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12Th Grade Ela 12TH GRADE ELA Week of: APRIL 13TH WICHITA PUBLIC SCHOOLS 9th, 10th, 11th and 12th Grades Your child should spend up to 90 minutes over the course of each day on this packet. Consider other family-friendly activities during the day such as: Review your learning or Have a time each day to Make a stop motion movie Problem solve something by learn something new from have a family meeting to with a free stop motion app. fixing or organizing. Khan Academy discuss concerns and notice each other's kindness. Play and make music just Mindful Minute: Take 3 deep Read a historical document Reflect and discuss What search for Chrome Music breathes and focus on the at archives.gov/historical- choices have been made by Lab sounds in the room. docs others that have changed your life since spring break? *All activities are optional. Parents/Guardians please practice responsibility, safety, and supervision. For students with an Individualized Education Program (IEP) who need additional support, Parents/Guardians can refer to the Specialized Instruction and Supports webpage, contact their child’s IEP manager, and/or speak to the special education provider when you are contacted by them. Contact the IEP manager by emailing them directly or by contacting the school. The Specialized Instruction and Supports webpage can be accessed by clicking HERE or by navigating in a web browser to https://www.usd259.org/Page/17540 WICHITA PUBLIC SCHOOLS CONTINUOUS LEARNING HOTLINE AVAILABLE 316-973-4443 MARCH 30 – MAY 21, 2020 MONDAY – FRIDAY 11:00 AM – 1:00 PM ONLY For Multilingual Education Services (MES) support, please call (316) 866-8000 (Spanish and Proprio) or (316) 866-8003 (Vietnamese). The Wichita Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, sexual orientation, disability, age, veteran status or other legally protected classifications in its programs and activities. Grade 12 English Language Arts: April 13-April 17, 2020 Hello Parents and 12th Graders, Here is a review of content previously taught this school year. This learning opportunity will strengthen your language arts skills. There are several opportunities for students to read, write and think about text within the following work provided. Week 3: April 13-April 17 Pages 705-725 Day 1: 705‐711 Day 2: 712‐714 Day 3: 715‐718 Day 4: 719‐722 Day 5: 723‐725 Word Definition Sneering (pg 705) sniriNG/ Adjective‐contemptuous or mocking. Intolerable (pg706) Adjective‐unable to be endured. /ˌinˈtäl(ə)rəb(ə)l/ Imperialism (pg 706) /imˈpirēəˌlizəm Noun‐a policy of extending a country's power and influence through diplomacy or military force. Immense (pg 708) iˈmens/ Adjective ‐extremely large or great, especially in scale or degree. Innumerable (pg 709) /iˈn(y)oom(ə)rəb(ə)l/͞ Adjective‐too many to be counted (often used hyperbolically). ● Read Aloud Accommodations and Accessible Level Texts are available via the specialized instruction and supports website referenced at the beginning of this packet. George Orwell’s “Shooting an Elephant” is an account of an experience he had as a police officer in colonial Burma. He investigates a report of a rampaging elephant that has trampled a worker. As the elephant’s handler is unavailable, a rapidly gathering mob demands that he kill the now peaceful beast. Orwell must kill the elephant or become a laughingstock. Reluctantly, and having had no experience shooting elephants, he botches the execution. The beast dies slowly and painfully, a fact that Orwell regrets. Orwell felt he could justify killing the elephant because it had killed a man. Others thought that the elephant was more valuable than the man’s life. Orwell was glad no one knew he had killed the elephant to avoid “looking a fool.” ANCHOR TEXT | ESSAY Shooting an Elephant George Orwell BACKGROUND Seeking more territory for its rapidly expanding empire, Great Britain launched three wars during the nineteenth century to conquer Burma, which is a region in southeast Asia now known as Myanmar. The Burmese never fully accepted British rule, and they finally achieved independence in SCAN FOR 1948. This essay was written in 1936, during the time that the British Raj, MULTIMEDIA or rule, controlled Burma with an iron fist. 1 n Moulmein, in lower Burma, I was hated by large numbers NOTES I of people—the only time in my life that I have been important enough for this to happen to me. I was subdivisional police officer CLOSE READ of the town, and in an aimless, petty kind of way anti-European ANNOTATE:+PRCTCITCRJ| feeling was very bitter. No one had the guts to raise a riot, but if a mark words Orwell uses European woman went through the bazaars alone somebody would to describe the way Burmese people feel about probably spit betel juice over her dress. As a police officer I was an Europeans. obvious target and was baited whenever it seemed safe to do so. When a nimble Burman tripped me up on the football field and the QUESTION: What does referee (another Burman) looked the other way, the crowd yelled Orwell’s word choice reveal with hideous laughter. This happened more than once. In the end about the situation and setting? the sneering yellow faces of young men that met me everywhere, the insults hooted after me when I was at a safe distance, got badly CONCLUDE: Why do you on my nerves. The young Buddhist priests were the worst of all. think Orwell chooses to There were several thousands of them in the town and none of them begin the essay with this information? seemed to have anything to do except stand on street corners and jeer at Europeans. 2 All this was perplexing and upsetting. For at that time I had imperialism imperialism (ihm PEER ee uhl © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson already made up my mind that was an evil thing ihz uhm) n. policy of one and the sooner I chucked up my job and got out of it the better. nation’s taking control over Theoretically—and secretly, of course—I was all for the Burmese another in order to exploit and all against their oppressors, the British. As for the job I was its people and resources for its own benefit doing, I hated it more bitterly than I can perhaps make clear. In a Shooting an Elephant 705 job like that you see the dirty work of Empire at close quarters. The NOTES wretched prisoners huddling in the stinking cages of the lockups, the CLOSE READ gray, cowed faces of the long-term convicts, the scarred buttocks of ANNOTATE:+PRCTCITCRJ| the men who had been flogged with bamboos—all these oppressed mark sentences that show me with an intolerable sense of guilt. But I could get nothing into Orwell’s feelings about the perspective. I was young and ill educated and I had had to think out British and Burmese. my problems in the utter silence that is imposed on every Englishman QUESTION: What does in the East. I did not even know that the British Empire is dying, the use of descriptions still less did I know that it is a great deal better than the younger such as oppressors and empires that are going to supplant it. All I knew was that I was stuck evil-spirited little beasts between my hatred of the empire I served and my rage against the show about Orwell’s evil-spirited little beasts who tried to make my job impossible. With conflicting feelings? one part of my mind I thought of the British Raj1 as an unbreakable CONCLUDE: Why does the tyranny, as something clamped down, in saecula saeculorum,2 upon the author choose to be so will of prostrate peoples; with another part I thought that the greatest brutally honest about his joy in the world would be to drive a bayonet into a Buddhist priest’s thoughts? guts. Feelings like these are the normal byproducts of imperialism; ask any Anglo-Indian official, if you can catch him off duty. 3 One day something happened which in a roundabout way was enlightening. It was a tiny incident in itself, but it gave me a better glimpse than I had had before of the real nature of imperialism—the real motives for which despotic governments act. Early one morning supplant (suh PLANT) v. the subinspector at a police station the other end of the town rang me replace one thing with up on the phone and said that an elephant was ravaging the bazaar. another Would I please come and do something about it? I did not know what despotic (dehs POT ihk) adj. in I could do, but I wanted to see what was happening and I got onto a an oppressive manner typical pony and started out. I took my rifle, an old .44 Winchester and much of a tyrant or dictator too small to kill an elephant, but I thought the noise might be useful in terrorem.3 Various Burmans stopped me on the way and told me about the elephant’s doings. It was not, of course, a wild elephant, but a tame one which had gone “must.”4 It had been chained up, as tame elephants always are when their attack of “must” is due, but on the previous night it had broken its chain and escaped. Its mahout,5 the only person who could manage it when it was in that state, had set out in pursuit, but had taken the wrong direction and was now twelve hours’ journey away, and in the morning the elephant had suddenly reappeared in the town.
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