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FACING OUR FEARS MULTIMEDIA ESSENTIAL QUESTION: How Do We Respond When Challenged by Fear?

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FACING OUR FEARS MULTIMEDIA ESSENTIAL QUESTION: How Do We Respond When Challenged by Fear? UNIT 5 Facing Our Fears Victims and Victors Discuss It How should we respond to those who hold different political views or values than we do? Write your response before sharing your ideas. © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson The Hollywood Blacklist SCAN FOR 544 MULTIMEDIA UNIT 5 UNIT INTRODUCTION LAUNCH TEXT ESSENTIAL How do we respond when ARGUMENT MODEL QUESTION: challenged by fear? Is It Foolish to Fear? WHOLE-CLASS SMALL-GROUP INDEPENDENT LEARNING LEARNING LEARNING HiSTorical perSpecTiveS AUTOBIOGRAPHY MAGAZINE ARTICLE Focus Period: 1920–1960 from Farewell to What You Don’t Times of Trouble Manzanar Know Can Kill You Jeanne Wakatsuki Jason Daley Houston and E James D. Houston R PA ANCHOR TEXT: DRAMA M MEDIA: ViDEO POETRY The Crucible CO Interview With Runagate Runagate Arthur Miller George Takei Robert Hayden Archive of American Act I Television Act II Act III E SHORT STORY POETRY COLLECTION R Act IV PA Antojos 1-800-FEAR M Julia Alvarez Jody Gladding CO MEDIA: AUDIO PERFORMANCE The Crucible Bears at Raspberry L.A. Theatre Works Time Hayden Carruth For Black Women Who Are Afraid Toi Derricotte ESSAY What Are You So Afraid Of? Akiko Busch PERFORMANCE TASK PERFORMANCE TASK PERFORMANCE-BaSeD ASSeSSmenT PRep WrITING FOCUs: SPEAKING AND LIsTENING FOCUs: Review Evidence for an Argument Write an Argument Present an Argument PERFORMANCE-BASED ASSESSMENT © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson Argument: Essay and Speech PROMPT: Is fear always a harmful emotion? 545 UNIT 5 INTRODUCTION Unit Goals Throughout this unit, you will deepen your perspective on the concept of fear by reading, writing, speaking, listening, and presenting. These goals will help you succeed on the Unit Performance-Based Assessment. Rate how well you meet these goals right now. You will revisit your ratings later when you reflect on your growth during this unit. 1 2 3 4 5 SCALE NOT AT ALL NOT VERY SOMEWHAT VERY EXTREMELY WELL WELL WELL WELL WELL READING GOALS 1 2 3 4 5 • Read a variety of texts to gain the knowledge and insight needed to write about fear. • Expand your knowledge and use of academic and concept vocabulary. WRITING AND RESEARCH GOALS 1 2 3 4 5 • Write an argumentative essay that has a clear structure and that draws evidence from texts and background knowledge to support a claim. • Conduct research projects of various lengths to explore a topic and clarify meaning. LANGUAGE GOALs 1 2 3 4 5 • Correctly use pronouns to add variety to your writing and presentations. • Use irony to add a level of meaning to your writing and presentations. SPEAKING AND LISTENING STANDARDS GOALS 1 2 3 4 5 L.11–12.6 Acquire and use accurately general academic • Collaborate with your team to build on and domain-specific words and the ideas of others, develop consensus, phrases, sufficient for reading, and communicate. writing, speaking, and listening at the college and career readiness All rights reserved. or its affiliates. Inc., Education, © Pearson level; demonstrate independence • Integrate audio, visuals, and text to in gathering vocabulary knowledge when considering a word or phrase present information. important to comprehension or expression. SCAN FOR 546 UNIT 5 • FACING OUR FEARS MULTIMEDIA ESSENTIAL QUESTION: How do we respond when challenged by fear? Academic Vocabulary: Argument Understanding and using academic terms can help you read, write, and FOLLOW THROUGH speak with precision and clarity. Here are five academic words that will be Study the words in this useful to you in this unit as you analyze and write arguments. chart, and mark them or their forms wherever they Complete the chart. appear in the unit. 1. Review each word, its root, and the mentor sentences. 2. Use the information and your own knowledge to predict the meaning of each word. 3. For each word, list at least two related words. 4. Refer to a dictionary or other resources if needed. WORD MENTOR SENTENCES PREDICT MEANING RELATED WORDS assert 1. You cannot simply assert a assertion; assertively position; you must support it with ROOT: convincing evidence. -ser- 2. In the debate, my opponent was “join” too timid and did not assert his ideas clearly. relevant 1. That old-fashioned show is not relevant to most young viewers. ROOT: 2. Chapter three may be relevant to -lev- your fascination with architecture. “raise” certify 1. After an election, an outside party may be brought in to certify the ROOT: results. -cert- 2. Before you quote an expert, you “sure” should certify her credentials. immutable 1. Some ideas are simply immutable and unchanging. ROOT: 2. Shakespeare’s characters are not -mut- immutable, because they can be “move” interpreted in so many different ways. definitive 1. In my opinion, that is the definitive biography of Arthur ROOT: Miller. © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson -fin- 2. It is too early to reach any “end” definitive conclusions about the issue. Unit Introduction 547 UNIT 5 INTRODUCTION LAUNCH TEXT | ARGUMENT MODEL This selection is an example of an argumentative text, a type of writing in which the author presents a claim and organizes evidence and reasons to support that claim. This is the type of writing you will develop in the Performance- Based Assessment at the end of the unit. As you read, notice how the writer uses relevant evidence to develop the claim. Mark the text to answer this question: What is the writer’s position, and what evidence supports it? Is It Foolish to Fear? 1 ear of falling, fear of flying, fear of snakes and spiders—sometimes NOTES Fit seems that we humans are controlled by our fears. Some of us may seek professional help to rid ourselves of fears. However, fear plays an important role in life. It is not foolish to fear—it is a matter of survival. 2 Fear may feel negative, because it is an emotion that can be painful. The physical responses we have to objects or situations that we fear are often grouped together and characterized as a “fight or flight” instinct. Something alarms you, and instantly your brain causes a number of chemicals to be released into your bloodstream. Those chemicals race through the body, causing your heart to race, your muscles to tense, and your breathing to quicken. Your pupils dilate, so bright light hurts, but you can see more clearly. Your surface veins constrict, making your skin feel cold. 3 Long ago, such responses made it easier for early humans to escape from predators. Dilated pupils meant that they could see better in dim light. Quick breathing and tense muscles allowed them All rights reserved. or its affiliates. Inc., Education, © Pearson to run faster or leap higher than they normally could. Their skin grew cold as blood flowed to the major muscles, letting arms and legs move more rapidly. The entire body became an instrument focused SCAN FOR 548 UNIT 5 • FACING OUR FEARS MULTIMEDIA ESSENTIAL QUESTION: How do we respond when challenged by fear? on surviving danger. If flight was possible, the person would run. If it was not, he or she would fight. Either way, fear stimulated the brain NOTES and primed the body for a response. 4 This response to fear was good for everyone who displayed it. The humans who felt and responded to fear most strongly were likely to be the ones who survived, whether the fear stimulus was a tiger, an earthquake, or a violent storm. 5 Today, our fear stimulus might be a dark alley, a swaying rope bridge, or a barking dog. We sense danger, and our bodies react. We may feel foolish when the alley proves to be empty, the bridge safe, and the dog friendly. Nevertheless, that initial rush of fear serves as our protector and should never be ignored. 6 Today, modern psychotherapies may include conditioning—a stimulus-response learning process—that helps people rid themselves of fears. After just a few sessions, nearly anyone can stop being afraid of speaking in public or driving through a tunnel. So why shouldn’t we all condition ourselves to become braver? 7 First, there is a difference between fear and phobia. A phobia is an unnecessary fear of something that is unlikely to cause harm. For example, some people are afraid of clowns, but the odds of a clown’s being harmful are small. Second, without fear, one would be in constant danger. It is important to be afraid of an oncoming car, a flying brick, or the rattling tail at the end of an unfamiliar snake. In such cases, fear is a matter of self-preservation. 8 Few of us enjoy being afraid. It is physically and mentally uncomfortable, and once any danger has passed, we may feel that our fears were unwarranted. It is worth remembering, however, that ever since you were a small child perched at the top of a staircase or toddling near a hot stove, a logical, sensible, inbred fear has protected you from harm. ❧ WORD NETWORK FOR FACING OUR FEARS Vocabulary A Word Network is a collection of words related to a topic. As you read the unit selections, identify interesting words related to the idea of fear, alarms calms and add them to your Word Network. For example, you might begin by adding words from FEAR the Launch Text, such as alarms. For each word you add, note a related word, such as a synonym or an antonym. Continue to add © Pearson Education, Inc., or its affiliates. All rights reserved.
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