Extending Freedom's Reach

258 UNIT

We Are AllBornFree

3 Write yourresponse beforesharingyourideas. belong toeveryone,everywhere?

Discuss It Freedom’s Extending Extending free and who remains oppressed? What factors determine who is

What are thebasicrightsandfreedoms that Reach MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. John F. Kennedy John Inaugural Address MEDIA: VIDEO UNIT 3 UNIT Write Essay anInformative W TASK PERFORMANCE What it does mean to “be free”? P Text:Informative Presentation EssayandMultimedia What is the relationship between E power and freedom? and power ROM

ritin COMPARE SS Speech Freedoms” John F. Kennedy John Inaugural Address TE ANCHOR Franklin D. Roosevelt from TE ANCHOR ENTIAL QUE g F P

T: The “Four “Four The LEARNING WHOLE-CLASS ocu s: X X T: SPEECH T: SPEECH S TION: PERFORMANCE-BASED ASSESSMENT PERFORMANCE-BASED Press Report 2015 Report Press Caged BirdCaged POETRY Freedom House from MEDIA: INFORMATIONAL GRAPHIC Unger translated by David Valenzuela, Luisa The Censors SHORT STORY Konuk Mutlu and Blasing Randy by translated Hikmet, Nazim Prison in Time Serve Will Who Those To Advice Some Angelou Maya Deliver a Multimedia Presentation aMultimedia Deliver S TASK PERFORMANCE

p COMPARE ea ABC News Yousafzai Malala Interviews Sawyer Diane INTERVIEW MEDIA: Malala Yousafzai Nations United the at Speech SPEECH Freedom of the the of Freedom UNIT INTRODUCTION k in Biggest Press Freedom Declinesin2014 South Sudan COLLECTION South Africa g Hong Kong Azerbaijan Cambodia Venezuela Botswana Honduras Myanmar Thailand Iceland Greece LEARNING SMALL-GROUP Turkey Serbia Egypt and Libya Peru Iraq –10 –9–8–7–6–5–4–3–2–10 L i s tenin g focu Source Freedom House Score Declines s: Human Rights for Struggle the and Children Free: Born INFORMATIVE MODEL LAUNCH TEXT PERFORMANCE-B Harrison Bergeron SHORT STORY Kyi Suu San Aung Law of Misrule ESSAY Judicial Learning Center Federal Courts of Role The Law: of Rule the and Law MEDIA: I Neil Gaiman IBelieve What Credo: ESSAYPERSONAL Jr. Vonnegut, Kurt Informative Essay Informative Review Evidenceforan nformational LEARNING INDEPENDENT ased A ssessment T e x t PR

259 ep 260 expression. important tocomprehensionor when consideringawordorphrase in gatheringvocabularyknowledge level; demonstrate independence the collegeandcareerreadiness writing, speaking, andlistening at phrases, sufficientforreading, and domain-specificwords accurately general academic L.9–10.6  UNIT

STANDARDS

UNIT

Acquire anduse

3 3

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INTRODUCTION EXTENDING

FREEDOM’S will Assessment. help you succeed the on Unit Performance-Based byfreedom reading, writing, speaking, presenting, and listening. goals These the on literatureThroughout the unit, you your will perspective deepen of Goals Unit later during your on you growth when this reflect unit. Rate how well right goals you these meet now. You will revisit your ratings GOALS LISTENING AND SPEAKING GOALLANGUAGE GOALS RESEARCH AND WRITING GOALS READING • • • • • • • SCALE presentations. Integrate audio, visuals, in and text communicate. and the ideas of develop consensus, others, Collaborate your with team to build on presentations. andother evidence into texts written Correctly integrate quotations and meaning. lengths to atopic explore and clarify Conduct of various research projects evidence. well-chosen with thesis introduceyou effectively and develop a Write an informative in which essay andacademic concept vocabulary. your and of use knowledge Expand and information. concepts, ideas, analyzing convey how authors complex by texts informative written Evaluate NOT ATNOT ALL

REACH WELL 1

NOT VERY NOT WELL 2

SOMEWHAT WELL 3

1 1 1 1 WELL VERY 4

2 2 2 2 3 3 3 3 EXTREMELY MULTIMEDIA SCAN FOR WELL 4 4 4 4 5 5 5 5 5

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 4. 3. 2. 1. Complete thechart. to you in this unit as you analyze and write informative texts. discuss more with precision. Here are words five academic that will useful be and termsAcademic help can you in appear read, all subjects write, and Vocabulary: InformativeAcademic Text “bottom” “base”; - ROOT: fundamental “separate from” - ROOT: demarcate “sacred”; “holy” - ROOT: hierarchy “assign”; “give” - ROOT: attribute WORD “populace” “people”; - ROOT: democracy

fund marc hier trib demo

Refer toadictionaryorotherresources if needed. For eachword, listatleast two related words. each word. Use theinformationandyourownknowledgetopredict themeaningof Review eachword, itsroot, andthementorsentences. - - - -

- /

- mark - MENTOR SENTENCES MENTOR 2. 1. 2. 1. 2. 1. 2. 1. 2. 1.

lost was because the starting starting lost wasbecausethe The mathematics. a The order is ofoperations property. to Our neighborsplantedtrees country. demarcate map onthe The boldblacklines organize a isagoodwayto Making anoutline social the considered of bottom tobeatthe In highschool,freshmen are usually season toteamworkandtraining. They attribute century,suchan nineteenth In the quarterback wasinjured. not a reminded herclassroom usthat was finalexam, ourteacher a cumulative When wecomplainedabouthaving represents interests. their power,the government andthe In a fundamental demarcate democracy fundamental attribute democracy wasseenasordinary. ESSENTIAL QUESTION: hierarchy the borders the ofeach hierarchy the edge of their edgeoftheir the their success this successthis their conceptin , the peoplehold , the andoverruledus. reason ourteam . ofideas.

What istherelationship betweenpowerandfreedom? PREDICT MEANING in theunit. forms wherever theyappear and markthemortheir Study thewords inthischart, Follow Through attribution; attributable RELATED WORDS RELATED Unit Introduction

261 262 NOTES UNIT LAUNCH TEXT main points? and howdothedetailssupport the topic.Howareideasorganized, writer providesinformationabout As youread, end oftheunit. Performance-Based Assessmentatthe of writingyouwilldevelopinthe of information.Thisisthetype selection, organization,andanalysis concepts throughthecareful in whichtheauthorexamines informative essay This selectionisanexampleof

UNIT 3•EXTENDING FREEDOM’SREACH 3 INTRODUCTION

| noticetheway

INFORMATIVE MODEL , atypeofwriting 3 2 1 4 During thewar, thepricenewsies paidforabundleof100papers the newspapersfrom publishersandthensoldthem tothepublic. the warledtoincreased demandfornewspapers.Newsiesbought Spanish-American War of1898.Thepublic’shungerfornews food andshelterforanight.Newsiesdidnotgoto school. money theyearnedtotheirfamilies,oruseditpay thecostsof practices. Theyoftenworked10-or12-hourdays. Most gaveany until 1916,andthenewsieswere victimsofunscrupulous business The UnitedStatesdidnotinstitutelawsprotecting childworkers with theirfamilies,manyotherswere orphans,homeless,orboth. television, andevenradio,newspaperswere themainsource ofnews. of urbanlife. Inthatlong-agoerabefore computers,smartphones, calling, “Extra!Extra!Readallaboutit!”were partofthesoundtrack City, mostbetweentheagesof6and16.Theshoutsthesechildren cities. Inthelate1890s,there were roughly 2,500newsiesinNew York Newsies were children whosoldnewspapersonthe sidewalksofmajor occurred inNew York Cityduringthe“newsies”strikeof1899. they mighthavetomakesomenoise. treatment, youngpeoplehavealsorealized thatin order tobeheard, justice. Likeothergroups whohavefacedunfair orundignified struggled toshare fullyinthenation’spromise offreedom and Throughout muchofourhistory, though,manygroups have I of America as“thelandofthefree andthehomeof brave.” n ournationalanthem,“TheStar-Spangled Banner,” we sing The newsies’circumstances deterioratedevenfurtherduringthe The newsiessuffered ahostofproblems. Whilesomelived One incidentofchildren raisingtheirvoicestoadvancerights Children and the Struggle the and Children for Human Rights Human for Born Free: Born

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rose from 50 to 60 cents. Once the war ended, readership declined. Most newspaper owners responded by returning the price of a NOTES bundle to 50 cents, but the two biggest publishers—Joseph Pulitzer of the New York World and William Randolph Hearst of the New York Journal—refused to lower their prices. In addition, both Pulitzer and Hearst discontinued the practice of buying back unsold papers. Instead, they forced the newsies to absorb the losses. 5 On July 20, 1899, the newsies took on Pulitzer and Hearst by launching a strike. They refused to sell either newspaper and warned off anyone who tried. They brought traffic to a halt by marching through the streets and gathering at the Brooklyn Bridge. They made signs asking the public not to buy Pulitzer and Hearst newspapers, and they chased off men who were attempting to deliver bundles of papers for distribution. The public showed its support, raining coins down on the strikers from the windows of offices and apartments. What began as a localized strike by about 300 newsies near Manhattan’s Wall Street soon spread—west to New Jersey, south to Brooklyn, north to the Bronx, and east to Queens. 6 The newspapers that covered the strike found ways to show their disrespect for the newsies. “Dere’s t’ree t’ousand of us, and we’ll win for sure,” is how one newspaper mockingly quoted a newsie’s reference to the number of strikers. Another newspaper explained that the newsies were striking for their “rights,” using quotation marks to imply that the children had no rights and that it was quaint for them to suggest they did. 7 The strike lasted two weeks. Some newsies were arrested for vandalism. Others were arrested for stealing copies of the Pulitzer or Hearst papers. Although some adults reached out to help the newsies, most of the power stayed where it started. Pulitzer and Hearst did not lower the cost of newspaper bundles to the prewar price, but they did agree to buy back unsold copies from the newsies. It may have been a small victory, but it was more than the newsies would have received had they not raised their voices. ❧

 WORD NETWORK FOR EXTENDING FREEDOM’S REACH

Vocabulary A Word Network is a collection of words related to a topic. As you read the selections in this unit, identify justice interesting words related to the idea of freedom and add them to your Word Network. For laws FREEDOM example, you might begin by adding words from the Launch © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson Text, such as justice, laws, and victory victory. Continue to add words as you complete the unit. Tool Kit Word Network Model

Born Free: Children and the Struggle for Human Rights 263 264 UNIT

UNIT

3 3

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INTRODUCTION Ex ten d in g

Fr ee dom’s will always win. always will It shouldnotincludeastatementofyouropinionorananalysis. Rights.” A Write Free: asummaryof“Born Children andtheStruggleforHuman Summary Vote Activity Launch • • • • • or hermind?Ifso,why?not, whynot? At theendofdiscussion, takeanotherpoll.Hasanyonechangedhis did. Besure toprovide reasons andexamples thatsupportyourposition. Contribute toadiscussionaboutwhystudentstookthe positionsthey on theboard orinanotherplacewhere everyonecanseethem. Count thenumberofvotesineachcategory,andrecord thosenumbers find outhoweachpersonvoted. After everyonehasrecorded theirpositions,takeapolloftheclassto Record yourpositiononthestatement,andexplainthinking. Re

Consider thisstatement: Strongly Agree ach summary

isaconcise,complete,andaccurateoverviewoftext. Agree People who stand up for their rights rights for their up stand who People

Disagree

Strongly Disagree

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. the prompt. Record yourfirstthoughtshere. Consider classdiscussions,thevideo,andLaunchText asyouthinkabout QuickWrite PR Evidence Logaftereachselection. of theunitbycompleting Based Assessmentattheend Prepare forthePerformance- initial position. Human Rights”thatsupportsyour Children andtheStrugglefor evidence fromFree: “Born your EvidenceLog.Then,record in onesentencetorecord in summarize yourinitialposition Review yourQuickWrite, and Evidence LogModel  O MP

MULTIMEDIA SCAN FOR Tool Kit T EVIDENCE LOG FOR EXTENDING FREEDOM’S REACH FREEDOM’S EXTENDING FOR LOG EVIDENCE :

What does it mean to “be mean it free”? does What

Ess e ntial Qu H T i o t C l w d e ofT O NN o e E e s t C x e t T his t : I stion:

O N e

x T t c O

ha P Whatistherelationship betweenpowerandfreedom? R n O g M e o P T r a d d t T o m E X T y t

E V hi ID n ki E N n g C ? E/

DETAILS A D D

I Unit Introduction T I O D D NA a a t t e e L : :

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266 ideas share and Interact understanding Monitor questions asking by Clarify actively Listen STRATEGY

UNIT 3•Ex OVERVIEW: WHOLE-CLASS LEARNING OVERVIEW: WHOLE-CLASS strategies during Whole-Class Learning.strategies during Whole-Class yourwith class. Add ideas of whole your for own each step. Get ready to these use strategies you these Review and take can the actions to practicethem as you work continue to environments. learn and work in large-group Throughout your life, in school, in your community, and in your career, you will Learning StrategiesWhole-Class for and nations. for individuals freedom and power between relationship of power? you are going to selections read The offer insight into the complex government guarantee citizens fear to freedom its leaders their loss own if its Can you free be if you don’t have power, at over least your life? own Can a power freedom? and What is the relationship between QUESTION: ESSENTIAL ten d in g Fr • • • • • • • • • • • • ACTION PLAN Ask forhelpifyouare struggling. youalready whatinformation Notice knowandbeready tobuildonit. youareIf youseethat instead. guessing,askaquestion to helpyourwholeclass. If you’re peopleprobably confused,other are, too.Ask aquestion speaker.Keep youreyesonthe away. Forexample,putyourcellphone distractions. Eliminate detailsor makingaconnection. byadding ideasofothers Build onthe Share evenifyouare yourideasandanswerquestions, unsure. ee dom’s Re ach MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. PERFORMANCE TASK speaks to an eager nation. eager to an speaks president young the as begins era A new F.John Kennedy Inaugural Address MEDIA: VIDEO you will write an informative essay about the ideas these twoleaders express. ideasthese essayaboutthe writeaninformative you will excerpt from Roosevelt’s “FourFreedoms” speechandKennedy’s inauguraladdress, freedom dealwith The Whole-Classselections anditscosts. Afterstudyingthe Write Informative an Essay WRITING FOCUS COMPARE Franklin D.Franklin Roosevelt from TEXT: SPEECHANCHOR commitment to the country and the world. the and country to the commitment to make anew people American the F. John on President calls Kennedy address, inaugural only and his first In F.John Kennedy Inaugural Address TEXT: SPEECHANCHOR and sacrifice. hardship for nation the prepares Roosevelt Delano Franklin President States, United of the history the in moment At acrucial The “Four The Freedoms” Speech Overview: Whole-Class Learning CONTENTS

267 MAKING MEANING

Comparing Texts In this lesson, you will read and compare two famous speeches, Franklin Roosevelt’s “Four Freedoms” speech and John F. Kennedy’s inaugural from THE “FOUR INAUGURAL ADDRESS FREEDOMS” SPEECH address. First, you will complete the first-read and close-read activities for the excerpt from the “Four Freedoms” speech.

About the Speaker from The “Four Freedoms” Speech Concept Vocabulary You will encounter the following words as you read the excerpt from Roosevelt’s “Four Freedoms” speech. Before reading, note how familiar you are with each word. Then, rank the words in order from most familiar (1) to least familiar (6). Franklin Delano Roosevelt WORD YOUR RANKING (1882–1945) realized his potential as a leader only pacification after falling victim to polio tyranny at age thirty-nine. He was twice elected governor of propaganda New York; then, in 1932, disarmament he defeated President Herbert Hoover to become appeasement the nation’s thirty-second treachery president. Roosevelt won an unprecedented four terms as president and led After completing the first read, come back to the concept vocabulary and the nation through two review your rankings. Mark changes to your original rankings as needed. great challenges: the Great Depression and World War II. First Read NONFICTION Apply these strategies as you conduct your first read. You will have an opportunity to complete the close-read notes after your first read.

Tool Kit First-Read Guide and Model Annotation NOTICE the general ideas of ANNOTATE by marking the text. What is it about? vocabulary and key passages Who is involved? you want to revisit.

CONNECT ideas within RESPOND by completing the selection to what you the Comprehension Check and already know and what you by writing a brief summary of

 STANDARDS have already read. the selection. All rights reserved. or its affiliates. Inc., Education, © Pearson RI.9–10.10 By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

268 UNIT 3 • EXTENDING FREEDOM’S REACH © Pearson Education, Inc., or its affiliates. All rights reserved. Freedoms” Franklin Delano Roosevelt Delano Roosevelt Franklin from The “FourThe 2 1 3 1. four-year War BetweentheStates related toourdomesticaffairs. Fortunately, onlyoneofthese—the Constitution, in1789,mostoftheperiodscrisis in ourhistoryhave been asseriouslythreatened from withoutasitistoday. “unprecedented,” because atnoprevious timehas American security a momentunprecedented inthehistoryofUnion.Iuseword Mr. President, Mr. Speaker, Membersof theSeventy-seventhCongress: be stopped. threatened democracythroughout theworldandthatHitlermust affect theUnitedStates.However, othersfeltthatGermanaggression to remain uninvolvedinthewar, insistingthatproblems overseasdidnot and attackedGreat Britain.Asignificant numberofAmericanswanted Hitler, hadalready invadedNorway,Belgium,theNetherlands,andFrance, of theworldwasinturmoilasNaziGermany,underleadershipAdolf following his1940electiontoathird termaspresident. Atthetime,much Roosevelt gavethisspeechasaStateoftheUnionaddress in1941, BACKGROUND Speech

four-year War Between the States the Between War four-year Since thepermanentformationofourGovernment underthe I address you,theMembers oftheSeventy-seventhCongress, at

United States Civil War, Civil States United 1861–1865. 1 —ever threatened ournational from The“FourFreedoms” Speech NOTES ANCHOR TEXT MULTIMEDIA SCAN FOR

SPEECH

269 compromise. unchanging andwithout that isabsolute— 5 thatsuggestsomething and phrasesinparagraph trying toconvey? of leadershipRooseveltis suggest aboutthequality these word choices 270 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES point ofview? suggest anunbending Roosevelt usedwords that

UNIT 3•EXTENDING FREEDOM’SREACH Whyhas Markwords Whatdo 11 10 9 8 7 6 5 4 Versailles. of democraticnationsmightmeantoourowndemocracy. went on,the American peoplebegantovisualizewhatthedownfall only smallthreat ofdangertoourown American future. But,astime friendly strength. British fleetinthe Atlantic hasbeenafriendlystrength. Itisstilla sought toestablishitself inthishemisphere; andthe strength ofthe disturbed byeventsinothercontinents.We hadevenengagedintwo national unity. in forty-eightStates,haveforgotten pointsofthecompassinour unity. Today, thankGod,onehundred thirtymillion Americans, 4. 3. 2. any attempttolockusinbehindanancientChinesewall as anationhasatalltimesmaintainedclear, definiteoppositionto national safetyorourcontinuedindependence. commerce. Butinnocasehadaseriousthreat beenraisedagainstour maintenance of American rightsandfortheprinciplesofpeaceful in theWest Indies,intheMediterranean,andPacific forthe wars withEuropean nationsandinanumberofundeclared wars or againstthefuture ofanyother American nation. war inEurope orin Asia constitutedareal threat againstourfuture whole world. Great Britain,noranyothernation,wasaimingatdominationofthe right topeacefultrade,itisneverthelessclearthatneitherFrancenor Louisiana, andwhileweengagedintheWar of1812tovindicateour States becauseoftheFrench footholdintheWest Indiesandin the French Revolution. proved, forexample,duringthequartercenturyofwarsfollowing for anyotherpartofthe Americas. and oftheirchildren, weopposeenforced isolationforourselvesor procession ofcivilizationwentpast.Today, thinkingofourchildren

Peace of Versailles of Peace Juárez. Benito President then- to remove ascheme of part as Mexico of Emperor as ruled Austria, of Archduke in Mexico interlude Maximilian century third the in starting invaders, against wall Chinese ancient brought an end to World War I(1914–1918). to World end an brought We neednotoveremphasize imperfectionsinthePeace of Even whentheWorld War broke outin1914,itseemedtocontain What Iseektoconveyisthehistorictruth thattheUnitedStates It istrue thatpriorto1914theUnitedStatesoftenhadbeen Except intheMaximilianinterludeMexico, In likefashionfrom 1815to1914—ninety-nineyears—nosingle While theNapoleonicstruggles didthreaten interests oftheUnited That determinationofours,extendingoveralltheseyears,was 4 We neednotharponfailure ofthedemocraciestodeal

(vuhr SY) (vuhr

Great Wall of China, the stone-and-earth wall built as a defense adefense as built wall Wall stone-and-earth China, of Great the Treaty of Versailles, a treaty signed in 1919 in signed atreaty formally that Treaty Versailles, of

period from 1863 to 1867 during which Maximilian I, I, Maximilian which 1863 to 1867 from during period b . c . 3 noforeign power 2 whilethe

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 20 19 18 17 16 15 14 13 12 tinkling cymbalpreach the “ism”of but wecannotafford tobesoftheaded. continent today. The American peoplehaveunalterablysettheirfaces under theneworder of which beganevenbefore Munich,andwhichisbeingcarriedon the Peaceof1919wasfarlessunjustthankind“ with problems ofworldreconstruction. We shouldremember that 6. 5. and alltheresources ofEurope and Asia and Africa and Australasia waged infourcontinents.Ifthatdefensefails,allthepopulation events farbeyondourborders. our countryandofdemocracyare overwhelminglyinvolvedin it, unhappily, necessarytoreport thatthefuture and the safetyof to “givetheCongress informationofthestateUnion,”Ifind threatening othernations,great andsmall. nations, great andsmall.Theassailantsare stillonthemarch, pattern ofdemocraticlife inanappallingnumberofindependent are stillatpeace. those whoseektodestroy unityandpromote discord innationsthat either byarmsorsecret spreading ofpoisonous moment beingdirectly assailedineverypartoftheworld—assailed against thattyranny. temporary safetydeserveneitherlibertynorsafety.” “Those whowouldgiveupessentiallibertytopurchase alittle even goodbusiness. disarmament international generosity, orreturn oftrue independence,orworld with onehandtiedbehinditsback,canholdoff the wholeworld. anybody tobragthatanunprepared America, single-handed,and whole oftheWestern Hemisphere—many timesover. exceeds thesumtotalofpopulationandresources ofthe those populationsandtheirresources inthosefour continentsgreatly will bedominatedbyconquerors. Letusremember thatthetotalof

“Those .safety” “Those Ocean. Pacific the of islands neighboring Australasia As anation,wemaytakeprideinthefactthat are softhearted; Armed defenseofdemocraticexistenceisnowbeinggallantly We mustalwaysbewaryofthosewhowithsoundingbrassanda Therefore, asyourPresident, performingmyconstitutionalduty During sixteenlongmonths,thisassaulthasblottedoutthewhole Every realist knowsthatthedemocraticwayoflife isatthis Such apeacewouldbringnosecurityforusorourneighbors. peace No realistic American canexpectfrom adictator’s In timesliketheseitisimmature—and, incidentally, untrue—for

region consisting of Australia, New Zealand, New Guinea, and the the and Guinea, New Zealand, New Australia, of consisting region , orfreedom ofexpression, orfreedom ofreligion—or

quotation from a famous letter written by Benjamin Franklin. Benjamin by written letter afamous from quotation tyranny that seekstospread overevery appeasement . propaganda 6 pacification from by ” The “FourFreedoms” Speech 5

NOTES shuhn) tyranny hostile orresistant population use offorce tosuppress a or politicalnegotiation;also, in placethrough diplomacy, pacification rule overanationorpeople order tokeeppeace n. appeasement disarmament muhnt) rid ofweapons duh) used topromote acause a falseormisleadingnature, propaganda giving intodemands

n. information, oftenof (TEER uhnee) state of peace put stateofpeaceput limiting orgetting (pas uhfuhKAY (prop uhGAN (dihs AHRmuh (uh PEEZmuhnt)

harsh 271

effect ofthisrepetition? words thatisrepeated. 27–29, markthegroup of 272 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ treachery NOTES emphasize? particular group ofwords the repetition ofthis act ofbetrayal

UNIT 3•EXTENDING FREEDOM’SREACH (TREHCH uhree) In paragraphs Inparagraphs Whatdoes Whatisthe

n. 22 21 34 33 32 31 30 29 28 27 26 25 24 23 warfare couldbringintoourverymidstthephysicalattackwhichwe own nests. would clipthewingsof American eagleinorder tofeathertheir large andsmall. And thejusticeofmoralitymustandwillwinin based onadecentrespect fortherightsanddignityofallnations, within ourgates,sonationalpolicyinforeign affairs hasbeen a decentrespect fortherightsanddignityofallourfellowmen For allourdomesticproblems are nowapartofthe great emergency. devoted primarily—almostexclusively—tomeetingthisforeign peril. responsibility andgreat accountability. government andeverymemberoftheCongress facegreat our history. serious danger. their attack. we—will choosethetimeandplacemethodof them are already here, andinLatin America. occupied bysecret agentsandbytheirdupes—andgreat numbersof landing ofregular troops. Thenecessarystrategicpointswouldbe captured by particularly thelessonofNorway, whoseessentialseaportswere bases from whichtooperate. across thousandsofmilesocean,untilithadacquired strategic enough toattackusbylandingtroops intheUnitedStatesfrom no BritishNavy, itisnotprobable thatanyenemywouldbestupid Navy retains itspower, nosuchdangerexists.Evenif there were direct invasionfrom across theseas.Obviously, aslong theBritish must eventuallyexpectif thedictatornationswinthiswar. resolute peoples,everywhere, whoare resisting aggression andare regard topartisanship,weare committedtofull support ofallthose defense. regard topartisanship,weare committedtoall-inclusive national the end. As longastheaggressor nationsmaintaintheoffensive, they—not I haverecently pointedouthowquicklythetempoofmodern We mustespeciallybeware ofthatsmallgroup ofselfish menwho Second, byanimpressive expression ofthepublicwillandwithout First, byanimpressive expression ofthepublicwillandwithout Our nationalpolicyisthis: Just asournationalpolicyininternalaffairs hasbeenbasedupon The needofthemomentisthatouractionsandpolicyshouldbe That iswhyeverymemberoftheexecutivebranch That iswhythis Annual MessagetotheCongress is unique in That iswhythefuture ofallthe American republics istodayin The firstphaseoftheinvasionthishemisphere wouldnotbethe But welearnmuchfrom thelessonsofpastyearsinEurope— There ismuchloosetalkofourimmunityfrom immediateand treachery andsurprisebuiltupoveraseriesofyears.

© Pearson Education, Inc., or its affiliates. All rights reserved. thereby keeping war away from our hemisphere. By this support, we express our determination that the democratic cause shall prevail, NOTES and we strengthen the defense and the security of our own nation. 35 Third, by an impressive expression of the public will and without regard to partisanship, we are committed to the proposition that principles of morality and considerations for our own security will never permit us to acquiesce in a peace dictated by aggressors and sponsored by appeasers. We know that enduring peace cannot be bought at the cost of other people’s freedom. 36 In the recent national election, there was no substantial difference between the two great parties in respect to that national policy. No issue was fought out on this line before the American electorate. Today, it is abundantly evident that American citizens everywhere are demanding and supporting speedy and complete action in recognition of obvious danger. 37 Therefore, the immediate need is a swift and driving increase in our armament production. . . .

from The “Four Freedoms” Speech 273 274 NOTES

UNIT 3•EXTENDING FREEDOM’SREACH 38 47 46 45 44 43 42 41 40 39 in ever-increasing numbers,ships,planes,tanks,guns.Thisisour strength toregain andmaintainafree world.We shallsendyou, energies, ourresources, andourorganizing powerstogiveyouthe concerned inyourdefenseoffreedom. We are puttingforthour defending. Themightyactionthatweare callingforcannotbebased come from unshakablebeliefinthemanneroflife whichtheyare build ourdefenses,musthavethestaminaandcouragewhich alone. Thosewhomanourdefenses,andthosebehindthem fails, tousethesovereignty ofgovernmenttosavegovernment. our midstis,first,toshamethembypatrioticexample,and,if that among othergroups butwithintheirowngroups. of labor, andofagriculture totaketheleadinstimulatingeffort, not groups. A free nationhastherighttolookleadersofbusiness, the nationalneed. way ofspeedandefficiency indefensepreparations mustgivewayto almost asseriouswaritself—demands. Whateverstandsinthe tied whenthenation’slife isindanger. that wemaybecalledupontomeet.Thenation’shandsmustnot felt. Noonecantelltheexactcharacterofemergency situations depend uponhoweffective andhowimmediatewecanmakeouraid instrument of oppression. lacks mutualityinitsobservanceand,therefore, becomesan for NorwayorBelgiumtheNetherlandstocommitanactofwar. us, theywillnotwaitforanactofwaronourpart.Theydid should unilaterallyproclaim itsotobe. resist theiraggression. Suchaidisnotanactofwar, evenif adictator law orasanactofwarouraidtothedemocracieswhichdare to threats ofdictatorsthattheywillregard asabreach ofinternational purpose andourpledge.” make ready toprotect. their faithandstrengthened theirdevotiontotheinstitutionswe Those thingshavetoughenedthefiberofourpeople, haverenewed individual stakeinthepreservation ofdemocraticlife in America. things whichhavebeendonetomakeitspeopleconscious oftheir on adisregard ofallthingsworth fightingfor. As mendonotlivebybread alone,theydonotfightbyarmaments A free nationhastherighttoexpectfullcooperationfrom all Let ussaytothedemocracies:“We Americans are vitally The nationtakesgreat satisfaction andmuchstrength from the The bestwayofdealingwiththefewslackersortroublemakers in We mustallprepare tomakethesacrifices thattheemergency— The happinessoffuture generationsof Americans maywell Their onlyinterest isinanewone-wayinternationallaw, which When thedictators—if thedictators—are ready tomakewarupon In fulfillment ofthispurpose,wewillnotbeintimidatedbythe

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 49 48 61 60 59 58 57 56 55 54 53 52 51 50 and strong democracy. Thebasicthingsexpectedbyourpeopleof revolution whichistodayasupreme factorintheworld. social andeconomicproblems whichare theroot causeofthesocial to aworldfoundeduponfouressentialhumanfreedoms. patriotism aheadofpocketbooks,willgiveyoutheirapplause. our legislation. ability topayshouldbeconstantlybefore oureyestoguide this program andtheprincipleoftaxpaymentsinaccordance with paying today. Nopersonshouldtry, orbeallowed,togetrichoutof this great defenseprogram bepaidforfrom taxationthanweare In myBudgetMessage,Ishallrecommend thata greater portionof of almostall Americans torespond tothatcall. needing gainfulemploymentmayobtainit. pensions andunemploymentinsurance. immediate improvement. As examples: is dependentuponthedegree towhichtheyfulfill theseexpectations. The innerandabidingstrength ofoureconomicandpoliticalsystems in theturmoilandunbelievablecomplexityofourmodernworld. their politicalandeconomicsystemsare simple.Theyare: terms, meanseconomicunderstandingswhichwill secure toevery way—everywhere intheworld. the world. A partofthesacrifice meansthepaymentofmore moneyintaxes. For there isnothingmysteriousaboutthefoundationsofahealthy Certainly thisisnotimeforanyofustostopthinkingaboutthe The third isfreedom from want—which,translatedintoworld The secondisfreedom of every persontoworshipGodinhisown The firstisfreedom ofspeech andexpression—everywhere in In thefuture days,whichweseektomakesecure, we lookforward If theCongress maintainstheseprinciples,thevoters,putting I havecalledforpersonalsacrifice. Iamassured ofthewillingness We shouldplanabettersystembywhichpersonsdeservingor We shouldwidentheopportunitiesforadequatemedicalcare. We shouldbringmore citizensunderthecoverageofold-age Many subjectsconnectedwithoursocialeconomycallfor These are thesimple,basicthingsthatmustneverbelostsightof The enjoymentofthefruits ofscientific progress inawider The preservation ofcivillibertiesforall. The endingofspecialprivilegeforthefew. Security forthosewhoneedit. Jobs forthosewhocanwork. Equality ofopportunityforyouthandothers. and constantlyrisingstandard ofliving. from The “FourFreedoms” Speech NOTES sentence lengths. changes youseein paragraph 49,mark president’s meaning? structure helpclarify the CONCLUDE: QUESTION: ANNOTATE: CLOSE READ the longones? short sentencesrelate to Howdothe In In Howdoesthis

275 276 NOTES

UNIT 3•EXTENDING FREEDOM’SREACH 62 66 65 64 63 and insuchathorough fashionthatnonationwillbeinaposition terms, meansaworldwidereduction ofarmamentstosuchapoint the world. nation ahealthypeacetimelife foritsinhabitants—everywhere in that highconceptthere canbenoendsavevictory. those rightsorkeepthem.Ourstrength isourunityofpurpose.To rights everywhere. Oursupportgoestothosewhostruggle to gain under theguidanceofGod.Freedom meansthesupremacy ofhuman hearts ofitsmillionsfree menandwomen,itsfaithinfreedom countries, workingtogetherinafriendly, civilizedsociety. the ditch.Theworldorder whichweseekisthe cooperation offree conditions—without theconcentrationcamporquicklimein which goesonsteadily, quietlyadjustingitself tochanging engaged inchange—inaperpetualpeacefulrevolution—a revolution and foreign revolutions alikewithoutfear. order. A goodsocietyisabletofaceschemesofworlddomination which thedictatorsseektocreate withthecrashofabomb. of worldistheveryantithesisso-calledneworder oftyranny kind ofworldattainableinourowntimeandgeneration.That anywhere intheworld. to commitanactofphysicalaggression againstanyneighbor— This nationhasplaceditsdestinyinthehandsandheads Since thebeginningofour American history, wehavebeen To thatneworder weopposethegreater conception—themoral That isnovisionofadistantmillennium.Itdefinitebasisfor The fourthisfreedom from fear—which,translatedintoworld

❧

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension formulate aresearch that about question topic. Research to Explore Research to Clarify Research RESEARCH 5. 4. 3. 2. 1. the speech?the that detail. what In way the information does you of learned shed light an on aspect

is entitled? According toRoosevelt,whatare thefourfreedoms towhicheveryoneintheworld life around theworld? What doesRooseveltsayishappeningatthatpresent momenttothedemocraticwayof the world? What doesRooseveltsayaboutattemptstoisolatetheUnitedStatesfrom therest of intertwined? According toRoosevelt,with whatnationsandeventsisthefuture oftheUnitedStates

Notebook

Write asummaryofthisexcerptfrom the“FourFreedoms” speech.

Choose unfamiliar at one least Briefly research detail from the text.

Choose atopic from that the speech sparked your interest. Then, from The“FourFreedoms” Speech

277 278 or distortedevidence. fallacious reasoningorexaggerated evidence andrhetoric, identifyingany point ofview, reasoning, and useof SL.9–10.3 address relatedthemesandconcepts. significance, includinghow they documents ofhistoricalandliterary RI.9–10.9 statements andfallaciousreasoning. relevant andsufficient;identify false reasoning isvalid andtheevidence is in atext, assessingwhetherthe the argumentandspecificclaims RI.9–10.8 or purpose. rhetoric toadvance thatpointofview and analyzehowanauthoruses point ofvieworpurposeinatext RI.9–10.6 objective summaryofthetext. refined byspecificdetails;providean how itemergesandisshaped over thecourseoftext, including of atextandanalyzeitsdevelopment RI.9–10.2  Model Annotation Close-Read Guideand

STANDARDS T

ool Kit UNIT 3•EXTENDING FREEDOM’SREACH MAKING MEANING

Analyze seminalU.S. Delineate andevaluate Determine anauthor’s Determine acentral idea Evaluate aspeaker’s FREEDOMS” SPEECH

from THE“FOUR 1. TextClose Readthe 3. 2. 1 TextAnalyze the 3. 2.

passage, andfindanotherdetailtoannotate.Then,writea annotations, withquestionsandconclusions.Closeread the This model,from paragraph 36ofthetext,showssample freedom? E the speechtosupportyourevaluation. help himbuildhiscaseforhelpingothercountries?Use examplesfrom E emphasize theuniquecircumstances surrounding thespeech? in ourhistory”? at anunprecedented momenttohislaterclaimthatthisspeech“isunique (a) choice?” Whatcanyou Ask yourself read. Readthissectionclosely,and Revisit asectionofthetextyoufoundimportantduringyourfirst close-read notes. For more practice,gobackintothetext,andcomplete question andyourconclusion.

N ssential Question: valuate

otebook Connect danger. complete actioninrecognition ofobvious demanding andsupportingspeedy that electorate. Today, itisabundantlyevident out onthislinebefore the American national policy. Noissuewasfought the twogreat partiesinrespect tothat was nosubstantialdifference between that Americansare unified intheirviews. CONCLUDE: this information? QUESTION: about electionresults andAmericanvoters. ANNOTATE: In therecent nationalelection,there Howeffectively doesRoosevelt’s discussionofdomesticissues American citizenseverywhere are Whathasthisspeechtaught youaboutpowerandfreedom? HowdoesRooseveltlinkhisassertionthatthisspeech occurs

questions Respond tothesequestions. Whatishispurposeinrestating (b)

Rooseveltrestates information He wants to convince his listeners He wantstoconvincehislisteners

nalyze What istherelationshipbetween powerand suchas“Whydidtheauthormakethis conclude WhatlanguagedoesRooseveltuseto ? annotate whatyounotice. to supportyouranswers. Cite textualeviden Roosevelt wants CONCLUDE: in sequence? words andphrases all thesepowerful does Rooseveltuse QUESTION: close together. phrases appear and adjective strong adjectives ANNOTATE: best wayforward. certainty aboutthe moment andhis urgency ofthe to emphasizethe Why These

c e

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Roosevelt employsthree kindsof of hislisteners,thepresident usespersuasiontopresent aconvincingcase. his Roosevelt isaseminaldocumentthathelpedshapehistory.Knowing Seminal Documents:PersuasiveAppeals Analyze CraftandStructure • • • Central Idea: 3. 2. 1. Practice 4. central idea Ex

attempts tostrengthen hisargument. his powerandtheprivilegedknowledgehehasaspresident, Roosevelt argument thatdoesnothaveatruefoundation.However, byinvoking credibility. Insomecases,such anappealcanbea Appeals toauthority patriotic feelings. or negativeconnotations.Theymayalsorefer tomoral,religious, or others. Thesetypesofappealsoftenusewords thathavestrong positive Appeals toemotion world’s crisisandthevalidityofhisplan. Roosevelt usesverifiable evidencetosupporthisinterpretation ofthe Appeals tologic speech, andnotehoweachexampleshapesorrefines thecentralidea. central ideaofthespeech.Then,givethree examples ofappealstologicinthe Use thecharttolinkRoosevelt’s reasoning tohiscentralidea.First,identify the Explain. American” inparagraph17? (a) emotions, tohisownauthority,oracombinationofthese?Explain. Roosevelt repeats. (a) purpose forusingtheseparticular appeals? (a) Read theparagraphsthatfollowRoosevelt’s listoffourfreedoms (paragraphs63–66). Notebook a mp What persuasive appeals does Roosevelt use in these paragraphs? WhydoesRooseveltrefer toa“realist” inparagraph12andtoa“realistic Reviewparagraphs2–10,andidentify closely related words andphrasesthat le

o f App —his mainclaimorposition—willnotbepopularwithall

Respond tothesequestions. eal asktheaudiencetofollowalineofreasoning. (b)

to evokelisteners’feelings,includingsympathyfor Doesthisuseofrepetition represent anappealtologic, encouragetheaudiencetotrustspeaker’s L o ESSENTIAL QUESTION: g persuasive appeals: i c (b) Howdothesereferences relate toparagraph19? H ow

This speechbyPresident I t S Whatistherelationship betweenpowerandfreedom? ha logical fallacy, p es

o r Re f ines oran from

the (b) The“FourFreedoms” Speech

What Cent CITE TEXTUALEVIDENCE to supportyouranswers. r

is al

his Id

279 280 word orphrase. determination ofthemeaninga L.9–10.4.d and affixes. knowledge ofGreekandLatinroots of speechandcontinuetoapply indicate differentmeaningsorparts use patternsofwordchangesthat L.9–10.4.b presentations. variety andinteresttowritingor specific meaningsandadd of phrases andclausestoconvey L.9–10.1.b or speaking. grammar andusagewhenwriting the conventionsofstandardEnglish L.9–10.1   your Word Network. and freedom from thetextto Add words related topower

STANDARDS

WORD NETWORK UNIT 3•EXTENDING FREEDOM’SREACH LANGUAGE DEVELOPMENT

Demonstrate commandof

Verify thepreliminary Identify andcorrectly Use various types FREEDOMS” SPEECH from THE“FOUR 2. 1. Concept Vocabulary Latin Root:- Word Study Practice Why TheseWords? 2. 1. might trytodothisbypromoting policiesof is theattempttoachieve,maintain,orforce anendtohostilities.People between oramongnationsotherpoliticalgroups. Forexample, each word. Useacollege-leveldictionarytoverify yourdefinitions. share thissameroot. Usingyourknowledgeofsuffixes, writethemeaningof comes from theLatinword WORD pacifier pacify pacifist pacific

tyranny the impacteachsentencewouldhaveonareader? word. Consultathesaurusasneeded.Howdoyourreplacements change Rewrite thesentencesyoujustwrote usingan antonymforeachconcept Write three sentences,eachwithtwooftheconceptwords. Use pairsofconceptwords insentencesthat demonstratetheirmeanings. pacification another word intheselection thatrelates totyranny.Defineeachword. Identify anotherword intheselectionthatrelates topacification and these words represent? As expressed inthisspeech, whatisRoosevelt’s opinionofeachconcept

Notebook pac

The conceptwords appearinthe“FourFreedoms” speech. -

disarmament propaganda The word

MEANING The conceptvocabularywords allrelate toconflicts

pax pacification , meaning“peace.”Thewords inthechartall

treachery appeasement containstheLatinroot - appeasement or disarmament pac-, pacification which which .

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Types ofPhrases Conventions Write It 2. 1. Read It noun, orinbothlocations.Thischartshowssomeexamplesofnounphrases. other grammaticalelements.Theycanappearbefore thenoun,after adjectives, adjectivephrases,prepositional phrases,participles,articles,or more modifiers thattell A various typesofphrases,suchasnountoconveyspecific meanings. 2. 1. its headnoun. below byaddinganounphrase.Markthephrase youadded,aswell include anothernounphrase.Followingtheexample,rewrite eachsentence NOUN member threat people

noun phrase Mark theheadnounsandmodifiers initsnoun phrases. Choose asentencefrom paragraph63ofthe “FourFreedoms” speech. c. b. a. part ofanother. contain more thanonenounphrase,andphrasemayform President Roosevelt’s “FourFreedoms” speech.Eachsentencemay Mark thenounphrasesandheadnounsinthesesentencesbasedon The program increases insurance coverage. Roosevelt’s program callsforjobs. EXAMPLE other Axispowers. REVISION: ORIGINAL: Notebook

respect forallnations,largeandsmall. Our nationalpolicyinforeign affairs hasbeenbasedonadecent troops. The firstphaseoftheinvasionwouldnotbelandingregular danger. That iswhythefuture oftheAmericanRepublics istodayinserious

TheUnitedStatesstillhadnotdeclared waragainstthe TheUnitedStatesstillhadnotdeclared war.

NOUN PHRASES every small the those consistsofanoun,calledtheheadandoneor In theexample,originalsentencehasbeenrevised to

Writers andspeakers,such asPresident Roosevelt,use member; people; which one threat;

those those ESSENTIAL QUESTION:

every former

the or

people small, butreal,small, what kind in huts; those inhuts;those member; . Modifiers mayconsistof threat;

Whatistherelationship betweenpowerandfreedom? every former people

the

small, butreal,small, inhutsandvillages member from ofCongress threat The“FourFreedoms” Speech ofdanger One nounphrasemayform CLARIFICATION the porch.” phrase “therocking chairon part ofthelongernoun phrase “theporch” forms porch.” Theshortnoun in therocking chaironthe read thissentence:“Hesat part ofanother. Forexample,

281 282 Dallas, Texas. on November22,1963,in Kennedy wasassassinated the presidency. Tragically, be electedtotheoffice of the youngestpersoneverto forty-three, Kennedybecame In 1960,attheageof Massachusetts in1952. was electedSenatorfrom Representatives in1946,and election totheHouseof his service,Kennedywon during World War II.After the UnitedStatesNavy served withdistinctionin Harvard Universityand (1917–1963) graduatedfrom John F. Kennedy About the Speaker Model Annotation First-Read Guideand independently andproficiently. grades 9–10textcomplexityband nonfiction atthehighendof read andcomprehendliterary RI.9–10.10 

Tool Kit STANDARDS

UNIT 3•EXTENDING FREEDOM’SREACH MAKING MEANING FREEDOMS” SPEECH FREEDOMS” from

THE “FOUR By theendofgrade 10,

Roosevelt and Kennedy use persuasive appeals. persuasive and Kennedy use Roosevelt Then, compare the waysactivities. in which completeFirst, and the first-read close-read You will now read Kennedy’s inaugural address. Comparing Texts opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread, You willhavean First ReadNONFICTION review yourrankings.Markchangestooriginalrankingsasneeded. After completingthefirstread, comebackto theconceptvocabularyand Then, rankthewords inorder from mostfamiliar(1)toleast(6). inaugural address. Before reading, notehowfamiliaryouare witheachword. You willencounterthefollowingwords asyouread JohnF. Kennedy’s Concept Vocabulary Inaugural Address have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who the text. NOTICE

is involved? beachhead belaboring revolution What invective the generalideasof asunder invoke WORD ideas within is itabout?

the Comprehension Check. you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND YOUR RANKING INAUGURAL ADDRESS by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1 3 2 John F. Kennedy Address Inaugural 1. Eisenhower, Vice President Nixon,President Truman, Vice President Johnson,Mr. Speaker, Mr. ChiefJustice,President could destroy theearth. stockpiling nuclearweapons,creating thepossibilityofadisastrous warthat adversaries intheColdWar, theUnitedStatesandSovietUnionwere a potentiallyexplosivestalematewiththeSovietUnionanditsallies.Fierce When JohnF. Kennedytookoffice in1961,theUnitedStateswaslocked BACKGROUND the powertoabolishallformsofhumanpovertyand allformsof and three quartersago. God thesamesolemnoathourforbearsprescribed nearlyacentury renewal aswellchange. ForIhaveswornbefore youand Almighty freedom—symbolizing an endaswellabeginning—signifying fellow citizens:

Eisenhower’s vice president; and Harry S. Truman, S. 33rd president. Harry and president; vice Eisenhower’s Nixon, M. Richard president; D. 34rd Eisenhower, Dwight president; vice Kennedy’s .Truman President Vice The worldisverydifferent now. Formanholdsinhismortalhands We observetodaynotavictoryofpartybutcelebration

present at Kennedy’s inauguration were Lyndon B. Johnson, Johnson, B. Lyndon were inauguration Kennedy’s at present 1 Reverend Clergy, NOTES ANCHOR TEXT|SPEECH Inaugural Address MULTIMEDIA SCAN FOR

283 pieces intoseparate divided; torn by anewsystem thatisreplacedgovernment 284 asunder revolution NOTES shuhn) effect ofthesereferences? CONCLUDE: QUESTION: ANNOTATE: CLOSE READ these groups? Kennedy acknowledgeall this speech. the president isaddressing in specific nationsorgroups 5–12, markreferences to

UNIT 3•EXTENDING FREEDOM’SREACH

n. (uh SUHNduhr) overthrow ofa (rehv uhLOO Whydoes In paragraphs Inparagraphs Whatisthe

adv. 10 9 8 7 6 5 4 the communists them helpthemselves,forwhateverperiodisrequired—not because to break thebondsofmassmisery, wepledgeourbestefforts tohelp up inside. foolishly soughtpowerbyridingthebackoftigerended their ownfreedom—and toremember that,inthe past, thosewho view. Butweshallalwayshopetofindthemstrongly supporting tyranny. We shallnotalwaysexpecttofindthemsupportingour not havepassedawaymerely tobereplaced byafarmore iron free, wepledgeourword thatoneformofcolonialcontrol shall hand ofGod. rights ofmancomenotfrom thegenerosity ofthestatebutfrom the forebears foughtare stillatissuearound theglobe—thebeliefthat human life. And yetthesame revolutionary beliefsforwhichour 3. 2. split can do—forwedare notmeetapowerfulchallengeatoddsand cannot doinahostofcooperativeventures. Dividedthere islittlewe we pledgetheloyaltyoffaithfulfriends.Unitedthere islittlewe of liberty. friend, opposeanyfoetoassure thesurvivalandsuccess shall payanyprice,bearburden, meetanyhardship, supportany committed todayathomeandaround theworld. which thisnationhasalwaysbeencommitted,andtoweare to witnessorpermittheslowundoingofthosehumanrights hard andbitterpeace,proud ofourancientheritage—andunwilling Americans—born inthiscentury, tempered bywar, disciplinedbya and foealike,thatthetorch hasbeenpassedtoanewgenerationof revolution pledge—to convertourgoodwords intogooddeeds—inanew poor, itcannotsavethefewwhoare rich. but becauseitisright.Ifafree societycannothelpthemanywhoare or subversionanywhere in the Americas. And leteveryother neighbors knowthatweshalljoinwiththemtooppose aggression of hopecannotbecometheprey ofhostilepowers.Letallour in castingoff thechainsof poverty. Butthispeacefulrevolution alliance forprogress—to assistfree menandfree governments

communists fall.” we .divided stand we “United address: inaugural second Lincoln’s asunder .split .Divided United ownership of land and factories, laid out by Karl Marx (1818–1883). Marx Karl by out laid factories, and land of ownership government total as such communism, of principles the on based was government To thosepeopleinthehutsandvillagesofhalf theglobestruggling To thosenewstateswhomwewelcometotheranksof To thoseoldallieswhoseculturalandspiritualoriginsweshare, This muchwepledge—andmore. Let everynationknow, whetheritwishesuswellorill,thatwe We dare notforget todaythatweare theheirsofthatfirst To oursisterrepublics southofourborder, weoffer aspecial asunder . Lettheword goforthfrom thistimeandplace,tofriend

n. . 2 refers to members or allies of the Soviet Union, a state whose whose a state Union, Soviet the of allies or to members refers 3 maybedoingit,notbecauseweseektheirvotes,

Kennedy echoes the famous lines from Abraham Abraham from lines famous the echoes Kennedy

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 11 21 20 19 18 17 16 15 14 13 12 let usbegin. administration, norevenperhaps inourlifetime onthisplanet.But it befinishedinthefirstonethousanddays,nor thelife ofthis and theweaksecure and the peacepreserved. balance ofpower, butanewworldoflaw, where thestrong are just suspicion, letbothsidesjoinincreating anewendeavor, notanew far outpacedtheinstruments ofpeace,werenew ourpledgeof our lastbesthopeinanagewhere theinstruments ofwarhave its ownhouse. power knowthatthishemisphere intendstoremain themasterof 5. 4. unleashed byscience anew thequestforpeace,before thedarkpowersofdestruction adversary, weoffer notapledge butarequest: thatbothsidesbegin area inwhichitswritmayrun. to strengthen itsshieldofthenewandweak—andtoenlarge the support—to prevent itfrom becomingmerely aforum for oppressed gofree.” command ofIsaiah—to“undotheheavyburdens .[and]letthe commerce. eradicate disease,taptheoceandepths,andencouragearts its terrors. Together letusexplore thestars,conquerdeserts, all nations. absolute powertodestroy othernationsunderthe absolutecontrol of proposals fortheinspectionandcontrol ofarms—and bringthe belaboring never negotiateoutoffear. Butletusneverfeartonegotiate. not asignofweakness,andsincerityisalwayssubjecttoproof. Letus terror thatstaysthehandofmankind’sfinalwar. of thedeadlyatom,yetbothracingtoalterthatuncertainbalance cost ofmodernweapons,bothrightlyalarmedbythesteadyspread comfort from ourpresent course—bothsidesoverburdened bythe will neverbeemployed. are sufficient beyonddoubtcanwebecertainthatthey self-destruction.

“Isaiah .free” “Isaiah science by unleashed destruction of powers dark And if a All thiswillnotbefinishedinthefirstonehundred days.Norwill Finally, tothosenationswhowouldmakethemselvesour To thatworldassemblyofsovereign states,theUnitedNations, Let bothsidesunitetoheedinallcornersoftheearth Let bothsidesseekto Let bothsides,forthefirsttime,formulateseriousandprecise Let bothsidesexplore whatproblems uniteusinsteadof So letusbeginanew—remembering onbothsidesthatcivilityis But neithercantwogreat andpowerfulgroups ofnationstake We dare nottemptthemwithweakness.Foronlywhenourarms beachhead thoseproblems whichdivideus.

refers to a Biblical passage, Isaiah 58:6. Isaiah passage, to aBiblical refers 5 4 engulf allhumanityinplannedoraccidental ofcooperationmaypushbackthejungle invoke thewondersofscienceinstead

nuclear war. invective — language thatseekstoharm n. belaboring beachhead toward theUnitedNations? about Kennedy’s attitude this setofverbsshow CONCLUDE: QUESTION: ANNOTATE: CLOSE READ invective NOTES foothold n. invoke too much n. words haveincommon? the word mark theverbsthatfollow negative, aggressive secure startingpoint; focusing onsomething Inaugural Address (ihn VOHK) (ihn VEHKtihv) we (BEECH hehd) (bih LAY buhrihng) Whatdothese In paragraph 11, Whatdoes . v. v. call on

285

286 NOTES

UNIT 3•EXTENDING FREEDOM’SREACH 22 28 27 26 25 24 23 the calltoservicesurround theglobe. to itsnationalloyalty. Thegravesofyoung Americans whoanswered each generationof Americans hasbeensummonedtogivetestimony final successorfailure ofourcourse.Sincethiscountrywasfounded, year inandout,“rejoicing inhope,patienttribulation” we are—but asacalltobeartheburden ofalongtwilightstruggle, though armsweneed—notasacalltobattle,embattled 6. that here onearthGod’sworkmusttruly beourown. lead thelandwelove,askingHisblessingandhelp,butknowing reward, withhistorythefinaljudgeofourdeeds,let usgoforthto sacrifice whichweaskofyou.With agoodconscienceouronlysure world, askofushere thesamehighstandards ofstrength and you—but whattogetherwecandoforthefreedom ofman. for you—askwhatyoucandoyourcountry. serve it—andtheglowfrom thatfire cantruly lighttheworld. which webringtothisendeavorwilllightourcountryandallwho people oranyothergeneration.Theenergy, thefaith,devotion not believethatanyofuswouldexchangeplaceswithother danger. Idonotshrinkfrom thisresponsibility—I welcomeit.Ido been grantedtherole ofdefendingfreedom initshourofmaximum for allmankind?Will youjoininthathistoriceffort? North andSouth,EastWest, thatcanassure amore fruitful life disease, andwaritself. struggle against thecommonenemiesofman:tyranny, poverty,

the Romans, he calls people to work together in love and mutual respect. mutual and love in together to work people calls he Romans, the .tribulation” “rejoicing And so,myfellow Americans: Ask notwhatyourcountry cando In yourhands,myfellowcitizens,more thanmine,willrest the Now thetrumpet summonsusagain—notasacalltobeararms, Finally, whetheryouare citizensof America orcitizensofthe My fellowcitizensoftheworld: Ask notwhat America willdofor In thelonghistoryofworld,onlyafewgenerationshave Can weforge againsttheseenemiesagrandandglobalalliance,

refers to a Biblical passage, Romans 12:12. Romans passage, to to aBiblical refers Paul’s letter In

❧ 6 —a

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension Research to Clarify Research RESEARCH 4. 3. 2. 1. that the information detail. does How you of learned shed light the speech? an on aspect

At theendofspeech,whatdoesKennedyurgehisfellowAmericanstodo? any attacker. Whatcountriesare they? Kennedy singlesoutonegroup ofcountries that theUnitedStateswilldefendagainst all nations? How fardoesKennedysaytheUnitedStatesiswillingtogoassure libertyfor what isitacelebration? According toKennedy,inauguration dayisnotacelebrationofthevictoryparty.Of

Choose unfamiliar at one least Briefly research detail from the text. Inaugural Address

287 288 address relatedthemesandconcepts. significance, includinghowthey documents ofhistoricalandliterary RI.9–10.9 or purpose. rhetoric toadvance thatpointof view and analyzehowanauthoruses point ofvieworpurposeinatext RI.9–10.6 objective summaryofthetext. refined byspecificdetails;providean how itemergesandisshaped over thecourseoftext, including of atextandanalyzeitsdevelopment RI.9–10.2 text. well asinferencesdrawn fromthe of whatthetextsaysexplicitlyas textual evidencetosupportanalysis RI.9-10.1  Model Annotation Close-Read Guideand

STANDARDS Tool Kit

UNIT 3•EXTENDING FREEDOM’SREACH MAKING MEANING

Cite strongandthorough Analyze seminalU.S. Determine anauthor’s Determine acentral idea INAUGURAL ADDRESS

another detailtoannotate.Then,writeaquestionandyourconclusion. along withquestionsandconclusions.Closeread thepassage,andfind This model,from paragraph 25ofthetext,showstwosampleannotations, TextClose Readthe 4. 3. 2. 1. TextAnalyze the 3. 2.

reading thisspeech? freedom? Essential Question: reflect thepurposeandoccasionofspeech? wartime experiencesandquotesreligious literature. Howdothesechoices Synthesize those from theother“side”? the speech?Whateffect mightthisrepetition haveonlisteners,including Infer and differences affect theAmericancommitmentto humanrights? American Revolution? Kennedy seebetweentheworldnowandas itwasduringthe (a) you questions Read thissectionclosely,and Revisit asectionofthetextyoufoundimportantduringyourfirstread. close-read notes. For more practice,gobackintothetext,andcomplete Notebook

Compare andContrast conclude light theworld. and theglowfrom thatfire cantruly light ourcountryandallwhoserveit— which webringtothisendeavorwill The energy, thefaith,devotion, WhydoesKennedyrepeatedly refer to“bothsides”inthemiddleof for goodintheworld. Kennedy’s convictionthatAmericaisaforce CONCLUDE: emotionally chargedwords? QUESTION: very powerful. ANNOTATE: What have you learned aboutpowerandfreedom Whathaveyoulearned from suchas“Whydidtheauthormakethischoice?”Whatcan

Kennedy chooseslanguagemeanttoremind peopleof

Respond tothesequestions. ? WhydoesKennedyusethese Thesenounsinsequenceare

These words emphasize

What istherelationshipbetween powerand (b)

Interpret Whatsimilaritiesanddifferences does annotate

How doeshethinkthesesimilarities whatyounotice.Askyourself to supportyouranswers. C ite

creates avisionof Kennedy’s comparison warmth, andsafety. represents light, CONCLUDE: comparison? the president usethis QUESTION: concrete ideaoffire. freedom tothe idea ofdefending connects theabstract ANNOTATE: haven forall. world thatisasafe te x t ual e v Whydoes Kennedy Fire i d ence

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Seminal Documents:EmotionalAppeals Analyze CraftandStructure making listenersmore receptive totheideasheexpresses. charged languageandrestatement, appealtolisteners’emotions,thus action. TherhetoricaltechniquesKennedyusesinthespeech,including attempts toinfluenceanaudiencethinkacertainwayortakeparticular is anexampleof • • 3. 2. 1. Practice RESTATEMENT urgency andrhythmicintensity. the ideaofAmerica’s commitmenttofreedom, whileaddingasenseof price, bearanyburden, meetanyhardship.” Therestatements emphasize urgency. Forexample,inparagraph5,Kennedysays,“weshallpayany Speakers userestatement to clarify andemphasizeideastoadd Restatement: They suggesttoughnessandself-control inthefaceofhardship. The words Americans as“tempered bywar, disciplinedbyahard andbitterpeace.” logic. Kennedy’s listenerswouldhavebeenstirred byhisdescriptionof to connectwithaspeaker’s messagethrough emotionratherthan or negativeconnotations—Chargedlanguageencourageslisteners Charged Language: How rhetoricsupportspurpose:

this speech. weapons. Finally,describehowhisuseofrhetoricsupportsKennedy’s purposein least three instancesofchargedlanguagewithwhichKennedydescribesatomic uses restatement toemphasizehismessageofworkingtogether. Then,findat Use thischarttofurtheranalyzeKennedy’s speech.Findatleastthree waysKennedy restatement? Reread paragraphs21and22.WhatideadoesKennedyreinforce through examples ofchargedlanguagereveal about Kennedy’s purposeinthespeech? phrases havenegativeconnotations,andwhatdotheydescribe? Reread paragraphs9and10ofKennedy’s inauguraladdress. Notebook

tempered, disciplined, persuasion

Respond tothesequestions. the expression ofsimilarideas indifferent words—

words andphrasesthathave strong positive , atypeofwritinginwhichanauthororspeaker ESSENTIAL QUESTION: and bitter

Kennedy’s inauguraladdress are emotionallycharged. Whatistherelationship betweenpowerandfreedom? CHARGED LANGUAGE CHARGED (a) Whichwords and (b) Whatdothese to supportyouranswers. CITE TEXTUALEVIDENCE Inaugural Address

289 290 of speech, or itsetymology. or clarifyitsprecisemeaning, itspart pronunciation ofawordordetermine both printanddigital, tofindthe specialized referencematerials, L.9–10.4.c and affixes. knowledge ofGreekandLatinroots of speechandcontinuetoapply indicate differentmeaningsorparts use patternsofwordchangesthat L.9–10.4.b L.9–10.1.a or purpose. rhetoric toadvance thatpointofview and analyzehowanauthoruses point ofvieworpurposeinatext RI.9–10.6   text toyourWord Network. freedom andpowerfrom the Add words related to

STANDARDS

WORD NETWORK UNIT 3•EXTENDING FREEDOM’SREACH LANGUAGE DEVELOPMENT

Determine anauthor’s Consult general and Use parallel structure. Identify andcorrectly INAUGURAL ADDRESS 2. 1. online dictionarytolookupeachword, andwriteitsmeaning. Thewordsor “toturn.” inthechartallshare thissameroot. Useaprintor of hope.” Revolutionary War andoncewhendescribing anew“peacefulrevolution vocabulary word Concept Vocabulary Latin Root: Word Study Practice Why TheseWords? 2. 1. significant issuesbyfocusing toomuchononetopic. speaker uses united. Speakers conflict. or verbalconfrontation. WORD evolve revolve involve convolution voluble

historical eventthatusesthesameconceptword. For eachsentenceyoujustwrote, writeacompanion sentenceabouta demonstrates yourunderstandingoftheword’s meaning. Use eachconceptword inasentenceabout a current eventthat asunder revolution does heusetoinspire peopletostandupfor whattheybelieve? ones doesKennedyusetosuggestthatpeopleare indanger?Whichones Find otherwords inthespeechthatrefer tophysicalconfrontation. Which connect theparagraphs? the paragraphshaveincommon?HowdoesKennedy’s word choice Kennedy usestheconceptwords Read paragraphs11and16,considerthecontextinwhich

Notebook Asunder Revolution -vol- invective,

The conceptwords appearinKennedy’s inauguraladdress. emphasizesthedivisionofsomethingthatwasonce revolution invoke

In hisinauguraladdress, Kennedyusestheconcept MEANING belaboring invective is formedfrom theLatinroot

whereas a These conceptwords allrelate toinstancesofphysical powerfulaidastheyappealforhelp.Anabusive Revolution twice—oncewhenreferring totheAmerican belaboring and invective beachhead beachhead invoke and speakerdeflectsattentionfrom belaboring callupimagesofmilitary -vol- , meaning“toroll” . What do . Whatdo

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. uses parallelism. closely related rhetoricaldevices:repetition, parallelism,andantithesis. in speechesorotheroratory.Inhisinauguraladdress, Kennedyusesthree ofwordspatterns andideasthatcreate emphasisandstiremotion,especially Author’s Choices:UseofLanguage Author’s Style Write It 2. 1. Read It

• • • the passageisagoodexampleofthatdevice. chose, identify thetypeofrhetoricaldevicebeingused.Then,explainwhy paragraphs 16–20ofKennedy’s inauguraladdress. Foreachpassageyou Find atleastoneexampleeachofparallelism,anaphora, andantithesisin b. a. or antithesis.Then,explainyourchoice. Identify therhetoricaldeviceineachpassageaseithersimpleparallelism

Notebook Criticism,” AlexanderPope Example: structure, are placedside-by-side. In —from Example: sentences thatappearinclosesuccession. word orgroup ofwords repeats atthebeginningsofphrases,clauses,or rhythm thatmakesideasmemorable.Onekindis structure. There are manykindsofparallelism,allwhichestablisha Parallelism Dream” speech,MartinLuther King,Jr. From everymountainside, let freedom ring.”—from the“IHavea Example: emphasize keyconcepts. Repetition

survival andthesuccessofliberty. meet anyhardship, supportanyfriend,opposefoetoassure the Let everynationknow.thatweshallpayanyprice,bearburden, always hopetofindthemstrongly supportingtheirownfreedom. . We shallnotalwaysexpecttofindthemsupportingourview. Butweshall antithesis splashed. We happilyclimbedupamountain. We walkedthrough theforest quietly.Loudlyovera stream we Richard III “Letfreedom ringfrom everyhillandmolehillofMississippi. “To errishuman;toforgivedivine.”—from “AnEssayon “This blessedplot,thisearth,realm, thisEngland..”

istheusemultipletimesofsameword orphraseto istherepetition ofrelated ideasinthesamegrammatical Rewrite thefollowingsentencestocreate onesentencethat , twostrongly contrastingideas,expressed usingparallel , William Shakespeare , William ESSENTIAL QUESTION:

Rhetorical devices Whatistherelationship betweenpowerandfreedom? anaphora are special , inwhicha Inaugural Address

291 292 nonfiction. standards Reading W.9–10.9.b organization, andanalysisofcontent. through theeffectiveselection, information clearlyandaccurately convey complexideas, concepts, and explanatory textstoexamineand W.9–10.2 address relatedthemesandconcepts. significance, includinghow they documents ofhistoricalandliterary RI.9–10.9 

STANDARDS

UNIT effe

Write informative/ Analyze seminalU.S.

INAUGURAL ADDRESS Apply 3 FREEDOMS” SPEECH

• toliterary c

EXTENDING from grades 9–10 tive expression THE“FOUR

FREEDOM’S

2. 1. speech. Answerthesequestionstoclarify your understanding. the world. the conceptoffreedom, particularlyinregard toAmerica’s responsibilities in 1961. Now, deepenyourunderstandingofthe twospeechesbycomparing speech, delivered in1941,andKennedy’s inauguraladdress, delivered in You havestudiedtwoseminalAmericantexts—Roosevelt’s “FourFreedoms” Writing toCompare Analyze theTexts Prewriting and writingaboutthem. “FOUR FREEDOMS” SPEECH FREEDOMS” “FOUR talks about“freedom.” Include thefollowingelementsinyouressay: contrast essay vision forthecountryanditsrole intheworld.Write a history. Theyreflect ofthe era,anddefineeachpresident’s theconcerns Both ofthesespeecheswere givenatcriticalmomentsinAmerican Assignment

conflict toconsider? his speech? (a) world? (a)

• • • Notebook

REACH in theworld an explanationoftherole eachpresident thinksAmericashouldplay leader issues an explanationofeachspeaker’s purpose—thecalltoactioneach moments inhistory. context a summaryofthehistoricalcontexteachspeech—The What concerns abouttheColdWar Whatconcerns doesKennedyexpress in AsRooseveltdelivershisspeech,whatconflictisgrowing around the (b)

involvesthestateofcountryandworldatthesetwo How doesRooseveltwantAmericatorespond tothatconflict? (b)

Make sure youare clearaboutthehistoricalcontextofeach inwhichyouexplainwhateachleadermeanswhenhe

What doesKennedywanttheopposingsideinthat PASSAGES RELATED TO FREEDOM

Reread eachspeech,andidentify passagesrelated to INAUGURAL ADDRESS INAUGURAL comparison-and- historical

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Write aThesisStatement Drafting punctuation errors. and word choice.Finally,proofread youressaytoeliminatespellingand between paragraphs.Edityour workforgrammar, sentence structure, themselves tofindadditionalevidence.Checkforlogical, cleartransitions need more support,andthenreturn toyourPrewriting notesorthetexts When youhavefinisheddrafting,reread youressay.Markideasthat Review, Revise,andEdit Use Varied Evidence Choose aStructure underlined inthisthesisframe: they are different. Usecomparison-and-contrastkeywords, suchasthose Freedoms” speechandthe inauguraladdress are similar, aswellhow statement consistingoftwoorthree sentences.Statehowthe“Four and differences betweenthetwoworksbeingcompared. Draftathesis literary nonfiction,thethesisstatementshouldindicatemajorsimilarities and itsrole intheworldthattwopresidents putforward. Make sure toincludeasectioninwhichyouexplainthevisionofAmerica for essaysofcomparison. point organizationandblockare twocommonlyusedstructures • • • • • whereas However, address ______, Both Roosevelt’s “FourFreedoms” speechandKennedy’s inaugural Thesis Frame: unnecessary detail. summaries canhelpyougivereaders necessary knowledgewithout the informationtheyneedtounderstandyouranalysis.Theuseof Summarize complexsequencesofeventsorideassothatreaders have Summaries: discrepancy—don’t useonlythepartthatfitsyouranalysis. a quotationsupportsyourideas,butanotherpartdoesnot,explainthe Avoid misrepresenting aspeaker’s meaning.Forexample,if onepartof Direct Quotations: knowledge ofatext. or whenyouwishtoclarify someoneelse’s ideasordemonstrateyour Use paraphraseswhenthespeaker’s exactwords are notthatdistinctive, Paraphrases: each speech. of eachspeech.Next,discussthemeaningfreedom presented in Point-by-Point Format: and meaningoffreedom intheotherspeech. freedom inonespeech.Then,discussthehistoricalcontext,purpose, Block Format: Kennedy’s ______. speech Roosevelt’s speech ______, briefretellings ofpartsthetext restatements ofatextinyourownwords

Discuss thehistoricalcontext,purpose,andmeaningof

Decide howbesttoorganizeyouressay.Point-by-

useofexactlanguagefrom thetext Include supportingevidenceinavarietyofways.

First,discussthehistoricalcontextandpurpose ESSENTIAL QUESTION: In acomparison-and-contrastessayabout Whatistherelationship betweenpowerandfreedom? from

The

“Four

Freedoms”

Speech address. Kennedy’s inaugural Freedoms” speechand from Roosevelt’s “Four record whatyoulearned your EvidenceLogand a newselection,goto Before movingonto 

•

Inaugural EVIDENCE LOG

Address

293 294 or expression. important tocomprehension when consideringawordorphrase in gatheringvocabularyknowledge level; demonstrate independence the collegeandcareerreadiness writing, speaking, andlistening at phrases, sufficientforreading, and domain-specificwords accurately general academic L.9–10.6 independently andproficiently. grades 9–10textcomplexityband nonfiction atthehighendof 10, readandcomprehendliterary RI.9–10.10  his presidency. become amajorelementof with foreign affairs would independence. Aconcern France tograntAlgerian in AfricaandAsia,for aid todevelopingnations he advocatedforforeign As aUnitedStatessenator, the family’s politicalhope. War II,andJohnbecame however, diedinWorld to runforhighoffice. Joseph, brother, whowasexpected but itwasJoseph,hisolder connections andambitions, with extensivepolitical 1963) camefrom afamily John F. Kennedy About the Speaker

Standard

UNIT Making Meaning

Acquire anduse

By theendofgrade 3

•

EXTENDING s (1917–

FREEDOM’S The followingwords orconceptswillbeusefultoyouasanalyze, VocabularyMedia Inaugural Address opportunity tocompleteaclosereview after yourfirstreview. Apply thesestrategiesasyouconductyourfirstreview. You willhavean First ReviewMEDIA:VIDEO discuss, andwriteaboutvideos. words speaker pronounces manner inwhicha enunciation: conveys meaning bodythat of the gesture: or betweenwords asinglewordwithin to pitchorvolume inflection: quality overall pitch, volume,and respectvoice with to tone:

REACH soundofa say, and CONNECT WATCH or images you’ve seen. or imagesyou’veseen. experienced, textsyou’veread, to othermediayou’ve movement changes

how who ideas in the video ideas inthevideo they say it. theysayit. speaks, • • • • • • • • specific situation. hands, reflect aspeaker’s emotions andmeaningina situation. Othergestures, suchasawaveofthe meanings thatare essentiallythesameinany Some gestures, suchasathumbs-upsign,have help emphasizemeaning. Gestures are aformofnonverbalcommunicationthat to modify Speakers useinflectiontoemphasizecertainwords, Inflection cangoupordownbeloudsoft. depth, resonance, orthinness. Overall qualityrefers tosuchtraitsassqueakiness, voice sounds. Pitch refers tohowhighorlowinfrequency a Enunciation issometimesreferred toas“diction.” word endings. avoids slurringwords, omittingsyllables,ordropping A speakerwithgoodenunciationspeaksclearlyand what they they

rhythm,

or interesting andwanttorevisit. NOTE the

to RESPOND

Comprehension Check

add elements that you find elements thatyoufind

drama. by completing completing .

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. John F. Kennedy Inaugural Address allies and adversaries, the United Nations, and other international audiences. allies andadversaries,theUnitedNations,otherinternational speak toboththeAmericanpeopleandentire world,addressing thecountry’s color TV. Furthermore, Kennedyusedthenewlyglobalmassmediaoftelevisionto address. wasthefirsttodeliveratelevisedinauguraladdress Kennedy,inturn, on Harry S.Truman wasthefirstUnitedStatespresident todeliveratelevisedinaugural BACKGROUND NOTES Inaugural Address (video) MULTIMEDIA MEDIA |VIDEO MEDIA SCAN FOR

295 enunciation gesture inflection tone the video. discuss andwriteabout Use thesewords asyou MEDIA VOCABULARY 296 appropriate. formal Englishwhenindicatedor demonstrating commandof a variety ofcontextsandtasks, SL.9–10.6 or distortedevidence. fallacious reasoningorexaggerated evidence andrhetoric, identifyingany point ofview, reasoning, anduseof SL.9–10.3  Complete thefollowingitemsafteryoufinishyourfirstreview. Comprehension Check  text toyourWord Network. freedom andpowerfrom the Add words related to

interest. Then, formulate aresearch that about question topic. Research to Research RESEARCH 3. 2. 1. St

WORD NETWORK

UNIT 3•EXTENDING FREEDOM’SREACH Which partsofthespeechdoesaudiencerespond tomostenthusiastically? What are somephrasesKennedy emphasizeswithvoiceandgestures? Describe thesettinginwhichKennedydeliversspeech. Making Meaning a nd

Adapt speechto Evaluate aspeaker’s ar d s E xplore

Choose an element that of the speech sparked your 2. 1. 4. 3. Analyze the Media Analyze have? Whatcanyou observations thatseemimportant.What Watch andlistentothespeechagain.Write anynew Close Review

are thepromises hemakesinthesestatements?Explain. Kennedy speakingwhenheusesthisword? (a) the issue? (b) issueisKennedyaddressing? ends at9:19.Whatinternational mark—beginning with“wedare nottemptthemwithweakness”—and (a) listening tothisspeech? freedom? E the future? Explain. connections doesKennedymakebetweenhisgeneration andhisvisionfor president. Listenfortheword Connect

N ssential Question:

otebook

I I Connect nterpret nterpret To date,JohnF. KennedyistheyoungestelectedUnitedStates What have you learned aboutpowerandfreedom Whathaveyoulearned from WhatdoKennedy’s references to“bothsides”suggestabout

Rewatch the part of the speech that starts at the 8:12 Rewatchthepartofspeechthatstartsat8:12 Respond tothesequestions. Listen fortheword conclude

What istherelationshipbetweenpowerand ? generation pledge questions inthespeech.Forwhomis asyoureview thespeech.What

(b)

E doyou valuate to supportyouranswers. Cite textualeviden Howcredible

c e

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Writing toSources Speaking and Assignment • • • • You mayeitherpresent itliveorrecord itandshare itdigitally. Adapt thetextofnewsreport youwrote, anddeliveritasa Assignment • • • • inauguration. Write thetext for Imagine youare in1961coveringtheKennedy atelevision journalist the pitchandvolumeofyourvoice.Likewise,findamiddle ground between Vary yourpitchandvolume. acknowledgment oftheimportanceevent. youmightchooseaformalapproachinformational. Alternatively, in audience andpurpose.Your stylemightbeinformal,butstillhighly Consider yourspeakingstyle. into yourpresentation. will enhanceitstransitionintoanewscast.Planhowtointegratethevisuals Integrate visuals. issue totheAmericanpublic? consider tobethehighpointsofaddress. WhatchallengedoesKennedy the country’s richandpoor, itsalliesandenemies.Also,identify whatyou describe thecrowd’s reception ofthatidea.ReportwhatKennedysaysabout Review thecontentofspeech. language affecthismessage?Whatcanyousayaboutrhetoric? Kennedy look?Whatisthetoneofhisspeech?Howdogesturesandbody Describe Kennedy’s delivery. crowd? WhoisassembledonthestepsofCapitolbuilding? like? Howmanypeopleseemtobeinattendance?Whatisthemoodof Describe thescene. How closewastheelection? were themajorissuesin1960election?AgainstwhomdidKennedyrun? Write anintroduction. gestures, tone,orenunciation. version. Lookforwaysinwhichyoucanstrengthen yourdeliverythrough you plantoperformlive,orinanaudiorecording if youplantoshare adigital Rehearse yourdelivery. listeners fullyunderstandwhatyouare saying. speaking tooslowlyandquickly.Makesure youclearlyenunciatesothat Eff e ctiv e Reviewyournewsreport, andfindvisualsoraudiothat Expr Answerquestionssuchasthese: L istening Findtheanswerstoquestionssuchasthese: Practice yournewscasteitherinfront ofamirror if e Avoid speakinginamonotone.Instead,vary Answerquestionssuchasthese:

a ssion Choose aspeakingstylethatsuitsyour news report StateKennedy’s centralidea,and abouttheevent. What istheweather How does newscast What . Inaugural Address (video) INAUGURAL ADDRESS ( ADDRESS INAUGURAL  address. Kennedy’s inaugural listening toandwatching fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa

evidence log video

) 297 democracy fundamental demarcate hierarchy attribute the unit. inthebeginningof learned academic vocabularyyou using someofthe informative essay,consider As youcraftyour vocabulary ACA 298 purposes, andaudiences. time frames forarange of tasks, extended timeframes andshorter W.9–10.10 subject underinvestigation. demonstrating understandingofthe multiple sourcesonthesubject, inquiry whenappropriate;synthesize problem; narroworbroadenthe to answeraquestionorsolve as moresustainedresearchprojects W.9–10.2.7 organization, andanalysisofcontent. through theeffectiveselection, information clearlyandaccurately convey complexideas, concepts, and explanatory textstoexamineand W.9–10.2.a–f  Informative Essay Student Modelofan • • • St Wri I Inaugural S from Tool Kit NAUGURAL p

ee D UNIT Performance Task: Wri andards THE“FourFr t EMIC c ing h

Write routinelyover

Conduct shortaswell 3

Write informative/

•

A ADDR o

ddr Ex S ources ten E e ee ss SS doms” (video) d in g

Fr ee dom’s Free: Children and theStruggleforHumanRights.” crafted informativeessay,seetheLaunchText, “Born to writeyourowninformativeessay. the opportunitytoreview theseelementsasyoustart effective informativewritinginthetext.You willhave Challenge yourself tofindalloftheelements power andfreedom. Inhis “FourFreedoms” speech,FranklinD.Roosevelt You haveread twospeechesthatshedlightontherelationship between Write anInformativeEssay Model InformativeEssay effective informativeessayincludestheseelements: through theeffective selection,organization,andanalysisofcontent.An An Elements ofanInformativeEssay in theworld. appreciate theirownfreedom whileunderstandingthecountry’s importance world. Inhisinauguraladdress, JohnF. KennedyarguesthatAmericansmust danger, andofuniversalfreedoms thatdeserveprotection throughout the speaks oftheneedforUnitedStatestoprotect itself duringatimeof informative essay address towriteaboutthe poweroftheindividual.Write abrief Freedoms” speechandfrom reading andlisteningtoKennedy’s inaugural Use theknowledgeyouhavegainedfrom reading Roosevelt’s “Four Assignment • • • • • • informative essay correct grammar, aformalstyle,andanobjectivetone presented a conclusionthatrestates thethesisandfollows from theinformation clear transitionsthatclarify relationships amongideas among ideas an organizationthathelpsreaders makeconnections anddistinctions sources details, examples,quotations,andotherinformationfrom credible the writer’s mainideaaboutthetopic,supportedbyfacts,definitions, an engagingintroduction toitstopic Re all people? all humanrightsof What canonepersondotodefendthe ach

t ing focus inwhichyoufocusonansweringthisquestion: developsathesis,ormainidea,abouttopic

For amodelofwell- LIT17_SE10_U03_LT.indd 262 262 NOTES UNIT LAUNCH TEXT main points? and howdothedetailssupport the topic.Howareideasorganized, writer providesinformationabout As youread, end oftheunit. Performance-Based Assessmentatthe of writingyouwilldevelopinthe of information.Thisisthetype selection, organization,andanalysis concepts throughthecareful in whichtheauthorexamines informative essay This selectionisanexampleof

UNIT 3•EXTENDINGFREEDOM’SREACH 3 INTRODUCTION

LAUNCH TEXT | noticetheway

INFORMATIVE MODEL , atypeofwriting 4 3 2 1 During thewar, thepricenewsiespaidforabundleof100papers the newspapersfrom publishersandthensoldthemtothepublic. the warledtoincreased demandfornewspapers.Newsiesbought Spanish-American War of1898.Thepublic’shungerfornews food andshelterforanight.Newsiesdidnotgotoschool. money theyearnedtotheirfamilies,oruseditpaythecostsof practices. Theyoftenworked10-or12-hourdays.Mostgaveany until 1916,andthenewsieswere victimsofunscrupulous business The UnitedStatesdidnotinstitutelawsprotecting childworkers with theirfamilies,manyotherswere orphans,homeless,orboth. television, andevenradio,newspaperswere themainsource ofnews. of urbanlife. Inthat long-agoerabefore computers,smartphones, calling, “Extra!Extra!Readallaboutit!”were partofthesoundtrack City, mostbetweentheagesof6and16.Theshoutsthesechildren cities. Inthelate1890s,there were roughly 2,500newsies inNew York Newsies were children whosoldnewspapersonthesidewalksofmajor occurred inNew York Cityduringthe“newsies”strikeof1899. they mighthavetomakesomenoise. treatment, young people havealsorealized thatinorder tobeheard, justice. Likeothergroups whohavefacedunfairorundignified struggled toshare fullyinthenation’spromise offreedom and Throughout much ofourhistory, though,manygroups have I of America as“thelandofthefree andthehomeofbrave.” n ournationalanthem,“TheStar-Spangled Banner,” wesing The newsies’circumstances deterioratedevenfurtherduringthe The newsiessuffered ahostofproblems. Whilesome lived One incidentofchildren raisingtheirvoicestoadvancerights Children and the Struggle the and Children for Human Rights Human for Born Free:Born

MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. any informationthatmayhelp yourevise orrefine yourmainidea. support yourmainidea.As you compileevidencefrom varioustexts,note President Kennedy,andanyotherauthoritywhohelps youformulateand to identify thesource ofeveryexactquotation.CitePresident Roosevelt, combining facts,examples,anddetailsfrom multiplesources. Remember Research Question: can conductoriginalresearch aswell,through surveysorpersonalinterviews. to defendhumanrights?”You canfindprimaryandsecondarysources inprintoronline.You their defenseofhumanrights?”or“Whatopportunitiesexistinmyhometownforaperson your efforts bydeveloping a research question,suchas“Whoare three individualsknownfor Topic: and changeitasyougathermore informationandworkthrough thewritingprocess. compose ananswertothequestion.Thisisyourinitialthesis,ormainidea.You mayreturntoit Focus Research main idea.Then,decidewhetheroutsideresearch willhelpyoudevelopyourideasmore fully. Review thetextsandmediathatyouhavestudiedinthisunitsofar. Take noteofdetailsthatsupportyour Thesis: Develop aWorking Thesis Prewriting /Planning Connect Across Texts which youfoundusefulinformation. you accessedtheinformation.Forprintsources, notethepagenumberson sources, record thename andWeb address ofthesite,aswelldate of publication,alongwiththefactorideayoudiscovered. ForInternet notecard thatincludeseachsource’s author, title,publisher, city,anddate sources, andkeepareference listofeverysource youuse.Create a Take notesasyoufindandconnectrelevant informationfrom multiple Gather Evidence 3. 2. 1. Possible Sources: the writerusednewspapersasasource ofinformation. about thebestsources touse.Thisexcerptfrom theLaunchText showsthat of strikers. newspaper mockinglyquotedanewsie’s referencetothenumber “Dere’s t’reet’ousandofus,andwe’llwinforsure,”ishowone

—from “BornFree: Children StruggleforHumanRights” andthe

If ashortresearch project isinorder, plantouseseveralsources. Focus

Be sure thatyoursources are reliable. Askyourlibrarian

As youwriteyourinformativeessay,willbe

Reread theassignmentand rephrase ittostateyourtopic.Then, essential question : Whatistherelationship betweenpowerandfreedom? Performance Task: Write anInformativeEssay knowledge ofthetopic. appropriate totheaudience’s other informationandexamples concrete details, quotations, or sufficient facts, extendeddefinitions, with well-chosen, relevant, and W.9–10.2.b comprehension. multimedia whenusefultoaiding include formatting, graphics, and connections anddistinctions; and informationtomake important organize complexideas, concepts, W.9–10.2.a  informative essay. may wanttociteinyour and identify keydetailsyou Review yourEvidenceLog 

Standard

evidence log

Introduce atopic; Develop thetopic s

299 300 explanation presented. from andsupportstheinformationor statement orsectionthatfollows W.9–10.2.f they arewriting. conventions ofthedisciplineinwhich while attendingtothenormsand a formalstyleandobjectivetone W.9–10.2.e manage thecomplexityoftopic. and domain-specificvocabularyto W.9–10.2.d complex ideasandconcepts. and clarifytherelationshipsamong sections ofthetext, createcohesion, varied transitions tolinkthemajor W.9–10.2.c knowledge ofthetopic. appropriate totheaudience’s other informationandexamples concrete details, quotations, or sufficient facts, extendeddefinitions, with well-chosen, relevant, and W.9–10.2.b useful toaidingcomprehension. graphics, andmultimediawhen distinctions; includeformatting, make importantconnectionsand ideas, concepts, andinformationto thesis statement;organizecomplex W.9–10.2.a 

Standard

UNIT 3•Ex Performance Task: Wri

Provide aconcluding Use appropriateand Establish andmaintain Introduce atopicor Use preciselanguage Develop thetopic s ten d in g Fr ee dom’s Organize Your Essay Drafting Write aFirstDraft not raisedtheirvoices.” small victory,butitwasmore thanthenewsieswouldhavereceived hadthey order. Theconcludingparagraphrevisits themainidea:“Itmayhavebeena some noise.”Thebodyparagraphsreport causes andeffects inchronological people havealsorealized thatinorder tobeheard, theymighthavetomake Notice howtheLaunchText isorganized.Thefirstparagraphstates,“young structure. Makesure yourchoicewillhelpyousequenceinformationsothatit supporting informationyouhavegathered, andthenchooseanorganizational phrases thatclarify therelationships amongyourideas. unfamiliar toyouraudience.Makesure toincludetransitionalwords and that conveyyourideasprecisely, anddefineorexplaintermsthatmaybe or expressions thatsoundoverlyconversational.Instead,choosewords objective. Avoid revealing yourownpersonalbiases,anddonotuseslang As youwrite,yourstyleshouldbeformal,andtone here. Placeacheckinthebox oftheoneyouplantouse. conclusion. There are avarietyofusefulstructures, includingtheonesdescribed flows logicallyfrom yourintroduction, through yourbodyparagraphs,to this process toyourmainidea. progresses inhisorherdefenseofhumanrights.Inyourconclusion,link Steps inaProcess: a causethathastheeffect ofinspiringindividualactions. effect ofdefendinghumanrights,orpresent defendinghumanrightsas Cause-Effect Order: powerful conclusion. more dramaticones.Thiscanbeaneffective waytoleadreaders toa starting withweakerorlessdramaticideasandbuildingtostronger or in yourintroduction. Then,offer supportingreasons andevidence Nestorian Order, orReverseOrder ofImportance: from mostimportanttoleast. present yoursupportingreasons andevidenceinorder ofimportance, Order ofImportance: supports yourmainidea. solutions. Inyourconclusion,identify thesolutionthatmoststrongly of ahumanrightsviolation,andoffer informationaboutpossible Problem-Solution Order: Re ach t ing focus

Use yourchosenorganizationtowriteafirstdraft.

Consider your topic statement, your main idea, and the Consider yourtopicstatement,mainidea,andthe Present thestagesthrough whichanindividual Present aperson’s actionsasacausethathasthe Stateyourthesisinintroduction. Then, Present aproblem, suchasaspecific example Stateyourthesis

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. you mustcredit thesource. facts, examples,andquotationsyouusetosupportyourthesis.Ineachcase, As youwriteyourdraft,usethefollowingmethodstopresent theideas, Different Ways Create in Cohesion:IntegrateInformation Language Deve own. You mayuseachartlikethistotrackyourinformation. citations toavoidplagiarism,orthepresentation ofanother’s workasyour As youdraftyouressay,keeptrackofsources, andincludeappropriate Write It incorporating information. These sentencesfrom theLaunchText showdifferent methodsof Read It find identicalfactsinmultiplesources, youneednotprovide documentation. NOTE: Ifyoufindafactinonlyonesource, includedocumentation.Ifyou • • • • • •

Spanish-American War of1898. The newsies’circumstances duringthe deterioratedeven further paraphrase) combinedwith quotation did. tosuggestthey itwasquaintforthem rights andthat children the markstosuggestthat “rights,” usingquotation hadno newsieswere newspaperexplainedthat Another strikingfortheir free landofthe as “the brave.” homeofthe andthe “TheStar-Spangled anthem, In ournational Banner,” wesingof America complex materialintoabrieferstatementinyourownwords. Summary: accurately reflecting theoriginalmeaning. Paraphrase: strongest supportforanidea. Indicateomittedmaterialwithellipses. Direct Quotations: Summary orparaphrase Direct quotation Website sources) URL(foronline sources) Date youaccessed(foronline orupdate Date ofpublication orsite Publisher Author Source title To provide background orgeneralinformation,condense Restateawriter’s specific ideasinyourownwords, Usethewriter’s exactwords whentheyprovide the l opment: Sty essential question (summary) l e : Whatistherelationship betweenpowerandfreedom? (direct quotation) Performance Task: Write anInformativeEssay (direct remarks. marks forparaphrased marks. Donotusequotation quotations inquotation Make sure toenclosedirect PUNCTUATION footnotes andendnotes. standard formatforcitationincluding avoiding plagiarismandfollowinga to maintaintheflowofideas, information intothetextselectively the researchquestion;integrate of eachsourceinanswering effectively; assesstheusefulness sources, usingadvanced searches authoritative printanddigital information frommultiple W.9–10.8 

Standard

Gather relevant s

301 302 footnotes andendnotes. standard formatforcitationincluding avoiding plagiarismandfollowinga to maintaintheflowofideas, information intothetextselectively the researchquestion;integrate of eachsourceinanswering effectively; assesstheusefulness sources, usingadvanced searches authoritative printanddigital information frommultiple W.9–10.8   your informativeessay. from yourWord Networkin Include interesting words FOCUS ANDORGANIZATION

WORD NETWORK tandards

UNIT Performance Task: Wri The conclusionclearlyconnectsback The organization islogical,allowing The introduction presents aspecific The introduction clearlystates to the introduction.to the for effective developmentofideas. thesis. the topic.

Gather relevant

•

Ex ten d in g

Fr ee dom’s Consider theseoptions: weaker word choiceswithstronger alternatives. Review youressay,looking for anyineffective usesoflanguage.Replace find andaddtheproper citations. the evidenceyouusetosupportyourmainidea?Ifnot,review yournotesto information inyouressay.Haveyouaccuratelyidentified thesources ofall Use thefollowingchecklisttoevaluateeffectiveness ofyourfirstdraft. Evaluating Your Draft Revising Language Correct Citations Revising forEvidenceandElaboration Logic Internal Revising forFocusandOrganization revision. Then, useyourevaluationandtheinstructiononthispagetoguide you wanttoemphasize. adding orrevising transitionalwords andphrasestoclarify theconnections Rearrange paragraphsorsectionsthatdonotbuildinalogicalway.Consider introduction are clearlydevelopedinthebodyandechoedconclusion. • • EXAMPLE A L as Comparatives andSuperlatives: i stronger actionverbs. Action Verbs: subjective superlatives,suchas Re c nk t sharper io ach i ng V n V

EVIDENCE ANDELABORATION Clear, strong languagewillhelpmakeyourideasmemorable. er t er and

ing focus b: Accurate credit isprovided The mainideaisdeveloped Specific reasons, details, to sources ofinformation. sources. from credible multiple relevantwith information mainidea. support the facts, andquotations Reread youressay,makingsure theideasyousetupin b: Thepolicy Wheneverpossible,replace weakerlinkingverbswith Thepolicy

bolder Consider howyouhaveusedandcitedresearched , clarify ideas.Avoid overuseofpredictable or

cheats is unfair. best, strongest, usall. Comparativeadjectives,such CONVENTIONS

Establishes anobjectiveEstablishes Uses precise language norms tothe Attends tone andformalstyle. andpurpose.audience appropriate forthe crediting ofsources. regarding proper the especiallydiscipline, oftheand conventions bravest .

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. more timeexaminingprimarysources. could youimprove theprocess? Forexample, youmightchoosetospend thatyoucoulduse whenwritinganotherinformativeessay?How you learn whilewritingyour essay.Whattechniquesdid Think aboutwhatyoulearned Reflecting Roosevelt andKennedypromote intheirspeeches. Together, determinewhatyourdifferent essays conveyaboutthevalues Create afinalversionofyouressayandshare itwithyourclassmates. andPresentingPublishing Proofread forAccuracy Edit forConventions andProofreadingEditing quotation mark. correctly andthatthere isanendingquotationmarkforeverybeginning spelling andpunctuation.Double-checkthatyouhaveusedquotationmarks help crediting yoursources correctly. Correct errors ingrammarandword usage.Useastyleguideif youneed essay andprovide supportive feedback. Exchange essayswithaclassmate.Usethechecklisttoevaluateyourclassmate’s informative Peer 1. 4. 3. 2.

Is thethesis,ormainidea,clear? What isthestrongest partofyourclassmate’s essay?Why? Does theessayfullyaddress theassignment? Is thetextorganizedlogically? R

eview yes yes yes

no no no

Reread yourdraftforaccuracyandconsistency.

Read yourdraftcarefully, lookingforerrors in essential question If no,writeabriefnoteexplainingwhatyouthoughtwasmissing. If no,whataspectoforganizationdoesnotwork? If no,explainwhatconfusedyou. : Whatistherelationship betweenpowerandfreedom? Performance Task: Write anInformativeEssay L.9–10.2.c spelling whenwriting. capitalization, punctuation, and the conventionsofstandardEnglish L.9–10.2 speaking. grammar andusagewhenwriting or the conventionsofstandardEnglish L.9–10.1 for aspecificpurposeandaudience. addressing whatismostsignificant trying anewapproach, focusingon revising, editing, rewriting, or writing asneededbyplanning, W.9–10.5 

Standard

Demonstrate commandof Demonstrate commandof

Develop andstrengthen Spell correctly. s

303 304 Clarify Support Participate Prepare STRATEGY

UNIT

OVERVIEW: SMALL-GROUP LEARNING Learning. of Review continue Throughout Small-Group Learning Strategies between questions. we threatened? What power freedom? and What is the relationship between QUESTION: ESSENTIAL

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MULTIMEDIA being SCAN FOR

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Even in prison, can the human imagination roam free? roam imagination human the can prison, in Even Konuk and Mutlu PERFORMANCE TASK of governments? power the balance help press afree does How Freedom House from MEDIA: INFORMATIONAL GRAPHIC of love? expression joke, every thought, every every citizens’ its control possibly agovernment Can Valenzuela,Luisa by David Unger translated CensorsThe SHORT STORY in Prison Advice ToSome Time Serve Will Who Those Cag POETRY COLLECTION Deliver a Multimedia Presentation your group create a multimedia will presentation concepts. aboutthese control freedom the to create Afterreading, andshare knowledgeandinformation. The Small-Group readings tryto explore arisewhengovernments that conflicts the SPEAKING ANDLISTENINGFOCUS COMPARE Freedom of the Press Report 2015 Freedom ofthe Press Report change the world? the change all for education promoting achild’s message Can ABC News Malala Yousafzai Interviews Sawyer Diane MEDIA: INTERVIEW Malala YousafzaiMalala the United Nations at Speech SPEECH to support every child’s right to learn. child’s right to support every voice her raises woman young extraordinary An ed Birded

Nazim Nazim

Maya Angelou Hikmet, translated by Randy Blasing Blasing by Randy translated Hikmet, Overview: Small-Group Learning Biggest Press Freedom Declinesin2014 South Sudan South Africa Hong Kong Azerbaijan Cambodia Venezuela Botswana Honduras Myanmar Thailand Iceland Greece Turkey Serbia Egypt Libya Peru Iraq –10 –9–8–7–6–5–4–3–2–10 CONTENTS FPO Source Freedom House Score Declines

305 306

UNIT 3•Ex OVERVIEW: SMALL-GROUP LEARNING 2. 1. Working aTeam as 5. 3. 4.

together. you worktogether, youmayaddorrevise rulesbasedonyourexperience you worktogether. Samplesare provided; addtwomore ofyourown.As Our group’s decision: email, orinstantmessaging. with oneanother. Forexample,youmightuseonlinecollaborationtools, Take aPosition Create aCommunication Plan Name Your Group Apply theRules • • • • List Your Rules protect orthepowertorestrict. which aspectofthelawyouthinkismore important—thepowerto reasons andexamples.After allgroup membershaveshared, discuss sharingyourideas,besureAs youtaketurns toprovide supporting class onethingthatyouheard from anothermemberofyourgroup. the group contributes.Take notesonandbeprepared toshare withthe aboutpersonalfreedomlearned andthelaw. Makesure eachpersonin Our group’s name: People Everyone ten freedom? personal our limit and protect both laws ways do what In d in

should g Fr

should ee

not dom’s

As agroup, decideonthe rules thatyouwillfollowas

participate With yourgroup, discussthefollowingquestion: With Practice workingasagroup. Share whatyouhave

interrupt.

Choose anamethatreflects theunittopic. Re ach

group

Decide howyouwanttocommunicate

discussions.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. MULTIMEDIA SCAN FOR the tasks. your with group, and activities and maketexts aschedule for completing find out the dueFirst, Then, dates preview the for the activities. small-group Schedule a Making Here are some possible roles;Here are possible some your add ideas. own for roles, one and choose each group member. discuss the necessary project, role.a specific require Different different projects Before roles. beginning a your together, groupAs works you’ll has if each person find it more effective Working Group Projects on from from The Censors in Prison Time Serve Will To Who Advice Those Some BirdCaged Yousafzai Malala Interviews Sawyer Diane Nations United the at Speech SELECTION Recorder: Researcher: Project Manager: Freedom of the Press Report 2015 Report Press the of Freedom

takes notesduringgroup meetings

organizes research activities

monitors thescheduleandkeepseveryoneontask ESSENTIAL QUESTION: ACTIVITIES Whatistherelationship betweenpowerandfreedom? Overview: Small-Group Learning DUE DATE DUE

307 308 and affixes. knowledge ofGreekandLatinroots of speechandcontinuetoapply indicate differentmeaningsorparts use patternsofwordchangesthat L.9–10.4.b and proficiently. text complexitybandindependently at thehighendofgrades 9–10 including stories, dramas, andpoems, 10, readandcomprehendliterature, RI.9–10.10  Peace Prize. ever awarded theNobel became theyoungestperson gender equality.In2014,she universal educationand has spokenpubliclyabout recovered. Sincethen,she head. Miraculously,she the Taliban shotherinthe 15 yearsold,amemberof reason, whenshewasjust visible advocate.Forthis out, becomingahighly for girls,Yousafzai spoke Taliban outlawededucation Islamist group. Whenthe by theTaliban, aradical 2007, thearea wasinvaded Swat Valley ofPakistan.In andraisedinthe was born Malala Yousafzai About the Speaker

TAN UNIT 3•EXTENDING FREEDOM’SREACH MAKING MEANING NATION SP EE

D CH CH Identify andcorrectly By theendofgrade AR S AT DS

T H E

(b. 1997)

UNITE D Sawyer. complete First, and the first-read close- of anwith Yousafzai interview by journalist Diane Malala Yousafzai delivered at the United Nations this youIn will lesson, compare that the speech Comparing Texts opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION Familiar Word Parts As youperformyourfirstread, youwillencounterthesewords. Concept Vocabulary Speech at the for Yousafzai’sread activities speech. first read. to determinethemeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeoffamiliarword partsandothervocabularystrategies identify itsmeaning.Thosepartsmightincludebasewords, roots, oraffixes. beneficent direction, ortoward onlyonepoint.” Conclusion: which formsadjectives Familiar Affixes: something facesormoves” Familiar BaseWord: Unfamiliar Word: have already read. already knowandwhatyou the selectiontowhatyou C Who the text. Notice o nn isinvolved? ect the generalideasof What Unidirectional ideas within envoy isitabout? theprefix

unidirectional Separating aword intoitsparts canoftenhelpyou

direction maymean“movinginonlyone uni- initiative U , meaning“pointtoward which , meaning“one”;thesuffix nited the Comprehension Check. you wanttorevisit. vocabulary andkeypassages A nn Respo ot N a te n ations Malala Malala Diane Sawyer d by marking by completing Y ou -al s afzai , I nterview s

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 6 5 4 3 2 1 Being here withsuchhonorablepeopleisagreat momentinmylife. the Taliban were amajor force inherarea. girls. BythetimeMalalaYousafzai wasgrowing Pakistan, upinnorthern banning music,coveringthefacesofwomen,andforbiddingschoolfor interpretation ofstrictSharia,orIslamic,law, whichcallsforsuchthingsas from Afghanistanintheearly1990s.TheTaliban’s missionistorestore its The Taliban emergedfollowingthedefeatandwithdrawalofRussianforces BACKGROUND Speech

Today, it isanhonorformetobespeakingagainafteralongtime. Respected eldersandmydearbrothers andsisters; Honorable UN Respected President ofthe General Assembly Vuk Jeremic, Honorable UNSecretary-General Mr. BanKi-moon, In thenameofGod,TheMost

United Nations United envoy for GlobaleducationMr. Gordon Brown,

at the at Beneficent , TheMostMerciful.

Malala Yousafzai Speech atthe United Nations envoy MEANING: beneficent meaning. used thathelpedyoudetermine indicate anotherstrategyyou Mark familiarwordpartsor NOTES MEANING: suhnt)

adj. (EHN voy) (buh NEHFuh MULTIMEDIA SCAN FOR

n. SPEECH

309 310 MEANING: initiative meaning. used thathelpedyoudetermine indicate anotherstrategyyou Mark familiarwordpartsor NOTES

UNIT 3•EXTENDING FREEDOM’SREACH (ih NIHshuhtihv) n. 15 14 13 12 11 10 9 8 7 much lovepeoplehaveshownme.Ireceived thousandsof prayed formyfastrecovery andanewlife. Icannotbelievehow for whomweallare equal,andthankyoutoeverypersonwhohas would beexpectingmetosay. Butfirstofall,thankyoutoGod, changed inmylife except this:Weakness, fear, andhopelessnessdied. they wouldchangemyaimsandstopambitions, butnothing that silencecamethousandsofvoices.Theterrorists thoughtthat that thebulletswouldsilenceus.Buttheyfailed. And then,outof the leftsideofmyforehead. Theyshotmyfriends, too.Theythought without avoicecanbeheard. one ofthem. been killedbytheterrorists, andmillionshavebeeninjured. Iamjust goals ofpeace,education,andequality. Thousandsofpeoplehave only speakingfortheirrights,butwhoare struggling toachievetheir hundreds ofhuman-rightsactivistsandsocialworkerswhoare not every girlwhohaveraisedtheirvoiceforrights.There are is notmyday. Today isthedayofeverywoman,boy, and continue toinspire allofustoaction. And Ithankthembothfortheleadershiptheycontinuetogive.They Initiative Mr. BanKi-moon,theSecretary-General, inhisGlobalEducationFirst have helpedmegetbetterandrecover mystrength. Ifullysupport hospitals inPakistanandtheUK,UAEgovernment,who me. Thankyoutomyelders,whoseprayersstrengthened me. them. Thankyoutothechildren, whoseinnocentwords encouraged good-wish cards andgifts from allovertheworld.Thankyoutoof Taliban andallterrorists and extremists. of everychild.Iwanteducationforthesonsanddaughters ofthe other terrorist group. Iamhere tospeakupforthe rightofeducation here tospeakintermsofpersonal revenge againsttheTaliban orany the same. ambitions are thesame.My hopesare thesame.Mydreams are Strength, power, andcouragewere born.Iamthesame Malala.My I don’tknowwhere tobeginmyspeech.Idon’tknowwhatpeople Dear sistersandbrothers, Iamnotagainstanyone.Neither Dear friends,ontheninthofOctober2012,Taliban shotmeon Those whohavefoughtfortheirrights: I raiseupmyvoice—notsothatcanshout,butthose I speak—notformyself, butforallgirlsandboys. So here Istand.onegirlamongmany. Dear brothers andsisters,doremember onething:MalalaDay I wouldliketothankmynurses,doctors,andthestaff ofthe Their righttobeeducated. Their righttoequalityofopportunity. Their righttobetreated withdignity. Their righttoliveinpeace. ; andtheworkofUNSpecialEnvoy, Mr. Gordon Brown.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 16 have learnedfrom Gandhi Jee, 5. 4. 3. 2. 1. Muhammad Ali Jinnah. Muhammad Ali that Ihaveinheritedfrom MartinLutherKing,NelsonMandela,and mercy—Jesus Christ,andLord Buddha.Thisisthe legacyofchange the compassionthatIhavelearnedfrom Muhammad—theprophet of my handandhestandsinfront ofme,Iwouldnotshoothim.Thisis

helping poor and sick people in India. India. in people sick and poor helping Teresa Mother Gandhi. of follower and friend aclose and Pakistan, and Khan Bacha century. twentieth early the during Britain Great from independence Jee Gandhi Pakistan. as known now state, this of founder the became He century. twentieth early the during Jinnah Ali Muhammad Talib I donotevenhatetheTalib

member of the Taliban. the of member

Mohandas “Mahatma” Gandhi, a religious leader who fought for India’s India’s for fought who leader areligious “Mahatma” Gandhi, Mohandas twentieth century leader of the Pashtuns, an ethnic group in Afghanistan Afghanistan in group ethnic an Pashtuns, the of leader century twentieth

Catholic nun who received the Nobel Peace Prize in 1979 in Prize work Peace her for Nobel the received who nun Catholic

politician who fought for a Muslim state separate from India India from separate state aMuslim for fought who politician 2 This is the philosophy of nonviolence that I ThisisthephilosophyofnonviolencethatI 1 whoshotme.Evenif there isagunin 3 BachaKhan, 4 andMotherTeresa. 5 And And Speech atthe United Nations NOTES

311 312 NOTES

UNIT 3•EXTENDING FREEDOM’SREACH 17 21 20 19 18 problems facedbybothmen andwomen. injustice, racism,andthedeprivationofbasicrights are themain labor andare forced togetmarriedatearlyage.Poverty, ignorance, of extremism fordecades. Young girlshavetododomesticchild in Nigeria.People Afghanistan havebeenaffected bythehurdles children are victimsofchildlabor. Manyschoolshavebeendestroyed many waysinpartsoftheworld.InIndia,innocentandpoor are really tired ofthesewars.Women andchildren are suffering in terrorism, wars,andconflictsstopchildren togo theirschools.We In manypartsoftheworld,especiallyPakistanand Afghanistan, it istheirdutyandresponsibility. Islam saysthatitisnotonlyeachchild’srighttogeteducation;rather, sons. And Islamisareligion ofpeace,humanity, andbrotherhood. democratic country. Pashtunswanteducationfortheirdaughtersand society fortheirownpersonalbenefits.Pakistanisapeace-loving, to school.Theterrorists are misusingthenameofIslam andPashtun conservative beingwhowouldsendgirlstohelljustbecauseofgoing what iswritteninsidethisbook.”TheythinkthatGodatiny, little very simply. Bypointingtohisbook,hesaid,“A Talib doesn’tknow a journalist,“Whyare theTaliban againsteducation?”Heanswered the equality, thatwewillbringintooursociety. every day. Becausetheywere, andtheyare, afraidofchange, afraidof education becausetheyare suffering themost.There wasatime are silenced.Inthesameway, whenwewere inSwat,thenorthof we seedarkness.We realize theimportanceofourvoicewhenwe This iswhatmysoultellingme:Bepeaceful,andloveeveryone. this istheforgiveness thatIhavelearnedfrom myfatherandmother. 8. 7. 6. killed 14innocentstudentsintherecent attackinQuetta. power ofthevoicewomenfrightensthem. And thatiswhythey power ofeducationfrightensthem.Theyare afraidofwomen.The The extremists were, andtheyare, afraidofbooksandpens.The saw theguns. Pakistan, werealized theimportanceofpensandbookswhenwe Pukhtoon Khwa is whytheykilledfemaleteachersandpolioworkersinKhyber

FATA Pakistan. Khwa Pukhtoon Khyber Quetta Dear fellows,todayIamfocusingonwomen’srights andgirls’ Honorable Secretary-General, peaceisnecessaryforeducation. I remember thatthere wasaboyinourschoolwhoaskedby The wisesaying“Thepenismightierthanthesword” wastrue. Dear sistersandbrothers, werealize theimportanceoflightwhen

abbr.

(KWEHT uh) city in Pakistan. in uh) city (KWEHT Federally Administered Tribal Areas, a semi-independent area of Pakistan. Pakistan. of area asemi-independent Tribal Areas, Administered Federally 7 andFATA.

(KY buhr PUHK toon KWAH) northernmost province in in province northernmost KWAH) toon PUHK buhr (KY 8 Thatiswhytheyare blastingschools 6 And that And

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 22 36 35 34 33 32 31 30 29 28 27 26 25 24 23 women tobeindependentfightforthemselves. away from speakingforwomen’srights;rather, Iamfocusingon But thistime,wewilldoitbyourselves.Iamnottellingmentostep when womensocialactivistsaskedmentostandupfortheirrights. world. powerful weapons. terrorism. Letuspickup our booksandpens.Theyare ourmost future. forget thatoursistersandbrothers are waitingforabrightpeaceful not forget thatmillionsofchildren are outofschools.We mustnot people are suffering from poverty, injustice,andignorance.We must togetherness. the weaponofknowledge,andletusshieldourselveswithunity if wewanttoachieveourgoal,thenletusempowerourselveswith whole world. the powerandstrength ofourwords. Ourwords canchangethe rights, andwewillbringchangethrough ourvoice.We believein of peaceandeducation.Noonecanstopus.We willspeakupforour child’s brightfuture. We willcontinueourjourneytodestination the strength withinthemselvesandrealize theirfullpotential. all succeedwhenhalf ofusare heldback. freedom andequalityforwomensothattheycanflourish.We cannot based oncaste,creed, sect,color, religion, orgender;toensure educational opportunitiesforgirlsinthedevelopingworld. violence; toprotect children from brutality andharm. all overtheworldforeverychild. rights ofwomenisunacceptable. protect womenandchildren’s rights. A dealthatgoesagainstthe policies infavorofpeaceandprosperity. Thank you. Education istheonlysolution.First. One child,oneteacher, onebook,andpencanchangethe So letuswageaglobalstruggle against illiteracy, poverty, and Dear brothers andsisters,wemustnotforget thatmillionsof Because weare alltogether, unitedforthecauseofeducation. And Dear brothers andsisters,wewantschoolseducation forevery We calluponoursistersaround theworldtobebrave;embrace We calluponallcommunitiestobetolerant;reject prejudice We calluponthedevelopednationstosupportexpansionof We calluponallgovernmentstofightagainstterrorism and We calluponallgovernmentstoensure free compulsoryeducation We callupontheworldleadersthatallpeacedealsmust So today, wecallupontheworld leaderstochangetheirstrategic Dear sistersandbrothers, nowit’stimetospeakup.

❧ Speech atthe United Nations NOTES

313 details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension 314 Research to Explore Research to Clarify Research RESEARCH 5. 4. 3. 2. 1. the speech?the that detail. what In way the information does you of learned shed light an on aspect a research question.

UNIT 3•EXTENDING FREEDOM’SREACH actions Yousafzai urgesworldleaderstotake. According toYousafzai, whatbasicconditionisnecessaryforeducation? Cite three peopleYousafzai namesasrole models. What doesYousafzai believetheterrorists hopetoaccomplishthrough violence? According toYousafzai, whomdoesMalalaDayhonor?

Notebook

Confirm yourunderstandingofthespeechbystatingatleasttwo

Choose unfamiliar at one least Briefly research detail from the text.

Choose something that interested you and formulate from the text,

Close Read the Text With your group, revisit sections of the text you marked during your first read. Annotate what you notice. What questions do you have? What can you conclude?

Speech at the United Nations

CITE TEXTUAL EVIDENCE Analyze the Text to support your answers. Notebook Complete the activities. 1. Review and Clarify With your group, reread paragraph 15 of the speech. Why do you think Yousafzai wants the sons and daughters of extremists to receive an education? Why might their education be particularly important? What does this idea suggest about the importance of education?

2. Present and Discuss Now, work with your group to share the passages from the text that you found especially important. Take turns presenting your passages. Discuss what you notice in the text, what questions you asked, and what conclusions you reached.

3. Essential Question: What is the relationship between power and freedom? What has this speech taught you about power and freedom? Discuss with your group.

language development Concept Vocabulary

beneficent envoy initiative

Why These Words? The three concept vocabulary words are related. With  WORD NETWORK your group, determine what the words have in common. Write your ideas, Add words related to power and add another word that fits the category. and freedom from the text to your Word Network.

Practice With your group, conduct an informal discussion on an issue of your choice. During the conversation, challenge yourselves to include the concept vocabulary as normally as possible. Be sure you are using the words correctly.

Word Study  STANDARDS

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson The concept vocabulary word beneficent includes Latin Prefix: bene- L.9–10.4.b Identify and correctly the Latin prefix bene-, meaning “well.” Reread paragraph 19 of Yousafzai’s use patterns of word changes that speech. Mark the word that contains the prefix bene-, and write the word’s indicate different meanings or parts meaning. With your group, identify other words that contain this prefix, and of speech and continue to apply knowledge of Greek and Latin roots discuss their meanings. and affixes.

Speech at the United Nations 315 316 or purpose. rhetoric toadvance thatpointofview and analyzehowanauthoruses point ofvieworpurposeinatext RI.9–10.6 objective summaryofthetext. refined byspecificdetails;providean how itemergesandisshaped over thecourseoftext, including of atextandanalyzeitsdevelopment RI.9–10.2  Speech at the United at United Speech the

intensity, orhasanothereffect. Then,share anddiscussyourresponses withyourgroup. of eachtypeevidencenoted.Explainhowexampledevelopsherkeyideas,addsemotional Work independentlytocompletethechart.Identify atleastoneexamplefrom Yousafzai’s speech Practice S

Example Proverb Anecdote T TANDA UNIT MAKING MEANING MAKING Y PE

Determine anauthor’s Determine acentral idea

O 3

F R •

D E EXTENDING V S IDENCE N ation

FREEDOM’S s PA SS A to entertain, to heror reason for speaking writing. or General are purposes They mayclarify apoint,addemotionalintensity,orserveanotherfunction. Speakers includedifferent typesofevidencetoachieveparticulareffects. proverbs, and examples. evidence, that purpose, persuasive speakers of of employ different avariety types convince listeners to think something do or order to specific. In advance also provide information entertain, or but the speaker’s main agenda is to arena, including this by one Yousafzai, are primarily persuasive. may They the topic with and audience.vary delivered in speeches the public Most Author’s Purpose: Rhetorical Devices Rhetorical Purpose: Author’s Analyze CraftandStructure G E • • • (S) FR (S) Example: a communicates abelieforvalue Proverb: Anecdote:

REACH O M or supporting content. supporting or this In Yousafzai speech, anecdotes, uses and and THE apithy,cleversayingthatoffers wisdomaboutlife or abriefstorythatillustratespoint S specific instanceofageneral issueoridea to persuade to PEECH E FF . Speakers also have that purposes specific ECT

An An author’s purpose author’s to supportyouranswers. CITE TEXTUALEVIDENCE to inform, is his his is

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. examples ofadverbialclausesandtheirfunctions. These sentencesfrom Yousafzai’s speechattheUnitedNationsshow begin adverbial clauses. common This box twenty shows when subordinating conjunction and as functions an in adverb asentence. tells It to sentences. An of clauses to the relationships clarify types among ideas and to variety add why why and upfor rights his her speak or should aperson paragraph when that explains Types of Clauses Conventions Write It 3. 2. 1. sentence. Discussyouranswerswithgroup. the subordinating conjunction,anddescribetheclause’s functioninthe at theUnitedNations.Markadverbialclauseineachsentence,identify Working individually,read eachofthesesentencesfrom Yousafzai’s speech Read It (paragraph 17) importance of light realize we the brothers, and sisters Dear heard be can voice . my voice up I raise SENTENCE

as long as if as although after the weaponofknowledge.. And if wewanttoachieveourgoal,thenletusempowerourselveswith because theyare suffering themost. Dear fellows,todayIamfocusingonwomen’s rightsandgirls’education realized theimportanceofpensandbooks.. In thesameway,whenwewere inSwat,the northofPakistan,we

Notebook d , LANGUAGE DEVELOPMENT LANGUAGE oing so is important. Use at least three adverbial clauses in your clauses paragraph. adverbial three at least Use is important. so oing where, why,where,

U adverbial clause sing what from you’ve Yousafzai’s learned a write speech,

to .

since if even though before because Writers and speakers, such as Yousafzai, various use (paragraph 12) when

what extent, what so that that so we see darkness see we those without a without those subordinating conjunctions subordinating is a type of clause that is atype begins a with

in what way until unless though than so that .

, or , or FUNCTION tells tells the importance of light of importance the tells under whatunder condition while wherever where whenever when why when she is raising up her voice her up raising is she or or that may under what condition what under . Speech atthe United Nations about this terms. and other about more to learn Handbook Refer to Grammar the acomplete as sentence.own its on stand cannot but verb and a asubject that includes clause that a Recall CLARIFICATION presentations. variety andinteresttowritingor specific meaningsandadd of phrases andclausestoconvey L.9–10.1.b   Nations.” “Speech attheUnited fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa we realize realize we

STANDARDS

ev is agroup of words i

dence Use various types subordinate subordinate

log

317 318 expression. important tocomprehensionor when consideringawordorphrase in gatheringvocabularyknowledge level; demonstrate independence the collegeandcareerreadiness writing, speaking, andlistening at phrases, sufficientforreading, and domain-specificwords accurately general academic L.9–10.6 independently andproficiently. grades 9–10textcomplexityband nonfiction atthehighendof 10, readandcomprehendliterary RI.9–10.10  the anchorfor interview ofMalalaYousafzai as reports. Sawyerconductedher profile newscastsandspecial lead roles inanumberofhigh- then, Sawyerhasassumed acclaimed correspondent forthehighly and becamethefirstwoman In 1984,shejoinedCBSNews she workedinthepress office. the NixonWhiteHousewhere From there, Sawyerwentonto on alocalstationinKentucky. her career asaTVjournalist Diane Sawyer About the Journalist

tandards UNIT Making MeaningMak NATIONS SPEECH ATTHEUNITED

Acquire anduse 60 Minutes

By theendofgrade 3

• ABC WorldNews (b.1945)began i

ng Mean EXTENDING . Since

FREEDOM’S . i ng United Nationsspeech.Considerwaysinwhich watch theinterview, thinkbacktoYousafzai’s Sawyer’s interviewwithMalalaYousafzai. Asyou In thispartofthelesson,youwillviewDiane Comparing Text toMedia opportunity tocompleteaclosereview after yourfirstreview. Apply thesestrategiesasyouconductyourfirstreview. You willhavean First ReviewMEDIA:VIDEO and write newscasts. about followingThe words concepts or will useful be to you as you analyze, discuss, VocabularyMedia Malala Yousafzai Diane SawyerInterviews the twotextsconnectwithoneanother. a story areporterthat takestoward Slant: subject range viewofthe Shot: Close-Up main storyorinterview isusedtosetupthe that short preliminary section Lead-In:

REACH say, and WATCH CONNECT or imagesyou’veseen. experienced, textsyou’veread, video toothermediayou’ve attitude oropinion attitude in a newscast, the inanewscast,the how who close- ideas in the ideas inthe theysayit. speaks, what

• • • • • • • they they Close-ups typicallyfocusonasingleface. background information. The lead-inusuallyprovides important the storythatfollows. The purposeofthelead-inistosparkinterest in slant, ahumorous slant,askeptical slant. Typical slantsareporter may take:ananalytical subjective, criticalornoncritical. A slantcanbepositiveornegative,objective the fineprintonasign. Close-ups mayalsofocusonobjects,suchas emotion. Close-ups are oftenusedtoshowincreasing interesting andwanttorevisit. NOTE of theselection. and the Comprehension Check RESPOND by writing a brief summary by writingabriefsummary elements that you find elements thatyoufind MALALA YOUSAFZAI DIANE SAWYERINTERVIEWS by completing by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. ABC News Interviews Sawyer Diane Pakistani army,andplannedattacksagainstWestern nations. Province. There, theyimposedastrictinterpretation ofreligious ideology,foughtthe few Pakistaniregions andprovinces, includingMalalaYousafzai’s homeofSwat Pakistan andelsewhere. However, theTaliban continuedtomaintaincontrol ofa haddenouncedtheTaliban,government aterrorist group operatingbothwithin allied itself withtheUnitedStatesinbattle againstterrorism. ThePakistani After theUnitedStatesinvadedAfghanistanin2001,countryofPakistan BACKGROUND Malala Yousafzai NOTES

Diane SawyerInterviews MalalaYousafzai MEDIA |INTERVIEW MEDIA MULTIMEDIA SCAN FOR

319 320 clarify detailswithyour group. Complete thefollowingitemsafteryoufinishyourfirstreview. Reviewand Comprehension Check and formulate aresearch question. Research to Explore Research to Clarify Research RESEARCH 5. 4. 3. 2. 1. on an aspect of anon aspect Briefly research that detail. what In way the information does you learned shed light

UNIT 3•EXTENDING FREEDOM’SREACH summary ofit. Before herattack,howdidYousafzai imagineshemightspeaktoanattacker? According toYousafzai, whatismore powerfulthanguns? audience? As ayoungchild,howdidYousafzai begintopublicizeherideasforalarger What publicationcoincideswiththeairingofthisinterview?

Notebook Yousafzai’s

Confirm yourunderstandingoftheinterviewbywritinga

Choose unfamiliar at one least detail from the interview.

Choose something that interested you from the interview, story?

Close Review Watch the interview again. Write any new observations that seem important. What questions do you have? What can you conclude?

DIANE SAWYER INTERVIEWS MALALA YOUSAFZAI Analyze the Media Complete the activities. 1. Present and Discuss Identify the comment from Yousafzai you found most powerful. Share your choice with your group, and explain why you chose it. Explain why you found the comment powerful, and share any questions it raised for you. Discuss the conclusions you reached about it.

2. Review and Synthesize With your group, listen again to the retelling of Yousafzai’s shooting. Note details Yousafzai provides, as well as those Diane Sawyer adds. How would you describe Yousafzai’s character, based on her actions that day? Discuss.

3. Notebook Essential Question: What is the relationship between power and freedom? What does Yousafzai’s experience suggest about an individual’s power to secure freedom for herself and others? Support your response with evidence from the interview.

language development Media Vocabulary

lead-in close-up slant

Use the vocabulary words in your responses to the questions.  WORD NETWORK 1. How does the introduction to the interview engage viewers’ attention? Add words related to power and freedom from the text to your Word Network.

2. What camera techniques help viewers understand the mood on the day of  STANDARDS Yousafzai’s shooting? Explain. RI.9–10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

L.9–10.6 Acquire and use accurately general academic 3. How would you describe Sawyer’s approach to the interview? Explain. and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Diane Sawyer Interviews Malala Yousafzai 321 322 nonfiction. standards Reading W.9–10.9.b organization, andanalysisofcontent. through theeffectiveselection, information clearlyandaccurately convey complexideas, concepts, and explanatory textstoexamineand W.9–10.2 are emphasizedineachaccount. mediums, determiningwhich details accounts ofasubjecttoldindifferent RI.9–10.7  S peech

D UNIT 3•EXTENDING FREEDOM’SREACH EFFECTIVE EXPRESSION A I a A N

NE S

t Write informative/ Analyze various

the Apply M A R A U WYER INTERVIEWS toliterary D L nite A grades 9–10 S L A YOUS d Na tions A FZ A I Collect in your the chart. observations Also, for look details that the or other. in appear texts. only text one two and the interview.speech Consider details how are these presented in the again.interview for Look mirror that details, similar those or are very in the experience andconveyherundauntedpassionforeducation. her interviewwithDianeSawyer. Bothtextsrecount theyoungwoman’s You haveread MalalaYousafzai’s speechattheUnitedNationsandwatched Writing toCompare Analyze the Texts the Analyze Planning andPrewriting 2. 1. BOTH TEXTS activism. Citeevidencefrom bothtextsinyouressay. details haveonyourunderstandingofYousafzai, herexperience,and emphasized inthespeechandinterview, aswelltheeffect these her messageandstorysocompelling?Considerwhichdetailsare been abletoattractsupportersfrom allovertheworld.Whatmakes Write an Assignment

one aworkone journalism. of broadcast differences? and text, Consider awritten the medium of each text—one are but presented differently?interview (a) which she lived in Pakistan, and her development as an activist? Yousafzai’s depict both do texts How character, the conditions under

Notebook Which facts or other or information Which facts and in appear the both the speech explanatory essay

Answer thesequestions.

Reread the speech, and—with your group—watch the your group—watch Reread and—with the speech, JUST THE INTERVIEW inwhichyoudiscusswhyYousafzai has (b) How do you do account How for those JUST THE SPEECH THE JUST

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. more interesting. you make. Try of to evidence to different use make types your essay use the sentence starter to theuse sentence write aworking thesis. starter way information versus Then, abroadcast. presented be can text in awritten another related set facts, to emotional and another impact, related set to the example, For categories. youlogical might group of set one details related to review the notes you took your with group. Organize into observations Write Thesis a Drafting errors, andmakeanynecessaryfixes. unclear orineffective. Then,checkyouressayforspellingorgrammatical your supportingdetails.Usethefeedbacktoimprove anyelementsthatare for feedbackabouttheclarityofyourorganizationand thestrength of Share yourwritingwithgroup, andreview oneanother’s work.Ask Review, Revise,andEdit Establish a Structure VariedProvide Details present your ideas andpresent your evidence. ideas • • • Introduction • • • State thesis Yousafzai’s story Briefly summarize Grab readers’ attention others’ ideas. Paraphrases, interviewee’s responses. Examples Exact quotations compelling figure because because figure compelling demonstrate, Diane with her Sawyer interview Malala Yousafzai is a Thesis: Working canhelpreaders visualizeareporter’s actionsoran

Work your on to own plan and write your essay. First, orrestatements usingyourownwords, canhelpclarify canillustrateaspeaker’s attitude.

Follow thisFollow guide to plan the order in which you will

Include supporting evidence for every point for evidence every supporting Include As both her speech at the both United her speech Nations and As essential question: • • • Body Use supportingdetails for eachidea Use anewparagraph ideas Present supporting Speech at the

United Whatistherelationship betweenpowerandfreedom?

Nations • • Conclusion Restate thesis memorable way End inastrong,

•

Diane

Sawyer .

Interviews  Malala Yousafzai.” “Diane SawyerInterviews at theUnitedNationsand Malala Yousafzai’s speech fromwhat you’velearned Evidence Logandrecord new selection,gotothe Before movingontoa

EVIDENCE LOG EVIDENCE Malala

Yousafzai

323 324 the meaningofawordorphrase. L.9–10.4.a strategies. choosing flexiblyfromarange of on meaning wordsandphrases based meaning ofunknownandmultiple- L.9–10.4 independently andproficiently. grades 9–10textcomplexityband and poems, atthehighend ofthe literature, includingstories, dramas, grade 10, readandcomprehend RL.9–10.10 

grades andcontent 9–10reading STANDARDS

UNIT 3•EXTENDING FREEDOM’SREACH MAKING MEANING

Determine orclarifythe

Use contextasaclueto By theendof , may findusefulasyouread. determine theirmeanings.There are varioustypesofcontextcluesthatyou other words andphrasesthat appearnearbyinthetext—tohelpyou Some Advice to Will Those Who BirdCaged opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadPOETRY first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofcontextcluesandothervocabularystrategiesto Context Clues following words. As youperformyourfirstread ofthesepoems,youwillencounterthe Concept Vocabulary PrisonServe Time in POETRY COLLECTION to thewindandjumpedintopoundingsurf. Contrast ofIdeas: no onecouldtellforsure whatshewasthinking. Restatement ofIdeas: obsolete Synonyms: current have already read. already knowandwhatyou the selectiontowhatyou CONNECT or describesasinglemoment. whether thepoemtellsastory “speaking” thepoemand NOTICE

, rendered outdated bynewadvancesintechnology. Sadly, Tim concludedthathislaptopcomputerwas Sadly,Tim who

trill If thesewords are unfamiliar, tryusing ideas within or

Thoughusuallyquite what Sara’s facialexpression was flurry is prudent the Comprehension Check. you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND , theythrew caution enigmatic by marking context clues by completing , so —

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. About the Poets the About twentieth century.twentieth of the international greatest of poets the one his Today, death. after as is regarded Hikmet available widely became writings and other during hiscensored lifetime, his but poetry leave Turkey forever. was writing Hikmet’s regime’s forced him to harshness eventually of Freedom. Medal Presidential 2011 and the doctorates honorary fifty includingawards than more for work, her equality. numerous received She and gender for out racial speaking movement, Civil Rights writer. voice during the her raised Angelou causes. Although Hikmet resisted, the the resisted, Hikmet Although causes. of leftist in support to writing Hikmet’s objected which government, anti-Communist by and was jailed the hiscompleting studies Moscow, to returned Turkey Russia. He after Turkey,Istanbul, in university attended but Hikmet Nazim family a as before talent discovering her her array toworked of support jobs awide mother, asingle As values. she strong learned facedshe racial also discrimination, she but Growing up, of Arkansas. section segregated in arural, andSt. Louis, raised Missouri, Maya Angelou ESSENTIAL QUESTION (1902–1963) in was raised (1928–2014) in was born : Whatistherelationship betweenpowerandfreedom? Time in Prison in Time Will Serve Who to Those Advice Some bird /thatcannotfly.” “Dreams,” life becomesa“broken-winged Likewise, inLangstonHughes’s poem and “Iknowwhythecagedbird sings.” says, “Iknowwhatthecagedbird feels,” Dunbar’s poem“Sympathy,”thespeaker image. Forexample,inPaulLaurence which acagedorinjured bird isacentral important AfricanAmericanpoetsin This poemjoinsanumberofothersby Bird Caged Backgrounds country. prison orinexilefrom Turkey, hishome Hikmet spentmostofhislife eitherin for hispoliticalbeliefsandwritings, personal experiences.Repeatedlyarrested This poemisinformedbyNazimHikmet’s Poetry Collection

325 POETRY Caged Bird Maya Angelou

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 35 30 25 20 15 10 5 The cagedbird sings so heopenshisthroat tosing. his wingsare clippedandhisfeetare tied his shadowshoutsonanightmare scream But acagedbird standsonthegraveofdreams and henamestheskyhisown and thefatwormswaitingonadawnbrightlawn and thetradewindssoftthrough thesighingtrees The free bird thinksofanotherbreeze sings offreedom. for thecagedbird on thedistanthill and histuneisheard but longedforstill of thingsunknown with afearful The cagedbird sings so heopenshisthroat tosing. his feetare tied his wingsare clippedand his barsofrage can seldomseethrough down hisnarrow cage But abird thatstalks and dares toclaimthesky. in theorangesunrays and dipshiswing till the and floatsdownstream on thebackofwind A free bird leaps sings offreedom. for thecagedbird on thedistanthill and histuneisheard but longedforstill of thingsunknown with afearfultrill current trill ends trill MEANING: current helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES MEANING:

(trihl)

(KUR uhnt) n Caged Bird . MULTIMEDIA SCAN FOR n .

327 328 NOTES POETRY

UNIT 3•EXTENDING FREEDOM’SREACH MULTIMEDIA SCAN FOR Serve Time to Those Some Advice Randy Blasing and Mutlu Konuk Randy BlasingandMutlu 5

Who Will Who Will If insteadofbeinghangedbytheneck you won’tsay, in theworld,yourcountry, andpeople, Nazim Hikmet translated by you’re thrown inside for notgivinguphope if youdotenorfifteen years apart from thetimeyouhave left,

“Better Ihadswungfrom theendofarope in

Prison like aflag”—

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 45 40 35 30 25 20 15 10 I mean,it’snotthatyoucan’tpass and makingmirrors. and Ialsoadviseweaving Read andwritewithoutrest, to thinkofseasandmountainsisgood. To thinkofroses andgardens insideisbad, it’s likethesnappingofagreen branch Don’t sayit’snobigthing: the womanyoulovemaystoplovingyou. And whoknows, also, don’tforget tolaughheartily. watch outforlice forget yourage, Look atyourfacefrom shavetoshave, or tolieawakeallnightstaringattheceiling to singsadsongs, To waitforlettersinside, But theotherpart Part ofyoumaylivealoneinside, but it’syoursolemnduty It maynotbeapleasure exactly, you’ll putyourfootdownandlive.

when outside,atfortydays’distance,aleafmoves. to liveonemore day in the must besocaughtup ten orfifteen yearsinside and alwaysremember that youshiverthere inside flurry on theleftsideofyourchestdoesn’tloseitsluster! as longthejewel you can, to eateverylastpieceofbread— like astoneatthebottomofwell. oftheworld to spitetheenemy. and forspringnights,

is sweetbutdangerous. and more— Some Advice to Those Who Will Serve Time inPrison• Serve Time Some Adviceto ThoseWhoWill to themaninside. flurry helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES MEANING:

(FLUR ee) n .

329 330 details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension v 5. 4. 3. 2. 1. CAGED BIRD

UNIT 3•EXTENDING FREEDOM’SREACH Where isthecagedbird’s songheard? How doesthefree bird regard thesky? What isthesubjectofcagedbird’s song? What hasbeendonetothecagedbird’s wingsandfeet? According tothespeaker, whatare three thingsthefree bird does?

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. life in greater detail. Share what you find your with group. 5. 4. 3. 2. 1. Research to Explore Research to Clarify Research RESEARCH of the poem? research that detail. what In way the information does you learned shed light an on aspect Some Advice to Advice Some

fifteen yearsinside”? According tothespeaker, ofwhatmusttheprisonermakesure inorder to“passtenor for prisonerstoimagine? According tothespeaker, whatkindsofscenesare “bad”andwhatkindsare “good” forty days’distance? How doesthespeakersayprisonershouldbeaffected bythemovementofaleafat According tothespeaker, whatistheprisoner’s “solemnduty”? inside”? According tothespeaker, forwhatreasons mightsomeonebeimprisoned,or“thrown T ho

s Choose unfamiliar at one least detail from of one Briefly the poems.

e Who Will Serve Serve Will e Who Locate another poem by one of the poets, or research or anotherLocate by of his one poem the poets, her or T ime in Pri in ime s on Poetry Collection

331 MAKING MEANING

Close Read the Text With your group, revisit sections of the poems you marked during your first read. Annotate details that you notice. What questions do you have? What can you conclude?

POETRY COLLECTION

CITE TEXTUAL EVIDENCE to support your answers. GROUP DISCUSSION Analyze the Text There are many different Notebook Complete the activities. kinds of cages or prisons— 1. Review and Clarify Reread the second stanza of “Caged Bird.” What physical ones, emotional feelings does the caged bird experience? What does this suggest about ones, intellectual ones. the song the caged bird sings? As you discuss the poems with your group, consider 2. Present and Discuss Now, work with your group to share the passages whether their meanings from the texts that you found especially important. Take turns presenting change when you view them your passages. Discuss what you noticed in the texts, what questions you in the context of various asked, and what conclusions you reached. types of cages or prisons. 3. Essential Question: What is the relationship between power and freedom? What have these poems taught you about the connection between power and freedom? Discuss with your group.

 WORD NETWORK LANGUAGE DEVELOPMENT Add words related to power and freedom from the texts Concept Vocabulary to your Word Network. current trill flurry

 Standards Why These Words? The three concept vocabulary words are related. RL.9–10.1 Cite strong and With your group, determine what the words have in common. Write your thorough textual evidence to support analysis of what the text ideas, and add another word that fits the category. says explicitly as well as inferences drawn from the text. Practice RL.9–10.4 Determine the meaning of words and phrases as Notebook Confirm your understanding of the concept words by using they are used in the text, including them in sentences. Include context clues that hint at each word’s meaning. figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. Word Study

RL.9–10.6 Analyze a particular Notebook Multiple-Meaning Words Many English words have point of view or cultural multiple meanings, or more than one distinct definition. For instance, the experience reflected in a work of literature from outside the United concept vocabulary word current can be a noun, as it is in “Caged Bird,” States, drawing on a wide reading but it can also be an adjective meaning “up-to-date.” of world literature. Identify two meanings for each of the following words: grave, well, © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson L.9–10.4 Determine or clarify weaving, care, chain. First, determine the word’s meaning in either the meaning of unknown and multiple-meaning words and “Caged Bird” or “Some Advice to Those Who Will Serve Time in Prison.” phrases based on grades 9–10 Then, determine another meaning of the word, consulting a dictionary as reading and content, choosing needed. Record both meanings for each word. flexibly from a range of strategies.

332 UNIT 3 • EXTENDING FREEDOM’S REACH © Pearson Education, Inc., or its affiliates. All rights reserved. Author’s Choices:FigurativeLanguage Analyze CraftandStructure extended metaphorare three commonlyusedtypesoffigurativelanguage. ways andinvestevensmalldetailswithmeaning.Simile,metaphor, and Poets rely onfigurativelanguage becauseithelpsthemexpress ideasinvivid imaginatively ratherthanliterallyisreferred toas • • • 1. Practice 2. throughout anentire work. not endafterasinglelineorimage,butcontinuesforseverallines An voyagers” not useanexplicitcomparisonword: “Thesunandthemoonare eternal A pathless wood”(from “Birches,” byRobertFrost). similarities betweentwoseeminglyunlikethings:“life istoomuchlikea A Simile: Simile: Simile: EXAMPLE Metaphor:

discuss yourresponses withyourgroup. and onemetaphorthatappearinNazimHikmet’s poem.Compare and Working individually,usethischarttoidentify andanalyzethree similes the real world? making betweenthefree bird, thecagedbird, andpeopleorideasin read asanextendedmetaphor. What impliedcomparisonisthepoet metaphor simile extended metaphor

Notebook isadirect comparison,usingthewords

(from isacomparisonoftwoseeminglyunlikethingsthatdoes

“Narrow Explain howMayaAngelou’s “CagedBird” canbe THINGS COMPARED involvesametaphoricalcomparisonthatdoes

Road ESSENTIAL QUESTION:

the

Interior,”

Language thatisused figurative language

by like Whatistherelationship betweenpowerandfreedom? MEANING AND EFFECT AND MEANING

Bashō). or as, thatshows . to supportyouranswers. CITE TEXTUALEVIDENCE Poetry Collection

333 334 or characters. the experiences, events, setting, and/ language toconveyavividpictureof phrases, tellingdetails, andsensory W.9–10.3.d structured eventsequences. well-chosen details, andwell- or eventsusingeffectivetechniques, develop realorimaginedexperiences W.9–10.3 word choicesonmeaningandtone. the cumulativeimpactofspecific and connotativemeanings;analyze used inthetext, includingfigurative of wordsandphrases astheyare RL.9–10.4 

tandards UNIT 3•EXTENDING FREEDOM’SREACH LANGUAGE DEVELOPMENT

Write narratives to Determine themeaning

POETRY COLLECTION Use precisewordsand to multiple images or patterns ofimagesas to multipleimagesorpatterns more ofthesenses—sight, hearing,touch,taste,orsmell.We oftenrefer emotions, andaddsvividnesstoatext. create word pictures inreaders’ minds.Imageryenrichesmeaning,suggests Specific Details Author’s Style Write It your group. explain howeachimagehelpscreate meaning.Discussyourresponses with Work individually.Usethis charttoidentify imagesineachpoem.Then, Read It sirens” Image appealingtosightandhearing: Image appealingtotasteandtouch: Meaning: Images: BIRD CAGED

Notebook

Write aparagraphthatincludes atleastthree images.

An image isaword orphrasethatappeals tooneor Images: Meaning: WILL SERVE TIME IN PRISON IN TIME SERVE WILL SOME ADVICE TO THOSE WHO “sweet,slipperymangoslices” “glaringlightsandwailing imagery . Poetsuseimagesto

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. do so. record examplesofelementsyouwouldliketouseandhowmight how youcanincorporatethoseelementsintoyourwork.Usethischartto example, noticehowthepoetusesrepetition orrhyme,andthinkabout chose asinspiration,andidentify elementsyou likeorfindeffective. For Writing toSources Identifying Models Project Plan help oneanotherbrainstormforideasorclarify yourthoughts. prompt orwilleachchoosetheoneyouprefer. Then,worktogetherto ELEMENT TO INCLUDE IN POEM POEM IN TO INCLUDE ELEMENT Working individually,write anoriginal Assignment in thiscollection.Choosefrom thefollowingprompts:

Choose animageinoneofthepoemsthatyouthoughtwas Serve Imagine thatthespeakerof“SomeAdvicetoThoseWhoWill Using “CagedBird” asamodel,writepoemonthethemeof Eff poem aboutfreedom, imprisonment, orboth. particularly powerful.Usethisimageasastartingpointforyourown speaker’s pointofviewaboutafirstdayfreedom. Using thepoemasamodel,writeanotherofadvicefrom the inPrison”issetfree aftermanyyearsofunjustimprisonment. Time freedom/imprisonment that developsadifferent extendedmetaphor. e

ctiv As agroup, decidewhetheryouwillallworkonthesame e

As youplanyourpoem,gobacktothepoem Expr e ssion EXAMPLE FROM TEXT TEXT FROM EXAMPLE poem basedononeofthepoems NOTES  Before movingontoa Serve Time inPrison.” Serve Time Advice toThoseWhoWill ”Caged Bird” and“Some fromwhat youlearned Evidence Logandrecord new selection,gotoyour

evidence log Poetry Collection

335 336 word orphrase. determination ofthemeaninga L.9–10.4.d the meaningofawordorphrase. L.9–10.4.a independently andproficiently. grades 9–10textcomplexityband and poems, atthehighend ofthe literature, includingstories, dramas, grade 10, readandcomprehend RL.9–10.10  fiction. identity inmuchofher repression ofspeechand Valenzuela examinesthe political turmoilinArgentina, words. Influencedbythe the waytheyuseanddefine power andinfluencefrom that writersderivetheir and language.Shebelieves approach toliterarystyle takes anexperimental American writers,Valenzuela many contemporaryLatin true callingasawriter. Like she soondiscovered her a career asapainter, but Argentina. Shefirstpursued inBuenosAires,was born Luisa Valenzuela About the Author

STANDARDS

UNIT 3•EXTENDING FREEDOM’SREACH MAKING MEANING

Use contextasaclueto Verify thepreliminary By theendof (b.

1938) may findusefulasyouread. determine theirmeanings.There are varioustypesofcontextcluesthatyou other words andphrasesthat appearnearbyinthetext—tohelpyou As youperformyourfirstread of“TheCensors,”youwillencounterthe Concept Vocabulary Censors The opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION meanings youidentify. first read. Usearesource suchasadictionaryorthesaurustoverify the determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofcontextcluesandothervocabularystrategiesto Context Clues following words. felt anxious and tense that afternoon. felt anxiousandtensethatafternoon. Contrast ofIdeas: toseehishomelandoncemore.yearned Restatement ofIdeas: government’s opponents. Synonyms: sabotage CONNECT as theydo. and where is about, NOTICE already read. know andwhatyouhave the selectiontowhatyou why

and Thenewspapereditor thoseinvolvedreact whom what

If thesewords are unfamiliar, tryusing ideas within when intercept happens, Abandoninghercustomary thestory ithappens, Periodically,Samgrew

subversive incited therebellion, stirringupthe summary oftheselection. and bywritingabrief the Comprehension Check you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND nostalgic nonchalance by marking context clues , ashe by completing , Sofia —

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 2 1 every letter, andcheckitstiniestcommamostaccidentalstain. that theyexamine,sniff, feel,andread betweenthe linesofeachand that it’sirreproachable, harmless.Butwhataboutthe rest? Heknows had heputonthatsheetofpapersenttoMariana?). the dayandwon’tlethimsleepatnight(whathadhescrawled,what wrote heraletter. forgotten him.Without thinkingtwice,hesatdownathistableand source Mariana’snewaddress inParisandknewthat shehadn’t can’t trust—get thebetterofhimwhenhereceived from aconfidential you’re careless, asoneoftenis.Juancitolethappiness—afeelingyou was really oneoffate’sdirtytricks.Thesethingshappentheminute discount inairfares; there’s nothingtostopthemfrom goingasfar Secret Command where shealwaysdreamt she’dlive.Butheknowsthatthe of hisletters.Ofallpeople,Mariana,whomustfinally feelsafethere troubled: thinkingthatsomething mighthappentoMarianabecause of bothsenderandreceiver isinjeopardy. And that’swhyJuan’sso there aren’t anysnags;allthistimethefreedom, maybeeventhelife, few continueontheirway. Usuallyittakesmonths,evenyears,if sorts oftestsinthehugecensorshipoffices andthat,intheend,very He knowsthatallletterspassfrom handtoandgothrough all P oppression. “The Censors,”Valenzuela explores theabsurd aspectsoflife undersuch hunted downsuspectedpoliticalfoes,andcensored newsandmail.In human-rights violations.Inthe1970s,amilitaryregime tookpower, brutally democracy, hashadatroubled historyofcensorship andextreme political issuesinherfiction.Hernativecountry,Argentina,nowa Like manyotherLatinAmericanwriters,LuisaValenzuela oftenaddresses BACKGROUND Juan knows there won’t be a problem with the letter’s contents, Juan knowsthere won’tbeaproblem withtheletter’s he couldevenrealize thatwhathehadtakenasastroke ofluck oor Juan!Onedaytheycaughthimwithhisguard downbefore operatesallovertheworld andcashesinonthe The letterthatnowkeepshismindoff hisjobduring The Censors translated byDavidUnger Luisa Valenzuela Censor’s NOTES The Censors MULTIMEDIA SCAN FOR SHORT STORY

337 338 MEANING: subversive helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate MEANING: intercept MEANING: sabotage helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES adj .

UNIT 3•EXTENDING FREEDOM’SREACH

(ihn tuhrSEHPT) (SAB uhtozh)

(suhb VURsihv)

v .

. 11 10 9 8 7 6 5 4 3 bottom oftheproblem soastostopit. to do: to theircozyhomes,certainofhavingfulfilled theirnoblemission. that hiddenParisneighborhood, kidnappingMariana,andreturning passed theotherhurdles—so heread themover and overagain, him happy. Very fewlettersreached himin someone secretly scheming tooverthrow theGovernment. unsettled” or“pricescontinuetosoar”thewavering handof instincts were sosharpthat hefoundbehindasimple“theweather’s ways employedbypeopletopasson were horribledayswhen he wasshockedbythesubtleandconniving ink, pitilesslychuckingmanylettersintothecensored basket.These in hismind.Dayafterdayhecrossed outwholeparagraphsinred other sectionsandwasprobably floatingaround inthisone. which, judgingbythetimethathadelapsed,gonethrough the letters’ contents.Here hecouldevenhopetogetholdofhisletter, became more interesting, forhecouldnowread andanalyzethe climbed arung intheladder. where lettersare carefully checkedforpoisondust,hefelthad as helefthisboss’soffice. And whenhewastransferred to reported themantohissuperiorsandthusgotpromoted. for unhealthywork,butJuandidn’tjoinin;afterthinkingitover, he work, oneofthemtriedtoorganize astriketodemandhigherwages allowed togobacktheirwork,thoughfeelinglesssecure. After negligence onthevictim’spart.Juanandotheremployeeswere blown off byaletter, butthedivisionchiefclaimeditwassheer Section K Mariana. Hedidn’tevenworrywhen,inhisfirstmonth,hewassentto felt atpeacesincehewasdoingeverythingcouldtogethisletterfor inner staidness.Littlebylittle,Juanwasabsorbedhisjob,andhe Post Office’s CensorshipDivision would snapupsomanyothers?That’showJuanmanagedtojointhe and evenif theydid,what’saletterortwowhenthenewcensor how hard itwouldbeforthepoorguystofindlettertheywanted but theyneedn’tbetoostrictwiththosewhoapplied.Theyknew are neededandnoonewouldbothertocheckonhisreferences. idea. Hewashired immediately, foreachdaymore andmore censors applied simplyto job—notbecausehehadacallingor neededajob:no,he a censor’s You don’tformahabitbydoingsomethingonce,hetoldhimself His zealbrought himswift promotion. We don’tknowif thismade Soon hisworkbecamesoabsorbingthatnoble mission blurred By workinghard, hequicklyreached It’s true thatonthethird day, afellowworkerhadhisrighthand The buildinghadafestiveairontheoutsidethatcontrastedwithits Ulterior motivescouldn’tbeoverlookedbythe This wasJuan’ssoundplanwhenhe,likemanyothers,appliedfor Well, you’vegottobeatthemthepunch,dowhateveryonetries sabotage where envelopesare verycarefully screened forexplosives. themachinery, throw sandinitsgears,gettothe intercept hisownletter, aconsolingalbeitunoriginal , withacertaingoalinmind. subversive Section E Section B messages;his where thejob Censorship Division —only ahandful Section F , ,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension 12 Research to Clarify Research RESEARCH 5. 4. 3. 2. 1. detail. what In way the information does you of learned shed light the story? an on aspect his duty. Onlyhisdarlingmother worried,butshecouldn’tgethim his soup,eatsomefruit, andfallintobed,satisfiedwithhavingdone beat bythetimehemadeithome.He’dbarely managetowarmup an electronic microscope, andtunedhissenseofsmellsothathewas passed themunderamagnifying glass,searched formicroprint with to hiswork. executing himthefollowingmorning,anothervictimofhisdevotion it withoutregret. And justas naturally, hecouldn’tstopthemfrom when hislettertoMarianareached hishands.Naturally, hecensored to congratulatehimself forhavingfinallydiscovered histrue mission, most cunningbasketinthewhole cheats. Hehadatruly patriotictask,bothself-denying anduplifting. the perfectcensorhadtobealert,keen,attentive,andsharpnab wouldn’t overdo it:anydistractioncouldmakehimlosehisedgeand for you.Orelseshe’dleaveabottleofred wineonthetable.ButJuan called, she’satthebarwithgirls,theymissyou,they’re waiting back ontherighttrack.She’dsay, thoughitwasn’talwaystrue: Lola

What doesJuandowhenhefindshislettertoMariana? What istheresult ofJuan’s enthusiasmonthejob? Why istheCensorshipDivisionnotparticularlycareful aboutwhomithires? Why doesJuantakeajobascensor? His basketforcensored lettersbecamethebestfedaswell

Notebook

❧

Confirm yourunderstandingofthestorybywritingasummary.

Choose unfamiliar at one least Briefly research detail from the text. that Censorship Division . Hewasabout NOTES The Censors

339 MAKING MEANING

Close Read the Text With your group, revisit sections of the text you marked during your first read. Annotate what you notice. What questions do you have? What can you conclude?

THE CENSORS

CITE TEXTUAL EVIDENCE Analyze the Text to support your answers. Notebook Complete the activities. GROUP DISCUSSION 1. Review and Clarify Reread the first two paragraphs of “The Keep in mind that the Censors” carefully. What emotion leads Juan to write and send Mariana narrator plays an important a letter? How does he feel after he has sent the letter? Why do his role in this short story. feelings change? What does this communicate about the society in Consider how the narration which he lives? affects your understanding of the story as you analyze 2. Present and Discuss Now, work with your group to share the passages and discuss the text. from the text that you found especially important. Take turns presenting your passages. Discuss what you notice in the text, what questions you asked, and what conclusions you reached.  WORD NETWORK 3. Essential Question: What is the relationship between power and Add words related to power freedom? What has this story taught you about the nature of freedom and freedom from the text and power in an oppressive society? Discuss with your group. to your Word Network.

LANGUAGE DEVELOPMENT Concept Vocabulary

sabotage intercept subversive

Why These Words? The three concept vocabulary words are related. With  Standards your group, determine what the words have in common. Write your ideas, RL.9–10.4 Determine the meaning of words and phrases as they are and add another word that fits the category. used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific Practice word choices on meaning and tone. Notebook Confirm your understanding of these words by using them RL.9–10.6 Analyze a particular in sentences. Include context clues that hint at each word’s meaning. point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Word Study Notebook Latin Prefix: sub- The concept vocabulary word subversive L.9–10.4.b Identify and correctly use patterns of word changes that begins with the Latin prefix sub-, meaning “under,” “below,” or “from indicate different meanings or parts beneath.” of speech and continue to apply © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson knowledge of Greek and Latin roots Use your understanding of the prefix sub- to determine the meaning of each and affixes. of the following words: submissive, subculture, subterranean. After you have recorded a meaning for each word, use a dictionary to confirm or correct L.9–10.4.d Verify the preliminary determination of the meaning of a your definitions. word or phrase.

340 UNIT 3 • EXTENDING FREEDOM’S REACH © Pearson Education, Inc., or its affiliates. All rights reserved. structures. writer establishestonethrough word choice,details,andevengrammatical Some satire isbitterandcynical, whereas othersatire isgentleandfunny.A Satiric writingsvaryin for corruption, other or social ills. of this Because serious purpose, satire is avehicle funny,be by improve absurdity, exposing is serious—to purpose society its ideas, institutions, social conventions, humanity or in general. While satire may Author’s Choices: Satire Choices: Author’s Analyze CraftandStructure 2. 1. your group, anddiscussany differences inyourideas. Work independentlytocomplete thefollowingitems.Then,share yourresponses with Practice 4. 3. social commentary, social

Explain. its subject?Explain. contribute tothenarrator’s tone.Explainthetoneeachexamplehelps create. Use thecharttoidentify three otherexamplesofdiction(orword choice)that punch” and“throw sandinitsgears”?Explain. What toneiscreated bythenarrator’s useofexpressions suchas“beatthemtothe Briefly describethesocialillsthatare thetargetofsatire inthisstory. PASSAGE

Notebook

(a) tone, or writing or that criticizes institutions behaviors. or Howdoesthetoneofthisstorycontrastwithseriousness of (b)

orattitudetoward thesubject andreader. A Inwhatwaysdoesthetone ofthestoryaddtosatire? ESSENTIAL QUESTION: satire is awork that ridicules individuals, Whatistherelationship betweenpowerandfreedom? essential question: TONE IT CREATES IT TONE Whatdoesittaketosurvive? to supportyouranswers. CITE TEXTUALEVIDENCE

The Censors

341 342 role inthetext. speech incontextandanalyzetheir L.9–10.5.a persuasively. expressing theirownclearlyand issues on discussions withdiversepartners effectively inarange ofcollaborative SL.9–10.1 word choicesonmeaningandtone. the cumulativeimpactofspecific and connotativemeanings;analyze used inthetext, includingfigurative of wordsandphrases astheyare RL.9–10.4 

grades 9–10topics, texts, and STANDARDS

, buildingonothers’ideasand UNIT LANGUAGE DEVELOPMENT LANGUAGE

Initiate andparticipate Determine themeaning Interpret figuresof

•

EXTENDING THE CENSORS

FREEDOM’S Word Choice Author’s Style your group. create humorandaddtothe satire ofthestory.Discussyourresponses with understatement in“TheCensors.”Then,explainhowtheseelementshelp Work individually.Usethe chart torecord examplesofhyperboleand It Read qualities in the target of the satire. understatement to humor. add devices also help emphasize These specific and one example of understatement. example and one dance. aschool or Include exampleof at one least hyperbole party birthday Write It Effects: Examples: HYPERBOLE • • Notebook greatly exaggerated.” is famousforthisunderstatedcomment:“Thereports ofmydeathare minimizing oftheseriousnessorgravityaneventidea.MarkTwain Understatement discovery ofamissingsock“joyousreunion” isanexampleofhyperbole. emphasize emotionortocreate acomiceffect. Forexample,callingthe Hyperbole

REACH

Many the use literary devices of and hyperbole satiric works is a deliberate exaggeration or overstatement, often to is adeliberateexaggerationoroverstatement,oftento Write abrief, humorous invitation to an event such as a istheoppositeofhyperbole.Itdeliberate Effects: Examples: UNDERSTATEMENT

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Speaking andListening Discussing Juan’s Character characters view Juan,characters view to the use chart record your notes. Juan’s Coworkers Juan’s Mother Mariana CHARACTER Assignment with theclass. Then, summarizethemainpointsofdiscussion,andshare yourideas Conduct a

EFFECTIVE EXPRESSION EFFECTIVE his job? job attheCensorshipBureau. Whydoeshebecomesodedicatedto Discuss theevolutionofJuan’s workethicandhisfeelingsabout Bureau mightsayabouthim. what Mariana,Juan’s mother, andhiscoworkersattheCensorship How mightvariouscharactersinthestorydescribeJuan?Consider Connect yoursenseofprivacytoJuan’s experiencesinthe story. communication—such astextmessagesandemails—were censored? How wouldyourlife bedifferent if mailand otherformsof small-group discussion VIEW OFJUAN

If yourIf group to discuss chooses how other aboutoneofthefollowingtopics.  “The Censors.” fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa

EVIDENCE LOG EVIDENCE The Censors

343 344 Press the including year, each documents of significant a number publishes organization for The all. liberties of civil expansion the and rights, of human strengthening the of democracy, spread the through ideologies oppressive to fight sought has House war, the following Freedom decades the Europe. In growingthen throughout threat Nazi to the response in1941 established in was organization The world. the around of freedom expansion to the dedicated organization nonprofitindependent, an is House Freedom About the Organization expression. important tocomprehensionor when consideringawordorphrase in gatheringvocabularyknowledge level; demonstrate independence the collegeandcareerreadiness writing, speaking, andlistening at phrases, sufficientforreading, and domain-specificwords accurately general academic L.9–10.6 independently andproficiently. grades 9–10textcomplexityband nonfiction atthehighendof read andcomprehendliterary RI.9–10.10 documents. text featuresinfunctionalworkplace RI.9–10.5.a 

Standa

report. report. UNIT 3•EXTENDING FREEDOM’SREACH Making Meaning

Acquire anduse

By theendofgrade 10, Analyze theuseof Freedom of the Freedom r d s Press Report2015 from opportunity tocompleteacloseread afteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First Read discuss, andwriteaboutinformationalgraphics. The followingwords orconceptswillbeusefultoyouasanalyze, VocabularyMedia represent data data represent to design and with visual elements text combines that Pie Chart: Pie points connects that line a using points data of representation Line Graph: bars rectangular using points data of representation Graph: Bar Infographic: segments into cut a circle using points data of representation C Notice topic asyoufirstread thistext. abouttheunit ideas youlearn have read. and theselectionsyou selection tootherknowledge o nn

Freedom ofthe ect display display new information or new informationor ideas within the ideas withinthe • • • • • • • •

make comparisonsataglance. An infographicallowstheusertoseetrends and graphic The word with two(ormore) lines. Line graphscancompare two(ormore) setsofdata data changesovertime. Line graphsare especiallyusefulforshowing how same segmentbyclusteringbarsofdifferent colors. Bar graphscancompare twoormore datapointsinthe Bar graphscanbeorganizedverticallyorhorizontally. Typically, eachsegmentisadifferent color. all thedata. size ofeachdatapointcompares tothetotalsizeof Pie chartsare especiallyusefulforshowinghowthe . infographic the Comprehension Check. you wanttorevisit. vocabulary andkeypassages A nn Respo isshortfor ot a te n d by marking by marking by completing by completing informational

from Freedom of the Press Report 2015 Freedom House

Background From the introduction to the Freedom of the Press Report 2015: “Conditions for the SCAN FOR MULTIMEDIA media deteriorated sharply in 2014 as journalists around the world faced mounting restrictions on the free flow of news and information—including grave threats to their own lives. Governments employed tactics including arrests and censorship to silence criticism. Terrorists and other nonstate forces kidnapped and murdered journalists attempting to cover armed conflicts and organized crime. . . . The share of the world’s population that enjoys a free press stood at 14 percent, meaning only one in seven people live in countries where coverage of political news is robust, the safety of journalists is guaranteed, state intrusion in media affairs is minimal, and the press is not subject to onerous legal or economic pressures.”

Biggest Press Freedom Declines in 2014

Venezuela Turkey Serbia Peru Iraq Cambodia Myanmar Botswana Azerbaijan FPO South Africa Iceland Honduras Hong Kong Greece Egypt South Sudan Thailand Libya –10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0

Score Declines Source Freedom House

NOTES

from Freedom of the Press Report 2015 345 The Global Average Press Freedom Score Has Declined Sharply Since 2004 –45.58

–46

–47

–48

–48.57

2004 ‘05 ‘06 ‘07 ‘08 ‘09 ‘10 ‘11 ‘12 ‘13 2014 Source Freedom House

Figure 2 NOTES

Global Status for Press Freedom

GLOBAL-STATUS BY POPULATION GLOBAL-STATUS BY COUNTRY

Free Partly Not Free 63 36% 3,162,940,027 Free 44% 32% 71

Partly Free Free Total 3,070,963,460 14%z 42% countries 199

999,180,643 Not Free

Source Freedom House 65 32%

346 UNIT 3 • EXTENDING FREEDOM’S REACH © Pearson Education, Inc., or its affiliates. All rights reserved. details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Comprehension Check Research to Clarify Research RESEARCH 5. 4. 3. 2. 1. of the infographics? research that detail. what In way the information does you learned shed light an on aspect

number ofnationswithoutfree press? Which categorywasgreater in2014:thenumber ofnationswithfree press orthe By whattwodifferent measures ispress freedom measured inFigure 3? In whichyearbetween2004and2014didglobalaveragepress freedom increase? What hashappenedtoglobalaveragepress freedom since2004? What twocountriesshowedthegreatest declineinpress freedom in2014?

Choose unfamiliar at one least detail from the infographics. Briefly from Freedom of thePress Report2015

347 MAKING MEANING

Close Read With your group, look at the infographic again. Annotate details that you notice. What questions do you have? What can you conclude?

from Freedom of the Score DeclinesPress REPORT 2015 Source Freedom House Analyze the Media Complete the activities. 1. Review and Clarify With your group, review Figures 2 and 3. How is it GROUP DISCUSSION possible that 32 percent of the countries in the world have a free press, Consider what it means for but only 14 percent of the world’s people have access to a free press? the press to truly operate Discuss. freely and independently. What conditions would have 2. Present and Discuss Now, work with your group to share other to be met? Keep this in mind important data from the infographics. Take turns presenting your data. as you analyze and discuss Discuss what you noticed in the data, what questions you asked, and what the data in the graphs. conclusions you reached.

3. Essential Question: What is the relationship between power and freedom? What have the data in this infographic taught you about power and freedom? Discuss with your group.

LANGUAGE DEVELOPMENT Media Vocabulary

infographic bar graph line graph pie chart

Use the vocabulary words in your responses to these questions.

1. In Figure 1, how does the presentation of the data enable readers to make comparisons?

 STANDARDS 2. In Figure 2, how does the type of graph help illustrate a trend in the RI.9–10.5.a Analyze the use change of global average press freedom over time? of text features in functional workplace documents.

L.9–10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, 3. In what way are the images in Figure 3 similar to pie charts? writing, speaking, and listening at the college and career readiness All rights reserved. or its affiliates. Inc., Education, © Pearson level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

348 UNIT 3 • EXTENDING FREEDOM’S REACH © Pearson Education, Inc., or its affiliates. All rights reserved. and distribute it to the class. computer and to projector display it. Alternatively, print your presentation possible,If share your presentation digitally by it online posting using or a conducted your research. Also, explain how you to chose organize the data. findings. which countries Explain you and chose why, as well as how you Research Create and Deliver the Presentation Deliver the and Create YourAssess Data Types ofInformationandData: Country 2: YourPlan Research Country 1: team and gather members, information. the spaceUse here to record your decisions. Then, split the work among your Then, consider how the kinds to of collect information and data you need. information clearly and effectively? it. Will infographic one more or to present two you sufficient, do or be need have all the information and data you consider need, to organize how best and to consider any that elements are missing more work. need or Once you Research theissueoffreedom ofthepress inatleasttwocountries,and Assignment Add more questionsofyour ownasyougatherinformation. Use thefollowingquestionsasastartingpointforyourresearch: Freedom ofthePressReport begin withtheinformationprovided intheinformationalgraphicsfrom then create an • • • •

Are foreign allowedtoreport journalists ineachcountry? In eachcountry,howfree aretopursuestories? journalists unpopular informationineachcountry? What are theconsequences ofviolatingaregulation orpublishing Privateowners? government? Who ownsorcontrols the major mediaoutletsineachcountry?The EFFECTIVE EXPRESSION infographic

Meet regularlyMeet to evaluate the data you have collected,

As agroup,As which countries decide you will research. thatcaptures yourfindings. Your research can 2015.

Write an introduction to your from Freedom of thePress Report2015  interest. reasoning, and evidenceandtoadd enhance understandingoffindings, digital mediainpresentationsto SL.9–10.5 audience, andtask. style areappropriatetopurpose, development, substance, and of reasoningandtheorganization, that listenerscanfollowtheline clearly, concisely, andlogically such findings, andsupportingevidence SL.9–10.4 as needed. and deadlines, andindividual roles and decision-making, cleargoals set rulesforcollegialdiscussions SL.9–10.1.b dynamically. to displayinformationflexiblyand to linkotherinformationand advantage oftechnology’s capacity shared writingproducts, taking publish, andupdateindividualor Including theInternet, toproduce, W.9–10.6  Report Freedom ofthePress fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa

STANDARDS EVIDENCE LOG EVIDENCE 2015.

Use technology, Make strategic useof Present information,

Work withpeersto

349 350 and task. are appropriatetopurpose, audience, development, substance, andstyle of reasoningandtheorganization, that listenerscanfollowtheline clearly, concisely, andlogically such findings, andsupportingevidence SL.9–10.4 reasoned exchangeofideas. issue tostimulateathoughtful, well- and otherresearchonthetopicor by referringtoevidencefromtexts explicitly draw onthatpreparation researched materialunderstudy; prepared, havingreadand SL.9–10.1.a  • • • • • •

P from T in W S C M D NATIONS SPEECH ATTHEUNITED STANDARDS

ome he ress aged iane alala ho P UNIT 3•Ex PERFORMANCE TASK: LISTENING AND SPEAKING FOCUS C rison F W ensors A REPORT 2015 reedom S

SOURCES B Present information, ill dvice awyer Y

ird Come todiscussions ousaf S erve

INTERVIEWS of T z ten T ai

ime the hose d

in g Fr ee dom’s include inyourpresentation. list yourideas.Then,cometoaconsensusaboutwhichideasyouwant and howlimitsonfreedom mayornotbenecessary.Usethechartto obligations. Talk aboutwhatthoseprivilegesandobligationsmightbe, your discussion,considertheideathatfreedom offers bothprivilegesand of theselectionsyouhaveread andviewedinthissection.Asyouconduct Presentation Deliver Multimedia a Gather EvidenceandMediaExamples Analyze theTexts YourPlan With Group Allow eachgroup membertomakesuggestions. photographs, illustrations,charts,graphs,music,andaudio andvideoclips. for typesofmediayoucanusetoelaborateoneachdetail. Consider to choosethedetailsyouwillincludeinyourpresentation. Then,brainstorm of relevance toyourposition—from mosttoleastrelevant. Use thisanalysis the selectionsthatsupportyourgroup’s ideas. Numberthedetailsinorder Press Report2015 from The Censors in Prison Who WillServeTime Some AdvicetoThose Caged Bird Malala Yousafzai Diane SawyerInterviews Nations Speech attheUnited TITLE and delivera issues ofpowerandfreedom. Work withyourgroup todevelop,refine, You haveread manyselectionsandwatchedaninterviewthatdealwith Assignment Re Freedom ofthe When, if ever, are limits on freedom necessary? ever, necessary? if freedom on When, limits are ach multimedia presentation

With yourgroup, discussthepurposesandmessages With PRIVILEGES ANDOBLIGATIONSOFFREEDOM thataddresses thisquestion:

Identify specific details from

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Rehearse With Your With Rehearse Group Organize Your Ideas presentations, evaluatehowwelltheymeetthechecklist requirements. into accountallofthechecklist items.Asyoulistentoothergroups’ When youdeliveryourpresentation, besure thateachmemberhastaken EvaluatePresent and Brush UponYour Presentation Techniques Improve Your UseofMedia Fine-Tune theContent Practice WithYour Group here toguideyourrevision. of yourgroup’s firstrun-through. Then,useyourevaluationandtheinstruction audio andvideoclipswillbeused. begins, andwhateachspeakerwillsay.Alsonotewhere images,music,and the presentation. Useachart liketheoneshowntonotewheneachsection clearly related tothepresentation, replace itwithamore relevant itemoromit it. they addinterest andhelpcreate acohesivepresentation. Ifanelementisnot with bothlivelinessandconviction. before youdeliverittotheclass.Duringpresentation, speakclearlyand material asneeded. or vagueness.Revisethecontenttoclarify theseelements,addingsupporting yourgroup,ideas are identify conveyedclearly.With anypointsofconfusion Presenter 3 Presenter 2 Presenter 1 CONTENT

Learning. Small-Group in texts the from evidence relevant with supported are ideas Main clearly. ideas mainconveys presentation The

Decide whowillperformwhichtaskineachpartof

Strengthen yourpresentation byensuringthat USE OFMEDIA

ESSENTIAL QUESTION Use thischecklisttoevaluatetheeffectiveness

MULTIMEDIA PRESENTATION SCRIPT Review allmultimediaelementstoensure that of media are used to used are media of types Appropriate functions properly.functions Equipment presentation. throughout the evenlydistributed are Media convey main ideas. Media Cues

Practice yourpresentation : Whatistherelationship betweenpowerandfreedom? TECHNIQUES PRESENTATION Performance Task: DeliveraMultimediaPresentation

visible andvisible are Media pace. volume and appropriate an at speaks and contact eyemakes presenter Each smooth. aresegments mediabetween Transitions audible. Script appropriate. formal Englishwhenindicatedor demonstrating commandof a variety ofcontextsandtasks, SL.9–10.6 add interest. reasoning, andevidenceto enhance understandingoffindings, digital mediainpresentationsto SL.9–10.5 needed. deadlines, andindividualroles as decision-making, cleargoalsand set rulesforcollegialdiscussionsand SL.9–10.1.b 

STANDARDS

Adapt speechto Make strategic useof

Work withpeersto

351 352 Take notes learned you’ve what Practice aschedule Create STRATEGY

UNIT 3•EXTENDING FREEDOM’SREACH OVERVIEW: INDEPENDENT LEARNING INDEPENDENT OVERVIEW: interesting andappealingto you? one if thistextdoesn’tmeet yourneeds. your for own each category. you take can actions to practicethem during Independent Learning. Add ideas of to rely to yourself on learn and work your on strategies own. these Review and the Throughout your life, in school, in your community, and in your career, you will need Learning StrategiesIndependent Look Inside Look Ahead Look Back follow steps. atext, these choose related toselection the topic. You’ll then share what you learn classmates. with To you will complete your of study the literature of by freedom an exploring additional for struggle humanThe around rights the world is an ongoing this battle. In section, power freedom? and What is the relationship between QUESTION: ESSENTIAL you wanttoknowaboutthetopicofpowerandfreedom?

Think abouttheselectionsyouhavealready studied.Whatmore do

Take afewminutestoscanthetextyouchose.Choosedifferent Preview thetextsbyreading thedescriptions.Whichoneseemsmost • • • • • • • • • • • ACTION PLAN Consider the quality andreliability quality Consider the source. ofthe the topic. After youread, evidencetohelpyouunderstand usefulnessofthe evaluatethe Use first-read andclose-read strategiestodeepenyourunderstanding. Make aplanforwhattodoeachday. Understand yourgoalsanddeadlines. Review yournotesbefore preparing toshare agroup. with Record importantideasandinformation. MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Choose oneselection.Selectionsareavailableonlineonly. The Role Courts ofFederal The the Rule ofLaw: and Law MEDIA: INFORMATIONAL TEXT PERFORMANCE-BASED ASSESSMENT PREP ASSESSMENT PERFORMANCE-BASED expression. and of thought freedom defends staunchly of his imagination strength by the lives who A writer Gaiman Neil Believe I Credo: What ESSAYPERSONAL wrong? horribly goes it when happens what goal, but anoble may be society equitable An Vonnegut,Kurt Jr. Harrison Bergeron SHORT STORY absurd. and awful both are its people to control tries government oppressive an which in ways The Kyi Suu San Aung ofLaw Misrule ESSAY over time? change from? they come do How laws do Where Center Learning Judicial Review Evidence for Informative an Essay synthesizing the information you haverecorded. information the synthesizing and whatyou’ve learned unitbyevaluating Complete yourEvidenceLogforthe MULTIMEDIA SCAN FOR

Overview: Independent Learning CONTENTS

353 354 Anchor ReadingStandard 10 

STANDARD about theunittopicasyoufirstread thistext. NOTICE

knowledge andtheselectionsyouhaveread. CONNECT UNIT 3•EXTENDING FREEDOM’SREACH Selection Title: Selection Use thispagetorecordyourfirst-readideas. Guide First-Read LEARNING INDEPENDENT new information or ideas you learn new informationorideasyoulearn ideas withintheselectiontoother

Read andcomprehendcomplexliterary andinformationaltextsindependently andproficiently. passages youwanttorevisit. the selection. ANNOTATE RESPOND by writingabriefsummaryof by markingvocabularyandkey Model Annotation First-Read Guideand

Tool Kit

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Selection Title: Selection Use thispagetorecordyourclose-readideas. Guide Close-Read Anchor ReadingStandard 10 

Pick aparagraphfrom thetextthatgrabbedyourinterest. Explainthepowerofthispassage. QuickWrite conclude questions and your firstread. Readthesesectionsclosely Revisit sectionsofthetextyoumarkedduring Close Read the Text STANDARD annotate ? aboutthetext.Whatcanyou Write downyourideas. whatyounotice.Askyourself

Read andcomprehendcomplexliterary andinformationaltextsindependently andproficiently. ESSENTIAL QUESTION: Whatistherelationship betweenpowerandfreedom? Analyze the Text about whatthischoiceconveys. the text.Selectone,andrecord yourthoughts structure, techniques,andideasincludedin Think abouttheauthor’s choicesofpatterns, Overview: Independent Learning Model Annotation Close-Read Guideand

Tool Kit

355 Media: Informational Text Law and the Rule of Law: The Role of Federal Courts Judicial Learning Center

BACKGROUND SCAN FOR The ancient Babylonian Code of Hammurabi is an early example of a systematized MULTIMEDIA body of laws. The Code employed the principle of talion, or “an eye for an eye.” Every punishment fit the crime, and the law was sometimes quite literal: a man caught stealing would have his hand cut off. Modern law has evolved tremendously since the time of Hammurabi, as this explanation of the United States legal system demonstrates.

IL1 UNIT 3 Independent Learning • Law and the Rule of Law: The Role of Federal Courts Essay

Misrule of Law

Aung San Suu Kyi

About the Author Inspired by the great peacemakers Mahatma Gandhi and SCAN FOR Martin Luther King, Jr., Aung San Suu Kyi (b. 1945) MULTIMEDIA organized rallies in the late 1980s that called for peace and democracy in Burma, now called Myanmar. Suu Kyi was under house arrest in military-ruled Myanmar at various points in her life before winning seats in the parliament. Today, Suu Kyi strives to transition Myanmar to a full-fledged democracy.

BACKGROUND In 1962, Burma’s democracy ended when the military overthrew the elected government. Burma was renamed Myanmar by the dictatorship in the late 1980s. Anti-government demonstrations and opposition groups erupted. Aung San Suu Kyi led the National Democratic Front in condemning the military government for its suppression of political dissidence.

1 s I understand it, a kangaroo court1 is so called because it NOTES A is a burlesque2 performance where the process of the law takes heart-stopping leaps and bounds. Out of curiosity, I looked up the entry on kangaroos in the Encyclopedia Britannica to see how far these marsupial mammals can clear in a leap. Apparently the record is 13.5 meters. This is far superior to the Olympic long-jump record. It is no surprise then that the erratic course of justice in a kangaroo court is outside the bounds of normal human conduct. © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson

1. kangaroo court corrupted court that neglects and misrepresents the law while it pretends to protect it. 2. burlesque (buhr LEHSK) n. parody or caricature.

UNIT 3 Independent Learning • Misrule of Law IL2 IL3 NOTES

UNIT 3 Independent Learning •MisruleofLaw UNIT 3Independent Learning 5 4 3 2 are membersoftheNLD. of anormal,healthylife. Theonesmostvulnerabletoarrest more akintodarknessthanthatofdeprivinginnocentpeople middle ofthenight,appropriately, asthere canbefewerdeeds be prepared togoprisonatanytime.Itusuallyhappens inthe part intheendeavortoreturn thecountrytodemocracyhas Burma havetoface.Everybodycommittedtakinganactive 3. 4. 5. That couldwelltranslateintoatwenty-yearsentence. a warrant,saythattheywillonlybekeepingyouforfewdays. be fooledif thepeoplewhoturnupatdoor, usuallywithout so respectable asaknapsackorsuitcaseispermitted. And donot medicines, ablanketortwo,etcetera,allinplasticbag.Nothing comes: achangeofclothing,soap,toothpasteandtoothbrush, what theyshouldtakewiththemwhenthebangingondoor of treatment theycanexpectattheinterrogation sessions and and instruct theasyetuninitiatedonsuchmatterskind previously spentsixyears inInseinJail: arrested onenightlastMay, hehadabag ready packed.Hehad innocent untilproven guilty. decided. Somuchfortheconceptoflawthatdeemsaperson had already beenmoved against himandhissentencehadbeen arrest warrant,theyreplied thatitwasnotnecessaryascharges asked thosewhohadcometotakehimawaywhethertheyan and hewasreleased only in February 1995.WhenUWin Htein taken awayfrom myhouse in1989onthedayIwasdetained the jailprecincts. of politicalprisonersare conductedinaspecialcourthousewithin and whenwhere thetrialswouldtakeplace.Usually find outwhere theyare, withwhat“crime”theyare tobecharged families ofpoliticalprisonershavetomakestrenuous inquiriesto on detaineeswhohavenotyetbeentried.TheNLD andthe families. Theauthoritiesgenerallyrefuse togiveanyinformation in Burma.Theyare noteven allowedtomakecontactwiththeir right tocounselissystematicallydeniedpoliticalprisoners such court,mayofrightbedefendedbyapleader.” Thisbasic against whomproceedings are institutedunderthiscode,inany that “anypersonaccusedofanoffence before acriminalcourt,or Jail. WhentheNLDheard thatUWin Htein andsomeothers jail veteranswho,atcasualmoments,exchangeprisonyarns

Insein Jail yarns NLD comprises political dissidents. dissidents. comprises political I havewrittenaboutthechallengesthatpoliticaldissidents in When UWin Htein,akeymemberofmyoffice staff, was Section 340(I)oftheCodeCriminalProcedure provides Last monthanumberofpoliticalprisonerswere triedinInsein

National League for Democracy. Political party headed by Aung San Suu Kyi. Suu San Aung by headed party Political Democracy. for League National

n . stories. . stories.

(IHN say jayl) prison sanctioned by the Burmese military, which mainly mainly which military, Burmese the by sanctioned prison jayl) say (IHN 3 Manyofthemare already seasoned 5 hewasoneofthepeople 4

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 7 6 four ofthetwenty-fourwitnessesforprosecution. courthouse. However, theywere onlyallowedtocross-examine was tocontinue.Thistimetheymanagedgetintotheprison the familiesofprisoners,ondaytheyhadheard thetrial a numberoflawyersagainwenttoInseinJail,accompaniedby gate andcontinuedafterheleftintheafternoon.Thenext week, trial. Butthetrialtookplacewhilelawyerwaswaitingat questioned bythelawyersaidhedidnotknowanythingabouta was senttodefendthem.TheSpecialBranchofficer atthejail were goingtobeproduced atcourtonacertainday, alawyer sentences each. that UWin Hteinandothershadbeengivenseven-yearprison proceedings. Somedayslater thegovernmentmediaannounced application shouldbemadetocopytherecords ofthecourt and surrounded bysecurity personnel,wouldonlysaythatan kind ofsentencehadbeenpassed.Themagistrate,verynervous lawyers followedhimtotheInseinTownship Courttoaskwhat two o’clockandcameoutagainafteraboutfortyminutes.The eventually arrivedandentered theprisonprecincts ataround of hoursandcontinuedtowaitoutsidethejail.Themagistrate were convincedthetrialwas scheduledtoproceed withinamatter been seenattheInseinTownship Magistrate’sCourt,thelawyers leave. However, asthemagistrateconcernedwithcasehad would onlybepassedattheendofmonthandwere askedto shut. Thelawyerswere refused entry. Theywere toldsentence full ofsecuritypersonnelandalltheshopsalongroad were would bepassedthatday. Thearea around thejailentrancewas arrived atInseinJailnineo’clock,astheyhadheard sentence at alltimes. law boundingawayfrom acceptednormsofjusticeisveryugly can sometimesberatherbeautiful. Thespectacleoftheprocess of The nextmorning,thelawyersandfamiliesofprisoners The sightofkangaroos bounding awayacross anopenprairie

❧ UNIT 3 Independent Learning •MisruleofLaw UNIT 3Independent Learning NOTES

IL4 Short Story

Harrison Bergeron

Kurt Vonnegut

About the Author

SCAN FOR Kurt Vonnegut (1922–2007) is known as one of the MULTIMEDIA great writers of the twentieth century. His experience as a prisoner of war during WWII was the basis for his literary masterpiece, Slaughterhouse Five. In addition to exploring such themes as the disintegration of families and the trauma of war, Vonnegut was an outspoken supporter of preserving freedoms guaranteed by the United States Constitution, controlling nuclear weapons, and ensuring sustainability on Earth.

BACKGROUND “Harrison Bergeron” by Kurt Vonnegut takes readers on an unsettling journey into a future world where everyone is rendered equal by the government. The government takes the son of a married couple away from them. Unable to fully understand what has happened, the couple sees their son, Harrison, on television. The events that follow are shockingly unexpected.

1 he year was 2081, and everybody was finally equal. They NOTES T weren’t only equal before God and the law. They were equal every which way. Nobody was smarter than anybody else. Nobody was better looking than anybody else. Nobody was stronger or quicker than anybody else. All this equality was due to the 211th, 212th, and 213th Amendments to the Constitution, and to the unceasing vigilance of agents of the United States Handicapper General.

2 Some things about living still weren’t quite right, though. April, All rights reserved. or its affiliates. Inc., Education, © Pearson for instance, still drove people crazy by not being springtime. And it was in that clammy month that the H–G men took George and Hazel Bergeron’s fourteen-year-old son, Harrison, away.

IL5 UNIT 3 Independent Learning • Harrison Bergeron © Pearson Education, Inc., or its affiliates. All rights reserved. 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 unfair advantageoftheirbrains. send outsomesharpnoisetokeeppeoplelikeGeorge from taking transmitter. Everytwentysecondsorso,thetransmitterwould by lawtowearitatalltimes.Itwastunedagovernment had alittlementalhandicapradioinhisear. Hewasrequired bursts. And George, whilehisintelligencewaswayabovenormal, which meantshecouldn’tthinkaboutanythingexceptin short about itveryhard. Hazelhadaperfectlyaverageintelligence, were about. cheeks,butshe’dforgotten forthemomentwhat they on Hazel’s like banditsfrom aburglar alarm. said Hazel. sash-weights andbagsofbirdshot, else wouldhavebeen,anyway. Theywere burdened with ballerinas. Theyweren’t really verygood—nobetterthananybody 1. radio scattered histhoughts. But hedidn’tgetveryfarwithitbefore anothernoiseinhisear the vaguenotionthatmaybedancersshouldn’tbehandicapped. would feellikesomethingthecatdrug in.George wastoyingwith so thatnoone,seeingafree andgracefulgesture orapretty face, had toaskGeorge whatthe latestsoundhadbeen. hammer,” saidGeorge. sounds,” said Hazel a little envious. “All the things they think up.” sounds,” saidHazelalittleenvious.“Allthethingstheythinkup.” religion.” “I’d havechimesonSunday—justchimes.Kind ofinhonor Moon Glampers.“IfIwasDianaGlampers,” saidHazel, resemblance totheHandicapperGeneral,awomannamedDiana would do?”saidHazel.Hazel,asamatteroffact, bore astrong make agoodHandicapper General.”

birdshot A buzzersoundedinGeorge’s head.Histhoughtsfledinpanic, It wastragic,allright,butGeorge andHazelcouldn’tthink George andHazelwere watchingtelevision.There were tears On thetelevisionscreen were ballerinas. “That wasareal pretty dance,thatdancetheyjustdid,” “Yup,” saidGeorge. Hetriedtothinkalittleaboutthe “That dance—itwasnice,”saidHazel. “Huh?” saidGeorge. Hazel sawhimwince.Havingnomentalhandicapherself, she George winced.Sodidtwo outoftheeightballerinas. “Sounded likesomebodyhittingamilkbottlewithballpeen “I’d thinkitwouldbereal interesting, hearingallthedifferent “Only, if IwasHandicapperGeneral,youknowwhat “Um,” saidGeorge. “Well—maybe make’emreal loud,”saidHazel.“IthinkI’d “I couldthink,if itwasjustchimes,”saidGeorge.

n. smallest size of shot for shotguns. for shot of size smallest 1 andtheirfaceswere masked, UNIT 3 Independent Learning •HarrisonBergeronUNIT 3Independent Learning NOTES

IL6 IL7 NOTES

UNIT 3 Independent Learning •HarrisonBergeronUNIT 3Independent Learning 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 twenty-one-gun saluteinhisheadstoppedthat. his abnormalsonwhowasnowinjail,aboutHarrison,buta had collapsedtothestudiofloor, were holdingtheirtemples. tears stoodontherimsofhisred eyes.Two oftheeightballerinas “I don’tcare if you’re notequaltomeforawhile.” George’s neck.“Goonandrest thebagforalittlewhile,” shesaid. pounds ofbirdshot inacanvasbag,whichwaspadlockedaround on thepillows,honeybunch.”Shewasreferring totheforty-seven you stretch outonthesofa,so’syoucanrest yourhandicap bag said. “Idon’tnoticeitanymore. It’sjustapartofme.” of thebag,andjusttakeoutafewthemleadballs.Justfew.” there wasjustsomewaywe couldmakealittleholeinthebottom ball Itookout,”saidGeorge. “Idon’tcallthatabargain.” around here. You justsetaround.” work,” saidHazel.“Imean—youdon’tcompetewithanybody else. You wouldn’tlikethat, wouldyou?” the darkagesagain,witheverybodycompetingagainst people’d getawaywithit—andpretty soonwe’dberightbackin cheating onlaws,whatdoyouthinkhappenstosociety?” off inhishead. question, George couldn’t havesuppliedone. A siren wasgoing excitement, theannouncertriedtosay, “Ladiesandgentlemen—” impediment. Forabouthalf aminute,andinstateofhigh since theannouncer, like allannouncers,hadaseriousspeech bulletin. Itwasn’tclearatfirstastowhatthebulletin wasabout, “Right,” saidGeorge. Hebegantothinkglimmeringlyabout Idowhatnormalis?”saidHazel. “Who knowsbetter’n “Good asanybodyelse,”saidGeorge. It wassuchadoozythatGeorge waswhiteandtrembling, and “Boy!” saidHazel,“thatwasadoozy, wasn’tit?” “All ofasuddenyoulooksotired,” saidHazel.“Whydon’t George weighedthebagwithhishands.“Idon’tmindit,”he “You beensotired lately—kind ofwore out,”saidHazel.“If “Two yearsinprisonandtwothousanddollarsfineforevery “If youcouldjusttakeafewoutwhencamehomefrom “If Itriedtogetawaywithit,”saidGeorge, “thenother “There youare,” saidGeorge. “Theminutepeoplestart “I’d hateit,”saidHazel. If Hazelhadn’tbeenabletocomeupwithananswerthis The televisionprogram wassuddenlyinterrupted for anews “Who knows?”saidGeorge. “Society,” saidHazeluncertainly. “Wasn’t thatwhatyoujustsaid?” “What would?”saidGeorge blankly. “Reckon it’dfallallapart,”saidHazel. He finallygaveup,handed thebulletintoaballerinaread.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 49 48 47 46 45 44 43 42 41 40 39 God gavehim.Heshouldgetaniceraisefortryingsohard.” That’s thebigthing.Hetriedtodobesthecouldwithwhat bags were asbigthosewornbytwo-hundred-pound men. the strongest andmostgracefulofallthedancers,forherhandicap mask shewore washideous. And itwaseasytoseethatshe bulletin. Shemusthavebeenextraordinarily beautiful, becausethe began again,makinghervoiceabsolutelyuncompetitive. luminous, timelessmelody. “Excuseme—”shesaid,and very unfairvoiceforawomantouse.Herwaswarm, 2. extremely dangerous.” and anathlete,isunder-handicapped, andshouldberegarded as suspicion ofplottingtooverthrow thegovernment.Heisagenius squawk, “hasjustescapedfrom jail,where hewas held on seven feettall. against abackground calibrated infeetandinches.Hewasexactly right sideup.Thepicture showedthefulllengthofHarrison screen—upside down,then sideways,upsidedownagain,then outgrown hindrances hardware. Nobodyhadeverbornheavierhandicaps.He television set.ThephotographofHarrisonBergeron onthescreen race oflife, Harrisoncarried three hundred pounds. strong people,butHarrison lookedlikeawalkingjunkyard. Inthe certain symmetry, amilitaryneatnesstothehandicapsissued snaggle-tooth random. shaved off, andcoverhisevenwhiteteethwithblackcapsat wear atalltimesared rubber ballforanose,keephiseyebrows not—try toreason withhim.” blind, buttogivehimwhanging lenses. Thespectacleswere intendedtomakehimnotonlyhalf tremendous pairofearphones, andspectacleswiththickwavy up. Insteadofalittleearradioformentalhandicap,hewore a 3. 5 4.

grackle consternation whanging hindrances And shehadtoapologizeatonceforhervoice,whichwasa A policephotographofHarrisonBergeron wasflashedonthe And tooffset hisgoodlooks, theH–Gmenrequired thathe “That’s allright—”Hazelsaidoftheannouncer, “hetried. “Ladies andgentlemen—”saidtheballerina,reading the “Harrison Bergeron, agefourteen,”shesaidinagrackle The rest ofHarrison’sappearance wasHalloweenand Scrap metalwashungalloverhim.Ordinarily, there wasa “If youseethisboy,” saidtheballerina,“donot—Irepeat, do Screams andbarkingcriesofconsternation There wastheshriekofadoorbeingtornfrom itshinges.

songbird of the American blackbird family. blackbird American the of songbird n.

producing a resonant noise. aresonant producing v. ihng) (WANG things that cause resistance or delay to something or someone. or to something delay or resistance cause that things n.

(kon stuhr NAY stuhr (kon shuhn) n. 3 fasterthantheH–Gmencouldthinkthem anxiety or dismay. or anxiety 4 headachesbesides. 5 camefrom the UNIT 3 Independent Learning •HarrisonBergeronUNIT 3Independent Learning 2

NOTES

IL8 IL9 NOTES

UNIT 3 Independent Learning •HarrisonBergeronUNIT 3Independent Learning 66 65 64 63 62 61 60 59 58 57 56 55 54 53 52 51 50 earthquake. jumped againandagain,asthoughdancingtothetuneofan be Harrison!” to thesamecrashingtune.“MyGod—”saidGeorge, “thatmust he mighthave—formanywasthetimehisownhomehaddanced sound ofanautomobilecollisioninhishead. Harrison wasgone. A living,breathing Harrisonfilledthescreen. on theirkneesbefore him,expectingtodie. hand. Ballerinas,technicians,musicians,andannouncerscowered the studio.Theknobofuprooted studiodoorwasstillinhis foot andthestudioshook. Emperor! EverybodymustdowhatIsayatonce!”Hestampedhis watch mebecomewhatIcanbecome!” sickened—I amagreater ruler thananymanwhoeverlived!Now paper, tore strapsguaranteedtosupportfivethousandpounds. smashed hisheadphonesandspectaclesagainstthewall. secured hisheadharness. Thebarsnappedlikecelery. Harrison have awedThor, thegodofthunder. claim hermateandthrone!” cowering people.“Letthefirstwomanwhodares risetoherfeet willow. removed hermask. off herphysicalhandicaps withmarvelousdelicacy. Lastofallhe people themeaningofword dance?Music!”hecommanded. them, “andI’llmakeyoubarons anddukesearls.” stripped themoftheirhandicaps,too.“Playyour best,”hetold slammed thembackinto theirchairs. them likebatonsashesang themusicashewanteditplayed.He But Harrisonsnatchedtwomusiciansfrom theirchairs,waved A momentpassed,andthenaballerinaarose, swayinglikea George Bergeron correctly identified theearthquake,andwell The realization wasblastedfrom hismindinstantly bythe When George couldopenhiseyesagain,thephotographof Clanking, clownish,andhuge,Harrisonstoodinthecenterof “I amtheEmperor!” criedHarrison.“Doyouhear?Iamthe “Even asIstandhere—” he bellowed,“crippled,hobbled, Harrison tore thestrapsof hishandicapharnesslikewettissue Harrison thrust histhumbsunderthebarofpadlockthat Harrison’s scrap-iron handicaps crashedtothefloor. He flungawayhisrubber-ball nose,revealed amanthatwould “I shallnowselectmyEmpress!” hesaid,lookingdownonthe Harrison pluckedthementalhandicapfrom herear, snapped “Now—” saidHarrison,takingherhand,“shall weshowthe She wasblindinglybeautiful. The musiciansscrambledbackintotheirchairs, and Harrison The musicbegan.Itwasnormalatfirst—cheap, silly, false.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 94 93 92 91 90 89 88 87 86 85 84 83 82 81 80 79 78 77 76 75 74 73 72 71 70 69 68 67 with it. while—listened gravely, asthoughsynchronizing theirheartbeats her sensetheweightlessnessthatwouldsoonbehers. sprang! gravity andthelawsofmotionaswell. and spun. the dancersnearer toit. kissed eachotherforalong,longtime. remained suspendedinair inchesbelowtheceiling,andthey dead before theyhitthefloor. shotgun. Shefired twice,and theEmperor andtheEmpress were General, cameintothestudiowithadouble-barreled ten-gauge handicaps backon. the musiciansandtoldthemtheyhadtensecondstogettheir George hadgoneoutinto thekitchenforacanofbeer. crying?” hesaidtoHazel signal shookhimup. And thenhesat downagain.“You been of arivetingguninhishead. And then,inanexplosionofjoyandgrace,intotheairthey And then,neutralizinggravitywithloveandpure will,they Harrison andhisEmpress merely listenedtothemusic fora The musicbeganagainandwasmuchimproved. Harrison placed his big hands on the girl’s tinywaist,letting Harrison placedhisbighandsonthegirl’s They shifted theirweightstotoes. Not onlywere thelawsoflandabandoned,butlaw They reeled, whirled,swiveled,flounced,capered, gamboled, The studioceilingwasthirtyfeethigh,buteachleapbrought They leapedlikedeeronthemoon. They kissedit. It becametheirobviousintentiontokisstheceiling. It wasthenthatDianaMoonClampers,theHandicapper Diana MoonClampersloadedthegunagain.Sheaimeditat Hazel turnedtocommentabouttheblackoutGeorge. But It wasthenthattheBergerons’ televisiontubeburnedout. George camebackinwith thebeer, pausedwhileahandicap “That’s mygirl,”saidGeorge. Hewinced.There wasthesound “I alwaysdo,”saidHazel. “Forget sadthings,”saidGeorge. “It’s allkindofmixedupinmymind,”saidHazel. “What wasit?”hesaid. “I forget,” shesaid.“Somethingreal sadontelevision.” “What about?”hesaid. “Yup,” shesaid. “Gee—” saidHazel,“Icould tellthatonewasadoozy.” “You cansaythatagain,” said George. “Gee—I couldtellthatonewasadoozy, “saidHazel. UNIT 3 Independent Learning •HarrisonBergeronUNIT 3Independent Learning

❧ NOTES

IL10 Personal Essay

Credo: What I Believe

Neil Gaiman

About the Author SCAN FOR Neil Gaiman (b. 1960) is a British author of novels and MULTIMEDIA comic books. With the success of Black Orchid and Sandman in the DC Comics universe, Gaiman revitalized the adult comic book market. He primarily writes in the dark fantasy genre, and his rich style and imagery have been very popular among both mature and young readers. In 2009, Gaiman received the Newbery Medal, which is awarded to authors making the most distinguished contribution to American literature for children.

BACKGROUND A credo is a statement of a person’s beliefs that guides his or her actions. Neil Gaiman wrote “Credo” in response to the 2015 attack on the French satirical magazine Charlie Hebdo. The terrorist group Al-Qaeda claimed responsibility for the attack at the magazine, which killed 12 people.

1 believe that it is difficult to kill an idea, because ideas are NOTES I invisible and contagious, and they move fast. 2 I believe that you can set your own ideas against ideas you dislike. That you should be free to argue, explain, clarify, debate, offend, insult, rage, mock, sing, dramatize and deny. 3 I do not believe that burning, murdering, exploding people, smashing their heads with rocks (to let the bad ideas out), drowning them or even defeating them will work to contain ideas you do not like. Ideas spring up where you do not expect them,

like weeds, and are as difficult to control. All rights reserved. or its affiliates. Inc., Education, © Pearson 4 I believe that repressing ideas spreads ideas. 5 I believe that people and books and newspapers are containers for ideas, but that burning the people will be as unsuccessful as

IL11 UNIT 3 Independent Learning • Credo: What I Believe © Pearson Education, Inc., or its affiliates. All rights reserved. 12 11 10 9 8 7 6 written onwallsinthedeadofnight.Theycanbedrawn. waiting intheirthoughts.Theycanbewhispered. Theycanbe always toolate.Theideasare out,hidingbehindpeople’seyes, firebombing thenewspaperarchives. Itisalready toolate.Itis 1. the righttomock,comment,argue andtoutter. the righttobecertainofsacredness ofspeech,thesanctity of godorprophet ormanare sacred andundefilable,justasIhave things thatyouthink. ignore me,andthatIshouldhavethesameremedy forthewrong believe yourremedy forthatshouldbetoargue with meorto think myideasare pretty vile,too. threatening orinsulting downrightdisgusting. You probably or takeawayyourlibertyproperty becauseIfindyourideas and thatIdonothavetherighttokillyou,maimhurt you havetherighttospeak,write,ordistributethesethings, I findoffensive, stupid,preposterous, ordangerous, andthat eventually, win. they are eventrue.

Eppur si muove si Eppur in 1633, after being forced to recant his claim that the Earth moves around the sun. the around moves Earth the that claim his to recant forced 1633,in being after (1564–1642) Galilei Galileo philosopher and physicist, mathematician, Italian to the attributed I believeyouhaveeveryrighttobeperfectlycertainthatimages I believethatideasdonothavetoberightexist. I believehavetherighttothinkandsaywrong things.I I believethatyouhavetheabsoluterighttothinkthings that I believethatinthebattlebetweengunsandideas,ideaswill, Because theideasare invisible, andtheylinger, and,sometimes, Eppur simuove:

(ehp puhr see MWOH vay) Italian phrase meaning “and meaning moves,” it yet phrase vay) Italian MWOH see (ehp puhr 1 andyetitmoves.

❧ UNIT 3 Independent Learning •Credo:UNIT 3Independent Learning What IBelieve NOTES

IL12 from thetextyouread. and record whatyoulearned Go toyourEvidenceLog 356 persuasively. expressing theirownclearlyand issues on discussions withdiversepartners effectively inarange ofcollaborative SL.9–10.1  

grades 9–10topics, texts, and

Standard

ev , buildingon others’ ideasand UNIT 3•Ex INDEPENDENT l i dence

Initiate andparticipate s l ten og d in g Fr ee dom’s e Prepare toShare Share Your IndependentLearning topics ofpowerandfreedom. discussion activities.Explainhowthisideaaddstoyourunderstandingofthe Mark themostimportantinsightyougainedfrom thesewritingand Reflect FromLearn Your Classmates your notes,considerwhythistextbelongsinunit. explored independently,and writenotesaboutitsconnectiontotheunit.In grow withothers.Reflectonthetextyou bysharingwhatyou havelearned Even whenyouread somethingindependently,youcancontinueto orlearn As you talk with your classmates, jot down ideas that you learn fromAs youtalkwithyourclassmates,jotdownideasthatlearn them. ar DiscussIt nin Re What is the relationshipWhat isthe betweenpowerandfreedom? ach g

Share yourideasaboutthetextyouexplored onyourown.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. unit. Haveyourideaschanged? Review yourEvidenceLogandQuickWrite from thebeginningof At thebeginningofunit,youresponded tothefollowingquestion: Essay Review EvidenceforanInformative Evaluate theStrength of Your Evidence Identify apossibleaddition: State yourideasnow: to supportyourideas?Ifnot,makeaplan. 3. 2. 1. influenced yourinfluenced ideas. that evidence of pieces three least at Identify 

Other: Reread aselection Do more research

E PERFORMANCE-BASED ASSESSMENT What doesitmeanto“befree”? Yes v i d e nc e log

Ask anexpert Talk withmyclassmates

Do youhaveenoughevidence 2. 1. 3. reinforced your initial ideas. initial your reinforced that evidence of pieces three least at Identify

NO prep Performance-Based AssessmentPrep to aidingcomprehension. graphics andmultimediawhenuseful distinctions; includeformatting, make important connectionsand ideas, concepts, andinformationto thesis statement;organizecomplex W.9–10.2.a  S ta n dards

Introduce atopicor

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selections selections LEARNING LEARNING s ten W OR d in K g Fr ee dom’s strong asitcouldbe,revise youressaytoaddorstrengthen thatcomponent. check itagainsttherubric.Ifoneormore oftheelementsismissingornotas read theInformativeText Rubric.Onceyouhavecompletedyourfirstdraft, Review theElementsofInformativeText Academic Vocabulary Academic Reread theAssignment words givenhere inorder tocompletetheassignmentcorrectly. presented atthebeginningofunit.Besure youunderstandeachof the understand it.Theassignmentmayreference someoftheacademicwords In thisunit,youread aboutvariouspeople,bothreal andfictional,whohave Writing to their owncountriesandfellowsaround theworld. struggled toextendfreedom’s reach. Theirefforts focusedonbothpeoplein PART 1 PART an objective tone, and follow conventions English. the of standard an objective and aformal style mainUse the idea. Concludetransitions. restating by clearly using and varied appropriate logically ideas and organize these texts, the from and democracy human fundamental freedoms about relevant ideas most the you read. Select selections of three the from at least evidence other and examples, quotations, details, facts, with topic the free. develop Then, to what means it and explaining be by freedom topic defining the Introduce to following question: the respond Write an Assignment hierarchy attribute Re What does it mean to “be mean it free”? does What ach informative essay

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Informative TextInformative Rubric 2 3 4 1 The introduction is very engaging engaging very is introduction The Focus and Organization the main idea. main the of restatement adequate an provide not does or missing is conclusion The incorrectly. used or absent transitions, or transitions are mostly using logically organized not are Ideas topic. the of explanation adequate an contain not does or missing is introduction The idea. main the of restatement apartial only provides or unclear is conclusion The overused. or incorrect be using transitions; some transitions may logically organized are ideas Some topic. the of explanation apartial only contains or unclear is introduction The unclear. is information toconnection supporting the but idea main the of restatement aclear provides conclusion The transitions. varied and appropriate using logically organized are ideas Most topic. the of explanation adequate an features and engaging somewhat is introduction The information. supporting to the it connects and idea main the restates clearly conclusion The appropriate and varied transitions. using logically organized are ideas All topic. the of explanation complete and aclear features and essential question: the topic. the on elaborate and to support used is evidence text Relevant texts. three least at from evidence sufficient with adequately developed is topic The topic. the on elaborate and to support used is evidence text relevant most The texts. more or three from with well-chosen evidence fully developed is topic The Evidence and Elaboration absent. completely or mostly is evidence text or topic, the on elaborate and to support used is evidence text Irrelevant evidence. text with developed adequately not is topic The topic. the on elaborate and to support used is evidence text relevant less or Tangential texts. three than fewer from evidence includes or texts three from evidence with developed partially only is topic The Whatistherelationship betweenpowerandfreedom? Performance-Based Assessment throughout most of the essay. the of most throughout maintained are English standard of conventions The essay. the of most throughout maintained are tone objective an and style A formal essay. entire the throughout maintained are English standard of conventions The essay. entire the throughout maintained are tone objective an and style A formal used in the essay. the in used never or rarely are English standard of conventions The throughout the essay. tonenonobjective appear a and style informal An essay. the in used sometimes are English standard of conventions The essay. the in used sometimes tonenonobjective are a and style informal An Language Conventions

359 360 appropriate. formal Englishwhenindicatedor demonstrating commandof a variety ofcontextsandtasks, SL.9–10.6 interest. reasoning, andevidencetoadd enhance understandingoffindings, digital mediainpresentationsto SL.9–10.5 and task. are appropriatetopurpose, audience, development, substance, andstyle of reasoningandtheorganization, that listenerscanfollowtheline clearly, concisely, andlogicallysuch findings, andsupportingevidence SL.9–10.4  1 2 3

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UNIT performance-based assessment from the texts. the from evidence with supported not are ideas Main or thoroughly. clearly ideas main convey not does presentation The texts. the from evidence with supported partially are ideas Main clearly and thoroughly. somewhat ideas main conveys presentation The texts. from evidence relevant with supported strongly are ideas Main thoroughly. and clearly ideas main conveys presentation The Content

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Fr ee dom’s criteria before presenting toensure thatyouare prepared. multimedia presentation willbeevaluatedappear inthisrubric.Reviewthese M S Review theMultimediaPresentation Rubric Follow thesestepstocreate aninformative,engagingpresentation. Part 2 Part throughout the presentation. unevenly very distributed are or used not are Media ideas. main support not do and used are media chosen Poorly the presentation. somewhat evenly throughout Media are distributed main ideas. some to support used are media well-chosen Somewhat throughout the presentation. Media are distributed evenly ideas. main most or all to support used are media Well-chosen • • • • to ten-minute foundation for afive- of your final informative draft the completing essay,After the as it use Assignment Use of Media of Use peaking andListening: ultimedia volume andrate.Maintaineyecontactwithyouraudience. As youdeliveryourpresentation, speakclearly andatanadequate these annotationstokeepyourpresentation ontrack. Mark youressaytonotewhenpresent eachmultimediaelement.Use interactive elements)toincludeinyourpresentation. Choose variousdigitalmedia(e.g,audioandvideoclips,images, media. Consider whichideasanddetailscouldbestbeenhancedbydigital Annotate themostimportantideasandsupportingdetailsinyouressay. Re ach P resentation throughout the presentation. pace or volume appropriate an at speak or contact eye use not does presenter Each absent. are or disjointed very are segments media between Transitions and visible audible. Media are insufficiently presentation. the during times at pace and volume appropriate an at speaks and contact eye uses presenter Each somewhat smooth. are segments media between Transitions audible. and visible somewhat are Media the presentation. throughout pacing and volume, contact, eye appropriate maintains presenter Each consistently smooth. are segments media between Transitions and visible audible. Media are sufficiently Presentation TechniquePresentation multimedia presentation multimedia

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Reflect on the Unit Now that you’ve completed the unit, take a few moments to reflect on your learning. Use the questions below to think about where you succeeded, what skills and strategies helped you, and where you can continue to grow in the future.

Reflect on the Unit Goals Look back at the goals at the beginning of the unit. Use a different colored pen to rate yourself again. Think about readings and activities that contributed the most to the growth of your understanding. Record your thoughts.

Reflect on the Learning Strategies Discuss It Write a reflection on whether you were able to improve your learning based on your Action Plans. Think about what worked, what didn’t, and what you might do to keep working on these strategies. Record your ideas before a class discussion.

Reflect on the Text Choose a selection that you found challenging, and explain what made it difficult.

Explain something that surprised you about a text in the unit.

 Standards SL.9–10.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9–10 topics, texts, and Which activity taught you the most about the relationship between power issues, building on others’ ideas and and freedom? What did you learn? expressing their own clearly and persuasively. SL.9–10.1.a Come to discussions prepared, having read and © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas.

SCAN FOR MULTIMEDIA Performance-Based Assessment 361