Prentice Hall Literature, -

A Correlation of

Prentice Hall Literature, The American Experience, © 2010

To the

North Carolina English Language Arts Standard

Course of Study, 2004 and the

Common Core Standards for English Language Arts

Grade 11

Prentice Hall Literature, The American Experience, © 2010 to the

North Carolina English Language Arts Standard Course of Study, 2004 Common Core Standards for English Language Arts

(Grade 11)

INTRODUCTION This document demonstrates how Prentice Hall Literature meets both the objectives of the North Carolina English Language Arts Standard Course of Study as well as the Common Core Standards for Language Arts (2010). Correlation page references are to the Teacher’s Edition and are cited by activity and page number. Lessons in the Teacher’s Edition contain facsimile Student Edition pages. Prentice Hall Literature is a comprehensive basal language and literacy program for Grades Six through Twelve that is built on solid research and allows skills and concepts to be taught to mastery through an innovative approach of grouping content thematically, by skill focus, and genre. Selection Choices Prentice Hall Literature lets you choose the literature you teach based on students’ backgrounds, needs and interests. Additionally, a full complement of leveled support is provided for each selection to help you attend to varied learning needs, including leveled reading and vocabulary warm-ups, graphic organizers, assessment, trade books, online practice and reader’s notebook. The Big Question Full immersion in a concept provides a safe place for all learners to connect knowledge, build vocabulary, and learn how to learn. Prentice Hall Literature puts students in the world of a concept for six weeks, six times per year. Instruction is built from Grant Wiggins’ Understanding by Design. The Big Question drives students to promote inquiry, foster deep understanding, engage in lively debate, connect to prior learning, stimulate rethinking, and build vocabulary. Assessment Prentice Hall Literature helps teachers administer assessment at different stages to keep track of student progress. Teachers are guided to Diagnose Readiness with tools to help them assess a student’s understanding prior to reading, which helps them implement personalized instruction. Teachers can Monitor Progress with well-designed check-ins to implement as the students read. Finally, the program provides Benchmark Mastery assessments every three weeks to help students catch small learning problems before they become big ones. Digital Connection Prentice Hall Literature is designed to meet the needs of tech-savvy students living in a world teeming with handheld devices and social networks by letting students seamlessly integrate school with their digital world. The Student Edition is online with exciting ways to access content, video, and audio. Plus, an online teacher center helps teachers improve upon their instruction. This document demonstrates the high degree of success students will achieve by using Prentice Hall Literature.

2 SE = Student Edition TE = Teacher Edition



(Grade 11)

Table of Contents

Competency Goal 1 The learner will demonstrate increasing insight and reflection to print and non-print text through personal expression. ......................................... 4 Competency Goal 2 The learner will inform an audience by using a variety of media to research and explain insights into language and culture. .................................11 Competency Goal 3 The learner will examine argumentation and develop informed opinions.......................................................................................................18 Competency Goal 4 The learner will critically analyze text to gain meaning, develop thematic connections, and synthesize ideas. .....................................................26 Competency Goal 5 The learner will interpret and evaluate representative texts to deepen understanding of literature of the United States......................................35 Competency Goal 6 The learner will apply conventions of grammar and language usage..........................................................................................................41 Common Core Standards for English Language Arts, Grades 11-12 Not Represented in the Correlation to NC English Language Arts Standards ...................................44




(Grade 11) North Carolina English

Language Arts Standard Course of Study, 2004,

Grade 11

The Common Core Standards for English

Language Arts, Grade 11

Prentice Hall Literature, The American Experience

© 2010

English Language Arts Curriculum Grade 11 English III Students in English III analyze United States literature as it reflects social perspective and historical significance by continuing to use language for expressive, expository, argumentative, and literary purposes. The emphasis in English III is critical analysis of texts through reading, writing, speaking, listening, and using media. In addition, the student will: • Relate the experiences of others to their own. • Research the diversity of American experience. • Examine relationships between past and present. • Build increasing sophistication in defining issues and using argument effectively. • Create products and presentations which maintain standard conventions of written and oral

language. Strands: Oral Language, Written Language, and Other Media/Technology Competency Goal 1 The learner will demonstrate increasing insight and reflection to print and non-print text through personal expression. 1.01 Create memoirs that give an audience a sense of how the past can be significant for the present by: • elaborating upon a

significant past episode from the student's current perspective.

W.3. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

SE/TE: Autobiographical Narrative, 188–195; Reflective Essay, 440–447

• projecting the student's voice in the work through reflective interpretation of relationships to people and events.

W.3. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

SE/TE: Autobiographical Narrative: Make memory notes, 189, Order your events, 190, Connect the past to the present, 192; Reflective Essay: Gathering details, 441, Start with a strong lead, 442, Developing your style, 445

• writing for a specific audience and purpose.

W.3. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

SE/TE: Autobiographical Narrative: Consider audience and purpose, 189; Reflective Essay: Choosing your topic, 441, Start with a strong lead, 442, Developing your style, 445






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1.02 Reflect and respond expressively to texts so that the audience will: • discover multiple

perspectives. W.1.a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

SE/TE: Essay in response to criticism, 515; Literary criticism, approaches to, 777, 1069; Comparison-and-contrast essay: authors' political viewpoints, 1249; Short story (retell same) from different point of view, 1309

• investigate connections between life and literature.

SE/TE: Connecting to the Essential Questions (writing), 18, 46, 56, 74, 80, 84, 98, 110, 122, 139, 168, 200, 226, 256, 270, 287, 334, 364, 376, 406, 424, 452, 478, 506, 518, 530, 536, 552, 569, 594, 626, 634, 640, 650, 680, 706, 718, 728, 756, 772, 778, 784, 798, 814, 832, 846, 858, 866, 872, 901, 922, 928, 956, 956, 956, 982, 1010, 1026, 1040, 1050, 1056, 1062, 1070, 1080, 1094, 1102, 1123, 1268, 1290, 1290, 1290, 1296, 1310, 1324, 1334, 1346, 1356, 1364, 1376, 1382, 1402, 1408, 1424, 1460

• explore how the student's life experiences influence his or her response to the selection.

SE/TE: Challenging or Questioning the text, 364, 372; Background knowledge, use, 506, 510, 514, 536, 542, 543, 1056, 1061, 1160, 1392, 1393, 1401; Relate to own experience, 1424, 1428, 1439

• recognize how the responses of others may be different.

W.1.b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

SE/TE: Literary criticism, approaches to, 777, 1069; also see: Discussion, small group: Essential Questions, 14, 474, 978, 1290, Extend Your Learning, 224, 361, 476, 897, 1185, 1292






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• articulate insightful connections between life and literature.

SE/TE: Connecting to the Essential Questions (writing), 18, 46, 56, 74, 80, 84, 98, 110, 122, 139, 168, 200, 226, 256, 270, 287, 334, 364, 376, 406, 424, 452, 478, 506, 518, 530, 536, 552, 569, 594, 626, 634, 640, 650, 680, 706, 718, 728, 756, 772, 778, 784, 798, 814, 832, 846, 858, 866, 872, 901, 922, 928, 956, 956, 956, 982, 1010, 1026, 1040, 1050, 1056, 1062, 1070, 1080, 1094, 1102, 1123, 1268, 1290, 1290, 1290, 1296, 1310, 1324, 1334, 1346, 1356, 1364, 1376, 1382, 1402, 1408, 1424, 1460






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R-L.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. R-IT.8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

• consider cultural or historical significance.

R-IT.9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

SE/TE: Essential Questions of the Literary Period: What is the relationship between place and literature?, 6, 214, 470, 694, 976, 1285; What makes American literature American?, 9, 219, 472, 699, 974, 1287; How does literature shape or reflect society?, 11, 216, 466, 696, 970, 1282; also see: Philosophical assumptions, analyze, 40, 43, 45, 376, 381, 386, 390, 614, 615, 619, 620, 624; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Historical period, evaluate influences of, 226, 229, 231, 237, 240, 634, 639, 1216, 1218, 1234; Essential message, determine, 334, 342, 349, 356, 552, 557; Writer's views/insights, compare, 536, 543; Philosophical argument, analyze, 626, 633, 784, 793; Political assumptions, analyze, 98, 108, 982, 998; Relate to own experience, 1424, 1428, 1439






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1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print expressive texts appropriate to grade level and course literary focus, by: • selecting, monitoring, and

modifying as necessary reading strategies appropriate to readers' purpose.

W.9.a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

SE/TE: Reading rate, adjust: epic poetry, 425, 438, dramatic monologue, 706, 711, 714; also see: Historical period, evaluate influences of, 226, 229, 231, 237, 240, 634, 639, 1216, 1218, 1234; Writer's purpose, identify/analyze, 202, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Summarize, 256, 258, 264, 268; Inference, draw, 270, 275, 277, 279, 285, 1346, 1355; Details, identify relevant, 334, 342, 349, 356, 552, 557; Essential message, determine, 334, 342, 349, 356, 552, 557; Reread to clarify elliptical phrasing, 406, 409, 420

• identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.

R-L.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

SE/TE: Comparing Literary Works, 18, 29, 46, 55, 98, 108, 110, 120, 139, 152, 157, 165, 256, 268, 323, 333, 364, 372, 406, 420, 530, 535, 536, 543, 587, 593, 718, 726, 866, 871, 901, 908, 913, 919, 922, 927, 982, 998, 1062, 1068, 1102, 1113, 1239, 1346, 1355, 1408, 1421, 1424, 1439; Focus on Literary Forms: Poetry, 402–403, Short Stories, 796–797, Drama, 1116–1117

• providing textual evidence to support understanding of and reader's response to text.

R-L.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

SE/TE: Writing Lessons: Response to literature, 154, 910, 1078, Critical essay, 491, 807, 887, Essay in response to criticism, 515, Essay About Historical Context, 763; Character types essay, 593, Character analysis, 715, Approaches to literary criticism, 777, 1069, Critical review, 831, 1322, Poetry essay, 871, 1055, Essay of interpretation, 1025






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• demonstrating comprehension of main idea and supporting details.

R-L.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

SE/TE: Details: identify relevant to determine essential message (in fiction), 334, 342, 349, 356, identify key (in poetry), 1356, 1360

• summarizing key events and/or points from text.


SE/TE: Summarize, 256, 258, 264, 268, 1026, 1030, 1038

• making inferences, predicting, and drawing conclusions based on text.


SE/TE: Inference, draw, 270, 275, 277, 279, 285, 1346, 1355; Conclusions, draw, 1010, 1015, 1020, 1024, 1392, 1393, 1401; Predictions, drama, 1160, 1163, 1168, 1176, 1177, 1180, 1182, short story, 1296, 1304, 1307, 1308

• identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.

R-L.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

SE/TE: Historical period, evaluate influences of, 226, 229, 231, 237, 240, 634, 639, 1216, 1218, 1234; also see: Historical and Literary Background, 4–13, 212–221, 464–473, 692–701, 968–977, 1280–1289; Essential Questions of the Literary Period, 14, 222, 474, 702, 978, 1290; Contemporary Commentary, 15–16, 223–224, 475–476, 703–704, 979–980, 1291–1292






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• making connections between works, self and related topics.

SE/TE: Relate to own experience, 1424, 1428, 1439; also see: Connect to the reading, 14, 222, 474, 702, 978, 1290; Connecting to the Essential Questions, 18, 46, 56, 74, 80, 84, 98, 110, 122, 139, 168, 200, 226, 256, 270, 287, 334, 364, 376, 406, 424, 452, 478, 506, 518, 530, 536, 552, 569, 594, 626, 634, 640, 650, 680, 706, 718, 728, 756, 772, 778, 784, 798, 814, 832, 846, 858, 866, 872, 901, 922, 928, 956, 956, 956, 982, 1010, 1026, 1040, 1050, 1056, 1062, 1070, 1080, 1094, 1102, 1123, 1268, 1290, 1290, 1290, 1296, 1310, 1324, 1334, 1346, 1356, 1364, 1376, 1382, 1402, 1408, 1424, 1460

• analyzing and evaluating the effects of author's craft and style.

SE/TE: Author's style: Dickinson's, 406, 407, Whitman's, 424, Cummings's, 778, 782, 783, Hemingway's, 798, 805, 807, Carver's, 1324, 1328, 1330, 1331, 1332; also see: Comparing Literary Works: Moods, 256, 268, Gothic Literature, 323, 333, Descriptions, 364, 372, Speaker's Attitude, 406, 420, Refrains of Songs, 530, 535, Humor Past and Present, 587, 593, Images, 718, 726, Personification, 866, 871, Poetry of Cultural Identity, 913, 919, Imagery, 922, 927, Repetition/Parallelism, 1062, 1068, Political Drama Past and Present, 1239, Social Commentary, 1346, 1355, Themes, 1408, 1421






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• analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.

SE/TE: Essential Questions of the Literary Period, 14, 222, 474, 702, 978, 1290; Contemporary Commentary, 15–16, 223–224, 475–476, 703–704, 979–980, 1291–1292

• identifying and analyzing elements of expressive environment found in text in light of purpose, audience, and context.

R-L.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

SE/TE: Focus on Literary Forms: Speeches, 96–97, Poetry, 402–403, Narrative Nonfiction, 516–517, Short Stories, 796–797, Drama, 1116–1117, Essay, 1374–1375; also see: Literary analysis strategies (before and after reading), 226, 240, 270, 286, 290, 310, 478, 490, 506, 514, 576, 582, 594, 611, 626, 633, 650, 660, 728, 753, 798, 814, 830, 832, 844, 846, 857, 1010, 1024, 1026, 1038, 1080, 1091, 1296, 1308, 1310, 1321, 1324, 1332

Competency Goal 2 The learner will inform an audience by using a variety of media to research and explain insights into language and culture. 2.01 Research and analyze ideas, events, and/or movements related to United States culture by:

R-IT.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

• locating facts and details for purposeful elaboration.

W.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SE/TE: Historical Investigation Report: Details, gather, 665, Elaboration, 666, Organization method, 667, Source material, integrate, 668, Citations, 670, 671; also see: Essential Questions Workshop (Write About It): What is the relationship between place and literature? 200, What makes American literature American? 680, 1268, 1460, How does literature shape or reflect society? 1080, 1094, What makes American literature American? 1324






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• organizing information to create a structure for purpose, audience, and context.

W.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SE/TE: Historical Investigation Report: Notes, organize/use, 665, Outline, 666, Organization method, 667

• excluding extraneous information.

SE/TE: Historical Investigation Report: Focus, find, 665, Topic, choose/narrow, 665, Organization method, 667, Source material, integrate, 668

• providing accurate documentation.

W.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

SE/TE: Historical Investigation Report: Citations, 668, Source material, integrate, 668, Plagiarism, avoid, 670, Works cited list (MLA style), 671; Citing Sources and Preparing Manuscript, R21–R23

2.02 Examine and explain how culture influences language through projects such as: • showing the evolution of

forms of communication in the United States (e.g., the Pony Express, telegraph, telephone, fax, e-mail).

SE/TE: For related material see: “The ‘Electric’ Society,” 465; also see: Historical Investigation: Illustrated Oral Report, 681

• tracing the development of technology in a particular area such as audio or video recordings, radio, television, and film.

SE/TE: For related material see: The Movie Industry, 691; Rise of Popular Culture, 697; Faulkner in Hollywood, 698; Research: Modern Design: Magazines, 957






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• demonstrating proficiency in accessing and sending information electronically, using conventions appropriate to the audience.

W.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

SE/TE: 21st Century Skills, R47–R50; Research and Technology Guide, R51–R52; also see: Informational Texts: digital reference tools, 938–943, oral history transcript/e-mail, 1392–1401

2.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print informational texts appropriate to grade level and course literary focus, by: • selecting, monitoring, and


W.9.b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

SE/TE: Philosophical assumptions, analyze, 40, 43, 45, 376, 381, 386, 390, 614, 615, 619, 620, 624; Signal words, recognize, 46, 49, 54, 55; Sentences, break down long, 56, 64, 66; Context clues, use, 84, 90, 92; Political assumptions, analyze, 98, 108, 982, 998; Cause and effect, analyze/identify, 139, 152; Summarize, 168, 176; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187; Questions, generate, 492, 493, 497, 501, 505; Purpose for reading, set/establish, 518, 523, 524, 528; Writer's views/insights, compare, 536, 543; Main idea and supporting details, 1102, 1110, 1113






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R-IT.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

SE/TE: Cause and effect, analyze, 139, 152; Organizational patterns, analyze, 1094, 1098, 1101; also see: Informational Texts: , consumer documents, 128–133, letters & floor plan, 178–187, commission & field report, 242–255, consumer documents, 392–397, diaries & journals (civil war), 492–505, public & government documents, 558–563, personal history & speech, 614–623, photographs & ballad, 764–771, poster & editorial cartoon & editorial, 1000–1007, digital reference tools, 938–943, newspaper articles, 1250–1255, oral history transcript & e-mail, 1392–1401, workplace documents, 1442–1447


R-IT.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

SE/TE: Informational Texts: writer's perspective, analyze, 178–187, writer's purpose, identify, 242–255, philosophical assumptions, analyze, 614–623, inferences, draw, 764–771, online source, evaluate validity and credibility, 938–943, symbols, evaluate persuasive use of, 1000–1007, fact and opinion, distinguish between, 1250–1255, background knowledge, use, 1392–1400; also see: Philosophical assumptions, analyze, 40, 43, 45, 376, 381, 386, 390; Political assumptions, analyze, 98, 108, 982, 998; Writer's views/insights, compare, 536, 543; Main idea and supporting details, 1102, 1110, 1113






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R-IT.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

SE/TE: Main idea and supporting details, 1102, 1110, 1113; also see: Signal words, recognize, 46, 49, 54, 55; Paraphrase to determine meaning, 74, 76, 79; Summarize, 168, 176; Writer's views/insights, compare, 536, 543



SE/TE: Paraphrase to determine meaning, 74, 76, 79; Summarize, 168, 176



SE/TE: Informational Texts: inferences, draw, 764–771; Conclusions, draw (nonfiction), 1392, 1393, 1401; also see: Critical Reading: Draw conclusions (nonfiction), 54, 65, 72, 77, 103, 119, 164, 175, 370, 389, 997, 1399, 1432, 1438; Infer (nonfiction), 23, 44, 54, 103, 126, 150, 167, 175, 183, 185, 371, 995, 1416, 1432, 1438


SE/TE: Challenging or Questioning the text, 364, 372; Social context, 928, 932, 934, 937; Relate to own experience, 1424, 1428, 1439; also see: Historical and Literary Background, 4–13, 212–221, 464–473, 692–701, 968–977, 1280–1289; Essential Questions of the Literary Period, 14, 222, 474, 702, 978, 1290; Contemporary Commentary, 15–16, 223–224, 475–476, 703–704, 979–980, 1291–1292






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SE/TE: Comparing Literary Works: Conflicts/Problems, 46, 55, Political Assumptions, 98, 108, Audiences, 110, 120, Aphorisms, 139, 152, Autobiographies, 157, 165, Writer's Views/Insights, 536, 543, Perspective, 982, 998, Points of view, 1424, 1439; also see: Critical Reading: Connect, 33, 164, 368, 542, 551, 1432; Connecting to the Essential Questions (writing), 18, 46, 56, 74, 80, 84, 98, 110, 122, 139, 168, 200, 226, 256, 270, 287, 334, 364, 376, 406, 424, 452, 478, 506, 518, 530, 536, 552, 569, 594, 626, 634, 640, 650, 680, 706, 718, 728, 756, 772, 778, 784, 798, 814, 832, 846, 858, 866, 872, 901, 922, 928, 956, 956, 956, 982, 1010, 1026, 1040, 1050, 1056, 1062, 1070, 1080, 1094, 1102, 1123, 1268, 1290, 1290, 1290, 1296, 1310, 1324, 1334, 1346, 1356, 1364, 1376, 1382, 1402, 1408, 1424, 1460

R-IT.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).


R-IT.6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

SE/TE: Comparing Literary Works: Aphorisms, 139, 152, Humor Past and Present, 587, 593, Rhetorical devices, 1102, 1113; Informational Texts: symbols, evaluate persuasive use of, 1000–1007; also see: Persuasive techniques, 97, 110, 113, 120, 196, 448, 102, 108, 449, 1070, 1077, 1102; Propaganda, 197, 953; Rhetorical devices, 98






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R-IT.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

SE/TE: Comparing Literary Works: Conflicts/Problems, 46, 55, Political Assumptions, 98, 108, Audiences, 110, 120, Aphorisms, 139, 152, Autobiographies, 157, 165, Writer's Views/Insights, 536, 543, Perspective, 982, 998, Points of view, 1424, 1439; Political assumptions, analyze, 98, 108, 982, 998; Cause and effect, analyze/identify, 139, 152; also see: Critical Reading: Connect, 33, 164, 368, 542, 551, 1432; Comparing Informational Texts, 186, 254, 504, 623, 770, 1007, 1400

• identifying and analyzing elements of informational environment found in text in light of purpose, audience, and context.


SE/TE: Informational Texts, 128–133, 178–186, 242–254, 392–397, 492–504, 558–562, 614–623, 764–770, 938–943, 1000–1007, 1250–1255, 1392–1400, 1442–1447; also see: Comparing Literary Works: Conflicts/Problems, 46, 55, Political Assumptions, 98, 108, Aphorisms, 139, 152, Autobiographies, 157, 165, Writer's Views/Insights, 536, 543, Perspective, 982, 998, Points of view, 1424, 1439; Political assumptions, analyze, 98, 108, 982, 998; Cause and effect, analyze/identify, 139, 152






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Competency Goal 3 The learner will examine argumentation and develop informed opinions. 3.01 Use language persuasively in addressing a particular issue by:

R-IT.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

• finding and interpreting information effectively.


SE/TE: Persuasive Essay: Evidence, 1257, Elaboration, 1258, Historical Facts (Miller), 1259, Logic, clarify, 1260, Student Models: Persuasive essay, 1262; also see: Writing Lesson: Persuasive Editorial, 121, Editorial, 391, 663, Persuasive Essay, 255, 562, 1401, Persuasive Letter, 1183, Position Statements, 1255

• recognizing propaganda as a purposeful technique.

SE/TE: Propaganda, 197, 953

W.1.a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

• establishing and defending a point of view.


SE/TE: Persuasive Essay, 1256–1263; also see: Writing Lesson: Persuasive Editorial, 121, Editorial, 391, 663, Persuasive Essay, 255, 562, 1401, Persuasive Letter, 1183, Position Statements, 1255






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• responding respectfully to viewpoints and biases.

W.1.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

SE/TE: Persuasive Essay: Issue, analyze both sides of, 1257, Arguing techniques, 1258, Argument, 1260; also see: Writing Lesson: Persuasive Editorial, 121, Editorial, 391, 663, Persuasive Essay, 255, 562, 1401, Persuasive Letter, 1183, Position Statements, 1255

3.02 Select an issue or theme and take a stance on that issue by: • reflecting the viewpoint(s)

of Americans of different times and places.

SE/TE: Essential Question Workshop, 200–201, 452–453, 680–681, 956–957, 1268–1269, 1460–1461; also see: Comparison-and-contrast essay: cultural heritage poems, 919, Essay of tribute, 1101

• showing sensitivity or empathy for the culture represented.

SE/TE: Research and Technology: Culture fair, 1461; also see: Comparison-and-contrast essay: cultural heritage poems, 919, Essay of tribute, 1101

• supporting the argument with specific reasons.


SE/TE: Persuasive Essay: Evidence, 1257, Elaboration, 1258, Historical Facts (Miller), 1259, Logic, clarify, 1260, Student Models: Persuasive essay, 1262; also see: Writing Lesson: Persuasive Editorial, 121, Editorial, 391, 663, Persuasive Essay, 255, 562, 1401, Persuasive Letter, 1183, Position Statements, 1255






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3.03 Use argumentation for: • interpreting researched

information effectively. W.1.b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

SE/TE: Persuasive Essay: Evidence, 1257, Elaboration, 1258, Professional Models: Using Historical Facts (Miller), 1259, Logic, clarify, 1260

W.1.a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

• establishing and defending a point of view.


SE/TE: Deliver Persuasive Speech: Choose topic, focus, and thesis, 448; Persuasive Essay: Topic, choose/narrow, 1257, Arguing techniques, 1258, Argument, 1260; also see: Writing Lesson: Persuasive Editorial, 121, Editorial, 391, 663, Persuasive Essay, 255, 562, 1401, Persuasive Letter, 1183, Position Statements, 1255






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• addressing concerns of the opposition.

W.1.c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

SE/TE: Persuasive Essay: Issue, analyze both sides of, 1257, Arguing techniques, 1258, Peer review, use, 1260; also see: Writing Lesson: Persuasive Editorial, 121, Editorial, 391, 663, Persuasive Essay, 255, 562, 1401, Persuasive Letter, 1183, Position Statements, 1255; Deliver Persuasive Speech: Develop argument and language, 448, Rhetorical questions, 449

• using logical strategies (e.g., deductive and inductive reasoning, syllogisms, analogies) and sophisticated techniques (e.g., rhetorical devices, parallelism, irony, concrete images).

W.1.c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

SE/TE: Deliver Persuasive Speech: Develop argument and language, 448, Rhetorical questions, 449; Persuasive Essay: Issue, analyze both sides of, 1257, Arguing techniques, 1258, Peer review, use, 1260; also see: Writing Lesson: Persuasive Editorial, 121, Editorial, 391, 663, Persuasive Essay, 255, 562, 1401, Persuasive Letter, 1183, Position Statements, 1255

• developing a sense of completion.

W.1.e. Provide a concluding statement or section that follows from and supports the argument presented.

SE/TE: Persuasive Essay: Introduction/body/conclusion, 1258






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3.04 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print argumentative texts appropriate to grade level and course literary focus, by: • selecting, monitoring, and



SE/TE: Philosophical assumptions, analyze, 376, 381, 386, 390, 614, 615, 619, 620, 624; Context clues, use, 84, 90, 92; Political assumptions, analyze, 98, 108, 982, 998; Writer's views/insights, compare, 536, 543; Main idea and supporting details, 1102, 1110, 1113



SE/TE: Focus on Literary Forms: Speeches, 96–97, Essay, 1374–1375; Literary Analysis: Sermon, 84, 92, 96; Speeches, 96, 98, 101, 102, 108, 614; also see: Comparing Literary Works: Political Assumptions, 98, 108; Social Commentary, 1346, 1355; Rhetorical devices, 98, 102, 108, 449, 1070, 1077, 1102; Persuasive techniques, 110, 113, 120, 196, 448



SE/TE: Informational Texts: symbols, evaluate persuasive use of, 1000–1007, fact and opinion, distinguish between, 1250–1255; also see: Political assumptions, analyze, 98, 108, 982, 998; Rhetorical devices, 102, 108, 449, 1070, 1077, 1102; Persuasive techniques, 110, 113, 120, 196, 448; Writer's views/insights, compare, 536, 543; Main idea and supporting details, 1102, 1110, 1113






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SE/TE: Main idea and supporting details, 1102, 1110, 1113; also see: Writer's views/insights, compare, 536, 543



SE/TE: For related material see: Summarize, 168, 176



SE/TE: For related material see: Critical Reading: Draw conclusions (persuasion), 103, 119, 389; Infer (persuasion), 103, 150


SE/TE: Challenging or Questioning the text, 364, 372; also see: Philosophical assumptions, analyze, 614, 615, 619, 620, 624; Political assumptions, analyze, 98, 108, 982, 998; Essential message, determine, 552, 557; Writer's views/insights, compare, 536, 543; Philosophical argument, analyze, 626, 633, 784, 793






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SE/TE: For related material see: Comparing Literary Works: Conflicts/Problems, 46, 55, Political Assumptions, 98, 108, Audiences, 110, 120, Writer's Views/Insights, 536, 543, Perspective, 982, 998, Points of view, 1424, 1439; also see: Critical Reading: Connect, 33, 164, 368, 542, 551, 1432; Connecting to the Essential Questions (writing), 18, 46, 56, 74, 80, 84, 98, 110, 122, 139, 168, 200, 226, 256, 270, 287, 334, 364, 376, 406, 424, 452, 478, 506, 518, 530, 536, 552, 569, 594, 626, 634, 640, 650, 680, 706, 718, 728, 756, 772, 778, 784, 798, 814, 832, 846, 858, 866, 872, 901, 922, 928, 956, 956, 956, 982, 1010, 1026, 1040, 1050, 1056, 1062, 1070, 1080, 1094, 1102, 1123, 1268, 1290, 1290, 1290, 1296, 1310, 1324, 1334, 1346, 1356, 1364, 1376, 1382, 1402, 1408, 1424, 1460




SE/TE: Comparing Literary Works: Rhetorical devices, 1102, 1113; Informational Texts: symbols, evaluate persuasive use of, 1000–1007; also see: Persuasive techniques, 97, 110, 113, 120, 196, 448, 102, 108, 449, 1070, 1077, 1102; Propaganda, 197, 953; Rhetorical devices, 98






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SE/TE: Comparing Literary Works: Conflicts/Problems, 46, 55, Political Assumptions, 98, 108, Writer's Views/Insights, 536, 543, Perspective, 982, 998, Points of view, 1424, 1439; Political assumptions, analyze, 98, 108, 982, 998

• identifying and analyzing elements of argumentative environment found in text in light of purpose, audience, and context.


SE/TE: Historical Speeches & Political Texts, 42, 100, 105, 112, 117, 538, 622, 828, 1104; Political assumptions, analyze, 98, 108, 982, 998; Comparing Literary Works: Rhetorical devices, 1102, 1113; Informational Texts: symbols, evaluate persuasive use of, 1000–1007; also see: Persuasive techniques, 97, 110, 113, 120, 196, 448, 102, 108, 449, 1070, 1077, 1102; Propaganda, 197, 953; Rhetorical devices, 98






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Competency Goal 4 The learner will critically analyze text to gain meaning, develop thematic connections, and synthesize ideas. 4.01 Interpret meaning for an audience by:


• examining the functions and the effects of narrative strategies such as plot, conflict, suspense, point of view, characterization, and dialogue.


SE/TE: Conflict, external / internal, 190, 594, 598, 604, 606, 607, 609, 611, 796, 814, 819, 822, 826, 830, 1160, 1162, 1164, 1167, 1173, 1182; Characterization, 226, 232, 233, 237, 240, 357, 449, 650, 654, 655, 657, 662, 728, 732, 734, 741, 743, 744, 748, 749, 753, 796, 1010, 1014, 1016, 1018, 1019, 1024, 1186, 1188, 1189, 1191, 1200, 1201, 1206, 1214, 1310, 1313, 1321; Dialogue, 449, 928, 937, 1116, 1450; Point of view, 478, 481, 488, 490, 640, 650, 662, 797, 1424, 1439, 1450; Characters, flat/round, 640, 648, 728, 753, 796, 1116; Plot, 648, 796, 1026, 1032, 1034, 1037, 1038, 1123, 1129, 1130, 1133, 1139, 1144, 1150, 1156, 1158; Resolution and conflict, 814, 826, 830, 1026, 1123, 1449; Plot device, 1296, 1299, 1300, 1303, 1308

• interpreting the effect of figures of speech (e.g., personification, oxymoron) and the effect of devices of sound (e.g., alliteration, onomatopoeia).

SE/TE: Figures of speech, 364; Sound devices, 403, 1056, 1061






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• analyzing stylistic features such as word choice and links between sense and sound.

R-L.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

SE/TE: Diction, 425, 429, 430, 438, 448, 536, 539, 543, 1070, 1077, 1376, 1381; also see: Metaphor, 80, 83, 372, 376, 380, 385, 390, 403, 1040, 1045, 1050, 1055; Flashback, 190, 832, 838, 844, 1296, 1308, 1449; Figurative language, 364, 369, 449; Alliteration, 403, 1056, 1061; Hyperbole, 569, 582, 587, 593, 858; Rhyme scheme, 634, 638, 639; Simile, 784, 793, 1050, 1055; Sound devices, 1056, 1061; Repetition / Parallelism, 1062, 1068

• identifying ambiguity, contradiction, irony, parody, and satire.

R-L.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

SE/TE: Ambiguity, 270, 676; Irony, 449, 594, 604, 609, 611, 626, 633, 1186, 1200, 1207, 1212, 1214; Satire, 772, 776; Parody, 1382, 1386, 1390

• demonstrating how literary works reflect the culture that shaped them.

SE/TE: Essential Questions of the Literary Period: What is the relationship between place and literature?, 6, 214, 470, 694, 976, 1285; What makes American literature American?, 9, 219, 472, 699, 974, 1287; How does literature shape or reflect society?, 11, 216, 466, 696, 970, 1282; also see: Comparing Literary Works: Poetry of Cultural Identity, 913, 919, Social Commentary, 1346, 1355; Comparison-and-contrast essay: cultural heritage poems, 919, Essay of tribute, 1101






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4.02 Develop thematic connections among works by: • connecting themes that

occur across genres or works from different time periods.


SE/TE: Comparing Literary Works: Multiple Themes, 901, 908, Poetry of Cultural Identity, 913, 919, Themes, 1408, 1421; Universal themes, chart, 1236; also see: Essential Question Workshop, 200–201, 452–453, 680–681, 956–957, 1268–1269, 1460–1461

• using specific references to validate connections.

SE/TE: Comparing Literary Works: Multiple Themes, 901, 908, Poetry of Cultural Identity, 913, 919, Themes, 1408, 1421; Universal themes, chart, 1236; also see: Essential Question Workshop, 200–201, 452–453, 680–681, 956–957, 1268–1269, 1460–1461

• examining how representative elements such as mood, tone, and style impact the development of a theme.

SE/TE: Mood, 256, 263, 268, 797, 1094, 1101; Tone, 376, 390, 517, 552, 557, 676, 772, 776, 797, 798, 1374; Author's style: Thoreau's, 380, 385, 390, Dickinson's, 406, 407, Whitman's, 424, narrative nonfiction, 517, analysis, 676, Cummings's, 778, 782, 783, Hemingway's, 798, 805, 807, Carver's, 1324, 1328, 1330, 1331, 1332; also see: Theme, 334, 341, 354, 403, 424, 626, 633, 676, 756, 760, 762, 797, 798, 807, 982, 987, 990, 998, 1334






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4.03 Assess the power, validity, and truthfulness in the logic of arguments given in public and political documents by: • identifying the intent and

message of the author or artist.


SE/TE: Philosophical assumptions, analyze, 40, 43, 45, 376, 381, 386, 390, 614, 615, 619, 620, 624; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Essential message, determine, 334, 342, 349, 356, 552, 557; Writer's views/insights, compare, 536, 543; Philosophical argument, analyze, 626, 633, 784, 793; Political assumptions, analyze, 98, 108, 982, 998

• recognizing how the author addresses opposing viewpoints.

SE/TE: Persuasive techniques, 97, 110, 113, 120, 196, 448; Propaganda, 197, 953; Persuasive essay Rhetorical devices, 98, 102, 108, 449, 1070, 1077, 1102

• articulating a personal response to the message and method of the author or artist.

SE/TE: Evaluation of persuasion, 93; Evaluation essay of differing views, 320; Evaluation of philosophical essay, 373; Essay in response to criticism, 515; Editor's review of manuscript, 727; Critical review, 831, 1322; Comparison-and-contrast essay: authors' political viewpoints, 1249






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R-IT.8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

• evaluating the historical significance of the work.

R-IT.9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

SE/TE: Essential Question Workshop, 200–201, 452–453, 680–681, 956–957, 1268–1269, 1460–1461; also see: Contemporary Commentary, 15–16, 223–224, 475–476, 703–704, 979–980, 1291–1292; Writing Lessons: Critical essay, 491, 807, 887, Essay in response to criticism, 515, Essay About Historical Context, 763; Approaches to literary criticism, 777, 1069, Critical review, 831, 1322

4.04 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print critical texts appropriate to grade level and course literary focus, by: • selecting, monitoring, and



SE/TE: For related material see: Philosophical assumptions, analyze, 376, 381, 386, 390, 614, 615, 619, 620, 624; Context clues, use, 84, 90, 92; Political assumptions, analyze, 98, 108, 982, 998; Writer's views/insights, compare, 536, 543; Main idea and supporting details, 1102, 1110, 1113






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SE/TE: Contemporary Commentary, 15–16, 223–224, 475–476, 703–704, 979–980, 1291–1292; Focus on Literary Forms: Speeches, 96–97, Essay, 1374–1375; Literary Analysis: Sermon, 84, 92, 96; Speeches, 96, 98, 101, 102, 108, 614; also see: Comparing Literary Works: Political Assumptions, 98, 108; Social Commentary, 1346, 1355; Rhetorical devices, 98, 102, 108, 449, 1070, 1077, 1102; Persuasive techniques, 110, 113, 120, 196, 448



SE/TE: For related material see: Informational Texts: symbols, evaluate persuasive use of, 1000–1007, fact and opinion, distinguish between, 1250–1255; also see: Political assumptions, analyze, 98, 108, 982, 998; Rhetorical devices, 102, 108, 449, 1070, 1077, 1102; Persuasive techniques, 110, 113, 120, 196, 448; Writer's views/insights, compare, 536, 543; Main idea and supporting details, 1102, 1110, 1113



SE/TE: For related material see: Main idea and supporting details, 1102, 1110, 1113; also see: Writer's views/insights, compare, 536, 543






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SE/TE: For related material see: Summarize, 168, 176



SE/TE: For related material see: Critical Reading: Draw conclusions (persuasion), 103, 119, 389; Infer (persuasion), 103, 150


SE/TE: For related material see: Challenging or Questioning the text, 364, 372; also see: Philosophical assumptions, analyze, 614, 615, 619, 620, 624; Political assumptions, analyze, 98, 108, 982, 998; Essential message, determine, 552, 557; Writer's views/insights, compare, 536, 543; Philosophical argument, analyze, 626, 633, 784, 793






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SE/TE: For related material see: Contemporary Commentary, 15–16, 223–224, 475–476, 703–704, 979–980, 1291–1292; Comparing Literary Works: Conflicts/Problems, 46, 55, Political Assumptions, 98, 108, Audiences, 110, 120, Writer's Views/Insights, 536, 543, Perspective, 982, 998, Points of view, 1424, 1439; also see: Critical Reading: Connect, 33, 164, 368, 542, 551, 1432; Connecting to the Essential Questions (writing), 18, 46, 56, 74, 80, 84, 98, 110, 122, 139, 168, 200, 226, 256, 270, 287, 334, 364, 376, 406, 424, 452, 478, 506, 518, 530, 536, 552, 569, 594, 626, 634, 640, 650, 680, 706, 718, 728, 756, 772, 778, 784, 798, 814, 832, 846, 858, 866, 872, 901, 922, 928, 956, 956, 956, 982, 1010, 1026, 1040, 1050, 1056, 1062, 1070, 1080, 1094, 1102, 1123, 1268, 1290, 1290, 1290, 1296, 1310, 1324, 1334, 1346, 1356, 1364, 1376, 1382, 1402, 1408, 1424, 1460






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SE/TE: For related material see: Comparing Literary Works: Rhetorical devices, 1102, 1113; Informational Texts: symbols, evaluate persuasive use of, 1000–1007; also see: Persuasive techniques, 97, 110, 113, 120, 196, 448, 102, 108, 449, 1070, 1077, 1102; Propaganda, 197, 953; Rhetorical devices, 98



SE/TE: For related material see: Comparing Literary Works: Conflicts/Problems, 46, 55, Political Assumptions, 98, 108, Writer's Views/Insights, 536, 543, Perspective, 982, 998, Points of view, 1424, 1439; Political assumptions, analyze, 98, 108, 982, 998

• identifying and analyzing elements of critical environment found in text in light of purpose, audience, and context.


SE/TE: For related material see: Historical Speeches & Political Texts, 42, 100, 105, 112, 117, 538, 622, 828, 1104; Political assumptions, analyze, 98, 108, 982, 998; Comparing Literary Works: Rhetorical devices, 1102, 1113; Informational Texts: symbols, evaluate persuasive use of, 1000–1007; also see: Persuasive techniques, 97, 110, 113, 120, 196, 448, 102, 108, 449, 1070, 1077, 1102; Propaganda, 197, 953; Rhetorical devices, 98






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Competency Goal 5 The learner will interpret and evaluate representative texts to deepen understanding of literature of the United States. 5.01 Interpret the significance of literary movements as they have evolved through the literature of the United States by: • analyzing the

characteristics of literary genres, including fiction, nonfiction, drama, and poetry, and how the selection of genre shapes meaning.


SE/TE: Focus on Literary Forms: Speeches, 96–97, Poetry, 402–403, Narrative Nonfiction, 516–517, Short Stories, 796–797, Drama, 1116–1117, Essay, 1374–1375; also see: Comparing Literary Works, 18, 29, 46, 55, 98, 108, 110, 120, 139, 152, 157, 165, 256, 268, 323, 333, 364, 372, 406, 420, 530, 535, 536, 543, 587, 593, 718, 726, 866, 871, 901, 908, 913, 919, 922, 927, 982, 998, 1062, 1068, 1102, 1113, 1239, 1346, 1355, 1408, 1421, 1424, 1439; Informational Texts, 128–133, 178–186, 242–254, 392–397, 492–504, 558–562, 614–623, 764–770, 938–943, 1000–1007, 1250–1255, 1392–1400, 1442–1447

• relating ideas, styles, and themes within literary movements of the United States.


SE/TE: Essential Questions of the Literary Period, 14, 222, 474, 702, 978, 1290; also see: Connecting to the Essential Questions (writing): What makes American literature American?: Early America, 56, 74, 80, 110, 122, 139, American Renaissance, 256, 334, 406, 424, Civil War Era, 552, 569, 680, Modern Age, 798, 858, 866, 901, 956, Post-War Era, 1026, 1102, 1268, Contemporary World, 1290, 1376, 1408, 1460






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• understanding influences that progress through the literary movements of the United States.



• evaluating the literary merit and/or historical significance of a work from Colonial Literature, the Romantic Era, Realism, the Modern Era, and Contemporary Literature.


SE/TE: Essay About Historical Context, 763; also see: Essential Questions Workshop (Literature Review & Write About It): What is the relationship between place and literature? 200, What makes American literature American? 680, 1268, 1460, How does literature shape or reflect society? 1080, 1094, What makes American literature American? 1324; also see: Writing Lessons: Response to literature, 154, 910, 1078, Critical essay, 491, 807, 887, Essay in response to criticism, 515, Essay About Historical Context, 763; Character types essay, 593, Character analysis, 715, Approaches to literary criticism, 777, 1069, Critical review, 831, 1322, Poetry essay, 871, 1055, Essay of interpretation, 1025

5.02 Analyze the relationships among United States authors and their works by: • making and supporting

valid responses about the text through references to other works and authors.

SE/TE: Evaluation essay of differing views, 320; Critical essay, 491, 807, 887; Essay in response to criticism, 515; Approaches to literary criticism, 777, 1069






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• comparing texts to show similarities or differences in themes, characters, or ideas.

SE/TE: Comparing Literary Works, 18, 29, 46, 55, 98, 108, 110, 120, 139, 152, 157, 165, 256, 268, 323, 333, 364, 372, 406, 420, 530, 535, 536, 543, 587, 593, 718, 726, 866, 871, 901, 908, 913, 919, 922, 927, 982, 998, 1062, 1068, 1102, 1113, 1239, 1346, 1355, 1408, 1421, 1424, 1439

5.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print literacy texts appropriate to grade level and course literary focus, by: • selecting, monitoring, and


W.9.a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

SE/TE: Reading rate, adjust: epic poetry, 425, 438, dramatic monologue, 706, 711, 714; also see: Historical period, evaluate influences of, 226, 229, 231, 237, 240, 634, 639, 1216, 1218, 1234; Writer's purpose, identify/analyze, 202, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Summarize, 256, 258, 264, 268; Inference, draw, 270, 275, 277, 279, 285, 1346, 1355; Details, identify relevant, 334, 342, 349, 356, 552, 557; Essential message, determine, 334, 342, 349, 356, 552, 557; Reread to clarify elliptical phrasing, 406, 409, 420



SE/TE: Comparing Literary Works, 18, 29, 46, 55, 98, 108, 110, 120, 139, 152, 157, 165, 256, 268, 323, 333, 364, 372, 406, 420, 530, 535, 536, 543, 587, 593, 718, 726, 866, 871, 901, 908, 913, 919, 922, 927, 982, 998, 1062, 1068, 1102, 1113, 1239, 1346, 1355, 1408, 1421, 1424, 1439; Focus on Literary Forms: Poetry, 402–403, Short Stories, 796–797, Drama, 1116–1117






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SE/TE: Writing Lessons: Response to literature, 154, 910, 1078, Critical essay, 491, 807, 887, Essay in response to criticism, 515, Essay About Historical Context, 763; Character types essay, 593, Character analysis, 715, Approaches to literary criticism, 777, 1069, Critical review, 831, 1322, Poetry essay, 871, 1055, Essay of interpretation, 1025



SE/TE: Details: identify relevant to determine essential message (in fiction), 334, 342, 349, 356, identify key (in poetry), 1356, 1360



SE/TE: Summarize, 256, 258, 264, 268, 1026, 1030, 1038



SE/TE: Inference, draw, 270, 275, 277, 279, 285, 1346, 1355; Conclusions, draw, 1010, 1015, 1020, 1024, 1392, 1393, 1401; Predictions, drama, 1160, 1163, 1168, 1176, 1177, 1180, 1182, short story, 1296, 1304, 1307, 1308






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SE/TE: Historical period, evaluate influences of, 226, 229, 231, 237, 240, 634, 639, 1216, 1218, 1234; Relate to own experience, 1424, 1428, 1439; also see: Historical and Literary Background, 4–13, 212–221, 464–473, 692–701, 968–977, 1280–1289; Essential Questions of the Literary Period, 14, 222, 474, 702, 978, 1290; Contemporary Commentary, 15–16, 223–224, 475–476, 703–704, 979–980, 1291–1292


SE/TE: Relate to own experience, 1424, 1428, 1439; also see: Connect to the reading, 14, 222, 474, 702, 978, 1290; Connecting to the Essential Questions, 18, 46, 56, 74, 80, 84, 98, 110, 122, 139, 168, 200, 226, 256, 270, 287, 334, 364, 376, 406, 424, 452, 478, 506, 518, 530, 536, 552, 569, 594, 626, 634, 640, 650, 680, 706, 718, 728, 756, 772, 778, 784, 798, 814, 832, 846, 858, 866, 872, 901, 922, 928, 956, 956, 956, 982, 1010, 1026, 1040, 1050, 1056, 1062, 1070, 1080, 1094, 1102, 1123, 1268, 1290, 1290, 1290, 1296, 1310, 1324, 1334, 1346, 1356, 1364, 1376, 1382, 1402, 1408, 1424, 1460






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SE/TE: Author's style: Dickinson's, 406, 407, Whitman's, 424, Cummings's, 778, 782, 783, Hemingway's, 798, 805, 807, Carver's, 1324, 1328, 1330, 1331, 1332; also see: Comparing Literary Works: Moods, 256, 268, Gothic Literature, 323, 333, Descriptions, 364, 372, Speaker's Attitude, 406, 420, Refrains of Songs, 530, 535, Humor Past and Present, 587, 593, Images, 718, 726, Personification, 866, 871, Poetry of Cultural Identity, 913, 919, Imagery, 922, 927, Repetition/Parallelism, 1062, 1068, Political Drama Past and Present, 1239, Social Commentary, 1346, 1355, Themes, 1408, 1421



• identifying and analyzing elements of literary environment found in text in light of purpose, audience, and context.


SE/TE: Focus on Literary Forms: Speeches, 96–97, Poetry, 402–403, Narrative Nonfiction, 516–517, Short Stories, 796–797, Drama, 1116–1117, Essay, 1374–1375; also see: Literary analysis strategies (before and after reading), 226, 240, 270, 286, 290, 310, 478, 490, 506, 514, 576, 582, 594, 611, 626, 633, 650, 660, 728, 753, 798, 814, 830, 832, 844, 846, 857, 1010, 1024, 1026, 1038, 1080, 1091, 1296, 1308, 1310, 1321, 1324, 1332






Grade 11




© 2010

Competency Goal 6 The learner will apply conventions of grammar and language usage. 6.01 Demonstrate an understanding of the conventions of language by: • decoding vocabulary using

knowledge of Anglo-Saxon, Greek, and Latin bases and affixes.

SE/TE: Roots, 30, 109, 121, 177, 254, 286, 319, 391, 421, 450, 491, 515, 529, 612, 649, 754, 777, 794, 887, 909, 954, 1025, 1039, 1114, 1159, 1215, 1322, 1391, 1422, 1440; Prefixes, 93, 109, 241, 357, 373, 450, 583, 715, 763, 831, 954, 1078, 1092, 1361; Suffixes, 121, 153, 450, 954, 1183

L.4.a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.4.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). L.4.c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

• using vocabulary strategies such as context clues, resources, and structural analysis (roots, prefixes, etc.) to determine meaning of words and phrases.

L.4.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

SE/TE: Use context clues (reading strategy), 84, 90, 92, 1442; Vocabulary in Context: SAT Reading Comprehension, 205, 457; SAT Critical Reading, 685, 961, 1273, 1465; also see: Roots, 30, 109, 121, 177, 254, 286, 319, 391, 421, 450, 491, 515, 529, 612, 649, 754, 777, 794, 887, 909, 954, 1025, 1039, 1114, 1159, 1215, 1322, 1391, 1422, 1440; Prefixes, 93, 109, 241, 357, 373, 450, 583, 715, 763, 831, 954, 1078, 1092, 1361; Suffixes, 121, 153, 450, 954, 1183






Grade 11




© 2010

• discerning the relationship of word meanings between pairs of words in analogies (synonyms/antonyms, connotation/denotation).

SE/TE: Synonyms, Antonyms, 67, 109, 268, 357, 391, 421, 535, 583, 639, 715, 927, 1078, 1114, 1235, 1309, 1355; Connotation, Denotation, 439, 909, 1050; Analogies, 515, 783, 887, 1322

• revising writing to enhance voice and style, sentence variety, subtlety of meaning, and tone in considerations of questions being addressed, purpose, audience, and genres.

W.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

SE/TE: Writing Workshop: Revising, 192, 444, 948, 1260, 1452; Writing Lesson: Revising, 515, 777, 794, 845, 1025, 1236, 1422

• contrasting use of language conventions of authors in different time periods of United States literature.

SE/TE: Developing American English: Our Native American Heritage, 9, Truth About O.K., 221, Mark Twain and the American Language, 471, Sliding With Slang, 701, Brave New Words, 1287

• analyzing the power of standard usage over nonstandard usage in formal settings such a job interviews, academic environment, or public speaking events.

SE/TE: College Application Essay, R34; Workplace Writing, R35–R42; also see: Diction, 425, 429, 430, 438, 448, 536, 539, 543, 1070, 1077, 1376, 1381; Informal expressions, 448; Formal essay, Informal essay, 1374; Dialect, 569, 582, 858, 928, 937, 1310, 1316, 1319, 1321

6.02 Discern and correct errors in speaking and writing at a level appropriate to eleventh grade by: • reviewing and refining

purposeful use of varying sentence types with correct punctuation.

L.3.a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

SE/TE: Sentences, combining, 31, 94; Sentences, vary, 192, 444, 613, 1114; ; Sentence fragments, 447, 951; Phrase, Clause, 613; Avoiding Sentence Fragments and Run-ons, 1237; Using Transitional Expressions, 1323; Varying Sentences, 1441; Grammar, Usage, and Mechanics Handbook, R57–R58






Grade 11




© 2010

• reviewing and refining correct pronoun usage, antecedents, and case.

SE/TE: Pronoun (indefinite as subject), 755; Pronoun-antecedent agreement, 911

• refining subject/verb agreement and choice of tense.

SE/TE: Subject-verb agreement, 755; Verb tense, 1093

• extending effective use of phrases and clauses.

SE/TE: Phrase, Clause, 613

• discussing parts of speech as they relate to writing.

SE/TE: Adjective, Adverb, 321; Gerunds, Infinitive, 358; Noun, Pronoun (indefinite as subject), 755; Verb, 1115

W.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

• editing for correct spelling and mechanics.

L.2.b. Spell correctly.

SE/TE: Writing Workshop: Editing and Proofreading, 195, 447, 675, 1263, 1455




(Grade 11)

Common Core Standards for English Language Arts, Grades 11-12 Not Represented in the North Carolina

English Language Arts Standards Correlation

The Common Core Standards for English Language Arts, Grades 11-12

Prentice Hall Literature, The American Experience © 2010

Reading: Literature

Integration of Knowledge and Ideas

R-L.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

SE/TE: For related material see: To address the standard and enrich students’ reading of The Crucible (pp. 1118–1234) by American dramatist Arthur Miller, show the class two film adaptations of the play, such as the 1996 version directed by Nicholas Hytner and the 1980 version for television directed by Don Taylor.

Range of Reading and Level of Text Complexity

R-L.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: For related material see: Independent Reading, 213, 433, 617, 781, 1037, 1255

Reading: Informational Text

Range of Reading and Level of Text Complexity

R-IT.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: For related material see: Independent Reading, 213, 433, 617, 781, 1037, 1255

English Language Arts Standards » Writing

Text Types and Purposes

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

W.2. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

SE/TE: Historical Investigation Report: Topic, choose/narrow, 665, Outline, 666, Organization method, 667, Source material, integrate, 668, Professional Models: Using Research (Painter), 669, Citations, 670, Manuscript preparation, 671; also see: Report on literary history, 639; Historical context essay, 763; Analytical essay, 910, 1355; Assessment essay (timed), 943; Research paper on word origins, 1381; Expository essay (timed), 1447




(Grade 11)



W.2. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

SE/TE: Historical Investigation Report: Details, gather, 665, Elaboration, 666, Organization method, 667, Source material, integrate, 668, Citations, 670, 671; also see: Report on literary history, 639; Historical context essay, 763; Analytical essay, 910, 1355; Assessment essay (timed), 943; Research paper on word origins, 1381; Expository essay (timed), 1447

W.2. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

SE/TE: Writing Lesson, 154; also see: Historical Investigation Report, 664–675

W.2. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

SE/TE: Historical Investigation Report: Word choice, 668; also see: Report on literary history, 639; Historical context essay, 763; Analytical essay, 910, 1355; Assessment essay (timed), 943; Research paper on word origins, 1381; Expository essay (timed), 1447

W.2. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

SE/TE: Historical Investigation Report: Word choice, 668; also see: Report on literary history, 639; Historical context essay, 763; Analytical essay, 910, 1355; Assessment essay (timed), 943; Research paper on word origins, 1381; Expository essay (timed), 1447

W.2. d. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

SE/TE: Historical Investigation Report: Conclusion (model), 674

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

W.3. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

SE/TE: Autobiographical Narrative: Order your events, 190, Revising your overall structure, 192; Short Story: Create a story chart, 1449, Revising overall structure, 1452

W.3. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

SE/TE: For related material see: Reflective essay: Introduction/body/conclusion, 442; also see: Autobiographical Narrative: Revising your overall structure, 192; Short Story: Revising overall structure, 1452




(Grade 11)



Production and Distribution of Writing

W.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SE/TE: Writing Workshop: Autobiographical Narrative, 188–195, Reflective Essay, 440–447, Historical Investigation Report, 664–675, Multimedia Presentation, 944–951, Persuasive Essay, 1256–1263, Short Story, 1448–1455; also see: Writing Lesson, 30, 67, 93, 109, 121, 154, 177, 241, 286, 320, 357, 373, 391, 421, 439, 491, 515, 529, 543, 584, 612, 649, 663, 715, 727, 754, 763, 777, 794, 831, 845, 887, 910, 999, 1025, 1039, 1069, 1078, 1092, 1159, 1183, 1215, 1236, 1309, 1322, 1345, 1361, 1391, 1422, 1440

Range of Writing

W.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes

SE/TE: Writing Workshop, 188–195, 440–447, 664–675, 944–951, 1256–1263, 1448–1455; also see: Writing Lesson, 30, 67, 93, 109, 121, 154, 177, 241, 286, 320, 357, 373, 391, 421, 439, 491, 515, 529, 543, 584, 612, 649, 663, 715, 727, 754, 763, 777, 794, 831, 845, 887, 910, 999, 1025, 1039, 1069, 1078, 1092, 1159, 1183, 1215, 1236, 1309, 1322, 1345, 1361, 1391, 1422, 1440; Timed Writing, 133, 187, 255, 397, 505, 562, 624, 771, 943, 1008, 1255, 1447

English Language Arts Standards » Speaking & Listening

Comprehension and Collaboration

SL.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SE/TE: Discussion, small group: Essential Questions, 14, 474, 978, 1290, Essential Question Workshop: Talk About It, 201, 681, 957, 1269, 1461, Extend Your Learning, 224, 361, 476, 897, 1185, 1292; also see: Peer review, use, 55, 192, 444, 668, 948, 1260, 1452

SL.1.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

SE/TE: Essential Question Workshop: Talk About It, 201, 681, 957, 1269, 1461; also see: Discussion, small group: Essential Questions, 14, 474, 978, 1290, Extend Your Learning, 224, 361, 476, 897, 1185, 1292

SL.1.b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

SE/TE: Discussion, small group: Essential Questions, 14, 474, 978, 1290, Extend Your Learning, 224, 361, 476, 897, 1185, 1292; also see: Peer review, use, 55, 192, 444, 668, 948, 1260, 1452

SL.1.c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

SE/TE: Interview, 16, 453, 978; Peer review, use, 55, 192, 444, 668, 948, 1260, 1452; also see: Discussion, small group: Essential Questions, 14, 474, 978, 1290, Essential Question Workshop: Talk About It, 201, 681, 957, 1269, 1461, Extend Your Learning, 224, 361, 476, 897, 1185, 1292




(Grade 11)



SL.1.d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

SE/TE: Essential Question Workshop: Talk About It, 201, 681, 957, 1269, 1461; also see: Discussion, small group: Essential Questions, 14, 474, 978, 1290, Extend Your Learning, 224, 361, 476, 897, 1185, 1292

SL.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

SE/TE: Research and Technology: Slide presentation, 222, Panel discussion, 453, Multimedia presentation, 702; Communications Workshop: Write and Deliver a Persuasive Speech, 448–449; also see: Essential Question Workshop: Talk About It, 201, 681, 957, 1269, 1461

SL.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SE/TE: Communications Workshop: Evaluate a Persuasive Speech, 196–197, Entertainment Media Analysis/Evaluation, 1264–1265, Print Media Coverage Comparison, 1456–1457

Presentation of Knowledge and Ideas

SL.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SE/TE: Research and Technology: Slide presentation, 222, Panel discussion, 453, Multimedia presentation, 702; Communications Workshop: Write and Deliver a Persuasive Speech, 448–449; also see: Essential Question Workshop: Talk About It, 201, 681, 957, 1269, 1461

SL.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SE/TE: Multimedia Presentation, 944–951; also see: Writing Lesson: Electronic Slide Presentation, 535, Multi-Genre Response to Literature, 910, Multi-Genre Response to Poetry, 1078, Ad Campaign, 1363; Communications Workshop: Oral Interpretation of a Literary Work, 676–677, Research and Technology: Multimedia Presentation, 702

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

SE/TE: Communications Workshop: Write and Deliver a Persuasive Speech, 448–449; also see: Persuasive speech, 197, 448; Impromptu speech, 222; Oral report: historical investigation, 681; Testimonial, 704; Performance of essay, 910; Read written statement, 980




(Grade 11)



English Language Arts Standards » Language

Conventions of Standard English

L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.1.a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

SE/TE: For related material see: Developing American English: Our Native American Heritage, 9, Truth About O.K., 221, Mark Twain and the American Language, 471, Sliding With Slang, 701, Brave New Words, 1287; also see: Usage, R59

L.1.b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

SE/TE: For related material see: Developing American English: Vocabulary Workshop: Dictionary, Thesaurus, 198; Life of the English Language, R14–R15; also see: Dictionary, use, 74

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

L.2.a. Observe hyphenation conventions. SE/TE: For related material see: Editing for English Language Conventions, R61–R62

Knowledge of Language

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

L.5.a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

SE/TE: Figures of speech, 364

L.5.6. Analyze nuances in the meaning of words with similar denotations.

SE/TE: Connotation, Denotation, 909, 1050

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

SE/TE: Vocabulary Development, 30, 93, 109, 121, 153, 177, 241, 254, 286, 319, 357, 373, 391, 421, 450, 491, 515, 529, 583, 612, 649, 715, 754, 763, 777, 794, 831, 887, 909, 954, 1025, 1039, 1078, 1092, 1114, 1159, 1183, 1215, 1322, 1361, 1391, 1422, 1440; Vocabulary Workshop: Dictionary, Thesaurus, 198, Political Science, History Terms, 450, Religious Traditions, Words from, Mythology, Words from, 678, Scientific, Medical, Mathematical Terms, 954, Idioms, Idiomatic Expressions, 1266, Cognates, 1458


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