Power, Protest, and Change a Spirita of Reform Write Yourresponse Beforesharingyourideas

274 UNIT

Civil RightsMarches 3 Power, Protest, and Change A SpiritA of Reform Write yourresponse beforesharingyourideas. society inwhichtheylived.Whatwere someofthosedreams? United Stateswasfoundedondreams peoplehadofshapingthe

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Is the Fourth of July? of Fourth the Is on Lincoln Perspectives MEDIA: IMAGE GALLERY LincolnAbraham Address Second Inaugural TEXT: SPEECH ANCHOR Frederick Douglass from A Social Change and War Civil 1850–1890 Period: Focus PERSPECTIVES HISTORICAL UNIT 3 UNIT Write Essay anInformative W TASK PERFORMANCE What motivates for people to change? struggle PROMPT: Text:Informative EssayandPodcast nchor q essential ritin uestion What to the Slave Slave to the What g Focus TE LEARNING WHOLE-CLASS xt

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pea COMPARE COMPARE Earl Warren Earl the Court of Opinion Education: of v. Board Brown LEGAL OPINION Sarah Garland Board Was MAGAZINE ARTICLE Elizabeth Cady Stanton Cady Elizabeth Sentiments of Declaration PUBLIC DOCUMENT Sandra Sleight-Brennan Sandra the Vote Giving Women MEDIA: PODCAST UNIT INTRODUCTION k in g Brown v.Brown LEARNING SMALL-GROUP an a Failure? a d L istenin g f ocus : The Zigzag Road to Rights Road Zigzag The IN LAUNCH TEXT F ORMATIVE MO Other Suns Other HISTORY Perfection of Paper the for Burns Who Browning Sarah Fact Fifth The Paul Laurence Dunbar Douglass POETRY Langston Hughes Langston Hughes of Poetry The POETRY COLLECTION an Informative Essay an Informative Review Evidencefor PERFORMANCE-B Steinem Gloria Nurture and Nature Between A Balance MEDIA: PODCAST Menand Louis from ESSAY PERSUASIVE Tarbell Ida Teach aHousewife Can aFactory What ESSAY Isabel Wilkerson from Books as Bombs of Warmth The COLLECTION 2 LEARNING INDEPENDENT D EL ased 1 A Martín Espada Martín ssessment PR

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 4. 3. 2. 1. Complete thechart. useful to you in this unit as you analyze and write informative texts. discuss precision with and clarity. Hereare words five academic that will be and termsAcademic help can you in appear read, all subjects write, and Vocabulary: InformativeAcademic Text ROOT: deduction “word” -verb- ROOT: verbatim “ask” -quir-/-quer- ROOT: inquire “sort”; “kind” -spec- ROOT: specific “lead” -duc- “shape”; “image” -form- ROOT: informational WORD

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there many? war, causedthe that orwere Was there one ismorefind onethat Your report topicistoobroad; them. shared his factsandthen objective The writerpresented the observation. was basedonyearsof The astronomer’s reliable. hermemorywas jurythat the verbatim The witness’s togivea ability verbatim hecouldquoteit that well scriptso The actorknewthe customs. reasonsthe forcertain social In myresearch, I you must wasdenied, your application If youwanttofindoutwhy and inspirational. remarks both The studentsfoundthe village. historyofthe aboutthe tells This informational qu accountpersuaded . inquire deduction deduction estion informational specific . inquire deduction pamphlet :

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277 of theessay? readers understandthemainpoint question: Howdoesthewriterhelp the texttohelpyouanswerthis the informationisshared.Mark As youread, the endofunit. Performance-Based Assessmentat of writingyouwilldevelopinthe of information.Thisisthetype selection, organization,andanalysis concepts throughthecareful in whichanauthorexamines informative text, This selectionisanexampleof LAUNCH TEXT|INFORMATIVE MODEL 278 NOTES UNIT

UNIT 3•POWER, PROTEST, AND CHANGE

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atypeofwriting INTRODUCTION 3 2 1 4 severe setback,reformers didnotgiveuphope. With theratification of was deletedfrom theDeclaration. rights. Powerfulindeedwastheirpressure. Any mentionofslavery southern slaveholdersobjectedtoanymentionof African American However, attheContinentalCongress in1776,bothnorthernand the DeclarationofIndependencetograntfreedom toallmen. protesting this“cruel waragainsthumannature.” Jefferson wanted Thomas Jefferson includedastrong condemnation of slavery, the nation.InhisoriginaldraftofDeclarationIndependence, Americans demonstratesazigzagroad torights. advances andsetbacks.Thestruggle forequalrecognition of African progress. However, everyfightforrightsinvolvesaseriesof areas underNortherncontrol. legal inborder statesloyaltotheUnion,aswell in Confederate freedom forslavesdependeduponaUnionvictory. Slavery remained seceded from theUnion“are, andhenceforward shallbe,free.” Still, It assertedthat“allpersonsheldasslaves”within states thathad President Abraham LincolnissuedtheEmancipationProclamation. can bechanged,andrightsbe gained. describes theconditionsrequired foramendingtheConstitution.Laws the Constitution,theygainedanimportanttoolfor change. Article V W Thestruggle tookanothercrucial stepforward in1863,when Although theremoval ofJefferson’s antislaveryparagraphwasa The push-and-pullofthisstruggle wasevidentatthebirthof Viewing thebigpicture, wemayseeasteadypushtoward hen welookbackathistory, weoftenliketoidentify trends. Road The

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 9 8 7 6 5 shall existwithintheUnitedStates,oranyplacesubjecttotheir the UnitedStates.“Neitherslaverynorinvoluntaryservitude . . . Congress passedtheThirteenth Amendment, abolishingslaveryin curtailed, orignored—and perhaps gainedoncemore. into thefuture. Historyteachesusthatrightsgainedcanbelost, to progress isnotsmooth,onethingcertain:The zigzag willcontinue difficult stumblingblocksthathavehadtobeovercome. Whilethepath Rights Act. However, therecord ofthestruggle alsoincludesthe victories, from theEmancipationProclamation through theVoting by theVoting Rights Act of1965. registration exams,andintimidation.Thesestrategieswere outlawed Americans from votingthrough tacticssuchaspoll taxes,voter the righttovote,stateandlocallawspoliciesoftenkeptblack guaranteed AfricanAmericans Fifteenth Amendment the though erase thelongtraditionofprejudice andinequality. Forexample,even progress toward equalrightssurged forward. unequal,” thedecisionpromised anendtosegregation. Onceagain, Education Court issuedaunanimousdecisioninthecaseof “Separate, butequal”facilitieswere constitutional. white passengers.Thisdecisionsetanimportantlegalprecedent: Act, whichmadeitillegalforblackstotravelintrainsreserved for Supreme CourtjusticesvotedinsupportofLouisiana’sSeparateCar Supreme Courtin1896.Inthecaseof for black Americans, asevidencedbyalandmarkdecisionthe The expandedConstitutionreflects anationwillingtochange. made African Americans citizensandgavethemtherighttovote. jurisdiction.” Thenexttwoamendments,adoptedin1868and1870, Word NetworkModel Vocabulary  is acollectionofwords related you completethisunit. word. Continuetoaddwords as word youidentify, addarelated Text, suchas begin withwords from theLaunch to yourWord Network.You might the ideaofstruggle,andaddthem selections, identify words related to to atopic.Asyouread theunit Thehopeofchangepromised by Article Vpaidoff in1865. Thehistoryof African American rightsfeatures manycrucial Nonetheless,nosinglecase,law, oramendmentcouldinstantly Thatdecisionwaseventuallyreversed in1954,whentheSupreme Yet thesesignificant advancesdidnotguaranteefullrights

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279 280 UNIT

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CHANGE work togethertogroup words orphrasesthatare synonymsorthatare Place everyone’s stickynotesonaboard where theycanbeseen.Then, statement. Write eachoneonaseparatesticky note. Working individually,choosethree words orphrasestocompletethe statement. Choosethebest order, andfinishthestatement. the order inwhichtheyare placedaffects themeaningoffocus Once theclasshasselected three words orphrases, discusshow whether thosethree words orphrasescreate thestrongest statement. Identify thewords orphrasesthatreceived themostvotes.Then,discuss As aclass,usethetallyresults tocreate asinglefocusstatement. that listsoneofyourchoices. best completethefocusstatement.Placeatallymarkon eachstickynote Again workingindividually,decidewhichthree words orphrasesyouthink otherwise closelyrelated. isaconcise,complete,andaccurateoverviewoftext.Itshould

Complete thisfocusstatement: , , and , and The struggle .

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. PR the prompt. Record yourfirstthoughtshere. Consider classdiscussions,thevideo,andLaunchText asyouthinkabout QuickWrite O looks like. what yourEvidenceLog you make.Thegraphicshows you gatherandtheconnections Log torecord theevidence continue touseyourEvidence After eachselection,youwill that supportsyourposition. “The ZigzagRoadtoRights” Log. Then,record evidencefrom in onesentenceyourEvidence Summarize yourinitialposition Review yourQuickWrite. Evidence LogModel  MP

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. thought of President Lincoln in his own time? his own in Lincoln thought of President people what us show cartoons political do How Lincoln on Perspectives MEDIA: IMAGE GALLERY Civil War andSocialChange 1850–1890 Focus Period: PERSPECTIVES HISTORICAL the sacrifice?the worth unity and of freedom name the in warfare Is Abraham Lincoln Second Inaugural Address TEXT: SPEECHANCHOR yet not free? are who those Americans affect of liberty celebration America’s might How Douglass Frederick ofJuly? Is the Fourth from TEXT: SPEECHANCHOR and reform. freedom for to fight activists and commentators, writers, influencing conflict, social and of deep political aperiod was century nineteenth of the half second The PERFORMANCE TASK you provide speeches. goalsofthese factsaboutthe essayinwhich end slaveryinAmerica.After reading, writeaninformative youwill Whole-Class readingsBoth present struggleto powerfularguments the concerning Write Informative an Essay WRITING FOCUS What to What the Slave Overview: Whole-Class Learning CONTENTS

283 1850 284 Rebellion begins. 1850: Uncle Tom’s Cabin 1852:

UNIT 3•POWER, PROTEST, AND CHANGE Voices of the PeriodVoices the of Civil War Social and Change HISTORICAL PERSPECTIVES •F TIMELINE “ “ “

HarrietBeecherStowe’s China slavery is. slavery this wholenationfeelwhatanaccursedthing . Iwouldwritesomethingthatmake issue ofcivilwar. Thegovernmentwillnotassail notinmine,isthemomentous countrymen, and In yourhands,mydissatisfiedfellow did anditneverwill. concedes nothingwithoutademand.Itnever and physical,butitmustbeastruggle.Power may beaphysicalone,oritbothmoral waters. Thisstrugglemaybeamoralone,orit the oceanwithoutawfulroarofitsmany rain withoutthunderandlightning.Theywant without plowinguptheground.Theywant deprecate agitation,aremenwhowantcrops Those whoprofesstofavorfreedom,andyet defend’ it. protect,and the mostsolemnoneto‘preserve, to destroythegovernment,whileIshallhave you. .You have nooathregisteredinheaven Taiping

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” Inthe —Harriet BeecherStowe, —Frederick Douglass, —Abraham Lincoln, Dred Scott from 1861to1865 Uncle Tom’s Cabin Ferry, Virginia. arsenal atHarpers a raidonthefederal an abolitionist,leads 1859: abolitionist decision, JohnBrown, oc u is electedpresident. 1860: 14 percent ofthenation’s totalpopulation—were Americans inthecountry—approximately became grave.About88percent oftheAfrican question ofwhetherthosetoolswere enough The CrisisofSlavery country. tools, citizenscouldchangethecourseof these elected, representative With government. society—tools suchasfreedom ofspeechandan citizens powerfultoolstocontinuereshaping revolutionaries wrote aconstitutionthatgave religion. Some150yearslater, theAmerican society inwhichtheycouldfreely practicetheir New Englandcametobuildanewsociety, which theylived.ThePuritanswhocolonized on dreams peoplehadofshaping thesocietyin other nation,theUnitedStateswasfounded Dreams ofShapingSociety of the PeriodHistory in theNorth.Criticsofslaverywere becoming century, andby1850slaveryhadallbutvanished begun passingantislaverylawsintheeighteenth stateshad the motorofeconomy.Northern In theNorth,industrywasreplacing agriculture as the defenseofinstitution. When challenged,manyintheSouthralliedto the useofenslavedAfricanAmericansforlabor. but theeconomyofSouthdependedon cruelties. Manyinthenationcriedoutforchange, families, andsubjecttovariousotherabuses inmanycasesfromfor others,torn theirown enslaved: treated asproperty, forced towork s P AbrahamLincoln erio d: 1850–1890 Fort Sumter, SouthCarolina. Confederate forcesfiringon 1861:

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More thanany

Integration of Knowledge and Ideas

Notebook What does the information shown in these charts help you understand about differences between the North and South in their economies, population densities, and overall lifestyles? How do you think these differences affected the outcome of the Civil War?

U.S. Population, 1860 U.S. Cotton Production, 1860 U.S. Factories and Employees, 1861

25,000,000 6,000,000 1,000,000 20,000,000 5,000,000 750,000 15,000,000 4,000,000 factories 500,000 10,000,000 3,000,000

and slaves 250,000 5,000,000 2,000,000 Number of whites 0 and employees 0 1,000,000 North South Number of North South (border states) 0 Bales of cotton produced Whites Slaves North South Factories Employees

vocal in their opposition, with abolitionists strength of the country’s central government in campaigning against slavery and assisting relation to the states. runaway slaves. Expansion and Progress Before the Civil Civil War When Abraham Lincoln was elected War, the country had been busily expanding, president in 1860, the divisions between North adding new territories and states as settlers and South only sharpened. Beginning with South pushed west, seeking land. After the war, the Carolina in 1860, 11 Southern states seceded country continued to grow at a furious pace. (separated) from the United States. In 1861, the Settlers continued to move west, forcing Native Civil War began, pitting North against South. Americans from their lands. Immigrants flooded After years of suffering and devastation, the the nation’s cities, providing labor. For the first North won the war in 1865. This victory set the time, electricity was being used on a large nation’s future course, for it decided the issue of scale for everything from city lights to factory slavery: No longer would anyone be enslaved in machines. The nation began linking frontiers to the United States. In addition, it made clear the cities with railway tracks and telegraph wires. fact that the centers of economic influence in the Reform Movements While forces such as country had shifted from the agricultural South westward expansion and immigration were to the industrial North. Finally, it confirmed the reshaping the nation, reformers were attempting to transform society. Pioneers such as Horace

1865: The Thirteenth 1867: The United States 1862: France Louis Pasteur Amendment, outlawing buys Alaska from Russia. proposes the modern germ slavery, is added to the theory of disease. U.S. Constitution.

1863: President Lincoln 1865: President Lincoln 1869: Russia Leo Tolstoy’s War issues the Emancipation is assassinated by and Peace is published. Proclamation. John Wilkes Booth.

Historical Perspectives 285 HISTORICAL PERSPECTIVES • F ocus Period: 1850–1890

Mann championed public education. Other Some states, including ones newly added to the activists pushed forward reforms of the justice Union, passed laws allowing women to vote. system, leading to the development of the The right to vote was not granted to women modern prison. During this period, women also nationwide, however, until the ratification of began pursuing political and economic rights the Nineteenth Amendment to the Constitution equal to men’s. in 1920.

A Historic Convention In the years around A Nation Comes of Age In the decades from 1850, women were discouraged from playing 1850 to 1914, the United States grew from most major roles in public life. Their rights to a largely agricultural society into a modern property were limited. In addition, women did industrial giant. During this time, important not yet have the right to vote. In 1848, Elizabeth issues such as the freedom of African Americans, Cady Stanton and Lucretia Mott helped organize the rights of women, and the rights of workers the Seneca Falls Convention, which met to discuss were discussed and argued. In the end, the women’s rights. There, Stanton introduced a society of the United States was reshaped, resolution to pursue the right to vote for women. not just by reformers, but by forces such as With the support of Frederick Douglass, a former war, technological progress, and economic slave and an active abolitionist, the resolution development. These forces laid the foundations of passed. the nation we know today.

The Movement for Women’s Rights Reformers A Legacy of Protest The issues of power and such as Stanton, Mott, and Susan B. Anthony change raised during the period were not resolved campaigned vigorously for women’s rights. Their once and for all, however. Even though slavery tactics included lobbying politicians, holding had been abolished, injustices against African public lectures, publishing newspapers, picketing, Americans continued. New eras of protest were and marching. born in the effort to end racial discrimination. Women’s lives had generally improved but voting Social Progress Some reforms were seen at the equality was still an unachieved goal, and other time. Even before the Seneca Falls Convention, forms of inequality continued to reign. Protests some states had passed laws giving women continued. The literature in this unit tells of the the right to their own property, although their ongoing struggle for social justice. husbands still had the right to manage shared property.

TIMELINE

1877: The Reconstruction 1872: Susan B. Anthony is 1876: Baseball's Era ends in the South. arrested for trying to vote National League in a presidential election. is founded. 1870 © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson

1876: Alexander Graham Bell 1874: France Claude Monet patents the telephone. gathers Impressionist painters 1879: Thomas Edison for their first exhibit. invents a practical electric light.

286 UNIT 3 • POWER, PROTEST, AND CHANGE ESSENTIAL QUESTION: In what essentialways does the question: struggle forWhat freedom does it change take to with survive? history?

Literature Selections ADDITIONAL FOCUS PERIOD LITERATURE Literature of the Focus Period Several of the selections in this unit were written during the Focus Period and pertain to the deep conflicts of the era over power and change: Student Edition UNIT 2 from “What to the Slave Is the Fourth of July?” The Writing of Walt Whitman Frederick Douglass • from The Preface to the 1885 edition Second Inaugural Address, Abraham Lincoln of Leaves of Grass “Ain’t I a Woman?” Sojourner Truth • from Song of Myself Declaration of Sentiments, Elizabeth Cady Stanton • “I Hear America Singing” “The Story of an Hour,” Kate Chopin • “On the Beach at Night Alone” “Douglass,” Paul Laurence Dunbar • “America” The Poetry of Emily Dickinson Connections Across Time The struggle against social injustice • “The Soul selects her own and for the expansion of rights continued past the Focus Period. Society —” In addition, the struggles of the Focus Period have influenced • “The Soul unto itself” contemporary writers and commentators. • “Fame is a fickle food” Brown v. Board of Education: Opinion of the Court, Earl Warren • “They shut me up in Prose —” “Was Brown v. Board a Failure?” Sarah Garland • “There is a solitude of space” “The Fifth Fact,” Sarah Browning • “I heard a fly buzz — when I “Who Burns for the Perfection of Paper,” Martín Espada died —” from The Warmth of Other Suns, Isabel Wilkerson • “I’m Nobody! Who are you?” “What a Factory Can Teach a Housewife,” Ida Tarbell from Books as Bombs, Louis Menand “A Balance Between Nature and Nurture,” Gloria Steinem

1882: Europe The Triple 1884: Mark Twain’s The Adventures Alliance (Germany, Austria- of Huckleberry Finn is published. Hungary, and Italy) is formed.

1882: The Standard Oil 1890: The U.S. Census Bureau trust becomes the first declares the frontier closed. 1883: The Brooklyn Bridge industrial monopoly. is opened. 1886: The Statue of Liberty is dedicated in New York Harbor.

Historical Perspectives 287 288 end oftherange. scaffolding asneededatthehigh complexity bandproficiently, with nonfiction inthegrades 11–CCRtext 11, readandcomprehendliterary RI.11–12.10  Model Annotation First-Read Guideand positions. governmental went ontoholdseveral for AfricanAmericans,and established anewspaper published hisautobiography, civil rightsforallpeople.He slavery andcampaigningfor speakers, lecturingagainst of itsmostpowerfulpublic and quicklybecameone joined theabolitionistcause Massachusetts. There, he age of21heescapedto read andwrite,atthe to He neverthelesslearned into slaveryinMaryland. (1818–1895) wasborn Frederick Douglass About the Speaker

STANDARDS Tool Kit

UNIT 3•POWER, PROTEST, AND CHANGE MAKING MEANING

By theendofgrade

an opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhave First ReadNONFICTION review yourrankings.Markchangestooriginalrankingsasneeded. After completingthefirstread, comebackto theconceptvocabularyand familiar (6). with eachword. Then,rank thewords inorder from mostfamiliar(1)toleast to the Slave Is the Fourth of July?” Beforeareyou reading,familiar how note You willencounterthefollowingwords asyouread thisexcerptfrom “What Concept Vocabulary Fourth of July? from have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who the text. NOTICE What to the Slave the Is is involved? equivocate denounce conceded obdurate What disparity the generalideasof WORD stolid ideas within ideas within is itabout?

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 2 1 1. F pleading hiscase. abolition ofslaveryasaradicalcause,Douglasspullednopunchesin people—some whowere againstslaveryinprinciple—viewedthetotal Rochester (NewYork) Ladies’Anti-SlaverySociety.Atatimewhenmany On July5,1852,Frederick Douglassaddressed anaudienceatthe BACKGROUND nation’s jubilee, selfish thatwouldnotgive hisvoicetoswellthehallelujahsofa thankfully acknowledgesuchpricelessbenefits?Who so so there socoldthatanation’s sympathycouldnotwarmhim?Who my taskbelight,andburden easyanddelightful.Forwhois answer couldbetruthfully returned to thesequestions!Thenwould your independencetous? benefits andexpress devoutgratitudefortheblessingsresulting from to bringourhumbleoffering tothenationalaltar, andtoconfessthe of Independence,extendedtous? And amI,therefore, calledupon political freedom andofnaturaljustice,embodiedinthatDeclaration to dowithyournationalindependence? Are thegreat principlesof

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UNIT 3•POWER, PROTEST, AND CHANGE

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Howdoesthe Parallelism v.

is is

4 3 5. 4. anniversary! Your highindependenceonlyreveals theimmeasurable disparity prosperity, andindependence,bequeathed are notenjoyedincommon.Therichinheritanceofjustice,liberty, distance betweenus.Theblessingsinwhichyou,thisday, rejoice eloquently speak,andthe“lamemanleapasanhart.” his limbs?Iamnotthatman.Inacaselikethat,thedumbmight 3. 2. everything thatservestoperpetuateslavery—thegreat sinand into questionandto and theBible,whichare disregarded andtrampledupon,dare tocall the nameoflibertywhichisfettered, inthenameofConstitution this occasion,Iwill,inthenameofhumanitywhichisoutraged, future. StandingwithGodandthecrushed andbleedingslaveon false tothepresent, andsolemnlybindsherself tobe falsetothe seems equallyhideousandrevolting. America isfalse tothepast, past ortotheprofessions ofthepresent, theconductofnation on thisFourthofJuly!Whetherweturntothedeclarations character andconductofthisnationneverlookedblackertomethan wrongs mine,Idonothesitatetodeclare, withallmy soul,thatthe Standing there identified withthe American bondman,makinghis day anditspopularcharacteristicsfrom theslave’spointofview. subject, then,fellowcitizens,is American slavery. Ishallseethis and wouldmakemeareproach before Godandtheworld.My the popularthemewouldbetreason mostscandalousandshocking, forget them,topasslightlyovertheirwrongs, and to chimeinwith just. or whoisnotatheartaslaveholder, shallnotconfesstoberightand escape methatanyman,whosejudgmentisnotblinded byprejudice, use theseverest language Icancommand;andyetnotoneword shall shame of America! “Iwillnot cunning, andmaymytonguecleavetotheroof ofmymouth!” bleeding children ofsorrow thisday, “maymyrighthandforget her that reach them.IfIdoforget, if Idonotfaithfullyremember those yesterday, are, today, rendered more intolerablebythejubileeshouts the mournfulwailofmillions!whosechains,heavyandgrievous you mean,citizens,tomockme,byaskingmespeaktoday?. in joyousanthems,were inhumanmockeryandsacrilegiousirony. Do the grandilluminatedtempleofliberty, andcalluponhimtojoinyou mine. You mayrejoice; Imustmourn.To dragamaninfetters has brought stripesanddeathtome.ThisFourthofJulyisyours,not by you,notme.Thesunlightthatbrought lightandhealingtoyou

Jews who had been taken as captives to Babylon (c. 600 (c. 600 to Babylon captives as taken been had who Jews .mouth” “may fetters bequeathed (A fearful. and weak the of rescue God’s hart” an as leap man “lame But such is not the state of the case. I say it with a sad sense of the But suchisnotthestateofcase.Isayitwithasadsense Fellow citizens,aboveyournational,tumultuousjoy, Ihear

n. between us. I am not included within the pale of glorious betweenus.Iamnotincludedwithinthepaleofglorious chains.

(bih KWEETHT)

reference to the biblical passage Psalm 137, Psalm of grief the passage referencing biblical to the reference denounce

adj. reference to the biblical passage Isaiah 35:6, promising 35:6, promising Isaiah passage biblical to the reference handed down. handed equivocate , withalltheemphasisIcancommand, hart is a male deer.) amale is ; Iwillnotexcuse;” 3 byyourfathers,isshared B.C. ). 2 4 into into 5 To To

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 6 5 7 and denounceless;wouldyoupersuademore, andrebuke favorable impression onthepublicmind.Would youargue more, circumstance thatyouandyourbrother abolitionistsfailtomakea 6. 7. we are calledupontoprove thatweare men! God, andlookinghopefullyforlife andimmortalitybeyondthegrave, children, and,aboveall,confessing andworshippingtheChristian’s acting, thinking,planning,livinginfamiliesashusbands, wives,and in thePacific, feedingsheepandcattleonthehillside,living,moving, common toothermen,digginggoldinCalifornia, capturingthewhale teachers; that,whileweare engagedinallmannerofenterprises us lawyers,doctors,ministers,poets,authors,editors,orators,and ciphering, iron, copper, silverandgold;that,whileweare reading, writingand constructing bridges,buildingships,workinginmetalsofbrass, and reaping, usingallkindsofmechanicaltools,erecting houses, Negro race.Isitnotastonishingthat,whileweare plowing, planting, that theslaveisaman! unable todistinguishtheslavefrom abrute, thenwillIargue with you your hills,whenthefishofsea,andreptiles thatcrawl,shallbe the dogsinyourstreets, whenthefowlsofair, whenthecattleon consent toargue themanhoodofslave.When in reference tothebeastsoffield,thenImay to write.Whenyoucanpointanysuchlaws and penalties,theteachingofslavetoread or with enactmentsforbidding,undersevere fines in thefactthatSouthernstatutebooksare covered manhood oftheslaveisconceded.Itadmitted a moral,intellectual,andresponsible being?The punishment. Whatisthisbuttheacknowledgmentthatslave only twoofthesamecrimeswillsubjectawhitemantolike how ignoranthebe),subjecthimtothepunishmentofdeath;while in theStateofVirginia which, if committedbyablackman(nomatter disobedience onthepartofslave.There are seventy-twocrimes laws fortheirgovernment.Theyacknowledgeitwhentheypunish it. Theslaveholdersthemselvesacknowledgeitintheenactmentof the slaveisaman?Thatpoint the peopleofthiscountryneedlight?MustIundertaketoprove that creed wouldyouhavemeargue? Onwhatbranchofthesubjectdo is plain,there isnothingtobeargued. Whatpointintheantislavery cause wouldbemuchmore likelytosucceed.”But,Isubmit,where all question forRepublicans? Isittobesettledbytherules oflogicand declared it.MustIargue thewrongfulness ofslavery?Isthata he istherightfulownerofhisownbody? You havealready

rebuke ciphering But Ifancyhearsomeoneofmyaudiencesay, “Itisjustinthis Would youhavemeargue thatmanisentitledtoliberty? That For thepresent, itisenoughtoaffirm theequalmanhood ofthe

(rih BYOOK) (rih

7 actingasclerks,merchants, andsecretaries, having among (SY fuhr ihng) (SY fuhr

v . criticize.

v . computing using arithmetic. conceded already. Nobodydoubts from to prove that the undertake I Must slave aman? is 6 less; your less;your WhattotheSlave IstheFourthofJuly?

v. conceded NOTES admitted (kuhn SEEDihd)

291 natural phenomena. and nounsthatname name formsofexpression, adjectives, nounsthat Douglass feels.Mark suggest howstrongly 10, markwords that effect ofthislanguage? 292 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES natural phenomena? forms ofexpression to Douglass compare certain

UNIT 3•POWER, PROTEST, AND CHANGE Whydoes Inparagraph Whatisthe 11 10 9 8 to freedom—speaking ofitrelatively andpositively, negativelyand and subdividingadiscourse,toshowthatmenhavenaturalright How shouldIlooktoday, inthe presence of Americans, dividing doubtful applicationoftheprinciplejustice,hard tobeunderstood? argumentation, asamatterbesetwithgreat difficulty, involvinga 8. roused; thepropriety the nationmustbequickened;conscienceof need thestorm,whirlwind,andearthquake.Thefeelingof that isneeded,butfire; itisnotthegentleshower, butthunder. We reproach, witheringsarcasm, andsternrebuke. Foritisnotlight I would,today, pouroutafierystream ofbitingridicule,blasting is needed.O!hadItheability, andcouldIreach thenation’sear, can, may;Icannot.Thetimeforsuchargument ispassed. cannot bedivine!Whocanreason onsuchaproposition? Theythat mistaken? There isblasphemyinthethought.Thatwhichinhuman divine; thatGoddidnotestablishit;ourdoctorsofdivinityare strength thansucharguments wouldimply. wrong? No!Iwillnot.havebetteremploymentformytimeand a systemthusmarkedwithblood,andstainedpollution,is into obedienceandsubmissiontotheirmasters?MustIargue that families, toknockouttheirteeth,burnflesh,starvethem to huntthemwithdogs,sellatauction,sundertheir sticks, toflaytheirfleshwiththelash,loadlimbsirons, ignorant oftheirrelations totheirfellowmen,beatthemwith them oftheirliberty, toworkthem withoutwages,tokeepthem canopy ofheaventhatdoesnotknowslaveryiswrong forhim. offer aninsulttoyourunderstanding.There isnotamanbeneaththe affirmatively? To dosowouldbetomakemyself ridiculous,andto are thepeopleoftheseUnitedStates,atthisveryhour. . nation ontheearthguiltyofpracticesmore shockingandbloodythan crimes whichwoulddisgraceanationofsavages. There isnota 9. fraud, deception,impiety, your religious paradeand solemnity, are, toHim,mere bombast, your prayersandhymns,sermonsthanksgivings, withall impudence; yourshoutsoflibertyandequality, hollowmockery; are emptyandheartless;your denunciationoftyrants,brass-fronted your nationalgreatness, swelling vanity;yoursoundsofrejoicing your celebrationisasham;boastedliberty, anunholylicense; gross injusticeandcruelty towhichheistheconstantvictim.To him, a daythatreveals tohim,more thanallotherdaysoftheyear, the must beproclaimed anddenounced. of thenationmustbeexposed;anditscrimesagainstGodman propriety impiety At atimelikethis,scorching irony, notconvincingargument, What,then,remains tobeargued? Isitthatslavery isnot What,amItoargue thatitiswrong tomakemenbrutes, torob What,tothe American slave,isyourFourthofJuly?Ianswer: (ihm PY uh tee) uh PY (ihm (pruh PRY uh tee) uh PRY (pruh

n 8 ofthenationmustbestartled;hypocrisy . lack of respect for God. for respect of . lack

n . behavior that is accepted as socially correct or proper. or correct socially as accepted is that . behavior 9 andhypocrisy—athinveiltocoverup

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension 12 a research it. about question Research to Explore Research to Clarify Research RESEARCH 5. 4. 3. 2. 1. detail. what In way the information does you of learned shed light the speech? an on aspect shortened,” inevitably workthedownfallofslavery. “ThearmoftheLord isnot despair ofthiscountry. There are forces inoperationwhichmust picture Ihavethisdaypresented, ofthestatenation,Idonot obvious tendenciesoftheage. the geniusof American institutions,myspiritisalsocheered bythe Declaration ofIndependence,thegreat principlesitcontains,and where Ibegan,withhope.Whiledrawingencouragementfrom the 10.

of July?”toconfirmyourunderstandingthespeech. At theendofthisexcerpt,whatencouragingsignsdoesDouglassfind? According toDouglass,howdolawsintheSouthprove thatslavesare humanbeings? wail”thatgivesDouglassthetopicforhisspeech? What isthe“mournful What kindof“easyanddelightful”speechdoesDouglasswishhecouldpresent? Allow metosay, inconclusion,notwithstandingthedark assuring that God is able to hear and rescue those who call on him. on call who those rescue and to hear able is God that assuring shortened” not is Lord the of arm “The

Notebook 10 andthedoomofslaveryiscertain.I,therefore, leaveoff

Write asummaryofthisexcerptfrom “WhattotheSlaveIsFourth

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

Choose something that interests you and formulate from the text,

❧ reference to the biblical passage Isaiah 59:1, Isaiah passage biblical to the reference from WhattotheSlave IstheFourthofJuly?

NOTES

293 294 public advocacy. purposes, andargumentsinworksof legal reasoningandthepremises, constitutional principlesanduseof texts, includingtheapplication of the reasoninginseminalU.S. RI.11–12.8 convincing, andengaging. the structuremakes pointsclear, or argument, includingwhether author usesinhisorherexposition the effectivenessofstructurean RI.11–12.5 uncertain. where thetextleavesmatters from thetext, includingdetermining explicitly aswellinferencesdrawn analysis ofwhatthetextsays thorough textualevidencetosupport RI.11–12.1  Model Annotation Close-Read Guideand

Standard T

ool Kit from UNIT 3•POWER, PROTEST, ANDCHANGE making meaning WhattotheSlaveI

the Fourth o Analyze andevaluate Delineate andevaluate Cite strongand s f July? s

1. TextClose Readthe 5. 4. 3. 2. 1. TextAnalyze the 3. 2.

another detailtoannotate.Then,writeaquestionandyourconclusion. along withquestionsandconclusions.Closeread thepassage,andfind This model,from paragraph 3ofthetext,showstwosampleannotations, reading thisspeech? history? E Douglass speakasharshly hedid?Whomwastryingtoreach? society—an audiencethatwasalready onhisside.Why,then,did Historical Perspectives (b) (a) how eachcontributestoDouglass’s overallargument. I Independence reinforce hismessage? A conclude questions Read thissectionclosely,and Revisit asectionofthetextyoufoundimportantduringyourfirstread. For more practice,gobackintothetext,andcompleteclose-read notes.

nterpret N ssential Question: nalyze

otebook A E inheritance”). and apartofeveryAmerican’s identity(“rich legacy offreedom isbothsacred (“blessings”) CONCLUDE: Douglass’s feelingstoward Americanideals? QUESTION: ANNOTATE: valuate nalyze not mine. This FourthofJulyisyours, brought stripesanddeathtome. light andhealingtoyou,has by me.Thesunlightthatbrought your fathers,isshared byyou,not independence, bequeathedby justice, liberty, prosperity, and common. Therichinheritanceof day, rejoice are notenjoyedin The blessingsinwhichyou,this

HowdoesDouglass’s openingreference totheDeclarationof Identify twobiblicalallusionsDouglassmakes,andthenexplain ? What have you learned aboutthestruggleforfreedomWhat haveyoulearned from suchas“Whydidtheauthormakethischoice?”Whatcanyou InwhatwaysisDouglass’s word choicesuited tohisaudience?

Howeffectiveaudience?Explain. woulditbeforamodern Respond tothesequestions. Whatdothesewords showabout Thesetermsare similar. Theyshowhisreverence. The

How doesthestrugglefor freedomchangewith

Douglass presented thisspeechtoanantislavery annotate whatyounotice.Askyourself to supportyouranswers. Cite textualeviden denied freedom. enslaved Americansare emphasizing theideathat CONCLUDE: series ofcontrasts? Douglass makingbythis QUESTION: contrasts. Douglass isproviding ANNOTATE: Whatpointis Here, Heis c e

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Argumentative Structure Analyze CraftandStructure In general,anargumentaddresses atleastoneofthesepurposes: them. may anticipateobjectionsandchallenges,or conclusion, orpointofview. Thepersonwhopresents theargumentalso valid reasoning andevidencetosupporta controversial ordebatable issue. Inanargument,awriterorspeakeruses to theSlaveIsFourthofJuly?“isan by implication. Douglass structures hisspeechtoaddress allthree purposes,eitherdirectly or • • • 4. 3. 2. 1. Practice PURPOSE to motivatetheaudiencetakeaspecific action to persuadetheaudienceacceptanidea to changetheaudience’s mindaboutanissue addressed addressed addressed

successful. Douglass waseffective inaddressing them,from mostsuccessfultoleast column ofthechart,record thosepurposesintheorder inwhichyouthink Reread thethree purposesthatmostargumentsaddress. position? (a) evidence hashepresented tosupporthisclaim? (a) argument, isneeded.”Nevertheless,hisspeechdoesmakeanargument. In paragraph10,Douglassstatesthat“scorching irony, notconvincing does heintroduce thisclaim? (a) Notebook Inparagraph5,whatdoesDouglassacknowledgeasacounterclaim tohis In WhatmainclaimshapesDouglass’s speech?

one most least fairly (b) sentence, (b)

Howdoesherefute thatcounterclaim? Respond tothesequestions. effectively: effectively: Usetheright-handcolumntoexplainyourchoices. effectively: essential question:

state

Frederick Douglass’s famousspeech“What

Douglass’s EXPLANATION argument

claim argument. counterclaims

I —a particularbelief, n whatwaysdoesthestruggleforfreedom changewithhistory? , adiscussionof

(b) (b) Uptothatpoint,what Howearlyinthespeech , andthenrefute from (a) Intheleft-hand What totheSlave IstheFourthofJuly? to supportyouranswers. CITE TEXTUALEVIDENCE

295 296 standard usage. part ofspeech, itsetymology, orits or clarifyitsprecisemeaning, its pronunciation ofawordordetermine both printanddigital, tofindthe specialized referencematerials, L.11–12.4.c or listening. comprehend morefullywhenreading for meaningorstyle, andto contexts, tomake effectivechoices language functionsindifferent of languagetounderstandhow L.11–12.3 writing orspeaking. English grammar andusagewhen of theconventionsstandard L.11–12.1   your Word Network. struggle from thetextto Add words related to from

WORD NETWORK TA UNIT 3•POWER, PROTEST, ANDCHANGE What totheSlaveI Language Deve ND

Apply knowledge Demonstrate command

Consult general and AR Fourth o DS f July? s the

2. 1. for sympathy toward someoneelse’s difficulty orneedandisagoodsynonym obdurate “against.” Itcombineswiththeroot Concept Vocabulary Word Study 6. 5. 4. 3. 2. 1. Practice Why TheseWords? 2. 1. whereas theothersuggests arejection ofit. continue. Oneword suggestsanacknowledgementofanotherpointview, depended onslavelaborwere against it.Ontheotherhand,someAmericanswhoseeconomicsuccess conceded nature ofthedebateover slavery. Forexample,althoughmanypeople l opment

stolid obdurate Use etymologicalinformation inadictionarytoverify your choices. Identify anddefinetwootherwords inwhichtheprefix dictionary. prefix Write adefinitionof Explain. If someone equivocate Suppose thatyouare tryingtogetinformationfrom peoplewho How mightagroup ofpeople of people. Give anexampleofa Would youwanttohave How wouldyouexpect What otherwords inthespeechconnecttothisconcept? the debateoverslavery? How doestheconceptvocabularysharpenreader’s understandingof Notebook Notebook hard-hearted

ob- , whichmeans“hardened against.”Theword suggestsalackof thatslaverywasprofoundly wrong, fewwere willingtocampaign

. Checkyouranswerinaprintoranonlinecollege-level . Whatwouldyouaskthemtodo? conceded

Latin Prefix: Respond tothesequestions. . denounce disparity

These conceptvocabularywords helpreveal the obstruction apoint,didheorshecontinuetoargueagainstit? disparity obdurate stolid

obdurate, ob- thatyouhavenoticedbetweentwogroups denounce friends?Why,orwhynot? basedonyourunderstandingofthe

peopletorespond toadvertisements? The Latinprefix -dur- conceded equivocate insistingthattheinstitution ,

which means“hard,” toform a government policy? agovernment ob - oftenmeans ob - means “against.” - means“against.”

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. to Douglass’s speech. participate, work. message, shame. Types ofPhrases andStyle Conventions Write It 2. 1. Read It from “WhattotheSlaveIs theFourthofJuly?” This chartshowsexamplesofnounphrasesandverbintheexcerpt indicate theexacttense,mood,andvoiceofmainverb. A nounphrasecanbequitespecific andrichlydetailed.Averbphrasecan Writers usenounphrasesand verbphrasestoaddprecision totheirwriting. auxiliary, verbs. preposition. A or indirect object,apredicate nominative,anappositive,ortheobjectofa modifiers. Itfunctionsjust as aone-word noundoes—asasubject,direct T verb phrase noun phrase

YP Connect toStyle c. b. a. phrase—or both.Markandlabelthosephrases. Each ofthesesentencescontainsatleastonenounphraseorverb Slave IstheFourthofJuly?”Markandlabeltwonoun phrases andtwo Douglass’s style—howthereader “hears” the speaker’s voice. verb phrases.Explainhowtheuseofphrasesyouidentified shapes Notebook

resonating withreaders today. His powerfulwords andhisurgenttoneshocked manyandare still and thathecouldstirthemintoaction. He feltthatlistenershadnotsupportedabolitionismstrongly enough, Douglass spoketotheRochesterLadiesAnti-SlaverySociety.

O F PHR ASE verb phrase

Replace eachofthesenounswithanounphrase: Replaceeachoftheseverbswithaverbphrase: Then,useeachphraseinanoriginalsentencethatrelates

C A adverbs, suchas not anyinterrupting helping verbs,but a mainverbandits phrases and adjective adjectives, articles, including modifiers, a nounandits O Reread paragraph4oftheexcerptfrom “Whattothe noun phrase MP essential question: OSITION consistsofamainverbandallitshelping,or consistsofanounandallits not E . . . when the chains of servitude had been torn from chainsofservitudehadbeentorn his . whenthe liberty To templeof grandilluminated drag.intothe betweenus. distance Your highindependenceonlyreveals immeasurable the man. I amnotthat . . . I do not despair of this country. . Idonotdespairofthis speak.. dumbmighteloquently the that, In acaselike limbs? X A

MP I n whatwaysdoesthestruggleforfreedom changewithhistory?

LES . (object ofapreposition) from

(predicate nominative)

feel, crowd, (subject; direct object) What totheSlave IstheFourthofJuly? passive voice. passive and and active mood, tense, verb verb about more to learn Handbook Refer to Grammar the CLARIFICATION

297 298 tone used. word choice, pointsofemphasis, and stance, premises, linksamongideas, evidence andrhetoric, assessingthe point ofview, reasoning, anduseof SL.11–12.3 which theyarewriting. and conventionsofthedisciplinein tone whileattendingtothenorms maintain aformalstyleandobjective W.11–12.2.e organization, andanalysisofcontent. through theeffectiveselection, information clearlyandaccurately convey complexideas, concepts, and explanatory textstoexamineand W.11–12.2  from

TA UNIT What totheSlaveI EFFECTIVE EXPRESSION ND

Write informative/

Evaluate aspeaker’s

3 AR Establish and

• Fourth o

DS POWER, f

July? PROTEST, s the

AND phrases tomakeyoursentencesprecise and informative. concept vocabularywords. Also,remember tousenounphrasesandverb writing aswell:Byaddressing misconceptionsordisproven ideas,you addressing counterclaims. Asimilartechniquecanstrengthen informative As Douglass’s speechdemonstrates,youcanstrengthen anargumentby Writing toSources 2. 1. following questions. After youhavedraftedyourinformativeparagraph,answer the on YourReflect Writing Vocabulary andConventionsConnection that thecrew woulddiewhen suppliesranout. Fact would sailoff theedge. Misconception might correct thefollowing misconceptionbystatingthefact: Columbus haddifficulty gainingsupportforhisfirstAtlanticvoyage,you present. Forexample,if youwere writingtoexplainwhyexplorer Christopher can guidereaders toaclearer understandingoftheinformationthatyou research and Douglass’s in your elements Include speech. these paragraph: informative paragraph slaves, including Douglass himself, learned to read. Then, write an offense to teach aslave to read and write. Briefly research how some thisIn Douglass speech, mentions laws that Southern made it acriminal Assignment

stolid obdurate Why TheseWords? presentation? How doyouthinkthatrefuting amisconceptionstrengthened your writing. Whichwords helpedyouconveyinformationprecisely?

• • • : PeoplethoughtthatColumbushadunderestimated thedistanceand CHANGE a formal,objectivetone a misconceptionthatyoucorrect withafact a clearintroduction tothetopic

: PeoplethoughtthattheworldwasflatandColumbus denounce disparity Thewords youchoosemakeadifference inyour in which your you draw between connections

conceded equivocate

Consider usingseveralofthe

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1. Speaking and 2. 3. Presentation Rate each statement on a scale of 1 (not demonstrated) to 5 (demonstrated). Tone Assignment reading excerpt thatconveydifferent givinga tones.Then,taketurns apartner,for avarietyofreasons. With identify twopassagesfrom the oramused.Inthisspeech,Douglasschangeshistone angry, scornful, A speaker’s

how Douglass’s useoftonecontributestohisargument. one showntoassessyourclassmates’readings. Then,asaclass,discuss Evaluate theExamples Listen toDramaticReadings Choose Examples Douglass emphasizeseachoftheseideas. and whichoneyourpartnerwillpresent. Then, followthesesteps. readings, review yourexamples.Decidewhichexampleyouwillpresent • • • • • • • •

The speakerclearlyintroduced passage. the The speaker showed a good understanding of the text. ofthe The speakershowedagoodunderstanding The speakeraccuratelyinterpreted passage. toneofthe the passage. tone ofthe gestures,The speakerusedbodylanguage,including toemphasizethe The speakercommunicatedexpressively. istheattitudeaspeakerexpresses toward thesubjectoraudience. He expresses outrage. He introduces acounterclaim. He reachespoint. aturning He seekscommonground withhisaudience. He expresses confusionabout hispurposeforspeakingatthisoccasion. Douglass’s useoftoneineachpassage. After youhavebothrecited, brieflysummarize yourthoughtsabout present; then,deliveryourdramaticreading. Introduce eachpassagebystatingtheideathatDouglasswantedto emphasize thattone. Douglass wantedtoexpress. Useyourvoiceand bodylanguageto Practice reciting thepassages.Try toconveythetoneyoufeel ofeachexample.

tone E

valuation Guide may

convey L Together, lookforexamplesofpassagesinwhich essential question: istening

Use apresentation evaluationguidelikethe

any

emotion; Before youpresent yourdramatic

for

n whatwaysdoesthestruggleforfreedom changewithhistory? instance,

may from dramatic

What totheSlave IstheFourthofJuly? loving,

Fourth ofJuly?” “What totheSlaveIs fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa 

evidence log

299 of therange. scaffolding asneededatthehighend complexity bandproficiently, with nonfiction inthegrades 11–CCRtext read andcomprehendliterary RI.11–12.10  Model Annotation First-Read Guideand 300 as torestore theUnion. a fighttoendslavery,aswell the CivilWar wasviewedas 1863. From thatpointon, final versiononJanuary1, Proclamation in1862anda a preliminary Emancipation wrong drove himtoissue that slaverywasmorally encampments. Hisbelief and evenvisitingUnion through telegraphupdates, following thewar’s progress appointing seniorofficers, in theoperationsofwar, Lincoln tookakeeninterest sought toreunify thenation. shaped hispresidency, ashe the CivilWar began.Thewar 1861—just sixweeksbefore as president onMarch 4, (1809–1865) tookoffice Abraham Lincoln About the Speaker

Tool Kit STANDARDS

UNIT 3•POWER, PROTEST, AND CHANGE MAKING MEANING

By the end of grade 11,

You willencounterthefollowingwords asyouread Lincoln’s second Concept Vocabulary Address Inaugural Second 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, note how familiar you are with each word. already read. know andwhatyouhave selection towhatyoualready CONNECT Who the text. NOTICE is involved? unrequited insurgent the generalideasof What scourge malice WORD perish rend ideas withinthe is itabout? the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND YOUR RANKING by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1 years, duringwhichpublic declarationshavebeenconstantlycalled be pursuedseemedfitting andproper. Now, attheexpiration offour was atthefirst.Thenastatement somewhatindetailofacourseto A Fellow-Countrymen: Capitol stepsthatdayandlistenedtoLincolngivethespeech. Booth, whostoodinthecrowd onthe later atthehandsofJohnWilkes the oathofoffice. Ironically, Lincolnwoulddiealittlemore thanamonth effort.” Followingthespeech,ChiefJusticeSalmonP. Chaseadministered Indeed, Frederick DouglasstoldLincolnthatthespeechhadbeen“asacred “seemed tohangonhiswords asthoughthey were meatanddrink.” speech tohopefullisteners,who(asoneofhisbodyguards latersaid) broke through thecloudsasLincolncameforward. Hegavethefollowing thesun inforhissecondterm.Despiterainearlierthemorning, sworn on themuddygrounds oftheUnitedStatesCapitoltoseeAbrahamLincoln On March 4,1865,acrowd ofperhapsasmany40,000peoplegathered BACKGROUND Inaugural Inaugural Second office, there islessoccasionforanextendedaddress thanthere t thissecondappearingtotaketheoathofpresidential Address Abraham Lincoln Second Inaugural Address NOTES ANCHOR TEXT MULTIMEDIA SCAN FOR

SPEECH

301 slavery. regarding theexpansionof government’s policy that statesthe sentence inparagraph 3 Confederacy? audience’s viewofthe particularly inshapingthe does thisinformationhave, a government inpower a government rebellious orinrevolt against perish unrequited serious trouble orsuffering 302 adj. CONCLUDE: QUESTION: ANNOTATE: CLOSE READ rend insurgent NOTES scourge with violentforce information? the president includethis notrepaid oravenged

(rehnd) UNIT 3•POWER, PROTEST, AND CHANGE (PEH rish) (SKURJ) (ihn SURjuhnt) (uhn rih KWYtihd) (uhn rih Whydoes Markthe

Whateffect v.

tear apart

n. v. causeof

die

adj.

3 2 it is,Itrust, reasonably satisfactoryandencouragingtoall.With high else chieflydepends,isaswellknowntothepublicmyself, and new couldbepresented. Theprogress ofourarms,uponwhichall the attentionandengrosses theenergies ofthenation,littlethatis forth oneverypointandphaseofthegreat contestwhichstillabsorbs us judgenot,thatwebenotjudged.” in wringingtheirbread from thesweatofothermen’s faces,but“let seem strangethatanymenshoulddare toaskajustGod’sassistance to thesameGod,andeachinvokeshisaidagainstother. Itmay less fundamentalandastounding.Bothread thesameBibleandpray itself shouldcease.Eachlookedforaneasiertriumph,andaresult the causeofconflictmightceasewithorevenbefore theconflict or thedurationwhichithasalready attained.Neither anticipatedthat enlargement ofit.Neitherpartyexpectedforthewarmagnitude government claimednorighttodomore thanto restrict theterritorial which theinsurgents would strengthen, perpetuate,andextendthisinterest was theobjectfor All knewthatthisinterest wassomehowthecauseofwar. To part ofit.Theseslavesconstitutedapeculiarandpowerfulinterest. distributed generallyovertheUnion,butlocalizedinsouthern it let thenationsurvive,andotherwouldacceptwarratherthan parties deprecated war, butoneofthemwouldmakewarratherthan seeking todissolvetheUnionanddivideeffects bynegotiation.Both insurgent from thisplace,devotedaltogethertosavingtheUnionwithoutwar, sought toavertit.Whiletheinauguraladdress wasbeingdelivered were anxiouslydirected toanimpendingcivilwar. All dreaded it;all hope forthefuture, noprediction inregard toitisventured. 2. 1. offense cometh.” must needsbethatoffenses come,butwoetothatmanbywhomthe has hisownpurposes.“Woe untotheworldbecauseofoffenses; forit be answered. Thatofneitherhasbeenanswered fully. The Almighty to remove, andthathegives tobothNorthandSouththisterrible which, havingcontinuedthrough hisappointedtime,henowwills those offenses which,intheprovidence ofGod,mustneedscome,but by thebondsman’stwohundred andfifty yearsof pass away. Yet, if Godwillsthatitcontinueuntilallthewealth piled fervently dowepray, thatthismighty believers inalivingGodalwaysascribetohim?Fondly dowehope, discern therein anydeparture from thosedivineattributeswhichthe war asthewoeduetothosebywhomoffense came,shallwe

perish Matthew 18:7, in which Jesus warns about allowing sin into one’s 18:7, life. sin allowing Matthew about warns Jesus which in cometh.” offense .the world the unto “Woe 7:1. Matthew biblical passage judged” not be we that not, judge us “let One-eighth ofthewholepopulationwere colored slaves,not On theoccasioncorresponding tothisfouryearsago,allthoughts , andthewarcame. agentswere inthecityseekingtodestroy itwithoutwar— 2 Ifweshallsupposethat American slaveryisone of rend theUnionevenbywar, whilethe

1 reference to the words of Jesus in the the in Jesus of words to the reference Theprayersofbothcouldnot scourge

reference to the biblical passage ofwarmayspeedily unrequited toil

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 4 ourselves andwithallnations. all whichmayachieveandcherishajustlastingpeaceamong shall havebornethebattleandforhiswidoworphan,todo work weare in,tobindupthenation’swounds,care forhimwho the rightasGodgivesustoseeright,letstriveonfinish 3. and righteousaltogether.” years ago,sostillitmustbesaid“thejudgmentsoftheLord are true be paid byanotherdrawnwiththesword, as was said three thousand shall besunk,anduntileverydrop ofblooddrawnwiththelashshall Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension

biblical Psalm 19:9, praising the rightness of God’s ways. God’s of 19:9, rightness the Psalm praising biblical altogether” righteous and true are Lord the of judgments “the a research it. about question With 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

understanding ofthespeech. What doesLincolnintendtodohealthenation,afterwar? of thewar?” What isthe“peculiarandpowerfulinterest” thatLincolnsayswas“somehowthecause What wasonpeople’s mindsatthetimeofoccasionyouidentified initem1? four yearsago...”? To whateventisLincolnreferring whenhesays,“Ontheoccasioncorresponding tothis malice

Notebook toward none,withcharityforall,firmnessin

Write asummaryofLincoln’s secondinaugural address toconfirmyour

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

Choose something that interests you and formulate from the text, 3

❧

reference to the to the reference Second Inaugural Address harm orinflictinjury malice NOTES (MAL ihs) n. desire to

303 Model Annotation Close-Read Guideand 304 features. their themes, purposes, andrhetorical historical andliterary significancefor foundational U.S. documentsof eighteenth-, andnineteenth-century RI.11–12.9 persuasiveness, orbeauty ofthetext. content contributetothepower, effective, analyzinghowstyle and in whichtherhetoricisparticularly point ofvieworpurposeinatext RI.11–12.6 convincing, andengaging. the structuremakes pointsclear, or argument, includingwhether author usesinhisorherexposition the effectivenessofstructurean RI.11–12.5 objective summaryofthetext. a complexanalysis;providean and buildononeanothertoproduce the text, includinghowtheyinteract their developmentoverthecourseof central ideasofatextandanalyze RI.11–12.2 

SECOND INAUGURALADDRESS

St T

ool Kit UNIT 3•POWER, PROTEST, ANDCHANGE making meaning andards

Analyze seventeenth-, Analyze andevaluate Determine anauthor’s Determine twoormore

1. TextClose Readthe Analyze the TextAnalyze the 3. 2. 5. 4. 3. 2. 1.

another detailtoannotate.Then,writeaquestionandyourconclusion. along withquestionsandconclusions.Closeread thepassage, andfind This model,from paragraph 2ofthetext,showstwosampleannotations, such as“Whydidtheauthormakethischoice?”Whatcanyou this sectionclosely,and Revisit asectionofthetextyoufoundimportantduringyourfirstread. Read For more practice,gobackintothetext,andcompleteclose-read notes. reading thisspeech? history? E issue ofslavery? Historical Perspectives (b) way doesLincolnseeirony intheabolitionofslaveryUnitedStates? appearances andreality. Thinkabouttheirony inparagraph3.Inwhat (a) of thespeech? Connect what isLincolnreferring withthewords “allelse”? else chieflydepends”upon“theprogress ofourarms.” (a)

N ssential Question

otebook

Make Paraphrase I nterpret ability toreunite thenation. war’s causes,Lincolnmightbeindicatinghis CONCLUDE: do this? QUESTION: went towar. contrasting reasons theNorthandSouth ANNOTATE: perish, andthewarcame. would acceptwarratherthanletit let thenationsurvive,andother of themwouldmakewarratherthan Both partiesdeprecated war, butone

HowdoLincoln’s statementsinparagraph2connecttotherest What have you learned aboutthestruggleforfreedomWhat haveyoulearned from I nferences

WhatdoesLincolnfindironic abouttheprayersofbothsides? Respond tothesequestions. , orstateinyourownwords, Lincoln’s commentthat“all ForwhatpurposemightLincoln Lincolniscomparingand Byshowinginsightaboutthe

Theterm How doesthestrugglefor freedomchangewith annotate Inwhatwaysisthisspeechacommentaryonthe irony whatyounotice.Askyourself refers toadiscrepancy between to supportyouranswers. Cite textualeviden (b) emphasize the the simplewords complex sentence, end ofalong, Appearing atthe CONCLUDE: these words? is theeffect of QUESTION: very dramatic. final words are ANNOTATE: horror ofwar.

I nterpret conclude questions What The

c To To e ?

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. present, andlookstothefuture. In hissecondinauguraladdress, Lincolnrecalls thepast,discusses when ideasare presented withinachronological structure. nonfiction. Forexample,listenerscanmore easilyfollowthelogicofaspeech in theplotofanovelorplay,butthiskindstructure isalsoeffective in a frameworkfortheirideas.You maybeusedtoseeingchronological order Structure Analyze CraftandStructure • • • Practice 5. 4. 3. 2. 1. LIN step. Itisalwaysaclearstatementofthespeaker’s centralidea. This partcanbeapersuasivecalltoactionoranexplanationoffinal The chronological framework iscompletedbyadiscussionofthefuture. author’s reasoning. understands thecentralideaofspeechandcontemplates The present situationisexamined. Atthispoint,theaudience occasion forthespeech. events oractionsthatledtothepresent situation—whichisoftenthe The speakerestablishesthechronological structure bydiscussingthe Future Present Past

the speech?Explain. How doesLincoln’s useofchronological structure contributetotheeffectiveness of Explain. been theeffect ofthespeechif Lincolnhaddevelopedittodiscussonlythisissue? (a) second term? What doesthecontentofspeechtellyouaboutLincoln’s intendedpolicyforhis of Lincoln’s speech. In thischart,brieflyrecord thecontentofeachpartchronological framework speech thatheismakinginthepresent, athis secondinauguration? took office, fouryearsearlier? (a) Notebook C OLN WhatnationalissuedoesLincolndiscussinparagraph 3? WhatdoesLincolnsayaboutthenature ofthe speechhemadewhenfirst

Writers oftenusea ’ S

SE C

essential question: ON Respond tothesequestions. D INAU G U chronological structure, R AL (b)

A DDR Howdoeshecontrastthatinformationwiththe

I n whatwaysdoesthestruggleforfreedom changewithhistory? ESS : CHR ONOLO ortimeorder, as G I C AL C (b) ONTENT Whatmighthave CITE TEXTUALEVIDENCE to supportyouranswers. Second Inaugural Address

305 306 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.11–12.6 denotations. the meaningofwordswithsimilar L.11–12.5.b or listening. comprehend morefullywhenreading for meaningorstyle, andto contexts, tomake effectivechoices language functionsindifferent of languagetounderstandhow L.11–12.3 writing orspeaking. English grammar andusagewhen of theconventionsstandard L.11–12.1   your Word Network. struggle from thetextto Add words related to

SECOND INAUGURALADDRESS

STANDARDS

WORD NETWORK UNIT 3•POWER, PROTEST, ANDCHANGE LANGUAGEDEVELOPMENT

Acquire anduse Apply knowledge Demonstrate command

Analyze nuancesin Concept Vocabulary Synonyms andNuances Word Study Practice Why TheseWords? 2. 1. destroyed muchofthenation’s property. of the moment. Lincolnsaysthatthe of theterriblenature oftheconflictthatnationwasenduringat 2. 1. supernatural sourcesupernatural ofsuffering. For example, language. However, eachword hasitsown meanings. Theyare alsoallexamplesofcharged,oremotionallyladen blight Lincoln mighthavechosenanotherword with asimilardenotation,suchas of war. 2. 1.

insurgent What otherwords inthespeech connecttothisconcept? How doestheconceptvocabularyconveynature oftheconflict? more powerful?Whichoneseemsmore positiveormore negative? is theeffect ofyourword change?Forexample,whichsentenceseems In twoofyoursentences,replace theconceptword withasynonym.What understanding oftheword’s meaning. Use eachconceptvocabularyword inasentence thatdemonstratesyour closely reflects Lincoln’s useoftheword? Explain. Reread thesecondinauguraladdress. Whichsynonymfor synonym youchoose. Make sure thateachsentencedemonstratestheshadeofmeaning Write twosentences,usingasynonymfor perish Notebook or scourge Scourg curse blight . Thesewords are synonymsbecausetheyhavesimilargeneral ofwar—and,indeed,thewartookmanyAmericanlivesand e isaverystrong word, anexampleofchargedlanguage.

Complete theseactivities. suggestsdiseaseorwithering,whereas

These conceptvocabularywords remind theaudience rend scourge

In thisspeech,Lincolnrefers tothe“scourge” insurgents would nuance, unrequited malice scourge rend orshadeofmeaning. thenation.Hespeaks ineachsentence. curse scourge suggestsa most

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Types ofPhrases andStyle Conventions Write It 2. 1. Read It writers andspeakersexpress theirideaswithgreater clarityandprecision. phrases functioninsentencesaseitheradverbsoradjectives.Theyhelp (a verbformthatactsasanoun),or, occasionally,aclause.Prepositional object. Theobjectofthepreposition maybeanoun,pronoun, agerund A prepositional phrasealso includesanobjectandanymodifiers ofthat with apreposition. Someprepositions are listedhere. 2. 1. adverb phrasesoradjectivephrases.Labeleachphrase inparentheses. T phrase adjective adverb phrase

ype of Connect toStyle c. b. a. an adverbphraseoradjectivephrase. Mark theprepositional phraseineachsentence.Then,labeloneas his ideas. use ofprepositional phrasescontributestoLincoln’s styleandhelpsclarify then labeltwoadjectivephrasesandadverbphrases.Explainhowthe Most listenersapplaudedwhen thewords touchedtheirmindsandhearts. Lincoln spoke,andeveryone paidraptattention. moment The sunbeganshining The sunbeganshining. EXAMPLE Notebook regarding in concerning about

Lincoln spokeinaclear, strong voice. The EastPorticooftheWhiteHousewasahistoricplace. Lincoln delivered hisaddress attheWhiteHouse. P HR

(adverb phrase) ASE

Expand thenumbered sentencesbyaddingoneormore essential question:

Definition kind, howmany, a nounorpronoun, bytelling a prepositional modifies phrase that where, when, adverb,bytelling another or averb,anadjective, modifies a prepositional phrasethat A

prepositional phrase than into despite across Reread paragraph3ofLincoln’s speech.Markand through theclouds

of Lincoln’s speech or towhatdegree or to near except at whichone

I n whatwaysdoesthestruggleforfreedom changewithhistory? isagroup ofwords thatbegins how,

(adverb phrase) what what

(adjective phrase). toward of for beneath E Lincoln wasassassinatedatFord’sTheatre. John Wilkes Boothshothimduringaplay Crowds The president xamples

at the beyond numbermournedhisloss with on from by

from Illinois

died soonafter Second Inaugural Address . (tells . (tells . (tells (tells (tells whichone howmany when where )

) 307 ) ) 308 tone used. word choice, pointsofemphasis, and stance, premises, linksamongideas, evidence andrhetoric, assessingthe point ofview, reasoning, anduseof SL.11–12.3 structured eventsequences. well-chosen details, andwell- or eventsusingeffectivetechnique, develop realorimaginedexperiences W.11–12.3 organization, andanalysisofcontent. through theeffectiveselection, information clearlyandaccurately convey complexideas, concepts, and explanatory textstoexamineand W.11–12.2 

SECOND INAUGURALADDRESS STANDARDS

UNIT EFFECTIVE EXPRESSION

Write narratives to Write informative/

Evaluate aspeaker’s 3

•

POWER,

PROTEST,

AND to addprecision toyouraccount. the conceptvocabularywords. Also,remember touseprepositional phrases these questions. After youhavedraftedyourinformativeeyewitnessaccount,answer on YourReflect Writing Vocabulary andConventionsConnection 3. 2. 1. compare whateacheyewitness hasrecorded. Inadditiontoeachperson’s Historians lookforasmanysuchaccountsare availableinorder to Eyewitness accountsare importantsources ofhistoricalinformation. Writing toSources sequences ofevents. unique insights,historianslookforcorroboration ofdescriptionsand you eventually found. the occasion. the scene from Then, describe the vantageobserve point for example, your on as you difficulties looked for aplace to and stand narrative detailsReport in an orderly sequence. You might want to remark, form journal or of aletter entry. Include details such as these: inaugural Write address. an Imagine that you present had Abraham been when Lincoln delivered this Assignment

perish insurgent Why TheseWords? What kindsofdetailsdidyouaddtomakeyouraccount realistic? Did youwriteasif youhadbeenactuallypresent? conveying thesensethat“you hadbeenthere”? effect ofyourwriting.Whichwords doyouthinkare mosthelpfulin

• • • • • CHANGE your opinionofthespeech the effect ofthespeechon thecrowd Lincoln’s appearanceanddelivery an estimateofhowmanypeoplewere present personal details,suchaswhere youwere standing Thewords youchoosecangreatly increase the scourge rend informative eyewitness account malice unrequited

Consider includingseveralof in the

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 4. 1. Speaking and 2. 3. Presentation (demonstrated). Rate eachstatementonascaleof1(notdemonstrated) to5 With apartner,With prepare abrief Assignment from Lincoln’s speech. Lincoln’sfrom speech.

• • • • • •

your passagesaloudanddiscusschoices. Evaluate Presentations Deliver Your ReadingandAnalysis Prepare Your Delivery Choose thePassages feel express keyideaswith particularforce orclarity. listen attentively.Usetheevaluationguidetoanalyzetheirpresentations. choose placeswhere youwillwanttopauseforemphasis. breaks. Thesemaybeindicated bypunctuationmarks,butyoualsocan your interpretations ofthepassagesinyourownwords. Pause afteryoucompleteyourreadings ofthe passages.Then,present sure yourinterpretation reflects themeaningsofsuchwords accurately. some word choicesare different from speech. Make thoseinmodern Remember thatthelanguageofLincoln’s speechisformal.Inaddition, are expressing. and thespeedwithwhichyouspeaktoaccuratelyreflect theideasyou without causingdistraction.Inaddition,varythevolumeofyourvoice Use gestures andbodylanguagecarefully toemphasizemeaning Speak slowlysothatlistenerscanfollowanychallenginglanguageorideas. two passagesespeciallypowerful? the twopassages:Whatqualitiesinlanguageorideasmakethese Work togethertodevelop a clearstatementaboutthereasons youchose Lincoln’s words. Read thesentencesorpassagesaloud,pausingtorestate, orparaphrase,

expressed. The speaker’s interpretations were andevaluations accurateandwell expressed andfeelings thoughts text. inthe The speaker’s paceandvolume were variedandappropriate forthe The speakerusedappropriate gestures andbodylanguage. The speakerread proper textwith the emphasisonmeaning. essential question: E valuation Guide L istening

Work togethertochoosetwo passagesthatyou

Read through thepassages, andnotenatural

As yourclassmatesdelivertheirpresentations, reading and discussion and reading

I n whatwaysdoesthestruggleforfreedom changewithhistory?

Follow thesetipsasyouread of key passages Second Inaugural Address address. Lincoln’s secondinaugural fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa 

evidence log

309 310 Civil War. photographsbattlefield of the including for history, images preserving and events revealing in found ause photography of technology new The 1840s. inthe emerged innews photographs— Photojournalism various newspapers. in anonymously published war, inthe were leadership Lincoln’s with unsatisfied Republicans those and Democrats the among North inthe seethed that leadership Lincoln’s with dissatisfaction the expressing others, The (to Frank Billew). attributable is height President’s of the caricature pro-Lincoln the only gallery, inthis cartoons three of the infact, anonymously; published century, were nineteenth inthe especially Many and Photojournalism About Political Cartoons needed atthehighendofrange. proficiently, with scaffoldingas 11–CCR textcomplexityband literary nonfictioninthegrades grade 11, readandcomprehend RI.11–12.10 

Standard

UNIT political cartoons political Making Meaning

3 By theendof

•

Power, s —capturing —capturing ,

Pro t es t , a The followingwords willbeusefultoyouasanalyze,discuss,andwrite VocabularyMedia onLincoln Perspectives opportunity toconductaclosereview afteryour firstreview. Apply thesestrategiesasyouconductyourfirstreview. You willhavean First ReviewMEDIA:ART ANDPHOTOGRAPHY about politicalcartoonsandphotojournalism. n to clarify their meanings their to clarify images charged politically accompany often that text other and labels written andLabeling Captions: image created other or cartoon a in effect, humorous for often events, and people to relating details of Caricature: format visual other some in recorded or drawn whether image, an of parts the of Composition: d

Cha portrays. determine CONNECT LOOK read, orimagesyou’veseen. you’ve experienced,texts images toothermedia n ge exaggeration at each image and at eachimageand arrangement whom details in the details inthe or

what it it • • • • • • annotations thatpresent thecontextinwhich Photographs are more likelytousecaptionsor labeled tohelpreaders recognize theirmeaning. In politicalcartoons,keydetailsare often making thatpersoneasytoidentify. appearance becomecommonlycaricatured, Sometimes, elementsofapublicfigure’s group, orsituation. the cartoonist)feelsaboutaparticularperson, how thecartoonist(orpublicationthathired In politicalcartoons,caricature oftenshows purpose oftheimage. The compositionmayoffer cluestothepolitical image more thananother. The compositionmayemphasizeonepartofan the photographwastaken. want torevisit. that youfindinteresting and NOTE RESPOND the Comprehension Check. elements in each image elements ineachimage by completing by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Perspectives onLincoln Perspectives of animpendingUnionvictory,thesupportsoldiervote,andpolitical However, Lincolnovercame theseobstaclesbycombiningthepoliticalheft and aDemocraticpartyready tocapitalizeonhisapparent vulnerability. Republican partythreatening tosplinter, abloodyCivilWar initsfinalstages, As Lincoln’s secondelectioncampaignapproached, hewasfacedwitha Background own time?Howishethoughtoftoday? ask yourself thesequestions: WhatopinionsdidpeoplehaveofLincolninhis “Don’t changehorsesinthemiddleofastream.” Asyoustudytheseimages, deals brokered withintheRepublicanparty.Hiscampaign’s sloganwas secession for putting theirownpolitical goals (abolitionforLincoln, depicts bothLincolnand C pulled apartbyPresident trying tokeepamapofthe presidential candidate Hazards IMAGE 1:TheUnionMustBePreserved atAll onfederate president Jefferson

This 1864cartoondepicts D avis) aheadofthecountry’s well-being. G eorge BrintonMc D A avis asshort-sightedly braham Lincolnandthe U nited Statesfrom being D avis. Thecartoon D emocratic C lellan NO TES Perspectives on Lincoln MEDIA | IMAGE GALLERY MULTIMEDIA SCAN FOR

311 312 of Antietam. told ajokeonthebattlefield a falsereport thatLincolnhad War. Lincoln’s reply refers to Union casualtiesoftheCivil Abraham Lincolnforthe of America,iscondemning “Columbia,” apersonification Demands HerChildren! IMAGE 2:

UNIT 3•Power, Pro NOTES

Columbia t es t his “stature,” orimportance, aspresident. regarding hisheightandlengthoftimeinoffice, aswellareference to Lincoln iscaricatured asbeing president “evenlonger”—aplayonwords IMAGE 3: , a NOTES n d Cha

Long AbeaLittleLonger n ge InthiscelebrationofLincoln’s reelection,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. left-hand corneroftheimage). and hisbrother watchthescenefrom awindow(intheupper New York City,ayoungTheodore Roosevelt(laterPresident Roosevelt) honor. Inthisphotographofafuneralprocession heldduringastopin Springfield, Illinois—and,insomecities,toattendaceremony inhis out toseeLincoln’s funeraltrainpassonitswayto his burialin IMAGE 5:

Funeral Procession inNewYork City Millionsturned of theUnitedStates. called Lincoln’s funeralthegreatest inthehistory North wasunitedingrief.Manyhistorianshave Lincoln’s assassinationmadehimamartyr, asthe increasing hisstature intheeyesofnation, Abraham Lincoln,Lying inState IMAGE 4: NOTES

The BodyoftheMartyrPresident, NOTES Perspectives on Lincoln Further

313 314 looked toAbrahamLincoln,“theGreat Emancipator,” forinspiration. Memorial duringthe1963March onWashington. TheCivilRightsmovementoften Dr. Martin Luther King, Jr., (seated,farthestright)gatherinfront of theLincoln century after Lincoln’s death,leadersoftheCivilRightsmovement,including IMAGE 6:

NOTES UNIT 3•Power, Pro

Civil RightsActivistsattheLincolnMemorial t es t , a n d Cha n ge Almosta

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. objects, thesetting(if thereisone),andactivitiesoreventsdepicted. Use thecharttonotedetailsaboutsubjectofeachimage.Identify peopleand/orsymbols, Comprehension Check NOTES image 6 image 5 image 4 image 3 image 2 image 1 IMAGE PEOPLE AND/ORSYMBOLS OBJECTS SETTING Perspectives on Lincoln ACTIVITIES AND/OR EVENTS

315 making meaning

Close Review Revisit the images and your first-review notes. Write down any new observations that seem important. What questions do you have? What can you conclude?

perspectives on lincoln

Analyze the Media Notebook Complete the activities. 1. Present and Discuss Choose the image you find most interesting or persuasive. Share your choice with the class, and discuss why you chose it. Explain what you noticed in the image, the questions it raised for you, and the conclusions you reached about it.

2. Review and Synthesize Review all the images. What perspectives do they present? What argument are they making? Are they examples of journalism, art, both, or neither? Explain.

3. Essential Question: In what ways does the struggle for freedom change with history? What have you learned about the struggle for freedom from these cartoons and photographs?

language development Media Vocabulary

composition caricature labeling and captions

Use these vocabulary words in your responses to the  Standards following questions. RI.11–12.5.a Analyze the use of text features in public documents. 1. (a) In Image 1, what are the positions of the three people in relation to one another? To the map of the United States? (b) What might the artist RI.11–12.7 Integrate and evaluate have intended to convey through this depiction? multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem.

SL.11–12.2 Integrate multiple 2. (a) In Image 2, what visual details clarify the identity of the woman on the sources of information presented in left? (b) On what visual details does Image 3 rely to convey its message? diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. 3. (a) In what sense does Image 6 express a political idea? (b) How does that © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson idea reflect the ideas expressed in Images 4 and 5? SL.11–12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

316 UNIT 3 • POWER, PROTEST, AND CHANGE © Pearson Education, Inc., or its affiliates. All rights reserved. images. Considerhowyoumightusethescripttopointout thoserelationships. images, make astoryboard. amomentnot in just time. how they preserve you have When your chosen choosingWhen photographs, consider attitudes, how the images reflect these questions. Plan theProject Speaking andListening Present andDiscuss Prepare theInformativeScript template storyboard class, usingyourscripttonarrate eachimageasyoushowit.Afterward, the images. discuss howwellthevarious perspectiveswere captured in Create andpresent an Assignment write aninformativescripttoaccompanyyourpresentation. cartoons andphotographs.Create aslideshowofyourimagegallery,and Conduct research, usingprintandonlinesources, tofindrelevant political or aneventaboutwhichAmericanshadhavevaryingperspectives. • • • • • • Once youhavewrittenyourscript,practicereading italoud. length ofeachsectionyourscriptaccordingly. Decide howmuchtimetospendonpresenting eachimage.Tailor the your scripttoshowthatsequence. Choose alogicalsequenceofimages.Decidehowtouse transitionsin What technologywillyouneedtopresent yourimageslideshow? What sources willyouuse to conductyourresearch? the personorevent? show youraudienceabouttheperspectivesthatpeoplehadorhaveof Why isorwasthepersoneventimportant?Whatare youtryingto EFFECTIVE EXPRESSION

To helpyouprepare yourimagegallery,consider

Present aslideshowofyourimagegallerytothe image gallery.

Think abouttherelationships amongthe Choose apersonaboutwhom Perspectives on Lincoln “Perspectives onLincoln.” fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa  EVI d ence

lo g

317 318 purposes, andaudiences. time frames forarange of tasks, extended timeframes andshorter W.11–12.10 subject underinvestigation. demonstrating understandingofthe multiple sourcesonthesubject, inquiry whenappropriate;synthesize problem; narroworbroadenthe to answeraquestionorsolve as moresustainedresearchprojects W.11–12.7 organization, andanalysisofcontent. through theeffectiveselection, information clearlyandaccurately convey complexideas, concepts, and explanatory textstoexamineand W.11–12.2.a–f  Informative Essay Student Modelofan • • • specific inquire verbatim deduction informational beginning oftheunit. inthe you learned the academicvocabulary consider usingsomeof As youwriteyouressay, v A

WRITING TOSOURCES PERSPECTIVES ONLINCOLN ADDRESS SECOND INAUGURAL THE FOURTH OFJULY? from oca cade Tool Kit S

tandards UNIT Performance Task: Wri WHATTOTHESLAVEIS b

m ular Conduct shortaswell

3 Write routinelyover ic

• Write informative/

POWER, y

PROTEST,

AND well-crafted informativeessay,seetheLaunchText, prepare towriteyourowninformativeessay. will lookmore closelyattheseelementsasyou for examplesoftheelementsdescribedabove.You “The Frederick Douglasslooksforward totheliberationofpeoplefrom slavery.In You’ve justread twoimportantnineteenth-centuryspeeches.Inthefirst, Write anInformativeEssay Model InformativeEssay An effective informativeessaycontainstheseelements: aboutaspecificthey wishtolearn idea,concept,orsubjectarea. to present toinformativetextswhen informationaboutatopic.Readersturn An Elements ofanInformativeEssay from theperiodthatportray differing attitudesaboutAbrahamLincoln. and lastingpeace.You’ve alsoexaminedpoliticalcartoonsandotherimages the second,AbrahamLincolnlooksforward totheendofawarandjust Whole-Class Learning. response. Connectyourfindings tospecific detailsfrom theselectionsin on yourfindings.Includefacts,details,anddefinitionsthatclarify your following theCivilWar bylookingup“Reconstruction”andtakingnotes Begin bydoingsomelibraryoronlineresearch. Investigatetheperiod War andthatanswersthisquestion: Write an Assignment • • • • • • • informative essay

CHANGE a conclusionthatfollowsfrom andsupports the informationpresented a formalstyleandanobjectivetone precise languageandtechnicalvocabularywhere appropriate use ofvariedsentencestructures toclarify therelationships amongideas information presented extended definitions,quotations,andotherexamplesthatsupportthe relevant factsandconcrete detailsthatexpanduponthetopic a thesisstatementthatintroduces theconcept orsubject

Zigzag Lincoln desired? Douglassand goalsthat achievethe nation Did the informative essay

Road t ing focus

Rights.” usesfacts,details,data,andotherkindsofevidence

For amodelof Review thatlooksatAmericanhistoryaftertheCivil

the

Launch Text

LIT17_SE11_U03_LT.indd 278 of theessay? readers understandthemainpoint question: Howdoesthewriterhelp the texttohelpyouanswerthis the informationisshared.Mark As youread, the endofunit. Performance-Based Assessmentat of writingyouwilldevelopinthe of information.Thisisthetype selection, organization,andanalysis concepts throughthecareful in whichanauthorexamines informative text, This selectionisanexampleof LAUNCH TEXT|INFORMATIVE MODEL 278 NOTES UNIT

UNIT 3•POWER,PROTEST, ANDCHANGE

3 thinkabouthow

LAUNCH TEXT atypeofwriting INTRODUCTION 4 3 2 1 areas underNortherncontrol. legal inborder statesloyaltotheUnion,aswellinConfederate freedom forslavesdependeduponaUnionvictory. Slaveryremained seceded from theUnion“are, andhenceforward shallbe,free.” Still, It assertedthat“allpersonsheldasslaves”withinstateshad President Abraham LincolnissuedtheEmancipation Proclamation. can bechanged,andrightsbe gained. describes theconditionsrequired foramendingtheConstitution.Laws the Constitution,theygainedanimportanttoolforchange. Article V severe setback,reformers didnotgiveuphope. With theratification of was deletedfrom theDeclaration. rights. Powerfulindeedwastheirpressure. Any mentionofslavery southern slaveholdersobjectedtoanymentionof African American However, attheContinentalCongress in1776,bothnorthernand the DeclarationofIndependencetograntfreedom toallmen. protesting this“cruel waragainsthumannature.” Jefferson wanted Thomas Jefferson includedastrong condemnationof slavery, the nation.InhisoriginaldraftofDeclarationIndependence, Americans demonstratesazigzagroad torights. advances andsetbacks.Thestruggle forequalrecognition of African progress. However, everyfightforrightsinvolvesaseriesof W Thestruggle tookanothercrucial stepforward in1863,when Although theremoval ofJefferson’s antislaveryparagraphwasa The push-and-pullofthisstruggle wasevidentatthebirthof Viewing thebigpicture, wemayseeasteadypushtoward hen welookbackathistory, weoftenliketoidentify trends. Road The

Zigzag Zigzag

Rights MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. response. tothosetexts, andonnotecards Return record details from thepoliticalcartoonsandotherimagesofLincolninyour specific detailsfrom thespeechesbyDouglassandLincoln.Alsoinclude cases, proclamations, andamendmentsintotheinformative essay. the LaunchText toseehow thewriterweavesdirect quotationsfrom court from thespeechesthatyoumightusetosupportyour ideas.Lookbackat Connect Across Texts Gather Evidence Prewriting /Planning Always confirmyourevidencebyusingmore thanonesource. support yourthesis.Considerthesetypesofevidence: developed intheLaunchText. Thinkaboutwaysinwhichyoucaneffectively support yourthesisstatement. wereconcerns similar. Record someareas ofcomparisonandcontrastthatyoumightuseto Compare andContrast Write aWorking Thesis presents thecontrolling ideaofyourtext. assignment asks.Write adraftofyour so farinthisunit,thinkaboutwhatyouwanttosayresponse tothequestionthat • • • • • documents) quotations: readers definitions: statistics: facts: examples: relevant statementsthatcanbeproved true factspresented intheformofnumericaldata specific circumstances thatillustrateageneralidea explanationsofkeytermsthatmaybeunfamiliarto statementsfrom authoritativesources (suchashistorical

ESSENTIAL QUESTION Several kindsofinformationsupportthethesis Douglass’s Goals

The prompt asksyoutoconnectyourfindings

Douglass andLincolnhaddifferent goals,butsomeoftheir Reread theassignment.Based ontheworkyouhavedone

thesis statement : Common Goals In whatwaysdoesthestruggleforfreedom changewithhistory?

(or direct quotations Lincoln’s Goals thesis Performance Task: Write anInformativeEssay )—the sentencethat

audience’s knowledgeofthetopic. and examplesappropriatetothe quotations, orotherinformation extended definitions, concretedetails, significant andrelevant facts, thoroughly byselectingthemost W.11–12.2.b aiding comprehension. and multimediawhenusefulto whole; includeformatting, graphics, which precedesittocreateaunified that eachnewelementbuildson ideas, concepts, andinformationso thesis statement;organizecomplex W.11–12.2.a  informative essay. may wanttociteinyour and identify keydetailsyou Review yourEvidenceLog 

Standard

evidence log

Introduce atopicor Develop thetopic s

319

. 320 endnotes. for citationincludingfootnotesand and followingastandardformat overreliance onanyonesource of ideas, avoidingplagiarism and selectively tomaintaintheflow integrate informationintothetext of thetask, purpose, andaudience; limitations ofeachsourceinterms effectively; assessthestrengthsand sources, usingadvanced searches authoritative printanddigital information frommultiple W.11–12.8 

Standard

UNIT Performance Task: Wri for AfricanAmericans. “zigzag” stepstorights oneofthe illustrate researched textto directly from the The writerquotes

Gather relevant

•

POWER, s

PROTEST,

AND your essay. Find relevant informationfrom reputable sources, andthenweaveitinto 1. them. Followthesestepstoavoidplagiarism. every subject.However, whenyourely onotherexperts,youmustcredit and passingthemoff asyourown.Nobodyexpectsyoutobeanexpertin 2. Conducting Research ENRIC 3. Avoiding Plagiarism found through research. Theresearched informationisunderlined. This excerptfrom theLaunchText showshowthewriterintegratesdetails Read It Assessing Strengths andLimitationsofInformation • • • answering thesequestions: or simplynothelpful.Evaluatethequalityofinformationyoufindby information isreliable anduseful,whereas otherinformationmaybesuspect

CHANGE L

Is thisIs information current, is or it outdated? more background detail? or Will my audience this information, understand to will or Ineed provide Will this information help develop my me topic thesis? or AUNC information youusethatis not commonpublicknowledge. Thomas Jefferson includedastrong ofslavery, condemnation protesting “cruelwaragainsthumannature.” this Cite. be abenchmarkinthefight forcivilrights. Paraphrase: President Proclamation. Emancipation AbrahamLincolnissuedthe Original: Example: Paraphrase. Example: Quote. less critical,restate theinformationinyourownwords. quote itdirectly. Makesure thereader cantellwhomyouare quoting. Confederate areas underNortherncontrol. remained legalinborder statesloyaltotheUnion,aswellin Still, freedom forslavesdependeduponaUnionvictory. Slavery seceded from theUnion“are, andhenceforward, shallbefree.” It assertedthat“allpersonsheldasslaves”withinstateshad President Abraham LincolnissuedtheEmancipation Proclamation. The struggle tookanothercrucial stepforward in1863,when H T Followtheformatyourteacher prefers tocitesources forany H t Ifthesource useswording thatyoufindespeciallystrong orapt, E ING

XT The struggle took another crucialstepforward Thestruggletookanother in1863,when ing focus In his original draft of the Declaration ofIndependence, Declaration In hisoriginaldraftofthe E X Whenanauthor’s ideasare importantbutthewording is Lincoln’s Emancipation Proclamation of1863wouldprove to W CER RI PT

Plagiarism ING Most informativewritingrequires someresearch. W meanstakingsomeone’s ideasandwords I TH RESEARC H

Some

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. information. Ifyoufindsubstantialdifferences, considerthereliability and sources conflict,lookforathird source toconfirmfacts. provide more accurateinformationthansitesendingwith.com.Whentwo credibility ofthesources: websitesendingwith.eduor.govgenerally well foryou.Then,copyitorrevise ittouseforeachofyoursources. quoted. Try usingthisformatforoneofyournotestoseewhether itworks notes sothatyouknowwhichare paraphrasedandwhichare directly Taking andOrganizingNotes statement. Organize yournotesinawaythatwillbesthelpyousupportthesis Write It Weaving Research IntoText Evaluating Sources reference andnoteitsrelevance, asinthismodel. quotations andotherinformationfrom your sources. Clearlyintroduce each Integrat American history”(7).Itmight easilyhavebackfired. Allen Guelzocalled it“oneofthebiggestpolitical gambles in Emancipation Proclamation he wanted. InhisLincolnPrize–winningbook, Lincoln’s proclamation was notguaranteedtohavetheeffects NOTES: SUMMARY, QUOTATION, ORPARAPHASE? (Circle one) AUTHOR: TITLE: i ng Quotat ESSENTIAL QUESTION

i ons Review yournotes,andlookforconflicting , Gettysburg Collegeprofessor

As youdraftyouressay,worktointegrate

Develop asystemfororganizingyour : In whatwaysdoesthestruggleforfreedom changewithhistory? PAGE Lincoln’s Performance Task: Write anInformativeEssay CollegeandCareerReadiness Language Association(MLA): one establishedbytheModern consistent style,suchasthe When citingsources, usea CITATIONS • • parenthesis. period followsthefinal end ofasentence,the citation appearsatthe If theparenthetical reference, asapplicable. parentheses withapage The citationappearsin the quotationorreference. Sources are citedfollowing better. worse insteadof have madeasituation proclamation might a mainpoint: itto links and then surrounding text, itwith integrating and its author identifying quotation, introduces the The writerclearly The

321 322 explanation presented. from andsupportstheinformationor statement orsectionthatfollows W.11–12.2.f audience’s knowledgeofthetopic. and examplesappropriatetothe quotations, orotherinformation extended definitions, concrete details, significant andrelevant facts, thoroughly byselectingthemost W.11–12.2.b  LAUNCH TEXT S Model: and perhapsgainedoncemore. rights gainedcanbelost,curtailed,orignored— Paragraph 6(failure): Paragraph 5(improvement): Paragraph 4(improvement): Paragraph 3(improvement): Paragraph 2(failure): BO Paragraph 1statesthethesis: In Paragraph 9recalls thethesis: C Paragraph 8(improvement): Paragraph 7(improvement): Independence 1965 Education Amendment Proclamation Constitution zigzag roadtorights. recognition ofAfricanAmericansdemonstratesa O

tro tandards UNIT 3•POWER, PROTEST, AND CHANGE D NC Performance Task: Wri Y L duc U

Provide aconcluding SIO Develop thetopic Outline “The ZigzagRoadtoRights” tio N n

Plessy revisions totheDeclarationof

v. the Voting RightsActof Brown the Thirteenth the Emancipation Article Vofthe

The struggleforequal Ferguson History teachesusthat before. and aconclusion.Eachsectionoftheessayshouldbuildonwhathascome Consider theLaunchText outlineasyouorganizeinformationforyourdraft. should haveaspecific purpose. belong together. Whetherornotyouuseheadings,eachsection ofthetext essay, youhavetheoptionofaddingheadingstoseparatesectionsthat This outlineshowsthekeysectionsofLaunchText. Inaninformative Organize Your Essay Drafting Write aFirstDraft thesis andsupportstheinformation youpresented. clarify thingsforyourreaders. Write aconclusionthatfollowsfrom your making yourwritingengagingandlogical.Includeheadings if theymight what theymightalready knowandwhatmightbeunfamiliar. Work at come before it.Keepyourreaders inmindasyoucraftyourtext.Consider each paragraphhasapurposeandfollowslogicallyfrom theparagraphsthat variety ofevidence,andmakeclearconnectionsamong ideas.Besure that v. Boardof

t ing focus

Use youroutlinetowritefirstdraft.Includea

Your essayshouldincludeanintroduction, abody, Body Introduct EssayOutline Informative C onclus i on i on

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. patterns. Subjectsarepatterns. underlinedonce,andverbsare underlinedtwice. These sentencesfrom the Launch Text demonstrateavarietyofsentence Read It betterconveycomplex,relatedsuited forsimpleideas;somepatterns ideas. are Somesentencepatterns best Sentences comeinavarietyofpatterns. S Language Deve to convey.Here are somestrategiesandexamples. thatbestmatchtheideasyouwant As youdraft,choosesentencepatterns Write It • • • • • yntax: future. not smooth,onethingiscertain:Thezigzagwillcontinueintothe and Compound-Complex Proclamation. in 1863,when dependent Complex can be Compound their Inverted strong of theDeclarationIndependence, Simple detail. clauses toprovide Add subordinate interest. sentences toadd Invert simple compound sentences. sentences tomake combine simple closely related ideas, To conveytwo STRATEGY

one

pressure

condemnation ofslavery. changed Sentence

or Sentence Sentence S

more clauses): entence Sentence .

President ESSENTIAL QUESTION ,

and (one dependent

(verb (one

The

l Sentence (two rights

independent opment: Conventions EXAMPLES higher office. Today, canvote,andmanyhold citizens adult all higher office. Today, canvote.Manyhold citizens adult all olds rarely vote. are polls Even whenthe nearby,eighteen-year- rarely vote. Eighteen-year-olds whoare notinformed Eighteen-year-olds rarely vote. are rights. voting Among anAmerican’s most important privileges important privileges. Voting rightsare amonganAmerican’s most

independent

precedes Abraham Lincoln struggle P

atterns can begained.

clauses): more

(two

took subject):

independent

clause): In whatwaysdoesthestruggleforfreedom changewithhistory? or

Thomas Jefferson

clause While thepathtoprogressis

more another crucialstepforward

issued Powerful indeed

In hisoriginaldraft

and independent

clauses): one the Emancipation

Performance Task: Write anInformativeEssay included

Laws clauses

was

when reading. syntax tothestudyofcomplextexts needed; applyanunderstandingof consulting referencesforguidanceas L.11–12.3.a among complexideasandconcepts. cohesion, andclarifytherelationships the majorsectionsoftext, create varied transitions andsyntaxtolink W.11–12.2.c  complex sentencescorrectly. Punctuate compoundand PUNCTUATION • • • Use acommaafter conjunction. with nocoordinating a compoundsentence independent clausesin Use asemicolonbetween a compoundsentence. coordinating conjunctionin Use acommabefore the begins acomplexsentence. subordinate clausethat

S ta nd

Vary syntaxforeffect, ar Use appropriateand d s

323 324 explanation presented. from andsupportstheinformationor statement orsectionthatfollows W.11–12.2.f complexity ofthetopic. simile, andanalogytomanage the techniques suchasmetaphor, domain-specific vocabulary, and W.11–12.2.d   your informativeessay. from yourWord Networkin Include interesting words FOCUS ANDORGANIZATION

WORD NETWORK tandards

UNIT 3•POWER, PROTEST, AND CHANGE Performance Task: Wri Provides follows aconclusionthat Uses words, phrases,andclausesto Presents mainpointsinalogical Provides anintroduction that information. fromlogically preceding the clarify relationships amongideas. order. statement. topicandthesis the establishes

Provide aconcluding Use preciselanguage, the conclusionof“TheZigzagRoadtoRights.” draws aconclusionaboutthetopic’s connectiontothepastandfuture in connect thetopictoabroader view. NoticehowtheLaunchText writer precedes it,butitalsoshouldsuggestthetopic’s importanceorsomehow Use thischecklisttoevaluatetheeffectiveness ofyourfirstdraft.Then, Evaluating Your Draft Revising Technical Vocabulary Revising forEvidenceandElaboration Strong Conclusion Revising forFocusandOrganization your revision. use yourevaluationandtherevising instructionsonthispagetoguide words correctly. you might definethemforyour audience.Besure tospellandusethose LAUNCH TEXTEXCERPT and perhaps gainedonce more. teaches usthatrightsgainedcanbelost,curtailed, orignored— is certain:Thezigzagwillcontinueintothefuture. History overcome. Whilethepath toprogress isnotsmooth,onething includes thedifficult stumblingblocksthathavehad tobe Voting Rights Act. However, therecord ofthestruggle also victories, from theEmancipationProclamation through the The historyof African American rightsfeatures manycrucial EVIDENCE ANDELABORATION t

ing focus Uses vocabularyand topicusingDevelops the appropriate. technical vocabularywhere preciseincluding words and purpose andaudience, appropriate forthe word are choicesthat evidence. examples, and/orother details, quotations, relevant facts,definitions,

Your conclusionshouldreflect theinformationthat

If youusetopic-specific words, consider how CONVENTIONS

Uses appropriate norms tothe Attends relationships. cohesion andclarify structures tocreate and variedsentence complex sentences. of compoundand use andpunctuation correct the especially discipline,of the and conventions

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. you writeaninformativeessay. researching thetopic?Thinkaboutwhatyouwilldodifferently thenexttime to respond totheprompt, orwouldyouhavepreferred tospendmore time bywritingyourtext. WasConsider whatyoulearned yourresearch sufficient Reflecting a thesis. comparing thetextshastaughtyouaboutdevelopinga topicandsupporting your stylesdiffer? Share yourfindingswiththeclass,andtalkaboutwhat incorporate someofthesamedetails?Evenif thecontentissimilar, do essays are alikeanddifferent. Are yourthesisstatementssimilar?Didyou reviewer), andread eachother’s work.Discusswaysinwhichyourtwo Create afinalversionofyourtext.Pairupwithclassmate(notpeer andPresentingPublishing Proofread forAccuracy Edit forConventions andProofreadingEditing dictionary tocheckyourspelling. spelling andpunctuation.Ifyouare including technicalvocabulary,usea your sources accuratelyandindicatedyoursources. Correct errors ingrammarandword usage.Makesure thatyouhavequoted provide supportivefeedback. Exchange essayswithaclassmate.Usethechecklisttoevaluateyourclassmate’s essayand PEER REVIEW 1. 4. 3. 2.

Is thethesisclear? What isthestrongest partofyourclassmate’s essay?Why? Does thetextconcludeinalogical,satisfyingway? Are there sufficient examplesanddetailstosupportthethesis?

yes yes yes

ESSENTIAL QUESTION ESSENTIAL QUESTION

no no no

Reread yourdraftforaccuracyandconsistency.

Read yourdraftcarefully, lookingforerrors in If no,indicatewhatyoumightchange. If no,tellwhatyouthinkmightbemissing. If no,explainwhatconfusedyou. : In whatwaysdoesthestruggleforfreedom changewithhistory? : In whatwaysdoesthestruggleforfreedom changewithhistory? Performance Task: Write anInformativeEssay for aspecificpurposeandaudience. addressing whatismostsignificant trying anewapproach, focusingon revising, editing, rewriting, or writing asneededbyplanning, W.11–12.5 

S tan

d Develop andstrengthen ar d s

325 326 Clarify Support Participate Prepare STRATEGY

UNIT 3•POWER, PROTEST, AND CHANGE

OVERVIEW: SMALL-GROUP LEARNING Small-Group Learning.Small-Group Add ideas of your for own each step. continue to develop strategies you when work in teams. strategies these Use during Throughout your life, in school, in your community, and in your career, you will Small-Group Learning Strategies struggle forfreedom haschangedandgrown overtime. and equalrights.Asyouread, considerwhattheselectionsshowabouthow in thissection,othersaddtheirvoicestothechorus,clamoringforliberty,justice, the nationhadnotfullyliveduptoitsfoundingpromise ofliberty.Intheselections From Text toTopic which for the struggle has freedom changed over time. work your with group you read selections, to the these various explore As ways in for freedom change with history? In what ways does the struggle QUESTION: ESSENTIAL others

fully • • • • • • • • • • • • ACTION PLAN Invite Build Use Make Organize Complete Ask Paraphrase

During theCivilWar era,opponentsofslaveryarguedthat

follow-up text

off others eye

evidence ideas

your

contact your

the

who

questions.

thinking from

ideas assignments

have

to when

others

signal of

not so

others making

you

yet in that

your

can spoken

that

you a

ensure

point. group. contribute

you are

listening are

that join

prepared

the your to

your

and discussion.

understanding

group’s

taking for

group

discussions.

what

work.

correct. is

MULTIMEDIA SCAN FOR being

said.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. PERFORMANCE TASK free? truly to be to awoman mean it might What Kate Chopin Story Hour ofan The SHORT STORY Sojourner Truth Ain’t IaWoman? SPEECH of power? deserving are they that over time proved Haven’t women Present a Panel Discussion aPanel Present the goal of each reformer and to discuss how well that goal hasbeenachieved. that howwell goal ofeachreformer andtodiscuss the change. Afterreading, yourgroup andanalyze toidentify holdapaneldiscussion will The Small-Group readings are whoprotest byauthors andpromote conditions existing SPEAKING ANDLISTENINGFOCUS COMPARE COMPARE where do we stand? of schools, desegregation the after years Fifty Sarah Garland Was ARTICLE MAGAZINE Opinion of the Court segregated? racially are they if equal be facilities educational Can Brown LEGAL OPINION of events. turn asurprising vote—and asingle down to came Amendment Nineteenth of the ratification The Sandra Sleight-Brennan Giving Women the Vote MEDIA: PODCAST free us all—a form of tyranny still exists! still of tyranny free us all—a form not did of Independence Declaration The Stanton Cady Elizabeth Declaration of Sentiments PUBLIC DOCUMENT Brown v. Board

Board ofEducation: aFailure?

Earl Warren Overview: Small-Group Learning CONTENTS

327 328

UNIT 3•POWER, PROTEST, AND CHANGE OVERVIEW: SMALL-GROUP LEARNING 2. 1. Working aTeam as 5. 3. 4.

experience together. own. Asyouworktogether, youmayaddorrevise rulesbasedonyour as youworktogether. Two samplesare provided. Addtwo more ofyour Our group’s decision: collaboration apps,videoconferencing, email,orgroup texts. with oneanother. Forexample,youmightuseonlineplatforms, Take aPosition Create aCommunicationPlan Name Your Group Apply theRules • • • • List Your Rules connections amongtheissuesthatwere presented. your response. Afterallgroup membershaveshared, discusssomeofthe sharingyourpositions,besureAs youtaketurns toprovide reasons for another memberofyourgroup. on andbeprepared toshare withtheclassonethingthatyouheard from and change.Makesure eachpersoninthegroup contributes.Take notes Our group’s name: No People for social change? for social you to amovement join persuade today might issue What

one

should should

respect

dominate

As agroup, decideonthe rules thatyouwillfollow

In yourgroup, discussthe following question: Share aboutpower, whatyouhavelearned protest,

Choose anamethatreflects theunittopic.

each

the

other’s

discussion.

Decide howyouwanttocommunicate

opinions.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. completing tasks. the your with group, and activities and makethe texts aschedule for find out Then, the preview dueFirst, dates for activities. the 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 Was Was Court the of Opinion Education: of v. Board Brown Hour an of Story The Giving Women the Vote Declaration of Sentiments IaWoman? Ain’t SELECTION Recorder: Researcher: Project Manager: MULTIMEDIA SCAN FOR Brown v.Brown Board

takes notesduringgroup meetings

organizes research activities ESSENTIAL QUESTION: a Failure? a

monitors thescheduleandkeepseveryoneontask Inwhatwaysdoesthestruggleforfreedom changewithhistory? ACTIVITIES Overview: Small-Group Learning DUE DATE DUE

329 330 word orphrase. determination ofthemeaninga L.11–12.4.d to themeaningofawordorphrase. L.11–12.4.a of therange. scaffolding asneededatthehighend complexity bandproficiently, with nonfiction inthegrades 11–CCR text read andcomprehendliterary RI.11–12.10  civil rightsfor women. abolitionism butalsoequal country topromote notonly in 1850,andshetoured the Her memoirswere published her career asanabolitionist. TruthSojourner andbegan changed hernameto daughter. In1843,she with Sophia, herinfant to free her, Baumfree fled refused to honorhispromise when oneofherowners Isabella Baumfree. In1826, in Swartekill,NewYork, as intoslavery 1883) wasborn TruthSojourner About the Author

STANDARDS

UNIT 3•POWER, PROTEST, AND CHANGE MAKING MEANING

By theendofgrade 11, Use contextasaclue Verify thepreliminary (c. 1797– meaning. from whichyoucandraw inferences, orreasonable guesses,aboutaword’s text. There are variouskindsofcontextclues.Someprovide information skin andcausedlastingphysicalemotionalscarsthatappearinnearby Punishment washarsh;manywere subjectedtothelash,whichtore the often determinetheirmeaningsbyusing As youperformyourfirstread of“Ain’tIaWoman?” youwillencounter Concept Vocabulary Ain’t IaWoman? opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofcontextcluesandothervocabularystrategiesto Context Clues these words. or onlinedictionary. You canverify yourpreliminary definitionbyconsultingareliable print must beawhiporcane. Inference: emotional scars. to the Example Sentence: racket have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who the text. NOTICE lash

isinvolved? Becauseitcausestheskintotearandleavesscars,a , whichtore theskinandcauseddeepphysical the generalideasof What fix

When youcomeacross unfamiliarwords inatext,youcan ideas within ideas within

isitabout? Punishmentwasharsh:Manywere subjected obliged context clues the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND — by marking by completing

words andphrases lash

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1 2 bear thelashaswell! And ain’tIawoman?haveborne thirteen work asmuchandeataman—whenI could getit—and into barns,andnomancouldheadme! And ain’tIawoman? Icould at me!Lookmyarm!Ihaveploughedandplanted, andgathered mudpuddles, orgivesmeanybestplace! And ain’tIawoman?Look everywhere. Nobodyever helpsmeintocarriages,orover carriages, andlifted over ditches, andtohavethebestplace talking about? the white menwillbeina the South andthewomenatNorth,alltalkingaboutrights, children, andseenthem mostallsoldoff toslavery, andwhenIcried 2. 1. W speech remains intact. later. Thewords maynotbeentirely accurate,butthepowerofTruth’s attendance, FrancesGage,committedittopaperfrom memorymanyyears Akron, Ohio,in1851.Itwasnevertranscribedor recorded, butawomanin TruthSojourner delivered thisspeechattheWomen’s RightsConvention in BACKGROUND

’twixt kilter That manoverthere says that womenneedtobehelpedinto

something outofkilter. ell, children, where there issomuch

n prep . proper state or condition. or state . proper . between. fix pretty soon.Butwhat’sallthishere 1 Ithinkthat’twixt racket 2 theNegroes of there mustbe Ain’t I a

Woman? Sojourner TruthSojourner

MEANING: fix MEANING: racket helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

(fihks) (fihks) Ain’t IaWoman? (RAK iht) n. MULTIMEDIA SCAN FOR n. SPEECH

331 332 MEANING: obliged helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 3•POWER, PROTEST, AND CHANGE (uh BLYJD) adj. 3 If mycupwon’tholdbutapint,andyoursholdsquart,wouldn’t honey. What’sthatgottodowithwomen’srightsorNegroes’ rights? call it?[A memberoftheaudiencewhispers,“Intellect.”]That’sit, woman? Thentheytalkaboutthisthinginthehead;what’s grief,nonebutJesusheard me! And ain’tIa out withmymother’s 3. nothing more tosay. up again! And nowtheyisaskingtodoit,themenbetterletthem. women togetheroughttobeableturnitback,andgetrightside was strong enoughtoturntheworldupsidedownallalone,these Man hadnothingtodowithhim. from? Where didyourChristcomefrom? From Godandawoman! as men,’causeChristwasn’tawoman!Where didyourChristcome little maninblackthere, hesayswomencan’thaveasmuchrights you bemeannottoletmehavemylittlehalf measure full?Thenthat 4.

the first woman God ever made ever God woman first the of Jesus. him with do to nothing had Man Obliged toyouforhearingme,andnowoldSojournerain’tgot

❧

the biblical Eve. biblical the reference to the biblical teaching of the virgin birth birth virgin the of teaching biblical to the reference 3 IfthefirstwomanGodevermade 4

© 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 share what you discover your group. with author, the era, the or topic. Briefly research atopic that interests you. You may want to 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

doesTruthWhat warning givejustbefore concludingthespeech? Identify twohardships Truth thatSojourner saysshehassuffered. According toTruth, whatprivilegesdomanypeoplethinkwomenshouldenjoy? What tworeform Truth movements doesSojourner connect?

Notebook

Confirm yourunderstandingofthetextbywritingasummary.

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

This speech mayThis speech spark your to learn curiosity more the about Ain’t IaWoman?

333 making meaning

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

Ain’t I a Woman?

CITE TEXTUAL EVIDENCE Analyze the Text to support your answers. Complete the activities. GROUP DISCUSSION 1. Review and Clarify With your group, reread paragraph 2 of the If you disagree with selection. Discuss the figurative meanings of “pints” and “cups.” What do someone’s opinion, allow they have to do with the overall argument in this speech? the speaker to finish his or her point. Then, raise your 2. Present and Discuss Now, work with your group to share the passages objection tactfully—for from the selection that you found especially important. Take turns example, you might say, “I presenting your passages. Discuss what you noticed in the selection, the see it a little differently.” questions you asked, and the conclusions you reached. Make sure that you have textual evidence to support 3. Essential Question: In what ways does the struggle for freedom your idea. change with history? What has this text taught you about power, protest, and change? Discuss with your group.

language development Concept Vocabulary

racket fix obliged  WORD NETWORK Why These Words? The three concept vocabulary words are related. Add words related to With your group, determine what the words have in common. How do struggle from the text to these word choices enhance the impact of the text? your Word Network.

Practice Notebook Confirm your understanding of the concept vocabulary words by using them in sentences. Be sure to use context clues that hint at each word’s meaning.  Standards RI.11–12.2 Determine two or more central ideas of a text and analyze their development over the course of Word Study the text, including how they interact and build on one another to produce Latin Root: -lig- At the end of this speech, Sojourner Truth thanks her a complex analysis; provide an audience for listening by saying, “Obliged to you for hearing me. . . .” The objective summary of the text. English word obliged is built from the Latin root -lig-, which means “to RI.11–12.6 Determine an author’s bind.” Find several other words that have this same root. Then, write the All rights reserved. or its affiliates. Inc., Education, © Pearson point of view or purpose in a text words and their meanings. in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

334 UNIT 3 • POWER, PROTEST, AND CHANGE © Pearson Education, Inc., or its affiliates. All rights reserved. main idea as she challenges repeated her ideas and buildsconnects the argument climax to by its using a argument Effective Rhetoric Effective Analyze CraftandStructure your responses withyourgroup. to Truth’s question.Afteryouhavecompletedthechart,share anddiscuss to eachrepetition. Finally, consider howeachsetofdetailsaddsmeaning question, “Ain’tIawoman?”Then,listthetextualdetailsthatleadup Truth usesrefrain tobuildherargument.Findeachuseoftherepeated Work onyourowntofillin thechart.Track thewaysinwhichSojourner Practice fourth repetition of thefourth refrain: refrain: the of repetition third second repetition of the refrain: refrain: the of repetition first refrain: the of statement first TO . THAT LEAD DETAILS TEXTUAL chorus. ; its message is meant to message ; its

This refrain, This essential question:

“Ain’t IaWoman?” that is aspeech makes an listeners “And ain’t Iawoman?” persuade to rethink their ideas equality. about

I n whatwaysdoesthestruggleforfreedom changewithhistory? an audience. ADDED MEANING urgently restates Truth’s restates urgently Sojourner Truth refrain

, or , or

to supportyouranswers. CITE TEXTUALEVIDENCE Ain’t IaWoman?

335 or listening. comprehend morefullywhenreading for meaningorstyle, andto contexts, tomake effectivechoices language functionsindifferent of languagetounderstandhow L.11–12.3 and issometimescontested. of convention, canchangeovertime, understanding thatusageisamatter L.11–12.1.a  336 it is incumbent on men to permit it. to permit men on incumbent it is change, for are clamoring thatwomen Now to share? you for be fair it not would deal, have a great you and alittle, I haveIf but awry. has gone something that suspects one pandemonium, such Ladies and gentlemen, where one hears F

O St

R UNIT M LANGUAGE DEVELOPMENT LANGUAGE a n AL D

dards Apply knowledge

3 Apply the

Ain’t Ain’t I • C

POWER, TION I

a Wom

PROTEST, a n?

AND colloquial in your diction paragraph. Truth may have had onher audience in 1851. Try to amix use of formal and distinct way of using language. way of using language. distinct of words is her or akey and phrases. Diction element of aspeaker’s style—his Use of Words and Phrases of and Words Use Author’s Style Write It connect withheraudience. with yourgroup todiscusshowthecolloquialdictionmayhavehelpedTruth original in“Ain’tIaWoman?” Whenyouhave completedthechart,meet Work individually.Foreachexampleofformaldiction,findthecolloquial It Read as wellherpurposeforspeakingattheWomen’s RightsConvention. However, Truth’s dictionalsodemonstratesotheraspectsofherpersonality, circumstances. This exampleofhercolloquial,orinformal,dictionreflects those TruthSojourner intoslaveryandreceived wasborn noformaleducation. formality oftheoccasion. This examplefrom President Lincoln’s secondinauguraladdress fitsthe • • • Sojourner ain’t there wasatthefirst. presidential office, there islessoccasionforanextendedaddress than Colloquial Diction: Formal Diction: Notebook

CHANGE A speaker’s dictionreflects boththeoccasionandpurposeofaspeech. attempting toreach. Diction maychangetoreflect the have manyotherqualities. Diction maybeformal,informal,elevated,simple,technical,poetic,or O R I G

IN Write aparagraph that the impact Sojourner that suggests

got AL D At thissecondappearingtotaketheoathof

Obliged toyouforhearingme,andnowold nothing I C TION

A writer speaker’s or more FR OM

to “A audience

say. IN ’ T

I A W —the listenersaspeakeris diction OM A N ?” is his her or choice

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Writing toSources Tying Together It Plan Project revisions, and aconclusion draft that follows from parts. those together get aloud, again of suggest the project, to heror part read the parts that you plan to parts or write. hisall has the sections Once written everyone Working Title: ______Working Title: of the writing.assign each part one member Outlinethat your you into ideas, chose and orparts. manageable sections Conclusion V Part IV Part III Part II Part I Part Introduction OR PART SECTION With yourgroup, prepareWith an Assignment topic. Choosefrom thefollowingoptions:

E a an a by abolitionistsinthe1850s ordinary womanin1850s America Truth’smany inSojourner audience,focusingonthedailylife ofan upon someofthereferences in“Ain’tIaWoman?” brief biographythataccompaniesthisselectionandshedslight ffective expre ffective cause-and-effect article biographical sketch extended definition

Work your with group to the informative divide writing option

ASSIGNED PERSON ASSIGNED Work together to an draft introduction that touches on about Sojourner Truth aboutSojourner thatexpandsuponthe informative text of abouttheresults ofantislavery speeches ss woman ion asitwouldhavebeenseenby thatpresents factsabouta organization, andanalysisofcontent. through theeffectiveselection, information clearlyandaccurately convey complexideas, concepts, and explanatory textstoexamineand W.11–12.2   Evidence Logandrecord new selection,gotoyour Before movingontoa “Ain’t IaWoman?” fromwhat youlearned

tandards Ain’t IaWoman? evidence log evidence

Write informative/

337 MAKING MEANING

Comparing Text to Media In this lesson, you will compare the Declaration of Sentiments, a public document related to the campaign for women’s suffrage, and a podcast DECLARATION OF GIVING WOMEN THE VOTE SENTIMENTS called “Giving Women the Vote.” First, you will complete the first-read and close-read activities for the Declaration of Sentiments.

About the Author Declaration of Sentiments Concept Vocabulary As you perform your first read, you will encounter these words.

degraded oppressed subordinate

Context Clues If these words are unfamiliar to you, try using context Elizabeth Cady Stanton clues—other words and phrases that appear in a text—to help you (1815–1902) became determine their meanings. There are various kinds of context clues. Some interested in reform provide details that help you infer the word’s meaning. You can then use a movements through a cousin, who introduced dictionary to confirm your inference. her to Henry Brewster Elaborating Details: Even when the terrifying storm was at its worst, Stanton, an abolitionist. my cousin maintained her usual calm and cheerful demeanor. Cady and Stanton married in 1840—agreeing that the Inference: Calm and cheerful relate to a person’s behavior. Demeanor bride’s promise to obey her must mean “how someone behaves.” husband would be omitted from their vows. Stanton Dictionary Meaning: “outward behavior or bearing” was the primary writer of the Declaration of Sentiments, Apply your knowledge of context clues and other vocabulary strategies adopted at the 1848 to determine the meanings of unfamiliar words you encounter during your Seneca Falls Convention. first read. Later, Stanton and Susan B. Anthony founded First Read NONFICTION the National Woman Apply these strategies as you conduct your first read. You will have an Suffrage Association. opportunity to complete a close read after your first read.

notice the general ideas of ANNOTATE by marking  STANDARDS the text. What is it about? vocabulary and key passages RI.11–12.10 By the end of Who is involved? you want to revisit. grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. CONNECT ideas within the RESPOND by completing © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson selection to what you already the Comprehension Check and L.11–12.4.a Use context as a clue to the meaning of a word or phrase. know and what you have by writing a brief summary of already read. the selection. L.11–12.4.d Verify the preliminary determination of the meaning of a word or phrase.

338 UNIT 3 • POWER, PROTEST, AND CHANGE © Pearson Education, Inc., or its affiliates. All rights reserved. to vote. continued tocampaignfortheright of Sentiments,Americansuffragists For decadesaftertheDeclaration 1 2 1. W shocking andunnaturaleventeverrecorded inthehistoryofwomanity.” An article publishedshortlyaftertheconventiondescribeditas“themost the DeclarationofSentiments.Thedocumentwashighlycontroversial. Seneca Falls,NewYork, aboutathird—32 menand68women—signed equal statusunderthelaw. Ofthosewhoattendedtheconference in human rights,includingtherighttovote,ownproperty, andtohave women’s rightsconference todemandthatwomenbegivenbasic In 1848,ElizabethCadyStantonandLucretia Mottconvenedthefirst BACKGROUND inalienable are created equal;thattheyare endowedbytheirCreator withcertain that theyshoulddeclare the causesthatimpelthemtosuchacourse. entitle them,adecentrespect totheopinionsofmankindrequires occupied, butonetowhichthelawsofnature andofnature’s God of theearthapositiondifferent from thatwhichtheyhavehitherto its foundationonsuchprinciples, andorganizing its powersinsuch to it,andinsistuponthe institutionofanewgovernment,laying ends, itistherightofthosewhosuffer from ittorefuse allegiance Whenever anyformofgovernmentbecomesdestructive ofthese deriving theirjustpowersfrom theconsentofgoverned. of happiness;thattosecure theserightsgovernmentsare instituted,

inalienable We holdthesetruths tobeself-evident: thatallmenandwomen one portionofthefamilymantoassumeamongpeople hen, inthecourseofhumanevents,itbecomesnecessaryfor 1

rights;thatamongtheseare life, liberty, andthepursuit (ihn AYL yuh nuh buhl) nuh yuh AYL (ihn

adj . absolute; not able to be taken or given away. given or taken to be able not . absolute; Declaration of

Sentiments Elizabeth CadyStanton Elizabeth Declaration of Sentiments NOTES PUBLIC DOCUMENT

MULTIMEDIA SCAN FOR

339 340 MEANING: oppressed MEANING: degraded helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 3•POWER, PROTEST, AND CHANGE (dih GRAY dihd) (uh PREHST) v. adj. 11 10 5 4 3 9 8 7 6 3. women—the law, inallcases,goinguponafalsesuppositionofthe children shallbegiven,as tobewhollyregardless ofthehappiness causes, andincaseofseparation,towhomtheguardianship ofthe commit manycrimeswithimpunity, earns. legislation, hehas franchise, thereby leavingherwithoutrepresentation inthehallsof ignorant and she hadnovoice. to it. which recognizes heronly whenherproperty canbemadeprofitable the ownerofproperty, hehas taxedhertosupportagovernment supremacy ofman,andgiving allpowerintohishands. elective franchise. this, letfactsbesubmittedtoacandidworld. object theestablishmentofanabsolutetyrannyoverher. To prove and usurpationsonthepartofmantoward woman,havingindirect are entitled.Thehistoryofmankindisarepeated injuries which constrainsthemtodemandtheequalstationthey of thewomenunderthisgovernment,andsuchisnownecessity guards fortheirfuture security. Suchhasbeenthepatientsufferance it istheirdutytothrow off suchgovernment,andtoprovide new 2. established shouldnotbechangedforlightandtransient happiness. Prudence, indeed,willdictatethatgovernmentslong form, astothemshallseemmostlikelyeffect theirsafetyand long trainofabusesandusurpations by abolishingtheformstowhichtheyare accustomed.Butwhena disposed tosuffer, whileevilsare sufferable, thantorightthemselves and accordingly allexperiencehathshownthatmankindare more deprive herofliberty, andtoadministerchastisement. all intentsandpurposes,hermaster—thelawgivinghimpowerto compelled topromise obediencetoherhusband,hebecoming, the presence ofherhusband.Inthecovenant marriage, sheis object, evincesadesigntoreduce themunderabsolutedespotism, 7. 6. 5. 4.

usurpations transient chastisement impunity elective franchise total control. .despotism adesign evinces After deprivingherofallrightsasamarriedwoman, if single,and He hassoframedthelawsofdivorce, astowhatshallbetheproper He hasmadeher, morally, anirresponsible being,asshecan He hastakenfrom herallrightinproperty, eventothewagesshe He hasmadeher, if married,intheeyeoflaw, civillydead. Having deprivedherofthisfirstrightacitizen,theelective He haswithheldfrom herrightswhichare giventothemost He hascompelledhertosubmitlaws,intheformationofwhich He hasneverpermittedhertoexercise herinalienablerighttothe

(TRAN see uhnt) see (TRAN (ihm PYOO nih tee) nih PYOO (ihm

(yoo suhr PAY suhr shuhnz) (yoo

degraded (CHAS tyz muhnt) tyz (CHAS

right to vote. right 5 oppressed

adj. men—bothnativesandforeigners.

n. not lasting. not total freedom from punishment. from freedom total

n. shows an intent to submit women to a situation of of to asituation women to submit intent an shows heronallsides. strong, punishing criticism. punishing strong,

n. illegal seizures. illegal 6 3 provided theybedonein pursuinginvariablythesame 2 causes; 7 4

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 14 13 12 17 16 15 position, claimingapostolic all collegesbeingclosedagainsther. teacher oftheology, medicine,orlaw, sheisnotknown. distinction whichheconsidersmosthonorabletohimself. As a remuneration. Heclosesagainstheralltheavenuestowealthand from thosesheispermittedtofollow, shereceives butascanty 8. her willingtoleadadependent andabjectlife. confidence inherownpowers,tolessenself-respect, andtomake conscience andtoherGod. his righttoassignforherasphere ofaction,whenthatbelongstoher tolerated, butdeemedoflittleaccountinman. delinquencies whichexcludewomenfrom society, are notonly a different codeofmoralsformenandwomen,bywhichmoral the affairs ofthechurch. ministry, and,withsomeexceptions,from anypublicparticipationin when sheappearsinpublic. interpretation ofareal event,suffragist Lucretia Mottisattackedbyamob The demandsofsuffragist leadersaroused intense passions.Inthisartist’s

appointed by Jesus to spread the gospel). the to spread Jesus by appointed apostolic He allowsherinchurch, aswellstate,buta He hasdeniedherthefacilitiesforobtainingathorough education, He hasmonopolizednearlyalltheprofitable employments,and He hasendeavored, inevery waythathecould,todestroy her He hasusurpedtheprerogative ofJehovahhimself, claimingitas He hascreated afalsepublic sentimentbygivingtotheworld

(ap uh STOL ihk)(ap STOL uh adj. derived from the Bible (specifically, from the apostles apostles the from (specifically, Bible the from derived 8 authorityforherexclusionfrom the subordinate

Declaration of Sentiments niht) NOTES MEANING: subordinate helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate

adj. (suh BAWR duh

341 342 details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension NOTES what you discover your group. with this topic, author, era. or Briefly research atopic that interests you. You may wish to share Research to Explore Research RESEARCH 5. 4. 3. 2. 1.

UNIT 3•POWER, PROTEST, AND CHANGE actiondoestheDeclaration ofSentimentsdemand? What governmental What doesStantonsayistheresult ofdenying womentherighttovote? According toStanton,whydowomenhaveadutythrow off thegovernment? According tothisdocument,whichtruthsare self-evident?

Notebook

Confirm yourunderstandingofthetextbywritingasummary.

This public document may spark your to learn curiosity more about 18 20 19 most sacred rights,weinsistthattheyhaveimmediateadmissionto themselves aggrieved,oppressed, andfraudulentlydeprivedoftheir of theunjustlawsabovementioned,andbecausewomendofeel of thiscountry, theirsocialand religious degradation—inview do thisdayaffix oursignatures tothisdeclaration. conventions, embracingeverypartofthecountry. in ourbehalf. We hopethisconventionwillbefollowedbyaseriesof national legislatures, andendeavortoenlistthepulpitpress object. We shallemployagents,circulate tracts,petitionthestateand we shalluseeveryinstrumentality withinourpowertoeffect our amount ofmisconception,misrepresentation, andridicule;but United States. all therightsandprivilegeswhichbelongtothemascitizensof Now, inviewofthisentire disfranchisementofone-half thepeople Firmly relying uponthefinaltriumphofrightandtrue, we In enteringuponthegreat workbefore us,weanticipatenosmall

❧

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

DECLARATION OF SENTIMENTS

Cite textual evidence Analyze the Text to support your answers. Complete the activities. 1. Review and Clarify With your group, discuss the “long train of abuses and usurpations” that are listed in the document. If you were to GROUP DISCUSSION categorize them, what headings would you use? Explain. Give everyone a chance to 2. Present and Discuss Now, work with your group to share the passages contribute to the discussion. If you notice that someone is from the selection that you found especially important. Take turns not participating, encourage presenting your passages. Discuss what you noticed in the selection, the him or her to join in. questions you asked, and the conclusions you reached. 3. Essential Question: In what ways does the struggle for freedom change with history? What have you learned about the struggle for freedom from reading this text?

language development Concept Vocabulary

degraded oppressed subordinate

Why These Words? The three concept vocabulary words are related. With  WORD NETWORK your group, discuss the words, and determine a concept that the words, have in common. How do these word choices enhance the text’s impact? Add words related to struggle from the text to your Word Network. Practice Notebook Confirm your understanding of the concept vocabulary words by using them in sentences. Be sure to use context clues that hint at each word’s meaning.

Word Study Latin Prefix: sub- According to the Declaration of Sentiments, the document should tell the world that American women are in a subordinate position. The word subordinate begins with the Latin prefix sub-, which  Standards L.11–12.4.c Consult general and

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson means “under.” Find several other words that begin with this prefix. Use specialized reference materials, etymological information from the dictionary to verify your choices. Then, both print and digital, to find write the words and their meanings. the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

Declaration of Sentiments 343 both. wording ofthattext,or which itismodeled,the structure ofthetextafter may imitateorborrow the An CLARIFICATION 344 Gather yournotes,andthenshare yourresponses withyourgroup. in theDeclarationofSentiments.Afirstexamplehasbeendoneforyou. Independence helpsintroduce, develop,andconcludetheargumentmade Use thischarttoanalyzehowtheextendedallusionDeclarationof Practice extended allusion

Paragraphs 18–20 Paragraphs 3–17 Paragraphs 1–2 Sentiment Declaration of UNIT 3•POWER, PROTEST, AND CHANGE MAKING MEANING

I A created equal read:“. menand womenare .all equal. .”Stantonrevises to this menare all that self-evident: created reads: “We tobe truths holdthese ofIndependence The Declaration n Author’s Choices:Allusions Analyze CraftandStructure argument aftertheDeclarationofIndependence. Elizabeth CadyStantoncreates anextendedallusionbymodelingher structure foranentire pieceofwriting.IntheDeclarationSentiments, Although mostallusionsare conveyedinaword oraphrase,someprovide readers understandboththe reference andthelayerofmeaningitadds. or comparisontotheideasauthorispresenting. Authorsassumethat of art.Anallusionaddsmeaningtoatextbyoffering apointofsimilarity within aliteraryworktowell-knownperson,place,event,text,or llu d epen s ion totheDeclarationof d ence .”

An allusion Development of The allusion suggests that suggeststhat The allusion Independence. beyond— to—and perhapsevengoes is equalinimportance ofSentiments Declaration the isanunexplainedreference to supportyouranswers. CITE TEXTUALEVIDENCE

the Declaration of Declaration the Id ea s

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Types ofClauses andStyle Conventions Write It 2. 1. Read It sentence asdirected. main ideaandthedetailsthatsupportit. related ideas. of subordinate clausestoadd information,toclarify meaning,andtolink alone becauseitdoesnotexpress acompletethought.Writers useavariety sentence. A a predicate. An Subordinate Independent CLAUSE OF TYPE

Connect toStyle c. b. a. clause. Markindependentclausesonceandsubordinate clausestwice. Each examplecontainsoneindependentclauseandsubordinate Mark independentclausesonceandsubordinate clausestwice. Notebook Notebook

Language Deve inalienable rights.. created equal;thattheyare endowedbytheirCreator withcertain We holdthesetruthstobeself-evident: thatallmenandwomenare so [independent clause]. the vote [subordinate clause].Theworkwasimportant,however, [subordinate clause].Manypeoplefoughtagainstgivingwomen [independent clause]. Ialsowouldhavemarched forfemalesuffrage, If IhadbeenworkingalongsideElizabethCadyStanton, elections. Because suffrage issuchaprecious right,Americansshouldvoteinall Declaration ofSentiments,othersconsidered ittooradical. Although someproponents ofwomen’s rightssupportedthe It wasnosecret thattheworkentaileddangerandpubliccensure. subordinate

independent Complete thisparagraphbyaddingaclausetoeach Explain howtheuseoftheseclauseshelpswritershowa

clause Reread thisexcerptfrom DeclarationofSentiments. (alsocalled isagroup ofwords thathasasubjectand

clause when, if,as,although, word suchas a beginswith a completethought; subject, predicate; doesnotexpress complete thought subject, predicate; expresses a COMPOSITION l opment canstandonitsownasacomplete dependent which, who,that,since, ) clause or because isunabletostand EXAMPLES with impunity. with . asshecancommitmanycrimes causes . shoulddeclare they . that the . government dutytothrow. itistheir off such evident . We tobeself- truths holdthese Declaration of Sentiments (paragraph 1) DECLARATION OF SENTIMENTS (paragraph 2) writing orspeaking. English grammar andusagewhen of theconventionsstandard L.11–12.1 features. their themes, purposes, andrhetorical historical andliterary significance for foundational U.S. documentsof eighteenth-, andnineteenth-century RI.11–12.9  Sentiments.” from “Declarationof record whatyoulearned your EvidenceLogand a newselection,goto Before movingonto 

tandards (paragraph 2) evi (paragraph 9)

Demonstrate command d Analyze seventeenth-, en c e e l og

345 MAKING MEANING

Comparing Text to Media This podcast discusses the final steps that made women’s suffrage a reality. After listening to it, you will compare how broadcast media can provide DECLARATION OF GIVING WOMEN THE VOTE SENTIMENTS information in a way that differs from the way information is conveyed in a text.

About the Producer Giving Women the Vote Media Vocabulary These words or concepts will be useful to you as you analyze, discuss, and write about podcasts.

Frame: main spoken • A frame has a clear beginning, middle, and end. Sandra Sleight-Brennan narrative of a • Usually, one narrator or host presents the frame. (b. 1951) is an award- production winning scriptwriter and Special Elements: • Sound effects can add realism. Background music media producer. She is the features that provide can highlight the emotion connected with an event. driving force behind many points of emphasis Either element can set a mood. audio and video projects, in a production Web-based documentaries, • Interview segments can add information and insights. and a variety of multimedia Dramatic reenactments can bring events to life. efforts. Although she has covered a wide range of Tone: production’s • In a podcast, tone is created through the narrator or topics, she has a special attitude toward a host’s word choice and vocal qualities, as well as the interest in projects that subject or audience use of special elements. show societal change and that reflect the struggles of minorities. Sleight- Brennan’s work has been First Review MEDIA: AUDIO broadcast on radio stations Apply these strategies as you listen to the podcast. across the country.

LISTEN and note who is NOTE elements that you find speaking, what they’re saying, interesting and want to revisit. and how they’re saying it.

CONNECT ideas in the RESPOND by completing audio to other media you’ve the Comprehension Check. experienced, texts you’ve read, or images you’ve seen.

 Standards RI.11–12.10. By the end of Listening Strategy: Take Notes grade 11, read and comprehend literary nonfiction in the grades Notebook As you listen, record your observations and questions, 11–CCR text complexity band making sure to note time codes for later reference. proficiently, with scaffolding as needed at the high end of the range.

346 UNIT 3 • POWER, PROTEST, AND CHANGE © Pearson Education, Inc., or its affiliates. All rights reserved. Sandra Sleight-Brennan Giving Women the Vote state’s ratification—and thesurprisingwayinwhichithappened. ninetieth anniversaryof theNineteenthAmendment,tellsthestoryofthatfinal the Vote,” whichSandraSleight-Brennan produced in2010tocommemoratethe was needed,butthedeadlineforratification wasdrawingnear. “GivingWomen later, 35stateshad ratified theamendment.Onlyonemore state’s ratification United StatesConstitutionandsentittothestatesforratification. Ninemonths however, inJune1919,Congress passedawomen’s suffrage amendmenttothe disappointments in thedecadesfollowingSenecaFallsConvention.Finally, The campaigntogivethevoteallAmericanwomenfacedmany Backgr NOTES o u n d Giving Women theVote media |PO media MULTIMEDIA SCAN FOR D C

347 A ST details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstreview. Reviewandclarify Comprehension Check 348 Research to Clarify Research RESEARCH 5. 4. 3. 2. 1. aspect of the podcast? Shareaspect your findings your with group. research that detail. what In way the information does you learned shed light an upon

UNIT 3•POWER, PROTEST, ANDCHANGE of theNineteenthAmendment,aspresented inthepodcast. According tothedramaticreenactment, changehisvote? whydidHarryBurn What wasthesignificance ofthered oryellowroses bypeopleonthescene? worn law oftheland? Which statebecamethefinalbattleground formakingtheNineteenthAmendment the result ofthecampaign forwomen’s suffrage intheyearsjustpriorto1920? According totheinterview withthereporter from theCleveland

Notebook

Write asummarytoconfirmyourunderstandingoftheratification

Choose unfamiliar at one least Briefly detail from the podcast. Plain Dealer , whatwas

Close Review With your group, review your notes. If necessary, listen to the podcast again. Record any new observations that seem important. What questions do you have? What can you conclude? Giving Women the Vote

CITE TEXTUAL EVIDENCE Analyze the Media to support your answers. Complete the activities.

1. Present and Discuss Choose the part of the podcast you find most interesting or powerful. Share your choice with your group, and discuss why you chose it. Explain what you noticed about that section, what questions it raised for you, and what conclusions you reached about it.

2. Synthesize With your group, review the entire podcast. Do the frame and the special elements work together to inform listeners? Are they examples of information, of entertainment, or of both? Explain.

3. Essential Question: In what ways does the struggle for freedom change with history? What have you learned about the struggle for freedom from listening to this podcast? Discuss with your group.

language development Media Vocabulary

frame special elements tone

Use these vocabulary words in your responses to the following questions.

1. (a) What do listeners learn from the narrator about the ratification process? (b) Why might Sleight-Brennan have wanted to include this information?

2. How do the comments dramatized by the characters of Harry Burn and his mother help to show the tensions surrounding this final vote for ratification?

3. This podcast was produced in recognition of the ninetieth anniversary of the Nineteenth Amendment. What attitude toward the event do you think  Standards © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson it was meant to encourage in listeners? Explain. SL.11–12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Declaration of Sentiments • Giving Women the Vote 349 EFFECTIVE EXPRESSION

Writing to Compare You have read a document that launched the women’s suffrage movement— Elizabeth Cady Stanton’s Declaration of Sentiments. You have also listened to a podcast about the ratification of the nineteenth amendment in 1920. Now, deepen your understanding of the issue of women’s suffrage by comparing and Declaration of Sentiments contrasting elements of the two selections and putting your ideas in writing.

Assignment Both the document and the podcast illustrate the methods suffragists and politicians used to convince people that granting women the vote was the right course of action. Write a compare-and-contrast essay in which you analyze how each selection shows persuasion at work. Focus on the arguments and rhetorical strategies used by the people involved in Giving Women the Vote the campaign. How did they seek to communicate key ideas in powerful, convincing ways?  Standards RI.11–12.5 Analyze and evaluate the effectiveness of the Prewriting structure an author uses in his or her exposition or argument, Analyze the Texts Persuasion involves communicating a point of view including whether the structure and convincing others to adopt it. Persuasion is accomplished through makes points clear, convincing, and engaging. effective rhetoric, or the use of stylistic elements to build meaning in a powerful way. The elements of rhetoric include: RI.11–12.6 Determine an author’s point of view or purpose • strong arguments—clearly stated claims supported by compelling evidence in a text in which the rhetoric is • a lofty or passionate tone particularly effective, analyzing how style and content contribute • the repetition of words, phrases, or ideas to the power, persuasiveness or • the use of striking images beauty of the text. • allusions to established or respected ideas or texts RI.11–12.7 Integrate and • the use of analogies, or comparisons. evaluate multiple sources of information presented in different media or formats as well as Notebook Complete the activity, and answer the questions. in words in order to address a 1. Analyze elements of rhetoric used by suffragists and their supporters in question or solve a problem. each selection. Assign each group member one element to look for in either one or both selections. Then, discuss and analyze your findings.

Rhetorical Element Declaration of Sentiments Giving Women the Vote

Argument

Tone

Repetition

Imagery

Allusion

2. Which elements of persuasion are showcased in both selections? 3. These two selections focus on events 70 years apart. How did the suffragists’ arguments or strategies change over time?

350 UNIT 3 • POWER, PROTEST, AND CHANGE essential question: In what ways does the struggle for freedom change with history?

Drafting Draw Conclusions As a group, review and discuss your Prewriting notes. Based on those notes, what can you conclude about the use of rhetoric in the suffrage movement, as illustrated by these two selections? Which elements carried the movement to its successful conclusion?

Thesis/central idea:

Develop a Project Plan Work with your group to outline the body of your essay and divide the writing task into manageable parts. Use a chart like this one to assign parts. Write a description of each part in the left column, and the name of the person assigned to it in the right. Discuss and note key pieces of evidence to use in each section.

SECTIONS OR PARTS PERSON ASSIGNED

Part I:

Evidence:

Part II:

Evidence:

Part III:

Evidence:

Part IV:

Evidence:

Part V:

Evidence:

Write a Draft Work as a group to draft an introduction that includes your  evidence log working thesis and touches on all the sections or parts the body of the essay Before moving on to a will include. Then, work independently to draft the body sections. When new selection, go to your everyone is finished, share your drafts aloud. Discuss revisions that will make Evidence Log and record each section stronger. Tie the parts of your essay together with effective what you’ve learned transitions. Finally, draft a conclusion that follows logically from all sections of from the Declaration of the essay. Sentiments and “Giving Reviewing, Revising, and Editing Women the Vote.” Have each group member edit and proofread the text independently. Apply

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson all your changes to the draft. Then, have one person read the finished essay aloud. What last small changes need to be made to finalize your work?

Declaration of Sentiments • Giving Women the Vote 351 352 and mathematicalterminology. concerning themeaningofscientific roots andaffixestodraw inferences of Greek, Latin, and Anglo-Saxon parts ofspeech. Apply knowledge indicate differentmeaningsor use patternsofwordchangesthat L.11–12.4.b high endoftherange. with scaffoldingasneededatthe text complexitybandproficiently, and poems, inthegrades 11–CCR literature, includingstories, dramas, grade 11, readandcomprehend RL.11–12.10  and racial prejudice. addressed women’s rights point forward, Chopinoften that shecreated from that In theportraitsofLouisiana she beganwritingfiction. their sixchildren. There, returned toSt.Louiswith husband’s deathbutthen ran theplantationafterher plantation. Chopinbriefly moving toaruralLouisiana lived inNewOrleansbefore Oscar Chopin.Thecouple Louisiana cottontrader the ageof20,shemarried in St.Louis,Missouri.At KateO’Flaherty was born Kate Chopin About the Author

STANDARDS

UNIT 3•POWER, PROTEST, AND CHANGE MAKING MEANING

Identify andcorrectly By theendof (1850–1904) As youperformyourfirstread of“TheStoryanHour,” youwillencounter Concept Vocabulary The Story of an Hour opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION first read. to determinethemeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeoffamiliarword partsandothervocabularystrategies Familiar Word Parts these words. identify itsmeaning.Those partsmightincludefamiliarprefixes. • • out bothtodeterminethemeaningofunfamiliarword. sense withthebaseword. Ifaprefix hasmore thanonemeaning,try words withthesameprefix. Considerwhichmeaningmakesthemost When youread anunfamiliarword thathasaprefix, thinkaboutother come across anunfamiliarword, considerallthemeaningsofprefix. Some prefixes, suchas persistence

a new word thatmeans“moveintoanewplace.” word In theword “not mobile,”or“still.“ word For example,intheword have already read. already know the selectiontowhatyou CONNECT they did. why and about, notice migrate, mobile, thoseinvolvedreacted as when what

whom immigrate, ithappened,and whichmeans“inmotion,”

whichmeans“movefrom oneregion toanother,” ideas within ideas within happened, and what you and whatyou thestoryis

imploring Separating aword intoits parts canoftenhelpyou im-,

im- havemore thanonemeaning.Whenyou immobile, means“into”or“toward.” Addedtothebase where

im- means“not.”Addedtothebase importunities im- selection. by writingasummaryofthe the Comprehension Check and you wanttorevisit. vocabulary andkeypassages A creates anewword thatmeans NNOT R E SP ON A TE D

by marking by completing im- creates

faintly, andcountlesssparrows were twitteringintheeaves. The notesofadistantsong whichsomeonewassingingreached her rain wasintheair. Inthestreet belowapeddlerwascrying hiswares. that were allaquiverwiththenewspringlife. Thedeliciousbreath of that hauntedherbodyandseemedtoreach intohersoul. armchair. Intothisshesank,pressed downbyaphysical exhaustion would havenoonefollowher. storm ofgriefhadspentitself shewentawaytoherroom alone.She arms.Whenthe with sudden,wildabandonment,inhersister’s with aparalyzedinabilitytoacceptitssignificance. Sheweptatonce, friend inbearingthesadmessage. telegram, andhadhastenedtoforestall anylesscareful, lesstender He hadonlytakenthetimetoassure himself ofitstruth byasecond received, withBrently Mallard’s nameleadingthelistof“killed.” newspaper office whenintelligenceoftherailroad disasterwas Richards wasthere, too,nearher. Itwashewhohadbeeninthe veiled hintsthatrevealed inhalf concealing.Herhusband’s friend news ofherhusband’sdeath. K ideas thatare widelyacceptedtoday. with issuesofwomen’s growth andemancipationinherwriting,advancing and lessunhappyinhermarriage.Undaunted,Chopincontinuedtodeal Chopin tosoftenherfemalecharacterandmakelessindependent at leasttwomagazinesrefused thestory,calling itimmoral.Theywanted “The StoryofanHour”wasconsidered daring initstime.Theeditorsof BACKGROUND She couldseeintheopensquare before herhousethetopsoftrees There stood,facingtheopen window, acomfortable,roomy She didnothearthestoryasmanywomenhaveheard thesame, It washersisterJosephinewhotoldher, inbroken sentences; great care wastakentobreak toherasgentlypossiblethe nowing thatMrs.Mallard wasafflicted withaheart trouble, of an

Story Story

Kate Chopin Hour

NOTES The Storyofan Hour MULTIMEDIA SHORT STORY SCAN FOR

353 354 MEANING: imploring MEANING: persistence meaning. used thathelpedyoudetermine indicate anotherstrategyyou Mark familiarwordpartsor NOTES

UNIT 3•POWER, PROTEST, AND CHANGE (ihm PLAWR ihng) (ihm PLAWR (puhr SIHStuhns)

v. v. n. 12 11 10 15 14 13 9 8 7 6 quite motionless,exceptwhenasobcameupintoherthroat and facing herwindow. the cloudsthathadmetandpiledoneaboveotherinwest intention oracruel intentionmade theactseemnolessacrimeasshe have arighttoimposeprivatewilluponfellow creature. A kind in thatblind would liveforherself. There wouldbenopowerful willbendinghers arms outtotheminwelcome. that wouldbelongtoherabsolutely. And sheopenedandspread her saw beyondthatbittermomentalongprocession ofyearstocome looked savewithloveuponher, fixedandgraydead. Butshe saw thekind,tenderhandsfoldedindeath;facethathadnever suggestion astrivial.Sheknewthatshewouldweepagainwhen held her. A clearandexaltedperception enabledhertodismissthe relaxed everyinchofherbody. and bright.Herpulsesbeatfast,thecoursingbloodwarmed of terror thathadfolloweditwentfrom hereyes.Theystayedkeen over underherbreath: “free, free, free!” Thevacantstare andthelook whispered word escapedherslightlypartedlips.She saiditoverand slender handswouldhavebeen.Whensheabandonedherself alittle striving tobeatitbackwithherwill—aspowerlessastwowhite recognize thisthingthatwasapproaching topossessher, andshewas toward herthrough thesounds,scents,colorthatfilledair. elusive toname.Butshefeltit,creeping outofthesky, reaching it, fearfully. Whatwasit?Shedid notknow;itwastoosubtleand indicated asuspensionofintelligentthought. those patchesofbluesky. Itwas notaglanceofreflection, butrather stare inhereyes,whosegazewasfixedawayoff yonderononeof repression andevenacertainstrength. Butnowthere wasadull its dreams. shook her, asachildwhohascrieditself tosleepcontinuessobin Louise? Forheaven’ssake openthedoor.” beg; openthedoor—you will makeyourself ill.What are youdoing, the keyhole, recognized asthestrongest impulseofherbeing! in thefaceofthispossessionself-assertion whichshesuddenly did itmatter!Whatcouldlove,theunsolvedmystery, countfor looked uponitinthatbriefmomentofillumination. And yetshehadlovedhim—sometimes.Often hadnot.What She satwithherheadthrown backuponthecushionofchair, There were patchesofblueskyshowinghere andthere through Josephine waskneelingbefore thecloseddoorwithherlipsto “Free! Bodyandsoulfree!” shekeptwhispering. There wouldbenoonetoliveforduringthosecomingyears;she She didnotstoptoaskif itwere orwere notamonstrous joythat Now herbosomrose andfelltumultuously. Shewasbeginningto There wassomethingcomingtoherandshewaitingfor She wasyoung,withafair, calmface,whoselinesbespoke imploring persistence foradmission.“Louise,open thedoor!I withwhichmenandwomenbelievethey

© Pearson Education, Inc., or its affiliates. All rights reserved. 16 “Go away. I am not making myself ill.” No; she was drinking in a very elixir of life1 through that open window. NOTES 17 Her fancy was running riot along those days ahead of her. Spring days, and summer days, and all sorts of days that would be her

own. She breathed a quick prayer that life might be long. It was only Mark familiar word parts or yesterday she had thought with a shudder that life might be long. indicate another strategy you used that helped you determine 18 She arose at length and opened the door to her sister’s meaning. importunities. There was a feverish triumph in her eyes, and she importunities (ihm pawr TOO carried herself unwittingly like a goddess of Victory. She clasped her nuh teez) n. sister’s waist, and together they descended the stairs. Richards stood MEANING: waiting for them at the bottom. 19 Someone was opening the front door with a latchkey. It was Brently Mallard who entered, a little travel-stained, composedly carrying his gripsack2 and umbrella. He had been far from the scene of the accident, and did not even know there had been one. He stood amazed at Josephine’s piercing cry; at Richards’ quick motion to screen him from the view of his wife. 20 But Richards was too late. 21 When the doctors came they said she had died of heart disease—of the joy that kills. ❧

1. elixir of life mythical liquid believed to prolong a person’s life indefinitely. 2. gripsack small bag for holding clothes; suitcase.

Comprehension Check Complete the following items after you finish your first read. Review and clarify details with your group.

1. What medical problem afflicts Mrs. Mallard?

2. What news does Mrs. Mallard receive as the story opens?

3. As Mrs. Mallard sits alone in her room, what word does she keep whispering to herself?

4. What happens when Brently Mallard turns up, alive?

RESEARCH Research to Explore This story may spark your curiosity to learn more. Briefly research a relevant topic that interests you. You may want to share what you discover with your group.

The Story of an Hour 355 your Word Network. struggle from thetextto Add words related to 356 denotations. the meaningofwordswithsimilar L.11–12.5.b story ordrama. to developandrelateelementsofa the author’s choicesregardinghow RL.11–12.3 an objectivesummaryofthetext. produce acomplexaccount;provide interact andbuildononeanother to course ofthetext, includinghowthey analyze theirdevelopmentoverthe themes orcentral ideasofatext and RL.11–12.2   new tothediscussion. comes. Try toaddsomething their words whenyourturn you donotsimplyrepeat present theirideassothat Listen carefully asothers GROUP DISCUSSION

WORD NETWORK tan UNIT 3•POWER, PROTEST, AND CHANGE MAKING MEANING THE STORY OF AN HOUR AN OF STORY THE d

Analyze theimpactof Determine twoormore ar Analyze nuancesin d s

What during yourfirstread. yourgroup, revisitWith sectionsofthetextyoumarked TextClose Readthe Analyze the TextAnalyze the 3. 2. 1. negative tomostpositive. Then, listthewords inorder—from leasttomostforceful, or from most four otherwords thatmean“tobeg,”andthinkabouttheirconnotations. suggests thatsuchbeggingisespeciallyannoying.Use a thesaurustofind word is“instancesofpersistentbegging.”Theconnotation,however, Josephine’s meaning aword conveys.AsMrs.Mallard sitsinherroom, she hears a word isitsdictionarymeaning. Word Study Practice Why Concept Vocabulary understanding ofthestory.Share yoursentences withyourgroup. sentence thatexplainshowyouthinkChopin’s word choicesaffect readers’ synonyms foreachoftheconceptvocabularywords. Then,writea have incommon.Howdotheseword choices enhancethe text? yourgroup,related. discussthe words, With anddeterminewhatthewords

for freedom? Discusswithyourgroup. change withhistory? E questions youasked,andtheconclusionsreached. presenting yourpassages. Discuss whatyounoticedintheselection, from theselectionthatyou foundespeciallyimportant.Take turns Present and you agree withthedoctors’ evaluation?Why,orwhynot? Review andClarify persistence

N ssential Question: N N otebook otebook otebook questions T hese Words? importunities

D Complete theactivities. doyouhave?Whatcan Use adictionaryorthesaurustofindandrecord two D iscuss enotation andConnotation

The three conceptvocabularywords from thetextare imploring

nnotate

With yourgroup, discusstheendingofstory.Do With In whatwaysdoesthestruggleforfreedom forhertoopenthedoor. Thedenotationofthe Now, workwithyourgroup toshare thepassages Whathasthistexttaughtyouaboutthestruggle detailsthatyounotice. Connotation

l an importunities gu conclude refers totheshadesof a g

The e to supportyouranswers. Cite textualeviden

deve denotation ? l o pm of ent c e

Analyze Craft and Structure Development of Theme In this story, the author develops a central idea, or theme, about the ways in which the society of her time constrains women. To develop that thematic insight, Chopin focuses on the contrast between Mrs. Mallard’s internal monologue—her main character’s thoughts and conversation with herself—and the external situation in which Mrs. Mallard finds herself.

CITE TEXTUAL EVIDENCE Practice to support your answers. Use the chart to track Mrs. Mallard’s actions and the emotional journey she undergoes. Then, explain how Mrs. Mallard’s actions and feelings suggest Chopin’s theme about the status of women in the society of her era. Note that there may be more than one theme. Complete this chart independently, and then share your responses with your group.

WHAT MRS. MALLARD WHAT MRS. MALLARD PARAGRAPH THEMATIC MEANING DOES FEELS

The Story of an Hour 357 358 or completethetask. required todeepentheinvestigation additional informationorresearchis possible; anddeterminewhat issue; resolvecontradictions when evidence madeonallsidesofan synthesize comments, claims, and thoughtfully todiverseperspectives; SL.11–12.1.d and creativeperspectives. conclusions; andpromotedivergent clarify, verify, orchallengeideasand range ofpositionsonatopicor issue; evidence; ensureahearingforfull questions thatprobereasoningand by posingandrespondingto SL.11–12.1.c in atextfromwhatisreallymeant. distinguishing whatisdirectlystated which grasping pointofviewrequires RL.11–12.6 

tan UNIT 3•POWER, PROTEST, AND CHANGE Language Deve THE STORY OF AN HOUR AN OF STORY THE d

Analyze acasein

Propel conversations Respond d s encounter three typesofirony. outcome, orbetweenmeaningandintention.Inliterature, readers frequently a contradictionbetweenappearanceandreality, betweenexpectationand Author’s Choices:Irony andStyle Conventions Write It contrast yourresponses. to itbasedonthestory.Then,reconvene withyourgroup tocompare and Work individually.Completeeachsituationbelow, andwriteyourresponse Read It how yournewendingisan exampleofsituationalirony. Write aparagraphthatchangestheendingsoit becomes ironic. Explain l couple discover theoriginalwasafake. falling intopovertyinorder topayforthereplacement necklace,the necklace thatthewife borrowed from afriendandlost.Years later, after Example: expectations. Verbal Irony: Dramatic Irony: Situational Irony: dishonorable. man” whenhemeanstoprove thatBrutus,Caesar’s killer, isextremely Example: what thatpersonactuallymeans. the audienceknowsthatsheissimplyinadruggedsleep. Example: character doesnotknow. 20–21 5–6 PARAGRAPHS opment Notebook Inthestory“TheNecklace,”acouplemustreplace adiamond In In Julius Caesar Romeo

Choose afavoritemoviewithclassic,expectedending. Someone sayssomethingthatdeliberatelycontradicts she discovers . she discovers freedom, butnow to hernewfound reconciled herself Mrs. Mallard has . notices butnowshe death, her husband’s just learnedabout Mrs. Mallard has SITUATION

Readers orviewersare aware ofsomethingthata

and Something happensthatcontradictsreaders’

Juliet

, Marc Antonyrefers toBrutusas“anhonorable “The StoryofanHour”isironic tale. , charactersbelievethatJulietisdead,but WHY ISTHISIRONIC? Irony is

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. from yourdiscussion,decidetogetherhowyouwilllocate theanswers. from thetextandknowledgeabout1890sAmerica.If questionsemerge a chancetospeakandexpress opinionsthatare supportedwithevidence through oneperspectiveatatime.Eitherway,makesure thateveryonehas or herchosenperspective,whetheryouprefer tolookatthewholetext through thestorysectionbyandhaveeachpersonrespond from his Speaking andListening Holding theDiscussion Preparing fortheDiscussion Perspective: ______same perspective,andcompare notesasagroup. Record yourbestexamples here. Then,joinupwithotherswhochosethe ideas abouthowthesocialgroup youselectedmightrespond tothestory. SECTION OFTEXT Hold a Assignment your discussion. the historyofera.Chooseonethesesocialgroups asthefocusfor have responded to“TheStory ofanHour.” Usewhatyouknowabout

How mightsocialcriticsoractivistshaveresponded tothestory? How mightotherwritersorartistshaveresponded tothestory? How might Eff group discussion e ctiv

women invarioussocialroles haveresponded tothestory? e

xpr toconsiderhowreaders ofChopin’s timemight Decide asagroup whetheryouwanttogo POSSIBLE RESPONSE/EXPLANATION

e Locate areas ofthetextthat supportyour ssion  “The StoryofanHour.” fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa The Storyofan Hour

evidence evidence l og

359 360 mathematical terminology. the meaningofscientificand affixes todraw inferencesconcerning Greek, Latin, Anglo-Saxon rootsand of speech. Apply knowledge of indicate differentmeaningsorparts use patternsofwordchangesthat L.11–12.4.b needed atthehighendofrange. band proficiently, withscaffoldingas the grades 11–CCR textcomplexity comprehend literary nonfiction in of grade 11, readand RI.11–12.10  the murder. commission thatinvestigated Warren headedafederal John F. Kennedyin1963, assassination ofPresident apportionment. Afterthe procedure, andlegislative in racerelations, criminal with landmarkdecisions Court wasanactiveone, Warren’s timeonthe States, from 1953to1969. Chief JusticeoftheUnited served asthefourteenth ofCalifornia, governor a lawyerandthree-time Earl Warren About the Author STANDARDS

UNIT 3•POWER, PROTEST, AND CHANGE MAKING MEANING T Edu Br HE CO ow c

ati Identify andcorrectly n By theend URT (1891–1974),

v o .

B n: OP o ard ard INI of O N

OF Board Education of the Supreme Court in the case this youIn will lesson, read and compare the decision Comparing Texts opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION Familiar Word Parts you willencounterthesewords. As youread theSupreme Court’s opinionin Concept Vocabulary Court the of Opinion Brown v. Board of Education: title will help prepare you for your final comparison. workdecision. you your with The do group this on for the Supreme activities Court read and close-read the meaningofunfamiliarword. example shows,theword partthatyourecognize canhelpyoudetermine a bitunfamiliarbutthatseemtohaveword parts thatyourecognize. Asthis something todowithinstillingfearlessnessinsomeone. Conclusion: “courageous” Familiar Word Part: Sentence: plaintiffs aFailure?” you will First, complete the first- already read. know andwhatyouhave selection towhatyoualready CONNECT Who the text. notice and the magazine “Was article isinvolved?

Asenseofpossibilitiescan Since the generalideasof What

ideas withinthe jurisdiction bold isitabout?

bold, In yourreading, youmayencounterwords thatare involvesalackoffear, which means“withoutfear”or

Brown v.Brown disposition embolden Brown v.Brown

Board of the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages A Brown v. BoardofEducation NNOT embolden R E children tolearn. SP

ON A TE a Failur a Was D

musthave by marking by completing Brown v Brown e ? . Board . ,

Brown v. Board of Education: Opinion of the Court Earl Warren

BACKGROUND In 1951, when 17 states required schools to be segregated by race, 13 SCAN FOR MULTIMEDIA parents brought a lawsuit against the Board of Education of Topeka, Kansas. At the forefront of the case was the Brown family. Linda Brown, an African American third-grader, was not allowed to attend the elementary school seven blocks from her house. Instead, she was required to take a bus to a school across town. Since the United States Supreme Court decision in the 1896 case Plessy v. Ferguson, racial segregation of schools had been allowed so long as the schools were “separate but equal.” In the landmark case of Brown v. Board of Education, the Supreme Court ruled unanimously (9–0) to overrule Plessy.

SUPREME COURT OF THE UNITED STATES NOTES

Brown v. Board of Education, 347 U.S. 483 (1954) (USSC+) 347 U.S. 483 Argued December 9, 1952 Reargued December 8, 1953 Decided May 17, 1954

APPEAL FROM THE UNITED STATES DISTRICT COURT FOR THE DISTRICT OF KANSAS*

Syllabus

1 Segregation of white and Negro children in the public schools of a State solely on the basis of race, pursuant to1 state laws permitting © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson or requiring such segregation, denies to Negro children the equal protection of the laws guaranteed by the Fourteenth Amendment— even though the physical facilities and other “tangible” factors of white and Negro schools may be equal.

1. pursuant to in a way that agrees with or follows. Brown v. Board of Education: Opinion of the Court 361 shuhn) 362 MEANING: jurisdiction meaning. used thathelpedyoudetermine indicate anotherstrategyyou Mark familiarwordpartsor MEANING: plaintiffs meaning. used thathelpedyoudetermine indicate anotherstrategyyou Mark familiarwordpartsor NOTES

UNIT 3•POWER, PROTEST, AND CHANGE

n. (PLAYN tihfs) (jur ihsDIHK

10 11 9 8 7 6 5 4 3 2 163 U.S.537,hasnoplaceinthefieldofpubliceducation. “tangible” factorsmaybeequal. opportunities, eventhoughthephysicalfacilitiesandother of racedepriveschildren oftheminoritygroup ofequaleducational must bemadeavailabletoallonequalterms. education initspublicschools,suchanopportunityisarightwhich and itspresent placein American life throughout theNation. adopted, butinthelightoffulldevelopmentpubliceducation the basisofconditionsexistingwhenFourteenth Amendment was its intendedeffect onpubliceducation. Virginia, andDelaware. Theyare premised on 4. 3. 2. Opinion specified questionsrelating totheformsofdecrees. importance ofthequestionpresented, theCourttook deprived oftheequalprotection ofthelaws.Becauseobvious “equal” andcannotbemade“equal,”thathence theyare their superioritytotheNegro schools. ordered thattheplaintiffs beadmittedtothewhiteschools becauseof case, theSupreme Courtof Delaware adhered to thatdoctrine,but facilities, eventhoughthesefacilitiesbeseparate.In theDelaware treatment is accorded when the races are provided substantially equal in so-called “separatebutequal”doctrineannouncedbythisCourt three-judge federaldistrictcourtdeniedrelief tothe plaintiffs onthe Amendment. IneachofthecasesotherthanDelaware case,a plaintiffs according torace.Thissegregation wasallegedtodeprive the by whitechildren underlawsrequiring orpermitting segregation each instance,theyhadbeendeniedadmissiontoschoolsattended the publicschoolsoftheircommunityonanonsegregated basis.In representatives, seektheaidofcourtsinobtaining admissionto consideration togetherinthisconsolidatedopinion. different localconditions,butacommonlegalquestionjustifies their

premised on docket inconclusive Plessy v. Fergson, (f) Thecasesare restored tothedocket (e) The“separatebutequal”doctrineadoptedin (d) Segregation ofchildren inpublicschoolssolelyonthebasis (c) Where aStatehasundertakentoprovide anopportunityfor (b) Thequestionpresented inthesecasesmustbedeterminednoton (a) ThehistoryoftheFourteenth Amendment isinconclusive These casescometousfrom theStatesofKansas,SouthCarolina, MR. CHIEFJUSTICEWARREN delivered theopinionofCourt. In eachofthecases,minorsNegro race,through theirlegal The plaintiffs contendthatsegregated publicschools are not

n. oftheequalprotection ofthelawsunderFourteenth list of the legal cases that will be tried in a court of law. of acourt in tried be will that cases legal the of list

adj. based on. based not fully resolving all doubts or questions. or doubts all resolving fully not

163 U.S.537.Underthatdoctrine,equalityof 3 forfurtherargument on 4 different factsand Plessy v. Ferguson, jurisdiction 2 asto .

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 12 14 13 have since labored withthedoctrineforoverhalf acentury. In this this Term oncertainquestionspropounded Argument washeard inthe1952Term, andreargument washeard 7. 6. 5. exhaustively considerationofthe Amendment inCongress, the adoptionofFourteenth Amendment in1868.Itcovered ratification on publiceducation. history oftheFourteenth Amendment relating toitsintendedeffect consequence, itisnotsurprisingthatthere shouldbesolittleinthe and compulsoryschoolattendancewasvirtuallyunknown. As a areas; theschooltermwasbutthree monthsayear inmanystates, was usuallyrudimentary; ungradedschoolswere commoninrural education didnotapproximate thoseexistingtoday. Thecurriculum congressional debates.EvenintheNorth,conditionsofpublic the Amendment onNorthernStateswasgenerallyignored inthe Amendment hadadvancedfurtherintheNorth,buteffect of world. Itistrue thatpublicschooleducationatthetimeof the artsandsciences,aswellinbusinessprofessional in contrast,manyNegroes haveachievedoutstanding successin education ofNegroes wasforbiddenbylawinsomestates.Today, nonexistent, andpracticallyalloftheracewere illiterate.Infact,any the handsofprivategroups. EducationofNegroes wasalmost not yettakenhold.Educationofwhitechildren was largely in toward free commonschools,supportedbygeneral taxation,had status ofpubliceducationatthattime.IntheSouth,movement Amendment’s historywithrespect tosegregated schools isthe with anydegree ofcertainty. Congress andthestatelegislatures hadinmindcannotbedetermined and wishedthemtohavethemostlimitedeffect. Whatothersin were antagonistictoboththeletterandspiritof Amendments naturalized intheUnitedStates.”Theiropponents,justascertainly, them toremove alllegaldistinctionsamong“allpersonsbornor avid proponents ofthepost-War Amendments undoubtedlyintended with whichweare faced. At best,theyare inconclusive.Themost these sources castsomelight,itisnotenoughtoresolve theproblem discussion andourowninvestigationconvinceusthat,although and theviewsofproponents andopponentsofthe Amendment. This supra, appearance inthisCourtuntil1896thecaseof Negro race.Thedoctrine of “separatebutequal”didnotmakeits it asproscribing allstate-imposed discriminationsagainstthe Amendment, decidedshortlyafteritsadoption,the Courtinterpreted

supra ratification propounded An additionalreason fortheinconclusivenature ofthe Reargument waslargely devotedtothecircumstances surrounding In thefirstcasesinthisCourtconstruing theFourteenth 7

involving noteducationbuttransportation. American courts mentioned earlier in this writing. 6

bythestates,then-existingpracticesinracialsegregation, n.

v. process of officially approving and accepting an agreement. agreement. an accepting and approving officially of process suggested forconsideration. suggested 5 bytheCourt. Plessy v. Ferguson Brown v. Board ofEducation: OpinionoftheCourt , NOTES

363 364 NOTES

UNIT 3•POWER, PROTEST, AND CHANGE 19 18 17 16 15 on thegraduateschoollevel,inequalitywasfoundinthatspecific of thedoctrineitself wasnotchallenged.Inmore recent cases,all Education, doctrine inthefieldofpubliceducation.In Court, there havebeensixcasesinvolvingthe“separatebutequal” for Negroes couldnotprovide themequaleducational opportunities, opportunities? We believethatitdoes. deprive thechildren oftheminoritygroup ofequaleducational the physicalfacilitiesandother“tangible”factorsmay beequal, children inpublicschoolssolelyonthebasisofrace,eventhough right whichmustbemadeavailabletoallonequal terms. an opportunity, where thestatehasundertakentoprovide it,isa succeed inlife if heisdeniedtheopportunityofaneducation.Such days, itisdoubtfulthatanychildmayreasonably beexpectedto and inhelpinghimtoadjustnormallyhisenvironment. Inthese to culturalvalues,inpreparing himforlaterprofessional training, citizenship. Today itisaprincipalinstrument inawakeningthechild even serviceinthearmedforces. Itistheveryfoundation ofgood required intheperformanceofourmostbasicpublic responsibilities, of theimportanceeducationtoourdemocraticsociety. Itis great expenditures foreducationbothdemonstrate ourrecognition and localgovernments.Compulsoryschoolattendancelawsthe protection ofthelaws. segregation inpublicschoolsdeprivestheseplaintiffs oftheequal life throughout theNation.Onlyinthiswaycanit be determinedif the lightofitsfulldevelopmentandpresent placein American Plessy v. Ferguson 1868, whenthe Amendment wasadopted,orevento1896,when to theeffect ofsegregation itself onpubliceducation. and whiteschoolsinvolvedineachofthecases.We mustlookinstead turn onmerely acomparisonofthesetangiblefactorsintheNegro teachers, andother“tangible”factors.Ourdecision,therefore, cannot with respect tobuildings,curricula,qualifications andsalariesof white schoolsinvolvedhavebeenequalized,orare beingequalized, unlike held inapplicabletopubliceducation. reserved decisiononthequestionwhether Negro plaintiff. And in cases wasitnecessarytoreexamine thedoctrinetograntrelief tothe 629; 305 U.S.337; the sameeducationalqualifications. benefits enjoyedbywhitestudentswere deniedtoNegro studentsof In We comethentothequestionpresented: Doessegregation of Today, educationisperhaps themost importantfunctionofstate In approaching thisproblem, wecannotturntheclockbackto In theinstantcases,thatquestionisdirectly presented. Here, McLaurin v. OklahomaStateRegents, Sweatt v. Painter, Sweatt v. Painter 175U.S.528,and

Sipuel v. Oklahoma, waswritten.We mustconsiderpubliceducationin supra,infindingthatasegregated lawschool , there are findingsbelowthattheNegro and Sweatt v. Painter Gong Lumv. Rice,

332 U.S.631; Missouri exrel. Gainesv. Canada, , supra,theCourtexpressly

339 U.S. 637. In none of these 339 U.S.637.Innoneofthese Plessy v. Ferguson Cumming v. CountyBoardof 275 U.S. 78, the validity 275U.S.78,thevalidity Sweatt v. Painter, should be shouldbe

339 U.S.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 21 20 22 segregation alsoviolatesthe DueProcess ClauseoftheFourteenth This protection ofthelawsguaranteedbyFourteenth Amendment. by reason ofthesegregation complainedof,deprived oftheequal others similarlysituatedforwhomtheactionshavebeenbrought are, are inherently unequal.Therefore, weholdthattheplaintiffs and of “separatebutequal”hasnoplace.Separateeducationalfacilities finding isrejected. modern authority. Any languagein at thetimeof have nowannouncedthat suchsegregation isadenial oftheequal question—the constitutionalityofsegregation inpubliceducation.We appropriate relief wasnecessarilysubordinated totheprimary considerable complexity. Onreargument, theconsiderationof the formulationofdecrees inthesecasespresents problems of of thisdecision,andbecausethegreat varietyoflocalconditions, Amendment. like allotherstudents,againresorted tointangibleconsiderations: requiring thataNegro admittedtoawhitegraduateschoolbetreated school.” In of objectivemeasurement butwhichmakeforgreatness inalaw this Courtrelied inlarge parton“thosequalitieswhichare incapable 8. compelled torule againsttheNegro plaintiffs: by afindingintheKansascasecourtwhichneverthelessfelt this separationontheireducationalopportunitieswaswellstated hearts andmindsinawayunlikelyevertobeundone.Theeffect of inferiority astotheirstatusinthecommunitythatmayaffect their qualifications solelybecauseoftheirracegeneratesafeeling and highschools.To separatethemfrom othersofsimilarageand Such considerationsapplywithaddedforce tochildren ingrade views withotherstudents,and,ingeneral,tolearnhisprofession.” “. .hisabilitytostudy, toengage indiscussionsandexchange

sanction We concludethat,inthefieldofpubliceducation,doctrine Whatever mayhavebeentheextentofpsychologicalknowledge Because theseare classactions, becauseofthewideapplicability disposition school system. some ofthebenefitstheywouldreceive inaracial[ly] integrated mental developmentofnegro children andtodeprive themof law, therefore, hasatendencyto[retard] theeducationaland motivation ofachildtolearn.Segregation withthesanctionof inferiority ofthenegro group. A senseofinferiorityaffects the of separatingtheracesisusuallyinterpreted asdenotingthe is greater whenithasthesanction has adetrimentaleffect uponthecolored children. Theimpact Segregation ofwhiteandcolored children inpublicschools

n. McLaurin v. OklahomaStateRegents, official permission or approval. or permission official Plessy v. Ferguson, makesunnecessaryanydiscussionwhethersuch this findingisamplysupportedby Plessy v. Ferguson 8 ofthelaw, forthepolicy supra,theCourt,in Brown v. Board ofEducation: OpinionoftheCourt contrarytothis NOTES MEANING: disposition meaning. used thathelpedyoudetermine indicate anotherstrategyyou Mark familiarwordpartsor uhn) n. (dihs puhZIHSH

365 details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension NOTES 366 Research to Clarify Research RESEARCH 4. 3. 2. 1. Supreme Court’s opinion? Share your findings your with group. that detail. what In way the information does you of learned shed light the an on aspect

UNIT 3•POWER, PROTEST, AND CHANGE segregation andtheFourteenthAmendment? According totheopinionofCourt,whatfundamentalconflictexistsbetween What standard hadbeensetearlierbythe What changeare theplaintiffs inthiscaseseeking?

Notebook

Write asummaryof

Choose unfamiliar at one least Briefly research detail from the text. 23 reargument thisTerm. The Attorney GeneraloftheUnited States on Questions4and5previously propounded bytheCourtfor docket, andthepartiesare requested topresent furtherargument of thepartiesinformulatingdecrees, thecaseswillberestored tothe protection ofthelaws.Inorder thatwemayhavethefullassistance September 15,1954,andsubmissionofbriefsbyOctober1,1954. be permittedtoappearasamicicuriaeuponrequest todosoby requiring orpermittingsegregation inpubliceducationwillalso is againinvitedtoparticipate.The Attorneys Generalofthestates It issoordered. Brown Plessy v. Ferguson v. BoardofEducation

❧ decision? .

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

BROWN v. BOARD OF EDUCATION: OPINION OF THE COURT Cite textual evidence Analyze the Text to support your answers. Complete the activities. 1. Review and Clarify With your group, review paragraphs 15–19. Then, discuss the justices’ argument about why “separate but equal” is GROUP DISCUSSION inherently unequal. If you do not fully understand a classmate’s 2. Present and Discuss Share with your group the passages from the text comment, ask for that you found especially significant, taking turns with others. Discuss clarification. Using a what you noticed in the text, what questions you asked, and what respectful tone, state exactly conclusions you reached. what you don’t understand.

3. Essential Question: In what ways does the struggle for freedom  WORD NETWORK change with history? What has this text taught you about the struggle Add words related to for freedom? Discuss with your group. struggle from the text to your Word Network.

language development Concept Vocabulary

plaintiffs jurisdiction disposition

Why These Words? The three concept vocabulary words from the text are related. With your group, discuss the words, and determine what the words have in common. How do these word choices enhance the text?

Practice Use each concept vocabulary word in a sentence. Make sure to  Standards include context clues that hint at the word’s meaning. RI.11–12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and Word Study technical meanings; analyze how an author uses and refines the Technical Words Most professions, including such fields as medicine and meaning of a key term or terms law, have their own technical language, often called jargon. In writing the over the course of a text. Court’s opinion in Brown v. Board of Education, Chief Justice Earl Warren L.11–12.6 Acquire and use uses technical legal words such as plaintiffs, jurisdiction, and disposition. accurately general academic Find four other words in the selection that could be classified as legal jargon. and domain-specific words and Write the words and their meanings. 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.

Brown v. Board of Education: Opinion of the Court 367 368 BROWN v BROWN that in results the Court’s decision. idea they to adds develop. the line Then, explain of how each reasoning section of the opinion, details specific from and each explain section Identify the main from historical to legal to social considerations before arriving at aconclusion. and completethe text, Notice the chart. the order of topics: Warren proceeds Work your with group to of analyze the the structure Court’s opinion. Review Practice Court reached bythe Conclusions considerations) (social education Importance of considerations) (legal Plessy v considerations) (historical Amendment Fourteenth TOPIC

UNIT 3•POWER, PROTEST, AND CHANGE MAKING MEANING . BOARD OF EDUCATION: EDUCATION: OF . BOARD OPINION OF THE COURT . Ferguson DETAILS INTHETEXT Author’s Choices:Structure Analyze CraftandStructure He defendstheCourt’s positionintheformofananalyticalargument. Justice EarlWarren deliversthe counterclaims. the argumentanticipatesandconsidersobjectionschallenges,or conclusion, calleda and persuasiveevidencetoexamineanissuesupportaparticular In an analytical argument

claim . Inlegalopinions,thewriterpresenting , awriterorspeakeruseslogicalreasoning

opinion In MAIN IDEA Brown , orlegaljudgment,oftheCourt. v. B v. oard ofEducation to supportyouranswers. CITE TEXTUALEVIDENCE , Chief

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. ideas thattheyconnect.Studythischart. Coordinating conjunctions showdifferent relationships betweenthewords or sentences intocompoundsentences. variety byusingcoordinating conjunctionstocombineshort,simple words, phrases,orclauses of equalrank.You canimprove yoursentence Coordinating Conjunctions andStyle Conventions Write It 4. 3. 2. 1. words thatitconnects. of Education In eachitemfrom orabouttheSupreme Court’s opinionin Read It 4. 3. 2. 1. sentences. Write thenewsentence. or, nor for so but, yet and Coordinating Conjun

common legalquestionjustifies theirconsiderationtogether. Revision: legal questionjustifies theirconsiderationtogether. Original: good citizenship. foritistheveryfoundationof Education isakeyfunctionofgovernment, to allonequalterms. The stateundertakestomakeeducationavailable,yetitmustbeavailable but successinlife withouttheopportunityofaneducationisdoubtful. Education isaprincipalinstrumentinawakeningthechildtoculturalvalues, demonstrate ourrecognition ofitsimportance. Compulsory attendancelawsandthegreat expenditures foreducation The Courtagreed. Segregation inpublicschoolswasstruckdown. By their verynature, suchschoolstendtoinstillasenseofinferiority. Minority children in segregated schoolsmay lackmotivationtolearn. equal educationalopportunities. Schools mayhaveequalphysicalfacilities.Thatfactdoesn’t guarantee cannot bemade“equal.” According totheplaintiffs, publicschoolsare not“equal.”Theschools Notebook Language deve Thesecasesare premised ondifferent facts. Acommon , markthecoordinating conjunctionandthe words orgroups of Thesecasesare premised ondifferent facts,

Use acoordinating conjunctiontocombineeachpairof c tion

A l coordinating conjunction opment result oreffect contrast orsimilarity addition choice reason orcause R elationship but Brown v. Board ofEducation: OpinionoftheCourt Brown v a connects . Board coordinating conjunction. place acommabefore the independent clauses, conjunction tojointwo If youuseacoordinating PUNCTUATION reading orlistening. to comprehendmorefullywhen choices formeaningorstyle, and contexts, tomake effective language functionsindifferent of languagetounderstandhow L.11–12.3 usage whenwritingorspeaking. standard Englishgrammar and command oftheconventions L.11–12.1 and engaging. makes pointsclear, convincing, including whetherthestructure or herexpositionargument, structure anauthorusesinhis evaluate theeffectivenessof RI.11–12.5   Education in Supreme Court’s opinion fromwhat youlearned the Evidence Logandrecord new selection,gotoyour Before movingontoa S Brown v. Boardof

tandards EVIDENCE LOG EVIDENCE

Apply knowledge Demonstrate Analyze and .

369 370 to themeaningofawordorphrase. L.11–12.4.a needed atthehighendofrange. band proficiently, withscaffoldingas grades 11–CCRtextcomplexity literary nonfictioninthe grade 11, readandcomprehend RI.11–12.10  Desegregation. Ended theEraofSchool American CommunityThat ofanAfrican Fail: TheStory wrote thebook immigration. Garlandalso education, crime,and and magazinearticlesabout She haswrittennewspaper improvement ofeducation. on educationissuesandthe organization thatfocuses Report, anonprofit news editor forTheHechinger a writerandtheexecutive whoservesasboth journalist Sarah Garland About the Author STANDARDS

UNIT 3•POWER, PROTEST, AND CHANGE MAKING MEANING the court E Bro ducation: opinion o w

Use contextasaclue n By theendof v. Board o Board (b.1978)isa Divided We f

child. meaning oftheword appear innearbytext.Inthisexample,detailsthesentencesuggest determine theirmeaningsbyusing the analytical arguments in thethe Supreme analytical Court’s Then, compare ofread the structure activities. Failure?” complete First, and the first-read close- You will now read “Was Comparing Texts opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply your knowledge of context cluesandothervocabularystrategiesto Context Clues As youread “Was Concept Vocabulary Was v.Brown Board in opinion child, buthecontinuedtowail,refusing tocalmdown. Example: legacy Appease you’ve already read. already knowandwhat the selectiontowhatyou CONNECT Who the text. notice

Brown v.Brown of Board Education Brown v. Board isinvolved? Itriedeverythingcouldthinkofto mustmean“tocalmorpacify.” the generalideasof a Failure?” a What

If thesewords are unfamiliartoyou,youmaybeable ideas within mission Brown v. Board isitabout? appease Brown v.Brown Board

. Someoneismakingefforts tosootheacrying aFailure?” youwillencounter thesewords. policy context clues and “Was and a the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages A NNOT appease aFailure? R E SP , orwords andphrasesthat ON A TE thecrying Failure? Was D

by marking by completing Brown Brown v. Board a

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1 dropped toasfew268. A new Stanford studyreports thatasof2009,numberhad Education, A the CenterforEducationPolicyAnalysis. expectation carriedoutattheStanford UniversitySchoolofEducationat between 1954and2012.Thisarticlereports onastudyregarding that expect thatracerelations inAmericawouldhaveundergonemanychanges seldom unfoldsataneven(orpredictable) pace,itisreasonable to of Education by exactly thesamespanoftime—58years—thatseparates This articleisseparatedfrom the BACKGROUND to bewindingdown.Inthe yearsafter fter half acentury, America’s efforts toendsegregation seem 755 schooldistrictswere underdesegregation orders. from thecaseof Brown v. Board Brown Was Plessy v. Ferguson a Brown v. BoardofEducation Failure?

Sarah Garland . Althoughsocialchange Brown v. Boardof Brown v. Board decision Was Brownv. Board NOTES

MAGAZINE ARTICLE MULTIMEDIA aFailure? SCAN FOR

371 372 MEANING: policy MEANING: mission MEANING: legacy helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 3•POWER, PROTEST, AND CHANGE (POL uhsee) (LEHG uhsee) (MIHSH uhn)

n. n. 2 6 5 4 3 7 ordered busingsuccessfullyendedthe 1. by racehaveseenagradualbutsteady—andsignificant—return of average, thosedistrictsthatstoppedforcing schoolstomixstudents education, anditsuggestsa a Stanford sociologistand thestudy’sleadauthor. “Butclearly were onefactor. “There was alotgoingon,”saidSeanReardon, Poverty programs and otherefforts toimprove life forblackfamilies rates alsorose atdesegregated schools,research hasfound.War on term measure ofstudentachievementintheU.S.Blackgraduation Assessment ofEducationProgress (NAEP),themost reliable, long- at themostrapidrateeverrecorded inthehistoryof theNational the achievementgapbetweenblackandwhitestudentsnarrowed lifting ofitscourtorder. “We cangiveequalopportunitiestoallkids.” that hasmaintaineddesegregated schoolsvoluntarilydespitethe school board memberinLouisville,Kentucky, oneofthefewdistricts and overtheyearsithaspaidoff,” saidCarol Haddad, along-time changed theirminds.“Itwasreally hard todo,butwe allcametogether Boston reacted violently. Most schoolboards compliedreluctantly, andparents inplaceslike mix black,Hispanic,andwhitestudentstogetherinthesameschools. student assignmentplans—oftendependentonforced busing—to Brown v. BoardofEducation, and, ofcourse,laggingachievement.Inthethree decadesfollowing hand-me-down textbooks,decrepit buildings,lower-paid teachers, end thedisparitiesthatblackssuffered underlegalsegregation— white andblackchildren tolearnwith,andfrom, eachother, and reformers shouldpayattentionto. the the U.S.population.Butretreat from desegregation alsosuggests and collegeentrylevelsforblacksHispanics,agrowing share of certainly won’thelpefforts toimprove testscores, graduationrates, minority achievement,thougha large bodyofresearch suggests it racial isolation,especiallyattheelementarylevel. tended tospendmore time commuting,theirownschoolswere but forblackfamiliestheburdens were oftenheavier:Theirchildren about thehassleofbusingandlossneighborhood schools, sacrifices weren’t worththebenefits.Parents ofallracescomplained for whites.” desegregation improved outcomesforblacks,anddidn’tharmthem

movements of the 1960s. the of movements Rights Civil the until effect in remained laws These slavery. of abolition War the Civil and Crow Jim A feweducatorsandparents begantoseesubstantialbenefitsthat The study is thefirsttotakeacomprehensive look atwhethercourt- Nevertheless, inmostcommunitiesforced totrydesegregation, the Indeed, duringtheheightofdesegregation inthe1970sand’80s, The hopebehinddesegregation wasthatitwouldbringtogether It’s unclearwhateffect school“re-segregation” willhaveon policy

hadsignificant flaws—problems current education laws that enforced racial segregation in the American South following the the following South American the in segregation racial enforced that laws courtsordered districtstocreate elaborate mission thatisfarfrom accomplished.On legacy ofJimCrow 1 in public inpublic

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 12 11 10 9 8 easier forschooldistrictstogetoutfrom undercourtsupervision. teachers were fired whenwhiteandblackschoolswere merged. prevent theirflighttothesuburbsorprivateschools),and closed tomakedesegregation more convenientforwhites(and closed, andpeoplefeltthat theylostpowerovertheirschools.For when thousandsofteachers andprincipalslostjobs,schoolswere minority children. Inblackcommunities,desegregation lostsupport lessons aboutwhat set ofstrategies,”Petrillisaid. diversity. “Forthepeoplewhocare aboutintegration,we needanew schools in order toharness thebenefitsofracialandotherkinds reformers hasbegunlooking forwaystocreate voluntarilyintegrated busing form—willeverexperiencearesurgence. A newgeneration of he finds,it’sunlikelythatdesegregation—at leastinitsforced- re-segregation ledtoawideningoftheachievement gap.Whatever numbers, blackgainsonNAEP haveslowed. outcomes. Since1990,whenschoolsbeganre-segregating inlarge same impactthatdesegregation seemedtohave onminoritystudent their performance.However, thesenewideashaveyet toshowthe charter schools,andapushtomaketeachersmore accountablefor achievement gap,includingNoChildLeftBehind’stestingregimes, Republicans embracednewideasforclosingthe priorities hadshifted. BothDemocratsand districts notundercourtorder. Butbythen, the useofraceinschoolassignmentsthose Supreme Courthandeddownaruling restricting to bedone,”Reardon said. released andinotherplacesthere wasstillwork had doneagreat jobandthat’swhytheywere “It wasn’t like in some places desegregation were aboutthesameasdistrictsthatremained underorders. average, theystillhadlevelsofsegregation intheirschoolsthat study found.Thedistrictswere pickedseeminglyatrandom—on the endofdesegregation inmore than200districts,theStanford The Bushadministrationtookaproactive role inpushingfor orders are byandlarge unpopularwithparents, bothwhiteand black.” Institute, athinktankthatadvocatesforschoolchoice.“Thesecourt Dilemma not surprising,”saidMichaelPetrilli,authorof in Louisville,themainpartiesfightingbusingwere black.“It’s went tocourtfightdesegregation orders. Inafewcases,including During thatdecade,schooldistrictsandgroups ofparents both Perhaps justasimportantly, the demiseofdesegregation offers The nextquestionReardon planstolookatiswhether The strongest blowcamein2007,whenthe In thelastdecade,speedofre-segregation hasaccelerated. In the1990s,aseriesofSupreme Courtdecisionsmadeitmuch and executivevicepresident oftheThomasB.Fordham not to doinorder toimprove outcomesfor The DiverseSchools In the decade, last has accelerated. has re-segregation of speed the Was Brownv. Board NOTES

aFailure?

373 374 details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension NOTES Research to Clarify Research RESEARCH 5. 4. 3. 2. 1. the article? that detail. what In way the information does you of learned shed light an on aspect

UNIT 3•POWER, PROTEST, AND CHANGE What were twoburdens ofdesegregation forblackfamilies,according toGarland? According tothearticle,whendidheightofdesegregation occur? What doesGarlandmeanbytheterm“schoolre-segregation”? What wasthefocusofStanford study?

Notebook

Write asummaryof“Was

Choose unfamiliar at one least Briefly research detail from the text. 13 the samereasons, someoftheintendedbeneficiaries 2. “the destroying ofschoolsunderthenameeducation.” stopped believinginthepromises ofdesegregation whenshesaw what theintegrationreally meant—theharshness.”Thomassaysshe and trees. Everybodywashappyandecstatic.Buttheydidn’tknow going tobeallright.We gotanewschool.We gotaswimmingpool integrated. Theythoughtthiswasutopia,andthateverything why everybodywasexcitedwhenthelawcamedownthatwewere of herdecisiontofightthedistrict’sdesegregation system:“Icansee current educationreform movement. wholeheartedly embraced—andevenprotested—aspects ofthe

something or someone. beneficiaries As FranThomas,oneblackactivistinLouisville,Kentucky, said Brown v. Board (behn uh FIHSH ee ehr eez) ehr ee FIHSH uh (behn aFailure?”

n. n. people or organizations that are helped by by helped are that organizations or people 2 havenot

❧

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

Was BROWN v. BOARD a Failure? Cite textual evidence Analyze the Text to support your answers.

Complete the activities. 1. Review and Clarify With your group, review paragraphs 4–6. What GROUP DISCUSSION were some of the hopes for desegregation and what gains were made in If a comment you wish to the early decades of the policy? make pertains to a specific passage, event, or idea, 2. Present and Discuss Share with your group the passages from the mention a precise reference text that you found especially significant, taking turns with others. to help your classmates Discuss what you noticed in the text, the questions you asked, and the follow your train of thought. conclusions you reached.

3. Essential Question: In what ways does the struggle for freedom change with history? What has this text taught you about the struggle for freedom? Discuss with your group.

language development Concept Vocabulary

legacy mission policy

Why These Words? With your group, determine what the concept  WORD NETWORK vocabulary words have in common. Add words related to struggle Practice from the text to your Word Network. Notebook Use each concept vocabulary word in a sentence. In each sentence, provide context clues that hint at the word’s meaning.

Word Study Notebook Cognates Words in different languages that derive from the same source or a common original form are called cognates. For example, the English word comprehend has cognates in many languages with a basis in Latin: the Spanish comprender, the French comprendre, and the Italian comprendere. The concept vocabulary words for this selection have these cognates in Spanish: legado (legacy), misión (mission), and  Standards L.11–12.4.c Consult general and

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson política (policy). Use an online bilingual dictionary or translation website to specialized reference materials, find English cognates of these words: arte (Spanish), Bruder (German), féroce both print and digital, to find (French), magnifico (Italian), público (Spanish), and stazione (Italian). Make a the pronunciation of a word or list of these cognates. Then, identify one more English word and its cognate determine or clarify its precise in another language. Add the English word and its cognate to your list. meaning, its part of speech, its etymology, or its standard usage.

Was Brown v. Board a Failure? 375 376 idea thosedetailshelpdevelop. Garland presents inherdiscussion ofeachtimeperiod.Then,explainwhatkey yourgroup, revisitWith theselection,andthenfilloutchart.Identify details Practice

2000–2010 1990s 1970s–1980s T UNIT 3•POWER, PROTEST, AND CHANGE MAKING MEANING I M E Was Was P ERI BROWN v BROWN OD a Failure? . BOARD . D

E T AILS Author’s Choices:Structure Analyze CraftandStructure a analytical argument, whereas Garlandstructures herargumentchronologically, intimeorder. with an authorinthefieldofeducation,andactivist.Noticeanotherdifference variety ofsources: aschoolboard member, aStanford Universitysociologist, prior Supreme Courtdecisions. Incontrast,Garlanddrawsquotationsfrom a argument. In evidence. LikeEarlWarren, SarahGarlandusesquotationstosupporther

I claim N TH Brown E , orposition,anddefendsitwithvalidreasoning andpersuasive T E XT v. Brown BoardofEducation. v. BoardofEducation atypeofwritinginwhichanauthororspeakerstates

“Was Warren structures hisargumentbytopic, K E Y Brown v. Board I D EAS , thequotationsare drawn from to supportyouranswers. CITE TEXTUALEVIDENCE aFailure?”is an

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Subordinating Conjunctions andStyle Conventions Write It 2. 1. Read It 3. 2. 1. sentences. Write thenewsentence. Think abouttherelationships thatthesesubordinating conjunctionssuggest. busing andthelossofneighborhoodschools,parents ofallracescomplained. Combined Sentence,Version 2: they dislikedthehasslesofbusingandlossneighborhoodschools. Combined Sentence,Version 1: of busingandthelossneighborhoodschools. Simple Sentences: EXAMPLE sentences thatshowrelationships betweenideas. to combineshort,simplesentencesintocomplexorcompound-complex You canimprove yoursentencevarietybyusingsubordinating conjunctions ideas bymakingoneideasubordinate to—thatis,dependenton—theother. after although as if as long

Connect toStyle c. b. a. Identify thesubordinating conjunctionineachsentence. between ideas. use ofsubordinating conjunctionshelpsthewritershowrelationships Failure?” thatincludesasubordinating conjunction.Explainhowthe measures havenotyetshownmucheffect on minoritystudentoutcomes. New efforts havebeenmadetoclosetheachievement gap.These decisions hadmadeiteasiertodoso. School districtsavoidedcourtsupervision.AseriesofSupreme Court The 1990sarrived.situationbegantochange. Notebook

Where forced businghasended,racialisolationgraduallyreturned. most schoolboards compliedreluctantly. Because studentassignmentplansoftendependedonforced busing, suggests anegativeoutcomeforminorities. No onecanpredict theeffects of“re-segregation” althoughresearch Language deve

Use asubordinating conjunctiontocombineeachpairof

as though because before even though Parents ofallracescomplained. Theydislikedthehassles

Identify asentencein“Was

l A

Because Parents ofallracescomplained opment subordinating conjunction if since so that than they disliked the hassles of theydislikedthehasslesof Brown v. Board unless until until when where connects a because

Was Brown v. Board not needed. first, acommagenerallyis independent clausecomes it withacomma.Ifthe begins asentence,follow If asubordinate clause PUNCTUATION or listening. comprehend morefullywhenreading for meaningorstyle, andto contexts, tomake effectivechoices language functionsindifferent of languagetounderstandhow L.11–12.3 writing orspeaking. English grammar andusagewhen of theconventionsstandard L.11–12.1 convincing, andengaging. the structuremakes pointsclear, or argument, includingwhether author usesinhisorherexposition the effectivenessofstructurean RI.11–12.5 

Standard

Apply knowledge Demonstrate command Analyze andevaluate aFailure? s

377 378 literary nonfiction. standards 11–12 Reading W.11–12.9.b advocacy. arguments inworksofpublic the premises, purposes, and use oflegalreasoningand of constitutionalprinciplesand U.S. texts, includingtheapplication evaluate thereasoninginseminal RI.11–12.8 and engaging. makes pointsclear, convincing, including whetherthestructure or herexpositionargument, structure anauthorusesinhis evaluate theeffectivenessofa RI.11–12.5 

tandards UNIT eFF W

Delineate and Analyze and BROWN v BROWN as 3

E Apply

•

B CTIV

rown POWER, grades EDUCATION . BOARD OF OF . BOARD a to v F . B ailure E

oard PROTEST,

E XPreSSION ?

AND Work togethertocompletethechart. specific examplesoflanguage,typesreasoning, andtypesofevidence. historical context,andlegacy,orimportanceofthetext.Lookfor that showeachauthor’s understandingofhisorherpurposeandaudience, Brown v. Board opinion in You haveread andanalyzedtwoargumentativetexts—theSupreme Court’s Writing toCompare Analyze theTexts Prewriting comparing andwritingaboutthem. importance historical historical context audience purpose and FACTOR disposition, legacy,mission, as thefollowing: vocabulary youstudiedasanalyzedthetwoselectionsseparately,such types ofevidenceeachauthoruses.Inyouressay,usespecific termsand Explain howtheseelementsare reflected inthelanguage,reasoning, and presenting anddefending their arguments: the followingfactorscontributetochoicestheseauthorsmadein Write a Assignment

• • • CHANGE sense ofthehistoricalimportancetext understanding ofthehistoricalcontext awareness ofpurposeand audience comparison-and-contrast essay Brown v. BoardofEducation aFailure?” Now, deepenyourunderstandingofthetextsby legal opinion,claim,counterclaim,plaintiffs,jurisdiction,

BOARD OFEDUCATION PASSAGES—BROWN V. With yourgroup, choosepassagesfromWith eachselection and policy andthemagazinearticle“Was . inwhichyoudiscusshow A FAILURE? BROWN V. BOARD PASSAGES—WAS

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. evidence from thetextsyouwillusetoillustrateeachsupportingidea. ideas. Thinkofeachsupportingideaasa“because”statement.Record write onesentencestatingyourcentralideafollowedbythree supporting Frame Your Thesis Drafting in mind.Checktheappropriate boxforeach question. Once youare donedrafting,review youressaywiththefollowingquestions Review, Revise,andEdit Write aDraft spelling andpunctuation,makeanynecessarycorrections. and clarifying relationships amongideas.Then,review yourdraft forerrors in subordinating conjunctionstocombinesentences,creating sentencevariety you are comfortablewithyourcontent,workonthestyle.Considerusing specific, changeoraddevidence,makeotherneededadjustments.Once If anyofyouranswerstothesequestionsis“no,”make yourthesismore to yourconclusion.Rememberincludeevidencefrom bothtexts. clear, logicalsequencefrom theintroduction, through yourbodyparagraphs,

eta Idea: Central

Yes Yes Yes Yes Yes

Evidence: Supporting Idea3: Evidence: Supporting Idea2: Evidence: Supporting Idea1:

No No No No No Use youressayframetowriteafirstdraftthatestablishes

essential question:

to thebody?Are theywrappedupelegantlyinthe Do yourideasflowlogicallyfrom theintroduction Does alltheevidenceclearlysupportyourideas? Is everyideasupportedwithevidence? Does eachparagraphdevelopfrom yourthesis? Is yourthesisspecific andfocused? conclusion? Review thenotesfrom yourgroup discussion.Then, Brown v. Board ofEducation: OpinionoftheCourt •Was

I n whatwaysdoesthestruggleforfreedom changewithhistory? ...... Brown v. Board  Brown v. Board of Education opinion in the Supreme Court’s fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa

evidence log Brown v. Board aFailure? and“Was aFailure?”

379 380 reasoned exchangeofideas. issue tostimulateathoughtful, well- and otherresearchonthetopicor by referringtoevidencefromtexts explicitly draw onthatpreparation researched materialunderstudy; prepared, havingreadand SL.11–12.1.a  • • • • • •

A FAILURE? WAS THE EDUCATION: BROWN THE GIVING SENTIMENTS DECLARATION AIN’T S

tandards UNIT 3•POWER, PROTEST, AND CHANGE Performance Task:

COURT STORY

BROWN

SOURCES WOMEN

v WOMAN? .

BOARD

OF Come todiscussions

OPINION v

OF BOARD

THE

OF HOUR

VOTE

particular textyouoryourpartnershiphaschosen. to choosetexts.Usethechartheadingsformulatekeyideasabout area ofexpertise.Ifthere are more thanfivemembers,formpartnerships members inyourgroup, haveeachmemberchooseonetextashisorher Panel Gather Evidence Analyze theTexts YourPlan With Group important tothereformer. to locateevidencethatsupports yourunderstandingofwhythatgoalwas your understandingofthereformer’s goal.Ifnecessary,conductresearch Take notesorusenotecards tolistquotations from thetextthatsupport Failure? Was of the Education: Brown The the Vote Giving Sentiments Declaration Ain’t TITLE Assignment Make avideorecording ofyourdiscussiontoshare withothers. panel discussion ills andencouragechange.Work withyourgroup toholdaninformative You haveread avarietyoftextsbypeoplewhosoughttoprotest social

Story

Brown v. Board I

Why did they want to achieve those goals? to those achieve they want did Why reformers? these of goals the were What

a Court Sp v. Women

Woman?

Board

of eaking and Lis and eaking

Opinion

Discussion an Hour

thataddresses thesequestions: Find specific detailsfrom yourtext tosupportyourideas.

a There are fivetextsinthechart.Ifthere are five

GOAL

REFORMER t ening FOC REASONS U S

FOR

GOAL

Organize Your Presentation Choose a moderator to present the assignment questions, which each panel member will answer in turn. The moderator should also make sure that each speaker keeps to agreed-upon time limits and doesn’t speak out of turn. Decide on the order in which presenters will speak. Ask a classmate from another group to make a video recording of your discussion.

Rehearse With Your Group Practice With Your Group Use this checklist to evaluate the effectiveness of your group’s first run-through. Then, use your evaluation and these instructions to guide your revision.

PRESENTATION CONTENT USE OF MEDIA TECHNIQUES

Each speaker The equipment The speakers

clearly answers the functions properly. use formal questions asked. The focus moves language

Each speaker smoothly from appropriately.

supports ideas speaker to speaker. The speakers

with evidence make eye from the texts contact and or additional speak clearly. research. Interactions

between speakers and the moderator are civil and smooth.

Fine-Tune the Content If necessary, find additional examples from your chosen text to support your ideas. Make sure that you have incorporated all of the outside research you did as you respond to the moderator’s questions. Improve Your Use of Media Watch a playback of your recording, and give feedback to your recorder. In particular, make sure that the sound is  Standards audible so that viewers can easily hear what is being asked and answered. SL.11–12.4 Present information, findings, and supporting evidence, Brush-Up on Your Presentation Techniques Listen for places where conveying a clear and distinct you may revert to language that is more informal or less polished. Try to perspective and a logical argument, speak as though you are educating an audience that is eager to learn about such that listeners can follow the line of reasoning, alternative or these reformers. opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range Present and Evaluate of formal and informal tasks. Use As you record your final panel discussion, give all speakers equal time to appropriate eye contact, adequate volume, and clear pronunciation. © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson share their ideas. As you watch the videos made by other groups, evaluate the presentations based on the evaluation checklist. SL.11–12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Performance Task: Panel Discussion 381 382 Take notes learned have you what Practice aschedule Create STRATEGY

UNIT OVERVIEW: INDEPENDENT LEARNING INDEPENDENT OVERVIEW: interesting andappealingto you? one if thistextdoesn’tmeetyourneeds. 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 for study the struggle by freedom an exploring additional path in life and to follow your ambitions wherever they may take you. this In section, Freedom is aconcept that means many so things, including the right to your choose for freedom change with history? In what ways does the struggle QUESTION: ESSENTIAL you wanttoknowaboutthetopicofstruggleforfreedom?

•

POWER,

Think abouttheselectionsyouhavealready studied.Whatmore do PROTEST,

Take afewminutestoscanthetextyouchose.Choosedifferent Preview thetextsbyreading thedescriptions.Whichoneseemsmost • • • • • • • • • • ACTION PLAN After reading, reference consult sources forbackground can that information topic. the After youread, evidencetohelpyouunderstand usefulnessofthe evaluatethe Use first-read andclose-read strategiestodeepenyourunderstanding. Make aplanforwhattodoeachday. Understand yourgoalsanddeadlines. Review yournotesbefore preparing toshare agroup. with Record importantideasandinformation. help youclarifymeaning.

AND

CHANGE MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Choose oneselection.Selectionsareavailableonlineonly. Langston Hughes Langston Hughes ofLangston Poetry The POETRY COLLECTION 1 PERFORMANCE-BASED ASSESSMENT PREP ASSESSMENT PERFORMANCE-BASED learned? inequality is or unequal, born humans Are Steinem Gloria Nature Nurture and Between A Balance MEDIA: PODCAST world? the change book one can How Louis Menand from ESSAYPERSUASIVE of service? alife than freeing more be work factory might Why TarbellIda Teach Can aFactory What aHousewife ESSAY desire? they that freedom the to find travel will people far How Isabel Wilkerson from HISTORY of Paper for Burns the Perfection Who Fact Fifth The Douglass POETRY COLLECTION 2 free? of the land the in outsider an up to grow feel it does How How does the past affect our present view of change? view present our affect past the does How Review Evidence for Informative an Essay synthesizing the information you haverecorded. information the synthesizing and whatyou’velearned unitby evaluating Complete yourEvidenceLog forthe MULTIMEDIA SCAN FOR Books as Bombs Warmth Suns The of Other

Paul Laurence Dunbar

Sarah Browning Sarah

Martín Espada Martín Overview: Independent Learning CONTENTS

383 384 Anchor ReadingStandard 10 

STANDARD this text. theunittopicasyoufirstreadlearn about NOTICE

knowledge andtheselectionsyouhaveread. CONNECT UNIT 3•POWER, PROTEST, AND CHANGE Selection Title: Selection Use thispagetorecordyourfirst-readideas. Guide First-Read LEARNING INDEPENDENT new informationorideasyou 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 ? Write downyourideas. aboutthetext.Whatcanyou whatyounotice.Askyourself ESSENTIAL QUESTION:

Read andcomprehendcomplexliterary andinformationaltextsindependently bandproficiently. Inwhatwaysdoesthestruggleforfreedom changewithhistory? Analyze the Text about whatthischoiceconveys. the text.Selectoneandrecord yourthoughts structure, techniques,andideasincludedin Think abouttheauthor’s choicesofpatterns, Independent Learning Model Annotation Close-Read Guideand Tool Kit

385 Poetry

I, Too

Langston Hughes

Meet the Poet SCAN FOR Langston Hughes (1902–1967) who emerged from MULTIMEDIA the Harlem Renaissance, a cultural movement of the 1920s, was one of the country’s most successful African American writers and prominent interpreters of the African American experience. Born in Missouri, Hughes lived in many parts of the United States and eventually moved to New York City and attended Columbia University. While there, he began exploring Harlem, a place he would forever be associated with and later would help define.

BACKGROUND Over the course of his writing career, Langston Hughes experimented with a variety of poetic forms and techniques. He often tried to recreate the rhythms of contemporary blues and jazz—two other artistic forms that flourished in the early part of the twentieth century.

I, too, sing America. NOTES I am the darker brother. They send me to eat in the kitchen When company comes, 5 But I laugh, And eat well, And grow strong.

IL1 UNIT 3 Independent Learning • I, Too • The Negro Speaks of Rivers • Refugee in America • Dream Variations © Pearson Education, Inc., or its affiliates. All rights reserved. 15 UNIT 3 Independent Learning •I,TooUNIT 3Independent Learning •TheNegro SpeaksofRivers •RefugeeinAmerica • Dream Variations Besides, Then. “Eat inthekitchen,” I, too,am America. And beashamed— They’ll seehowbeautiful Iam NOTES

IL2 Poetry

The Negro Speaks of Rivers

Langston Hughes

SCAN FOR MULTIMEDIA

I’ve known rivers: NOTES I’ve known rivers ancient as the world and older than the flow of human blood in human veins.

My soul has grown deep like the rivers.

I bathed in the Euphrates when dawns were young. 5 I built my hut near the Congo and it lulled me to sleep. I looked upon the Nile and raised the pyramids above it. I heard the singing of the Mississippi when Abe Lincoln went down to New Orleans, and I’ve seen its muddy bosom turn all golden in the sunset.

I’ve known rivers: Ancient, dusky rivers.

IL3 UNIT 3 Independent Learning • I, Too • The Negro Speaks of Rivers • Refugee in America • Dream Variations Poetry

Refugee in America

Langston Hughes

SCAN FOR MULTIMEDIA

There are words like Freedom NOTES Sweet and wonderful to say. On my heart-strings freedom sings All day everyday.

5 There are words like Liberty That almost make me cry. If you had known what I knew You would know why. © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson

UNIT 3 Independent Learning • I, Too • The Negro Speaks of Rivers • Refugee in America • Dream Variations IL4 Poetry

Dream Variations

Langston Hughes

SCAN FOR MULTIMEDIA

To fling my arms wide NOTES In some place of the sun, To whirl and to dance Till the white day is done. 5 Then rest at cool evening Beneath a tall tree While night comes on gently, Dark like me— That is my dream!

10 To fling my arms wide In the face of the sun, Dance! Whirl! Whirl! Till the quick day is done. Rest at pale evening . . . 15 A tall, slim tree . . . Night coming tenderly Black like me. © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson

IL5 UNIT 3 Independent Learning • I, Too • The Negro Speaks of Rivers • Refugee in America • Dream Variations Poetry

Douglass

Paul Laurence Dunbar

Meet the Poet Paul Laurence Dunbar (1872–1906) was the first SCAN FOR African American author to attain national recognition MULTIMEDIA and support himself entirely with his writing. During his short career, he wrote many books of poetry, as well as four novels and four volumes of short stories. The son of former slaves, Dunbar began writing poetry at an early age, and his work first attracted critical attention in 1892. By the time of his death, he had become widely read.

BACKGROUND Paul Laurence Dunbar was among the last generation to have had ongoing contact with former African American slaves. In this poem, Dunbar pays tribute to abolitionist and personal friend Frederick Douglass.

Ah, Douglass, we have fall’n on evil days, Such days as thou, not even thou didst know, NOTES When thee, the eyes of that harsh long ago Saw, salient,1 at the cross of devious ways, 5 And all the country heard thee with amaze. Not ended then, the passionate ebb and flow, The awful tide that battled to and fro; We ride amid a tempest of dispraise. Now, when the waves of swift dissension2 swarm, 10 And Honor, the strong pilot, lieth3 stark,

1. salient (SAY lyuhnt) adj. standing out from the rest. 2. dissension (dih SEHN shuhn) n. disagreement. 3. lieth (LY ehth) v. lies.

UNIT 3 Independent Learning • Douglass • The Fifth Fact • Who Burns for the Perfection of Paper IL6 IL7 NOTES

UNIT 3 Independent Learning •DouglassThe Fifthfor the PerfectionofPaper UNIT 3Independent Learning Fact•WhoBurns The blast-defyingpowerofthyform, 4.

bark For thystrong armtoguidetheshiveringbark, To giveuscomfortthrough thelonelydark.

n . boat. 4

The Fifth Fact

Sarah Browning

Meet the Poet Sarah Browning has been a community organizer in SCAN FOR Boston public housing and a grassroots political MULTIMEDIA organizer on a host of social and political issues. She is the executive director of Split This Rock, a national organization dedicated to helping poets take a more visible role in public life and promoting poetry as an art form. An activist for a decade before beginning to write poetry, Browning now uses poetry as a form of activism.

BACKGROUND This poem is set in the capital city of the United States. Washington, D.C., is not part of any state; rather, the D.C. stands for “District of Columbia,” a small region located between Maryland and Virginia. It was established as the permanent site for the federal government in 1790. Amid the city’s many government buildings, monuments, memorials, and museums are large residential neighborhoods that house a diverse population.

For Ben’s project he must research five facts NOTES about his African-American hero and write them on posterboard. He chooses Harriet Tubman, whose five facts are: Her father’s name was Ben. 5 Her mother’s name was Old Rit. She was born in 1820 and died in 1913. She was born in Maryland and died in New York. Ben asks for advice about his fifth fact and I suggest: She led more than

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson 300 people to freedom. Ben sighs the way he does 10 now and says, Everyone knows that, Mom.

UNIT 3 Independent Learning • Douglass • The Fifth Fact • Who Burns for the Perfection of Paper IL8 IL9 NOTES

UNIT 3 Independent Learning •DouglassThe Fifthfor the PerfectionofPaper UNIT 3Independent Learning Fact•WhoBurns 45 40 35 30 25 20 15 at thehospital. And there’s Walt Whitman, much cooleruphere inthe country, in theneighborhood, HometotheWhiteHouse– from theSoldier’s There goesLincoln’shorse downGeorgia Avenue and allthosepossibilitiesgleamingindevelopers’eyes. since any president summered at the Soldier’s Home. since anypresident summered attheSoldier’s at ThomasCircle bythehomeless guys.It’s100yearsnow his street cornereverymorning tobowthepresident of everydauntlessrebel the worldover, hangingaround Remember his fourfactsandsatisfyalmost-sevenmind. search fortheperfectfact,onethatwillmatch So Itrytoremember thebookweread yesterday, 4. 3. 2. 1. from bedtobed,stroking thehairofsomanydyingboys. summer malaria,her40warhospitals,Whitman moving and sometimesourowndespairlikeWashington’s and LincolnUncleWalt andthetrue stories and newaround me,Isee HarrietTubman Writing here, inmynewneighborhood, thecityold all thesecenturieswedragintothenextcenturyand next. But Iwasbornonly50yearsafterHarrietTubman died, past TheHungerStopperand PayDay 2Go close to mynewhome.DownGeorgia Avenue to workdowntheSeventhStreet Turnpike On summermornings,Lincolnrode hishorse which isoneofthereasons theywere fighting that saidAlltheslaveseverywhere are free! Before thewar, AbrahamLincolnsignedaform and thesouthwhichiswhere theywere. which iswhere theslaveswere tryingtoget the civilwar. Itwasawarbetweenthenorth Harriet Tubman wasaspyforthenorthduring during theCivilWar? Authentic African Cuisine and thenewish Metro and Fishinthe’HoodTop Twins FazeII stores andliquorstores. PastCluck-U-Chicken

Soldier’s Home Soldier’s D.C., War.Washington, Civil the during Walt Whitman Metro poor). very the as (such services to banking access have not do who 2Go Pay Day

commuter rail system in Washington, D.C. Washington, in system rail commuter , Iask,

payday lenders who offer small short-term loans, used mostly by those those by mostly used loans, short-term small offer who lenders payday

American poet and journalist who volunteered at an army hospital in in hospital army an at volunteered who journalist and poet American cottage in which Lincoln summered with his family during his presidency. his during family his with summered Lincoln which in cottage she wasaspyfortheNorth It’s ahit!Hewritesit: . 3 theswornpoet 1 andliquor 2 station 4

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 50 Walter Reed North upGeorgia Avenue inourownsoldiers’home— 5. so close. All theseheroes underourfeet. sworn poet?HarrietTubman born and capacityforlove.Where istheir mourn theghostsoftheirownlegsandarms

and hospital until 2011. until hospital and Reed Walter UNIT 3 Independent Learning •DouglassThe Fifthfor the PerfectionofPaper UNIT 3Independent Learning Fact•WhoBurns

5 Walter Reed Army Medical Center, the U.S. Army’s primary medical center center medical Center, primary Army’s U.S. the Medical Army Reed Walter —the boysandnowgirlstoo NOTES

IL10 Poetry

Who Burns for the Perfection of Paper

Martín Espada

Meet the Poet SCAN FOR Martín Espada (b. 1957) has published thirteen books MULTIMEDIA as a poet, essayist, editor, and translator. Inspired by his father, a photographer based in Brooklyn, New York, Espada published his first volume of poetry in 1982. A poet of deep social and political consciousness, he draws on his Puerto Rican heritage in his work, as well as on his experiences as a legal-aid lawyer and activist. His poems celebrate and often lament the experiences of working-class people, especially those of Hispanic descent. He has been acclaimed as “the Latino poet of his generation.”

BACKGROUND The yellow legal pad, now a staple of courtrooms, law schools, and many other professional settings, first emerged in the late nineteenth century as a way for paper mills to cheaply use and sell their scrap paper. A paper pad from that time would be a stack of sheets bound together at one end, without the yellow coloration or red glue commonly used now.

At sixteen, I worked after high school hours NOTES at a printing plant that manufactured legal pads: Yellow paper 5 stacked seven feet high and leaning as I slipped cardboard

IL11 UNIT 3 Independent Learning • Douglass • The Fifth Fact • Who Burns for the Perfection of Paper © Pearson Education, Inc., or its affiliates. All rights reserved. 15 25 20 would slidealongsuddenlysharppaper, Sluggish by9PM,thehands smoothing theexactrectangle. for theperfectionofpaper, upturned andburning. was apairofhands that everyopenlawbook was gluedwiththestingofhiddencuts, I knewthateverylegalpad Ten yearslater, inlawschool, at thepunchclock. till bothpalmsburned hands oozing The gluewouldsting, of theskin,hidden. and gatherslitsthinnerthanthecrevices UNIT 3 Independent Learning •DouglassThe Fifthfor the PerfectionofPaper UNIT 3Independent Learning Fact•WhoBurns NOTES

IL12 History from The Warmth of Other Suns

Isabel Wilkerson

About the Author SCAN FOR Isabel Wilkerson (b. 1961) was born in Washington, MULTIMEDIA D.C., to parents who had left the South. Their journey inspired her to investigate the Great Migration, the subject of The Warmth of Other Suns. After spending 15 years working on the book, Wilkerson published it in 2010 to immense acclaim. Already the first black woman in the history of American journalism to have won a Pulitzer Prize, in 1994, Wilkerson has since won more awards for her sprawling historical and journalistic work.

BACKGROUND The Great Migration of African Americans from the South to the North was one of the largest and fastest population movements within a single country in history. Because five million men had left their jobs to serve in World War I, workers were in high demand, and some factories and railroads even paid for African American families to travel to the North.

Everybody seems to be asleep NOTES about what is going on right under our noses. That is, everybody but those farmers who have wakened up on mornings recently to find every Negro over 21 on his place gone— to Cleveland, to Pittsburgh, to Chicago, to Indianapolis. . . . And while our very solvency is being sucked out beneath us,

IL13 UNIT 3 Independent Learning • from The Warmth of Other Suns © Pearson Education, Inc., or its affiliates. All rights reserved. 5 4 3 2 1 7 6 and, aftercenturiesofindifference, castitsgazeatlastonthe in the seen asanisolated,randomevent.Itmeritedonlyaparagraph become theGreat Migration. it commencedorwhotookthefirstactualstepofwhatwould workers neededanescape.Nooneknowsexactlywhenorhow servant classoftheSouth.TheNorthneededworkers,and N 2. 1. more likefreedom, andtheycatchatitwithavidity, offer them some little thing of no real value, but which looks a little Georgia planter, shortlyaftertheslaveswere freed. “Letanyman with theNegroes thanIexpected,” wrote GeneralHowellCobb,a of thepeopletheyoncehadowned.“Ifindaworsestatethings Slaves afterthewar. North lookedaway, dismantledthefreedoms grantedformer after theCivilWar, whentheSouth,lefttoitsowndevicesas divisive erasin American history—thelongandviolenthangover eventual migration. been born.Butthoseearlydepartures wouldsetthestagefortheir footsteps ofthosefirstwartimefamiliesfrom Selmahadnotyet Pershing Foster, andmillionsofotherswhowouldfollowinthe that the“treatment doesn’twarrantstaying.” 1916, declaring,according tothe families beganquietlydepartingSelma, Alabama, inFebruary in Europe andtalkof America joiningin,severalhundred black few peoplenoticedwhen,inthedeepofwinter, withawarraging undercover scoutingofcheapblacklaborasearly1915.But departures monthsbefore. Railroads inPennsylvaniahadbegun the movement,andwaslikelypreceded byunremarked-upon changed. Thefederalgovernmenthadtakenover theaffairs ofthe bound towhateverplantationtheyworked.But onethinghad Sharecropping, slavery’sreplacement, keptthemindebt andstill South nobetteroff economicallythantheyhadbeenbefore. get apatchofground toliveonandgetfrom underhiscontrol.” County, Georgia, “before theywillworkforawhiteman,if theycan sacrifice theirbestfriendswithouthesitationandregret.”

avidity century.mid-twentieth Defender Chicago One oftheearliestreferences cameonFebruary 5,1916,andwas The plantationownershadtrouble imaginingtheinnate desires The familiesfrom Selmaleftinthemidstofone most Ida MaeBrandonwasnotyetthree yearsold.George Starling, For allitsupheaval,theCivilWar hadleftmostblacksinthe “They willalmoststarveandgonaked,”wrote aplanterinWarren the middleofWorld War I.TheNorthfacedalaborshortage o oneknowswhowasthefirsttoleave.Itsometimein Chicago Defender,

(uh VIHD uh tee) uh (uh VIHD SELMA, ALABAMA, EARLY WINTER1916

most influentialmost African during newspaper American the early and n . keen eagerness. 1 theagitatorandunwittingchronicler of Chicago Defender’s UNIT 3 Independent Learning • UNIT 3Independent Learning briefcitation, 2 and would andwould from TheWarmth ofOther Suns NOTES

IL14 IL15 NOTES

UNIT 3 Independent Learning • UNIT 3Independent Learning 11 10 9 8 license orfreedom accorded themwasstrippedaway. Theworld they mayhavebeen,hadneverhappened.Onebyone,each back intime,asif thepreceding three decades,limitedthough accustomed tothelibertiesestablishedafterwar, were hurled the nextsixtyyears. accommodations were constitutional. Thatruling wouldstandfor and ruled, inaneight-to-onevote,that“equalbutseparate” of Plessyv. Ferguson, theSupreme CourtsidedwiththeSouth belated resistance, notknowingandabletoimaginehowfar disbelief totherisinghysteria,then,helplessstop it, attempta colored peopleintheSouthwouldfirstreact indenialand them slowly, perhaps barely perceptibly, atthestart ofNazism, and ordinance. got smaller, narrower, more confinedwitheachnew courtruling system basednotonpedigree refine thelanguageofwhitesupremacy. Theywouldcreate acaste opportunities accorded freed slavesduringReconstruction andto in theyearsleadinguptoNazism,theybeganundo wounds ofdefeatandseekingascapegoat,muchlikeGermany resurrect thecastesystemfoundedunderslavery. Nursingthe in thefaceofsouthernhostility, whitesintheSouthbeganto was merely buildingonthesenewopportunities. rights hadbeensettledforgoodandthatallconfronted them insurance men.Theyassumedthatthequestionofblackcitizens’ some managedtobecomephysicians,legislators,undertakers, for office undertheprotection ofnortherntroops. Inshortorder, and themore ambitiousamongthemcouldenroll in blackcolleges They couldvote,marry, orgotoschoolif there were onenearby, freed menwere abletoexercise rightspreviously deniedthem. South, duringaperiodknownasReconstruction, andthenewly 5. 4. 3. set upbynorthernphilanthropists, arrested whenherefused tomove.In1896,intheseminal Railroad, tookanemptyseat inthewhite-onlycar, andwas 7, 1894,Plessyboughtafirst-classticketontheEastLouisiana “a compartmenttowhichbyracehedoesnotbelong.”OnJune a newstatelawforbiddinganyrailroad passengerfrom entering Supreme Court.Homer A. Plessy, acolored Louisianan,protested lowest casteintothemainstream. on race,andwhich,bylaw, disallowedanymovementofthe from

seminal pedigree help others. philanthropists Not unlikeEuropean Jewswhowatchedtheworldcloseinon Now, withanewcenturyapproaching, blacksintheSouth, But, bythemid-1870s,whenNorthwithdrew itsoversight The fightoverthisnewcastesystemmadeittotheU.S. TheWarmth ofOther Suns

(SEHM uh nuhl) nuhl) uh (SEHM

(PEHD uh gree) gree) uh (PEHD

(fuh LAN thruh pihsts) pihsts) thruh (fuh LAN adj n . social status. . social . having a strong influence on events that come later. come that events on influence astrong . having 4 andtitle,asinEurope, but solely n . wealthy people who donate time and money to money and time donate who people . wealthy 3 openbusinesses,andrun 5 case

© 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 mob executions.Butthehatreds andfearsthatfedbothassaults the otherenduringnearlyacenturyofapartheid,pogroms, and widely divergent, onesuffering unspeakablelossand genocide, the supremacists wouldgo.Theoutcomesforbothgroups were safe ifwestay? said. “ where theywere. colored leaderstoodbefore thepeopleandurged themtostay At aclandestinemeetingafternearlynchingin Mississippi,a forgot totellhimtheywere goingaway.” church eldersgonenorth. “Theywritetheministerthat they Wednesday, thinkingallwaswell,andbySundayfindthe reported. A colored ministermightmeetwithhisdeaconsona do thewhitepeopleaboutthem,”aLaborDepartmentstudy recognized leadersintotheir confidenceanymore thanthey premature, dishearteningsurrender.” very thoughtofitandconsidered anexodusfrom theSouth“a who sawitcomingbutdiedbefore itbegan,wasagainstthe of theSouthandstrongly discouragedit.Frederick Douglass, it, BookerT. Washington, wasvehementlyagainstabandonment to organize theMigration. Thebest-knownleaderatthestartof Tubman orforthatmatter, MalcolmXorMartinLutherKing,Jr., a leaderlessrevolution. There wasnoMosesorJoshuaHarriet saw nooptionbuttogo.Theirswouldbecomethefirstvolleyof could devisethem. to encompassmore activitiesofdailylife asquickly aslegislators and, wellintothenewcentury, thecolorcodeswouldonlygrow losing ground andsinkinglowerinstatuswitheachpassingday, yesterday, theywere prohibited from doingtoday. Theywere where theychosefoundthatsomethingcoulddofreely men therighttovote. ignored theFifteenth Amendment of1880,whichguaranteedall and equalprotection toanyonebornintheUnitedStates,andit Amendment of1868,whichgrantedtherighttodueprocess indifferent tomountsocompleteanattack. were notdissimilarandrelied onarousing thepassionsof A maninthe audience rose uptospeak. The leaderwasspeechless. “You tellusthattheSouthisbestplaceforus,” theman Ordinary peoplelistenedtotheirheartsinsteadofleaders. “The Negroes justquietly moveawaywithouttakingtheir Those entreaties hadlittle effect. Thus, thosesilentpartiesleavingSelmainthewinterof 1916 Each year, peoplewhohadbeenabletovoteorridethetrain The SouthbeganactinginoutrightdefianceoftheFourteenth What guarantiescanyougiveusthatourlifeandliberty willbe ” UNIT 3 Independent Learning • UNIT 3Independent Learning from TheWarmth ofOther Suns NOTES

IL16 IL17 NOTES

UNIT 3 Independent Learning • UNIT 3Independent Learning 22 21 28 27 26 25 24 23 suspicion thathewasatoolofthewhitepeoplerunning things. leader saidafterward. “SoIhavenotagainurged my racetoremain.” free butnotfree, chafingunderJimCrow removed from it.Thecolored members ofthisgenerationwere no personalrecollection ofslavery—theywere twogenerations any otherintheSouth.Itwasmadeupofyoungpeoplewith of thetwentiethcentury, agenerationcameintotheworldunlike next dayfordoingso.” the pulpitthathisflockstayinSouth.Hewas“stabbed One Sunday, acolored ministerinTampa, Florida,advisedfrom Any suchleaderwas,therefore, likelytobeignored, orworse. studied subservience 7. 6. else wantednomattertheirskillorambition,couldn’t vote, but when awhitepersonapproached, were banishedtojobsnobody Emancipation Proclamation, theystillhadtostepoff thesidewalk that, sixty, seventy, eightyyearsafter Abraham Lincolnsignedthe the war.” be contentwiththesameconditionswhichexistedat thecloseof “Fifty yearsaftertheCivil War, theyshouldnotbeexpectedto of theminaride36hours,”theLaborDepartmentwarned. their severe limitationsintheSouthwhentheycanescape most out. “ItistoomuchtoexpectthatNegroes willindefinitelyendure face oftheearth.” no harm,why, thepeoplewanttokillhimandwipefrom the newer generationofwhitesoutherners.“WhentheNegro isdoing the old-guard formergovernorof Alabama, saidin1901ofthe than eventheirslaveholdingancestorshadbeen. on aformalkindofsupremacy, hadgrown more hostiletoblacks bound thetworaces. And itappeared thatyoungwhites,weaned They hadgrown upwithoutthecontrivedintimacythatonce platforms. There were whiteambulances andcolored ambulances freight elevatorsinback);whitetrainplatformsandcolored train There were whiteelevatorsand colored elevators(meaningthe and adaywhenblackscouldgo,if theywere permittedat all. could behangedonsuspicionofthepettiestinfraction. from

subservience 1960s. into the 1880s the from States Crow Jim Any leaderwhodared argue againstleavingmightarouse Younger blackscouldseethecontradictionsintheirworld— “When heaskedmethat,there wasnothingIcouldanswer, the In theyearsleadinguptoandimmediatelyfollowingturn There were dayswhenwhites couldgototheamusementpark These were thefactsoftheirlives: The colored peopleofthisgenerationbeganlooking for away “The sentimentisaltogetherdifferent now,” William C.Oates, TheWarmth ofOther Suns

state and local laws that enforced racial segregation in the southern United United southern the in segregation racial enforced that laws local and state

(suhb SUR vee uhns) vee SUR (suhb 7 oftheirslaveparents andgrandparents. n . attitude of servitude to another’s. of attitude servitude authority. 6 andresisting the

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 29 32 31 30 in anyconceivableplacewhere apersonmighthavetowaitfor who didn’tsurvivewhateverwaswrong withthem. to ferrythesick,andwhitehearsescolored hearsesforthose had to place their bets at separate windows and sit in separate had toplacetheirbetsat separatewindowsandsitin play checkerstogetherin Birmingham.Whiteandcolored gamblers after payinghiswaterbill.” historian JamesC.Cobb,becausetheman“asked forareceipt a blacktenantfarmerinLouise,Mississippi,1948, wrote the for theslightestmisstepwere swift andbrutal. Two whitesbeat shaken handswithapersonoftheotherrace.The consequences a whitepersonsogestured, leaving manypeoplehavingnever shake awhiteperson’shand. A handshakecouldoccuronlyif spoken tofirst. A blackpersoncouldnotbethefirsttooffer to black personcouldnotcontradictawhiteorspeakunless blamed nomatterwhowasatfault.Ineverydayinteractions,a extreme cautiontoavoid an accidentbecausehewouldlikelybe matter howslowlythewhitemotoristwasgoingandhadtotake ahead ofhim.Hecouldnotpassawhitemotoristontheroad no reached anintersectionfirst, hehadtoletthewhitemotorist go not applywhenacolored motoristwasbehindthewheel.Ifhe the citylimitsby8P.M. inPalmBeachandMiamiBeach. of Mississippi.Colored peoplehadtobeoff thestreets andoutof people inJacksonville,Birmingham, Atlanta, andtheentire state There were taxicabsforcolored peopleandtaxicabsforwhite tellers tomaketheirdepositsattheFirstNationalBankof Atlanta. their licenseplatesinIndianola,Mississippi,andtoseparate Oklahoma. Whiteandcolored wenttoseparatewindowsget Florida, andthere were whiteandcolored telephoneboothsin say whatstateI’min.” president ofasoutherntheaterchaintoldthe complain abouttheextracost.“Thatquestionisdynamite,” segregated facilities.”Butmostsouthernbusinessmendidn’tdare frequently costsfifty percent more tobuildaterminalwith The president ofSoutheasternGreyhound toldthe brush elbowsoveramartini,”the including twosegregated cocktaillounges,“lesttheraces station wentupinJacksonville,Florida,withtwoofeverything, for colored men,andoneforcolored women.In1958,anewbus for colored people:oneforwhitemen,women, expense inanypublicestablishmentthatbothered toprovide any four restrooms hadtobeconstructed andmaintainedatsignificant office. Asomething, from thebusdepottodoctor’s totalof It wasagainstthelawforacolored personandawhiteto Throughout theSouth, conventionalrules oftheroad did There wasacolored windowatthepostoffice inPensacola, There were whitewaitingrooms and colored waitingrooms Wall Street Journal UNIT 3 Independent Learning • UNIT 3Independent Learning Journal. Journal, reported. “Don’teven “It from TheWarmth ofOther Suns NOTES

IL18 IL19 NOTES

UNIT 3 Independent Learning • UNIT 3Independent Learning 37 36 35 34 33 resulting inwhite-onlyandcolored-only saloons.There were white blacks onstoolsattheotherend,untilcityoutlawedeventhat, were segregated: Whitesdrankonstoolsatoneend ofthebarand aisles atracetracksin Arkansas. At saloonsin Atlanta, thebars something bettermadea wayforthosewhofollowed. and thecivilrightsmovement, whoseprivateambitionfor aggrieved, wishfulgenerationsbetweentheHarlem Renaissance and Allegheny rivers.Theseare thestoriesofforgotten, the shores oftheGreat Lakesand alongtheHudsonandPotomac generation tothenextinfarawaycitiesbyPacific Oceanandon had notpaidbetterattentionwhentheythe chance. who hadhalf-listened wouldscoldandkickthemselvesthatthey grew upandhadchildren and troubles oftheirown. And theones between cereal commercials andnottruly understanduntilthey laundry orstirringthecornbread, andthechildren wouldlisten migrants dropped puzzlepiecesfrom thepastwhilefolding overwrapped present, asecret toldinsyllables.Sometimesthe what theyhadalready left. lipped andcheerfuldenial.Otherssimplyhadnodesire torelive Some spokeofspecific andcertainevils.Somelived in tight- prim andproper orclippedandfast,liketheNewWorld itself. melted butterandtheirchildren speaklikefootstepsonpavement, be inthisnortherncityorwesternsuburbwhytheyspeaklike and whytheylefthowallthisbloodkincameto children downtotellthemthesethings,what happened aunts, assoontheygotbigenoughtogo. for youngsoutherners—brothers joiningbrothers, niecesjoining II, andbythetailendofMigration,avirtualritepassage would becomeafloodofthediscontentedduringWorld War into the1970s. would notfullytakeholdinmanypartsoftheSouthuntilwell after itspassageasvigorously asReconstruction hadbeenand the CivilRights Act of1964,whichwasnonethelessresisted years not getaproper burialuntiltheenactmentoffederallegislation, killing ofdissidentsseekingbasichumanrights.JimCrow would own sectarianviolence:bombings,hosingofchildren, andthe efficiency untilJimCrow expired under theweightofSouth’s Pershing’s existencebefore theyleft—carriedoutwithsoul-killing was awhiteBibleandblacktosweartellthetruth on. Calhoun City, Mississippi.InoneNorthCarolina courthouse,there parking spacesandcolored parkingspacesinthetownsquare in from And sowhatstartedasalittle-noticedmarch oftheimpatient And inthisway, thewaysofSouthpassedfrom one The factsoftheirlivesunfurledoverthegenerationslike an Many ofthepeoplewholeftSouthneverexactlysattheir These were thefactsoftheirlives—ofIdaMae’s,George’s, and TheWarmth ofOther Suns

❧

Ida Tarbell

About the Author Ida Tarbell (1857–1944) has been credited as the SCAN FOR inventor of investigative journalism for her series of MULTIMEDIA articles, beginning in 1902, on the Standard Oil monopoly. Tarbell’s exposé of Standard Oil is credited with stirring up the public outrage that led to government intervention and the eventual breakup of the company. Her work in general was driven by what she called “hatred of privilege, privilege of any sort.”

BACKGROUND In 1916, when this piece was written, it was common for an upper- class family to employ household servants. Servants lived with their employers and were expected to always be available for whatever task was required of them.

1 hen one set of people see that another set of people are W taking from them that which they very much want to have, NOTES the intelligent procedure is to find the reasons behind the shift. The housewives of this country are seeing the great body of girls and women on whom they have always depended for household service turn their backs on them and accept employment in thousands of different kinds of shops and factories. They see the girl that they think they ought to secure as a waitress much preferring to go into a candy factory. They find the woman that they think would make an admirable cook possibly making munitions,1 if she lives in Dayton, Ohio, for instance. This shift © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson from the house to the factory is not local and sporadic.2 It is general and permanent.

1. munitions (myoo NIHSH uhnz) n. guns or ammunitions. 2. sporadic (spuh RAD ihk) adj. happening often, but irregularly.

UNIT 3 Independent Learning • What a Factory Can Teach a Housewife IL20 IL21 NOTES

UNIT 3 Independent Learning •WhataFactory CanTeachUNIT 3Independent Learning aHousewife 4 3 2 5 eighteenth centuryoftherevolutionary Franceandrevolutionary United Statesare backintheeighteenthcentury, andnotthe herself inthecommunity. question ofopportunitytoadvance,takeand make aplacefor It iswithheraquestionofself-respect, aquestionoffreedom, a up considerablyabovethatofthehighestpaidfactory workers. large asthatofthefactory, butwhatshesavesbringstheearnings in theaveragehousehold.Herweeklywagemaynotbequiteas free life andforsocialstanding.Thewomanmakesmore money less influencewiththemassofpeoplethanopportunitiesfora does. There neverwasaclearer demonstrationthatmoneyhas offer thesamephysicaland socialadvantagesthatthefactory are nevergoingtobeable toholdhouseholdworkersuntilthey as shecannotkeepitinthehouse.Thewomenofthiscountry carefully whythemanufacturers canholdlabor the householdemployersinthiscountryoughttodoisstudy can weaveorspin.Sherun alathe her workmore respect thanthehousewife ordinarily does.She employer andthosewhoare immediatelyoverhershowand home thatisprovided bythehousewife. independent, more cheerful,more of apersonthanshecaninthe to whichshecangiveherpersonalstamp,where shecanbemore way. Itisbecauseshecanhaveahome,placewhichherown, to letherwhomshehires goaheadanddoherworkinown intrusion ofapersonwho,becausesheisinauthority, isunwilling task, whichshecanperformwithoutthehourlyfussingand want herSundaysandholidays.Itisbecauseshewantsafixed a regular dayofafixednumberhours.Itisbecauseshedoes because shedoesnotwanttocook.Itis might bethecook.Whydoesshegotoafactory?Itisnotatall such horror. Butistheirnotioncorrect? Take thewomanwho woman shouldprefer togointotheseplaces,ofwhichtheyhave something cruel, dark,distressing. Theyare appalledthatany they prefer it? come toit.Theygo,itisobvious,becausetheyprefer it.Whydo cannot. Thefactoryhasnowayofcompellinggirlsandwomento often doesif sheisinakitchen.Shekeepscaste the policemanonbeatwillnotlookdownher, asheso 5. 4. 3.

keeps caste keeps lathe labor hold Socially andeconomicallyspeaking,thehousewives ofthe There are, ofcourse,reasons. Nowwhatare thereasons? What The womanprefers thefactory, too,becauseshefindsthather Most housewiveshavetraditionalnotionsofthefactoryas

(lay th

) retain workers.

n maintains a level of respect in society. in respect of alevel maintains . wood-working machine. . wood-working 4 orfeedamachine,and 5 3 inthefactory, whenthey

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 7 6 America, butthefeudal 6. labor. spirit anditssatisfactions. factory co-operate.Theresult sheclaimsisrevolutionary inits and hermaids.Theyco-operatewithasoperativesinthe The result more thanjustified theexperiment.Shekeepshercook and putthelaborthere onthesamebasisaslaborinfactory. she didinherkitchen.Sheresolved torevolutionize herhouse factory alife more inaccordance withnaturalhumanwantsthan experience enabledhertoanswerthequestion.Sheoffered inthe these peoplebetterthanIcanmycookandmaids?”Herfactory years atthisworkwhenshebegantoaskherself, “WhycanIhold contentment andco-operationreign. Shehadbeenbutafew conditions thanherpredecessors. Shebuiltupalaborforce where she wouldbeobligedtooffer betterhours,higherwages, at oncethatinorder toholdthekindoflaborwhichsheneeded built upafactorywhichisineverywaymodel.Shediscovered to it.Shewentatthetaskwithgreat energy, andintenyearshas it indebt.To savetheproperty shewasobligedtogiveattention she wasobligedtoacquaintherself withitscondition.Shefound had scarcely everinhislife passedthedoorofplant.Now The ownerofafactorydied,leavinghisbusinesstowife. She factory. they control. Theycanlearnwhatitisnecessarytodofrom the going tobeablestabilizeanddignify thegreat industrywhich and are ready toadopthisspiritandmethods,they are not wants, andare willingtotransformtheirspiritandmethods, study whythemanufacturer isabletoholdthelaborwhichhe they purge themselvesoftheclassspirit,untiltheygooutand from anaristocraticpointofview, notfrom thedemocratic.Until

population were ruled by a land-holding nobility. aland-holding by ruled were population feudal Something likethiseverywomanmustdoif sheistohold Not longagoIstumbleduponanadmirableillustrationofthis.

❧

(FYOO duhl) duhl) (FYOO adj . of or related to a social system in which the majority of the the of majority the which in system to asocial related or . of 6 eighteenthcentury. Theyseethisthing UNIT 3 Independent Learning •WhataFactory CanTeachUNIT 3Independent Learning aHousewife NOTES

IL22 Persuasive Essay from Books as Bombs

Louis Menand

About the Author SCAN FOR Louis Menand (b. 1952) was born in Syracuse, New MULTIMEDIA York, and raised in the Boston area. Following his graduation from Pomona College, Menand attended Harvard Law School. After a year there, he took a leave of absence and began studying English in Columbia University’s Ph.D. program. He never went back to law school. Menand has been a staff writer for The New Yorker since 2001 and is an English professor at Harvard. His book on American philosophical and intellectual traditions, The Metaphysical Club, won the 2002 Pulitzer Prize for history.

BACKGROUND The feminist movement in the United States seeks to end gender discrimination. The stages of the feminist movement are often referred to as “waves.” In the first wave, women sought legal rights, such as the right to vote. The second wave focused on social and cultural equality. Arguably the strongest and most distinct voice of the second wave was that of Betty Friedan.

1 n 1963, the year she published The Feminine Mystique, Betty NOTES I Friedan was living in Grand View-on-Hudson, New York, in an eleven-room house overlooking the river, with her husband, Carl, and their three children. Carl was an advertising executive; Betty was a summa-cum-laude1 graduate of Smith who had been working for more than ten years as a successful freelance magazine writer. The Friedans had household help three or four

1. summa-cum-laude (SUM uh kuhm LOW dee) phrase signifying the highest academic distinction or honor.

IL23 UNIT 3 Independent Learning • from Books as Bombs © Pearson Education, Inc., or its affiliates. All rights reserved. 5 4 3 2 free neighborhood; andsheenjoyedtheleisure towrite,ordo financially dependablehusbandandabighouseincrime- her bookabout.Shewaswhiteandwelleducated;shehada or reviews. (Eventually, the attention atfirstwithoutthebenefitsofnewspaperadvertisements newspaper strikeinNew York City, andithadtogetthepublic’s has noname”—andthentogiveitaname. comfortable andeconomicallysecure women“theproblem that her decisiontocallwhatwaswrong withthelivesofapparently The mostbrilliantthingaboutFriedan’sverybookwas as such.Theword “sexism,”initscurrent meaning,didnotexist. right tovote,there were nolawsagainstgenderdiscrimination Apart from theNineteenth Amendment, whichgavewomenthe was notsoeasytoexplainitwhenFriedanwritingherbook. it or howqualified shewas,Betty’slife couldneverbeCarl’s—but put simply:nomatterhowmuchshewanted,hard shetried, she wasoneofthemostprivilegedhumanbeingsonplanet. material measure, andrelative totheaspirationsofmostpeople, be responsible forthedomesticneedsofherhusband.Byany manage thecare ofherhealthyandwell-adjustedchildren and anything elsesheliked.Theonlyexpectationswere thatshe National Women’s PoliticalCaucus.Bythetimeofherdeath,in with Bella Abzug, GloriaSteinem,andothers,shefoundedthe the highly effective Women’s Strike forEquality;and,together Women, whichshenamedandhelpedtocreate; sheconceived she servedasthefirstpresident of theNationalOrganization for powerful figures inthewomen’smovement.From 1966to1970, the night.Friedanherself went on tobecomeoneofthemost to havedividedthesixtiesfrom thefifties asthedayfrom Friedan’s bookwasoneofthoseeventswhichseem,inretrospect, paperback printingsold1.4millioncopies. up spendingsixweeksonthe that wasthecolorofafire truck. an unusualpromotional tool,anditgavethebooka dust jacket its hands.Ithired apublicistwhoarrangedbooktour, then was astuteenoughtosensethatitmighthaveablockbusteron a staggeringthirty-sixmillion,anditspublisher, W. W. Norton, Ladies’ HomeJournal 3. 2. skeptical assessment.)Butthebookwasexcerpted

excerpted the Friedan was,inotherwords, thekindofwomanshewrote The FeminineMystique It iseasynowtoexplainwhatwaswrong withthatexistence— For manywomen,andnotafewmen,thepublicationof Times

shorthand for for shorthand (ehk SURPT ihd) ihd) (ehk SURPT , magazineswhosecombinedreadership was The New York Times New The v . shortened and published in another work. another in published and . shortened cameoutinthemiddleofafour-month Times Times The FeminineMystique 2 ranathree-paragraph, rather , a prominent newspaper in New York New in City. newspaper , aprominent best-sellerlist.Thefirst UNIT 3 Independent Learning • UNIT 3Independent Learning 3 in McCall’s ended and from NOTES BooksasBombs

IL24 IL25 NOTES

UNIT 3 Independent Learning • UNIT 3Independent Learning 8 7 6 9 legal reform, andforslightingthecontributionsofprevious promoting apsychologyofself-help ratherthanaprogram of Mystique movement.” “Let’s faceit,theyalldo—allthoseactivistsinthe women’slib children. “Shehatesmen,”Carltoldareporter afterthedivorce. physically abusingherandwhomshedivorced, in1969)or her uncontradicted byeitherherhusband(whomsheaccusedof particularly cooperativespouseorattentivemother—ajudgment same year, presented evidencesuggestingthatshewasnota a biographyofFriedanbyJudithHennessee,publishedthe and Bruno Bettelheim—hassinceturnedouttobesuspect. And the femininemystique—workbyMargaret Mead, Alfred Kinsey, much ofthescholarshipFriedanrelied oninherdiagnosisof States. time believedtobethelargest Communist-ledunionintheUnited United Electrical,Radio,andMachineWorkers of America, atone a writer, firstfortheleft-wingFederatedPress, andthenforthe the maids,andshecontinuedtodoso,afterleftcollege, as she wasstillastudentatSmith,where shesupportedunionizing campaigned onbehalf oftherightsworkingwomen when credit. (Somemenhavebeenknowntobethiswayaswell.)The been sold. 2006, more thanthree millioncopiesof 5. 4. revisionism. had nonameuntilshenamedit—wasapretty openinvitationto even managedtoidentify—that theproblem shewrote about implication thatshehaddiagnosedaconditionnoone elsehad heard thatFriedanaccused himprivatelyofRed-baiting. hard tosuppress. (Horowitz, awhollysympatheticbiographer, associations withleft-wingcauses,ahistorythatFriedantried is howshealwayschosetopresent it,butinherlonghistoryof its originsnotinherfrustrations asasuburbanhousewife, which Smith, publishedabookrevealing thatFriedan’sfeminismhad depictions ofwomenasactiveandindependent. oversimplified. Therecord wasmixed: there were alsomany fifties represented womeninsubmissiveanddomesticroles was Friedan’s claimthatmass-circulation magazinesinthenineteen- Joanne Meyerowitz, ahistorianwhoisnowat Yale, showedthat from

accusation in century. the mid-twentieth Red-baiting misrepresented. or distorted been has record the that claim revisionism A fewyearslater, thehistorianDanielHorowitz, whotaughtat In 1999,thepoliticalscientist Alan Wolfe pointed outthat Other writers,overtheyears,havecriticized By allaccounts,Friedanwasnotapersoninclinedtoshare the BooksasBombs forignoringworkingclassandnonwhitewomen, for

(rih VIHZH uh nihz uhm) nihz uh (rih VIHZH v 4 . denouncing someone as being communist, often without proof, a serious proof, aserious without often communist, being as someone . denouncing Thirtyyearslater, therevisionists arrived.In1993, n . change in the historical record, based on the the on based record, historical the in . change The FeminineMystique The Feminine 5 ) Friedan had

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 13 12 11 10 Modern World (published inEnglish1953),MirraKomarovsky’s Why Women Cry books onthesituationofwomen,includingElizabethHawes’s gender roles, in 1953, and, as the revisionists have demonstrated, if contradictory practicesandbeliefs,”Komarovsky wrote, about United Statesafter1945?“Oursocietyisaveritable crazyquiltof Why didawomen’smovementtakesolongtodevelop inthe some kindofboltfrom theblueispartofabighistoricalmystery. revelation.” “A bombshell.” clicked.” “Itslammedmeintheface.”“A boltoflightning.”“A “It literallychanged(andperhaps saved)mylife.” “Something Mystique readers whowrote toFriedanalmostfifty yearsago:“ to havehadnotrouble reliving theexperience,andtheyecho read eighty-eight womenandmentoday, whorecall thefirsttimethey But Coontzalsoundertookherownsurvey—ofahundred and the Dawnof1960s Strange Stirring: what Iwasfeelingandfeltvalidated!!” loose!” “Likelightbulbsgoingoff againandagain.”“Iunderstood “I feel,today, asthoughIhadbeenfilledwithheliumandturned wrote Friedangratefulletters describingthebook’seffect onthem: number ofwomenrecognized themselvesinitspages, andmany whatever thebook’smeritsasculturalhistory, anenormous “the comfortableconcentrationcamp,”mightbedebated.But, what Friedancalled(inanuncharacteristicallyextreme analogy) 1963. emotional: thisiswhatitfeltliketobean American housewife in Feminine Mystique readers. no otherfeministwriterhad.Shetouchedthelivesof ordinary have exaggeratedheroriginalityaswell,butshesucceededwhere open aboutherpoliticalbackground andmotivations.Shemay certainly couldnothavedonesoif Friedanhadbeencompletely or atleastthewayalotofpeoplesawworld,anditalmost Feminine Mystique the women’smovementwasabadideaaltogether)agree that Two Roles The persistentcharacterizationof Stephanie Coontz’susefulrevisiting ofFriedan’sbook, There isalotofculturalandpsychologicalanalysisin Still, evenFriedan’scritics(apartfrom thosewhothinkthat The FeminineMystique. Why leftmebreathless.” “Ifinallyrealized Iwasn’tcrazy.” (1956)—allofthemwellknowntoFriedan. itfeltthatway, whatforces hadtrappedwomeninside (1953),and Alva Myrdal andViola Klein’s TheFeminineMystique (1943), Simone de Beauvoir’s (1943),SimonedeBeauvoir’s . Butthecore ofthebook’sappealwas wasabookthathelpedtochangetheworld, includessomeexcerptsfrom theseletters. Coontz’sfemalerespondents seem The FeminineMystique and AmericanWomen at UNIT 3 Independent Learning • UNIT 3Independent Learning The SecondSex Women inthe The Feminine The Women’s A as

The from NOTES BooksasBombs

IL26 IL27 NOTES

UNIT 3 Independent Learning • UNIT 3Independent Learning 17 16 15 14 and theemploymentrateforwomenrose fourtimesasfastit enrolled incollegenearlydoubledthatdecade,for example, of genderequalityinthenineteen-fifties. Thenumberofwomen you pickouttherightdatacanidentify trends inthedirection percent ofcollegestudentswere women in1920;1963,thirty- eleven percent. (Today, itisjustoverfifty percent.) Forty-seven fifteen percent ofPh.D.swere awarded towomen;in1963,itwas off in1963thantheyhadbeen1945,oreven1920.In1920, points—was that,bymanyofthesemeasures, womenwere worse situation wastomarry. virtually theonlywayawomancouldimprove hereconomic disparity inpayandcareer opportunitybetweenmenandwomen, women worked,itmadeperfecteconomicsense: becauseofthe book thatsoldtwomillioncopiesinthree weeks.Ifthat Brown inhermega-best-seller (1958), anditwasessentiallythecounseloffered byHelenGurley the premise ofRonaJaffe’s bestsellingnovel marriageable womantotakeajobwasfindhusband.This were prevalent. balcony andwere notallowedtoaskquestionsduring speeches, Press Club,where invitedfemalereporters hadtositinthe Male-only institutions,from Harvard and Yale totheNational senators, membersofCongress, andambassadorswere men. were men;andmore thanninety-sevenpercent ofUnitedStates percent ofphysicianswere men;ninety-sevenpercent oflawyers Seventy-eight percent ofcollegefacultywere men;ninety-five higher-status professions, womenwere virtuallyinvisible. who workedwere infemale-only, mainlyservicejobs.Inthe argue withtheirhusbands.” approval theremark “Women shouldbeeducatedsothattheycan man. Friedanquotedthepresident ofMillsCollegecitingwith graduate wasreally luckyshemightendupmarryingaHarvard quotes thepresident ofRadcliffe suggesting thatif aRadcliffe marriage—even bythepresidents ofwomen’scolleges.Coontz taken forgrantedthattheproper goalforintelligentwomenwas barely onthepublic’sradarscreen. Onthecontrary:itwasalmost Friedan waswritingherbook,theissueofgenderequality or withoutBettyFriedan.” concludes thatawomen’smovement“wouldhavehappenedwith produced pressure togetridofgenderdiscrimination.Coontz of womenintheeducationalandvocationalpipelineswouldhave did formen. At somepoint,presumably, theincreasing numbers from The strangestpartofit—thiswasoneFriedan’s main The popularunderstandingwasthattheonlyreason fora By thelatenineteen-fifties, seventy-fivepercent ofthewomen That maybeso,butit’sacounterfactualassertion.When BooksasBombs Sex andtheSingleGirl The BestofEverything (1962)—a was why

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 19 18 got marriedin1963were teenagers. And thebirthrateforthird age atfirstmarriagewasdropping: almosthalf ofallwomenwho students are female.Comeon,guys! You candoit!)Themedian eight percent were women.(Today, fifty-seven percent ofcollege this topeople,intheendittookabookbreak thespell. a goodwaytowintheColdWar. Whateverfairydustwasdoing actually de-incentivizingthemfrom enteringtheworkforce—was believe thatkeepingcapable,highlyeducatedpeopleathome— It seemsalmostakindofmagicalthinkingthatcausedpeopleto The wife isthere toimplantthoseideasinherworkinghusband. will defeattotalitarian,authoritarianideasonlybybetterideas.” believed thatthehousewife’s taskwasaworthyone,since“we confessed, “verylittleexperienceasawife ormother”;buthe truly purposeful,tokeephimwhole.”Stevensonhad,heaffably I thinkpartofyourjobistokeephimWestern, tokeephim man,’” Adlai Stevensonadvisedthe Smith Classof1955,“and “You maybehitchedtooneofthesecreatures wecall‘Western segregated bygender, apracticethatdidn’tenduntil1968. than segregation byrace.Classified jobadsinthe greater thanithadbeenin1900,andwasmore sharplydelineated the nineteen-fifties, segregation bygenderinemploymentwas was stillhigh,andalthoughmanywomencamebacktoworkin a correction becameatrend. Fifteen yearslater, thebirthrate there wasabigspikeinthebirthrate.Butwhatshouldhavebeen given) jobsthathadbeendonebywomenduringthewar;and of menintheworkforce increased, asmenreturned to(orwere home, in1945,twopredictable thingshappened:theproportion million veterans,ninety-eightpercent ofwhomwere men,came rate forfourthchildren tripled. and fourthchildren wasrising:between1940and1960,thebirth A quasi-official ideologygrew uptojustify thenewnormal. Demographically, itlookedlikeasnowball effect. Whensixteen UNIT 3 Independent Learning • UNIT 3Independent Learning Times were

❧ from NOTES BooksasBombs

IL28 Media: Podcast A Balance Between Nature and Nurture Gloria Steinem

SCAN FOR MULTIMEDIA

About the Author Gloria Steinem (b. 1934) became one of the leaders of the movement called “second-wave feminism” through NOTES her work as a journalist and activist in the 60s and 70s. In 1972, Steinem co-founded Ms. magazine, a publication focused on women’s rights, and served as one of its editors for 15 years. Many of Steinem’s books on women’s rights became bestsellers, and her journalism has earned her a number of awards.

BACKGROUND An individual can be influenced by many different factors. Psychologists and philosophers have long studied the magnitude of two specific kinds of traits: those that are inherited and biological, and those that are developed through experiences. There is great debate about which traits

IL29 UNIT 3 Independent Learning • A Balance Between Nature and Nurture from thetextyouread. and record whatyoulearned Go toyourEvidenceLog 386 persuasively. expressing theirownclearlyand issues, on discussions withdiversepartners effectively inarange ofcollaborative SL.11–12.1   grades 11–12topics, texts, and

Standard

evidence log building onothers’ideasand UNIT 3•POWER, PROTEST, AND CHANGE INDEPENDENT l

Initiate andparticipate s e Prepare toShare Share Your understanding ofthemeaningfreedom. these writinganddiscussionactivities.Explainhowthis ideaaddstoyour Review yournotes,andmarkthemostimportantinsight yougainedfrom Reflect FromLearn Your Classmates to theunit.Inyournotes,considerwhythistextbelongsin on thetextyouexplored independently, andwritenotesaboutitsconnection continues togrow whenyou share withothers.Reflect whatyouhavelearned Even whenyoureadsomethingindependently,yourunderstanding orlearn As you talk with your classmates, jot down ideas that you learn from them.As youtalkwithyourclassmates,jotdownideasthatlearn ar with history? I DiscussIt n what ways does the struggleforfreedomn whatwaysdoesthe change nin g

Share yourideasaboutthetextyouexplored onyourown. I ndependent L earning

© 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 thebeginningofthisunit,youtookapositiononfollowingquestion: Essay Review EvidenceforanInformative Evaluate theStrength of Your Evidence Identify ahistoricalexampleofthemotivationyouidentified: may inspirepeopletostruggleforchangeis Develop yourthoughtsintoatopicsentence: What are someotherresources youmight usetolocateinformationabout 2. 1. read in thisunitoffer thestrongest support foryourtopicsentence? 1. ______2.______the topic? 3. 2. 1. caused you to reevaluate your ideas. your to reevaluate you caused have that evidence of pieces three least at Identify 

PERFORMANCE-BASED ASSESSMENT

Yes EVIDENCE LOG EVIDENCE What motivates peopletostruggleforchange? What motivates :

One significantmotivationthat Which twotextsthatyou 2. 1. 3. reinforced your original ideas. original your reinforced that evidence of pieces three least at Identify

prep Performance-Based AssessmentPrep aiding comprehension. and multimediawhenusefulto whole; includeformatting, graphics, which precedesittocreateaunified that eachnewelementbuildson ideas, concepts, andinformationso thesis statement;organizecomplex W.11–12.2.a  S ta n dards

Introduceatopicor

387 purposes, andaudiences. time frames forarange of tasks, extended timeframes andshorter W.11–12.10 research. support analysis, reflection, and literary orinformationaltextsto W.11–12.9 organization, andanalysisofcontent. through theeffectiveselection, information clearlyandaccurately convey complexideas, concepts, and explanatory textstoexamineand W.11–12.2.a–f  388  word choices. Network tohelpvaryyour your text, useyourWord As youwriteandrevise • • •

SELECTION INDEPENDENT-LEARNING SMALL-GROUP WHOLE-CLASS S

WORD NETWORK WORD tandards UNIT 3•POWER, PROTEST, AND CHANGE performance-based assessment

s Draw evidencefrom

o Write routinelyover u

Write informative/ r

SELECTIONS SELECTIONS e s

In thisunit,youread avarietyoftextsbyreformers whosegoalwasto Writing to Review theElementsofanInformativeEssay Vocabulary Academic Reread theAssignment obstacles intheirquestsforreform. initiate change.Notallstruggleswere alike:Thewritersfacedvarious words givenbelowinorder tocompletetheassignmentcorrectly. presented atthebeginningofunit.Besure youunderstandeachof the understand it.Theassignmentmayreference someoftheacademicwords components. or notasstrong astheycouldbe,revise yourtexttoaddorstrengthen those draft, checkitagainsttherubric.Ifoneormore oftheelementsare missing writing, read theInformativeText Rubric.Onceyouhavecompletedyourfirst Part 1 Part from eachtexttosupport your analysisanddeductions. the connectionsbetweenmotivationandaction.Usespecific examples Identify twoorthree textsfrom thisunitthatyoufeelmostclearlyshow Begin bydefiningthevariousreasons peopledecidetofightforchange. Write an Assignment inquire informational What motivates people to struggle for change? to struggle people motivates What

informative essay

S ources: Essay Informative deduction deduction verbatim Reviewtheassignmenttobesure youfully inwhichyouexplore thisquestion:

specific

Before youbegin

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Informative TextInformative Rubric 1 2 3 4 The introduction is engaging and and engaging is introduction The Focus and Organization the essay, or there is no conclusion. no is there or essay, the from follow not does conclusion The disconnected. seem sentences and logically, progress not do examples and details, Facts, introduction. no is there or topic, the state clearly not does introduction The ideas. main the restates conclusion The used. be may words somewhat logically, and transition progress examples and details Facts, topic. the states introduction The essay. the of rest the from follows conclusion The frequently. logically, and transition words appear progress examples and details, Facts, topic. the reveals clearly and engaging is introduction The reader. the on impression astrong leaves conclusion The ideas. separate and link phrases logically, and transition words and progress examples and details, Facts, to areader. appeals that away in topic the reveals Ess e ntial Qu e stion :

I n whatwaysdoesthestruggleforfreedom changewithhistory? and purpose. audience the for appropriate Vocabulary is generally be objective. to tends tone the and formal, mostly is essay the of style The texts. the and research from relevant examples with supported are Ideas purpose. and audience the for and appropriatelystrategically used is Vocabulary objective. is tone the and formal, is essay the of style The texts. the and research from examples relevant and specific with supported are Ideas Evidence and Elaboration ineffective, or inappropriate.ineffective, limited, is Vocabulary biases. reveals frequently tone the and informal, is essay the of style The irrelevant. are examples or texts, the and research from examples with supported not are Ideas and purpose. audience the for appropriate somewhat is Vocabulary objective. times at is tone the and formal, occasionally is essay the of style The texts. the and research from examples with supported are ideas Many Performance-Based Assessment mechanics. and usage of conventions English standard in accuracy demonstrates essay The mechanics. and usage of conventions English clear command of standard a demonstrates essay The of usage and mechanics. and of usage standard English conventions in mistakes contains essay The mechanics. and usage of conventions English standard in accuracy some demonstrates essay The Language Conventions

389 390 1 2 3

UNIT performance-based assessment difficult to follow. difficult and illogical is ideas of flow The focus. clear no has podcast The follow. to easy mostly logical and fairly is ideas of flow The the question. on focuses mostly podcast The to follow. easy clear, and logical, is ideas of flow The question. the on focuses podcast The Content

•

POWER,

PROTEST,

AND Speaking andListening:Podcast Review theRubric Follow thesestepstomakeyourpodcastbothinformativeandinteresting. that youare prepared. appear intherubricbelow. Reviewthecriteriabefore recording toensure PART 2 PART • • • • recording, that so your classmates listen can to your work. audioor recording that could for uploaded Then, be share listeners. your After completing the final of draft your informative essay, make a Assignment

listeners canfollowanddigestyourideas. recording device.Focusonspeakingclearly,andbuildinpausessothat Deliver yourpodcast,beingsure tomaintain an evendistancefrom the eliminate distractingbackground noises. seen. You willneedtovaryyourvoiceaccordingly. Also,takecare to Practice yourdelivery,keepinginmindthatyouwillbeheard butnot delivery. change? How doesthemotivatorIanalyzedencouragepeopletostrugglefor Mark keyexamplesinyourinformativeessaythatanswerthisquestion: Give yourpodcastatitle,andprovide yourname. CHANGE meaningful title. a lacks file podcast The out. and in fades sometimes recording the on voice The title. alogical has file podcast The audible. mostly is but vary may recording the on voice The clearly illustrates the focus. that atitle has file podcast The and audible. consistent is recording the on voice The Use of Media of Use Theseare thekeypointsyou willwanttoemphasizeinyour

The criteriabywhichyourpodcastwillbeevaluated and pace. and tone vary not does speaker The quietly. or quickly too speaks or mumbles speaker The extent. to some pace and tone varies speaker The recording. the for loud sufficiently and clear mostly is voice speaker’s The consistently and effectively. pace and tone varies speaker The the recording. for loud appropriately and clear consistently is voice speaker’s The Presentation TechniquePresentation

podcast

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 Which activity taught you the most about power, protest, and change? SL.11–12.1.a Come to discussions What did you learn? 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 Unit Reflection 391