The faith cure man Abdc Answers will vary; students should explain in general that while Martha is willing to believe in the faith cure man, the narrator knows the faith cure man can’t do anything for Martha’s daughter— though he brings Martha comfort and purpose in her daughter’s last days. Students may point to the fact that throughout the story, the faith cure man is referred to as many things, including “the doctor,” “the priestly practitioner,” and “the man of prayers”—though the audience knows the man is neither a doctor nor a priest. The narrator also gives several clues that the faith cure man is not as powerful – or even, perhaps, trustworthy – as Martha believes him to be, such as the fact that he charged her “‘five dollars, merely to defray my expenses, that’s all. You know the servant is worthy of his hire,’” and that the elixir he gave her “tasted very like sweetened water.” What past generations can teach …. C;bc;dab Answers will vary; students should discuss the four “Turnings” according to Strauss & Howe and how these turnings have appeared in the past. Answers may also look to the future and the impending “Crisis.” Answers will vary; students should address both word choice and structure. They may discuss that the theory is introduced as “insightful,” with “controversial” in parentheses, suggesting that the author finds “insightful” to be the more appropriate description. Another potential point could be how quickly the author delves into Strauss & Howe’s theory without giving much context about other theories, developing the sense that this theory is the only one worth talking about. Two kinds Bcdc In “Two Kinds,” June’s feelings about her mother change from the beginning to the end of the story. For most of the story, June is frustrated by her mother’s attempts to make her into a “prodigy.” By the end, June better understands her mother’s efforts and can appreciate what her mother saw in her. Throughout June’s childhood, June’s mother has extremely high expectations for her. She tells June she can be a “prodigy,” tries to mold her into a “Chinese Shirley Temple,” and tests her to see if she possesses any amazing talents (Paragraphs 2-4). This causes conflict and misunderstanding between June and her mother. June’s mother wants her to “be [her] best” for her own sake, but June interprets this as her mother refusing to accept her the way she is (Paragraphs 32-33). Feeling both hurt and defiant, June becomes “determined not to try” on the tests her mother gives her and during her required piano lessons (Paragraph 43). Years later, June finally comes to appreciate her mother, instead of struggling against her. On June’s thirtieth birthday, when her mother offers her the piano, June sees it as a sign that her mother forgives her and still believes in her (Paragraph 84). As she plays the song “Perfectly Contented” on the piano at the end of the story, June is “perfectly contented” with her mother. She recognizes the talent her mother saw in her and accepts that she can also be an independent person. Elie wiesel’s remarks BDAB Answers will vary; students should discuss that this paragraph reveals Elie Wiesel’s personal experiences with the Holocaust. For instance, he fears seeing people he may know in the museum because he was one of the survivors of this tragedy. Despite this fear, Wiesel walks through the museum and encourages other to do the same. As a survivor of the Holocaust, Wiesel understands the importance of remembering this event and using that knowledge to prevent future tragedies like it from occurring. Wiesel is not only able to speak to the experiences of fellow Holocaust victims and survivors, but how the world needs to change in the wake of this tragedy. This paragraph supports Wiesel’s ability to educate people on the Holocaust, as well as on how the world needs to change for the better. Auschwitz CABA Answers will vary; students should discuss how Auschwitz-Birkenau was used predominately to kill prisoners. The camp “contained the facilities for a killing center,” and was considered to be an important part of the Nazi Party’s “plan to kill the Jews of Europe, using Zyklon B gas for mass murder” (Paragraph 2). Additionally, students should mention how it was specifically the AuschwitzBirkenau camp where it was decided if prisoners would live and work, or die. Auschwitz III was considered primarily a labor camp, as this was where prisoners were forced to produce rubber. If prisoners were unable to work, “they were transported to Auschwitz-Birkenau and killed” (Paragraph 5). While all prisoners were treated inhumanly, Auschwitz II and Auschwitz III differed in their overall purposes. Rules of the game DADB Student answers will vary. In “Rules of the Game,” Waverly changes from an obedient and accepting daughter to a daughter who sees her mother as an opponent. At first, Waverly is obedient and accepts her mother’s support. When her mother teaches her to “Bite back your tongue” in order to win an argument, she keeps quiet the next time she wants a treat from the store, and her mother buys the treat for her (Paragraphs 2-3). As Waverly grows older, she accepts her mother’s support of her chess ambitions. Her mother enrolls her in tournaments, encourages her with tokens of luck, and clears Waverly’s schedule of chores so that she has time to practice her chess moves (Paragraphs 39-48). Waverly gladly accepts her mother’s support and consequently becomes a “national chess champion” by the age of nine (Paragraph 51). However, Waverly wants to be viewed as a champion, independent of her mother’s support. She resents her mother’s showing her off. Waverly asks her mother, “‘If you want to show off, then why don’t you learn to play chess?’” (Paragraph 64). In the end, Waverly begins to think of her mother as her adversary instead of her teammate. She contemplates her “next move” against her mother at the end of the story (Paragraph 76-78).
