gr 11 se vol 1 - lr.pdf

PerspectivesAMERICAN LITERATURE

TM

NEW YORK, NEW YORK bOstON, MassachusEtts chaNDlER, aRizONa glENviEW, illiNOis

VOLUME ONE

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ISBN-13: 978-0-133-33880-5 ISBN-10: 0-133-33880-0

1 2 3 4 5 6 7 8 9 10 V003 19 18 17 16 15

COVER: (C) niroworld/Fotolia, (Bkgd) Brandon Bourdages/123RF

Acknowledgments of third-party content appear on page R84, which constitutes an extension of this copyright page.

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Copyright 2017 by Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. For information regarding permissions, request forms, and the appropriate contacts within the Pearson Education Global Rights & Permissions department, please visit www.pearsoned.com/permissions.

PEARSON, ALWAYS LEARNING, and myPerspectives are exclusive trademarks owned by Pearson Education, Inc. or its affiliates, in the U.S. and/or other countries.

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Common Core State Standards: Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

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myPerspectivesTM English Language Arts is a student-centered learning environment where you will analyze text, cite evidence, and respond critically about your learning. You will take ownership of your learning through goal-setting, reflection, independent text selection, and activities that allow you to collaborate with your peers.

Each unit of study includes selections of different genresincluding multimediaall related to a relevant and meaningful Essential Question. As you read, you will engage in activities that inspire thoughtful discussion and debate with your peers allowing you to formulate, and defend, your own perspectives.

myPerspectives ELA offers a variety of ways to interact directly with the text. You can annotate by writing in your print consumable, or you can annotate in your digital Student Edition. In addition, exciting technology allows you to access multimedia directly from your mobile device and communicate using an online discussion board!

We hope you enjoy using myPerspectives ELA as you develop the skills required to be successful throughout college and career.

Welcome!

Pea

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Edu

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c., o

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Authors Perspectives

myPerspectives is informed by

a team of respected experts

whose experiences working

with students and study of

instructional best practices have

positively impacted education.

From the evolving role of the

teacher to how students learn in a

digital age, our authors bring new

ideas, innovations, and strategies

that transform teaching and

learning in todays competitive

and interconnected world. Ernest Morrell, Ph.D.is the Macy professor of English Education at Teachers College, Columbia University, a class of 2014 Fellow of the

American Educational Research Association, and the Past-President of the National Council of Teachers of English (NCTE). He is also the Director of Teachers Colleges Institute for Urban and Minority Education (IUME). He is an award-winning author and in his spare time he coaches youth sports and writes poems and plays. Dr. Morrell has influenced the development of myPerspectives in Assessment, Writing & Research, Student Engagement, and Collaborative Learning.

The teaching of English needs to focus on engaging a new generation of learners. How do we get them excited about reading and writing? How do we help them to envision themselves as readers and writers? And, how can we make the teaching of English more culturally, socially, and technologically relevant? Throughout the curriculum, weve created spaces that enhance youth voice and participation and that connect the teaching of literature and writing to technological transformations of the digital age.

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The myPerspectives classroom is dynamic. The teacher inspires, models, instructs, facilitates, and advises students as they evolve and grow. When teachers guide students through meaningful learning tasks and then pass them ownership of their own learning, students become engaged and work harder. This is how we make a difference in student achievementby putting students at the center of their learning and giving them the opportunities to choose, explore, collaborate, and work independently.

Elfrieda Hiebert, Ph.D.is President and CEO of TextProject, a nonprofit that provides resources to support higher reading levels. She

is also a research associate at the University of California, Santa Cruz. Dr. Hiebert has worked in the field of early reading acquisition for 45 years, first as a teachers aide and teacher of primary-level students in California and, subsequently, as a teacher and researcher. Her research addresses how fluency, vocabulary, and knowledge can be fostered through appropriate texts. Dr. Hiebert has influenced the development of myPerspectives in Vocabulary, Text Complexity, and Assessment.

Kelly Gallagher, M.Ed.teaches at Magnolia High School in Anaheim, California, where he is in his thirty-first year. He is the former co-director of the South Basin Writing Project at

California State University, Long Beach. Mr. Gallagher has influenced the development of myPerspectives in Writing, Close Reading, and the Role of Teachers.

Jim Cummins, Ph.D.is a Professor Emeritus in the Department of Curriculum, Teaching and Learning of the University of Toronto. His research focuses on literacy development in multilingual school contexts as well as on the

potential roles of technology in promoting language and literacy development. In recent years, he has been working actively with teachers to identify ways of increasing the literacy engagement of learners in multilingual school contexts. Dr. Cummins has influenced the development of myPerspectives in English Language Learner and English Language Development support.

The signature of complex text is challenging vocabulary. In the systems of vocabulary, its important to provide ways to show how concepts can be made more transparent to students. We provide lessons and activities that develop a strong vocabulary and concept foundationa foundation that permits students to comprehend increasingly more complex text.

Its critical to give students the opportunity to read a wide range of highly engaging texts and to immerse themselves in exploring powerful ideas and how these ideas are expressed. In myPerspectives, we focus on building up students awareness of how academic language works, which is especially important for English language learners.

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UNIT

Small-Group learninG

EXPOSITORY NONFICTION

from americas Constitution: aBiographyAkhil Reed Amar . . . . . . . . . . . . . . . . . .72

GRAPHIC NOVEL

from The united States Constitution: aGraphic adaptationJonathan Hennessey and Aaron McConnell . . . . . . . . . . . . . . . . . . . . . .82

AUTOBIOGRAPHY

from The interesting narrative of thelifeof olaudah equianoOlaudah Equiano . . . . . . . . . . . . . . . . . . . .92

LETTER | BIOGRAPHY

letter to John adamsAbigail Adams . . . . . . . . . . . . . . . . . . . . . 104from Dear abigail: The intimate lives and revolutionary ideas of abigail adams and Her Tworemarkable SistersDiane Jacobs . . . . . . . . . . . . . . . . . . . . . . 107

SPEECH

The Gettysburg addressAbraham Lincoln . . . . . . . . . . . . . . . . . . . 118

Writing Freedom1

uniT inTroDuCTion

UNIT ACTIVITY . . . . . . . . . . . . . . . . . . . . 2

LAUNCH TEXT: ARGUMENT MODEL

Totally Free? . . . . . . . . . . . . . . . . . . . . . . . 6

WHole-ClaSS learninG

HISTORICAL PERSPECTIVES

Focus Period: 17501800 A New Nation 12

ANCHOR TEXT: FOUNDATIONAL DOCUMENT

Declaration of independenceThomas Jefferson . . . . . . . . . . . . . . . . . . . .16

MediA coNNecTioN: President John F. Kennedy reading of the declaration of independence

ANCHOR TEXT: FOUNDATIONALDOCUMENTS

preamble to the u.S. ConstitutionGouverneur MorrisBill of rights James Madison . . . . . . . . . . . . . . . . . . . . .30

ANCHOR TEXT: SPEECH

Speech in the ConventionBenjamin Franklin . . . . . . . . . . . . . . . . . . . .40

MediA coNNecTioN: The u.s. constitution

MEDIA: IMAGE GALLERY

The american revolution: Visualpropaganda . . . . . . . . . . . . . . . . . .52

PERFORMANCE TASk

WriTiNG Focus

Write an Argument . . . . . . . . . . . . . . . .60

PERFORMANCE TASk

sPeAKiNG ANd LisTeNiNG Focus

Present an Argument . . . . . . . . . . . . . 126

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Words That Shaped a nation

VOLUME ONE

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SCAN FOR MULTIMEDIA

Use the Bounce Page app whenever you see Scan forMultimedia to access:

Unit Introduction Videos

Media Selections/Media Enrichment

Modeling Videos

Selection Audio Recordings

Additional digital resources can be found in:

Interactive Student Edition

myPerspectives+

essential question: What is the meaning of freedom?

Independent LearnIng

ESSAY

from democracy Is not a Spectator SportArthur Blaustein with Helen Matatoz

SPEECH

reflections on the Bicentennial of theUnited States ConstitutionThurgood Marshall

POETRY

Speech to the Young Speechtotheprogress-towardGwendolyn Brooksthe Fish Elizabeth Bishop

SHORT STORY

the pedestrian Ray Bradbury

POLITICAL DOCUMENT

from the Iroquois ConstitutionDekanawidah, translated by Arthur C. Parker

ARGUMENT

from Common SenseThomas Paine

These selections can be accessed via the Bounce Page icon on page 129.

perFormanCe-BaSed aSSeSSment

argument: essay and VideorecordedCommentary . . . . . . . . . . . . . . . . . . . . . . 134

UnIt reFLeCtIon

reflect on the Unit . . . . . . . . . . . . . . . . . 137

PERfORMANCE-bASED ASSESSMENTPREP

Review Evidence for an Argument . . . 133

vii

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unit intRODuCtiOn

Unit aCtiVitY . . . . . . . . . . . . . . . . . . 138

LaUnCh text: naRRatiVe MODeL

from up From SlaveryBooker T. Washington . . . . . . . . . . . . . . . 142

whOle-ClaSS leaRning

hiStORiCaL PeRSPeCtiVeS

Focus Period: 18001870 An American Identity . . . . . . . . . . . . . . . . . . . . . . . . . . 148

anChOR text: eSSaY | POetRY COLLeCtiOn

from Preface to leaves of grass | from Song of Myself | i hear america from Song of Myself Singing | On the Beach at night alone|americaWalt Whitman . . . . . . . . . . . . . . . . . . . . . . 154

anChOR text: POetRY COLLeCtiOn

the Soul selects her own Society | the Soul unto itself | Fame is a fickle food | they shut me up in Prose | there is a solitude of space | i heard a fly buzzi'm nobody Emily Dickinson . . . . 170

MeDia: RaDiO BROaDCaSt

great lives: Emily DickinsonBBC Radio 4 . . . . . . . . . . . . . . . . . . . . 186

SMall-gROuP leaRning

PhiLOSOPhiCaL WRitinG

from nature | from Self-RelianceRalph Waldo Emerson . . . . . . . . . . . . . . . 204

PhiLOSOPhiCaL WRitinG

from walden | from Civil DisobedienceHenry David Thoreau . . . . . . . . . . . . . . . . 214

MeDia: PUBLiC DOCUMentS

innovators and their inventions . . . . . . 230

POetRY

the love Song of J. alfred PrufrockT. S. Eliot . . . . . . . . . . . . . . . . . . . . . . . . . 236

ShORt StORY

a wagner MatineWilla Cather . . . . . . . . . . . . . . . . . . . . . . . 248

PeRfORManCe taSk

WRITING FOCUS

Write a Personal Narrative . . . . . . . . . 192

PeRfORManCe taSk

SPEAKING AND LISTENING FOCUS

Present a Personal Narrative . . . . . . . . 262

the individual and Society2C

OM

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Fitting in, or Standing Out?

VOLUMe One

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Modeling Videos




myPerspectives+


NEWSPAPER ARTICLE

Sweet Land of . . . Conformity?Claude Fischer

NEWS ARTICLE

rugged Individualism Fades from nationalCharacterMarion Smith

LITERARY CRITICISM

reckless geniusGalway Kinnell

SHORT STORY

HamadiNaomi Shihab Nye

SHORT STORY

Young goodman BrownNathaniel Hawthorne


perFormanCe-BaSed aSSeSSment

personal narrative and Storytelling . . . 270

UnIt reFLeCtIon


PERfORMANCE-bASEd ASSESSMENTPREP

Review Evidence for a Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . 269

essential question: What role does individualism play in american society?

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SPEECH

aint i a Woman?Sojourner Truth. . . . . . . . . . . . . . . . . . . . . 330

PUBLIC DOCUMENT

Declaration of SentimentsElizabeth Cady Stanton . . . . . . . . . . . . 338

MEDIA: PODCAST

Giving Women the VoteSandra Sleight-Brennan . . . . . . . . . . . 346

SHORT STORY

The Story of an HourKate Chopin . . . . . . . . . . . . . . . . . . . . . . . 352

LEGAL OPINION

Brown v. Board of Education: opinionof the CourtEarl Warren . . . . . . . . . . . . . . . . . . . . . 360

MAGAzINE ARTICLE

Was "Brown v. Board" a Failure?Sarah Garland . . . . . . . . . . . . . . . . . . . 370

power, protest, and Change3

uniT inTroDuCTion

UNIT ACTIVITY . . . . . . . . . . . . . . . . . . 274

LAUNCH TExT: INFORMATIONAL MODEL

The Zigzag road to rights . . . . . . . . . . . 278



Focus Period: 18501890 Civil War and Social Change . . . . . . . . . . . . 284

ANCHOR TExT: SPEECH

from What to the Slave istheFourthofJuly?Frederick Douglass . . . . . . . . . . . . . . . . . . 288

ANCHOR TExT: SPEECH

Second inaugural addressAbraham Lincoln . . . . . . . . . . . . . . . . . . . 300


perspectives on lincoln . . . . . . . . . . . . . 310

PERFORMANCE TASk

WRITING FOCUS

Write an Informational Essay . . . . . . . . 318

PERFORMANCE TASk


Panel Discussion . . . . . . . . . . . . . . . . . 380

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a Spirit of reform

VOLUME ONE

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Modeling Videos




myPerspectives+

essential question: in what ways does the struggle for freedom change with history?


Poetry CoLLeCtIoN

I, too | the negro Speaks of rivers | refugee in america | dream VariationsLangston Hughes

Poetry

douglass Paul Laurence Dunbarthe Fifth Fact Sarah BrowningWho Burns for the perfection of paperMartn Espada

HIStory

from the Warmth of Other SunsIsabel Wilkerson

eSSay

What a Factory Can teach a HousewifeIda Tarbell

PerSUaSIVe eSSay

from Books as Bombs Louis Menand

MeDIa: PoDCaSt

a Balance Between nature and nurtureGloria Steinem


perFOrmanCe-BaSed aSSeSSment

Informational text essay and podcast . . . . . . . . . . . . . . . . . 388

UnIt reFLeCtIOn


PerforMaNCe-baSeD aSSeSSMeNtPreP

Review Evidence for an InformationalText . . . . . . . . . . . . . . . . 387

xi


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LITERARY CRITICISM

a literature of placeBarry Lopez . . . . . . . . . . . . . . . . . . . . . 462

MEdIA: FINE ART gALLERY

american regional art . . . . . . . . . . . 472

AUTOBIOgRAPHY

from Dust Tracks on a roadZora Neale Hurston . . . . . . . . . . . . . . . . . 480

POETRY COLLECTION

Chicago | WildernessCarl Sandburg . . . . . . . . . . . . . . . . . . . 492

MEDIA CONNECTION: Carl Sandburg Reads"Wilderness"

MEdIA: PHOTO gALLERY

Sandburgs Chicago . . . . . . . . . . . . . 502

POETRY

in the longhouse,oneida museumRoberta Hill . . . . . . . . . . . . . . . . . . . . . 512Cloudy DayJimmy Santiago Baca . . . . . . . . . . . . . 514

MEMOIR

from The Way to rainy mountainN. Scott Momaday . . . . . . . . . . . . . . . 520

Grit and Grandeur4

uniT inTroDuCTion

UNIT ACTIVITY . . . . . . . . . . . . . . . . . . 392

LAUNCH TExT: ExPLANATORY MOdEL

planning Your Trip to Gold Country . . . 396

Whole-ClaSS learninG


Focus Period: 18801920 Bright Horizons, Challenging Realities . . 402

ANCHOR TExT: MEMOIR

from life on the mississippiMark Twain . . . . . . . . . . . . . . . . . . . . . 408

MEDIA CONNECTION: Mark Twain and TomSawyer

ANCHOR TExT: SHORT STORY

The Celebrated Jumping Frog ofCalaveras CountyMark Twain . . . . . . . . . . . . . . . . . . . . . 418

ANCHOR TExT: SHORT STORY

a White heronSarah Orne Jewett . . . . . . . . . . . . . . . . . . 432

PERFORMANCE TASk

WRITING FOCUS

Write an Explanatory Essay . . . . . . . . . 450

PERFORMANCE TASk


Give an Explanatory Talk . . . . . . . . . . . 532

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The importance of place

VOLUME TwO

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Modeling Videos




myPerspectives+

essential question: What is the relationship between literature and place?


SHORT STORY

the rockpileJames Baldwin

POETRY

the Latin deli: an ars poeticaJudith Ortiz Cofer

MEDIA: VIDEO

Best Idea america ever Had KenBurns on the national parksNBC Learn

ESSAY

Untying the KnotAnnie Dillard

POETRY cOllEcTIOn

the Wood-pile | BirchesRobert Frost


performance-Based assessment

explanatory essay: text and oral presentation . . . . . . . . . . 540

UnIt refLectIon


PERfORMAncE-bASED ASSESSMEnTPREP

Review Evidence for anExplanatoryEssay . . . . . . . . . . . . . 539

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AUTOBIOGRAPHY

from Farewell to manzanarJeanne Wakatsuki Houston andJamesD.Houston . . . . . . . . . . . . 704

MEDIA: VIDEO INTERVIEW

interview with George TakeiArchive of American Television . . . . . . 716

SHORT STORY

antojosJulia Alvarez . . . . . . . . . . . . . . . . . . . . . . . 722

Facing our Fears5

uniT inTroDuCTion

UNIT ACTIVITY . . . . . . . . . . . . . . . . . . 544

LAUNCH TExT: ARGUMENT MODEL

is it Foolish to Fear? . . . . . . . . . . . . . . . . 548

whole-ClaSS learninG


Focus Period: 19201960 Times of Trouble . . 554

ANCHOR TExT: DRAMA

The CrucibleArthur Milleract i . . . . . . . . . . . . . . . . . . . . . . . . . . 560act ii . . . . . . . . . . . . . . . . . . . . . . . . . 600act iii . . . . . . . . . . . . . . . . . . . . . . . . . 628act iV . . . . . . . . . . . . . . . . . . . . . . . . . 660

MEDIA: AUDIO PERFORMANCE

la Theater works TheCrucible . . . . 686

PERFORMANCE TASk

WRITING FOCUS

Write an Argument . . . . . . . . . . . . . . . 692

PERFORMANCE TASk


Debate a Question . . . . . . . . . . . . . . . 738

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Victims and Victors

VOLUME TWO

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Modeling Videos




myPerspectives+

essential question: How do we respond when challenged by fear?


MAGAZINE WRITING

What You dont Know Can Kill YouJason Daley

POETRY

runagate runagateRobert Hayden

POETRY

1-800-FearJody GladdingBears at raspberry timeHayden CarruthFor Black Women Who are afraidToi Derricotte

ESSAY

What are You So afraid Of?Akiko Busch


perFOrmanCe-BaSed aSSeSSment

argument: text and dramatic reading . . . . . . . . . . 746

UnIt reFLeCtIOn


PERfORMANcE-bASEd ASSESSMENTPREP

Review Evidence for an Argument . . . 745

xv


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LITERARY HISTORY

a Brief History of the Short StoryD.F. McCourt . . . . . . . . . . . . . . . . . . . . . . 820

SHORT STORY

an occurrence at owl Creek BridgeAmbrose Bierce . . . . . . . . . . . . . . . . . 828

SHORT STORY

The Jilting of Granny WeatherallKatherine Anne Porter . . . . . . . . . . . . 842

ordinary lives, extraordinary Tales6

uniT inTroDuCTion

UnIT ACTIVITY . . . . . . . . . . . . . . . . . . 750

LAUnCH TExT: nARRATIVE MODEL

old man at the BridgeErnest Hemingway . . . . . . . . . . . . . . . . . . 754



Focus Period: 1950Present A Fast-Changing Society . . . . . . . . . . . . . 760

AnCHOR TExT: SHORT STORY

everyday useAlice Walker . . . . . . . . . . . . . . . . . . . . . . . 764

MEDIA CONNECTION: Alice Walker's 'EverydayUse'

AnCHOR TExT: SHORT STORY

everything Stuck to HimRaymond Carver . . . . . . . . . . . . . . . . . . . . 780

SHORT STORY

The leapLouise Erdrich . . . . . . . . . . . . . . . . . . . . . . 794

PERfORMAnCE TASk

WRITING FOCUS

Write a Narrative Text . . . . . . . . . . . . . 808

PERfORMAnCE TASk


Present a Narrative . . . . . . . . . . . . . . . 858

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The american Short Story

VOLUME TwO

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myPerspectives+

essential question: What do stories reveal about the human condition?


SHORT STORY

the tell-tale HeartEdgar Allan Poe

SHORT STORY

the Man to Send rain CloudsLeslie Marmon Silko

SHORT STORY

ambushTim OBrien

SHORT STORY

HousepaintingLan Samantha Chang


perforManCe-baSed aSSeSSMent

narrative: Short Story and Storytelling . . . . . . . . . . . . . . . . . . . . . . . 866

UnIt refLeCtIon


PeRfORmance-baSed aSSeSSmenTPReP

Review Notes for a Narrative . . . . . . . 865

xvii


DRAFT

Back to RealizeMENU

A huge wave nearly swept me away, said the seventh man, almost whispering. It happened one September afternoon when I was ten years old.

The man was the last one to tell his story that night. The hands of the clock had moved past ten. The small group that huddled in a circle could hear the wind tearing through the darkness outside, heading west. It shook the trees, set the windows to rattling, and moved past the house with one final whistle.

It was the biggest wave I had ever seen in my life, he said. A strange wave. An absolute giant.

He paused.

It just barely missed me, but in my place it swallowed everything that mattered most to me and swept it off to another world. I took years to find it again to recover from the experienceprecious years that can never be replaced.

The seventh man appeared to be in his mid-fifties. He was a thin man, tall, with a moustache, and next to his right eye he had a short but deep-looking scar that could have been made by the stab of a small blade. Stiff, bristly patches of white marked his short hair. His face had the look you see on people when they cant quite find the words they need. In his case, though, the expression seemed to have been there from long before, as though it were part of him. The man wore a simple blue shirt under a grey tweed coat, and every now and then he would bring his hand to his collar. None of those assembled there knew his name or what he did for a living.

He cleared his throat, and for a moment or two his words were lost in silence. The others waited for him to go on.

In my case, it was a wave, he said. Theres no way for me to tell, of course, what it will be for each of you. But in my case it just happened to take the form of a gigantic wave. It presented itself to me all of a sudden one day, without warning. And it was devastating.

I grew up in a seaside town in the Province of S. It was such a small town, I doubt that any of you would recognize the name if I were to mention it. My father was the local doctor, and so I led a rather comfortable childhood. Ever since I could remember, my best friend was a boy Ill call K. His house was close to ours, and he was a grade behind me in school.

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The Seventh Manby Haruki MurakamiANCHOR TEXT | SHORT STORY

Unit 1: Survival Whole-Class Learning: The Seventh Man

Background Author Standards

MAKING MEANING

Research Research to Clarify Choose at least one unfamiliar detail from the text. Briefly research that detail. In what way does the information you learned shed light on an aspect of the story?

Notebook

Close Read the Text

Analyze the Text

LANGUAGE DEVELOPMENT

Concept Vocabulary Word Network Add interesting survival words from the text to your Word Network.

Open activity

myPerspectives is completely interactive because you can work directly in your digital or print Student Edition.


The in-line annotation tool allows you to practice close reading by highlighting and adding comments about the text.

Interactivities are available for you to complete and submit directly to your teacher.

Enter answers to prompts right in your digital Notebook and turn it in to your teacher.

All activities that you complete in your Interactive Student Edition are saved automatically. You can access your notes quickly so that reviewing work to prepare for tests and projects is easy!

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NOTES

CLOSE READANNOTATE: In paragraph 12, annotate at least four vividdetails about the storm. Underline those thatcompare one thing toanother.

QUESTION: What is being compared? What picture does each detail create in the readers mind?

CONCLUDE: How do these descriptions help you visualize the typhoon?

the shops in town lowered their shutters in preparation for the storm. Starting early in the morning, my father and brother went around the house nailing shut all the storm-doors, while my mother spent the day in the kitchen cooking emergency provisions. We filled bottles and canteens with water, and packed our most important possessions in rucksacks2 for possible evacuation. To the adults, typhoons were an annoyance and a threat they had to face almost annually, but to the kids, removed as we were from such practical concerns, it was just a great big circus, a wonderful source of excitement.

Just after noon the color of the sky began to change all of a sudden. There was something strange and unreal about it. I stayed outside on the porch, watching the sky, until the wind began to howl and the rain began to beat against the house with a weird dry sound, like handfuls of sand. Then we closed the last storm-door and gathered together in one room of the darkened house, listening to the radio. This particular storm did not have a great deal of rain, it said, but the winds were doing a lot of damage, blowing roofs off houses and capsizing ships. Many people had been killed or injured by flying debris. Over and over again, they warned people against leaving their homes. Every once in a while, the house would creak and shudder as if a huge hand were shaking it, and sometimes there would be a great crash of some heavy-sounding object against a storm-door. My father guessed that these were tiles blowing off the neighbors houses. For lunch we ate the rice and omelettes my mother had cooked, waiting for the typhoon to blow past.

But the typhoon gave no sign of blowing past. The radio said it had lost momentum3 almost as soon as it came ashore at S. Province, and now it was moving north-east at the pace of a slow runner. The wind kept up its savage howling as it tried to uproot everything that stood on land.

Perhaps an hour had gone by with the wind at its worst like this when a hush fell over everything. All of a sudden it was so quiet, we could hear a bird crying in the distance. My father opened the storm-door a crack and looked outside. The wind had stopped, and the rain had ceased to fall. Thick, gray clouds edged across the sky, and patches of blue showed here and there. The trees in the yard were still dripping their heavy burden of rainwater.

Were in the eye of the storm, my father told me. Itll stay quiet like this for a while, maybe fifteen, twenty minutes, kind of like an intermission. Then the windll come back the way it was before.

I asked him if I could go outside. He said I could walk around a little if I didnt go far. But I want you to come right back here at the first sign of wind.

I went out and started to explore. It was hard to believe that a wild storm had been blowing there until a few minutes before. I looked

2. rucksacks n. knapsacks.3. momentum n. force or speed of movement.

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The Seventh Man 135

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This sentence is leading up to an exciting story.

Typhoons are powerful, scary storms that can do a lot of damage.

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Language DeveLopment

WoRD netWoRKAdd interesting survival words from the text to your Word Network.

Concept vocabulary

desperate hallucination profound

entranced premonition meditative

Why These Words? These concept words help to reveal the emotional state of the seventh man. For example, when the wave approaches, the seventh man is entranced, waiting for it to attack. After the wave hits, the seventh man believes he sees his friend K. in the wave and claims that this experience was no hallucination. Notice that both words relate to experiences that occur only in the mind of the seventh man.

1. How does the concept vocabulary sharpen the readers understanding of the mental or emotional state of the seventh man?

2. What other words in the selection connect to this concept?

Practice

Notebook The concept vocabulary words appear in The Seventh Man.

1. Use each concept word in a sentence that demonstrates your understanding of the words meaning.

2. Challenge yourself to replace the concept word with one or two synonyms. How does the word change affect the meaning of your sentence? For example, which sentence is stronger? Which has a more positive meaning?

Word StudyLatin suffix: -tion The Latin suffix -tion often indicates that a word is a noun. Sometimes this suffix is spelled -ion or -ation. These related suffixes mean act, state, or condition of. In The Seventh Man, the word premonition means the state of being forewarned.

1. Record a definition of hallucination based on your understanding of its root word and the meaning of the suffix -tion.

2. Look back at paragraphs 3740 and find two other words that use the suffix -tion. Identify the root word that was combined with the suffix. Record a definition for each word.

The sevenTh man

148 UNIT 2 SURVIVAL

LIT17_SE09_U02_A1_WC_app.indd 148 23/11/15 10:47 AM

These words describe the scared feelings people feel during a storm.

ominous, overcome, swirling

To see something that is not real

cooperation - working togetherdirection - heading towards something

Use the close-read prompts to guide you through an analysis of the text. You can highlight, circle, and underline the text right in your print Student Edition.

Respond to questions and activities directly in your book!

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ANCHOR TEXT | SHORT STORY

BACKGROUNDHurricanes that originate in the northwest Pacific Ocean are called typhoons. They can stretch up to 500 miles in diameter and produce high winds, heavy rains, enormous waves, and severe flooding. On average, Japan is hit by three severe typhoons each year due to its location and climatic conditions.

A huge wave nearly swept me away, said the seventh man, almost whispering. It happened one September afternoon when I was ten years old.

The man was the last one to tell his story that night. The hands of the clock had moved past ten. The small group that huddled in a circle could hear the wind tearing through the darkness outside, heading west. It shook the trees, set the windows to rattling, and moved past the house with one final whistle.

It was the biggest wave I had ever seen in my life, he said. A strange wave. An absolute giant.

He paused.It just barely missed me, but in my place it swallowed everything

that mattered most to me and swept it off to another world. I took years to find it again and to recover from the experienceprecious years that can never be replaced.

The seventh man appeared to be in his mid-fifties. He was a thin man, tall, with a moustache, and next to his right eye he had a short but deep-looking scar that could have been made by the stab of a small blade. Stiff, bristly patches of white marked his short hair. His face had the look you see on people when they cant quite find the words they need. In his case, though, the expression seemed to have

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Seventh ManThe

Haruki Murakami

CLOSE READANNOTATE: Mark details in paragraph 2 that describe where the action takes place.

QUESTION: What can you tell about the storys setting?

What details about the setting are left unclear?

CONCLUDE: Describe the mood, or feeling, that the annotated details create.

NOTES

SCAN FOR MULTIMEDIA

The Seventh Man 133

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UNIT 2

Survival

SCAN FOR MULTIMEDIA

Discuss It What are the circumstances for victims and rescuers after an earthquake hits Nepal?

Write your response before sharing your ideas.

The quest for survival is powerful.

It is primitive. What determines

who lives and who dies?

Amazing Stories of Rescues and Survival in Nepal

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LIT17_SE09_U02_UOP.indd 122 10/8/15 9:41 PM

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UNIT 2

Survival

SCAN FOR MULTIMEDIA

Discuss It What are the circumstances for victims and rescuers after an earthquake hits Nepal?


The quest for survival is powerful.

It is primitive. What determines

who lives and who dies?

Amazing Stories of Rescues and Survival in Nepal

122


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You can access digital resources from your print Student Edition, or from Pearson RealizeTM.

Digital Resources

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Digital resources, including audio and video, can be accessed in the Interactive Student Edition. Your teacher might also assign activities for you to complete online.

You will also find digital novels, interactive lessons, and games!

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English Language Arts will prepare you to succeed in college and your future career. The College and Career Readiness Anchor Standards define what you need to achieve by the end of high school, and the grade-specific Standards define what you need to know by the end of your current grade level.

The following provides an overview of the Standards.

College and Career Readiness Anchor Standards for Reading

Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences

from it; cite specific textual evidence when writing or speaking to supportconclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the courseof a text.

Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, and analyze how specific wordchoices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, andlarger portions of the text (e.g., a section, chapter, scene, or stanza) relate toeach other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse formats and media, including

visuallyand quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including thevalidity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently

andproficiently.

Standards for Reading

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Standards Overview

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Grade 11 Reading Standards for Literature

Standard

Key Ideas and Details

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Craft and Structure

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Integration of Knowledge and Ideas

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Range of Reading and Text Complexity

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Grade 11 Reading Standards for Informational Text

Standard

Key Ideas and Details

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Craft and Structure

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Integration of Knowledge and Ideas

Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincolns Second Inaugural Address) for their themes, purposes, and rhetorical features.

Range of Reading and Text Complexity

By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Standards Overview

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Standards for Writing

College and Career Readiness Anchor Standards for Writing

Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions,

demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter

time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Grade 11 Writing Standards

Standard

Text Types and Purposes

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

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Standard

Text Types and Purposes (continued)

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the argument presented.

Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy).

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Standards Overview

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Standard

Text Types and Purposes (continued)

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of Writing

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.)

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 13 up to and including grades 1112)

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Research to Build and Present Knowledge

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grades 1112 Reading standards to literature (e.g., Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics).

Apply grades 1112 Reading standards to literary nonfiction (e.g., Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]).

Range of Writing

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration1. Prepare for and participate effectively in a range of conversations and collaborations

with diverse partners, building on others ideas and expressing theirown clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners can followthe

line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information andenhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Standards for Speaking and Listening

Standards Overview

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Grade 11 Standards for Speaking and Listening

Standard

Comprehension and Collaboration

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Presentation of Knowledge and Ideas

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 1112 Language standards 1 and 3 for specific expectations.)

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Standards Overview

Standards for Language

College and Career Readiness Anchor Standards for Language

Conventions of Standard English1. Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language3. Apply knowledge of language to understand how language functions in different contexts, to

make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words andphrases by

using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Grade 11 Standards for Language

Standard

Conventions of Standard English

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Observe hyphenation conventions.

Spell correctly.

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Grade 11 Standards for Language

Standard

Knowledge of Language

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

Vocabulary Acquisition and Use

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 1112 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

Analyze nuances in the meaning of words with similar denotations.

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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UNIT 1

SCAN FOR MULTIMEDIA

SCAN FOR MULTIMEDIA

Discuss It How did the slogan of no taxation without representation begin, and how did it lead to an action that struck a blow for American freedom?


Boston Tea Party

Writing FreedomWords That Shaped a Nation

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SMALL-GROUP LEARNING

WHOLE-CLASS LEARNING

INDEPENDENT LEARNING

UNIT INTRODUCTIONESSENTIAL QUESTION:

What is the meaning of freedom?LAUNCH TEXT ARGUMENTMODEL

Totally Free?

PERFORMANCE-BASED ASSESSMENT

CO

MPA

RE

AUTOBIOGRAPHY

from The Interesting Narrative of the Life of Olaudah EquianoOlaudah Equiano

SPEECH

The Gettysburg AddressAbraham Lincoln

LETTER | BIOGRAPHY

Letter to John AdamsAbigail Adams

from Dear Abigail: TheIntimate Lives and Revolutionary Ideas of Abigail Adams and Her Two Remarkable SistersDiane Jacobs

GRAPHIC NOVEL

from The United States Constitution: A Graphic AdaptationJonathan Hennessey andAaron McConnell

EXPOSITORY NONFICTION

from Americas Constitution: ABiographyAkhil Reed Amar

SHORT STORY

The PedestrianRay Bradbury

POLITICAL DOCUMENT

from The Iroquois ConstitutionDekanawidah, translated byArthur C. Parker

POETRY

Speech to the Young Speech to the Progress-TowardGwendolyn Brooks

The Fish Elizabeth Bishop

SPEECH

Reflections on the Bicentennial of the United States ConstitutionThurgood Marshall

ESSAY

from Democracy Is Not a Spectator SportArthur Blaustein with HelenMatatov

PERFORMANCE-BASED ASSESSMENT PREP

Review Evidence for anArgument

PERFORMANCE TASK

SPEAkING AND LISTENING fOCUS:

Present an Argument

PERFORMANCE TASK

WRITING fOCUS:

Write an Argument

Argument: Essay and Videorecorded Commentary

PROMPT:

What are the most effective tools for establishing and preserving freedom?

ANCHOR TEXT: FOUNDATIONALDOCUMENT

Declaration of IndependenceThomas Jefferson

ANCHOR TEXT: FOUNDATIONALDOCUMENT

Preamble to the U.S. ConstitutionGouverneur Morris

Bill of RightsJames Madison

ANCHOR TEXT: SPEECH

Speech in the ConventionBenjamin Franklin


The American Revolution: VisualPropaganda


Focus Period: 17501800

A New Nation

UNIT 1

ARGUMENT

from Common SenseThomas Paine

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UNIT 1 INTRODUCTION

SCA

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READING GOALS

Readavarietyoftextstogaintheknowledgeandinsightneededtowriteaboutthemeaningoffreedom.

Expandyourknowledgeanduseofacademicandthematicvocabulary.

WRITING AND RESEARCH GOALS

Writeanargumentthathasaclearstructureandthatdrawsevidencefromtextsandoriginalresearchtosupportaclaim.

Conductresearchprojectsofvariouslengthstoexploreatopicandclarifymeaning.

LANGUAGE GOALS

Notedifferencesinlanguagestyleovertimeandinvariouscontexts.

Establishawritingvoice.

Correctlyuseparallelismandverbtensestoconveymeaningandenrichyourwritingandpresentations.

SPEAKING AND LISTENING GOALS

Collaboratewithyourteamtobuildontheideasofothers,developconsensus,andcommunicate.

Integrateaudio,visuals,andtexttopresentinformation.

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Unit GoalsThroughoutthisunityouwilldeepenyourperspectiveofthemeaningoffreedombyreading,writing,speaking,listening,andpresenting.ThesegoalswillhelpyousucceedontheUnitPerformance-BasedAssessment.

Ratehowwellyoumeetthesegoalsrightnow.Youwillrevisityourrankingslaterwhenyoureflectonyourgrowthduringthisunit.

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NOTATALL NOTVERY SOMEWHAT VERY EXTREMELY WELL WELL WELL WELL WELL

SCAN FOR MULTIMEDIA

STANDARDSLanguageAcquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

4 UNIT1WRITINGFREEDOM

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WORD MENTOR SENTENCES PREDICT MEANING RELATED WORDS

confirm

ROOT:

-firm-strong; steadfast

1. We could confirm the birds species by its unusual song.

2. Please confirm your position on this topic.

confirmation, unconfirmed

demonstrate

ROOT:

-mon-to point out; to remind

1. In todays art class, Justin will demonstrate his use of pastels.

2. Like humans, some apes use facial expressions to demonstrate feelings.

supplement

ROOT:

-plere-to fill

1. Some people supplement their diet with a daily multivitamin.

2. Camila will supplement her income by taking a second, part-time job.

establish

ROOT:

-stab-to stand; tobepresent

1. That observant witness was able to establish the suspectsalibi.

2. Max says that he is first in his class, but his grades do not establish that claim.

conviction

ROOT:

-vict-to conquer

1. A speaker is far more effective if she speaks with confidence and conviction.

2. During the debate, the candidates conviction about the rightness of his policies seemed to weaken.

Academic Vocabulary: ArgumentUnderstanding and using academic terms can help you to read, write, and speak with precision and clarity. Here are five academic words that will be useful to you in this unit as you write arguments.

Complete the chart.

1. Review the word, its root, and the mentor sentences.

2. Use the information and your own knowledge to predict the meaning ofeach word.

3. For each word, list at least two related words.

4. Refer to a dictionary or other resources if needed.

ESSENTIAL QUESTION: What is the meaning of freedom?

Unit Introduction 5


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UNIT 1 INTRODUCTION

If you ask a dozen high school students the meaning of freedom, odds are that ten of them will answer, Freedom means that I can do anything I want. For many people, freedom is an absolute. It implies the right to think, speak, or act however a person wishes. Because we live in a society, however, we need to consider other peoples rights and needs as we exercise our own freedoms. A better free world would combine essential human freedoms with the understanding that my freedoms should not conflict with your right to lead a safe and happy life.

Suppose that those ten high school students had the total freedom they describe. They might drive a car without a license, because they were free to do so. They might even drive your car, because total freedom must mean that they can have anything they want and do anything they like. They would be free to attend school or not, to run screaming down the hallways if they chose, or even to treat other people cruelly without fear of reprisal. Total freedom could result in lawless mayhem.

Despite their desperate desire to be free from Englands rule, our nations early leaders carefully defined freedoms in the Bill of Rights. They did not say, Everyone is free to do as he or she chooses. They said, Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people

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Totally Free?

This selection is an example of an argument, a type of writing in which the author presents a claim and organizes evidence and reasons to support that claim. This is the type of writing you will develop in the Performance-Based Assessment at the end of theunit.

As you read, look closely at the writers argument, including the consideration of various viewpoints. Mark facts and examples that provide strong evidence to support the main claim.

LAUNCH TEXT | ARGUMENT MODEL

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WORD NETWORK FOR WRITING FREEDOM

Vocabulary A word network is a collection of words related to a topic. As you read the unit selections, identify words related to freedom and add them to your Word Network. For example, you might begin by adding words from the Launch Text, such as restricted. For each word you add, add another word related to the word, such as a synonym or antonym. Continue to add words as you complete this unit.

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NOTES


peaceably to assemble, and to petition the Government for a redress of grievances. They established a delicate line between the rights of individuals and the power of the government.

President Franklin Roosevelt identified four key freedoms in his 1941 State of the Union address: freedom of speech and expression, freedom of worship, freedom from want, and freedom from fear. Those are not freedoms that one finds in a dictatorship. Nor are they freedoms that we grant to each other without the oversight and protection of our government or society. With the governments help, and the writing of laws, my freedom from want does not allow me to steal your food, and your freedom of speech does not let you publish lies about me. We are free, but only up to the point at which our freedoms clash.

Is it even possible to be totally free? A person living offthe grid, far away from civilization, might achieve that kind of liberation. Such a person could live as he or she pleased without ever imposing on the freedoms of others.

Most of us, however, live in a civil society. We are bound by laws that both restrict us and protect us. If we live in a dictatorship, we may be more restricted and less protected. If we live in a republic or a democracy, we may be more protected and less restricted. Human history is a balancing act between individual freedom and the need to protect the community.

Although freedom implies a lack of restraint, we are all better off if our freedoms are preserved and protected. Although freedom has to do with the rights of individuals, we members of society must be sure that our freedoms do not conflict. Life, liberty, and the pursuit of happiness are powerful goals, but we must never allow one persons liberty to impose on anothers happiness.

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liberty | restricted

FREEDOM

Tool KitWord Network Model

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UNIT 1 INTRODUCTION

Launch ActivityDefine and Explain Toss a number cube and use your result to perform one of these tasks.

1. Write a definition of the word freedom.

2. Write a historical example of freedom.

3. Write a current example of freedom.

4. Explain why freedom is important to you.

5. Explain why freedom is important to a society.

6. Tell how freedom might be protected or preserved.

Find other classmates who performed the same task. Work together to agree on a response. You may combine your answers or revise them to write a new answer. Finally, share your response with theclass.

Tool KitWriting a Summary

SummaryWrite a summary of Totally Free? Remember that a summary is a concise, objective synopsis of a text. It should contain neither opinion nor analysis.

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EVIDENCE LOG FOR WRITING FREEDOM

Review your QuickWrite and summarize your initial position in one sentence to record in your Evidence Log. Then, record evidence from Totally Free? thatsupports your position.

After each selection, you will continue to use your Evidence Logto record the evidence you gather and the connections you make. The graphic shows what your Evidence Log looks like.

QuickWriteConsider class discussions, presentations, the video, and the Launch Text as you think about the prompt. Record your first thoughts here.

PROMPT: What are the most effective tools for establishing and preserving freedom?

Tool KitEvidence Log Model


Title of Text: Date:

CONNECTION TO PROMPT TEXT EVIDENCE/DETAILS ADDITIONAL NOTES/IDEAS

How does this text change or add to my thinking? Date:

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OVERVIEW: WHOLE-CLASS LEARNING

ESSENTIAL QUESTION:

What is the meaning of freedom?As you read these selections, work with your whole class to explore the meaning of freedom.From Text to Topic For Thomas Jefferson and the other founders, freedom meant breaking away from Great Britain and establishing a nation based on democratic principles and individual liberties. Convincing the colonial majority of that idea would take persuasive words and images. For James Madison and Benjamin Franklin, after independence, freedom needed to be codified in a constitutionagain, not an easy task. Issues relating to independence gripped Americans in the mid-eighteenth century. As you read, consider what the selections show about the meaning of freedom in that dayand how they shape the meaning of freedom today.

Whole-Class Learning StrategiesThese learning strategies are key to success in school and will continue to be important in college and in your career.

Look at these strategies and the actions you can take to practice them. Add ideas of your own for each step. Get ready to use these strategies during Whole-Class Learning.

STRATEGY ACTION PLAN

Listen actively Eliminate distractions. For example, put your cell phone away.

Jot down brief notes on main ideas and points of confusion.

Clarify by asking questions

If youre confused, other people probably are, too. Ask a question to help your whole class.

Ask follow-up questions as needed; for example, if you do not understand the clarification or if you want to make an additional connection.

Monitor understanding

Notice what information you already know and be ready to build on it.

Ask for help if you are struggling.

Interact and shareideas

Share your ideas and answer questions, even if you are unsure of them.

Build on the ideas of others by adding details or making a connection.

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d.CONTENTS


Declaration of IndependenceThomas Jefferson

When is a colony justified in seeking freedom from the countrythat governs it?


Preamble to the U.S. Constitution Gouverneur Morris

Bill of Rights James Madison

Why do Americans need a governing document, and what rightsshould it guarantee?

ANCHOR TEXT: SPEECH

Speech in the ConventionBenjamin Franklin

How do you persuade people to support a document with whichthey do not completely agree?

PERFORMANCE TASKWRITING FOCUS

Write an ArgumentThe Whole-Class readings were born during a time when conflicts between Great Britain and its American colonies were about to change history. After reading, you will write an argument about the founders decision to declare independence.

HISTORICAL PERSPECTIvES

Focus Period: 17501800

A New Nation

The mid-to-late eighteenth century was a dramatic period of deepsocial engagement, as Americans wrestled with the possibility of independenceand the challenges of governing the country that resulted from it.


The American Revolution: Visual Propaganda

A picture is worth a thousand wor

gr 11 se vol 1 - lr.pdf

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