HEROES Essential Question: Why do people act heroically?

Your Tasks: You will read seven texts that explore why people act heroically. Throughout this unit, students will revisit the essential question: “Why do people act heroically?” You will read ​ thematically paired texts from CommonLit and complete a graphic organizer that will ​ help you track your own understanding of this theme to prepare for a final task in which you will answer the question, “Why do people act heroically?”

Assignments in This Unit: This unit is made up of 11 total assignments: 7 reading assignments, 3 sets of pairing questions, and a final assessment. The assignments should be read in the current outlined sequence. For each reading assignment, you are to complete a journal entry, read the text, and answer the associated questions. Then, you are to add to your graphic organizers. At the end of the unit, you are to complete the final assessment.

Outline of Assignments: Assignment #1 Journal Entry #1 Reading & Questions If We Must Die ​ Add to your graphic organizer

Assignment #2 Journal Entry #2 Reading & Questions How Jackie Robinson Changed Baseball ​ Add to your graphic organizer

Assignment #3 Cross-Textual Questions If We Must Die and How Jackie Robinson ​ Changed Baseball

Assignment #4 Journal Entry #3 Reading & Questions Theseus and the Minotaur ​ Add to your graphic organizer

Assignment #5 Journal Entry #4 Reading & Questions The Underground Railroad ​ Add to your graphic organizer

Assignment #6 Cross-Textual Questions Theseus and the Minotaur and The ​ Underground Railroad

Assignment #7 Journal Entry #5 Reading & Questions Woman Who Helped Anne Frank Dies at 100 ​ Add to your graphic organizer Assignment #8 Journal Entry #6 Reading & Questions The Story of Ida B. Wells ​ Add to your graphic organizer

Assignment #9 Journal #7 Reading & Questions Sonnet ​ Add to your graphic organizer

Assignment #10 Cross-Textual Questions The Story of Ida B. Wells and Sonnet ​ Assignment #11 Journal Entry #8 (Final Assessment)

Name: ______

Journal Entries

For each text, you will respond to a journal entry. After you have read all the texts, you will complete a final journal entry. This final entry is to be three paragraphs long and address the essential question of “Why do people act heroically?”

Each journal entry should be one paragraph containing 5-7 sentences. Your last journal entry should be 3 paragraphs containing 5-7 sentences each.

Journal Entry #1: To be completed before reading. ​ ​ What does it mean to be brave? Explain.

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Journal Entry #2: To be completed before reading. ​ ​ What are the characteristics of a hero? Explain. ______

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Journal Entry #3: To be completed before reading. ​ ​ ​ How can power corrupt people? Explain. ______

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Journal Entry #4: To be completed before reading. ​ ​ What is freedom? Explain. ______

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Journal #5: To be completed before reading. ​ ​ Can common (everyday, regular) people be heroes? Explain.

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______Journal #6: To be completed before reading. ​ ​ How can people create change? Explain.

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Journal #7: To be completed before reading. ​ ​ Think about a time you faced adversity (difficulties or misfortune). How did you overcome it? Explain. ______

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Journal #8: To be completed after reading all of the texts. ​ ​ ​ ​ Why do people act heroically? (This entry needs to be three paragraphs long. In each paragraph you will address a different way in which we can achieve happiness. You should reference the texts in your response.) ______

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Name: Class:

If We Must Die By Claude McKay 1919

Claude McKay (1889-1948) was a Jamaican-American writer, poet, and a seminal figure during the Harlem Renaissance. McKay dedicated his life to fighting for the rights of oppressed people. “If We Must Die” reflects McKay’s perspective on black people’s experiences in America during the early 20th century. As you read, take notes on McKay’s use of figurative language in the poem.

[1] If we must die, let it not be like hogs Hunted and penned in an inglorious1 spot, While round us bark the mad and hungry dogs, Making their mock at our accursèd lot. [5] If we must die, O let us nobly die, So that our precious blood may not be shed In vain; then even the monsters we defy Shall be constrained to honor us though dead! O kinsmen!2 we must meet the common foe! [10] Though far outnumbered let us show us brave, And for their thousand blows deal one death- blow! What though before us lies the open grave? Like men we'll face the murderous, cowardly pack, Pressed to the wall, dying, but fighting back!

"Mackey" by James L. Allen is in the public domain.

“If We Must Die” by Claude McKay (1919) is in the public domain.

1. Inglorious (adjective): causing shame, loss of honor 2. refers to men who or of blood relation to the speaker or a part of the group of people fighting 1 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. What is this poem mostly about? A. how war is sometimes unavoidable B. how men should fight back courageously to die honorably C. how difficult it is to fight when you are outnumbered by the enemy D. how a group of noble men can always defeat a vicious enemy

2. What is the purpose of the first 4 lines? A. to use a comparison to show how they will not die without a fight B. to paint a picture of a noble death C. to suggest that hogs are indecent and weak creatures D. to accuse the enemy of acting like common house pets

3. What is the purpose of the alliteration in line 4? A. It repeats a letter sound to imitate the sound of giggling. B. It draws readers in to create a smooth flow. C. It repeats a letter sound to highlight the insults being made. D. It draws readers’ attention to the playful mood of the poem.

4. What is the meaning of lines 7-8? A. that the enemy are a bunch of emotionless monsters B. that dying honorably forces even the enemy to pay their respects C. that they are ready to fight back against the enemy despite the dire circumstances D. that they are united as one front against an un-unified enemy

5. PART A: In line 8, "constrained" means about the same as… A. revived B. forced C. invited D. proud

6. PART B: Which phrase from the poem provides the best clue to the meaning of "constrained"? A. "If we must die, let it not be like hogs" (Line 1) B. "Making their mock at our accursed lot" (Line 4) C. "In vain; then even the monsters we defy" (Line 7) D. "We must meet the common foe!" (Line 9)

2 7. PART A: In lines 13-14, the diction portrays the enemy as which of the following? A. brave B. honorable C. trapped D. weak

8. PART B: Which of the following words helped you choose the answer to Part A? A. "murderous” B. "cowardly" C. "pressed" D. "fighting"

9. PART A: The tone of this poem can be described as: A. hopeful B. cautious C. inspirational D. critical

10. PART B: Which TWO phrases helped you answer Part A? A. "be like hogs" B. "hunted and penned" C. "let us nobly die" D. "O kinsmen!" E. "let us show us brave" F. "lies the open grave"

3 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. According to the speaker, how should a person face death? Explain your answer in detail.

2. Based on your own experience, how do people face death? Cite evidence from your own life, and other literature, art, or history in your answer.

3. Consider the time period during which McKay wrote “If We Must Die.” How might the social conditions of the era and McKay’s experience as a black writer in Harlem have informed his views on death and bravery?

4. In the context of this poem, what does it mean to be brave? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

4 Name: Class:

How Jackie Robinson Changed Baseball By Jessica McBirney 2017

Jackie Robinson (1919-1972) was a professional baseball player and the first African American to play in the Major Leagues. This informational text discusses Robinson’s life and accomplishments, and the impact his role in baseball had on the Civil Rights Movement. As you read, take note of the different ways that Jackie Robinson fought back against racial discrimination and segregation throughout this life.

[1] Today you may not be surprised to see an African-American or Latino player when you turn the TV to Major League Baseball. Maybe your favorite player is a person of color. But baseball has not always been as welcoming to diversity1 as it is now. In 1947 the famous Jackie Roosevelt Robinson became the first African American to play on a Major League Baseball team. The road he paved was an important, but difficult one.

Early Athletic Success

Robinson was born in Georgia on January 31, 1919, the youngest of five children. His father left the family just a year later, and his mother moved herself and her children to Pasadena, California. She worked odd jobs to support her family, but Robinson still grew up in relative poverty.

When Jackie enrolled in high school, his siblings encouraged him to get involved in school sports teams. He excelled in football, basketball, track, "Jackie Robinson, Brooklyn Dodgers, 1954" by Bob Sandberg is in and baseball, and he broke many school records. the public domain.

Robinson continued to play all of these sports in junior college. Ironically, he viewed baseball as his weakest sport. He transferred to UCLA to complete his degree, where he became the first athlete to letter2 in all four of those sports. UCLA had some of the most racially integrated college sports teams at the time, but Robinson was still among a very small minority of non-white athletes on all his teams.

1. the inclusion of different types of people (such as people of different races or cultures) in a group or organization 2. to earn an award for excellence in school activities 1 Fighting Racism

[5] Even early in his life, Robinson confronted racism head on. In 1938, while still at junior college, he was arrested after disputing the police’s detention of one of his black friends. He managed to escape a long jail sentence, but this and other run-ins with the police earned him a reputation of being very combative against racial oppression.

When the U.S. entered World War II, Robinson enlisted in the army. He never saw direct combat, but his military career was marred3 by racial problems. While stationed in Texas, Robinson boarded a non- segregated bus, but he was instructed to sit in the back anyway. He refused, and military police took him into custody for his insubordination.4 Fortunately, one month later, an all-white jury acquitted5 him, but the situation foreshadowed only more of the same prejudice he’d face later in life.

A Negro Player with Guts

Robinson joined the professional Negro Leagues to play baseball in early 1945. He signed with the Kansas City Monarchs and had great success, but he was frustrated by all the disorganization that plagued6 the Negro Leagues. At the time, a few Major League teams were recruiting from the Negro Leagues, and Robinson struck up a relationship with the General Manager of the Brooklyn Dodgers, Branch Rickey.

Rickey liked the potential he saw in Robinson, but he had one question. He knew Robinson would face racial discrimination and injustice if he joined the Major Leagues. Could he be “a Negro player with enough guts not to fight back?” Robinson promised that he could, and signed a contract with the Montreal Royals, the Dodgers’ top minor league team. After just one season, he transferred to the Brooklyn Dodgers.

As he stepped onto the field as first baseman in 1947, Jackie Robinson became the first Major League baseball player to break the color barrier7 since 1880. He was 28 years old.

[10] African-American fans flooded to Dodgers games, and even the general public and the press had a mostly positive view of the team’s newest addition. However, Robinson faced discrimination from a few of his own team members, who threatened to sit out of games if he was allowed to play. Management took Robinson’s side — “I say he plays,” said the manager. “I say he can make us all rich. And if any of you cannot use the money, I will see that you are all traded.”

Other teams also disliked Robinson’s admittance into the League. Many threatened not to play against him. Most managers rejected these threats and forced the players to participate anyway. Instead, they took it out on Robinson directly during the games. Some players were physically violent — he once received a 7-inch gash in his leg from an opponent who spiked him with his cleats — while others hurled verbal racial insults at him and his teammates. The racism from other teams only united the Dodgers, however, and the team grew more accepting of him.

3. Mar (verb): to damage or spoil to a certain extent 4. Insubordination (noun): defiance of authority 5. to free someone from a criminal charge by verdict of not guilty 6. Plague (verb): to cause continual trouble or distress 7. an unspoken social code of racial segregation or discrimination 2 Major Success

Robinson won Rookie of the Year in 1947. In later seasons, more African-Americans joined other teams in the Major Leagues, as Robinson continued to excel. His success gained him fans from all over the country. He started at second base for the National League in the 1949 All-Star game, and he helped the Dodgers win the 1949 National League pennant.

Over the next several years his success grew, and by 1955 the Dodgers pulled out a win in the World Series. Robinson was 36 and starting to feel the effects of his age. In 1956 he did not dominate the league as much as he used to, partially because of side effects he suffered from diabetes. When the Dodgers traded him to the New York Giants, Robinson decided to quit baseball altogether and become an executive for a coffee company instead.

A Legendary Impact

After his retirement Robinson remained a baseball legend. In 1962, he received baseball’s highest honor when he was elected into the Hall of Fame. His playing style changed many team strategies. For example, he inspired players to be more aggressive in their base-running, rather than relying only on the distance they could hit the ball.

[15] Robinson also made important racial breakthroughs in the sports world. The first baseball player to break the color barrier in 60 years, he paved the way for many future African-American and minority athletes. His career helped the upcoming Civil Rights Movement by giving Americans a heroic African- American sports figure to rally around.

“How Jackie Robinson Changed Baseball” by Jessica McBirney. Copyright © 2017 by CommonLit, Inc. This text is licensed under CC BY-NC-SA 2.0.

3 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which of the following identifies a central idea of the text? [RI.2] A. Jackie Robinson’s undeniable talent made it easy for coaches and team members to accept him, despite the racial tension of the era. B. While Jackie Robinson faced racial discrimination early on in his life, this stopped once he became the first African-American Major League Baseball player. C. As the first African-American Major League Baseball player, Jackie Robinson was significant in the increased racial diversity that followed in baseball and in other aspects of American culture. D. Once Jackie Robinson left baseball, the impact he had on the sport dwindled, and the racial diversity present on teams decreased.

2. PART B: Which section from the text best supports the answer to Part A? [RI.1] A. “African-American fans flooded to Dodgers games, and even the general public and the press had a mostly positive view of the team’s newest addition.” (Paragraph 10) B. “The racism from other teams only united the Dodgers, however, and the team grew more accepting of him.” (Paragraph 11) C. “Robinson was 36 and starting to feel the effects of his age. In 1956 he did not dominate the league as much as he used to, partially because of side effects he suffered from diabetes.” (Paragraph 13) D. “Robinson also made important racial breakthroughs in the sports world. The first baseball player to break the color barrier in 60 years, he paved the way for many future African-American and minority athletes.” (Paragraph 15)

3. PART A: What is the meaning of “combative” in paragraph 5? [RI.4] A. compliant B. ready to fight C. ineffective D. reckless

4. PART B: Which detail from the text best supports the answer to Part A? [RI.1] A. “Even early in his life, Robinson confronted racism head on.” (Paragraph 5) B. “When the U.S. entered World War II, Robinson enlisted in the army.” (Paragraph 6) C. “He never saw direct combat, but his military career was marred by racial problems.” (Paragraph 6) D. “Robinson boarded a non-segregated bus, but he was instructed to sit in the back anyway.” (Paragraph 6)

4 5. How does paragraph 8 contribute to the development of ideas in the text? [RI.5]

5 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. In your opinion, why did Branch Rickey ask Jackie Robinson to not fight back against discrimination? Why was this considered having “guts”? How would this idea be treated today?

2. In the context of the article, what makes a hero? How did Jackie Robinson’s accomplishments in baseball make him a hero to many? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

3. In the context of the article. how has America changed over time? How has America changed in its treatment and acceptance of people of color? In what capacity did Jackie Robinson represent the beginning of this change?

4. In the context of the article, how does a person overcome adversity? How did Jackie Robinson overcome the discrimination he experienced (in life and in baseball) despite being told not to fight back? How did Robinson continue to challenge discrimination during this time?

6 Name: Class: Date: Pairing Questions for "If We Must Die" and "How Jackie Robinson Changed Baseball"

Directions: After reading the texts, choose the best answer for the multiple-choice questions below and respond to the writing questions in complete sentences.

1. Part A: Which of the following best identifies Jackie Robinson’s and Claude McKay’s shared perspective on standing up for what one believes in? [RI.3, RL.3] A. It is best to stand up for what someone believes in because that person will likely help others. B. It is best to stand up for what someone believes in because justice will prevail. C. It is best to stand up for what someone believes in, even if there could be severe consequences. D. It is best to stand up for what someone believes in, but they should give in if the situation becomes difficult or dangerous.

2. Part B: Select TWO quotations that best support the answer to Part A. [RI.1, RL.1] A. “UCLA had some of the most racially integrated college sports teams at the time, but Robinson was still among a very small minority of non-white athletes on all his teams.” (“Jackie Robinson,” Paragraph 4) B. “In 1938, while still at junior college, he was arrested after disputing the police’s detention of one of his black friends.” (“Jackie Robinson,” Paragraph 5) C. “As he stepped onto the field as first baseman in 1947, Jackie Robinson became the first Major League baseball player to break the color barrier since 1880.” (“Jackie Robinson,” Paragraph 9) D. “round us bark the mad and hungry dogs, / Making their mock at our accursèd lot.” (“If We Must Die,” Lines 3-4) E. “What though before us lies the open grave?” (“If We Must Die,” Line 12) F. “Like men we'll face the murderous, cowardly pack, / Pressed to the wall, dying, but fighting back!” (“If We Must Die,” Lines 13-14)

3. How did Jackie Robinson embody the type of heroism identified in “If We Must Die”? [RI.3, RL.3]

1 2 Name: Class:

Theseus and the Minotaur By E2BN.org 2006

In ancient Greece, people told myths to explain the ways of the world. Myths often portrayed brave heroes and vicious monsters. The ancient Greeks also believed in powerful gods who watched over Earth and intervened when they saw fit. In this particular myth, a prince from Greece’s capital city of Athens travels by sea to another city, Crete, in order to fight a monster. As you read, take notes on how Theseus’ actions and characteristics help drive the plot.

[1] King Minos of Crete was a powerful man, feared by the rulers of the lands around him. When he demanded goods or men for his great armies, they felt they had to agree. When he demanded they send tributes1 to honour him, they sent them without question. It was the only way they could stop him going to war with them. But his demands on Athens became too much for them to bear.

King Minos had a great palace built for himself. Inside this palace, Minos had built a giant maze, a labyrinth, and, at the centre of the maze, he kept "Antoine-Louis Barye’s ‘Theseus Slaying The Minotaur’" by Timothy Vogel is licensed under CC BY-NC 2.0 a terrifying creature – the Minotaur. Now this was no ordinary animal; it was a monster, half man and half bull.

It was powerful and savage,2 and it loved to eat the flesh of the humans who had been shut into the labyrinth by King Minos. They would wander through the maze, completely lost, until at last they came face to face with the Minotaur. Not a great way to die, really.

As for Athens, Minos demanded that every year King Aegeus of Athens send him seven young men and seven young women.

[5] “Why do we send these young people to Crete every year?” Theseus, the King’s son, asked his father. “And why is it that none of them ever return?”

“Because if we did not send them, Minos would wage war on us and it is a war that we would not win,” said King Aegeus. “And they do not return because they do not go to Crete as slaves. They go as food for the Minotaur.”

“Father, this is terrible,” shouted Theseus, “we cannot let this go on. We cannot sacrifice any more of our young citizens to this tyrant. When it is time to send the next tribute, I will go as one of them and I vow that it is the last time the Minotaur will be fed with the flesh of any of our people.”

1. In this context, a tribute is a payment made by one state or ruler to another, especially as the price of peace, security, protection or to recognize authority 2. Savage (adjective): fierce, violent, or uncontrolled 1 Try as he might, his father could not persuade him to change his mind. Aegeus reminded him that every year, other young men had sworn to slay this terrible beast and they had never been seen again.

Theseus insisted that he understood the dangers but would succeed. “I will return to you, father,” cried Theseus, as the ship left the harbour3 wall, “and you will be proud of your son.”

[10] “Then I wish you good luck, my son,” cried his father, “I shall keep watch for you every day. If you are successful, take down these black sails and replace them with white ones. That way I will know you are coming home safe to me.”

As the ship docked in Crete, King Minos himself came down to inspect the prisoners from Athens. He enjoyed the chance to taunt the Athenians and to humiliate4 them even further.

“Is this all your king has to offer this year?” he jeered. “Such puny5 creatures. Hardly even a snack for the mighty creature within the labyrinth. Anyway, let’s get on with it. I am not a hard-hearted man, so I will let you choose which one goes first into the Minotaur’s den. Who is it to be?”

Theseus stepped forward.

“I will go first. I am Theseus, Prince of Athens and I do not fear what is within the walls of your maze.”

[15] “Those are brave words for one so young and so feeble.6 But the Minotaur will soon have you between its horns. Guards, open the labyrinth and send him in.”

Standing behind the king, listening, was his daughter, Ariadne. From the moment she set eyes on Theseus, Ariadne fell in love with him. As she listened to her father goading7 and taunting the young prince, she decided that she would help him. As he entered the labyrinth and the guards walked away, she called softly to him.

“Theseus, take this,” she whispered. “Even if you kill the Minotaur, you will never find your way out again.”

She threw him a great ball of string and he tied one end of it to the entrance. He smiled at her, turned and began to make his way into the maze, the string playing out behind him as he went.

Theseus walked carefully through the dark, foul-smelling passages of the labyrinth, expecting at any moment to come face-to-face with the creature. He did not have long to wait. Turning a corner, with his hands held out in front of him feeling his way, he suddenly touched what felt like a huge bony horn.

[20] In an instant his world turned upside-down, quite literally. He was picked up between the Minotaur’s horns and tossed high into the air. When he landed on the hard cold stone, he felt the animal’s huge hooves come down on his chest. Every last breath seemed to be knocked out of him and he struggled to stay alive in the darkness.

3. A harbour is a place on the coast where ships may find shelter 4. Humiliate (verb): to make someone feel ashamed or foolish 5. Puny (adjective): small and weak 6. Feeble (adjective): lacking physical strength, especially due to age or illness 7. Goad (verb): to provoke or annoy in order to create a reaction 2 But Theseus was no ordinary man. He was the son of the King, he was brave and he was stubborn. As the Minotaur bellowed8 in his ear and grabbed at him with its hairy arms, Theseus found a strength which he did not know he possessed.

He grabbed the animal’s huge horns, and kept on twisting the great head from side to side. As the animal grew weak, Theseus gave one almighty tug on the head, turning it almost right around. The creature’s neck snapped, it gurgled its last breath and fell to the floor with an enormous thud.

It was over, he had done it. The Minotaur was dead. All he had to do was make his way out of... and then he realised the awful truth. In the struggle, he had let go of the string, his lifeline. Theseus felt all over the floor in the pitch darkness and kept thinking he had found it, only to realise that all he had was a long wiry hair from the Minotaur.

Despair9 set in and Theseus wondered if this was where his life would end, down in the dark, all alone, next to the stinking body. Then, his hand brushed a piece of string and, with a whoop of delight, he knew he had found the thread which would lead him back out. As he neared the entrance of the labyrinth, the darkness began to fade and he made out the figure of Ariadne, waiting for his return.

[25] “You must take me back to Athens with you,” she cried, “My father will kill me when he finds out that I have helped you.”

“But of course you must come with us,” said Theseus, “it would be cruel to leave you here.” Quickly and quietly, they unfurled10 the great black sails of their ship and headed for home.

“I cannot believe how my life has changed,” said Ariadne, as they sailed across the calm seas towards Athens. “To think that I am free of my cruel father and that I will soon be married to a great prince.”

“Married?” said Theseus, “Oh, yes, that will be... er... wonderful.” But in truth, Theseus did not really find her attractive.

So, when their ship docked at an island on their way home, to collect fresh water, Theseus sent Ariadne off to find bread and fruit. The moment she was gone, he set sail and left her on the island. Now, you might think that this was a bad way to reward someone who had helped him and had saved him from certain death.

[30] The Gods clearly thought the same thing, for they had a further horror in store for him, as a punishment for his ungrateful treatment of the young girl.

In his haste11 to get away, Theseus forgot to change his sails to white. King Aegeus, waiting on the headland, saw the ship approaching with its black sails flying in the wind.

“My son has failed and he is dead,” he cried. And in despair, he flung himself from the cliff into the raging waters below. From that day on, the sea was named in memory of Theseus’ father, and to this day, it is known as the Aegean Sea.

8. Bellow (verb): to shout in a loud or deep voice 9. Despair (noun): a feeling that everything is wrong and nothing will get better 10. to open something, like a flag, so that it is spread out 11. Haste (noun): speed or hurry, often made with urgency 3 “Theseus and the Minotaur”, © 2006, East of England Broadband Network. Reprinted with permission, all rights reserved.

4 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. How does the author characterize Theseus in the story? Cite evidence from the text in your response.

2. PART A: How does the interaction between Theseus and King Minos in paragraphs 12-15 contribute to the plot as a whole? A. It establishes King Minos as Theseus’ central challenge in the labyrinth, setting up the king’s battle with Theseus. B. It creates an atmosphere of fear which remains with Theseus as he travels the labyrinth. C. It helps the reader to fully visualize the new setting of Crete through the eyes of Theseus. D. It further contrasts King Minos’ villainous ways with Theseus’ bravery, setting Theseus up as the hero.

3. PART B: Which later quote from the story confirms your answer to Part A? A. “Theseus walked carefully through the dark, foul-smelling passages of the labyrinth, expecting at any moment to come face-to-face with the creature.” (Paragraph 19) B. “He was picked up between the Minotaur’s horns and tossed high into the air. When he landed on the hard cold stone, he felt the animal’s huge hooves come down on his chest.” (Paragraph 20) C. “As the Minotaur bellowed in his ear and grabbed at him with its hairy arms, Theseus found a strength which he did not know he possessed.” (Paragraph 21) D. “Theseus felt all over the floor in the pitch darkness and kept thinking he had found it, only to realize that all he had was a long wiry hair from the Minotaur.” (Paragraph 23)

4. PART A: What does the word “tyrant” most closely mean as it is used in paragraph 7? A. A person who runs a country B. A leader who torments people C. A soldier who is ready to fight D. An innocent young citizen

5 5. PART B: Which quote from later in the story best supports your answer to Part A? A. “As the ship docked in Crete, King Minos himself came down to inspect the prisoners from Athens.” (Paragraph 11) B. “He enjoyed the chance to taunt the Athenians and to humiliate them even further.” (Paragraph 11) C. “‘Those are brave words for one so young and so feeble.’” (Paragraph 15) D. “Standing behind the king, listening, was his daughter, Ariadne.” (Paragraph 16)

6. How do the actions of Ariadne help further the plot? Cite evidence from the text in your response.

6 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. If it weren’t for Ariadne, do you think Theseus would have been able to get out of the maze? Use details about the maze and Theseus’ character to support your ideas.

2. How does the ending of the story change your opinion of Theseus’ character? Do you think the gods should punish him? Why or why not?

3. The Ancient Greeks often told myths to explain how things came to be and to teach a lesson. What do we, as readers, learn from this myth about power? How can power corrupt people? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

4. In the context of this myth, what makes a hero? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

7 Name: Class:

The Underground Railroad By USHistory.org 2016

In the 1850’s and 1860’s, the United States became even more divided on the issue of slavery. States in the South still practiced slavery, while many states in the North prohibited slavery. As a result, many slaves tried to run away to freedom in North. The Underground Railroad was established to provide a secret way for slaves to escape from slavery in the South to freedom in the North. As you read, take notes on how the Underground Railroad helped slaves to freedom in the North.

[1] Any cause needs speakers and organizers. Any mass movement requires men and women of great ideas.

But information and mobilization are not enough. To be successful, revolutionary change requires people of action — those who little by little chip away at the forces who stand in the way. Such were the “conductors” of the Underground Railroad. Not content1 to wait for laws to change or for slavery to implode itself,2 railroad activists helped individual fugitive slaves3 find the light of freedom. The Underground Railroad was not an actual railroad, but was instead a network of safe houses and routes slaves could take to escape from the South to freedom in the North.

The Underground Railroad operated at night. Slaves were moved from “station” to “station” by abolitionists.4 These “stations” were usually homes and churches — any safe place to rest and eat before continuing on the journey to freedom in the North, sometimes as far away as Canada. Often whites would pretend to be the masters of fugitives to prevent their capture. Sometimes lighter-skinned African Americans took this role. In one spectacular case, Henry “Box” Brown arranged for a friend to put him in a wooden box, where he had only a few biscuits and some water. His friend mailed him to the North, where "Harriet Tubman" by H. Seymour Squyer is in the public domain. bemused5 abolitionists received him in Philadelphia.

1. Content (adjective): in a state of peace, happiness, or satisfaction 2. “Implode” in this sense means to self-destruct. 3. A fugitive slave was someone who ran away from the slave owner and went into hiding to avoid being taken back. 4. Abolitionism was a movement to "abolish," or end, slavery. 5. Bemused (adjective): confused and also somewhat amused 1 Most of the time, however, slaves crept northward on their own, looking for the signal that designated the next safe haven.6 This was indeed risky business, because slave catchers and sheriffs were constantly on the lookout. Over 3,200 people are known to have worked on the railroad between 1830 and the end of the Civil War. Many will remain forever anonymous.7

[5] Perhaps the most outstanding “conductor” of the Underground Railroad was Harriet Tubman. Born a slave herself, after she escaped to Philadelphia, she began working on the railroad to free her family members. Throughout the 1850s, Tubman made 19 separate trips into slave territory. She was terribly serious about her mission. She threatened to shoot any slave who had second thoughts with the pistol she carried on her hip. By the end of the decade, she was responsible for freeing about 300 slaves. When the Civil War broke out, she used her knowledge from working the railroad to serve as a spy for the Union.

Needless to say, slave owners did not appreciate the Underground Railroad. Although they disliked Abolitionist talk and literature, the railroad was far worse. To them, these were simple cases of stolen property. Slave catchers often traveled to the North to try to recapture freed slaves. When Northerners rallied around freed slaves and refused to compensate8 former slave owners, Southerners felt they were being robbed of property.

This disagreement over freed slaves lay yet another brick of the foundation for the South to eventually secede9 from the Union and help spark the American Civil War.

“The Underground Railroad” by USHistory.org. Copyright © 2016, CC BY 4.0. Reprinted with permission, all rights reserved.

6. Haven (noun): a place of safety 7. Anonymous (adjective): not named or identified 8. Compensate (verb): to trade or give money as payment for something lost, stolen, or damaged 9. "Secede" refers to the South's decision to leave the Union at the start of the American Civil War. 2 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. Why does the author choose to call the individuals who worked on the Underground Railroad “conductors”? A. They were responsible for driving the trains that took slaves from slavery in the South to freedom in the North. B. Even though it was not an actual railroad, the “conductors” were individuals responsible for helping slaves travel from the South to the North. C. They conducted trains and boats that took fugitive slaves back to their masters in the South. D. They carried pistols on their hips that were known by people in the North as “conductors.”

2. Which phrase from the text does the author use to support their argument that a wide variety of people worked for the Underground Railroad? A. “Railroad activists helped individual fugitive slaves find the light of freedom.” (Paragraph 2) B. “Often whites would pretend to be the masters of fugitives to prevent their capture. Sometimes lighter-skinned African Americans took this role.” (Paragraph 3) C. “Most of the time, however, slaves crept Northward on their own, looking for the signal that designated the next safe haven.” (Paragraph 4) D. "Perhaps the most outstanding ‘conductor’ of the Underground Railroad was Harriet Tubman.” (Paragraph 5)

3. How does paragraph 5 contribute to the ideas developed throughout the text? A. The paragraph provides an example of a famous train conductor who shipped pistols to the North to help them win the war. B. The paragraph is used to show that Harriet Tubman is the only true hero of the Underground Railroad. C. The paragraph is used to provide an example of a famous woman who worked on the Underground Railroad and the great impact she had on history. D. The paragraph is used to demonstrate that most of the slaves that escaped to the North were shipped to the North on boxes in trains.

4. Which phrase best describes the relationship between slave catchers and the “conductors” of the Underground Railroad? A. They worked together towards a common goal. B. They were united in trying to provoke a war. C. They were in disagreement about the value of property. D. They represent the opposite sides of the conflict.

3 5. What is the central idea of the text? Cite specific evidence from the text to support your answer.

4 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. Why do you think people were willing to risk their lives to work on the Underground Railroad? Do they deserve to be called heroes? Why or why not?

2. The article begins by stating: “Any cause needs speakers and organizers.” How were the conductors of the Underground Railroad able to organize a safe route for slaves to escape? What issues facing society today do you think people need to organize a solution to? What would be a good solution for that issue?

5 Name: Class: Date: Pairing Questions for "Theseus and the Minotaur" and "The Underground Railroad"

Directions: After reading the texts, choose the best answer for the multiple-choice questions below and respond to the writing questions in complete sentences.

1. PART A: Which of the following qualities led to Theseus’ and Harriet Tubman’s successes? [RI.3, RL.3] A. bravery in the face of danger B. patience despite pressure C. tolerance of others who think differently from them D. knowledge of their enemies

2. PART B: Select TWO quotations that best support the answer to Part A. [RI.1, RL.1] A. “Theseus insisted that he understood the dangers but would succeed. ‘I will return to you, father,’ cried Theseus, as the ship left the harbour wall, ‘and you will be proud of your son.’” (“Theseus and the Minotaur,” Paragraph 9) B. “‘Then I wish you good luck, my son,’ cried his father, ‘I shall keep watch for you every day. If you are successful, take down these black sails and replace them with white ones. That way I will know you are coming home safe to me.’” (“Theseus and the Minotaur,” Paragraph 10) C. “Theseus walked carefully through the dark, foul-smelling passages of the labyrinth, expecting at any moment to come face-to-face with the creature.” (“Theseus and the Minotaur,” Paragraph 19) D. “This was indeed risky business, because slave catchers and sheriffs were constantly on the lookout.” (“The Underground Railroad,” Paragraph 5) E. “She threatened to shoot any slave who had second thoughts with the pistol she carried on her hip.” (“The Underground Railroad,” Paragraph 5) F. “When the Civil War broke out, she used her knowledge from working the railroad to serve as a spy for the Union.” (“The Underground Railroad,” Paragraph 5)

3. What motivations do Theseus and Harriet Tubman share? [RI.3, RL.3]

1 Name: Class:

Woman Who Helped Anne Frank Dies at 100 By Teri Schultz, National Public Radio 2010

Miep Gies was the last survivor to help Anne Frank’s family hideout during the Holocaust. Gies was interviewed by NPR’s Teri Schultz for her amazing act of bravery in 1998 and upon her death in 2010, NPR revisited the interview. Anne Frank was a German-born Jewish girl who hid with her family in an attic in Amsterdam during the Holocaust. She is one of the most famous victims of the Holocaust thanks to the discovery of her diary which her father and Holocaust survivor, Otto Frank, published after the Holocaust. Today Anne’s diary is one of the most well-read works of literature in the world. As you read, annotate for details that reveal Gies’ character and motives.

[1] The last survivor who helped Anne Frank and her family hide from the Nazis has died. Miep Gies was 100. After the Franks were discovered and deported,1 it was Gies who found and preserved2 Anne’s diary.

DEBORAH AMOS, host: Back in 1998, NPRs special correspondent3 Susan Stamberg visited a woman in Amsterdam and asked her a simple question.

SUSAN STAMBERG: How do you say diary in Dutch?

Ms. MIEP GIES: Dagboek.

[5] STAMBERG: Dagboek? Oh, daybook.

Ms. GIES: Yes. Daybook.

STAMBERG: Dag? "Miep Gies" by Jim Forest is licensed under CC BY-NC-ND 2.0.

Ms. GIES: Yes.

STAMBERG: Boek.

[10] Ms. GIES: Boek.

STAMBERG: Is diary.

1. Deport (verb): to officially force someone to leave a country 2. Preserve (verb): to keep something in its original or existing state 3. a writer or reporter 1 AMOS: That woman is Miep Gies. The diary she’s referring to is Anne Frank’s. Miep Gies helped Anne Frank hide with her family during World War II and saved Anne’s diary after she and her family were captured by the Germans. Gies died yesterday at the age of 100. Teri Schultz has this remembrance.

TERI SCHULTZ: Miep Gies said she did not like being called a hero. Yet, she risked her life many times over to help the Frank family during the two years they hid from the Nazis in a secret annex4 built into the Trading Company office in Amsterdam where she’d worked for Otto Frank almost a decade.

Providing refuge5 to Jews, she noted later, carried a punishment of at least six months in a concentration camp.6 Still, the Austrian-born Dutch woman, knighted by the governments of Germany and the Netherlands, recipient of a medal from Yad Vashem Holocaust Museum, always insisted she had done nothing extraordinary.

[15] Ms. MIEP GIES: I, myself, I’m just a very common person. I simply had no choice. I could foresee many, many sleepless nights and a life filled with regret if I would have refused to help the Franks. And this was not the kind of life I was looking for at all.

SCHULTZ: Gies explained another motivation for emphasizing her modesty. She said if people are allowed to think it takes remarkable qualities to act boldly7 on behalf of others, few will attempt it.

Ms. GIES: People should never think that you have to be a very special person to help those who need you.

SCHULTZ: But Gies clearly was very special, even when someone still unknown betrayed those she called the hiders and they were taken away at gunpoint to death camps. Gies was not intimidated. She sneaked back into the secret hideaway to try to preserve any belongings of the Franks that hadn’t been destroyed or taken. And there she found what would eventually become a treasure of the entire world.

Ms. GIES: I saw Anne’s diary scattered all over the floor. I took it with me. I hoped I could return it to Anne after the war. I wanted to see her smile and hear her say, Oh Miep, my diary.

[20] SCHULTZ: That day would never come, as Anne did not survive the Nazi death camps. But Otto Frank did. And he made his way back to Amsterdam in 1945 returning to stay with Gies and her husband. On the very sad day that year that he learned both his daughters had died in a camp, Otto Frank later explained in a documentary, Gies delivered him what he called a miracle.

Mr. OTTO FRANK: When I returned and after I heard the news that my children would not come back, Miep gave me the diary.

SCHULTZ: Gies described that moment herself years ago in an interview with the Anne Frank Museum in Amsterdam.

4. an extension to a main building 5. Refuge (noun): shelter or protection from danger 6. A concentration camp is a place where large numbers of people, especially political prisoners or members of a targeted group, are imprisoned and are forced to provide free labor. The term is most strongly associated with the several hundred camps established by the Nazis in Germany and occupied Europe during WWII. The camps were also where the majority of the victims of the Holocaust were murdered en masse. 7. Boldly (adverb): not fearful in the face of possible or real danger 2 Ms. GIES: (Foreign language spoken)

SCHULTZ: Gies said she took the diary out of the desk where she’d saved it and she handed it to Otto Frank with the words: this is the legacy of your daughter Anne. She had never read a word of it, and in fact, could not bring herself to do so until after Otto Frank published the diary in 1947, two years after Anne’s death.

[25] The diary of Anne Frank is a legacy Miep Gies gave not just to Otto Frank, but to the world. It’s been translated into some 65 languages and remains one of the best read books internationally. To the end of her century of life, Gies said she thought with sadness every day about the friends she had lost.

On her website she wrote it was her greatest sorrow that she and the others had been unable to save Anne, but she was pleased they’d been able to give the young woman two more years of life, and in that period Gies noted, Anne had written the diary with her message of tolerance8 and understanding.

For NPR News, I’m Teri Schultz.

©2016 National Public Radio, Inc. News report titled “Woman Who Helped Hide Anne Frank Dies At 100” was originally broadcast on NPR’s Morning Edition on January 12, 2010, and is used with the permission of NPR. Any unauthorized duplication is strictly prohibited.

8. Tolerance (noun): a willingness to accept feelings, habits, or beliefs that are different from one's own 3 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which of the following best explains the purpose of the details provided in paragraph 13 and paragraph 14? A. To provide readers with details of why Schultz conducted the interview with Gies in the first place. B. To illustrate the great risks Gies was willing to take to help Jews seek refuge during the Holocaust. C. To explain the location of the events of the Holocaust and Frank’s family. D. To contrast the heroism of Gies with the cruelty of the Nazi forces.

2. PART B: Which of the following paragraphs from later in the interview reinforces the answer to #1? A. Paragraph 15 B. Paragraph 16 C. Paragraph 18 D. Paragraph 22

3. PART A: What does the word “modesty” most likely mean as it is used in paragraph 16? A. heroism B. success C. remorse D. humbleness

4. PART B: Which of the following TWO phrases best proves your answer above? A. “…nothing extraordinary…” (paragraph 14) B. “…a very common person” (paragraph 15) C. “…remarkable qualities…” (paragraph 16) D. “…act boldly…” (paragraph 16) E. “…hadn’t been destroyed or taken.” (paragraph 18)

5. Which of the following is the main reason Gies preserved Frank’s diary? A. Gies wished to return the diary to Anne’s father, Otto, the only surviving member of the family. B. Gies knew that the diary would be of great importance to the world and therefore decided to preserve it. C. Gies wanted to prove to the Nazi soliders that the Frank family would never be forgotten. D. Gies sought to return it to Anne in order to bring her joy.

4 6. Explain Gies’ motivation for helping Jewish families during the war.

5 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. Is Gies a hero or is she, as she suggests, just a “very common person?” Cite examples from the story and in real life.

2. Can common people be heroes? Cite examples from literature and real life.

3. Why do you think more people didn’t take the risks Gies took to help?

6 Name: Class:

The Story of Ida B. Wells By Shannon Moreau 1999

Ida Bell Wells (1862-1931) was an African-American journalist, editor, suffragist, sociologist, and an early leader in the Civil Rights Movement. The following is a short biography of Ida B. Wells and the personal tragedy she experienced that pushed her to raise national awareness about violence and discrimination against African Americans. As you read, take notes on the examples of prejudice and discrimination that Wells experienced, and how she worked towards ending them.

[1] Ida B. Wells, the young journalist from Memphis, Tennessee, stepped out of the Natchez, Mississippi church with a smile on her face. She had just signed up twenty new subscribers for Free Speech, the black newspaper she owned with her business partner, J. L. Fleming. Since she had begun traveling up and down the Mississippi Valley seeking new subscriptions, the Memphis weekly’s readership had more than doubled.

The minister of the church walked up to Ida with a newspaper in his hand. “Miss Wells, something bad’s happened in Memphis.”

A bolt of fear shot through Ida. Her hand shook slightly as she took the 10 March 1892 edition of the Memphis Commercial.

The night before, a mob of white men had seized three black grocery store owners, dragged them down to the railroad tracks, and shot them to death. One of the store owners, Thomas Moss, had begged for his life for the sake of his wife, daughter, and unborn child. When he realized he was going to die, he said, “Tell my people to go "Ida B. Wells Barnett" by Mary Garrity is in the public domain. West—there is no justice for them here.”

[5] Ida’s heart nearly stopped. She looked up into the minister’s solemn face.

“It can’t be!” Ida’s eyes welled with tears. “Thomas Moss and his wife are my good friends. I’m godmother to their daughter, Maurine. This can’t have happened to him!”

Ida caught the next train back to Memphis. During the trip, she battled feelings of anger, shock, and grief. This was not the first time she had been touched by tragedy. Nor was it the first time she had experienced the injustices against blacks in the post-Civil War South.

1 Ida was born the daughter of slaves in Holly Springs, Mississippi, in 1862, three years before the end of the Civil War. After emancipation,1 her father worked as a carpenter. He built the house in which he and his wife raised their eight children. As a child, Ida attended the elementary school at Rust College, which had been founded in 1866 by Methodist missionaries from the North.

Many white Southerners rebelled against citizenship for former slaves. Ida remembered hearing about midnight raids by the Ku Klux Klan, a terrorist group bent on maintaining white supremacy. Ida’s mother used to pace the floor at night, waiting for her husband to come home from his political meetings.

[10] In 1878 a yellow fever epidemic swept through Holly Springs. Both of Ida’s parents and her baby brother perished. At age sixteen, she quit school to take care of her six brothers and sisters.

In 1883, when Ida was twenty-one, she packed up and moved herself and her two youngest sisters to Memphis, Tennessee, to live with a widowed aunt. She accepted a teaching position in a rural school in Woodstock and commuted to and from work by train. That same year the Supreme Court ruled that the Civil Rights Act of 1875, which prohibited segregation2 in transportation and public places, was unconstitutional.3 Southern legislatures had already passed laws that barred blacks from voting. Now the way was paved for a rigid system of segregation, beginning with the railroads.

In May 1884, Ida was traveling from Memphis to Woodstock when the conductor approached her. “I can’t take your ticket here,” he told her. “You’ll have to move to the smoking car.”

“I have a first-class ticket,” Ida replied. “This is my rightful seat.”

The conductor disappeared. A few minutes later he returned with two baggage clerks. The three men dragged Ida from her seat while the white passengers clapped. Ida refused to go into the smoking car; instead she got off the train at the next station. Although she hired a lawyer and sued the Chesapeake and Ohio railroad for discrimination,4 she lost her case in 1887.

[15] Now, riding from Natchez back to Memphis, Ida was about to face the third test in her life.

Ida arrived in Memphis too late to attend Thomas Moss’s funeral, but she went straight to comfort his pregnant widow, Betty, and their daughter, Maurine. She later wrote: “I have no power to describe the feeling of horror that possessed every member of the race.” Brutal killings of blacks in the South were on the rise, and they were going unpunished by the law.

“Betty,” Ida said to the tearful widow, “I’ll never forget the talks Thomas and I had when he delivered mail to the Free Speech every day. He believed that we should defend the cause of right and fight wrong wherever we saw it.”

Ida fought injustice against blacks in the best way she knew how—with her pen. The first article she’d ever published had been about her incident with the railroad. Subsequent stories dealt with education and religion. She was now about to tackle the biggest issue of her career.

1. referring to the historical abolishment of slavery and freeing of slaves following the Civil War 2. the separation of races, classes, or ethnic groups 3. not according or consistent with the constitution; what is or is not deemed constitutional is dependent on the judgement of a certain group (i.e. the Supreme Court) 4. Discrimination (noun): the unjust or unfair treatment of people based upon race, gender, religion, age, etc. 2 The Free Speech published Ida’s editorial. It said in part:

The city of Memphis has demonstrated that neither character nor standing avails the Negro if he dares to protect himself against the white man or become his rival.... There is therefore only one thing left that we can do; save our money and leave a town which will neither protect our lives and property, nor give us a fair trial in the courts, but takes us out and murders us in cold blood when accused by white persons.

[20] After Betty Moss gave birth to a son, Thomas Moss Jr., the widow moved her family to Indiana. Many other black citizens were packing up and leaving Memphis as well. This exodus got the attention of the white businessmen and city officials. They were losing labor and the money of the black people. The daily papers printed editorials urging black citizens to stay. Ida countered with her own articles describing the new lives people were making for themselves in Oklahoma Territory.

Those who remained in Memphis boycotted the newly opened streetcar line. Two officials from the City Railway Company came to the Free Speech office and asked Ida to tell her people to ride the streetcars again. In her next article for the Free Speech, she told her readers to keep up the boycott.

Ida was trying to decide where she herself wanted to go. A few years before, she had met T. Thomas Fortune, a New York newspaper editor, at a press convention. Fortune wrote Ida and asked her to come look at New York City before she decided where to settle down. Ida had already planned to attend an African Methodist Episcopal conference in Philadelphia. From there she took a train east to visit New York.

Fortune met her at the train station. “Well, I’ve been trying for a long time to get you to New York,” he said, “but now that you are here, I’m afraid you’ll have to stay.”

Ida said, “I don’t understand what you mean.”

[25] “That ruckus you kicked up in Memphis. When I heard about it, I knew it had to be you because it sounded so like you.”

Ida was totally bewildered. “What are you talking about?”

“Haven’t you seen the morning newspaper?” Fortune asked.

“No.”

He handed her a copy of the New York Sun.

[30] A group of Memphis citizens had stormed the offices of the Free Speech during the night. They had destroyed all the equipment and run Ida’s business partner, J. L. Fleming, out of town. They left a note among the ruins: anybody who tried to publish the paper again would be punished by death.

Alarmed, Ida sent a telegram to her lawyer to find out if her partner was safe. Friends sent letters and telegrams back to her. Fleming had escaped Memphis unharmed. Her friends begged her not to return, since white men with guns were watching the train stations and her house. They had orders to kill her on sight.

3 Ida B. Wells never went home. She stayed on in New York, then moved to Chicago where she married Ferdinand Barnett, a lawyer and journalist. Ida devoted the rest of her life to investigating, reporting, and lecturing on the growing numbers of lynchings5 of black citizens. She toured England twice and became famous in America and England for her anti-lynching crusade.

Her speeches raised the consciousness of the nation. Condemnation from the North as well as England forced Southerners first to justify lynching, then publicly to deplore it. Between 1893 and 1898, several Southern states passed anti-lynching laws.

The day that Ida B. Wells heard the terrible news about her friend Thomas Moss was a day that changed her life forever. Experience had taught her strength and courage. She needed both for her tireless and fearless work, telling the nation about crimes against black citizens and asking U.S. Courts to punish the perpetrators. Change came slowly. It wasn’t until decades after her death in 1931 that lynchings of black people almost completely stopped. In 1942 a Gallup poll showed that a majority of Americans favored making lynching a federal crime. Ida launched the movement that changed public sentiment and led to the time when the atrocities would end. Personal tragedy inspired Ida B. Wells to work heroically to bring about justice for her people.

“The Story of Ida B. Wells”, © 1999, Shannon Moreau. Reprinted with permission, all rights reserved.

5. an informal public execution, usually by a mob and often by hanging, in order to punish an accused person or to intimidate a minority group 4 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which of the following statements best describes a central idea of the text? A. Ida B. Wells was an amazing journalist and should be better appreciated. B. Escaping a problem doesn’t solve it, even if it keeps you safe. C. Post-Civil War United States, especially in the South, was an unjust place for former slaves. D. Ida B. Wells faced discrimination and, spurred by tragedy, spoke out against it.

2. PART B: Cite a piece of evidence from the text that supports the answer to Part A.

3. How does the train scene contribute to the author’s explanation of Ida B. Wells’ lifetime? A. The scene illustrates the unfair treatment and hostility people of color faced and against which Ida B. Wells fought. B. The scene serves as the last straw, motivating Ida B. Wells to speak out against injustice. C. The scene on the train illustrates the heightening tensions between blacks and whites during Wells’ life. D. The scene on the train provides an example of the daily injustice of segregation in transportation, which, according to the text, was just starting at this time in Wells’ life.

4. PART A: What does the term "exodus" most closely mean as used in paragraph 20? A. Freedom (from enslavement) B. Mass movement or immigration C. Decrease in money or income D. A story of a long, departing journey

5. PART B: Which of the following quotes best supports the answer to Part A? A. “the widow moved her family to Indiana” B. “Many other black citizens were packing up and leaving” C. “losing labor and the money of the black people” D. “the new lives people were making for themselves”

5 6. Although this text is non-fiction, much of it is told like a story. What is the author’s most likely purpose for writing the text in this way?

6 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. In the context of this passage, what are the effects of prejudice? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

2. In the context of this passage, how has America changed over time? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

3. In the context of this passage, how do people create change? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

4. In the context of this article, what makes a hero? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

7 Name: Class:

Sonnet By James Weldon Johnson 1893

James Weldon Johnson (1871-1938) was an American writer and civil rights activist. Johnson served a vital role in the National Association for the Advancement of Colored People (NAACP). The following poem by Johnson is a sonnet, which consists of fourteen rhyming lines. As you read, take notes on how the speaker's uses imagery in the poem.

[1] My heart be brave, and do not falter1 so, Nor utter more that deep, despairing wail. Thy way is very dark and drear I know, But do not let thy strength and courage fail; [5] For certain as the raven-winged night Is followed by the bright and blushing morn, Thy coming morrow will be clear and bright; ’Tis darkest when the night is furthest worn. Look up, and out, beyond, surrounding clouds, [10] And do not in thine own gross darkness grope,2 Rise up, and casting off thy hind’ring shrouds,3 Cling thou to this, and ever inspiring hope: Tho’ thick the battle and tho’ fierce the fight, "Saturday Sunrise" by Rachel Kramer is licensed under CC BY 2.0. There is a power making for the right.

Sonnet by James Weldon Johnson is in the public domain.

1. Falter (verb): to start to lose strength; to hesitate 2. Grope (verb): to feel about blindly 3. Shroud (noun): a length of cloth 1 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which of the following best describes a theme of the poem? [RL.2] A. Tragedy and adversity builds character by testing people’s patience. B. Resiliency and hope will help people get through even the toughest of times. C. The experience of fighting and war should teach everyone the importance of peace. D. Life should be spent celebrating rather than mourning, because adversity is temporary.

2. PART B: Which of the following quotes best supports the answer to Part A? [RL.1] A. “My heart be brave, and do not falter so, / Nor utter more that deep, despairing wail.” (Lines 1-2) B. “Look up, and out, beyond, surrounding clouds, / And do not in thine own gross darkness grope” (Lines 9-10) C. “Rise up, and casting off thy hind’ring shrouds” (Line 11) D. “Tho’ thick the battle and tho’ fierce the fight, / There is a power making for the right.” (Lines 13-14)

3. How does the word choice in the poem contribute to its tone? [RL.4] A. The poem uses phrases such as “bright and blushing morn,” suggesting that the speaker is excited for what will happen in the future, contributing to a gleeful tone. B. The poem uses words such as “despairing” and “drear,” revealing that the speaker is upset about the current situation, conveying a pessimistic tone. C. The poem uses phrases such as “my heart,” implying that the speaker is addressing a loved one, contributing to a affectionate tone. D. The poem uses phrases such as “rise up” and “fierce the fight,” suggesting the speaker feels inspired to act, contributing to an impassioned tone.

4. How does the poem's use of imagery develop the theme of the poem? Cite evidence [RL.4] from the text in your answer.

2 5. How does the structure of the poem contribute to its meaning? Cite evidence from [RL.5] the text in your answer.

3 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. Why do you think the speaker cautions the reader not to “grope” in their own “darkness”? What does this mean?

2. In the context of this poem, how does a person overcome adversity? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

3. In the context of this poem, what does it mean to be brave? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

4 Name: Class: Date: Pairing Questions for "The Story of Ida B. Wells" and "Sonnet"

Directions: After reading the texts, choose the best answer for the multiple-choice questions below and respond to the writing questions in complete sentences.

1. Which statement best identifies a similar central idea in both “The Story of Ida B. Wells” and “Sonnet”? [RI.2, RL.2] A. Fighting for a moral cause empowers people to act bravely in the face of threats. B. Setbacks are a normal part of life and can be overcome with hard work. C. Justice will prevail. D. It is important to speak up for what one believes in.

2. What motivates the speaker in “Sonnet” and Ida B. Wells to act heroically? [RI.9, RL.9]

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