American Tradition

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Exceeding the Standards: Extension Activities, American Tradition Care has been taken to verify the accuracy of information presented in this book. However, the authors, editors, and publisher cannot accept responsibility for web, e-mail, newsgroup, or chat room subject matter or content, or for consequences from application of the information in this book, and make no warranty, expressed or implied, with respect to its content. Trademarks: Some of the product names and company names included in this book have been used for identification purposes only and may be trademarks or registered trade names of their respective manufacturers and sellers. The authors, editors, and publisher disclaim any affiliation, association, or connection with, or sponsorship or endorsement by, such owners. Cover Image Credits: Scene, Dennis Ackerson, 2007, Rocky Mountains, CO; liberty bell, © Tetra Images/Tetra Images/CORBIS. ISBN 978-0-82194-361-8 © 2009 by EMC Publishing, LLC 875 Montreal Way St. Paul, MN 55102 E-mail: [email protected] Website: www.emcp.com All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. Teachers using Mirrors & Windows: Connecting with Literature, American Tradition may photocopy complete pages in sufficient quantities for classroom use only and not for resale. Printed in the United States of America 18 17 16 15 14 13 12 11 10 09

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CONTENTS Introduction

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Unit 1 from The Autobiography of Benjamin Franklin, Benjamin Franklin Speech in the Virginia Convention, Patrick Henry Unit 2 Stanzas on Freedom, James Russell Lowell

Collaborative Learning: 1 Conduct a Talk-Show Interview Media Literacy: Analyze a Significant Speech 3 5

from Civil Disobedience, Henry David Thoreau / from SelfReliance, Ralph Waldo Emerson

Media Literacy: Create a Public Relations Campaign Lifelong Learning: Compare Writers’ Influence

Unit 3 The Gettysburg Address / The Second Inaugural Address, Abraham Lincoln from Preface to Leaves of Grass / from I Hear America Singing, Walt Whitman

Critical Literacy: Analyze Speeches Lifelong Learning: Write a Job Description

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Critical Literacy: Read Jack London’s Letters Collaborative Learning: Investigate Immigration in the West

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Unit 4 To Build a Fire, Jack London from Songs of Gold Mountain, Anonymous

Unit 5 from The Sun Also Rises / from For Whom the Bell Tolls, Ernest Hemingway Lucinda Matlock / Petit, the Poet, Edgar Lee Masters Unit 6 A Rose for Emily / Darl, from As I Lay Dying, William Faulkner A Worn Path, Eudora Welty Unit 7 One Art, Elizabeth Bishop from Black Boy, Richard Wright Unit 8 Inaugural Address, John F. Kennedy Hunger in New York City, Simon Qrtiz Unit 9 Wingfoot Lake, Rita Dove Throughput, from Fast Food Nation, Eric Schlosser

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Lifelong Learning: Research on theInternet Collaborative Learning: Interpret a Poem

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Critical Literacy: Interview the Author Media Literacy: Research the Author

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Lifelong Learning: Make a 17 Villanelle Collection Media Literacy: Create a 18 Public Service Announcement Collaborative Learning: 20 Design a Commemorative Coin Critical Literacy: Hold a 21 Group Discussion Collaborative Learning: Prepare a Time Line Critical Literacy: Write an Editorial

Answer Key © EMC Publishing, LLC

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Introduction Exceeding the Standards: Extension Activities provides additional instruction to help students complete selected Extend Understanding (Grades 6–8) and Extend the Text (Grades 9–12) assignments from their Mirrors & Windows: Connecting with Literature textbook. The lessons in this supplement offer background, research suggestions, graphic organizers, tips for preparing presentations, and other useful information to guide students through the assignments from the textbook. Answers to concrete questions plus additional evaluation tools are supplied in the Answer Key at the back of the book. The extension activities in the Mirrors & Windows program are designed to engage students in multiple literacies (reading, writing, speaking, and listening), in keeping with the IRA/NCTE Standards for English Language Arts. Four types of activities are presented: Collaborative Learning, Critical Literacy, Lifelong Learning, and Media Literacy. Collaborative learning is an instructional approach in which students are organized into groups to complete a common task. As students determine and monitor the contributions of each group member, they encounter opportunities for meaningful communication and social interaction. Often, group members are assigned specific roles, and completing the project depends on everyone working together as they tackle a rich, challenging, or puzzling aspect of the literature selection they have read. In Collaborative Learning activities, students might roleplay what life would have been like for Romeo and Juliet if they had lived to middle age (considering Maxine Kumin’s poem “Purgatory”), speculate how to apply a writer’s argument to a new situation, or sketch out exactly where Anne Frank’s room was in the secret annex to better understand her living conditions. Critical literacy is the ability to analyze a text (written, oral, or visual) in terms of its content, meaning, form, author, purpose, and credibility and to explore the relationship between text, author, and reader. Readers are encouraged to question and discuss the text and to consider not only what the author has included, but also what he or she has left out. Critical Literacy activities require a deep reading of the text, as when students explore allusions in Martin Luther King Jr.’s “I Have a Dream” speech or when they prepare to interview a minor character in a short story to gain a different perspective. Lifelong learning is the concept that learning occurs across a life span and that literate, educated people build a body of knowledge about the world in which they live. In Lifelong Learning activities, students apply study and research skills to real-world situations. They might use the Internet for research or interview family members to collect oral histories. Students demonstrate lifelong learning when they research Hispanic Americans who received the Medal of Honor in the Korean War and create a classroom “Wall of Honor” for those heroes. Media literacy is the ability to access, evaluate, comprehend, and produce a variety of media texts. Media Literacy activities help students build discernment skills as they evaluate media messages and analyze how those messages affect their own thinking. In these activities, students might conduct a TV–talk show–style interview with a character from a literature selection, analyze a magazine article related to a literature selection, or summarize information from the Internet about a controversial topic related to a literature selection.

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Name: ____________________________________________________ Date: __________________

from The Autobiography of Benjamin Franklin, page 71

COLLABORATIVE LEARNING

Conduct a Talk-Show Interview This lesson supports the Collaborative Learning assignment on page 78 of your textbook. In an interview, you meet with someone and ask questions. When you role-play, you pretend to be someone else in an effort to understand that person or character better. Role-playing an interview with a major historical figure like Benjamin Franklin is an excellent way to relay information about that person and the time period in which he or she lived. For this assignment, you will work with a partner. Together, you will research Franklin’s life, practice for the interview, and conduct the interview using a talk-show format in front of your class. The interview should last 5–10 minutes.

Focus and Conduct Your Research After reading the selections by and about Benjamin Franklin in your textbook, what do you know about him? What do you want to know? Completing a K-W-L Chart like the one below can help you focus your research. It lets you find what you already know about a subject, do research that interests you, and document what you have learned. K-W-L Chart: The Life of Benjamin Franklin What I Know What I Want to Learn What I Have Learned

Divide a blank sheet of paper into columns to create a K-W-L Chart. With your partner, use the information on pages 70–77 of your textbook to fill in the first column of the chart. For the second column, list several topics and related questions about Benjamin Franklin. Then narrow your focus to three topics, circling those that most interest you and your partner. Between you and your partner, divide up the research needed to complete the third column of the K-W-L Chart. You may want to do separate research and inform each other later of your findings, or you may want to research each topic together. Choose an approach that will use your time efficiently and lead to quality research. © EMC Publishing, LLC

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Effective research involves both print materials and Internet sources. Use a notebook to track information about the print and online sources you find for your topic. Be sure to record the following: For Print Sources • Author(s) • Title • Publisher • Place and date of publication • Location and call number • Page numbers of quotations and information For Internet Sources • Name of the author, if available • Title of the source, document, or file • Information from the original print source, if applicable • Date the website was last updated • Date you accessed the website • Name of the institution or organization sponsoring the website • Electronic address (URL)

For more on finding and using print and online resources see Language Arts Handbook 5.2, Research Skills, in your textbook.

For more on evaluating the quality of information, see Language Arts Handbook 5.3, Internet Research, and 5.5, Evaluating Sources, in your textbook.

Prepare for and Conduct the Interview With your partner, decide which of you will play the talk-show host and which will play Franklin. If you are the talk-show host, use your research to develop appropriate, interesting questions that your audience would like to hear. If you are Franklin, use your research to prepare to answer the host’s questions as fully and accurately as possible. Despite the feeling of spontaneity, many talk shows have a dress rehearsal. This allows the host and guest to get a sense of what works and what doesn’t and how to work within the time allowed. Before you stage your talk show in front of your class, use your own dress rehearsal to prepare. Here are some guidelines to keep in mind: • Decide what questions you will ask and how you will respond. • Create a general outline of what you will cover in the time allowed. • Present findings from two or three areas of research in interesting ways. • Ask open-ended questions (questions that cannot be answered with a simple “yes” or “no” or brief statement of fact). • Use humor or drama while maintaining a truthful representation of Franklin. With your partner, conduct the interview in front of your class. Angle your seating arrangement so the class can see and hear the interview. Follow the outline you have prepared, and have a way to keep track of time or have someone in the class time you. When you are finished, allow for questions from your audience. Hand in your outline and completed K-W-L Chart to your teacher.

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For more on guidelines for speaking in front of your class, see Language Arts handbook 7.6, Public Speaking, in your textbook.

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Name: ____________________________________________________ Date: __________________

Speech in the Virginia Convention, page 80

MEDIA LITERACY

Analyze a Significant Speech This lesson supports the Media Literacy assignment on page 84 of your textbook. Many of America’s greatest leaders have used the power of words to change the course of history. Their speeches have inspired listeners to form alliances, face challenges, and become catalysts of change. For a speech to be considered historically significant or memorable, it must possess a few important characteristics. First, the speech should be delivered by an effective orator who acknowledges the historical context of the speech and has a clear purpose for delivering it. Second, the orator should be aware of his or her listening audience and make the speech relevant to that group of people. Third, the speaker should use eloquent language and rhetorical devices to convey passion and send an inspiring message. Using similar criteria, scholars have compiled various lists of significant speeches in American history. To select one of these historical speeches to analyze, you may want to visit the following websites: http://lit.emcp.net/ushistory, http://lit.emcp.net/sojust, or http://lit.emcp.net/speeches.

Build Background After you choose a significant speech, you will need to do some background research so that you can understand the content of the speech. Using the library or Internet, research the orator’s biographical information as well as the historical context of the speech. Historical context refers to the political, social, economic, and cultural climate of a certain time period. Knowing information about the speaker and the historical context of the speech will help you make connections with the purpose and message of the speech. Use the following questions to guide your research: • What family influences, life experiences, and educational or career choices may have shaped the ideology of the speaker? • What rhetorical experience did the speaker have before giving this speech? • What significant events were occurring in America at the time? • What was the political, social, economic, and cultural climate at the time of the speech? • How would you generally describe the audience members who listened to this speech? Consider their social status, level of education, demographics, and mind-sets (hostile or friendly, receptive or close minded). © EMC Publishing, LLC

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For more information on evaluating a well-known speech or speaker, see the Speaking & Listening Workshop on page 1149 of your textbook.

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Examine the Content and Form of the Speech Now that you have background information on the orator and historical context of the speech, focus on examining the speech’s content. Use the points listed in the left-hand column of the first chart below to guide you in your analysis; then fill in the right-hand column with evidence or passages from the speech to support these points. You may want to copy this organizer onto a separate piece of paper.

Points

Content of the Speech Evidence/Passages to Support Points

1. Problem or challenge that led to speech (purpose of speech) 2. Speaker’s proposal for addressing problem or challenge 3. Logical arguments presented (facts, statistics, experts, examples) 4. Emotional arguments presented (opinions, anecdotes, analogies) 5. Ethical appeals (explicit and implicit values) 6. Acknowledgment of concerns and counterarguments and refutation of these ideas

Now examine the form of the speech. Use the points listed in the left-hand column of the chart below to guide you in your analysis; then fill in the right-hand column with evidence or passages from the speech to support these points. You may want to copy this organizer onto a separate piece of paper.

Points

Form of the Speech Evidence/Passages to Support Points

1. Organization of ideas 2. Language (word choice, emotive words, imagery, alliteration) 3. Rhetorical devices (repetition, rhetorical questions, parallelism) 4. Overall tone 5. Unifying theme

Listen to the Speech To get a true picture of the melding of content and form in a historical speech, go online and listen to an audio recording of the speech you analyzed, if there is one available. Note how the orator’s delivery of the speech adds to the impact of the words.

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For more information on the definitions and use of rhetorical devices—such as emotive language, repetition, and rhetorical questions— see pages 460–461 of your textbook.

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Name: ____________________________________________________ Date: __________________

Stanzas on Freedom, page 139

MEDIA LITERACY

Create a Public Relations Campaign This lesson supports the Media Literacy assignment on page 141 of your textbook. Your assignment is to address a school or community issue and to persuade others of your viewpoint through the creation and distribution of advertising materials. Developing an effective public relations campaign requires teamwork. Choose two or three other students to work with to develop strategies for your campaign. To outline your campaign goals, copy the planning sheet below onto a separate piece of paper and fill it in. Goal 1. Select a school or community issue and the viewpoint on that issue your group wants to advocate. 2. Determine your target audience. Consider age, gender, socioeconomic status, and vested/special interests. 3. Establish the reasons for the promotion of your viewpoint and the subsequent benefits to the target audience. 4. Determine your advertising materials and methods of distribution. Select two types of print advertising (poster, flyer, bumper sticker, magazine ad, pamphlet, billboard) and one type of audiovisual media (TV or radio commercial). 5. Establish a unifying theme or catchphrase and a method of audience engagement. Recall some of your favorite advertisements and the way they engage the audience (e.g., sarcasm, humor, drama, exaggeration, shock, and sensory appeals). 6. Determine your advertising techniques. Consider using testimonies, brand characters, celebrities, bandwagon appeals, repetition, or emotional appeals.

A public service announcement, or PSA, is a brief, informative article intended to be helpful to the community. If you write a PSA for your campaign, refer to Language Arts Handbook 6.9, Writing a Public Service Announcement, in your textbook.

Planning and Implementation 1. School or community issue: Viewpoint: 2. Target audience:

3a. Reasons for viewpoint: 3b. Benefits to target audience: 4a. Choice of advertising materials: 4b. Methods of distribution (prime locations and viewing or listening media):

5a. Unifying theme/catchphrase: 5b. Method of audience engagement:

6. Advertising techniques:

Once your group has established a clear plan, gather any items that will be needed for the production process. When creating print advertisements, strive for bold graphics and minimal text. When creating audiovisual materials, incorporate costumes, props, sound effects, and music. Regardless of the advertising medium, plan your ideas through the use of sketches, storyboards, and scripts. Share your finished campaign with your class. © EMC Publishing, LLC

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Name: ____________________________________________________ Date: __________________

from Civil Disobedience / from Self-Reliance, page 184

LIFELONG LEARNING

Compare Writers’ Influence This lesson supports the Lifelong Literacy assignment on page 192 of your textbook. The writings of Henry David Thoreau and Ralph Waldo Emerson advocate the importance of an individual’s conscience and sense of moral responsibility in a society that values conformity. For this activity, you will write a brief historical analysis answering the question, How did the ideas of civil disobedience and individualism set forth by Thoreau and Emerson influence the ideology and experience of [a chosen individual]? A historical analysis is a method of researching a past event by critically examining and interpreting primary and secondary sources and juxtaposing those findings with the social, political, economic, and cultural climate in which the event occurred. There are several historical figures you may choose to research, including Martin Luther King Jr., Susan B. Anthony, César Chávez, Frederick Douglass, Mohandas Gandhi, Nelson Mandela, and Sojourner Truth. Select an individual whose life clearly demonstrates the principles of civil disobedience and individualism.

Research and Write Research the life of your chosen individual using credible primary and secondary sources, looking for answers to the following questions. Use your research to write an analysis explaining the significance of the historical evidence you uncover, establishing cause-and-effect relationships, and forming conclusions about your findings. Compare the personality traits, ideas, values, and behaviors of your subject with those of Thoreau and Emerson. Focus on how the individual’s principles clashed with commonly held beliefs and laws of society during that period in history. 1. What societal issue prompted the individual to engage in acts of civil disobedience or to follow the principles of individualism? What moral stance did the individual take on the issue? 2. What actions did the individual take to advocate his or her beliefs, and what was society’s response to those actions? 3. What were the outcomes of these actions? 4. What sacrifices did the individual make to effect social change? 5. Why were the individual’s principles and actions significant in relation to the historical time period?

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Thoreau’s concept of civil disobedience, or the act of disobeying a law because of a moral or political principle, is founded on two basic tenets: (1) the individual grants power to the state, and (2) the individual has the right to determine if a law is just or fair.

Emerson’s concept of individualism, or the belief that all values, rights, and duties originate in individuals, celebrates the idea of nonconformity.

For more information on conducting Internet research, refer to Language Arts Handbook 5.3, Internet Research, in your textbook.

Exceeding the Standards: Extension Activities

© EMC Publishing, LLC

6/8/09 8:09:16 AM

Name: ____________________________________________________ Date: __________________

The Gettysburg Address / The Second Inaugural Address, page 297

CRITICAL LITERACY

Analyze Speeches This lesson supports the Critical Literacy assignment on page 303 of your textbook. In the speech “I Have a Dream,” Dr. Martin Luther King Jr. issues a call to African Americans to pursue their rights to the American dream as granted by the nation’s founders. The speech contains many rhetorical devices, including repetition, or a writer’s intentional reuse of a sound, word, phrase, or sentence; parallelism, or the use of the same form to express ideas of equal or parallel importance; and antithesis, or the contrast of words, phrases, or ideas, often through repetition of a grammatical structure. Copy the graphic organizers below onto a separate piece of paper. First, read a printed version of the speech, and record examples of the use of these rhetorical devices in the left-hand column. Then listen to a recording of the speech to analyze the effects of these rhetorical devices, and summarize your ideas in the right-hand column. To help you with this task, one example in each category has been completed for you.

Rhetorical devices are techniques a speaker or writer uses to achieve a particular effect on the audience. For more information on the elements of verbal communication, see Language Arts Handbook 7.1, Verbal and Nonverbal Communication, in your textbook.

Repetition Examples

Effects of Rhetorical Device

• “But one hundred years later, the Negro still is not free; one hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination….”

• The repetition of “one hundred years later” emphasizes the point that a century has passed and African Americans are still being denied their rights to live freely.

Parallelism Examples

Effects of Rhetorical Device

• “Some of you have come from areas where your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality.”

• The phrases “battered by the storms of persecution” and “staggered by the winds of police brutality” are parallel because King uses two participial phrases that describe “you.”

Antithesis Examples • “…one hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity….”

Effects of Rhetorical Device • Contrasting the “lonely island of poverty” with the “vast ocean of material prosperity” offers a strong visual and captures African Americans’ feelings of isolation and helplessness regarding their struggles.

After your class listens to a recording of the speech, share thoughts as to why scholars of rhetoric typically rank King’s speech as the greatest speech of the twentieth century. © EMC Publishing, LLC

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Name: ____________________________________________________ Date: __________________

from Preface to Leaves of Grass / from I Hear America Singing, page 319

LIFELONG LEARNING

Write a Job Description This lesson supports the Lifelong Learning assignment on page 323 of your textbook. Before writing your job description for the position of U.S. poet laureate, read the brief background information on page 1285 of your textbook. Then visit the Library of Congress website to find descriptions of past appointees to this position. This website also includes a useful Frequently Asked Questions link. To write an effective job description, you must cover certain categories of information. Listed below are these categories, as well as brief explanations of the types of information that belong in them. Use this planning sheet to help you gather information.

For more information on the appropriate style and tone to use when writing business documents, see Language Arts Handbook 6, Applied English, in your textbook.

I. Title of Position: II. Location of Position: State the location of the Library of Congress and the specific area of the building where the main job responsibilities will be conducted. III. Position Opening Date: State the month and year that the position will start. IV. Length of Appointment/Hours: Describe the length of the appointment, the opportunity for reappointment, and the type of hours the appointment requires. V. Objective of Position: Describe the overall objective or purpose of the position. VI. Responsibilities of Position: Describe the key areas of responsibility in a bulleted list. Be sure to begin each bullet point with a present-tense action verb. VII. Qualifications: For each of these subcategories, write a bulleted list of essential qualifications as well as preferred qualifications. Begin with a present-tense action verb. A. Education: Describe educational requirements, including degrees and licenses. B. Experience: Describe the kind of job or life experience that would be beneficial to this position. C. Knowledge/Skills: Describe knowledge or skills that are necessary to fulfill the job responsibilities. D. Personal Characteristics: Describe the personality traits that would be ideal. VIII. Physical/Environmental Demands: Describe any physical or environmental requirements of the position. IX. Salary/Compensation Package: Describe the stipend for this position, plus any additional compensation that is offered (health insurance, travel expenses, and so on). X. Application Process: State that this is an appointed position and briefly discuss the appointment process.

When writing your job description, keep the following tips in mind: • Highlight any areas that allow for creativity and flexibility. • Keep your copy clear, concise, and gender neutral. • Avoid using unnecessary articles (a, an, and the).

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Exceeding the Standards: Extension Activities

© EMC Publishing, LLC

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Name: ____________________________________________________ Date: __________________

To Build a Fire, page 418

CRITICAL LITERACY

Read Jack London’s Letters This lesson supports the Critical Literacy assignment on page 433 of your textbook. When conducting research, using primary sources such as letters provides an intimate glimpse into the life of an individual. By examining letters, readers can get close to the writer’s thoughts, feelings, and reactions to the people and events that made up his or her world. Readers can also make inferences about the individual’s personality from the contents, word choice, and style of the letters. Author Jack London (1876–1916) was a charismatic personality with a wide circle of friends and admirers from all walks of life. His social instincts made him a prolific correspondent—he wrote and responded to thousands of letters every year. One letter in particular offers information about his childhood. He wrote this letter (dated January 31, 1900) to his publisher, Houghton Mifflin, in response to a request for biographical information. A vast number of his letters are available online at http://lit.emcp. net/london and http://lit.emcp.net/worldofjl. You may also want to obtain The Letters of Jack London, edited by Earle Labor, Robert C. Leitz III, and I. Milo Shepard. Copy the graphic organizer below onto a separate piece of paper. Use it to help you take notes on the different aspects of London’s life that you glean from his correspondence. Childhood (birth to age 17) • Date and place of birth • Family relationships • Growing-up years • Friendships • Education • Jobs

Early Adulthood (ages 18 to 21) • Friendships • Education • Jobs • Travel adventures • Interests (leisure, political, philosophical)

For tips on how to interpret and analyze the information you discover in London’s letters, see Language Arts Handbook 5.1, Critical Thinking Skills, in your textbook.

Adulthood (ages 22 to 40) • Marriages/children • Friendships and professional relationships • Jobs • Travel adventures and interests • Writing career (ideas, struggles, accomplishments, public reception) • Health issues

Now that you have read several of Jack London’s letters and have taken notes about his life, you have probably formed impressions as to his personality. What do his words reveal about his character? Create a personality profile for London based on his letters. To create an intimate portrait of Jack London for your classmates, use your biographical knowledge and your personality profile to write a paragraph that captures the essence of the man. © EMC Publishing, LLC

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Name: ____________________________________________________ Date: __________________

from Songs of Gold Mountain, page 488

COLLABORATIVE LEARNING

Investigate Immigration in the West This lesson supports the Collaborative Learning assignment on page 491 of your textbook. Most people associate Ellis Island, in New York, with the wave of immigrants who came to America in the late nineteenth century. Not as many people know that at the same time, an influx of immigrants from Asia landed on the shores of Hawaii and on the Pacific coastline of the continental United States. Most of these emigrants from China, Japan, and the Philippines left their countries for the same reason—to seek out economic opportunities—but had entirely different experiences upon their arrival. In a group of three to four students, search the Internet to find out what groups of people immigrated to the United States during the height of the immigration period, which spanned approximately one hundred years (from the mid-1800s to the end of World War II). Choose one of those groups to study in depth, and then share your findings in a presentation. Use the planning sheet below to guide your research.

For more information on how to prepare for a classroom presentation, see Language Arts Handbook 7.10, Preparing a Multimedia Presentation, in your textbook.

Departure

Arrival

Acceptance

1. Profile of Immigrants • Country of origin • Demographics: age, gender, marital status, education, occupation 2. Stimulus • Reasons for leaving homeland • Reasons for coming to America 3. Journey • Departure periods • Method of transportation/living conditions • Length of journey • Destination within the United States

1. Reception of Immigrants • Processing (immigration stations, detention) • Settlement areas • Numbers of immigrants 2. Life of Immigrants • Family life • Living conditions • Occupations/incomes 3. Assimilation • Struggles/barriers (mind-set, language, cultural identity, alien status) and solutions • Maintenance of cultural heritage • Contributions to American society • Fulfillment of the “American dream”

1. Acceptance by American Citizens • Factors behind changing attitudes • Discriminatory practices (propaganda, organizations) 2. Acceptance by American Government • Factors behind changing attitudes • Establishment of immigrant policies and programs (exclusion laws) and their effects on immigration • Discriminatory practices (propaganda, abuse of power, internal corruption, camps)

Your group should strive for historical accuracy and an unbiased perspective in preparing the presentation. You may select from a variety of media for sharing your research, such as a PowerPoint presentation, video, slide show, oral presentation, or skit. Be creative in the perspective of the narration; the use of props, costumes, sound effects, and music; and the use of visuals to tell the immigrant story. 10

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Exceeding the Standards: Extension Activities

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6/8/09 8:09:18 AM

Name: ____________________________________________________ Date: __________________

from The Sun Also Rises / from For Whom the Bell Tolls, page 539

LIFELONG LEARNING

Research on the Internet This lesson supports the Lifelong Learning assignment on page 553 of your textbook. Although Ernest Hemingway’s boyhood roots were in the midwestern United States, his restless spirit led him on journeys across four continents: North America, Europe, Asia, and Africa. His adventures brought him from the front lines of World War I to the cafés of the Champs Elysées and from the African savanna to an isolated Caribbean fishing village. No matter where he went, Hemingway found inspiration for his stories among the people and the places. Your assignment is to create a travel itinerary, or proposed route of a journey, to research these sites for a biography. To begin your research, locate a time line of Hemingway’s life from a reputable source on the Internet. On the time line, you should find several important geographical sites to explore in depth. Make a list of these sites, as well as the years that Hemingway was there. To expand your list, also research several biographical websites on Hemingway. Copy and use the note-taking sheet below to organize your information. Important Sites

North America Locations Experiences/Contacts

For more information on conducting online research, see Language Arts Handbook 5.3, Internet Research, in your textbook.

Writing Inspirations

• Boyhood home • Boyhood vacation spot • Island getaways • Mountain retreat

Europe and Asia Important Sites

Locations

Experiences/Contacts

Writing Inspirations

• War zones • Writers’ refuge in the 1920s • Adventures

Africa Important Sites

Locations

Experiences/Contacts

Writing Inspirations

• Adventures

Now use your notes to develop your itinerary. Consider the most efficient means of travel as well as the optimal times to visit each place. Include the following information: methods of transportation/routes, must-see sites, how much time you will spend at each site, and available walking tours/museums/festivals devoted to Hemingway and his life. © EMC Publishing, LLC

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Name: ____________________________________________________ Date: __________________

Lucinda Matlock / Petit, the Poet, page 607

COLLABORATIVE LEARNING

Interpret a Poem This lesson supports the Collaborative Learning assignment on page 611 of your textbook. The Spoon River Anthology contains more than two hundred epitaphs, spoken by the dead themselves from their hillside graves overlooking the small town of Spoon River. This assortment of characters represents all walks of life and all voices of humanity. Some of the poems are spoken by the town’s prominent citizens; others are voiced by shunned miscreants; still others are narrated by common, everyday folk. What all of these poems have in common, however, is that their speakers expose the shocking secrets of their lives from the refuge of their graves. Their truthfulness tarnishes the small-town image of Spoon River and underscores the idea that beneath the order of civility and pretense lies the disorder of human lives. The format of the anthology is unconventional. The first poem in the collection, “The Hill,” sets up a cast of characters who are now “sleeping” on the graveyard hill overlooking Spoon River. The other poems that follow have common threads, such as characters, content, themes, and tones. For example, several poems mention the same characters. One individual in particular—Thomas Rhodes—was a prominent yet despised citizen of Spoon River whose name appears in no less than sixteen epitaphs besides his own. Other poems have similar content, such as the marital struggles of husbands and wives. Still others are connected by themes: shattered dreams, revenge, justice, guilt, and self-loathing, to name a few. For this group activity, the designated leader of the group should choose poems from the collection that are interrelated due to character, content, theme, or tone. Below are some possible matchups that you can use in your group discussion. These initial matchups might lead to connections with other poems. If your group leader chooses to select different poems for the discussion, be sure that your teacher approves the choices.

For guidelines on conducting an effective group discussion, see Language Arts Handbook 7.3, Collaborative Learning and Communication, in your textbook.

Possible Matchups E. C. Culbertson and Clarence Fawcett Elizabeth Childers and Lucinda Matlock Edith Conant and Elizabeth Childers Ollie McGee and Fletcher McGee Granville Calhoun and Henry C. Calhoun

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Hortense Robbins and Archibald Higbie Rebecca Wasson and John Wasson Rev. Lemuel Wiley and Mrs. Charles Bliss Elsa Wertman and Hamilton Greene Mrs. Kessler and Bert Kessler

Exceeding the Standards: Extension Activities

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One poem that your group may want to read as well is the epitaph of Richard Bone, the engraver charged with chiseling the words of hypocrisy on the tombstones of the deceased. His epitaph speaks volumes about the citizens of Spoon River.

Take Notes Before the group discussion, distribute printed copies of all poems that will be recited in your group. Copy the note-taking sheet below onto a separate piece of paper and fill in the categories as each poem is recited. You can then use your notes to help forge connections among the poems and write the transition that connects your poem to another poem in the group. Note-Taking Sheet Name and Age

Appearance

Occupation

Relationships and Lifestyle

Life Events

Motivations, Opinions, or Ideas

Outlook on Life and Death

Evaluate the Poems Now that your group has read a sampling of the poems from the Spoon River Anthology, discuss and answer the questions below on a separate piece of paper: 1. The author of this collection of poems was a lawyer who dabbled in writing in his spare time. What aspects of his legal work can be seen in the anthology? 2. What do the epitaphs say about the evilness that lurks below the surface of goodness and civility in Spoon River? What statement do you think the author is making about rural America? about human nature? 3. Why do you think this collection of poems is popular?

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Name: ____________________________________________________ Date: __________________

A Rose for Emily / Darl, from As I Lay Dying, page 771

CRITICAL LITERACY

Interview the Author This lesson supports the Critical Literacy assignment on page 786 of your textbook. William Faulkner is a writer of Southern Gothic fiction. Southern Gothic fiction is a subgenre of Gothic fiction, which blends elements of horror with romanticism. While works of Gothic fiction are typically set in gloomy castles, works of Southern Gothic fiction are set in decaying Southern mansions. The characters in Gothic fiction are often maidens in distress or supernatural beings; the characters in Southern Gothic fiction are typically social misfits teetering on the brink of madness. Both genres address the darkness of the human spirit. This activity asks you to develop interview questions for Faulkner that address the influence of Southern Gothic fiction on “A Rose for Emily.” To begin, you will need to identify details from the story that demonstrate characteristics of Southern Gothic fiction. Use a graphic organizer like the one below to record details while you read the story.

For more information on formulating interview questions, see Language Arts Handbook 7.4, Asking and Answering Questions, and 7.5, Conducting an Interview, in your textbook.

Southern Gothic Fiction Element of Fiction/Characteristics

Details from Story

I. Characters II. Setting III. Plot/Conflict IV. Theme V. Tone

Using your notes from the graphic organizer, create interview questions for Faulkner that focus on the weaving of Southern Gothic characteristics into the fabric of his short story. You may also want to consider questions about the historical context and influence of other Gothic writers on Faulkner’s story. After you have formulated your questions, write a summary of Faulkner’s possible answers. Include the name of the author and the title of the short story, the defining characteristics of Southern Gothic fiction and their influence on Faulkner’s writing, and your overall conclusions.

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Name: ____________________________________________________ Date: __________________

A Worn Path, page 794

MEDIA LITERACY

Research the Author This lesson supports the Media Literacy assignment on page 805 of your textbook. A gifted and honored writer, Eudora Welty is especially known for her short stories that reflect her rural Southern upbringing. Her engaging narratives are often filled with humor and reveal a sensitivity to the human condition and to the nuances of dialogue. Welty was a prolific writer, producing not only four collections of short stories but also five novels—almost all written from her lifelong home in Jackson, Mississippi. She was also an avid reader, a talented photographer, an engaging correspondent, and an accomplished gardener. For this activity, you will produce one page of a newsletter that offers insight into the life and works of Eudora Welty. The audience will be students who would like to learn more about this much-admired writer.

Background Information To begin this activity, familiarize yourself with the following elements of a newsletter: • Theme. All newsletters have an overriding theme; for this activity, you will focus on the life and works of Eudora Welty. • Nameplate or Banner. This is the title of the publication that goes across the top of the newsletter. • News Article. A news article presents factual information about an event. It includes a compelling headline, a byline, a lead paragraph, and the main facts of the story. • Feature Article. A feature article is a front-page article that emphasizes the human side or personal perspective of a story. It uses a strong narrative thread and colorful details to both inform and entertain. Because this article is the most important story of the newsletter, it should be accompanied by a large photo or illustration. • Regular Column or Department. A regular column or department is a set feature that appears in every edition of the newsletter. • Headline. A headline is a title set in boldface type to attract the readers’ attention to an article. The size of the headline is proportionate to the importance of the article: the feature article should have the largest heading. • Byline. A byline is the name of the person who wrote the article. It typically appears after the headline but before the start of the text. • Lead Paragraph. A lead paragraph begins the article by grabbing and focusing the readers’ attention with an interesting, unusual, or surprising fact; a brief anecdote; a quotation; or a vignette of a setting. © EMC Publishing, LLC

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Exceeding the Standards: Extension Activities

For more information on conducting Internet research, see Language Arts Handbook 5.3, Internet Research, in your textbook.

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• Five Ws and an H. The introduction presents the main facts of the story, covering the who, what, when, where, why, and how. • Body. The body consists of brief paragraphs that are related to the angle established in the introduction. These paragraphs use anecdotes, examples, comparisons, facts, explanations, descriptions, quotations, and so on to tell the story. • Conclusion. The conclusion makes a final statement or point and leaves readers with ideas to ponder. Depending on the topic, the conclusion may offer contact information or references as well. • Caption. A caption is identifying text that appears under a graphic, such as a photo, an illustration, a chart, or a table. • Pull Quote. A pull quote is a quote taken from the main body of the text and highlighted elsewhere on the page using special text treatment.

Plan, Write, and Lay Out Your Articles For this activity, you are creating just one page of a newsletter about Welty. There are myriad possible topics to consider for the articles on this page. After researching the life and works of Eudora Welty, choose topics that interest you and that offer new insights into her life and work. For example, a feature article could explore Welty’s correspondence, her love of photography, her home and surrounding gardens that are designated as a National Historic Landmark, her friendships, her writing habits, or the relationship between her life and her writing. A regular department feature could be a review of one of her short stories or books, an announcement about the Eudora Welty Writing Contest, an editorial that focuses on some aspect of her life or work, a newsworthy event regarding her estate, a theater review of one of her works, and so on. Brainstorm a list of ideas for articles, and choose the ones that appeal to you the most. Copy the planning sheet below onto a separate piece of paper. Then use it to flesh out the parts of each story and guide you as you write the article. After you have written and edited the articles, you will need to lay them out in a newsletter page. Several software programs can assist you in laying out your newsletter, including Quark, Pagemaker, and PhotoShop. Your class may want to combine all of your individual pages into several newsletters.

Refer to your community’s newspaper for examples of the types of pages in a typical newspaper. If you choose to create the front page, you will need to plan one feature article and fill in the remaining space with other articles and items as needed.

News Article or Feature Article Planning Sheet I. Headline: II. Byline: III. Introduction: A. Lead Paragraph: B. Five Ws and an H: IV. Body: V. Conclusion:

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Name: ____________________________________________________ Date: __________________

One Art, page 865

LIFELONG LEARNING

Make a Villanelle Collection This lesson supports the Lifelong Learning assignment on page 867 of your textbook. A villanelle is an intricate nineteen-line form of verse whose roots can be traced back to sixteenth-century France. This form of poetry didn’t become popular, however, until several contemporary British and American poets challenged themselves to create powerful verse within the limitations of a rigid poetic structure. For this activity, you are asked to create a collection of villanelles that includes background information and an analysis of each poem. Choose any of the poems below (all can be found online), or find others. Elizabeth Bishop “One Art” Sylvia Plath “Admonitions” “To Eva Descending the Stair” Edwin Arlington Robinson “The House on the Hill” “Villanelle of Change”

Theodore Roethke “The Waking” “The Right Thing” Dylan Thomas “Do Not Go Gentle Into That Good Night” Steve Kowit “The Grammar Lesson”

W. E. Henley “A Dainty Thing’s the Villanelle” Thomas Hardy “The Caged Thrush Freed and Home Again” W. H. Auden “Villanelle”

Research the life of each poet you have selected, the time periods in which your chosen poems were written, and author commentaries on the writing of the villanelles. Use the following questions to guide your analysis. Then write an introduction for each selection, and bind the villanelles to form a booklet. 1. Context of the Poem • Who is the author? What connects the poet’s life and the poem’s content? • Who is the speaker of the poem? What is the subject? • When was the villanelle written? How does the poem reflect a particular time period or literary movement? 2. Structure of the Poem • How closely does the villanelle follow the established format? What liberties were taken by the poet, if any? • What refrains are used? How do they support the theme? How do their meanings change according to context? How do they build momentum? • How is enjambment used? How does it affect the poem’s flow? 3. Tone of the Poem • What is the tone? How do the refrains establish it? • What effect does the poem’s repetition have on the overall tone? © EMC Publishing, LLC

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The structure of a villanelle requires five 3-line stanzas or tercets, one 4-line stanza or quatrain, and two refrains. Line 1 is repeated as lines 6, 12, and 18. Line 3 is repeated as lines 9, 15, and 19. Lines 1 and 3 appear as a rhymed couplet at the end of the poem. The rhyme scheme is aba aba aba aba aba abaa.

Enjambment is the act of continuing a statement beyond the end of the line.

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Name: ____________________________________________________ Date: __________________

from Black Boy, page 976

MEDIA LITERACY

Create a Public Service Announcement This lesson supports the Media Literacy assignment on page 979 of your textbook. A public service announcement, or PSA, is a brief, informative message that is intended to be helpful to the community. All radio and television stations are required by the Federal Communications Commission to devote a percentage of their airtime to PSAs in order to maintain their broadcast licenses. PSAs fall into four major categories: education (such as literacy, high school graduation rates, arts education, voting), community (such as events or public meetings), health (such as drug/alcohol abuse, childhood obesity, vaccinations), and safety (such as seatbelt use, fire prevention, Internet safety). For this activity, you have been asked by a literacy organization to create a thirty-second educational PSA on the benefits of reading. To help with this task, follow the steps outlined below.

Build Background Before planning your PSA, go online and view some popular PSAs that have been produced in the past. The Ad Council, the country’s largest producer of PSAs, has links to television spots on their website. After you have an idea of what PSAs are, do some research on the topic of literacy. To guide your research, refer to the following questions: • Why is literacy an appropriate topic for a PSA? • What surprising or interesting information about literacy did you uncover in your research? • What are the benefits of reading? • What are some of the problems or obstacles that need to be addressed in order to improve literacy rates? • What steps can be taken to promote literacy?

Are you familiar with the catchphrases “You could learn a lot from a dummy” and “It’s 10 —do you know where your children are?” Both of these are well-known taglines from public service announcements that have aired on radio and television over the past fifty years.

For more information on PSAs, see Language Arts Handbook 6.9, Writing a Public Service Announcement, in your textbook.

Identify Your Audience and Purpose, Brainstorm Ideas Now define your target audience and the purpose of your PSA. For example, you might target high-school students by pointing out the connection between reading and success in the real world after graduation. Begin brainstorming ideas for your PSA by establishing the points that you want to make; determining the five Ws and an H (who, what, when, where, why, and how) that should be included, as needed; and identifying your hook. A hook is the technique that you use to grab 18

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the viewers’ attention. A hook can be an emotional appeal, a shocking statistic or visual image, a funny incident, a piece of well-chosen music, the use of a celebrity, and so on.

Write Your Script Before you begin creating your script or dialogue, keep in mind the four Cs of writing: clarity, conciseness, correctness, and creativity. This task will be challenging because you have only thirty seconds to get your message across to viewers. To stay within this time frame, you will need to keep your script to between sixty and seventy words. To help you plan your PSA, copy the storyboard form below onto a separate piece of paper and record your information. Then copy the Public Service Announcement form and fill in the required categories. Storyboard Script for Audio (60–70 words; indicate speaking parts)

Directions (visuals, camera angles, sound effects)

Public Service Announcement Date/Airtime of PSA: Length of PSA: Sponsoring Organization or Agency: Contact Information: Name: Phone Number: PSA Title/Request: Please air the following PSA video titled ______________________ according to the guidelines as specified above. [Include text of script here.] END or ###

Produce Your PSA Be sure to line up other actors, if necessary, to provide voiceovers or to perform the actions of your script. Also, gather any costumes, props, or music that will enhance your promotional message. If possible, produce your PSA by using a moviemaking computer software program. Remember that PSAs typically run text across the screen, either to state a fact or statistic, to display a catchphrase, or to provide contact information. When you have finished recording your PSA, check to be sure that it is no more than thirty seconds long and that your visual and sound quality is crisp and clear. Edit your PSA as necessary to address any problems. When you are satisfied with your work, show your PSA to your classmates to determine its effectiveness on others. © EMC Publishing, LLC

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Name: ____________________________________________________ Date: __________________

Inaugural Address, page 1028

COLLABORATIVE LEARNING

Design a Commemorative Coin This lesson supports the Collaborative Learning assignment on page 1033 of your textbook. For more than one hundred years, the U.S. Mint has issued commemorative coins to honor and celebrate the people, places, events, and organizations that represent the history and spirit of America. The first commemorative coin was issued in 1892 to mark the four hundredth anniversary of Christopher Columbus’s voyage to the Americas. One side of the coin showed a portrait of Columbus; the other side showed his ship, the Santa Maria, above two hemispheres. Many people are involved in the creation and production of commemorative coins. First, an individual or sponsoring organization submits a proposal to either a member of Congress or the Citizens Coinage Advisory Committee. The law allows Congress to select two coin designs to produce in a given year. Congress contacts the secretary of the treasury with its two recommendations, which must include coin specifications, quantity, production costs, and a proposed surcharge (to benefit worthy projects and organizations affiliated with the honored subjects). Once the recommendations are approved, U.S. Mint designers and engravers begin their work on the coins. For this activity, you will work in a group to design a commemorative coin honoring John F. Kennedy. You need to create both sides of the coin: the obverse (the side that bears the main image and lettering) and the reverse (the opposite side). To brainstorm ideas, go online and research other commemorative coins. Then research the life of John F. Kennedy, including his family, career, presidency, significant events, personal philosophies, famous quotations, and legacy. As a group, discuss the questions listed below. 1. What is the purpose of your coin design? 2. If the coin shows a portrait of Kennedy, what should it look like? 3. What symbols or designs would best represent Kennedy’s life and legacy? What messages do these symbols convey to others? 4. What inscriptions or lettering should be on the coin? Where should they be placed? What will be the denomination, and how will that be displayed? Be sure to include the phrase “United States of America” somewhere in your design. 5. What type of edging should be designed for the coin? Now, sketch the obverse and reverse coin designs. If possible, use computer graphics software to lay out your final design, making sure it is both bold and meaningful. When your group has finished the design, display it in your classroom.

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For more information on conducting Internet research, refer to the Language Arts Handbook 5.3, Internet Research, in your textbook.

Exceeding the Standards: Extension Activities

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Name: ____________________________________________________ Date: __________________

Hunger in New York City, page 1114

CRITICAL LITERACY

Hold a Group Discussion This lesson supports the Critical Literacy assignment on page 1116 of your textbook. For this activity, you are to locate and read a poem about New York City. You will find many possibilities in the books Poems of New York, edited by Elizabeth Schmidt, and I Speak of the City: Poems of New York, edited by Stephen Wolf and translated by John Hollander. The table below lists several poems that are available online. New York City (general)

• “New York at Night,” by Amy Lowell • “Letter to N.Y.,” by Elizabeth Bishop • “Awaking in New York,” by Maya Angelou • “Dawn in New York,” by Claude McKay

Manhattan

• “Broadway,” by Carl Sandburg • “From the Woolworth Tower,” by Sara Teasdale • “My City,” by James Weldon Johnson • “The Names,” by Billy Collins • “Broadway,” by Mark Doty

Harlem

• “The Weary Blues,” by Langston Hughes • “Harlem,” by Langston Hughes • “Night Funeral in Harlem,” by Langston Hughes

Brooklyn

• “To Brooklyn Bridge,” by Hart Crane • “Crossing Brooklyn Ferry,” by Walt Whitman • “Granite and Steel,” by Marianne Moore

Queens

• “Corona, Queens,” by Bushra Rehman

Staten Island

• “Recuerdo,” by Edna St. Vincent Millay

Liberty Island

• “The New Colossus,” by Emma Lazarus

If you need help finding additional poems about New York City, see Language Arts Handbook 5.2, Research Skills, and 5.3, Internet Research, in your textbook.

Using your answers to the following questions, write a summary of each poem you read. Share your poem and summary with the class and discuss the different poets’ perspectives on this urban hub. 1. Who wrote the poem? How is the poet’s life reflected in the poem? 2. When was the poem written? How might the historical context (cultural, political, social, and economic) have affected it? 3. What observations does the poet make about New York City? How does the poet use imagery and sensory details to reveal these observations? 4. How would you describe the style of the poem? 5. How would you describe the poem’s mood and tone? © EMC Publishing, LLC

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Name: ____________________________________________________ Date: __________________

Wingfoot Lake, page 1203

COLLABORATIVE LEARNING

Prepare a Time Line This lesson supports the Collaborative Learning assignment on page 1206 of your textbook. “Wingfoot Lake” comes from Thomas and Beulah, a collection of Rita Dove’s narrative poems that traces the journey of a married couple over the course of five decades. The poems juxtapose the historical, political, social, and cultural events of the world with the triumphs, trials, and turning points in the couple’s lives. For this activity, work with a partner or group to locate a copy of Thomas and Beulah in your school or community library. Assign half of the group to read the “Mandolin” section and the other half to read the “Canary in Bloom” section. After reading its assigned section, each half of the group should copy the Time Line Table below onto a separate piece of paper and complete the table. Refer to the Chronology section at the end of the collection to fill in the major national and world events.

In an interview with news correspondent Bill Moyers in 1995, Dove said: “I think we understand history through the family around the table… grand historical events can be happening around us but we remember them only in relation to what was happening to us as individuals at that particular moment.”

Time Line Table Public World Dates

National/World Events

Private World Events in the Lives of Thomas/Beulah

Thomas’s/Beulah’s View of Events

Poem That References Events

1920–1929 1930–1939 1940–1949 1950–1959 1960–1969

Using your notes from the Time Line Table, create a time line with your half of the group that puts the personal events of your assigned character in a historical context. Feel free to add creative details (illustrations, symbols, photographs) to make the visual unique. With the other half of the group, compare time lines and answer these questions: 1. How would you describe Thomas’s and Beulah? How were their identities shaped by their separate journeys? 2. What did you learn from Thomas and Beulah’s different perspectives regarding the same events? What does this indicate about their marriage? 3. How is the historical context of the poems significant to the life journeys of Thomas and Beulah?

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For information on how to work with a group and conduct an effective group discussion, see Language Arts Handbook 7.3, Collaborative Learning and Communication, in your textbook.

Exceeding the Standards: Extension Activities

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Name: ____________________________________________________ Date: __________________

Throughput, from Fast Food Nation, page 1254

CRITICAL LITERACY

Write an Editorial This lesson supports the Critical Literacy assignment on page 1260 of your textbook. For this activity, you are to write an editorial for your school or community newspaper on the fast food industry’s use of teenage workers. An editorial is a type of persuasive writing that presents a position on a topic and attempts to persuade readers to adopt that position. A good editorial shows that a writer • has done research and therefore is knowledgeable on a given topic • recognizes and understands all sides of the issue and has used that information to establish a position • can use methods of persuasion (word choice, logical/emotional/ ethical appeals, deductive and inductive reasoning) effectively • encourages readers to think critically about the information presented and to conclude that they are in agreement with the stated position The first task in writing an editorial is to become familiar with the topic. Research online or in the library to find information on the practice of hiring teenagers to work in the fast food industry. Gather relevant facts, statistics, and expert opinions on the topic. Next, set up interviews with teenage workers and managers of local fast food establishments. These interviews will provide firsthand information on the fast food industry and therefore help strengthen your arguments. Before you conduct the interviews, spend time formulating effective questions. Your questions should address the following categories: • appearance guidelines / apparel requirements / public image • hours (time slots, flexibility) • salary / promotions / incentive programs (starting pay, increase levels, career path, awards, franchise opportunities) • benefits (medical, dental, vision, life, and disability insurance; vacation and sick time; discounts, such as free or reduced meals) • training program (probation period, length of training, manuals, mentors) • staffing concerns (adequate number of employees, on-site manager) • job responsibilities (food preparation tasks; stocking of supplies; cleanliness of kitchen, eating area, and bathrooms) • health and safety issues (appliance operation safety, fire safety, food storage and preparation, cleanliness regulations, crime prevention) • physical and psychological demands (lifting, standing, stress, monotony) • lifelong skills

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For more information on the guidelines for conducting an interview, see Language Arts Handbook 7.5, Conducting an Interview, in your textbook.

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After completing your research and interviews, choose one of the following positions to support: “The fast food industry should continue its widespread practice of hiring teenage workers” or “The fast food industry should stop its widespread practice of hiring teenage workers.” Now that you have taken a stance on the topic, you need to flesh out the format of your editorial and outline your reasons and supporting details. Read the requirements of each section of your editorial in the planning sheet below. Then, on a separate piece of paper, outline the information you plan to use for your article.

For more information on persuasive writing, see Writing Workshop: Defend a Viewpoint, on pages 110– 115 of your textbook.

Editorial Planning Sheet I. Introduction • The opening of your editorial must grab the readers’ attention. To accomplish this goal, use a startling fact or statistic, an interesting quotation or a compelling anecdote from either your research or your interviews, or a vivid description of the workplace. • Address the five Ws and an H (who, what, where, when, why, and how) of the topic in your introduction. • State the thesis of your editorial (your position on the topic) in the last line of your introduction. Attention-Grabbing Opening: Five Ws and an H: My Thesis: II. Body • Each paragraph in the body section should be devoted to a specific point that supports your thesis. These points should be derived from your research and interviews and should serve as the topic sentences of your paragraphs. • Each point should be strengthened with supporting details, such as facts, statistics, examples, or anecdotes or quotations from your research or from your interviews. • The body section should include loaded language—words that stir up strong feelings. Reason 1 and Supporting Details: Reason 2 and Supporting Details: Reason 3 and Supporting Details: III. Counterarguments • The counterarguments, or those arguments that are opposite of your position, must be addressed and responded to in your editorial. • Counterarguments can either be addressed within your point paragraphs or grouped together in a separate paragraph. Counterarguments/Responses: IV. Conclusion • The conclusion of your editorial should summarize your arguments and issue a recommendation or call for action. Conclusion:

Using your planning sheet as a guide, write the introduction, body, and conclusion of your editorial. Include evidence that you gathered in your research and interviews that strongly supports your position. When incorporating quotations into your writing, cite the name of the speaker and information that can be used to verify that he or she is a credible and knowledgeable source, such as his or her job title or academic degree.

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ANSWER KEY Unit 1 from The Autobiography of Benjamin Franklin Collaborative Learning: Conduct a Talk-Show Interview, page 1 Working in groups of two, students should complete a K-W-L Chart about the life of Benjamin Franklin. They should then plan, rehearse, and perform their interview. The interview should cover two to three areas of the students’ research in an interesting and informative way. It should also incorporate humor and drama where appropriate and leave time for questions from the audience at the end, which students should be prepared to answer.

Speech in the Virginia Convention Media Literacy: Analyze a Significant Speech, page 3 Students should choose a significant speech to analyze and familiarize themselves with the orator and historical context of the speech. They should examine the content and form of the speech using the guidelines in the lesson and should understand how the form supports the content of the speech. Lastly, students should determine the effectiveness of the speech based on their analysis.

Unit 2 Stanzas on Freedom Media Literacy: Create a Public Relations Campaign, page 5 Students should work in groups to create a public relations campaign that addresses a school or community issue. They should fill in the planning sheet to outline goals for their advertising materials and how they plan to achieve those goals. Students should choose two types of print advertising and one type of audiovisual media to produce. They are encouraged to use sketches, storyboards, and scripts to outline their advertising materials, and their final products should be engaging and persuasive.

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from Civil Disobedience / from Self-Reliance Lifelong Learning: Compare Writers’ Influence, page 6 Students should research a prominent figure whose life was influenced by the ideologies of Henry David Thoreau and Ralph Waldo Emerson. Thoreau’s and Emerson’s principles of civil disobedience and individualism should be seen in the words and actions of the student’s chosen individual. Students should use credible sources to uncover evidence that clearly shows connections between their subject and Thoreau and Emerson. Students should analyze their evidence in terms of the historical context of the time period and write a historical analysis that demonstrates their research findings.

Unit 3 The Gettysburg Address/The Second Inaugural Address Critical Literacy: Analyze Speeches, page 7 Students should read Martin Luther King Jr.’s “I Have a Dream” speech to analyze his use of rhetorical devices. Students should also listen to a recording of the speech to help them determine the effectiveness of these rhetorical devices. Finally, students should draw conclusions based on their overall impressions of the content and form of the speech and defend its ranking as the greatest speech of the twentieth century.

from Preface to Leaves of Grass / from I Hear America Singing Lifelong Learning: Write a Job Description, page 8 Students should learn about the position of U.S. poet laureate by reading the background information on page 1285 of the student textbook as well as researching the Library of Congress website. They should use the planning sheet to guide their research and should be able to fill in most of the categories. To fill in the categories that are more challenging, students should be able to creatively interpret their research. Students should write the job description using clear and concise language and highlight any creative or flexible aspects of the position.

Exceeding the Standards: Extension Activities

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To Build a Fire

planning their itineraries, students should keep in mind the most efficient means of travel, the optimal times to visit each place, the must-see sites, and any tours, museums, or festivals devoted to Hemingway.

Critical Literacy: Read Jack London’s Letters, page 9

Lucinda Matlock / Petit, the Poet

Unit 4

Students should research the letters of Jack London either online or in a book collection and use the graphic organizer to take notes about his life. Students should ascertain that London was a prolific correspondent and a larger-than-life personality who had a troubled childhood and an independent and adventurous adulthood. Students should be able to infer his fierce loyalty to his friends, and his sincerity, generosity, and practicality. They should also note his devotion to the socialist movement. Students’ paragraphs should reflect an intimate portrait of Jack London based on his correspondence.

Collaborative Learning: Interpret a Poem, page 12 Students should work as a group to analyze some of the other poems in the Spoon River Anthology. Students should be able to find common threads among the poems in terms of character, content, theme, or tone and should take notes on their findings. They should then use their notes to write transitions from one poem to the next. Finally, students should evaluate the collection of poems and draw conclusions about its author, Edgar Lee Masters; its intent; and its popularity.

Unit 6

from Songs of Gold Mountain Collaborative Learning: Investigate Immigration in the West, page 10 Students should work collaboratively to research a particular ethnic group (i.e., Chinese, Japanese, or Filipino) that immigrated to the western portion of the United States from the mid-1800s to the end of World War II. Students should use the planning sheet to guide their research and help them define the differences in immigrant experiences. For example, those students who are researching Chinese immigration should address the processing of immigrants on Angel Island; those who are researching Japanese immigration should discuss the Japanese-American internment camps; those who are researching Filipino immigration should address their status as “nationals.” Students should prepare a presentation that is historically accurate, unbiased, and engaging for listeners.

A Rose for Emily / Darl, from As I Lay Dying Critical Literacy: Interview the Author, page 14 Students should review the characteristics of Southern Gothic fiction and find evidence of its use in William Faulkner’s short story “A Rose for Emily.” Students should record their findings in the graphic organizer provided. They should then formulate interview questions for Faulkner based on their notes. The questions should be open-ended and should reflect students’ understanding of the influence of Southern Gothic fiction on Faulkner’s writing. Students should write a summary based on the answers Faulkner would give to the questions.

Unit 5

A Worn Path

from The Sun Also Rises / from For Whom the Bell Tolls

Students should research the life and works of Eudora Welty on the Internet and select topics for one feature article and three to five other articles to include in their newsletters. Before writing, students should review the parts of a newsletter and outline their feature article using the planning sheet. Students should follow the suggestions for their other articles and produce copy that is both informative and entertaining for readers. Students should use available software programs to help them lay out their newsletters in a polished and professional manner.

Media Literacy: Research the Author, page 15

Lifelong Learning: Research on the Internet, page 11 Students should research important sites in Hemingway’s life and compile a list of these places to explore in depth. They should get a sense that Hemingway was a seasoned traveler who thrived on adventure. Students should use their lists of important places to help them create travel itineraries for destinations they would need to visit to gather biographical information on Hemingway. As they are

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should write and share summaries that reflect their poetry analysis and their conclusions about the poets’ perspectives of New York City.

Unit 7 One Art Lifelong Learning: Make a Villanelle Collection, page 17

Unit 9

Students should have a clear understanding of the rigid structure of a villanelle and the challenges of working within these limitations. Students should choose several villanelles to include in their collections and research the authors and time periods of their selected poems. Students should analyze their selections according to the given criteria and write introductions for the poems that reflect their research and poetry analysis. Lastly, students should bind their villanelles to form a booklet.

Wingfoot Lake

from Black Boy Media Literacy: Create a Public Service Announcement, page 18 Students should familiarize themselves with the role of PSAs in media communications, as well as view several examples of well-known PSA campaigns. They should conduct online research about literacy to find information for their PSAs. They should determine the purpose and audience for their PSAs, the main points of their campaigns, and the hooks they plan to use to entice viewers. Students should spend time planning their storyboards using the form given and should also complete a PSA form with the required elements. Students should determine the effectiveness of their PSAs by doing self and peer evaluations.

Unit 8

Collaborative Learning: Prepare a Time Line, page 22 Students should divide into subgroups, with one group assigned to read the “Mandolin” section of poems (about Thomas) and one group assigned to read the “Canary in Bloom” section of poems (about Beulah). Based on the reading of the poems and the Chronology section at the end of the collection, students should fill in their Time Line Tables. Students should use the information from their tables to construct time lines for their assigned characters and should meet as a group to discuss their observations about the lives of Thomas and Beulah.

Throughput, from Fast Food Nation Critical Literacy: Write an Editorial, page 23 Students should conduct research on the practice of hiring teenagers in the fast food industry. Along with their research, students should conduct interviews with employees and managers at fast food establishments. Students should establish their positions for the editorials based on the information they glean from their research and interviews. To guide them in writing their editorials, students should fill in planning sheets. The final editorials should be well organized and persuasive. Students should use loaded language and supporting evidence to make their cases.

Inaugural Address Collaborative Learning: Design a Commemorative Coin, page 20 Students should research the life of John F. Kennedy to get ideas for meaningful symbols and words to use on their commemorative coins. They should select design ideas for the obverse and reverse sides of their coins, as well as the inscriptions or lettering they wish to use. After initially sketching their ideas, students should create their final coin designs using computer software or their own drawings and display them in the classroom.

Hunger in New York City Critical Literacy: Hold a Group Discussion, page 21 Students should select poems about New York City and analyze the poems for content, language, meaning, mood, and tone. Students should explore background knowledge about the poets’ lives and understand the significance of New York City to those authors. Students

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