Mushing in Alaska TG
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LEVELS 40–30 N–Q
Reader’s Theater
SOCIAL STUDIES People, Places, &
T E AC H E R ’ S G U I D E
Environments
Mushing in Alaska Total words: 1,819
Summary
Objectives
#LITERACY
Students will: • Develop fluency and expression by practicing text at an appropriate reading level • Understand characters’ motives, actions, and feelings
SOCIAL STUDIES # Students will:
• Learn about a part of the Alaskan region and lifestyle • Understand why people are enthusiastic about the Iditarod
#
CHARACTER EDUCATION
Students will learn about: • Citizenship—cooperate with others in community affairs
Fred Wells and his family have moved from Maine to Alaska so they can compete in the Iditarod Trail Sled Dog Race. Fred and his teenaged son, Jack, and daughter, Stephanie, take a practice run. Jack is not interested, but Stephanie is enthusiastic about becoming a musher. She wants to ride on the back runner of the dog sled, but Fred says she is not ready.They discuss the history and importance of the Iditarod as they travel.They camp out for the night.The next morning the family finds that the leader of their dog team, Lapla, has hurt his paw. Jack takes care of Lapla, who must ride on the sled. Now Stephanie gets her chance to stand with her dad on the back runner and help steer the sled.
Characters
Levels
Stephanie Wells
N
30
Bud Aker
N
30
Marnie Wells
N
30
Jack Wells
O
34
Doc Nan
P
38
Fred Wells
Q
40
Narrator 1
Q
40
Narrator 2
Q
40
• Loyalty and teamwork—stand by your family
Reader’s Theater for
Fluency and Comprehension
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BEFORE Reading 1. Build Background • Ask students to imagine they are going to spend two weeks traveling outdoors across the Alaskan wilderness in freezing weather. What would they need to take with them? What skills and character traits would they need? Have them make two lists. • On the board, begin a concept web with the word Iditarod in the center circle. Instruct students to brainstorm words and phrases to write in the surrounding circles to complete the web.
2. Introduce the Script • Give students a copy of the script and explain that they are going to read a play about people preparing for the Iditarod Trail Sled Dog Race in Alaska. Ask them to turn to the list of characters, and read through it with them. Encourage students to speculate why the entire Wells family is involved in dog sledding. • Instruct students to skim the text, looking at the organization and illustrations and identifying the characters. If students are unfamiliar with the format of a play, explain how the text is organized and how they can tell when a different character is speaking. For
English Language Learners instruction on introducing the script, refer to page 6.
3. Discuss Vocabulary • Ask students to identify words that come from languages used by Alaskan natives such as the Inuit: malamute and mukluks. Discuss the meanings of the words. • Ask students to identify and define the words used to direct the sled dogs: gee, haw, and hike. Ask students if they have heard or used these words for the same or similar purposes. For
2
English Language Learners instruction on vocabulary and phonics, refer to page 6.
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DURING Reading 4. Read the Script • Familiarize students with the content and vocabulary of the script by having them read along with you as you model fluent reading. Informally assess students’ reading as you: • Note students’ level of participation. • Note any vocabulary words that are still challenging for students to read. When finished, address questions about word pronunciation or meaning. • Read the script chorally again, noting whether students’ interpretations of the characters show an understanding of the story.
ther Reread toge the t u o through velop week to de and confidence cy. build fluen
3
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AFTER Reading Building Character • The mushers who compete in the Iditarod and many other people in the community cooperate to make the race successful. Discuss a time you observed an entire community come together to help someone, accomplish a goal, or put on a fun event. • A person sometimes shows loyalty by doing something he or she does not want to do. For example, Jack helps with the practice run although he is not excited about it. Discuss examples of people showing loyalty to their community, country, or family. Describe a time you showed loyalty.
Staging and Performance Suggestions • A “sled” can be made by tearing three sides off of a large cardboard box. • Fred, Stephanie, and Jack can wear heavy coats and wooly hats and gloves. • A background of snow and fir trees can be painted and displayed.
5. Interpret the Script Discuss Ideas and Issues • Compare Stephanie’s and Jack’s attitudes toward dog sledding. Do you think Jack’s attitude will change in the future? Why or why not? • Describe the different kinds of teamwork shown in the play. • Do you think Fred will be successful in the Iditarod? Stephanie? Why or why not? • What traits do you think are needed to be a good musher?
6. Assign Roles & Rehearse the Script • Use the reading levels provided to help you assign roles. • Decide whether to develop a simple reading of the script or a dramatization of it. • Discuss the staging. Use the suggestions provided here and in the Teacher’s Handbook. • Discuss rehearsal expectations. See the Teacher’s Handbook. • During the first rehearsal, offer suggestions for expression and voice. During the second rehearsal, act only as the audience. • Provide feedback at the end of the rehearsal. See the Teacher’s Handbook. For
7. Perform the Script • Read the script as a Reader’s Theater or dramatize it as a play. For
4
English Language Learners instruction on modeling the play, refer to page 7.
English Language Learners instruction on performing the play, refer to page 7.
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Content Connections Geography The Iditarod Trail is named for the Iditarod River and the town of Iditarod on the river. It was originally named Hiditarod, an Inuit word meaning “far-off place.” The Iditarod Trail Sled Dog Race goes across Alaska, from Anchorage to Nome. It crosses the Alaska Mountain Range at Rainy Pass. At 3,500 feet, this is the highest point of the race.The trail then runs along the Yukon River.The middle 300 miles of the race vary from year to year. In even-numbered years, the race takes a northern route in this section. In oddnumbered years, it takes a southern route. Try This! Make a map of the Iditarod Trail Sled Dog Race. 1. With a partner, locate a map of Alaska. Draw the map.Then draw the following features: Anchorage, Nome, Alaska Mountain Range, Mount McKinley, and Yukon River. 2. Find out the height of Mount McKinley and mark it on the map. 3. On the Internet, locate a map of the Iditarod Trail Sled Dog Race. Draw both race routes on your map. Use different colors to show the northern and southern routes. 4. Make a key for your map. Include symbols for cities, mountains, rivers, and the northern and southern Iditarod routes.
Literacy Extensions Iditarod Acrosti c Poem Write the word “Iditarod ” ver tically on a piece of paper. Next to eac h letter, write a word or phrase startin g with that letter that reminds you of the Iditarod. Read the resulting poem to the class. Iditarod Resear ch Find information about the most recent Iditarod on the Internet. Find out the weather conditions, the win ner, and any interesting events that oc curred during the competition. Compare your facts in a small group.
on Character Educati Connection itarod is
that the Id Fred tells Stephanie but about not about winning and cooperating challenging oneself about a spor ts with others. Write petitive activity in event or other com rticipated. Compare which you have pa g to win, the roles that playin and cooperating challenging your self, in your experience. with others played
For background information and other books of interest, refer to page 8.
5
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English Language L Vocabulary • Locate some words that may cause difficulty such as Iditarod on page 6. Say: The Iditarod is a dog sled race. Create a word web on the board. Write Iditarod in the middle. Extend the word web as you discuss the following: sled, husky, and mush. • Review the words. Have students work with partners to write and identify other difficult words. • Help students predict the meaning of unfamiliar words using the following questions: 1. Does this word look like a word I know? (cognates) 2. Is this word formed by two smaller words? (compound words) Do I know the meaning of the smaller words? If I put the meanings together, can I guess the meaning of the original word? 3. Does this word have a smaller word I now know? (base word/prefixes/suffixes) What could the other part mean? 4. Does this phrase have some words I know? Who is using the phrase? Is this character answering a question or expressing something? What could this mean in the story?
Phonics • Write mush on the board. Say the word aloud. Then circle the letters sh. Isolate the sound these letters make. Tell students to repeat it aloud. • Challenge students to a listening exercise. Read a list of words like the following: harsh, march, finish, each, check, ship. Instruct students to raise their hands only when they hear the /sh/ sound.
6
1. Introduce the Script Comprehension • Introduce the topic of living in Alaska by asking a volunteer to point to the state on a map. Explain that because of its location, Alaska’s temperatures can be very cold and the state can receive a lot of snow. Ask: What are some ways we could get to Alaska? (train, plane, automobile) Remind students that such methods of transportation were not always possible. • Show students the picture of the dogs pulling a sled on pages 10–11. Explain that the dogsled used to be a main method of transportation in Alaska. Because of this, there is a very special dogsled race every year. Say: This race is called the Iditarod. Explain that the Iditarod is a 1,100-mile race across snowy and frozen land. Ask: Do you think you’d want to race in the Iditarod? Why or why not?
2. Explain the Structure of a Play • Draw a 3-column chart on the board. Label the columns: Adults, Children, Dogs. • Instruct students to look at the list of characters in the play.Tell students to read the characters’ names aloud. Invite volunteers to add each character’s name to the chart in the correct column. • After all the characters have been added to the chart, write Lapla and Ziggy in the Dogs column. Explain that the Wells family uses these dogs to race.
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ge Learners 3. Model the Script • Read the play aloud as students follow the text in their books.You may use gestures and dramatic expression to help students follow the story. • Reread sections or lines as needed. Ask students to identify illustrations of characters and actions in the play. • Check for comprehension. Some appropriate pauses and comments for this play are: Pages 2–3 • Say: The Wells family moved to Alaska. Ask: Where did they come from? Why did they move to Alaska? Why is Stephanie so excited? What is a musher? Pages 5–6 • Ask: What is Jack’s mother going to do during the race? Why do the dogs wear booties during the race? Pages 10–11 • Say: Alaskans began the Iditarod Race to commemorate, or honor, a certain time in history. Ask: What happened during this time in history? Why did people have to use dogs and sleds to travel? Pages 12–14 • Say: The family stays at Bud’s house overnight. Ask: What do they hear there? What happens to Lapla? Can Lapla run back home with the team? How does Lapla get home?
4. Perform the Script
Multilevel Strategies Review the Wells’ reasons for moving to Alaska by asking students questions like the following:
Beginner Ask: What does the Wells family like to do in Alaska? Allow students to point to a picture in response.
Intermediate Ask: Where did the Wells family come from—Maine or Alaska? What does the Wells family want to do in Alaska? Do you think the Wells will win the Iditarod? Why or why not?
Advanced Challenge students to find the paragraph in the play that explains why the Wells family moved to Alaska (first paragraph). Encourage students to read this paragraph aloud. Provide assistance if necessary.
• Assign roles to students depending on your assessment of their reading and speaking levels, their comprehension, and how comfortable they feel representing each character.*
For ordering information, call Toll-Free 1-877-236-2465 or visit our Web site at www.benchmarkeducation.com. Copyright © 2005 Benchmark Education Company, LLC. All rights reserved. No part of this publication may be reproduced or transmitted 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. Printed in Canada.
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Page 1
Other Books of Interest
Background Information
BENCHMARK EDUCATION COMPANY
Making Maps The Northeast The Seven Natural Wonders The Southeast
Iditarod Trail Sled Dog Race In 1925, Nome, Alaska, was threatened with a diphtheria epidemic. The nearest available diphtheria serum was in Anchorage, over a thousand miles away. Airplanes were relatively new, and pilots did not know if they could fly in the intense winter cold. The serum could be taken to the town of Nenana by train. Mushers volunteered to take the serum the rest of the way on their dogsleds. In 1967, Joe Redington, Sr., and Dorothy Page thought of a way to celebrate the 100th anniversary of Alaska’s purchase. They recreated the 1925 trip by organizing a dogsled race. The race grew into the present Iditarod Trail Sled Dog Race.
Trade Books
The race begins in Anchorage on the first Saturday in March. The first musher arrives in Nome ten to twelve days later. The remaining mushers finish in the next week or so. Then a huge celebration is held in Nome. Each musher begins the race with a team of up to sixteen Alaskan huskies. Each competitor must take three rest stops: two of eight hours each and a longer one of twenty-four hours. Along the way, mushers may leave dogs behind to make the trip easier. The dogs are picked up by volunteer pilots.
by Ian Young. Capstone Press
Mushers face temperatures that can range from –40°F to 50°F and weather that can include raging blizzards. They also face threats from wildlife such as moose, which may attack when they feel threatened. In addition to making a minimum number of rest stops, mushers must follow other strict rules. They must take the following equipment: a sleeping bag, an ax, snowshoes, two sets of booties for each dog, and a pot and cooker. They must have their dogs checked by veterinarians at certain checkpoints and must keep careful records of their dogs’ health.
The Great Serum Race: Blazing the Iditarod Trail by Debbie S. Miller. Walker Books for Young Readers
The Iditarod: The Greatest Win Ever by Monica Devine. Perfection Learning
The Iditarod: Story of the Last Great Race Iditarod Dream: Dusty and His Sled Dogs Compete in Alaska’s Jr. Iditarod by Ted Wood. Walker Books for Young Readers
Racing the Iditarod Trail by Ruth Crisman. Dillon Press
Storm Run:The Story of the First Woman to Win the Iditarod Sled Dog Race by Libby Riddles. Sasquatch Books
Web Sites teacher.scholastic.com/activities/iditarod/ www.alexandriacentral.org/cove/iditarod.html
In the past few years, the race has caused some controversy regarding the dogs’ welfare. Some sponsors have pulled out of the race as a result. However, many others support the contest and the bonds it forms between people and animals.
B
E N C H M A R K
E
D U C AT I O N
C
O M PA N Y
7/22/08
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Page 2
LEVELS 40–30 N–Q
Reader’s Theater
SOCIAL STUDIES People, Places, &
T E AC H E R ’ S G U I D E
Environments
Mushing in Alaska Total words: 1,819
Summary
Objectives
#LITERACY
Students will: • Develop fluency and expression by practicing text at an appropriate reading level • Understand characters’ motives, actions, and feelings
SOCIAL STUDIES # Students will:
• Learn about a part of the Alaskan region and lifestyle • Understand why people are enthusiastic about the Iditarod
#
CHARACTER EDUCATION
Students will learn about: • Citizenship—cooperate with others in community affairs
Fred Wells and his family have moved from Maine to Alaska so they can compete in the Iditarod Trail Sled Dog Race. Fred and his teenaged son, Jack, and daughter, Stephanie, take a practice run. Jack is not interested, but Stephanie is enthusiastic about becoming a musher. She wants to ride on the back runner of the dog sled, but Fred says she is not ready.They discuss the history and importance of the Iditarod as they travel.They camp out for the night.The next morning the family finds that the leader of their dog team, Lapla, has hurt his paw. Jack takes care of Lapla, who must ride on the sled. Now Stephanie gets her chance to stand with her dad on the back runner and help steer the sled.
Characters
Levels
Stephanie Wells
N
30
Bud Aker
N
30
Marnie Wells
N
30
Jack Wells
O
34
Doc Nan
P
38
Fred Wells
Q
40
Narrator 1
Q
40
Narrator 2
Q
40
• Loyalty and teamwork—stand by your family
Reader’s Theater for
Fluency and Comprehension
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7/22/08
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Page 3
BEFORE Reading 1. Build Background • Ask students to imagine they are going to spend two weeks traveling outdoors across the Alaskan wilderness in freezing weather. What would they need to take with them? What skills and character traits would they need? Have them make two lists. • On the board, begin a concept web with the word Iditarod in the center circle. Instruct students to brainstorm words and phrases to write in the surrounding circles to complete the web.
2. Introduce the Script • Give students a copy of the script and explain that they are going to read a play about people preparing for the Iditarod Trail Sled Dog Race in Alaska. Ask them to turn to the list of characters, and read through it with them. Encourage students to speculate why the entire Wells family is involved in dog sledding. • Instruct students to skim the text, looking at the organization and illustrations and identifying the characters. If students are unfamiliar with the format of a play, explain how the text is organized and how they can tell when a different character is speaking. For
English Language Learners instruction on introducing the script, refer to page 6.
3. Discuss Vocabulary • Ask students to identify words that come from languages used by Alaskan natives such as the Inuit: malamute and mukluks. Discuss the meanings of the words. • Ask students to identify and define the words used to direct the sled dogs: gee, haw, and hike. Ask students if they have heard or used these words for the same or similar purposes. For
2
English Language Learners instruction on vocabulary and phonics, refer to page 6.
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Page 4
DURING Reading 4. Read the Script • Familiarize students with the content and vocabulary of the script by having them read along with you as you model fluent reading. Informally assess students’ reading as you: • Note students’ level of participation. • Note any vocabulary words that are still challenging for students to read. When finished, address questions about word pronunciation or meaning. • Read the script chorally again, noting whether students’ interpretations of the characters show an understanding of the story.
ther Reread toge the t u o through velop week to de and confidence cy. build fluen
3
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Page 5
AFTER Reading Building Character • The mushers who compete in the Iditarod and many other people in the community cooperate to make the race successful. Discuss a time you observed an entire community come together to help someone, accomplish a goal, or put on a fun event. • A person sometimes shows loyalty by doing something he or she does not want to do. For example, Jack helps with the practice run although he is not excited about it. Discuss examples of people showing loyalty to their community, country, or family. Describe a time you showed loyalty.
Staging and Performance Suggestions • A “sled” can be made by tearing three sides off of a large cardboard box. • Fred, Stephanie, and Jack can wear heavy coats and wooly hats and gloves. • A background of snow and fir trees can be painted and displayed.
5. Interpret the Script Discuss Ideas and Issues • Compare Stephanie’s and Jack’s attitudes toward dog sledding. Do you think Jack’s attitude will change in the future? Why or why not? • Describe the different kinds of teamwork shown in the play. • Do you think Fred will be successful in the Iditarod? Stephanie? Why or why not? • What traits do you think are needed to be a good musher?
6. Assign Roles & Rehearse the Script • Use the reading levels provided to help you assign roles. • Decide whether to develop a simple reading of the script or a dramatization of it. • Discuss the staging. Use the suggestions provided here and in the Teacher’s Handbook. • Discuss rehearsal expectations. See the Teacher’s Handbook. • During the first rehearsal, offer suggestions for expression and voice. During the second rehearsal, act only as the audience. • Provide feedback at the end of the rehearsal. See the Teacher’s Handbook. For
7. Perform the Script • Read the script as a Reader’s Theater or dramatize it as a play. For
4
English Language Learners instruction on modeling the play, refer to page 7.
English Language Learners instruction on performing the play, refer to page 7.
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Page 6
Content Connections Geography The Iditarod Trail is named for the Iditarod River and the town of Iditarod on the river. It was originally named Hiditarod, an Inuit word meaning “far-off place.” The Iditarod Trail Sled Dog Race goes across Alaska, from Anchorage to Nome. It crosses the Alaska Mountain Range at Rainy Pass. At 3,500 feet, this is the highest point of the race.The trail then runs along the Yukon River.The middle 300 miles of the race vary from year to year. In even-numbered years, the race takes a northern route in this section. In oddnumbered years, it takes a southern route. Try This! Make a map of the Iditarod Trail Sled Dog Race. 1. With a partner, locate a map of Alaska. Draw the map.Then draw the following features: Anchorage, Nome, Alaska Mountain Range, Mount McKinley, and Yukon River. 2. Find out the height of Mount McKinley and mark it on the map. 3. On the Internet, locate a map of the Iditarod Trail Sled Dog Race. Draw both race routes on your map. Use different colors to show the northern and southern routes. 4. Make a key for your map. Include symbols for cities, mountains, rivers, and the northern and southern Iditarod routes.
Literacy Extensions Iditarod Acrosti c Poem Write the word “Iditarod ” ver tically on a piece of paper. Next to eac h letter, write a word or phrase startin g with that letter that reminds you of the Iditarod. Read the resulting poem to the class. Iditarod Resear ch Find information about the most recent Iditarod on the Internet. Find out the weather conditions, the win ner, and any interesting events that oc curred during the competition. Compare your facts in a small group.
on Character Educati Connection itarod is
that the Id Fred tells Stephanie but about not about winning and cooperating challenging oneself about a spor ts with others. Write petitive activity in event or other com rticipated. Compare which you have pa g to win, the roles that playin and cooperating challenging your self, in your experience. with others played
For background information and other books of interest, refer to page 8.
5
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Page 7
English Language L Vocabulary • Locate some words that may cause difficulty such as Iditarod on page 6. Say: The Iditarod is a dog sled race. Create a word web on the board. Write Iditarod in the middle. Extend the word web as you discuss the following: sled, husky, and mush. • Review the words. Have students work with partners to write and identify other difficult words. • Help students predict the meaning of unfamiliar words using the following questions: 1. Does this word look like a word I know? (cognates) 2. Is this word formed by two smaller words? (compound words) Do I know the meaning of the smaller words? If I put the meanings together, can I guess the meaning of the original word? 3. Does this word have a smaller word I now know? (base word/prefixes/suffixes) What could the other part mean? 4. Does this phrase have some words I know? Who is using the phrase? Is this character answering a question or expressing something? What could this mean in the story?
Phonics • Write mush on the board. Say the word aloud. Then circle the letters sh. Isolate the sound these letters make. Tell students to repeat it aloud. • Challenge students to a listening exercise. Read a list of words like the following: harsh, march, finish, each, check, ship. Instruct students to raise their hands only when they hear the /sh/ sound.
6
1. Introduce the Script Comprehension • Introduce the topic of living in Alaska by asking a volunteer to point to the state on a map. Explain that because of its location, Alaska’s temperatures can be very cold and the state can receive a lot of snow. Ask: What are some ways we could get to Alaska? (train, plane, automobile) Remind students that such methods of transportation were not always possible. • Show students the picture of the dogs pulling a sled on pages 10–11. Explain that the dogsled used to be a main method of transportation in Alaska. Because of this, there is a very special dogsled race every year. Say: This race is called the Iditarod. Explain that the Iditarod is a 1,100-mile race across snowy and frozen land. Ask: Do you think you’d want to race in the Iditarod? Why or why not?
2. Explain the Structure of a Play • Draw a 3-column chart on the board. Label the columns: Adults, Children, Dogs. • Instruct students to look at the list of characters in the play.Tell students to read the characters’ names aloud. Invite volunteers to add each character’s name to the chart in the correct column. • After all the characters have been added to the chart, write Lapla and Ziggy in the Dogs column. Explain that the Wells family uses these dogs to race.
42754_TG.qxd:New Reader th TG rev
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Page 8
ge Learners 3. Model the Script • Read the play aloud as students follow the text in their books.You may use gestures and dramatic expression to help students follow the story. • Reread sections or lines as needed. Ask students to identify illustrations of characters and actions in the play. • Check for comprehension. Some appropriate pauses and comments for this play are: Pages 2–3 • Say: The Wells family moved to Alaska. Ask: Where did they come from? Why did they move to Alaska? Why is Stephanie so excited? What is a musher? Pages 5–6 • Ask: What is Jack’s mother going to do during the race? Why do the dogs wear booties during the race? Pages 10–11 • Say: Alaskans began the Iditarod Race to commemorate, or honor, a certain time in history. Ask: What happened during this time in history? Why did people have to use dogs and sleds to travel? Pages 12–14 • Say: The family stays at Bud’s house overnight. Ask: What do they hear there? What happens to Lapla? Can Lapla run back home with the team? How does Lapla get home?
4. Perform the Script
Multilevel Strategies Review the Wells’ reasons for moving to Alaska by asking students questions like the following:
Beginner Ask: What does the Wells family like to do in Alaska? Allow students to point to a picture in response.
Intermediate Ask: Where did the Wells family come from—Maine or Alaska? What does the Wells family want to do in Alaska? Do you think the Wells will win the Iditarod? Why or why not?
Advanced Challenge students to find the paragraph in the play that explains why the Wells family moved to Alaska (first paragraph). Encourage students to read this paragraph aloud. Provide assistance if necessary.
• Assign roles to students depending on your assessment of their reading and speaking levels, their comprehension, and how comfortable they feel representing each character.*
For ordering information, call Toll-Free 1-877-236-2465 or visit our Web site at www.benchmarkeducation.com. Copyright © 2005 Benchmark Education Company, LLC. All rights reserved. No part of this publication may be reproduced or transmitted 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. Printed in Canada.
7
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7/22/08
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Page 1
Other Books of Interest
Background Information
BENCHMARK EDUCATION COMPANY
Making Maps The Northeast The Seven Natural Wonders The Southeast
Iditarod Trail Sled Dog Race In 1925, Nome, Alaska, was threatened with a diphtheria epidemic. The nearest available diphtheria serum was in Anchorage, over a thousand miles away. Airplanes were relatively new, and pilots did not know if they could fly in the intense winter cold. The serum could be taken to the town of Nenana by train. Mushers volunteered to take the serum the rest of the way on their dogsleds. In 1967, Joe Redington, Sr., and Dorothy Page thought of a way to celebrate the 100th anniversary of Alaska’s purchase. They recreated the 1925 trip by organizing a dogsled race. The race grew into the present Iditarod Trail Sled Dog Race.
Trade Books
The race begins in Anchorage on the first Saturday in March. The first musher arrives in Nome ten to twelve days later. The remaining mushers finish in the next week or so. Then a huge celebration is held in Nome. Each musher begins the race with a team of up to sixteen Alaskan huskies. Each competitor must take three rest stops: two of eight hours each and a longer one of twenty-four hours. Along the way, mushers may leave dogs behind to make the trip easier. The dogs are picked up by volunteer pilots.
by Ian Young. Capstone Press
Mushers face temperatures that can range from –40°F to 50°F and weather that can include raging blizzards. They also face threats from wildlife such as moose, which may attack when they feel threatened. In addition to making a minimum number of rest stops, mushers must follow other strict rules. They must take the following equipment: a sleeping bag, an ax, snowshoes, two sets of booties for each dog, and a pot and cooker. They must have their dogs checked by veterinarians at certain checkpoints and must keep careful records of their dogs’ health.
The Great Serum Race: Blazing the Iditarod Trail by Debbie S. Miller. Walker Books for Young Readers
The Iditarod: The Greatest Win Ever by Monica Devine. Perfection Learning
The Iditarod: Story of the Last Great Race Iditarod Dream: Dusty and His Sled Dogs Compete in Alaska’s Jr. Iditarod by Ted Wood. Walker Books for Young Readers
Racing the Iditarod Trail by Ruth Crisman. Dillon Press
Storm Run:The Story of the First Woman to Win the Iditarod Sled Dog Race by Libby Riddles. Sasquatch Books
Web Sites teacher.scholastic.com/activities/iditarod/ www.alexandriacentral.org/cove/iditarod.html
In the past few years, the race has caused some controversy regarding the dogs’ welfare. Some sponsors have pulled out of the race as a result. However, many others support the contest and the bonds it forms between people and animals.
B
E N C H M A R K
E
D U C AT I O N
C
O M PA N Y
