Thinking With Chess

Alexey W. Root

THINKING WITH CHESS: TEACHING CHILDREN /

AGES 5-14

© 2012 Alexey \Y. Root All rights reserved. No part of this book may be reproduced or transmitted in any form by any means, electronic or mechanical, including photocopying, recording, or by an information storage and retrieval system, without written permission from the Publisher. Publisher: Mongoose Press

1005 Boylston Street, Suite 324 Newton Highlands, MA 0246 1 [email protected] www. MongoosePress.com

ISBN 978- 1-936277-3 6-0 Library of Congress Control Number: 20 12938729 Distributed to the trade by National Book Network [email protected], 800-462-6420 For all other sales inquiries please contact the publisher. Edited by Jorge Amador Layout: Andrey Elkov Cover Design: Kaloyan Nachev Printed in China First English edition

0 9 876 5 4 3 2 1

This book is dedicated to Fred Jlueller,

Denton High School mathematics teacher and chess club sponsor

CONTENTS

Fore ·word by Kevin O ' Connell

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6

C I-l.-\PTER I : Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Benefits of Chess 12 Chess Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 4 Multiple Ages 15 .

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C HAPTER 2 : Rules of Chess Chessmen Special Rules Check , Checkmate , and Stalemate

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C HAPTER 3: P ieces , Pawns , and Squares Classify Pattern Recognition

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CHAPTER 4: Bishop and Rook Lines Decode

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18 18 22 24 26 26 30 33 33 35

CHAPTER 5 : Queen and King 38 Choices 38 Game Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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C I-l.-\PTER 6 : Pawn and Knight Create . Predict . . .

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CHAPTER 7: Endgame Checkmates Instruction . . Puzzles . . .

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CHAPTER 8 : Back- Rank and Smothered Checkmates Instruction .. Puzzles .. . . . . . . . . . . . .

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4

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44 44 46 48 48 5l 53 53 56

C HAPTER 9 : Doubled and Discovered Checkmates 59 Instruction 59 Puzzles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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C HAPTER 1 0 : Clubs , Competitions , and Camps Clubs Tournaments Internet Chess Camps

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APPENDIX A: Solutions APPENDIX B : References APPENDIX C : Brooklyn Castle

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62 62 62 63 64 72 75 78

5

F@REwoRo Too often we teach children how the

children , but some also - unusually - by

pieces move and then immediately get

experienced educators , chess teachers,

them playing ( or trying to play ) full games

chess masters , and chess trainers .

with all the pieces . The problem can be

When I accepted an invitation to

made worse by throwing in a lecture about

the Second Koltanowski International

the Sicilian or Spanish for good measure .

Conference on Chess and Education in

What we really should do is to get the

Dallas in November 20 l l , to present

children involved in absorbing play using

the story of chess in schools in Turkey

the chessmen and the chessboard . We

and how the World Chess Federation

must avoid " talking down " to them and at

( FI D E ) is working to build on that as

the same time refrain from setting them

a model for developing chess in schools

tasks that are too complicated for their

around the world , I anticipated finding

chess understanding. I believe this book is

the other presentations of interest .

an excellent attempt at providing what we

However , I was expecting that to be a

need .

passive interest and I was somewhat

I have often been asked , "What exactly

surprised when Alexey brought out the

should I do ? " by those undertaking

boards and sets during the presentation

chess teaching or coaching. The detailed

she shared with Dr. Joseph Eberhard .

timetable of a five-day chess camp in

All those in the room , attendees and

Chapter I 0 will be a boon to those

presenters alike , were paired off with

wanting answers . The reader will find

their neighbors , in my case with

many other useful topics and answers to

presenter David Barrett . We were soon

other practical questions . Not only that ,

all wrapped up in two of the challenges

but the reader is assured of the fact that

( Classify and Game Theory ) that

the challenges and puzzles have received

are included in this book . During the

thorough testing, not only at the hands of

previous two months , the challenges an d

6

puzzles had been tested with children

is to aim for it directly or to disrupt the

during D r . Root ' s chess classes .

opponent ' s plans first , that was the

I find it remarkable ( and remarkably

most intriguing. You can see our e ffort

good ) that the very same challenges can

in Appendix A. The stipulation was for

be enjoyed by one and all . Many are the

kingside castling; nonetheless , I claim to

chess books ( most o f them best forgotten )

be better in the final position because after

that have laid claim to being appropriate

any move of the b8 -knight , although I will

for players o f all ages and levels , but these

not be able to castle kingside , queenside

challenges genuinely meet that claim .

castling two moves later is unstoppable !

The Classify challenge was hugely

We were involved and motivated . I ' m

enjoyable . David and I came up with a

sure this material will do the same for

variety o f di fferent classifications . But it

children .

was the Game Theory challenge , in which children have fun figuring out whether one ' s best strategy for achieving castling

FIDE Senior Trainer Kevin 0' Connell April 20 1 2

7

Chapter

1:

OvERVIEW Thinking with Chess: Teaching Children

for children as young as 5 years old . Yet

Ages 5-14 is for teachers, librarians , after­

challenges intrigue children up to age I 4 ,

school instructors , chess coaches , counsel­

because they require strategy. Pairs of

ors , and parents . No prior knowledge of

children attempt challenges in structured

chess is required to read this book . Both

social interactions .

novice and chess-knowledgeable readers

In contrast , puzzles have predetermined

can use its contents to teach groups of chil­

right answers . Puzzles specify goals and

dren .

starting positions . Directions for a puzzle

Many books for chess beginners ex­

might state , " From this chess position ,

plain the rules of chess and feature chess

find a checkmate ( mate ) for White in one

puzzles . Likewise , Thinking with Chess

move . " Children learn why a particular

has rules and puzzles . Unlike most other

answer to a puzzle is correct and why oth­

chess books , however, Thinking with

er tries are wrong. Puzzle training devel­

Chess connects chess with skills important

ops chess expertise . The legendary Polgar

for academic success , such as classifying,

sisters ( Grandmaster Susan , International

pattern recognition , decoding, creating,

Master Sofia, and Grandmaster Judit )

and predicting. Thinking with Chess in­

solved chess puzzles every day of their

troduces challenges for divergent thinking

childhood . Their father' s book ( Polgar ,

and puzzles for convergent thinking.

I 994 ) collected some of those puzzles , in­

The challenges have multiple correct

eluding 306 checkmates in one move and

answers. Like the mini-games found in

34 I I checkmates in two moves . Mongoose

Sherman and Kilpatrick ( 20 I 2 ) , the chal­

Press ' s Chess Camp series also has puz­

lenges in Thinking with Chess use fewer

zles . It includes two volumes devoted to

pieces and pawns than full chess games .

checkmates in one move ( Sukhin , 20 I Oa;

Therefore , challenges are manageable

Sukhin , 20 I Ob ) .

8

Overview Thinking with Chess has fewer puzzles

naments , train on the Internet , or attend

than Polgar ( 1 994 ) or Sukhin ( 20 1 Oa;

a chess camp . Chapter 1 0 gives informa­

20 1 Ob ) . Whereas those books presented

tion about these next steps for chess . Ap­

puzzles without guidance , Thinking with

pendix B provides the book 's references ,

Chess tells how to work backwards from

which the reader may consult as additional

typical checkmating positions to specific

resources for chess improvement . Most

solving moves . Then it presents a few

chapters include excerpts of other experts '

puzzles appropriate for beginning chess

writings about chess . Those excerpts are

players . Each puzzle is either a check­

for teacher background . They may also be

mate in one move or a checkmate in two

shared with older children as enrichment .

moves . " Checkmate in two moves" can

Appendix C describes the documentary

mean play a move for White , then Black

Brooklyn Castle , about a middle school

responds , and then White plays the check­

chess team . The film shows thinking in ac­

mating move . Or it can mean play a move

tion .

for Black , then White responds , and then Black plays the checkmating move . Each puzzle 's directions tell whether it is White ' s or Black' s turn to move . Puzzles may be used for individual chess

Challenges My previous books featured Battleship Chess ( Root , 2006 , pp . 8 1 - 83 ) , Pawn Game ( Root , 2008 , pp . 1 6- 2 1 ) , and Wolf

homework . Alternatively, pairs or small

and Sheep ( Root , 2009b, p . 33 ) . I created

groups of children may work together on

new challenges for this book . Challenges

puzzles . Solving puzzles prepares children

take less time than playing chess games.

for the Chess Puzzle pilot event for grades

Because experience is less important than

2 - 8 , part of the A+ Academic program

it is for chess games , young beginners

authorized by the University Interscho­

may be paired with more advanced chess

lastic League ( UIL ) in Texas . For the

youngsters or adults .

Chess merit badge , Boy Scouts must : " Set

Chapters 3 - 6 have two challenges each .

up and solve five direct-mate problems

Each of the challenges is divided into Ob­

provided by your merit badge counselor"

jectives , Materials , Procedure , and Evalu­

( http : / jmeritbadge . orgjwikijindex.

ation . " Objectives " indicates what aca­

php/Chess ) . More generally, figuring out

demic , social , or chess objectives should

puzzles sharpens young minds .

be met by the end of the procedure . " Ma­

Children who are particularly interested in chess may join chess clubs , enter tour-

terials " tells what supplies ( photocopies , dice , chess equipment , etc . ) are required . 9

CHAPTER 1

" Procedure " describes how to teach the

the recommended ones . Examining recom­

challenge and includes practice in pairs .

mended responses improves performance .

Finally, " Evaluation " tells how to deter­

Syed ( 20 1 0 , p . 1 34 ) wrote , " Feedback is ,

mine if the objectives were met .

in effect , the rocket fuel that propels the

Possible answers to the challenges are

acquisition of knowledge , and without it

usually within the evaluation sections . Of­

no amount of practice is going to get you

ten , there are multiple acceptable answers .

there . "

For example , depending on children 's

Chapters 7 - 9 have two sections each ,

choices , there are dozens of acceptable

Instruction and Puzzles . Instruction

starting and ending configurations for the

shows typical checkmating positions .

Lines challenge . Sometimes the evaluation

For example , in Chapter 8 , one figure

section refers the reader to Appendix A.

( chess diagram ) shows a king being re ­

This appendix provides sample solutions .

stricted by his own chessmen while in check from an enemy chessman . That

Puzzles Puzzles give more precise feedback than

end position is a smothered checkmate . To solve smothered checkmates , and

unexamined chess games . During a chess

other checkmates , begin with the final

game , "a player receives feedback after ev­

position in mind .

ery move , but it is neither instant nor ob­

Similarly, Bruce Pandolfini recom­

vious . After all , a player may go on to win

mended working backwards from the so­

a match , but it is very difficult to know,

lution ( checkmate ) that you envision . If

twenty moves down the line , whether

one move order doesn ' t work, try another.

a particular move was optimal " ( Syed ,

Switching the order of moves to achieve

20 1 0 , p . 1 33 ) . Furthermore , beginners

a chess goal works 7 5 % of the time . Pan­

often play chess without recording their

dolfini added that taking the elements and

moves. When these games end , it 's impos­

rearranging them also applies in real life to

sible to reconstruct them . Opportunities

find solutions ( ChessN ow, 2009 ) .

for feedback are lost . Although beginners may notate and

The Puzzles section asks readers to solve six puzzles and then check Appen­

then analyze their games , as shown by

dix A for solutions . The chapter titles tell

Root ( 2009b ) , solving puzzles is another

what checkmates are covered : Endgame

method of improvement . By undertaking

Checkmates ; Back- Rank and Smothered

puzzles with known correct answers , be­

Checkmates ; and Doubled and Discovered

ginners may compare their responses with

Checkmates .

10

Overview Challenge

Academic area (example) Science (classifying

Classify

animals)

Pattern

Art (design)

Recognition

Math (geometry)

Lines

Decode

Chess prerequisite No chess knowledge

Chess objective How each chessman moves and captures

How each chessman

Algebraic notation of

moves and captures

squares

Names of chessmen

Find files, ranks, and

and squares

diagonals

Language Arts

Knowledge of how

(spelling)

chessmen capture

Capture (practice)

Mastery of chess Choices

Counseling (decision-

rules except for

Promote and

making)

castling,

checkmate

en passant,

and promotion Mastery of chess Game Theory

Social Studies

rules except for

Castle kingside and

(history)

castling,

queenside

en passant,

and promotion Mastery of chess Create

Gifted and talented

rules except for

Incorporate

(creativity)

castling and

captures

passant

en

en passant

Mastery of chess Science (hypothesis)

Predict

rules except for

Predict checkmates and

castling and

stalemates

passant Puzzles

Figure

en

Math (problem solv-

Mastery of all chess

ing)

rules

Visualize and execute checkmates of one or two moves

I. I. Chess prerequisites of each challenge and of the puzzles.

Teaching Suggestions

teaching the challenges . Do not begin with

Follow the book 's order if you teach ,

the puzzles if you or the children are un­

coach , or parent chess beginners . If you

sure of the rules of chess .

are a chess beginner, read through Chap­

If children know the rules , begin

ter 2 before teaching the challenges in

with any challenge in chapters 3 - 6 or

Chapter 3 . If the children are beginners ,

with the puzzles in chapters 7 - 9 . Figure

refer to Chapter 2 if questions arise when

l.l summarizes the chess prerequisites 11

CHAPTER1

of each challenge and of the puzzles .

children . The United States Senate desig­

Definitions of check , checkmate , and

nated October 8 , 20 1 1 as National Chess

stalemate from Chapter 2 should be

Day. Its resolution stated , " Chess engages

taught before moving from Chapter 4 to

students of all learning styles and strengths

Chapters 5 and 6.

and promotes problem -solving and higher­ level thinking skills " ( S . Res . 255 , 20 1 1 ) .

BENEFI1S OF CHESS

The Boy Scouts of America ( 20 1 1 ) an­ nounced , " The Boy Scouts of America

National organizations acknowledge the academic and social benefits of chess for

J

will introduce the Chess merit badge in September , encouraging Scouts to enjoy

oseph E be r h a rd , Ed .D. , i s a n expert o n the effects of c h ess i n stru ct i o n o n acad e m i c pote nt i a l . As Assoc i ate C h a i r of t h e Seco n d Ko l ta n ows k i I nte r n ati o n a l Confe rence

o n C h ess a n d Ed u cat i o n (www . utd a l l as . ed u/c h ess/ko l ty2 ) , I i n v ited Dr. E be r h a rd to be a p l e n a ry speaker. Befo re the confe rence , E berh a rd ( perso n a l co m m u n i cat i o n , Nove m be r 1 8 , 2 0 1 0) sent a n abstract of h i s ta l k : An issue fo r stude n ts fro m pove rty is the u n d e rdevelo p m e n t of thi nki n g skills due to a n e nvi­ ro n m e nt that lacks e n ric h m e nt. The gap in develop m e nt i s a res u l t of the impove rished social c o ntext. Chess as a way of "lea rn ing through play" provides the soc i a l context in wh ich to d eve l o p o r reme d i a te th i n ki n g s kills s u ch a s patte rn ide n tification a n d pre d iction. T h is disc ussion i s g ro u n d e d i n the res u lts fro m a study co nducted i n chess cla sses i n Sou th Texa s wh e re the re wa s

an

emphasis o n cla ssroom chess i n struction a nd its impact on eco­

n o m i ca l ly d isa dva n ta g ed stude n ts. Stude n ts i n both the expe ri m e n tal a n d co ntrol groups we re pre-tested a nd post-tested with the sa m e exa m s u sed to ide n tify stude nts fo r the Gifted a n d Ta l e nted program with i n the i r district. Based o n the resul ts of t h i s study, th e o n e se meste r instructional pe riod sign ifica n tly im­ proved the a c a d e m ic pote n ti a l of eco n o m ically disadva n taged stu d ents, m a ny of whom wo u ld h ave qua l ified fo r the G.T. p rog ra m. Thi s resu lt is u nde rstoo d whe n "gifted" versu s "talented" is c l e a rly defined. Rece nt research on the i m p a c t of television, video game s, and texting o n bra i n develop­ m e n t expa n d s the e n ri c h e d e nviro n m e n t c o n ce r n beyo nd the i m pove rished setti ng. The ca se is made for chess i n structio n as a thi nki n g skill h e uristic to be p rovided to all studen ts in a school setting.

12

Overview an ancient game while acquiring life skills

children ' s academic skills . Although cer­

necessary for today. "

tain challenges resonate with particular

Figure 1 . 1 gives one academic example

ages , such as the Pattern Recognition

for each challenge and for the puzzles .

challenge with 5 -year-old children , the

Examples from other academic areas may

challenges may be used with all children

be equally compelling, but are not given

ages 5 - 1 4 . Refer to Figure 1 . 1 for the pre­

in Figure 1 . 1 for space reasons . For the

requisite chess knowledge for each chal­

Classify challenge , for example , Figure

lenge .

1 . 1 notes that children classify animals in science , perhaps as herbivores, carnivores , or omnivores . But other academic areas

Kindergarten (age 5) Some school districts test kindergart­

also require children to classify. In math ,

ners for gifted and talented placement .

children separate prime numbers from

One common assessment is classifying by

composite numbers . Children sort words

categories . In many academic fields , clas­

by parts of speech ( nouns , verbs , adjec­

sifying is important . Classifying chessmen

tives, etc . ) in Language Arts . In Social

was compared to differentiating animals

Studies , countries are classified by their

( Kangas , 1 988 ) . Teach this skill with

types of government ( democracy, monar­

Chapter 3 ' s Classify challenge .

chy, communism , etc . ) . With practice and time , academic , so­

Finishing a pattern is another gifted and talented assessment . A child may be shown

cial , and chess skills grow. For example ,

a white square , then a black square , then

the Pattern Recognition challenge de­

a white square , then a black square . The

velops skills important in chess , in school ,

child draws what should logically come

and in life . Some 5 -year-old children can

next . Child chess players often succeed , as

recognize patterns ; almost all 1 4 -year-old

they are familiar with the board ' s alter-

children can . Pattern recognition is impor­

nating white and black squares . Chapter

tant for adults too . Some careers require

3 ' s Pattern Recognition challenge uses

it , such as designers who repeat swatches

the moves of the chessmen to practice pat-

of colors throughout fabrics . In K - 1 2

tern recognition .

schools , skills such as pattern recognition are used as assessments of academic potential. Like Eberhard ' s classroom chess instruction , this book is designed to improve

Grades 1-3 (ages 6-8) Chapter 4 ' s first challenge , Lines, asks children to place chessmen into files , ranks , and diagonals . A chess version of 13

CHAPTER 1

tic-tac-toe , Lines combines naming the

in games , the arts , and academia. Gifted

chessmen and squares with the strategic

and talented programs emphasize creativ­

use of vertical , horizontal , and diagonal

ity. In Chapter 6 ' s Create challenge , chil­

lines . The Lines challenge raises geo­

dren cooperatively create a 1 0-move chess

metric awareness. Chapter 4 ' s second

game that includes three en passant cap­

challenge , Decode, has children using

tures .

chessmen to capture letters placed on a

Predicting is important in many aca­

chessboard . Children form words from the

demic subjects . In science , one hypothe­

captured letters . Unscrambling letters into

sizes and then experiments . In Chapter 6 ' s

words is a common drill in Language Arts .

Predict challenge , children predict what will happen after various moves . Then

Grades 4-5 (ages 9- 10) Following rules, understanding that ac­

they play the moves and see if their predic­ tions were correct .

tions have consequences , and dealing with adverse situations are important goals

______________________

Q_!f_!};_§_§_ !};_QQ!_f_M_!};_N_'[__ _

____________________ _

for children . Counselors help children to achieve these goals . With the Choices

Tournament-quality chess equipment is

challenge in Chapter 5 , children persevere

reasonably priced . If ordering 20 set/board

after chance determines their promotion

combinations , the cost for each set com­

pieces.

bined with a 20-inch vinyl board is about $6 . The set should be solid plastic with a

Grade 6-7 (ages 1 1- 12) Studying how goals are achieved

king 3 . 7 5 inches tall . A set of chessmen in­ cludes one white king, one black king; one

through conflict or cooperation is part of

white queen , one black queen ; two white

social studies . Nations have thwarted each

rooks , two black rooks ; two white bish­

other ( wars ) but also cooperated ( trade ) .

ops , two black bishops ; two white knights ,

In Chapter 5 's Game Theory challenge ,

two black knights ; eight white pawns ,

children decide whether the best strategy

and eight black pawns . Sometimes an ex­

for achieving castling is to aim for it di­

tra white queen and an extra black queen

rectly or to disrupt the opponent ' s castling

are included , since pawns often promote

plans first .

to queens . A board has 64 squares . On a 20-inch vinyl board , the squares are 2 . 25

Grades 8-9 (ages 13- 14) Creativity within specified rules occurs 14

inches by 2 . 25 inches . Although the terms " white " and

Overview " black" are used , colors may vary depend­

board and set of those dimensions is shown

ing on the design of chess sets and boards .

in front of my rabbit Abba in Figure I . 2 .

White refers to the light chessmen and light squares. Black refers to the dark chessmen and dark squares . In tourna­

Practice Acquire at least one set and board for

ments , the most popular colors for chess­

every two children for challenges, puzzles,

men are off-white ( for the white chess­

and playing chess . Best are boards with

men ) and black. Squares are cream ( for

algebraic notation marked around the out­

the white squares ) and green .

side borders . In algebraic notation , files

I recommend American Chess Equip­

are labeled a-h . Ranks are labeled I - 8 .

ment ( http : / jwww . amchesseq . com ) and

Chessmen should be solid plastic , since

United States Chess Federation ( USCF )

hollow plastic chessmen are too easy to

Sales ( http : j jwww . uschess . org ) . There

knock over or break . Wooden sets are fine ,

are other online and brick -and-mortar

though plastic sets will be less expensive .

retailers with similar quality and prices .

In Chapter 5 is Figure 5 . I , a reproduc­

As mentioned in Root ( 2008 , pp . 6- 7 ) ,

ible chess scoresheet . Scoresheets are

free boards and sets are available for

for recording chess games in algebraic

Title I schools from the U . S . Chess Trust

notation . An alternative is to purchase

( http : / jwww. uschesstrust . org ) .

scorebooks . In Figure I . 3 , I am helping a 7 -year-old boy with notation that he re­

Group instruction If you are teaching more than I 0 chil­

corded in his scorebook . If children will be participating in tour­

dren , you may want a demonstration

naments , purchase chess clocks . For more

board . The cost for a 3 6-inch demonstra­

information about tournaments , see Chap­

tion board with pieces and pawns , shown

ter I O.

next to the globe in Figure I . 2 , is around $30 ( including shipping ) . Alternatively,

MULTIPLE AGES

use a computer and projector to display chess positions on a screen . Or display

I tested this book ' s contents in North

chess positions with an interactive white

Texas . Specific sites and dates were :

board .

Hedrick E lementary , Lewisville ( May

If you teach fewer than I 0 children , you

2 0 I 0 ) ; Coppell Gifted Association ( No ­

may have them gather around a 20-inch

vember 2 0 I 0 ) , The University o f Texas

board and a set with a 3 . 7 5 -inch king. A

at Dallas ( June 20 I I ) , the Den ton Pub 15

CHAPTER1

lie Library ( September- October , 20 1 1 ) , the Second Koltanowski International Conference on Chess and Education ( November 2 0 1 1 ) , Den ton High School ( 20 1 0 - 2 0 1 1 and 2 0 1 1 - 2 0 1 2 ) , and the Texas Scholastic Chess Championships ( February 20 1 2 ) . I incorporated what I learned from these experiences to im­ prove my explanations , challenges , and puzzles . The venues are described in more detail below . The two-hour Hedrick and Coppell pre­ sentations had large , mixed audiences of children ( ages five and older ) , educators , and parents . About 30 people attended the

Figure 1.2.

Chess equipment.

Figure 1.3. 16

Boy with scorebook. Photo courtesy of UT Dallas.

Overview Hedrick chess afternoon . Eighty-one peo­

this book to 45 adults attending the Sec­

ple attended my Coppell presentation . My

ond Koltanowski International Conference

UT Dallas chess campers were children

on Chess and Education . I volunteered

ages 5 - 9 . One camp session also enrolled

one hour a week for the academic years

an adult ( a child ' s grandparent ) . Each

20 1 0- 20 1 1 and 20 1 1 - 20 1 2 at the Den­

camper had 1 5 hours of instruction with

ton High School chess club . Its members

me . Typical class size was eight camp-

were ages 1 4 to 1 8 . Attendance averaged

ers . See Chapter 1 0 for more chess camp

1 2 students . My blog entries at the Mon­

details . The Denton Public Library class

Roi Web site ( http : / jmonroi . comjchess­

ran from 2 : 00 to 3 : 30 p . m . on Fridays ,

blogj chess-experts/ dr-alexey-root .html )

September 1 6 to October 2 1 , 20 1 1 . My

described the high school chess club meet­

average attendance was seven , made up

ings . On February 1 8 - 1 9 , 20 1 2 , I pre­

of children from ages 5 - 1 1 and a couple of

sented two one-hour seminars for parents ,

adults . Also at the Denton Public Library,

teachers , and coaches attending the Texas

during the same months but on every

Scholastic Chess Championships . At those

other Thursday morning, I taught chess to

seminars , 23 adults and two children

special-needs adults . I adapted the Clas­

tried this book ' s challenges and puzzles.

sify and the Lines challenges for them

The book ' s contents were also reviewed

( Root , 20 1 1 ) . On November 1 8 , 20 1 1 , I

by Jorge Amador , my editor at Mongoose

presented challenges and information from

Press .

17

Chapter 2:

RuLES ofCHESS This chapter explains the rules of chess . For an adult , the rules take an hour to learn . Chess rules cover the six types of chessmen , three special situations ( promotion , castling, and en passant ) , and check , checkmate , and stalemate . If you teach beginners , use this chapter as a resource when a later chapter ' s challenge or puzzle requires knowledge of particular rule ( s ) . Figure I . I shows which challenges require knowledge of which chess rules . If you and the children you teach are already comfortable with chess rules, you may skip this chapter.

CHESSMEN In chess, one player has the white chessmen and one has the black chessmen. The kings,

Some guidelines for setting up the pieces and pawns correctly: I . The white king and the black king are

queens, rooks , bishops, and knights are called

directly opposite each other. The white

pieces. Pawns are called pawns. See Figure

king is on e I and the black king is on e8 .

2 . I for the starting position of a chess game.

2 . There is a white square in each play­ er ' s lower right-hand corner . 3 . The queens start on their own colors . That is , the white queen starts on a white square , d I , and the black queen on a black square , d8 . After White makes the first move , the players take turns moving . One piece or pawn moves on each turn , except for castling . Only the knight also may j ump over other chessmen . Two chessmen of

Figure 2. 1. Starting position of a chess game . 18

the same color cannot simultaneously occupy the same square . But you may

Rules o f Chess capture an opponent ' s chessman with one of your chessmen . Remove the oppo­ nent ' s piece or pawn and put your own chessman on that square , except for the en passant pawn capture . Castling and en passant are explained later on in this

chapter . Pieces and pawns are assigned values based on their mobility. Knowing those values helps you decide when to capture . For example , trading a bishop ( worth three points ) for a queen ( worth nine

Figure 2. 2. Moves of the king ( K ) .

points ) leaves you six points ahead . The value of a pawn is one point . A king is not

An attack on a king is cal led a check .

assigned a value because he cannot be cap­

A king may never move into check . If

tured .

checked , a king must get out of check on its next move . Kings are never cap ­

The King

tured . Therefore , a chess game always

The king is abbreviated K in handwrit­

has one white king and one black king .

ing and is represented in figurine algebraic notation as � or * . The king is the tallest

If one king is checkmated ( cannot get out of check ) , it remains on the board .

chessman . Its crown has a cross on top. The

When it ' s time to clean up for a new

king can move one square in any direction.

chess game , the checkmated king is

In Figure 2 . 2 , the white king on e4 can

removed along with al l the other chess -

move to d5 , e5 , f4 , f3 , e3 , d3 , or d4 as indi­

men .

cated by the Xs. One of those moves is rep­ resented as I. �d5, which means "White

The king may castle once per chess game , as discussed later in this chapter.

moves the king to the square d5 . " When publishing a chess game , the moves played

The Queen The queen is abbreviated Q in hand­

are in boldface . Alternative moves ( for ex­ ample , 1 . �e5 ) are in plain font . In Figure

writing and is represented in figurine al­

2 . 2 , the king cannot move to f5 because

gebraic notation as 'iV or �. The queen is

then it would be under attack by the black

almost as tall as the king and has a crown .

pawn on g6 .

The queen is worth nine points because 19

CHAPTER2

she is very mobile . The queen moves in

wards along files and side to side along

any direction along files, ranks , or diago­

ranks. The rook can reach any of the

nals . She can reach any of the squares

squares with Xs in Figure 2 . 4 . In notation ,

with Xs in Figure 2 . 3 . In algebraic nota­

the black rook on a8 can move to b8 , c8 ,

tion , the black queen on a8 can move to

d8 , e8 , f8 , or capture the white knight on

b8 , c8 , d8 , e8 , f8 , b7 , c6, d5 , e4 , f3 , g2 ,

g8 . The rook moving to b8 would be notat­

h l , a7 , a6, a5 , a4 , or capture the white

ed l...l.b8 . The rook can also move to a7 ,

pawn on a3 . The queen cannot capture its

a6, or capture the white bishop on a5 . That

own king on g8 or jump over its king. Cap­

capture would be notated I. .l.xa5+ . The

turing the white pawn would be notated

plus sign means check. ( The rook is check­

l...iV xa3 . The ellipses ( . . . ) mean that

ing the king on a l . )

.

the white move was not shown . The " x " i n the middle o f the black move indicates a capture .

8 7

•

6 5

• •

4 3 2 1 a

c

e

g

h

Figure 2. 4 . Moves of the rook ( R ) .

The Bishop Figure 2. 3. Moves of the queen ( Q ) .

The Rook The rook is abbreviated R in handwrit­

The bishop is abbreviated B in handwrit­ ing and is represented in figurine algebraic notation as � or .t . The bishop is worth three points . Its top looks like a bishop 's miter. The bishop moves in any direction

ing and is represented in figurine algebraic

along diagonals . At the beginning of the

notation as tk or I.. The rook is worth five

chess game , each side has one light-squared

points. It looks like the turret of a castle .

bishop and one dark-squared bishop. In

The rook can move forwards and back-

Figure 2 . 5 , the white bishop on c I is a

20

Rules o f Chess dark-squared bishop. It must stay on the

cally, and then makes a right -angle turn onto

black squares , marked by Xs. From c l , the

its destination square. The knight always

bishop's possible moves are b2 , d2 , e3 , or

lands on a square opposite in color from

capturing the black pawn on f4 . That cap­

its prior square. Figure 2 . 6 shows the N 's

ture would be notated I . � xf4 . In Figure

moves with Xs. In notation, the knight can

2 . 5 , Black's bishop on d7 is a light-squared

move to g I , g3 or c3 . It cannot move to d4

bishop . It can move to the white squares

or c I , because those squares are occupied by

marked by circles ( c8 or e6) or take the

its own chessmen. It can capture the black

knight on f5 ( I

pawn on f4 , which would be notated I .

• • .

.t xf5 ) . The bishops in

Figure 2 . 5 could have moved further if their

tl:Jx£4 .

diagonals had not been blocked by their own and enemy chessmen.

8 7

. .lb. • •� • •� • • •� • � 0

6 5 4

�

://////

3 2

Figure 2. 6. Moves of the knight ( N ) .

1 a

c

e

g

h

Figure 2. 5. Moves of the bishop ( B ) .

The Pawn The pawn is abbreviated P in handwrit­ ing and is represented in figurine algebraic

The Knight The knight is abbreviated N in handwrit­

notation as 8 or & . The pawn is the short­ est chessman . A pawn is worth one point .

ing and is represented in figurine algebraic notation as t2J or �. It looks like a horse.

Pawn moves are notated by stating the

The knight is worth three points. The knight

square the pawn moves to , without use of

may hop over any chessmen in between its

the symbols

old and new squares. Think of the knight's

e4 rather than I . [\ e4 when your first move

move as the capital letter " L. It moves two

is your king's pawn two squares forward .

squares horizontally, or two squares verti-

The pawn moves straight forward but cap-

"

__

or & . For example , write I .

21

CHAPTER2

tures diagonally forward. On its first move ,

promotion square for the white pawn is

it has the option of moving forward either

e8 and the promotion square for the black

one or two squares. After each pawn 's ini­

pawn is d i . Notate the white pawn ' s pro­

tial move , it moves one square at a time .

motion to a queen as e8 ( Q ) . If the black

In Figure 2 . 7 , the white pawn is on its original square , so it may move either one

pawn promotes to a rook then that move is notated as d i (R) .

or two squares . Those squares , e3 and e4 , are marked with circles. The black pawn has previously moved , so it may move only one square . That square , d2 , is marked with a square . Depending on who is to move , each pawn can capture the other pawn , as indicated by the Xs. To notate a capture by a pawn , use the file of the pawn as its name , followed by the x ( for cap­ ture ) , and finish with the square on which the capture was made . In Figure 2 . 7 , if it were White to move , I . exd3 ( meaning the e- pawn captured on d3 ) or I . e3 or I . e4

Figure 2. 7. Moves of the pawn ( P ) .

are possible moves . If it is Black to move , I . . . dxe2 ( meaning the d- pawn captured on e2 ) or I . . . d2 are possible moves .

Castling Each player may castle once during a chess game , if certain conditions are met .

SPECIAL RULES

To castle , move a king two squares toward the h- file rook ( kingside ) or two squares

Promotion A pawn reaching the opposite side of the

toward the a-file rook ( queenside ) . At the same time , the rook involved goes to the

board may promote to a queen ( or rook ,

square beside the king and toward the mid­

or knight , or bishop ) even if the original

die of the board. For kingside castling, the

piece is still on the board . If the original

rook ends up on the f-file . In queenside cas­

queen is on the board , and the set did not

tling, the rook ends up on the d-file . King­

come with spare queens , use an upside­

side castling is notated as 0-0 and queenside

down rook or a pawn on its side to sym­

castling is notated as 0-0-0. Figures 2 . 8 and

bolize the new queen . In Figure 2 . 7 , the

2 . 9 show castling. In Figure 2 . 8 , White is

22

Rules o f Chess about to castle kingside and Black is about to castle queenside . In Figure 2 . 9 , each side

En passant ( e.p.) En pass ant is a French phrase mean­

ing " in passing" and describes a special

has completed its intended castling.

pawn capture . When one chess player moves a pawn two squares forward so that it is on an adj acent file and the same rank as an opponent ' s pawn , that opponent ' s pawn can capture the dou ­ ble -jumping pawn as if it had moved only one square . However , if the opponent ' s pawn does not capture en pass ant im­ mediately , the option disappears for that particular pawn duo . But new opportu­ nities may arise for pawns in simi lar cir­ Figure 2. 8. Before castling.

7

e.p. ) . After the en passant capture ,

Black ' s pawn ends up on c3 and the

� //////�

6

white pawn on c4 is removed from the

/'/////!/,::

5 4 3

after White p layed I . c4 . Black may re­ ply l . . . d3 or take en passant ( I ...dxc3

* , �•§ij/%• • - • • • • • � • • �t% � W!J�

8

cumstances. Figure 2 . I 0 is immediate ly

board , as shown in Figure 2 . ll .

:/'/////�

2

� /"/////�

:

1 a

c

e

g

h

Figure 2. 9. After castling.

In order to castle , neither the king nor the rook involved may have moved before . Also , the king may not castle out of check, into check, or through check. Furthermore , no pieces of either color may stand between the king and the rook which are castling.

Before en passant (e.p. ) . 23

CHAPTER2

I. Capture the checking piece or pawn ;

2 . Place one of your own chessmen be­ tween the checking chessman and your king; 3 . Move your king away from the check . If a checked player has none of these three escapes , then that player is check­ mated and loses the game . In a tourna­ ment , a checkmate is scored as a win ( one point ) for the player delivering the check­ mate . Figure 2. 11. Mter en passant ( e . p . ) .

CHECK, CHECKMATE, AND STALEMATE If the king is checked, it must get out of

In contrast , if a player is not in check but has no legal move , the position is called a "stalemate . " A stalemate is a type of draw ( tie ) . A draw is scored as half a point for each player.

out of check, then the position is a check­

These preceding rules of chess were adapted from Let's Play Chess, a bro­

mate . Check is indicated by a plus sign ( + )

chure formerly available from the USCF.

after a move , and checkmate by a number

Checkmate or stalemate ends a chess

sign ( # ) . For example , 40 . l:h8# means

game . A check , however, is temporary.

" On move 40 , White checkmated Black by

When a king escapes from check , the

playing rook to h8 , checkmate . " The side

chess game continues . Figure 2 . 1 2 has ex­

that is checkmated loses. There are three

ercises to identify check , checkmate , and

ways of getting out of check:

stalemate . The answers for Figure 2 . 1 2

check immediately. If there is no way to get

are in Appendix A.

24

Name-----For each Figure ( chess diagram ) , write whether the position is a check , a checkmate , or a stalemate .

8

8

7

7

6

6

5

5

4

4

3

3

2

2

1

1 a

c

e

g

.i

'm �--��j lfi)W � �..

�

� • �y___ ?.J

� %-////�

_ _

,;

� • b BiDB wtl b � ..t : % //////�

� /'uu/�

a

c

e

g

h

Figure 2. 12a is White to move .

Figure 2. 12c is Black to move .

Figure 2. 12b is Black to move .

Figure 2. 12d is White to move .

Figure 2. 12. Identify check , checkmate , and stalemate .

Chapter

3:

PIECES, PAWNS�>mtd SQlJ�k� ..

After completing the challenges in this chapter, children will : I ) recognize and name each chessman , 2 ) demonstrate the moves and captures of the pieces and pawns , and 3 ) identify each square on the chessboard in algebraic notation .

CLASSIFY

Procedure Give the following directions . " I will

Objectives Children classify chessmen and share

distribute chess sets . Each of you will sort the chessmen into categories . You choose

their sorting rules with other children .

the categories and how to sort . Then you

Children learn that classification by ap­

will explain your sorting rules to your

pearance is a lower level of classification

partner. Your partner also sorted the

than classification by function . Children

chessmen . Your partner will explain his or

observe how each chessman moves and

her rules to you . "

captures .

For older children , as motivation , men­ tion that this exercise has been done at a

Materials One set for every child . If that 's not pos­

university. If this is a first lesson with a particular group , consider pairing children

sible , one set for every two children . A dem­

who don ' t know each other. Tell them to

onstration board ( or equivalent ) for whole­

learn each other' s names .

class instruction . One photocopy of Figure

If you have enough sets , pass out one

3 . I for each child . Each child should have

to each child . Side by side with one other

a pen or pencil for completing Figure 3 . I .

child , each child sorts his or her chess­

Optional : Photocopies of Figure 3 . 3 or use

men . Then children take turns explaining

a document viewer to display Figure 3 . 3 .

how they sorted . If each pair of children

26

Name Mark the squares where the indicated chessman can move or capture with Xs. Listed in notation and marked on the figures ( chess diagrams ) are some of the correct answers . For each figure , mark the rest of the correct answers . =-------�--��-=���--------------�--

5 4

e

3.la. The white knight can move to f6 and which other squares?

3.lb. The white bishop can move to c4,

d5,

which other squares?

g

3.ld. The white king can move legally to f3 and which other squares?

3.le. The black queen can move to g2,

and which other squares?

3.le. The black rook can move to g7,

f

f2,

and which other squares?

g6, and

3.lf

The white pawn can move to a3, a4, and which other square?

Figure 3. 1. Moves of the chessmen worksheet.

CHAPTE R 3

ing his white chessmen by how they are set up for the starting position of a chess game . Classify was the first challenge that he and the other children tried in the Denton Public Library classes . Through observation , I learned that he already knew something about chess . So did his 9 -year-old brother, who is standing next to him and has similarly sorted his white chessmen . Realizing that the brothers had chess experience was helpful for the next challenge , Pattern Recognition, where knowledgeable children may teach others how the chessmen move . Reconvene the group to discuss the sorting rules used by different children . Children may sort by the shapes or sizes Figure 3. 2. Boys sorting chessmen .

of the chessmen . Some may sort based on the functions or moves of chess-

shares a set , one child sorts its black

men . Add that both levels of description

chessmen while the other sorts its white

are necessary , but that classification

chessmen . Then they explain their cate -

by function is a higher level of clas-

gories to each other . :Monitor the pairs to

sification . If you are teaching younger

allow enough time for each child to sort

children , or don ' t wish to compare clas-

chessmen and explain his or her catego-

sification in chess to classification in an

nes .

academic subj ect , skip the information

The 7 -year-old boy in Figure 3 . 2 is sort -

D

about Dr . Patrick Kangas .

r. Patr i c k Kan gas d i v i ded h i s eco l ogy stu d e nts at Eastern M i c h i g a n U n i ve rs i ty i nto th ose w h o k n ew n oth i n g about c h ess , n ov i ces at c h ess , a n d th ose who

p l ayed c h ess ("experts" ) . E ac h gro u p was as ked to desc r i be a set of c h ess me n . Th ose w h o k n ew n oth i n g about c h ess desc ri bed the p h ys i c a l c h a racte r i st i c s of the c h essme n . The n ov i ces a l so u sed p h ys i c a l desc r i pt i o n , but i n c l uded the n ames 28

Pieces, Pawns, and Squares of the c h essmen too . Experts gave ru l es fo r m ov i n g c h ess m e n a n d th e i r re l at i ve va l u es . Kan gas then as ked stu d e nts to con s i d e r how a n i m a l s a re c l ass ified w i th i n ecosyste m s . Kan gas ( 1 9 8 8 , p . 1 6 1 ) w rote , "At the l owest l eve l i s i nfo rmat i o n about exte rn a l appeara n ce u sed i n i d e ntifi cati o n . Th i s k i n d of i nfo r m ati o n i s n ecessa ry to keep trac k of i n d i v i d u a l spec i es , but it conveys p racti cal l y n oth i n g about the fu n ct i o n s of spec i es . " C l ass ify i n g by fu n ct i o n , as the c h ess ex perts d i d , i s a h i g h e r l eve l o f i nfo rmat i o n .

Within the pairs and in the whole ­

and captures. Offer corrections , as need­

group discussion , children heard chess in­

ed , to what the child demonstrates . Con­

formation . A correct version of that infor­

tinue with volunteers until the moves and

mation is provided in Chapter 2 . Follow­

captures of all the chessmen have been

ing Chapter 2 , model how a rook moves

taught . Make sure that the children ' s

on the empty demonstration board . Then

demonstrations about the king show that

place a chessman of the opposite color on

moves or captures into check are not al­

the board and show how a rook captures

lowed . But don ' t worry about covering

it . If you suspect that some children know

en passant, promotion , checkmate , or

how chessmen move and capture , let

castling. After passing out Figure 3 . I teach what

those children teach the other chessmen

,

as you taught the rook . Ask for a volun­

symbols ( figurines ) on the chess diagrams

teer to show another chessman ' s moves

correspond to which three-dimensional

Sym b o l s

Wo rd s

Ab b revi at i o n

�� ·

wh ite ki n g , b l ack ki n g

K

'i¥ , �

wh ite q u e e n , b l ac k q u een

Q

M, E

wh ite roo k , b l ac k roo k

R

j, j_

wh ite b i s h o p , b l ac k b i s h o p

8

liJ I.&

wh ite kn i g ht , b l ac k kn i g ht

N

� , .t.

wh ite pawn , b l ack pawn

p

'

'

Figure 3. 3. Chart of the chessmen . 29

CHAPTER 3

chessmen . Figure 3 . 3 � which is a chart of the chessmen � may be distributed or displayed . Ask children to name the chess­

Materials Fifteen sticky ( Post- It® ) notes per

man which has the cross on its crown .

child . Each sticky note should be slightly � smaller than a chessboard s square .

( Answer: the king. ) Have them point out

Boards ( one for every two children ) ; sets

a three-dimensional king chess piece as

may be used as children complete the chal­

well as the figurine king on Figure 3 . I or

lenge . Each child should have a pen or

Figure 3 . 3 . As needed � identify the other

pencil . Demonstration board ( or equiva­

chessmen as three-dimensional chessmen

lent ) .

and two-dimensional figures .

Procedure Evaluation Figure 3 . I may be completed in class or

Share parts of this paragraph that you think would be motivating to children �

as homework . The solutions for Figure 3 . I

or tell your own examples of the impor­

are in Appendix A. After children complete

tance of pattern recognition . According to

Figure 3 . I � review the answers to Figure

Grandmaster Andrew Soltis � strong chess

3 . 1 with the children . After the Classify

players have excellent board sense . Soltis

challenge � older children may be confident � in each chessman s moves and captures.

( 20 1 0 � p . 1 3 1 ) wrote � " You have it if� for example � someone mentions a square like

Younger children may need re-teaching

e6 or a7 and you can tell � without looking

later.

at a diagram or a board � whether it is a

Consider giving children time to play

dark or light square . " Pattern recognition

chess � to monitor their moves and cap­ � tures . Correct them if they don t follow

is important for academic success and for

chess rules.

Sousa ( 20 I 0 � p . viii ) wrote � " Mathemat­

placement in gifted and talented programs . ics can be defined simply as the science of

PATTERN RECOGNITION

patterns . Ask children to study the demonstration

Objectives Children practice the algebraic notation of squares . Children visualize whether a chessman can move to a particular white or black square . Children create patterns for each other to recognize . 30

board silently for three minutes� paying � special attention to each square s col or and its algebraic name .

Pieces , Pawns, and Squares a black square . Mter the teacher demon­ strates the activity, a student volunteer could try it . Have the student turn his back to the demonstration board , while another student points to a square on the demonstration board and names it for the volunteer. The volunteer then guesses or figures out what color the named square is . Then another volunteer has a turn to try. ( p . 63 ) Figure 3. 4 . Kings on e4 and g7 .

Pass out boards and sticky notes . Each pair of children will need a maximum of

In Figure 3 . 4 , the square named e4 has

30 notes . Give the following directions .

a white king on it and the square named

One child thinks of a chessman and places

g7 has a black king on it .

a sticky note , with an " X " he or she has

To practice the algebraic notation of

written on it , on any square on an empty

squares , play the blindfold square game .

board . Then the child puts one blank

If you , as teacher, are not confident in

sticky note on a square to which that " X "

remembering the squares ' colors , explain

( mystery ) piece can move or capture .

the rules of the game rather than demon­

For the pawn , place sticky notes where it

strating them as in this excerpt from Root

moves rather than on the squares where it

( 2006 ) :

captures . At the same time the child places the

The teacher calls a student up to the dem­

sticky note , he or she names the square in

onstration board . The teacher turns his

algebraic notation . The child pauses to see

or her back to the demonstration board .

if the partner wants to guess the chess­

The student points to a square and says

man . If not , the child repeats the proce­

its algebraic name out loud . Without

dure with another sticky note on another

turning to look at the demonstration

square to which the " X " chessman can

board , the teacher says out loud what

move .

color the named square is . For example ,

The child 's partner has two guesses to

the square e4 ( file e , rank 4 ) is a white

figure out which chessman 's moves are

square . The square g7 ( file g, rank 7 ) is

portrayed by the sticky notes . The partner 31

CHAPTER 3

might wait to make an initial guess until two or three sticky notes have been placed . For chessmen other than a knight , it takes more than one sticky note to be sure . Al­ lowing two guesses remedies the problem of chessmen which move in similar ways . For example , a bishop ' s moves are also shared by the queen . So a first guess of a bishop followed by a second guess of a queen is considered a success . After suc­ cessfully guessing, the partner clears the board of sticky notes . The partner reuses the " X " and blank sticky notes to portray a new chessman for the first child . Figure 3 . 5 shows sticky notes that are highlighting either a bishop ' s or a queen ' s moves . Rather than using an X , the adult questioning the child is pointing near f3 to indicate that f3 is where the mystery

Figure 3. 5. Sticky notes showing the moves of a queen or a bishop .

chessman is located . The 1 1 -year-old girl examining the sticky notes on f3 , e4 , d5 , and c6 might have guessed " bishop " or

patterns to see if they show the moves of

" queen " as those squares filled with sticky

particular pieces or pawns . After each

notes .

partner has applied sticky notes at least once , consider moving on to a new chal­

Evaluation As children are placing sticky notes,

lenge . If pairs finish at different rates , dis­ tribute sets to quick-finishing pairs . Those

listen for their use of correct algebraic no­

pairs can play chess while others finish the

tation for squares . Check the sticky-note

Pattern Recognition challenge .

32

Chapter 4:

BISHOP and ROOK After completing the challenges in this chapter , children will : I)

recognize files , ranks , and diagonals . Files are vertical columns . Ranks are horizon­ tal rows . All squares in a particular diagonal have the same color.

2)

capture letters on a board , and then rearrange those letters into words .

LINES

first , each child puts one chessman on a square . As the child places the chess ­

Objectives Children utilize vertical , horizontal , and

man , he or she says the chessman ' s name and the algebraic notation of the

diagonal lines. Children take turns and

square . While winning tic - tac - toe re ­

formulate strategies .

quires three Xs or Os in a row , being the first to place four chessmen of the

Materials One set and board for each pair of chil­ dren .

same col or in a line wins this challenge . To succeed , children make different types of lines ( vertical , horizontal , or diagonal ) .

Procedure Tell children to use the chessmen

For more difficulty, set the objective as five chessmen in a line . When a child

as markers on a board . One child has

wins , he or she tells what type of line ( ver­

the 1 6 white chessmen , and the other

tical , horizontal , or diagonal ) won the

child has the 1 6 black chessmen . Taking

challenge and which chessmen could move

turns , with the child with White going

along that type of line . 33

CHAPTER 4

A

"Con n ect Fou r" c h ess c h a l l e n ge , i n vo l v i n g m ov i n g the c h ess m e n to a l i g n them , was s u ggested by G ra n d m aste r M a u r i ce As h l ey (2005 ) :

U s i n g a queen, two rooks, a n d a bishop, e a c h player tries to con n ect the pieces o n fo u r con­ tig u o u s squ a res {ve rtically, h o rizo ntal, o r d i a g o nally) . One sta rti n g position is to place two roo ks on d i a g o n al corn e rs a n d q u ee n s a n d bishops on cente r sq u a res. The only rule is that a l l the pieces m u st m ove at least once befo re a wi n n i n g position ca n be reached. { p . 1 7 1 )

I as ked As h l ey fo r c l a r ificat i o n of h ow the game wo rked . O n e c h ess p l aye r's q u ee n , two roo ks , a n d b i s h op m u st be i n a l i n e to w i n the game. As h l ey ( perso n a l co m m u n i cati o n , Au g u st 1 7 , 2 0 1 1 ) w rote : The rules a re si m ple . l t's a two- player g a m e, a n d e a c h s i d e ta kes tu rns m ovi n g . N o ca ptu re s allowed u nless two p i eces t h reate n a n o p p o n e nt's piece. The n o rmal sta rti n g positi o n is t h e i n itial o n e fo r th e p i eces a s i n a n o rm a l g a m e o f c h ess. H oweve r, th i s i s n ot writ i n sto ne; m ost a ny ra n d omly agreed u po n sta rti n g positi o n will d o . The key is that e a c h piece m u st m ove at lea st o n ce i n ord e r to set u p a wi n n i n g positi o n .

Evaluation Figure 4 . 1 shows a possible final posi­ tion of the Lines challenge . Black has four chessmen in a line .

As children play the Lines challenge , make sure that they take turns . White should place a chessman , then Black places one , then White places one , and so forth . Listen for each child to an ­

8 7

•

6 5

nounce the name of the chessman and

•

its square . Observe whether the children attempt diagonal lines or not . Those

•

lines are usually trickier for children to visualize than vertical or horizontal

4

lines . \Vhen there are either four white

3

chessmen or four black chessmen in a

2

line , it ' s time to clear the board and play

1

again . The children might play " best two a

34

c

e

g

h

out of three " for the Lines challenge be­

Figure 4 . 1 .

fore playing chess games for fun . Figure

Black winning the Lines challenge .

4 . 2 is a photo of children in my Den ton

B ishop and Roo k

Materials Thirty sticky notes per child . Each sticky note should be slightly smaller than a square on the chessboard . Set and board for every pair of children . Demonstration board ( or equivalent ) and sticky notes for the teacher are optional . Spelling words should be at an appropri­ ate level for the children playing the De ­

code challenge . Choose words studied in Language Arts or words from chess . The chess list might include board , file , rank , diagonal , win , lose , draw , move , rook , king, bishop , pawn , queen , knight , cap­ ture , castle , check , checkmate , and stale­ mate . Figure 4 . 2.

Children playing the Lines challenge .

Procedure Pass out sets , boards , and sticky notes to pairs of children . It is optional to place sticky notes on the demonstration board to

Public Library class playing the Lines

show Figure 4 . 3 . Figure 4 . 3 shows a pos­

challenge .

sible starting position of the Decode chal­ lenge . The word "queen " can be decoded

DECODE

after the letters are captured by the white rook . Point out that the rook on f3 needs

Objectives Children write letters on sticky notes .

to capture a letter on each move . So the rook capturing on f5 -f7 -c7 -c5 -a5 works ,

Each child places the letters on a board

but the rook capturing on f5 -c5 -a5 leaves

such that another child ' s chessman may

it stuck on a5 with nothing to capture on

capture one letter per turn . Children ' s

its next move . Sticky notes may be placed

chessmen capture letters . Children form

letter-side up ( as in Figure 4 . 3 ) or letter­

words from the captured letters .

side down .

35

CHAPTER 4

new word has been created instead , that is a " Eureka! " insight about how letters may spell more than one word . Then it is the second child ' s turn to take the spell­ ing list and some new sticky notes . The second child writes letters on the notes and places them on the board . The first child will repeat the rook captures and word decoding. As written , this challenge reinforces

how the rook captures . If desired , chess­ Figure

4 . 3.

Decode the word " queen . "

men other than the rook can be used for this challenge . Place the letters so that the selected chessman captures one sticky note

Within each pair of children , the first child holds a list of spelling words ( or the chess words listed under Materials ) . He or she decides which word to spell , letter by letter, on sticky notes . The first child places the sticky notes on the board . The word ' s letters should be out of order, but with each letter a rook ' s move away from the previous letter. The first child positions a rook on the board such that it can capture one letter per move . The second child uses the rook to cap­ ture each letter . The sticky notes don ' t move from their squares . After repeated rook captures , the second child has col­ lected all the sticky notes . The second child unscrambles the captured letters to reveal a word . The first child confirms that the word is the intended one . If a 36

4 . 4. Girl placing letters for the Decode challenge .

Figure

B ishop and Roo k per move . Figure 4 . 4 shows a 6-year-old girl placing letters a diagonal move apart from each other.

Evaluation As children play the Decode challenge ,

monitor to make sure they write one let­ ter per sticky note . Each child could be the decoder twice before the pair switches to pla�ing chess games for fun .

37

Chapter 5:

OuEEN and I
Before beginning the challenges in this chapter, children should understand : I)

the algebraic notation of squares ,

2)

how the chessmen move and capture , and

3)

check , checkmate , and stalemate .

Chapter 2 covers the rules of chess. Chapters 3 and 4 teach the algebraic notation of squares and the chessmen ' s moves and captures . Check , checkmate , and stalemate are particularly important for children to understand before beginning Chapter 5 . After completing the challenges in Chapter 5 , children will : I)

promote and under-promote ,

2)

use the 50-move rule , and

3)

castle .

CHOICES

��-----------------------------------------------------------------------------------------------

Materials One die ( singular of dice ) , set , and

Objectives

board for each pair of children .

Children learn pawn promotion , under-promotion , and the 50-move rule . Children discover that different promotion

Procedure As inspiration for making good deci­

choices make checkmating easier or more

sions in chess , consider an analogy of

difficult . Children endeavor to make the

chess moves and life choices by Fernando

best choices in positive or adverse situa­

Moreno .

tions .

38

Queen and King

F

e r n a n d o More n o

IS

a sc h oo l cou n se l o r a n d c h ess advocate . More n o (2 002 )

wrote :

I n th is m o d el of cou n seli n g , th e ch essboard represe n ts o ur l ives. Th e b o a rd a n d pieces be­

come

a

m eta phor fo r o u r situ a ti o n in l i fe . Th e p i eces beco m e our s ki l l s a n d reso u rces. Th e

way we move the m will l e a d u s to s u ccess o r fa i l u re . T h e oth e r p l aye r re prese n ts the e nviro n ­ m e n t i n which w e l ive . We h ave c o n tro l o f o u r p i eces, b u t w e do n ot h ave c o ntrol o f how the other playe r m oves . I f we d o n ot p l ay with ca u ti o n , we wi l l be i n d a n g er of losi n g pieces a nd th e g a m e. Th is co u n se l i n g m o d e l wi l l tea ch ch i l dre n that th ey c a n ta ke c o n tro l of the i r own

desti ny b y m ovi n g th e i r " m e n " th e right way. ( p . 8 }

State that a draw may be claimed if 5 0

bishop ( die shows 5 ) , or a knight ( die

moves ( that ' s 5 0 white moves and 5 0

shows 6 ) . If promoting the pawn is not

black moves ) have passed without either

instantly checkmate , then play proceeds .

a pawn move or a capture of any chess ­

Black notates after the pawn promotion .

man . If students are not familiar with

Notation may be algebraic notation as

pawn promotion , use Chapter 2 to teach

explained in Chapter 2 . If Black is an

it . In the Choices challenge , White

inexperienced chess player , he or she

promotes a pawn . Immediately after ,

may instead make checkmarks to track

as there are n o more pawn moves pos ­

moves.

sible , Black tracks how many moves go

Figure 5. 1 is a scoresheet for alge ­

by without a capture . If 5 0 moves elapse

braic notation or for checking off moves .

without a capture , Black may claim a

This particular scoresheet is from a

draw . Each child should complete the

Merit Badge wiki ( http : / jmeritbadge .

Choices challenge once as White and

orgjwiki/index . php /Image : Chess_

once as Black .

Scoresheet . pdf ) . The Web site http : //

White has a king on e 1 , a pawn on h 7 ,

www . scouting . orgjmeritbadges . aspx

and a queen on g7 . Black chooses where

has information about Boy Scout Merit

to put the black king . Then it is White ' s

Badges .

turn to move . As White promotes the h ­ pawn , White rolls a die to see i f i t will promote to another queen ( die shows 1 , 2 , or 3 ) , a rook ( die shows 4 ) , a

Evaluation Children learn that different promotion choices make checkmating either easier or 39

EVENT

I

ROUND

I

BOARD

WH ITE

I

31

2

32

3

33 ,

4

34

5

35

6

36

7

37

8

38

9

39

10

40

11

41

12

42 1

13

43

14

44

IS

45 1

16

46

17

47 ° !

18

48

19

49

20

50

21

51

22

52

23

53

24

54

25

55

26

56

27

57

28

58

29

59

30

60

CIRCLE CORRECT RESULT:

D RAW

WHITE WO N

SIGNATURE

PAI RING NO.

WHITE

BLACK

SIG NATURE

Figure

I

OPEN ING

BLACK

PAI RING NO.

WHITE

I

SECTION

DATE

5. 1 . Scoresheet .

BLACK

B LAC K WO N

Queen and King more difficult . With any promotion choice , however, moving without thinking may lead to draws by either the 50-move rule or stalemate . Although the die and Black 's moves may challenge White , White will win the game if he or she makes the right choices . Chapter 7 has further informa­ tion about checkmating with a king and a queen against a king.

GAME THEORY Objectives Children practice castling. Children im­ plement principles of game theory.

Materials One set and board for each pair of chil­ dren . Demonstration board ( or equiva­ lent ) . Figure

5. 2. Girl pointing to castled king and rook .

Procedure Use the demonstration board to

Photo courtesy of UT Dallas .

teach how to castle . The rules of cas ­ tling , and diagrams to reproduce on

are desired , see the quote from Dan Heis­

the demonstration board , are in Chap ­

man .

ter 2 . Figure 5 . 2 shows an 8 - year - old girl pointing to a king and rook , after kingside castling . Tell children that game theory considers

Tell children the rules of the Game

Theory challenge . The first side to castle kingside wins , except that if both sides

the ramifications of pursuing one 's own

castle kingside on the same move it ' s a

plans , disrupting the opponent ' s plans , or

draw . If White castles on move four and

a combination of the two approaches . If

Black also castles on move four, it ' s a

more game theory and chess comparisons

draw . It ' s also a draw if a situation arises 41

CHAPTER S D a n H e i s m a n i s a c h ess coac h a n d a u t h o r . H e i s m a n (2009) w rote :

I n th e l a te 1 9th centu ry Wo rld C h a m pi o n Wi l h e l m Ste i n itz l a id d own the fu n d a m e n ta l pri n ­ ci p l es o f positi o n a I p lay. A g ood s u m m a ry of h i s wo rk ca n be fo u n d a t th e Exeter Ch ess C l u b site . A m o n g t h e seve ra l i m porta nt i d e a s postu l ated , o n e wa s th at a c h ess g a m e beg i n s i n eq u i l i bri u m a n d that a p l aye r wo u l d h ave to m a ke a m i sta ke i n o rd e r to l ose. A coro l l a ry of Ste i n itz' s work i s that a p l aye r ca n ' t wi n a d rawn g a m e by m a ki n g b ri l l i a n t m oves - a th e o retica l ly d rawn g a m e c a n o n ly be wo n a s a res u lt of a n oppo n e n t' s m i sta ke . l t m ay ta ke a b ri l l i a n t m ove to p i n po i n t that m i sta ke a n d m a ke it a p p a re n t, b u t the fu n d a ­ m e n ta l p ri n c i p l e a p p l ies: i n o rd e r for yo u r g a m e t o g et bette r, it req u i res a m i sta ke b y you r o p p o n e nt.

To Ste i n itz' s g reat c red it, the m a i n pa rt of h i s theory wa s p rove n a bo u t twe nty yea rs l a te r b y m ath e m a ticia n E rn st Ze r m e l o, a p i o n e e r i n m a th e m atica l g a m e th e o ry. I f I m a y pa ra­ p h ra se Zerm e l o, h e stated ( a m o n g oth e r a p p l icati o n s } that fo r a ny fi n ite, co m p l ete kn owl­ edge g a m e ( s u c h as c h ess, go, or c h e c kers), if th e g a m e h a s an i n iti a l positi o n th a t i s wi n­ ning for one p l aye r, t h e n th e p l aye r who i s win n i n g wi l l re m a i n wi n n i n g u n l ess h e m a kes a m ista ke, a n d if the g a m e h a s a n i n iti a l positi o n th a t i s theoretica l ly d rawn it wi l l re m a i n d rawn u n l ess one p l aye r m a kes a m i sta ke . Th is resu lt i s basica l ly the sa m e a s what Ste i n itz wrote, exce pt that Ste i n itz i m p l ied that the i n itia l ch ess position is d rawn, wh i l e Zerm e l o exte n d ed th is to a ny si m i l a r g a m e, i n c l u d i n g those th a t beg i n with a forced w i n fo r o n e p l a ye r.

where neither side can castle . Give chil ­

the game is drawn with best play or

dren the option to change the rules to ,

whether one side can force a win . The G ame Th eory challenge was

" the first side to castle queenside wins . " Castling is written as 0 - 0 or 0 - 0 - 0 .

based on a suggestion by my 1 4 -year-old

during which the king jumps two squares toward its castling rook . For the G ame

son \Yilliam . \Yilliam commented , " The

Theory challenge , castling by hand ( an ex­

iL and prove an evaluation of it . As long

pression used for a king walking one square

as beginners know how all the pieces

at a time to its castled square , for example

move , they should be fine using this chal­

cJ;; e 1 -f2-g 1 ) does not count as castling. Ask children to play the G ame Theory

lenge to learn castling . " By applying their

challenge twice as White and twice as

lenge , players clarify their understanding

Black . Children should evaluate whether

of those rules . As an optional extension ,

42

challenge is only hard if you try to break

knowledge of castling rules in this chal­

Queen an d King ask children to come up with their own

castling. Discuss whether sacrificing is an

variations on the Game Theory chal­

effective strategy in this challenge . From

lenge .

my observations , concentrating on castling oneself is best . Nevertheless , one must not

Evaluation Ask children to analyze what happened during the Game Theory challenge . They

allow one ' s opponent to disrupt one 's cas­ Hing. By pla�ing the Game Theory chal­

will likely note that , if both sides concen­

lenge , children learn to castle early. Cas­

trated on simply castling kingside them­

Hing within the first I 0 moves is essential

selves , it was a draw in four moves . Yet

in most chess openings . Appendix A has

some children may have sacrificed to force

notation from adults attempting the Game

their opponents ' kings to move , preventing

Theory challenge .

43

Chapter 6 :

PAWN and I
CREATE

child . One board and set for each pair of children . Demonstration board ( or

Objectives Children construct a I O -move ( or less ) chess game with three or more en passan t

equivalent ) . Dry-erase board with markers ( or chal kboard with chalk , or equivalent ) .

captures in it . Children record the chess game in algebraic notation . Children cooperate to create something new within specified rules and parameters .

Procedure Cse the demonstration board to teach the en passant ( e . p . ) rule . The section on e . p . in Chapter 2 provides diagrams

Materials

that can be displayed on the demonstra-

One score sheet ( copy of Figure

tion board and algebraic notation that can

5 . I ) and pencil ( or pen ) for e ach

be written on the dry-erase board . Or use

44

Pawn and Knight this excerpt from Root ( 2008 , pp . 2 7 - 2 8 )

chose 6 . LiJ c3 , and black responded

to teach en passant:

6 . . . � f6 . Now ask the class if white

When a white pawn is on the algebra­ ically labeled fifth rank

or a

black pawn

can play 7 . dxc6 e . p . The answer is no , because e . p . must be played in the half­

is on the algebraically labeled fourth

move immediately after an opponen t ' s

rank, it may capture ( using the en pas­

double -j ump pawn move . ( boldface in

sant rule )

the original )

an enemy pawn that double

jumps on an adjacent file . If the e. p . op­ tion is not immediately exercised , then

Distribute one set . one board , two

the double j umping pawn is safe from the

scoresheets , and two writing implements

apture . A white pawn capturing e . p .

to each pair of children . Tell each pair to

-

e.p.

c

lands o n the sixth rank and a black pawn

create a chess game of I 0 moves or less

capturing e . p . lands on the third rank , in

which features three en passan t capt ures .

both cases on same file as the captured

Since pieces are not needed for this exer­

enemy pawn . That enemy pawn is re ­

cise , allow pairs to begin in a traditional

moved from the board.

starting position ( with 32 chessmen ) or

On the demonstration board , show

in a starting position with just kings and pawns , as shown in Figure 6 . 1 . Each child

the following moves . As you show the moves ,

should notate the created chess game on a

indicated by boldface , write

the notation on a dry-erase board. That

scoresheet .

way, students learn the notation for e p . .

too . I. e4 � f6 2 . e5 � g8 ( more mon

m­

is 2 . . . � d5 , Alekhine ' s Defense .

Explain that you moves

to

co

are

showing these

not because they are best , but

ill ustrate how en passant arises in a

game ) 3 . d4 d5 4 . exd6 e . p . Remove the black pawn

on

d5 from the board . .

. .

Continue the game 4 . . exd6 5 . d5 c5 .

Ask st u d e nt s what white can do in this position . They should mention several options , such as 6 .

LiJ f3 ( developing the

N ) , 6 . ii b5+ ( developing the bishop ) , and 6 . dxc6 e . p . Let' s pretend that white

Figure 6. 1 .

Starting position for kings and pawns . 45

CHAPTE R 6

are shared during the evaluation part of

Evaluation Help pairs with notating their chess

this challenge . By participating in this

games . As they create their chess games ,

challenge , children practice the conver­

the children may also need clarification of

gent thinking used in solving puzzles in

en passant. Appendix A contains an ex­

chapters 7 - 9 .

ample of children 's work .

Before the Predict challenge , display Figure 6 . 2 on the demonstration board . Figures 6 . 2 and 6 . 3 are from endgame

PREDICT

studies by Guliev ( 2003 ) . Figure 6 . 2 has a white king ( on g6 ) and two white

Objectives Children predict the outcome of a par­

knights ( on d6 and e6 ) and a black king ( h8 ) .

ticular chess position . Pairs of children ex­ periment , determining if their predictions were correct .

Materials One board and set for each pair of chil­ dren . Demonstration board ( or equiva­ lent ) . Dry-erase board with markers ( or chalkboard with chalk , or equivalent ) .

Procedure The Predict challenge is different

Figure

from the other challenges in Th inking

6. 2. Guliev endgame study

( without the a6 -pawn ) .

with Chess . The other challenges have

multiple acceptable inputs and outputs .

Ask children if they believe that , with

As mentioned in Chapter 1 , those chal ­

\Vhite to move and both sides to play their

lenges promote divergent thinking . In

best moves , Figure 6 . 2 is a win for White

contrast , the Predict challenge includes

or a draw. Record the votes for win or

two puzzles . Those puzzles are speci ­

draw on the dry-erase board . Then place

fied chess positions . Each position can

an additional black chessman , a pawn , on

be solved with a particular sequence of

a6 . The new position is shown in Figure

move s . The right answers to the puzzles

6.3.

46

Pawn and Knight As they do , write those in algebraic nota­

8

tion on the dry -erase board and show their

• • m� • �� • • • • • • • •

7 6

moves on the demonstration board. Or have children do some of those writing and

�" " ' y

5 4 3 2

showing tasks .

Evaluation Show the two solutions on the demon­ stration board : Without a black pawn ,

1 a

Figure

c

e

g

h

the solution is I . liJ f7 + W g8 2 . liJ h6 + * h8 3 . llJ g5 stalemate . With a black

6. 3. Guliev endgame study

pawn , the solution is I . liJ f7 + * g8 2 .

( with the a6 -pawn ) .

liJ h6 + * h8 3 . llJ g5 a5 4 . llJ gf7 # . These solutions are adapted from Guliev

With White to move in Figure 6 . 3 , will

( 20 0 3 , p . 7 4 ) , as cited on the Wikipe­

the outcome with best play be a draw, a

dia page http : / jen . wikipedia. orgjwiki/

win for White , or a win for Black ? Once

Two_knights_endgame . To emphasize

again , record children ' s predictions on the

notation , also write the solutions on the

dry-erase board. Then pairs of children

dry-erase board . For future reference ,

use boards and sets to test their predic­

older children should copy the starting

tions for Figures 6 . 2 and 6 . 3 .

positions ( white king on g6 ; two white

After reconvening the whole class , have

knights , on d6 and e6 ; a black king on

children vote again on the outcomes of Fig­

h8 ; and a black pawn on a6 , or no black

ure 6 . 2 and Figure 6 . 3 . Allow children to

pawn ; White to move ) and the solu­

state their variations in algebraic notation .

tions .

47

Chapter

7:

ENDGAME CHECI
INSTRUCTION " The first thing you need to plan checkmate is to know just what a checkmate looks like " ( United States Chess Federation [ C SCF ] & Kurzdor­ fer , 2 0 0 3 , p. 1 3 8 ) . In endgame check ­ mates , the attacker checkmates the de­ fender ' s lone king on an edge or corner of the board . The edges of the board are the h - file , first rank , a-file , and eighth rank . The corners are h l , a l , a8 , and

Figure 7. 1 . The edges of the board .

h8 . Both the edges and corners are shown in Figure 7 . I . Figures 7 . 2 through 7 . 6 show typical

eighth rank is checking the king and controlling the other squares on the

final positions for endgame checkmates .

eighth rank . The white rook on the sev­

In Figure 7 . 2 , a two - rook mate , Black

enth rank prevents the defending king ' s

is checkmated . The white rook on the

escape to those squares .

48

Endgame Checkmates controls the b-file escape squares and the white rook checks while controlling the a-file.

8 7 6

Figure

7. 2. A two-rook mate . a

In Figure 7 . 3 , a king and queen ver­ sus king mate , White is checkmated . The black queen is both checking the king and controlling its escape squares . The white king cannot capture the queen , as the black king defends her.

Figure

b

c

e

7. 4 . A king and rook vs . king mate .

In Figure 7 . 5 , a king and two bishops versus king mate , White is checkmated. The black king controls h2 . The dark­ squared bishop controls g I . The light­ squared bishop delivers checkmate to the

8

white king on h l .

a

c

Figure

7. 3.

A king and queen vs . king mate . In Figure 7 . 4, a king and rook versus king mate, Black is checkmated. The white king

Figure

7. 5. A king and two bishops vs . king mate . 49

CHAPTER 7

In Figure 7 . 6 , a king, bishop , and knight versus king mate , Black is check­ mated . The white knight controls b8 , the white king controls a7 and b7 , and the white bishop delivers checkmate .

Figure

7. 6. A king, bishop ,

and knight vs . king mate .

L

ate r i n th i s c h apte r a re puzz l es . S i nce th ese p u zz l es a re c h ec k m ates i n o n e m ove , t h e defe n der's k i n g i s a l ready o n a n edge o r i n a corner.

I n rea l c h ess games , lone k i n gs m ay be i n the cente r i n stead . Then the attacke r m u st h e rd the defe n d i n g k i n g fro m the cente r t o an edge o r corner. Exp l a n at i o n s o f that h e rd i n g p rocess , fo r a k i n g a n d q u ee n aga i n st a k i n g a n d fo r a k i n g a n d roo k aga i n st a k i n g , are i n Eade ( 2 0 0 5 , pp. 6 6 - 7 8 ) , Root (2009 b , p p . 6 3 - 6 5 ) , a n d Wo l ff (2005 , pp. 5 5 - 70) . C h e c k m at i n g w i t h a k i n g a n d two b i s h ops o r with a k i n g , b i s h o p , a n d kn ight ta kes m a n y moves . E n dgame books , s u c h as F i n e ( 1 94 1 , p p . 3 5 ) , exp l a i n h ow to accom p l i s h th ese c h ec k m ates . Pando l fi n i ( 1 9 8 6 , p p . 1 3 1 - 1 3 7) tau g h t the k i n g , b i s h op , a n d k n i g ht aga i n st k i n g c h e c k m ate . U SC F and Ku rzdo rfe r (2003 , p p . 1 5 0- 1 5 8) a l so d e m o n strated a l l the e n dgame c h e c k m ates l i sted i n th i s parag raph .

Chapter I 0 lists Web sites for learning

of moves needed to checkmate increases

more about endgame checkmates . Ap­

when the defending king begins in the cen­

pendix B includes books that demonstrate

ter .

endgame checkmates. One-move endgame

Have the children practice endgame

checkmates , such as the puzzles later in

checkmates together, with sets and

this chapter, occur when the defending

boards . One child takes the attacker' s

king is already on an edge . The number

role , for example having a white king and

50

Endgame Checkmates queen . The other child has a lone black

Even when a defending king begins

king, placed in the center to make practice

in the center , young children can mas­

challenging. Such a starting position might

ter the king and two rooks versus king

be white king on e 1 , white queen on d 1 ,

checkmate or the king and queen ver­

and black king on e5 , with White to move ,

sus king checkmate . The king and rook

as in Figure 7 . 7 . Play should continue

against king checkmate may be the most

until checkmate or stalemate , or until the

difficult one mastered by young chil ­

50-move rule is exceeded . Then the two

dren . 0lder children can learn the king

children should switch roles .

and two bishops versus king checkmate . Advanced older children will master the king , bishop , and knight versus king

8

checkmate .

7 6

PUZZLES

5 4

•

3 2

•

If you would like to give hints for solving

•

the puzzles in Figure 7 . 8 , tell the children that Figure 7 . 8a has three moves which

1

are checkmate in one . Figure 7 . 8d has two a

c

Figure

e

g

h

7. 7.

Starting position for practicing the king and queen vs . king mate .

correct answers . All the other puzzles have just one correct move for checkmate in one . The answers for Figure 7 . 8 are in Ap­ pendix A.

51

Name ------For each Figure ( 7 . 8a through 7 . 8f) , indicate all the checkmates in one move . For some puzzles there is more than one move that is a checkmate . To show their answers , young­ er children may draw arrows on the figures . Older children should write their answers in algebraic notation .

5 4

a

b

Figure

c

d

e

f

g

f

h

7. Sa is White to move .

Figure

g

h

7. 8d is Black to move .

5 4

e

Figure

a

b

Figure

f

g

h

7. 8b is White to move .

c

d

e

f

g

h

7. 8c is Black to move . Figure

a

b

Figure

a

c

e

f

g

h

7. Be is White to move .

f

b

Figure

d

g

h

7. 8f is Black to move .

7. 8. Endgame checkmate puzzles .

Chapter 8 :

BAci< -RANI< and SMOTHERED CHECI
INSTRUCTION

fined back-rank checkmates as , "mates accomplished on the row of squares at the

USCF & Kurzdorfer ( 2003 ) wrote : Checkmates don't spring up on inspira­ tion when you want them to . You have to plan for them well in advance . The first step is to know what the checkmates look like . The next step is to find checkmates lurking on

the very next move . The third and hard­

est phase is to recognize a checkmate pat­ tern

forming in the future and play to bring

it about. ( p. 1 40 ) Fischer, Margulies , and Mosenfelder ( 1 966/ 1 9 7 2 , pp . 1 03 - 1 92 ) provided

near or far side of the board . " Most often , these mates occur when a castled king is hemmed in by his own second-rank or sev­ enth-rank pawns . The castled king's rook is no longer next to its king, leaving that king vulnerable . Some chess players like to play h3 ( as White ) or h6 ( as Black ) to create an escape square for the king on h2 or h 7 . The escape square is known by the German word Luft. Another mate defense is to capture the attacking rook or queen when it gives check on the back rank . A final strategy for escaping check­

comprehensive instruction on back-rank

mate is blockade or interposition . Fisch ­

checkmates . Fisc her et al . ( p . 1 03 ) de-

er et al . ( 1 9 6 6 I 1 9 7 2 ) distinguished be 53

CHAPTE R S

tween useless and useful blocking by the

The position in Figure 8 . 2 results after

defender . Figures 8 . 1 and 8 . 3 are taken

2 . 'Sxe8 # in Figure 8 . 1 . Figure 8 . 2 is a

from Fischer et al . ( p . I 04 ) . In Figure

typical back-rank mate . Keep it in mind

8 . 1 , Black to move , Black uselessly in­

when solving this chapter's puzzles and

terposes with l. . . .t e8 . That block is

when attacking in chess games .

temporary, as checkmate still comes with 2 . 'S xe8 # .

I n contrast , Black to move i n Figure 8 . 3 stops checkmate . Black usefully interposes 1 . . . .t f8 . Black has blocked checkmate . When defending against a back- rank mate , remember Figure 8 . 3 .

8 7 6 5

�-�

4

Figure 8. 1 .

Black will uselessly block with l. . . .t e8 .

,.. , , 7_, , , '/

3

•

2

• •

• •

1 a

c

e

g

h

Figure 8. 3.

Black will block successfully with 1 . . . .t f8 . Polgar and Truong ( 2 005 , pp . 24 1 2 4 2 ) gave " working backwards " dia­ grams ( Figures 8 . 4 , 8 . 5 , and 8 . 6 ) about the smothered mate . In Figure 8 . 4 , White checkmates in one move with I . CiJ f7 # . Figure 8. 2.

A typical back-rank mate . 54

Back� Rank and Smothered Checkmates wrote, "How can White checkmate in two

• •

a

moves? " See Appendix A for the answer .

•

e

Figure 8. 4 .

White to move and mate in one . Figure 8 . 6.

Figure 8 . 5 is the typical final position

White to move and mate in two .

of a smothered mate . It is Figure 8 . 4 one move later. Keep Figure 8 . 5 in mind when planning a smothered checkmate .

Polgar and Truong ( 2005 , p. 242 ) also asked about Figure 8 . 7 , which is Figure 8 . 6 one move earlier, " Using the same pat­ tern , how can White checkmate in three moves ? " See Appendix A for the answer.

Figure 8 . 5.

A typical smothered mate . Figure 8 . 6 rewinds Figure 8 . 5 by two moves. As Polgar and Truong ( 2005, p. 242 )

Figure 8. 7.

White to move and mate in three . 55

CHAPTER S

A

s Eade ( 2 0 0 5 , p . 1 3 1 ) w rote , " T h e s m ot h e red m ate i s a b i t ra re r i n p ract i ce than t h e oth e r q u een and k n i g ht m ates b u t is sti l l worth k n ow i n g . If you get

a c h a n ce to d e l i ve r c h ec k m ate i n th i s way , con s i d e r you rse l f to be extre m e l y coo l . "

Chapter I 0 gives Web sites with further

move . With White to move , can you find

checkmate instruction and more puzzles .

the answer? Check your answer in Appen­

See also some of the books listed in Appen­

dix A.

dix B .

Mongoose Press fan Rob Bernard of Glen Ridge , N J, shared his experience

PUZZLES

wi th a back- rank checkmate . He wrote , " T his was the first tournament game

Figure 8 . 8 shows two 7 -year-old boys figuring out a back-rank mate in one

I

ever played ( I was 1 3 and unrated ) ,

and lost with a back- rank mate . Never

Figure 8 . 8. White to move and mate in one . Photo courtesy of UT Dallas . 56

Back� Rank and Smothered Checkmates happened to me again . . . The lesson was

point ) , while I - 0 means that White

learned ! " The game was from round

won . Each player gets a half a point for

I of the Junior High School Nationals

a draw . At the end of a tournament , the

( Pennsylvania , May 3 I , I 9 80 ) . Rob was

player with the most points is the win­

White and Doug Baretz was Black . 1 . f4

ner . More information about tourna­

e5 2 . e4 exf4 3 . LtJ f3 d6 4 . d4 '.1 f6 5 .

ments is in Chapter I 0 .

LtJ c3 1. g4 6 . � c4 '.1 bd 7 7 . e5 dxe5 8 .

If you would like to give children hints

dxe5 1. xf3 9 . 'iY xf3 '.1 xe5 1 0 . '� xf4

for solving the puzzles in Figure 8 . 9 , share

1. d6 1 1 . 'iYe3 0 - 0 1 2 . 0 - 0 '.l xc4 1 3 .

that Figure 8 . 9b and 8 . 9c are checkmates

'iYg5 .! e8 1 4 . g xf6 � xf6 1 5 . � d5

in two moves . The other four puzzles are

.l e I # 0 - 1 . In tournament games , 0 - I

checkmates in one move . The answers for

means that Black won ( and gets one

Figure 8 . 9 are in Appendix A.

57

Name

-------

For each Figure ( 8. 9a through 8. 9f) , find the one or two moves to checkmate. " Checkmate in two moves " sometimes means play a move for White, then Black responds then White plays the checkmating move. Or it means play a move for Black, then White responds then Black plays the checkmating move. Each puzzle' s directions tell whether it is initially White' s turn or Black 's turn to move. To indicate their answers, younger children may draw arrows on the figures. Older children should write their answers in algebraic notation.

d

Figure

e

f

g

8. 9c is Black to move . Figure

g

h

Figure

8. 9f is Black to move .

8. 9. Back-rank and smothered mate puzzles .

Chapter 9 :

D ouBLED and DISCOVERED CHECI
INSTRUCTION USCF and Kurzdorfer ( 2003 , p . I 3 7 )

8 7

wrote , " Checkmates don ' t just happen

6

randomly. You have to set them up by vi­

5

sualizing them in advance . " Doubled and

4

discovered checkmates are particularly fun

3

to visualize , as they have a " boo " ( peek­ a-boo surprise ) factor. Shahade ( 20 I 0 , p . 34 ) wrote , "A discovered attack takes

�f�

.t m • ,r ; /7/ //'/

2 1

place when one piece uncovers ( boo! ) a line for a winning check or attack by an­ other piece . "

Figure 9. 1 .

Black to move and double check .

Figure 9 . I shows a position before a double check , with Black to move . If the

If the bishop checks too , as shown in

bishop on c5 moves, the rook on c8 can say

Figure 9 . 2 , the result is not just check but

" boo " ( check ) to the king.

checkmate . A king move is the only way to escape a double check . But , in Figure 9 . 2 , 59

CHAPTER 9

the king has no safe squares . Therefore , Figure 9 . 2 is a double checkmate .

After, as in Figure 9 . 4 , it 's checkmate . The knight captured on f6 with checkmate ( I . tiJ xf6 # ) . Alternative knight moves , such as I . tiJ g5 + , are discovered checks . I . liJ g5+ is not a checkmate , because Black would reply I . . . '.& xh5 . By taking the white queen on h5 , Black escapes check.

Figure 9. 2. A double checkmate .

" Before and after" diagrams for discov­ ered checkmates resemble those for doubled checkmates. Before, as in Figure 9 . 3 , a piece moves to uncover ( boo! ) another piece's

Figure 9. 4 . A discovered checkmate .

check. In this case , the knight on h7 moves to reveal the queen on h5 giving check.

Chapter I 0 gives Web sites with further checkmate instruction and more puzzles. See also some of the books listed in Appendix B .

PUZZLES If you would like to give children hints for solving the puzzles in Figure 9 . 5 , share that Figure 9 . 5a, 9 . 5b , and 9 . 5d are checkmates in two moves . The other three puzzles are checkmates in one move . For Figure 9 . 5c , several moves will checkmate in one . The answers for Figure 9 . 5 are in

Figure 9.3. 60

White to move and discover check .

Appendix A.

Name ------For each Figure ( 9 . 5a through 9 . 5f ) , find the one or two moves to checkmate. " Checkmate in two moves " sometimes means play a move for White, then Black responds then White plays the checkmating move. Or it means play a move for Black, then White responds then Black plays the checkmating move. Each puzzle' s directions tell whether it is initially White' s turn or Black ' s turn to move. To indicate their answers, younger children may draw arrows on the figures . Older children should write their answers in algebraic notation .

a

b

c

d

e

f

g

h

Figure 9. 5d is Black to move .

Figure 9. 5fis White to move . Figure 9. 5. Doubled and discovered mate puzzles .

Chapter

10:

CLUBS, COMPETITIONS, and C.i\.MPS This chapter tells how to broaden chess experiences through chess clubs , tournaments , the Internet , and camps .

CWBS

TOURNAMEN1S Tournaments usually charge entry fees

Chess clubs with free meeting places

to cover prizes , directors ' fees , site rental ,

( such as public libraries ) often do not

or rating fees . Tournaments are most com­

charge admission fees or dues . Find

monly rated by the USCF. You can find

a chess club via the CSCF Web site

listings of rated tournaments at the USCF

( http : / jwww . uschess . org ) or con-

Web site ( http : / jwww . uschess . org ) .

sider starting a chess club . Having chess

Benefits of USCF-rated tournaments in­

equipment , and a secure place to store

clude exciting players about their rating

the equipment , is ideal . Denton Public

changes, knowledgeable directors , and be­

Library, North Branch ( Denton , TX ) ,

ing part of a larger chess community.

hosts a Monday night chess club in its

To avoid the fees for USCF ratings , it 's

program room . The club ' s officers , who

possible to run non -rated tournaments .

are members of the community . pur­

Group the players in quads ( a round robin

chased equipment from tournament rev­

of four players ) , making sure that every

enues . Those sets , boards , and clocks are

player in the quad is of about the same

stored in a bin kept in the program room .

ability. Within the quad , arbitrarily num­

At informal clubs such as the Denton

ber the players from one to four. Then fol­

Chess Club , talking is common . In con­

low the pairing chart in Figure I 0. I . The

trast , tournaments require quiet condi­

result of each chess game is scored in the

tions . Root ( 2009b ) has information for

following manner: Win

starting clubs in schools and libraries .

Y2 point ; and Loss

62

=

=

I point ; Draw

0 points .

=

Clubs, Competitions, and Camps Round I

Round 2

Round 3

White vs Black

White vs . Black

White* vs . Black*

I vs . 4

3 vs . I

I vs . 2

2 vs . 3

4 vs . 2

4 vs . 3

* Colors in the third round are determined by chance. :\lethods include: flipping a coin ; put ­ ting a black pawn in one hand and a white pawn in the other hand , and having the opponent pick a hand .

Figure 10. 1 . Pairing chart for a quad .

To clarify Figure I 0 . I , which was

plete its moves for the whole game . The

adapted from the USCF, the player desig-

total maximum game time is therefore

nated as number one has White in round

one hour . Plan for rounds to be one- and-

one against four. At the same time , two

a-half to two hours apart , depending on

has White against three . The winner of

the amount of break time desired in be -

the quad is the player with the most points

tween rounds .

at the end of round three . If the number of players is not divisible by four, then make

INTERNET

one section larger than four players . Run the larger section as a three-round Swiss

Teens and adults can play chess at

system tournament . Swiss system pairings ,

many general-purpose Web sites such as

and other tournament and chess club tips ,

Yahoo! Some chess-specific Web sites are

are in the free publication by Dewain Bar­

the Internet Chess Club ( http : / jwww.

ber ( 2009 ) .

chessclub . com/ ) , the Free Internet Chess

It is helpful to have chess clocks avail­

Server ( http : j jwww . freechess . org/ ) ,

able for tournaments . Timing the chess

Playchess . com ( http : j jplaychess . com/ ) ,

games ensures that each round of the

and Chess . com ( http : j jwww. chess .

tournament starts promptly. Prompt

corn/ ) .

rounds are important if the tournament

Chess Web sites for children provide

site has a closing time . A common time

free instructional content . Comprehensive

control for children ' s chess games is game

sites include chessKIDS academy ( http : j /

in 30 minutes ( G /30 ) . Under that time

www

control , each side has 30 minutes to corn-

( http : / jwww . chesskid . com/ ) . How to

. chesskids . com/ ) and ChessKid . com

63

CHAPTER 1 0

play chess ( http : j jwww . chessdryad . com/

campers. A completely new group of camp­

educationjmagictheater/index . htm ) and

ers arrived for the second week of chess

Chess Corner ( http : / jwww . chesscorner.

camp .

corn/ ) give instruction on the checkmates

On Monday of each week , out of both

in chapters 7 - 9 of this book . Kid Chess

the morning and afternoon groups , typi­

( http : / jwww. kidchess . corn/ ) provides

cally only one or two of my campers could

reproducible worksheets of checkmate

checkmate with a king and two rooks

puzzles , which could supplement the

against a king. Several campers did not

puzzles in chapters 7 - 9 . I checked URLs

know how to move any chessmen correct­

in November of 20 1 1 . Since links change

ly. By Friday, every camper could check­

over time , a good place to check for cur­

mate with a king and two rooks against a

rent links is the USCF ( http : / jwww . us­

king and had solved one- and two-move

chess . org ) .

puzzles . My campers ranged from 5 to 9 years

CHESS CAMPS

of age , plus ( during one week ) a grand­ father of a camper . In addition to my

Chess camps are fun and instructive

group , the UT Dallas chess camps in­

experiences usually held in the summer or

cluded one other beginner group , two

over holiday breaks during the academic

intermediate groups , and two advanced

year. Read my advice for selecting a camp

groups taught by other instructors . My

in Root ( 2009a ) . Or organize your own

lesson plans for my campers comprise the

camp , perhaps using the outline in this

remainder of this chapter .

chapter as guidance . The following paragraphs give my

Description

outline for teaching two one-week chess

UT Dallas Chess Camps , Lesson Plans

camps at The University of Texas at Dal­

by Dr. Alexey Root for the "young begin­

las . During each week , I taught a three­

ners , " June 6- I O and June 1 3 - 1 7 , 20 1 1 ,

hour morning session . After the morning

morning group from 9 : 00 a . m . to noon

session , those campers went home and the

and afternoon group from I : 00 to 4 : 00

afternoon campers arrived . Then I taught

p.m.

a three-hour afternoon session . Therefore , in a Monday through Friday camp week , each camper had 1 5 hours of instruction with me . My class size was usually eight 64

Materials Supply Requests ( unusual ) : 200 blank sticky ( Post-it® ) notes , size 2 inches by

Clubs, Competitions, and Camps 2 inches. Ten dice ( normal dice with the

testing the challenges and puzzles that

dots on them ) .

became this book .

Supplies already being provided : One set and board for every camper ( for M onday ) . For Tuesday- Friday ,

Day One (Mon day) 9 : 00-9 : 3 5 ( 1 : 00 - I : 35 ) Simultaneous

one set and board for every two camp ­

exhibition by Dr. Root against campers ,

ers . Demonstration board , dry- erase

where the campers will have a king and

board , dry - erase markers , and pencils

two rooks and Dr. Root will have a king.

and scorebooks for campers . A score ­

A simultaneous exhibition ( or " simul " for

book , containing scoresheets for wri t ­

short ) is when a single strong chess player

ing algebraic notation , is provided for

plays several opponents at the same time .

each camper .

" Numerous boards are set up , in a circle

Forty photocopies each of:

or rectangle , and the single player stands

I ) the puzzles from chapters 7 - 9 ,

inside this area, moving from board to

2 ) Figure 3 . I ,

board , usually playing a single move at a

3 ) Figure I 0 . 2 ,

time " ( Eade , 2005 , p . 336 ) .

4 ) Figure I 0 . 3 , and , optionally, 5 ) Figure 2 . 9 from page 27 of Root ( 2008 ) . Dr. Root will provide , for her use

If a camper checkmates , then that camper will be given a king and queen and Dr. Root will have a king. If that check­ mate is completed by the camper, Dr. Root

as teacher : one copy of Children and

may recommend that the camper move to a

Chess : A Guide for Educators ( Root ,

more advanced group . If the campers don ' t

200 6 ) , one copy of Science , Math ,

complete the king and two rooks against

Checkmate : 32 Chess Activities for

king, or barely complete it but fail the king

Inquiry and Problem Solving ( Root ,

and queen against king, then they should

2008 ) , one copy of Read, Write , Check­

stay in the young beginners ' class with

mate : Enrich Literacy With Chess Ac ­

Dr. Root . The king and two rooks against

tivities ( Root , 2009b ) , and one copy of

king checkmate is on pages 64-65 of Root

People , Places , Checkmates : Teach ­

( 2006 ) , the lesson plan titled " Checkmat­

ing Social Studies With Chess ( Root ,

ing with Two Rooks . " The king and queen

2 0 I 0 ) . She will also refer to Thinking

against king checkmate is on pages 2 5 - 2 6

With Chess : Teaching Children Ages

of Root ( 2008 ) , titled " Computers and

5- 14 ( in press ) . At the time of the UT

Checkmates . " See also " Checkmate I 0 I "

Dallas chess camps , Dr. Root was field

on pages 6 I -62 of Root ( 2009b ) . 65

Names

8 7 6 5 4 3 2 1 a

b

c

Figure 10. 2.

d

e

f

g

h

How to create a chess diagram .

To make a diagram of a position , use the following abbreviations : P for white pawn , N for white knight , B for white bishop , R for white rook , Q for white queen , and K for white king. For example , a white rook on e4 is recorded by a letter R written on the e4 square . Use the same abbreviations for black pieces and pawns , but circle them to show that a black piece or pawn is represented . For example , black bishop on e6 is recorded by a

@

( a circled letter B ) on e6 . Be sure to state which side is to move ( White or Black ) at the bottom of this page .

a

b

c

d

e

f

g

8

8

7

7

6

6

5

5

4

4

3

3

2

2

1

1

h

a

b

c

d

e

f

g

h

8

8

7

7

6

6

5

5

4

4

3

3

2

2 1

a

a

b

b

c

c

d

d

e

e

f

f

g

g

h

h

a

b

c

d

e

f

g

h

8

8

7

7

6

6

5

5

4

4

3

3

2

2

1

1 a

b

c

d

Figure 10. 3. Six blank chess diagrams .

e

f

g

h

CHAPTER1 0

9 : 3 5 - 9 : 5 0 ( 1 : 3 5 - 1 : 5 0 ) If there was a camper who completed the king and

to play the Pattern Recognition chal­ lenge .

queen against king checkmate , D r . Root

1 0 : 20- 1 0 : 40 ( 2 : 20 - 2 : 40 ) snack break.

will further assess that camper by play­

1 0 : 4 5 - 1 1 : 40 ( 2 : 4 5 - 3 : 40 ) Brief dem­

ing a full chess game against him or

onstration of the two- rook checkmate

her . If that camper plays well ( in D r .

on the demonstration board . Show also

Root ' s estimation ) , then she will rec ­

how the queen and rook and two-queen

ommend to the camp director that he

checkmates are similar . If the class is

advance that camper to an intermediate

quick to learn the two-rook checkmate ,

group . All other campers will be paired

demonstrate the king and queen versus

for the sorting part of the Classify

king checkmate too . Explain that one has

challenge . That challenge uses one set

just 50 moves after the last pawn move

per camper .

or capture of a chessman to complete a

9 : 50 - 1 0 : 20 ( 1 : 50 - 2 : 20 ) How each

checkmate . Then practice via the Choic ­

chessman moves , a whole-class activity

es challenge , which requires one die for

followed by Figure 3 . 1 , which is the sec­

every two campers and a scorebook and

ond part of the Classify challenge . Camp­

pencil for the camper playing Black .

ers will take turns coming to the demon­

Optional : Introduce chess testing ,

stration board to show how they think a

where a camper can attempt a two-rook

chessman on an empty board moves and

checkmate ( or other endgame check­

captures . En passant, castling, and pro­

mate ) against Dr. Root , who tracks how

motion will not be covered yet but check

many moves it takes the camper to corn­

will be mentioned .

plete the checkmate . Those campers who

Then Dr. Root will explain what symbol

like to be tested can retest throughout

on the chess diagram equals what three­

the week . A chart for tracking results on

dimensional chessman . That is , Dr. Root

endgame checkmates is on page 9 in Root

will call on campers to name the chessman

( 20 1 0 ) .

on a particular square ( for example is that

1 1 : 40- 1 1 : 5 0 ( 3 : 40 - 3 : 5 0 ) Clean up

a queen or a king on d 1 ? ) on a diagram

boards and sets . Explain how to count

to see if they can identify which one it is .

chessmen to make sure that they are all

Campers complete Figure 3 . 1 . Figure 3 . 1

there . First , make sure there are eight

will also be reviewed after it is completed .

white pawns and eight black pawns . Put

Algebraic notation of the squares will be

the pawns in the bag. Then make sure

taught . Then campers will use sticky notes

there are two knights of each col or , then

68

Clubs, Competitions, and Camps put those in the bag, and so forth . Pass

groups will set up back-rank checkmate

out homework , the puzzles from Chapter

problems for others to solve . Solvers write

7 . Mention to campers that homework

their answers in algebraic notation in their

will be corrected as the first activity to­

scorebooks .

morrow morning. Go to dismissal loca­

I 0 : 20- l 0 : 40 ( 2 : 20 - 2 : 40 ) snack break

tion .

l 0 : 4 0 - I I : 2 0 ( 2 : 4 0 - 3 : 2 0 ) Lines challenge . After one partner wins best

Day Two (Tuesday) 9 : 00-9 : 20 ( I : 00 - I : 20 ) Correcting pre­ vious day's homework . HaYe each camper set up one of the homework puzzles on

··

2 out of 3 " then the two of them can

play chess for fun until the other pairs finish . I l : 20 - l i : 40 ( 3 : 2 0 - 3 : 40 ) On the dem­

the demonstration board . Other camp-

onstration board , Dr. Root shows the

ers may practice the two- rook checkmate

last eight moves of the " Smothered Mate

or the one-queen checkmate during this

Chess Game " from pages 5 8 - 5 9 of Root

set-up time . Then Dr. Root reconvenes

( 2006 ) .

the whole class ( for example by counting

I I : 40- I I : 50 ( 3 : 40 - 3 : 50 ) Clean up

backwards I O , 9 , 8 . . . until children turn

boards and sets . Remind campers to count

their attention to the demonstration board

chessmen to make sure they are all there .

on " I " ) . Let campers announce their an­

Pass out homework , the puzzles from

swers in algebraic notation while Dr. Root

Chapter 8 . Mention to campers that home­

shows those answers on the demonstration

work will be corrected as the first activity

board .

tomorrow morning. Clean room and go to

9 : 20-9 : 50 ( I : 20 - I : 50 ) Decode chal­

dismissal location .

lenge . Need dry-erase board and markers , and sticky notes ( each just smaller than the size of a chess board square ) for this activity. 9 : 50- I 0 : 20 ( I : 50 - 2 : 20 ) Dr. Root will

Day Three (Wednesday) 9 : 00 - 9 : 20 ( I : 00 - I : 20 ) Correcting pre­ vious day ' s homework . Have each camper set up one of the homework puzzles on

tell story of how she lost to a back-rank

the demonstration board . If the puzzle

checkmate in the final round of the I 9 7 6

has a lot of chessmen to set up , help

Nebraska state elementary championship .

the camper or assign one camper to set

Dr. Root will show what one-move and

up White and another to set up Black .

two-move back-rank checkmates look like

Other campers may practice the two-rook

on the demonstration board . Then small

checkmate or the one-queen checkmate 69

CHAPTER 1 0

during this set -up time . After each home-

lenge . Notation is required ; Use score-

work puzzle has been set up on the dem-

books .

onstration board � let campers announce their answers .

9 : 20-9 : 40 ( I : 20 - I : 40 ) Review the

I I : 3 0 - I I : 5 0 ( 3 : 3 0 - 3 : 5 0 ) Clean up boards and sets . Explain how to make a chess diagram � using the piece and

rules of castling. Write the rules on the

pawn abbreviations for White and the

dry-erase board . Demonstrate on the

same abbreviations � but circled � for

demonstration board . Tell why it is good

Black . Distribute figures I 0 . 2 and I 0 . 3

to castle . Take ideas from the " How to

to children . Figure I 0 . 2 tells how to

Castle " activity on pages 7 2 - 7 4 of Root

make a diagram . Figure I 0 . 3 contains

( 2008 ) .

blank diagrams . Homework is to make

9 : 40 - I 0 : 20 ( I : 40 - 2 : 20 ) Play the Game Theory challenge � both the king-

" before " and " after " diagrams of 0 - 0 and 0 - 0 - 0 .

side and queenside variations of it . If some pairs finish earlier than others � they can

Day Four (Thursday)

play chess games for fun.

I 0 : 20- I 0 : 40 ( 2 : 20 - 2 : 40 ) snack break.

9 : 00-9 : 30 ( I : 00 - I : 30 ) Correcting pre­ � vious day s homework by having campers

I 0 : 40 - I I : 00 ( 2 : 40 - 3 : 00 ) Teach the

show their homework positions on the

rules of en passant, including the history

demonstration board . Have one volunteer

of en passant, from pages 2 6 - 2 8 of Root

camper show before and after kingside

( 2008 ) � the activity titled " To e . p . or not

castling positions and another camper

to e . p . " Tell a story about the first time

show before and after queenside castling

Dr. Root played en passant, when she

positions .

was a child in Nebraska . Dr. Root had

� 9 : 30- I 0 : 20 ( I : 30 - 2 : 20 ) " Scholar s

just learned the rule and was eager to try

Mate " activity� from pages 39-4 I of Root

it out . In a tournament chess game � she � played dxc6 e . p . Black s rook was on the

( 2009b ) and instruction on Doubled and

d-file . He replied to her e . p . capture with rook captures her d-file queen . If photo­

Discovered Checkmates .

I 0 : 20- I 0 : 40 ( 2 : 20 - 2 : 40 ) snack break .

copies have been made of Figure 2 . 9 from

I 0 : 40- I I : 40 ( 2 : 40 - 3 : 40 ) : Chess � matches with Julie Blasingame s class of

page 2 7 of Root ( 2008 ) � which has four

older beginners� ages 8 to I I .

en passant puzzles � have campers solve

those puzzles .

I I : 00- I I : 30 ( 3 : 00 - 3 : 30 ) Create chal70

I I : 40- I I : 50 ( 3 : 40 - 3 : 50 ) Clean up boards and sets . Pass out homework� the puzzles from Chapter 9 . Mention to camp-

Clubs, Competitions, and Camps ers that homework will be corrected as the first activity tomorrow morning.

9 : 4 0 - I 0 : 2 0 ( I : 4 0 - 2 : 2 0 ) Campers try the Predict challenge then play for fun or practice basic endgame check -

Day Five (Friday)

mates .

9 : 00 - 9 : 40 ( I : 00- I : 40 ) Correcting

I 0 : 20- I 0 : 40 ( 2 : 20 - 2 : 40 ) snack break

previous day's homework . Following the

I 0 : 40- I I : 40 : Chess matches with Julie

detailed directions given on Wednesday' s " Correcting previous day's homework , "

Blasingame 's class . I I : 40 to I I : 50 ( or 3 : 40 - 3 : 50 ) Clean

set up homework puzzles on demonstra­

up boards and sets . Remind campers to

tion board and let campers announce their

count chessmen to make sure they are all

answers .

there .

71

his appendix has the solutions and examples for some of the challenges and all of

T the puzzles from chapters 2 - 9 . If a particular challenge ' s solution is not listed here , check the evaluation section for that challenge .

Chapter 2

Chapter 5

Figure 2 . I 2a is a checkmate .

Here are three Game Theory challeng­

Figure 2 . I 2b is a stalemate .

es from the Second Koltanowski Interna­

Figure 2 . I 2c is a check .

tional Conference on Chess and Education .

Figure 2 . I 2d is a check .

Both conference participants and my fel­ low presenters attended my November I 8 ,

Chapter 3

2 0 I I plenary session , which included the

Figure 3 . I a The knight can also move to

Game Theory challenge . The examples

d6 , c3 , d2 , f2 , g3 , or g5 , or capture on c5 . Figure 3 . I b The bishop can also move to c2 , d i , or a2 , or capture on a4 . Figure 3 . I c The rook can also move to h8 or f8 . Figure 3 . I d The king can also move to

presented are for kingside castling. Especially on their first trials , players castled quickly without disrupting their opponents ' plans . Participant Fred Muel­ ler ( White ) versus presenter Leah Mar­ tin-Dagher ( Black ) : I . e4 g6 2 . � d3

fl , e I , d I , d2 , or capture on d3 . It cannot

i. g7 3 . Q'J f3 � f6 4 . 0-0 0 - 0 , draw. This

move to e3 because the black bishop on b6

book is dedicated to Fred Mueller, who

controls e3 .

taught math to my children . He is the

Figure 3 . I e The black queen can also move to h i , h3 , h4 , h5 , h6 , h7 , h8 , or g i . Figure 3 . I f The white pawn can also capture on b3 . 72

sponsor of the Den ton High School chess club , for which I volunteered as a chess coach . In the fall of 2005 and the spring of 2008 , Leah Martin- Dagher took my Chess

So l utions Online courses , now offered via UT Dal­

nent was able to clarify the rules of cas­

las eLearning. She published a book about

tling for Julie .

classroom chess ( Martin- Dagher, 20 I I ) . When trying the Game Theory chal­

Chapter 6

lenge a second or third time , however,

For the Crea te challenge , 7 -year-olds

players disrupted their opponents ' cas­

Joseph and \"oah cooperated to write the

tling. Presenter Kevin O ' Connell ( who

notation in Figure A. I . That notation reads

wrote the Foreword to this book ) asked ,

I . f4 f6 2 . f5 e5 3 . fxe6 e . p . d5 4 . e4

" If both sides cannot castle . is the result

d4 5 . c4 dxc3 e . p . 6 . a4 f5 7 . a5 b5 8 .

a draw? " I had not considered that situ­

axb6 e . p . Figure A. l is their actual hand­

ation . Later, I decided that it should be

written notation .

a draw and modified the Ga1ne Theory rules . Here is KeYin s game with presenter ·

David Barrett , Ed . D . David is White ,

#

Kevin is Black : I . e4 e6 2 . Jl b5 .t c5

1

3 . Jl xd 7 + .t xd 7 4 . ti'J h3 .t b5 5 . �h5

2

iV f6 6. � xh7 iV xf2+ 7 . ti'J xf2 .t xf2+ 8. IJ;;; xf2 and the players agreed to a draw since Black will not be able to castle king­ side . Just after she played this challenge with fellow participant Tom Seabolt , Julie Kohl asked , "What are the rules for castling? "

3

,WHITE

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,

• ,

c

,

I .

' ')4 ' .

!

_ ' · "'

�·-

,;:

..

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.-

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t

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cft_ Lj �J_ 5 ,

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' "....... ....,:..

t-- t .._,

5

8

BLAC K

•.-A .... .

4

White : Tom Seabolt . Black : Julie Koh l .

U

·r'

time

-: �.: ••

;'�

I

4

�..

4 . IJ;;; xf2 l.& h6 5 . ti'J xf7 l.& xf7 After the game , Tom told J ulie that she could have

Figure A. 1 . Handwritten notation for the

castled on this move instead of 5 . . . '.& xf7 .

Create challenge .

Like many players , Julie didn ' t know that a rook can move over attacked squares

Chapter 7

to castle . Only a king cannot cross over a

Figure 7 . 8a I . �h8# or I . �g8# or I .

check during castling. So Julie could have won with 5 . . . 0 - 0 . 6 . �g4 0 - 0 and Julie won anyway. More important , her oppo-

�d7 # . Figure 7 . 8 b I . Mb8# . Figure 7 . 8c I . . . .t e4# . 73

Appendix A

Figure 7 . 8d l. . . '.l c2# or l. . . l.l f3 # .

checkmate in two moves : I . ::t e8+ � xe8

Figure 7 . 8e I . ::t d8 # .

2 . 'iYxe8# .

Figure 7 . 8f l. . . 'iV f8 # .

Figure 8 . 9f l. . . l.l d3 # .

Chapter 8

Chapter 9

Figure 8 . 6 I . �g8+ �xg8 2 . fiJ f7 # .

Figure 9 . 5a I . fiJ xd6+ * f8 2 . 'iYf7 # .

Figure 8 . 7 I . fiJ h6+ * h8 2 . �g8+

Figure 9 . 5b l. . . i.xg3+ 2 . \t> g i ( or

�xg8 3. fiJ f7 # .

\t> g2 ) 'iV h2 # .

Figure 8 . 8 I . �a8# .

Figure 9 . 5c I . ::tc5 # . Also ::t c4 , ::tc3 ,

Figure 8 . 9a I . ::t c8 # .

::t c2 , and ::t c i are checkmates in one . This

Figure 8 . 9b I . �g8+ �xg8 2 . fiJ f7 # .

checkmating variation was similar to what

This position is from Alexey Root versus

was played in a win by William Root , age

Julie Wilson ( I 989 ) ; see Root ( 2006 , pp .

I 4 , on Chess . com over " sniper008 , " at a

5 8 - 5 9 ) for the full game .

I 5 minute with 5 -second increment time

Figure 8 . 9c l.. . 'iV d i + 2 . ::t xd i �xd i # .

control .

Figure 8 . 9d I . . . 1.1 d3 # .

Figure 9 . 5d l. . . l.l c4+ 2 . \t> a4 b5# .

Figure 8 . 9e I . 'iYe8# . Also possible is a

Figure 9 . 5e l. . . i. f3 # . Figure 9 . 5f I . llJ e 7 # .

74

Appendix B :

�FERENCES

Ashley, M . ( 2005 ) . Chess for success: Using an old game to build new strengths in children and teens . New York , NY : Broadway Books .

Barber, D . ( 2009 ) . A guide to scholastic chess ( 1 0111 ed . ) . Anaheim , CA: American Chess Equipment . Available : http : / jwww . amchesseq . com/ Boy Scouts of America. ( 20 1 1 ) . Boy Scouts of America introduces new merit badge [ Press release ] . Retrieved from http : / jwww . scouting. orgjmediajpressreleases/20 1 1 /20 1 1 0907 . aspx ChessN ow ( poster ) . Chess now: Episode 4 1 [Video ] . ( 2009 , January 1 5 ) . Retrieved from http : / jwww .youtube . comjwatch ?v=DjmZrg6k4aQ Eade , J . ( 2005 ) . Chessfor dummies ( 2nd ed . ) . New York, NY : Hungry Minds . Fine , R. ( 1 94 1 ) . Basic chess endings . New York, NY : David McKay. Fischer, B . , Margulies , S . , & Mosenfelder, D . ( 1 966/ 1 9 7 2 ) . Bobby Fischer teaches chess . New York , NY: Bantam .

Guliev, S . ( 2003 ) . The manual of chess endings . Moscow, Russia: Russian Chess House . 75

Appendix B

Heisman , D . ( 2009 ) . Steinitz , Zermelo , and Elkies . ChessCafe . corn . Retrieved from http : / jwww . chesscafe . comjtextjskittles358 . pdf Kangas , P . ( 1 988 ) . A chess analogy: Teaching the role of animals in ecosystems . Ameri­ can Biology Teacher, 50 ( 3 ) , 1 60- 1 62 .

Martin-Dagher, L . ( 2 0 1 1 ) . Classroom chess: The primary teacher' s handbook . Bloomington , IN : Xlibris . Moreno , F . ( 2002 ) . Teaching life skills through chess: A guide for teachers and coun­ selors . Baltimore , MD : American Literary Press .

Pandolfini , B . ( 1 986 ) . The ABCs of chess: Invaluable , detailed lessons for players at all levels . New York , NY: Simon & Schuster .

Polgar, L. ( 1 994 ) . Chess: 5534 problems, combinations, and games. New York, NY: Tess. Polgar, S . , & Truong, P . ( 2005 ) . A world champion' s guide to chess: Step-by-step in­ structions for winning chess the Polgar way . New York , NY: Random House .

Root , A. W. ( 2006 ) . Children and chess: A guide for educators . Westport , CT : Teach­ er Ideas Press . Root , A. W . ( 2008 ) . Science , math, checkmate : 32 chess activities for inquiry and problem solving. Westport , CT : Teacher Ideas Press .

Root , A. W. ( 2009a, April 29 ) . Chess camp 1 0 1 . Chess Life Online . Retrieved from http : / jmain . uschess . orgjcontentjview/93 1 9/525 Root , A. W . ( 2009b ) . Read, write , checkmate : Enrich literacy with chess activities . Westport , CT : Teacher Ideas Press . Root , A. W . ( 20 1 0 ) . People , places , checkmates: Teaching social studies with chess . Santa Barbara, CA: Teacher Ideas Press . 76

References Root , A. W. ( 20 1 1 , December ) . Chess with special-needs adults . Chess Life , 66 ( 1 2 ) , 1 0- 1 1 . S . Res. 2 5 5 , 1 1 2th Cong. , 1 5 7 Cong. Rec . 5284 - 5 285 ( 20 1 1 ) ( enacted ) . Shahade , J . ( 20 1 0 ) . Play like

a

girl! Tactics by 9Queens . :\ewton Highlands , MA:

Mongoose Press . Sherman , L . , & Kilpatrick , B . ( 20 I 2 ) . Chess is child' s play: Teaching techniques that work . Newton Highlands , �lA: Mongoose Press .

Soltis , A. ( 20 I 0 ) . Studying chess made easy . London , England : Batsford . Sousa, D . A. ( 20 I 0 ) . Brain-compatible activities for mathematics, grades 2-3 . Thousand Oaks , CA: Sage .

Sukhin , I . ( 20 I Oa ) . Chess camp volume 2: Simple checkmates . Newton Highlands , MA: Mongoose Press .

Sukhin , I . ( 20 1 Ob ) . Chess camp volume 3: Checkmates with many pieces . Newton Highlands , MA: Mongoose Press . Syed , M . ( 20 I 0 ) . Bounce: Mozart, Federer, Picasso , Beckham, and the science of success . New York , NY : HarperCollins .

United States Chess Federation ( USCF ) , & Kurzdorfer, P . ( 2003 ) . The everything chess basics book . Avon , MA : Adams Media.

Wolff, P . ( 2005 ) . The complete idiot' s guide to chess ( 3rd ed . ) . New York , NY: Alpha Books .

77

Appendix

C:

BROOI
Review for Chess Life " I missed mate in two, " said a seventh grader, tears running down his face after his loss . Chess players can identify with this early moment from the documentary Brooklyn Castle . All of us have felt sad over losing. But Oghenakpobo " Pobo " Efekoro ' s tears also

signaled his worries for his team 's result . Before the last round , Pobo had predicted that even one team member 's loss would cause their I . S . 3 1 8 team ( Brooklyn , NY ) to finish second in the Junior High School championship section at the Super Nationals , April 2009 . For most chess teams , second would be a cause for celebration . The faces 78

B roo klyn Castle

Figure C. 1. Film director with Denton High School students and chess club sponsor.

of Pobo and his teammates as they accepted their second place trophy, and those of their Assistant Principal John Galvin and chess teacher Elizabeth Vicary, showed disappointment instead . Brooklyn Castle filmmakers followed Galvin , Vicary , and their students from

April 2009 to April 2 0 1 0 . An epilogue has updates , from 2 0 1 0 - 2 0 1 1 , about five students that were profiled in more depth . I recommend Brooklyn Castle for three reasons . First , chess is a large part of the film . M any students competed each Saturday and took chess teacher Elizabeth Vicary ' s class up to seven times during each Monday through Friday week . Vicary tailored chess instruction to students of different chess abilities . She shared her thoughts on how chess compares to math and English . 79

Appendix C

I . S . 3 1 8 students also competed at the Grade Nationals ( December 2009 , Dallas ) , the New York State Championships ( February 20 1 0 , Saratoga Springs ) , and the Junior High Nationals ( April , 20 1 0 , Minneapolis ) . For each of those tournaments , filmmakers inserted cumulative wallchart graphics , updated as games finished during each round , for the top I . S . 3 1 8 players . Those graphics allow viewers to connect the emotions displayed in the team ' s rooms to results from the tournament rooms . USCF members may be able to identify background voices and faces in the tournament rooms . Was that the voice of Franc Guadalupe starting the round at the 20 1 0 All- Girls Nationals ? Was that Jim Stallings handing a four-year UT Dallas scholarship , worth $68 , 000 to an out-of-state student , to former I . S . 3 1 8 student Rochelle Ballantyne at the All- Girls awards ceremony? Answers : Yes ( with 9 0 % certainty; it ' s hard to b e l OO % sure with voices ) and Yes ( l OO% sure ; as I am Jim ' s colleague ) . A second reason to see Brooklyn Castle is to learn what happened to afterschool program funding. According to Brooklyn Castle , "Afterschool programs are the frontline casualties of education budget cuts . Schools across the country are suffering just like I . S . 3 1 8 . " Headlines from newspapers , footage from hearings , and a clip of NYC Mayor Bloomberg outlined that " NYC is on the brink " financially during the time of this documentary. Schools across New York City faced budgetary cuts . The I . S . 3 1 8 principal estimated that 7 0 - 7 5 % of I . S . 3 1 8 students live at or below the poverty level . Therefore , most parents would not be able to pay private instructors for sports , music , dance , art , or chess lessons . Public school afterschool programs provide such enrichment activities at little or no cost to students and their families . Galvin said , " [ Afterschool programs ] keep the kids engaged in fun activities instead of hanging out on the streets and doing nothing . " Funds for I . S . 3 1 8 afterschool and special programs decreased from $893 , 7 7 3 for the academic year 200 7 - 2008 to $5 1 3 , 4 7 4 in 2008 - 2009 to $4 7 2 , 64 7 in 2009 - 2 0 1 0 . .\!arching band and chess were targeted for the brunt of the cuts . The epilogue indicated that the situation worsened in 20 1 0 - 20 1 1 . A third reason to see Brooklyn Castle is for the students and their families . Before Alexis Paredes was born , his parents Juan and Viviana emigrated from South America. In the U . S . , his extended family found work as housemaids , gardeners , and painters . Alexis and Viviana met with Galvin to discuss which college- track high school Alexis should attend . 80

B roo klyn Castle At home , after the meeting, Alexis considered a trade high school . After graduating from that high school , he could contribute to the family income as an EMT. Alexis said , " That ' s just in case we don ' t have the money for college . . . " Viviana interrupted , " But that ' s why we work. Momma and Daddy that 's why we work . Because for this moment it ' s important for us to go on to college and . . . " Here Yiviana paused , noticing that Alexis is about to cry because of the sacrifices his parents make for him to go to college. Viviana hugged Alexis , adding, "You ' ll have a good high school . I love you . ·· In Brooklyn Castle , parents encourage their children yet comfort them when missteps occur. After watching the film , one may be moved to help these families keep the afterschool programs which are so important to them . To learn more or to help , visit the film ' s Web site ( http : j j www . brooklyncastle . comj ) .

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