12Th Grade ELA

12th Grade ELA

Week of: APRIL 6TH

WICHITA PUBLIC SCHOOLS 9th, 10th, 11th and 12th Grades Your child should spend up to 90 minutes over the course of each day on this packet. Consider other family-friendly activities during the day such as:

Help with a chore, meal, Listen to age appropriate Encourage someone Listen to a free or yardwork podcast and discuss with a compliment, text, audio story at around the house. with a friend. or letter. stories.audible.com

Explore art at Text or call a friend Journal about Mindful Minutes: to say hello. your experiences artsandculture.google.com/ during this timeframe. Each day to focus on the 5 senses. *All activities are optional. Parents/Guardians please practice responsibility, safety, and supervision.

For students with an Individualized Education Program (IEP) who need additional support, Parents/Guardians can refer to the Specialized Instruction and Supports webpage, contact their child’s IEP manager, and/or speak to the special education provider when you are contacted by them. Contact the IEP manager by emailing them directly or by contacting the school. The Specialized Instruction and Supports webpage can be accessed by clicking HERE or by navigating in a web browser to https://www.usd259.org/Page/17540

WICHITA PUBLIC SCHOOLS CONTINUOUS LEARNING HOTLINE AVAILABLE 316-973-4443 MARCH 30 – MAY 21, 2020 MONDAY – FRIDAY 11:00 AM – 1:00 PM ONLY

For Multilingual Education Services (MES) support, please call (316) 866-8000 (Spanish and Proprio) or (316) 866-8003 (Vietnamese).

The Wichita Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, sexual orientation, disability, age, veteran status or other legally protected classifications in its programs and activities. 12th Grade English Language Arts Packet Schedule: Week 2

Day 1: 676‐683 Day 2: 684‐689 Day 3: 690‐699 Day 4: 700‐701 Day 5: 702‐704

Word Definition Intercede‐Verb (pg 681) Intervene on behalf of another Confrontation‐Noun (pg 681) A hostile or argumentative meeting or situation between opposing parties. Cataclysmic‐Adjective (pg 685) Relating to or denoting a violent event Zealous‐Adjective (pg 688) Having or showing zeal. (fiery) Qualification‐Noun (pg 688) A quality or accomplishment that makes someone suitable for a particular job or activity.

 Read Aloud Accommodations are available via the specialized instruction and supports website referenced at the beginning of this packet. Week 2: Read Aloud accommodations

th 12 : 705-717 Shooting an Elephant – George Orwell https://www.youtube.com/watch?v=yPrMtNiE9Ho 676 UNIT

The BritishEmpire Sets

Its SightsWest 6 Finding a Home a Finding Nation, Dominion Exile, and Write yourresponse beforesharingyourideas. is aglobalempire?

Discuss It

How doyoudefine“home”whenyournation MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. UNIT 6 UNIT INTRODUCTION ESSENTIAL QUESTION: LAUNCH TEXT INFORMATIVE MODEL What does it mean to call a place home? Home Away From Home

WHOLE-CLASS SMALL-GROUP INDEPENDENT LEARNING LEARNING LEARNING

Historical perspectives HISTORY SPEECH I POETRY Focus Period: 1901–Present from A History of St. Crispin’s Day A Changing World the English Church Speech and People from Henry V, Act IV, Bede, translated by Leo Scene iii Sherley-Price William Shakespeare E R ANCHOR TEXT: ESSAY MEDIA: WEBSITE Home Thoughts, MPA from From Abroad

Back to My Own CO History of Country: An Essay Jamaica Robert Browning Andrea Levy Encyclopaedia Britannica NOVEL EXCERPT E R from The Buried Giant

MPA Kazuo Ishiguro ANCHOR TEXT: ESSAY POETRY COLLECTION 1 CO Shooting an The Seafarer Elephant translated by Burton Raffel George Orwell MEDIA CONNECTION: The Seafarer SHORT STORY My Old Home Dover Beach Lu Hsun Matthew Arnold

Escape From the Old Country Adrienne Su ESSAY

POETRY COLLECTION 2 from Writing as an The Widow at Act of Hope Windsor Isabel Allende Rudyard Kipling

From Lucy: Englan’ Lady James Berry

PERFORMANCE TASK PERFORMANCE TASK PERFORMANCE-Based Assessment PRep Writing Focus: Speaking and Listening focus: Review Evidence for an Write an Informative Essay Present a Panel Discussion Informative Essay

PERFORMANCE-BASED ASSESSMENT © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson Informative Text: Essay and Media Presentation PROMPT: In what ways is home both a place and a state of mind?

677 678 expression. important tocomprehensionor when consideringawordorphrase in gatheringvocabularyknowledge level; demonstrate independence the collegeandcareerreadiness writing, speaking, andlistening at and phrases, sufficientforreading, academic anddomain-specificwords Acquire anduseaccurately general Language  UNIT

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

Academic Vocabulary: Informative Text Academic terms appear in in all subjects and can help you read, write, and discuss with more precision. Here are five academic words that will be useful Follow Through Study the words in this chart, to you in this unit as you analyze and write informative texts. and highlight them and their Complete the chart. forms wherever they appear in the unit. 1. Review each word, its root, and the mentor sentences. 2. Use the information and your own knowledge to predict the meaning of each word. 3. For each word, list at least two related words. 4. Refer to a dictionary or other resources if needed.

WORD MENTOR SENTENCES PREDICT MEANING RELATED WORDS

migrate 1. Some animal species, including migration; migratory; monarch butterflies, migrate immigrate; emigrate ROOT: thousands of miles every year. -migr- 2. With so many linked devices, it is “move”; easy to migrate documents from “shift” one environment to another.

modify 1. The weather forecast called for snow, so I had to modify my plans ROOT: to bring shorts and sandals. -mod- 2. Your research may lead you to “measure” modify your thesis or even change it completely.

requisite 1. To graduate on time, you must complete the requisite number of ROOT: credits. -quis- 2. If you plan to be an expert “ask”; “seek” in nineteenth–century British literature, that novel is requisite reading.

reiterate 1. I plan to offer a new vision and will not just reiterate the same old ROOT: ideas. -iter- 2. Olivia gets bored when I reiterate “again” that story, but her little brother loves the repetition.

implication 1. The council did not anticipate the implication of the new law, © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson ROOT: especially as it affects school -plic- / -ply- funding. “fold” 2. One implication of her success as a medical student is that she’ll be a great doctor.

Unit Introduction 679 idea of“home”? about changingperspectivesonthe writer introduceanddevelopathesis answer thisquestion:Howdoesthe is shared.Markthetexttohelpyou 680 NOTES As youread, Assessment attheendofthisunit. mode forthePerformance-Based of information.You willwriteinthis selection, organization,andanalysis concepts throughthecareful in whichtheauthorexamines informative text, This selectionisanexampleof UNIT LAUNCH TEXT

UNIT 6•FINDING AHOME 6 INTRODUCTION lookathowinformation

atypeofwriting INFORMATIVE MODEL 3 2 1 4 world’s population. immigrants worldwidein2005.Thatrepresents about 3%of the a UnitedNationsreport, there were nearly191millioninternational one’s lifetime.” be acquired byvegetatinginonelittlecornerof the earthall “Broad, wholesome,charitableviewsofmenandthingscannot us newperspectivesonthemeaningofhome. As MarkTwain wrote: by movingwefacednewdangers.Inallcases,ourrestlessness gave life innewlands.Sometimes,wewere fleeingdanger; sometimes, some ofushavebeenpulledintheoppositedirection, drawntoward 2. 1. L a challenge.Onemightstruggle tounderstandareceipt, togetonthe the adoptedcountry. A languagegapcanmakeevenordinary chores country oforigin.Thatsenseeaseinalanguagemaydisappear difficulties. Mostpeoplecanspeakandread thelanguageoftheir often, challenging. person’s experienceofimmigrationcanstillfeeluniqueand, one encountersthecustomsofanothersociety. Itcanrangefrom Culture shockisafeeling of disorientationoralienationwhen and evenfriendships. leave newimmigrantsfeelingisolated,cutoff from jobs,education, right bus,ortoread anad. Onadeeperlevel,languagebarriersmay

pp. 5–6. pp. 5–6. Assessment. AGlobal 2006: Report Migration International Division. Population Affairs, Social and Economic of Department Nations, United Twain, Mark. In themodernworld,weare more mobilethanever. According to For example,newimmigrantsmaystruggle withlanguage Culture shockisanother hurdle thatnewimmigrantsmayface. stories.Eversincepeoplefirstbegantosettleinsmallvillages, eaving one’shometoliveelsewhere isoneofhumanity’soldest The Innocents Abroad. 1 Home Away From Home 2 Despitethesemassivenumbers,each Vol. 1, 1879, Tauchnitz, Bernard p. 333.

United Nations, 2009, 2009, Nations, United MULTIMEDIA SCAN FOR

discomfort with new foods to a sense that certain behaviors are inappropriate. For example, in the United States it’s considered NOTES proper to politely confront a co-worker with whom one is having problems. Asking a superior to intercede may be seen as a breach of trust or an inability to handle one’s own problems. By contrast, in Japan, people generally avoid direct confrontation. An unhappy employee may readily ask a superior to speak to a co-worker on his or her behalf. 5 Gestures, facial expressions, and greetings can also be culturally specific. For example, in the United States, it is considered normal to smile at or say hello to a stranger one passes on the sidewalk. However, in Russia, most people do not smile at or greet strangers; they reserve outward signs of friendliness for friends and family. 6 Language and cultural barriers may make the prospect of feeling at home in a new country seem impossible to new immigrants. However, as the centuries have shown, human beings are resilient. We learn the languages of our adopted countries, often contributing words from the language we brought with us. We embrace or reshape the values of our adopted countries. Foods that were once foreign become part of the larger culture’s culinary vocabulary. We build new senses of home. Perhaps, as our global mobility continues to increase, our sense of home will expand to include not just our immediate neighborhoods, but also the planet itself. ❧

 WORD NETWORK FOR FINDING A HOME

Vocabulary A word network is a collection of words related to a topic. As you read the unit selections, identify words related to the idea of finding a isolated alienated home, and add them to your Word Network. For example, customs culture FINDING A you might begin by adding HOME words from the Launch Text, such as isolated, customs, and foreign. For each word you add, foreign indigenous add another related word, such as a synonym or an antonym. Continue to add words as you complete this unit.

Home Away From Home 681 682 UNIT

UNIT

6 6

•

INTRODUCTION FINDING

HOME like homebecauseitis______,and______. like opinion noranalysis. is aconcise,complete,objectiveoverviewoftext.Itshouldcontainneither Write asummaryof“Home Away from Home.”Rememberthata Summary Draft aFocusStatement Activity Launch • • • • statement. On astickynote,record asetofwords orphrasestocompletethe class whetherthosethree choicescreate astrong, convincing statement. Find thethree words orphrasesthatreceived themostvotes.Decideasa choices. statement. Placeatallymarkoneachstickynotethatnames oneofyour Select three words orphrasesthatyouthinkbestcompletethefocus group words andphrasesthathavesimilarmeanings. surface, andappointavolunteertoread themaloud.Work togetherto Place allstickynoteswithclasssuggestionsonachalkboard orother

Complete thisfocusstatement: A placefeels summary

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. you thinkabouttheprompt. Record yourfirstthoughtshere. Consider classdiscussions,presentations, thevideo,andLaunchText as QuickWrite PROMPT: Evidence LogModel Evidence Logaftereachselection. of theunitbycompleting Based Assessmentattheend Prepare forthePerformance- initial position. From Home” thatsupportsyour evidence from “HomeAway your EvidenceLog.Then,record in onesentencetorecord in Summarize yourinitialposition Review yourQuickWrite. 

MULTIMEDIA SCAN FOR Tool Kit EVIDENCE LOG FOR FINDING AHOME FINDING FOR LOG EVIDENCE

In what ways is home both a place and a state of mind? of astate and aplace both home ways is what In H T i o t C l w d e ofT O NN o e E e s t C x t T his t ESSENTIAL QUESTION: : I

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. A Changing WorldA Changing 1901–Present Period: Focus Hi really means. means. really “home” what question subjects—to of colonial children the are who those and ancestry British traditional with those writers—both led events These centuries. twenty-first and twentieth the in England transformed Empire—fundamentally British of the collapse the Revolution, and Russian the wars, world events—two Cataclysmic PERFORMANCE TASK colonialism complicated perceptions complicated colonialism ofhome. essayabouthowBritish of history.Afterreading, writeaninformative youwill strands andeven the passageoftime, home canbeinfluencedbysocialissues,the The Whole-Classreadings demonstratehowanindividual’s personalsense of Write Informative an Essay WRITING FOCUS COMPARE stor for a colonial policeman in Burma. Burma. in policeman acolonial for problem aserious presents elephant A rogue Orwell George Shooting Elephant an TEXT: ESSAYANCHOR of Jamaica? history colonial to the connected bus English an on trip awkward an is How Andrea Levy Essay An to Country: Back My Own TEXT: ESSAYANCHOR i ca l perspect iv es CONTENTS Whole-Group Learning

685 1901 686

UNIT 6•FINDING AHOME Voices of the PeriodVoices the of Changing WorldA HISTORICAL PERSPECTIVES •FOCUS PERIOD: 1901–P TIMELINE e hl nvr surrender. never shall we fields andinthestreets,weshallfighthills; fight onthelandinggrounds,weshallin may be,weshallfightonthebeaches, “ “ “ “ Edward VIIbecomesking. 1901: We shalldefendourisland,whateverthecost Only thedeadhaveseenendofwar. this fatefulmorning,cametoanendallwars. scourged mankind.Ihopewemaysaythatthus, the cruelestandmostterribleWar thathasever At eleveno’clockthismorningcametoanend departmentofhumanactivity. of almostevery sciences, oflocomotionbylandandsea, of education,literature,theartsand the advanceofculture,wealth,legislation, place duringthatperiod.We standastonishedat development ofcivilizationwhichhastaken familiar wemaybewiththefacts,at Queen Victoria, westandastonished,however years intowhichwasencompassedthereignof If wecastourglancebackoverthesixty-four QueenVictoria dies; —George Santayana,philosopher World War I. 1914: former Britishprimeminister former Britishprimeminister former Britishprimeminister Britainenters

” —David LloydGeorge, —Winston Churchill, —Winston —Sir Wilfred Laurier, led byLenin,seizepower. overthrown; Bolsheviks, 1917:

Russia

” Czaris Great Britain. achieve righttovotein 1918:

”

” Women over thirty flies solotoParis. Charles Lindbergh 1927: (Both KarlMarx’s and sciencethatthreatened long-heldbeliefs. inequality aswelladvancesinphilosophy witnessed thespread ofpoverty andgreat income became aworldwideempire. Theperiodalso transforming Britain.Atthesametime,Britain growth ofcities,andpolitical reforms were previous century.Rapidindustrialization, the technological advancesthathadbeguninthe 1837, Great Britainwasexperiencing dramatic becamequeenin democracy. WhenVictoria medieval times,wastransformedintoamodern social andpoliticalorder, whichdatedbackto In theerathatbearshername,Britain’s old Queen ElizabethIIsurpassedthatmarkin2015. decades, longerthananyBritishmonarch until in 1901,shehadreigned for more thansix Era The Victorian of the PeriodHistory many placessubsumedintoitsempire. By1922, universally agreed uponeitherinBritainor the of onenationtocontrol others,however, wasnot controlled alltheoceansofworld.Theright quarter oftheearth’s land,andtheRoyalNavy empire inhistory.Britain’s flagflewoverabouta stretched around theglobe,makingitlargest Diamond Jubileein1897,theBritishEmpire An Empire Won “in anageoftransition.” escape thefactthatonallfronts theywere living couldnot published duringthisperiod.)Victorians Charles Darwin’s

United States World War IIbegins. invades Poland; 1939:

On theOriginof

The CommunistManifesto When Victoria celebratedher When Victoria

When Queen Victoria died When QueenVictoria

Europe Hitler becomes primeminister. 1940: rese

WinstonChurchill Species n t were and

Integration of Knowledge and Ideas Notebook Compare the global political power of Britain in 1900 and today as shown on the two maps. Based on the list of Nobel Prize winners writing in English, what can you infer about the prevalence of the English language in former colonies?

Nobel Prize Winners Writing in English

1907 Rudyard Kipling (Great Britain) 1973 Patrick White (Australia) 1923 William Butler Yeats (Ireland) 1976 Saul Bellow (United States) 1925 George Bernard Shaw (Great Britain) 1983 William Golding (Great Britain) 1930 Sinclair Lewis (United States) 1986 Wole Soyinka (Nigeria) 1932 John Galsworthy (Great Britain) 1987 Joseph Brodsky (United States) 1936 Eugene O’Neill (United States) 1991 Nadine Gordimer (South Africa) 1938 Pearl S. Buck (United States) 1992 Derek Walcott (St. Lucia) 1948 T. S. Eliot (Great Britain) 1993 Toni Morrison (United States) 1949 William Faulkner (United States) 1995 Seamus Heaney (Ireland) 1950 Bertrand Russell (Great Britain) 2001 V. S. Naipaul (Great Britain) 1953 Winston Churchill (Great Britain) 2003 J. M. Coetzee (South Africa) 1954 Ernest Hemingway (United States) 2005 Harold Pinter (Great Britain) 1962 John Steinbeck (United States) 2007 Doris Lessing (Great Britain) 1969 Samuel Beckett (Ireland) 2013 Alice Munro (Canada)

about one-fifth of the world’s population was British soldiers lost their lives. The war and its under British control. aftermath influenced much of what followed in the twentieth century. The War to End All Wars On August 3, 1914, as Germany invaded Belgium, Sir Edward Grey, In 1916, Irish nationalists, taking advantage of the British Foreign Secretary, looked over a Britain’s involvement in World War I, staged a darkening London and said, “The lamps are going rebellion against British rule. The rebellion failed, out all over Europe; we shall not see them again but its outcome deepened the ill feelings between in our lifetime.” The next day, Britain declared Britain and Ireland. war on Germany. In 1917, German authorities allowed Vladimir Many predicted the war would be brief. It was Lenin to return to Russia after a ten-year exile. not. Instead, it lasted four long years. World There, he led the Bolshevik revolution, which War I cost Britain dearly—more than 700,000 transformed Russia from a czarist empire to a

1955: United States Martin Luther 1941: United States Japan King, Jr., leads civil rights bus boycott. bombs Pearl Harbor; United 1947: India and Pakistan States enters World War II. gain independence.

1960 © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson 1945: Japan United States drops atomic bombs on 1949: China Mao Zedong 1957: Russia Sputnik I, Hiroshima and Nagasaki; establishes People’s Republic. first satellite, is World War II ends with launched. Japanese surrender.

Historical Perspectives 687 1960 688

UNIT 6•FINDING AHOME emerged from thewarvictorious,battered, and after nearlysixyearsofstruggle,England States hadentered thewar. Finally,in1945, By theendof1941,bothRussiaandUnited by theEnglishChannelandRoyalAirForce. initially stooddefiantly,butalone,shieldedonly When Hitler’s armiesoverranEurope, theEnglish Germany andJapanledinevitablytoWorld War II. The SecondWorld War another globalconflict. “The wartoendallwars,”wastheprelude to yet much ofChina.World War I,sometimescalled Western powersasweak,invadedandoccupied amassed territoryinEurope. Japan,perceiving 1930s. Duringthisperiod,Germanyrearmed and forced Englandintoamore passiverole inthe as thecripplingeffects oftheGreat Depression enormous deathtollduringWorld War Iaswell Once themightiestnationinworld, oppressive effects oftheTreaty ofVersailles. to restore Germany’s prideandriditofthe enemies, were easilyswayed byHitler’s promise people, seethingwithresentment attheirformer the wayforriseofAdolphHitler. TheGerman near-anarchy, andasenseofhumiliationpaved Germany’s economiccollapse.Financialhardship, on thepartofGreat Britain andFranceledto on theGermanstate.Zealousenforcement valuable territory,andimposedharshreparations War I,haddisarmedGermany,strippeditof The Treaty ofVersailles, whichfollowedWorld and beyond. reaching effects throughout thetwentiethcentury Communist state,aneventthatwouldhavefar- HISTORICAL PERSPECTIVES •FOCUS PERIOD: 1901–P TIMELINE Berlin Wall isbuilt. 1961: in Vietnam War grows. American involvement 1964:

Germany Vietnam

The aggression of Apollo 11landsonmoon. 1969:

United States

British culture swepttheglobein“theswinging culture. From Street, theBeatlestoCarnaby developed intoaworldwidecenterofpopular cultureconservative, somewhatrigidVictorian Pop Culture the boomingsouthonlycontinuedtogrow. economic dividebetweentherustingnorthand took command.Overthefollowingdecades, technology, bothconcentratedinthesouth, the countryasithadoncebeen.Bankingand the northwasnolongereconomicheartof problematic. Themillandmining countryof changes inotherpartsofthecountrywere more the ashes,anewLondonemerged.However, large sectionsofLondonwere destroyed. From bombed Englishcitiesoveraperiodof267days, War IIknowastheBlitz,inwhichGermans A TimeofRecovery independent countries. as England’s formercolonies,onebyone,became impoverished—and soontobewithoutitsempire Victoria’s DiamondJubilee115yearsearlier. was adifferent nationfrom theEnglandof Diamond JubileeofQueenElizabethIIin2012 British culture. TheEnglandthatcelebratedthe contributed toinnovationandnewtrends in proportion ofBritishstudentsinuniversities diverse. Atthesametime,anincrease inthe to England,thenationbecameincreasingly citizens from theformercoloniesbegantomove of racialandcolonialdivisions.WhenBritish economic divide,postwarBritainfelttheeffects The NewFaceofBritain Sixties” andbeyond. prime minister. becomes firstwoman 1979: MargaretThatcher

After 1945,England’s formerly

During theperiodofWorld East andWest Germanyfollows. comes down;reunification of 1989:

In additiontoan

rese Germany n BerlinWall t

Literature Selections ADDITIONAL FOCUS PERIOD LITERATURE Literature of the Focus Period A number of the selections in the unit were written during the Focus Student Edition Period and pertain to perceptions of home as both a UNIT 1 place and a state of mind. “The Song of the Mud,” Mary Borden “Back to My Own Country: An Essay,” Andrea Levy “Dulce et Decorum Est,” Wilfred Owen “Accidental Hero,” Zadie Smith “Shooting an Elephant,” George Orwell “Defending Nonviolent Resistance,” from “History of Jamaica,” Encyclopaedia Britannica Mohandas Ghandi “Escape From the Old Country,” Adrienne Su UNIT 2 from “The Worms of the Earth Against “From Lucy: Englan’ Lady,” James Berry the Lions,” Barbara W. Tuchman from The Buried Giant, Kazuo Ishiguro “Shakespeare’s Sister,” Virginia Woolf “My Old Home,” Lu Hsun “On Seeing England for the First Time,” Jamaica Kincaid from “Writing as an Act of Hope,” Isabel Allende “XXIII” from Midsummer, Derek Walcott Connections Across Time Reflections on the qualities “The British”/“Who’s Who,” Benjamin of home as both a physical place and a psychological Zephaniah concept are age-old, as shown in literature of both the UNIT 3 past and present. from “The Naked Babe and the Cloak of Manliness,” Cleanth Brooks from A History of the English Church and People, Bede from “Macbeth,” Frank Kermode “The Seafarer,” Burton Raffel, translator “Why Brownlee Left,” Paul Muldoon “The Lagoon,” Joseph Conrad “Dover Beach,” Matthew Arnold UNIT 4 “The Widow at Windsor,” Rudyard Kipling “The Second Coming,” W. B. Yeats “St. Crispin’s Day,” William Shakespeare “Araby,” James Joyce “The Explosion,” Philip Larkin “Home Thoughts, From Abroad,” Robert Browning “Old Love,” Francesca Beard UNIT 5 from Mrs Dalloway, Virginia Woolf “The Madeleine,” Marcel Proust “The Most Forgetful Man in the World,” Joshua Foer from Time and Free Will, Henri Bergson from The Portrait of a Lady, Henry James

2015: Queen Elizabeth II 1991: Eastern Europe 2004: United Kingdom’s population becomes England’s longest- Soviet Union is surpasses 59 million. reigning monarch. dissolved.

2001: United States Hijacked planes crash 2012: London hosts into the World Trade Center in New York, Olympic Games for the Pentagon in Washington, D.C., and a the third time. field in rural Pennsylvania; thousands of lives are lost.

Historical Perspectives 689 690 proficiently. complexity bandindependentlyand high endofthegrades 11–CCRtext comprehend literary nonfictionatthe By theendofgrade 12, readand Informational TextReading  the Whitbread Award. Orange PrizeforFictionand awards, includingthe is thewinnerofnumerous in apost-colonialworld.She cultural identityandethnicity infused withquestionsabout collection, andessays—is includes novels,ashort-story Jamaica. Herwork—which the Caribbeanislandof who hademigratedfrom inLondontoparentsborn Andrea Levy About the Author Model Annotation First-Read Guideand

Tool Kit STANDARDS

UNIT 6•FINDING AHOME MAKING MEANING COUNTRY: AN ESSAY AN COUNTRY: OWN TO MY BACK

(b.1956)was

The workyoudoonthisselectionwillhelpprepare close-read activitiesforthe essaybyAndrea Levy. essays. First,youwillcompletethefirst-read and In thislesson,youwillread andcompare two Comparing Texts opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION review yourrankings.Markchangestooriginalrankingsasneeded. After completingthefirstread, comebackto theconceptvocabularyand familiar (6). word. Then,rankthewords inorder from mostfamiliar(1)toleast Country: AnEssay.”Before reading, notehowfamiliaryouare witheach You willencounterthefollowingwords asyouread “BacktoMyOwn Concept Vocabulary An Essay Back to Country: My Own you foryourfinalcomparison. you’ve already read. already knowandwhat the selectiontowhatyou CONNECT Who the text. NOTICE isinvolved? entitlement upbringing indigenous assimilate the generalideasof What myriad hybrid WORD ideas within isitabout? the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND YOUR RANKING SHOOTING AN ELEPHANT by completing by marking

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1 2 1. I which Jamaicaisone. with theBritishCommonwealth,anassociationofself-ruling nations,of War II, independencemovementstransformedtheempire. Itwasreplaced square milesandincludedmore than450millionpeople.AfterWorld worldwide. Atitspeak,theBritishEmpire covered more than13million technological, andeconomicpowertocolonizecontrol territories From theearly1500stolate1900s,Britainuseditssuperiornaval, BACKGROUND was anicemanandthatif thosepeopleonthebuscouldjustgetto hopeless attempttobefriendlyonaLondonbus.I wassure thathe nothing todowithhim.Buthecarriedontryinganyway. Nobody wouldbedrawnintoconversation;theyclearly wanted people onthebuswere white andtheywere lookingathimaskance. politely atpeopleandtryingtoengagetheminchat. Butalltheother was from somewhere intheCaribbean.Hewastalkative,smiling in thosedays.Icouldtellfrom hisaccentthat,likemyparents, he and oneofthemwasablackman.Thatnotcommon sight

askance

I wasembarrassedbyhim,butalsoovercome withpityforhis girl. Itwasintheearlynineteensixties.Thebus fullofpeople remember ajourneyItookonLondonbuswhenwasyoung

(uh SKANS)

adv. with suspicion or disapproval. or suspicion with My OwnCountry: Back toMyOwn Country:AnEssay 1

the bus? description oftheotherson details contrastwiththe CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES the Caribbean. describe themanfrom in thefirstparagraphthat you tell? lie inthisanecdote?Howcan the sympathiesofauthor An Essay ANCHOR TEXT Andrea Levy Back to Back to How do these Howdothese Mark details Markdetails With whom do whomdo With MULTIMEDIA SCAN FOR

ESSAY

691

author’s “Englishness.” paragraph 4thatshowthe 692 anecdote? details afterherbus including thesecontrasting is theauthormakingby CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES paragraph 5? about herparents in information sheprovides details contrastwiththe

UNIT 6•FINDING AHOME Howdothese Markdetailsin Whatpoint 6 5 4 3 London. Iwenttoalocalschool.Spokelikegoodcockney. some introductions. Icouldsensethemisunderstandingsthatwere he wasmore thanastranger, hewasanalien.Ifeltalongingtomake dad, mysisters,brother, me.Buttotheotherpeopleonbus Caribbean. Iidentified withhim.Hesomehowbecamemymomand know himthentheywouldlikehim.Myfamilyalsocamefrom the 3. 2. caused mesomeproblems. certainly losttomeformuchofmyearlylife, anditwasalossthat they reveal whatamountstoalosthistoryformanyofus.Itwas place? Theseare questionsthathavecometofascinateme,because fifty yearsago?HowandwhydidBritainforge thoselinksinthefirst made BritainanaturaldestinationforthatCaribbeanmanonthebus, gaps inourknowledgeandunderstanding.Whatare thelinksthat Londoners from allovertheworld.Butstillthere are silencesand Everyone isusedtoamixofcultures andLondonbusesare fullof them? ThisencounterissomethingIwillneverforget. were allblackpeoplefrom Britain’soldempire, socompletelyaliento come peopleinEnglanddidnotknowhim?Whywashe,andwhy was different. Helookeddifferent andhesoundeddifferent. Buthow taking place,butIdidn’tknowwhy, orwhatIcoulddo.Theman Hated Tottenham Hotspur. television: skipping, andhideseek.Iatealotofsweets.Watched alotof outside withallthewhitekidswholivedaround myway—rounders, struggled tofindgoodhousing.Theyhadliveinoneroom for opportunities forworkandadvancement.Butonce here they came toBritainonBritishEmpire passportsinorder tofindmore class. Theygrew upinlarge houses.Theyevenhadservants. companies, Tate &Lyle. Mymom wasateacher. Theywere middle shower offireworks thatmymombelievedwere to welcomeher. 6. 5. 4. Empire Windrush were immigrants.Outsiders.Mydadhadbeenapassengeronthe area ofLondonwhere welived,thatmademyfamily veryodd.We working-class girl. into West IndiadockonGuyFawkesNight boat.Itsailed mom cametoEnglandonaJamaicaBananaProducer’s 1948 and,according tomany, changedthefaceofBritainforever. My

cockney estate council up the Parliament in London in 1605. in London in Parliament the up to blow Fawkes’s attempt Guy of foiled anniversary the to celebrate bonfires and fireworks Night Fawkes Guy in England. community Caribbean African modern the of foundation the forming War II, World after England Windrush Empire Hotspur .Tottenham Arsenal the At thetimeofmybusrideIlivedonacouncilestate The samethingwouldnothappentodayinquitethatway. My dadwasanaccountingclerkinJamaicafor, among other But myparents hadcometothiscountryfrom Jamaica. And inthe

(KOK nee)(KOK Coronation Street, Emergency Ward 10.

housing project.

This ship brought thousands of Caribbean men and women to women and men Caribbean of thousands brought ship This shipwhenitfamouslysailedintoTilbury inJune n Every year on November 5, people across the United Kingdom light light Kingdom United the across 5, people November on year Every . someone from East London, with a distinctive accent. adistinctive with London, East from . someone 4 Ilivedthelife ofanordinary London

English sports teams. English sports

6 inthesameyear, undera Lovedthe Arsenal.

2 innorth 3 Iplayed

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 13 12 11 10 9 8 7 other blackCaribbeanswhocametolivehere—they wantednothing higher classthananydarker-skinned person.Thisisolatedthemfrom seriously. Myparents hadgrown uptobelievethemselvesbeofa from Britishcolonialtimes,peopletookthecolorofyourskinvery on myparents’ her aswell,andshehatedthat. black persondrawingattentiontothemselves.Itdrew attentionto Jamaica withanyone.Mymomwouldgetembarrassedif shesawa “nah man”and“cha”ineverysentence.Theyneverdiscussed mom wasdesperateformydadtolosehisaccentandstopsaying that mightupsetthepeopleofEngland,thentheycouldgeton.My after all,immigrants. As longastheydidn’tdoanythingtoounusual they mustacceptwhatthiscountrywaswillingtogive.Theywere, not astroke ofluck,thatwasastrategy. one-pound notelyingonthepavement.Inmymom’seyesthatwas She walkedoutintothestreet prayingforasolution,andfound the humiliationofaskingsomeone,aneighborperhaps, foraloan. our dinner. Noneatall.Sheworriedthatshemightbe forced into scrubbed behind theears. Go tochurch onSundays.Keeptheirchildren welldressed and respectable astheypossiblycould.Cleanthefront stepeveryweek. live quietlyandnotmakeafuss.Theyshould working class. so muchaboutatschoolinJamaica,myparents were poorand dream ofbecomingateacheragain. she tookinsewingthroughout mychildhood.Butshestillnursedher teaching qualification toteachinEngland.Sheneededretrain. So the PostOffice. ButmymomwasnotallowedtouseherJamaican me thatthecolorofyour skin wasoneofthemostimportantthings from darker-skinned people too,anditseemedperfectlynormalto lighter-skinned children toplaywith.Iwasexpectedisolatemyself her children upamongstwhite children. We wouldalwayshave So whenshecametoEnglandwaspleasedbe bringing wistfully, “ButIhadto,orwouldhavenooneto playwith.” not letherplaywithchildren whowere darkerthanher. Shesaid to dowiththem. flat and histhree children. Eventuallytheywere housedinthecouncil halfway housingwhere mydadwasnotallowedtostaywithhiswife many years.Theyhadaperiodofbeinghomelessandthenlivingin 7.

flat My daddidnothavetrouble findingwork.Hewasemployedby My momoncetoldmehow, backinJamaica,herfatherwould My familyisfair-skinned. InJamaicathishadabigeffect My parents believedthat,withnoreal On oneoccasionmymomdidnothavemoneytobuyfoodfor They believedthatinorder togetoninthiscountrytheyshould In England,thefabledMotherCountrythattheyhadlearned 7 inHighburywhere Iwasborn,andwhere Igrew up.

n. British English for “apartment”. upbringing , becauseoftheclasssystem,inherited entitlement assimilate toanything, andbeas Back toMyOwn Country:AnEssay assimilate NOTES or attitude viewpoint, character, by adoptingitscustoms, in aregion orcountry v entitlement muhnt) a childwhilegrowing up n upbringing . becomelikethemajority . care andtraininggivento

n . expectation;right (uh SIHMuhlayt) (UHP brihng ihng) (UHP brihng (ehn TY tuhl (ehn TY

693

awakening fortheauthor. an incidentthatwasarude paragraph 19thatdescribe 694 anecdote withreaders? author hasshared this reason doyouthinkthe CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES incident surpriseher?

UNIT 6•FINDING AHOME Whydidthis Markdetailsin Forwhat 14 20 19 18 17 16 15 back toyourowncountry?”“Whyare youhere?” “Whyisyourfood this aslogical.ThatwashowIwouldbejudged. you were notwhite,wellthen,howblackwere you?Iacceptedallof about you.Whitepeopleofcourseneverhadtothinkit.Butif lot? Didn’tyourparents needtobeproud ofbeingblack?Didn’tmy in a“blackcommunity”? Didn’t youneedtogotheCaribbeana feel Ihadtherightqualifications. Didn’tyouhave to havegrown up awakening. Itsentmetobedforaweek. the blackside.With somehesitationIcrossed thefloor. Itwasarude other ideasandIfoundmyself beingbeckonedoverbypeopleon my boyfriend,flatmates,were white.Butmyfellowworkershad the room. Itwas,ironically, where Ifeltmostathome—allmyfriends, into twogroups, blackand white.Iwalkedovertothewhitesideof had totakepartinaracismawareness course.We were askedtosplit sex-education project for young peopleinIslington.Onedaythestaff Opera House,andareceptionist atafamily-planningclinic. a briefwhileasshopassistant,dresser attheBBCandRoyal ten minutesbefore Irealized itwasnotforme. After thatIworkedfor back tomyflat. waving themoff. Thenassoontheywere outof view Iwalked friends todrop meatthegateofaproper house.Iwalked upthepath I livedonacouncilestate.Once,whengivenlift home,Igotmy mine asecret becameparamount.Fewpeopleatmycollegeknew debutantes withponies,thatsortofthing.Keepingthoseorigins middle-class peopleforthefirsttime.Proper middleclass— ethnicity—was really worthhaving. At artcollegeIencountered as didthefeelingthatnothinginmybackground—my classormy worth knowing. people were inthiscountry. Itwastooforeign andtherefore not why. And theyhadnocuriosityaboutitbeyondaskingwhyblack Caribbean. Theydidn’tknowwhere itwas,orwholivedthere, or indifferent toJamaica.Noneofmyfriendsknewanythingaboutthe from theCaribbean. myself. Iwasashamedofmyfamily, andembarrassedthattheycame insidious andeverpresent andithadaprofound effect onme.Ihated before Irealized I couldbeangrywiththem. some sortofapology. Iwanted themtolikeme.Itwouldbeyears of theirleafletsinmyfaceandstartedlaughing,Ifeltowed When amemberofthefar-right group theNationalFront wavedone message wasthatourfamilyforeign andhadnorighttobehere. so funny?”“Whydoesyourhairstickup?”doyousmell?”The As Igotoldermyfeelingofoutsidernessbecamemore marked, By thistimeIwasscared to callmyself ablackperson.Ididn’t Then somethinghappened.Iwasworkingpart-timefora I gotadegree intextiledesignandworkedasadesignerforabout In myefforts tobeasBritishIcouldbe,wascompletely The racismIencountered wasrarely violent,orextreme, butitwas Light-skinned ornot,stillwewere asked,“Whenare yougoing them

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 22 21 25 24 23 of theblackexperience,surely? of that,Ifeltsure Iwouldbefoundoutasanimpostor. Iwasnotpart friends needtobeblack?Myupbringingwassofarremoved from all islands became“British.” Islandsthatforalongtimewere seenas soon Britainwasamajor colonizer intheregion. A wholestringof The islandclaimedearliest forBritainwasBarbados,in1625.But people. TheDutch,theFrench, andtheBritishcamesoonafter. exploited thosenewlyfoundislands,displacingthe in colonizingtheworld.In1500sitwasSpanish whofirst The region wasrightatthe veryheartofEurope’s earlyexperiments Caribbean isawhitestory, too,andonethatgoesback alongway. interesting Britain’sCaribbeanstorybecameforme.Theofthe I feel. from. Itdoesn’tlimitmyimagination; itexpandsit.”Thatishow a blackwomanwriterisnotshallowplacebutrichtowrite constrained byherbeingseenasablackwriter. Shereplied: “Being the reason thatIwrite.Toni Morrisonwasonceaskedif shefelt or another. Itisaveryrichseamforwriteranditis,quite simply, I have writtenhasallbeenaboutmyCaribbeanheritageinsomeway through writing. worth exploring.Notonlythat,butIhadthemeanstodoit— that Ihadabackground andanancestrythatwasfascinating cousins andsawwhere mymomgrew up.Irealized forthefirsttime people wholivedontheothersideofworld.Imetmyauntand I hadneverreally knownIhad.realized thatImeant somethingto for Christmas.Itwasanamazingexperience.Idiscovered afamily the veryfirsttimeandstaywithfamilyIhadnevermet.went writing thathelpedmetounderstandthat. comes witha the blackexperience.Becausebeinginamajoritywhitecountry black person’slife, nomatterwhatitis,ispartof shame. Thedenial.InfactIcametoseethatevery silences aboutwhere wehadcomefrom. The black. All thoseagoniesoverskinshade.Those in thiscountrywaspartofwhatitmeanttobe came torealize thatmyexperienceofgrowing up began toopenitupformeasneverbefore. Isoon knew, andexploringmybackground withwords, relationship withcolor. ThinkingaboutwhatI upbringing andbackground, andmycomplicated know. So,nervouslyIbegantoexplore whatIknew—myfamily my rescue. Thecoursehadanemphasisonwritingaboutwhatyou course attheCityLitinLondon,justasahobby. Writing cameto A fewmonthsintothecourseIhadurge tovisitJamaicafor The more IbegantodelveintomyCaribbeanheritagethemore I amnowhappytobecalledablackBritishwriter, and thefiction Fortunately Ihadrecently enrolled onanafternoon-a-weekwriting It wasalife-changing moment. myriad ofcomplicationsandcontradictions.Itwas indigenous the black experience. black the matter what it is, is of part person's life, black no every In fact, Icame to see that Back toMyOwn Country:AnEssay

variety uncountably largenumber; indigenous country orregion adj myriad NOTES . nativetoaparticular (MIHR eeuhd) (ihn DIHJuhnuhs)

n .

695

our most lucrative overseas possessions. Sugar was the main crop, NOTES as important to Britain then as oil is today. It was planted, harvested, and processed by the slave labor of black Africans. That slave trade from West Africa to the Caribbean and the Americas was the largest forced migration in human history. Those islands soon became brutal island-factories helping to fuel and to fund the industrial revolution in Britain. Huge family fortunes were made. Major cities like Bristol, Liverpool, and London grew wealthy on the proceeds. The money that slavery in the Caribbean generated was reinvested in Britain’s industry and infrastructure. Britain’s empire grew as a result. 26 When British slavery finally ended in 1833, compensation was paid by the British Government. It amounted to twenty million pounds (many billions in today’s money). It was paid to the slave owners for the loss of their property. They were seen as the injured party. 27 But there is more to those Caribbean islands than just the history of slavery. Many white people went, if not in chains, then under duress: indentured servants and poor people from all corners of Britain who were trying to escape hardship at home or to build a new life. Many were press-ganged sailors, or convict labor. There were Sephardic Jews from Iberia, merchants from the Middle East and, later, indentured laborers from India and China. A social mix was created like in no other place on Earth. Creole cultures developed with a wide range of skin colors that were elaborately classified (mulatto, quadroon, octoroon, and so on) as a divide-and-rule tactic by the

696 UNIT 6 • FINDING A HOME © Pearson Education, Inc., or its affiliates. All rights reserved. 28 32 31 30 29 British plantocracy. 8. 9. from Jamaica. Many peopleImetbelievedallfrom theCaribbeancame about where theislandswere, orofhowmanythem there were. country doingreadings Iwassurprisedattheignoranceofpeople Slavery theythoughthadonlybeenin America. Goingaround the they hadnotknownthatBritainusedslavesintheCaribbean. bright, university-educatedpeopleineachcase—admittedtomethat media interviews.Ontwoseparateoccasionstheinterviewers— Caribbean, andwhenIwaspromoting thebookIhadnumerous slavery isunique,andweneedtounderstandwhatitis. American South. America’s storywillnotdoforus.Ourlegacyof and dependencyproduced verydifferent societiesfrom thoseofthe far outnumbered thewhiteowners,andthatmixofisolation,fear, slavery wasdifferent from Caribbeanslavery. IntheCaribbean,slaves from theCivilWar tothecivilrightsmovement.But American Caribbean. We are familiarwiththestruggles of African Americans know more aboutslaveryinthe American Souththan intheBritish abolition ofslaverythananythingaboutthelife ofaslave.We now becomeanirrelevance here. Theyare nolongerwealthy. They is missing. themselves separate?Thehistoryoftheblackpeople oftheCaribbean my momanddadlearnedtoknowtheirracialplace andtokeep “racial apartheid”thatgrew upinthecolonialera,timewhen right upuntiltheyfinallyleftinthenineteensixties. continued torule theirislandsthrough apolicyofracialapartheid into a“science.” After theendofslaveryinCaribbeanBritish much more aboutWilliam Wilberforce looked atillustrationsofslavesinships.Butthatwasall.Ilearned Caribbean. Ihadonelessononthetransatlanticslavetrade.We so verylongago,itseemstosay, wedon’tneedtodredge itup. absurd, butitisaclaimthatmadeimplicitlybythissilence.Itwas British plantationslaveryhasnolastinglegacyforthiscountryis centuries ofBritishslaveryintheCaribbeanisunderplayed.That books theequivalentiscase,oratleastimportanceofthose out plantationslaveryinthesouthernstates.ButBritishhistory alien. Itisunthinkablethatabookon American historycouldleave amnesia oftheBritishthatmadeblackmanonbussuchan mainstream history. Thisistheabsence,gapinknowledge, as aresult ithasbeenpossiblefortoquietlydisappearfrom British

plantocracy William Wilberforce William Apart from beinganexotic holidaydestinationtheislandshave And whatoftheperiodafterslavery?Whatabout the centuryof I wrote anovel, But allthishappenedthree thousandmilesawayfrom Britain,and I remember whatIwastaughtatschoolaboutBritaininthe

( plan TOK ruh see ruh TOK plan

The LongSong 8 English politician who fought for abolition of the slave trade. slave the of abolition for fought who politician English Racialdifference andracialvaluedeveloped ) n. plantation owners as a ruling class. aruling as owners plantation , setinthetimeofslavery 9 andthecampaignfor Back toMyOwn Country:AnEssay and British history. the teachingofAmerican the authorseesbetween that showthemaincontrast sentences inparagraph28 their history? students studying “silence” forBritish the implicationsofthis CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES author? contrast sosurprisingtothe Whyisthis Markthe Whatare

697 sources combined from different immigration. the “gift” ofpostwar paragraph 35thatdescribe 698 or were replaced with change if theword impact ofthisparagraph CONCLUDE: QUESTION: ANNOTATE: CLOSE READ hybrid NOTES word the connotationsof to Britain?Whatare history ofimmigration to represent thepostwar the word think theauthorchose asset

UNIT 6•FINDING AHOME gift (HY brihd) ? ? gift Whydoyou Markdetailsin Howwouldthe asaway

adj . gift benefit

36 35 34 33 up. And there are countlesswhiteBritonswhoare unaware ofthe have aslittleevidenceoftheirworthIdidwhen Iwasgrowing descent whohaveaslittleunderstandingoftheirancestry and of thegreat unforeseen benefitstoBritain. sophisticated multi-culture. Thiswindfalloftalentandvarietyisone creativity, andtheirwaysoflife havehelpedtumthiscountryintoa Caribbean, havebrought to Britainare incalculable.Theirideas,their the laborandenterpriseofimmigrants,likethosefrom the unexpected gift toBritainfrom itsoldempire. Thebenefitsthat Britain sincetheendofSecondWorld War hasbeenafinal, generations onfrom themanonLondonbus.Immigrationto significant numbersforsixty-fiveyearsnow. We are three orfour the worldultimatelycomestoyou.That’showhubswork. the consequencesofhavinganempire, ofbeingaculturalhub,isthat end uphere. Theybelonged,whetherBritainrealized itornot.Oneof people likemydadandhisfellowpassengersonthe Given Britain’shistoryintheCaribbeanitwasalmostinevitablethat of BritainjustasmuchthewhitekidsIgrew upwithinHighbury. flowed through Englishbloodandrotted Englishteeth.” nationalism theorist StuartHalloncewrote: “Euro-skepticism and littleEnglander of Great Britain’s‘greatness’ isboundupwithEmpire,” thecultural the BritishCaribbeanhasleftformodernBritain.“Theverynotion it seesitself today, thesethingsare innosmallpartthelegacythat growing tobecomeaworldpower, itsattitudestorace,andevenhow those islandsbefore theyfinallyleftthem. And conversely, Britain mix, their landscape, buttheverypeoplethemselves;theirorigins,ethnic is, inonesense,everything.Notjustthetowns,cities,and bureaucracies, orparliamentarysystems.IntheCaribbeanlegacy debate whatfadinglegacytheBritishhaveleft,whetheritisrailways, other partsofBritain’soldempire, suchasIndiaor Africa, wecan in termsofpopulationmixandthecreation ofuniquesocieties.In of thelongestinduration,andcertainlyonemostunusual the Caribbeanismostimportant.Butitoneofearliest, Norman Conquest,ortheTudors. our livestoday. Butitisasmuch apartofBritishhistoryasthe there. Itistooeasytoforget whathappenedandhowithasaffected they enjoyedwhensomeofthemostfamousfamiliesinBritainwere are notrichwithnaturalresources. Theynolongerhavethepower 10. 11.

Britons ofCaribbeanheritagehavebeeninthiscountry What thismeansofcourseisthatI,andmyfamily, are products But there are stillcountlessyoungBritonstodayof Afro-Caribbean No onewouldclaimthatoutofBritain’smanystoriesempire with mistrust of the European Union and of foreigners in general. in foreigners of and Union European the of mistrust with Euro-skepticism and little Englander nationalism 1600s. early to the 1400s late the from ruled who queens and kings successful highly were Tudors The 1066. in France northern from invaders by England Tudors the or Conquest, Norman the hybrid 11 couldhardly surviveif peopleunderstoodwhosesugar cultures, allresult from whattheBritishdidon

10 The Norman Conquest was the takeover of of takeover the was Conquest Norman The

political tendenciespolitical associated Windrush would

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension the text. achievements. Think how about your research findings enhance your of understanding example, you might want to life learn more Andrea about Levy’s in Britain and her literary Research to Explore Research to Clarify Research RESEARCH 6. 5. 4. 3. 2. 1. of the essay? research that detail. what In way the information does you learned shed light an on aspect modern Britain.MyheritageisBritain’sstory, too.Itistimeto labor andtheirenterprise,contributedgreatly tothedevelopmentof make upmyancestry. Inreturn myancestors,through theirforced parents camefrom. Itprovided thepeople—blackandwhite—who histories thatbindustogether. BritainmadetheCaribbeanthatmy of Britishhistory. put theCaribbeanbackwhere itbelongs—inthemainnarrative permission ofHeadlinePublishingGroup. “Back toMyOwnCountry: An Essay” by Andrea Levy, from

your understandingofthetext. Caribbean heritage? Why isLevynowhappytobecalledablackBritishwriter—andwriteabouther Why didtheauthorresist beingcalled“black”? When Levywasgrowing up,whywasshe“indifferent toJamaica”? that statuschangewhentheygottoEngland? What wasthestatusofauthor’s parents whentheywere livinginJamaica?Howdid happen thatwaytoday? According toAndrea Levy,whywouldtheopeningincidentonLondonbusnot

Notebook

Write asummaryof“BacktoMyOwnCountry:AnEssay”confirm

❧

Choose unfamiliar at one least Briefly detail from the text.

699 700 persuasiveness, orbeautyofthetext. content contributetothepower, effective, analyzinghowstyleand which therhetoricisparticularly of vieworpurposeinatext • leaves mattersuncertain. including determiningwherethetext as inferencesdrawn fromthetext, what thetextsaysexplicitlyaswell evidence tosupportanalysisof • Informational TextReading  Model Annotation Close-Read Guideand Determine anauthor’s point Cite strongandthoroughtextual

Tool Kit S BACK TOMYOWNCOUNTRY:

tan UNIT 6•FINDING AHOME making meaning d ar

d s AN ESSAY 1. TextClose Readthe 4. 3. 2. 1. TextAnalyze the 3. 2.

the passage,andfindanotherdetailtoannotate.Then,writea annotations, alongwithquestionsandconclusions.Closeread This model,from paragraph 22oftheessay,showstwosample have you learned about theconceptofhomefromhave youlearned reading thisessay? Essential Question: you understandBritain’s recent history? Historical Perspectives family’s beliefsaboutthatculture? (b) (a) (b) (a) choice?” Whatcanyou Ask yourself read. Readthissectionclosely,and Revisit asectionofthetextyoufoundimportantduringyourfirst close-read notes. For more practice,gobackintothetext,andcomplete question andconclusion. Notebook Whatincidentdoestheauthordescribeatbeginning oftheessay? Howdidtheauthor’s familytrytoassimilateintothewhiteculture?

Make Inferences Interpret what itis,ispartoftheblackexperience. that everyblackperson’slife, nomatter shame. Thedenial.InfactIcametosee about where wehadcomefrom. The agonies overskinshade.Thosesilences of whatitmeanttobeblack. of growing upinthiscountrywaspart I sooncametorealize thatmyexperience highly reasoned ideas. sharing deepemotionalthoughtsinsteadof CONCLUDE: short phrases? the flowofpassagewiththisseries QUESTION: between elegantcomplexsentences. ANNOTATE:

questions

Respond tothesequestions. What role doesthisopeningincidentplayintheessay? Whydoestheauthorinterrupt Theseshortphrasescome Theyshowthattheauthoris What doesitmeantocallaplacehome?

What doesthisassimilationsuggestaboutthe suchas“Whydidtheauthormakethis

conclude In whatwaydoestheauthor’s experiencehelp ? annotate All those whatyounotice. to supportyouranswers. C ite

te x CONCLUDE: word? emphasize this author chosento Why hasthe QUESTION: several times. the word The authorrepeats ANNOTATE: embraces it. the authornow her ethnicity, initially denying t ual e v i black d

ence

What

After

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Author’s andPurpose PointofView Analyze CraftandStructure to aconclusionabouttheauthor’s specific reasons forwriting. can examinetheideas,opinions,andemotionaltoneofanessaycome sophisticated writing,likeLevy’s, isdrivenbymore thanasinglepurpose.You that thewriterisattemptingtopersuade,inform,orentertainreaders. Most or reason forwriting,becomes clearer. Forexample,youmightdetermine Once youhaveanalyzedanauthor’s pointofview, the 1960s London. point ofviewaboutgrowing upblackinthepredominantly whiteculture of example, in“BacktoMyOwnCountry:AnEssay,”Andrea Levyshares her view: nonfiction thatexplores aspecific topicandconveysadistinct 3. 2. 1. Practice D The author visitsJamaica. The author background. abouther beginswriting The author people atcollege. encountersmiddle-class The author bus. manonthe encountersthe The author

purpose forwritingthisessay? Supportyourresponse withtextevidence. Judging from thedetailsyouhavestudiedabove,what mightbetheauthor’s main view changesovertime. (b) author’s pointofviewabouthersubject. (a) of view? paragraph 8to“England,thefabledMotherCountry”reveal aboutLevy’s point paragraphs describe? Reread paragraphs6–8of“BacktoMyOwnCountry:AnEssay.” ETAILS Notebook theauthor’s ideas,beliefs,andjudgmentsaboutaspecific topic.For Usetheparagraphsfrom thetextcitedin leftcolumntodeterminethe Usethedetailsincompletedcharttodescribehow theauthor’s pointof (paragraphs 1and2) FR

O M (paragraph 22)

Respond tothesequestions. T H E (paragraph 17)

TE X (b) T (paragraph 23) Whatdoesthisdescriptionandtheauthor’s reference in

An essential question: essay AUT H O isashortworkof R’ author’s purpose, S P OINT point of

O F V Whatdoesitmeantocallaplacehome? IE W (a) Back toMyOwn Country:AnEssay Whatdothese to supportyouranswers. CITE TEXTUALEVIDENCE

701 702 reading orlistening. and tocomprehendmorefullywhen effective choicesformeaningorstyle, in differentcontexts, tomake understand howlanguagefunctions • references asneeded. or contestedusage, consulting • contested. change overtime, andissometimes usage isamatterofconvention, can • Language persuasiveness orbeautyofthetext. content contributetothepower, effective, analyzinghowstyleand which therhetoricisparticularly of vieworpurposeinatext Determine anauthor’s point Informational TextReading   Network. from thetexttoyourWord related tofindingahome Add interesting words Apply knowledgeoflanguageto Resolve issuesofcomplex Apply theunderstandingthat

STANDARDS BACK TOMYOWNCOUNTRY:

WORD NETWORK UNIT 6•FINDING AHOME LANGUAGE DEVELOPMENT AN ESSAY 2. 1. An Essay.” 1. contested. of ideas”)oranadjective(“myriadideas”),althoughonetheseusesis “uncountably many.” the Greek word Concept Vocabulary 2. Etymology andUsage: Word Study Practice Why TheseWords? 2. 1. challenges duetoherAfro-Caribbean heritage. upbringing from Jamaica,theytryto between cultures. Forexample,whentheauthor’s parents arriveinEngland

with apartner, andcompleteeachother’s sentences. vocabulary word ineachonewithablank.Share yoursentenceframes Create sentenceframesbyrewriting yoursentences,replacing theconcept understanding oftheword’s meaning. Use eachconceptword inasentencethatdemonstrates your entitlement assimilate your findings. of EnglishUsage, Consult areputable usageguide,suchas a noun. sentence from paragraph22,using Myriad What otherwords intheessay connecttothisconcept? cultural conflictsLevydescribes? How doestheconceptvocabularyclarify thereader’s understandingofthe

Notebook isusedasanouninparagraph22ofLevy’s essay.Rewritethe inpredominantly whiteLondon,sheexperiencesa

murioi The conceptwords appearin“BacktoMyOwnCountry: toresearch whichusageof

Myriad , whichmeans“tenthousand”or, byextension, These conceptvocabularywords relate toencounters assimilate myriad myriad upbringing maybeusedaseitheranoun(“amyriad

intoanewculture. Duringtheauthor’s The word myriad Merriam-Webster’s Dictionary asanadjectiveinsteadof myriad myriad hybrid indigenous originatesfrom iscontested.Explain myriad of

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Write It rhetorical questionandone sentencefragmentinyourparagraph. or Voice andDevelopmentofIdeas andStyle Conventions 3. 2. 1. Read It the essay. The chartcontainsanexampleofeachtechniqueandthepurposeitservesin identify withtheauthoras aperson. be usedtocreate aninformal tone,whichenablesreaders tomore closely but donotexpress acomplete thought,intheessay.Sentencefragmentscan sentence fragments by allowingthemtoseethingsfrom theauthor’s perspective.Levyalsouses questions canhelpreaders feelpersonallyandemotionallyinvolvedinatext of herthoughtsandcausethereader toidentify withherposition.Rhetorical questions in “BacktoMyOwnCountry:AnEssay,”Andrea Levyuses convey auniquevoiceanddevelopideasintheirwriting.Forexample, TE Sentence fragments Rhetorical question

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703 704 proficiently. complexity bandindependentlyand high endofthegrades 11–CCRtext comprehend literary nonfictionatthe By theendofgrade 12, readand Informational TextReading  longer havemeaning. the pointwhere words no could distortinformationto control overpeople’s lives withtotal government Four society. In posed totwentieth-century threat thattotalitarianism Four. Farm for twoofhisnovels, essayist, heisbestknown as abrilliantcriticand Though Orwellisrecognized working ascivilservants. in IndiatoBritishparents Arthur Blair, whowasborn is thepennameofEric George Orwell About the Author Model Annotation First-Read Guideand

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(1903–1950) (1903–1950) Animal Animal compare thetwoessaysin thissection. first-read andclose-read activities,youwill an Elephant.”Afteryouhavecompletedthe You willnowread GeorgeOrwell’s essay“Shooting Comparing Texts opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION review yourrankings.Markchangestooriginalrankingsasneeded. After completingyourfirstread, comebacktotheconceptvocabularyand words inorder from mostfamiliar(1)toleast(6). Before reading, notehowfamiliaryouare witheachword. Then,rankthe You willencounterthefollowingwords asyouread “ShootinganElephant.” Concept Vocabulary Shooting Elephant an you’ve already read. already knowandwhat the selectiontowhatyou CONNECT Who the text. NOTICE conventionalized conventionalized isinvolved? imperialism imperialism supplant despotic despotic the generalideasof resolute What pretext WORD ideas within isitabout?

the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND YOUR RANKING SHOOTING AN ELEPHANT by marking by completing