ALPHABET SOUP: Exploring the World's Different Alphabets

September 26, 2003

ALPHABET SOUP:
Exploring the World's Different Alphabets

Grades: 6-8, 9-12

Subjects: Geography, Language Arts, Technology

Related New York Times Article
"For the World's A B C's, He Makes 1's and 0's, By MICHAEL ERARD", September 26, 2003

Overview of Lesson Plan:: In this lesson, students will research different languages, focusing on their unique alphabets. Groups will create posters highlighting each different language's alphabet in order to compare how these systems of symbols are created and utilized.

SUGGESTED TIME ALLOWANCE:
1 hour

OBJECTIVES:
Students will:

List as many alphabets as they can in two minutes; discuss how people who use different alphabets can use the same Internet.
Learn about Michael Everson's work on Unicode by reading and discussing the article "For the World's A B C's, He Makes 1's and 0's."
In groups, research a world language and create a poster with information on this language.
Individually, reflect on the importance of alphabets and language by writing letters to Michael Everson.

RESOURCES / MATERIALS:

student journals
paper
pens/pencils
classroom board
copies of "For the World's A B C's, He Makes 1's and 0's" (one per student)
computers with Internet access (one per group)
reference books (dictionaries, grammar textbooks, etc. in different languages)

ACTIVITIES / PROCEDURES:

WARM-UP/DO NOW: Students respond to the following journal prompt (written on the board prior to class): "List as many different alphabets as you can in two minutes." After two minutes, have students share their responses with the class. Make sure to help students distinguish between alphabets (systems of symbols) and languages (arrangements of these symbols into meaning). List the names of the different alphabets on the board (in English). Then conduct a short discussion based on the following question: How do you think people who write in different alphabets can communicate over the Internet or e-mail?
As a class, read the article "For the World's A B C's, He Makes 1's and 0's", focusing on the following questions:
1. What is Michael Everson's life's work?
2. What objects does Everson have in his home that attest to his love of language?
3. What is Unicode?
4. To what does Rick McGowan compare Unicode, according to the article?
5. How and why did Unicode develop?
6. Why have computer companies begun to lose interest in the Unicode project?
7. When was Michael Everson first attracted to different languages? Where did this interest take him?
8. What was Rick McGowan's first impression of Everson?
Divide students into groups of three or four, assigning each group to a world language. Each language should have a distinct alphabet. Some possibilities include Arabic, Cuneiform, Hebrew, Russian, Korean, Spanish, Greek, or Japanese. Using available resources, groups should research the language to learn the answers to the following questions:
- What is the origin of this language (when, where, and how was it created)?
- Has this language undergone changes in its alphabet throughout its existence?
- What do the characters in this language represent (e.g. whole word, syllables, distinct sounds, etc.)? How many characters are in this language? Are there distinct characters for upper/lower cases or other such distinctions?
- Is this language still in use today? If not, when did it fall out of use? If so, what are its current applications?
After researching these questions, groups create a poster highlighting the answers to the questions, as well as providing samples of the language's alphabet in its various forms. Finished posters can be displayed throughout the classroom.
WRAP-UP/HOMEWORK: Individually, students should reflect on the importance of alphabets and write a letter to Michael Everson. In their letters, students should describe their reactions to Everson's work, the knowledge they gained by researching a particular language, and opinions about Everson's love of languages. Students should also describe their feelings about bilingual education and whether or not they are familiar with as many languages as Everson. If desired, students may send their letters to Everson at Everson Typography, 48B Gleann na Carraige, Cill Fhionntain, Baile Átha Cliath 13, Éire or to everson@evertype.com.

DISCUSSION QUESTIONS:

Do you think that the Unicode project is worthwhile? If you were the Chief Executive Officer of a company, would you pay for the use of the program? Why or why not?
Do you think that the Internet should accommodate all languages? Why or why not?
Would you like to have Michael Everson's job? Why or why not?
Why do you think there are so many languages? What are the benefits and drawbacks to this variety?
Do you think that finishing the Unicode project is a "question of human rights"? Why or why not?
From where does the word "alphabet" come?

EVALUATION / ASSESSMENT:
Students will be evaluated on their Warm-Up responses, participation in class discussions, factuality of group research, completion of group poster, and reflection in individual letters to Michael Everson.

VOCABULARY:
icon, cuneiform, ether, renders, ambitious, emerging, consortium, archaic, erudition, indispensable

EXTENSION ACTIVITIES:

Design a computer program that translates e-mails from one language into another. Choose two languages (using two languages that both use Roman characters may simplify the coding). Conduct a test of your program by sending your classmates an email.
Translate a favorite poem (1-2 pages) into a foreign language. As you translate, consider the following issues: If the poem rhymes, should you make it rhyme in the translated language, or is retention of meaning more important? Will you keep the meter of the poem intact at the expense of accuracy? How will you retain the overall tone and feeling of the poem?
Create a workbook to teach children a foreign language with a distinct alphabet (assume that English is the first language of the children using the workbook). Your workbook may include different methods of teaching and levels of information depending upon the age group to which you gear your workbook. Note on the cover who this book is intended to teach (e.g. pre-school children, high school students, etc).
Learn the languages of J.R.R. Tolkin's "Lord of the Rings" trilogy, Sindarin and Quenya. Then write a page of dialogue or a song that might appear in the novels in one of these languages. Make sure to write them in Tengwar, the alphabet in which the languages are written.
Learn about how different kinds of "attachment" files (e.g. jpeg, mp3, and btmp) are coded and translated by computers. Create a poster illustrating how such a file goes from your computer to your friend's computer when you send it attached to an e-mail. Include explanations of terms such as encoding, decoding, and binary.

INTERDISCIPLINARY CONNECTIONS:
Fine Arts- Learn about the art of calligraphy in a specific language. Create a poster comparing regular print, script, and calligraphy letters in this language, and conduct a demonstration in class on how to write calligraphy. If possible, use the traditional materials used by calligraphers in this language (e.g. quill, fountain pen, stick, etc.).

Global Studies- Learn about the creation of the language "Esperanto," then write a short paper addressing the following questions: Who created it? What were this individual's motives? How did the international community respond? What is the state of Esperanto now? Do you think that Esperanto is a good idea?

Mathematics- Numerals also come in different "alphabets." Learn about a numeral system besides the standard Arabic numerals, such as Hebrew, Roman, or Babylonian. To start your research, visit Math Forum's Web site, which has several links to different numeral systems. Create a one-page math worksheet using this system (students should write their answers in the system, too!). A short explanation of the system and key should accompany the worksheet.