CONTENTS

UNIT ONE RESOURCE

EMCParadigm Publishing Saint Paul, Minnesota

CONTENTS

Staff Credits
Editorial
Laurie Skiba Editor Brenda Owens Associate Editor Lori Ann Coleman Associate Editor Diana Moen Associate Editor Gia Marie Garbinsky Assistant Editor Jennifer Joline Anderson Assistant Editor Janice Johnson Curriculum Specialist Paul Spencer Art and Photo Researcher Chris Bohen Editorial Assistant Chris Nelson Editorial Assistant Katherine S. Link Editorial Assistant

Design
Shelley Clubb Production Manager C. Vern Johnson Senior Designer Parkwood Composition Compositor

Cover Credits
Cover Designer: C. Vern Johnson Watson and the Shark [Detail], 1778. John Singleton Copley. Museum of Fine Arts, Boston. Aspects of Negro Life: From Slavery through Reconstruction [Detail], 1934. Aaron Douglas. Schomberg Center for Research in Black Culture, New York. Something on the Eight Ball [Detail], 1953. Stuart Davis. Philadelphia Museum of Art.

ISBN 0-8219-2177-0 © 2001 EMC Corporation All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without permission from the publisher. Published by EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102 800-328-1452 www.emcp.com E-mail: educate@emcp.com Printed in the United States of America. 10 9 8 7 6 5 4 3 2 1 XXX 00 01 02 03 04 05 06 07 08 09

CONTENTS

Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv Elements of the Oral Tradition Check Test 4.1.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Elements of the Oral Tradition Test 4.1.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Selection Worksheet 1.1: “Follow the Drinking Gourd” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Selection Check Test 4.1.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Selection Test 4.1.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Elements of Poetry Check Test 4.1.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Elements of Poetry Test 4.1.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Selection Worksheet 1.2: “Sonnet XXX” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Selection Check Test 4.1.7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Selection Test 4.1.8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Selection Worksheet 1.3: “A Story” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Selection Check Test 4.1.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Selection Test 4.1.10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Elements of Fiction Check Test 4.1.11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Elements of Fiction Test 4.1.12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 Selection Worksheet 1.4: “American History” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 Selection Check Test 4.1.13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41 Selection Test 4.1.14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 Elements of Drama Check Test 4.1.15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46 Elements of Drama Test 4.1.16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 Selection Worksheet 1.5: from The Crucible . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Selection Check Test 4.1.17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 Selection Test 4.1.18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 Elements of Nonfiction Check Test 4.1.19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 Elements of Nonfiction Test 4.1.20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 Selection Worksheet 1.6: “The Way to Rainy Mountain” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 Selection Check Test 4.1.21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 Selection Test 4.1.22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 Unit 1 Visual Literacy/Critical Viewing Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74 Unit 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 Unit 1 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80 Supplemental Activity Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84 Assignment Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85 Reader’s Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86 Research Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87 Research Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88 Internet Research Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90

These include: PREREADING Reader’s Journal Reader’s Journal activities relate the literature to students’ experiences. In using Unit Resource Books for units 2–12. Graphic Organizers Graphic organizers.CONTENTS Introduction This introduction gives an overview of the unit resource materials available to you in teaching each unit. and Imagine questions base literature interpretation on textual evidence. Investigate. POST-READING Respond to the Selection Respond to the Selection activities relate the literature to students’ lives. appear in prereading or post-reading materials. Each contains the following support materials. Selection Worksheets Selection Worksheets include materials for all Reader Response and Teacher-Assisted activities for each literature selection. DURING READING Guided Reading Questions Guided Reading questions help students gather facts about the selection that will help in their response to higher-level thinking skills at the post-reading stage. Art Note questions Art Note questions throughout the textbook help students develop their visual literacy and critical viewing skills. Inquire. depending on when students are asked to use them in the textbook. provided as reproducible blackline masters. UNIT RESOURCE BOOKS Each of the twelve units in LITERATURE IN THE LANGUAGE ARTS: THE AMERICAN TRADITION has its own Unit Resource Book. iv UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . Understanding Literature Understanding Literature questions reinforce the literary concepts and techniques that were introduced on the Prereading page in the Literary Tools feature. important tools for visual learners. and Imagine Investigate. you may want to refer back to this overview. Inquire.

and Historical/Biographical Studies. Thematic Studies. true-false. Thus. Note: The numbering system of the Selection Check Tests and Tests reflects the organization of the Assessment Resource. Vocabulary in Context. short answer. Vocabulary in Context. and essay items. matching.CONTENTS Writer’s Journal Writer’s Journal includes three quick-writing prompts that vary in difficulty. true-false. a Check Test and Test are provided for each genre review section and literature selection. Selection Tests include sections on Insightful Reading. true-false. graphic organizer completion. Part 2: Language Arts Survey Evaluation and Assessment Forms. Selection Check Tests Each selection contains a Selection Check Test that can be given as a quiz (graded or ungraded) to ensure that students have read the selection. followed by the unit number. Part 3: Comprehensive Tests: Language Arts Skills. short answer. paragraph. and Part 4: Literature Selection and Unit Tests. Critical Writing questions include a Prepare to Write section to help students organize their thoughts and ideas. which has its own assessment tools in the Writing Resource Book. Unit 1. matching. and Critical Writing (which include graphic organizers for visual learners and address higher-level thinking skills). sentence completion. Check Test 4. graphic organizer. Unit Test question formats include multiple choice.1 for the Elements of the Oral Tradition reflects the first genre check test in The American Tradition. All Selection Check Tests and Tests start with a number 4. and Critical Writing (higher-level thinking questions). Selection Check Tests include sections on Checking Your Reading (reading comprehension). Understanding Literary Concepts. Question formats vary and include multiple choice. except for Guided Writing. like the Selection Tests. offer sections in Insightful Reading (reading comprehension and interpretation). sentence-completion. Integrating the Language Arts Worksheets Integrating the Language Arts Worksheets provide integrated activity worksheets based on the language arts activities that follow the literary selection. © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE v . The Assessment Resource has four numbered parts: Part 1: Portfolio Assessment Forms. The Assessment Resource Book contains all assessment materials for the program. Understanding Literary Concepts. and a Write section in which students write the critical essay itself. and Reflecting on Your Reading questions in Genre Studies. In Unit 1. and Literary Tools (literary concepts and techniques). UNIT TEST The Unit Tests. Question formats vary and include multiple choice.1. Selection Tests Each selection contains a selection test that can be given after students have completed their study of the selection. and essay items. Vocabulary in Context. and short answer items. matching. End-of-Unit Materials UNIT REVIEW Each unit in the Pupil’s Edition contains a Unit Review to help students prepare for the Unit Test. reviews of Words for Everyday Use and Literary Terms. sentence completion. Blackline masters in the Unit Resource Book include a Vocabulary Worksheet.

CONTENTS Additional Reading and Research Support in the Unit 1 Resource Book ASSIGNMENT LOG The Assignment Log is a blackline master that allows students to track their assignments throughout the course of study. Unit Reviews.and peer evaluation checklists integrated Language. RESEARCH JOURNAL The Research Journal invites students to explore questions about topics they would like to investigate. and Integrating the Language Arts activities. INTERNET RESEARCH LOG The Internet Research Log gives students a way to document and map their Internet research. Investigate. It is particularly helpful for guiding students and remembering their path as they navigate through complex Internet sites and links. The Annotated Teacher’s Edition also lists Selection Check Tests with answers. and Style lesson worksheets assignment-specific rubrics vi UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . Understanding Literature questions. Selection Tests. and Style lesson. Inquire. and Imagine questions. READER’S JOURNAL The Reader’s Journal is a reproducible page for keeping a journal or for responding to Reader’s Journal prompts in the textbook. Grammar. ANSWER KEY The Answer Key at the back of each Unit Resource Book provides answers to Selection Check Tests. RESEARCH LOG The Research Log gives students a framework in which they can chart their research. Full support materials in the Writing Resource Book include: • • • • • • • • Writing rubrics Guided Writing lesson worksheets graphic organizers student models alternative student models self. Grammar. and Unit Tests. ADDITIONAL SUPPORT Guided Writing BEYOND THE UNIT RESOURCE BOOKS WRITING RESOURCE BOOK Each of the 12 units in the Pupil’s Edition includes a Guided Writing assignment with an integrated Language. The Annotated Teacher’s Edition textbook provides answers for Guided Reading questions.

For example. Grammar. ASSESSMENT RESOURCE The Assessment Resource Book contains all assessment materials for the program. The Assessment Resource has four numbered parts: Part 1: Portfolio Assessment. Teacher’s Resource Kit The Teacher’s Resource Kit contains the following additional materials for you to draw from.” provides ample opportunity for practice. except for Guided Writing. above). Reading Resource worksheet 1. Part 3: Comprehensive Tests: Language Arts Skills. the Language Arts Survey 1.1. The Lesson Planning Guide allows you to choose from among the many activities available to build a complete lesson plan. student needs.CONTENTS Writing Resource worksheets providing activities matched to the Writing Resource section in the Language Arts Survey. and Style Resource worksheet 3. and the teaching resources the program provides. Grammar.” guides students through an activity based on this concept. “Purposes of Reading. and Style Resource Speaking and Listening Resource Study and Research Resource Applied English Resource There is at least one set of practice exercises for every numbered section in the Language Arts Survey. and Part 4: Unit and Selection Tests. LANGUAGE ARTS RESOURCE BOOKS Each of the following Language Arts Resource Books contains activities for additional practice beyond the activities in the textbook and Unit Resource Books.33. and teaching style. If a teacher wishes to give students additional practice for the Language Arts Survey 3. PROGRAM MANAGER The Program Manager offers a complete map for adapting Literature and the Language Arts to your curriculum. which has its own assessment tools in the Writing Resource Book (see Guided Writing Support.33.” introduces students to the concept that reading is done for a variety of purposes. “Correcting Sentence Fragments. whether you work with block scheduling or a more traditional classtime structure. These worksheets survey the entire process of writing. “Purposes of Reading. The Scope and Sequence allows you to see the skills and activities the program covers. Part 2: Language Arts Survey Evaluation and Assessment Forms. © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE vii . “Correcting Sentence Fragments. The Language Arts Resource Books follow the numbering system of the Language Arts Survey in the textbook as follows: 1 2 3 4 5 6 Reading Resource Writing Resource Language.1. EMC MASTERPIECE WRITING: GUIDED WRITING INTERACTIVE SOFTWARE The Guided Writing Interactive Software provides extended lessons that deliver print content and extensions electronically and includes a word process with features that simplify electronic composition and grading.” the Language.

Transparencies also include graphic organizers. The Visual Literacy component is designed to help students develop their critical viewing skills. They are also intended to motivate students by bringing to life the literature in the textbook.CONTENTS Supplemental Ancillaries beyond the Teacher’s Resource Kit VISUAL LITERACY/TRANSPARENCY RESOURCE The Visual Literacy/Transparency Resource binder contains four-color. and other work for students to do in whole-class activities. fine art transparencies and blackline masters of instructional material and activities that integrate the fine art throughout the program with the literature selections. student model drafts. The careful readings and dramatic intepretations are geared toward English language learners and auditory learners. AUDIO LIBRARY The Audio Library includes 10 to 12 hours of audio recordings by professional actors and academic scholars of the literature. viii UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC .

one example is the story of George Washington chopping down the cherry tree True or False 1. the passing of stories. myth b. Europe. tall tale c. 2. Spirituals have influenced American blues and jazz music traditions. stories that may contain elements of fantasy but are generally based on real events or people 2. a. The oral tradition of the United States has origins in Native American culture. and Africa. spiritual 1. Stories about Annie Oakley and Paul Bunyan are examples of legends.1 LITERARY TOOLS Matching Match each literary term with its description. 4.1. oral tradition e. works that often refer to passages in the Bible 5. and repetition is found only in poetry. Asia. You may not use every letter. 5. and songs by word of mouth 4. poems. 3. produced by a culture as a way of explaining objects or events in nature 3.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Elements of the Oral Tradition Check Test 4. and you may use some letters more than once. legends d. © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 1 . Refrain is found only in song. A theme is a central idea in a literary work.

myth b. tall tale c. Why did every early culture around the globe produce myths? 2 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . the passing of stories. this sung form of literature came specifically from the African-American folk tradition a. humorous stories 4. poems. legend d. What is the primary difference between legends and other types of stories? 2.2 INSIGHTFUL READING Matching 1. but with elements of fantasy 2. oral tradition Short Answer 1. produced by every early culture around the globe as a means of explaining natural phenomena 3.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Elements of the Oral Tradition Test 4. highly exaggerated. unrealistic. usually based on historical facts.1. spiritual e. and songs by word of mouth from person to person 5.

© EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 3 . Include personal information if you’d like. Think about the oral traditions in this country. but also discuss the role these traditions play in the larger society. In your essay. explain why the United States has so many oral traditions. and why are they still important when most people in the United States can read? WRITE. With what oral traditions are you familiar? What traditions are in your own family or cultural group? Are you familiar with others? Why does the United States have many oral traditions? How are these traditions kept alive.CONTENTS Name________________________________________ Class_____________________ Date ____________________ CRITICAL WRITING Essay Oral Traditions in the United States PREPARE TO WRITE. and the role they play in today’s society.

” page 6 READER RESPONSE ACTIVITIES Reader’s Journal.1 “Follow the Drinking Gourd. INQUIRE. What overriding image is used to guide the travelers toward their destination? Why is this signpost not openly identified? What time of year might be suggested by these natural events? 1a.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Selection Worksheet 1. and why? When are they supposed to travel? 4 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . page 9 What do you think it would be like to run for your freedom and your life? INVESTIGATE. Who is singing this song? Where are the people going. Recall PAGE 10 Interpret 1b. page 6 How far would you go to gain freedom? Respond to the Selection. IMAGINE.

how encouraging do you think this song would be in helping you decide whether to escape? Explain. What forces influence the journey of the travelers? Why must they keep “traveling on”? What might “the other side” and “great big river” refer to? Analyze 4a. How can the travelers use natural elements to help them find the way? What element recurs to guide them? Where do the rivers lead them? 3b. speech. How does the map on page 8 help you visualize the path of the travelers? In what ways do you think seeing the “drinking gourd” in the sky helped them visualize their path to freedom? Evaluate 5a. How will the person who waits help the travelers? Who might he be? 3a. Who waits for the travelers? 2b.CONTENTS Name________________________________________ Class_____________________ Date ____________________ 2a. What song. Extend 5b. What can you infer about the challenges facing escaping slaves from your reading of “Follow the Drinking Gourd”? Synthesize 4b. If you were a slave. other inspirational work have you used to encourage yourself to do something difficult? How did it help you? © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 5 .

PAGE 11 1. 6 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . such as earning better grades. 2. Why do you think a song such as “Follow the Drinking Gourd” was part of the oral. rather than written. literary tradition? WRITER’S JOURNAL. Write an ad slogan that might motivate a young person to achieve a personal goal.CONTENTS Name________________________________________ Class_____________________ Date ____________________ UNDERSTANDING LITERATURE. What do you think is the theme of “Follow the Drinking Gourd”? ORAL TRADITION. Illustrate and label a map with alternative place names to help a traveler navigate in unknown territory. In what ways does “Follow the Drinking Gourd” qualify as a spiritual? REPETITION AND REFRAIN. You might label place names “Spaghetti Junction” (for an intersection that includes multiple freeways) or “The Rollercoaster” (for a series of steep hills that are nearly impossible to bike). What phrase is repeated throughout this spiritual? What is its refrain? In what two ways is it used throughout the song? THEME. PAGE 10 SPIRITUAL.

The dead trees show you the way.CONTENTS Name________________________________________ Class_____________________ Date ____________________ 3. 5. 3. For more information. and Style FINDING THE COMPLETE SUBJECT AND COMPLETE PREDICATE. Compose a business letter requesting information for a class project on the American folk tradition. Escaping slaves listened carefully to the hidden code in this song. The river bank will make a very good road. The old man is waiting to carry you to freedom. 1. 2.” EXAMPLE You should follow the drinking gourd.19. underline the complete subject once and underline the complete predicate twice. Left foot. Write song lyrics to encourage a friend to overcome a difficult situation. peg foot travel on. PAGE 11 Language. In the following sentences. © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 7 . INTEGRATING THE LANGUAGE ARTS. see the Language Arts Survey 3. “Finding the Complete Subject and Complete Predicate in a Sentence. 4. Grammar. Applied English REQUESTING INFORMATION.

What will make a very good road? 5. When should the listener follow the drinking gourd? 3.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Selection Check Test 4. For what is the phrase drinking gourd used as a code? LITERARY TOOLS 1.1. What is the theme of “Follow the Drinking Gourd”? 2. How is repetition used in “Follow the Drinking Gourd”? 3.3 “Follow the Drinking Gourd” CHECKING YOUR READING 1. Why does “Follow the Drinking Gourd” qualify as a spiritual? 8 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . Who is waiting to help the listener to freedom? 4. What was the Underground Railroad? 2.

will carry the listener to freedom 3.1. drinking gourd b. two hills e. old man c. The Big Dipper is in the far northern celestial hemisphere.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Selection Test 4. will make a very good road a. will give the signal that it’s time to leave 2. Why is this important for understanding the hidden message in this song? 2. the sun Short Answer 1.4 “Follow the Drinking Gourd” INSIGHTFUL READING Matching 1. According to this song. river bank d. at what time of year was the Underground Railroad most active? Why? © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 9 .

CONTENTS Name________________________________________ Class_____________________ Date ____________________ UNDERSTANDING LITERARY CONCEPTS Matching 1. What information is repeated over and over in the chorus? Why was that information included in the chorus. 1. oral tradition Short Answer 1. tall tale c. unrealistic. Oral Traditions in the United States PREPARE TO WRITE. spiritual e. myth b. highly exaggerated. instead of in one verse? CRITICAL WRITING Essay Choose ONE of the following prompts. produced by every early culture around the globe as a means of explaining natural phenomena 3. Why were messages between slaves composed into songs and passed along orally? 2. legend d. but with elements of fantasy 2. Use your own paper as necessary. usually based on historical facts. and why are they still important when most people in the United States can read? 10 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . Think about the oral traditions in this country. Remember to complete both the Prepare to Write and Write sections of the prompt you choose. With what oral traditions are you familiar? Are there traditions in your own family or cultural group? Are you familiar with others? Why does the United States have many oral traditions? How are these traditions kept alive. humorous stories a.

Narrative PREPARE TO WRITE. and the role they play in today’s society. but also discuss the role these traditions play in the larger society. telling the story of someone following the instructions in this song. © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 11 . This spiritual tells a specific story. Write a narrative essay. What does it direct slaves to do? How does it communicate when and where they are to go? How does it encourage them to keep going if times get difficult? WRITE. Include personal information if you’d like. 2. In your essay.CONTENTS Name________________________________________ Class_____________________ Date ____________________ WRITE. Conform as closely as you can to the instructions given in the song. explain why the United States has so many oral traditions.

c. The line. Rhythm is the repetition of sounds at the ends of words. 2. is also called vers libre.1. a. or emotions. chiasmus c. The phrase “My love is a red red rose” illustrates a. 1. personification b. 12 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . Poetry differs from prose because it…. 2. is highly musical verse that doesn’t tell a story but expresses the emotion of the speaker and often follows the rhythm and rhyme patterns of song. f. weak and weary” illustrates internal rhyme. The word poem…. d. while I pondered. 3. nearly napping. thoughts. metonymy . is the use of imaginative language carefully chosen and arranged to communicate experiences. has such small hands” illustrates a. 4. originated with the Greek root word for work. e.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Elements of Poetry Check Test 4.5 LITERARY TOOLS Matching Match the first part of each sentence with its best fitting conclusion. . stories. The only thing that all poems have in common…. Lyric poetry …. Consonance is used in the phrase “While I nodded. compresses more meaning into fewer words. not even the rain. A poem that relies on such elements as monologue and dialogue to help tell a story… 5. metaphor d. g. understatement c. “Once upon a midnight dreary.. b. The phrase “no one. antithesis b. is called dramatic poetry. 3. elegiac lyric d.” Multiple Choice 1. hyperbole 2. uses designs or word pictures to help communicate its meaning. True or False 1.

“Are you working hard. synecdoche c. understatement c. metonymy . 4. “How embarrassing! Could you just die?” is an example of a. . hyperbole c.CONTENTS Name________________________________________ Class_____________________ Date ____________________ 3. parallelism to emphasize that two ideas are equally valuable. repetition b. TECHNIQUES OF POETRY Mark the stressed and unstressed syllables in the following lines: We dance round in a ring and suppose But the Secret sits in the middle and knows © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 13 . A writer uses a. simile d. metonymy d. chiasmus b. or hardly working?” illustrates a. metaphor d. synecdoche 5. rhetorical question b. The question.

ode TECHNIQUES OF POETRY: METER. 2.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Elements of Poetry Test 4. 3.6 TYPES OF POETRY Matching 1. STANZAS. expresses feelings of grief or loss 2. 14 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . imagist poetry b. free verse poetry f. but always has fourteen lines 5. features monologue and dialogue 4. Internal rhyme is the use of rhyming words within a line of poetry. A quatrain contains five lines. elegiac poetry g.1. lyric poetry d. sonnet e. 5. dramatic poetry c. AND SOUND True or False 1. presents a single vivid picture a. usually lofty and solemn. An iamb consists of two stressed and one unstressed beats. exploring serious themes 3. may follow one of a number of rhyme schemes. Meter is a poem’s rhythmical pattern. Slant rhyme substitutes assonance or consonance for true rhyme. 4.

synecdoche.CONTENTS Name________________________________________ Class_____________________ Date ____________________ TECHNIQUES OF POETRY: MEANING Sentence Completion 1. When Carl Sandburg wrote. Understatement. figurative language f.” he was using . They wear long boots. personification Short Answer 1. antithesis g. 4. metaphor b. and slant rhyme? 2. . a. . it is an example of . it is not easy to call them back. hyperbole. Give examples of onomatopoeia. and simile are examples of 3. What is the difference between end rhyme. The line. A group of images that together create an emotion in a reader is called 2. chiasmus e. “The freshly minted stars were dimes of delight” illustrates . 5. objective correlative d. “When you let proud words go. hard boots. internal rhyme. synaesthesia c. If one expression combines two or more different senses. © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 15 .

How many lines. and syllables would a quatrain of iambic pentameter have? 5. PREPARE TO WRITE. figurative language. Using your work from Prepare to Write.CONTENTS Name________________________________________ Class_____________________ Date ____________________ 3. narrative. and rhetorical techniques. 16 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . Remember to complete both the Prepare to Write and Write sections of the prompt. feet. sound devices. How many stanzas are there. rhyme scheme. Free verse is a relatively modern style. using all you know about poetry. Why do you think it appeals to poets? CRITICAL WRITING Essay Write an essay based on the following prompt. or lyric poetry? Mark its stressed and unstressed syllables. and identify any patterns and feet that you see. What does it say to you? WRITE. and of what kinds? Evaluate its rhythm. be sure to analyze what the theme of the poem is. beyond to grow. Finally. What is a rhetorical question. Is it dramatic. Yet stopped because of age and such We’re asked to “slow” and use a crutch Of beaten path and “parents’ know. Held Back by Laurie Abrams We oh so badly wish to go Beyond our fence. Use your own paper as necessary. do a literary analysis of one of the following two poems: Apparently With No Surprise by Emily Dickinson Apparently with no surprise To any happy Flower The Frost beheads it at its play— In accidental power— The blonde Assassin passes on— The Sun proceeds unmoved To measure off another Day For an approving God. Choose one of the following short poems to analyze. and why might a poet use one? 4. meter.” And so we limp And grow too slow.

“sink/ And rise and sink and rise and sink again”? What do the circumstances mentioned in lines 5 and 6 have in common? What needs do people sometimes have that cannot be met by love? 1a. page 20 Explain whether or not you believe that love is as important as food for a hungry person or release from pain for a suffering person. what does the speaker say that love is not? According to lines 5 and 6. Recall PAGE 21 Interpret 1b. According to lines 1 and 2.” page 19 READER RESPONSE ACTIVITIES Reader’s Journal. page 19 What has love meant to you the last year? What has it meant to you over your lifetime? Respond to the Selection. what other things does a person need besides love? In what ways do people. what can love not do? © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 17 . INVESTIGATE.2 “Sonnet XXX. In lines 1–4. in the course of their lives. IMAGINE.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Selection Worksheet 1. INQUIRE.

Does the speaker believe that love is a fundamental need? Support your answer with evidence from the poem. what might drive a person to make friends with death? 2b. According to lines 9–13. How important is love to such a person? 3a. Synthesize 4b. According to lines 7 and 8. what might move the speaker to sell his or her love for peace? to trade the memory of that love for food? 3b. What question does the speaker consider in lines 9–14 of the poem? How does he or she answer that question? Analyze 4a. Extend 5b. Is your list the same as the speaker’s? How does it differ? Evaluate 5a. or from a significant other. Think of the kinds of love you have had in your life: love from parents and family. What do you think are people’s most basic needs? Make a list of these. from friends.CONTENTS Name________________________________________ Class_____________________ Date ____________________ 2a. Do you agree with the speaker’s conclusions? Does the speaker seem convinced that he or she would not trade love for food or release from pain? Explain. What can love do for a person? What would happen to you if you had never experienced love? 18 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC .

What is the subject of the first quatrain of “Sonnet XXX”? of the second quatrain? of the third quatrain? of the concluding couplet? Paraphrase each of these sections of the poem by stating its main idea in your own words. What is the rhyme scheme of the rest of the poem? REPETITION. what does alliteration add to the poem? © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 19 . PAGE 21 SONNET. What effect does the author’s repetition of the words rise and sink have? ALLITERATION. RHYME SCHEME. The end rhymes of the first four lines of “Sonnet XXX” have the rhyme scheme abab.CONTENTS Name________________________________________ Class_____________________ Date ____________________ UNDERSTANDING LITERATURE. other than the ones highlighted on page 20? In your opinion. What examples of alliteration can you find in Millay’s poem.

How is repetition used in this poem? 20 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . For what might the narrator trade the memory of this night? 3. What is a sonnet? 2. What can love not fill? 4. What is the subject of “Sonnet XXX”? 3. What might the speaker be driven to sell? LITERARY TOOLS 1.1.7 “Sonnet XXX” CHECKING YOUR READING 1.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Selection Check Test 4. With what is many a man making friends? 2. What might pin down the speaker? 5.

1. being betrayed by a lover b. What might drive a person to “make friends with death”? a. What is one thing that love is NOT? 2. difficult b. fall in love b. necessary 2. accept love 3. What does the speaker hope she would not do? a. painful d. lack of love Short Answer 1.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Selection Test 4. the death of a lover d. lose love c. delightful c. What does the speaker fear might happen in “a difficult hour”? © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 21 .8 “Sonnet XXX” INSIGHTFUL READING Multiple Choice 1. falling in love c. trade love d. A primary message of this poem is that love is a.

In a paragraph. What is the theme of this poem? 3. What is iambic pentameter? CRITICAL WRITING Essay Choose ONE of the following prompts. Use your own paper as necessary. Analyze this poem as a sonnet. What is repeated in this poem.CONTENTS Name________________________________________ Class_____________________ Date ____________________ UNDERSTANDING LITERARY CONCEPTS Short Answer 1. 1. What is its rhyme scheme? How is it divided into sections? What is the theme of each section? What is the overall effect? WRITE. Remember to complete both the Prepare to Write and Write sections of the prompt you choose. and why? 2. Sonnet PREPARE TO WRITE. analyze this poem as a sonnet. 22 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC .

In a paragraph. What does this poem say about love? What does the speaker feel for the person she is speaking either to or about.CONTENTS Name________________________________________ Class_____________________ Date ____________________ 2. fears. The speaker PREPARE TO WRITE. © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 23 . and predictions to suggest the conclusion the poem draws about love. or not? Why? WRITE. and why are those feelings complicated? What fear does she have? How does she discuss the various actions she might take in the future? Do you think she is trustworthy. analyze the speaker’s actions.

Recall PAGE 25 Interpret 1b. what would you do if you could not think of a story? INVESTIGATE. Why might the man feel sad at not being able to think of a story? 1a. What does the son want? What does the father think the son will do soon? 24 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC .CONTENTS Name________________________________________ Class_____________________ Date ____________________ Selection Worksheet 1.” page 22 READER RESPONSE ACTIVITIES Reader’s Journal.3 “A Story. Respond to the Selection. page 22 Write about a time someone read to you when you were a child. INQUIRE. page 24 If you were the father. IMAGINE.

what is the father saying about the nature of relationships? Analyze 4a. is the father capable of being a “god”? What frustrates him? Synthesize 4b. Extend 5b. Evaluate 5a. Describe a time when you enjoyed a story that someone told you. Why is the father silent? What could the father do to keep his son from leaving home one day? Would it be possible. his son. Based on these lines.CONTENTS Name________________________________________ Class_____________________ Date ____________________ 2a. What kind of a father do you think the man will be as his son grows up? Explain your answer. for him to make his son stay? 3a. Through this description. or why not? © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 25 . or even healthy. What did you learn by hearing that story? Did it make you feel closer to the storyteller? Why. and their relationship? For example. what do you think the father realizes about himself. What does the father imagine he will offer his son to keep him from leaving? How does he imagine his son will react? 2b. What words does the father use to describe the “equation” of his relationship with his son? What does he say the equation is not? 3b. Analyze the father’s imagined screams at the end of stanza 5. or do they extend to other areas? Explain. Why do you think “…a boy’s supplications / and a father’s love add up to silence”? What is the father’s worry? Do his worries have to do with telling stories.

What is the story told in this poem? WRITER’S JOURNAL.CONTENTS Name________________________________________ Class_____________________ Date ____________________ UNDERSTANDING LITERATURE. What does the man see “far ahead”? 4. PAGE 25 FREE VERSE. What adjective describes the man who is asked for a story but cannot come up with one? 2. Into how many stanzas is this poem divided? Are the stanzas regular in length? What do the first and last stanzas have in common? NARRATIVE POEM. PAGE 26 Checking Your Reading 1. Who is waiting to be told a story? 3. What sort of equation is it? 26 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC .

What is the mood of this poem? 3. How does this poem qualify as free verse? © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 27 . What adds up to silence? Literary Tools 1.CONTENTS Name________________________________________ Class_____________________ Date ____________________ 5. What does the italicized text in this poem represent? 2.

and Style FUNCTIONS OF SENTENCES. but a family friend sponsored her studies at Barnard and Vassar. 1. Nicholas. PAGE 26 Language. or exclamatory. 3. imperative. interrogative. while still quite young. wrote poetry for a magazine called St. Millay did not expect to attend college. 5. dramatic. Do you remember her best for winning the Pulitzer Prize or for her poetic figure of speech about burning the candle at both ends? Speaking and Listening & Collaborative Learning ORAL INTERPRETATION OF POETRY. record whether each poem is narrative. Grammar. A Few Figs from Thistles. Although she struggled with poverty. 28 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . Millay also achieved literary and popular recognition with her second book.CONTENTS Name________________________________________ Class_____________________ Date ____________________ INTEGRATING THE LANGUAGE ARTS. Vincent Millay was born and raised in Maine in a family with a great interest in literature. Edna St. She enjoyed reading and. As you listen to the oral presentations of others in your group. or lyric. 2. 4. Write whether each sentence below is declarative.

stanza. the information you find. Use this log to keep track of the sources you use. and your reactions to what you learn. 4. 2. American Poet: Summary of Poet’s Accomplishments and Published Works: Sources Used: 4 FAVORITE POEMS BY POET: Poem Poetic Form Techniques Used (meter. © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 29 . sound) Meanings 1. 3.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Study and Research RESEARCHING POETS.

How does this poem qualify as free verse? 30 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . What sort of equation is it? 5. What adds up to silence? LITERARY TOOLS 1.9 “A Story” CHECKING YOUR READING 1.1.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Selection Check Test 4. Who is waiting to be told a story? 3. What does the man see “far ahead”? 4. What adjective describes the man who is asked for a story but cannot come up with one? 2. What does the italicized text in this poem represent? 2. What is the mood of this poem? 3.

10 “A Story” INSIGHTFUL READING Multiple Choice 1. the time when the boy will leave home b.1.. According to the father. How does the man describe his feelings? © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 31 . go to sleep d. love b. emotion c. logic d. the time when the boy can tell him stories d. nature Short Answer 1. What does the father expect his son to do? a. a. Why is the father frustrated? 2. What does the father imagine? a. Why do a “boy’s supplications” and a “father’s love” add up to silence? 3. the time when the boy has children of his own c. relationships are governed by. the time when the boy will enjoy his stories 3. tell him a story b. give up on him c. choose a story 2.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Selection Test 4..

CONTENTS Name________________________________________ Class_____________________ Date ____________________ UNDERSTANDING LITERARY CONCEPTS 1. examine the father’s fear. and determine if you think it is excessive or normal. How severely has the father let the boy down? Why is the father so afraid? Is what the father fears the boy will do natural or unnatural? Why does he compare himself and the boy to gods? WRITE. What is he really afraid of? 32 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . 1. What makes this a narrative poem? 2. Use your own paper as necessary. In a paragraph. Remember to complete both the Prepare to Write and Write sections of the prompt you choose. What is a possible theme of this poem? CRITICAL WRITING Essay Choose ONE of the following prompts. What is the mood of this poem? 3. The father’s fear PREPARE TO WRITE.

CONTENTS Name________________________________________ Class_____________________ Date ____________________ 2. discuss the current event in this poem. and the one in the father’s imagination. Now and later PREPARE TO WRITE. In a paragraph. Explain how they connect and why this poem juxtaposes them. What is the central event in this story? What event does the father’s imagination leap to? How are the two events connected? How might they share a theme? WRITE. What effect does that juxtaposition achieve? © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 33 .

11 LITERARY TOOLS Short Answer 1. What is a short short? 3. The term fiction comes from the Latin fictio.1. What are the oldest examples of fiction? 2. What is a primary difference between historical fiction and fantasy? 4. what must every detail in a short story do? 5. According to Poe. which means what? 34 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC .CONTENTS Name________________________________________ Class_____________________ Date ____________________ Elements of Fiction Check Test 4.

A dynamic character… 4. and representation of characters’ internal states. 1. Motivation… 5. PLOT DIAGRAM Identify the parts of the plot diagram 4. 6. c. © EMC 5. 5. changes during the course of the story. defines the struggle between two forces in a literary work. b. 2. 7. is the emotion created in the reader by a literary work. works as a force to move a character to think. g. psychological. f. THE AMERICAN TRADITION UNIT 1 RESOURCE 35 . portrayal of behavior. can help the reader understand the social. or moral conditions that affect characters. feel. 1. or behave in a certain way. 6. 3. is engaged in a conflict with the main character of a story. 7. 4. is the central figure in a work of fiction.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Matching Match the first part of each sentence with its best fitting conclusion. Creating characters in a work of fiction… 2. h. 1. 2. usually involving the protagonist. A story’s setting… a. e. political. 3. The antagonist of a story… 3. requires literary techniques such as direct description. d.

12 INSIGHTFUL READING Matching 1. most like a real person 3. What happens at the turning point of a conflict? 36 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . Why is setting important? 3. What are the three major techniques writers use to create characters? 4.1. stock character b. a character who does not change during the course of a story 2. three-dimensional character Short Answer 1. a character who is found again and again.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Elements of Fiction Test 4. major character c. in many literary works a. What is the relationship between a protagonist and an antagonist? 2. What is the difference between an internal conflict and an external conflict? 5. static character d. a complex character. one-dimensional character e.

INQUIRE. Why doesn’t the narrator grieve for the dead president? 1a. page 39 Think of a time when adults were deeply moved by some event that you didn’t understand. Recall PAGE 39 Interpret 1b.4 “American History.” page 31 READER RESPONSE ACTIVITIES Reader’s Journal. page 31 When have you felt excluded? Respond to the Selection. What changes occur in El Building the day President Kennedy is shot? What effect does the assassination have on the narrator’s mother? How was the President going to be remembered in El Building? © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 37 . IMAGINE. INVESTIGATE.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Selection Worksheet 1.

do you think the narrator would be treated the same way? Explain. Assess how ethnic prejudice affects the narrator. Do Eugene and the narrator make a suitable couple? Why. Synthesize 4b. Compare and contrast El Building with Eugene’s house. 38 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC .CONTENTS Name________________________________________ Class_____________________ Date ____________________ 2a. Evaluate 5a. Whom does the narrator watch from her window? 2b. or why not? 3a. Why does the narrator want to enter Eugene’s house? Explain whether you think getting her wish would have had the effect she expected. Extend 5b. What does Eugene’s mother tell the narrator when she comes to visit Eugene? 3b. If this story took place today. What does Eugene’s mother think of the narrator? On what does she base her opinion? Analyze 4a.

CONTENTS
Name________________________________________ Class_____________________ Date ____________________

UNDERSTANDING LITERATURE,

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EXPOSITION AND SETTING. What is the setting of “American History”?

NARRATOR AND MAJOR CHARACTER. Who is the narrator of “American History”? Who is the major character in the story?

INCITING INCIDENT, RISING ACTION, CLIMAX, AND RESOLUTION. What are the inciting incidents of the story? What happens in the rising action? When does the climax of the story occur? How does the author resolve the conflict?

MINOR CHARACTER. Why is the minor character Mr. DePalma important to the story? Why is it surprising that he cries the day the President is shot?

CONFLICT. What types of conflict does the narrator experience?

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WRITER’S JOURNAL,

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1. Imagine that you are the narrator. Write a letter to your cousin in Puerto Rico describing where you were when you heard about President Kennedy’s death and people’s reactions, including your own.

2. Imagine that you are the narrator. Write a note to Eugene explaining what his mother did to you and describing how it made you feel.

3. The narrator says that her parents’ dreams are told “as fairy tales.” Imagine that you are the narrator. Write a journal entry describing your fairy tale about Eugene.

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Name________________________________________ Class_____________________ Date ____________________

Selection Check Test 4.1.13
“American History”
CHECKING YOUR READING
1. What did the narrator often hear her parents discussing?

2. What did the narrator like to watch from her bedroom window?

3. Why was the narrator sent home from school early on the day the story takes place?

4. What did the other students call the narrator and Eugene when they saw them together?

5. What happens when the narrator goes to Eugene’s house to study?

LITERARY TOOLS
1. How is the setting in El Building described?

2. From what point of view is this story told?

3. Is Mr. DePalma a major or a minor character?

4. Describe an internal conflict experienced by the narrator.

5. Where does the climax of the story take place?

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Eugene’s mother seems to base her opinion of the narrator on a.1. she babysat for a couple who lived there c. she was poor and he was rich 4. she snuck inside it to play when it was empty d. What did the narrator think of more after she met Eugene? a. What does the narrator’s mother and Eugene’s mother have in common? a. she used to live there b. her father’s job 3. where she lives b. she thought of boys instead of her friends b.14 “American History” INSIGHTFUL READING Multiple Choice 1. she was thin and he was from the South c. she was tall and he was short d. her reputation at school c. what Eugene has said about her d. they are nurses b. Why does the narrator know so much about Eugene’s home before she even meets him? a. they are unhappy where they are c.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Selection Test 4. she looked through the window 2. she thought of the present instead of the future 5. they have been abandoned by their husbands d. she thought of leaving Paterson instead of staying in El Building d. they are indifferent to Kennedy’s assassination 42 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . What were the origins of Eugene’s and the narrator’s nicknames? a. they were both smart b. she thought of reading books instead of watching television c.

What does the narrator’s mother say to the narrator as she leaves for Eugene’s house? © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 43 . DePalma tells the students of Kennedy’s assassination? What does he call the students? Why? 3. How does the atmosphere in El Building change after Kennedy’s assassination? 2. How has the narrator’s mother treated her since she turned fourteen? 5. What do the narrator and her family do every Sunday? 4.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Short Answer 1. What happens when Mr.

Dénouement Narrator watches the white snow falling CRITICAL WRITING Essay Choose ONE of the following prompts. 4. Home. What is the weather like? Why does the speaker mention. Use your own paper as necessary. The protagonist is a ninth grade girl. Remember to complete both the Prepare to Write and Write sections of the prompt you choose. New Jersey. 1. 3. more than once. Events from “American History” Setting: a Puerto Rican tenement in Paterson.CONTENTS Name________________________________________ Class_____________________ Date ____________________ UNDERSTANDING LITERARY CONCEPTS Plot Diagram 3 2 4 Introduction/ Exposition 1 5 Dénouement Identify each element. particularly the color of the front door? What role does her father’s dream of a house in the suburbs play? 44 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . Element Introduction/Exposition 1. sweet home PREPARE TO WRITE. in 1963. 5. Setting plays a particularly strong role in this story. the white snow turning to gray? What does Eugene’s house mean to the narrator. and tell what occurs in “American History” at that point. 2.

” What does she mean about feeling “the right thing”? What does she really feel? WRITE. I lay in my bed trying to feel the right thing for our dead president. explain why Kennedy’s assassination is contrasted with the narrator’s personal heartbreak. write an essay that analyzes the role of setting in this story. In particular. In an essay. In particular. how do the adults’ reactions to Kennedy’s assassination differ from the kids’ reactions? Why might this be so? At the end of the story. the narrator writes: “That night. Kennedy’s assassination PREPARE TO WRITE. explore how the assassination is threaded through the story and reflects the central conflict. © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 45 . Eugene’s house.CONTENTS Name________________________________________ Class_____________________ Date ____________________ WRITE. explore how the contrast between El Building. Using your work from Prepare to Write. 2. Why do you think Cofer set this story against the backdrop of Kennedy’s assassination? How does it deepen the mood and the conflict? Throughout the story. and the narrator’s father’s dream deepens the conflict at the center of this story.

1. makeup. acts. down right.15 LITERARY TOOLS Short Answer 1. Explain how one theory connects the origins of drama to the Greek word for “song of the goats. howling dogs. stage directions. books. swords. an arch around a removed “fourth wall” b. thunder. painted backdrops c. lights. How did the typical stage of the Middle Ages differ from the typical stage of today? Matching Match each element with the items it includes. gavels. script 5.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Elements of Drama Check Test 4.1. sound effects 4. handbags d. up left f. How were comedy and tragedy originally defined? 3. curtains. ringing telephone. furniture. dialogue. actors g.” 2. What is a melodrama? 5. costumes. What is the modern idea of a comedy? 4. set a. properties 2. up center. spectacle 3. gunfire e. scenes 46 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . walls.

a speech delivered by a character who is alone on stage 4. What were the original definitions of comedy and drama? 2. What typically marks the beginning and ending of a scene? 5.1. blocking f.16 INSIGHTFUL READING Matching 1. properties d. music. a statement heard by the audience but not other characters on stage 2. Why does a playwright have less control over the final presentation of a play than do other writers. costumes. What are the major components of a script? 4. everything that affects the senses of the audience: lights. aside b. indicates how actors will move on a stage 3. etc.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Elements of Drama Test 4. What is the difference between a thrust stage and a proscenium stage? 3. such as poets or novelists? © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 47 . spectacle g. set Short Answer 1. sound effects e. 5. everything on a stage that creates a sense of time and place a. soliloquy c.

CONTENTS Name________________________________________ Class_____________________ Date ____________________ Selection Worksheet 1. page 44 When have you felt social pressure to do something you knew was wrong? Respond to the Selection. What does Abigail claim to see on the beam? What does Abigail say is “a deadly sin”? 2a. “I’m not hurting her”? What does Mary mean when she says that the girls are “sporting”? 2b.5 from The Crucible. IMAGINE. According to Abigail. page 48 Why does Mary Warren turn on Proctor and make an accusation against him? Explain. What question does Danforth ask Mary after she says. who is making the image appear? 1a. INVESTIGATE. What pressure does Danforth’s question put on Mary? What might happen to Mary if the court believes Abigail and the girls? Does Mary see the bird? What explanation for the bird does she offer at first? 48 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . Recall PAGE 49 Interpret 1b. page 44 READER RESPONSE ACTIVITIES Reader’s Journal. INQUIRE.

Would such a method of questioning be acceptable in a court of law today? What is the weakness of this strategy? Explain. Evaluate 5a.CONTENTS Name________________________________________ Class_____________________ Date ____________________ 3a. What example of such “spectral evidence” appear in this selection? What other “evidence” does Danforth have for believing that Proctor is “the Devil’s man”? How would you describe the method of questioning that Danforth uses with Mary? Explain. What pressures are put on Mary to denounce Proctor? Is what Mary does understandable? excusable? moral? Why. Of what does Mary accuse Proctor? To whom does Mary rush at the end of the selection? 3b. or why not? Extend 5b. debate raged over the admissibility in court of “spectral evidence. In Puritan New England. Why does Mary change her mind and accuse Proctor? Analyze 4a. Synthesize 4b. giving examples from the selection.” the evidence of spirits seen by some people but not by others. What would you do in Mary’s position? What do you think will happen next? © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 49 .

what elements would you have to include? What properties might you have the actors use? 50 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . Find examples in this scene of dialogue that would probably not be spoken by characters in a modern setting but that is appropriate to Miller’s setting of the play in colonial New England. Which characters do you admire? Which do you not admire? Why? DIALOGUE. CHARACTER. Find examples in this scene of stage directions that indicate parts of the setting and stage directions that indicate how characters are to speak or move. SET AND PROPERTIES. PAGE 49–50 STAGE DIRECTIONS.CONTENTS Name________________________________________ Class_____________________ Date ____________________ UNDERSTANDING LITERATURE. Who are the major characters in this scene from The Crucible? Who are the minor characters? Briefly describe the personalities of the major characters. based on their words and actions in this scene. If you were designing a set for this scene from The Crucible.

What do you think is the theme of this scene from the play? What does the scene reveal about the forces that cause people to give in to mob hysteria? Why do some people forsake their convictions in situations like the one described in this scene? WRITER’S JOURNAL. or abstract. Write a summary. defending yourself and refuting the “evidence” that has been collected against you. What movements described in the stage directions for this scene would have to be taken into account by the person. who was planning the blocking of the scene? THEME. Imagine that you are Reverend Parris.” © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 51 . 2. Write a sermon you might deliver to your congregation about how to recognize whether a witness is telling the truth about an accused “witch. or address to the jury. explaining what happens in this scene from The Crucible. Write a speech. 3. PAGE 50 1. such as the director. Imagine that you are John Proctor.CONTENTS Name________________________________________ Class_____________________ Date ____________________ BLOCKING.

and Lillian Hellman. McCarthy went too far. The Crucible. [2] After two undistinguished years in the Senate. this period in American history gave people a new understanding of the dangers of character assassination. At the time. 8. 10. McCarthy’s charges struck a chord with the people. Eisenhower. [10] and mass hysteria. Identify the part of speech of each italicized word in the paragraph below. For more information. 3.” [1] Joseph Raymond McCarthy entered the United States Senate in 1946. Grammar. however. the United States was at war with the Communist government in North Korea. and the McCarthy Era came to an end. and Style THE PARTS OF SPEECH. “Parts of Speech Overview. 52 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . and many citizens of the country were [5] deeply fearful about Communist advances in Europe and China. 4. see the Language Arts Survey 3. Targets [7] of McCarthyism included such well-known literary figures as Ring Lardner. 6. [6] innocent people were hounded from their jobs in government and in the entertainment industry because of “suspected” Communist activities and “associations” with Communists. when he made accusations against such popular figures as President Dwight D.. [3] he gained national recognition in 1950 by charging that over two hundred Communists [4] had infiltrated the State Department. 1. and for several years thereafter.7. that part of the government that oversees foreign relations. 7. guilt by association. Jr. It also gave us Arthur Miller’s fine play. 5. 2. PAGES 50–51 Language.CONTENTS Name________________________________________ Class_____________________ Date ____________________ INTEGRATING THE LANGUAGE ARTS. In 1954. the Senate formally voted to condemn McCarthy for his [8] conduct. Did anything positive come out of the McCarthy Era? [9] Yes. 9.

Depending upon which task you have been assigned. research the Salem witch trials of 1692 or the McCarthy hearings of the early 1950s.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Study and Research & Collaborative Learning RESEARCHING THE SALEM WITCH TRIALS AND THE MCCARTHY HEARINGS. TOPIC RESEARCHED (CHECK ONE) Salem Witch Trials McCarthy Hearings What were the origins of your assigned event? How many people initiated it? Who were they? What motivated the instigators as well as those who subsequently support the trails or the hearings? Did anyone speak out against these crusaders? What happened to them? Why? Our group used the following sources of information: © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 53 .

publication title.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Critical Thinking EXAMINING THE CRIMINAL JUSTICE SYSTEM. page number: According to the article. News article author/news service. was the person truly “guilty beyond a reasonable doubt”? Why. headline title. Locate a news or magazine article which tells the story of someone wrongly accused of a crime. or why not? 54 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . date. from the suspect? Based on what you learned about the case. what evidence was used in the case against this person? Was a false confession coerced. or forced.

CONTENTS Name________________________________________ Class_____________________ Date ____________________ Selection Check Test 4. What creature does Abigail claim to see? 2. Name one minor character from this scene. What is the setting of this scene? 2.1. what does Abigail do at the end of the scene? 3. What does Mary Warren call John Proctor? LITERARY TOOLS 1. What name does Abigail call the creature? 3. © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 55 .17 from The Crucible CHECKING YOUR READING 1. Who tries to convince the court that the girls are pretending? 5. What do Abigail and the girls do each time Mary Warren speaks? 4. According to the stage directions.

Why is Mary Warren in the courtroom? 2. Danforth c. “Do you know who I am? I say you will hang if you do not open with me!” 5. John Proctor d.18 from The Crucible INSIGHTFUL READING Matching 1.1. What is Hale’s reaction to the hysteria in the courtroom? 5. No. “Mary. I cannot stop my mouth. I cannot. it’s God’s work I do. this is black art to change your shape.” 4. “Oh. Why does Abigail Williams claim Mary Warren wants to harm her? 4. Mary.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Selection Test 4. “I see nothing. Abigail Williams e. “Give me a whip—I’ll stop it!” a. Elizabeth Proctor Short Answer 1. Your Honor!” 3. What decision does Danforth force Mary Warren to make? 3. What evidence is there that Abigail has “won”? 56 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . remember the angel Raphael—do that which is good and—“ 2. Hale b.

John Proctor d. Abigail Warren f. 3. What is the setting of this play? 4. Draw a quick sketch of how the stage might be organized for this scene. but collapses under pressure and becomes hysterical a. Reverend Parris Short Answer 1. and speaks the truth 2. What is a theme of the play. despite overwhelming odds 4.CONTENTS Name________________________________________ Class_____________________ Date ____________________ UNDERSTANDING LITERARY CONCEPTS Matching 1. Deputy Governor Danforth g. Mary Warren b. a major character who manipulates the others in the scene 3. more interested in exercising authority than in discovering truth 5. begins strong. suggested by this scene? © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 57 . What is Abigail’s motivation for her behavior? 2. Reverend Hale e. continues to fight for what is right. a minor character who refuses to give into the hysteria.

Remember to complete both the Prepare to Write and Write sections of the prompt you choose. and it is credited with coining the phrase “witch hunt. and what message he hoped to share in this play. 1. This play was inspired by the McCarthyism that was rampant in American in the 1950s. Use your own paper as necessary. explain the connection Miller saw between those two historical events. 58 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . In a paragraph. What central conflict is suggested by this scene? CRITICAL WRITING Essay Choose ONE of the following prompts. Witch hunts PREPARE TO WRITE.” What parallels did Arthur Miller see between the Salem witch trials and 1950s America? What message did he attempt to share through this play? WRITE.CONTENTS Name________________________________________ Class_____________________ Date ____________________ 5.

What is that change? What causes it? Why is she influenced as she is? How do the other characters react to her change? From the action and conflict that is established in this scene. what impact can you predict Mary’s change will have on others? WRITE.CONTENTS Name________________________________________ Class_____________________ Date ____________________ 2. © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 59 . In a paragraph. Consider what causes it and what impact it is likely to have on further action in the play. explain the change Mary undergoes in this scene. Changes and influences PREPARE TO WRITE. Mary undergoes a profound change in this scene.

presents the steps in a process or gives directions how to do something. presents similarities and differences.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Selection Check Test 4. f. You may use some choices more than once and you may not use every choice. breaks something into its parts and shows how the parts are related. How does nonfiction differ from other types of literature? 2. What is the difference between a biography and an autobiography? 4. places subjects into categories according to their characteristics. Comparison-contrast writing 5. 1. sound.1. What are two examples of public records? 3. Analysis 3. g. b. or feel. e. Dialogue a. What characterizes a good essay? TYPES OF WRITING Match the first part of each sentence with its best fitting conclusion. taste. What is a history? 5. presents words as they were actually spoken by people. c. Descriptive writing 2. portrays in words how things look. Narration 4. smell. uses chronological order as a method of organization. 60 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC .19 LITERARY TOOLS 1. d.

Give three examples of writing in the persuasive/argumentative mode. 4. what mode would he or she use? © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 61 . Why might a writer use more than one mode in a piece of writing? 5. What is the writer’s purpose when he or she uses the imaginative mode? 3. or aim? 2.CONTENTS Name________________________________________ Class_____________________ Date ____________________ PURPOSES AND MODES 1. What is a writer’s purpose. If a writer’s purpose is to reflect on a significant event in his or her life.

short stories. Poetry. process 62 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC .” ORGANIZATIONAL PATTERNS Matching AND TYPES OF WRITING 1. 4. most closely associated with narration 3. The original meaning of the word essay was “trial or attempt. events arranged in the order in which they occurred 5.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Elements of Nonfiction Test 4. comparison and contrast order f. Writers generally do not pursue more than one purpose in a piece of writing. and novels are examples of personal/expressive writing. analysis d. 5. 2. A writer of a persuasive/argumentative piece wants to change his audience in some way. spatial order c. places objects into categories according to their properties or characteristics 2. explores the similarities and differences between two subjects a. 3.20 MODES OF WRITING True or False 1. chronological order b. classification order e.1. Essays are nonfiction. breaks something into parts and examines how parts are related 4.

and why? 4. Why is a memoir considered nonfiction although it tells a story? 3.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Short Answer 1. Why are public records important to a writer preparing a history? 2. What is the primary purpose of an imaginative piece? © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 63 . What are the two common presentations of subjects in comparison/contrast essays? 5. In what type of writing are sensory details particularly important.

Explain the significance to the narrator of the Fort Sill incarceration.6 “The Way to Rainy Mountain. James Auchiah. IMAGINE. INQUIRE.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Selection Worksheet 1. What do you think the artist’s purpose was in making this painting? RESPOND TO THE SELECTION. INVESTIGATE. what kind of response do you think you would have? Explain why it would be similar to or different from the experience of the narrator. 1930. Why is this place special? Art Note.” page 56 READER RESPONSE ACTIVITIES Reader’s Journal. Recall PAGE 63 Interpret 1b. page 56 Think about a place that has special meaning or prompts strong memories for your family. page 56 Kiowa Funeral. 1a. PAGE 63 If you were to visit the places described by the narrator. What event in the experience of her people did the narrator’s grandmother miss by eight or ten years? What does the narrator think she must have experienced despite missing this event? 64 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC .

Synthesize 4b. Extend 5b. Summarize the effect of all of these events on the Kiowa people. What ceremony did the narrator’s grandmother participate in as a child? Why did the ceremony stop? What does the narrator remember his grandmother doing most? 2b. Compare the experiences of the Kiowa and those of the African Americans expressed in “Follow the Drinking Gourd.CONTENTS Name________________________________________ Class_____________________ Date ____________________ 2a. Evaluate 5a. How did the prayers make the narrator feel despite the fact that he could not understand them? Why might the narrator be impressed with the reverence of his grandmother’s prayers? 3a. Identify key events in the journey of the Kiowa as presented by Momaday.” © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 65 . Where is the narrator’s grandmother’s grave? 3b. Evaluate the impact on the grandmother’s life of changes that occurred in the Kiowa culture. Why is the location of the grave appropriate? Analyze 4a.

how did they enter the world? How was the Big Dipper formed? How did Momaday’s grandmother keep the oral tradition of the Kiowas alive? TONE. Whose story does Momaday recount? CHRONOLOGICAL ORDER. PAGE 63 DESCRIPTION. Which section of “The Way to Rainy Mountain” uses classification? COMPARISON AND CONTRAST ORDER. What tone does Momaday use when describing his grandmother in her familiar postures on page 61? CLASSIFICATION ORDER. According to the Kiowa.CONTENTS Name________________________________________ Class_____________________ Date ____________________ UNDERSTANDING LITERATURE. What sections of the selection are told using chronological order? What transitions are used in telling the story of Momaday’s journey that retraces the Kiowas’ migration? ORAL TRADITION AND MYTH. Which method of comparison and contrast order is used in the description of the grandmother’s house as it was in the past and as it is after her death? 66 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . How does Momaday use description at the beginning of the narrative? What sensory details does the author include? NARRATION.

Yellowstone. descending eastward. INTEGRATING THE LANGUAGE ARTS. © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 67 .20. Momaday describes a place that is special to him. is a stairway to the plain. see the Language Arts Survey 3. PAGE 64 1. Her forebears came down from the country. 4. it seemed to me. Create a paragraph-long original myth that explains an object or event in the natural world. “Finding the Simple Subject and Simple Predicate in a Sentence. For more information. Write an elegy for Momaday’s grandmother or for the Kiowa culture.CONTENTS Name________________________________________ Class_____________________ Date ____________________ WRITER’S JOURNAL. and Style FINDING THE SIMPLE SUBJECT AND VERB. 5. The sky in all directions is close at hand. 2. circle the simple subject and underline the simple verb. In this selection. 2. was a region of beautiful scenery. For each of the sentences below. The land. PAGE 64 Language. 3. 3.” 1. Winter brings harsh weather. Grammar. An elegy is a poem that laments the dead. Write a description of a place that is close to your heart.

for weeks after the illness passed. Why could the narrator never understand his grandmother’s prayers? 4. The soldiers tried to stop thieves from 2. Why has the narrator come to Rainy Mountain? 2. flames.1. What had the Kiowa done to save themselves from the advances of the U. disposition pillage unrelenting writhe wean tenuous opaque 1.21 “The Way to Rainy Mountain” CHECKING YOUR READING 1. According to their origin myth. 68 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . The firefighters continued to fight the the abandoned village. The fog turned the windows 5. Allison’s doctor advised her to 3.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Selection Check Test 4. Marshalls’ health felt 4. Cavalry? 3.S. forming the central symbol of their worship? Vocabulary in Context Fill in each blank below with the most appropriate word from the following Words for Everyday Use from “The Way to Rainy Mountain. . how had the Kiowa entered the world? 5.” You may have to change the tense of the word. What element of nature held special significance for the Kiowa. herself from drinking so much coffee.

What example of the Kiowa oral tradition does Momaday weave into this selection? 3. What type of organization does the narrator use to present his description of his grandmother’s house? 4.CONTENTS Name________________________________________ Class_____________________ Date ____________________ LITERARY TOOLS 1. How does Momaday use chronological order in developing this selection? 5. How does the narrator describe the weather on Rainy Mountain? 2. What is the tone of this selection? © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 69 .

How had meeting the Crow tribe change the Kiowa? 3. 4. Momaday’s grandmother was born when the Kiowa were the bravest hunters on the plains.22 “The Way to Rainy Mountain” INSIGHTFUL READING True or False 1.S. 2. 3. Cavalry done to the Kiowa? 2. Why could Momaday not understand his grandmother’s prayers? 5. Momaday recalls a myth in which a boy becomes a bear.1. Short Answer 1. Why had the Sun Dances stopped? 70 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . What had the U.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Selection Test 4. Momaday returns to Rainy Mountain to visit his grandmother’s grave. Why had the Kiowa “backed away forever from the medicine tree”? 4. 5. Momaday’s grandmother converted to Christianity. Momaday recalls the Kiowa as a peaceful people who craved quiet.

of bright leaves on the trees. The noisy children became quiet and showed 2.” You may have to change the tense of the word. myth d. . In early November. we enjoy the brilliant UNDERSTANDING LITERARY CONCEPTS Matching Match each section of the essay with the element of writing that it primarily uses. narration c. so you have to stay up late to catch a glimpse of them. the migration of the Kiowa 2.CONTENTS Name________________________________________ Class_____________________ Date ____________________ VOCABULARY IN CONTEXT Sentence Completion Fill in each blank below with the most appropriate word from the following Words for Everyday Use from “The Way to Rainy Mountain. the description of Rainy Mountain a. servitude nocturnal profusion reverence opaque pillage writhe 1. Bats are as they entered the church. 3. the story of the seven sisters 5. Consuela winced as she read of the 5. . dialogue e. The surface of the churning water was 4. classification g. the depiction of Momaday’s grandmother’s house before and after her death 4. we couldn’t see the ocean’s floor. 1. the explanation of Momaday’s grandmother’s familiar postures 3. imaginative writing f. comparison/contrast © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 71 . sensory details b. the small village had suffered.

What impression of Rainy Mountain is suggested by the long description that opens this selection? 2. Use your own paper as necessary. With what event does this selection begin. Make notes and choose an organizational pattern before you begin. Remember to complete both the Prepare to Write and Write sections of the prompt you choose. Momaday shares information about the Kiowa tribe. customs. What do you learn about the history. In your essay. What is a possible theme for this selection? 5. What is the mood of this selection? 4. Be sure to share the impressions of them based on the facts that you gleaned from this piece. interwoven with his memories of his grandmother. 1. 72 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . and with what event does it end? CRITICAL WRITING Essay Choose ONE of the following prompts. The Kiowa PREPARE TO WRITE. and beliefs of the Kiowa? What two major changes in their cultures are described in this essay? What does Momaday suggest will happen to the Kiowa in the future? WRITE. How does Momaday describe the effects of weather on houses on the plains? 3.CONTENTS Name________________________________________ Class_____________________ Date ____________________ 1. explain what you learned about the Kiowa from this selection.

Make notes and choose an organizational pattern before you begin. Momaday’s personal journey PREPARE TO WRITE. Momaday shares information about the Kiowa.CONTENTS Name________________________________________ Class_____________________ Date ____________________ 2. He also gives a rich portrayal of his grandmother. how does he seem to feel about her and about his heritage? What evidence points to your response? WRITE. explore Momaday’s personal reasons for returning to Rainy Mountain. using information from the selection. Draw a rich picture of her. his feelings for her. In sharing his story about his grandmother. and what does this suggest about their relationship? He illustrates. What effect do you think she has had on his life? What has he returned to Rainy Mountain to do. and what they suggest about his relationship with his grandmother. and suggests her impact on his life. © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 73 . In your essay. rather than states.

In this first scene of the long and complex story. Ernest Smith. 1953. Sky Woman falls toward the primeval waters where the world will be created on the back of a turtle. What terms for the elements of poetry might also be used to describe the elements of painting? ART NOTE. Ernest Smith (1907–1975) illustrated a creation story that has been retold for thousands of years. Stuart Davis. and poetry. PAGE 13 Something on the Eight Ball. A member of the Seneca tribe. What type of oral literature do you think Smith is illustrating? ART NOTE. The repeated geometric forms and color combinations suggest the rhythm and improvisation of jazz. dance.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Unit One Visual Literacy/ Critical Viewing Worksheet ART NOTE. Stuart Davis (1894–1964) brought elements into his abstract paintings that suggest modern music. this painting has the feelings of an intimate scene of ordinary life. 1932. Edward Hopper. Rather than a staged portrait. What can you tell about these people? About their lifestyle? About the historical period? 74 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . PAGE 4 Sky Woman. PAGE 53 Room in New York. 1936. The disjointed words and script-like squiggles suggest free-form poetry. Edward Hopper (1882–1967) recorded city life in a simple. direct way.

CONTENTS Name________________________________________ Class_____________________ Date ____________________ ART NOTE. Ironically. James Auchiah (1905–1954) was a member of the Kiowa Five. refusing to see the changing nature of Native American cultures. PAGE 56 Kiowa Funeral. James Auchiah. museums that collected Native American artifacts rejected these contemporary paintings for not being authentic. a group of twentieth-century artists who drew on the Kiowa pictoral tradition and combined it with European painting methods. 1930. What do you think was the artist’s purpose in making this painting? © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 75 .

a. Then spell the word correctly on the blank provided. resolution c. supplication c. pillage 3. enjender 4. elation b. profusion d. consumate c. infirm b. mute d. a. hysterical c. lilting b. preeminently d. a. desposition 76 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . tenuous d. eerie c. confound d.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Unit 1 Review VOCABULARY WORKSHEET Spelling Circle the word that is spelled incorrectly. a. ween 2. 1. waryness b. dilapidated 5. a. martyr b.

similar b. hatred d. a. pleased d. harmony 5. 1. claims the reverence she feels toward God. creative c. unsure 3. In The Crucible. Strong essays follow a logical pattern of organization. mysterious 2. loud b. enjoyment b. boring d. simple d. Mary. sobbing. complicated b. a.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Antonyms Choose the answer that comes closest to meaning the opposite of the underlined word.” the father imagines himself distraught as his son leaves. “Follow the Drinking Gourd” contains discreet messages. play 4. humor d. stress c. irrational © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 77 . a. a. obvious c. The narrator of “American History” found solace in reading. confidence b. unconscious c. In “A Story. a. lack of emotion c.

37 eerie. 61 pillage. 62 opaque. In The Crucible. Eugene’s mother’s 4. 31 major character. 1. 31 sonnet. 6 repetition. His grandmother was accepting of new ways. 47 consummate. 31 description. The small boy 3. 6. 6 stage directions. 60 writhe. 19 rising action. 58 profusion. 24 maneuvering. enmity enthralled resigned nocturnal opaque nocturnal writhe journey. The stars helped keep slaves on a northward path on their 2. 22 inciting incident. 32 hysterical. 36 elation. 56 narrative poem. 44 tone. 60 unrelenting. 20 reverence. 31 set. 58 Literary Terms alliteration. 34 martyr. 62 solace. 19 blocking. 37 discreet. 35 logical. 44 theme. 58 distraught. 34 disposition. 38 supplication. 56 properties. to losing the old ones. 60 servitude. 31 rhyme scheme. 56 classification order. 35 infirm. 31 comparison and contrast order. 5. 62 enthralled. 58 wariness. Mary wavers under with anticipation as he waited for his father to tell him a story. 22 narrator. 6. 24 nocturnal.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Sentence Completion Fill in each blank below with the most appropriate word from the following Words for Everyday Use from Unit One. 31 free verse. 60 enmity. 60 resigned. 44 setting. 44 exposition. 19 spiritual. 58 lilting. 31 myth. 37 engender. 35 hierarchy. 56 78 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . 56 narration. 6. 24 tenuous. 56 dialogue. 44 refrain. 19 resolution. 58 preeminently. 37 resolution. but not Words for Everyday Use confound. 31 oral tradition. 44 chronological order. 31 minor character. distressed and humiliated the young girl pressure from Danforth. 60 dilapidated. 60 wean. 56 conflict. 56 climax. 32 mute. 44 character. You may have to change the tense of the word.

AND RESEARCH 1. classification order 3. set d. Why is the setting paramount in each? © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 79 . In which of the selections from this unit is the setting important? Could any of the selections taken place in a different setting? Choose two that are particularly dependent upon their setting. inciting incident 5. it suggests a story. poetry c. a. it has elements of lyric poetry. all of the above 6. Discuss with a group the lyric and narrative elements in each poem. oral tradition b. drama e. free verse 8. tone 7. blocking 4. What effect do these comparisons have? Which juxtaposition forms the central conflict of the story? Why? 3. DISCUSSION. properties 10. “American History” juxtaposes several event: the narrator’s personal experience with Kennedy’s assassination. 2. refrain 2. theme QUESTIONS FOR WRITING. Although “Sonnet XXX” is a lyric poem.CONTENTS Name________________________________________ Class_____________________ Date ____________________ LITERARY TOOLS Matching Choose the letter of the genre that each element fits most closely. fiction 1. El Building with Eugene’s house. Although “A Story” is a narrative poem. and explain how the writers created the settings of those works. myth 9. the adults’ reactions to Kennedy’s death with the kids’ reaction to the same event. nonfiction f.

nature 80 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . her lover will discover that she has been unfaithful 3. the time after the storm passes c.” the line “When the sun comes back and the first quail calls” refers to a. emotion c. imagines what will happen the next night d.” relationships are governed by a. she will not be able to honor the love she has d. According to “Sonnet XXX.CONTENTS Name________________________________________ Class_____________________ Date ____________________ Unit 1 Test INSIGHTFUL READING Multiple Choice 1. her lover will forget her c. night 2. love b. logic d. imagines what will happen far in the future 5. lack of love 4.” what might drive a person to “make friends with death”? a. the death of a lover d. being betrayed by a lover b. the beginning of hunting season b. The speaker in “Sonnet XXX” is worried that a. According to “A Story. The father in “A Story” grows afraid when he a. remembers what happened the previous night b. falling in love c. she will not find love b. remembers the boy’s birth c. spring d. In “Follow the Drinking Gourd.

In The Crucible which of the following characters appears most reasonable? a. Reverend Hale b. You may have to change the tense of the word. . a drama with a happy ending b. The hostess greeted us with a pretty. the sisters planted a seed which became the earth VOCABULARY IN CONTEXT Fill in each blank below with the most appropriate word from the following Words for Everyday Use from Unit One. Danforth d. reverence infirm engender solace servitude resigned lilting . when the narrator meets Eugene b. they were both poor b. the sisters became seven planets that revolved around the sun c. On her first trip to Graceland. a play where most of the parts are sung c. Mary Warren 10. they both had problems getting along with their parents c. when he heard that his boat hadn’t survived the storm. when Mr. the great tree saved the sisters from the bear b. Abigail Williams c. a play with exaggerated characters and situations 9. they both felt like outcasts d. a play with a surprise ending d. DePalma announces President Kennedy’s assassination d. THE AMERICAN TRADITION UNIT 1 RESOURCE 81 . when the narrator’s father leaves for Puerto Rico c. What event forms the climax of the plot in “American History”? a. As she climbed higher on the mountain. when the narrator meets Eugene’s mother at the door 8. What is a melodrama? a. the Elvis fan toured the mansion with 2.CONTENTS Name________________________________________ Class_____________________ Date ____________________ 6. they shared an admiration for President Kennedy 7. Why did the narrator of “American History” feel a connection with Eugene? a. Arletta felt increasingly 3. 1. the sisters became bears and stalked the tribe d. Jack felt © EMC voice. 4.” a. In the story of the seven sisters in “The Way to Rainy Mountain.

2. What is the hidden message in “Follow the Drinking Gourd”? Why is it expressed through the oral tradition? Explain the message and why it is conveyed in a song. When my date stood me up.” What two meanings does it convey? 5. Why did every primitive culture around the world create myths? 2. I found in a gallon of ice cream. Which two characters in The Crucible hold the most power? Over whom do they wield this power? How do they use this power? Explain.CONTENTS Name________________________________________ Class_____________________ Date ____________________ 5. What is an image. and why is imagery an important element in poetry? 3. Explain the title of “American History. UNDERSTANDING LITERARY CONCEPTS 1. What is the mood of “Sonnet XXX”? Why? 4. What is a primary aim of “The Way to Rainy Mountain”? CRITICAL WRITING Paragraphs 1. 82 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC .

Using your work from the Prepare to Write exercise above. or theme. Write an essay that analyzes the selection as a representative of its genre. © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 83 . and what impact does this have on the poem? Essay PREPARE TO WRITE. Choose any selection from this unit. What do these symbols stand for. For example. Make some notes first to organize your analysis. choose a selection from this unit.” both stories and silence serve as symbols. and analyze how effective it is within its own genre. all works have a central idea. WRITE. Regardless of the genre. In “A Story. if you choose a poem. describe its theme and how the poet uses the techniques of poetry to convey the theme.CONTENTS Name________________________________________ Class_____________________ Date ____________________ 3.

CONTENTS .

CONTENTS Supplemental Activity Worksheets .

CONTENTS Name________________________________________ Class_____________________ Date ____________________ ASSIGNMENT LOG Date: Subject: Assignment: Due date: Date: Subject: Assignment: Due date: Date: Subject: Assignment: Due date: Date: Subject: Assignment: Due date: Date: Subject: Assignment: Due date: Date: Subject: Assignment: Due date: Date: Subject: Assignment: Due date: Date: Subject: Assignment: Due date: 86 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC .

CONTENTS Name________________________________________ Class_____________________ Date ____________________ READER’S JOURNAL Date:_________________________ © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 87 .

you may need to narrow or broaden your topic for research based on your initial findings. Topic of study: ____________________________________________________________________________ Narrower topic for research:_________________________________________________________________ Hypotheses or predictions: __________________________________________________________________ Possible sources (circle all of those you think will apply): Books Reference materials Periodicals Internet Interview Other Initial findings:_____________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Notes about any relationships or patterns in your data: _________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Notes from evaluating and interpreting your data: _____________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Conclusions you can make: _________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Notes from exchanges of ideas with peers:____________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Generalizations you can make about the topic: ________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ 88 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . As you get started researching.CONTENTS Name________________________________________ Class_____________________ Date ____________________ RESEARCH JOURNAL Use this form as you work through a research project.

Note where you found the book. Author: _______________________________________________________________________________ Title: _________________________________________________________________________________ Place.CONTENTS Name________________________________________ Class_____________________ Date ____________________ RESEARCH LOG Your research journal. If it is from the library. date: __________________________________________________________________ Location and call number: ______________________________________________________________ 6. Author: _______________________________________________________________________________ Title: _________________________________________________________________________________ Place. Write complete name(s) of all author(s). include the edition if noted. publisher. write the call number. include the following: • author. date: __________________________________________________________________ Location and call number: ______________________________________________________________ 5. Author: _______________________________________________________________________________ Title: _________________________________________________________________________________ Place. When you document a source. date: __________________________________________________________________ Location and call number: ______________________________________________________________ 4. • location and call number. publisher. Copy the place and date from the copyright page. editor (s) and translator(s). publisher. Author: _______________________________________________________________________________ Title: _________________________________________________________________________________ Place. Author: _______________________________________________________________________________ Title: _________________________________________________________________________________ Place. date of publication. date: __________________________________________________________________ Location and call number: ______________________________________________________________ © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 89 . date: __________________________________________________________________ Location and call number: ______________________________________________________________ 2. is a good place for taking notes on your topic and for documenting your sources. publisher. Copy the publisher’s name from the title page. Author: _______________________________________________________________________________ Title: _________________________________________________________________________________ Place. • title. publisher. date: __________________________________________________________________ Location and call number: ______________________________________________________________ 3. • place of publication. publisher. Write the full title exactly as it appears on the title page. 1. which could be a notebook or an electronic file. publisher.

it’s easy to lose track of how you got from place to place. Mapping your navigation in your research journal is a good way to keep track of the sites you have visited and the information you found there.CONTENTS Name________________________________________ Class_____________________ Date ____________________ INTERNET RESEARCH LOG The Internet is a convenient research tool but it also presents some challenges. topic of your research search engine used keywords or phrases used to search names/addresses of sites you explore names/addresses of linked sites you explore new keywords used to search complete documentation for sites you actually use for information Topic: ____________________________________________________________________________________ Search engine: ____________________________________________________________________________ First keyword(s) or phrase tried: _____________________________________________________________ Promising hits (site names/addresses): _______________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Links: ____________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ New keyword(s) or phrase tried: ____________________________________________________________ Promising hits (titles of sources): ____________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Complete documentation for the two most promising sites: ____________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ 90 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . As you jump from one Internet site to another.

e. © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 91 . c. Even though most Americans learn to read. 3. legends myth oral tradition spiritual legends True or False False True False True False ELEMENTS OF THE ORAL TRADITION TEST 4. 2. 5.1. 2.1 LITERARY TOOLS Matching 1. 1. c. 3. 2.CONTENTS Answer Key See the Annotated Teacher’s Edition answers to all Selection Worksheet Activities. e. preserving oral traditions helps maintain ties with the rich cultural backgrounds and customs that were brought to the United States from other societies.2 INSIGHTFUL READING Matching 1. often fantastic elements. They helped a society explain the natural world and phenomena within it. 2. legend myth legend oral tradition spiritual Short Answer 1. Students may point out that this country has many oral traditions because its people originated in many cultures around the world. and often religious. 3. ELEMENTS OF THE ORAL TRADITION CHECK TEST 4. 4. 4. Legends contain fictional. 2. a. 5. 5. d. function. c.1.1. d. c. a. CRITICAL WRITING Oral Traditions in the United States Responses will vary. SELECTION CHECK TEST 4. Myths served a cultural. 4. The Underground Railroad was not an actual railroad but a series of routes and passages through which fugitive slaves escaped to safety. but are generally based on some real event or person. The listener should follow the drinking gourd when the sun comes back and the first quail calls.3 CHECKING YOUR READING 1.

Responses will vary. 2. 2. which guides slaves northward to freedom. The river bank will make a very good road. The Underground Railroad was most active in spring (when the sun comes back and the first quail calls) because the escaping people could not survive the long journey in the harsh weather of winter. of a quest for freedom or salvation (which can be associated with religious salvation). but could discuss themes of escape or of a journey. The main phrase that is repeated is “follow the drinking gourd. 3. 3.1. but could mention a sense of melancholy. Responses will vary. 5.” which could be the most important part of the message because it urges people to keep heading northward. SELECTION TEST 4. ELEMENTS OF POETRY CHECK TEST 4. They were composed into songs so that they could be sent secretly. 2. the sun 2. old man 3. 4. 4. CRITICAL WRITING Essay Responses will vary for each of the prompts. Responses will vary. but also because most slaves were illiterate and could not read messages. The drinking gourd is used as a code for the Big Dipper constellation. The old man is waiting. This is important because the “drinking gourd” is the Big Dipper.4 “Follow the Drinking Gourd” INSIGHTFUL READING Matching 1.1.5 LITERARY TOOLS Matching 1. refrain Short Answer 1. c a d g f 92 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . river bank Short Answer 1.CONTENTS 3. 5. UNDERSTANDING LITERARY CONCEPTS 1. LITERARY TOOLS 1. oral tradition 3. repetition 2. 2.

metaphor a. c. ode b. True 3.1.6 POETRY f. True or False 1. 2. 2. personification © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 93 . metaphor g. parallelism a. False 2. 3. 3. 2. dramatic poetry d. 2. STANZAS. imagist poetry AND 1. objective correlative e. 3. True Multiple Choice 1. rhetorical question OF TECHNIQUES POETRY Students should mark the stressed and unstressed syllables as follows in the following lines: / ˘ / ˘˘ / ˘ ˘ / We dance round in a ring and suppose / ˘ ˘ / ˘ / ˘˘ / ˘ ˘ But the Secret sits in the middle and knows ELEMENTS TYPES OF OF POETRY TEST 4. 4. elegiac poetry g. sonnet a. figurative language b. 4. c.CONTENTS True or False 1. 5. 4. synaesthesia a. True False True False True SOUND TECHNIQUES OF POETRY: MEANING Sentence Completion 1. chiasmus a. 5. 5. 3. TECHNIQUES OF POETRY: METER. personification d. 4. 4.

Poets use them for various reasons. often to identify a question so that he or she can suggest an answer. Iambic pentameter is a line of poetry with five feet containing one stressed syllable and one unstressed syllable. SELECTION CHECK TEST 4. Love cannot fill the thickened lung with breath. End rhyme is rhyme at the ends of lines. A quatrain would have four lines. 2. 3. The repetition of the words “rise and sink” reflects the actions of a drowning person and also the changing fortunes of life. and also approximates normal speech so poets may use it if they want a conversational tone.1. 2. UNDERSTANDING LITERARY CONCEPTS 1. necessary 2. SELECTION TEST 4. The speaker might be pinned down by pain. A sonnet is a 14-line rhyming poem that follows a conventional rhythmic pattern and often deals with the subject of love. 4. She fears that she will feel so badly that she will trade love or the memory of love for a reprieve. and limitations. Responses will vary. LITERARY TOOLS 1.CONTENTS Short Answer 1. of love. internal rhyme is rhyme between words in the same line. 2. 3.7 “Sonnet XXX” CHECKING YOUR READING 1. 2. lack of love Short Answer 1. Responses will vary. and an iamb has two syllables so there would be ten syllables. because the answer is obvious or the poet intends to provide it. 2. Responses will vary. 4. 94 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . c. Free verse allows freedom.8 “Sonnet XXX” INSIGHTFUL READING Multiple Choice 1. and slant rhyme is the substitution of near rhymes for true rhymes. The phrase “rise and sink” is repeated to illustrate changing fortunes. Many a man is making friends with death. The speaker might be driven to sell the listener’s love for peace. 3. CRITICAL WRITING Essay Responses will vary.1. 3. the pentameter suggests five feet. “Sonnet XXX” deals with the importance. 5. d. A rhetorical question is one that doesn’t require an answer. Responses will vary. The narrator might trade the memory of this night for food. d. 5. trade love 3.

the time when the boy will leave home 3. a. and earthly rather than heavenly. The man is described as sad. The man’s five-year-old son is waiting. SELECTION CHECK TEST 4. b. Responses will vary.9 “A Story” CHECKING YOUR READING 1.10 “A Story” INSIGHTFUL READING Multiple Choice 1. Possible themes might include the idea that a parent’s love cannot provide as much as a parent would like. Responses will vary. It is emotional rather than logical. 2. The juxtaposition suggests the way the relationship between father and son will change.CONTENTS Critical Writing Students should write an essay on one of the prompts.” which both suggest that she has just had a romantic experience. It tells the story of a father trying to come up with a new story to tell his son. and that a child will outgrow what a parent can give the child. The man sees the day the boy will go. over time. 2. perhaps. 4. possibly even reverse. He cannot think of a new story. although she does not say so directly. 2. 3. wistful. but could include a slightly melancholy mood as the father contemplates his love of his son and the son’s inevitable leaving. Students should show the ways that the poem conforms to the standard structure of a sonnet. give up on him 2. CRITICAL WRITING Students should write an essay based on one of the prompts. The italics are spoken text. b. Responses will vary. LITERARY TOOLS 1. 5. 1. The boy’s request and the father’s love add up to silence. The poem does not follow a regular pattern of rhyme or rhythm.1. or sad mood. arguing with herself over the depth of her feelings and wondering how true to them she will remain. 3. 2. 3. 2. SELECTION TEST 4. Responses will vary. © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 95 . Responses will vary. Students may note that the father’s fear of not giving the boy what he wants or needs––and of not keeping him from growing up—renders him silent. Responses will vary. She is. She references selling “your love” and trading “the memory of this night. The father may fear the day that his son no longer needs him. the speaker appears to be in love. 2. and follows the thematic development of a sonnet. UNDERSTANDING LITERARY CONCEPTS 1. Responses will vary. Responses will vary. He feels sad. emotion Short Answer 1. or perhaps the day he begs his son and his son won’t be able to help him.1. Students may say the poem evokes a melancholy. 1. 3. The poem offers a sophisticated portrayal of love.

CONTENTS

ELEMENTS

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FICTION CHECK TEST 4.1.11

LITERARY TOOLS Short Answer
1. The oldest examples of fiction are the prose stories told in the oral tradition, which includes the myths, legends, and fables of ancient cultures. 2. A short short is a very brief short story. 3. Historical fiction is based on fact, while fantasy is highly unrealistic. 4. Poe believed that every detail in a short story should contribute to creating an overall impression or effect. 5. Fictio means “something invented.”

Matching
1. 2. 3. 4. 5. b. f e g a

Plot Diagram
Element/What the element contributes to the plot 1. Inciting Incident: Introduces the central conflict 2. Rising Action/Complication: Develops the conflict to a high point of intensity 3. Climax/ Crisis/Turning Point: High point of interest or suspense; the point in the plot where something decisive happens to determine the course of events through the rest of the work, including the eventual working out of the central conflict 4. Falling Action: All events that follow the climax, leading toward a resolution of the central conflict 5. Resolution: The point at which the central conflict is ended, or resolved

ELEMENTS

OF

FICTION TEST 4.1.12

INSIGHTFUL READING Matching
1. c. static character 2. e. three-dimensional character 3. a. stock character

Short Answer
1. The protagonist is the main character; the antagonist is the character who challenges him or her. 2. Responses will vary. Setting tells time and place, which can suggest political climate, social or cultural mores, weather, etc. 3. Writers create characters through direct description, description of behavior, and portrayal of the character’s thoughts and feelings. 4. An internal conflict is a struggle a character has with himself; an external conflict is between two characters. 5. At the turning point, the conflict is set on a path to resolution. Some decisive event determines the course of events through the end of the work.

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SELECTION CHECK TEST 4.1.13 “American History”
CHECKING YOUR READING
1. Responses will vary, but she heard her parents discussing their future, including moving out of the tenement, buying a house on the beach in Puerto Rico, or retiring in Puerto Rico. 2. The narrator liked to watch the people in the house next door. 3. The students had been sent home early because President Kennedy had been assassinated. 4. The other students called them “Skinny Bones” and “The Hick.” 5. Eugene’s mother won’t allow her in to study with Eugene.

LITERARY TOOLS
1. El Building is described as a huge tenement building forming the corner of Straight and Market streets in Paterson, New Jersey. The building is loud with people’s music, many tenants have little altars in their apartments, and there is often a crowd of unemployed men clustered on the front stoop. 2. It is told in first-person point of view. 3. Mr. DePalma is a minor character. 4. Responses could describe the narrator’s difficulty in feeling “the right thing” about the president’s death or her struggle to fulfill her dreams within the dreary setting of El Building. 5. The climax takes place on the doorstep of Eugene’s house.

SELECTION TEST 4.1.14 “American History”
INSIGHTFUL READING Multiple Choice
1. 2. 3. 4. 5. d. she looked through the window a. where she lives b. she was thin and he was from the South d. she thought of the present instead of the future b. they are unhappy where they are

Short Answer
1. The music stops, the people mourn, and the building grows quiet and morbid. 2. Mr. DePalma calls the students “losers.” It probably reflects his grief and frustration over their response to the news. 3. They drive to the suburbs to look at the houses. 4. She has been watchful and worried. 5. She tells the narrator that she will be humiliated, but she makes no move to stop her from going.

UNDERSTANDING LITERARY CONCEPTS Plot Diagram
1. 2. 3. 4. 5. Inciting Incident: Introduction of Eugene: “That summer...,I kept him company on my fire escape.” Rising Action/Complication: Meets Eugene; friendship develops; Kennedy is assassinated Climax/Crisis/Turning Point: Narrator meets Eugene’s mother Falling Action: Narrator leaves Eugene’s house and goes home Resolution: Narrator weeps for herself, not Kennedy

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CRITICAL WRITING Essay
Students should write an essay responding to one of the following prompts. 1. Responses will vary. The settings represent the narrator’s reality (El Building), her father’s dream that will most likely never be realized, and her own dreams about the future (Eugene’s house). 2. Responses will vary. Kennedy represented the hopes and dreams of the adults in the story, and his assassination metaphorically represents the death of her own hopes and dreams regarding Eugene. The central conflict is the narrator’s hope for the future versus her reality, which hits a crisis point when Eugene’s mother speaks to her and tells her to go home.

ELEMENTS

OF

DRAMA CHECK TEST 4.1.15

LITERARY TOOLS Short Answer
1. The theory states that people in ancient Greece would gather to sacrifice animals (often goats) to one of the gods, and over time the ceremony of sacrifice developed into an elaborate show and, eventually, other actors were added and drama was born. 2. Originally, comedy was any work with a happy ending and tragedy was a drama that told the story of the fall of a person of high status. 3. Today, comedy is a humorous work, usually prepared for stage or screen. 4. A melodrama is a play with exaggerated characters, scenes, and situations. 5. In the Middle Ages, people watched plays performed on the backs of wagons in the courtyards of inns. Today, plays are most often performed on proscenium, or picture, stages that are box-like and have three walls surrounding the stage.

Matching
1. 2. 3. 4. 5. c f d g b

ELEMENTS

OF

DRAMA TEST 4.1.16

INSIGHTFUL READING Matching
1. 2. 3. 4. 5. a e b f g

Short Answer
1. A comedy was any work with a happy ending; a tragedy was a story of the fall of a person of high rank. 2. A thrust stage juts out into the audience. A proscenium stage is boxy with three walls and an invisible “fourth wall” through which the audience views the action. 3. It has dialogue and stage directions. 4. The entrance of a character begins a scene, and the exit of a character ends the scene. 5. Plays are shaped by the interpretations of set designers, actors, producers, costumers, musicians, directors and others.

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Hale is the only member of the court to remain calm despite the girls’ antics. 5. Abigail vs. Danforth c. 3. John Proctor f. 4.CONTENTS SELECTION CHECK TEST 4.18 from The Crucible INSIGHTFUL READING Matching 1. Danforth forces Mary to stick to her position or join Abigail and the girls in their claims of possession. John Proctor Short Answer 1. Responses will vary. the girls. Reverend Parris or Reverend Hale. Massachusetts. The scene takes place in a courtroom in Salem. 4.” They repeat what Mary says. She calls John Proctor the Devil’s man. 2. 4. He only becomes animated when Mary becomes hysterical. John Proctor tries to convince the court that the girls are pretending. Deputy Governor Danforth a. Mary vs. 5. 3. 2. 2. Mary Warren Abigail is in love with John Proctor and wants his wife to be hanged. The play is set during the witch trials in the 17th century in Salem. Mary is in the courtroom because she has evidence that Abigail and the girls are lying. Proctor. 5. Susanna Walcott. Responses will vary. but could include Mercy Lewis. 1. She calls the bird “Mary.1. Abigail comforts the sobbing Mary and looks up at Danforth. Hale d. Short Answer © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 99 . c. 4. Abigail Warren b. Responses will vary. SELECTION TEST 4. 4. Responses may include Proctor vs. Abigail claims that Mary is jealous because Abigail is pretty. 2. Massachusetts. Reverend Hale e. LITERARY TOOLS 1.17 from The Crucible CHECKING YOUR READING 1. 2. 3. herself. Abigail Williams b. 5. UNDERSTANDING LITERARY CONCEPTS Matching 1. Mary says “I’ll never hurt you more!” and rushes into Abigail’s arms.1. 3. 3. d. 5. 2. 3. She claims to see a yellow bird. John Proctor a. etc. John Proctor hopes Mary can clear his wife’s name.

CONTENTS CRITICAL WRITING Essay Students should write an essay on one of the prompts. letter of complaint. 4. press release. A good essay develops a single idea and is characterized by unity and coherence. events. deeds. campaign speech. grant application. 4. invitation. Responses will vary. ELEMENTS OF NONFICTION TEST 4. Nonfiction explores actual people. places. slogan. TYPES OF WRITING Matching 1. contracts. and/or share a unique perspective. advertisement.1. and strengthen Abigail’s power. and laws. 3. 2. Both are stories of a person’s life. 2. Public records include sermons. enrich. 2. She is clearly not strong. Responses will vary. Responses will vary. A history is an account of a past event. or aim. and ideas with the idea of being true to the original occurrences. The purpose of using imaginative mode is to entertain. nomination speech. etc. and the ways in which a loud and convincing mob can influence rational people to believe the silliest ideas. 1. He hoped to convey the danger of a mob mentality. The personal/expressive mode is used for reflection.1. political tracts. 5. 4. 5. ELEMENTS OF NONFICTION CHECK TEST 4. 3. 4. is the goal he or she wants to accomplish with a piece of writing. speeches. debate.20 MODES OF WRITING True or False 1. 2. 3. 5. A writer’s purpose. False True False True True 100 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . graffiti. 5. a biography is written by another person and the autobiography is written by the person himself or herself. but could include editorial. Mary is influenced by Danforth and the girls to abandon her reasonable argument and give into the hysteria. things.19 LITERARY TOOLS 1. petition. 2. sermon. d g a f c PURPOSES AND MODES Short Answer 1. 3. He hoped to warn people not to repeat the Salem tragedies. Responses will vary. constitutions. and is afraid of Danforth and Abigail. movie review. She will likely cause harm to the Proctors with her conversion. enlighten.

1. his sadness at her death. 4. SELECTION TEST 4. 5. 3. The sun held special significance for the Kiowa. 1. 3. Momaday includes the Kiowa myth of how the seven sisters became the stars of the Big Dipper. Most comparison/contrast either presents first one subject and then the other. 5. 4.21 “The Way to Rainy Mountain” CHECKING YOUR READING 1. who recently died. 2. Responses will vary. 5. 4. 4. Public records provide information of events and people from earlier times.1. True 2. The narrator presents the description using comparison and contrast. SELECTION CHECK TEST 4. Memoir is based on fact. 5. 3. Imaginary pieces generally seek to share a unique perspective on something. first describing the house as it used to be and then as it is now. 4. 3. 5. 2. The narrator says that the “hardest weather in the world” is on Rainy Mountain. The Kiowa had surrendered to the soldiers. Sensory details are particularly important for description because they call on the five senses to understand a piece. They entered the world through a hollow log. Responses could suggest the chronological progression of the narrator’s visit to Rainy Mountain or the chronological progression of the Kiowa tribe.CONTENTS ORGANIZATIONAL PATTERNS Matching 1. 2. False 3. True © EMC THE AMERICAN TRADITION UNIT 1 RESOURCE 101 . but could suggest the narrator’s nostalgia for his grandmother and for his heritage. He did not speak Kiowa. 2.22 “The Way to Rainy Mountain” INSIGHTFUL READING True or False 1. 3. his love and respect for her and for their heritage. The narrator has come to Rainy Mountain to visit the grave of his grandmother. IN VOCABULARY CONTEXT pillaging wean tenuous opaque unrelenting LITERARY TOOLS 1. 2. etc. d a c a e AND TYPES OF WRITING Short Answer 1. or it compares both subjects on first one characteristic and then the other.

1953. proud. True Short Answer 1. False 5. another element of myth. CRITICAL WRITING Essay Students should write an essay on one of the prompts. 5. Stuart Davis. He appreciated her sun worshipping. and it ends as he leaves. 5. 3. Responses will vary. Rainy Mountain’s weather is harsh and unforgiving. 2. 2. He did not speak Kiowa. her strength. 4. 5. Responses will vary. IN VOCABULARY CONTEXT reverence nocturnal opaque pillaging profusion UNDERSTANDING LITERARY CONCEPTS Matching 1. but Momaday says that the Kiowa were evolved. page 4. 3. page 13 102 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . It added culture to their way of life. He does not seem to have admired her less when she grew old. 3. aging the wood and rusting the nails.CONTENTS 4. Responses will vary. and her mannerisms. 2. Momaday apparently had a close and respectful relationship with his grandmother. warlike worshippers of the sun. Students may also discern from the painting that the characters have supernatural powers. Responses will vary. The selection begins when Momaday arrives at Rainy Mountain. her Kiowa language. her stories. 4. 1. He seems to have admired her “old” ways without faulting her new ways. He suggests that they will continue to lose their ways and assimilate into the dominant culture: he doesn’t speak Kiowa and his grandmother had become Christian. He also describes how their dignity and freedom were slowly stripped away. b f g c a Short Answer 1. The story of the Sky Woman explains the creation of the world. Weather slowly destroys houses: washing away paint. 3. 2. There were no longer any buffalo with which to perform the ceremony. 1. 4. it held little meaning. Something on the Eight Ball. 4. UNIT ONE VISUAL LITERACY/CRITICAL VIEWING ANSWERS Sky Woman. but students should point out that Ernest Smith is illustrating a myth. After elements of their sun ceremony were destroyed. 2. 1936. blackening windowpanes. They had forced the Kiowa onto reservations. Ernest Smith. Responses will vary. 5.

obvious c. Responses may be that art is for pleasure. 7. wariness d. 5.CONTENTS Some elements of poetry that students may recognize as having counterparts in painting include the following: rhythm—the use of repeated forms. hatred d. the people are middle class. wean a. 2. pleased a. 2. 2. engender b. narrative—some paintings tell a story. Room in New York. perhaps to preserve them or to educate others outside of his tribe. b e d c d f b 1 RESOURCE © EMC THE AMERICAN TRADITION UNIT 103 . d. 4. the expression of emotions. 1930. 4. symbol—objects in paintings often have symbolic meaning (the study of symbols in art is called “iconography”). page 53 Students will likely say the setting is urban. metaphor—an object or person standing for something else. even in a single image. 1. 2. 6. 5. James Auchiah. perhaps office workers. although in painting the entire narrative aspect usually acts as a metaphor. consummate d. Edward Hopper. page 56 Students may say that the purpose of Auchiah’s paintings is to record Kiowa customs. UNIT REVIEW VOCABULARY WORKSHEET Spelling 1. 5. disposition b. enjoyment c. Students may further interpret that the couple is bored or even angry with each other. 4. 1932. 3. 3. the artist’s purpose of challenging the viewer’s outlook on the world or inciting the viewer to action. 3. irrational nocturnal writhed enmity unrelenting resigned Antonyms Sentence Completion LITERARY TOOLS Matching 1. 4. Engage students in a discussion about the purpose of art in general. Kiowa Funeral. 5. which in art is also called a “motif”. Encourage students to provide a story for the picture and to explain what led them to their conclusion. the communication of ideas. 3. 1.

3. Abigail’s insistent hysterics. 3. Responses will vary. Responses will vary. 4. An image is a word or phrase that names something that can be seen. 2. or to the narrator’s experience in America and her own personal history. Poetry conveys messages concisely and is strengthened by appealing to as many senses as possible. a 9. DISCUSSION. 5. The hidden message gives instructions for slaves to follow the Underground Railroad to freedom. or smelled. UNIT TEST INSIGHTFUL READING 1.CONTENTS 8. The essay aims both the honor Momaday’s grandmother and her culture. 5. 2. 7. 8. 2. They also contain suggestions of religious interpretations of these natural events. heard. 2. Myths are narrative explanations of natural occurrences. Responses will vary. because many slaves could not read and because it was the easiest way to keep it secret. 5. Essay Responses will vary. The juxtaposition of the narrator’s personal experience with Kennedy’s assassination feeds the central conflict of the story. reflective. Responses may vary. 3. d 10. Responses will vary. but could suggest that the father’s stories may represent the needs he cannot fulfill for his son and the silence represents the gulf that opens when these needs cannot be met. 3. frighten Mary into submission. tasted. 10. 9. AND RESEARCH 1. The song was an important means of conveyance. Students may also note her parents’ history in America and their nostalgia for the territory of Puerto Rico. Each poem has elements of a story but also appeals to emotions. and every culture created them in efforts to understand the world around them. f QUESTIONS FOR WRITING. and Danforth’s bludgeoning questions. c c d d b c d d a a IN VOCABULARY CONTEXT reverence infirm lilting resigned solace UNDERSTANDING LITERARY CONCEPTS 1. Abigail and Danforth hold the most power. The title may refer to the assassination of President Kennedy. as significant historical event in America. CRITICAL WRITING Paragraphs 1. 1. Responses will vary. 2. 4. 6. imitated by the group of girls. 104 UNIT 1 RESOURCE THE AMERICAN TRADITION © EMC . touched. quiet. 3. but may suggest that the mood is melancholy. 4.