire expanded in stages. It’s amazing to see how far the last ripples

of influence were felt after the miniscule beginnings. Use the activity sheet with your

students to map out the expansion of the Mongol empire.

— Locate where Genghis Khan started out. Point out that it’s as small as a pin-prick,

barely visible on a world map.

— Color where the borders of his empire were at the time of his death.

— Color in the territories awarded to and extended by each of his sons/grandsons.

— Finally, color in the territories that found their roots in this initial Mongol expansion:

The Moguls of India, the Mamluks in Egypt, and the Yuan Dynasty of China.

The End of the Empire

Ask students to research why the Mongol Empire expansion came to an end. Some cite

the Bubonic Plague as the reason for the downfall of the Mongol Empire. Some

argue that the Mongol armies were too dependent on their horses. Another theory is

that the expansion stopped because the ambition to expand was sated—each of the

princes had been allotted a huge piece of land and settled down to rule it; their gaze

turned inwards. Ask the students to defend the theory that they think

is most likely to be true.

The Role of Horses in the Mongol Empire

Horses played a big part in the expansion of the

Mongol Empire. Assign students to study the

use of the horse in this part of world history.

Some good research topics might be: How many

horses did each man have? What made the

Mongol war machine so far superior to all others

in its path? What were the limitations of

using horses?


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Additional Resources Lesson plan from ProTeacher: How did the Mongols Create a Great Land Empire?

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In this lesson from ProTeacher find three handouts:

— Map of the Mongol Empire in late 13th Century

— Selections from All the Khan’s Horses

— The Devil’s Horseman

http://www.proteacher.com/redirect.php?goto=2422

Students will be able to:

— Identify the extent of the Mongol Empire at the end of the 13th century

— Assess the role of horses, military strategy and weapons

— Analyze the impact of their pastoral lifestyle

The Valley of the Khans Project: Searching for the Lost Tomb of Genghis Khan

This website chronicles a team searching for the lost tomb of Genghis Khan using

modern digital tools.

http://valleyofthekhans.org/

The Thinking Girl’s Treasury of Real Princesses Sorghaghtani of Mongolia: Mapping the Mongol Empire NAME The Mongol Empire, at one time, was the largest empire of the world, but it wasn’t always that way. From small beginnings the empire grew and grew. Its expansion affected history throughout the world. Directions: Complete the map with the following information. Create a map key to go with your map. 23

1. Locate where Genghis Khan started out. Label it on the map. 2. Color the borders of his empire at the time of his death. 3. Shade in the territories awarded to and extended by each of his sons/grandsons.

— The Golden Horde

— The Great Khans

— The Chagatids

— The Il-Khanate

4. Color in the territories that had their roots in this initial Mongol expansion.

— Moghuls of India

— Mamluks of Egypt

— Yuan Dynasty of China


Qutlugh Terkan Khatun of Kirman Ruler of a region of Persia (today’s Iran), around 1250 AD Standard 7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages. Source: History-Social Science Content Standards for California Public Schools, Kindergarten to Grade Twelve, Adopted by the California State Board of Education, October 1998.

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Summary Qutlugh’s life started like a soap opera and ended like a fairy tale. Born in a time of war, she was captured by raiding armies, and sold in a slave market. So beautiful that she came to be seen by warring princes as a prize, she was repeatedly kidnapped. (Now comes the fairy tale part.) She eventually found herself in the arms of a prince, who made her his princess and shared with her the responsibilities of ruling Kirman. When he died she was asked by the people to continue to rule the land, a great mark of respect for her wisdom. She reigned for 26 years, and that time is still thought of as Kirman’s Golden Age. But most remarkable of all, she is remembered not just for her beauty and wisdom, but for her great compassion.

Key Vocabulary

bazaar

legendary

negotiate

rival

compassion

magistrate

overlords

seize

decree

mercy

possession

souk

execution

minaret

prosperity

turmoil

flee

mosque

raid

usurp

Extension Activities Mapping the Il-Khanate

The Il-Khanate was the private empire of Hulegu, Sorghaghtani’s son, and Qutlugh’s

overlord (although they became tied by marriage when their children married). On the

activity page provided, ask students to draw and label the Persian city-states before the

Il-Khanate – Kirman, Isfahan, Yazd. Then on the same map, have them superimpose

the outline of the Il-Khanate. In another color, show the borders of the Mongol Empire—

Hulegu acknowledged his brother, the Great Khan, as overlord. Finally, draw the borders

of modern Iran. This exercise demonstrates the continuity of a people through the

change of nations and political regimes.

Service Project

Qutlugh Terkan Khatun was well known for her compassion—both for people in her

country and even for her enemies. Assign the class to come up with a service project

that would benefit a group of people. For example, organizing a food or clothing drive;

volunteering at a community organization that needs volunteers; visiting the sick in

hospital, etc.

Building on Compassion

There are many people today who exhibit the same

compassion and kindness for others as did Qutlugh Terkan

Khatun. Brainstorm with your class modern-day people and

organizations who practice these humanitarian qualities. Write

biographies or reports about individuals you identify. Look into

organizations such as the Peace Corps, Amnesty International,

Operation Smile, the Red Cross, and Médecins Sans Frontières

(Doctors Without Borders).

Write Your Own Arabian Nights Tale

In order to save herself from being killed, a woman tells the king stories every night but

always stops at a cliffhanger so that he will want to hear the story continued the next

day. Ask students to write Qutlugh Terkan Khatun’s story as an Arabian Nights tale.

Explain that the first part of the story must end at a vital, key spot so that the listener

desperately wants to hear the ending. Then write the end of the story as part two.


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The Thinking Girl’s Treasury of Real Princesses Qutlugh Terkan Khatun of Kirman: Mapping the Il-Khanate NAME The Il-Khanate was the private empire of Hulegu, Sorghaghtani’s son, and Qutlugh’s overlord. To see how nations and political borders change throughout history, complete this activity page. Directions: Complete the map with the following information. Create a map key to go with your map. 1. Draw and label the Persian city-states before the Il-Khanate—Kirman, Isfahan, Yazd. 26

2. On this same map, in a different color draw the outline of the Il-Khanate. 3. In another color, draw the borders of the Mongol Empire. 4. In one more color, draw the borders of modern Iran.


Notes

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Isabella of Castile Queen of Spain, financed Christopher Columbus, reigned 1474-1504 AD Standards 5.2 Students trace the routes of early explorers and describe the exploration of the Americas. 7.9 Students analyze the historical developments of the Reformation. 7.11 Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason). 28


Summary When she was a teenager, Isabella was named heir to Castile, second only to the king, her half-brother, Henry. Her dream was to unite the Kingdoms of Castile and Aragon into a unified Spain. She negotiated a secret contract with Ferdinand of Aragon and married him without the king’s permission, under an agreement that the two would rule Castile, 50:50. Their reign would be thought of as Spain’s Golden Age, not least because Isabella chose to back Columbus in his voyages, gaining Spain an empire, and making it the richest country in the western world. Key Vocabulary

alliance

counselors

heir

reconquest

civil war

disgruntled

inheritance

reign

conquest

exiled

negotiated

remote

conquistador

expedition

overthrow

revolutionary

coronation

finance

pawn

unified

Extension Activities Writing a Persuasive Letter

Assign students to write a persuasive letter to Queen Isabella as if they were

Christopher Columbus trying to convince the queen to finance his trip to reach the

Indies. Some questions to get students thinking: What would he include in the letter?

What things were important to Isabella? What might sway her into agreeing that this

was a good opportunity, when many other people had already turned Columbus

down? What might Columbus have argued that he could do for Spain?

Essay—Right or Wrong

In the book the author writes, “…what’s right or wrong can be a complex decision for

princesses.” Isabella made many decisions that had both short- and long-term effects

on her country and its people, as well as people around the world.

Ask students to study one of the monumental decisions that she made—driving out the

Moors in Grenada to reunite Spain, the Spanish Inquisition, financing risky explorations,

the Spanish conquest of the Americas. Then have them write an essay about it,

explaining the causes and effects of the decision. Some questions to ask: Was she right

or wrong in her decision? How might history have changed

had she decided a different way?

Moving Food Around the World

The explorers had a great effect on the food we eat today.

Many of the foods that we associate with certain countries

would never have made it to that country without the explorers

bringing trade back and forth between countries and continents.

Using the activity sheet, ask students to research the origins of

food sources around the world.

Identifying Explorers and Tracing their Routes

Use the activity sheet provided with a map of the world. Ask students to identify the

main explorers during the Age of Exploration. They should label the explorer’s country of

origin, the country that sponsored the explorer’s voyage, and the route he took on his

journey. What did the explorer accomplish? How did he affect future explorations?

What did the sponsors hope to gain from financing the voyages?


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The Thinking Girl’s Treasury of Real Princesses Isabella of Castile: Moving Food Around the World NAME When you think of Italian food, do you automatically think of spaghetti with red sauce? Actually, tomatoes aren’t originally from Europe! Explorers brought them home from the New World. And the potato famine in Ireland? They wouldn’t even have potatoes had it not been for Columbus and those who followed him. Directions: 30

Fill out the chart below. What countries are these dishes associated with now? How would each dish have been impossible without Isabella and Columbus? What ingredient in it came from the New World? Can you think of any more examples? (If you research which ingredients originated in the New World, you might be able to think of examples, working backwards!) National Dish

Country

New World Food

Fish and chips

England

Potatoes

Chicken and corn soup Green chicken curry Pizza


The Thinking Girl’s Treasury of Real Princesses Isabella of Castile: The Age of Exploration NAME Directions: 1. Identify the main explorers during the Age of Exploration. 2. Label the country of origin, and the country that sponsored the explorer’s voyage. 3. Draw the route each explorer took on his journey, using this map.

31


Nur Jahan of India Ruled Moghul Empire from behind the screen, from 1611-1627 AD Standard 6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India. Source: History-Social Science Content Standards for California Public Schools, Kindergarten to Grade Twelve, Adopted by the California State Board of Education, October 1998.

32 Summary After her first husband died, Nur Jahan became a lady-in-waiting in the Moghul court, living in the zenana along with the king’s many wives and 300 concubines. Even among that many women, the emperor, Jahangir, noticed and fell in love with Nur Jahan, and married her. She was a highly cultivated and well-educated woman who, among other things, designed fabrics, wrote poetry, and influenced court fashions. Nur Jahan helped her husband, Jahangir, rule the country. She worked to improve trade and the lives of women in the Empire. However, after her husband’s death she was expelled from court and died in exile. Key Vocabulary

bazaar

connoisseur

exquisite

pension

brocade

culminate

howdah

purdah

caravan

cultivated

imperial

raucous

caravanserai

diplomat

mausoleum

refined

commission

edicts

minaret

zenana

Extension Activities Comparison Study

The Moghul Empire is well known for its emphasis on education, art and science.

Compare what was happening in those areas in India to what was happening in the

American colonies during the same time period.

Wordless Picture Book with Miniature Paintings

Nur Jahan and Jahangir had a vast collection of miniature

paintings. Have students study these paintings. Assign

students to create a wordless picture book made up entirely

of miniature paintings (or drawings or sketches).

Extra, Extra, Read All About It

Ask students to research what was happening in the world

in the 1600’s. Use the activity page to create the front page of

a newspaper with headlines and one paragraph summaries of some

of the main events happening throughout the world at the time.

Female Modesty Throughout History

Nur Jahan lived and ruled while observing purdah by staying hidden from the eyes of

men outside her family. This might sound extreme, yet throughout history and even today

women have obeyed customs designed to protect their modesty. Ask students to discuss

the following customs, which were all considered scandalous by some societies at some

time, and not by others:

— Women baring their heads

— Women wearing trousers

— Women showing their ankles

— Women not wearing bras

— Women wearing bikinis

Discuss which societies found each custom acceptable and which did not. Ask students if

they believe constraints still exist in modern American society.


The Thinking Girl’s Treasury of Real Princesses Nur Jahan of India: Extra! Extra! Read All About It! NAME Directions: Research what was happening in the world in the 1600’s. Create the front page of a newspaper by pasting in headlines, pictures, and one-paragraph summaries of some of the main events happening throughout the world at the time.

34

Headline

1

Text 1 Picture 1

Subhead

2

Text 2

Subhead

3

Text 2


About Goosebottom Books Goosebottom Books is a fledgling new press founded by Shirin Yim Bridges, award-winning author of Ruby’s Wish and The Umbrella Queen, with Amy Novesky, former editor at Chronicle Books, as editor. Dedicated to fun non-fiction and the concept of “stealth education,” Goosebottom Books launched its first series, The Thinking Girl’s Treasury of Real Princesses, in October 2010. The series, for ages 9-13, includes books about Hatshepsut of Egypt, Artemisia of Caria, Sorghaghtani of Mongolia, Qutlugh Terkan Khatun of Kirman, Isabella of Castile, and Nur Jahan of India. (For obvious reasons, each book includes a pronunciation guide!) Richly illustrated and narrated with touches of irreverent humor, these books bring to life the stories of real and remarkable princesses who overcame barriers to make a mark in history. Shirin also brings more than 10 years experience as a creative director to her position as head goose of the Goosebottom team, which includes Jay Mladjenovic, art director; Jennifer Fry, copy editor; Ann Edwards, editorial assistant, and Teresa Torres Maloney, mother goose. Work has already begun on Goosebottom’s second series, due for release in 2011. The Thinking Girl’s Treasury of Dastardly Dames will be illustrated by Peter Malone and will include volumes by six contributing authors. For more information contact [email protected] or visit:

www.goosebottombooks.com.

Goosebottom Books, LLC 710 Portofino Lane Foster City, CA 94404 Main: (650) 204 4076 Fax: (888) 407 5286 [email protected] ©2011 Goosebottom Books, LLC