www.upfrontmagazine.com ISSUE DATES 09.02.13 09.16.13


Teacher’s Guide


ISSN 15251292 • Vol. 146, No. 6


12.09.13 01.13.14

02.03.14 02.24.14





This issue in focus Dear Teachers, You can build a nice Common Core-aligned lesson on courage with two of the articles from this issue. In “The Bravest Girl in the World,” your students will meet Malala Yousafzai, the Pakistani teen shot by the Taliban last year for advocating girls’ education. Unbowed, she continues to fight for the cause. In Times Past, students will read about members of the White Rose, a group of German college students who risked their lives to defy the Nazis back in 1943. Use our “Core Ideas” printable (available online) to have your students do a close read of the articles and discuss: What prompted these young people to speak up against injustice when so many others around them remained silent? What threats did they face? In addition to reading the articles, your students can watch videos on Malala and the Taliban, and download some of the anti-Nazi pamphlets distributed by members of the White Rose. IAn Zack, Executive Editor

Key Articles

Online Components on


national 6 smoke signals Why electronic cigarettes—unregulated and increasingly popular among young people— are worrying some U.S. officials.

download: Surveys on Teenage Attitudes Toward Smoking

national 8 rethinking juvenile justice After years of moving in the opposite direction, many states are now making it harder to try teen offenders in the adult justice system.

video: Cruel & Unusual Punishments


cover story 12 the bravest girl in the world Last year, the Taliban shot Malala Yousafzai in the head for daring to speak about the need for girls’ education in Pakistan. She survived—and she’s still talking.

videos: The Making of Malala Who Are the Taliban?


international 16 the end of extreme poverty? Here’s a good-news story you don’t hear much about. We’re making huge strides in defeating the worst of the world’s poverty.

download: World Map of Extreme Poverty

times past 18 1943: The white rose In Nazi Germany, a group of college students risked their lives to defy Hitler’s rule.

download: Three White Rose Leaflets

Get the


w w

upfront English/Language Arts Common Core Skills Pages at www.upfrontmagazine.com A SUPPLEMENT TO THE NEW YORK TIMES UPFRONT


Lesson Plan 1

Smoke Signals critical thinking

Do you think that


Electronic cigarettes are gaining in popularity, especially among young people, and health officials fear decades of anti-smoking efforts could be reversed. What’s the attraction of e-cigarettes for people who are trying to quit smoking? Why do you think a nonsmoker like Tiffany Harvey might be tempted to try e-cigarettes? Do you think e-cigarettes are being marketed to teens? Explain.

e-cigarettes are making smoking more socially acceptable? Explain.

Does it surprise you that e-cigarettes have been banned in some countries? Why or why not?

writing prompt Should the manufacture, marketing, and sale of e-cigarettes be regulated by the federal government? Why or why not? If so, what should the regulations say?

Debate Defend your view: Will e-cigarettes help or hinder efforts to reduce smoking in the U.S.?

In your opinion, should e-cigarettes be treated as medical devices or as traditional cigarettes? Why do you think the use of e-cigarettes has increased among teens? Why is this trend troubling to the Centers for Disease Control and Prevention? Should minors be allowed to purchase e-cigarettes? Why or why not?

Why are e-cigarettes considered safer in some respects than tobacco cigarettes? Does that mean they’re safe? Do you think that e-cigarettes are likely to help a longtime smoker kick the habit? Explain.

fast factS Four states—Arkansas, New Jersey, North Dakota, and Utah—plus Washington, D.C., include e-cigarettes in their bans on smoking in workplaces and other indoor public spaces.

Curriculum Standards*

www.upfrontmagazine.com Download surveys on teenage attitudes toward smoking.


Common Core

Health technology

reading informational text:

• Culture • Science, Technology & Society

literacy in history/social studies:

1, 2, 3, 4, 5, 6, 8, 10 1, 2, 3, 4, 5, 7, 8, 10


Lesson Plan 2

Rethinking Juvenile Justice critical thinking Many states are taking steps to keep juvenile offenders out of the adult court system. What factors are behind the nation’s shift in thinking about how to deal with young offenders? In what ways is the new approach a departure from how juvenile offenders were viewed and treated in recent decades? What role has the U.S. Supreme Court played in this shift? How tough do you think the justice system should

be on violent juvenile offenders? Explain.

writing prompt Use the article to compare and contrast today’s approach to juvenile justice with the approach favored in the late 1980s and 1990s. Address the treatment of juvenile offenders as well as the thinking behind that treatment.

Debate Should an offender younger than 18 ever receive a sentence of life imprisonment without parole?

DISCUSSION QUESTIONS Do you think that juvenile offenders should ever be prosecuted as adults? Why or why not? If so, under what circumstances? Why do you think some juvenile justice experts say that putting juvenile offenders in adult prisons often does more harm than good? What role do you think financial considerations are playing in the recent changes to the juvenile justice system? Explain.

What factors do you believe affect juvenile crime rates? What ways can you think of to reduce juvenile crime? Do you share the concern of victims’ rights advocate Kent Scheidegger that the

rethinking of juvenile justice will be “taken much too far”? Explain.

fast fact In 2010, the juvenile arrest rate was about 55 percent lower than it was in its peak year, 1994.

Curriculum Standards*

www.upfrontmagazine.com Watch our video on cruel and unusual punishments.

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Common Core

civics social studies

reading informational text:

• Civic Ideals & Practices • Time, Continuity & Change

literacy in history/social studies:

1, 2, 3, 4, 5, 6, 7, 8, 10 1, 2, 3, 4, 5, 7, 8, 10

*for a full list of the standards, go to Upfrontmagazine.com.

cover story

Lesson Plan 3

The Bravest Girl in the World critical thinking

Why did Malala attract


Malala Yousafzai, the Pakistani schoolgirl shot by the Taliban in 2012 for speaking out about the importance of girls’ education, shares her story in an excerpt from her new book. How have the everyday lives of girls in Pakistan changed during Malala’s lifetime? What caused these changes? Why do you think Malala’s family and other families in Swat Valley are willing to take such great risks to send their daughters to school?

the attention of the Taliban? Why might they have seen her as a threat?

Malala this year became the youngest person nominated for a Nobel Peace Prize. She didn’t win. Do you think she deserved to?

writing prompt Write an essay comparing Malala with Sophie Scholl, the young German executed for defying the Nazi regime in 1943 (see article, p. 18) or another activist from history whom you know about. What traits do they share? What sets them apart from others in their communities? What other similarities or differences do you note?

DISCUSSION QUESTIONS Does it surprise you that the Taliban were able to gain control of Swat Valley? What tactics did they employ? Do you think Malala understood the risks she was taking by attending school and talking to reporters about the importance of

girls’ education? What evidence in the text supports your view? Why do you think Malala’s story has captured the world’s attention? When speaking to the United Nations, Malala

called books and pens “powerful weapons.” What do you think she meant? Do you agree?

fast fact Pakistan’s Taliban chief, Hakimullah Mehsud, was killed by a U.S. drone strike on November 1.

Curriculum Standards*

www.upfrontmagazine.com Don’t miss our videos “The Making of Malala” & “Who Are the Taliban?”


Common Core

World history current events

reading informational text:

• Civic Ideals & Practices • People, Places & Environments

literacy in history/social studies:

1, 2, 3, 4, 5, 6, 7, 8, 10 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

times past

Lesson Plan 4

1943: The White Rose critical thinking

What risks did

Seventy years ago, an underground group of German college students bravely defied the Nazi regime—and several paid the ultimate price. What was the goal of the group known as the White Rose? How did Sophie and Hans Scholl and other group members hope to accomplish this goal? Why do you think the Scholls and other members of the White Rose were willing to defy the Nazis when so many other German citizens were not?

members of the White Rose take with their actions?

writing prompt What relevance does the story of the White Rose movement have for people today? What meaning or lessons do you think people can take from it? Write an essay in which you support your claims with evidence from the text.

they consider immoral? Why or why not?

DISCUSSION QUESTIONS What fueled Adolf Hitler’s initial rise to power? Why do you think many Germans were receptive to his message?


What do you think kept other citizens from speaking up when the Nazi regime stripped Jews of their rights and began abusing and murdering them?

Do people have a duty to stand up to laws or other government actions that

What was the Hitler Youth? Why do you think

the Nazi regime created such a group? What do you think Annette Dumbach means when she says of the White Rose participants, “Knowing they existed makes all of us stronger”?

fast fact The court in which the Scholls and Christoph Probst were sentenced was the Volksgerichtshof, or “People’s Court.” It was created to deal with treason and other crimes against the Nazi regime.

Curriculum Standards*

www.upfrontmagazine.com Download three White Rose leaflets, and use these primary sources in conjunction with the article.


Common Core

world history social studies

reading informational text:

• Time, Continuity & Change • Civic Ideals & Practices

literacy in history/social studies:

1, 2, 3, 4, 5, 6, 7, 8, 10 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

dec e m b e r 9, 20 1 3   •  u p f r o n t m aga z ine .co m   •  3

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graph   cover story

The Literacy Gap

This bar graph shows male and female adult literacy rates for selected countries.




source: the world factbook 2013 (C.I.A.)


n 2012, the Taliban shot teenager Malala Yousafzai in the head for daring to campaign for girls’ education in her native Pakistan (see article, p. 12). As Malala has said, lack of schooling for girls can result in dramatically different literacy rates— and opportunities—for men and women. In Pakistan, where only 40 percent of women have basic reading and writing skills (compared with 69 percent of men), the literacy gap is especially evident. But Pakistan is hardly alone. The global adult female literacy rate lags behind the male rate by almost 9 percentage points.














analyze the graph 1 In how many of the

2 In Afghanistan, the

countries on the graph is the literacy rate for women below 50 percent?

literacy rate for women is about ____ the literacy rate for men.

a b c d

a b c d

 ne o two three four

 ne-tenth o one-fourth one-third half

3 In the U.S., about

4 Which Asian nation

one out of every 100 women (and one out of every 100 men) cannot read or write. The U.S. literacy rate for women is ____ percentage points higher than Mexico’s. a b c d

2 7 12 20

shown on the graph has a literacy rate for men that is 24 percentage points higher than its literacy rate for women? a b c d

India Pakistan Iran Afghanistan

5 The global literacy

rate for men is about 89 percent. This is about the same as the male literacy rate in ____. a b c d

Germany Nigeria Iran China

discussion questions 1 What factors do you think might contribute to different literacy rates for men and women in many parts of the world? 2 According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the world’s lowest literacy rates

(for both men and women) are in sub-Saharan Africa. Why do you think that is? 3 How do you think low literacy rates might affect a nation’s economic, political, and social development? Explain. 4 How can UNESCO and other organizations help nations around the world improve their literacy rates? How might they help address

gender disparity in literacy in nations where such disparity exists? 5 Does any of the data represented on the graph surprise you? Explain.

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quiz 1   national

Smoke Signals (p. 6) 1 Electronic cigarettes were invented by

in-depth questions 4 Unlike traditional cigarettes, e-cigarettes

in the U.S. a b c d

a U.S. tobacco company. a student at the Chicago School of Professional Psychology. a Chinese pharmacist. the Centers for Disease Control and Prevention.

a b c d

can be advertised on TV and radio. cannot contain flavoring. have been heavily regulated as medical devices. are not of concern to health officials.

2 Which of these statements accurately describes

electronic cigarettes? a b c d

They never contain nicotine. They do not contain tobacco. They produce an odor that many people consider offensive. all of the above

5 Every year in the U.S., cigarette smoking

accounts for half a million deaths from all of the following except a b c d

emphysema. multiple sclerosis. heart disease. cancer.

6 Some people believe that the use of artificial

Brazil. Mexico. Canada. all of the above

flavors, such as chocolate, in e-cigarettes is a tactic designed to a b c d

4 In Miller v. Alabama, the U.S. Supreme Court



2 According to the text, recent studies suggest

that the portion of the brain that ____ is not fully mature in teens. a b c d

processes visual images coordinates movement carries signals between nerve cells guides impulse control

3 The article links a huge spike in U.S. juvenile

b c d

a severe economic depression. a crack-cocaine epidemic that swept the nation. the production of the first violent video games. a leveling off of education funding nationwide.

established that states had to have separate prison facilities for juvenile and adult offenders. lowered the age of legal adulthood for court proceedings to 16. barred mandatory life sentences without parole for offenders under 18. none of the above

5 Recently, 23 states have passed laws aimed at

a b c d

trying more juvenile offenders as adults. keeping juvenile offenders out of adult courts. eliminating the possibility of parole for almost all violent offenders. limiting juvenile detention facilities to offenders younger than 15.

1  Do you believe that

juvenile offenders have “diminished culpability” for their crimes? Why or why not? 2  What effect did the

story of 17-yearold James Stewart have on lawmakers in Colorado? Why? 3  What do you think

are the keys to rehabilitating a juvenile offender? Why?

6 In 2005, the U.S. Supreme Court ruled that the

crime rates between 1985 and 1993 to a b c d

think celebrities have played in glamorizing smoking?

in-depth questions

how to deal with juvenile offenders is a decline in juvenile crime. a substantial increase in juvenile crime. the overcrowding of the nation’s juvenile detention facilities. a U.S. Supreme Court ruling that teen offenders should be treated the same as adults.

the marketing of e-cigarettes to the marketing used by tobacco companies in the 1950s, ’60s, and ’70s?

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Rethinking Juvenile Justice (p. 8) a b c

2  Why do some liken

disguise the presence of tobacco. justify the high price of the devices. appeal to young people. make e-cigarettes less addictive.

quiz 2   national

1 One reason for the recent shift in thinking about

people should be allowed to smoke e-cigarettes in public indoor places like restaurants and office buildings? Explain.

3  What role do you

3 E-cigarettes have been banned altogether in

a b c d

1  Do you think

death penalty a b c d

can be used only in cases involving multiple homicides. can be used only for federal crimes. is unconstitutional for all. is unconstitutional for juvenile offenders.

dec e m b e r 9, 20 1 3   •  u p f r o nt m aga z in e .co m   •  5

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quiz 3   cover story

The Bravest Girl in the World (p. 12) 1 The Taliban began imposing their strict

3 How did Malala Yousafzai first become known

interpretation of Islamic law in Pakistan’s Swat Valley

to the Taliban? a

a b c d

in 2001, when the U.S. war in Afghanistan began, following the 9/11 terrorist attacks. in 2007, when some Taliban members fled from neighboring Afghanistan. in the 1990s, when the first schools for girls in the region began opening. in 1947, soon after the partition of India resulted in the creation of Pakistan as a nation.

2 Which was NOT one of the rules issued by the

Taliban in Swat Valley, according to the text? a b c d

in-depth questions

Girls could not attend school. Music and dancing were prohibited. The reading of books was banned except by religious leaders called mullahs. Women could not appear in public without their husbands or fathers.

b c d

She addressed the United Nations Youth Assembly about girls and education. She opened a school for girls in her city, in defiance of Taliban rules. She published her book, I Am Malala. She spoke out, along with her father, about the right of girls to attend school.

4 Malala was attacked by the Taliban as she

a b c d

rode the bus home from school. climbed the stone steps to her home. spoke with reporters in Mingora. taught a science lesson to a class of younger girls.

5 Today, Malala is

a b c d

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Malala’s belief that the Taliban are afraid of women? Explain. 2  In her speech to

the U.N., Malala called on developed nations to support the expansion of educational opportunities in developing nations. What, specifically, do you think developed nations can do? 3  What do you think

in hiding in southern Pakistan. attending school in the United States. living with her family in England. running for political office in Swat Valley.

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the future holds for Malala? Why?

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quiz 4   times past

1943: The White Rose (p. 18) 1 Which of the following is NOT cited in the article

4 The experience of some White Rose members

as a factor that led Germans to accept Adolf Hitler’s radical nationalist ideology? a b c d

an economy weakened by the worldwide economic depression Germany’s defeat in World War I fear of the growing power of the U.S. reparation payments Germany was forced to make as part of the Treaty of Versailles

in-depth questions

on the Russian front a b c d

increased the group’s resolve. forced the group to cease its activities. prompted the group to change its base of operations to Moscow. led some members to abandon the group and support the Nazi regime.

5 What happened to White Rose members Hans 2 In 1935, Germany’s Nuremberg Laws

a b c d

led to the immediate deportation of 2 million Jews. stripped the nation’s Jews of their citizenship. outlined the “Final Solution,” a plan to murder all of Europe’s Jews. made Austria and Czechoslovakia part of Germany.

and Sophie Scholl and Christoph Probst? a b c d

They perished in a Nazi-run concentration camp. They fled Germany and went into hiding in Switzerland. They were arrested and imprisoned after attempting to assassinate Hitler. They were caught and executed for their work with the White Rose.

1  Why do you think

the janitor at the University of Munich turned in Hans and Sophie Scholl? 2  Why might the

Nazis have suspended freedom of speech in 1933? What were they hoping to achieve? 3 Do you think the

activities of the White Rose had any effect on the outcome of the war? Explain.

3 How did the White Rose defy the Nazi regime?

a b c d

by taking over the University of Munich by distributing anti-Nazi leaflets by rescuing prisoners from concentration camps all of the above

Play iq News teractive our new in ow. Game Sh

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dec e m b e r 9, 20 1 3   •  u p f r o nt m aga z in e .co m   •  7

cartoon Analysis

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analyze the political cartoon 1  Who does the crossing

guard represent? 2  What does the stop

sign mean? For whom is it intended? 3  What’s ironic about

the image? Who is the crossing guard “protecting”? 4 What do you expect

will be the long-term repercussions of denying schooling to girls in places like Pakistan? Why? 5  Malala Yousafzai,

Go to

online cartoon of the week


Photo Analysis

the teen shot by the Taliban for advocating girls’ education, says that education “can change the world.” Do you agree? Explain.

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analyze the photo (See p. 19 in magazine.) 1  Hitler and his officers

give a Nazi salute, a sign of loyalty to Nazi ideals. Why do you think the salute is banned in Germany today? 2  How do you think

the Nazis used images of military power like this one to advance their aims? 3  What do you think life

was like under Hitler’s regime?


Essay Do you think any world leader today has—or can attain—the kind of power Hitler had? Explain.