Teacher Guide: Two Worlds, One Fate Table of Contents

Teacher Guide: Two Worlds, One Fate

It is typically thought that the use of comic books in the classroom (or home) will help the poor reader build a strong vocabulary, relate to theme and contextual information through word and picture, or at best, bring about an interest in moving on to text only material. However, we believe that this unique source of imagery and text can do so much more in the development of the child.
As we begin to understand the varied learning styles, we can appreciate the relationship between graphic and text as a powerful visual method of learning. This fusing of myth and science fiction found in the comic format seems to fire the imagination and creative growth of the young. Hence, The Awakening was developed as a method of engaging young children and adolescents in the learning process through a popular and unique facet of their culture: the comic book.
The Awakening features characters, story and setting—complete with flying ships and intelligent talking computers—which complement the interactive environment of Quest Atlantis. It is written to appeal to the age range found in fourth through sixth grade, and to reflect the personal as well as public concerns with which our young wrestle as they mature in these tumultuous times.
Too, the QA comic reflects the educational concerns of teachers today by addressing a wide range of important issues, such as social commitment, respect and appreciation for multiculturalism and diversity, and responsibility for the environment.
We have designed the QA Comic book Teacher/Facilitator’s Guide to complement the 2D and 3D environment, the QA comic, and help you, the teacher, bring alive the legend of Atlantis. Your students will learn through inquiry-based activities and discussion some of the norms and values of Quest Atlantis, and that with all scientific and technological advances comes responsibility to address potentially destructive forces. To this central point, the phrase, “Two Worlds, One Fate,” becomes the mantra for QA more generally.
We have supplied the Teacher/Facilitator with Lesson Plans and Activities to use when introducing and then reading the comic. There is also a Chart that gives for each storyline location: an Overview, the Social Commitment of Quest Atlantis, and thought provoking Inquiry-Based Learning questions to present before or after each section is read. At the end of this Guide is a list of terms, the Glossary, which may be helpful when referring to words specific to the Atlantian world.
May the comic and the contents of your Teacher/Facilitator Guide facilitate your students’ curiosity and provide a vehicle for a deeper understanding of the need for true social commitment so that our world, like Atlantis, will be a healthier place in which to live.

Lesson Plans
Lesson One: Understanding Atlantis (inside cover and pages 1-7)

1. 
   Pass out the comic book to your students and together, read the inside cover and pages 1-7; also, pass out drawing paper, colored pencils, and other illustrating materials or even magazines to build a collage.
   
2. 
   Next, ask your students to draw or build a collage of their imagined view of some aspect of the legend that they have read thus far. How would the environment look? Try not to mention any specific items within an environment; speak of it in broad terms in order to free the imagination of your students.
   
3. 
   When the drawings are complete, discuss the reasons why your students chose their particular artwork they can actually write a description about their work.
   
4. 
   Put the completed colored drawings and descriptions on the wall or bulletin boards in your classroom. They can also submit their work for the “What a Novel Idea” Quest.
   

A. Variation on Lesson

1-4. As above.

5. 
   When students have completed their work, ask those who included the ancient Arch of Wisdom in their drawing to think of a comparable site in their own community, town, village, city, or state. Students might mention their local library, university, school, museum, or even the courthouse.
   

B. Variation on Lesson

1. 
   According to the legend, the OTAK was designed to allow the Atlantians to communicate with other worlds. Ask your students to imagine how the virtual portal that the Council built might look; how might your students’ design such a piece of technology?
   
2. 
   Next, using art supplies available, have your students depict or visually show their design.
   
3. 
   Have the students write their own descriptive passage of the OTAK and attach this to their drawings.
   
4. 
   Put the completed colored drawings and descriptive passage on the wall or bulletin boards in your classroom.
   

Lesson Two: “What Is the Meaning of Progress?” (Pages 1-7)
Introduction to lesson: Begin a discussion of the term Progress: what does it mean? Does “to advance” mean or imply “to improve?” Ask the students for examples of what they see as “progress” in their world today; have someone write those on the board or on a large piece of paper that can be posted on the wall.

1. 
   Now, introduce the inside cover and pages 1-7 to the students and have them read in groups, individually, or aloud. After completing the reading, refer the students to their own examples of “progress,” and discuss whether the world of Atlantis, seemingly so concerned with progress, reflects their own definition of this word. Have the students explain why or why not.
   

2. 
   Next, ask your students what arguments Mara and others presented at the public forum in favor of destroying the land (natural habitats)? Arguments given in the public forum for not destroying the land?
   
3. 
   Continue with this mode of thought by stating: “At the end of the public session, Mara states that she would change her mind and not destroy the land if someone could provide reasons based on research that would convince her otherwise. I would like you to now brainstorm some convincing reasons for not destroying the land in Atlantis.”
   
4. 
   Have your students get together in groups of 2-4 and brainstorm reasons why Mara should not pass a law to destroy certain areas of Atlantis.
   
5. 
   Now, ask each group to decide how that reason might be researched: provide or develop steps to gather information that would convince Mara to change her mind.
   

Variation for Lesson Plan: For more advanced grade or students:

1. 
   As 1-4
   
2. 
   Ask students to describe what scientific procedures or steps they would use to gather data that would advance their persuasive arguments. Have students pick an environmental issue in their community and research it. They should then develop a presentation or essay that convinces others of the problems with taking this course of action and that suggests an alternative one. They can submit this as the “Think Globally, Act Locally” Quest.
   

Lesson Three: Depiction Brings Emotion (page 2)

1. 
   There appears on page 2 of the comic an individual that is unlike any other we have seen; designs on the face or even a hooded head bring about different emotions for the reader. What are some of these emotions; who do you think this creature might be? Brainstorm with your class on how drawings and specific designs or markings can bring about feelings of joy, belonging, anticipation, or fear on the part of the reader.
   
2. 
   Write down the thoughts and ideas that the class generates from this brainstorming session on a large tablet or poster board. Post in the classroom and refer to this as you progress through the comic book. Refer to this poster again when the comic book reading is completed.
   

Lesson Four: The Testing Lab and Humor (pages 8-10)

1. 
   One of the two lab researchers is concerned for the tavkat animals when using them to test chemical and medical procedures. What are his concerns and what are the reasons given for using them in lab research? What would be the alternative if they were not used? Relate this to testing done here on Earth? As this is discussed/debated in the classroom, write down the pros and cons of animal testing mentioned by your students.
   
2. 
   The other animal researcher is more interested in another topic; what is it?
   
3. 
   This might be an excellent time to discuss the term “dark humor,” or taking something that is pathetic or sad in the viewpoint of the speaker or writer and saying it in such a way that it is ironic/mocking/sarcastic.
   
4. 
   Ask the students to reread page 9; what statement relays the “dark humor” of this whole lab discussion? (Of course, it is the last statement on the page!) Ask the students to explain why it is sarcastic or mocking in it’s wording.
   
5. 
   How did the concerned medical researcher deal with his concern for animal testing?
   
6. 
   Ask your students how they feel about what he did (page 10)?
   

Lesson Five: The Council of Atlantis Meets (pages 11-18)

1. 
   Read this and then view the Legend of Atlantis via the VCR/video or online at ________________________.
   
2. 
   Now, ask the students how they see their role in helping the Council and the Atlantians.
   
3. 
   Then, ask about their view of the OTAK: does it seem to have personality? Will our technology enable computers of now or the future have personalities? Ask them to give examples of what they imagine or envision for the designs and technology of the future.
   

Variation for Lesson Five

Supply art materials and have the students draw their vision of this future technology.
Lesson Six: The Loggers (pages 19-23)

1. 
   Prior to reading this section, you (the teacher) should access the websites http://www.educationworld.com/a_lesson/lesson304b.shtml and http://www.educationworld.com/a_lesson/03/lp304-01.shtml. Select the style of debating you wish your students to use. A very basic one that works well for the primary and intermediate grades is found at http://www.teachervision.fen.com/tv/printables/InformalDebates.pdf
   
2. 
   Next, ask your students to read pages 19-23 of the QA Comic. After reading this section, use it as a launching point for debate tactics. Reference the “debate” website (s) that you have decided will work best for your students. Have your students read through the steps to learn the basic format for debates and how to develop convincing arguments.
   
3. 
   Nowthe students will view the pros and cons of harvesting a forest by the logging industry versus keeping the habitat for the spotted owl or another such species.
   

Review and suggest two of the following sites to present opposing views: _ http://media.wildernesscommittee.org/news/2003/07/477.php; http://media.wildernesscommittee.org/news/2003/07/483.php; http://www.foxnews.com/story/0,2933,100354,00.html ; and http://www.citizenreviewonline.org/oct_2003/spotted_owl.htm

4. 
   Divide your class into groups that will present one side or the other of the logging/habitat issue. Allow time for the students to develop their arguments.
   
5. 
   Supply a podium or set up the classroom to resemble a debate; have students form two
   

panels that represent both the pros and cons of logging; give each side a time limit to present a convincing argument to the class.

5. Provide a specific point system for the class to use, and ask the students to mark those as these are made by each side. This allows the class to decide the winning panel/team. Then discuss whether anyone really wins these types of debates.

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