AMERICANmoodle.monashores.net/file.php/328/Unit_I_Early_America/... · Web viewExploring the Big Ideas at Home Our Literary Roots Three big ideas that dominated writing between 1500

AMERICAN

LITERATUREMona Shores High School

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Study Booklet created by Chris Johnson

Mona Shores High School

Adapted from Glencoe Literature: The Reader’s Choice Teacher Resources

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Unit 1

Early America

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Name ________________________

Exploring the Big Ideas at Home

Our Literary Roots

Three big ideas that dominated writing between 1500 and 1800 continue to resonate today. First, respect for the earth, expressed in Native American oral tradition, is reflected in present-day environmental concerns. Second, the United States has always been enriched by the cultural, social, and economic contributions of new immigrants. Third, challenges to liberty and freedom present an ongoing struggle.

ACTIVITYDirections Talk with one or two people at home who may see parallels between experiences in earlier periods and the present day. Use the following questions as a guide.

1. Do you think that people have more or less respect for nature than the native peoples of North America? Why?

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2. Do you believe that immigrants today face problems that are similar to or different from the ones newcomers faced in earlier centuries? Explain.

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3. Do you think that women today enjoy the same liberties as men? Why or why not?

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4. How have your ideas about individual freedom been affected by recent historical developments?

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5. Do you think that the United States has made significant progress in demonstrating responsibility toward the natural world, tolerance toward others’ beliefs, and political and social equality? Why or why not?

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Name _________________________

From Of Plymouth Plantation Notes

Make a prediction based on the title: _______________________________________________

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Author: _________________________

Three interesting facts about the author1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________

Literary element from the selection: _______________________________________________

Define the literary element: _______________________________________________________

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List the main points for each section of the selectionTheir Voyage The Starving Time

Indian Relations The First Thanksgiving

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1. If you had been a Plymouth settler, what do you think would have been your greatest challenge?

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2. In your opinion, were the Pilgrims skilled in adapting to the unexpected conditions in the New

World? Explain. _________________________________________________________________

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3. How do the English settlers first perceive the Native Americans? _________________________

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4. Who is Squanto?_______________________________________________________________

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5. Paraphrase the first sentence on page 63, paragraph 1, which begins “Being thus arrived…”

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6. How would describe the style of this sentence? ______________________________________

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Name ________________________

Selection Vocabulary Practice Of Plymouth Plantation WILLIAM BRADFORD

VOCABULARY

resolve v. to decide; determineprovidence n. divine care or guidance; foresightprocure v. to obtain by care or effortcommodity n. a product or economic goodfeigned adj. fictitious; not genuine

Vocabulary

Practice with SynonymsCircle the word on each line that does not belong with the others.

1. procure obtain get seek

2. object good gift commodity

3. feigned fake authentic bogus

4. make up your mind resolve agree to conflict

Applying MeaningsWrite the vocabulary word that answers each riddle.

1. I am something useful that can be bought or sold for profit. What am I? ____________________

2. I am the action you take to get something you want. What am I? _________________________

3. I am unreal, artificial. Don’t put your trust in me. What am I? ____________________________

4. I am what you do when you make up your mind about something? What am I? ______________

5. I am leadership or advice that comes from beyond this world. What am I? __________________

EXERCISE C Of Plymouth

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Reading Strategy Monitoring Comprehension

Of Plymouth Plantation WILLIAM BRADFORDDifferent texts need to be read in different ways. A suspense novel or a humorous story can usually be read quickly, without stopping to make sure that the meaning is clear. Dense texts need to be read more carefully. Most readers need to pause several times to make sure they understand what the text is about. Languages are constantly evolving. The English that William Bradford spoke when he landed at Plymouth Rock is different from the English you speak today. Some words have taken on different meanings. Other words have fallen out of use. The style of writing has also changed. By today’s standards, Bradford’s sentences are very long, and his use of punctuation seems peculiar. All of these factors make reading his account difficult.

ACTIVITYDirections Both of the excerpts listed below document the enormous difficulties the early settlers faced. Read each one and think about what it means. On the lines provided, write the same ideas in your own words. Take as many sentences as you need to express what the author expressed. If you do not know what a word means, use the context to try to figure it out or use a dictionary.Of Plymouth

Original Sentence Modern Version of Sentence

“Being thus passed the vast ocean, and a sea of troubles before in their preparation … they had now no friends to welcome them nor inns to entertain or refresh their weather beaten bodies; no houses or much less town to repair to, toseek for succor.”

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“…Six or seven sound persons…spared no pains night nor day, but with abundance of toil and hazard of their own health, fetched themwood, made them fires, dressed them meat, made their beds, washed their loathsome clothes…in a word, did all the homely andnecessary offices for them which dainty and quesy stomaches cannot endure to hear named…”

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Plantation

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Name _________________________

From Sinners in the Hands of an Angry God Notes


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Author: _________________________


2. ___________________________________________________________________

3. ___________________________________________________________________



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Pick an image from the selection that uses strong imagery. Draw that image!

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1. Imagine that you are in the congregation listening to Edwards’s sermon. How might you

respond? ______________________________________________________________________

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2. An allusion is a reference to a well-known person, character, place or situation. A) What

allusion does Edwards introduce in the last paragraph? __________________________________

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B) Why does he make this reference? _______________________________________________

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3. What frightening images occur in the first two paragraphs? To which senses do they appeal?

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4. List five additional images Edwards uses to make his arguments convincing? _______________

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5. Identify negative connotations in this passage: “you are ten thousand times so abominable in his

eyes, as the most hateful and venomous serpent is in ours.” ______________________________

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6. How do these connotations reinforce Edwards’s message? _____________________________

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Name _________________________

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Selection Vocabulary PracticeSinners in the Hands of an Angry God JONATHAN EDWARDS

Vocabulary

appease v. to bring to a state of peace or quiet; soothabate v. to lessen or reduce in force or intensityprudence n. exercise of good and cautious judgmentabhor v. to regard with disgustabominable adj. disgusting, detestable

Practice with AnalogiesChoose the word pair that best completes each analogy.

1. abhor : detest :: 2. abate : incite ::

A. like : love A. age : grow

B. love : hate B. walk : run

C. want : desire C. end : begin

D. fight : soothe D. friend : acquaintance

Applying MeaningsWrite the vocabulary word that best fits each sentence. Change the form of the word ifnecessary.

1. In the interest of ___________________ his parents, he agreed to what they wanted.

2. If this noise doesn’t ___________________, I think I’ll go crazy. I can’t hear myself think!

3. The disgusted way she looked at the puppy suggested that she __________________ animals.

4. I couldn’t eat that food. It was ______________________!

5. Given his poor health, it didn’t seem ____________________ for him to compete in a marathon.

Reading StrategyExamining Connotation

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Sinners in the Hands of an Angry God JONATHAN EDWARDS

Sometimes two or more words that have the same meaning can have very different connotations. Just think about the many different antonyms for the word fat. Thin, lean, skinny, slender, and slim, to name just a few, all have very different connotations. When you hear each word, you probably picture a different image.

ACTIVITYDirections Complete the chart. Model your responses after the first line in the chart.

Expression Used by Edwards

Meaning Connotation

hell is gaping Hell is wide open for them. Hell is a huge, frightening place, waiting to swallow upsinners.

plunge into the bottomlessgulf

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made drunk with your blood most hateful venomousserpent

2.

most hateful venomousserpent

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4. Do Edwards’s phrases have negative or positive connotations? Why do you think he chose these words?Sinners in the Hands

Name _________________________

From The Autobiography of Benjamin Franklin Notes

Author: _________________________14


2. ___________________________________________________________________

3. ___________________________________________________________________



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Excerpt from Franklin's

Autobiography

Insight Into Character

Facts about Franklin

Historical Informational about Colonial

America

Travelers stayed at

inns.

People used ferries to

travel between

cities.

1. Why do you think Franklin insists on paying the boatmen even though he helped row?

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2. How should a reader evaluate Franklin’s autobiography differently from a biography or a piece of

fiction? ________________________________________________________________________

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3. Franklin was very self-reliant. Is self-reliance as important today as it was in Franklin’s time? ______________________________________________________________________________

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4. Do you think that Franklin presented himself as he really was, or did he present a biased, or

one-sided, self-portrait? Support your response with details from the selection. _______________

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“…having read some where that cold water drunk plentifully was good for fever, I followed that prescription…”

5. What does Franklin reveal about himself in the above passage? _________________________

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6. Judging by Franklin’s literary voice, what sort of personality do you imagine he possessed?

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Name _________________________

Selection Vocabulary PracticeThe Autobiography of Benjamin Franklin BENJAMIN FRANKLIN

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VocabularyVocabulary

indentured adj. bound by contract to serve someone for a timeambulatory adj. moving from place to placeingenious adj. exhibiting creative ability; inventiveinfidel n. an unbelievermortification n. feeling of shame, humiliation, or embarrassment

Practice with Word OriginsUse a dictionary to look up any words you do not understand. If you speak French or Spanish, use your knowledge to help answer the following questions.

1. What do the words ambulatory and ambulance have in common? What do you think ambu- means?______________________________________________________________________________

2. What do the words mortification, mortal, and mortician have in common? What do you think mort means?______________________________________________________________________________

3. What do the words infidel and fidelity have in common? What do you think –fidel means? B ______________________________________________________________________________

Applying MeaningsWrite the vocabulary word that matches each clue. Hint: Each clue contains one italicized word that has the same word part as the vocabulary word.

1. I’m confident that you do not accept our faith or share our beliefs. ________________________

2. My disgrace is immortal. I’ll never be able to hold my head up in this town again.

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3. Now that he was able to get around on his own two feet, he no longer had to rely on the ambulance to get him to his doctor’s appointments. ____________________________

4. Her clever, imaginative ideas have led to many inventions. Some might call her a genius.EXERCISE C

____________________________Reading StrategyAnalyzing VoiceThe Autobiography of Benjamin Franklin BENJAMIN FRANKLIN

Voice refers to the way an author uses language to write about his or her subject. In the case of an autobiography, it provides the reader with insights into the personality of the author.

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As you read Benjamin Franklin’s autobiography, think about what his voice tells you about his personality. Think about how a different kind of man might have described his arrival in a new city.

ACTIVITYDirections Answer the following questions.1. Would you describe Franklin’s voice as matter-of-fact or ornate? Give two examples to support your answer.

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2. Given that it was written more than 200 years ago, is Franklin’s autobiography difficult or easy to understand? Explain your answer.

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3. From this passage, does Franklin come across as a modest man or an arrogant one? Support your answer with at least two specific supporting details from the text.

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4. Would you have wanted to travel with Benjamin Franklin? Why or why not?______________________________________________________________________________

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Challenge Planner for Unit OneThe Challenge project provides an opportunity to explore the three Big Ideas in Unit 1: The SacredEarth and the Power of Storytelling, Life in the New World, and The Road to Independence.

Directions From the topics listed in Section A, choose one that interests you. Once you have decided on a topic, choose a project in Section B that will help you present your ideas on the topic. Projects may be done alone, with a partner, or with a small group. Follow the steps in Section C to plan and complete your challenge project.

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Section A. Choose a Topic1. Native Americans and American colonists had very different ideas about the natural world, private property, and religion. Identify as many ways as you can in which their views differed. Use passages from at least four of the reading selections to support your ideas.

2. Both William Bradford and Olaudah Equiano arrived in the New World by ship. Describe how each ended up in the colonies, how their experiences at sea were similar and different, what happened to each after arriving, and how each refers to the Christian God. Use passages from the selections to support your ideas.

3. Based on what you know about life in New England in the 17th and 18th centuries from the writings of William Bradford, Mary Rowlandson, and Jonathan Edwards, would you have wanted to be an American colonist? Why or why not? Use passages from the selections to support your position.

4. Thomas Paine, Patrick Henry, and Thomas Jefferson wrote passionately about the tyranny of the British and the need to become independent of Great Britain. Identify the arguments in each man’s writings that would have convinced you to join the colonial army in the American Revolution. If you do not find their arguments convincing, explain why not.

5. Think about the writings of the three women writers in this unit, Mary Rowlandson, Anne Bradstreet, and Abigail Adams. What did these women have in common? In what ways were they different? What do their writings tell you about the lives of women in colonial America?

Section B: Choose a Project

1. Word Collage. Working with a partner or group that has chosen the same topic, create a visual or oral collage. Draft a written response to the topic you choose. For a visual collage, create a poster, Web page, or other display of your written material. Display the content so that it conveys a message and is visually appealing. For an oral collage, present a reading of your written material,including excerpts from selections. Using Topic 3, for example, your collage could present visual or oral representations of the religious beliefs of William Bradford, Mary Rowlandson, and Jonathan Edwards, illustrating scenes from their lives. Be prepared to share your collage with the class.

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2. Author’s Lunch. Working with a partner or a group that has chosen the same topic, plan a conversation between two or more unit authors that might take place if they met for lunch. The authors may or may not have known each other in real life. Have each partner take on the role of one author. Where possible, use quotations from the authors’ writing to make the conversation as authentic as possible. Try to capture the voice of each author. Using Topic 5, for example, Mary Rowlandson, Anne Bradstreet, and Abigail Adams could discuss what it was like to be a woman in colonial America.

3. Meet the Press. Working with a group of at least three people, prepare a television interview or radio talk show in which two or more authors are interviewed. At least one member of your group should take on the role of journalist, and at least two members of the group should take on the role of authors. If you choose to prepare a radio talk show, one member of the group could play the role of various callers, or you could tape record listener calls. For example, using Topic 2, you could have William Bradford and Olaudah Equiano discuss their arrival in the New World.

4. Letter Exchange. Work alone or with a partner to create a correspondence between two unit authors or between you and a unit author. The correspondence should address a topic through original writing and quotations from selections. You may write the exchange as a traditional letter exchange or in short segments, as if it were taking place by e-mail. Using Topic 1, for example, you could exchange letters between a Native American and a colonist.

5. Magazine Feature or Book Review. Working with a partner or a small group that has chosen the same topic, create a magazine article or book review addressing your topic. If you write a magazine feature, design and illustrate it using boxes, sidebars, headlines, and other features to break up the page. If you write a book review, analyze the writings critically, pointing out strengths and weaknesses. Using Topic 4, for example, you could review the writings of Henry, Paine, and Jefferson or write a feature article on their views and styles.

Section C: Make a Plan Name ___________________________

1. Clarify any class requirements.

Project due date ___________________

In-class work time _______________________________________________________

Research beyond the textbook (if needed)

A. sources required ___________________ C. none __________________________

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B. recommended _____________________ D. other __________________________

Source documentation

A. required for all research ________________________________ C. none _________

B. required for quotations _________________________________ D. other _________

2. Choose your topic from Section A.

Topic _________________________________________________________________________

3. Choose your project from Section B.

Project ________________________________________________________________________

4. Decide whether you will be working alone or with others._____ alone _____ partner _____ group

5. If you will be working with others, meet with all the participants to decide on the authors and selections that you will focus on for the project.

Authors __________________________________________________________________

Selections ________________________________________________________________

6. If you will be working with others, agree on each person’s responsibility before your next meeting on.

Name __________________________ Name ___________________________

Responsibilities __________________ Responsibilities____________________

_______________________________ _________________________________

Name __________________________ Name ___________________________

Responsibilities __________________ Responsibilities ____________________

_______________________________ _________________________________

7. Do your research. If you will be using sources beyond your textbook, find the sources, take notes, and jot down ideas. If you will be using only the textbook, reread the selections you have chosen and take notes that are relevant to your project.

_____ Research complete.

8. Document your sources. Make copies of outside sources and keep them in a project folder labeled “Sources.”

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_____ Source documentation complete.

9. Sort through your notes. You might write each idea on an index card. Add details and examples to support each idea. Be sure to record each direct quote exactly as it appeared in the source, and note the source.

_____ Details and examples complete.

10. Arrange your index cards in the order in which you will present the ideas.

_____ Order of material complete.

11. Make a rough draft of your script, graphic representation, or letters. If you are working with a partner or group, edit each other’s drafts.

_____ Rough draft complete.

12. How you refine and polish your project depends on the project you have chosen. If the end product includes written material, reread, revise, and edit your draft. If you will be performing, determine whether you will perform with or without scripts. In either case, allow time to rehearse. As you rehearse or read your written work aloud, listen critically. Do the ideas build logically? Does the language flow smoothly, or do you need to reshape some sentences? Make any improvements you think are needed.

_____ Project polished.

13. Share your work with others through a performance, a display, or a reading or videotape, a Web site, or other form of communication.

Challenge Planner

Unit 2

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American Romanticism

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Name _____________________________

Exploring The Big Ideas at HomeBack in the 1900s

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Imagine a person in the time of Emerson and Melville saying, “Things surely were different back in the 1700s.” At the end of the 1700s, the United States was struggling to be born, and many people were struggling to carve a life out of the wilderness. The 1800s brought the possibility of new beginnings, individual choices, optimism about the future, an appreciation of the natural world, and all the fears that accompany newly found freedom.

ACTIVITYDirections Think about the unit’s three Big Ideas: Optimism and Individualism, Kinship with Nature, and the Power of Darkness. Discuss how these ideas play out in the twenty-first century. Talk with one or two people at home who may have an opinion about whether “Things surely were different back in the 1900s.” Use the following questions as a guide.

1. Do you think there was more reason for optimism about the future in the twentieth century than there is in the twenty-first century? Why or why not?

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2. Do you think individuals have more freedom to choose a path in life then they did in the twentieth century? Why?

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3. How do you interact with nature today compared with how you interacted with nature in the twentieth century?

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4. Do you think people and nature are in harmony or at war? Did your opinion in the twentieth century differ from your opinion now?

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5. Do you think there is more or less to be afraid of now than there was in the twentieth century? What has changed?

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Name ___________________________

from Self-Reliance Notes


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Author: _________________________


2. ___________________________________________________________________

3. ___________________________________________________________________



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List as many types of figurative expressions as you can (hint – simile): _________________

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List at least three examples of figurative language and name the expression from “Self-Reliance”:

1. _________________________________________________________________________

2. _________________________________________________________________________

3. _________________________________________________________________________

Identify at least four questions you had while reading “Self-Reliance”

1. What was your reaction to Emerson’s discussion of nonconformity? ______________________

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2. According to Emerson, what is genius? ____________________________________________

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3. What parts of Emerson’s essay did you find most persuasive? Explain. ___________________

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“In every work of genius we recognize our own rejected thoughts…”

4. What does Emerson mean by the statement above? __________________________________

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Name ___________________________

Selection Vocabulary Practice from Self-Reliance RALPH WALDO EMERSON

Vocabulary

admonition n. a warning; cautionary advice

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latent adj. present but not evident; hiddenmanifest adj. apparent to the eye or the mind; evident; obviousbenefactor n. one who gives help or financial aidintegrity n. moral uprightness; honesty

Practice with AntonymsAfter each sentence, write a vocabulary word that is an antonym for the bold word. Use a dictionary or thesaurus if necessary.1. The young athlete’s Olympic dreams were obvious to all who knew her. __________________

2. Dishonesty weakens the fabric of the soul. __________________

3. The candidate ignored the angry shouts of his detractors. __________________

4. The professor’s approval inspired the student to work even harder. __________________

5. Are you keeping your true intentions hidden? __________________

Applying MeaningsUnderline the best ending for each open-ended sentence below.

1. An admonition would most likely followA. a flawless performance B. an act of mischief C. a good meal

2. Tanya prides herself on her integrity; she alwaysA. tells the truth B. saves her money C. follows directions

3. Irving has a latent desire to become a singer; heA. strongly dislikes singing B. enters singing contests C. sings in the shower

4. Todd’s benefactor would most likely mail himA. a bill B. an invitation C. a check

5. Li’s joy was made manifest as sheA. jumped up and down B. heard the bad news C. remained quiet

Reading Strategy Drawing Conclusionsfrom Self-Reliance RALPH WALDO EMERSON

When you draw a conclusion, you produce a general statement based on a collection of details. It is up to the reader to draw conclusions about an author’s underlying beliefs. Word choice, figurative language, and rhetorical techniques can provide important clues.

ACTIVITY

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Directions Using the first chart as a model, complete the other two charts. In the second chart, supply statements that lead to the given conclusion. In the third, draw a conclusion from the given statements.

“Society is a joint-stock company in which the members agree for the better securing of his bread…to surrender the liberty and culture of the eater.” (p. 184)

“Whoso would be a man must be non-conformist.” (p. 184)

“…the great man is he who in the midst of the crowd keeps with perfect sweetness the independence of solitude.” (p. 184)

Conclusion: Emerson believes that solitude is superior to society.

“…God will not have his work made manifest by cowards.” (p. 184)

1. (p. 184) 2. (p. 184)

Conclusion: Emerson believes that human beings are created for divine purposes.

“…envy is ignorance;…imitation is suicide…” (p. 184

“The eye was placed where one ray should fall, that it might testify of that particular ray.” (p. 184)

“Trust thyself: every heart vibrates to that iron string.” (p. 184)

3. Conclusion ___________________________________________________________________

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Name _________________________

From Walden Notes


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Author: _________________________

Three interesting facts about the author

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1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________



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List two metaphors Thoreau uses in Walden:1. ___________________________________________________________________

2. ___________________________________________________________________

List four things you found interesting from reading Walden:1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________

4. ___________________________________________________________________

In your own words, what is the main theme of Walden? _______________________________

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1. With which of Thoreau’s ideas do you strongly agree? _________________________________

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2. With which ideas do you strongly disagree? _________________________________________

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3. What did Thoreau hope to do at Walden? ___________________________________________31

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4. Why does Thoreau insist that people need to simplify their lives? ________________________

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5. Why does Thoreau say he goes “a-fishing” in time? ___________________________________

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Name ___________________________

Selection Vocabulary Practicefrom Walden HENRY DAVID THOREAUVoc

Vocabularydeliberately adv. in a careful, thoughtful wayresignation n. unresisting acceptance; submissionsublime adj. of great spiritual or intellectual value; noblerudiment n. an imperfect or undeveloped partmyriad adj. countless; innumerable

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Practice with Context CluesFor each vocabulary word below, two meanings are given, as well as two sentences that contain the word. For each sentence, underline the clues that tell you which meaning is intended. Then write the letter of the correct meaning in the blank.

resignationA: leaving a paid or unpaid position B: unresisting acceptance; submission

1. ______ Resignation can signal that a man is lazy and weak.

2. ______ For an elected officer, resignation can feel like failure.

sublimeA: of great spiritual or intellectual value B: excellent or impressive

3. ______ For the American transcendentalists, nature was sublime; it contained and expressed the divine.

4. ______ In my opinion, this banana split is so good; it is truly sublime.

Applying MeaningsRespond to each question using a complete sentence.

1. What task have you done deliberately in the last week? Why? __________________________

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2. Do you consider a sunset to be sublime? Why? _____________________________________

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3. What rudiment of a talent have you developed? _____________________________________

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4. When are you more likely to see myriad stars? ______________________________________

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Reading StrategyConnecting to Personal Experiencefrom Walden HENRY DAVID THOREAU

All human beings are a part of the natural world. Therefore, all human beings have had experiences in nature. Watching raindrops zigzag down a windowpane, awakening to a bird song at sunrise, catching a surprising glimpse of a rainbow—all of these are “natural” experiences. As you read the selection from Walden, you might come across thoughts, ideas, or experiences that are similar to those of your own. Paying attention to these connections will help you relate to and understand the text more fully.

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ACTIVITYDirections Read the sample answer, and then use it as a model to complete the chart. In the first column, write phrases or sentences from Walden that remind you of thoughts or experiences you have had. In the second column, describe these personal thoughts or experiences.

Connecting a Text to Personal Experience

Quotation from Walden Personal Thoughts or Experiences

“I went into the woods because I wished to live deliberately, to front only the essential facts of life . . . .” (page 204)

I went on a camping trip with my uncle. There was no running water or electricity. We wanted to see if we could rough it for an entire weekend.

1.

2.

3. 4.

Name _________________________

“The Raven” Notes

Author: _________________________


2. ___________________________________________________________________

3. ___________________________________________________________________

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______________________________________________________________________________

Reading strategy: ______________________________________________________________

1. Alliteration: _________________________________________________________

Example from “The Raven”: ______________________________________________

Plot Map1. Exposition: ______________________________________________________________________

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2. Rising Action: ___________________________________________________________________

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3. Climax:___________________________________________________________________

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4. Falling Action:___________________________________________________________________

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5. Resolution:___________________________________________________________________

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1. In your opinion, what is the most haunting image in this poem? __________________________

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2. Why is the speaker reading at the beginning of the poem? ______________________________

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3. How would you describe his emotional state in the first six stanzas? ______________________

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4. What is the speaker’s first reaction to the raven’s entrance? ____________________________

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5. Why does he react this way? _____________________________________________________

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6. How would you describe Poe’s purpose in writing this poem? ___________________________

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Name _________________________

Selection Vocabulary PracticeThe Raven EDGAR ALLAN POEVocabulary

Vocabulary

lattice n. a structure of crisscrossed strips, commonly wood or metal, that forms a pattern of openingsbeguile v. to influence by deceit; to trickplacid adj. calm; peaceful; undisturbedrespite n. a period of rest or relief, as from work or sorrowbalm n. something that heals or soothes, as an ointment

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Practice with SynonymsReread each sentence in the poem that contains a vocabulary word. Then, underline the synonym with the most similar connotation.

1. lattice (line 33)A. trellis B. web C. structure

2. beguile (line 43)A. woo B. hypnotize C. enthrall

3. placid (line 55)A. easygoing B. serene C. docile

4. respite (line 82)A. relief B. time-out C. breather

5. balm (line 89)A. unguent B. help C. solace

Applying MeaningsWrite the letter of the vocabulary word that is most likely to be associated with each word in the left column.

1. ______wizard 2. ______ garden 3. ______ statue 4. ______ vacation

A. lattice B. respite C. beguile D. placid

Literary ElementNarrative PoemThe Raven EDGAR ALLAN POEA narrative poem is a poem that tells a story. Therefore, it includes story elements such as setting, characters, and plot. Remember that a plot is made up of conflicts, events that lead to a climax, and a resolution. Outlining the events of a narrative poem can help you draw conclusions about its characters—what they are feeling, what they are thinking, and why they do the things they do.

ACTIVITYDirections Complete the story map. List the characters and setting, and write a brief summary of each section of the plot. Then, answer the questions below.

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The Raven

1. Characters: 2. Setting (time and place):

Plot

Beginning

Situation: The speaker is alone in his chamber at night. He hears a noise. Araven enters his room.

3. External conflict:

4. Internal conflict:

Middle

Rising action: The speaker asks the raven a series of questions, all of which are answered “Nevermore.”

5. Climax:

End

6. Resolution:

7. How does the speaker’s internal conflict influence the story events? ______________________________________

______________________________________________________________________________________________

8. Reread the last stanza. What does it suggest about the speaker’s state of mind as he tells the story? Is he reliable?

______________________________________________________________________________________________

______________________________________________________________________________________________

The Raven

Challenge Planner for Unit TwoThe Unit Challenge provides an opportunity to explore further the unit’s three Big Ideas: Optimism and Individualism, Kinship with Nature, and the Power of Darkness.

ACTIVITYDirections From the topics listed in Section A, choose one that interests you. Once you have chosen a topic, choose a project in Section B that will help you present your ideas on the topic.Any of the five topics can work with any of the five project types. Projects may be done alone, with a partner, or with a small group. Follow the steps in Section C to plan and complete your challenge project.

Section A. Choose a Topic1. According to the unit introduction, the Romantic writers “valued imagination and feeling over intellect and reason.” Choose two or more selections that you think support this statement and selections that you think contradict it. Compare and contrast these selections.

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2. Someone who believes in the possibility of reform is probably an optimist; but someone who has a darker outlook may be better at identifying situations in need of reform. Imagine that a unit author has been asked to complete this sentence: “The world would be a better place if. . . .” Choose a selection that offers evidence of how the author would complete and expand upon this sentence. Or, choose two authors and compare their points of view on this topic.

3. This unit’s selections reflect varying views of nature. Some writers see nature—or some aspect of nature—as benevolent; others see it as malevolent. Find evidence of one or both of these attitudes toward nature—or identify a third attitude—in the unit selections. Focus on writers who support the same point of view, or compare two whose views differ.

4. Review the time line on pages 164–165 of your textbook. Choose one historical event or series of related events. Identify ways in which you think the event either influenced or was influenced by one of the Big Ideas of the unit. Use passages from the selections to illustrate and support your ideas.

5. The unit’s selections from Poe, Hawthorne, and Melville have a dark and brooding atmosphere. They explore traits and emotions that people may keep “in the dark” rather than show to the world. Identify one or more aspects of human nature that an author has given to a character. Compare the way that the character acts with the way such a person might act in the 21st century.


1. Author’s Lunch. Working with a partner who has chosen the same topic, plan a conversation between two unit authors that might take place if they met for lunch. Each partner will take on the role of one author. The author may use quotes from selections to support a point. The authors may or may not have known each other in real life. Using Topic 2, for example, two authors could discuss whether the world would be better place if acts of civil disobedience were more common.

2. Great Debate. Working with a partner or a small group whose topic is the same as yours, plan a debate between two teams. Your team may be made up of people who are either representing or playing the role of an author. Support your argument with ideas and quotes from that author’s work. Using one of the topics as a starting point, formulate a statement that is debatable. For example, using Topic 3, two authors might debate this statement: Nature is a benevolent force.

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3. Artist’s Conception. Work alone, with a partner, or with a group to use visual media to create either a written or an oral presentation. Using a computer, for example, create an interactive presentation with the full text and visuals on the screen; or outline the main points on the screen to accompany an oral presentation. Other possibilities include creating a book that includes illustrations or photos; a poster or three-dimensional representation with explanatory text; or a videotaped presentation. For example, using Topic 4, depict how the Fugitive Slave Act of 1850 influenced or was influenced by writers who believed in the possibility of reform.

4. Letter Exchange. Work alone or with a partner to create a correspondence between two unit authors or between you and a unit author. The correspondence should address a topic through original writing and quotations from selections. You may write the exchange as a traditional letter exchange, or in short segments, as if it were taking place by e-mail. Using Topic 5, for example,you could exchange letters about your fears. (The fear you choose may be real or fictional.) Tell each other what brought on the fear and what you do to deal with it.

5. What-If Drama. Work with a group to create a short play in which at least three unit authors interact. The play will dramatize a gathering that could have taken place in a 19th-century setting. Start by forming a what-if question. What would happen if authors X, Y, and Z hiked up a mountain together?. . .visited Thoreau in jail?. . .spent an afternoon at the Salem witch trials?. . .took a steamship on the Mississippi River?” Using Topic 1, for example, three authors could attend the first women’s rights convention in 1848 and discuss their reactions to it.



Project due date ___________________








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Topic _________________________________________________________________________


Project ________________________________________________________________________



Authors __________________________________________________________________

Selections ________________________________________________________________


Name __________________________ Name ___________________________


_______________________________ _________________________________

Name __________________________ Name ___________________________


_______________________________ _________________________________






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Challenge Planner

Unit 3

42

Civil War Era

43

Name _________________________

Exploring the Big Ideas at HomeIssues Then and NowThe people of the nineteenth century faced their most important social and political issues head on. The atmosphere that resulted may be viewed in different ways. Some people today might feel

44

that with the end of slavery and the Civil War, the United States conquered its greatest evils. Others might suggest that the problems of yesterday were not completely solved. Instead, they may have evolved along with the country and its people. For example, racial discrimination and the policies supported by the different political parties are still controversial topics.

ACTIVITYDirections Think about the unit’s three Big Ideas: resistance to slavery, a nation divided, and a poetic revolution. Talk with one or two people at home who have opinions about how the issues related to each Big Idea have changed and how they have stayed the same. Compare and contrast their opinions along with your own. Use the following steps as a guide.

1. Write at least three questions you will ask each person. For example: Has the U.S. resolved the slavery issue? Are the people of the U.S. united? Do artists still experiment with new ways to represent the world around them? Don’t forget to record your own answers to each.______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. Take notes on their answers. First interview: _________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Second interview: ________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. Write a short paragraph comparing their ideas with your own. Include specific details and examples that make each opinion unique.

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Name _________________________

From My Bondage and My Freedom Notes


______________________________________________________________________________46

Author: _________________________


2. ___________________________________________________________________

3. ___________________________________________________________________

Reading strategy from the selection: _______________________________________________

Define the reading strategy: ______________________________________________________

______________________________________________________________________________

Cause Effect EffectMrs. Auld introduces Douglass to reading.

Douglass is determined to attain knowledge at any cost.

Mrs. Auld is ashamed of what she has done and her relationship with Douglass becomes strained.

Mr. Auld advises his wife to stop teaching Douglass.

Mrs. Auld forbids Douglass to read, and he is made aware of the unbearable constraints of slavery.

1.

Douglass requests lessons from his white playmates.

Douglass must bribe some of the boys, a possibly humiliating situation.

2.

Douglass discusses slavery with his white playmates.

3. 4.

5. Douglass reads a dialogue between a slave and his master in which the slave argues against slavery.

6.

1. How does this narrative affect your appreciation of your personal freedom? ________________

______________________________________________________________________________

______________________________________________________________________________

2. How does Mrs. Auld treat Douglass when he first arrives? ______________________________47

______________________________________________________________________________

______________________________________________________________________________

3. Who later helps Douglass learn to read? ___________________________________________

______________________________________________________________________________

4. Compare these teachers’ attitudes toward slavery with Mrs. Auld’s attitude? ________________

______________________________________________________________________________

______________________________________________________________________________

5. In your opinion, who is hurt more by the system of slavery – Douglass or the Auld family?

Explain. _______________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Name __________________________

Selection Vocabulary Practice from My Bondage and My Freedom FREDERICK DOUGLASSVOCABULARY

Vocabulary

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benevolent adj. doing or desiring to do good; kinddepravity n. the state of being morally bad or corruptinduce v. to lead by persuasion or influencevanquish v. to defeatcensure v. to express disapproval of; to find fault with; to blame

Practice with Word PartsSome of the vocabulary words share word parts with other words in the English language. Use a dictionary to find the meaning of the words below and briefly explain how they are related to the vocabulary word with which they share a word part.

1. beneficiary _____________________________

2. census ________________________________

3. infer __________________________________

Applying MeaningsWrite the vocabulary word that could replace the word or phrase in bold type in each sentence.

1. The unprincipled politician would use any trick to defeat his opponents. But this time he sank to a new level of baseness.

_____________________________

2. A sharp wit was all she needed to subdue even the loudest of her critics.

_____________________________

3. Month after month, his wife left travel brochures of island adventures on his desk. Nothing, however, could entice him to take a vacation.

_____________________________

4. No business, no matter how prosperous, wanted to find itself the subject of one of his weekly editorials. He was sure to criticize it for some misdeed or another.

_____________________________

Literary ElementAutobiographyfrom My Bondage and My Freedom FREDERICK DOUGLASS

Frederick Douglass could have written about any aspects of his life, but he carefully chose to include details that were most meaningful to his purpose for writing. One way to determine his purpose is to analyze those details. The following is an example.

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Detail: Douglass begins to learn to read and write.

Importance in Douglass’s life: He was a slave and not allowed to read or write. Learning and then being forbidden to learn caused him to feel more acutely the oppressive weight of slavery.

Impact on the reader: I felt sorry to see such a good person change for the worse.

Purpose for including this detail: to inform people of this practice in slavery and show how it made Douglass feel

ACTIVITYDirections Using the example from above as a guide, analyze each detail.

Detail: Douglass describes Mrs. Auld’s gentle nature.

1. Importance: __________________________________________________________________

2. Impact: ______________________________________________________________________

3. Purpose: _____________________________________________________________________

Detail: Douglass describes interaction with other boys.

4. Importance: __________________________________________________________________

5. Impact: ______________________________________________________________________

6. Purpose: _____________________________________________________________________

Detail: Douglass makes religious references such as calling Mrs. Auld a Christian and pointing out that slaveholders wanted slaves to believe they were acting under the authority of God.

7. Importance: __________________________________________________________________

8. Impact:_______________________________________________________________________

9. Purpose: _____________________________________________________________________

Name _________________________

An Occurrence at Owl Creek Bridge Notes

Author: _________________________

Three interesting facts about the author

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1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________



______________________________________________________________________________


______________________________________________________________________________

At the end of section I on page 377, make a prediction what will happen next: ____________

______________________________________________________________________________

______________________________________________________________________________

Was you prediction correct? _____________________________________________________

At the end of section II on page 378, make a prediction how the story will end: ___________

______________________________________________________________________________

______________________________________________________________________________

Was you prediction correct? _____________________________________________________

1. What was your reaction to the end of the story? ______________________________________

______________________________________________________________________________

______________________________________________________________________________

2. Describe the specific physical sensations that Farquhar experiences in section III. ___________

______________________________________________________________________________51

______________________________________________________________________________

3. How does his sensations change during the course of this section? ______________________

______________________________________________________________________________

______________________________________________________________________________

4. What do these changes suggest? _________________________________________________

______________________________________________________________________________

______________________________________________________________________________

5. What literary device does Bierce use in section II of the story? ___________________________

______________________________________________________________________________

______________________________________________________________________________

6. Did you find this literary device to be effective? Explain. ________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

7. How do you think Bierce’s war experiences affected his attitude toward the events in this story?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Name __________________________

Selection Vocabulary Practice An Occurrence at Owl Creek Bridge AMBROSE BIERCE

Vocabulary

protrude v. to stick out; to projectadorn v. to make beautiful; to decorate

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ardently adv. passionately; enthusiasticallyassent v. to express agreementpoignant adj. sharp; severe; causing emotional or physical anguish

Practice with SynonymsAfter each sentence, write a vocabulary word that is a synonym for the bold word. Use a dictionary or thesaurus if necessary.

1. The board will hear my arguments soon, and I expect them to concur. ____________________

2. The heartrending story was beautifully told. ____________________

3. Bedeck the table with flowers and candles. ____________________

4. Trim the tree limbs so that they do not overhang into the driveway. ____________________

5. He fervently professed his beliefs to the fascinated crowd. ____________________

Applying MeaningsUnderline the best ending for each open-ended sentence below.

1. If you speak ardently, you speakA. eagerly. B. slowly. C. clearly.

2. Poignant best describes feelings ofA. joy. B. pain. C. confusion.

3. To adorn a plain shirt, you couldA. have it dry cleaned. B. wear it. C. sew on colorful beads.

4. If you give your assent to something, then youA. condone it. B. teach it. C. appreciate it.

5. For an object to protrude, it mustA. be comfortable. B. extend beyond. C. be noticed.

Literary ElementPoint of View

An Occurrence at Owl Creek Bridge AMBROSE BIERCEStories are often told from one of three different points of view. Bierce’s story shifts between two different points of view—third person omniscient and limited. The changes are significant to the

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story for what they reveal and for what they don’t. One way to analyze these changes is to consider how the story would be different if told entirely from one or the other point of view.

For example, the first half of part 1 is told in third person omniscient. One sentence states: “His features were good—a straight nose, firm mouth, broad forehead, from which his long, dark hair was combed straight back, falling behind his ears to the collar of his well-fitting frock-coat.” If this part of the story had been told from a point of view limited to Farquhar, the reader would not have learned as much about his appearance.

ACTIVITYDirections Identify the point of view (either third-person-omniscient or third-person-limited) from which each sentence is told. Then tell how the sentence would change if told from the opposing point of view.

“Being a slave owner and like other slave owners a politician he was naturally an original secessionist and ardently devoted to the Southern cause.” (p. 377)1. Point of view: _________________________________________________________________

2. If told from opposing point of view:_________________________________________________

“He was a Federal scout.” (p. 378)3. Point of view: _________________________________________________________________

4. If told from opposing point of view: _________________________________________________

“The power of thought was restored; he knew that the rope had broken and he had fallen into the stream.” (p. 379)5. Point of view: _________________________________________________________________

6. If told from opposing point of view: _________________________________________________

Challenge Planner for Unit ThreeThe Unit 3 Challenge planner provides an opportunity to explore further the unit’s three Big Ideas: Resistance to Slavery, A Nation Divided, and A Poetic Revolution. From the topics listed in Section A, choose one that interests you. Once you have chosen a topic, choose a project in Section B that will help you present your ideas on the topic. Any of the five topics can work with any of the five project types. Projects may be done alone, with a partner, or with a small group. Follow the steps in Section C to plan and complete your challenge project.

Section A. Choose a Topic1. Frederick Douglass stated that “justice, liberty, prosperity and independence” were blessings not extended to all people in the United States. He wrote particularly of the enslaved, but these issues take prominence in most of the selections in Unit Three. Identify two or three selections that seem concerned with these topics. Compare and contrast their authors’ particular approaches.

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2. Slave spirituals were deeply rooted in religious faith and a desire for freedom. Thousands are known to exist—attesting to their significant meaning in the lives of their singers. Locate examples of two or three spirituals other than those found in your text. Analyze them for their literal and figurative meanings and make judgments about their apparent value to the enslaved.

3. The country’s division created overt, violent struggles between the North and South and inner struggles with loyalty, personal beliefs, and love of country for some U.S. citizens. Find selections that reveal one or both of these two types of struggles. Identify the conflicts facing the writer, narrator, or main character of each selection along with how that person chose to react to his or her unique situation.

4. Though the writers in Unit Three each have very distinct, individual viewpoints concerning the war, most include religious references in their work. Choose two or three writers with different opinions about the war. Then find evidence of religion and spirituality in their writing. Compare and contrast their use of spirituality including their apparent reasons for including God in their discussions of the turmoil around them.

5. Whitman said that “the United States themselves are essentially the greatest poem.” Using examples from Whitman’s poems, explain what he meant by these words. Then, identify writers in Unit Three who would agree or disagree with his statement. Compare their positions in society to understand the reasons for their apparent beliefs.


1. Talk Show. Working with a small group whose topic is the same as yours, plan a talk show interview for two unit authors. One partner will take on the role of talk show host. Two group members will portray the authors. The host will ask questions about the author’s “latest work” (the selection in the text), and the authors will answer with explanations and opinions about the topics in their writing. The host and authors may use quotes from the selections to bring up topics and/or answer questions. Using Topic 4, for example, two authors could answer questions and discuss the religious references in their writing while expressing their different beliefs about the social and political struggles of the Civil War period.

2. Perform a monologue. Working alone or with a partner whose topic is the same as yours, plan a monologue that depicts your interpretation of one or two of the unit’s authors. You and your partner will each perform as a different author. Base your depiction on the background given in the text along with the style and content of the author’s selection. Try to express the author’s personality as you imagine it through language, gestures, and posture. The script of each monologue will depend on your choice of topics. For example, using Topic 1, the authors could

55

explain their concepts of justice, liberty, prosperity, and independence and the significance of each in their writing.

3. Artist’s Conception. Work alone, with a partner, or with a group to use visual media to create either a written or an oral presentation. Using a computer, for example, create an interactive presentation with the full text and visuals on the screen; or outline the main points on the screen to accompany an oral presentation. Other possibilities include creating a book that includes illustrations or photos, a poster or three-dimensional representation with explanatory text, or a videotaped presentation. For example, using Topic 2, depict the value and meaning of the spirituals to the enslaved.

4. Letter Exchange. Work alone or with a partner to create a correspondence between two unit authors or between you and a unit author. The correspondence should address a topic through original writing and quotations from selections. You may write the exchange as a traditional letter exchange, or in short segments, as if it were taking place by e-mail. Using Topic 5, for example,you could exchange letters about your/the authors’ concepts of the value of the United States.

5. What-If Drama. Work with a group to create a short play in which at least three unit authors interact. The play will dramatize a gathering that could have taken place in a nineteenth-century setting. Start by forming a what-if question. What would happen if authors X, Y, and Z met in a Civil War hospital? … heard Sojourner Truth’s famous speech at the Women’s Rights Convention? … sat on the roof with Mary Chesnut during the battle of Fort Sumter? … attended the dedication of the military cemetery in Gettysburg, Pennsylvania?” Using Topic 3, for example, three authors could listen to Lincoln’s Gettysburg Address and discuss their reactions to it.



Project due date ___________________









Topic _________________________________________________________________________

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Project ________________________________________________________________________



Authors __________________________________________________________________

Selections ________________________________________________________________


Name __________________________ Name ___________________________


_______________________________ _________________________________

Name __________________________ Name ___________________________


_______________________________ _________________________________









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Unit 4

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Regionalism & Realism

59

Name _________________________

The Celebrated Jumping Frog of Calaveras County Notes


______________________________________________________________________________

Author: _________________________


2. ___________________________________________________________________

3. ___________________________________________________________________



______________________________________________________________________________

Paraphrase the first paragraph into Standard English: ________________________________60

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

What is humorous about this first paragraph? _______________________________________

______________________________________________________________________________

______________________________________________________________________________

List four examples of exaggeration:1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________

4. ___________________________________________________________________

1. What questions would you like to ask Simon Wheeler? ________________________________

______________________________________________________________________________

______________________________________________________________________________

2. What conclusion can you draw about Smiley’s character, based on the tale Wheeler tells? ___

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. Who is the main character in this story? Explain. _____________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. In this selection, one story serves as the frame for another story. Which story is the frame? ___

______________________________________________________________________________

______________________________________________________________________________

5. Why might Twain have chosen this structure? _______________________________________

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______________________________________________________________________________

______________________________________________________________________________

6. How does Twain capture the flavor of the Old West in this story? _________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Name _________________________

Selection Vocabulary PracticeThe Celebrated Jumping Frog of Calaveras County MARK TWAIN

Vocabulary

garrulous adj. talkativeconjecture v. to form an opinion without definite evidence; to guessdilapidated adj. fallen into ruin or decay; shabbyinterminable adj. seemingly endlessenterprising adj. showing energy and initiative, especially in beginning new projects

Practice with Word RootsUse your knowledge of word roots to help define the words below. Put the letter of thedefinition that matches each word in the space after the word.

1. reject __________________________ A. end point of a train or plane route

2. midterm ________________________ B. to throw away

3. project _________________________ C. to stick out from

4. terminal ________________________ D. something that occurs halfway through a set time

EXERCISE B

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Applying MeaningsWrite the vocabulary word that could replace the word or phrase in bold type in each sentence.

1. I’m not certain what happened, but I can use these clues to make an inference.

____________________________2. Karla started her own company when she was in high school. She’s quite ambitious.

____________________________

3. The lecturer droned on an on; his speech seemed unbearably long.

____________________________

4. Time and neglect had left the once-beautiful house old and crumbling.

____________________________

5. The chatty woman at the checkout counter kept the whole line waiting as she conversed nonstop with each customer.

____________________________Literary Element DialectThe Celebrated Jumping Frog of Calaveras County MARK TWAIN

Authors of regional fiction often use dialect, or colloquial language spoken in a specific area at a certain time, to make their characters seem realistic. To appreciate dialect, think about the way people speak in real life—not the way they would write or speak formally. What words or grammatical irregularities do you and your friends use when you speak to each other? How would writing a dialogue using this style of speech contribute to a realistic story? When reading dialect that may not be familiar to you, read the section aloud. Sometimes just hearing the words will help you make sense of the irregular grammar or sentence structures. Here is a passage written in a dialect “translated” into Standard English.

Dialect Standard English Translation“…there couldn’t be no solitry thing mentioned but that feller’d offer to bet on it…” (page 485)

There wasn’t a solitary thing that the fellow wouldn’t offer to bet on; in other words, the fellow would bet on anything.

When you read a story with dialect, be sure to compare and contrast the different ways the characters speak. Think about how the characters’ ways of speaking give you information about the characters’ backgrounds or attitudes. For example, Wheeler speaks informally, with errors in grammar and pronunciation, unlike the narrator, who speaks in a more educated, formal voice.

ACTIVITYDirections Read the quotations from Wheeler’s story, and rewrite them into Standard English.

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Dialect Standard English Translation“…he ‘peared surprised, and then he looked sorter discouraged-like, and didn’t try no more to win the fight, and so he got shucked out bad.” (page 486)

1.

“…may be you’ve had experience, and may be you an’t only a amature, as it were.” (page 488)

2.

“‘Well, I don’t see no p’ints about that frog that’s any better’n any other frog.’” (page 488)

3.

Name _________________________

Story of an Hour Notes


______________________________________________________________________________

Author: _________________________


2. ___________________________________________________________________

3. ___________________________________________________________________



______________________________________________________________________________

1. Identify the conflict in Chopin’s story. Is this conflict external or internal? Explain why. ________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. How does Chopin develop this conflict? At what point does the conflict reach its climax? ______

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______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. What is the resolution of the conflict? ______________________________________________

______________________________________________________________________________

______________________________________________________________________________

1. At what points in the story did you feel sorry for Mrs. Mallard? Explain. ____________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. How did the end of the story affect you? ____________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. How does Mrs. Mallard first react to the news about her husband? _______________________

______________________________________________________________________________

4. What does her reaction indicate about her feelings toward him? _________________________

______________________________________________________________________________

______________________________________________________________________________

5. How do her feelings change while she is in her room? Why? ____________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

6. What is your opinion of Mrs. Mallard? Explain. _______________________________________

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______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

7. How would this story be different if it were set in the present rather than at the end of the 19 th

Century? Explain. ________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Name _________________________

Selection Vocabulary Practice The Story of an Hour KATE CHOPINVo

Vocabulary

elusive adj. difficult to explain or grasp; evasivetumultuously adv. in an agitated manner; violentlyexalted adj. elevatedperception n. an awareness; an insightpersistence n. stubborn or determined continuance; perseverance

Practice with AntonymsUnderline the antonym of the bold word in each sentence.

1. Zak felt his heart beat tumultuously.

A. turbulently B. calmly C. faintly

2. The police couldn’t catch the elusive jewel thief.

A. clever B. ruthless C. graspable

3. The soccer star remained modest, despite his exalted status.

A. lowly B. famous C. athletic

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4. You have to admire Suzuki’s persistence.

A. stubbornness B. determination C. listlessness

Applying MeaningsOn the line, write a form of the vocabulary word that best describes the idea or situation.

1. an abstract theory about atomic particles _____________________________

2. a Hollywood star who wins an Oscar ________________________________

3. ocean waves during a storm _______________________________________

4. a child throwing a temper tantrum to get her way _______________________

Literary Element Conflict

The Story of an Hour KATE CHOPINIn a short story, conflict—the struggle between two opposing forces —is the central aspect of plot development. The main conflict in “The Story of an Hour” is an internal one, a struggle that takes place in the mind of a character who is torn between opposing feelings, desires, or goals. Often, when the conflict is internal, the reader needs to make inferences about the conflict based on the character’s thoughts and actions. How does Chopin describe Mrs. Mallard’s conflict? In what ways does the conflict develop? Below is an example of one way to analyze clues to the inner conflict of a protagonist.

Quotation My Inference“She did not hear the story as many women have heard the same…. She wept at once, with sudden, wild abandonment….”

I can infer that Mrs. Mallard’s relationship with her husband is somehow different from other women’s relationships with their husbands.

ACTIVITYDirections Use the following story quotations to make inferences about Mrs. Mallard’s internal conflict.

Quotation My Inference“There was something coming to her ... she was striving to beat it back with her will—as powerless as her … slender hands would have been.”

1.

“And yet she had loved him—sometimes. Often she had not. What did it matter!”

2.

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Name _________________________

The Open Boat Notes


______________________________________________________________________________

Author: _________________________


2. ___________________________________________________________________

3. ___________________________________________________________________

Reading strategy from the selection: _______________________________________________

Define the reading strategy: ______________________________________________________

______________________________________________________________________________

Note the main ideas from the story in a logical sequence

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1. How did you react when you realized the correspondent survives but the oiler does not? ______

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. List several similes and metaphors Crane uses in the story. _____________________________

______________________________________________________________________________

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3. What is the outcome of the story? _________________________________________________

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4. How is the outcome ironic, and what might this imply about nature? ______________________

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5. Could the emotional effect of this story be conveyed just as well in the form of a newspaper

article about the shipwreck and the men’s struggle to survive? Explain. ______________________

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Name __________________________

Selection Vocabulary Practice The Open Boat STEPHEN CRANE

Vocabulary

uncanny adj. strangely unsettling; eerieemphatic adj. forcefulingenuously adv. naively; artlesslyimpudently adv. in an offensively bold mannercoerce v. to force

Practice with Context CluesFor each sentence, write the meaning of the word in bold type and underline the word or phrase that gave you a clue to the word’s meaning.

1. Never caring that she was being rude, she impudently strode away._______________________

2. We insisted that he sign the agreement, but we could not coerce him._______________________

3. My mother always seems to know what I’m thinking. It’s uncanny._______________________

4. After the innocent little girl tasted the chef ’s creation, she ingenuously said, “Yuck.”_______________________

5. Steve stomped his foot and shouted an emphatic, “No!”_______________________

Applying MeaningsWrite the vocabulary word (or form of the word) that best replaces the word in bold type.1. The witness’s testimony was dismissed when it was discovered that she was forced to support the defendant’s alibi. _______________________

2. The student boldly questioned his teacher’s authority. _______________________

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3. It’s just bizarre how we always have the same ideas! _______________________

4. Unaware that his friend’s mother would be upset, the boy naively admitted to eating all of the cookies in the jar. _______________________Reading StrategySummarizing

The Open Boat STEPHEN CRANEA summary is a condensed retelling of the major ideas in a particular text. In order to summarize a story, one needs to identify the main ideas presented in that story. A summary of a work of fiction would contain the main elements of the story: the main characters, the setting, and the major plot conflict and resolution.

ACTIVITYDirections Fill in the following story map with the major story elements. Then, in a short paragraph, write a summary of the entire story.

1. Main Characters: 2. Setting:

3. Events of Conflict: 4. Events of Resolution:

5. Summary:

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Challenge Planner for Unit FourThe Challenge Planner provides an opportunity to explore further any of the unit’s three Bill Ideas: Regionalism, Realism, and Naturalism.

Directions From the topics listed in section A, choose one that interests you. Once you have selected a topic, choose a project in Section B that will help you present your ideas on the topic. Any of the first topics can work with any of the five project types. Projects may be done alone, with a partner, or with a small group. Follow the steps in Section C to plan and complete your challenge project.

Section A: Choose a Topic

1. Writers of local color fiction became popular in America during this period because of westward expansion and people’s curiosity about other American cultures. Choose two or more local color selections that show some of the positive and negative effects of westward expansion and pioneer life.

2. The Realist movement included authors who, like journalists, “reported” on everyday life and struggles. Examine at least two examples of Realist literature, and compare and contrast the way the literature presents reality with the way the same ideas would be presented in a newspaper or documentary.

3. Darwin’s ideas about natural selection, or the survival of the fittest, gained widespread credence during this period. How did his ideas contribute to the Naturalist movement? Choose two or more examples of Naturalist literature, and examine them in the context of natural selection.

4. Much of the literature of this period is fatalistic in tone. How do authors create the sense that people cannot control their lives? What roles do fate, socioeconomic factors, and human ingenuity play in the literature of this time? Support and illustrate your answer with quotations from the selections.

5. This period brought about what has been termed truly American literature. What is more “American” about this literature than earlier works by American writers? Use passages from the selections to identify Americanisms, and explain how this literature diverges from earlier works.

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1. Radio Report. Working alone, with a partner, or with a group of students who have chosen the same topic, create a radio newscast. Your newscast can be a report or a mock-interview with the authors you chose for your topic. Include appropriate music to introduce and end your radio show, as well as background music for part of the report. For example, for Topic 5, you could play American patriotic or folk music to open the report, and play bluegrass or country musicwhen discussing regional fiction.

2. What-If Drama. Work with a group to create a short skit in which two or three unit authors interact. The skit should dramatize a gathering that could have taken place during the late nineteenth to early twentieth century. Start by forming a what-if question. What if Mark Twain, Chief Joseph, and Jack London found themselves on a ship during a storm? What if Bret Harte, Willa Cather, and Stephen Crane were lost in the woods together? Using Topic 3, for example, you might have the authors discuss the power of nature on the individual and present their possible interpretations of Darwinian thought (based on what you can glean from their writings).

3. Great Debate. Working with a partner or a small group whose topic is the same as yours, hold a debate between two individuals or teams. Your team may be made up of people who are either representing or playing the role of an author, using ideas and quotations from that author’s work to support an argument. Using one of the topics as a starting point, formulate a statement that is debatable. For example, using Topic 4, two teams might debate this statement: All lives are governed by fate, and fate alone.

4. A Wall of Art. Working alone, with a partner, or a group of students who have chosen the same topic, create a mural that depicts the main ideas of your topic. You may divide the mural into “scenes” of images. Include a wall plaque to explain the symbolism and imagery and the way the visuals relate to the ideas in your topic. For example, for Topic 1, you might research the regions the writers depict in their fiction and create scenes that characterize different U.S. regions. Your plaque might include explanations of each depiction, as well as quotations from authors who write about that region.

5. Documentary. Work with a partner or a group to develop a documentary that explores the issues of your topic. You might want to dramatize interviews with authors, literary critics of the time, and the everyday people who read the literature. You may wish to film your documentary and show it to the class, or, you may present the documentary live. For example, for Topic 2, your documentary could involve interviews with Realist authors and their contemporaries who wrote for newspapers. Have them describe the issues that led them to choose their career as a journalist or writer about harsh reality.

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Project due date ___________________









Topic _________________________________________________________________________


Project ________________________________________________________________________



Authors __________________________________________________________________

Selections ________________________________________________________________


Name __________________________ Name ___________________________


_______________________________ _________________________________

Name __________________________ Name ___________________________


_______________________________ _________________________________

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AMERICANmoodle.monashores.net/file.php/328/Unit_I_Early_America/... · Web viewExploring the Big Ideas at Home Our Literary Roots Three big ideas that dominated writing between 1500