analyzing a primary source key “the most...

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SKILLS SHEET Name: Date:

Junior Scholastic®

JUNIOR SCHOLASTIC • MAY 15, 2017

On December 16, 1773, American colonists led by Samuel Adams climbed aboard three British ships and dumped 342 chests of tea into Boston Harbor. They were outraged that Great Britain’s Parliament had taxed all imported tea—except for that from the British East India Tea Company. (This made British-imported tea cheaper and threatened to drive local merchants out of business.)

The act of resistance, America’s first major protest, became known as the Boston Tea Party. For John Adams, Samuel’s cousin and the future second president of the U.S., it was a sign that a fight for independence was coming. Two years later, the protest would lead to the American Revolution. Below is an excerpt from John Adams’s diary entry of December 17, 1773. Study it, then answer the questions.

ANALYZING A PRIMARY SOURCE

“The Most Magnificent Movement”

KEY STANDARD

RH.6-8.9

1. Why does Adams call the Boston Tea Party a “magnificent movement”? How else does he describe the act?

2. In the third paragraph, Adams writes that the Tea Party was only “an attack upon property.” What does he believe another display of “popular power” could lead to?

3. How does Adams fear that the British authorities might react to the Tea Party?

4. Why does Adams argue that there was “no other alternative” to dumping the tea into the harbor?

5. How might Americans since 1773 have found inspiration in the Boston Tea Party?

Questions

Last night 3 cargoes of Bohea tea1 were

emptied into the sea. This morning a

man-of-war 2 sails.

This is the most magnificent movement of all.

There is a dignity, a majesty . . . in this [latest]

effort of the patriots3 that I greatly admire.

The people should never rise without doing

something to be remembered—something

notable and striking. This destruction of the

tea is so bold, so daring, so firm . . . and it

must have so important consequences, and so

lasting, that I can’t but consider it as [a new era]

in history.

This however is [only] an attack upon

property. Another similar [display] of popular

power may produce the destruction of lives. . . .

What measures will the [British authorities]

take, in consequence of this? Will they resent

it? Will they dare to resent it? Will they punish

us? How? By quartering4 troops upon us? . . .

By laying on more [taxes]? By restraining our

trade? . . .

The question is whether the destruction

of this tea was necessary? I [believe] it was

absolutely and indispensably so. They could

not send it back, the [British authorities] would

not [allow] it. . . . Then there was no other

alternative but to destroy it or let it be landed

[in Boston]. To let it be landed, would be giving

up the principle of taxation by Parliamentary

authority, against which the [Colonies] have

struggled for 10 years.

1 Bohea tea: A kind of black tea popular in the Colonies.2 man-of-war: A term for a warship. Such a ship had probably departed from Boston for Britain to deliver news of the uprising.3 patriots: A term used to describe Samuel Adams and other figures of resistance against the British.4 quartering: This meant forcing colonists to provide lodging—or quarters—for British soldiers, a requirement that the

colonists strongly resented.


Junior Scholastic®


Read the article on pp. 12-15, then answer these questions.

TEST PREP

Know the News: The Real Cost of Batteries

1. Which is a central idea of the article? A More than half of the world’s cobalt comes from

the Democratic Republic of the Congo (DRC). B The amount of cobalt needed for batteries is

expected to double by 2025. C Tens of thousands of kids work in the mining

industry in the DRC. D Miners in the DRC risk their lives to collect

cobalt, a key element in many electronic devices.

2. Which detail best supports that central idea? A “The DRC has huge deposits of gold, diamonds,

and copper.” B “Collecting cobalt is backbreaking—and life-

threatening—work.” C “Many people [in the DRC] lack running water.” D “Apple announced that it had stopped buying

cobalt mined by hand in the DRC.”

3. According to the World Bank, what percent of people in the DRC live in extreme poverty?

A 17 percent C 50 percent B 25 percent D 77 percent

4. Which of these statements is an opinion? A More than half of the world’s cobalt originates

in the DRC. B An investigation by U.S. journalists recently

highlighted the hazardous conditions of the DRC’s cobalt industry.

C Companies should be required to prove that their products were created ethically.

D Mining cobalt helps people in the DRC earn money to support their families.

5. Based on context clues, what does toxic mean in this sentence? “Cobalt miners are also exposed to toxic materials that can cause cancer, lung disease, and other serious health problems.”

A violent C unnecessary B poisonous D safe

6. The author supports the idea that cobalt mining is dangerous in all of the following ways except ____.

A by explaining that workers lack helmets, gloves, and face masks

B by stating that 16 cobalt miners were killed in a landslide in 2014

C by saying that the DRC is one of the world’s poorest countries

D by stating that cobalt is often found along with uranium and arsenic

7. How does the section “No Easy Fix” contribute to the article?

A It describes possible ways to address the problems of the DRC’s mining industry.

B It explains that kids work in the mining industry. C It states the hazards of collecting cobalt. D It tells how the demand for cobalt is expected

to rise.

8. Which best describes the overall structure of the article?

A chronological C compare/contrast B question/answer D problem/solution

9. Based on context clues, what does verify mean in this sentence? “Earlier this year, Apple announced that it had stopped buying cobalt mined by hand in the DRC until it could verify that the element was being collected safely.”

A confirm C explain B remember D understand

10. Which of these is a key detail that should be included in a summary of the article?

A In 2015, 13 people in the DRC were killed when a mine collapsed.

B The DRC contains deposits of gold and copper. C Cobalt miners descend deep underground

without even basic safety equipment. D There is about 1 ounce of cobalt in a laptop. U

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Junior Scholastic®


In “The Real Cost of Batteries” (pp. 12-15), you read about the cobalt mining industry in the Democratic Republic of the Congo (DRC). Study this map to learn more about this Central African nation. Then answer the questions that follow on a separate sheet of paper.

READING A MAP

Democratic Republic of the Congo

1. In which direction would you travel to get from Kindu to Gemena?

2. Which two lakes form part of the border between the DRC and Uganda?

3. Which city labeled on the map is located along the equator?

4. Which three countries border Lake Victoria? 5. About how many miles wide is the DRC from

the Atlantic coast to the western edge of Lake Tanganyika?

6. Which river forms part of the border between the DRC and the Republic of the Congo (Congo)?

7. Which cities labeled on the map are southeast of Bumba?

8. Which countries border the DRC? 9. In which direction would you travel to get from

Lubumbashi to Bukavu, and then to Bumba? 10. About how many miles would you travel if you

were to fly from Mbandaka to Stanley Falls, and then to Kindu?

Questions

KEY STANDARD

RI.6-8.7

ATLANTICOCEAN

LAKEVICTORIA

LAKETANGANYIKA

LAKEMWERU

LAKEKIVU

LAKEEDWARDStanley

Falls

LAKEALBERT

CONGO RIVER

LUA

LABA

(CO

NG

O)

Kisangani

Gemena

Bumba

Mbandaka

Boma

Kinshasa

Kindu

Lubumbashi

Source ofthe Congo River

BukavuDEMOCRATICREPUBLICOF THE CONGO(DRC)

TANZANIA

ZAMBIAANGOLA

KENYAUGANDA

SOUTH SUDANCENTRAL AFRICAN REPUBLIC

REPUBLIC OFTHE CONGO(CONGO)

GABON

CABINDA(ANGOLA)

CAMEROON

EQUATORIALGUINEA

RWANDA

BURUNDIBURUNDI

N

S

W E

SESW

NENW

EQUATOR

U.S.AFRICAAFRICA

DRC

EQUATOREQUATOR

0 100 MI

0 200 KM

National capital

City or town

JIM MCMAHON/MAPMAN® (MAP)

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Junior Scholastic®


1. Why might a news headline about scientific research simplify the findings? Why might that be problematic?

2. How is the 1960s Harvard University report about sugar and heart disease an example of misleading research?

3. Why might a small sample size make a study’s results less reliable?

4. Why is it important for scientists to include all results from a study?

5. Why do consumers need to understand how to spot suspicious science?

Questions

In the article “Sugarcoating the Truth” (pp. 16-17), you picked up some tips for spotting misleading research. Those guidelines are included below, along with some additional points to consider when reading scientific research or articles about it. Use these tips, as well as the article, to answer the questions that follow on a separate sheet of paper.

EVALUATING SOURCES

How to Spot Suspicious Science

KEY STANDARD

RI.6-8.1

1. Be SkepticalNews headlines about scientific studies can simplify findings to grab your attention.

Keep reading—and consult the actual study, if possible—to be sure the facts support

the claims.

2. Check EvidenceScientists’ conclusions should be supported by the facts collected in their research.

Analyze whether a study’s findings are based on evidence—or are opinions or

speculation.

3. Look for Conflicts of InterestCompanies often give scientists money to conduct research related to their products.

Consider how a study was funded—and whether that might have influenced the

outcome.

4. Beware of Selective Reporting Sometimes studies make conclusions based on only a small portion of the data

collected. That can skew the results. Conclusions should always be made using all

results from a study and should not ignore those that don’t support a particular idea.

5. Consider the Sample Size Sample size refers to the number of individual samples used in a study or experiment.

(For example, if scientists test the blood pressure of 1,200 kids, the sample size is

1,200.) Scientific studies sometimes use only small numbers of samples. But studies

using many different samples usually provide more-accurate results. U

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KEY STANDARD

RI.6-8.7 In “Sugarcoating the Truth” (pp. 16-17), you learned how sugar can negatively affect your health. Roughly 70 percent of manufactured sugar comes from sugarcane, a type of grass that looks similar to bamboo. The remaining 30 percent comes from sugar beets—a type of white root vegetable. The map below shows where these sugar-producing crops are grown. Study the map, and answer the questions that follow.

READING A MAP

Harvesting Sugar

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Junior Scholastic®


U.S.U.S.U.S.

New York

BRAZIL

BRAZIL

INDIA

EQUATOR

TROPIC OF CANCER

TROPIC OF CAPRICORN

NORTHAMERICA

SOUTHAMERICA

AFRICA

AUSTRALIA

ASIA

EUROPE

Beet

Cane

Northern H

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Southern H

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Nor

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n H

emis

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eSo

uthe

rn H

emis

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e

N

S

W E

SESW

NENW

1. Which sugar crop is normally grown closer to the equator?

______________________________________________________

2. Which is grown mostly in the Northern Hemisphere, sugar beets or sugarcane?

______________________________________________________

3. On which two continents is only one type of sugar crop grown? ______________________________

______________________________________________________

4. Which type of sugar crop would you expect to grow best in the state of New York?

______________________________________________________

5. In what type of climate do you think sugarcane normally grows? How does that compare with the climate needed to grow sugar beets? Support your answer with evidence from the map.

______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________

Questions

MAP: JIM MCMMAHON/MAPMAN®



Junior Scholastic®

Read the article on pp. 18-21, then answer these questions.

TEST PREP

Know the News: Can Israelis and Palestinians Make Peace?

1. Which is a central idea of the article? A About 65 percent of the world’s known oil

reserves are in the Middle East. B The region once known as Palestine has been in

conflict for centuries. C Israel captured Egypt’s Sinai Peninsula and the

Gaza Strip in the Six-Day War. D Former U.S. President Barack Obama had a

strained relationship with Israel’s prime minister.

2. Which statement best supports that central idea? A The struggle is rooted in competing claims over

land by the two groups who live there. B Many terrorist groups bent on harming the U.S.

arose out of chaos in the Middle East. C Tensions in the region threaten the flow of that

oil, which is essential for powering the world’s cars, homes, and factories.

D By the 1800s, many Jews began moving to Palestine from Europe.

3. Which best explains the structure of the section “How did the conflict begin?”

A chronological C problem/solution B compare/contrast D cause and effect

4. What does revolt mean in this sentence? “Palestinians begin a revolt against Israeli occupation of the West Bank and the Gaza Strip.”

A negotiation C peace treaty B rebellion D migration

5. Who controls the Gaza Strip today? A the United Nations C Israel B Hamas D ISIS

6. Which happened most recently? A Israel declared its independence. B Arab countries fought Israel in the Six-Day War. C Romans conquered present-day Israel. D Israel declared war against Hamas.

7. How does the section “How have tensions escalated since?” contribute to the article?

A It provides more details about how President Donald Trump might try to resolve the conflict between Israelis and Palestinians.

B It explains one proposed solution to give Palestinians their own country alongside Israel.

C It discusses how the region that includes Israel and the Palestinian territories was the homeland of Jews for many centuries.

D It describes two major wars that took place between Israelis and Palestinians in the 1900s.

8. Which statement is true? A President Trump thinks a “two-state solution” is

the only way to achieve peace between Israelis and Palestinians.

B Israel lost significant amounts of territory during the Six-Day War.

C The population of Israel is mostly Jewish, while the Palestinian territories of the West Bank and the Gaza Strip are mostly Arab.

D Palestine came under U.S. control during World War I.

9. Which of these is a key detail that should be included in a summary of the article?

A President Trump wants to try to resolve the conflict between Israelis and Palestinians.

B ISIS is a terrorist group in the Middle East. C About 6 million Jews were killed during the

Holocaust. D Israel eventually withdrew from the Sinai

Peninsula, returning the territory to Egypt.

10. What is the main purpose of the map on p. 21? A to encourage readers to study Saudi Arabia B to highlight that Egypt is part of Africa C to show where Israel, the West Bank, and the

Gaza Strip are located D to point out where Iraq is in relation to Iran U

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Junior Scholastic®

In “Can Israelis and Palestinians Make Peace?” (pp. 18-21), you read about the centuries-old conflict between residents of the Middle Eastern nation of Israel and the neighboring Palestinian territories of the West Bank and the Gaza Strip.

The struggle is rooted in competing claims over land, including the ancient city of Jerusalem, which both Israelis and Palestinians claim as their own. This photo was recently taken in Jerusalem. It shows a busy street scene, with a Palestinian woman walking past two Jewish men. Study the image, then use it to answer the questions.

ANALYZING A PHOTO

Life in JerusalemKEY

STANDARD

RH.6-8.7

1. What details about the clothing of the three people pictured in the foreground help you identify them? What other details do you notice?

_______________________________________________ _______________________________________________ _______________________________________________

2. Describe the expression and the body language of the woman. ___________________________________

_______________________________________________ _______________________________________________

3. Why do you think the photographer took this photo? What might he have been trying to communicate? ________________________________

_______________________________________________ _______________________________________________ _______________________________________________

4. This image might seem to capture an ordinary moment of daily life, but what historical events and current circumstances make this picture particularly interesting?

_______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

5. Write a caption for this photo that describes the scene.

_______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

QuestionsMENAHEM KAHANA/AFP/GETTY IMAGES

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Here are a few clues for you to puzzle over. Answers to starred clues are in the article on pp. 18-21 of JS. For the rest, you’re on your own!

BUILDING VOCABULARY

Crossword Puzzle

Across *1 Israel built a _____ along

much of the 17 Down Bank to try to prevent terrorist attacks.

*3 Israel’s African neighbor

*5 Many people question whether Israelis and Palestinians can ever make _____.

*8 Palestinian territory: _____ Strip

*9 Jerusalem has sites that are _____ to three faiths.

11 To rush, or to make _____

12 A cow’s exclamation

*14 A _____ solution would give Palestinians their own country. (2 words)

*16 Israelites originally settled in this ancient area.

18 Either/or, neither/_____

*19 After World War I, 5 Down came under _____ control.

Down *2 They drove the Jews from Jerusalem

in 135 a.d.

3 What you see with

4 An internet giant

*5 The region once known as _____ today includes Israel and neighboring territories.

*6 Most Palestinians are this.

*7 1967 conflict: the Six-_____ War

*9 The extremist group that controls 8 Across

10 Not early

*11 In the 1800s, European Jews sought to build a nation in their ancestors’ _____.

13 Academy Award statue

*15 Peninsula that Israel seized in 1967

*17 Nearly 3 million Palestinians live in the _____ Bank.

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Junior Scholastic®

KEY STANDARD

RI.6-8.4

KEY STANDARD

RI.6-8.7 In “Are We Too Wired?” (pp. 22-23), you read about people’s growing dependence on social media. This cartoon comments on our obsession with technological devices. Study it, then answer the questions that follow. (Use the back of this page if necessary.)

ANALYZING AN EDITORIAL CARTOON

Obsessed With Technology?

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Questions 1. Describe what’s happening in this cartoon. ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

2. What’s ironic about the situation? Do you see a conflict between being connected to our devices and the purpose of a family vacation? Explain.

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

3. In recent years, the amount of time people spend using electronic devices has sharply increased. What are the benefits and downsides of this habit? ______________________________________________

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

4. How might an obsession with social media and technological devices negatively affect our social lives and relations with our families?

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

DAVE GRANLUND/DAVEGRANLUND.COM

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Junior Scholastic®

Read “Are We Too Wired?” (pp. 22-23), then use the prompts below to analyze each author’s claim and decide who you think makes a stronger case.

EVALUATING ARGUMENTS

Analyzing Authors’ ClaimsKEY

STANDARD

RI.6-8.8

AUTHOR: Emerson CsorbaFellow, Canada’s Public Policy Forum

AUTHOR: Noa Gafni SlaneyFounder and chief executive, Impact Squared

Author’s main claim or argument in the debate: Author’s main claim or argument in the debate:

REASON 1: Cite one reason the author gives for his claim.

List evidence the author gives to support REASON 1.

REASON 1: Cite one reason the author gives for her claim.


REASON 2: Cite another reason the author presents.


REASON 2: Cite another reason the author presents.


Which persuasive devices does the author use?

_____ Appeals to emotions

_____ Uses data or scholarly research

_____ Explains why the other side’s argument is weak

_____ Other: __________________________________________

Which persuasive devices does the author use?

_____ Appeals to emotions

_____ Uses data or scholarly research

_____ Explains why the other side’s argument is weak

_____ Other: __________________________________________

Evaluate Which author do you think makes his or her case more effectively? Do you spot any weaknesses—such as bias or missing information—in either author’s argument? Explain your answers on a separate sheet of paper.


KEY STANDARD RH.6-8.5 RH.6-8.8 RI.6-8.2 RI.6-8.4 Quiz Wizard How much do you know about what’s

in this issue? Take this quiz to find out.

CHRONOLOGICAL ORDER Protest Nation!; The Art of Protest (pp. 6-11)

Number these events in the order in which they occurred, from 1st to 5th.____ 1. The Black Lives Matter

movement arises to address racial discrimination.

____ 2. A rally is held in Washington, D.C., that eventually helps secure passage of the 19th Amendment.

____ 3. The Women’s March, likely the largest single-day demonstration in the U.S., takes place.

____ 4. The Tea Party movement rises up to protest govern-ment’s expanding role.

____ 5. People rally across the country to oppose U.S. involvement in the Vietnam War.

CENTRAL IDEA OR DETAIL? The Real Cost of Batteries (pp. 12-15)

Label each statement CI for central idea or D for detail.____ 6. Advocacy groups in

the U.S. are pushing for laws that would require American companies to prove that the cobalt in their products is mined ethically.

____ 7. Apple says it will pay more attention to how the cobalt it uses is obtained.

____ 8. Miners in the Democratic Republic of the Congo (DRC) risk their lives to collect cobalt.

____ 9. The DRC is one of the world’s poorest countries.

____ 10. Many children are forced to work in cobalt mines.

FACT OR OPINION? Sugarcoating the Truth (pp. 16-17)

Label each statement F for fact or O for opinion.____ 11. Companies often give

scientists funds to conduct research related to their products.

____ 12. Consuming high levels of sugar has been linked to health problems.

____ 13. The food and beverage industry cannot be trusted.

____ 14. Soda is a leading source of added sugars in kids’ diets.

____ 15. Consumers need to be better educated about nutrition science.

CONTEXT CLUES Can Israelis and Palestinians Make Peace? (pp. 18-21)

Fill in the letter of the best meaning of each boldfaced word or phrase. 16. Their repeated clashes have

led to terrorist attacks and even wars, with countless civilians caught in the cross fire.

A people whose injuries were caused by violence

B persons involved in the military or in law enforcement

C people not involved in the military, law enforcement, or armed groups

17. Whether or not Trump can do it has big implications for the U.S.—and the world.

A likely results or consequences

B opportunities C surprises

18. The Israeli-Palestinian conflict has been a destabilizing force in the Middle East for decades.

A causing dysfunction or problems

B problem-solving C soothing or settling

19. Hamas periodically fires rockets into Israeli towns, . . . provoking crackdowns from the Israeli military.

A preventing or stopping B stirring up or causing to

happen C suffering; being hurt by

20. Persecution by Nazi Germany spurs many Jews in Europe to move to Palestine, joining previous migrations.

A defensive measures against possible harm

B cruel and oppressive treatment

C legal proceedings involving a trial in court



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Read the following definitions and example sentences of vocabulary words from this issue. Then find two other words from the issue to define and give an example for each.

Words to KnowKEY

STANDARD

RH.6-8.4

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1. boycott (n): an organized protest in which people

refuse to do business with a store, an organization, or

a place

• example: After students led a boycott to support

the rights of poorly paid farmworkers, the college

cafeteria stopped buying and serving grapes.

2. civil disobedience (n): an action, usually made

in public, to defy a law that one sees as unjust

• example: To show their objection to the Vietnam War,

many young men burned their draft cards as an act

of civil disobedience.

3. conflict of interest (n): a situation in which

a person is in a position to personally benefit from

actions made in an official capacity

• example: People suspected the food critic of having a

conflict of interest when she gave a glowing review for

a restaurant owned by her brother-in-law.

4. extreme poverty (n): a severe lack of basic

necessities, such as food, water, clothing, and shelter.

Today, people living on less than $1.90 a day are

generally said to be living in extreme poverty.

• example: Children whose families are living in

extreme poverty are likely to be malnourished.

5. occupation (n): the state of having been taken over

or settled by an outside force or group

• example: The occupation of the town square ended

when law-enforcement officials started arresting

protesters who refused to leave voluntarily.

6. skew (v): to make biased in a way that is inaccurate,

unfair, or misleading

• example: The results of the opinion poll were skewed

because the questions were posted only on websites

popular with young people.

7. state (n): an organized body of people in a definite

territory

• example: In 2011, after years of fighting between

government troops and rebel factions, part of the

country of Sudan split off to become the independent

state of South Sudan.

8. supply chain (n): the activities involved in the

production and distribution of goods

• example: One of the supermarket’s supply chains

involved everyone from dairy farmers and milk-

processing plants to the truckers who delivered the

milk, butter, and other dairy products.

9. Westerner (n): a person who lives in North

America or Western Europe

• example: Many Westerners seek out familiar foods,

such as hamburgers and sodas, when they are

traveling abroad.

10. word: _____________________________________ ( ):

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

• example: __________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

11. word: _____________________________________ ( ):

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

• example: __________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

BUILDING VOCABULARY


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JUNIOR SCHOLASTIC

Choose any two articles in this issue of JS and complete each graphic organizer below by filling in the central idea and three details. (The central idea is what an article is mainly about. Details support the central idea.)

DETERMINING THE CENTRAL IDEA

What’s It All About?


Junior Scholastic®

TIP: A central idea is not necessarily the article’s first sentence. You can find the central idea by reading the text closely and asking yourself, “What does the author most want me to know?”

Putting It All Together Choose one of the articles you examined above and summarize it in three to four sentences on a separate sheet of paper.

ARTICLE 1

CENTRAL IDEA

DETAIL 1 DETAIL 2 DETAIL 3

ARTICLE 2

CENTRAL IDEA

DETAIL 1 DETAIL 2 DETAIL 3

KEY STANDARD

RH.6-8.2

Critical Thinking Are any of your W questions still unanswered? If so, which ones? How might you go about finding the answers? Explain.

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

KEY STANDARD

RI.6-8.10 When you read an article, you might already be familiar with the topic, or it might be the first time you’ve ever heard of it. A KWL chart is a useful tool for reflecting on your own background knowledge of a topic or an event, so you can prepare to learn more and deepen your understanding.

Choose any article in this issue of JS. Before reading it, complete the K and W columns as best you can. After reading the article, fill out the L column. Then answer the critical-thinking question at the bottom of the page.

ASSESS PRIOR KNOWLEDGE

Charting Your Knowledge

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JUNIOR SCHOLASTIC

KWhat I Know

WWhat I Want to Know

LWhat I’ve Learned


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JUNIOR SCHOLASTIC

Reading an article closely involves thinking critically about the text—plus any photos, maps, graphics, and other elements—and considering how the author presents information. It often requires you to read a text multiple times. Reading closely will help you gain a deeper understanding of an article. But how do you do that? Choose any article in this issue of JS. Then use this guide to read it closely.

CLOSE READING

Close Reading Checklist

¨ STEP 1: Number each paragraph of the article. This will help you cite evidence from the text when answering questions or participating in a class discussion.

¨ STEP 2: Annotate the text. Jot down any comments or questions in the margins. Marking up the article as you read will help you pause, observe, and think critically rather than rushing through it.

* Place a star next to anything that seems important.

? Write a question mark next to words, phrases, or concepts

you don’t understand.

! Put an exclamation point next to anything you find surprising or interesting.

¨ STEP 3: Write a brief summary of each chunk or subsection of the article. (Ask yourself: What is being said?)

¨ STEP 4: Write a brief analysis of each chunk or subsection of the article. (Ask yourself: What does this section add to the article? What might have been the author’s purpose for including it? Why does the author use particular words and phrases? What inferences can I make?)

¨ STEP 5: Examine the visuals. Write a brief explanation of what any photos, maps, graphics, and other visuals show. (Ask yourself: Why might the author have included them? What do they add to the information provided in the text?)

¨ STEP 6: Dig a little deeper. Reread the article and revise your analysis as necessary. Sometimes a text is like a puzzle, and you need to read it multiple times before you can see how all the pieces fit together.

RI.6-8.1

KEY STANDARD


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Authors often incorporate quotes and statistics into their articles to support a claim or illustrate a point. Looking closely at these details and considering why they were included can help you understand the article—and the topic—on a deeper level.

Choose any feature article in this issue of JS. Then select three of its quotes or statistics to analyze using the table below.

CLOSE READING

Digging Into the DetailsKEY

STANDARD

RI.6-8.1

Quote or statistic (Include the page number.)

Summarize the quote or statistic in your own words.

Why might the author have included it?

Putting It All Together What other types of quotes or statistics could have been included to support this article? Explain.

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

JUNIOR SCHOLASTIC


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JUNIOR SCHOLASTIC

Photos and graphics are powerful tools that help convey information that words alone cannot. As a reader, you’ll get more out of an article if you think about the visuals not as mere artistic elements but as additional sources of information. Choose any feature article in this issue of JS. Then select three of its visuals to analyze using the table below.

INTEGRATING VISUALS

Close Reading of Photos and Graphics

RI.6-8.7

KEY STANDARD

Page Number

Summarize what the visual shows.

Choose a detail from the visual and explain what makes

it interesting or surprising.

Explain how this visual adds to or enhances the information

provided in the text.

Putting It All Together 1. Why do you think the editors chose to include these visuals?

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

2. What other types of photos or graphics could have been included to support this article? Explain.

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________


Junior Scholastic®

Putting It All Together On a separate sheet of paper, write two to three paragraphs explaining these similarities and differences. Be sure to use compare-and-contrast transition words and phrases. Key words and phrases commonly used to express comparison include similarly, both, also, as well as, in the same way, and likewise. Key words and phrases commonly used to express contrast include although, while, but, as opposed to, however, and on the other hand.

KEY STANDARD

RI.6-8.5

Choose two people, events, or ideas from any article in this issue of JS. Compare and contrast them using the Venn diagram below. List at least two differences on each side, and write any similarities in the overlapping section. Then respond to the writing prompt at the bottom of the page.

COMPARE AND CONTRAST

Understanding Similarities and Differences

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JUNIOR SCHOLASTIC

(Name of a person, event, or idea)

(Name of a person, event, or idea)


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JUNIOR SCHOLASTIC

Welcome to do-it-yourself vocabulary! We’re leaving it to you to teach yourself the meanings of unfamiliar words you encounter in any JS article. In the space provided below, write the title of the article you’re working on. Then find three words in that piece whose meanings you’re unsure of. Write each word in one of the gray tabs, followed by the number of the page on which it appears. Then write what you think the word means based on context clues. Next, look up the word in a dictionary and write down its definition. Last, use the word in a sentence.

BUILDING VOCABULARY

DIY Vocabulary

ARTICLE:

word: page:

What I think the word means based on context clues:

Dictionary definition:

Example sentence:

word: page:



Example sentence:

word: page:



Example sentence:

KEY STANDARD

RI.6-8.4

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Did the author provide sufficient evidence? (Is it enough to support the claim, or is more information needed?) Explain.

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Is the author’s reasoning sound? (Is it accurate and logical? Is it based on facts, not opinions?) Explain.

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Overall, does the author successfully support his or her claim? Explain.

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KEY STANDARD

RI.6-8.8When writing an argument, authors include reasons and evidence to support their claims. Choose a claim presented in this issue of JS. Then use the following prompts to analyze it.

EVALUATING ARGUMENTS

Are You Convinced?

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JUNIOR SCHOLASTIC

Supporting EvidenceIs this piece of evidence relevant?

(In other words, does it relate to this particular claim and help to support it?) Explain.

1.

2.

Author/Speaker’s Name: _______________________________________________________________________________________________

Claim: ____________________________________________________________________________________________________________________


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JUNIOR SCHOLASTIC

An effective presentation has interesting content that’s delivered in an engaging way. The presenter should capture the audience’s attention by making eye contact and speaking at an appropriate volume. Any accompanying visuals should also be appealing, without too much text or any unnecessary details. Below is a checklist of five things to keep in mind when giving a presentation. Study this list before you give a presentation to remind yourself what to practice or include. Use it again after your presentation to assess how well you did. (You may want to ask a classmate to help you evaluate your performance.)

PRESENTATION SKILLS

Presentation Self-Assessment

SL.6-8.4

KEY STANDARD

Comments 1. Explain one thing you think you did particularly well.

_______________________________________________________________________________________________________________________

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_______________________________________________________________________________________________________________________

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2. Explain one thing you think you should work to improve for next time.

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¨ Did I speak at an appropriate pace and volume?

¨ Did I make eye contact with the audience?

¨ Did I refrain from fidgeting, pacing, and other distracting body language?

¨ Did I use relevant visuals (poster, video, etc.)that enhanced my presentation?

¨ Did my visuals contain an appropriate amount of information that helped the audience understand the topic?


Junior Scholastic®

KEY STANDARD

WHST.6-8.8 When you incorporate information from other sources into your writing, you may choose to quote the material or paraphrase it. A quotation is an exact copy of the words an author or speaker uses. A quotation should be surrounded by quotation marks. You should quote a source when the language is powerful and you want to retain the exact wording. To paraphrase is to put something written or spoken by someone else into your own words. Something that’s paraphrased is not surrounded by quotation marks. You should paraphrase when you need to summarize a quote’s meaning or the exact language isn’t critical. When paraphrasing, be sure to rewrite the whole sentence; don’t just swap out a word or two.

WRITING SKILLS

Quote vs. Paraphrase

JUNIOR SCHOLASTIC

Example—quote: According to the Library of

Congress, “Abraham Lincoln was the second

speaker on November 19, 1863, at the dedication

of the Soldiers’ National Cemetery at Gettysburg.

Lincoln was preceded on the podium by the

famed orator Edward Everett, who spoke to the

crowd for two hours. Lincoln followed with his

now immortal Gettysburg Address.”

Example—paraphrase: President Abraham

Lincoln delivered his now-famous Gettysburg

Address on November 19, 1863. He spoke

to the crowd at the dedication of the Soldiers’

National Cemetery. Edward Everett, a famous

orator, addressed the audience first, delivering

a two-hour speech.

Choose any feature article in this issue of JS. Write a summary of the article on the lines below. Include at least two quotations from the article and two passages that you’ve paraphrased.

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JUNIOR SCHOLASTIC

The internet is full of useful information—as well as a lot of information that’s incorrect or biased. Sometimes telling the difference is harder than you might think.

When conducting research, it’s important to check whether your sources are credible and accurate. That’s especially true for online sources, because the web makes it easy for anyone to publish just about anything. (Remember: You should always have more than one source for any fact you use.) Here are some questions to help you determine whether your online source is trustworthy.

EVALUATING SOURCES

Not All Sources Are Created Equal

WHST.6-8.8

KEY STANDARD

WEBSITE 1: __________________________________________

Author or agency/group and credentials: _______________

________________________________________________________

Purpose of site: _______________________________________

________________________________________________________

________________________________________________________

When was it last updated? _____________________________

Is it a reliable source? Explain. _________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

WEBSITE 2: __________________________________________

Author or agency/group and credentials: _______________

________________________________________________________

Purpose of site: _______________________________________

________________________________________________________

________________________________________________________

When was it last updated? _____________________________

Is it a reliable source? Explain. _________________________

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1. Who created the website? The site’s URL can help you figure this out. Sites that end in .gov, for example, were created by the federal government. Typically, .edu means the site is affiliated with a college or university, and .org means that an organization, such as a nonprofit, is behind the site.

2. What are their credentials? What qualifies this organization or individual to provide information on this topic? If a person runs the site, consider his or her occupation, years of experience, and education. If an organization runs the site, consider how long that group has been around, and if it exists only locally or has a national or worldwide presence.

3. What is the site’s purpose? Does the site exist solely to inform or teach, or is it selling a product or advocating for a particular cause? Is there evidence that the site is biased or prejudiced in favor of a certain outcome? (For example, a website that’s dedicated to attacking a specific political candidate will not be objective.)

4. Is the site current and functional? Try to find the date when the web page or site was last updated. (If it’s old, the data may no longer be accurate.) Are the links working properly? Broken links, spelling mistakes, and other errors are signs that a site may not be trustworthy.

Choose a topic in this issue of JS to examine further. Then pick two sources from your research to analyze below.

Putting It All Together See if you can verify the information your online sources provide through a non-web-based source, such as a book, map, or other reference.


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KEY STANDARD

RI.6-8.2

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A summary is a short statement or paragraph that tells what an article is mainly about. An objective summary does not include your opinions. (Remember that summarize means to sum up. When writing a summary, you’re summing up what an article says, not weighing in on it. An objective summary is different from a review, which includes your opinions.)

Writing an objective summary can help you comprehend what you’ve read and teach other people about a topic. After all, if you can accurately explain the gist of an article to someone else in just a few sentences, it’s likely that you’ve understood what it’s about.

How do you craft an objective summary? Choose any article in this issue of JS. Then follow the steps below to summarize it.

WRITING AN OBJECTIVE SUMMARY

Summarizing 101

Challenge On a separate sheet of paper, turn your objective summary into a review of the article. How do an objective summary and a review differ in terms of purpose, tone, and content?

Step 1: Write the main idea of the article here.

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Step 2: Find three key details from the article that support that main idea. Write them in your own words in two to three sentences here. (Hint: Avoid choosing minor details from just one section of the article. Instead, pick key details that support the article’s overall main idea.)

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Step 3: Combine your answers to steps 1 and 2 to form one cohesive paragraph. Make sure your sentences are free of opinions. Revise as necessary.

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JUNIOR SCHOLASTIC

News stories should convey information in a clear, precise way. Review the elements of a news story below. Then look closely at any feature story in JS to answer the questions that follow.

IDENTIFYING TEXT FEATURES

Anatomy of a News Story RI.6-8.5

Headline: This is the main title of the story. A good headline attracts readers’ attention and suggests what the story is about.

Deck: This appears below or next to the headline. It is usually a one- or two-sentence summary of what the story is about.

Lead (pronounced leed): This is the first sentence or paragraph of the story. A good lead piques readers’ interest so that they want to read more. It should connect quickly to the story’s main idea.

Nut graph: This paragraph sums up what the story is about. It usually follows the lead.

Subheads: These are mini-headlines that separate sections of the story. Subheads break the story into shorter, more readable segments.

Graphic elements: Photographs, charts, maps, drawings, and diagrams are visual aids that help illustrate the story and provide extra information.

Caption: This is a phrase or a short explanation of what is shown in a photograph, illustration, chart, or map.

Sidebar: This is a short article that relates to, but is separate from, the main story. It may help put the main story in context—by providing historical background, for example—or present additional information about the topic of the main story.

1. Find an example of a headline. After you’ve read the story, write a new headline for it.

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2. Find an example of a subhead. What does the subhead tell you about the section that follows it?

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3. Describe a graphic element that appears with the story. How does it help illustrate the main text?

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4. Find an example of a caption. What does it tell you about the graphic element it accompanies?

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5. Does the lead of the story pique your interest? Why or why not? After you’ve read the story, write a new lead.

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KEY STANDARD

Questions


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JUNIOR SCHOLASTIC

When journalists write about a news event, they gather the most important information by answering the group of questions known as the five Ws and one H: Who? What? Where? When? Why? How? Choose any article in this issue of JS. Then use the graphic organizer below to record the answers to these questions.

ANALYZING TEXT STRUCTURES

Investigate the News

Putting It All Together Where in the text did you find the answers to these questions? Which ones were answered first? Why might the author have addressed them in that order? Explain.

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RI.6-8.5

KEY STANDARD

EVENT_________________________________________

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WHO?

WHEN?

WHAT?HOW?

WHERE?WHY?


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analyzing a primary source key “the most...

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