All Printables for September 2, 2013

1 G  RAPH: cheap labor Students answer questions about a bar graph that represents the minimum monthly wages earned by garment factory workers in selected nations.

2 QUIZ: watching you Students answer questions about the article. 3 QUIZ: 10 Things You Need To Know About Washington. Part 1 of 2 Students answer questions about the article. 4 QUIZ: The High Price of Cheap Fashion Students answer questions about the article. 5 Q  UIZ: 1963: The March on Washington Students answer questions about the article. 6 CARTOON ANALYSIS Students analyze a political cartoon about privacy and national security.

7 PHOTO ANALYSIS Students analyze a photograph of the 1963 March on Washington.

8-10 CORE IDEAS (COMMON CORE) Common Core skills pages to use with any Upfront article 11 ENGLISH/LANGUAGE ARTS COMMON CORE QUIZ: 10 Things You Need To Know About Washington. Part 1 of 2 Closed-book quiz about the article 12 ENGLISH/LANGUAGE ARTS COMMON CORE QUIZ: watching you Closed-book quiz about the article 13 ENGLISH/LANGUAGE ARTS COMMON CORE QUIZ: 1963: The March on Washington Open-book quiz about the article 14 ENGLISH/LANGUAGE ARTS COMMON CORE QUIZ: The High Price of Cheap Fashion Open-book quiz about the article

www.upfrontmagazine.com

graph   international

Cheap Labor

p. 12

HONDURAS EL SALVADOR CHINA MEXICO

COUNTRY

PAKISTAN CAMBODIA INDONESIA VIETNAM INDIA BANGLADESH

$0

$20

$40

$60

$80

$100

$120

$140

$160

$180

$200

$220

$240

MINIMUM MONTHLY WAGE FOR GARMENT WORKERS (IN U.S. DOLLARS)

analyze the graph 1 About how much

2 Full-time U.S.

more is a garment worker’s minimum monthly wage in Honduras than in Bangladesh? a b c d

$86 $128 $194 $232

workers making the national minimum wage earn about $1,250 per month. That is ____ the minimum monthly wage earned by garment workers in China. a b c d

3 In how many of

the countries on the graph does a minimum-wage garment worker earn at least $1,200 in a year? a b c d

almost double about 3 times about 5 times about 9 times

two three four five

4

In Sri Lanka, the minimum wage for garment workers is about $61 per month. If Sri Lanka were added to this graph, it would correctly be placed directly above ____. a b c d

Indonesia Bangladesh India Vietnam

5 Many are

pushing for a wage increase in Bangladesh. The most recent increase, in 2010, raised the monthly minimum wage by 80 percent. Another 80 percent increase would raise it to ____. a b c d

about $68 about $85 about $103 about $176

discussion questions 1 In Bangladesh, the minimum wage for garment workers is higher than it is for workers in other industries. Why do you think

that is the case? What role do you think garment factories play in that nation’s economy? 2 What factors do you think affect a garment worker’s ability to survive on the minimum monthly wage? To what extent do

these factors vary by country? 3 Besides low wages, what difficult conditions do garment factory workers face in many developing nations? What do you

think it will take to improve these conditions? 4 Some have argued for the establishment of an international minimum wage. Do you think this is an idea worth pursuing?

Explain. U p f r o n t • w w w. u p f r o n t m a g a z i n e . c o m

september 2, 2013

source: U.S. Department of state

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A

tragic factory collapse in Bangladesh last April has raised awareness of the grim working conditions faced by garment workers who produce much of the clothing worn in the U.S. and other developed nations. Laboring in hot, cramped, and sometimes unsafe factories, these workers often toil for little pay. Although factory jobs have helped millions put food on the table in places like Bangladesh and India, some companies are vowing to do more to ensure better pay and safer environments in the factories that make their products.

This graph shows the minimum wages earned by garment factory workers in the 10 countries that make the most clothing sold in the U.S.

quiz 1   cover story

Watching You Uses: copy machine, opaque projector, or transparency master for overhead projector. Scholastic Inc. grants teacher-subscribers to The New York Times Upfront permission to reproduce this Skills Sheet for use in their classrooms. ©2013 by Scholastic Inc. All rights reserved.

p. 6

1 Details of the government’s secret telephone

and Internet surveillance programs a b c d

were announced by President Obama in May. were leaked by a former N.S.A. contractor. emerged during Supreme Court testimony. have been denied by Congress.

4 The N.S.A.’s Prism program includes

a b c d

 onitoring foreigners’ Internet activity overseas. m collecting logs of domestic telephone calls. the use of body scanners at airports. stepped-up interrogations at border crossings.

5 The idea that Americans have a right to privacy 2 What has led to increased surveillance in the

U.S. in recent years? a b c d

s ecurity concerns after the 9/11 attacks improvements in technology both a & b neither a nor b

is rooted in the Constitution’s a b c d

 reamble. P First Amendment. Fourth Amendment. Fifth Amendment.

6 The prohibition against “unreasonable searches 3 The Obama administration has been sued by

____ for conducting telephone surveillance. a b c d

a suspected Al Qaeda operative both Google and Microsoft a suspect in the Boston Marathon bombings the American Civil Liberties Union

and seizures” means, for example, that a b c d

owners of stores and other buildings cannot install video surveillance cameras. police need a warrant to search someone’s home. airports cannot conduct body scans. all of the above

in-depth questions 1  In your view, do the benefits of surveillance outweigh privacy concerns?

2  According to President Obama, what role have the legislative and judicial branches played in the federal government’s

surveillance programs?

3  How do you think the Boston Marathon bombing investigation affected Americans’ views on surveillance? Why?

U p f r o n t • w w w. u p f r o n t m a g a z i n e . c o m

september 2, 2013

Uses: copy machine, opaque projector, or transparency master for overhead projector. Scholastic Inc. grants teacher-subscribers to The New York Times Upfront permission to reproduce this Skills Sheet for use in their classrooms. ©2013 by Scholastic Inc. All rights reserved.

quiz 2   national

10 Things You Need to Know About Washington p. 8

1

The U.S. Constitution does NOT grant the president the

4 The War Powers Resolution of 1973 states that the

power to

president

a b c d

command the military. appoint federal judges. pass a federal budget. appoint Justices to the Supreme Court.

2 

According to the article, which two presidents did the most to expand the role of the federal government in the

a b c d

can declare war to lend support to U.S. allies. cannot order drone strikes without a Congressional vote. must get Congressional approval within 90 days of committing troops to a conflict. all of the above

5

What is a recess appointment?

a

 n appointment made by the president while the Senate a is unavailable to confirm the nominee a high-paying government post with no official job description an appointment made by the president, in which the nominee belongs to a different political party the period of time when Congress is not in session and lawmakers return to their districts to meet voters and raise money for re-election

20th century? a b c d

John F. Kennedy and Dwight D. Eisenhower Franklin D. Roosevelt and Lyndon B. Johnson Harry S. Truman and George W. Bush Gerald Ford and Theodore Roosevelt

3

About what percentage of bills became law during the 112th Congress (2011-12)?

a b c d

b c

d

2 percent 18 percent 35 percent 60 percent

in-depth questions 1  What does the author mean when he writes that “Lots of bills are introduced just to make a statement”?

2  How have today’s social and news media affected the work of congressional lawmakers? What are the pros and cons

of these developments?

3  Based on what you have learned about the workings of Washington so far, what grade would you give the federal

government for its recent performance? Why?

U p f r o n t • w w w. u p f r o n t m a g a z i n e . c o m

september 2, 2013

quiz 3   international

The High Price of Cheap Fashion Uses: copy machine, opaque projector, or transparency master for overhead projector. Scholastic Inc. grants teacher-subscribers to The New York Times Upfront permission to reproduce this Skills Sheet for use in their classrooms. ©2013 by Scholastic Inc. All rights reserved.

p. 12

1

What trends has the U.S. clothing market seen since the

4

early 1990s? a b c

 onsumption and prices have both risen dramatically. C Consumption and prices have both decreased. Consumption has increased while prices have decreased. Consumption has decreased while prices have increased.

d

2 

In response to the recent factory collapse, the government of Bangladesh has

a b c d

launched new factory inspections. announced that it will increase the minimum wage in that country. both a & b neither a nor b

5

In which year did the Triangle factory fire occur,

Which nation is currently the world’s biggest clothing

prompting safety reforms in the U.S.?

exporter? a b c d

 angladesh B United States Mexico China

3 What effect have plentiful factory jobs had

a b c d

1 880 1911 1934 1979

6

More than 30 major clothing retailers recently signed a

in China? a b c d

pact to

t he growth of the middle class the disappearance of the middle class an increase in the poverty rate the elimination of unsafe working conditions

a b c d

 ay the U.S. minimum wage of $7.25 per hour to factory p workers worldwide. monitor safety in Bangladesh’s factories. stop manufacturing garments in Bangladesh. stop manufacturing garments in developing countries.

in-depth questions 1  H  ow have Americans’ views on clothing and fashion changed in the past century? Do you see this change as positive, negative,

or neither? Explain.

2  Why are Bangladeshi officials asking retailers not to make drastic changes to production after the factory collapse?

3  What is meant by the term “fair trade certified”? Is it something you think about? Why or why not?

U p f r o n t • w w w. u p f r o n t m a g a z i n e . c o m

september 2, 2013

quiz 4   times past

1963: The March on Washington Uses: copy machine, opaque projector, or transparency master for overhead projector. Scholastic Inc. grants teacher-subscribers to The New York Times Upfront permission to reproduce this Skills Sheet for use in their classrooms. ©2013 by Scholastic Inc. All rights reserved.

p. 16

1

The primary goals of the 1963 March on Washington

4 Almost a year after the March on Washington, the Civil

were to call for civil rights legislation and to a b c

register Washington’s African-Americans to vote. demand an end to legalized school segregation. mourn the assassination of President John F. Kennedy. bring attention to economic hardships facing AfricanAmericans.

d

2 

Civil rights leader Martin Luther King Jr. was a

a b c d

Birmingham, Alabama, city councilman. Baptist minister. labor union organizer. all of the above

3

King gave his famous “I Have a Dream” speech

a b c d

on the steps of the Lincoln Memorial. in the White House Rose Garden. on the floor of the U.S. Congress. at the base of the Washington Monument.

Rights Act of 1964 was signed into law by President a b c d

Dwight D. Eisenhower. Lyndon B. Johnson. John F. Kennedy. Harry S. Truman.

5

What did the Civil Rights Act of 1964 accomplish?

a

It barred segregation in education, employment, and public places. It desegregated the U.S. military. It outlawed literacy tests, poll taxes, and other obstacles put in place to stop African-Americans from voting. all of the above

b c d

in-depth questions 1  What incident in Alabama a few months before the March on Washington helped increase public support for civil rights? Why?

2  In his famous speech, King said he had a dream that “one day this nation will rise up and live out the true meaning

of its creed.” What is this creed? Where is it found?

3  Why was President Kennedy initially concerned about the march? Were his fears realized?

U p f r o n t • w w w. u p f r o n t m a g a z i n e . c o m

september 2, 2013

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cartoon analysis

JOHN DARKOW • COLUMBIA DAILY TRIBUNE (MISSOURI) • CAGLE CARTOONS

analyze the political cartoon 1  What do the figures in the cartoon represent? Why are they different sizes?

2  What point do you think the cartoonist is trying to make? Do you agree?

3  Can you describe a few situations in which privacy might “come up against” security? In each case, which cause

do you think should win out?

4 Is privacy a right? Explain.

5  Why do you think the balance between privacy and security causes such heated debate?

U p f r o n t • w w w. u p f r o n t m a g a z i n e . c o m

september 2, 2013

photo analysis

1963: The March on Washington

analyze the photo 1  What can you learn about the March on Washington from this iconic photo?

2  Why did so many people attend the march?

3  Do you believe there is an issue or cause in the U.S. today that would inspire a demonstration on this scale?

Essay It has been 50 years since Martin Luther King Jr. shared his dream for America. If he were alive today, what might he say about that dream?

U p f r o n t • w w w. u p f r o n t m a g a z i n e . c o m

september 2, 2013

AFP/Getty Images

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p. 16

Core Ideas

Common Core skills pages to use with any Upfront article Dear Teachers, The Common Core State Standards require high school students to analyze “informational texts” like Upfront. Students must be able to identify central ideas, determine the figurative, connotative, and technical meanings of unfamiliar words and phrases, understand and evaluate an author’s point of view, and compare accounts of the same topic in a variety of formats or media. To help you satisfy the Common Core, we’re pleased to offer the following reproducible. “Core Ideas” can be used with any article in the magazine: You may choose to assign a specific article or let students pick one. Because the Common Core calls on students to analyze and compare topics from different points of view, we suggest using “Core Ideas” with articles that feature sidebars, timelines, historical-document excerpts, and/or infographics. You might also want to use “Core Ideas” with supplementary online content, such as videos, slide shows, or audio interviews available at www.upfrontmagazine.com. “Core Ideas” addresses these Reading Standards for Informational Literacy: 1. Cite textual evidence to support analysis of the text. 2. Determine and analyze the central ideas of a text; provide an objective summary. 4. Determine the meaning of words and phrases as they are used in a text. 6. Determine an author’s point of view or purpose in a text. 7. Analyze various accounts of a subject told in different media or formats. “Core Ideas” addresses these Reading Standards for Literacy in History/Social Studies: 1. Cite specific textual evidence to support analysis of primary and secondary sources. 2. Determine the central ideas of a primary or secondary source; provide an accurate summary. 4. Determine the meaning of words and phrases as they are used in a text. 7. Compare the point of view of two or more authors on the same or similar topics. 9. Compare and contrast treatments of the same topic in several sources.

We hope this material challenges your students and assists you in meeting your curriculum goals throughout the year. Best Regards, Ian Zack

Executive Editor, The New York Times Upfront w w w. u p f r o n t m a g a z i n e . c o m

print this out

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Core Ideas Article title and page number: ___________________________________________________________________ Answer the following questions. 1. Share the central ideas and key details of the article in a brief summary.

2. How is this issue or event relevant or important to young people today? Cite evidence from the article to support your response.

U p f r o n t • w w w. u p f r o n t m a g a z i n e . c o m

pa g e 1 o f 2

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CORE IDEAS (continued)

3. Identify two words or phrases in the text that are unfamiliar to you. Write the meaning of each and cite any context clues from the text that help you determine their meanings.

4. Describe the author’s point of view and/or purpose in writing this article.

5. Consider an accompanying element that supports the main text, such as a graph, timeline, separate article, or video. (Videos and other digital content are available at upfrontmagazine.com.) How does the second source contribute to your understanding of the topic? Compare and contrast the main text and accompanying element.

U p f r o n t • w w w. u p f r o n t m a g a z i n e . c o m

pa g e 2 o f 2

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quiz 1   national

10 Things You Need to Know About Washington (Part 1) p. 16

CLOSED BOOK

Identifying Sentence Errors: If a sentence below contains a grammar or usage error, select the one underlined part that must be changed to make the sentence correct. If there is no error, select choice E. In choosing answers, follow the requirements of standard written English. 1 Many Americans assume the leader of the world’s

3

Congress passes laws, but the president can veto them.

a

a

most powerful nation can do just about anything; fix the B

B

Congress can override the veto, and the Supreme Court can

C

C

economy, spend tax dollars as he pleases, and protect

throw the law out if it found it unconstitutional. No error D

E

the nation from harm. No error D

E

4

“I think underlying a lot of the conflict in Washington,” a

2 John Dingell, a Michigan Democrat, is the longest-

says Stephen Wayne of Georgetown University “is this

a

B

serving member of Congress and knows Washington

philosophical question of how big a role government should

B

C

inside and out. When he was elected to the House in 1955, C

play in our lives.” No error D

E

most members of Congress moved there families D

to Washington. No error E

essay Do you think the nation’s system of checks and balances works? Why or why not?

U p f r o n t • w w w. u p f r o n t m a g a z i n e . c o m

September 2, 2013

quiz 2   cover story

Watching You Uses: copy machine, opaque projector, or transparency master for overhead projector. Scholastic Inc. grants teacher-subscribers to The New York Times Upfront permission to reproduce this Skills Sheet for use in their classrooms. ©2013 by Scholastic Inc. All rights reserved.

p. 6

CLOSED BOOK

Sentence Completion: Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole. 1 Since the deadly September 11, 2001, terrorist attacks,

Americans have grown accustomed to increased security and government ____ in their daily lives: body scanners and shoe searches at airports, video surveillance cameras on many buildings and city streets, and more ____ questions at border crossings. a b c d e

s crutiny ... intrusive criticism ... tactful autonomy ... judicious assistance ... legitimate censorship ... admirable

3 Information gathered under Prism has helped ____

about 50 terrorist plots, according to N.S.A. Director Keith Alexander. a b c d e

 onceal c defend foil perpetuate tackle

4 The American Civil Liberties Union has sued the Obama

administration over its collection of domestic phone logs, ____ that it ____ the Fourth Amendment.

2 President Obama calls the National Security Agency

programs “modest ____ privacy” and says they are “worth us doing” to protect the country. a b c d e

 nhancements of e exaggerations of eradications of encroachments on statements about

a b c d e

 enying ... annuls d contending ... violates advocating ... justifies noting ... venerates charging ... plagiarizes

essay In your opinion, what kinds of things should the government be allowed to monitor to keep the nation safe? Is there a line you think the government should not cross?

U p f r o n t • w w w. u p f r o n t m a g a z i n e . c o m

September 2, 2013

quiz 3   international

The High Price of Cheap Fashion Uses: copy machine, opaque projector, or transparency master for overhead projector. Scholastic Inc. grants teacher-subscribers to The New York Times Upfront permission to reproduce this Skills Sheet for use in their classrooms. ©2013 by Scholastic Inc. All rights reserved.

p. 12

open BOOK

Passage-Based Reading: Reread the first two sections of the article: the introduction and the section under the heading “Cheaper Labor, Lower Prices.” Then answer the following questions. 1

a b c d e

I n the introduction, the author presents Belinda Aye as an example of

3 According to one expert interviewed in the article, the

 n observer of the garment industry who is pushing for a better working conditions. a garment laborer who risks her life in a Bangladeshi sweatshop. a young entrepreneur who has launched a line of fair-trade apparel. a clothing consumer for whom price and style are the main considerations. a garment-industry executive defending the use of cheap labor.

a b c d e

2 In paragraph 5 of the introduction, you can infer that

the author uses the expression “a world away” to convey a b c d e

current clothing industry might be compared to s lash-and-burn agriculture. the fast-food industry. the garment industry of the 1980s. the world of fine art. a favorable real estate market.

4 The word dubbed in paragraph 8 of the introduction

most nearly means a b c d e

 onored. h tapped lightly. nicknamed. acclaimed. copied.

 eographical distance. g vastly different ways of life. a shift in generations. both a & b both a & c

essay What responsibilities, if any, do you think American clothing companies have to the workers who manufacture their garments in another country? Support your arguments with evidence from the text.

U p f r o n t • w w w. u p f r o n t m a g a z i n e . c o m

September 2, 2013

quiz 4   times past

1963: The March on Washington Uses: copy machine, opaque projector, or transparency master for overhead projector. Scholastic Inc. grants teacher-subscribers to The New York Times Upfront permission to reproduce this Skills Sheet for use in their classrooms. ©2013 by Scholastic Inc. All rights reserved.

p. 16

open BOOK

Passage-Based Reading: Reread the article. Then answer the following questions.

1 The article can best be described as an example of

a b c d e

 olitical commentary. p personal narrative. expository writing. persuasive writing. a character sketch.

2 You can infer that the word dangers in paragraph 4

3 Which event described in the article happened first?

a b c d e

of the introduction probably refers to a b c d e

s erious auto accidents on congested interstate highways. running out of water and food for the long journey. escalating crime rates in the North. potential violence by whites who were hostile to  African-Americans. none of the above

 resident Kennedy called for a civil rights bill. P The Supreme Court ruled that segregation in public schools is unconstitutional. People gathered for the March on Washington. A peaceful protest at Kelly Ingram Park in Birmingham, Alabama, turned violent. Martin Luther King Jr. delivered his “I Have a Dream” speech.

4 Based on the article, the March on Washington could

best be described as a b c d e

 ivotal. p haphazard. controversial. ephemeral. violent.

essay What effect do you think the March on Washington had on the civil rights movement?

U p f r o n t • w w w. u p f r o n t m a g a z i n e . c o m

September 2, 2013