From Caves to Canvas - Benchmark Universe

B e n c h m a r k e d u c a t i o n c o m p a n y

TEACHER’S GUIDE

Social Studies

Skills & Strategies

Anchor Comprehension Strategies

• Compare and Contrast• Use Graphic Features to

Interpret Information

Comprehension • Contextclues

• Evaluateauthor’spurpose

• Analyzetextstructureandorganization

Vocabulary/Word Study Strategies • Rootwords

• Wordstructure:suffixes

Social Studies Big Idea • Variouscultureshavemadeenduring

contributionsthatlinktheancientworldwithcontemporarysociety.

From Caves to CanvasLevel O/34

SKILLS AND STRATEGIES

Thematic Poetry Connections (in Reading & Writing Poetic Forms)

• “Snow Angel” (Karen B. Winnick)

Performance-Based Assessment (in Navigators Assessment Handbook Grade 3)• Test 8: Homemade Homes

Notable Trade Books for Read Aloud• Garza, Carmen Lomas. Magic Windows. Children’s Book Press, 1999.• Konigsberg, E.L. From the Mixed-Up Files of Mrs. Basil E. Frankweiler. Laurel Leaf, 1973. • Rubin, Susan Goldman. The Yellow House: Vincent Van Gogh & Paul Gauguin Side by Side. Harry N. Abrams, 2001.

Website for Content Information• The Metropolitan Museum of Art http://www.metmuseum.org/ home.asp This site is an excellent teacher’s resource for additional information on artistic periods through the ages.

OVERVIEW

RELATED RESOURCES

NATIONAL CONTENT STANDARDSSocial Studies

Culture: c Time, Continuity, & Change: b, c, d

This lesson teaches and/or reinforces the following skills and strategies:

4Use Graphic Features to Interpret Information (pp. 3–7)

4Compare and Contrast (pp. 3, 4, 6, 8–9)

• Evaluate Author’s Purpose (p. 4)

• Use Context Clues to Determine Word Meaning (p. 4)

• Use Text Features to Locate Information (p. 5)

• Analyze Text Structure and Organization (p. 5)

• Use Knowledge of Word Structure to Determine Word Meaning (pp. 5–6)

• Summarize Information (p. 6)

4Assessed Skills/Strategies in Navigators Assessment Handbook

THEME CONNECTIONSArt History

Painting

World Cultures

Before Reading ........................................................................................ 3

Introduction, Chapters 1–2 .................................................................4

Chapters 3–5 ............................................................................................ 5

Chapters 6–8........................................................................................... 6

After Reading ........................................................................................... 7

Writing Workshop and Writing Model ................................... 8–9

Reproducible Graphic Organizers ......................................... 10, 17

Content-Area Extension Activities (BLMs) ...........................11–14

Answer Key .............................................................................................. 15

VISUAL TABLE OF CONTENTS

From Caves to Canvas

©2012 Benchmark Education Company, LLC

INTRODUCE THE BOOKDraw students’ attention to the front cover of the book. Read the title together. Turn to the back of the book and read the blurb and author information. Examine the table of contents. Page through the book looking at the photographs, illustrations, and captions. While previewing, pose the following questions to encourage students to think about the text before reading.

• Based on your preview, what do you predict this book is about? What do you think the author will talk about?

• Do you think the book is fiction or nonfiction? Why?

• What kinds of features would you expect to find in a nonfiction book? Do you see any of those features here?

• Which art pieces do you recognize in the photographs and illustrations? What do you already know about them? Which don’t you recognize?

• What kinds of special vocabulary words do you think you’ll find in this book?

SET A PURPOSE FOR READINGThis text provides an excellent opportunity to focus on the strategies of comparing and contrasting and using graphic features to interpret information. Explain that the author is going to present art that people have created at different times throughout history and in different places around the world. She will compare and contrast the reasons people created art and the various techniques they used. The author will also use pictures and captions to provide additional information about a variety of subjects. Be sure to examine them closely as you read. Read page 7 from the text. Say: Listen carefully to what the author is telling you about why the ancient Egyptians created pictures like the ones shown on this page. After reading, point out that the pictures above and next to the text give more information, or enhance the meaning, of what they have just read. Like the illustrations, the captions are also considered graphic features that give the reader more insight into the text.

INTRODUCE THE GRAPHIC ORGANIZERProvide each student with a copy of Using Graphic Features to Interpret Information graphic organizer. Explain that as they read, students will be looking for data to fill in this chart. You might suggest that students place sticky notes in the margins of the pages where the graphic features enhance or help them understand the information provided in the regular text. Point out that pictures, captions, maps, and other graphics can provide a lot of additional information about a subject.

From Caves to Canvas 3

BEFORE READING

This lesson teaches and/or reinforces the following skills and strategies:

4Use Graphic Features to Interpret Information (pp. 3–7)

4Compare and Contrast (pp. 3, 4, 6, 8–9)

• Evaluate Author’s Purpose (p. 4)

• Use Context Clues to Determine Word Meaning (p. 4)

• Use Text Features to Locate Information (p. 5)

• Analyze Text Structure and Organization (p. 5)

• Use Knowledge of Word Structure to Determine Word Meaning (pp. 5–6)

• Summarize Information (p. 6)

4Assessed Skills/Strategies in Navigators Assessment Handbook


From the paintings of the Lascaux Caves in France to Andy Warhol’s pop art of the 1960s, author Lily Prigioniero shares with readers the story of art through the ages. She describes, through words and pictures, the art that cultures around the world have created at different times throughout history. The stories behind the works of art come to life as the author compares and contrasts the periods and the artists’ techniques.

BOOK SUMMARY

Using Graphic Features to Interpret Information

Page Graphic Feature Information It Provides

3 Map of the world with countries highlighted

5 Cave painting of woolly rhinoceros

7 Pictures of story on papyrus

8 Photographs of Greek vases

10 Mosaic from church

11 Page from an illustrated Bible

13 Fresco by Giotto

13 It’s a Fact box

15 The Creation of Man by Michelangelo

17 Creating Perspective: The Vanishing Point

18 Monet’s garden scene

19 Degas’s ballet dancers

20 Three Musicians by Picasso

21 Soup Can by Andy Warhol

21 Jackson Pollock painting

Use Context CluesHave students look at the word pyramids (page 6). The author defines this word in context using a synonym (tombs). Challenge students to locate this definition in context. Create a visual word web like the one below and have the class complete it.

Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include: culture, p. 2

bison, p. 4

Egyptians, p. 6

sarcophagus, p. 6

scribes, p. 7

papyrus, p. 7

READ THE TEXT pages 2–7Use the following prompt to set a purpose for the reading: As you read, think about the information the author is presenting. What does she want you to know? What is the author’s purpose for writing this book?

Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that support their ideas about the author’s purpose. Also ask them to flag examples of graphic features the author uses to provide additional information, and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

FOCUS ON COMPREHENSIONDiscuss the Author’s Purpose Invite students to share their ideas about the author’s purpose. Encourage them to point out examples from the text that helped them figure it out. If students have difficulty, use a think aloud to model how a good reader thinks about an author’s purpose. The title of the book, “From Caves to Canvas,” and the second sentence on page 2 (“People have been drawing and painting pictures for thousands of years.”) got me thinking that the author was going to describe different kinds of art that has been created over the centuries. Then she gave a concrete example of the earliest type of art, the cave people painting on walls of their caves. I realized that throughout the book she was going to use descriptive text to inform me about the different types of art and the cultures that created them.

4Begin the Graphic Organizer: Using Graphic Features to Interpret Information Ask students to reread or skim and scan the text to locate information for the graphic organizer. Draw students’ attention to the map on pages 2–3. Point out that the author provides visual clues about the book that are not provided in the regular text. Ask: How does this graphic feature help you better understand the information in the text? What kind of additional information does it provide? Does it help you predict what will be in the rest of the book? How so?

4Compare and ContrastPoint out that on page 2 the author directly states that this book will show the reader art from different times and places. In the next two chapters, she describes how art from two different cultures were created: cave paintings and Egyptian art. Ask: How is the art from these two periods the same, if at all? How did the way the people create their paintings differ? Remind students to use the graphic features to help them as they compare and contrast the paintings.

pyramid

synonym tomb

definitionan ancient Egyptian stone monument where pharaohs and their treasures were buried

sentenceWe visited pyramids during our trip to Egypt.

similar word

triangular monument

4 From Caves to Canvas © 2012 Benchmark Education Company, LLC

INTRODUCTION, CHAPTERS 1–2

TEACHING TIPSMeaningful Activities for Rapid Readers• Respond to the “Think It Over!” box on page 5. Then share with your classmates how creating art makes you feel.

• Look at the pictures on page 7. What stories do you think they’re telling?

Prompts to Help Readers Monitor Comprehension• If you lose the meaning, go back

and reread the section where you lost concentration.

• Look for context clues to help you define unfamiliar words.

READ THE TEXT pages 8–17Use the following prompt to set a purpose for the reading: As you read, be sure to notice all the information presented outside the regular text on the page, such as bolded text, fact bursts, thinking and question prompts, and sidebars. How is this text different from other text on the page? How do these text features add to, or enhance, the information you are reading about in the regular text?

Ask students to read the chapters independently. Invite them to use sticky notes to flag pages with text and graphic features that aid in their understanding of the information in the book. Also ask them to flag any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

FOCUS ON COMPREHENSIONDiscuss Using Text FeaturesInvite students to share their ideas about how text features enhance the meaning of a text. Encourage them to give examples from the book to explain their thoughts. Ask: Why are some words bolded? What information is given for the bold words that is not given for other words? How is sidebar text different from the other text on the page? How does it support or enhance the text? How do text features help the reader?

4Continue the Graphic Organizer: Using Graphic Features to Interpret Information

Ask students to reread or skim and scan the text to locate information for the graphic organizer. As they examine the graphic features, do they notice any similarities between the art from ancient Greek and Roman times and that from the Renaissance period?

Analyze Descriptive Text Structure Draw students’ attention to the structure of Chapter 5. On the first page, the author describes what the Renaissance was. On the following pages, she gives examples of art from that period and how it was made. Ask: What are some characteristics of art from the Renaissance? Students should notice that:

• Paintings were more realistic because artists now understood how to use perspective in their work.

• Artists experimented more with mixing different materials to make paint.

• Artists experimented with painting on different kinds of surfaces, like wood and wet plaster.

Invite students to consider how the descriptive text structure can help them find information they are looking for.

Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include: decorations, p. 8 ancient, p. 8mosaics, p. 10rediscovered, p. 12perspective, p. 16

Use Root WordsPoint out to students that looking for a known word within the unknown word is a valuable strategy for determining the meaning of an unfamiliar word. Have students locate the word realistic (page 14). Challenge them to define this word by identifying and defining its root word real. Create a visual word map like the one below and have the class complete it.

CHAPTERS 3–5

realistic

root word real

definitionvery much like the real thing

sentenceThe painting was so realistic that it looked like a photograph.

synonym lifelike

© 2012 Benchmark Education Company, LLC From Caves to Canvas 5

TEACHING TIPSMeaningful Activities for Rapid Readers• Which paintings do you like the

most so far? Which paintings do you like the least? Explain your responses in writing.

• Try the “Creating Perspective” activity on page 17. Were you able to draw picture B? Explain how perspective gives a painting dimension.

Prompts to Help Readers Monitor Comprehension• If you lose the meaning, go back

and reread the section where you lost concentration.

• Look for context clues to help you define unfamiliar words.

FOCUS ON COMPREHENSIONDiscuss Summarizing InformationInvite students to try to summarize in their own words how art has changed through the ages. If necessary, use a think aloud like the one below to model how a reader summarizes information in a text.

In order to reach a summary about how art has changed over time, I thought back to the first artists described in the book, the ancient cave dwellers, who painted images of animals on the walls of caves. Then I scanned the book to look at the images of art from other ages, like ancient Egypt, the Dark Ages, and the Renaissance. It occurred to me that over time art has changed in many ways. Artists from different periods have used different materials, different styles, and different subject matter related to their time and place.

4Complete the Graphic Organizer: Using Graphic Features to Interpret Information

Ask students to reread or skim and scan the text to locate information to complete the graphic organizer.

4Compare and ContrastPoint out that readers can not only compare and contrast art in different times and places by reading the author’s words, but can also make their own direct comparisons and contrasts by examining the images. Challenge students to take a closer look at two works of art from different time periods and to note similarities and differences. The similarities and differences might involve materials used, subject matter, color, style, texture, or other characteristics. Invite students to share their comparisons and contrasts and to discuss how thinking about the art in this way deepens their appreciation of it.

CHAPTERS 6–8

Analyze Word Structure: SuffixesExplain that the suffix -ist at the end of a word often indicates a person who is involved in a certain movement or field. Point out the word impressionists (page 18). Explain that an impressionist is a person involved with the art movement called impressionism. Invite students to generate a list showing other nouns that end with -ist and represent people involved in specific fields or occupations. Students might identify the following:

artist

scientist

pharmacist

botanist

violinist

READ THE TEXT pages 18–22Use the following prompt to set a purpose for the reading: As you get to the end of the book, summarize how art has progressed through the ages.

Ask students to read the chapters independently. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.


TEACHING TIPSMeaningful Activities for Rapid Readers• Think about the question at the

end of page 22. Describe the materials you think artists will paint with in the year 2500.

• How does Impressionist art compare with modern art? Describe the similarities and differences.

Prompts to Help Readers Monitor Comprehension• If you lose the meaning, go back and

reread the section where you lost concentration.

AFTER READING



2–3 Map of the world with countries highlighted






13 Fresco by Giotto









shows where artists from different periods lived and workedgives insight into life of cave peopleshows pictures that were inside tombsvases given to winners of chariot races

shows an example of a mosaic

bibles took a long time to finish because of the fancy illustrationsshows what painting on wet plaster looks likeshows how hard it is to make a perfect circleshows how realistic Renaissance paintings were

explains the concept of depth

shows the effects of quick brushstrokes used in impressionist paintings an example of an impressionist subject

an example of cubism

an example of pop art

shows the effects of splashing paint on canvas

SYNTHESIZE AND ASSESSRetell and Summarize As a group, generate an oral or written retelling of the book. Select the key points to create a summary.

Respond Ask students what they found most interesting about the book. What they did not like and why. What questions they still have. What additional information they might have included if they had been the author.

Use Graphic Features to Interpret Information Challenge students to use their completed graphic organizers to describe how graphic features have helped them to understand the text. Ask students how the book would have been different without these features.

Draw Conclusions Ask students to formulate conclusion statements based on their reading. Record these ideas.

The completed graphic organizer below can serve as a model for assessing students’ ability to use graphic features to interpret information.


MINI-LESSON Writing Focus: Comparing and Contrasting Two Artistic Periods Remind students that throughout the book From Caves to Canvas, they read about art from different times in history and discovered similarities and differences in the art, including how it was created.

Ask students to review the book or their Using Graphic Features to Interpret Information graphic organizer to look for art periods that might be interesting to compare and contrast.

On the board or chart paper, create a Venn diagram like the one below showing the similarities and differences between two periods in art history.

Use the reproducible Writing Model to demonstrate how the information from the Venn diagram can be used to write a paragraph that compares and contrasts. Remind students that certain signal words can help them draw comparisons and contrasts in their writing.

RENAISSANCE• paint on wood

panels

• religious scenes on wet plaster in churches (fresco)

• discover painting on canvas

• mix oil with powdered colors to make paint

• paint realistic scenes

BOTH• use perspective in paintings

• portraits

• use light in paintings

• paint human figure

IMPRESSIONISTS• art inspired by nature and people the artists saw around them

• vibrant colors

• quick brushstrokes to create a feeling rather than making some-thing look exactly as it appears

• landscape paintings

WRITING WORKSHOP

Write a short expository paragraph comparing and contrasting art from two historical periods as described in From Caves to Canvas.


TEACHING TIPSProcess Writing Steps

1. Invite students to choose two periods in art history from the book, From Caves to Canvas. Have them create a Venn diagram like the one shown here, comparing and contrasting the two art periods.

2. Have students independently write a first draft comparing and contrasting characteristics of the art from the two periods.

3. After students complete their paragraph, they should revise and edit it.

4. Confer with each student following the first revision and editing.

5. Have students make any additional changes and create a final copy of their paragraph.

6. Finally, invite students to share their paragraph with a group of other students.

WRITING ASSIGNMENT

Picture This

The art from the Renaissance and the Impressionist

periods both used the effects of light in their paintings.

Renaissance artists used light to create realistic look-

ing scenes and people. On the other hand, Impressionist

painters were interested in the effects of light on a

landscape. Renaissance artists discovered the concept of

perspective and used it in their paintings. The Impressionists

also used perspective in their artwork, but in a more

natural way. Artists of both periods painted on canvas;

however, the Renaissance artists also painted on wood

and on the wet plaster of church walls.

signal words for comparisons

Writing Model: Comparing and Contrasting

When writing using a compare and contrast text structure, include

words such as too, also, like, and both to signal a comparison. Use

words such as but, however, unlike, although, different from, and on

the other hand to signal a contrast between two pieces of information.

signal words for contrasts

© 2012 Benchmark Education Company, LLC 9

WRITING TIP


Name: __________________________________________ Date: _______________


3 Map of the world with countries highlighted






13 Fresco by Giotto









© 2012 Benchmark Education Company, LLC

___ Ancient Greek and Roman Art

___ The Impressionists

___ Ancient Egyptian Art

___ Pop Art

___ The Renaissance

___ Cave Paintings

___ The Dark Ages

Paintings Galleries

Name: __________________________________________ Date: _________________

The Art MuseumImagine you are the curator of an art museum. The pieces of art below have just come in, and your job is to put them in the correct gallery. Match the letter of each art piece to the gallery where it belongs.

A

B

C

D

E

F

G


Cave Ancient Ancient Dark Ages Renaissance Impressionism Twentieth Dwellers Egyptians Greeks and Century Romans

Name: __________________________________________ Date: ________________

Art Through the AgesCut out the representations of art from the major periods in history. Put them in the correct order on the time line below.

l l

Degasballerinas BibleIllustration Apaintingfrom Raphaelpainting Egyptiantomb

PabloPicassopainting Paintingfromhouse Paintingfoundin inPompeii LascauxCaves


Name: __________________________________________ Date: ___________________

A Picture Story

The ancient Egyptians did not have an alphabet, so they used art to tell stories. Each little picture stood for a whole word or name. Think of a simple story you would like to tell. Then tell it using only pictures. Challenge your classmates to figure out its meaning. Did they get it right?


Name: ___________________ _______________________ Date: _______________Name: __________________________________________ Date: _______________

Art Around the World

Each work of art below has a number next to it. Show where in the world that art comes from by putting that number in one of the starred countries on the map. Some countries may have more than one number.

1. cave painting 2. photo of a sarcophagus 3. Greek vase 4. mosaic 5. Hunting Expedition 6. fresco by Giotto 7. Monet garden painting 8. Jackson Pollock painting

HHHH

United States France Italy

Greece

Egypt

China


HH

A N S W E R K E Y

Cave Ancient Ancient Dark Ages Renaissance Impressionism Twentieth Dwellers Egyptians Greeks and Century Romans

l l

The Art Museum Art Through the Ages

Art Around the WorldA Picture Story

___ Ancient Greek and Roman Art

___ The Impressionists

___ Ancient Egyptian Art

___ Pop Art

___ The Renaissance

___ Cave Paintings

___ The Dark Ages

Paintings Galleries

A

B

C

D

E

F

G

E

G

F

B

A

C

D

H HHHHH

United States France

Italy

Greece

Egypt

China8

4, 6

2

1, 7

35


Skills Bank

16From Caves to Canvas


Build ComprehensionEVALUATE FACT AND OPINION

• Explain Create an overhead transparency of the graphic organizer “From Caves to Canvas” or draw it on the board. Say: A fact is something that is true about a subject and can be proven. An opinion is what someone thinks or believes about the subject and cannot be proven true or false.

• Model Say: Identify facts and opinions in From Caves to Canvas. Read the second paragraph on page 4. Say: I read that cave people smeared animal fat on a cave wall, then blew colored dirt through a hollow plant stem to make cave paintings. I can check whether this statement is true in an art encyclopedia. If something can be proven, it is a fact. Record this statement in the Fact column on the graphic organizer. I also read that the cave people made large, beautiful drawings of bison and deer. The author believes that the cave paintings are beautiful. What one person thinks is beautiful may not be beautiful to the next. This statement cannot be proven true or false, so it is an opinion. Record this statement in the Opinion column.

• Guide Say: Find another fact and opinion. Look at page 6. In the first paragraph, do you see a statement that can be proven true or false? (Allow time for students to respond.) Yes, the second and last sentences are facts. They can be proven true, so they are facts. Record these statements in the Fact column on the graphic organizer. Then ask: Which statement is what someone thinks or believes? (Again allow time for students to respond.) Yes, the ancient Egyptians believed that they would travel to another world after they died. This is an opinion because we cannot prove what the dead do after they have died. Record this statement in the Opinion column.

• Apply Ask students to work with a partner to find other facts and opinions in the book. Remind them that facts can be proven, while opinions cannot. Point out that opinions often contain feeling words such as wonderful, delightful, and best. After the partnerships share, record their ideas on the graphic organizer. Finally, invite volunteers to read the completed graphic organizer aloud.

In Your Opinion

Ask students to choose one kind of art discussed in the book and pretend to be an artist from that time. Students are to think of a fact and an opinion about “their” art and say both aloud. Listeners can identify the fact and opinion and give their own opinions about that kind of art.


Name ________________________________________ Date __________________

Evaluate Fact and Opinion

Fact Opinion


Notes


Notes


Introduce the Book Set a Purpose for Reading√ Introduce the

Graphic Organizer

Read the Text: Ch. 1–2Focus on Comprehension:√ Begin the Graphic

Organizer√ Compare and

Contrast

Read the Text: Ch. 3–5Focus on Comprehension:√ Continue the Graphic

Organizer

Read the Text: Ch. 6–8Focus on Comprehension:√ Complete the

Graphic Organizer√ Compare and Contrast

Synthesize and Assess

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension

Activities (BLMs)Introduce the Book

Read the Text: Ch. 1–2 Select or create mini-lessons by using the comprehension Pre-Assessments to determine student needs.*

Read the Text: Ch. 3–5

Select or create mini-lessons.*

Read the Text: Ch. 6–8 Select or create mini-lessons.*

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

BEFORE READING (p. 3) Introduce the Book Set a Purpose for Reading√ Introduce the Graphic Organizer: Using

Graphic Features to Interpret Information

DURING READING (pp. 4–6)Read the Text: Introduction, Chapters 1–2Focus on Comprehension Mini-Lessons: Evaluate the Author’s Purpose*√ Begin the Graphic Organizer√ Compare and Contrast* Use Context Clues*

Read the Text: Chapters 3–5Focus on Comprehension Mini-Lessons: Discuss Using Text Features√ Continue the Graphic Organizer Analyze Descriptive Text Structure* Use Root Words*

Read the Text: Chapters 6–8Focus on Comprehension Mini-Lessons: Discuss Summarizing Information*√ Complete the Graphic Organizer√ Compare and Contrast* Analyze Suffixes* AFTER READING (p. 7) Synthesize and Assess Activities: Retell and Summarize* Respond√ Use Graphic Features to Interpret Information Draw Conclusions*

WRITING WORKSHOP (pp. 8–9)Mini-Lesson √ Assignment: Comparing and Contrasting*

CONTENT-AREA EXTENSION ACTIVITIES on Blackline Masters (pp. 10–14, 17) Using Graphic Features to Interpret

Information The Art Museum Art Through the Ages A Picture Story Art Around the World Evaluate Fact and Opinion

LESSON-AT-A-GLANCE

Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…

√ Checkmarked skills are assessed in the performance-based test for this book provided in Navigators Assessment Handbook.

* Pre-Assessments are available in Navigators Assessment Handbook.

1

2

3

4

5

Accelerated 3-Day Lesson

5-Day Flexible Lesson

5-Day Lesson for Assessed Skills & Strategies

Introduce the Book



Read the Text: Ch. 6–8 Synthesize and Assess

Day

©2012 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.ISBN: 978-1-59000-494-4

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From Caves to Canvas - Benchmark Universe