Final
Summit
The
A Q U E S T T O F I N D T H E O N E PRINCIPLE THAT WILL SAVE HUMANITY
by
Andy Andrews
Curriculum Guide for Teachers
Middle and High School Students
Including Student Reproducible Pages
Written by
Peggy Hoekenga, MEd
Edited by
Will Hoekenga, SixWordsStudio.com
Layout and Design by
Kevin Burr, OcularInk.com
Lightning Crown Publishers, Inc.
P.O. Box 17321 | Nashville, TN 37217
1-800-726-2639
www.AndyAndrews.com
© 2011 Lightning Crown Publishers, Inc.
All content owned by Lightning Crown Publishers, Inc. All rights reserved.
Portions of the work may be reproduced and distributed for educational purposes only.
About the Curriculum Guide Author
The
Final Summit
About the Curriculum Guide Author
Peggy Hoekenga is an assistant professor at the University of North Alabama, where she taught first grade at
Kilby Laboratory School for seven years and is currently beginning her fifth year as the Alabama Reading Initiative reading coach for grades K-6. She received her Master’s Degree in Early Childhood Education from the
University of Mississippi. In 2008, the Northwest Alabama Reading Council selected her as Reading Teacher of
the Year. She currently lives in Florence, AL, with her husband of 34 years, Paul.
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Table of Contents
The
Final Summit
Table of Contents
Summary............................................................................................................................p. 5
About the Author................................................................................................................p. 6
Before Reading Activities....................................................................................................p. 7
Build Background Knowledge..........................................................................................p. 7
Set Purpose for Reading................................................................................................p. 8
Graphic Organizers for Pre-Reading Activities.................................................................p. 9-11
Introduce Vocabulary................................................................................................p. 12-14
Vocabulary and Word Study Activities..........................................................................p. 15-23
During Reading...................................................................................................................p. 24
Comprehension Questions.........................................................................................p. 24-32
After Reading Activities......................................................................................................p. 33
Enrichment/Extend the Learning....................................................................................p. 33-36
Vocabulary Quiz.........................................................................................................p. 37-41
Book Test......................................................................................................................p. 42-45
Quiz and Test Answer Keys.........................................................................................p. 46-47
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Summary
The
Final Summit
Summary
Many years have passed since David Ponder discovered the Seven Decisions during a divine journey through
time. Now 74 years old, Ponder has lost the one thing that mattered to him most—his wife, Ellen. Despite his personal and professional success, he now sits alone at the top of his 55-story high-rise contemplating the unthinkable, just as he did 28 years ago.
However, just as things are looking their darkest, Ponder is informed through divine channels that he is needed
now more than ever. This is mankind’s last chance. Millennia of avarice, pride, and hate have sent humanity hurtling toward inevitable disaster, and far from its original purpose.
There is only one solution that can reset the compass and right the ship—and it is only two words. Ponder, along
with a cast of famous historical figures, must work quickly to discover this solution. The fate of the world rests
on their shoulders. In the spirit of its New York Times bestselling predecessor, The Traveler’s Gift, The Final
Summit explores the historically proven principles that have guided our greatest leaders for centuries. Andrews
combines a riveting narrative with astounding history in order to show us the one thing we must do when we don’t
know what to do.
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About the Author
The
Final Summit
About the Author
Hailed by a New York Times writer as “someone who has quietly become one of the most influential people in
America,” ANDY ANDREWS is the author of New York Times Bestsellers The Noticer and The Traveler’s Gift,
and is also an in-demand speaker for the world’s largest organizations. The Noticer and The Traveler’s Gift were
featured selections of ABC’s Good Morning America, have been translated into nearly 20 languages, and continue to appear on bestseller lists around the world.
Andy has spoken at the request of four different United States presidents and toured military bases around the
world, being called upon by the Department of Defense to speak about the principles contained in his books. Arguably, there is no single person on the planet better at weaving subtle yet life-changing lessons into riveting tales
of adventure and intrigue—both on paper and on stage.
He lives in Orange Beach, Alabama, with his wife, Polly, and their two sons.
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Before Reading Activities
The
Final Summit
Before Reading Activities
Build Background Knowledge
Pose the following situation and questions to your students:
• Humanity has reached its final point. The world is in chaos. All respect for human life has
d
issolved, a moral decline of unbelievable proportions has evolved, and we no longer can determine
right from wrong. You have been charged with the task of leading a summit to determine how to restore mankind and get humanity back on the pathway to a viable, moral, and successful society.
• You may seek the counsel of five people from any period in time in order to help set mankind
back on the right path.
•W
ho would you invite to your summit to help you determine the necessary steps for renewing
and restoring mankind?
• How would you determine the qualifications and character traits for the type of people you
would ask to advise you?
As a group, brainstorm the type of person (no names can be mentioned at this point) you would be looking for to
serve at this meeting. What qualifications would they need? What type of character should they possess? Have
someone record the qualifications as determined by the group. Set a time limit of ten to fifteen minutes to compose this list.
Next, have students participate in a “quick write.” There is no discussion at this point. They will write down the
person whom they would most like to include in their summit, and why they would choose this person. Students
must write as quickly as they can, because they will only have two minutes in which to write.
After students write for the allotted amount of time, have everyone stop. Then, have students share, in small
groups, what they have written down. Give students three to five minutes for discussion. Then, have each small
group compose a list of five people whom they would like to include at their summit, and why they have chosen
them. Give students a pre-determined amount of time to develop their list. When this time is up, have one student from each group present their list and reasons to the other groups.
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Before Reading Activities
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Set Purpose for Reading
Tell students they will be reading a book about a man who was faced with this daunting task. The members
of his summit had been pre-determined and he was allowed to seek six of the members (also pre-determined)
to act as advisors for solving a similar charge. As students read, they are to keep a list of those six advisors
and decide why they were chosen for such a position. They may use the graphic organizer on p.9-11 to record
information about these advisors, or they can record the same information in a “Summit Journal,” creating their
own graphic organizers.
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Before Reading Activities
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David Ponder’s Advisors
First Person
Reasons they are famous:
Characteristics of this person:
Contributions made to society by this person:
Why do you admire this person?
Second Person
Reasons they are famous:
Contributions made to society by this person:
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Characteristics of this person:
Why do you admire this person?
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Before Reading Activities
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David Ponder’s Advisors
Third Person
Reasons they are famous:
Characteristics of this person:
Contributions made to society by this person:
Why do you admire this person?
Fourth Person
Reasons they are famous:
Contributions made to society by this person:
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Characteristics of this person:
Why do you admire this person?
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Before Reading Activities
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David Ponder’s Advisors
Fifth Person
Reasons they are famous:
Characteristics of this person:
Contributions made to society by this person:
Why do you admire this person?
Sixth Person
Reasons they are famous:
Contributions made to society by this person:
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Characteristics of this person:
Why do you admire this person?
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Before Reading Activities
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Final Summit
Introduce Vocabulary
The vocabulary should be introduced prior to reading. The words are listed by chapters. Determine how
many chapters you will assign to your students and then introduce the corresponding vocabulary prior to their
reading. You may choose all the words in each section, or select the ones that best suit the ages, needs, and
knowledge base of your students. Remember, when choosing vocabulary words, they should be high utility
words that students will use frequently in their oral vocabulary and writing. The fact that some words are unfamiliar to students doesn’t necessarily make them high utility vocabulary words.
For older students, you may want to differentiate their learning by allowing them to choose their own vocabulary words. They would select words that are new to them or words they already know, but are used in a way
that is unfamiliar to them. If you choose to do this, your students may use the graphic organizer on p.17.
Vocabulary activities and graphic organizers are on the pages following the vocabulary lists.
Prologue & Chapter 1
eccentric (p.2)
buoyant (p.2)
atrociously (p.2)
emanate (p.5)
permeated (p.9)
rarefied (p.10)
debacle (p.11)
concierge (p.11)
missives (p.12)
eloquent (p.14)
buffoon (p.15)
divergence (p.18)
relent (p.22)
atrocities (p.22)
inexorably (p.27)
Chapter 2
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tact (p.29)
protocol (p.29)
luminescence (p.26 & 30)
erroneous (p.30)
delving (p.34)
palatable (p.34)
disdain (p.36)
fathom (p.37)
prudently (p.41)
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Before Reading Activities
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Chapter 3
resonating (p.43)
equilibrium (p.46)
unpretentious (p.48)
loftier (p.49)
fetid (p.50)
acrid (p.50)
rheumy (p.53)
unabashed (p.55)
surly (p.55)
preordained (p.57)
piqued (p.57)
whet (p.58)
congenially (p.61)
appeasement (p.61)
Chapter 4
precepts (p.68)
hiatus (p.68)
arbiter (p.69 & 71)
disdainful (p.69)
impertinent (p.71)
rapt (p.71 & 80)
enigma (p.72)
traversed (p.74)
engendered (p.76)
Chapter 5
definitive (p.80)
destitute (p.81)
disarray (p.81)
unrelenting (p.81)
routing (p.83)
vanquished (p.86)
Chapter 6
mandates (p.91 & 69)
compatriots (p.92)
dervish (p.95)
essence (p.96)
adjudicated (p.97)
respite (p.98)
adage (p.99)
germane (p.103)
discern (p.104)
assertion (p.107)
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Before Reading Activities
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Chapter 7
assent (p.109)
demeanor (p.110)
eluding (p.111)
advocating (p.113)
corroborated (p.113)
consternation (p.117)
gregarious (p.120)
fervor (p.121)
annals (p.123)
divulged (p.127)
paradox (p.129)
cynical (p.132)
Chapter 8
query (p.138)
egotistical (p.139 & 141)
obelisk (p.142)
enamored (p.145)
pinnacle (p.140)
Chapter 9
rancor (p.151)
introspection (p.157)
bereft (p.158)
veritable (p.162)
voracious (p.162)
pensive (p.163 & 9)
obstinate (p.160)
Chapter 10
petulantly (p.169)
emancipated (p.173)
enunciated (p.177)
discourse (p.177)
discernable (p.181)
Chapter 11
countenance (p.184)
behest (p.186)
heed (p.186)
ad nauseam (p.191)
daft (p.196)
precipitously (p.197)
platitude (p.187)
Chapter 12 & Epilogue
grousing (p.199)
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edict (p.200)
aperture (p.203)
enclaves (p.214)
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Before Reading Activities
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Vocabulary and Word Study Activities
Vocabulary instruction doesn’t take a great deal of time, but it is time well spent. Students with a wide vocabulary have better comprehension skills, and are better readers and writers. Research clearly shows
that a student’s vocabulary is directly related to their academic success. It is important for students to
internalize their own concept of a word so that they will “own” the word and begin using it in their oral and
written vocabulary. As they explore words on their own, they need to have an understanding of what the
word is, what it is not, the origins of the word, what part of speech it is, if it has multiple meanings, antonyms and synonyms for the word, and even be able to visualize the word. As they explore words and
use them in everyday situations, their vocabulary will increase.
I did not divide the activities into age groups. I believe that any of these activities can be used with students of various ages. Select the ones that you believe will best meet the needs and ability levels of your
students. They may be used as small group activities or for individual students.
1 Use the Word Sort Graphic Organizer so that students can identify the parts of speech for the vocabulary
words that you select. You may want to include the page numbers where the words are found if you use
words from multiple chapters.
2
Have students define your selected vocabulary words using the graphic organizers on pages 19 or 20.
3 Have students locate the base word in words that have prefixes, suffixes, and/or inflectional end-
ings. Then, have them indicate the language of origin of the base word and its meaning. Next, have
them list all the words they could make with the same base word by using different prefixes, suffixes,
and inflectional endings.
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Before Reading Activities
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4 Assign the vocabulary words from one, two, or several chapters, and allow students to use them to write
a poem, song, or newspaper article about those chapters.
5
Identify the Greek/Latin roots from the following vocabulary words: traversed (vert, vers), engendered (gen), definitive (fin), and introspection (spec, spect). You may want to allow students to work with a part-
ner on this activity. Students may use their own paper, or the graphic organizer on p.22.
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Before Reading Activities
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Vocabulary Word Definitions Using context clues
Word:
Page # found in text:
Sentence used from text:
Your definition based on context clues:
Word:
Page # found in text:
Sentence used from text:
Your definition based on context clues:
Word:
Page # found in text:
Sentence used from text:
Your definition based on context clues:
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Before Reading Activities
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Name
Vocabulary Word Sort
Parts of Speech
Noun
Verb
Adjective
Adverb
More than One**
**Find the words that can be used as multiple parts of speech. Then, locate the word in the text and indicate which part of speech it
is used as in the book.
Word
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Page Number in Book
Part of speech as used in text
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Before Reading Activities
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Vocabulary Word Graphic Organizer
Word:
Definition:
Synonym:Antonym:
Source of definition:
Word:
Definition:
Synonym:Antonym:
Source of definition:
Word:
Definition:
Synonym:Antonym:
Source of definition:
Word:
Definition:
Synonym:Antonym:
Source of definition:
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Before Reading Activities
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Name
Vocabulary Word Graphic Organizer
Word:
Short Definition (in your own words):
Synonyms
Antonyms
1.
1.
2.
2.
Visual representation of the word. How would you illustrate this word?
Use the word in a sentence.
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Before Reading Activities
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How Many Words Can You Create?
Choose a vocabulary word that has a prefix and/or a suffix. Then, identify the base word in the word. How many
new words can you create by adding different prefixes and/or suffixes to the base word?
Vocabulary Word
Base Word
Vocabulary Word
Base Word
Vocabulary Word
Base Word
Vocabulary Word
Base Word
New Words:
New Words:
New Words:
New Words:
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Before Reading Activities
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Building with Affixes and Roots
Define the vocabulary words below. Then, define the Greek or Latin root word of each word and the meaning of
the root. Next, use the root word from each of the words to build as many new words as you can think of using
various and different affixes.
Word
Definition
Root
traversed
vers
engendered
gen
difinitive
fin
introspection
spec
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Root Meaning
vers
gen
fin
spec
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Before Reading Activities
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Answer Key for Building with Affixes and Roots
There are so many new words that can be made with the roots on the previous page. Do not limit your students
to the lists below. Accept any valid combinations of affixes and roots. Also, you may find the boxes are too limiting, so allow your students to make more words on the back of the sheet.
vers
gen
avert
divert
invert
genesis
genetics
convertible
versus
introvert
generation
degenerate
reverse
controversy
versatile
antigen
pathogen
revert
universe
converse
generator
generate
converation
fin
spec
final
infinite
finish
specimen
specific
spectator
confine
finite
fine
aspect
speculate
inspect
refine
define
definite
respect
spectacle
prospect
definition
redefine
retrospective
aspect
expect
inspector
inspection
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During Reading Activities
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During Reading Activities
Questions for Discussion and Comprehension
Prologue & Chapter One
1. In the prologue, Carl Santiago is reflecting about the man who owns the building. From what Carl says and
remembers, what kind of man would you say this person is and how would you describe him? (Wealthy,
famous, talented, buoyant personality, down-to-earth, likeable, humble, kind…)
2. David Ponder refers to the Seven Decisions for Success as a gift. In fact, they were responsible for his
financial success. What were the Seven Decisions? List them and give a brief explanation as to what you
think each one means. (1. The buck stops here. 2. I will seek wisdom. 3. I am a person of action. 4. I have
a decided heart. 5. Today I will choose to be happy. 6. I will greet each day with a forgiving spirit. 7. I will
persist without exception. Accept any reasonable explanation given for each of the decisions.)
3. David explains his gift of the Seven Decisions as something he acquired as a traveler—a time traveler. Do
you believe time travel is possible? Why or why not? (Answers will vary.)
4. How did David prove to his wife that his time travel actually did happen? Did she believe him? (When David
and his wife were in Amsterdam, they visited an Anne Frank museum. David asked the museum manager if
he would remove Anne’s diary from the glass case that held it. Finally, after David bribed him, he removed it
and turned the pages for them. After several pages, David asked him to stop. Then, David took out the four
pages that he had in his possession and the torn edges, handwriting, and ink all matched up perfectly. She
was shocked, but this was the proof he needed to convince her of his time travel.)
5. The archangel Gabriel appears after 28 years and speaks to David. Where/when do you think David has
seen him before? Can you predict why he has returned after all these years and what he wants with David
now? (Answers will vary. Accept any reasonable answers.)
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During Reading Activities
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Chapter Two
1. On page 28, there is a reference to the depository of lost dreams and unfinished prayers. What do you think
this is? (Accept any reasonable answers.)
2. On page 29, David wonders what it would be like to “live in truth” every day. What did he mean by this? Do
you think this is possible? Why or why not? (Answers will vary but may include: everything you say, hear,
and think is the absolute truth, nothing is false, not even the tiniest “white lie”…)
3. Then, on page 32, Gabriel speaks about creating “your own version of a truth.” He goes on to refer to it as
“providing your own flood.” What does he mean by all this? Compare and contrast it to the “living in truth”
that David spoke of earlier. (Answers will vary, but answers to first question may include: We distort the truth
so much that we don’t even recognize it any more. It all begins to distort until we become flooded and are
drowning in our own lies and deception; Gabriel is comparing it to the flood in the days of Noah…)
4. David was chosen to lead the summit conference for three reasons. List the reasons and explain the significance of number three. (1. He is the only Traveler who is currently living in the present time. 2. He was
considered extremely effective in using the wisdom he had gathered when he was a Traveler. 3. He is the
only Traveler who was ever chosen to represent a common, ordinary man. All the other Travelers were
famous and/or had already accomplished great things on Earth. David was also the last Traveler and he
was considered to be an “ideal specimen of the human race.” He had been chosen to represent most of
mankind—the common, ordinary person. He was able to share what he learned and continued to learn with
others, and because of all that he had accomplished, he was considered among all the other Travelers as
the “greatest one of all”! This was the sole reason that he had been chosen to lead this final summit.)
Chapter Three
1. Who was the first Traveler that David met? Why do you think he was first? (Winston Churchill…)
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During Reading Activities
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2. On page 51, David asks the question, “What is a second act man?” Who was responsible for this term and
what did he mean by it? (Winston Churchill was responsible for the term. He explained it in this way: People who are somewhat successful in the “first act” of their life and then suffer some sort of setback and quit
or give up trying. Second act people are those who learn and grow while they are going through the hard
times. They recover and are revived and ready to begin the “second act” of their lives with greater knowledge and even more success.) Now, explain it in your own words. What does it mean to you? Give an
example. (Accept any reasonable answers.)
Chapter Four
1. As people begin arriving for the summit, David breaks into a sweat. Explain why you think he does this.
(Answers will vary.)
2. Gabriel explains that the Travelers have an allotted amount of time to answer one question correctly. What
is the question? (What does humanity need to do, individually and collectively, to restore itself to the pathway toward successful civilization?) Before you read any further, how would you answer this question?
(Answers will vary.)
3. Next, Gabriel gives David and the others five directives for conducting their meeting. What are these five
directives or precepts? (1. David can ask for up to five advisers, in addition to Winston Churchill, one at a
time. 2. Allow a brief time between inviting advisers for some discussion between the advisers. 3. During
their discussion time they may not speak with anyone in the larger group. 4. They will have five chances to
answer the question correctly. They can only add advisers one at a time and after an incorrect answer is
given. 5. Gabriel is the arbiter, he presents and enforces all of the mandates, but he doesn’t stay with them
during their discussions. He comes when he is summoned by David to hear an answer.) Do you think these
are fair directives? Why or why not? (Answers will vary.)
4. The summit requests the assistance of the first Traveler. Who is it? (Joan of Arc—the Maid of Orleans) Give
a brief description of this person. (Answers will vary, but may include: Proud, sure of herself, young girl in
her teens, wearing clothing of a warrior with a red cross on her suit, carrying a huge sword, speaks French,
green eyes with freckles on her face, tall…)
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Chapter Five
1. The people who lived in Joan of Arc’s village and the dauphin, Charles, all thought that Joan was crazy.
Why did they think this? (Joan told her family about her visions and claimed that she had talked to Gabriel,
military commanders, Saint Catherine, and Saint Margaret. They, in turn, told the other people of the village
and they all thought she was crazy.) What do you think about this? Do you think people can really talk with
or hear from saints and archangels and such? (Answers will vary.)
2. Explain the role that the archangels, Gabriel and Michael, played in the life of Joan of Arc. (Gabriel told her
about her destiny and what was ahead. Michael, an archangel who is patron saint of the warrior and the
commander of the Army of God, was with her during battle.)
3. What did Churchill say was the “first task of a leader”? Explain how Joan exemplified this. (To keep hope
alive; She showed this by inspiring hope in her people during, and long after, her death. Her courage and
ability to do the impossible inspired them to believe and hope. She explained that hope was “the captain of
courage and the author of success.”)
4. How did Joan explain the “proof of hope” to David? (She said that the fact that you are breathing is the
proof of hope. She went on to explain that if you are breathing, then you are alive, and if you are still alive,
that means you have not yet accomplished your purpose here on Earth.) Do you agree with what she said?
Why or why not? (Answers will vary.)
Chapter Six
1. Who was the next Traveler to join them? (President Abraham Lincoln) Do you think this person was a good
choice for their problem solving team? Why? (Answers will vary.)
2. Re-read this quote that is found at the bottom of page 86: “In seeking wisdom, thou art wise; in imagining that
thou hast attained it, thou art a fool.” Next, read the comments the Travelers made about wisdom on page 87.
Then, in your own words, explain what you think this quote means. (Accept any reasonable answers.)
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3. Use a T Chart to compare and contrast knowledge and wisdom. How are they alike and how are they different? (Answers will vary.)
4. David told Gabriel, “Mankind relies on cultural trends—even celebrity behavior—to act as the compass guiding the decisions and behavior in our own lives.” Do you agree with this? Explain why or why not and give
some examples to support your beliefs. (Accept any reasonable answers and examples.)
Chapter Seven
1. On page 96, Abraham Lincoln said that he thought laughter was an effective medicine for the head and the
heart. Explain what he meant by this. Do you agree? Why? (Answers will vary.)
2. The next Traveler is introduced in this chapter. Who is the “Gallant Knight” and why did Dwight Eisenhower
and Gen. Bernard Montgomery give him a standing ovation? (He was a man by the name of Eric (or Red)
Erickson, also known as the Gallant Knight. Eisenhower and Montgomery stood when Churchill introduced
him as “the man who was single-handedly responsible for defeating the Nazi war machine in WWII.” He was
an engineer in the Texas oil fields. He claimed to be anti-Semitic and a supporter of Hitler, renounced his
American citizenship, and moved to Sweden. He worked his way into Hitler’s camp because of his knowledge of oil. He obtained the location of Germany’s synthetic oil refineries and the technology involved. He
got this information to the Allies, who then bombed all the German underground operations. The Germans
had no oil to fuel their aircraft and tanks, forcing the surrender of hundreds of thousands of German troops,
thus shortening the length of the war and bringing it to an end.)
3. David asked the Travelers to define courage. How would you define courage? (Accept any reasonable answers.)
4. Joan made the following statement, “I always found it strange that physical courage was so common and
moral courage so rare.” Explain what she meant by this. Do you think this is true of our leaders today?
Why? (Answers will vary.)
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Chapter Eight
1. The Travelers have discovered components of the answer (hope, wisdom, courage). Even though the answer is simple, why haven’t they been quick to answer it? (Gabriel explains that their success is limited by
their egos. He wasn’t necessarily referring to those seated at the table, but more so to that of mankind or
humanity. He said humanity is too proud. They think they are better and smarter than ever and they are too
impressed with one another and their own abilities.)
2. Gabriel tells the group they have devolved, not evolved. What does he mean by this? (Accept any reasonable answers.)
3. Gabriel said that mankind is in trouble because of “arrogance, greed, selfishness, ungratefulness and loss of
faith.” Do you agree? Give some examples to support your opinion. (Answers will vary.)
4. What role does “chance” play in our society today? Is it as significant as Gabriel indicates? Explain your
answer. (Accept any reasonable answers.)
Chapter Nine
1. What is the “black dog”? (Depression.) Is it best to feed it, or starve it? (It’s best to starve it so that it won’t
take over your life. If you feed the black dog, it will take charge of you and consume you.) How does one
go about feeding or starving the black dog? (Answers will vary, but should include something about thought
processes, negative and positive thoughts and attitudes, and how you choose to spend your time and with
whom you associate.)
2. What idea does King David bring to the table? (Exert self-discipline or self- control.) What role does practice
play in this principle? (Practice requires self-discipline. Most people don’t want to practice, but they have a desire to do something well or be successful at a particular thing. If you can make yourself do something that you
don’t really want to do in order to get better at that thing, then the rewards will be great.) Why is this significant?
Give an example from your own life or someone you know to explain its significance. (Answers will vary.)
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3. How did Abraham Lincoln learn to overcome his depression? What did he do? (He disciplined himself to
control his thought processes in order to make himself feel differently than he was feeling. He had developed
habits of sleeping, avoiding people, and keeping to himself to focus on his depressing thoughts when his
depression hit him. He soon learned there were certain places he could go that made him feel better, or books
he could read and people who could make him laugh. He even found certain music and exercise boosted his
spirits. So, through discipline, he forced himself to walk or be with others, instead of sleeping and turning away
from people. Even though he didn’t feel like being with people, he forced himself to do it—self discipline!)
4. King David said, “Rule your mind or it will rule you.” In your own words, explain what he meant by this and
how you can apply it to your own life. (Accept any reasonable answers.)
5. Why do you think self-discipline and self-sacrifice are crucial character traits for people whom we elect to
leadership positions? Give an example where someone in a leadership position did not display these traits
and explain what happened as a result. (Answers will vary.)
Chapter Ten
1. Who did Churchill call “one of the greatest human beings to have ever walked the planet”? (George Washington Carver.) Why do you think he referred to this person with these words? (Answers will vary, but
should include: He was humble and kind. He helped the world by finding almost 300 uses for the peanut
and about 100 for the sweet potato. They are still being used today. He taught farmers about crop rotation.)
2. After reading all of the Travelers’ comments about character, how would you define it? (Answers will vary.)
3. Why is it important to place people of the greatest or highest character in leadership positions? (It seems that the
more power someone has, the greater the temptation for corruption becomes. Therefore, we must elect people
of the highest moral standards and strongest character, so that hopefully they can withstand the temptations of
power that tend to corrupt.)
4. How does one build character? Is it something you are born with? (Answers will vary, but should include
something like: Character is not something that you are born with; it is something that you learn and develop
as you grow and mature. You build it as you experience life and seek wisdom. The things you read, the
people you surround yourself with, the activities in which you participate all influence the kind of character
that you build within your being. It’s what you are and how you act when no one else is watching.)
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3. Do you think the Travelers have finally discovered the correct answer to Gabriel’s question? Why? (Accept
any reasonable answers.)
Chapter Eleven
1. Why were the Travelers angry with Gabriel? (They misunderstood the initial smile on his face. He was joyful
for the progress they had made, but not because they had the correct answer. They felt as though he was
mocking them.) Do you think they were justified in their feelings? Why? (Answers will vary.)
2. What does the following statement on page 162 mean? “The winds of adversity fill the sails of accomplishment.” (Answers will vary, but should include something like: Times of struggle can actually be the fuel that
causes you to succeed. Adversity makes you stronger and helps you grow in character so that you may
achieve your goals…) Do you agree? Give an example that you have seen to support your feelings. (Accept any reasonable answers.)
3. The Travelers drew some conclusions about the hourglass. What did they discover? (They believed that it was
the hourglass of humanity. They also discovered that the flow of the sand wasn’t always at the same rate. The
Travelers thought that it might flow more quickly when humanity acted foolish, thus giving them less time. When
they act wisely, the sand slows down or they “buy” more time.) Do you think that people’s actions can really influence what is to become of mankind today? Why? (Answers will vary.)
4. The Travelers have used up all five chances, yet there is still some sand remaining in the top of the hourglass. Do you think they still have a chance to find the answer? Why or why not? (Answers will vary.)
Chapter Twelve
1. In this chapter, we read about a valuable lesson that David learned during his lifetime. “He knew that victory didn’t always go to the smartest or the best-looking. Breakthrough—physically, financially, emotionally,
spiritually, and in every other way—came to the person who persisted without exception.” Do you agree
with this? Explain your answer by using an example from something you have seen happen in your lifetime.
(Accept any reasonable answers.)
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2. Why did the sand stop flowing in the hourglass? (The sand stopped because of the words Joshua Chamberlain yelled out, “Do something! Do something!“) Explain why Chamberlain yelled out those words.
(Chamberlain shared a story with them about something that took place during the Battle of Gettysburg. He
only had 80 men and they were out of ammunition. The enemy was getting closer and he didn’t know what
to do. He was about to do nothing, when a voice inside his head told him, Do something. The voice shouted
it twice, just as Chamberlain did at the summit conference. It wasn’t until now that he realized the voice belonged to Gabriel. He ordered his men to charge and, the next thing he knew, the enemy soldiers were surrendering. He explained how that charge changed the course of history…all because, against all odds, he
did something! So, now he felt this was the answer they were seeking here, too. They must do something!)
3. Have you ever reached a point where you didn’t know what to do? Reread Mr. Lincoln’s story about an experience he had after the Civil War on pages 184-186. How do you think you could show your “value” to others (at
home, at your school, or in your community) right now with what you have? (Accept any reasonable answers.)
4. Reread the “Personal Declaration.” As you read it, insert your name in each place where the word “I” is written.
Do you believe you have a role in the success or failure of humanity? What will you do? (Answers will vary.)
Epilogue
1. Could something like this really happen? Why? (Accept any reasonable answers.)
2. If time travel were possible, where would you want to go and what would you want to do? Why? (Answers
will vary.)
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After Reading Activities
Enrichment/Extend the Learning
1
U
se a Venn Diagram or the Graphic Organizer on p.36 to compare and contrast the traits and personalities of two of the Travelers, such as: Winston Churchill and George Washington Carver, or Joan of Arc
and Winston Churchill, or Abraham Lincoln and David Ponder.
2
You are a reporter covering the final summit meeting. Write an article that would be published in today’s
newspaper. Be sure to include the following in your article: Who was the leader of the summit? What
other notable people were at the summit meeting? What was the general atmosphere at the meeting?
Where do you think the meeting took place? Describe the room. How did the meeting end? What happened at the meeting? What conclusion did those in attendance come to?
U
se the website: http://www.fodey.com/generators/newspaper/snippet.asp
This website will help students create a document that looks like a real newspaper clipping.
3
C
onsider a problem that your local community, school, or state government has been trying to solve. Allow students to have a “mock” summit meeting of their own and try to come up with solutions to the problem. Teacher will list roles for the people in attendance at the summit meeting (arbiter, summit leader,
members to sit at table as advisors, summit audience…). Students may choose their role in the summit
by writing a persuasive essay to the teacher explaining why they should be chosen for that role. Teacher
determines rules of the summit and roles for students after reading essays. Teacher may also want to
participate as the arbiter, or a student can be assigned that role.
4
S
tudents take on the role of journalists and are asked to attend the final summit meeting to write an account of the events for historical purposes. The account must be at least 200 words, but no more than
300. They should address the following in their write-up: setting, theme, tone of the meeting, and characters. They should also include detailed information about the character they most admired or the one
they liked the least. They must justify their feelings with events that took place at the meeting.
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5
The
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S
tudents will analyze the author’s purpose in writing this book. Why do they think Andy Andrews wrote
The Final Summit? What do they think he hoped to accomplish? Do they think this purpose was met?
How? Why? Who do they think should read this book and why?
6
S
tudents will work in small groups to design a poster to advertise this book. The poster should include:
an illustration of an event and/or characters in the book or something that illustrates what the book is
about, their star rating of the book (based on 5 stars as the best and 1 as just okay), and recommended
age group of readers.
7
S
tudents will work in small groups to create a TV or radio commercial that encourages others to read this
book. The commercial could include a jingle or a song. If it’s to be for television, they will need to give
details about the set design or scenery, which actors should play the roles, and why they would be the
right choice.
8
H
ave students imagine that they are David Ponder. Have them write a letter (from David’s point of view)
to someone telling them about the Seven Decisions and how they have influenced and/or changed his
life. They should also explain to this person why they should consider adopting them as a way to live
their own life.
9
Ask students to name the character from the book that they most admire. Then, have them do more
research about this person. After they complete their research, they will write a paper telling about this
person: Who are they? What type of character traits did they exhibit? Why do they admire them? What
things did they accomplish during their lifetime? How did others feel about this person? What type of
childhood did they have? What type of education did they have? What was their family life like when
they were growing up? OR instead of writing a report, students could come in character, portraying the
person they have chosen. They will share the information they have learned about their character with
the class, as that character, speaking in the first person throughout their “talk.”
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10 If students have read The Traveler’s Gift, have them compare and contrast the two books as a group.
Then, divide the group into two groups and have them debate: which book was better, whether David Ponder was more successful in TTG or TFS, which character was the wisest in each book or between the two
books, or the teacher can choose some other issue from the book or books for the students to debate.
se any of the History Frames or Story Mapping strategies found on:
11 U
h
ttp://www.readingquest.org/strat/storymaps.html
ave students work with a partner to re-create a scene or event in the book as a comic strip. Use the
12 H
comic strip generator from the following website: www.makebeliefscomix.com/Comix/
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Compare, Contrast, and Draw Conclusions
Two Travelers
Traveler #1:
Different
Traveler #2:
Same
Different
Based on these comparisons, what conclusions can you draw about these two Travelers, how other people felt about them,
and the type of character traits and personality they possessed? (Continue your answer on back, if necessary.)
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Vocabulary Quiz
1
b.) excited
c.) unusual
d.) energetic
B
uoyant has multiple meanings. Which two words best define buoyant?
a.) floats ; loud
b.) floats ; happy
c.) bubbles ; loud
d.) floats ; soggy
3
Which vocabulary word means to be diffused through, or to penetrate through?
a.) whet
b.) assent
c.) obelisk
permeated
d.)
4
Which word is not a synonym of inexorably?
a.) flexible
b.) relentless
c.) unyielding
cruel
d.)
5
Circle the best answer.
If
someone is eccentric, what kind of behavior do they exhibit?
a.) normal
2
Final Summit
The
In the following sentence from the book, “I see you haven’t gained any tact since we last met,” what
does the word tact mean?
a.) attachment
b.) weight
c.) diplomacy
d.) horse gear
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6
a.) delivering
b.) climbing
c.) lying
d.) investigating
7
Which word can be both a noun and a verb?
a.) debacle
b.) fathom
c.) rancor
d.) edict
8
Final Summit
Which word is the best synonym for delving?
The
In the book, Churchill commented that he was an “unabashed Lincoln admirer.” What does unabashed mean in this sentence?
a.) not shy
b.) not quiet
c.) not ashamed
d.) not emotional
9
Agreeable and pleasing are both synonyms for which vocabulary word?
a.) atrociously
b.) prudently
c.) petulantly
d.) congenially
10 An antonym for surly is:
a.) rude
b.) shy
c.) friendly
d.) sullen
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a.) enigma
b.) hiatus
c.) paradox
d.) bereft
12 If you have already passed or moved over something or some place, you have done this:
a.) vanquished
b.) adjudicated
c.) corroborated
d.) traversed
13 What is the prefix in engendered?
a.) ed
b.) en
c.) gen
d.) gender
14 A synonym for impertinent?
a.) rude
b.) bold
c.) inappropriate
d.) all of the above
Final Summit
11 A synonym for break or interruption is:
The
15 The Travelers wanted to explore their theories before giving a definitive answer. Definitive means:
a.) reliable
b.) silly
c.) unworthy
d.) wrong
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a). not lasting a long time
b). not cruel
c). not reliable
d). not yielding
17 The word mandates can be used as a(n):
a). noun
b). verb
c). adjective
d). noun and verb
18 The real nature of something:
a). essence
b). pinnacle
c). appeasement
d). adage
19 She was quick to ___________________ the solution to the problem.
a). relent
b). discern
c). assent
d). discourse
Final Summit
16 Which definition best defines unrelenting?
The
20 A synonym for the word gregarious is:
a). large
b). introverted
c). social
d). growing
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After Reading Activities
a). rancor
b). fervor
c). arbiter
d). germane
22 Choose the most appropriate antonym for pinnacle:
a). apex
b). base
c). summit
d). zenith
23 In the book, David stated, “I became a voracious reader of biographies.” Voracious means:
a). very interested
b). very knowledgeable
c). very wise
d). very eager
24 When King David reflected on whether he practiced self-discipline or not, he was practicing:
a). spectatoring
b). inspection
c). expectation
d). introspection
Final Summit
21 Which of the following refers to a person?
The
25 If your teacher gives you an edict, he or she has given you a:
a). command
b). punishment
c). reward
d). request
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After Reading Activities
The Final Summit Test
1
The
Final Summit
Circle the best answer.
In
chapter one, David Ponder refers to the accident he had several years ago as a gift. Why would he
call it a gift?
a.)
He became wealthy from the insurance money he collected
b.)
He traveled back in time and learned some valuable life lessons from famous people
c.)
He was able to get a new, expensive car
d.)
His wife got a lucrative job offer while he was unable to work
2
David
Ponder attributed his success to using the Seven Decisions as his guidelines for living. Which of
the following is not one of the Decisions?
a.)
The buck stops here
b.)
I am a person of action
c.)
I will greet each day with a forgiving spirit
d.)
I will persist as long as possible
3
Which
of the Seven Decisions did David feel was the “single most powerful leadership tool that existed”?
a).
I will seek wisdom
b).
I am a person of action
c).
Today I will choose to be happy
d).
I have a decided heart
4
David
was chosen to lead the summit conference for three reasons. Which of the following is not one of
the reasons?
a).
He was a popular, successful businessman
b).
He was living in the present time period
c).
He used his acquired wisdom as a Traveler very effectively
d).
He was a common, ordinary man
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After Reading Activities
5
a). Young and French
b). Proud
c). Self-confident
d). A and B
e). All of the above
6
Why was Joan of Arc so offended by Winston Churchill?
a). He was rude and obnoxious
b). His ancestors were responsible for her death
c). He ordered her death
d). He poked fun of her
7
Churchill explained that the first task of a leader was to:
a). Keep hope alive
Final Summit
Which words best describe Joan of Arc?
The
b). Be happy and greet people with a smile
c). Trust your advisors
d). Make wise decisions
8
Who did Churchill introduce as “the man who was single-handedly responsible for defeating the Nazi war
machine in WWII”?
a). Dwight Eisenhower
b). Amelia Earhart
c). Eric Erickson
d). Bernard Montgomery
9
Gabriel informed the Travelers that mankind’s success was limited by their ____________________.
a). Knowledge
b). Ego
c). Wisdom
d). Foresight
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After Reading Activities
a). Egotism
b). Fear
c). Anger
d). Depression
11 Which of the following habits did Abraham Lincoln say did not help him overcome his “black dog”?
a). Being with others
b). Exercise
c). Sleeping a lot
d). Reading books that made him laugh
Final Summit
10 Many of the Travelers mentioned they had a problem with the “black dog.” What were they referring to?
The
12 Churchill referred to ______________________ as “one of the greatest human beings to have ever
walked the planet”?
a). Booker T. Washington
b). Ben Franklin
c). Eric Erickson
d). George Washington Carver
13 “The winds of _____________ fill the sails of accomplishment.”
a). Shame
b). Adversity
c). Triumph
d). Change
14 Which of the following is not true about what the Travelers discovered concerning the hourglass in the room?
a). The sand always flowed at the same steady rate
b). It represented the hourglass of humanity
c). When the Travelers acted wisely, the flow slowed down
d). The flow of sand stopped when Joshua Chamberlain yelled out
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15 What valuable lesson did David Ponder learn during his lifetime?
a). Victory goes to the smartest people
b). Victory goes to people who wait the longest
c). Victory goes to people who persist without exception
d). Victory goes to people who make exceptions for others
Answer the following questions on the back of this page.
16 Do you think knowledge and wisdom are the same thing? Explain your answer.
17 In the book, King David said, “Rule your mind or it will rule you.” Explain what he meant by these words.
Give examples from his own life.
18 What two words did Joshua Chamberlain shout that gave the Travelers the answer for which they had
been searching? Explain what these two words meant from his life and also what they meant for humanity.
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Answer Keys
Vocabulary Quiz
1.
(c). Unusual
13. (b). En
2.
(b). Floats ; happy
14. (d). All of the above
3.
(d). Permeated
15. (a). Reliable
4.
(a). Flexible
16. (d). Not yielding
5.
(c). Diplomacy
17. (d). Noun and verb
6.
(d). Investigating
18. (a). Essence
7.
(b). Fathom
19. (b). Discern
8.
(c). Not ashamed
20. (c). Social
9.
(d). Congenially
21. (c). Arbiter
10. (c). Friendly
22. (b). Base
11. (b). Hiatus
23. (d). Very eager
12. (d). Traversed
24. (d). Introspection
25. (a). Command
Book Test
1.
(b). He traveled back in time and learned valuable life lessons
2.
(d). I will persist as long as possible
3.
(c). Today I will choose to be happy
4.
(a). He was a successful businessman
5.
(e). All of the above
6.
(b). His ancestors were responsible for her death
7.
(a). Keep hope alive
8.
(c). Eric Erickson
9.
(b). Ego
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Answer Keys
Book Test
10. (d). Depression
11. (c). Sleeping a lot
12. (d). George Washington Carver
13. (b). Adversity
14. (a). The sand always flowed at the same, steady rate
15. (c). Victory goes to people who persist without exception
16.Accept any reasonable answers (See pages 88 and 89 in the book for some of the language
that should be included).
17.Answers will vary, but should include some of the conversation from pages 139 and 140 in
the book.
18.Joshua Chamberlain shouted the following words, “Do something.” These words were
significant from his own life experience at Gettysburg in July 1863. He and his men were
running out of time, as the enemy was about to launch another attack on Chamberlain’s
soldiers. He only had 80 men left and no ammunition. He didn’t know what to do, but he
knew that he could not just “do nothing,” and he said that he heard a voice telling him to “do
something.” So, he gave the order to charge! Against all odds, he and his men charged.
The southern soldiers were so shocked and surprised that they dropped their weapons and
ran. The very fact that he “did something” that day changed the whole course of the war
and most likely the history of the U.S. and even the world. So, Chamberlain was trying to
tell the Travelers that the answer they were looking for was exactly the same two words that
were uttered to him on that day: “do something”!
As to the impact those two words could have on humanity, answers will vary. Students may
talk about Lincoln’s experience after the war (pages 184-186) or the comments other Travelers shared (see page 187 for additional comments). They may even refer to some of the
points made in the “Personal Declaration” on pages 189-190.
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