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UNIT 25 The BIG Question Is Progress Always Good? Progress “imposes not only new possibilities for the future but new restrictions. —Norbert Wiener, mathematician ” NASA LOOKING AHEAD The skill lessons and readings in this unit will help you develop your own answer to the Big Question. UNIT 5 WARM-UP • Connecting to the Big Question GENRE FOCUS: Science and Technology Writing Hip-Hop from The Story of Music . 525 READING WORKSHOP 1 Skill Lesson: Paraphrasing and Summarizing LAFFF . 532 by Lensey Namioka Cyber Chitchat . 546 by Cindy Kauffman WRITING WORKSHOP PART 1 Research Report . 552 READING WORKSHOP 2 Skill Lesson: Using Text Features Conserving Resources . 560 from Glencoe Science There Will Come Soft Rains . .568 by Ray Bradbury READING WORKSHOP 3 Skill Lesson: Taking Notes The Next Big Thing . .582 by Maryanne Murray Buechner and Mitch Frank, updated from Time Big Yellow Taxi . 592 by Joni Mitchell WRITING WORKSHOP PART 2 Research Report . 596 READING WORKSHOP 4 Skill Lesson: Identifying Problem and Solution Fireproofing the Forests . 606 by J. Madeleine Nash, updated from Time Missing! . 616 by Claire Miller Birdfoot’s Grampa . 619 by Joseph Bruchac READING ACROSS TEXTS WORKSHOP Comparing Author’s Craft America the Not-So-Beautiful . 625 by Andrew A. Rooney A Glimpse of Home . 630 by Kathryn Sullivan UNIT 5 WRAP-UP • Answering the Big Question 521 UNIT 5 WARM-UP Is Progress Connecting to Always Good? Today, most of us use computers to write papers and e-mail friends. Computers have changed the way we communicate with one another. But is this progress always good? Many people think that, because of comput- ers, we don’t spend enough time talking to one another. In this unit, you’ll read about progress and how people respond to the changes that it brings. Real Kids and the Big Question ZACK likes taking a shortcut through an open lot on his way to school. This route gets him to school faster. Soon, however, the city will build a mini-mall on this lot. Zack understands that the development will be good for his community. The stores will bring more business into the neighborhood. However, Zack will have to leave home earlier and take the long way to school. He will miss the open space. What would you say to Zack about this kind of progress? NINA won a handheld computer in her school’s raffle. She spent hours filling the computer with her friends’ phone numbers and e-mail addresses. She also used it to organize homework assign- ments. Nina liked getting the information she needed at the touch of a button. One day, however, her computer froze. She lost all of the information stored on it. Should Nina have used an old-fashioned paper address book? Warm-Up Activity Write about the changes that Zack and Nina are experiencing. Decide which parts of progress are good or bad in their situations. 522 UNIT 5 Is Progress Always Good? (l) Daniel Erickson, (r) Rob Lewine/Zefa/CORBIS UNIT 5 WARM-UP You and the Big Question Long before CDs, people listened to music on records. Today we Big Question Link to Web resources have MP3 players that hold thousands of songs. There’s certainly to further explore the Big Question at www.glencoe.com. been progress in the ways we listen to music. In this unit, you’ll read about how people deal with progress. Reading about progress will give you ideas for your own answer to the Big Question. Plan for the Unit Challenge At the end of the unit, you’ll use notes from all of your reading to complete the Unit Challenge. You’ll choose one of the following activities: A. Debate You and your classmates will debate whether it’s a good idea to build a new shopping mall in your community. B. Interview You’ll interview an adult to find out about his or her experiences with a new invention or a new type of technology. • Start thinking about which activity you’d like to do so that you can collect ideas as you read the selections. • In your Learner’s Notebook, write your thoughts about which activity you’d like to do. • As you go through this unit, take notes about ideas that will help you answer the Big Question. Also think about how your ideas will help you with the Unit Challenge activity you choose. Keep Track of Your Ideas As you read, you’ll make notes about the Big Question. Later, you’ll use these notes to complete the Unit Challenge. See pages R8–R9 for help with making Foldable 5. This diagram shows how it should look. 1. List all the selections on the Foldable’s front. (See page 521 for the titles.) Then open the Foldable. You’ll write answers on note cards and sort the cards into these three pockets. 2. Write these labels on the pockets: • My Purpose for Reading • The Big Question • My Thoughts (This is for additional ideas you have about the Big Question.) Warm-Up 523 UNIT 5 GENRE FOCUS: SCIENCE AND TECHNOLOGY WRITING Science and technology writing teaches you about the world around you. Learning about the world can help you think about whether progress is always good. Why Read Science and Technology Writing? Skillss Focus Reading about science and technology will inform you about scientific • Keyy skills for reading science discoveries and improvements in technology. You’ll also learn about anndn technology writing • scientific thinking and how to use scientific ideas to solve problems • KeyK elements of science and • how people use science and technology to change the world around them technology writing SkillsS Model How to Read Science and Technology Writing You will see how to use the Key Reading Skills key reading skills and literary elements as you read These reading skills are especially useful tools for reading and understand- • “Hip Hop” from The Story ing science and technology writing. The skills are modeled in the Active of Music, p. 525 Reading Model on pages 525–527; you’ll learn more about them later. ■ Paraphrasing and summarizing After you read, paraphrase by retelling in your own words what you’ve read. Summarize by retelling in your own words the main ideas and important details. (See Reading Workshop 1.) ■ Using text features Use parts of the text to locate and analyze infor- mation. Text features include drawings, side notes, headings, and graphic organizers. (See Reading Workshop 2.) ■ Taking notes As you read, pick out and write down important infor- mation to help you understand the text. Your notes should include ideas, facts, names, and dates. (See Reading Workshop 3.) ■ Identifying problem and solution Find places where the text explains how questions are answered or how problems are solved. (See Reading Workshop 4.) Key Literary Elements Recognizing and thinking about the following elements will help you understand more fully what the author is telling you. ■ Author’s craft: the way an author combines elements, such as Objectives (pp. 524–527) purpose, character, theme, and tone, to create a piece of writing Reading Paraphrase and summa- (See “LAFFF.”) rize • Use text features: heads • Take notes • Identify problem ■ Concept and definition: an idea and an explanation of that idea and solution (See “Conserving Resources.”) Literature Identify literary ele- ments: author’s craft, concept and ■ Organization: the way an author puts information together definition, organization, description (See “The Next Big Thing.”) ■ Description: a detailed portrayal of a person, place, thing, or event (See “Fireproofing the Forests.”) 524 UNIT 5 Is Progress Always Good? UNIT 5 GENRE FOCUS REFERENCE BOOK The notes in the side columns from The Story of Music model how to use the skills and elements you read about on page 524. Science and Technology Writing ACTIVE READING MODEL 1 Key Reading Skill from The Story of Music Taking Notes Dates, In the late 1970s a radical new form of music emerged from the places, and names are the poor, black areas of New York. It was called hip-hop. Created details I should include in by DJs, it produced a new type of musician—the rapper. my notes. I’ll jot down “big cities,” “late 1970s,” “Kool Herc,” “Afrika Bambaata,” H ip-hop is a style of music that originally evolved in and “Grandmaster Flash.” the poor black areas of America’s big cities in the late 2 Key Reading Skill 1970s. In New York disk jockeys (DJs) like Kool Herc, Paraphrasing and Summarizing The author’s Afrika Bambaata, and Grandmaster Flash made a name point here is to explain how for themselves by collecting dance records—many of DJs created their sounds. them hard to fi nd—and mixing them together in an They’d break beats and unusual, exciting way. 1 make scratching sounds by Using two turntables,1 these DJs would play records using their fingers to stop and start the disk. that had the same tempo,2 switching back and forth 3 Key Reading Skill between one disk and the other. To do this, they often Using Text Features used break beats —sections of the records that just had Here’s a new topic—the drums and bass on them. The DJs also invented a first rappers. way of “scratching” records by winding them back and then letting them go, using their fi ngers to stop and start the disk. This technique produced a sound that could be used as a kind of percussion. 2 The first rappers 3 While DJs like Kool Herc and Grandmaster Flash were playing music, their friends would speak through a microphone, urging the crowd to dance.

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