Unit 8: Disillusionment of the American Dream: Modernism Of Mice and Men
The Modern Age (pg. 704-712) 14 points—put your answers on a separate sheet
1. (1)What historical events mark the “modern age”?
2. (2)Describe prohibition and the ramifications of the law.
3. (2)Discuss the economic status of the US during the 1920s and 1930s.
4. (2)List all important information about F. Scott Fitzgerald you found in the reading.
5. (1) What major literary movement emerged in the quest for new ideas?
6. (1)What was the Modernists’ common purpose?
7. (1)What is Imagism?
8. (2)What is an expatriate? Name at least 3 writers who were expatriates and discuss how it may have affected their writing.
9. (2)How would you define this literary movement in your OWN words (You won’t find it in the book. You have to use your brain
for this one)?
Walking Through a Painting:
Directions: Take a piece of paper and fold it vertically. Write down the left and then down the right column, filling the page with
words and phrases reflecting your ideas about the artwork. Be as descriptive as possible in your word choice.
After viewing:
1. Where are the images of the sun and moon in the painting?
2. How does the artist convey a sense of movement in the painting?
3. Explain why Delaunay might have chosen to paint the sun and moon in an abstract way.
4. What kind of feeling does the painting give to you? Explain your response.
5. To Delaunay, the circle was a symbol of the universe, a cosmos of harmony and order. Considering the
painting and its title, what does the artist imply about contrasts and harmony?
6. How does the artist show harmony and order amid the contrasting colors and shapes?
7. What might Delaunay’s depiction of contrasting colors and circles suggest about the twentieth century?
Modern Poetry: Imagist Poems
“An ‘image’ is that which presents an intellectual and emotional
complex in an instant of time.” Ezra Pound
When reading poetry, you should always…
Paraphrase
Connect
Interpret
 Attitude (Tone) & Shifts
 Title
 Theme
Apply
Carmichael English III: Quarter 2 packet
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OF Mice and MEN
“The best laid plans of mice and men often go awry.” Robert Burns, Scottish poet
What does this proverb mean to you? Discuss the meaning by giving an example from
your own experiences. (5-7 sentences—10 points)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__
And bleak December's winds coming,
To a Mouse
On turning her up in her nest with the plough,
November 1785.
Robert Burns
Small, sleek, cowering, timorous beast,
O, what a panic is in your breast!
You need not start away so hasty
With hurrying scamper!
I would be loath to run and chase you,
With murdering plough-staff.
I'm truly sorry man's dominion
Has broken Nature's social union,
And justifies that ill opinion
Which makes thee startle
At me, thy poor, earth born companion
And fellow mortal!
I doubt not, sometimes, but you may steal;
What then? Poor beast, you must live!
An odd ear in twenty-four sheaves
Is a small request;
I will get a blessing with what is left,
And never miss it.
Your small house, too, in ruin!
It's feeble walls the winds are scattering!
And nothing now, to build a new one,
Of coarse grass green!
Both bitter and keen!
You saw the fields laid bare and wasted,
And weary winter coming fast,
And cozy here, beneath the blast,
You thought to dwell,
Till crash! the cruel plough past
Out through your cell.
That small bit heap of leaves and stubble,
Has cost you many a weary nibble!
Now you are turned out, for all your trouble,
Without house or holding,
To endure the winter's sleety dribble,
And hoar-frost cold.
But Mouse, you are not alone,
In proving foresight may be vain:
The best laid schemes of mice and men
Go often askew,
And leaves us nothing but grief and pain,
For promised joy!
Still you are blest, compared with me!
The present only touches you:
But oh! I backward cast my eye,
On prospects dreary!
And forward, though I cannot see,
I guess and fear!
Paraphrase
Connect
Interpret
 Attitude & Shifts
 Title
 Theme
Apply
Carmichael English III: Quarter 2 packet
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Literature Circles
MY Group:
DIRECTIONS: Make sure you understand what is expected of you as well as the rest of your group. Use the sample
questions to get started, but provide independent, elaborate answers. Each group member should contribute
equally. At the end of the discussion, you are responsible for turning in the group’s notes. For each literature circle
you must prepare three level 3 lit crit questions. Each question must be written down and identified by a school of
literary criticism. See examples and non examples below.
Level 1 Questions: The answer is explicitly found in the text. These are your basic recall questions.
Example: What is the protagonist’s name?
While these questions have value in their own right, they do not elicit discussion and should not be
used as one of your 3 questions. If there is only one “right answer”, you do not want to use it as a
discussion questions. Points will be deducted if you generate level 1 questions.
Level 2 Questions: The answer can be inferred, and understood, but is not directly stated in the test.
Example: Why does Huck feel the need to fake his own death?
Again, these questions have value, but do not elicit thoughtful and sustained discussion. Usually
they can be answered in a few sentences and again, there is usually one “right” answer, so they do
not make good discussion questions. Points will be deducted if you generate level 2 questions.
Level 3 Questions: Answers derive from synthesized information with these questions.
Example: Is an egalitarian society truly possible?
These are the questions you want to strive for. These are thought provoking questions that elicit
strong discussion. Answers require pulling information from the text and outside the text, including
but not limited to your own opinion. These are the types of questions you want, and the only types
of questions that will earn you all your points.
(3 points) Practice: Generate a level 1, level 2 and level 3 question for the story of Cinderella.
1.
2.
3.
You also are required to identify the school of literary criticism (page 3) that your questions would fall under. This will
also help you in generating true level 3 questions; if it doesn’t fall under a school of literary thought, most likely it is not a
level 3 question. What school would the level 3 example fall under? ___________________. Now identify which school
your level 3 question for Cinderella would fall under.
Discussion Check
list
3 Questions
Discussion
Participation
Discussion Notes
Reflection
To get full credit students must
Have all 3 questions prepared BEFORE class; all three
questions must be level three questions that elicit thought
and discussion
Students will lose points for each time they are off task
during the discussion. Ms. Carmichael will also look at the
discussion log and deduct points for students who are not
well represented in the discussion. Ideally the discussion
notes should reflect equal participation among all
members of the group. It is up to the group to encourage
equal participation, but it is up the individual to assert
him/herself in the discussion.
Simply based on following the instructions
Simply based on completion
1
2
3
4
5
2
4
6
8
10
12
14
16
18
20
1
1
2
2
3
3
4
4
Letter: A
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B
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C
5
5
Total_____/35
D
F
Vocabulary:The following fifteen words include the slang of the time. They are defined for you. Another list of 25
follows.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
bindle: a bed roll and/or pack of personal belongings.
jack: money
graybacks: lice
tick: mattress
buck: a man
buckler: those who move or load heavy objects (sacks of grain, for example)
skinner: a driver of a draft (team of animals)
tart: prostitute
mules: shoes or slippers
found: free food and lodgings in addition to wages
hoosegow: jail
hame: part of the collar for a draft animal
booby hatch: insane asylum
floozy: cheap, immoral woman
snooker: a variation of pool played with 15 red balls and 6 balls of assorted colors
Structure:
Steinbeck wrote Of Mice and Men (MM) as a play/novelette. That is, the structure of the book is very much like a play
even though it appears to look like a short novel. Notice how easily the book breaks down into acts and scenes as in a
play:
Act I
Scene ii. The room of the stable buck, a lean-to
Scene i. A sandy bank of the Salinas River
Scene ii. The interior of a bunk house
Act III
Scene i. One end of a great barn
Act II
Scene ii. Same as Act I, scene i
Scene i. The same as Act I, scene ii
Also, what we learn about the characters comes primarily through ________________________, just like in a play. There
is a ________ person __________________________ narrator who sets the scene and paints the backdrop for us. It is
the characters themselves who reveal the story. Their _________________ and _________________ are the basic
substance of the book.
Chronlog: Fill in the blanks to complete the plot summary (10 points)
George and Lennie leave Weed because _______________________________________________
Lennie likes to pet _________________________________________________________________
They are going to work _____________________________________________________________
George and Lennie want to buy ______________________________________________________
On the farm, Lennie will tend ________________________________________________________
George and Lennie clash with ________________________________________________________
Curley jealously guards _____________________________________________________________
Slim gives Lennie __________________________________________________________________
Carlson shoots _____________________________________________________________________
Candy offers to help pay for _________________________________________________________
Lennie crushes ____________________________________________________________________
Curley's wife threatens _____________________________________________________________
Curley's wife discovers _____________________________________________________________
Curley's wife invites Lennie to _______________________________________________________
Lennie breaks ____________________________________________________________________
Lennie hides _____________________________________________________________________
Lennie is tormented by ____________________________________________________________
George steals Carlson's ____________________________________________________________
For the last time, George tells Lennie about ___________________________________________
20. George kills _____________________________________________________________________
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
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Slim
Curley’s Wife
Curley
Crooks
Candy
Lennie
George
As you read, follow each character and take careful notes, paying special attention to how each one
portrays the theme of loneliness (21 points).
Physical Description
Strong or weak or both? Explain
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Analyzing Literary Elements
Give three examples of irony (either verbal, situational, or dramatic) that you find in the novel.
1.
2.
3.
Give three examples of symbolism that you find in the novel. Name the idea or thing and what it stands for.
1.
2.
3.
Parallels and Contrasts:
Parallels are things that are similar or alike and their similarity provides emphasis. Contrasts, on the other
hand, are things that are different, but they also provide emphasis. Give examples of each from the novel. The
first one in each case is give as an example.
Parallels:
1. George and Lennie’s dream and Curley’s wife’s dream: both are never ________________.
2.
3.
Contrasts:
1. George is _______________________; Lennie is ____________________
2.
3.
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Unit 9: The Modern American Dream: Modern Drama
Langston Hughes & the Harlem Renaissance’s Affect on Modern & Contemporary Culture
The Harlem Renaissance (1920s)
Read page 910-911 carefully, then answer the following questions.
1. (3) Describe the characteristics of the Harlem Renaissance. Consider what inspired the movement
and who was involved as you respond.
2. (3) Artists during the Harlem Renaissance shared the urgent need to document the
________________ of their people; what kinds of incidents would you expect these artists to have
documented. List a few and describe why they would need to be documented.
3. (3) Why was it important for the writers and artists of the Harlem Renaissance to live and work
together in one community? How is this similar/different to your own experiences working in groups?
4. (2) What are some major thematic ideas you can expect to see in Harlem Renaissance and Harlem
Renaissance inspired works? (this isn’t straight up in the reading, you must use your own brain to
come up with this response).
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“Harlem: A Dream Deferred”
By Langston Hughes
What happens to a dream deferred?
Does it dry up
Like a raisin in the sun
Or fester like a sore—
And then run?
Does it stink like rotten meat?
Or crust and sugar over—
Like a syrupy sweet?
Maybe it just sags like a heavy load.
Or does it explode?
Imagery: The use of language to evoke a
picture or a concrete sensation of a
person, a thing, a place, or a experience.
Sight:
Taste:
Touch:
Smell
Sound:
(2) How does the sum total of all the imagery add up to answering
the question put forth by the speaker in line one, “ What happens
to a dream deferred?
(1) What is the unspoken message the speaker is telling the
reader about going after their own dreams?
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Langston Hughes’ Themes, Dreams, and Imagery affects on Modern
& contemporary works: “Juicy” & A Raisin in the Sun
“Juicy”
By Notorious B.I.G.
It was all a dream
I used to read Word Up magazine
Salt ‘n Peppa and Heavy D up in the limousine
Hangin’ pictures on my wall
Every Saturday Rap Attack, Mr. Magic, Marley Marl…
No honies play me close like butter played toast
From the Mississipi down to the east coast…Sold out seats to hear
bigie Smalls speak
Livin life without fear
Puttin’ 5 karats in my baby girl’s ears
Lunches, brunches, interviews by the pool
Considered a fool ‘cause I dropped out of high school
Stereotypes of a black male misunderstood…
We used to fuss when the landlord dissed us
No heat, wonder why Christmas missed us
Birthdays was the worst days
Now we sip champagne when we thirsty
Uh, D*** right I like the life I live
Cause I went from negative to positive
And its all good…
1. What images from the verse does the poet use to demonstrate
the poverty he endured prior to achieving Hip-Hop fame?
2. What images from the verse does the poet use to demonstrate
the rewards of wealth and Hip-Hop fame in the reader’s mind?
3. Poetic Theme: Reach for Your Dreams How do both sets of
verses reflect this theme?
Carmichael English III: Quarter 2 packet
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Study guide A Raisin in the Sun
Act 1 Scene 1
1. Describe the Younger apartment.
2. Why can’t Travis get enough sleep at night?
3. According to Walter, what does a man need?
4. What is the family anxiously awaiting? Who does it belong to?
5. What does Walter want to do with the item coming in the mail? Beneatha? Ruth?
6. What tragedy did Mama and Big Walter undergo?
7. What is Beneatha’s opinion of George Murchison? Of Marriage? Of God? How does her mother react to these
opinions?
8. Read the following poem and annotate it. What similarities/differences do you see between the poem and the
Youngers’ situation?
Kitchenette Building (Gwendolyn Brooks)
We are things of dry house and the involuntary plan,
Grayed in and gray. “Dream” makes a giddy sound, not strong
Like “rent”, “feeding a wife”, “satisfying a man”.
But could a dream sent up through onion fumes
Its white and violet, fight with fried potatoes
And yesterday’s garbage ripening in the hall,
Flutter, or sing an aria down these rooms,
Even if we were willing to let it in,
Had time to warm it, keep it very clean,
Anticipate a message, let it begin?
We wonder. But not well! Not for a minute!
Since Number Five is out of the bathroom now,
We think of lukewarm water, hope to get in it.
Act 1 Scene 2
1. What is wrong with Ruth?
2. What is Beneatha really looking for?
3. Why does Asagai call Beneatha Alaiyo, “One for whom bread/food is not enough”?
4. Where did Ruth go instead of to Dr. Jones?
5. What is Walter Lee’s bad habit?
6. What does Mama say is dangerous?
7. Why does Mama say that Walker Lee is a disgrace to his father’s memory?
Act 2 Scene 1
1. How does Walter Lee feel about college?
2. Who is Prometheus? Why would George compare him to Walter?
3. How does Walter react to the news that Mama spent money on a house?
4. List some key details about the new house.
5. Why does Mama want the house?
Act 2 scene 2
1. How does mama show Walter Lee that she trusts him?
Act 2 Scene 3
1. What does the family give Mama as a gift?
2. Who is Mr. Lindner? What does he want?
3. Why does Beneatha say, “Thirty pieces and not a coin less”? What is it a reference to?
4. What news does Bobo bring?
5. What revelation is revealed about Walter’s investment?
Act 3
1. Who does Beneatha blame for the loss of the money? Why?
2. What does Asagai ask Beneatha?
3. What 2 kinds of people is the world made up of according to Walter? Do you agree? Explain.
4. How does Mama react to Walter Lee’s phone call to Lindner?
5. Why does Mama make Travis stay in the room when Lindner arrives?
6. Describe Walter Lee’s speech to Lindner
7. At the end of the play, what does Mama compare Walter Lee to?
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Define/identify the following by giving examples of how they are used and/or seen in the play (8 points)
Assimilationism:
Mama’s plant:
Lorainne Hansberry:
Langston Hughes:
Raisin:
Rainbow:
Setting:
Clybourne Park:
Character Chart for Raisin in the Sun
Character
Beneatha
Younger
Personality
Idealist;
outgoing;
dreamer; hard
working
Relationship
Important actions
“Man say to his woman: I got
me a dream. His woman say: Eat
your eggs.”
Walter Lee
Younger Jr.
Walter Lee
Younger Sr.
Carmichael English III: Quarter 2 packet
Important Quote
None. He worked
himself to death.
Page 11 of 32
Lena Younger
Matriarch of the
Younger family
Ruth Younger
Walter Lee’s
Wife
George
Murchison
Snobbish;
realist; always
looking to be
practical and
spoiling
Beneatha’s
dreams
Gives Beneatha a
traditional robe
from Nigeria, Calls
Beneatha out for
being hypocritical,
Proposes to
Beneatha
Joseph Asagai
“But you’ve got to admit that a
man, right or wrong, has the
right to want to have the
neighborhood he lives in a
certain kind of way.”
Karl Lindner
Mrs. Johnson
Busybody;
annoying;
always getting
on the
Youngers’
nerves; wants to
cause trouble
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Dramatic Monologue:
Part I Directions: At the end of Act 2 Scene 3 we learn that Walter’s “investments” were not as wise as he thought because it
finally comes out that Willy Harris is a crook & has run off with all their money, even the $3000 he was supposed to put back for
Beneatha’s medical school. Answer the following questions about how each of the characters must be feeling about the loss of the
money.
1. Mama (5 points)
a. Describe Mama’s reaction to the news that all the money is gone.
2.
b.
What does the money represent to Mama? (look at her last speech on page 855)
c.
Why is losing the money in one fell swoop such a blow to her?
Beneatha (4 points)
a. Describe Beneatha’s reaction to losing the money.
b.
3.
4.
Why is Beneatha affected by the loss of this money? (remember to think about the conversation between Beneatha
and Walter at the beginning—about accepting money when the time comes and worthy investments etc.)
Ruth (6 points)
a. Ruth’s reaction is not described in the act. Why do you think they would leave that out?
b.
What reaction would you attribute to her, given the information you have about the character from other reactions?
c.
What would Ruth be worried about the most? Why?
Walter (6 points)
a. Describe Walter’s reaction to the loss of the money.
b.
What has Walter lost? (think symbolically as well as physically)
c. Why does Walter say he “put his life in Bobo’s hands”? How did he do this? Who is he really blaming? Explain.
Part II Directions: Now that you’ve thought about each character’s reaction, you are to pick the character that you can identify
with the most and that you understand the most (it might be a good idea to choose the one you have been following for your Actor’s
Journal assignment since you’ve already been digging deep with that character). Once you have identified the character you want to
represent, you will write a monologue in the space provided. See the definition and description of a monologue below to assist you
in writing this monologue.
In modern drama (from the modernist time period such as A Raisin in the Sun), monologues are uncommon. In fact,
modern drama is characterized by…
Monologue: an extended uninterrupted speech by a character in a
o Ordinary language
drama. The character may be speaking his or her thoughts aloud,
o Realistic characters
directly addressing another character, or speaking to the audience.
o Controversial issues
By creating your own monologue, you are
delving deeper into the character’s emotional state during this crucial moment in
Requirements: your monologue must…
 Address the character’s
the play. Make sure you follow the guidelines to create an effective monologue.
personality and reaction to the
loss of the money
(1) I don’t know what is going on. (2) Mama is crying and I thought I heard Grandmama
 Reveal the character’s thoughts
screaming at Daddy. (3) I can’t every remember Grandmama screaming. (4) I feel a little
and emotions. Get inside his/her
scared. (5) We’re moving into the house today and I want to see the yard so badly. (6)Being
head and bring out those
in a house means that we’re finally going to be a family. (7) A family! Can you believe it? (8)
thoughts
Jimmy won’t make fun of me any more for not having the fifty cents when the teacher asks
 Be creative and accurate
for it. (9) I hate not having the fifty cents. (10) I wonder what it means to Mama? (11) The
 Be at LEAST 15 lines long
house, I mean. (12) I ain’t never seen Mama smile so much. (13) It’s nice to see her smile.
(follow
below).
(14) Mama’s smile is so pretty. (15) Uh oh. I hear them in there again. (16) Beneatha is crying now, and she
neverlines
cries.
(17) Maybe I
Example Monologue: For Travis
should call the police. (18) Nah, the police never fix nothin’. (19) Not for us noways.
WRITE YOUR MONOLOGUE ON A SEPARATE SHEET TO SUBMIT
Carmichael English III: Quarter 2 packet
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Unit 11: Threatening the American Dream: The Crucible
Reading Guide for pages 1250-1255 (12 points)
1.
What is the difference between the previous drama and the drama of the 20 th century?
2.
List the 4 best American playwrights of the 20th century?
3.
Who is America’s first great playwright? What did he experiment with?
4.
What experience gave Miller the original idea for The Crucible ?
5.
What aspects of this experience helped Miller connect the Salem of 1692 with the United States of the late 1940s and
1950s?
6.
What specific similarities does Miller see between the Salem witch trials of 1692 and the anticommunist hearings of
the 1950s?
7.
In what ways do you think these similarities have contributed to the fact that The Crucible is Miller’s most-produced
play?
8.
Arthur Miller worked at a variety of jobs, what were they?
9.
Miller used the Salem Witchcraft trials of __________________(year) to attack the ____________________________
witch hunts in congress in the _______________ (years).
10. Why do you think Miller was investigated for possible associations with the Communist party after the publication
and production of The Crucible?
11. Had Miller ever been a part of the Communist party?
12. Miller was found guilty of ______________ of ______________ for his refusal to ________________________________.
Clip # 1 (4 points)
1. What evidence is presented to “prove” that the woman is a witch?
2. Would this evidence hold up in a court today?
3. What is the purpose of this clip?
4. What does the clip prove about “witch hunts”?
Salem Witch Trail Video (14 points)
1. What were the first settlers (the puritans) searching for when they first came to the new world?
2. How many people were accused of being witches? _______
3. How many people were executed for being found guilty of witchcraft? _______
4. What year did all this happen in? _______
5. What did the Thomas Putnum family resent and resist?
6. How did the newly elected Reverend Paris split the town further?
7. Who is Tituba?
8. What is spectral evidence of the Salem Witch Trials?
9. Why would someone confess to being a witch?
10. Why do people flock to Salem 300 years after the witch trails?
11. Why would some people change their stories after the trials were over?
AFTER VIEWING
12. Would you confess to witchcraft? Why or why not?
13. Why would the people of Salem refuse to talk about the witch trails until many years after the event occurred?
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The Cast
Cast
Member
Reverend
Samuel
Parris
Direct Characterization (what the stage
directions say)
Indirect Characterization (what you infer
based on what you witness/read)
Side in the
Witch Trials
Abigail
Williams
Tituba
Thomas
Putnam
Mrs. Ann
Putnam
Mary
Warren
John
Proctor
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Elizabeth
Proctor
John
Hale
Giles Corey
Rebecca
Nurse
Deputy
Governor
Danforth
The Crucible: Act I Study Guide (Not graded, but highly recommended)
1. Describe Rev. Parris’s feelings and tell what seems to motivate him.
2. Explain the paradox (a statement that is seemingly contradictory or opposed to common sense and yet is perhaps true) from which the Salem
tragedy developed.
a. What was the duty of the two-man patrol?
b. List all the conflicts in the Salem community that feed into the suspicions of witchcraft.
c. What opportunity did the witch hunt give everyone?
3. ________ and ________ are sick:
a. Abigail first says…
b. Rev. Parris is concerned about…
c. The Putnams think…
d. Rebecca Nurse thinks…
e. Rev. Hale determines….
f. Abigail now says…
g. Tituba confesses…
h. The girl begin…
4. What really happened in the forest the night before the girls fell ill?
5. Abigail and the Proctors
a. What is her job?
b. Why is she fired?
c. How does she feel about John now?
d. How does she feel about Elizabeth now?
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Act I: Reading Strategy: Question the Characters’ Motives (8 points)
Examining the behavior of characters in a story or play is always a good way to increase understanding of the plot. Specifically, to
question the characters’ motives—their reasons for acting and speaking as they do—helps alert readers to important details and
ideas that are not necessarily directly stated. In The Crucible, characters’ motives are revealed through their actions, words, and
extensive stage directions. DIRECTIONS: Question the motives of Abigail, Mrs. Putnam, and Reverend Hale. Review each
characters’ words, actions, and the stage directions as you complete the table with your answers to the questions in the first column.
Abigail
Parris
Mrs. Putnam
Rev. Hale
What motivates
the character’s
behavior? How
can you tell?
Is the character
be unaware of
true motives?
Explain your
response.
The Crucible Act 2 Study Guide (Not graded, but highly recommended)
1. What is the mood of the act?
a. Where has John been all day?
b. Where does Elizabeth think he has been
2. The trials in Salem
a. What does Elizabeth report?
b. What does she encourage John to do?
c. Why can’t John do as she asked?
d. What does Mary Warren report?
e. Who does Elizabeth has accused her?
f. What does she want John to do now?
3. Why does Mr. Hale come to visit?
a. Who does he address his questions?
b. What does this reveal about the culture?
c. What is ironic about the forgotten commandment?
4. A set up:
a. What does Mary Warren give Elizabeth?
b. What does Cheever come looking for?
c. Why is this item so special?
d. Why is Mary Warren afraid to tell the court the truth?
e. Was Mary Warren in on the plot?
The Crucible Act 3 study guide (Not graded, but highly recommended)
1. Giles and his wife
a. In what way does Giles feel responsible for the arrest of his wife?
b. What emotion is he struggling with as a result?
c. Why is Giles so good at writing depositions?
d. What were some of the strategies he tries to get her exonerated?
e. Why is he arrested?
2. Danforth
a. What is Danforth’s attitude toward the new evidence?
b. How many people signed the petition for Rebecca, Martha and Elizabeth?
c. Why is this significant?
d. Why are lawyers useless in a witch trail?
e. What crime has Mary Warren committed either in court or by writing the deposition?
f. What events had not been mentioned to Danforth until Mary Warren confessed?
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3. Mary Warren Vs. Abigail
a. What is Mary Warren asked to do to prove that it was all pretend?
b. How does Abigail react to Danforth’s mistrust?
c. What does Proctor do to protect Mary Warren from the girls?
d. What is Elizabeth unable to do, according to Proctor?
e. What does Danforth ask Elizabeth?
f. How does she respond?
g. What does Abigail say she sees in the rafters?
h. How does Mary Warren react?
i. Who is condemned?
4. What does Hale do at the end of the act?
Acts I-III: Dramatic Irony: characters think one thing to be true, but the audience knows something
else to be true (6 points)
Verbal Irony: words seem to say one thing but mean something quite different (a lot like sarcasm—used often in satire)
Situational Irony:
Dramatic Irony:
Explain the examples on your worksheet as either being situational, dramatic or verbal irony. Number one is done for you
below, you need to add it to your worksheet.
1.
Upon hearing Proctor’s and Mary’s statements, Danforth is shaken by the idea that Abigail and the
girls could be frauds. Danforth challenges Proctor with this: “Now, Mr. Proctor, before I decide
whether I shall hear you or not, it is my duty to tell you this. We burn a hot fire here; it melts down all
concealment.”
This is a good example of dramatic irony. The character believes they have found the truth and are uncovering liars and
witches, but the reader knows differently. The reader knows Abigail’s true motives and knows she is not telling the truth and
that they are not melting any kind of concealment at all.
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The Crucible Act 4 study guide (Not graded, but highly recommended)
1. Revelations:
a. What does Parris reveal about Mercy and Abigail?
b. What does Parris see that makes him afraid to leave his house at night?
2. Hale:
a. Why does Hale want Danforth to postpone the hangings?
b. How has Hale changed from the beginning of the play?
c. What do Hale and Parris ask Elizabeth Proctor to do?
3. Proctor:
a. Why does John Proctor refuse to give his signed name to Danforth?
b. What happens as a result of his refusal?
c. What type of man is Proctor, according to his wife, at the close of the play?
THEME DIRECTIONS: Use the following chart to help you identify themes in The Crucible. In the first column are subjects or
topics that Miller addresses in the play. In the second column, write a sentence that states a theme about each topic that the events in
the play express. In the third column, list the events or evidence in the play that points to the theme you’ve identified.
Topic
1. Guilt
Theme
Events in Play
2. Revenge
3. Pride
4. Intolerance
5. Authority
6. Integrity
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Analyzing the Legal System in The Crucible (6 points)
Common Courtroom Terms
Appeal—a review of your trial by a higher court to see if any mistakes were made that had an effect on the verdict.
Arraignment—You first visit to the court in your case. The purpose of the arraignment is for you to tell the court whether you want to
fight the charges against you at trial, or you don’t want to fight the charges against you. You appear before a judge and enter a plea of
guilty, not guilty, or no contest.
Bailiff—the Judge’s assistant in the courtroom who takes care of the paperwork and security.
Bench trial—a trial without a jury. The judge hears the case and passes judgment.
Closing Argument—the last opportunity you have to address the court in your case. You need to argue the strengths of your case and
the weaknesses of the prosecutor’s case.
Cross-Examination—the opportunity for you and the prosecutor to ask questions of each other’s witnesses.
Defendant—the person charged with the crime(s). In this case, it is you.
Direct Examination—the opportunity to ask questions of your witness. You may not ask leading questions
Hearsay—a that you or someone else said not made during the trial. Hearsay statements are not allowed to be used in court, however
there are some exceptions.
Jury selection—the first part of the jury trial in which the prosecutor and defendant choose six people from a large group to serve as
jurors for the trial.
Jury trial—a trial in which a group of six jurors decide whether the defendant is guilty or innocent. The judge decides the sentence.
Leading Questions —questions that either have the answer in the question or suggest the answer in the question. Asking leading
questions during direct examination is not allowed.
Objection—a way to keep the other side from asking improper questions and giving improper answers.
Opening Statement—your first opportunity to speak to the court. You should tell the jury or the Judge what you think the case is about.
Overruled—1) The judge’s denial of any motion or objection. 2) To overturn or void a decision in a prior case.
Physical evidence— Any form of proof presented by a party for the purpose of supporting its arguments before the court.
Pretrial Hearing—the step between the arraignment and the trial. You may change your plea to “guilty” or have your case set for trial.
Prosecutor—the lawyer who works for the Prosecutor’s Office as the representative for the State. Her job in criminal cases is to use
evidence and witness testimony to prove beyond a reasonable doubt, that you, the defendant, committed the crime(s) you are charged
with committing.
Reasonable Doubt—this means something important
Rebuttal Evidence—evidence that the prosecutor may introduce after you have finished presenting your case.
Redirect Examination (“redirect”)—further questioning that takes place after the cross-examination of a witness. You may only ask
questions about subjects brought up during cross-examination.
Sentence—your punishment if you are found to be guilty of the charges. In City Court, sentences usually include a fine. Other
punishments are jail time, probation, community service, and counseling.
Subpoena—a court document that orders a witness show up to court on the date of your trial. If a witness is subpoenaed but does not
show up, the witness is subject to criminal charges.
Sustain—When the Judge allows an objection to testimony or evidence.
Testimony—what the witnesses say when answer questions under oath.
Transcript—The official record of proceedings in a trial, prepared by the court reporter.
Verdict—the guilty or not guilty judgment passed by the judge (or the jury in jury trial) after all of the evidence in the case has been
presented.
On June 13, 1966, the outcome of Miranda v. Arizona provided that suspects must be informed of their specific legal rights when they are
placed under arrest. This decision was based on a case in which a defendant, Ernesto Miranda, was accused of robbery, kidnapping, and rape. During
police interrogation, he confessed to the crimes.
The conviction was overturned due to allegedly intimidating police interrogation methods. After a retrial that included witnesses and other
evidence, Miranda was again convicted. His trial was, however, then assured of being fair, and the original conviction was reasonably upheld without
question.
The person in custody must, prior to interrogation, be clearly informed that he or she
has the right to remain silent, and that anything the person says will be used against
that person in court; the person must be clearly informed that he or she has the right
to consult with an attorney and to have that attorney present during questioning, and
that, if he or she is indigent, an attorney will be provided at no cost to represent her
or him.
1.
Would having the Miranda laws have changed the outcome of the Salem Trials? Explain using at least one example from The
Crucible.
Evidence: Testimony, documents or objects presented at a trial to prove a fact.
Circumstantial evidence is best explained by saying what it is not - it is not direct evidence from a witness who saw or heard something.
Circumstantial evidence is a fact that can be used to infer another fact. Indirect evidence that implies something occurred but doesn't directly prove it;
proof of one or more facts from which one can find another fact; proof of a chain of facts and circumstances indicating that the person is either guilty
or not guilty.
1.
Give one example of circumstantial evidence in The Crucible.
2.
Does ANY real PROOF or EVIDENCE exist? Explain your response
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Unit 12: Multiculturalism and the American Dream: Short Stories
Short Story “Poop Sheet”
Believe it or not, “poop” is a slang term for “inside information” and a “poop sheet” is a page that provides
someone with the lowdown on something. We will use this poop sheet throughout our unit on short stories.
These are questions designed to guide your reading of any story. I will ask you to write answers to some or all
of these questions whenever we read a story. SAVE THIS HANDOUT and always write your answers on
notebook paper so that you can reuse these questions. (Note: for more information on short story elements,
refer to pp. 804-805 of your textbook.)
1. What is the title? Why do you think the author chose this title? (2 pts)
2. Who is the author? List what you know about the author based on our class discussions. (2 pts)
3. From what point-of-view is the story told (1 pt)? What are the advantages and/or disadvantages of this
perspective (2 pts)? Explain at least one other alternative point of view? (2 pts)
4. Identify the setting. Is it specific or vague? How does the setting create a particular mood? (4 pts)
5. List and describe some of the characters in a chart like the one below. Consider: how does the writer
bring each character to life? (Be sure to make your chart large enough for your responses.
character’s name ( 1 pt)
traits, habits, and important actions (2
pts)
protagonist? antagonist? other? (1 pt)
round or flat? Explain. (2 pts)
dynamic or static? Explain. (2 pts)
6. Explain the story’s main conflict. (2 pts)
7. Does the author use similes, metaphors, hyperbole, personification, flashback, foreshadowing,
symbolism, motifs, or irony? Give examples and comment on the overall effect. (5 pts)
8. What is the tone? Describe the author’s attitude toward the subject or the characters. (2 pts)
9. In your own words, state the theme of this story. (2 pts)
10. What is your personal reaction to this story? Explore it. Are you bored? Delighted? Entertained? Why?
Does the story have a certain truth or honesty—a rendering of the human condition and/or experience?
Would you have finished reading it if you hadn’t HAD to? Would you read it again? What are the story’s
major strengths and/or weaknesses? Are there any memorable lines, scenes, or descriptions? Specify
your reaction; attach it to causes; dig deep! attach it to causes; dig deep! (if you haven’t written AT LEAST
7 sentences, you really haven’t done what you should have for this particularly question. (10 points)
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“A Rose for Emily” by William Faulkner: Put the following events in CHRONOLOGICAL order!!
1.
2.
3.
4.
5.
Emily gets sick and dies at the age of 74
Colonel Sartoris remitted Emily’s taxes b/c she is sick and the town is sympathetic
Next generation mail her a tax notice w/ no reply
Next generation send a formal letter, with reply that she no longer leaves the house
Next generation visits to try to get the taxes—she kicks them out saying simply that she owes
no taxes.
6. Colonel Sartoris dies
7. Emily goes out little after her father’s death
8. Smell develops around Emily’s house
9. Complaints are filed about the smell and men go over, sprinkle lime and are seen by Emily and
leave
10. Emily is in denial about her father’s death for three days
11. Finally Emily gives in and lets them bury her father
12. Emily was sick after her father’s death
13. The town let the contracts for paving the sidewalks and began the work
14. Foreman Homer Barron, a Yankee, comes to town.
15. Homer and Miss Emily drive on Sunday
16. Homer is found to be a gay drunkard
17. Father has falling out with relatives
18. Emily buys rat poison, the arsenic
19. Female cousins visit at the request of the town worries over Homer and Emily’s relationship
20. Emily orders a complete man’s toilet
21. Homer Barron leaves town
22. Cousins depart
23. Homer Barron comes back
24. Miss Emily grows fat and hair turns gray until it is a vigorous iron-gray
25. Negro let ladies in and disappeared
26. Two cousins come to tie up loose ends after her death
27. Miss Emily’s funeral occurs
28. Open the untouched room
29. Find rotting corpse
30. Find iron-gray hair on pillow next to dead corpse
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Identify with a character
Yolanda
What is Yolanda’s family background?
You
What is your family background?
What is Yolanda’s attitude toward warnings to not
travel by herself?
What would your reaction be?
What is Yolanda’s attitude toward the children who
gather around her car?
What would your attitude toward the children be?
How does Yolanda feel and behave when the men
appear carrying machetes?
How would you feel in the same situation?
How does Yolanda treat Jose when he returns form
the Miranda place in tears? How does she seem to
feel about him?
How would you treat Jose? How might you feel
about him?
In “Antojos” Yolanda is searching for her ________________________.
Think about the journey that she took.
 Where did she go?
 When did she go?
 What did she do?
 How did she travel?
 Who did she meet?
Write your own story of how you did or would search for your identity. You should have at least these questions answered
with 2-3 bullet point under each.
 Where did/would you go?
 What did/would you do?
 Who did/would you meet?
 When did/would you go?
 How did/would you travel?
Then answer the following question in 2-3 sentences:
How would all these things help you find your identity?
Tim O’Brien
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“Ambush” from The Things They Carried
Segment 1: Meet Tim O’Brien
• What similarities can you find between writing fiction and performing magic?
• Why does Tim O’Brien care about truth in fiction writing?
Writing Fiction
Similarities
Performing Magic
Segment 2: Tim O’Brien Introduces “Ambush”
• Why did Tim O’Brien write the story “Ambush” in first-person and name the
narrator “Tim O’Brien”?
• How do you think this influences the reader’s interpretation of the story?
Segment 3: The Writing Process
• Do you agree with Tim O’Brien that revision is the most important step in
the writing process?
• How does Tim O’Brien know when his story is finished?
Segment 4: The Rewards of Writing
• Why does Tim O’Brien believe that stories can be powerful forces in our lives?
• How do you think writing can help you be your “ideal self”?
MEMOIR ASSIGNMENT
Choose ONE prompt from the prompts below and write a 1-2 page
Requirements:
memoir. Make sure you use specific examples, your organize your
 1-2 Pages
thoughts in paragraphs, and proofread for spelling and grammar,
 About YOU
but be yourself. Let YOU come out in your writing. Make it personal.
 First Person
Make it unique. Get excited about sharing this.
 Embodies “Finding
Memoir Prompts
Identity” Theme
1. Memoir Prompt - Write about a childhood or current family
 Written as a short
tradition.
story (follow plan
2. Memoir Prompt - Write about a "first" (i.e. first time you
sheet)
drove a car, first employment, etc.) and how it shaped you
as a person
3. Memoir Prompt - Catalog a souvenir or memento. How did you come across this items and why is
it meaningful to you? (OBJECT)
RUBRIC (total points 25)
Content 1 2 3 4 5
 Original and fresh approach
 Effective snapshots using metaphor and sensory
details
 Suspense created through use of exploded moment
Organization 1 2 3 4
 Beginning grabs reader’s attention
 Story unfolds in a chronological manner
 Satisfying ending
 Smooth flow and pacing
Voice 1 2 3 4
 Author’s personality shows in the writing
 Emotion is expressed in the writing
Carmichael English III: Quarter 2 packet
Word Choice 1 2 3 4
 Words are precise and descriptive
 Strong verbs and nouns are used
Sentence Fluency 1 2 3 4
 Sentences are complete
 Sentences have variety in length
 Sentences have variety in structure
Conventions 1 2 3 4
 Punctuation is correct, esp. in dialogue and
apostrophe use
 Paragraphing is correct
 Capitalization is correct
 Spelling is correct
Page 24 of 32
Editing our Memoirs
Stage 1: Read, Read, Read
•Read your rough draft carefully. Do not make any comments yet. Just read it and take it in.
• Read your rough draft a second time. Once you have finished, answer the following question: What does my memoir tell people
about me?
Stage 2: Comment and suggest
• Pass your memoir to the person I have told you to pass it to. Read the person’s memoir carefully. Do not make any comments. Just
read through it and take it all in.
• Then answer the following question on this sheet (not on the memoir!). What does this memoir tell me about my classmate?
• Read the memoir a second time and this time answer questions 1-5; 7 and 10 from the poop sheet. If you can’t find the answer to one
of the questions, make a suggestion for how they can change and improve their memoir. Do NOT worry about the grammar. At this
point, it is unimportant. Your comments should be in response to the content of the work.
Stage 3: Asking questions
• Pass the memoir back to the owner. Join the group I have given you and complete the discussion circle questions as guided by the
PowerPoint. Write your answers and the groups answer on a separate sheet or on your memoir somewhere.
Stage 4: Recognizing your feelings
• Does your work feel finished to you? Explain you response.
Stage 5: Analysis
• Does your memoir show a genuine you? Does it reveal your ideal self and how you want the world to view you? Explain your
response.
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Preparing for the NC FINAL EXAM
Document 1
The Legal Status of Women, 1776–1830 by Marylynn Salmon
State law rather than federal law governed women’s rights in the early republic. The
authority of state law meant that much depended upon where a woman lived and the
particular social circumstances in her region of the country. The disparity in standards can
perhaps be seen most dramatically in the experiences of African American women. In the
North, where states abolished slavery after the Revolution, black women gained rights to
marry, to have custody of their children, and to own property. On paper at least, their rights
were identical to those of white women. In the slaveholding South, lawmakers continued to
“The Life and Age of Woman,” by A. Alden, Barre, MA, ca.
deny enslaved workers these basic human rights. But even in the South, a rising number of
1835. (Library of Congress Prints and Photographs Division)
freed black women theoretically enjoyed the same privileges under the law as white women.
However, racial prejudice against both black and Native American women made it difficult to ensure these rights in practice.
In every state, the legal status of free women depended upon marital status. Unmarried women, including widows, were called “femes
soles,” or “women alone.” They had the legal right to live where they pleased and to support themselves in any occupation that did not
require a license or a college degree restricted to males. Single women could enter into contracts, buy and sell real estate, or
accumulate personal property, which was called personality. It consisted of everything that could be moved—cash, stocks and bonds,
livestock, and, in the South, slaves. So long as they remained unmarried, women could sue and be sued, write wills, serve as
guardians, and act as executors of estates. These rights were a continuation of the colonial legal tradition. But the revolutionary
emphasis on equality brought some important changes in women’s inheritance rights. State lawmakers everywhere abolished
primogeniture and the tradition of double shares of a parent’s estate, inheritance customs that favored the eldest son. Instead, equal
inheritance for all children became the rule—a big gain for daughters.
Marriage changed women’s legal status dramatically. When women married, as the vast majority did, they still had legal rights but no
longer had autonomy. Instead, they found themselves in positions of almost total dependency on their husbands which the law called
coverture. As the English jurist William Blackstone famously put it in his Commentaries on English Law (1765–1769):
By marriage, the husband and wife are one person in the law: that is, the very being or legal existence of the woman is suspended
during the marriage, or at least is incorporated and consolidated into that of the husband: under whose wing, protection, and cover, she
performs everything.
Coverture was based on the assumption that a family functioned best if the male head of a household controlled all of its assets. As a
result, a married woman could not own property independently of her husband unless they had signed a special contract called a
marriage settlement. Such contracts were rare and even illegal in some parts of the country. In the absence of a separate estate, all
personality a woman brought to her marriage or earned during marriage, including wages, became her husband’s. He could manage it
or give it away, as he chose, without consulting her.
This sounds bad, and it was. But one rule worked to mitigate some of the worst effects of coverture. A married woman had the right to
be maintained in a manner commensurate with her husband’s social status. If he refused to provide for her appropriately, she could sue
and win support from the courts. While waiting for the court’s judgment, she was permitted to run up charges at local stores and
taverns—and her husband had to pay for them. Judges consistently applied this rule, called the doctrine of necessities, in order to
prevent men from neglecting their wives. But the courts could not stop husbands from gambling or making bad investments. Women
had no protection when their husbands proved irresponsible. If creditors pursued a husband for debts, his wife was entitled to keep
only the bare necessities of life. This was usually defined as two dresses (so she would have one to wear while the other was being
washed), cooking utensils, and a bed.
Women’s rights to real property—the lands and buildings that constituted most wealth in the early national period—were more
extensive than their rights to personality. A husband could not sell or mortgage the realty his wife brought to their marriage without
her consent. He could use it, but he could not convey it because a woman’s real estate, generally inherited from her father, was meant
to stay in the family and descend through her to her children. A wife also had important rights to the real property that her husband
brought to the marriage or purchased afterwards. He could not sell or mortgage it unless she signed a statement signifying her free
consent, which was recorded with the deed. Few mortgagors or buyers would enter into an agreement without the wife’s consent.
They knew that she retained her right to be maintained by the property in the event of her husband’s death, even if he died insolvent.
Courts were careful to ensure that a wife signed a conveyance of her own free will and not because of pressure from her husband. A
court officer questioned her apart from him to confirm that she actually agreed to the sale or mortgage.
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One of the most important rights of a married woman was dower, which was designed to provide her with support during widowhood.
It consisted of a life estate in one-third of the husband’s real property if there were children and one half if there were not. A “life
estate” did not mean actual ownership of the property. It was meant only to provide for the wife as her husband would have done had
he lived, under a legal system that recognized her position of dependency within the family. When a widow died, her dower lands
descended automatically to her husband’s heirs or to his creditors. A solvent husband could leave his widow more than dower if he
chose to. He could even leave her his entire estate in fee simple (absolute ownership). But he could not leave her less. Most couples
relied on dower as their standard for how much to leave.
Dower was a legal tradition carried over from colonial days. This and other rules about married women’s property rights were meant
to support the family as a unit. They worked reasonably well in an economic system based on landed wealth, under which families
typically stayed in one place and rarely sold or mortgaged their farms. They did not work as well, however, in a society like the
rapidly expanding and industrializing nineteenth-century United States, where lands changed hands frequently and where there was
growth in personal property as well as land.
Under these new circumstances, the old system of property law faltered. It failed to give adequate protection to women and, at the
same time, denied them the ability to safeguard their own interests. In recognition of this dilemma, states began to pass married
women’s property acts in the antebellum decades. These acts gave wives the same legal rights as single women with regard to their
estates and wages. It was piecemeal legislation, enacted reluctantly by male lawmakers who would have preferred to keep women
dependent within the family. Yet the lawmakers recognized that these reforms were essential in a capitalist economy based on
movable wealth.
Political rights were a function of control over property for men in the republic, but gender alone was the basis for women’s exclusion
from voting or holding office. Simply put, men with property had the right to vote in the early national period but women, no matter
how wealthy, did not, even though women paid the same taxes as men. The reasoning behind this discrimination rested on the
assumption that married women were liable to coercion by their husbands; if a wife voted, legislators argued, it meant that a man cast
two ballots. As one man put it, “How can a fair one refuse her lover?” Yet single women were also denied suffrage, a clear sign that
more was at stake than the power of a husband to influence his wife’s choices at the polls.
Blatantly discriminatory attitudes kept lawmakers from giving women the vote. They did not want to share their political power with
daughters, mothers, and wives, just as they did not want to share it with freed black men or immigrants. This pattern can be seen
clearly in New Jersey, the one state where women with property were allowed to vote after the Revolution. In 1807 legislators took
this right away—not only from women but from black men and aliens as well. As it turned out, discrimination against women in the
area of the franchise lasted the longest of any disadvantaged group, at least on paper.
American independence brought women greater freedom from husbands who were abusive, neglectful, or adulterous. In colonial
society, divorce was virtually impossible under English precedent, but all of the new states recognized the need to end unhappy
marriages. The choice of appropriate remedies varied considerably, however. Some states, particularly in the South, only allowed
separate residence with alimony (called divorce from bed and board). Other states granted absolute divorce with the right of the
innocent party to remarry. In matters of divorce, social and religious values affected the laws in different parts of the country. The
conservatism of divorce laws in the southern states, for example, was probably related to slavery: it was difficult for lawmakers to
grant women absolute divorces because of their husbands’ adulterous relationships with slaves. Liberal New England laws, in contrast,
stemmed from a longstanding Puritan belief that it was better for unhappy couples to separate and remarry than to be joined forever in
a state of discord and temptation to sin.
Child-custody rights also changed after the Revolution. The courts were increasingly willing to bypass colonial precedents that
favored men in custody disputes. Instead, they placed young children and daughters (although not sons) under the care of mothers.
These reforms reflect the rising importance of the gender-based ideology of separate spheres, which gave women moral preeminence
in the private sphere of the home and men supremacy in the marketplace and politics. Women would use the concept of moral
motherhood to great advantage in their struggle for social justice over the next century.
Fortieth Congress of the United States of America;
Document 2
At the third Session
Begun and held at the city of Washington, on Monday, the Seventh day of December, one thousand eight hundred and sixty-eight
A RESOLUTION
Proposing an amendment to the Constitution of the United States
Resolved by the Senate and the House of representatives of the United States of America in Congress Assembled
(Two-thirds of both Houses concurring) that the following article be forward to the legislatures of the several States as an amendment
to the Constitution of the United States, which, when ratified by three-fourths of said legislature shall be valid as part of the
Constitution, namely:
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Article XV
Section 1.
The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of
race, color, or previous condition of servitude-Section 2.
The Congress shall have the power to enforce this article by appropriate legislation.
AMENDMENT XV
Document 3
Passed by Congress February 26, 1869. Ratified February 3, 1870.
Section 1.
The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of
race, color, or previous condition of servitude-Section 2.
The Congress shall have the power to enforce this article by appropriate legislation.
Petition to Congress
Document 4
To the Honorable Senate and House of Representatives of the United States in Congress assembled:
The undefined Citizens of the United States, believing that under the present Federal Constitution all Women who are
citizens of the United States have the right to vote, pray your Honorable Body to enact a law during the present Session that
shall assist and protect them in the exercise of that right.
And they pray further that they may be permitted in person, and in behalf of the thousands of other women who are
petitioning Congress to the same effect, to be heard upon this Memorial before the Senate and House at an early day in the
present session.
We ask your Honorable Body to bear in mind that while men are represented on the floor of Congress and so may be said to
be heard there, women who are allowed no vote and therefore no representative cannot truly be heard except as congress shall
open its doors to us in person.
Elizabeth Cady Stanton
Susan B. Anthony
(et. al.)
Hartford Conn.
Dec. 1871
PETITION
Document 5
From the Women’s Anti-suffrage Party of New York
to the
United States Senate
Whereas, This country is now engaged in the greatest war in history, and
Whereas, The advocates of the Federal Amendment, though urging it as a war measure, announce, through their president, Mrs. Catt,
that its passage “means a simultaneous campaign in the 48 States. It demands organization in every precinct; activity,
agitation, education in every corner. Nothing less than this nation-wide, vigilant, unceasing campaign will win the
ratification,” therefore be it
Resolved, That our country in the hour of peril should be spared the harassing of its public men and the distracting of this people from
work for the war, and further
Resolved That the United States Senate be respectfully urged to pass no measure involving such a radical change in our government
while the attention of the patriotic portion of the American people in concentrated on the all-important task of winning the
war and during the absences of over a million men abroad.
1917
Part I: Choose the best response for the following multiple choice questions. Be prepared to defend your response.
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Document 1
___1. In the United States, what did the legal status of women depend on from 1776-1830?
A. Father-Daughter Relationships
B. Inheritance
C. Marital status
D. Number of children
___2. Why are women’s rights limited upon marriage?
A. Women sign a document giving up their rights
B. Upon marriage a man and a woman are considered “one”
C. Men sign a document declaring their ultimate rights
D. God commanded it to be so
___3. What argument did legislators use to prevent women from voting?
A. A woman would be convinced by her husband to vote the way he wanted thereby granting a married man two votes.
B. A woman would not be able educate herself on the issues because she is illiterate.
C. A woman would only vote based on looks.
D. A woman would not understand the way politicians speak because of their complicated rhetoric.
___4. How did child custody law reform separate women and men into two different spheres?
A. Women were allowed custody of all children, thus giving them total control in the home while men had control of the work place.
B. Courts placed young children and daughters under the care of mothers reflecting the importance of gender-based ideology of
separate spheres, giving women moral superiority.
C. Men were allowed sole custody of children, thus forcing women to stay at home and care for them.
D. Women were banned from courts and hearings and were forced to stay at home with the kids as a result.
Document 2
___5. What is the main purpose of the petition?
A. To teach Congress about women’s rights
B. To persuade Congress to make a change
C. To entertain Congress with a laughable proposal
D. To inform Congress about needed changes
Document 3
___6. What did amendment 15 grant?
A. Women the right to vote
B. Men the right to vote C. Black men the right to vote
D. Everyone the right to vote
Document 4
___7. What is the petition asking Congress to do?
A. Ratify the constitution
B. Grant women the right to vote
C. Grant former slaves the right to vote
D. Grant black men the right to vote
___8. According to the document, why do women need a right to vote?
A. Because they have no representation
B. Because they are smarter than men
C. Because they are allowed in Congress
D. because they have been oppressed in the past.
Document 5
___9. What “Greatest War” does the document cite?
A. The American Revolution
B. World War I
C. World War II
D. The Vietnam War
___10. What is the purpose of this petition?
A. To persuade Congress to ratify an amendment to allow women to vote
B. To teach Congress about the horrors of war
C. To persuade Congress not to ratify an amendment to allow women to vote
D. To teach Congress about the necessity of war
“The Yellow Wallpaper”
___11. What forbidden activity did the main character engage in?
A. Sex
B. Writing
C. Walking
D. Flirting
___12. What was the main character diagnosed with?
A. Depression
B. Cancer
C. Hysteria
D. Heart trouble
___13. What does the main character begin to see behind the yellow wallpaper?
A. A woman sleeping
B. A woman creeping
C. A woman crying
D. A dog barking
___14. Who does she come to believe this woman is?
A. Her sister
B. Her lover
C. Herself
D. Her daughter
___15. Why does the main character tear down all the wall paper?
A. To free herself
B. To make her husband mad
C. Because she is crazy D. To prove a point
___16. What is the author’s purpose in writing this piece?
A. To entertain the reader with an amusing story
B. To teach a lesson to her husband
C. To inform readers of a rare disease to be wary of
D. To expose a vice or folly of her society
“The Story of an Hour”
___17. In “The Story of an Hour,” why is Josephine afraid to tell Mrs. Mallard that her husband died?
A. Mrs. Mallard has a mental problem.
B. Mrs. Mallard has a heart condition.
C. Mrs. Mallard is expecting a baby.
D. Mrs. Mallard is planning to leave him.
___18. In “The Story of an Hour,” what is ironic about the sounds Mrs. Mallard hears after she has been told of her husband’s
death?
A. They are all sounds of ongoing life.
B. They are all sounds from outdoors.
C. They are all sounds from faraway.
D. They are all sad and lonely sounds.
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___19. In “The Story of an Hour,” the thing that Mrs. Mallard feels approaching her is described as “creeping” and as
something that will “possess her.” Why are these words ironic?
A. It is her sudden death she feels coming.
B. It is her widowhood she feels coming.
C. It is her mourning she feels coming.
D. It is her freedom she feels coming.
___20. Which moment in “The Story of an Hour” is an example of situational irony?
A. when Mrs. Mallard wishes to be alone after hearing the news of her husband’s death
B. when Mrs. Mallard weeps wildly after hearing the news of her husband’s death
C. when Mrs. Mallard whispers, “free, free, free,” after hearing of her husband’s death
D. when Mrs. Mallard says, “Go away,” after hearing the news of her husband’s death
___21. When Mrs. Mallard says “free, free, free” in “The Story of an Hour,” what becomes clear?
A. Mr. Mallard has not been killed in an accident.
B. Mrs. Mallard does not have heart trouble.
C. Mrs. Mallard is happy to be free of her husband.
D. Mrs. Mallard’s sister is worried about her.
___22. What is a major theme of Chopin’s “The Story of an Hour”?
A. personal freedom
B. open marriage
C. sad widowhood
D. loss of love
___23. What happens toward the end of “The Story of an Hour” that changes the entire story?
A. Richards says he loves Mrs. Mallard.
B. Mr. Mallard walks through the door.
C. Josephine comes down the stairs.
D. Mrs. Mallard goes downstairs.
___24. Why might readers interpret the title “The Story of an Hour” as an ironic title?
A. A character gains her freedom and loses her life in a single hour.
B. A character loses her husband in a single hour.
C. A character learns that her heart disease is fatal in a single hour.
D. A character dies from a severe emotional reaction in a single hour.
Short Constructed Responses (1 paragraph)
1) “As it turned out, discrimination against women in the area of the franchise lasted the longest of any disadvantaged group, at least
on paper.” Why would women be disenfranchised longer than any other subgroup in the United States? Use at least 1 specific
example to support your response to this question.
2) Does a patriarchal dominate society encourage abuse of the “weaker sex”?
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Poetry analysis short constructed response # 1
Today it is not uncommon for a teenager to have an after school job. Based on the poem “Who Burns for the
Perfection of Paper” and other observations, why can after school jobs be positive experiences for teenagers?
Poetry analysis short constructed response # 2
Voice is a poet’s distinctive literary personality created by diction, tone, sound devices, rhyme, pace and tone.
How are the voices of Espada and Ortiz different?
The Poetic Form Check
1. In "Who Burns for the Perfection of Paper," what does the speaker learn from making legal pads?
He learns the law.
He learns the environmental hazards that threaten our forests
He learns the hard work behind everyday things.
2. In “Who Burns for the Perfection of Paper,” what is the connection between the poet’s high-school job and his
later experience in law school?
A. He now goes to law school.
B. He worked with legal pads in both places.
C. He worked in the courtroom.
D. He got paper cuts in both places.
3. What does the poet feel toward those who are still making legal pads in “Who Burns for the Perfection of
Paper”?
A. annoyance
B. sympathy
C. misunderstanding
D. curiosity
4. In “Who Burns for the Perfection of Paper,” what does the speaker remember most about his printing job?
A. the money he earned
B. other employees with whom he worked
C. the routine and the pain of the job
D. the commute from school to work
5. In “Who Burns for the Perfection of Paper,” to what do the “hidden cuts” represent?
A. the negligence of the printing plant
B. the difficulty of holding a job while attending high school
C. the sometimes painful and difficult experiences that shape every individual
D. the challenges of law school
6. Which of these is the best summary of “Who Burns for the Perfection of Paper”?
A law student recalls that he could not wear gloves at his printing plant job.
A law student remembers how tall the legal pads were at his printing job.
A law student finds himself using legal pads he once painfully manufactured.
A law student remembers that he used to stay up late working.
7. What does "Most Satisfied by Snow" most clearly suggest about nature?
A. It is indifferent to human concerns. B. It can teach us about ourselves.
C. It is a source of beauty.
8. Which of these best describes the tone of the poet’s voice of “Most Satisfied by Snow”?
A. joyful
B. anxious
C. quiet
D. lively
9. How might you describe the voice of “Most Satisfied by Snow”?
A. sarcastic
B. emotional
C. spare and abrupt
D. peaceful and dreamlike
10. What would be another way to express the thought that “Fog knows what to do” in “Most Satisfied By
Snow”?
A. Fog is very smart.
B. Nature has its own wisdom.
C. Fog creeps inside.
D. Nature is like a person.
11. Why does the poet in “Most Satisfied by Snow” prefer snow?
A. It does not press against the windows.
B. It is heavier than fog.
C. It is more attractive than fog.
D. It is more substantial than fog.
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12. Which of the following is the best summary of the poem “Most Satisfied by Snow”?
A. Fog presses against the windows and keeps the speaker from looking outside at the snow.
B. Fog presses against the window, but snow has a more significant physical presence. It is not as vague. The speaker
learns this lesson and flowers in self-knowledge.
C. Fog presses against the window, and snow that fills outdoor spaces is lovely, but the speaker prefers the beauty of
flowers. Flowers make her thoughts flower.
D. The speaker looks out the window at the snow and fog, dreaming of spring and beautiful flowers.
13. In "Hunger in New York City," for what does the speaker hunger?
A. The speaker hungers for spiritual satisfaction.
B. The speaker hungers for a lively city.
C. The speaker hungers for peace and quiet.
14. How might you best describe the voice of “Hunger in New York City”?
A. desperate and longing
B. angry
C. peaceful and content
D. urgent
15. What feeling do you hear in the voice of the poet as he talks about a personal hunger for his memories in
“Hunger in New York City”?
A. homesickness
B. laughter
C. happiness
D. promises
16. What does the poet long for in “Hunger in New York City” when he writes about hunger that asks him
whether he is appropriately representing his culture?
A. the values of his heritage
B. enough food to sustain him
C. an apartment away from city noise
D. a good friend with whom to talk
17. In what kind of environment does the speaker in “Hunger in New York City” experience hunger?
A. in a close-knit village of familiar faces
B. in an unfamiliar city of concrete and automation
C. in a natural area filled with cold spring water and dancing
D. among family and friends
18. What does the speaker in “What For” remember most about his father?
A. his father’s hard work and sacrifices
B. his father’s laziness
C. his father’s songs and card games
D. his father’s abilities as a doctor of pure magic
19. In "What For," what is the speaker's attitude toward his father?
A. The speaker is puzzled.
B. The speaker is admiring.
C. The speaker is puzzled and admiring.
20. What attitude does the poet have toward his family and childhood in “What For,” as he describes how he
wants to help his father?
A. anger
B. love
C. boredom
D. curiosity
21. What has caused the deafness of the poet’s father in “What For”?
A. an illness in his childhood
B. an injury in his childhood
C. the noise of drills used in construction
D. an infection from another worker
22. Which of these is the best summary of “What For”?
A grown man remembers the stories and songs of his grandparents.
A grown man remembers his childhood, especially his hard-working father.
A grown man remembers the religious symbols with which he grew up.
A grown man remembers the sea and the red dirt of his native Hawaii.
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