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NY Grade 11 Unit 4 Meeting the Standards
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Publisher’s Note
EMC Publishing’s innovative program Mirrors & Windows: Connecting with
Literature presents a wide variety of rich, diverse, and timeless literature to help
students reflect on their own experiences and connect with the world around
them. One goal of this program is to ensure that all students reach their maximum
potential and meet state standards.
A key component of this program is a Meeting the Standards resource for each
unit in the textbook. In every Meeting the Standards book, you will find a study
guide to lead students through the unit, with a practice test formatted to match a
standardized test. You will also find dozens of high-quality activities and quizzes
for all the selections in the unit.
EMC Publishing is confident that these materials will help you guide your
students to mastery of the key literature and language arts skills and concepts
measured in your standardized test. To address the needs of individual students,
enrich learning, and simplify planning and assessment, you will find many more
resources in our other program materials—including Differentiated Instruction,
Exceeding the Standards, Program Planning and Assessment, and Technology Tools.
We are pleased to offer these excellent materials to help students learn to
appreciate and understand the wonderful world of literature.
© EMC Publishing, LLC
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Contents
Introduction
x
Correlation to Formative Survey Results
xii
Expanding Frontiers Study Guide for New York
(with Practice Test and Master Vocabulary List)
1
Part 1: Realism and Naturalism
The Notorious Jumping Frog of Calaveras County, Mark Twain
Build Vocabulary: Etymology
Connecting with Literature: Life in the Mining Towns
Analyze Literature: Characterization
Selection Quiz 19
20
21
22
from Life on the Mississippi, Mark Twain
Build Vocabulary: Shades of Meaning
Build Background: Steamboats
Analyze Literature: Tone
Selection Quiz
23
24
25
27
The Outcasts of Poker Flats, Bret Harte
Build Vocabulary: Latin Roots
Analyze Literature: Setting Selection Quiz
28
29
30
Richard Cory / Miniver Cheevy, Edwin Arlington Robinson
Build Background: The Romance of the Past
Analyze Literature: Meter and Rhyme Selection Quiz
31
32
33
To Build a Fire, Jack London
Build Vocabulary: Noun and Adverb Suffixes
Build Background: Extreme Cold
Analyze Literature: Naturalism and Character
Selection Quiz
34
36
37
39
Do not weep, maiden, for war is kind / A Man Said to the Universe, Stephen Crane
Build Background: War and Naturalism
Analyze Literature: Free Verse
Selection Quiz
40
41
42
Part 2: The Native American Experience
I Will Fight No More Forever, Chief Joseph / I Am the Last of My Family, Cochise
Build Vocabulary: Analyzing Etymology
Build Background: Nez Percé and Chiricahua Analyze Literature: Techniques for Creating Mood and Tone
Selection Quiz
43
44
45
47
from Black Elk Speaks, Nicholas Black Elk and John G. Neihardt
Build Vocabulary: Words with Related Meanings
Build Background: Lakota Culture
Analyze Literature: Metaphoric Language
Selection Quiz
48
49
50
51
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I Tried to be Like My Mother, Pretty Shield
Build Background: Native American Childhood
Analyze Literature: Memoir and Point of View
Selection Quiz
52
53
54
Part 3: Struggling for Equality
Keeping the Thing Going While Things Are Stirring, Sojourner Truth
Build Background: Political Changes of the 1860s
Analyze Literature: Metaphors and Similes
Selection Quiz
55
56
57
The Destructive Male, Elizabeth Cady Stanton / Woman’s Right to Suffrage,
Susan B. Anthony
Build Vocabulary: Word Families
Build Background: The Women’s Suffrage Movement
Analyze Literature: Style
Selection Quiz
58
59
60
61
The Emancipation of Women, Maria Eugenia Echenique
Trans. Francisco Manzo Robledo
Build Background: Women’s Rights Around the World
Analyze Literature: Argument
Selection Quiz
62
63
64
The Story of an Hour, Kate Chopin
Build Background: The Works of Kate Chopin
Analyze Literature: Plot and Protagonist
Selection Quiz
65
67
69
from Songs of Gold Mountain, Anonymous
Build Vocabulary: Word Families
Build Background: Chinese Americans in California
Analyze Literature: Imagery
Selection Quiz
70
71
72
73
We Wear the Mask, Paul Laurence Dunbar
Build Vocabulary: Using Synonyms for Precise Connotations
Connecting with Literature: The Meaning of Masks
Analyze Literature: Alliteration, Assonance, Consonance
Selection Quiz
74
75
76
78
from Up from Slavery, Booker T. Washington
Build Background: Booker T. Washington
Analyze Literature: Diction
Selection Quiz
79
80
82
from The Souls of Black Folk, W. E. B. Du Bois
Build Vocabulary: Abstract Nouns Made with -tion and -ment
Build Background: W. E. B. Du Bois
Analyze Literature: Parallel Structure and Style
Selection Quiz
83
84
85
87
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Booker T. and W. E. B., Dudley Randall
Build Background: The Civil Rights Struggle, 1865–1900
Analyze Literature: Diction
Selection Quiz
88
89
90
Answer Key
Expanding Frontiers Study Guide for New York
The Notorious Jumping Frog of Calaveras County
from Life on the Mississippi
The Outcasts of Poker Flats
Richard Cory / Miniver Cheevy
To Build a Fire
Do not weep, maiden, for war is kind / A Man Said to the Universe
I Will Fight No More Forever / I Am the Last of My Family
from Black Elk Speaks
I Tried to be Like My Mother
Keeping the Thing Going While Things Are Stirring
The Destructive Male / Woman’s Right to Suffrage
The Emancipation of Women
The Story of an Hour
from Songs of Gold Mountain
We Wear the Mask
from Up from Slavery
from The Souls of Black Folk
Booker T. and W. E. B.
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94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
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Introduction
The Meeting the Standards Unit Resource supplements for Mirrors & Windows
provide students with the opportunity to practice and apply the strategies and
skills they will need to master state and national language arts standards. For each
selection in the student textbook, these resources also supply vocabulary exercises
and other activities designed to connect students with the selections and the
elements of literature.
The lessons in the Meeting the Standards Unit Resource are divided into four
categories, as described in this introduction. The lessons are listed by category in
the Contents at the front of the book.
Unit Study Guide, with Practice Test and Master Vocabulary List
Each Unit Resource book begins with a Unit Study Guide that focuses on key
language arts standards. Following the chronological organization of the Mirrors
& Windows student text, this guide provides in-depth study and practice on
topics related to the historical, social, and political context of the literature of the
era. Specific topics include significant historical events and trends, representative
literary movements and themes, and the literary genre or form explored in the unit.
Also included in the study guide are instructions to help students prepare for
a standardized test and a practice test formatted to match that test. The last page of
the study guide provides a list of the words identified as Preview Vocabulary for the
selections within the unit.
Lessons for Standard Selections
The lessons for standard selections offer a range of activities that provide additional
background information, literary analysis, vocabulary development, and writing
about the selection. The activities are rated easy, medium, and difficult; these
ratings align with the levels of the Formative Survey questions in the Assessment
Guide.
These activities can be used to provide differentiated instruction at the
appropriate levels for your students. For example, for students who are able to
answer primarily easy questions, you may want to assign primarily easy activities.
The Correlation to Formative Survey Results, which follows this introduction, lists
the level for each activity.
To further differentiate instruction, consider adapting activities for your
students. For instance, you may want to add critical-thinking exercises to an easy
or medium activity to challenge advanced students, or you may want to offer
additional support for a difficult activity if students are having trouble completing
the activity.
A Selection Quiz is provided for each selection. This quiz is designed to assess
students’ comprehension of basic details and concepts.
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Lessons for Comparing Literature, Author Focus, and
Other Grouped Selections
The lessons for Comparing Literature and other grouped selections in the student
textbook emphasize text-to-text connections. Activities for Comparing Literature
selections ask students to compare and contrast literary elements such as purpose,
style, and theme in the work of two authors. Activities for Author Focus and other
groupings have students examine literary elements across several selections by the
same author, identifying patterns and trends in his or her work. Again, activities are
rated as easy, medium, or difficult.
A recall- and comprehension-based Selection Quiz is provided for each
selection or grouping of selections.
Lessons for Independent Readings
Lessons for Independent Readings build on the strategies and skills taught in the
unit and offer students more opportunities to practice those strategies and skills. As
with the other categories of selections, activities focus on vocabulary development,
literary analysis, background information, and writing instruction. Again, activities
are rated as easy, medium, or difficult.
A Selection Quiz is provided for each selection.
Preparing to Teach the Lessons
Most of the activities in this book are ready to copy and distribute to students.
However, some activities will require preparation. For example, you may need to
select particular elements from a story, create lists or cards to distribute to students,
or make sure that art supplies or computer stations are available. Be sure to preview
each lesson to identify the tasks and materials needed for classroom instruction.
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Correlation to Formative Survey Results
The following chart indicates the difficulty level of each activity. You can use this
chart, in combination with the results of the Formative Survey from the Assessment
Guide, to identify activities that are appropriate for your students.
Selection Title
The Notorious
Jumping Frog of
Calaveras County
from Life on the
Mississippi
The Outcasts of
Poker Flat
Richard Cory / Miniver
Cheevy
To Build a Fire
Do not weep, maiden,
for war is kind / A Man
Said to the Universe
xii
Activity
Build Vocabulary: Etymology, page 19
Easy
Connecting with Literature: Life in the Mining Towns,
page 20
Medium
Analyze Literature: Characterization, page 21
Medium
Selection Quiz, page 22
Easy
Build Vocabulary: Shades of Meaning, page 23
Medium
Build Background: Steamboats, page 24
Easy
Analyze Literature: Tone, page 25
Difficult
Selection Quiz, page 27
Easy
Build Vocabulary: Latin Roots, page 28
Medium
Analyze Literature: Setting, page 29
Easy
Selection Quiz, page 30
Easy
Build Background: The Romance of the Past, page 31
Difficult
Analyze Literature: Meter and Rhyme, page 32
Difficult
Selection Quiz, page 33
Easy
Build Vocabulary: Noun and Adverb Suffixes, page 34
Easy
Build Background: Extreme Cold, page 36
Easy
Analyze Literature: Naturalism and Character, page 37
Easy
Selection Quiz, page 39
Easy
Build Background: War and Naturalism, page 40
Medium
Analyze Literature: Free Verse, page 41
Easy
Selection Quiz, page 42
Easy
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Level
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Selection Title
I Will Fight No More
Forever / I Am the Last
of My Family
from Black Elk Speaks
I Tried to be Like My
Mother
Keeping the Thing
Going While Things
Are Stirring
The Destructive Male /
Woman’s Right to
Suffrage
The Emancipation of
Women
The Story of an Hour
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Activity
Level
Build Vocabulary: Etymology, page 43
Medium
Build Background: Nez Percé and Chiricahua, page 44
Medium
Analyze Literature: Mood and Tone, page 45
Medium
Selection Quiz, page 47
Easy
Build Vocabulary: Words with Related Meanings, page 48
Medium
Build Background: Lakota Culture, page 49
Medium
Analyze Literature: Metaphoric Language, page 50
Medium
Selection Quiz, page 51
Easy
Build Background: Native American Childhood, page 52
Medium
Analyze Literature: Memoir and Point of View, page 53
Easy
Selection Quiz, page 54
Easy
Build Background: Political Changes of the 1860s, page 55
Medium
Analyze Literature: Metaphors and Similes, page 56
Medium
Selection Quiz, page 57
Easy
Build Vocabulary: Word Families, page 58
Medium
Build Background: Woman’s Right to Suffrage, page 59
Difficult
Analyze Literature: Style, page 60
Difficult
Selection Quiz, page 61
Easy
Build Background: Women’s Rights Around the World,
page 62
Medium
Analyze Literature: Argument, page 63
Medium
Selection Quiz, page 64
Easy
Build Background: The Works of Kate Chopin, page 65
Difficult
Analyze Literature: Plot and Protagonist, page 67
Medium
Selection Quiz, page 69
Easy
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Selection Title
from Songs of Gold
Mountain
We Wear the Mask
from Up from Slavery
from The Souls of
Black Folk
Booker T. and W.E.B.
xiv
Activity
Build Vocabulary: Word Families, page 70
Medium
Build Background: Chinese Americans in California,
page 71
Medium
Analyze Literature: Imagery, page 72
Difficult
Selection Quiz, page 73
Easy
Build Vocabulary: Using Synonyms for Precise
Connotations, page 74
Medium
Connecting with Literature: The Meaning of Masks,
page 75
Easy
Analyze Literature: Alliteration, Assonance, Consonance,
page 76
Difficult
Selection Quiz, page 78
Easy
Build Background: Booker T. Washington, page 79
Difficult
Analyze Literature: Diction, page 80
Medium
Selection Quiz, page 82
Easy
Build Vocabulary: Abstract Nouns Made with -tion and
-ment, page 83
Easy
Build Background: W. E. B. Du Bois, page 84
Medium
Analyze Literature: Parallel Structure and Style, page 85
Difficult
Selection Quiz, page 87
Easy
Build Background: The Civil Rights Struggle, 1865–1900,
page 88
Difficult
Analyze Literature: Diction, page 89
Medium
Selection Quiz, page 90
Easy
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Level
Meeting the Standards
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Name: ____________________________________________________ Date: __________________
Expanding Frontiers Study Guide for New York
Completing this study guide will help you understand and remember the background information
presented in Unit 4 and recognize how the selections in the unit reflect their historical context. It will
also provide you with an opportunity to understand and apply the literary form of the speech.
After you read each background feature in Unit 4 in your textbook, complete the corresponding
section in the study guide. The completed study guide section will provide an outline of important
information that you can use later for review.
After you read the selections for each part of Unit 4 in your textbook, complete the Applying
sections for that part in the study guide. Refer to the selections as you answer the questions.
After you complete the study guide sections, take the Practice Test. This test is similar to the
state language arts test. In both tests, you read passages and answer multiple-choice questions about
the passages.
Self-Checklist
Use this checklist to help you track your progress through Unit 4.
CHECKLIST
Literary Comprehension
You should understand and apply the speech,
its purposes and its elements:
❏ argument
❏ style
❏ rhetorical question
❏ repetition
❏ figurative language
❏ analogy
Literary Appreciation
You should understand how to relate the
selections to
❏ Other texts you’ve read
❏ Your own experiences
❏ The world today
Vocabulary
In the Master Vocabulary List at the end of
this study guide, put a check mark next to any
new words that you learned while reading the
selections. How many did you learn?
❏ 10 or more ❏ 20 or more ❏ 30 or more
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Meeting the Standards
Writing
❏ You should be able to write a profile of
an individual. The profile should have
an introduction, body, and conclusion
organized using narrative or chronological
structure. It should make use of concrete
detail and effective storytelling.
Speaking and Listening
❏ You should be able to use active listening
skills in conversation and audience
scenarios.
Test Practice
❏ You should be able to answer questions
that test your reading, writing, revising, and
editing skills.
Additional Reading
❏ You should choose a fictional work to read
on your own. See For Your Reading List on
page 510 of your textbook.
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Historical Context
Examine the time line on pages 374–375 of your textbook. For what three general topics does the
time line provide dates?
1. _____________________________________________________________________________
2. _____________________________________________________________________________
3. _____________________________________________________________________________
The time line has four time frames. Identify the time span of each time frame.
4. _________________________________
6. _________________________________
5. _________________________________
7. _________________________________
Find the following dates on the time line. Complete the chart by telling what happened in those years.
Then answer the questions below the chart.
Date
American Literature
American History
World History
1868 CE
1875–1876
1893–1894
1903–1904
8. How do the events of American literature and American and World History in 1868 reflect a
changing world?
_____________________________________________________________________________
_____________________________________________________________________________
9. How would events of 1875 and 1876 affect America’s future?
_____________________________________________________________________________
10. What irony can you see in the juxtaposition of events in 1903 and 1904?
_____________________________________________________________________________
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Complete the outline. Write two sentences summarizing information given in each section on pages
376–378 of your textbook.
A. Reuniting the Nation
1. ___________________________________________________________________________
2. ___________________________________________________________________________
B. Expanding Westward
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
C. Population Growth and the Distribution of Wealth
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
D. Populist Gains
1. ___________________________________________________________________________
2. ___________________________________________________________________________
E. Expanding Abroad
1. ___________________________________________________________________________
2. ___________________________________________________________________________
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Understanding Part 1: Realism and Naturalism
Complete this page after you read about Realism and Naturalism on page 379 of your textbook.
1. To what early nineteenth century literary movement was Realism a reaction?
_____________________________________________________________________________
Complete the chart. Identify the characteristics of each literary movement.
Romanticism
Realism
Purpose of literature
2.
3.
Content of literature
4.
5.
Dominant qualities
6.
7.
8. Name two Realistic fictional works of the late nineteenth century.
_____________________________________________________________________________
_____________________________________________________________________________
9. What theory helped give rise to Naturalism in literature?
_____________________________________________________________________________
According to Naturalism, what two forces control people?
___________________________________
___________________________________
11. List four Naturalist writers.
___________________________________
___________________________________
___________________________________
___________________________________
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Applying Part 1: Realism and Naturalism
Think about what you have learned about Realism and Naturalism. Then answer the following
questions after you have read the selections in Part 1 of Unit 4.
Describe the characteristics of the selections in the chart that identify them as examples of
realism.
The Outcasts of Poker Flats
The Notorious Jumping Frog of
Calaveras County
Subject / setting
Characters
Language
Outcome
1. What aspects of “Richard Cory” and “Miniver Cheevy” link them to Realism rather than
Romanticism?
_____________________________________________________________________________
_____________________________________________________________________________
2. Describe the qualities of the two characters in “To Build a Fire.”
Man: ________________________________________________________________________
Dog: _________________________________________________________________________
3. Explain how the outcome of “To Build a Fire” illustrates the central premise of Naturalism.
Mention both characters in your answer.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. What makes “Do not weep, maiden, for war is kind” and “A Man Said to the Universe”
Naturalist poems?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Understanding Part 2: The Native American Experience
Complete this page after you read about the Native American experience on page 439 of your
textbook.
1. What was the role of oratory in Native American culture? List four ways a chief used his public
speaking abilities to lead.
a. ___________________________________________________________________________
b. ___________________________________________________________________________
c. ___________________________________________________________________________
d. ___________________________________________________________________________
2. Explain how Europeans became familiar with Native American oratory.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. List three Native American chiefs whose speeches became widely known to white Americans.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. How did Native American speeches travel into literature?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. What are two ways U.S. citizens have used these speeches?
a. ___________________________________________________________________________
b. ___________________________________________________________________________
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Applying Part 2: The Native American Experience
Think about what you have learned about the Native American experience. Then answer the
following questions after you have read the selections in Part 2 of Unit 4.
What was the primary purpose of each Native American in speaking? Complete the chart to
compare what Chief Joseph, Cochise, Black Elk, and Pretty Shield hoped to accomplish.
Selection
Speaker’s Purpose
I Will Fight No More Forever
I Am the Last of My Family
from Black Elk Speaks
I Tried to Be Like My Mother
1. Compare reasons why the words of Chief Joseph and Pretty Shield were written and saved for
posterity.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. List three uses of figurative language in Cochise’s “I Am the Last of My Family.”
a. ___________________________________________________________________________
b. ___________________________________________________________________________
c. ___________________________________________________________________________
3. How does Black Elk refer to periods of time in Black Elk Speaks? What does this emphasize about
Native American culture?
_____________________________________________________________________________
_____________________________________________________________________________
4. Use the chart to summarize events in “I Tried to Be Like My Mother” and the excerpt from Black
Elk Speaks that suggest how children were raised in Lakota and Crow society. Explain the effect
of each method on Native American culture.
Selection
How Children Were Treated
Effect on Culture
from Black Elk Speaks
I Tried to Be Like My Mother
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Understanding Part 3: Struggling for Equality
Complete this page after you read about struggling for equality on page 459 of your textbook.
1. Why was it difficult for African Americans to gain rights after the Civil War ended slavery?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Social reformers sought to gain rights for women in the nineteenth century. List ways women
operated at the local and national levels to effect change.
a. ___________________________________________________________________________
___________________________________________________________________________
b. ___________________________________________________________________________
___________________________________________________________________________
c. ___________________________________________________________________________
___________________________________________________________________________
3. How did women writers like Kate Chopin and Louisa May Alcott affect the movement for
women’s rights?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. Why did many immigrants face a struggle for rights?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. What themes appear in much of the immigrant literature of the era?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Applying Part 3: Struggling for Equality
Think about what you have learned about struggling for equality. Then answer the following
questions after you have read the selections in Part 3 of Unit 4.
1. Compare and contrast Maria Eugenia Echenique’s “The Emancipation of Women” and Kate
Chopin’s “The Story of an Hour.”
How the Two Works Are Alike
How the Two Works Are Different
2. Explain what the excerpt from Songs of Gold Mountain expresses about the experience of Asian
immigrants to California.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. What three things does the excerpt from The Souls of Black Folk insist African Americans must
do to move toward equality?
a. ___________________________________________________________________________
b. ___________________________________________________________________________
c. ___________________________________________________________________________
4. What basic disagreement did Booker T. Washington and W. E. B. Du Bois have?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Understanding Literary Forms: The Speech
Read Understanding Literary Forms: The Speech on pages 460–461 of your textbook. Then answer
the questions below.
1. What is oratory? ______________________________________________________________
2. List four possible purposes for a speech.
__________________________________
__________________________________
__________________________________
__________________________________
3. Who developed a theory of effective rhetoric and on what was it based?
_____________________________________________________________________________
_____________________________________________________________________________
4. Define each of the following terms.
rhetorical device: ______________________________________________________________
_____________________________________________________________________________
rhetorical question: ____________________________________________________________
_____________________________________________________________________________
5. What is an argument in a speech and why is it used?
_____________________________________________________________________________
_____________________________________________________________________________
Identify each element of speech and explain how it is used effectively.
Element of Speech
Description or Definition
Use
style
repetition
figurative language
10
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Applying Literary Forms: The Speech
1. Describe the style of Sojourner Truth’s “Keeping the Thing Going While Things Are Stirring.”
_____________________________________________________________________________
_____________________________________________________________________________
2. Identify each speaker’s purpose in “The Destructive Male” and “Woman’s Right to Suffrage.”
_____________________________________________________________________________
_____________________________________________________________________________
Compare the argument used by Elizabeth Cady Stanton and Susan B. Anthony in their speeches.
The Destructive Male
Woman’s Right to Suffrage
3. What rhetorical question does Susan B. Anthony use in “Woman’s Right to Suffrage”? Why does
she use it?
_____________________________________________________________________________
_____________________________________________________________________________
4. Cite several examples of emotive language used by Maria Echenique in “The Emancipation of
Women.” What effect does it have?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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American Tradition, Unit 4
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5. What is the thesis of Booker T. Washington in the excerpt from Up from Slavery?
_____________________________________________________________________________
_____________________________________________________________________________
6. What analogy does Stanton make in the conclusion of “The Destructive Male”?
_____________________________________________________________________________
_____________________________________________________________________________
7. Contrast the style of Sojourner Truth in “Keeping the Thing Going While Things are Stirring”
and Booker T. Washington in the excerpt from Up from Slavery.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
8. How does Susan B. Anthony use repetition in “Woman’s Right to Suffrage”? What effect does
this have?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
9. List several rhetorical questions used by Maria Eugenia Echenique in “The Emancipation of
Women.”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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New York-Based Practice Test
During high school, students take tests to measure how well they meet the New York standards. These
tests include English language arts tests in which you are asked to read a passage and answer multiplechoice questions to test your understanding of the passage.
The practice test on the following pages is similar to the New York English language arts test. It
contains passages, each followed by multiple-choice questions. You will write the numbers of your
answers on a separate sheet of paper. Your answer sheet for this practice test is below on this page.
Questions on this practice test focus on the historical background and literary elements you studied in
this unit. The questions also address learning standards such as these New York English language arts
standards:
Grade-Specific Performance Indicators
The grade-specific performance indicators that grade 11 students demonstrate as they learn to
read include
Standard 1: Students will read, write, listen, and speak for information and understanding.
• Analyze and synthesize information from different sources, making connections and showing
relationships to other texts, ideas, and subjects and to the world at large
Standard 2: Students will read, write, listen, and speak for literary response and expression.
• Read, view, and interpret texts and performances in every medium (e.g., short stories, novels, plays,
film and video productions, poems, and essays) from a wide variety of authors, subjects, and genres
• Read, view, and respond independently to literary works that represent a range of social, historical,
and cultural perspectives
• Interpret multiple levels of meaning and subtleties in text
• Recognize a range of literary elements and techniques, such as figurative language, allegory, irony,
symbolism, and stream of consciousness, and use these elements to interpret the work (grade 9)
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
• Analyze and evaluate nonfiction
- identify the particular kinds of language used in particular texts
• Analyze and evaluate fiction, including the effect of diction and figurative language
• Analyze and evaluate fiction, including
- the development of a central idea or theme (grade 9)
• Analyze and evaluate poetry in order to recognize the use and effect of
- figurative language (grade 10)
• Analyze and evaluate fiction, including
- the background in which the text is written
- the effect created by the author’s tone or mood (grade 10)
Practice Test Answer Sheet
Name: ____________________________________ Date: ____________________________________
Write the number of the best suggested answer in the space provided below.
1. ________
4. ________
7. ________
10. ________
2. ________
5. ________
8. ________
11. ________
3. ________
6. ________
9. ________
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AMerican Tradition, Unit 4
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Directions: Read the text and answer the multiple-choice questions.
Text
Two or three days and nights went by; I reckon I
might say they swum by, they slid along so quiet and
smooth and lovely. Here is the way we put in the time. It
was a monstrous big river down there—sometimes a mile
5 and a half wide; we run nights, and laid up and hid
daytimes; soon as night was most gone we stopped
navigating and tied up—nearly always in the dead water
under a towhead; and then cut young cottonwoods and
willows, and hid the raft with them. Then we set out the
10 lines. Next we slid into the river and had a swim, so as to
freshen up and cool off; then we set down on the sandy
bottom where the water was about knee deep, and watched
the daylight come. Not a sound anywheres—perfectly
still—just like the whole world was asleep, only sometimes
15 the bullfrogs a-cluttering, maybe. . . .
A little smoke couldn’t be noticed now, so we
would take some fish off of the lines and cook up a hot
breakfast. And afterwards we would watch the
lonesomeness of the river, and kind of lazy along, and by
20 and by lazy off to sleep. Wake up by and by, and look to
see what done it, and maybe see a steamboat coughing
along up-stream, so far off towards the other side you
couldn’t tell nothing about her only whether she was a
stern-wheel or side-wheel; then for about an hour there
25 wouldn’t be nothing to hear nor nothing to see—just solid
lonesomeness.
—Mark Twain
excerpt from Adventures of Huckleberry Finn, Chapter XIX
Multiple-Choice Questions
Directions (1–4): Select the best suggested answer to each question and write its number in the space
provided on the answer sheet.
1 In this passage, what does the author mostly
use to create mood and an appreciation for
the river?
14
(1)
(2)
(3)
(4)
symbolism
imagery
flashback
figurative language
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2 What dominant American theme of the
nineteenth century does this passage
represent?
(1)
(2)
(3)
(4)
testing the strength of the union
new beginnings
the richness of variety
freedom and exploration
Meeting the Standards
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3. What is the tone of this passage?
(1)
(2)
(3)
(4)
weary and resigned
bitingly sarcastic
serene and affectionate
proud and dignified
4. Read the following lines from the passage.
Two or three days and nights went by; I
reckon I might say they swum by, they
slid along so quiet and smooth and lovely.
Here is the way we put in the time.
The opening two sentences of the passage
contain an example of which device?
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Meeting the Standards
(1)
(2)
(3)
(4)
metaphor
simile
allusion
foreshadowing
AMerican Tradition, Unit 4
15
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Directions: Read the text and answer the multiple-choice questions.
Text
The history of mankind is a history of repeated injuries and
usurpations on the part of man toward woman, having in direct object
the establishment of an absolute tyranny over her. To prove this, let
facts be submitted to a candid world.
5
He has never permitted her to exercise her inalienable right to
the elective franchise.
He has compelled her to submit to laws, in the formation of
which she had no voice.
He has withheld from her her rights which are given to the most
10 ignorant and degraded men—both natives and foreigners.
Having deprived her of this first right of a citizen, the elective
franchise, thereby leaving her without representation in the halls of
legislation, he has oppressed her on all sides.
He has made her, if married, in the eye of the law, civilly dead.
15
He has taken from her all right in property, even to the wages
she earns.
He has made her, morally, an irresponsible being, as she can
commit many crimes with impunity, provided they be done in the
presence of her husband. In the covenant of marriage, she is
20 compelled to promise obedience to her husband, he becoming to all
intents and purposes, her master—the law giving him power to
deprive her of her liberty, and to administer chastisement.
—Seneca Falls Women’s Rights Convention, 1848
from The Declaration of Sentiments
Multiple-Choice Questions
Directions (5–8): Select the best suggested answer to each question and write its number in the space
provided on the answer sheet.
5 Which phrase best summarizes the excerpt?
(1) an angry, poetic cry for freedom
(2) a list of ways men have denied civil rights
to women
(3) a denial of the humanity of women
(4) an argument for woman’s suffrage
6 Which words use negative connotation to
create a tone of indignation?
16
(1)
(2)
(3)
(4)
impunity, wages
morally, liberty
candid, citizen
usurpations, tyranny
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7 Which rhetorical device has the author used
to make the document more effective?
(1)
(2)
(3)
(4)
dialect
rhetorical questions
repetition
poetic license
8 On what other American document was this
one modeled?
(1)
(2)
(3)
(4)
Declaration of Independence
U.S. Constitution
Fourteenth Amendment
Sixteenth Amendment
Meeting the Standards
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Directions: Read the text and answer the multiple-choice questions.
Text
Ah, Douglass, we have fall’n on evil days,
Such days as thou, not even thou didst know,
When thee, the eyes of that harsh long ago
Saw, salient, at the cross of devious ways,
5
And all the country heard thee with amaze.
Not ended then, the passionate ebb and flow,
The awful tide that battled to and fro;
We ride amid a tempest of dispraise.
Now, when the waves of swift dissension swarm,
10
And Honor, the strong pilot, lieth stark,
Oh, for thy voice high-sounding o’er the storm,
For thy strong arm to guide the shivering bark,
The blast-defying power of thy form,
To give us comfort through the lonely dark.
—Paul Lawrence Dunbar
“Douglass”
Multiple-Choice Questions
Directions (9–11): Select the best suggested answer to each question and write its number in the space
provided on the answer sheet.
9 To what is the struggle for civil rights
compared in this poem?
(1)
(2)
(3)
(4)
a violent storm
a moral victory
a strong ship
a difficult path
10 What is the form of this comparison?
(1)
(2)
(3)
(4)
allusion
simile
paradox
extended metaphor
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Meeting the Standards
11 Why does the poem’s speaker look to
Douglass?
(1) Reliving the bold history of Douglass’s
time inspires the speaker.
(2) African Americans need an inspiring,
fearless leader like Douglass again.
(3) The speaker feels he can only complain
to a trusted figure like Douglass.
(4) The speaker is asking Douglass to return
and lead his people once more.
AMerican Tradition, Unit 4
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Master Vocabulary List
The following vocabulary terms are defined on the indicated pages in your textbook.
afflicted, 386
aggrandize, 471
agitation, 426
albeit, 416
alleged, 473
apathetically, 428
append, 382
apprehension, 421
arrant, 471
array, 415
assail, 416
barrack, 489
bellicose, 405
bison, 448
cavort, 384
conjecture, 382, 403
conspicuous, 397
deplorable, 490
dilapidated, 382
disconsolate, 398
disfranchised, 471
encompass, 490
equanimity, 406
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exhorter, 383
expend, 472
extemporize, 408
feeble, 443
felonious, 408
garrulous, 382
guile, 493
guileless, 406
gully, 449
imperative, 424
imperially, 415
importunity, 484
incessantly, 416
indictment, 473
interminable, 383
myriad, 493
nucleus, 427
odious, 474
oligarchy, 474
ornery, 384
ostentatiously, 408
pall, 419
peremptorily, 428
perish, 444
poignant, 428
posterity, 473
precipitous, 405
predisposing, 403
prodigious, 395
querulous, 410
reiterate, 422
remnant, 444
renowned, 397
scarcity, 490
sorrel, 450
subjugate, 472
tarry, 397
tranquil, 397
transient, 394
treaty, 453
tumultuously, 483
undulation, 420
vagabond, 386
vile, 493
Meeting the Standards
© EMC Publishing, LLC
6/24/09 5:04:53 PM
Name: ____________________________________________________ Date: __________________
The Notorious Jumping Frog of Calaveras County, page 381
Build Vocabulary: Etymology
The etymology, or history, of a word traces its development from the earliest recorded
occurrence and its transmission from one language to another. Dictionaries often include
the etymology of entry words in brackets after the pronunciation.
ex•hort \ig- zort\ vb [ME, fr. AF exorter, fr. L exhortari, fr. ex- + hortari to incite]
This etymology says, in effect, “The word exhort came into modern English from
Middle English, into Middle English from Anglo-French, and into Anglo-French from
Latin. The Latin word exhortari is derived from the prefix ex- and the verb hortari, meaning
“to incite.”
Your previous knowledge and an etymology can help you understand words related to
exhort, such as exhortation.
Use a dictionary to trace the etymology of each given vocabulary word to its origin.
Complete the chart by listing the original language, form, and meaning of each word. Then
write at least two words related etymologically to the vocabulary word. Finally, answer the
question below the chart.
Word/Current Meaning
Origin/Meaning
Related Words
1. append “attach, affix”
2. dilapidated “falling to pieces or
disrepair”
3. garrulous “talking a lot or too
much”
4. interminable “without, or
apparently without, end”
5. Select a word from the chart. On your own paper, write a paragraph explaining how its meaning
has evolved over time and how the meaning of its original parts informs your understanding of
its current meaning.
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Meeting the Standards
AMERICAN TRADITION, UNIT 4
19
5/15/09 1:34:01 PM
Name: ____________________________________________________ Date: __________________
The Notorious Jumping Frog of Calaveras County, page 381
Connecting with Literature: Life in the Mining Towns
Samuel Clemens, author of “The Notorious Jumping Frog of Calaveras Count,” spent 1861
to 1866 in Nevada and California. Like many young men, he was lured west by the promise
of adventure and gold. Finding success with neither mining nor timber ventures, he began
writing for a Virginia City, Nevada, newspaper and assumed the pseudonym Mark Twain.
So, as he began writing, Clemens knew firsthand of the remote mining camps where miners
endured hardships, boredom, and loneliness. He learned from the men who told tales to
pass the time—tales that celebrated heroic qualities and poked fun at the follies of people.
These oral tales, elaborated by retelling, gathered new details until they were ultimately
published in newspapers. Therefore, Clemens was uniquely well positioned to expand on
and publish such yarns. By 1863, he had sharpened his writing abilities and moved on to
San Francisco. There he wrote for various papers and periodicals and also honed his skills
as a public lecturer and humorist, showing considerable skill in the “yarn spinning” he
illustrates through the character of Simon Wheeler.
Using library or Internet sources, research nineteenth-century mining towns of
California and Nevada during their height. Then prepare an oral presentation bringing
some aspect of these towns to life, such as life in the mining towns or the process of mining.
1. Consult at least three library or Internet sources. For Internet sources, explore those sites with
names ending in .org or .edu.
2. Take notes and record important information about your sources on index cards or in a
notebook. Be sure to record the source of each piece of information. Do not plagiarize; credit
information from other sources, and rewrite main ideas in your own words.
3. Narrow your topic, focusing on a specific aspect of life in the mining towns. Write a sentence
that states what your report will show or prove. This will be your thesis statement, or controlling
statement.
4. Organize your information and outline your report.
5. Seek out audiovisual aids that will enhance your presentation. For example, you might use
pictures, drama, or songs.
6. Make a final copy of your presentation. One option is to include each important point on an
index card and keep cards in order.
7. Practice your presentation to check its length and ensure that your audiovisual aids are organized
and can be used effectively. If possible, get feedback from a friend or family member as you
practice.
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AMERICAN TRADITION, UNIT 4
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Meeting the Standards
© EMC Publishing, LLC
5/15/09 1:34:02 PM
Name: ____________________________________________________ Date: __________________
The Notorious Jumping Frog of Calaveras County, page 381
Analyze Literature: Characterization
Authors use various techniques to create characters and reveal their personalities and
motives. Here are three such techniques:
1. Directly describe a character’s physical and personality traits.
2. Report what other characters say or think about a character.
3. Use the character’s own words, thoughts, and actions.
Complete the chart by listing three traits that distinguish each character. For each
trait, note how the author revealed this trait. Then complete the activity below the chart by
writing a paragraph on your own paper.
Character
Simon Wheeler
Jim Smiley
Narrator of frame story
Traits
Technique for Revealing
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Select one of the characters from the chart and use your notes to write a paragraph
analyzing how Twain used techniques of characterization to establish this character’s
personality. Use your own paper.
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Meeting the Standards
AMERICAN TRADITION, UNIT 4
21
5/15/09 1:34:03 PM
Name: ____________________________________________________ Date: __________________
The Notorious Jumping Frog of Calaveras County, page 381
Selection Quiz
Matching
Write the letter of the correct character on the line next to the matching descriptive detail.
One item requires two answers.
A. Simon Wheeler
B. Jim Smiley
C. frame narrator
_____ 1. obsessed with gambling
_____ 4. unsympathetic, lacking in empathy
_____ 2. uneducated but colorful speech
_____ 5. serenely garrulous
_____ 3. air of arrogant superiority
_____ 6. educated and sophisticated
Identification
Identify each incident as part of the frame tale or as part of the tall tale within it. Write
your answer on the line.
7. Smiley bets on the health of the pastor’s wife.
_____________________________
8. The narrator inquires about Leonidas Smiley.
_____________________________
9. Simon Wheeler is called to the front yard.
_____________________________
10. Jim Smiley finds quail shot in his frog.
_____________________________
Multiple Choice
Write the letter of the correct answer on the line.
_____ 11. The story is a tall tale because
A. it contains exaggerated, humorous
incidents.
B. it is set in the West.
C. it includes opposing Eastern and
Western characters.
D. it uses dialect.
_____ 12. Twain creates a contrast between the narrator and Wheeler through
A. the way Jim Smiley treats them.
C. descriptions of their appearance.
B. the different ways they use language.
D. differences in their storytelling.
_____ 13. Wheeler’s storytelling is best described as
A. bumbling.
B. sophisticated.
C. deadpan humor.
D. dramatic.
22
Meeting the Standards
AMERICAN TRADITION, UNIT 4
0019_0090_MTS_G11_U4_Lessons_Nat.indd 22
© EMC Publishing, LLC
5/15/09 1:34:04 PM
Name: ____________________________________________________ Date: __________________
from Life on the Mississippi, page 393
Build Vocabulary: Shades of Meaning
Synonyms have similar or related meanings. However, their meanings often differ by
degrees, and their connotations, or the associations that accompany meaning, may be quite
different. Use the finer shades of meaning among adjectives to make descriptions precise.
Part 1: Identify Synonyms
Underline the synonym in the list that most closely fits the meaning and connotation of
the bold vocabulary word as used in the story.
1. “But when he came home the next week, alive, renowned.…” (page 397)
well-known
celebrated
notorious
2. “We had transient ambitions of other sorts.” (page 394)
ephemeral
short-lived
transitory
3. “Instantly a…drayman, famous for his quick eye and prodigious voice, lifts up the cry.”
(page 395)
booming
gigantic
massive
Part 2: Use Synonyms
Select a vocabulary word from items 1 through 3, and explain the process you used to
decide which synonym had the appropriate meaning and connotation for the context.
Then write a sentence for each of the three synonyms for that vocabulary word.
4. Reason for choosing this synonym over others: _______________________________________
_____________________________________________________________________________
Sentence 1: ___________________________________________________________________
_____________________________________________________________________________
Sentence 2: ___________________________________________________________________
_____________________________________________________________________________
Sentence 3: ___________________________________________________________________
_____________________________________________________________________________
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Meeting the Standards
AMERICAN TRADITION, UNIT 4
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5/15/09 1:34:05 PM
Name: ____________________________________________________ Date: __________________
from Life on the Mississippi, page 393
Build Background: Steamboats
Life on the Mississippi chronicles the importance of the steamboats to small towns along the
Mississippi. In the 1900s, steamboats provided essential transportation on the Mississippi.
A steamboat had a timber hull and a wooden paddlewheel at its stern. A very hot fire was
stoked in a boiler to fill copper tubes with steam, which powered the paddlewheel.
There were several types of steamboats, but two are best remembered:
Showboats were fancy “river palaces” bringing entertainment and excitement to river
towns, announcing themselves with organ music blasted out to sound like a calliope. These
steamboats were relatively uncommon.
Packet boats carried goods, crops, and people up and down the river, thus serving as
essential trade and transportation venues. Wealthier passengers traveled on the first-class
deck, while the rest traveled on lower decks with animals.
Steamboat travel was dangerous, since boats could and did strike submerged logs
(called “snags”) and sink. Other dangers included boiler explosions and accidents caused
by racing the boats.
Select a subtopic about steamboats or the steamboat era to research online or in
a library. Use what you learn to create a model or draw a diagram or illustration. For
example, you might make a model of a paddlewheel or a diagram showing how a steamboat
worked.
1. Gather information and visuals about your topic.
2. Plan and sketch your model, diagram, or illustration. Jot down any ideas about materials and
techniques as they come to you.
3. Gather all materials needed and organize your information in a way that helps you follow your
design.
4. Construct your model or drawing. Add any labels or explanations viewers will need to
understand its function.
5. Prepare a one- to three-minute oral presentation to explain your model or drawing. Be prepared
to define or explain any terms and processes with which listeners may be unfamiliar.
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Meeting the Standards
© EMC Publishing, LLC
5/15/09 1:34:05 PM
Name: ____________________________________________________ Date: __________________
from Life on the Mississippi, page 393
Analyze Literature: Tone
Tone is the emotional attitude toward the reader or the subject implied by a literary work.
To determine the author’s tone, analyze word choice, sentence structure, and use of
imagery. Examples of tone include playful, sarcastic, ironic, or serious.
Describe the tone of each excerpt from Life on the Mississippi. Underline key words
that suggest this tone. On the lines, explain how sentence structure and images help create
the tone.
1. “Before [the arrivals of steamboats], the day was glorious with expectancy; after them, the day
was a dead and empty thing. Not only the boys, but the whole village, felt this. After all these
years I can picture that old time to myself now, just as it was then: the white town drowsing in the
sunshine of a summer’s morning.…”
Tone: ________________________________________________________________________
Explanation: __________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. “By and by one of our boys went away. He was not heard of for a long time. At last he turned
up as apprentice engineer or striker on a steamboat. This thing shook the bottom out of all my
Sunday-school teachings. That boy had been notoriously worldly, and I just the reverse; yet he
was exalted to this eminence, and I left in obscurity and misery.”
Tone: ________________________________________________________________________
Explanation: __________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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AMERICAN TRADITION, UNIT 4
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3. “If ever a youth was cordially admired and hated by his comrades, this one was. No girl could
withstand his charms. He cut out every boy in the village. When his boat blew up at last, it
diffused a tranquil contentment among us such as we had not known for months. But when he
came home the next week, alive, renowned, and appeared in church…it seemed to us that the
partiality of Providence for an undeserving reptile had reached a point where it was open to
criticism.”
Tone: ________________________________________________________________________
Explanation: __________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. “So by and by I ran away. I said I never would come home again till I was a pilot and could come
in glory. But somehow I could not manage it. I went meekly aboard a few of the boats that lay
packed together like sardines at the long St. Louis wharf, and very humbly inquired for the pilots,
but got only a cold shoulder and short words from mates and clerks. I had to make the best of
this sort of treatment for the time being, but I had comforting daydreams of a future when I
should be a great and honored pilot, with plenty of money, and could kill some of these mates
and clerks and pay for them.”
Tone: ________________________________________________________________________
Explanation: __________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Meeting the Standards
© EMC Publishing, LLC
5/15/09 1:34:06 PM
Name: ____________________________________________________ Date: __________________
from Life on the Mississippi, page 393
Selection Quiz
Fill in the Blank
Fill in the blank with the word or phrase from the box that best completes each statement.
boys
justice of the peace
steamboat pilots
two
1. The boys growing up along the Mississippi wanted most of all to become
____________________________________.
2. Each day, _____________________________________ steamboats stopped in Hannibal.
3. Steamboat workers were regarded with envy by the ____________________________________
in town.
4. Samuel Clemens’s father served as a ____________________________________ for Hannibal.
Multiple Choice
Write the letter of the correct answer on the line.
_____ 5. The steamboats that came to Hannibal daily were called
A. drays.
C. forecastles.
B. skids.
D. packets.
_____ 6. Steamboat pilots earned a monthly salary of
A. $50 to $100.
B. $100 to $200.
C. $150 to $250.
D. $200 to $300.
_____ 7. Clemens’s description of the steamboat coming to town is enlivened mainly by
A. vivid images.
C. personifications.
B. metaphors.
D. abstract statements.
_____ 8. The overall mood and tone Clemens establishes in this excerpt is
A. sharply sarcastic and critical.
C. alternately calm and overwrought.
B. sadly but resignedly accepting.
D. fondly and humorously nostalgic.
_____ 9. Throughout the excerpt, Clemens takes which attitude toward himself as a boy?
A. admiring and proud
C. sad and regretful
B. gently poking fun
D. angry and resentful
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Name: ____________________________________________________ Date: __________________
The Outcasts of Poker Flats, page 402
Build Vocabulary: Latin Roots
Some Latin roots are used in building many English words. For example, the Latin word
ponere means “to lay down, put, or place.” It works with affixes to give meaning to the
vocabulary word predisposing: pre- means “before” and dis-means “apart.” To predispose
is to make something likely to happen. Recognizing the same root in other words helps
readers to predict the meanings of those words: disposal, disposition, position, positive.
Write the Latin root next to the related vocabulary word. Underline the portion of the
vocabulary word in which the root (or a form of it) appears. Write a sentence explaining
what the meaning of the root contributes to the meaning of the vocabulary word. Then
identify at least one related word with the same root.
ponere “to arrange”
aequus “equal”
1. conjecture
jacere “to throw”
tempus “time”
bellum “war”
_____________________
_____________________________________________________________________________
_____________________________________________________________________________
2. predisposing
_____________________
_____________________________________________________________________________
_____________________________________________________________________________
3. extemporize
_____________________
_____________________________________________________________________________
_____________________________________________________________________________
4. bellicose
_____________________
_____________________________________________________________________________
_____________________________________________________________________________
5. equanimity
_____________________
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
The Outcasts of Poker Flats, page 402
Analyze Literature: Setting
A story’s setting, the time and place where it occurs, takes on special meaning in
Naturalistic literature. Story details can reveal how landscape, weather, scenery, buildings,
and the season can affect characters’ actions and story outcomes.
Part 1: Describe Settings
Write a description of each aspect of the setting, using details from the story.
1. Time: ________________________________________________________________________
_____________________________________________________________________________
2. Poker Flat (page 403): ___________________________________________________________
_____________________________________________________________________________
3. camp (page 405) _______________________________________________________________
_____________________________________________________________________________
4. cabin (page 407): _______________________________________________________________
_____________________________________________________________________________
Part 2: Summarize Incidents
Write a brief summary for each of three incidents in which the setting seems to respond to
or interact with the characters as if it were a character itself.
5. _____________________________________________________________________________
_____________________________________________________________________________
6. _____________________________________________________________________________
_____________________________________________________________________________
7. _____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
The Outcasts of Poker Flats, page 402
Selection Quiz
Matching
Write the letter of the correct description on the line next to the matching character.
_____ 1. Tom Simson
A. a petty thief and drunkard
_____ 2. The Duchess
B. a crusty madame
_____ 3. John Oakhurst
C. a 15-year-old fiancé
_____ 4. Uncle Billy
D. a gentleman gambler
_____ 5. Mother Shipton
E. an innocent young man
_____ 6. Piney Woods
F. a frail prostitute
Multiple Choice
Write the letter of the correct answer on the line.
_____ 7. In the two weeks they are snowed in their camp, the outcasts become more
A. contentious and fearful.
B. contented and caring.
C. depressed and desperate.
D. moral and upright.
_____ 8. Mother Shipton’s strength of will is exhibited by which action?
A. She curses often.
B. She sings hymns.
C. She starves herself.
D. She favors Piney.
_____ 9. Through his actions, John Oakhurst reveals that he is both
A. refined and crude.
B. innocent and experienced.
C. mean and gentle.
D. strong and weak.
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Name: ____________________________________________________ Date: __________________
Richard Cory / Miniver Cheevy, page 414
Build Background: The Romance of the Past
The poem “Miniver Cheevy” makes allusions, or references, to people, places, literary
works, and legends of history. Allusions are made to Thebes, an ancient Greek city-state,
and the Medici family, an influential family in Renaissance Italy.
Thebes was one of the first Greek communities to become a fortified city-state. It was
important by virtue of its military strength, in large part owing to Cadmea, a great citadel,
and its central position in the region known as Boeotia. The Greeks compiled a great many
myths about the battles involving Thebes; their factuality cannot be proven. Thebes and its
citadel still exist today, although it is a mere shadow of its former self.
The Medici family of Florence, Italy, dominated the city and its politics for two and
a half centuries, from the end of the twelfth century into the fifteenth century. After the
family acquired great wealth in the twelfth century, it became influential. Its political
fortunes were furthered most by Cosimo il Vecchio (1389–1464), who lived simply and
spent a great deal on charitable acts and support of the arts and literature. During his rule
and that of his sons and grandsons, Florence became the cultural center of Europe. Because
of the Medici family’s support for the arts, Florence became known as the birthplace of the
Renaissance and the new Humanism it represented.
Select a topic suggested by the summaries above for further research. In your reading,
look for information that suggests the cultural values of Ancient Greece or Renaissance
Italy. Use what you learn to write a drama or poem that describes or illuminates life in that
era and responds to Miniver Cheevy’s romantic view of the past.
1. Limit your topic for focus. For example, you might focus on a historic battle between Thebes and
Athens or the artists supported by Cosimo il Vecchio.
2. Locate information from several sources. Remember to use Internet sources whose web
addresses end with .edu or .org. Make notes on facts that fit your topic.
3. Review your notes and digest the information. Think about the motives of individuals who
played a role in the era or incident. Imagine important events in their lives and their reactions.
4. Brainstorm a plot line for a drama or a theme and images for a poem about your topic. Imagine
yourself talking to Miniver Cheevy. Reply to his beliefs as expressed in the poem.
5. Draft your written project in rough form.
7. Edit your work. Seek feedback from a friend or family member.
8. Proof your writing. Be sure your formatting is correct and appropriate to the genre.
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Name: ____________________________________________________ Date: __________________
Richard Cory / Miniver Cheevy, page 414
Analyze Literature: Meter and Rhyme
The meter of a poem is its pattern of rhythm. Traditional meter establishes a set number of
strong beats, or stresses, per line. Each beat, called a foot, may contain unstressed syllables
as well.
Traditional poems have a rhyme scheme, in which words at the ends of lines rhyme in
a pattern that is designated by letters: abcb represents as stanza whose second and fourth
lines rhyme. The pattern of rhyme increases the musical nature of the poem and adds to its
mood.
Analyze the meter and rhyme of “Richard Cory” and “Miniver Cheevy.” Mark the
stressed and unstressed syllables of each line as shown. Write  above unstressed syllables
and / above stressed syllable. Draw a straight line to mark each foot in a line of poetry.
Then fill in the answers on the lines. Finally, respond to the Writing Prompts.

/  /  /
Whenev|er Rich|ard Cory went down town,
Number of Stressed Syllables in each line
We people on the pavement looked at him:
_____________________
He was a gentleman from sole to crown,
Rhyme Scheme _____________________
Clean favored, and imperially slim.
Miniver Cheevy, child of scorn,
Grew lean while he assailed the seasons;
He wept that he was ever born,
Number of Stressed Syllables in each line
_____________________
Rhyme Scheme _____________________
And he had reasons.
Writing Prompts
Review the meter and rhyme information. Answer the questions about the use of meter
and rhyme in the poems. Write your answers on a separate sheet of paper.
1. How is each poem’s rhyme scheme appropriate to it? How are the differences in the choices of
rhyming words appropriate to the tone of each poem?
2. Describe the meter of each poem using the first stanza as an example. What is the effect of this
metric pattern on the mood and meaning of each poem? How do the differences accentuate the
differences between the poems?
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5/15/09 1:34:11 PM
Name: ____________________________________________________ Date: __________________
Richard Cory / Miniver Cheevy, page 414
Selection Quiz
Identify Character
Write Cory, Cheevy, or both beside the phrase that describes the character.
1. a wealthy gentleman
____________________________________
2. a daydreamer
____________________________________
3. isolated from community
____________________________________
4. filled with yearning for the past
____________________________________
5. gracious and well-bred
____________________________________
6. poor and ill
____________________________________
Multiple Choice
Write the letter of the correct answer on the line.
_____ 7. How do the townspeople feel about Richard Cory?
A. They admire and envy him.
C. They love and respect him.
B. They fear and pity him.
D. They resent and despise him.
_____ 8. What do the people who observe Cory think he lacks?
A. good manners
C. intelligence
B. style and culture
D. nothing
_____ 9. Which technique does Robinson use effectively in “Richard Cory” to suggest that one can
never really know the inner life of another?
A. irony
C. rhythm
B. allusion
D. personification
_____ 10. Robinson strongly suggests that the romantic view of the past held by Miniver Cheevy was
A. essential.
C. illusory.
B. realistic.
D. admirable.
_____ 11. The references to Priam and Camelot in “Miniver Cheevy” suggest
A. historical rulers.
C. father-son relationships.
B. mythological or legendary
D. fabulous wealth.
heroic adventures.
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5/15/09 1:34:12 PM
Name: ____________________________________________________ Date: __________________
To Build a Fire, page 418
Build Vocabulary: Noun and Adverb Suffixes
Suffixes can change the meaning and part of speech of a root word or base word.
Suffix
-tion or -sion
-ly or -ally
Can change
verb to a noun
an adjective to an adverb
Example
aggravate + -tion = aggravation
heroic + -ally = heroically
Part 1: Noun Suffixes
Complete each diagram to show the verb and noun forms of the words. Then write
sentences using both forms in context.
1. ____________________ + tion = agitation
Sentence A: ___________________________________________________________________
_____________________________________________________________________________
Sentence B: ___________________________________________________________________
_____________________________________________________________________________
2. apprehend + -sion = ___________________________
Sentence A: ___________________________________________________________________
_____________________________________________________________________________
Sentence B: ___________________________________________________________________
_____________________________________________________________________________
3. undulate + -tion = ___________________________
Sentence A: ___________________________________________________________________
_____________________________________________________________________________
Sentence B: ___________________________________________________________________
_____________________________________________________________________________
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Part 2: Adverb Suffixes
Complete each diagram to show the adjective and adverb forms of the words. Then write
sentences using both forms in context.
4. peremptory + -ly = _________________________________
Sentence A: ___________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Sentence B: ___________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. _____________________ + -ally = apathetically
Sentence A: ___________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Sentence B: ___________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
6. _____________________ + -ly = poignantly
Sentence A: ___________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Sentence B: ___________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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5/15/09 1:34:13 PM
Name: ____________________________________________________ Date: __________________
To Build a Fire, page 418
Build Background: Extreme Cold
“To Build a Fire” takes place in the Yukon, which is near the Artic Circle. In Arctic
climates, all life must adapt to survive extreme cold. People, for example, must adapt
by dressing for the cold. The U.S. Antarctic Program Field Manual makes some of the
following recommendations:
• Be aware of the wind chill factor. Wind speed combines with air temperature to
create the true effect of the air on the body. For example, if the thermometer reads
–40oF and the wind is blowing 30 mph, the temperature feels like –80oF to your
body.
• Dress for the cold. This means you must wear several layers, which you should be
able to shed quickly if necessary to avoid wetting them with perspiration.
• Your inner layer of clothing should be snug and nonabsorbent, preferably
polypropylene or silk, so that it can wick away perspiration and keep the body dry.
Wet clothing chills the body rapidly.
• The middle layer must absorb moisture from the inner layer and transport it to the
environment by evaporation. Polar fleece, down, synthetic fibers, or wool are good
options.
• This layer also functions to trap warm air next to the body.
• The outer layer must be windproof and, if you work near water, waterproof. A
windshell can add from 25 to 50°F of warmth.
• Keep moving. Exercise produces body heat. When you work up a sweat, take layers
off.
• When you stop, put the layers back on and trap the body heat you’ve generated.
• Mittens keep your hands warmer than gloves, and glove liners will help especially if
you must do work that requires dexterity and temporary removal of mittens. Much
of the body core heat is lost from the head and neck, so warm hats, neck gaiters,
face masks, and balaclavas, with goggles or glacier glasses, make a huge difference in
staying warm in extreme cold.
Animals adapt to the cold and ice in different ways. Research adaptations of an Arcticdwelling animal. Use what you learn to create a poster teaching how this life-form is suited
for survival in extreme cold.
1. Choose an animal, such as the polar bear, walrus, arctic fox, or arctic hare, and use Internet or
library resources to learn about its life cycle and adaptations.
2. Take notes and print out or sketch images that illustrate these adaptations.
3. Plan and prepare a smaller version of your poster. Evaluate its design for clarity and make any
adjustments needed.
4. Make your poster, including any color or shape elements that help readers understand its
purpose and information. Create a key if necessary.
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5/15/09 1:34:14 PM
Name: ____________________________________________________ Date: __________________
To Build a Fire, page 418
Analyze Literature: Naturalism and Character
In Naturalistic writing, the environment and nature (forces outside the control of humans)
are primary. Characters are subjected to these forces and are helpless to stop them.
In “To Build a Fire,” a human character and a husky dog represent contrasting
approaches: the intellectual versus the instinctive response to the blind and overwhelming
force of cold in the Arctic.
Part 1: Chart Responses
Complete the chart by identifying how the man and the dog respond to each aspect of
their environment named in the chart. Then use the chart to help answer the questions in
Part 2.
Man
Dog
Response to the severe cold
Response to falling through ice
Response to the fire
Response to each other
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Part 2: Compare and Contrast the Responses
Use your notes from the chart to answer the following questions.
1. What do the contrasts between the dog’s and the man’s responses suggest about the relative
importance of instinct and intellect in life?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. What are the differences in the ways these two characters approach their enemy (the cold)?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Which character prevails? Why? What theme does this suggest?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
To Build a Fire, page 418
Selection Quiz
Fill in the Blank
Fill in the blank with the word or phrase from the box that best completes each sentence.
cold
husky
ice
lunch
mining camp
river
1. The man in the story is traveling to join others at a(n) _________________________.
2. His companion is a(n) _____________________________.
3. The man is walking along a frozen ______________________________.
4. He first builds a fire when he stops for __________________________________.
5. The dog instinctively fears the ____________________________________.
6. The crisis occurs when the man falls through the _____________________________.
Multiple Choice
Write the letter of the correct answer on the line.
_____ 7. The second fire the man builds is extinguished by
A. snow falling from a spruce.
C. his friends when they find him.
B. snow pushed by the husky.
D. water melted by the fire.
_____ 8. The man fails to understand the significance of the cold because
A. he thinks fear is unmanly.
C. he lacks experience and imagination.
B. he does not have a
D. he has been misled by the old
thermometer or wind gauge.
timer at Sulphur Creek
_____ 9. The man’s dog represents the ____ viewpoint in Naturalistic literature.
A. symbolic
C. third person
B. instinctive
D. environmental
_____ 10. The relationship between the man and dog is best described as
A. close and cooperative.
C. adversarial.
B. neutral but respectful.
D. wary and opportunistic.
_____ 11. The antagonist of the story is
A. a husky dog.
B. man’s foolishness.
© EMC Publishing, LLC
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Meeting the Standards
C. the cold.
D. fear.
AMERICAN TRADITION, UNIT 4
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5/15/09 1:34:16 PM
Name: ____________________________________________________ Date: __________________
Do not weep, maiden, for war is kind / A Man Said to the Universe, page 436
Build Background: War and Naturalism
Naturalism describes a type of literature that studies humans somewhat scientifically and
impartially, noting their relationships to their surroundings. Influenced by the evolutionary
theory of Charles Darwin, Naturalist writers, such as Stephen Crane, who wrote “Do not
weep, maiden, for war is kind” and “A Man Said to the Universe,” saw their characters as a
product of their environment and heredity, so they reported on their behavior but did not
moralize about it. A list of qualities of naturalist writing might include
• Uncouth or sordid subject matter
• Pervasive pessimism
• Exposure of the harshness of life
• Bluntness of style and content
• Key themes of survival, determinism, violence, and taboo
• Nature as an indifferent force acting on individual lives
Find out more about Naturalism by researching information in books and on the
Internet. Use what you learn above and in your reading to answer each question.
1. What makes war a suitable subject matter for a Naturalist writer?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. What themes of war does Crane investigate that play on the deterministic, sordid, harsh, and
indifferent qualities of life naturalists observed?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. How does Crane employ irony in his poem? What ironies would a Naturalist writer be likely to
see in the institution of war?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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5/15/09 1:34:16 PM
Name: ____________________________________________________ Date: __________________
Do not weep, maiden, for war is kind / A Man Said to the Universe, page 436
Analyze Literature: Free Verse
Free verse intentionally avoids the use of regular (or traditional, strict) rhythm, rhyme,
and stanzaic forms in order to mimic ordinary speech and to enhance meaning through
fragments and irregular line lengths. It relies on imagery, figurative language, and
repetition for poetic effects that heighten the impact of the message.
Cite examples of each poetic element that you find in each poem. Then respond to the
Writing Prompt.
do not weep, maiden, for war is kind
1. repetition
_____________________________________________________________________________
_____________________________________________________________________________
2. metaphor
_____________________________________________________________________________
_____________________________________________________________________________
3. alliteration
_____________________________________________________________________________
_____________________________________________________________________________
A Man Said to the Universe
4. personification
_____________________________________________________________________________
_____________________________________________________________________________
Writing Prompt
On your own paper, write a paragraph explaining why you think Stephen Crane chose to
write these poems in free verse. Analyze the effect of such elements as varying line and
stanza lengths and irregular rhythm.
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5/15/09 1:34:17 PM
Name: ____________________________________________________ Date: __________________
Do not weep, maiden, for war is kind / A Man Said to the Universe, page 436
Selection Quiz
Identification
On the line, write the poetic device from the box that is illustrated by the line or phrase
from the poem.
alliteration
assonance
image
metaphor
personification
simile
symbol
1. “threw wild hands toward the sky”
_________________________________
2. “…Do not weep / War is kind.”
_________________________________
3. “…whose heart hung humble…”
_________________________________
4. “…Little souls who thirst for fight…”
_________________________________
5. “Eagle with crest of red and gold”
_________________________________
6. “Great is the Battle-God…”
_________________________________
7. “…heart…humble as a button”
_________________________________
8. “…kind…wild…sky…affrighted…”
_________________________________
Multiple Choice
Write the letter of the correct answer on the line.
_____ 9. “War is kind” is an example of
A. irony.
B. metaphor.
C. foreshadowing.
D. simile.
_____ 10. The reply of the universe in “A Man Said to the Universe” shows what viewpoint?
A. Realistic
C. symbolist
B. Romantic
D. Naturalist
_____ 11. Crane’s poems can be identified as free verse because they avoid using
A. all sound devices.
C. figures of speech.
B. regular rhythm and rhyme.
D. repetition.
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5/15/09 1:34:18 PM
Name: ____________________________________________________ Date: __________________
I Will Fight No More Forever / I Am the Last of My Family, page 440
Build Vocabulary: Analyzing Etymology
The etymology of a word explains its history—the ways and forms in which it has traveled
through time from other languages into modern English. Etymologies may appear at the
beginning or end of a dictionary entry. The root words from which the word has traveled
into English appear in italics. Meanings in roman type show the meaning of the root words;
if no meanings are shown, they are the same as the meaning of the English word today.
Abbreviations are used often to identify source languages. For example, the abbreviation
AF means “Anglo-French” and refers to words used in French documents written in Britain
before 1400. ME refers to Middle English and L to Latin.
Write several sentences explaining each etymology and how each word traveled into
the English language over time.
1. feeble [ME feble, fr. AF, fr. L flebilis lamentable, wretched, fr. flere to weep]
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. perish [ME perisshen, fr. AF periss-, stem of perir, fr. Latin perire, fr. per- detrimentally + ire to
go]
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. remnant [ME, contr. of remenant, fr. AF remanant, fr. prp. of remaindre to remain]
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
I Will Fight No More Forever / I Am the Last of My Family, page 440
Build Background: Nez Percé and Chiricahua
The Native Americans called the Nez Percé referred to themselves as the Nimi’ipuu,
meaning “real people” or “we the people.” They lived in rugged river canyons in the
Northwest, ranging over areas in Idaho, Oregon, Washington, Montana, and Wyoming.
The Nez Percé were warriors noted for intelligent strategy. Bands traveled with the seasons
to take advantage of salmon runs, food gathering, and hunting. They ate root crops, berries,
nuts, and seeds they gathered as well as fish and game they hunted. However, they were not
nomadic. They built long houses up to 100 feet long, which they covered with tule (grass)
mats. One longhouse housed several extended families for the winter and was also used for
ceremonies.
The Native Americans known as Apaches lived mostly in the Southwest (Arizona,
New Mexico, Texas, and part of Mexico) and were made up of ten subgroups. They called
themselves the Diné, meaning “the people,” but other nations called them Apache, the
Zuni word for “enemy,” for they were fierce fighters who conducted frequent raids on
neighboring groups to steal horses, corn, and other goods. To the Apache, such raids were
honorable, while an open attack would have been cowardly because it risked the lives of
children and the elderly. They also traded frequently with neighboring groups such as the
Navajo and Pueblo. The Apache men were excellent hunters, and the women gathered
fruits, nuts, and seeds. They lived in wickiups, wood framed, brush-covered dwellings,
which allowed them to move rapidly and often.
The Chiricahua were the most aggressive of all the Apaches. The best-known tribal
leaders of all the Apaches, Cochise and Geronimo, were both Chiricahua.
Research the major events of the nineteenth century for one of the two Native
American groups described above. Use your notes to create a poster-sized time line.
1. Locate facts about the history from 1800 to 1900 of the group you chose. Take notes, writing each
significant event on a separate index card. Cite the source of the information on the card.
2. Organize your notes to consolidate information from different sources on the same event.
Evaluate events to pinpoint the most important to the fate of the Native American group. If
necessary, eliminate less important events that would crowd the time line.
3. Make a rough draft of your time line in pencil. Be sure to allow adequate room for any notes you
need to explain events. Consider images that will add to its meaning. Draft a summary paragraph
for each event to call out around the time line.
4. Create your final version of the time line and affix any images and text you have prepared.
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Name: ____________________________________________________ Date: __________________
I Will Fight No More Forever / I Am the Last of My Family, page 440
Analyze Literature: Techniques for Creating Mood and Tone
Tone is the emotional attitude toward the reader and subject in a literary work. Mood is the
emotional atmosphere that permeates the work. The writer or speaker evokes emotions
through diction (word choice), sentence structure and length, imagery, and descriptive
detail.
Use the charts to record your notes about the elements that create the tone and mood
of each work. Complete the charts by describing how the element is used and providing
examples. Below each chart, summarize the overall tone and mood created by these
elements.
Part 1: I Will Fight No More Forever
I Will Fight No More Forever
Description of Element
Examples from Text
Sentence structure / length
Sensory details
Word choices / connotations
Images, figures of speech
Mood and Tone: ___________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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Part 2: I Am the Last of My Family
I Am the Last of My Family
Description of Element
Example from Text
Syntax / sentence length
Sensory details
Word choices / connotations
Images, figures of speech
Mood and Tone: ___________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
I Will Fight No More Forever / I Am the Last of My Family, page 440
Selection Quiz
Matching
Write the letter of the correct person or persons on the line next to the matching
description or quote.
A. Chief Joseph
B. Cochise
C. both
_____ 1. fought with Spanish and Mexicans
_____ 5. fought American settlers
_____ 2. “Hear me, my chiefs!”
_____ 6. surrendered to save remnant of
people
_____ 3. drove away American soldiers
_____ 7. “but a feeble band”
_____ 4. lived in mountains
_____ 8. his people were freezing
Identification
On the line, write the literary device from the box illustrated by the excerpt from the
selection. You will use some terms more than once.
imagery
metaphor
personification
repetition
simile
9. “band that fly before your soldiers as the deer before the hunter” _________________________
10. “covered the whole country as the clouds cover the mountains” _________________________
11. “First the Spanish, with…their iron shirts”
_________________________
12. “to the great waters of the setting sun”
_________________________
13. “Our chiefs are killed. Looking Glass is dead.
Toohoolhoolzote is dead. The old men are all dead.”
_________________________
14. “Tell General Howard I know his heart.”
_________________________
15. “My heart is sick and sad.”
_________________________
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5/15/09 1:34:22 PM
Name: ____________________________________________________ Date: __________________
from Black Elk Speaks, page 446
Build Vocabulary: Words with Related Meanings
Words that are closely related in meaning are distinguished from each other by fine points
of meaning and connotation. For example, Fire Thunder tells about his sorrel horse. Sorrel
generally describes the color of a horse: a light bright chestnut, often with a white mane and
tail. A horse described as a chestnut has a body color from brown to reddish brown and a
mane and tale of the same color. Bay describes a horse coloration of reddish brown with a
black mane and tail.
Use a dictionary to record the precise meanings of the words in each of the following
sets. Write each meaning. Then use the lines below to explain how the italic term differs
slightly in meaning or connotation from one of the related words.
1. gully (page 449) ________________________________________________________________
ravine _______________________________________________________________________
valley ________________________________________________________________________
gulch ________________________________________________________________________
arroyo _______________________________________________________________________
Differences in meaning or connotation: _____________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. treaty (page 453) _______________________________________________________________
agreement ____________________________________________________________________
accord _______________________________________________________________________
compact _____________________________________________________________________
truce ________________________________________________________________________
Differences in meaning or connotation: _____________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
from Black Elk Speaks, page 446
Build Background: Lakota Culture
The Lakota lived on the wind-swept plains of South Dakota, and their closeness to the land
and nature was expressed in every aspect of their culture. All parts of the natural world,
from the sun’s rays to the smallest ant, were the work of the Grandfather Spirit, Wakan
Tanka.
For example, the buffalo (American bison), or tatanka, was respected as a symbol
of the divine. It provided for the people’s every need—shelter, clothing, food, and many
other items—thus it truly made life possible. The buffalo was also a symbol of worthy
self-sacrifice, for it gave of itself until there was nothing left. The Lakota sought to imitate
this sacrifice in their lives. Generosity, the giving of what one has to others, was highly
respected.
Four key Lakota values include
• Wacantognaka, or generosity: One should share possessions, emotions, time to
contribute to the well-being of the people.
• Wotitakuye, or kinship: Living in harmony, belonging, and family relationships are
the true measure of wealth and enable one to trust others.
• Wacintaka, or fortitude: One should face danger or challenges with courage,
strength, and confidence. A Lakota child first learned self-control in the presence of
adults and then mastered skills in games and creative play.
• Woksape, or wisdom: Over the course of a lifetime, one should seek understanding
of the meaning of natural processes and patterns, or the purpose of life, and also
comes to understand and live the spiritual values and beliefs of the culture.
Learn more by online or library research about the life of Crazy Horse, Red Cloud, or
Big Foot of the Oglala Lakota. Use your notes and what you learned from the excerpt of
Black Elk Speaks to write a biographical sketch. Include in your writing descriptions that
show how this person exemplified the cultural values of the Lakota.
1. Take notes about the important events in and achievements of your subject’s life. Cite your
sources accurately.
2. Use your notes to write an outline, organizing your information chronologically.
3. Write a draft of your biographical sketch, including transitions between sentences and
paragraphs.
4. Revise your draft, adding, deleting, or reordering information as necessary.
5. Edit your draft for accuracy before making a final copy.
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5/15/09 1:34:23 PM
Name: ____________________________________________________ Date: __________________
from Black Elk Speaks, page 446
Analyze Literature: Metaphoric Language
A metaphor is a figure of speech in which one thing is spoken about as if it were another. A
simile uses the word like or as to draw a comparison directly. Metaphoric language invites
the reader to compare the author’s subject, or tenor, to another thing, called the vehicle,
which is like it in some significant but often surprising way.
Read each of the following uses of metaphoric language in context. Identify the tenor
and vehicle of each comparison, and explain how the two things are alike.
1. “other Wasichus come in like a river” (page 448, column 2)
tenor: _____________________________
vehicle _____________________________
likeness: ______________________________________________________________________
2. “they have made little islands for us.…around them surges the gnawing flood of the Wasichu”
(page 448, column 2)
tenor: _____________________________
vehicle _____________________________
likeness: ______________________________________________________________________
3. “strange race had woven a spider’s web all around the Lakotas” (page 448, column 2)
tenor: _____________________________
vehicle _____________________________
likeness: ______________________________________________________________________
4. “like a cloud of grasshoppers all above and around” (page 450, column 1)
tenor: _____________________________
vehicle _____________________________
likeness: ______________________________________________________________________
5. “like green grass withering in a fire” (page 452, column 2)
tenor: _____________________________
vehicle _____________________________
likeness: ______________________________________________________________________
6. “headfirst like arrows slanting down” (page 454, column 1)
tenor: _____________________________
vehicle _____________________________
likeness: ______________________________________________________________________
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Name: ____________________________________________________ Date: __________________
from Black Elk Speaks, page 446
Selection Quiz
Matching
Write the letter of the correct English equivalent on the line next to the matching Indian
expression.
_____ 1. rub out
A. May
_____ 2. Wasichus
B. August
_____ 3. yellow metal
C. December
_____ 4. Moon of the Popping Trees
D. kill
_____ 5. Moon When the Ponies Shed
E. gold
_____ 6. Moon When Cherries Turn Black
F. American settlers
Multiple Choice
Write the letter of the correct answer on the line.
_____ 7. The name of the Lakota holy man who foresaw the ruin of their way of life was
A. Refuse-to-go.
C. Creeping.
B. Drinks Water.
D. Shyela.
_____ 8. The Lakota viewed the American settler’s obsession with gold as
A. a form of insanity or illness.
C. a ruse to cover the greed for land.
B. an opportunity to prosper.
D. an omen of good times to come.
_____ 9. The Lakota lost the battle they called The Attacking of the Wagons because
A. they were badly outnumbered.
C. the Wasichus had very rapid-firing guns.
B. they were ambushed by Wasichus.
D. they had no horses to attack the wagons.
_____ 10. The games Black Elk describes suggest that Lakota boys used play to
A. learn to hunt.
C. act out historic scenes.
B. mold future leaders.
D. prepare for war.
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5/15/09 1:34:25 PM
Name: ____________________________________________________ Date: __________________
I Tried to be Like My Mother, page 457
Build Background: Native American Childhood
Pretty Shield describes childhood experiences in “I Tried to be Like My Mother.” Like
children everywhere, Native American children of the past had toys, dolls, and games to
play. However, playing was not just entertainment; many games and toys were designed to
pass on essential skills, traditions, and beliefs.
Native American dolls were made of nondurable materials such as cornhusk or
bundled pine needles. This was deliberate, for villages moved often and swiftly, and Native
American groups limited what they had to carry. In addition, many groups believed it was
not right to discipline very young children. Items given to children were to be disposable,
so that a child might chew on a toy or throw it in a river without being punished.
Just as small girls had cradleboards, dolls’ clothing, and little teepees that they
decorated or constructed, boys had small bows, slings, spears, and fishing equipment to
play with. They learned by playing and later learned to make these items for themselves.
Toys and play in this manner taught many useful skills that would be needed later in life.
Research a Native American toy or game (several are listed below). Use what you learn
to prepare an oral presentation or demonstration.
Boys’ Games
Boys’ Toys
Girls’ Games
Girls’ Toys
archery, racket ball
small bows and arrows
Little Pines
dolls and accessories
canoe tilting
spears
cat’s cradle
miniature teepee
snow snake
hoop game (boys or girls)
1. Look for information about materials from which toys or game equipment were made, the
purpose of the game or toy, and cultural traditions and skills related to the object or game.
2. Find and copy or make visuals of the item or game. Correlate the visuals with your notes to
prepare your presentation.
3. Develop a demonstration or model you can use to help your audience understand how the toy
was used or the game played.
4. Practice your presentation and make any changes or additions necessary for clarity and
smoothness.
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Name: ____________________________________________________ Date: __________________
I Tried to be Like My Mother, page 457
Analyze Literature: Memoir and Point of View
A memoir is autobiographical writing that looks back at a certain period of a person’s life.
The writer (or speaker) recounts memories and reactions to the events that were important
to him or her. As an adult looking backward, the writer’s perspective and understanding of
those events are strengthened by mature reasoning and life experience. Such a point of view
can give great poignancy and richness to growth experiences.
Answer the following questions about Pretty Shield’s point of view.
1. What specific details does Pretty Shield recall about her small teepee?
_____________________________________________________________________________
_____________________________________________________________________________
2. What understanding does she have of her aunt’s behavior that she did not have as a child? What
motives does she now see for her aunt’s actions?
_____________________________________________________________________________
_____________________________________________________________________________
3. What tone does she take as she relives the episode of killing a calf? How would this tone be
different if she had told the story as a child?
_____________________________________________________________________________
_____________________________________________________________________________
4. What descriptive details does Pretty Shield include about the mud-clown episode?
_____________________________________________________________________________
_____________________________________________________________________________
5. What aspect of her people does she seem to want to explain with these details?
_____________________________________________________________________________
_____________________________________________________________________________
6. What adult experiences might have sharpened her emotion as she recalled this event?
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
I Tried to be Like My Mother, page 457
Selection Quiz
Multiple Choice
Write the letter of the correct answer on the line.
_____ 1. Pretty Shield’s teepee was just like her aunt’s except that it
A. had no skin covering.
C. had fewer poles.
B. was smaller.
D. lacked a carrying case.
_____ 2. The adult Pretty Shield realizes that her aunt’s jealousy was
A. displaced anger because she was
C. a reflection of the aunt’s immaturity.
unhappy with her life.
B. intended for Pretty Shield’s mother, D. an act to make a girl feel good
not Pretty Shield.
about her domestic skills.
_____ 3. Which activity was not permitted for females of the Crow tribe?
A. riding horses
C. dancing
B. drumming
D. killing animals for meat
_____ 4. Women of the village “paid” the children for
A. entertaining them as mud-clowns.
C. helping to set up the village when it moved.
B. killing a calf and cooking it.
D. performing a ritual sun-dance.
_____ 5. The children held a sun-dance
A. in the center of the village.
B. in a field full of flowers.
C. at the foot of a cliff.
D. beside a lake.
True or False
Write T if the statement is true or F if the statement is false.
_____ 6. The play of the Crow children helped them to learn skills and values they would need as
adults.
_____ 7. Crow children were encouraged to help adults with chores, not to waste their time
playing.
_____ 8. The girls were admonished for killing a calf.
_____ 9. Crow children used their dogs to represent horses while playing.
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5/15/09 1:34:27 PM
Name: ____________________________________________________ Date: __________________
Keeping the Thing Going While Things Are Stirring, page 462
Build Background: Political Changes of the 1860s
Sojourner Truth delivered her speech “Keeping the Thing Going While Things Are
Stirring” in the early years of Reconstruction. The time line below shows years after the
Civil War that were rife with political conflict.
1865
• Congress proposes the Thirteenth Amendment, outlawing slavery.
• President Johnson moves to reconstruct the South on his own initiative, calling the
process “restoration.”
• Southern states begin to pass “Black Codes” that restrict freedom.
• The Ku Klux Klan forms, one of many secret societies set up to terrorize blacks.
1866
• The Fourteenth Amendment passed by Congress, granting full citizenship to blacks
and giving the federal government responsibility to protect equal rights.
• Bloody race riots erupt in Memphis and New Orleans.
1867
• First Reconstruction Act passes over Johnson’s veto. Places the South under military
rule and allows for readmission of states only if they provide black suffrage.
1868
• Georgia expels blacks from its legislature. Military rule is imposed on the state and
its earlier readmission to representation in Congress is revoked. Ratification of the
Fourteenth Amendment is made obligatory before representation in Congress will
be allowed.
• The Fourteenth Amendment is ratified—Native Americans are excluded from
suffrage.
1869
• The Fifteenth Amendment is passed, prohibiting any state from denying a citizen
the right to vote because of race, color, or previous condition of servitude.
• Wyoming passes first women’s suffrage act.
1870
• The Fifteenth Amendment is ratified. Congress passes Force Acts to enforce
the Fifteenth Amendment by giving federal protection for black suffrage and
authorizing use of federal troops against the KKK. (These acts are declared
unconstitutional in the 1880s.)
Read a more detailed account of Reconstruction and African American men’s suffrage.
Select one aspect of this era to research. Write a report summarizing the events relevant to
this subtopic and their causes and effects.
Write a concise and narrow thesis pinpointing your subtopic. Use trade books, texts,
history journals, and the Internet to locate reliable facts related to your topic. Take notes,
giving your sources full credit where you borrow phraseology or ideas. Draft a report,
including an introduction with your thesis, a body that organizes paragraphs around major
points, and a conclusion. Revise and edit your draft and prepare a final manuscript.
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5/15/09 1:34:28 PM
Name: ____________________________________________________ Date: __________________
Keeping the Thing Going While Things Are Stirring, page 462
Analyze Literature: Metaphors and Similes
A metaphor is a figure of speech in which one thing is spoken about as if it were another.
A simile is a figure of speech in which two things are directly compared using the word like
or as. Metaphors and similes help speakers draw on listeners’ imaginations and make vital
connections to the principal points they make.
For each excerpt from Sojourner Truth’s speech, underline the metaphor or simile.
On the lines below, explain the comparison Truth is making and tell how it supports an
important point she is making.
1. “…so much good luck to have slavery partly destroyed; not entirely. I want it root and branch
destroyed.”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. “I suppose I am kept here because something remains for me to do; I suppose I am yet to help to
break the chain.”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. “I want to keep the thing stirring, now that the ice is cracked.”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. “You have been having our rights for so long, that you think, like a slaveholder, that you own us.
I know that it is hard for one who has held the reins for so long to give up; it cuts like a knife.”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
Keeping the Thing Going While Things Are Stirring, page 462
Selection Quiz
Short Answer
Write your answer to each of the following questions in the space provided.
1. What problem does Truth say will be caused by failure to give colored women the same rights as
colored men?
_____________________________________________________________________________
2. Why does Truth believe women must speak up for rights now (in the 1860s)?
_____________________________________________________________________________
3. What three rights does Truth ask for women?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Multiple Choice
Write the letter of the correct answer on the line.
_____ 4. The style of Sojourner Truth’s speech can best be described as
A. familiar and playful.
C. poetic and ethereal.
B. detached and formal.
D. blunt and personal.
_____ 5. What inequity does Truth cite in describing the work done by men and women in the
field?
A. Women receive less money for
C. Men get a set work day, while
the same work as men.
women must work continually.
B. Men are given easier jobs to
D. Women are given easier jobs to
do than women.
do than men.
_____ 6. For what does Truth say she wants to live another forty years?
A. to enjoy her grandchildren and
C. to enjoy life as a free woman
great-grandchildren
B. to see women granted equal rights
D. to have equal pay for equal work
_____ 7. In her speech, Truth describes her
A. work life.
B. spiritual calling.
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C. unjust enslavement.
D. search for her children.
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Name: ____________________________________________________ Date: __________________
The Destructive Male / Woman’s Right to Suffrage, page 469
Build Vocabulary: Word Families
Learning the meaning of its root can help you understand the meaning of a new vocabulary
word and relate it to other words that contain the same root.
Familiarize yourself with the following roots and derivatives from other languages:
arch- Gk ancient, chief; dicere L to say; franc F free; grandis L great.
aggrandizement
frankly
archaeology
grandiloquence
dictate
grandiose
diction
indictable
franchise
matriarch
frank
monarch
Write each word from the list on a line under the vocabulary word that has the same
root. Next to the word, write its part of speech and definition.
1. aggrandize, to increase one’s power and wealth
_____________________________
___________________________________________
_____________________________
___________________________________________
_____________________________
___________________________________________
2. disfranchised, deprived of legal rights
_____________________________
___________________________________________
_____________________________
___________________________________________
_____________________________
___________________________________________
3. indictment, state of being charged with a crime or offense
_____________________________
___________________________________________
_____________________________
___________________________________________
_____________________________
___________________________________________
4. oligarchy, government by a small, usually corrupt, group
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_____________________________
___________________________________________
_____________________________
___________________________________________
_____________________________
___________________________________________
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5/15/09 1:34:31 PM
Name: ____________________________________________________ Date: __________________
The Destructive Male / Woman’s Right to Suffrage, page 469
Build Background: The Women’s Suffrage Movement
Elizabeth Cady Stanton and Susan B. Anthony were well-known suffragists who worked for
equal rights for women, especially the right to vote. However, many women worked and
sacrificed to advance the cause of women’s suffrage. Here is a partial list:
• Alice Stone Blackwell, daughter of Lucy Stone and Henry Blackwell, served as editor
of the Woman’s Journal for 30 years and led the effort to reconcile two branches of
the woman suffrage movement into the NAWSA.
• Harriot Stanton Blatch, daughter of Elizabeth Cady Stanton, continued the suffrage
fight into the next generation.
• Lucy Burns, cofounder of the Congressional Union for Woman Suffrage and leader
in the National Woman’s Party, was a militant suffragist who worked for a federal
constitutional amendment.
• Carrie Chapman Catt, key organizer in winning the vote for women in the United
States, was the founder of the League of Women Voters.
• Millicent Garrett Fawcett, leader of the constitutional faction of the British women’s
suffrage movement, advocated more peaceful means than did the Pankhursts.
• Mary Livermore was a suffrage worker, Sanitary Commission organizer, hospital
worker, reporter, editor, and writer.
• Emmeline, Christabel, and Sylvia Pankhurst were radical English suffrage activists.
They changed the course of women’s history, founded the Women’s Party, and
influenced Alice Paul.
• Alice Paul, one of the leading figures in the passage of the Nineteenth Amendment,
was a leader of the militants who, after the split from the NAWSA, formed the
National Woman’s Party.
• Lucy Stone was an activist for women’s rights and the first American woman to keep
her own name after marriage.
Select one of the suffragists listed above to research. Make notes of facts and key events
in her contribution to the movement. Use the information you gather to help write a oneact play or a dramatic monologue in which your subject plays a key role.
1. Locate and compare several sources, such as online biographies, trade books on suffrage, and
history periodicals. Note important achievements and contributions to the suffrage movement as
well as personality traits.
2. Brainstorm a plot, setting, and characters for your dramatic piece. Summarize each of these
elements in writing. List any props or costuming needed for the staging of the drama.
3. Use your notes and summaries as you draft your play or monologue. Try to include specific
events and reveal personality traits of the subject.
4. Have a classmate or friend read through your draft and point out its strengths and weaknesses.
5. Revise your draft and write your final copy. Use an appropriate format for your script and stage
directions.
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5/15/09 1:34:31 PM
Name: ____________________________________________________ Date: __________________
The Destructive Male / Woman’s Right to Suffrage, page 469
Analyze Literature: Style
An author’s style is characterized by the use of diction, or word choice, sentence structure
and length, and other features, such as figures of speech and the manner and type of
repetition, that distinguish it.
Reread the speeches by Stanton and Anthony to analyze their use of style-building
elements. Complete the chart by identifying the use of each element in each selection. Then
use the information to write an essay.
The Destructive Male
Woman’s Right to Suffrage
Sentence structure / length
Diction (word choice)
Figures of speech
Organization, plan of attack
Essay
On your own paper, write an essay of contrast that explains the differences in Stanton’s
and Anthony’s writing styles.
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5/15/09 1:34:32 PM
Name: ____________________________________________________ Date: __________________
The Destructive Male / Woman’s Right to Suffrage, page 469
Selection Quiz
Fill in the Blank
Fill in the blank with the word or phrase from the box that best completes each sentence.
Anthony
persons
election
Stanton
Women’s Suffrage
1. Elizabeth Cady Stanton’s speech was given in 1868 at the _______________________
Convention.
2. Susan B. Anthony’s speech was given after her arrest in 1872 shortly after the presidential
_______________________.
3. The crux of Anthony’s argument turns on whether or not Americans believe that women are
______________________.
4. The speech by _______________________ attempts to motivate by emotional arguments and
poetic rhetoric.
5. The speech by _______________________ attempts to persuade by logic, deduction, and legal
argument.
Matching
Write the letter of the correct definition or description on the line next to the matching
word.
_____ 6. disfranchise
A. accused but not proven
_____ 7. subjugate
B. to increase (one’s own) power and wealth
_____ 8. oligarchy
C. to deprive of legal rights, particularly voting
_____ 9. posterity
D. to conquer or subdue
_____ 10. alleged
E. government controlled by a small, corrupt group
_____ 11. aggrandize
F. future generation
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Name: ____________________________________________________ Date: __________________
The Emancipation of Women, page 478
Build Background: Women’s Rights Around the World
“The Emancipation of Women” is a speech delivered by Maria Eugenia Echenique in 1876.
She speaks on behalf of the women of Argentina. It helps demonstrate that women’s rights
is a global concern.
Women’s struggle for equal rights does not begin and end with the United States.
In the nineteenth century, restricted voting rights were extended to some women in the
United Kingdom, Sweden, and Australia. For example, in 1869, Britain granted unmarried
women who were householders the right to vote in local elections. In 1893, New Zealand
granted equal voting rights to women. Early in the twentieth century (before American
women gained suffrage), voting rights for women were further expanded in Australia
and Sweden. And in 1913, Norway adopted full woman suffrage; Denmark and Iceland
followed in 1915. The revolutionary provisional government of Russia gave universal
suffrage in 1917 and later made it official in its constitution.
By contrast, many countries of the world only recently granted women the right to
vote: Iran in 1980; Central African Republic in 1986; Samoa in 1990; Kazakhstan in 1994;
Kuwait in 2005. In some countries, women still are not permitted to vote and have few
rights.
Use the Internet to locate a time line of events in the struggle for women’s suffrage.
Analyze the trends and write an essay explaining the trends you see.
1. Use a world map or globe to pinpoint areas of the globe where women’s rights advanced at
different times.
2. Make notes about the trends you observe.
3. Consider and research important world events that may have stimulated or delayed the battle for
equal rights for women in different areas of the world.
4. Organize your notes and write a thesis and an outline for your essay.
5. Develop your introduction using your thesis and the body of your essay using your main points
about women’s rights in various regions of the world.
6. Revise your draft and write your final copy.
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Name: ____________________________________________________ Date: __________________
The Emancipation of Women, page 478
Analyze Literature: Argument
The purpose of a persuasive speech is to persuade the audience to accept a particular point
of view. The speaker uses argument to make his or her case; the argument is the thesis
or main idea the speaker wishes to make, and it should be stated clearly as a position
statement.
An argument can be direct or subtle and logical or emotional. To be powerfully
persuasive, arguments rely on good reasons backed up by relevant evidence.
Summarize the argument and reasons presented by Maria Eugenia Echenique in The
Emancipation of Women. First, state her argument and then cite reasons that support the
argument. Finally, respond to the Writing Prompt.
Argument: _______________________________________________________________________
_________________________________________________________________________________
Reasons:
1. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Writing Prompt
On your own paper, write a paragraph evaluating the persuasive power of Echenique’s
speech. Assess the clarity of her argument and the relevance and reliability of her reasons
and evidence.
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Name: ____________________________________________________ Date: __________________
The Emancipation of Women, page 478
Selection Quiz
Multiple Choice
Write the letter of the correct answer on the line.
_____ 1. Echenique argues that the Argentine government should authorize women to
A. divorce their husbands.
B. vote in local elections.
C. go to university.
D. remain single.
_____ 2. When Echenique says some women “abuse the prestige of their weakness,” she means
these women
A. use the excuse that women are weaker than men.
B. act like tyrants by threatening their husbands.
C. claim the right to a free education.
D. pressure the government for money using guilt.
_____ 3. According to Echenique, an Argentine woman already has the legal right to
A. defend her rights in court and manage her children’s interests.
B. vote in local elections and take over her husband’s estate if he dies.
C. receive a free public education and attend university.
D. assume the role of both father and mother to her children.
True or False
Write T if the statement is true or F is the statement is false.
_____ 4. With education, women can understand the defense of their rights in court.
_____ 5. Those who would argue against Echenique’s message would say that women are intended
to be equals to men in the home and in the world.
_____ 6. It is proper for women to make use of their existing legal rights to go to the university so
as to practice those rights and make them effective.
_____ 7. Echenique says that when emancipation was given to men, it was also given to women in
recognition of the equality of rights, consistent with the principles of nature on which they
are founded.
_____ 8. Educated women would no longer care for children or motherhood.
_____ 9. North American women of the time had the right to attend universities.
_____ 10. Echenique would disown her own gender if women existed for procreation only.
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Name: ____________________________________________________ Date: __________________
The Story of an Hour, page 481
Build Background: The Works of Kate Chopin
American author Kate Chopin wrote two novels (The Awakening and At Fault) and
about a hundred short stories, including “The Story of an Hour,” in the 1890s. Chopin is
internationally admired for her unblinking explorations of women’s hidden lives and the
complexities of women’s relationships with their husbands. Among the best-known and
still widely read of her stories are
“The Storm”
“A Respectable Woman”
“Lilacs”
“A Pair of Silk Stockings”
“Désirée’s Baby”
“At the ’Cadian Ball”
“Athénaïse”
“A Night in Acadie”
Part 1: Compare Chopin Stories
Locate one of the Kate Chopin stories listed above in an anthology or online. Read the
story. Then record details about “The Story of an Hour” and your chosen story in the
chart. Identify elements of the setting, theme and subject matter, story conflict, and the
main characters.
The Story of an Hour
Second Chopin Story:
______________________
Details of setting
Themes / subject matter
Conflict
Description of main characters
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Part 2: Generalize Features of Kate Chopin Stories
Answer each question to analyze the writing of Kate Chopin. Base your answers on the
information in your chart and your textbook.
1. In what era are Chopin’s stories set? What generalization can you make about the characters and
their society?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. What subject matter and themes are her chief concern?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. In what sort of conflicts do the characters participate? What kinds of events cause the action to
rise?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. What similarities do you see among protagonists and antagonists? Why do you think Chopin
chooses these particular people?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
The Story of an Hour, page 481
Analyze Literature: Plot and Protagonist
A story’s plot, or action, is structured to
• introduce characters, setting, and conflict (exposition)
• develop and intensify the conflict (rising action)
• bring the conflict to its high point (climax)
• wind down the conflict (falling action)
• end or resolve the conflict (resolution)
The story’s most important character is the protagonist, who is most vitally involved
in the conflict. If the character grows and changes as a result of this process, he or she is
described as dynamic.
Part 1: Describe Plot
Describe the plot structure of “The Story of an Hour.”
1. Exposition: ___________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Rising Action: _________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Climax: ______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. Falling Action: ________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. Resolution: ___________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Part 2: Analyze the Protagonist
Answer the questions to analyze the character of Louise Mallard.
6. How does Louise Mallard react at first to news of her husband’s death? What does this suggest
about her?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7. What physical characteristics of Louise Mallard does Chopin describe? What do these suggest
about her?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
8. What does her delight in her newfound freedom suggest about her? Is this particular to her
character, or is this a universal reaction?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
9. What emotions and motives are most powerful to Louise? What does this say about her?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
10. Summarize what you know about Louise Mallard’s character and explain how the portrait
Chopin has painted affects your view of the story outcome.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
The Story of an Hour, page 481
Selection Quiz
Matching
Write the letter of the correct character name on the line next to the matching description.
_____ 1. a concerned relative
A. Josephine
_____ 2. a husband traveling by train
B. Richards
_____ 3. a friend of the husband
C. Louise Mallard
_____ 4. a wife with heart trouble
D. Brently Mallard
Multiple Choice
Write the letter of the correct answer on the line.
_____ 5. Louise’s first reaction to the news is
A. wild weeping.
B. stony silence.
C. hysterical laughter.
D. denial and disbelief.
_____ 6. Misinformation about a death resulted because
A. two passengers had the
C. the man in question was not on
same name.
the train that crashed.
B. Josephine was unstable and
D. the man presumed dead had only
spoke too soon.
been unconscious.
_____ 7. Louise prays for long life in order to
A. overcome her grief and be
happy again.
B. be a better wife.
C. enjoy the fulfillment of asserting
her independence.
D. find a new husband and be safe once again.
_____ 8. The death in this story is an example of
A. conflict.
B. symbolism.
C. tragedy.
D. irony.
_____ 9. Louise experiences an epiphany, or self-discovery, about
A. how little she loved her husband.
C. how much her husband had meant to her.
B. how liberating release from
D. how unprepared a young widow is
marriage would be.
to face the world alone.
_____ 10. The person who dies is
A. Brently Mallard.
B. Louise Mallard.
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C. Josephine.
D. Richards.
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Name: ____________________________________________________ Date: __________________
from Songs of Gold Mountain, page 488
Build Vocabulary: Word Families
When you learn a new word, you can often add several others to your vocabulary at the
same time by adding affixes. Adding affixes creates words with related meanings. For
example, the word official has related words including the nouns officialdom, officiation,
officialism, officiary, and officiousness; the verb officiate; the adjectives officious and
unofficial; and the adverb officiously.
Use the words in each group of related words to complete the sentences below the box.
Write the part of speech of each word on the line before the sentence. Use a dictionary if
you are uncertain of a word’s part of speech and meaning. The asterisked word is the form
that appears in “Songs of Gold Mountain.”
compass
encompass*
encompassment
deplore
deplorable*
deplorableness
scarce
scarcely
scarcity*
_______________ 1. The walls that _________________________ us can seem alternately like
protectors and jailers.
_______________ 2. Often, immigrants crowded into slums, living in tenements with
__________________________ conditions.
_______________ 3. Today, we _________________________ the injustices done to many honest,
hard-working immigrants.
_______________ 4. It was not possible to measure the comfort the grieving family felt in the
_________________________ of close family.
_______________ 5. _______________________ a sound could be heard after the poet finished
reading.
_______________ 6. Within the narrow _____________________ of ten brief lines, the prisoner
had exposed a world of pain and suffering.
_______________ 7. Fearing a reprimand, the official made himself _______________________ at
inspection times.
_______________ 8. The sociologist’s book observed the ______________________ of the loss of
respect and accountability in America.
_______________ 9. Those who prospected for gold usually failed to find it and would later testify
that its defining quality was its ______________________.
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from Songs of Gold Mountain, page 488
Build Background: Chinese Americans in California
Chinese immigrants, like others, came to the uNited States for a better life. The poems
from Songs of Gold Mountain were written on the walls of the Detention Center where
they entered the country. The poems tell of their experiences at the center. Despite racial
violence, discriminatory legislation, and limited opportunities, Chinese Americans made
remarkable positive contributions to California’s economy and society.
• fishing: Chinese set up fishing villages or camps to fish for shrimp, squid, abalone,
and other fish. They also worked in fish canneries.
• building techniques: Chinese introduced their “rammed earth” construction
technique.
• herbal medicine: Chinese brought with them trees and plants they knew to be useful
as medicines, already established with a thousand or more years of practice.
• mining: Chinese sought gold, but when they were excluded from mining for
themselves, they became merchants or laborers in mining districts.
• construction: Chinese built many of the flumes and roads in mining districts, as well
as stone walls throughout California. They drained swamps and built levees, trails,
and roads.
• viticulture (winemaking): Chinese provided labor for development of the wine
industry in California.
• agriculture: Many Chinese had truck gardens; more were tenant farmers raising
strawberries, peanuts, and rice or migrant laborers harvesting wheat, hops, apples,
grapes, and pears. One area in which Chinese had little competition was seaweed
farming.
• manufacture: Chinese Americans owned many cigar factories, and by 1870, 90
percent of the total labor force for the cigar industry was Chinese American.
Chinese immigrants were also an invaluable source of labor in woolen mills, shoe
factories, and clothing manufacturing.
• railroad construction: The most impressive feat of Chinese Americans was their
work on the western section of the transcontinental railroad.
Research the contributions made by Chinese Americans in one of the industries listed
above and make a detailed outline showing the history of this contribution and its impact
on California today.
1. Use trade books, periodicals, and the Internet to locate information about Chinese immigrants
and their work in the industry you chose. Take accurate notes and cite your source explicitly on
each note card.
2. Determine the main ideas or divisions for your outline and organize your notes.
3. Write your outline, using correct format and consistent style. (For example, use all sentences or
all fragments, but not a combination. With phrases, strive for parallelism.)
4. Edit your outline for any errors in spelling, usage, capitalization, or punctuation.
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Name: ____________________________________________________ Date: __________________
from Songs of Gold Mountain, page 488
Analyze Literature: Imagery
Imagery is the figurative or descriptive language used to create word pictures, or images.
Effective images depend on precise sensory words, which make an experience immediate
and accessible to a reader and evoke both physical and emotional sensations.
Identify the sense or senses to which each image appeals and then explain how it
reinforces the mood and meaning of the poem.
Poem
1
Image
Sense(s)
Effect on mood and meaning
“I burst out cheering”
“captive in a wooden barrack”
2
“my belongings wrapped in a
bundle”
“detained in a dark, crude, filthy
room”
“not one restful breath of air”
“a proud man bows his head
low”
3
“The Golden Gate firmly locked,
without even a crack to crawl
through”
“how can we put on wings and
fly past the barbarians?”
4
“I am filled with rage”
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Name: ____________________________________________________ Date: __________________
from Songs of Gold Mountain, page 488
Selection Quiz
Multiple Choice
Write the letter of the correct answer on the line.
_____ 1. The experiences recorded in their poems suggests that the Chinese immigrants’ attitude
toward America changed
A. from frightened and hopeless to inspired and grateful.
B. for the better with good reason.
C. from appreciative and excited to angry and disappointed.
D. in an instant and without good reason.
_____ 2. An image from the poems that appeals to the senses of touch (or feeling) and smell is
A. “I burst out cheering”
B. “found precious pearls”
C. “put on wings and fly”
D. “captive in a wooden barrack”
_____ 3. The poems in “Songs of Gold Mountain” are most like songs in that they
A. express strong emotions descriptively.
B. use pronounced rhythm and rhyme.
C. use traditional ballad format and regular stanzas.
D. make frequent use of alliteration and assonance.
_____ 4. The poems in “Songs of Gold Mountain” were written to answer the experience of
A. homesickness for China and their distant families.
B. frustration at being unable to find good jobs in America.
C. waning hope as their dreams of gold faded.
D. their detention and mistreatment by immigration officials.
Fill in the Blank
Fill in the blank with the word or phrase in parentheses that best completes each sentence.
5. “Gold Mountain” refers to _______________________ (China, the United States).
6. The poets have written about being detained on _____________________ (Angel Island, Ellis
Island).
7. The reference to King Wen in the first poem illustrates ________________________ (allusion,
imagery).
8. The Chinese writers view themselves primarily as being _______________________ (enslaved,
proud).
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Name: ____________________________________________________ Date: __________________
We Wear the Mask, page 492
Build Vocabulary: Using Synonyms for Precise Connotations
Many words have numerous synonyms, words with similar or related meanings. However,
each synonym likely has a slightly different meaning and may have pronounced differences
in connotation, or associations. For example, something described as subtle may be
delicate, refined, or obscure. Delicate implies a frail and elusive quality, as a subtle perfume.
Refined implies sharp or perceptive sense, as a writer’s subtle moral sense. Obscure implies
something difficult to perceive or understand, as subtle differences in meaning.
Part 1: Identify Appropriate Synonym
Read the meanings for the vocabulary word guile and its synonyms. Then fill in the blank
with the synonym that best completes each sentence.
guile—the use of cunning, craft, or slyness; deceitful cunning
stratagem—an artifice or trick in war for deceiving the enemy; a cleverly contrived
scheme for gaining an end
ruse—attempt to mislead by a false impression
duplicity—contradictory doubleness of thought, speech, or action; especially the
belying of one’s true intentions by deceptive words or action
1. Joan used her homework load as a _________________ to get out of chores at home.
2. The enemies’ _________________ was to set up an ambush.
3. The king spoke of his love for his subjects, all the while imposing unreasonable taxes;
needless to say, his ______________________ did not go unnoticed.
Part 2: Identify Differences in Meanings
Use your past experience as a reader and a dictionary to determine fine differences in
meaning and connotation for each group of synonyms. Write meanings for each synonym
in a group on the lines provided. Then on a separate paper, use each word in a sentence
that makes the difference in meaning clear.
4. sad: depressing, regrettable, pathetic
________________________________________________________________________
________________________________________________________________________
5. forbid: prohibit, inhibit, restrain
________________________________________________________________________
________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
We Wear the Mask, page 492
Connecting with Literature: The Meaning of Masks
The mask to which Paul Laurence Dunbar refers in “We Wear the Mask” is figurative but
grows out of a rich tradition and history of wearing masks. Even today throughout the
continent of Africa, masks are worn for ceremonies. They may represent spirit beings,
ancestors, and invisible powers. They may have animal or human features or some
combination of both.
In many cultures and times, masks have served as an archetypal means of disguise or
the temporary assumption of another identity. Often, masks have been used ceremonially
for special occasions or times of danger. For example, for religious rituals of many Native
American and African cultures, the person wearing the mask of a spirit deity is thought
of as becoming the spirit represented by the mask. At least, he or she acts as a medium
through which the spirit communicates with the people.
Even today, we allow certain behaviors to those wearing masks that we would not
accept under ordinary circumstances. Clown makeup, for example, acts as a sort of mask
and sets up a discrete set of expectations in an audience: we expect absurd, outlandish
actions and we find them entertaining.
Use the Internet or library to research masks of a particular culture and/or time. Focus
on one mask of your choosing and learn all you can about it. Use your understanding to
create a model of this mask and prepare a short presentation to explain or show how the
mask is or was used.
1. Make notes on and sketches of the mask you choose. Be sure you include adequate information
about the culture in which it originates, the meaning it had, and the manner in which it was used.
2. Brainstorm a list of materials you can use to construct a model of the mask. Think of materials
that are available to you that will make your model as authentic as possible.
3. Construct your mask. Set up a schedule; allow for steps that may take extra time, such as drying
or curing.
4. Review your notes to create a brief presentation. Be creative but be sure you include enough
explanation and background to give the audience an understanding of the mask’s purpose and
meaning within its cultural context.
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Name: ____________________________________________________ Date: __________________
We Wear the Mask, page 492
Analyze Literature: Alliteration, Assonance, Consonance
Poetry relies on a number of sound devices other than rhyme to create musicality.
Alliteration is the repetition of initial consonant sounds in words that are close together.
Assonance is the repetition of vowel sounds in stressed syllables. Consonance is the
repetition of consonant sounds at the ends of words or within stressed syllables.
Identify examples of the given sound device in the listed lines. Then note the effect the
device has in the context. Finally, use the information to help answer question 7.
1. line 1, alliteration: ______________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. lines 2–3, assonance: ____________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. line 5, alliteration: ______________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. line 7, assonance: _______________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. line 10, consonance and assonance:_________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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6. lines 13–14, assonance __________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7. Analyze the use of rhyme and other sound effects in “We Wear the Mask.” Use the information
about the sound devices. Write a paragraph explaining how these devices enhance the poet’s
message and tone.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
We Wear the Mask, page 492
Selection Quiz
Multiple Choice
Write the letter of the correct answer on the line.
_____ 1. What use of sound effects helps the poet establish an anguished mood?
A. use of strict tetrameter for every line
B. use of many harsh consonant sounds
C. strict rhyming of every line
D. constant repetition of the long i sound
_____ 2. Why does the mask hide cheeks and shade eyes?
A. to hide the wearers’ true emotions
B. to disguise the wearers’ intentions
C. to make the wearers anonymous
D. to make all its wearers look the same
_____ 3. In this poem, them refers to
A. dark, evil forces.
B. people who impose control over others.
C. mask makers.
D. people who must mask their true feelings.
_____ 4. The metaphoric mask of the poem is worn
A. to cover up wrongdoing.
B. as a survival strategy.
C. to exceed the limits of society.
D. as a symbol of duplicity.
_____ 5. The line “clay is vile” is a reference to
A. the clay from which the mask is made.
B. the fact that hiding one’s feelings produces guilt.
C. that the wearers are born and must live and die in mud.
D. the abhorrence of the manual labor the mask wearers do.
_____ 6. What is most likely Dunbar’s theme in “We Wear the Mask”?
A. Masking personal feelings is never a good idea because it causes torment.
B. African Americans hide their misery so as not to upset the social order.
C. All people wear masks when they lie about how they are really feeling.
D. Humans treat each other cruelly, but religious belief is the great balm for earthly
suffering.
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Name: ____________________________________________________ Date: __________________
from Up from Slavery, page 495
Build Background: Booker T. Washington
Up from Slavery was written by Booker T. Washington. In the nineteenth century,
Washington was known as the foremost black educator in the United States. White
America accepted his leadership enthusiastically because he was in many ways an
accommodator and conciliator rather than an agitator for change and equality. However,
in some respects, his methods derived from the political situation of the times and his need
for support from powerful whites. With their support, he was able to create and sustain
Tuskegee Institute and programs including rural extension work and the National Negro
Business League.
His philosophy was based on the beliefs that self-reliance grows out of one’s hard work
and that African Americans should be responsible for their own economic and moral
advancement. He did not insist on legal and political changes to obtain equal rights. Later
in his life, he broke with his accommodationist policies, attacking racism and stereotyping.
Research Washington’s 1895 Atlanta Compromise address and the attitudes and
achievements of Booker T. Washington. In a small group, organize a panel discussion of
the positive and negative effects of Washington’s work on the cause of African-American
rights.
1. Use trade and online biographies and information from periodicals and organizations dedicated
to African-American history to gather your information.
2. Note facts, philosophies, and perspectives about Washington’s life, citing your sources.
3. In your group, share your findings and conclusions. Organize to share subtopics for your
presentation, giving each participant responsibility for developing one aspect.
4. Practice your portion of the panel presentation and jot down any questions you think listeners
will have. Formulate possible responses.
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Name: ____________________________________________________ Date: __________________
from Up from Slavery, page 495
Analyze Literature: Diction
A writer’s diction, or choice of words, profoundly influences the message, tone, and
formality of that writing. Accurate and careful use of words in discourse facilitates good
communication. The connotations, or emotional freight, of words creates an undertow of
meaning and mood and goes far toward establishing character.
The best choice among words is determined by the effect the writer wishes to induce.
In general, writers should select specific words based on their relevance to the subject,
purpose, and audience and on the precision with which they denote the concept at hand.
Read each sentence below from Up from Slavery, and without referring to your
textbook, choose the best word for the blank from those in parentheses. On the lines
below each sentence, explain the effect of your chosen word on diction and why you think
Washington chose it. You may use a dictionary to confirm the meanings of the word
choices.
1. Page 495: “I used to envy the white boy who had no obstacles placed in the way of his becoming a
Congressman, Governor, Bishop, or President by reason of the __________________________
of his birth.” (accident, misfortune, luck)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Page 495: “I have learned that success is to be measured not so much by the position that one has
reached in life as by the __________________________ which he has overcome while trying to
succeed.” (discrimination, obstacles, racism)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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3. Page 495: “With few exceptions, the Negro youth must work harder and must perform his
task even better than a white youth in order to __________________________ recognition.”
(achieve, gain, secure)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. Page 496: “…mere connection with what is known as a __________________________ race
will not permanently carry an individual forward unless he has individual worth.” (master,
privileged, superior)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. Page 496: “Every persecuted individual and race should get much consolation out of the great
human __________________________, which is universal and eternal, that merit, no matter
under what skin found, is in the long run recognized and rewarded.” (hypothesis, law, truism)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
from Up from Slavery, page 495
Selection Quiz
Short Answer
Write your answer to each of the following questions in the space provided.
1. With what job did Washington work his way through school?
_____________________________________________________________________________
2. With what institution of higher learning was Washington affiliated as an adult?
_____________________________________________________________________________
3. What must a Negro youth do to gain recognition for his work, according to Washington?
_____________________________________________________________________________
4. What can an individual belonging to a “superior race” not claim automatically, according to
Washington?
_____________________________________________________________________________
5. What great human law does Washington cite?
_____________________________________________________________________________
Fill in the Blank
Fill in the blank with the word or phrase from the box that best completes each sentence.
Hampton Normal Agricultural Institute
coal miner
merit
president
Tuskegee Institute
6. Washington once dined with the ____________________________.
7. Washington believed ____________________________ represents real success in life.
8. Washington graduated from ____________________________.
9. Washington once worked as a ____________________________.
10. Washington was the first principal of the ____________________________.
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Name: ____________________________________________________ Date: __________________
from The Souls of Black Folk, page 497
Build Vocabulary: Abstract Nouns Made with -tion and -ment
The suffixes -tion (-ation, -ion, -ition, -sion) and -ment create nouns from verbs. Many
nouns used by Du Bois in this selection were created using these suffixes.
For each verb listed, write the noun form by adding a suffix. Observe any changes
necessary in the base word. Then write a definition for the noun.
1. accomplish ___________________________________________________________________
_____________________________________________________________________________
2. aspire _______________________________________________________________________
_____________________________________________________________________________
3. assert ________________________________________________________________________
_____________________________________________________________________________
4. assimilate _____________________________________________________________________
_____________________________________________________________________________
5. colonize _____________________________________________________________________
_____________________________________________________________________________
6. develop ______________________________________________________________________
_____________________________________________________________________________
7. inspire ______________________________________________________________________
_____________________________________________________________________________
8. institute _____________________________________________________________________
_____________________________________________________________________________
9. judge ________________________________________________________________________
_____________________________________________________________________________
10. migrate ______________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
from The Souls of Black Folk, page 497
Build Background: W. E. B. Du Bois
W. E. B. Du Bois, author of The Souls of Black Folk, was the outstanding African-American
intellectual of his period in the United States. He was a civil rights activist and leader, an
educator and sociologist, a writer and editor, a poet/novelist and scholar. At age 26, having
been in school for twenty years, he began his life’s work, combining scholarship, protest
activity, and polemics to the goal of gaining equal treatment for black people.
A few of Du Bois’s many accomplishments include
• Helping found the NAACP and running its Crisis magazine for 25 years.
• Being the first to apply a scientific approach to studying social phenomena (Du Bois
is known as the “father of Social Science.”)
• Writing 21 books, editing 15 more, and publishing more than 100 essays and
articles (To list only a few, The Philadelphia Negro, The Suppression of the African
Slave Trade in America, The Souls of Black Folk, Dusk of Dawn, The Negro in
Business, The Negro Artisan, The Negro Church, Economic Cooperation among
Negro Americans, The Negro American Family, John Brown, Black Reconstruction in
America.)
• Working on behalf of pan-Africanism to improve the lives of people of African
descent wherever they lived
Choose one aspect, event, or accomplishment in the life of W. E. B. Du Bois to study.
Use the information you compile to write a press release informing about the event or
accomplishment.
1. Select your subtopic, for example, Du Bois’s work in pan-Africanism, and locate at least three
sources of information.
2. Take notes on index cards, putting only one important fact or idea on each card and noting the
source.
3. Determine what you want readers to know. Answer the 5 Ws and H questions to draft a lead
paragraph for your story.
4. Use the body of your story to expand on the basics, including supporting details.
5. Type your press release in conventional manuscript form; double space and set margins of an
inch.
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Name: ____________________________________________________ Date: __________________
from The Souls of Black Folk, page 497
Analyze Literature: Parallel Structure and Style
Sentence structure contributes to a writer’s style, or overall manner of communicating. The
way in which ideas are strung together can create a smooth flow of logically thought-out
ideas. Parallel structure, or the stating of equal and closely related elements with similar
expression, can clarify ideas and add rhythm and smoothness to writing.
For example, Du Bois describes the time when Booker T. Washington began his
ascendancy in this way:
It began at the time when
war memories and ideals / were rapidly passing;
a day of astonishing commercial development / was dawning;
a sense of doubt and hesitation / overtook the freedmen’s sons.
The three clauses that described the time are similar in length, structure, and rhythm.
Prepositional phrases and verb phrases echo each other and relay related thoughts.
Study each of Du Bois’s sentences and underline parallel elements. On the lines
provided, write a description that tells how the like elements that have been combined and
explains the effect this combination has on style.
1. “It startled the nation to hear a Negro advocating such a program after many decades of bitter
complaint; it startled and won the applause of the South, it interested and won the admiration of
the North; and after a confused murmur of protest, it silenced if it did not convert the Negroes
themselves.”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. “Honest and earnest criticism from those whose interests are most nearly touched—criticism of
writers by readers, of government by those governed, of leaders by those led,—this is the soul of
democracy…”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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3. “Such aspiration was especially voiced in the earnest songs of Phyllis, in the martyrdom of
Attacks, the fighting of Salem and Poor, the intellectual accomplishments of Banneker and
Derham, and the political demands of the Cuffes.”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. “They do not expect that the free right to vote, to enjoy civic rights, and to be educated will come
in a moment…”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. “…but they are absolutely certain that the way for a people to gain their reasonable rights is not
by throwing them away and insisting that they do not want them; that the way for a people to
gain respect is not by continually belittling and ridiculing themselves.…”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
from The Souls of Black Folk, page 497
Selection Quiz
True or False
Write T if the statement is true or F is the statement is false.
_____ 1. Du Bois acknowledges that Booker T. Washington has become the only nationally
recognized spokesperson for African Americans.
_____ 2. According to Du Bois, the majority of African Americans do not respect Washington.
_____ 3. One major flaw in the selection of Washington as a leader for African Americans, Du Bois
says, is that he was not chosen by his people.
_____ 4. Du Bois says Washington has asked his people to give up U.S. citizenship.
_____ 5. Du Bois sees a trend in the South, since the 1870s, of disfranchising and degrading the
position of the Negro.
Multiple Choice
Write the letter of the correct answer on the line.
_____ 6. Most whites interpreted the “Atlanta Compromise” as acceptance
by African Americans of
A. “separate but equal” facilities.
B. a need for racial equality.
C. the establishment of a separate homeland.
D. their return to a slave-master relationship.
_____ 7. An important contribution of Washington, according to Du Bois, was
A. improved jobs and job prospects for African Americans.
B. increase in African-American voting rights.
C. creation of African-American common and industrial schools.
D. insistence on educating African Americans according to their ability.
_____ 8. Du Bois does not believe African Americans can improve their lot by their own efforts
because
A. they are angry at Washington for relinquishing their rights.
B. African Americans lack the motivation to educate themselves.
C. Washington encouraged them to lift themselves through hard work.
D. racism and discrimination impose too many insurmountable obstacles.
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Name: ____________________________________________________ Date: __________________
Booker T. and W. E. B., page 508
Build Background: The Civil Rights Struggle, 1865–1900
In the poem “Booker T. and W. E. B.,” an imaginary discussion between two AfricanAmerican leaders highlights their differing views about rights. African Americans’ struggle
for equal rights suffered a number of setbacks toward the end of the nineteenth century.
Congress passed three amendments to the Constitution in the 1860s:
Thirteenth Amendment (outlawing slavery)
Fourteenth Amendment (granting full citizenship to African Americans)
Fifteenth Amendment (granting suffrage to African American men)
However, in the 1870s, the period of Reconstruction ended and the southern states
regained “home rule.” Some of the laws Congress had passed (such as the Civil Rights Act
of 1875) were struck down, removing rights and protections from African Americans, and
southern states passed laws to assure segregation and to prevent African Americans from
asserting civil rights. At the same time, racist organizations such as the Ku Klux Klan were
established and grew.
Research one aspect of African-American history in the second half of the nineteenth
century. Possible topics might include Jim Crow laws, the KKK, and race riots. Using what
you learned, create a poem or piece of artwork that communicates the impact of the topic
on civil rights.
1. Consider how your topic fits into the overall struggle for African-American civil rights.
2. Weigh the facts and perspectives you have noted as you did your research and write a summary
paragraph explaining how your topic affected civil rights.
3. Brainstorm ideas or images that will express the mood and impact of the event(s) you studied.
4. Write a rough draft of your poem or make rough sketches of your artwork.
5. Revise and edit or critique your product and make your final copy.
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Name: ____________________________________________________ Date: __________________
Booker T. and W. E. B., page 508
Analyze Literature: Diction
Diction, or word choice, helps to reveal character and colors readers’ perceptions of a
subject. “Booker T. and W. E. B.” takes the form of a dialogue between two great AfricanAmerican leaders. The conversation communicates a great deal about the way the poet
perceived each leader.
Use the chart to record key phrases assigned to each leader in the poem. Then tell what
the words suggest about the personality and ideas of the leader. Finally, respond to the
Writing Prompt.
Booker T. Washington Phrases
What Phrases Suggest About Him
W. E. B. Du Bois Phrases
What Phrases Suggest About Him
Writing Prompt
On your own paper, write a paragraph contrasting the ideas and character of Booker T.
Washington and W. E. B. Du Bois as they are presented in the poem.
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Name: ____________________________________________________ Date: __________________
Booker T. and W. E. B., page 508
Selection Quiz
Character Identification
Write Booker T. or W. E. B. on the blank next to the idea that the leader would likely
support.
_______________________ 1. African Americans must fight for equal civil rights.
_______________________ 2. Property ownership is vital to self-improvement.
_______________________ 3. Higher education is vital to the advancement of African Americans.
_______________________ 4. Labor and prosperity alone do not give people dignity.
_______________________ 5. Hard work will help African Americans improve themselves.
Multiple Choice
Write the letter of the correct answer on the line.
_____ 6. What is the meaning of the following lines?
“A rope’s as tight, a fire as hot,
No matter how much cash you’ve got.”
A. Some African Americans pursue menial labor to earn a living.
B. The natural world is the same whether you’re rich or poor.
C. African Americans have sold out to inferior ideas and ideals.
D. Having a job won’t protect you from lynching or being burned out.
_____ 7. Why does Randall put the following words into W. E. B.’s mouth?
“But there are others who maintain
The right to cultivate the brain.”
A. to show that he believes cultivation can refer to either farming or intellect
B. to show that he believes higher education is key to equality of races
C. to show that he believes some African Americans are dangerous agitators
D. to show that he believes every African American should attend college
_____ 8. The line “But as for me, I’ll be a man” means
A. I’ll strive for an education and equal rights.
B. I’ll support and fight for my country.
C. I’ll refuse a job that is beneath my dignity.
D. I’ll work hard to make enough to support my family.
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Answer Key
Expanding Frontiers Study Guide
for New York
Historical Context
1. American literature; 2. American history; 3. World history; 4. 1865–1874; 5. 1875–1889; 6.
1890–1899; 7. 1900–1909
1868
1875–1876 1893–1894 1903–1904 American Literature Du Bois born; Alcott publishes Little Women.
American History President Johnson is impeached.
World History An era of Westernization begins in Japan.
American Literature Twain publishes The Adventures of Tom Sawyer.
American History Battle of Little Big Horn; Bell invents the telephone.
World History Egypt invades Ethiopia.
American Literature Frost publishes a poem.
American History The Pullman Strike occurs.
World History New Zealand gives voting rights to women.
American Literature Du Bois publishes The Souls of Black Folk.
American History Wright brothers’ flight at Kitty Hawk.
World History Panama Canal begins; Russia and Japan go to war.
8. Possible answer: Political intrigue shook the American political system while women’s
voices were beginning to be heard; East and West came closer together. 9. Possible answer: The
Adventures of Tom Sawyer would give the United States a voice and theme as well as pride in the
uniqueness of its literature; technology, especially communications technology, would explode,
with global implications. 10. Possible answer: While Du Bois spoke out against the figurative
chains that held back African Americans, humankind literally conquered the air and learned to
fly.
Possible answers:
A 1. Immediately after the Civil War, Congress acted to ensure rights to all citizens and
improve the lot of African Americans.
2. Their return to the Union permitted southern states to block or repeal most of these
rights, reinstating a white elite.
B 1. The Homestead Act of 1862, mining, and the completion of the transcontinental railroad
encouraged massive settlement of the West.
2 Civil War veterans and a flood of immigrants parceled off homesteads and the cattle
industry thrived.
3. War resulted as Native Americans lost land and game and ended with the
marginalization of Native Americans.
C 1. Huge and diverse populations immigrated to the United States between 1860 and 1900.
2. Growing industry and technological advances led to increasing urbanization of the
United States as cities grew rapidly.
3. Lack of government control of industry allowed “captains of industry” to thrive, but
abuses in turn led to the growth of the labor movement.
D 1. Struggling farmers started the Populist Party to counter industry’s power.
2. Urban poverty and poor living conditions grew, and charitable concerns attempted to
ease them.
E 1. An 1895 war with Spain opened Cuba to American involvement and the United States
acquired Puerto Rico, the Hawaiian Islands, and the Philippines.
2. American imperialism opened new markets but met with resistance in the Philippines
and at home.
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Understanding Part 1: Realism and Naturalism
Possible answers: 1. Romanticism; 2. to inspire and dream; 3. to depict life as it is; 4. lofty
language and subjects; 5. the underbelly of life; dialect, unsavory characters; 6. idealization,
excitement, innocence; 7. shocking, gritty, irony; 8. Possible answer: “The Outcasts of Poker
Flat,” Adventures of Huckleberry Finn; 9. Darwin’s theory of natural selection; 10. heredity,
environment; 11. Possible answer: Stephen Crane, Jack London, Frank Norris, Theodore
Dreiser
Applying Part 1: Realism and Naturalism
The Outcasts of Poker Flats: Subject / setting: the doomed fate of a mining’s town’s unsavory
element; the West; wilderness; Characters: Society’s rejects: prostitutes, thief, gambler,
innocents; Language: Unflinchingly honest; Outcome: All die except the innocent; The
Notorious Jumping Frog of the Calaveras County: Subject / setting: Gambling and storytelling
as entertainment; at a mining camp in the West; Characters: a local yarnspinner and a local
legend who value sly one-up-manship; Language: Dialect; unpretentious, humorous; Outcome:
The gambler is outwitted; 1. Possible answer: The two subjects are examined minutely without
idealism and their tendencies to self-destruction revealed. 2. Man: heedless to advice; tenacious
but without imagination; unable to read nature or to adapt; Dog: acts instinctively; naturally
protected and adaptable; motivated by fire, food; 3. The man freezes to death, and the dog
moves on in search of human protection. Instinct proves the only real means of combating
nature’s blind power. 4. Possible answer: They describe people who are mere pawns and whose
lives are destroyed by forces beyond their control.
Understanding Part 2: The Native American Experience
1. a. to communicate with spirits in ceremonies; b. to rule on conflicts at council meetings; c. to
inspire warriors and celebrate victories; d. to settle disputes and gain cooperation among tribes;
2. They negotiated with tribes through their chiefs; some speeches were written and passed on as
literature. 3. Wahunsonacock (King Powhatan), Cochise, Chief Joseph; 4. They were recorded
by interpreters and witnesses of negotiations between the U.S. government and tribes. 5. a. to
criticize U.S. government; b. to understand Native American culture
Applying Part 2: The Native American Experience
Chart: I Will Fight No More Forever: to surrender and describe the desperate condition of his
people; I Am the Last of My Family: to summarize his people’s history; to surrender and request
assistance for his people; from Black Elk Speaks: to preserve his people’s history and traditions;
I Tried to Be Like My Mother: to describe and explain the way in which Crow children are
brought up; 1. Possible answer: Chief Joseph’s speech is moving and historic; Pretty Shield’s
words help us understand Native American culture. 2. a. [His people] covered the whole
country as the clouds cover the mountains; b. [people driven by soldiers] even as the wind
is now driving the clouds; c. [remaining band] fly before your soldiers as the deer before the
hunter; 3. Months are named descriptively: December is the Moon of the Popping Trees; August
is the Moon When the Cherries Turn Black. They reflect the tribe’s geographical location and
hunting and gathering lifestyle. Seasons or years are described by memorable events, as “Winter
of the Hundred Slain,” which reflect the needs of a culture with an oral tradition. 4. from Black
Elk Speaks: Adults were patient with children and gave them much freedom to learn essential
skills; this assured the continuation of the culture. I Tried to Be Like My Mother: adults actively
aided children in learning practical and cultural skills, without interfering; this prepared
children to be self-sufficient at an early age.
Understanding Part 3: Struggling for Equality
1. Southerners opposed them actively, both by laws and secret societies such as the KKK.
2. a. Local groups worked through schools, churches, and clubs. b. Skilled speakers raised
national awareness. c. Writers challenged traditional roles of women. 3. Possible answer: They
forced the public to look at women’s strengths and real feelings and concerns. 4. U.S. citizens
discriminated against them out of fear or resentment. 5. anger, sorrow, disappointment,
alienation
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Applying Part 3: Struggling for Equality
1. Alike: Both see interior strengths in women and recognize the ways husband-wife
relationships are sabotaged by men’s absolute control of women; Different: Echenique states
outright that women already have rights; she ties education of women to their duty to teach
their children and improve their husband’s lives. Chopin shows a woman as conflicted in her
view of her role and her husband and eager to be fully independent of those duties. 2. The
poems express anger, sorrow, and shame at the humiliation of detainment and mistreatment by
immigration officials. 3. a. They must obtain the right to vote. b. They must insist on equality
in all things civic. c. They must insist on higher education for able African-American youth.
4. Booker T. Washington favored working hard to keep the African-American family going
and gain prosperity but not speaking up for civil rights. W. E. B. Du Bois insisted that African
Americans should keep pressing for equal rights, especially the right to vote and receive higher
education.
Understanding Literary Forms: The Speech
1. public speaking; 2. to inform, to persuade an audience to one’s point of view, to inspire
an audience to act, to entertain; 3. Aristotle devised a theory of rhetoric based on logic and
judged by formal principles. 4. rhetorical device: a technique used by a speaker or writer to
achieve an effect, especially to persuade; rhetorical question: question whose answer is clear,
asked for effect, not to be answered; 5. An argument makes the case for accepting or rejecting
a proposition or course of action. 6. style: manner of speaking, determined by regular use of a
certain sentence structure and length, diction, and other elements; used to establish speaker’s
identity and qualifications, to entertain, to communicate clearly. repetition: insertion of key
words, phrases, or ideas again and again for effect; used to create rhythm and reinforce message;
figurative language: language meant to be understood imaginatively; used to explain and inspire
Applying Literary Forms: The Speech
1. Possible answer: Truth’s style is at once blunt and personal, informal but dignified and
powerful, owing to her skilled use of dialect and plain but colorful speech patterns. 2. Possible
answer: Men and women are created equal; women should have the vote. Stanton urges rights
for women so that the world order can turn from destruction and disorganization to peace and
compassion. Anthony asserts that in voting she committed no crime, for the U.S. constitution
already guarantees her that right. 3. “Are women persons?” This question shows the absurdity
of denying the vote to women. 4. Possible answers: “the science of jurisprudence, so sacred and
magnificent in itself but degenerated today because of abuses”; “The beautiful and tender girl
who gives her heart … to a stony man”; “A mother should know science in order to inspire in
her children great deeds and noble sentiments”; “The sacred mission in the scientific mother.…”
5. Work hard and your merit will be recognized and rewarded. 6. Nature is like a loving mother
who keeps order; the violence and disorganization within society today has occurred because
woman’s calming and nurturing influence has been denied a place. 7. Truth’s style is warm,
casual, and blunt; Washington’s style is placating and formal. 8. Anthony repeats some form
of “we, the people” to underscore the injustice done to women and creates a parallel structure
of “this government is not/is” to contrast the claims America makes for its citizens with the
realities faced by women. 9. The questions of paragraph three are rhetorical, from “But, are all
women going to marry? To “Don’t we see every day how the laws…to clarify the truth?”
New York–Based Practice Test
1.2; 2. 4; 3. 3; 4. 1; 5. 2; 6. 4; 7. 3; 8. 1; 9. 1; 10. 4; 11. 2
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The Notorious Jumping Frog of Calaveras County
Build Vocabulary: Etymology
1. L appendare, “to hang, weigh out,” fr. ad- “to, toward” + pendere “to weigh”; possible words:
appendix, pendant, appendage; 2. L dis- “apart” + lapidare “to pelt with stones”; possible words:
lapidary, lapis lazuli; 3. L garrire “to chatter”—more at CARE (“grief, suffering of mind”);
possible words: garrulity, care, carefree; 4. L in- “not” + terminare “to terminate”; possible
words: terminal, termination; 5. Students’ paragraphs will vary.
Connecting to Literature: Life in the Mining Towns
Students’ presentations will vary, but should remain on topic.
Analyze Literature: Characterization
Possible answers: Simon Wheeler—simple, uneducated; direct description; humble dialect;
friendly and garrulous; character’s actions and nonstop talking; first-rate deadpan storyteller;
character never reveals he knows absurdity of tale; Jim Smiley—avid bettor; direct description,
compulsive actions; unsympathetic; unconcerned for parson’s wife or his animals’ welfare;
less clever than he thinks himself; leaves stranger alone with frog; Narrator of frame story—
condescending; gives opinion of Wheeler on first sight; educated; complex vocabulary and
sentences; annoying; set up by a friend; Students’ paragraphs will vary.
Selection Quiz
1. B; 2. A, B; 3. C; 4. B; 5. A; 6. C; 7. tall tale; 8. frame tale; 9. frame tale; 10. tall tale; 11. A; 12. B;
13. C
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from Life on the Mississippi
Build Vocabulary: Shades of Meaning
1. celebrated; 2. short-lived; 3. booming; 4. Example answer: renowned / celebrated; The context
suggests someone looked on as a hero. Notorious connotes fame from evil deeds, not heroic.
Well-known is accurate but fails to capture the excitement generated by the boy’s position.
Celebrated is appropriate for the context. Students’ sentences will vary.
Build Background: Steamboats
Student projects will vary.
Analyze Literature: Tone
Possible responses. 1. Fondly nostalgic; the language is backward-looking and affectionate.
Clemens is focused with care on painting an accurate picture, but it is colored by his loving
memory. glorious ; After all these years I can picture; white town drowsing in the sunshine;
2. comic moral outrage; the formal and self-righteous expressions are purposely ridiculous
to create humor while making the point that the boys left behind were filled with envy and
longing. shook the bottom out; notoriously worldly; exalted to this eminence; obscurity and
misery.” 3. tongue-in-cheek bombast; the formal language contrasts comically with the content
but emphasizes how large the apprentice loomed in their world and how deeply they envied
and resented him cordially admired and hated; charms; tranquil contentment; renowned;
partiality of Providence for an undeserving reptile ; 4. Clemens was disturbed by lack of success
but determined to succeed and throw that success in the face of those who denied it to him.
His suggestion of killing the mates and clerks is purposely outrageous but likely intended
figuratively. never would come home again till I was a pilot; could not manage it; meekly
aboard; very humbly; got only a cold shoulder and short words; comforting daydreams; a great
and honored pilot; money; could kill some of these mates and clerks
Selection Quiz
1. steamboat pilots; 2. two; 3. boys; 4. justice of the peace; 5. D; 6. C; 7. A; 8. D; 9. B
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The Outcasts of Poker Flats
Build Vocabulary: Latin Roots
1. conjecture, jacere; Possible answers: To conjecture is to throw out possible reasons for
something that has happened in an attempt to explain it. 2. predisposition, ponere; Possible
answers: Predisposing is arranging things in a way beforehand so that a certain outcome will
occur. 3. extemporize, tempus; Possible answers: To extemporize is to do something quickly
(outside the usual time frame), as in an emergency situation. 4. bellicose, bellum; Possible
answers: Bellicose people are warlike in that they are aggressive and eager to fight. 5. equanimity
aequus; Possible answers: To have equanimity is to have an even temperament, or one in which
different aspects of the mind are equal or in balance.
Analyze Literature: Setting
1. In 1850 the discovery of gold was only a year old, and many mining camps had sprung up.
November is a time when early snow can occur, and, ironically, it is near Thanksgiving. 2.
Poker Flat was a mining boom town, which drew many rough characters. Having sprung up
quickly, it would lack proper law-and-order infrastructure. 3. The “singularly wild” spot where
the outcasts stop puts them at the mercy of nature. Its “precipitous cliffs” suggest danger. 4. The
cabin is “ruined,” but the men patch it up with pine boughs—combining nature and civilization.
5. Possible incident: page 407, column 2: The breeze moans in the pines as the group go to
bed. When Oakhurst awakes, he feels numb with cold; the wind is cold and snow is falling. 6.
Possible incident: page 409, column 2: As the outcasts sing a hymn defiantly, the storm rages
around and above them, and later stars glitter as if nature is eager to defeat them. 7. Possible
incident: page 410, column 1 to 2: The sun “forsakes” them and snow imprisons them and hides
firewood from them.
Selection Quiz
1. E; 2. F; 3. D; 4. A; 5. B; 6. C; 7. B; 8. C; 9. D
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Richard Cory / Miniver Cheevy
Build Background: The Romance of the Past
Written products will vary. Students’ dramas or poems should show evidence of factual
knowledge of the era gained from research and understanding of the character of Miniver
Cheevy. It should also show command of the literary elements appropriate to the genre:
imagery, figurative language, meter, rhyme, and so on for poetry; characterization, plot, setting,
and stage directions for a drama.
Analyze Literature: Meter and Rhyme
( / (
/ ( / ( /
(
/
Whenev|er Rich|ard Cor|y went |down town,
( /
( / ( /
(
/
( /
We peo|ple on |the pave|ment looked| at him:
( / ( / ( /
(
/ (
/
He was| a gen|tleman| from sole| to crown,
(
/
(
/ ( / ( / ( /
Clean fa|vored, and| imper|ial|ly slim.
Number of Stressed Syllables: 5; Name for Number of Feet: pentameter; Rhyme Scheme: abab
/ ( (
/ (
/ (
/
Miniv|er Chee|vy, child| of scorn,
(
/
(
/ (
/
( / (
Grew lean| while he |assailed| the seasons
( /
(
/
( / (
/
He wept| that he| was ev|er born,
( /
(
/ (
And he| had rea|sons.
Number of Stressed Syllables: 4, 4, 4, 2; Name for Number of Feet: tetrameter for first three
lines, dimeter for last line; Rhyme Scheme: abab
1. Possible answer: Both poems use exact rhyme in a traditional pattern: abab. This scheme fits
the rather formal tone of both poems. In “Richard Cory,” Robinson uses monosyllabic words:
town-him-crown-slim. The pattern of sound and emphasis suits Robinson’s deadly serious
theme. The words themselves are plain spoken and point to the most basic elements of life:
talked/walked, king/everything, light/night, bread/head. In “Miniver Cheevy,” Robinson assumes
a more mocking tone and uses multisyllabic rhymes such as seasons/reasons, prancing/dancing,
to lighten the mood and underscore the foolishness of Cheevy’s self-destruction. Combinations
such as fragrant/vagrant and Medici/incessantly combine the sublime and the ridiculous,
also with humorous effect. 2. Possible answer: For “Richard Cory,” Robinson uses iambic
pentameter. It mimics formal speech patterns and suits the solemn subject matter. For “Miniver
Cheevy,” Robinson uses tetrameter in the first three lines and dimeter in the final line of the
stanza. In addition to using shorter lines, he also varies the stress in each metric foot so that the
meter bobbles along comically.
Selection Quiz
1. Cory; 2. Cheevy; 3. Both; 4. Cheevy; 5. Cory; 6. Cheevy; 7. A; 8. D; 9. B; 10. C; 11. B
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To Build a Fire
Build Vocabulary: Noun and Adverb Suffixes
Sample sentences are shown. 1: agitate; The man grew agitated when he realized he could not
build a fire; As he froze, his agitation lessened gradually and was replaced by a peaceful feeling.
2. apprehension; The dog could apprehend that the man wanted to harm it, so it stayed just
out of his reach. The loss of feeling and function in his hands filled the man with dread and
apprehension, for he had to build a fire to survive. 3. undulate; The tall grasses undulated
gently in the summer wind, bringing ocean swells to mind. Wind had drifted the snow, which
lay across fields and against tree rows and fences in soft undulations. 4. peremptorily; Molly’s
invitation had a peremptory tone that irritated her friends. Military officers give commands
peremptorily, leaving no question that they are to be obeyed. 5. apathetic; In the Arctic, a
traveler cannot afford to be apathetic about preparations for the journey. The man responded
apathetically to his surroundings because as he lost his battle with the cold, he became less able
to respond. 6. poignant; The novel had a poignant ending. The story of the man’s end was told
poignantly.
Build Background: Extreme Cold
Posters will vary but should include clear visuals and labels that show understanding of various
adaptations and their function in withstanding extreme cold.
Analyze Literature: Naturalism and Character
Chart: Response to the severe cold—Man, unconcerned, unthinking until too late; Dog,
instinctive wariness, attempt to avoid; Response to falling through ice—Man, light fire as
quickly as possible; Dog, immediately set about cleaning ice from paws; Response to the
fire—Man, soon put it out; later, panicky, started in poor location, and then unable to start
proper fire; Dog, come close, use its warmth; foreboding when fire put out; Response to each
other—unemotional; using dog only for its function to help him; then attempt to kill dog to
help him survive; Dog, wary; understanding that man provides fire and food, but not trusting;
leaves as soon as man dies. 1. In the Arctic setting, the dog’s instinct serves it well for survival,
but the man’s ignorance and lack of experience doom him. He is arrogant, thinking he can
survive a journey in the cold because he has done it before. Against this natural enemy, intellect
is useless; instinct permits survival because it is automatic and infallible. 2. The dog obeys its
instincts: it cleans its paws of ice quickly and efficiently as soon as it has fallen through the ice.
It is uneasy because its instinct tells it this kind of cold should be avoided. The man has no
idea of the consequences of being exposed to such extreme cold, so he sets off unprepared and
without another human companion who could save his life. 3. The dog prevails because it obeys
its instincts and does only what is essential to survive the cold. It is unencumbered by intellect
or emotions, both of which helped trap the man in a losing battle. The outcome suggests that
London is saying Nature is a pitiless antagonist that cannot be overcome.
Selection Quiz
1. mining camp; 2. husky; 3. river; 4. lunch; 5. cold; 6. ice; 7. A; 8. C; 9. B; 10. D; 11. C
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Do not weep, maiden, for war is kind, / A Man Said to the Universe
Build Background: War and Naturalism
Possible answers are given: 1. War institutionalizes and normalizes mass violence and death.
Soldiers are mere “cogs” and disposable. Their free will and instincts for survival are set aside
to create a disciplined fighting force. Anyone who witnesses war firsthand must recognize its
harshness; 2. Crane’s themes include the indifference of the world and of the social machine
that begets wars, the savagery of war, and its inherent cruelty; 3. It is ironic that Crane calls
war “kind,” for its savagery and cruelty cost a young man his life and bring torment to a lover,
child, and mother of the soldier. There are also ironic references to the “glory,” “virtue,” and
“excellence” of war, which produces corpses and causes the soldier to die in a chaos of terror,
pain, and suffering.
Analyze Literature: Free Verse
1.“do not weep”—lines 1, 4, 12, 15, 25; “war is kind”—lines 1, 5, 16, 26; “a thousand corpses
lie”—lines 11, 22; “These men were born to drill and die”—lines 8, 19; 2. “hoarse, booming
drums…/Little souls who thirst for fight”; “Swift blazing flag of the regiment/Eagle with crest
of red and gold”; 3. weep/war; great…Battle-God; heart hung humble; button bright; splendid
shroud…son; 4. The universe is a man who speaks indifferently; Possible response: Crane
would break with traditional poetic treatments such as a regular rhyme scheme and strict
meter because his treatment of the subject matter is grim and critical. Lyrical sound effects
could create a mood that celebrates war, and Crane only wants to expose it as the cruel, savage
business he knows it to be. Irregular rhythms and line lengths emphasize the broken quality of
grief and the spasms of terror and pain.
Selection Quiz
1. image; 2. alliteration; 3. alliteration; 4. metaphor 5. symbol; 6. personification; 7. simile; 8.
assonance; 9. A; 10. D; 11. B
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I Will Fight No More Forever, / I Am the Last of My Family
Build Vocabulary: Analyzing Etymology
Answers may vary in wording. Students may trace a word’s history from the present to its origin
or from its origin to the present. 1.Today, the English word feeble means “weak” or “lacking in
the qualities needed to maintain authority or vigor.” In Middle English, this word was spelled
feble and had come into English use from Anglo French. The French had borrowed this word
from the Latin word flebilis meaning “lamentable” or “wretched.” This adjective was in turn
derived from the Latin verb flere, meaning “to weep.” 2. Today, the verb perish means “to die”
or “to cease to exist.” It derives directly from the Middle English verb perisshen which has the
same meaning. This word came into English from the Anglo-French root periss-, a stem of the
French verb perir, which the French took from the Latin verb perire. The verb’s meaning derives
from the meanings of its parts: per- meaning “detrimentally” and ire meaning “to go.” 3. The
word remnant today means “remainder” or “a small surviving group.” The word form in Middle
English was remenant, borrowed from the Anglo-French remanant, a participial form of the
French verb remainder, meaning “to remain.”
Build Background: Nez Percé and Chiricahua
Time lines will vary but should contain historically accurate dates for events in proper
chronological order and correct summaries of the meaning of the events.
Analyze Literature: Techniques for Creating Mood and Tone
Possible answers: Sentence structure: Very brief sentences; simple sentences; Examples: The
old men are all dead; Hear me, my chiefs! Sensory: Focus on cold; Examples: It is cold and we
have no blankets. I am tired. Word choice: Extreme simplicity; mostly neutral connotations;
Examples: Heart, tired, dead, cold, freezing, sick and sad; Images: Direct, focused on primal
body and emotional states; Examples: The little children are freezing to death; I know his heart,
my heart is sick and sad; Mood/tone: The mood is despairing; the tone is defeated but dignified.
Possible answers: Syntax/structure: Varied, but complex in order to explain, describe; Examples:
Under the counsels of my grandfather, who had for a very long time been the head of the
Apaches, they were received with friendship; Sensory: spare but revealing closeness to nature;
Examples: driven by the soldiers, even as the wind is now driving the clouds; Word choices:
Contrasts; complimentary to own people; neutral toward whites; Examples: feeble/great, strong;
successful, friendship, pledge; set aside, abundance, food, blankets; Images: focused on loved
homeland; Examples: See the sun rise over these mountains; fly before your soldiers as the
deer before the hunter; Mood/tone: The mood is reflective and detached; the tone is proud and
unrepentant but at the same time conciliatory.
Selection Quiz
1. B; 2. A; 3. C; 4. C; 5. C; 6. A; 7. B; 8. A; 9. simile; 10. simile; 11. metaphor; 12. imagery; 13.
repetition; 14. metaphor; 15. personification
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from Black Elk Speaks
Build Vocabulary: Words with Related Meanings
1. gully: a trench worn by running water, especially one through which water runs after a rain;
ravine: small, narrow, steep-sided valley that is larger than a gully and smaller than a canyon
and that is usually worn by running water; valley: an elongate depression of the earth’s surface
usually between ranges of hills or mountains, frequently drained by a river and its tributaries;
gulch: a deep or precipitous cleft, especially one occupied by a torrent; arroyo: a water-carved
channel, usually in an arid region; Possible comparison of meanings: A gully is a smaller
trench formed by the runoff of rainwater, whereas a valley is a larger low lying area between
hills or mountains that may or may not contain running water. 2. treaty: a contract in writing
between two or more political authorities (states or sovereigns) formally signed by authorized
representatives and usually ratified by law-making body of the states; agreement: a contract
duly executed and legally binding, suggesting harmony of opinion or character; accord: a formal
reaching of agreement suggesting harmony; compact: a contract or covenant between two or
more parties; truce: a suspension of fighting especially of considerable duration by agreement of
opposing forces; A treaty is a formal contract between two nations signed by people authorized
to make legally binding agreements. A truce is an informal agreement between two opposing
forces to stop fighting for a time.
Build Background: Lakota Culture
Biographical sketches should sum up the most important facts and events in the subject’s life,
use sentence structure and transitions smoothly, and use chronological organization accurately.
Check students’ work for references to Lakota values and perceptions.
Analyze Literature: Metaphoric Language
1. tenor: Wasichus, vehicle: river; The Wasichus are so numerous that they seem to the Lakota
to flow with the force of a river, pushing them aside. 2. tenor: Lakota, Wasichu, vehicle: islands,
flood; Isolated from their game, the Lakota are like islands, while the many Wasichu are like a
flood separating the people from game. 3. tenor: actions of Wasichu, vehicle: spider’s web; The
actions of the Wasichu have trapped and immobilized the Lakota so that they are as helpless as
a bug in a spider’s web. 4. tenor: arrows, vehicle: cloud of grasshoppers; So many arrows were
flying through the air that they obscured vision as a plague of grasshoppers would. 5. tenor:
dying warriors, vehicle: green grass in fire; The warriors were dying so quickly and in such
large numbers they were like green grass being burned up in a fire. 6. tenor: flying men, vehicle:
arrows; The two men who flew downward toward Black Elk were like arrows in that they angled
downward and moved swift and straight. 7. tenor: winter weather, vehicle: giant; The harsh
winter weather was so powerful and overwhelming it was like a giant (or a giant’s breath) from
the north.
Selection Quiz
1. D; 2. F; 3. E; 4. C; 5. A; 6. B; 7. B; 8. A; 9. C; 10. D
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I Tried to be Like My Mother
Build Background: Native American Childhood
Presentations should explain a toy or game’s basic nature, materials, and purpose. Students
should use a model or other visual aids skillfully.
Analyze Literature: Memoir and Point of View
1. It was an exact replica of an adult teepee and it was transported by horse, as adult teepees
were; 2. She understands that her aunt only pretended to be jealous in order to encourage her
niece and help her learn; 3. Her tone is both amused and proud as she recalls how they struggled
and how grown-up they acted. A child would have been very dramatic and failed to realize the
mistakes that were made; 4. They and their horses looked outlandish and comic. The women of
the village would give them meat and berries. An old man drummed for them; 5. She suggests
the strength of community bonds as adults help children to learn their traditions; 6. As an
adult, Pretty Shield would have experienced great loss when the U.S. government forbid Native
Americans from performing sun-dance rituals.
Selection Quiz
1. B; 2. D; 3. B; 4. A; 5. C; 6. T; 7. F; 8. F; 9. T
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Keeping the Thing Going While Things Are Stirring
Build Background: Political Changes of the 1860s
Reports should include a clear thesis; a logical chronology of events and explanation of their
importance, causes, and effects; and a well-written introduction, body, and conclusion.
Analyze Literature: Metaphors and Similes
1. Sojourner Truth sees slavery as an ugly plant that has been partly killed by the passage of
amendments granting freedom and suffrage to black men. She believes that the whole plant
must be killed before “we will all be free.” 2. Oppression and injustice form a chain that holds
back women. Truth sees her purpose in remaining on earth to be in eliminating these evils. 3.
Truth compares the social and political attitudes that have “frozen” blacks and women in slavery
to ice, which the changes brought by the Civil War have partially cracked. She wants to take
advantage of this weakening of American racism to force further change. 4. Truth compares
men first to slaveholders of women and then to riders who control their horses using reins. She
points out that habit, custom, and duration of this attitude make it difficult for men to admit
that women ought to be free.
Selection Quiz
1. Black men will become like slavemasters to black women. 2. The impetus for correcting
injustice and for making social change has not died down. 3. equal pay for equal work; the right
to vote; legal rights in the courts; 4. D; 5. A; 6. B; 7. A
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The Destructive Male / Woman’s Right to Suffrage
Build Vocabulary: Word Families
1. aggrandizement—n., the act of enhancing one’s position, wealth, or power;
grandiloquence—n., lofty or bombastic in style, especially use of language; grandiose—adj.,
characterized by grandeur or absurd exaggeration; 2. franchise—n., special privilege granted
to an individual or group; franchisee—n., person granted a franchise; frankly—adv., in a frank
manner; 3. dictate—v., to speak or act domineeringly; diction—n., choice of words, vocal
expression; indictable—adj., liable to be charged with an offense; 4. archaeology—n., scientific
study of the remains of ancient civilizations; matriarch—n., woman who rules a family, group,
or state; monarch—n., sovereign ruler of a kingdom or empire
Build Background: The Women’s Suffrage Movement
Dramatic writing should include accurate facts about the chosen subject’s life and show
competency in constructing a plot, establishing a setting, and developing characters. The written
product should use conventions for script and stage direction writing correctly.
Analyze Literature: Style
The Destructive Male: Sentence structure: complex, lengthy, highly descriptive; rolling and
inspirational; Diction: emotionally loaded, flowery, negative adjectives for men; positive
adjectives for women; Figures of speech: “mercy has veiled her face”; “statutes conflict with
that higher law written by the finger of God on her own soul”; Organization: establish violent
and destructive quality of male control; show distortion of female principal needed to survive;
declare more moral world if women are equal; Woman’s Right to Suffrage: Sentence structure:
complex, lengthy, highly rational and legalistic in turn of phrase; Diction: formal, historic,
legalistic precise, rational; contrasts: republic/aristocracy; educated/ignorant; sovereigns/
subjects; Figures of speech: NA; Organization: establish meaning of wording of Constitution
and legal definition of citizen; apply deductive reasoning to prove women have right to
vote; Essays will vary but should contain paragraphs that contrast the differences in diction,
sentences, and overall plan used by the two speakers.
Selection Quiz
1. Women’s Suffrage; 2. election; 3. persons; 4. Stanton; 5. Anthony; 6. C; 7. D; 8. E; 9. F; 10. A;
11. B
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The Emancipation of Women
Build Background: Women’s Rights Around the World
Essays should show evidence of thoughtful analysis of relevant data, include an introduction
with a thesis, a body with several observations about world trends in women’s battle for rights,
and a conclusion.
Analyze Literature: Argument
Argument: It is proper for women to use the rights granted to them by their government, but
they must be educated to do so properly; Reasons: 1. Educated women can defend their rights in
court rather than being taken advantage of. 2. Emancipation of women will strengthen society
and the legal system because woman’s voice is humane and temperate. 3. Ignorant women often
abuse the system, failing to live up to their family responsibilities using “weakness” as their
excuse. 4. Saying women are only good for procreation wastes the potential of half the human
race; Part 2: Paragraphs will vary but should show evidence that students have understood
Echenique’s arguments and evaluated them logically and thoughtfully.
Selection Quiz
1. C; 2. A; 3. A; 4. T; 5. F; 6. T; 7. T; 8. F; 9. T; 10. T
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The Story of an Hour
Build Background: The Works of Kate Chopin
Chart details for the second Chopin story will vary. Details for “The Story of an Hour” follow.
Details of setting: late nineteenth century in a middle-class home; Themes: nature of grief,
complexity of husband/wife relationship, strong desire for independent life; Subject matter:
the inner life of a sensitive, intelligent woman restricted by marriage; Conflict: coming to
terms with husband’s death, becoming self-aware about need for freedom; Description of
main characters: husband Brently was good, kind man who needed to control his wife; wife
Louise is young and fair but with a heart condition, passionate, inward, self-composed, selfaware; 1. Possible answer: Chopin’s stories are set in the late nineteenth century, when the roles
permitted to women were limited and their lives strictly controlled by patriarchal conventions.
2. Possible answer: Chopin tended to explore the hidden aspects of women’s lives, exposing the
contradictions in their relationships with husbands. 3. Possible answer: Conflicts are mostly
inner, in which a woman wars with her desires and the traditional notions of what is permitted.
Domestic events and issues trigger the rising action. 4. Possible answer: Protagonists are
generally middle-class wives who have been married some years but are not yet middle aged.
Antagonists are either males or society and its requirements for respectability.
Analyze Literature: Plot and Protagonist
1. Her sister and a friend of her husband tell Mrs. Mallard her husband is dead. We learn
that Mrs. Mallard has heart trouble. 2. Mrs. Mallard expresses her grief and isolates herself in
her bedroom. She begins to realize what widowhood means, and her excitement rises. 3. She
realizes that she will be free, without restriction, and feels joy. 4. Louise Mallard emerges from
the bedroom triumphantly, only to see her husband arrive home. 5. She falls dead. 6. She takes
in the news immediately and weeps wildly. She shows that she loves her husband but at the
same time that she is reality based. 7. She is young and pretty, calm and somewhat repressed,
suggesting that she operates within the rules of society. 8. Her joy at realizing she will be free
reveals that she has been unhappy being controlled by her husband’s will. Students may say
this is a universal quality; everyone wants freedom to express his or her will. 9. Feeling selfactualized brings her feelings of joy and contentment, which suggests that she is emotionally
strong and has a good self-concept.10. Chopin has revealed a strong-willed and emotionally
stable woman who has resented but never resisted the iron control of patriarchy.
Selection Quiz
1. A; 2. D; 3. B; 4. C; 5. A; 6. C; 7. C; 8. D; 9. B; 10. B
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from Songs of Gold Mountain
Build Vocabulary: Word Families
1. encompass, v.; 2. deplorable, adj.; 3. deplore, v.; 4. encompassment, n.; 5. scarcely, adv.;
6. compass, n.; 7. scarce, adj.; 8. deplorableness, n., 9. scarcity, n.
Build Background: Chinese Americans in California
Outlines will vary but should show understanding of proper outline format and logical
subordination and organization of facts and ideas. You may wish to review outline formatting
with students.
Analyze Literature: Imagery
1. “I burst out cheering”: sound; increases feeling of excitement and anticipation; shows hopes
of Chinese immigrants; “captive in a wooden barrack”: touch; makes restricted feeling concrete;
2. “my belongings wrapped in a bundle”: sight; gives concrete evidence of the humble origins
of the men; “detained in a dark, crude, filthy room”: sight, smell, touch; suggests revulsion and
shows circumstances opposite of what they expected; “not one restful breath of air”: touch,
smell: suggests how close, crowded, and smelly the rooms were and adds sense of panic to
depression; “a proud man bows his head low”: sight; vivid picture of humiliation; 3. “The
Golden Gate firmly locked, without even a crack to crawl through”: touch; adds a feeling of
helplessness at being immobilized; “how can we put on wings and fly past the barbarians?”:
sight; increases feeling of frustration by contrasting the locked up helplessness of the men with
the soaring of winged creatures; 4. “I am filled with rage”: touch; stresses the emotions of proud
men at their humiliation
Selection Quiz
1. C; 2. D; 3. A; 4. D; 5. the United States; 6. Angel Island; 7. allusion; 8. proud
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We Wear the Mask
Build Vocabulary: Using Synonyms for Precise Connotations
1. ruse; 2. stratagem; 3. duplicity; Part 2: 4. Sad: unhappy, filled with grief; Depressing; in
low spirits, deeply saddened; regrettable: disappointing; pathetic: absurd;, pitiful; Students’
sentences will vary. 5. forbid: to not allow; prohibit: to not allow by regulation or law; inhibit: to
restrict or discourage; restrain: to prevent from doing, to restrict; Students’ sentences will vary.
Connecting with Literature: The Meaning of Masks
Models and presentations should show understanding of the purpose of the original mask as
well as of the culture from which it came. Creativity and ingenuity in making the model should
also be considered.
Analyze Literature: Alliteration, Assonance, Consonance
1. We wear; The w sound is soft and rather woeful, like the mood of the speaker; 2. shades/pay;
hides (combines with end rhymes lies and eyes); Long a and long i stretch out the words; long
i mimics a wailing sound; 3. mouth with myriad; The m sound, also soft, can have a mournful
effect on mood; 4. counting / our; The ou mimics a universal sound that communicates pain; 5.
but, O great Christ; smile / Christ (combines with end rhyme cries); Final t is crisp and abrupt;
long i suggests anguish; 6. Beneath our feet / dream; Long e sound is open and helps make the
poem fluid; 7. A list of possible points for students to make is given. Rhyme scheme uses only
the long i sound in combination with either final /s/ or /l/. Assonance is almost always long
vowel sounds or open diphthong suggesting pain. Alliteration occurs with soft, fluid sounds.
Sounds are used to suggest mournfulness and suffering.
Selection Quiz
1. D; 2. A; 3. B; 4. B; 5. D; 6. B
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from Up from Slavery
Build Background: Booker T. Washington
Panel presentations should include accurate facts and comments that show thoughtful
evaluation of various perspectives on the struggle for African American rights. Presentations
should be well organized and show evidence of adequate practice and research.
Analyze Literature: Diction
Possible explanations are shown.
1. Accident connotes a neutral outcome rather than a deserved or undeserved one; it does not
ascribe unhappiness to being born black or glee to being born white. 2. Obstacles is a general
term for problems or physical challenges one must overcome. By avoiding loaded terms such
as discrimination and racism, Washington steers clear of antagonizing white audiences from
whom he needs support. 3. secure—Washington wants to make clear that the there was a strong
possibility of not being recognized or of not keeping the recognition due; achieve suggests
that one gains recognition through his or her own efforts, but the word does not connote
the struggle to obtain and keep recognition. Gain does not indicate the individual’s efforts in
obtaining recognition and does not imply the need to work to keep the recognition. 4 superior—
Washington does not want to suggest that being white makes one privileged or a master—both
those words smack of resentment at the injustice done to African Americans. Superior strikes
just the right tone of undeserved praise. 5. A law is certain and enforceable for all—it is both
weighty and worthy. A hypothesis is merely a good guess, and truism suggests something
obvious and trivialized.
Selection Quiz
1. janitor; 2. Tuskegee Institute; 3. work harder and perform his task better than a white youth;
4. rights or individual worth; 5. Merit will ultimately be recognized and rewarded; 6. president;
7. merit; 8. Hampton Normal Agricultural Institute; 9. coal miner; 10. Tuskegee Institute
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from The Souls of Black Folk
Build Vocabulary: Abstract Nouns Made with -tion and -ment
Possible definitions are shown. 1. accomplishment—something that has been completed or
achieved; 2. aspiration—an ambition; thing hoped and striven for; 3. assertion—the act of
stating or declaring forcefully; affirmation; 4. assimilation—the act or process of being absorbed
into a system; 5. colonization –the act of establishing in colony form; 6. development—growth,
expansion, or progress; 7. inspiration—motivation; that which encourages; 8. institution—
organization or establishment; 9. judgment—way of thinking; opinion; 10. migration—
relocation, resettlement
Build Background: W. E. B. Du Bois
Press releases should focus on a single event or accomplishment with factual accuracy and show
adequate coverage by answering the 5 W and H questions about the event or accomplishment.
Also evaluate writing for its grasp of correct manuscript format, grammar, mechanics, and
punctuation.
Analyze Literature: Parallel Structure and Style
Possible explanations are shown. 1. It startled the nation to hear a Negro advocating such a
program after many decades of bitter complaint; it startled and won the applause of the South;
it interested and won the admiration of the North; and after a confused murmur of protest, it
silenced if it did not convert the Negroes themselves. Repetition of it startled and then repetition
of the subject-verb-direct object and prepositional phrase structure creates unity and rhythm.
2. Honest and earnest criticism from those whose interests are most nearly touched—criticism
of writers by readers, of government by those governed, of leaders by those led,—this is the
soul of democracy.…Three prepositional phrases with the same structure (of ___ by ___) has a
unifying and cumulative effect. 3. Such aspiration was especially voiced—in the earnest songs
of Phyllis, in the martyrdom of Attacks, (in) the fighting of Salem and Poor, (in) the intellectual
accomplishments of Banneker and Derham, and (in) the political demands of the Cuffes. By
setting up the list of leaders using the same prepositional phrase structure (in the ___ of ___),
both the accomplishments and the people are emphasized. 4. They do not expect that the free
right to vote, to enjoy civic rights, and to be educated; will come in a moment. Three infinitive
phrases establish the same verbal form to list essential rights, making them clear. 5. …but
they are absolutely certain—that the way for a people to gain their reasonable rights is not by
throwing them away and insisting that they do not want them; that the way for a people to gain
respect is not by continually belittling and ridiculing themselves.…The structures of the two
clauses echo one another (that the way for a people to gain ___ is not by), strengthening the
argument.
Selection Quiz
1. T; 2. F; 3. T; 4. F; 5. T; 6. A; 7. C; 8. D
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Booker T. and W. E. B.
Build Background: The Civil Rights Struggle, 1865–1900
Poems and artworks should show grasp of the significance of events regarding civil rights and
use poetic or artistic devices effectively to communicate a theme and mood. You may wish to
require students to submit their notes and rough drafts or sketches with their poem or artwork.
Literary Elements: Diction
Possible answers: (Booker T. phrases) “It shows a mighty lot of cheek”; suggests a folksy or
dialect manner of speech; “Mister Charlie / Miss Anne”; suggests a slave sort of reference to
white employers/masters; “Stick our nose inside a book”; suggests an attitude dismissive of
African American intellect; “You folks have missed the boat”; suggests more “down-home”
expressions and a “talking down” attitude; “Just keep your mouths shut”; uses monosyllables
and suggests a harsh; submissive attitude, distasteful; (W. E. B. phrases) “If I should have the
drive to seek / knowledge”; suggests educated, formal manner of speech; upbeat rhythms; “The
right to cultivate the brain”; suggests rhythmic quality of speech; higher level of vocabulary; “For
what can property avail / if dignity and justice fail?” suggests ringing oratory; understanding
of legal, social, moral implications; “Trumped-up clause”; suggests more intelligent expression
and an angry, confrontational attitude; “But as for me, I’ll be a man”; uses monosyllables and is
strong and rhythmic; suggests someone proud and inspiring; Paragraphs will vary but should
make reference to the contrasting language of the two men and their opposite attitudes and
ideas of the proper role of African Americans in society.
Selection Quiz
1. W. E. B.; 2. Booker T.; 3. W. E. B.; 4. W. E. B.; 5. Booker T.; 6. D; 7. B; 8. A
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