UNIT

Power, Protest,
and Change
A Spirit of Reform

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Discuss It Perhaps more than any other country, the

United States was founded on dreams people had of shaping the
society in which they lived. What were some of those dreams?
Write your response before sharing your ideas.

Civil Rights Marches

SCAN FOR
274 MULTIMEDIA
 UNIT 3
UNIT INTRODUCTION
essential In what ways does the struggle LAUNCH TEXT
INFORMATIVE MODEL
question: The Zigzag Road to Rights
for freedom change with history?

WHOLE-CLASS SMALL-GROUP INDEPENDENT

LEARNING LEARNING LEARNING
HISTORICAL PERSPECTIVES SPEECH POETRY COLLECTION 1
Focus Period: 1850–1890 Ain’t I a Woman? The Poetry of
Civil War and Sojourner Truth Langston Hughes
Social Change Langston Hughes

Anchor TExt: SPEECH PUBLIC DOCUMENT POETRY COLLECTION 2

from What to the Slave Declaration of Douglass
Is the Fourth of July? Sentiments Paul Laurence Dunbar
Frederick Douglass Elizabeth Cady Stanton
The Fifth Fact
Sarah Browning
COMPARE

ANCHOR TEXT: SPEECH MEDIA: PODCAST Who Burns for the

Second Inaugural Giving Women Perfection of Paper Martín Espada
Address the Vote
HISTORY
Abraham Lincoln Sandra Sleight-Brennan
from The Warmth of
Other Suns
Isabel Wilkerson
MEDIA: IMAGE GALLERY SHORT STORY
Perspectives The Story of an Hour
on Lincoln Kate Chopin ESSAY
What a Factory Can
Teach a Housewife
Ida Tarbell

LEGAL OPINION
Brown v. Board
PERSUASIVE ESSAY
of Education:
Opinion of from Books as Bombs
the Court Louis Menand
Earl Warren
COMPARE
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MAGAZINE ARTICLE
Was Brown v.
MEDIA: PODCAST
Board a Failure?
Sarah Garland A Balance Between
Nature and Nurture
Gloria Steinem

PERFORMANCE TASK PERFORMANCE TASK PERFORMANCE-Based Assessment PRep

Writing Focus: Speaking and Listening focus: Review Evidence for
Write an Informative Essay Hold a Panel Discussion an Informative Essay

PERFORMANCE-BASED ASSESSMENT
Informative Text: Essay and Podcast
PROMPT:

What motivates people to struggle for change?

275
UNIT
3 INTRODUCTION

Unit Goals
Throughout this unit, you will deepen your perspective on power, protest,
and change by reading, writing, speaking, listening, and presenting. These
goals will help you succeed on the Unit Performance-Based Assessment.

Rate how well you meet these goals right now. You will revisit your ratings
later when you reflect on your growth during this unit.

SCALE 1 2 3 4 5

NOT AT ALL NOT VERY SOMEWHAT VERY EXTREMELY

WELL WELL WELL WELL WELL

READING GOALS 1 2 3 4 5

• Read and analyze a variety of texts to

gain the knowledge and insight needed
to write about the struggle for freedom.

• Expand your knowledge and use of

academic and concept vocabulary.

WRITING AND RESEARCH GOALS 1 2 3 4 5

• Write an informative essay that has a

clear structure and that draws evidence
from texts and original research.

• Conduct research projects of various

lengths to explore a topic and clarify
meaning.

LANGUAGE GOAL 1 2 3 4 5

• Use appropriate and varied sentence © Pearson Education, Inc., or its affiliates. All rights reserved.
structures to create cohesion and clarify
relationships.

SPEAKING AND LISTENING

GOALS 1 2 3 4 5
 STANDARDS
L.11–12.6 Acquire and use • Collaborate with your team to build on
accurately general academic the ideas of others, develop consensus,
and domain-specific words and and communicate.
phrases, sufficient for reading,
writing, speaking, and listening at
the college and career readiness
• Integrate audio, visuals, and text to
level; demonstrate independence
in gathering vocabulary knowledge present information.
when considering a word or phrase
important to comprehension or
expression.

SCAN FOR
276 UNIT 3 • Power, Protest, and Change MULTIMEDIA
 essential question: In what ways does the struggle for freedom change with history?

Academic Vocabulary: Informative Text

Academic terms appear in all subjects and can help you read, write, and
discuss with precision and clarity. Here are five academic words that will be FOLLOW THROUGH
useful to you in this unit as you analyze and write informative texts. Study the words in this chart,
and mark them or their
Complete the chart. forms wherever they appear
1. Review each word, its root, and the mentor sentences. in the unit.

2. Use the information and your own knowledge to predict the meaning of
each word.
3. For each word, list at least two related words.
4. Refer to a dictionary or other resources if needed.

WORD MENTOR SENTENCES PREDICT MEANING RELATED WORDS

informational 1. This informational pamphlet inform; informative;

tells about the history of the uninformed; misinformed
ROOT: village.
-form- 2. The students found the
“shape”; “image” remarks both informational
and inspirational.

inquire 1. If you want to find out why

your application was denied,
ROOT: you must inquire.
-quir-/-quer- 2. In my research, I inquire about
“ask” the reasons for certain social
customs.

verbatim 1. The actor knew the script so

well that he could quote it
ROOT: verbatim.
-verb- 2. The witness’s ability to give a
“word” verbatim account persuaded
the jury that her memory was
reliable.
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deduction 1. The astronomer’s deduction

was based on years of
ROOT: observation.
-duc- 2. The writer presented the
“lead” objective facts and then
shared his deduction from
them.

specific 1. Your report topic is too broad;

find one that is more specific.
ROOT: 2. Was there one specific event
-spec- that caused the war, or were
“sort”; “kind” there many?

Unit Introduction 277

 UNIT
3 INTRODUCTION

LAUNCH TEXT | INFORMATIVE MODEL

This selection is an example of an

informative text, a type of writing
Zigzag
The
in which an author examines
concepts through the careful
selection, organization, and analysis
of information. This is the type
Road to Rights
of writing you will develop in the
Performance-Based Assessment at
the end of the unit.
As you read, think about how
the information is shared. Mark
the text to help you answer this
question: How does the writer help
readers understand the main point
of the essay?

NOTES
1

W hen we look back at history, we often like to identify trends.

Viewing the big picture, we may see a steady push toward
progress. However, every fight for rights involves a series of
advances and setbacks. The struggle for equal recognition of African
Americans demonstrates a zigzag road to rights.
2 The push-and-pull of this struggle was evident at the birth of
the nation. In his original draft of the Declaration of Independence,
Thomas Jefferson included a strong condemnation of slavery,
protesting this “cruel war against human nature.” Jefferson wanted
the Declaration of Independence to grant freedom to all men.
However, at the Continental Congress in 1776, both northern and
southern slaveholders objected to any mention of African American
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rights. Powerful indeed was their pressure. Any mention of slavery
was deleted from the Declaration.
3 Although the removal of Jefferson’s antislavery paragraph was a
severe setback, reformers did not give up hope. With the ratification of
the Constitution, they gained an important tool for change. Article V
describes the conditions required for amending the Constitution. Laws
can be changed, and rights can be gained.
4 The struggle took another crucial step forward in 1863, when
President Abraham Lincoln issued the Emancipation Proclamation.
It asserted that “all persons held as slaves” within states that had
seceded from the Union “are, and henceforward shall be, free.” Still,
freedom for slaves depended upon a Union victory. Slavery remained
legal in border states loyal to the Union, as well as in Confederate
areas under Northern control.
SCAN FOR
278 UNIT 3 • POWER, PROTEST, AND CHANGE MULTIMEDIA
 essential question: In what ways does the struggle for freedom change with history?

5 The hope of change promised by Article V paid off in 1865.

Congress passed the Thirteenth Amendment, abolishing slavery in NOTES

the United States. “Neither slavery nor involuntary servitude . . .

shall exist within the United States, or any place subject to their
jurisdiction.” The next two amendments, adopted in 1868 and 1870,
made African Americans citizens and gave them the right to vote.
The expanded Constitution reflects a nation willing to change.
6 Yet these significant advances did not guarantee full rights
for black Americans, as evidenced by a landmark decision by the
Supreme Court in 1896. In the case of Plessy v. Ferguson, seven of eight
Supreme Court justices voted in support of Louisiana’s Separate Car
Act, which made it illegal for blacks to travel in trains reserved for
white passengers. This decision set an important legal precedent:
“Separate, but equal” facilities were constitutional.
7 That decision was eventually reversed in 1954, when the Supreme
Court issued a unanimous decision in the case of Brown v. Board of
Education. Finding that “separate educational facilities are inherently
unequal,” the decision promised an end to segregation. Once again,
progress toward equal rights surged forward.
8 Nonetheless, no single case, law, or amendment could instantly
erase the long tradition of prejudice and inequality. For example, even
though the Fifteenth Amendment guaranteed African Americans
the right to vote, state and local laws and policies often kept black
Americans from voting through tactics such as poll taxes, voter
registration exams, and intimidation. These strategies were outlawed
by the Voting Rights Act of 1965.
9 The history of African American rights features many crucial
victories, from the Emancipation Proclamation through the Voting
Rights Act. However, the record of the struggle also includes the
difficult stumbling blocks that have had to be overcome. While the path
to progress is not smooth, one thing is certain: The zigzag will continue
into the future. History teaches us that rights gained can be lost,
curtailed, or ignored—and perhaps gained once more. ❧
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 WORD NETWORK for POWER, PROTEST, AND CHANGE

Vocabulary A Word Network

setbacks | impediments
is a collection of words related
to a topic. As you read the unit
selections, identify words related to
the idea of struggle, and add them
to your Word Network. You might
begin with words from the Launch STRUGGLE
Text, such as setbacks. For each
word you identify, add a related
word. Continue to add words as
you complete this unit.
Tool Kit
Word Network Model

The Zigzag Road to Rights 279

UNIT
3 INTRODUCTION

Summary
Write a summary of “The Zigzag Road to Rights.” Remember that a
summary is a concise, complete, and accurate overview of a text. It should
contain neither opinion nor analysis.

Launch Activity
Draft a Focus Statement Complete this focus statement: The struggle
for freedom is , , and .
• Working individually, choose three words or phrases to complete the © Pearson Education, Inc., or its affiliates. All rights reserved.

statement. Write each one on a separate sticky note.

• Place everyone’s sticky notes on a board where they can be seen. Then,
work together to group words or phrases that are synonyms or that are
otherwise closely related.
• Again working individually, decide which three words or phrases you think
best complete the focus statement. Place a tally mark on each sticky note
that lists one of your choices.
• As a class, use the tally results to create a single focus statement.
Identify the words or phrases that received the most votes. Then, discuss
whether those three words or phrases create the strongest statement.
• Once the class has selected three words or phrases, discuss how
the order in which they are placed affects the meaning of the focus
statement. Choose the best order, and finish the statement.

280 UNIT 3 • POWER, PROTEST, AND CHANGE

 essential question: In what ways does the struggle for freedom change with history?

QuickWrite
Consider class discussions, the video, and the Launch Text as you think about
the prompt. Record your first thoughts here.
PROMPT: What motivates people to struggle for change?

 EVIDENCE LOG FOR POWER, PROTEST, AND CHANGE

Review your QuickWrite.
Summarize your initial position Title of Text: Date:
in one sentence in your Evidence
CONNECTION TO PROMPT TEXT EVIDENCE/DETAILS ADDITIONAL NOTES/IDEAS
© Pearson Education, Inc., or its affiliates. All rights reserved.

Log. Then, record evidence from

“The Zigzag Road to Rights”
that supports your position.
After each selection, you will
continue to use your Evidence
Log to record the evidence
you gather and the connections How does this text change or add to my thinking? Date:

you make. The graphic shows

what your Evidence Log
looks like.

Tool Kit
Evidence Log Model

SCAN FOR
MULTIMEDIA Unit Introduction 281
 OVERVIEW: WHOLE-CLASS LEARNING

ESSENTIAL QUESTION:

In what ways does the struggle

for freedom change with history?
As you read these selections, work with your whole class to explore the struggle
for freedom.
From Text to Topic For Frederick Douglass, the struggle for freedom meant a
perilous escape from slavery. For Abraham Lincoln, it meant waging war against his
fellow citizens. The issue of slavery polarized the country before the Civil War. As
you read, consider what the selections show about the struggle for freedom during
the Focus Period—and its relationship to our ideas of freedom today.

Whole-Class Learning Strategies

Throughout your life, in school, in your community, and in your career, you will
continue to learn and work in large-group environments.

Review these strategies and the actions you can take to practice them as you work
with your whole class. Add ideas of your own for each step. Get ready to use these
strategies during Whole-Class Learning.

STRATEGY ACTION PLAN

Listen actively • Eliminate distractions. For example, put your cellphone away.
• Record brief notes on main ideas and points of confusion.

Clarify by asking • If you’re confused, other people probably are, too. Ask a question
questions to help your whole class.
• Ask follow-up questions as needed; for example, if you do not understand the
clarification or if you want to make an additional connection.
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•

Monitor • Notice what information you already know and be ready to build on it.
understanding • Ask for help if you are struggling.

Interact and • Share your ideas and offer answers, even if you are unsure of them.
share ideas • Build on the ideas of others by adding details or making a connection.

SCAN FOR
282 UNIT 3 • POWER, PROTEST, AND CHANGE MULTIMEDIA
 CONTENTS
HISTORICAL PERSPECTIVES
Focus Period: 1850–1890
Civil War and Social Change
The second half of the nineteenth century was a period
of deep political and social conflict, influencing writers,
commentators, and activists to fight for freedom
and reform.

ANCHOR TEXT: SPEECH

from What to the Slave

Is the Fourth of July?
Frederick Douglass

How might America’s celebration of liberty affect

those Americans who are not yet free?

ANCHOR TEXT: SPEECH

Second Inaugural Address

Abraham Lincoln

Is warfare in the name of freedom and unity worth

the sacrifice?

MEDIA: IMAGE GALLERY

Perspectives on Lincoln
How do political cartoons show us what people
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thought of President Lincoln in his own time?

PERFORMANCE TASK
WRITING FOCUS
Write an Informative Essay
Both Whole-Class readings present powerful arguments concerning the struggle to
end slavery in America. After reading, you will write an informative essay in which
you provide facts about the goals of these speeches.

Overview: Whole-Class Learning 283

 HISTORICAL PERSPECTIVES • Focus Period: 1850 –1890

Civil War and Social Change

Voices of the Period History of the Period
“ .this. . Iwhole
would write something that would make
nation feel what an accursed thing
Dreams of Shaping Society More than any
other nation, the United States was founded
on dreams people had of shaping the society in
slavery is.
” —Harriet Beecher Stowe, which they lived. The Puritans who colonized
author of Uncle Tom’s Cabin New England came to build a new society, a
society in which they could freely practice their
religion. Some 150 years later, the American
“ Incountrymen,
your hands, my dissatisfied fellow
and not in mine, is the momentous
revolutionaries wrote a constitution that gave
citizens powerful tools to continue reshaping
issue of civil war. The government will not assail
society—tools such as freedom of speech and an
you. . . . You have no oath registered in heaven
elected, representative government. With these
to destroy the government, while I shall have tools, citizens could change the course of the
the most solemn one to ‘preserve, protect, and country.
defend’ it.
” —Abraham Lincoln,
The Crisis of Slavery By 1850, though, the
President of the United States question of whether those tools were enough
from 1861 to 1865 became grave. About 88 percent of the African
Americans in the country—approximately
14 percent of the nation’s total population—were
“ Those who profess to favor freedom, and yet
deprecate agitation, are men who want crops enslaved: treated as property, forced to work
for others, torn in many cases from their own
without plowing up the ground. They want
families, and subject to various other abuses and
rain without thunder and lightning. They want
cruelties. Many in the nation cried out for change,
the ocean without the awful roar of its many
but the economy of the South depended on
waters. This struggle may be a moral one, or it
the use of enslaved African Americans for labor.
may be a physical one, or it may be both moral When challenged, many in the South rallied to
and physical, but it must be a struggle. Power the defense of the institution.
concedes nothing without a demand. It never
In the North, industry was replacing agriculture as
did and it never will.
” —Frederick Douglass,
the motor of the economy. Northern states had
abolitionist begun passing antislavery laws in the eighteenth
century, and by 1850 slavery had all but vanished
in the North. Critics of slavery were becoming
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TIMELINE
1857: In the Dred Scott decision,
the U.S. Supreme Court rules that
people of African descent cannot
1860: Abraham Lincoln
1850: China Taiping is elected president.
Rebellion begins. become U.S. citizens.

1850
1852: Harriet Beecher Stowe’s 1859: John Brown,
Uncle Tom’s Cabin is published. an abolitionist, leads
a raid on the federal
1861: The Civil War begins with
Confederate forces firing on
arsenal at Harpers
Fort Sumter, South Carolina.
Ferry, Virginia.

284 UNIT 3 • POWER, PROTEST, AND CHANGE

 ESSENTIAL QUESTION: In what essential
ways does the struggle for
question: freedom
What does itchange
take towith history?
survive?

Integration of Knowledge and Ideas

Notebook What does the information shown in these charts help you understand
about differences between the North and South in their economies, population densities, and
overall lifestyles? How do you think these differences affected the outcome of the Civil War?

U.S. Population, 1860 U.S. Cotton Production, 1860 U.S. Factories and Employees, 1861
25,000,000 6,000,000

Bales of cotton produced

Number of factories
1,000,000
Number of whites

and employees
20,000,000 5,000,000 750,000
and slaves

15,000,000 4,000,000
500,000
10,000,000 3,000,000
250,000
5,000,000 2,000,000
0 0
North South 1,000,000 North South
(border states) 0
Whites Slaves North South Factories Employees

vocal in their opposition, with abolitionists strength of the country’s central government in
campaigning against slavery and assisting relation to the states.
runaway slaves.
Expansion and Progress Before the Civil
Civil War When Abraham Lincoln was elected War, the country had been busily expanding,
president in 1860, the divisions between North adding new territories and states as settlers
and South only sharpened. Beginning with South pushed west, seeking land. After the war, the
Carolina in 1860, 11 Southern states seceded country continued to grow at a furious pace.
(separated) from the United States. In 1861, the Settlers continued to move west, forcing Native
Civil War began, pitting North against South. Americans from their lands. Immigrants flooded
After years of suffering and devastation, the the nation’s cities, providing labor. For the first
North won the war in 1865. This victory set the time, electricity was being used on a large
nation’s future course, for it decided the issue of scale for everything from city lights to factory
slavery: No longer would anyone be enslaved in machines. The nation began linking frontiers to
the United States. In addition, it made clear the cities with railway tracks and telegraph wires.
fact that the centers of economic influence in the
Reform Movements While forces such as
country had shifted from the agricultural South
westward expansion and immigration were
to the industrial North. Finally, it confirmed the
reshaping the nation, reformers were attempting
to transform society. Pioneers such as Horace
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1865: The Thirteenth 1867: The United States

1862: France Louis Pasteur Amendment, outlawing buys Alaska from Russia.
proposes the modern germ slavery, is added to the
theory of disease. U.S. Constitution.

1870
1863: President Lincoln 1865: President Lincoln 1869: Russia Leo Tolstoy’s War
issues the Emancipation is assassinated by and Peace is published.
Proclamation. John Wilkes Booth.

Historical Perspectives 285

 HISTORICAL PERSPECTIVES • Focus Period: 1850 –1890

Mann championed public education. Other Some states, including ones newly added to the
activists pushed forward reforms of the justice Union, passed laws allowing women to vote.
system, leading to the development of the The right to vote was not granted to women
modern prison. During this period, women also nationwide, however, until the ratification of
began pursuing political and economic rights the Nineteenth Amendment to the Constitution
equal to men’s. in 1920.

A Historic Convention In the years around A Nation Comes of Age In the decades from
1850, women were discouraged from playing 1850 to 1914, the United States grew from
most major roles in public life. Their rights to a largely agricultural society into a modern
property were limited. In addition, women did industrial giant. During this time, important
not yet have the right to vote. In 1848, Elizabeth issues such as the freedom of African Americans,
Cady Stanton and Lucretia Mott helped organize the rights of women, and the rights of workers
the Seneca Falls Convention, which met to discuss were discussed and argued. In the end, the
women’s rights. There, Stanton introduced a society of the United States was reshaped,
resolution to pursue the right to vote for women. not just by reformers, but by forces such as
With the support of Frederick Douglass, a former war, technological progress, and economic
slave and an active abolitionist, the resolution development. These forces laid the foundations of
passed. the nation we know today.

The Movement for Women’s Rights Reformers A Legacy of Protest The issues of power and
such as Stanton, Mott, and Susan B. Anthony change raised during the period were not resolved
campaigned vigorously for women’s rights. Their once and for all, however. Even though slavery
tactics included lobbying politicians, holding had been abolished, injustices against African
public lectures, publishing newspapers, picketing, Americans continued. New eras of protest were
and marching. born in the effort to end racial discrimination.
Women’s lives had generally improved but voting
Social Progress Some reforms were seen at the
equality was still an unachieved goal, and other
time. Even before the Seneca Falls Convention,
forms of inequality continued to reign. Protests
some states had passed laws giving women
continued. The literature in this unit tells of the
the right to their own property, although their
ongoing struggle for social justice.
husbands still had the right to manage shared
property.

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TIMELINE

1877: The Reconstruction

1872: Susan B. Anthony is 1876: Baseball's Era ends in the South.
arrested for trying to vote National League
in a presidential election. is founded.

1870
1876: Alexander Graham Bell
1874: France Claude Monet patents the telephone.
gathers Impressionist painters 1879: Thomas Edison
for their first exhibit. invents a practical
electric light.

286 UNIT 3 • POWER, PROTEST, AND CHANGE

 ESSENTIAL QUESTION: In what essential
ways does the struggle for
question: freedom
What does itchange
take towith history?
survive?

Literature Selections ADDITIONAL FOCUS PERIOD

LITERATURE
Literature of the Focus Period Several of the selections in this
unit were written during the Focus Period and pertain to the
Student Edition
deep conflicts of the era over power and change:
UNIT 2
from “What to the Slave Is the Fourth of July?”

The Writing of Walt Whitman
Frederick Douglass
• f rom The Preface to the 1885 edition
Second Inaugural Address, Abraham Lincoln
of Leaves of Grass
“Ain’t I a Woman?” Sojourner Truth
• from Song of Myself
Declaration of Sentiments, Elizabeth Cady Stanton • “I Hear America Singing”
“The Story of an Hour,” Kate Chopin • “On the Beach at Night Alone”
“Douglass,” Paul Laurence Dunbar • “America”
The Poetry of Emily Dickinson
Connections Across Time The struggle against social injustice
• “The Soul selects her own
and for the expansion of rights continued past the Focus Period. Society —”
In addition, the struggles of the Focus Period have influenced
• “The Soul unto itself”
contemporary writers and commentators.
• “Fame is a fickle food”
Brown v. Board of Education: Opinion of the Court, Earl Warren
• “They shut me up in Prose —”
“Was Brown v. Board a Failure?” Sarah Garland
• “There is a solitude of space”
“The Fifth Fact,” Sarah Browning • “I heard a fly buzz — when I
“Who Burns for the Perfection of Paper,” Martín Espada died —”
from The Warmth of Other Suns, Isabel Wilkerson • “I’m Nobody! Who are you?”
“What a Factory Can Teach a Housewife,” Ida Tarbell
from Books as Bombs, Louis Menand
“A Balance Between Nature and Nurture,” Gloria Steinem
© Pearson Education, Inc., or its affiliates. All rights reserved.

1882: Europe The Triple 1884: Mark Twain’s The Adventures

Alliance (Germany, Austria- of Huckleberry Finn is published.
Hungary, and Italy) is formed.

1890
1882: The Standard Oil 1890: The U.S. Census Bureau
trust becomes the first declares the frontier closed.
1883: The Brooklyn Bridge
industrial monopoly.
is opened. 1886: The Statue of Liberty is
dedicated in New York Harbor.

Historical Perspectives 287

 MAKING MEANING

About the Speaker

from What to the Slave Is the
Fourth of July?
Concept Vocabulary
You will encounter the following words as you read this excerpt from “What
to the Slave Is the Fourth of July?” Before reading, note how familiar you are
Frederick Douglass
with each word. Then, rank the words in order from most familiar (1) to least
(1818–1895) was born familiar (6).
into slavery in Maryland.
He nevertheless learned to WORD YOUR RANKING
read and write, and at the
obdurate
age of 21 he escaped to
Massachusetts. There, he stolid
joined the abolitionist cause
and quickly became one disparity
of its most powerful public denounce
speakers, lecturing against
slavery and campaigning for equivocate
civil rights for all people. He
conceded
published his autobiography,
established a newspaper
for African Americans, and
After completing the first read, come back to the concept vocabulary and
went on to hold several
review your rankings. Mark changes to your original rankings as needed.
governmental positions.

First Read NONFICTION

Tool Kit Apply these these strategies as you conduct your first read. You will have
First-Read Guide and an opportunity to complete the close-read notes after your first read.
Model Annotation

NOTICE the general ideas of ANNOTATE by marking

the text. What is it about? vocabulary and key passages
Who is involved? you want to revisit.
© Pearson Education, Inc., or its affiliates. All rights reserved.

CONNECT ideas within RESPOND by completing

the selection to what you the Comprehension Check and
already know and what you by writing a brief summary of
have already read. the selection.

 STANDARDS
RI.11–12.10 By the end of grade
11, read and comprehend literary
nonfiction in the grades 11–CCR text
complexity band proficiently, with
scaffolding as needed at the high
end of the range.

288 UNIT 3 • POWER, PROTEST, AND CHANGE

 ANCHOR TEXT | SPEECH

from
What to the Slave
Is the Fourth of July?
Frederick Douglass

BACKGROUND
On July 5, 1852, Frederick Douglass addressed an audience at the SCAN FOR
MULTIMEDIA
Rochester (New York) Ladies’ Anti-Slavery Society. At a time when many
people—some who were against slavery in principle—viewed the total
abolition of slavery as a radical cause, Douglass pulled no punches in
pleading his case.

F ellow citizens, pardon me, allow me to ask, why am I called

upon to speak here today? What have I, or those I represent,
to do with your national independence? Are the great principles of
NOTES

political freedom and of natural justice, embodied in that Declaration

of Independence, extended to us? And am I, therefore, called upon
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to bring our humble offering to the national altar, and to confess the
benefits and express devout gratitude for the blessings resulting from
your independence to us?
2 Would to God, both for your sakes and ours, that an affirmative
answer could be truthfully returned to these questions! Then would
my task be light, and my burden easy and delightful. For who is
there so cold that a nation’s sympathy could not warm him? Who
so obdurate and dead to the claims of gratitude that would not obdurate (OB dur iht) adj.
thankfully acknowledge such priceless benefits? Who so stolid and resistant to persuasion
selfish that would not give his voice to swell the hallelujahs of a stolid (STOL ihd) adj.
nation’s jubilee,1 when the chains of servitude had been torn from feeling little or no emotion

1. h
 allelujahs of a nation’s jubilee praises to God at the time of celebrating a national
anniversary.

from What to the Slave Is the Fourth of July? 289

 his limbs? I am not that man. In a case like that, the dumb might
NOTES eloquently speak, and the “lame man leap as an hart.”2
3 But such is not the state of the case. I say it with a sad sense of the
disparity (dih SPAR uh tee) n. disparity between us. I am not included within the pale of glorious
great difference or inequality anniversary! Your high independence only reveals the immeasurable
distance between us. The blessings in which you, this day, rejoice
are not enjoyed in common. The rich inheritance of justice, liberty,
prosperity, and independence, bequeathed3 by your fathers, is shared
by you, not by me. The sunlight that brought light and healing to you
has brought stripes and death to me. This Fourth of July is yours, not
mine. You may rejoice; I must mourn. To drag a man in fetters4 into
the grand illuminated temple of liberty, and call upon him to join you
in joyous anthems, were inhuman mockery and sacrilegious irony. Do
you mean, citizens, to mock me, by asking me to speak today? . . .
4 Fellow citizens, above your national, tumultuous joy, I hear
the mournful wail of millions! whose chains, heavy and grievous
yesterday, are, today, rendered more intolerable by the jubilee shouts
that reach them. If I do forget, if I do not faithfully remember those
bleeding children of sorrow this day, “may my right hand forget her
CLOSE READ
cunning, and may my tongue cleave to the roof of my mouth!”5 To
ANNOTATE: Parallelism is
the repetition of words or
forget them, to pass lightly over their wrongs, and to chime in with
phrases that have similar the popular theme would be treason most scandalous and shocking,
grammatical structures. and would make me a reproach before God and the world. My
In the last two sentences subject, then, fellow citizens, is American slavery. I shall see this
of paragraph 4, mark two day and its popular characteristics from the slave’s point of view.
examples of parallelism. Standing there identified with the American bondman, making his
QUESTION: What ideas wrongs mine, I do not hesitate to declare, with all my soul, that the
do these examples of character and conduct of this nation never looked blacker to me than
parallelism connect? on this Fourth of July! Whether we turn to the declarations of the
past or to the professions of the present, the conduct of the nation
CONCLUDE: How does the
use of parallelism add to seems equally hideous and revolting. America is false to the past,
the power and meaning of false to the present, and solemnly binds herself to be false to the
this section of the speech? future. Standing with God and the crushed and bleeding slave on
this occasion, I will, in the name of humanity which is outraged, in
© Pearson Education, Inc., or its affiliates. All rights reserved.
the name of liberty which is fettered, in the name of the Constitution
and the Bible, which are disregarded and trampled upon, dare to call
denounce (dih NOWNS) v. into question and to denounce, with all the emphasis I can command,
criticize harshly everything that serves to perpetuate slavery—the great sin and
equivocate (ih KWIHV uh kayt) shame of America! “I will not equivocate; I will not excuse;” I will
v. use unclear language to use the severest language I can command; and yet not one word shall
avoid committing oneself to
something
escape me that any man, whose judgment is not blinded by prejudice,
or who is not at heart a slaveholder, shall not confess to be right and
just.

2. “ lame man leap as an hart” reference to the biblical passage Isaiah 35:6, promising
God’s rescue of the weak and fearful. (A hart is a male deer.)
3. bequeathed (bih KWEETHT) adj. handed down.
4. fetters n. chains.
5. “may . . . mouth” reference to the biblical passage Psalm 137, referencing the grief of
Jews who had been taken as captives to Babylon (c. 600 B.C.).

290 UNIT 3 • POWER, PROTEST, AND CHANGE

 5 But I fancy I hear some one of my audience say, “It is just in this
circumstance that you and your brother abolitionists fail to make a NOTES

favorable impression on the public mind. Would you argue more,

and denounce less; would you persuade more, and rebuke6 less; your
cause would be much more likely to succeed.” But, I submit, where all
is plain, there is nothing to be argued. What point in the antislavery
creed would you have me argue? On what branch of the subject do
the people of this country need light? Must I undertake to prove that
the slave is a man? That point is conceded already. Nobody doubts conceded (kuhn SEED ihd)
it. The slaveholders themselves acknowledge it in the enactment of v. admitted
laws for their government. They acknowledge it when they punish
disobedience on the part of the slave. There are seventy-two crimes
in the State of Virginia which, if committed by a black man (no matter
how ignorant he be), subject him to the punishment of death; while
only two of the same crimes will subject a white man to the like
punishment. What is this but the acknowledgment that the slave is
a moral, intellectual, and responsible being? The
manhood of the slave is conceded. It is admitted
in the fact that Southern statute books are covered Must I undertake
with enactments forbidding, under severe fines
and penalties, the teaching of the slave to read or
to prove that the
to write. When you can point to any such laws slave is a man?
in reference to the beasts of the field, then I may
consent to argue the manhood of the slave. When
the dogs in your streets, when the fowls of the air, when the cattle on
your hills, when the fish of the sea, and the reptiles that crawl, shall be
unable to distinguish the slave from a brute, then will I argue with you
that the slave is a man!
6 For the present, it is enough to affirm the equal manhood of the
Negro race. Is it not astonishing that, while we are plowing, planting,
and reaping, using all kinds of mechanical tools, erecting houses,
constructing bridges, building ships, working in metals of brass,
iron, copper, silver and gold; that, while we are reading, writing and
ciphering,7 acting as clerks, merchants, and secretaries, having among
© Pearson Education, Inc., or its affiliates. All rights reserved.

us lawyers, doctors, ministers, poets, authors, editors, orators, and

teachers; that, while we are engaged in all manner of enterprises
common to other men, digging gold in California, capturing the whale
in the Pacific, feeding sheep and cattle on the hillside, living, moving,
acting, thinking, planning, living in families as husbands, wives, and
children, and, above all, confessing and worshipping the Christian’s
God, and looking hopefully for life and immortality beyond the grave,
we are called upon to prove that we are men!
7 Would you have me argue that man is entitled to liberty? That
he is the rightful owner of his own body? You have already
declared it. Must I argue the wrongfulness of slavery? Is that a
question for Republicans? Is it to be settled by the rules of logic and

6. rebuke (rih BYOOK) v. criticize.

7. ciphering (SY fuhr ihng) v. computing using arithmetic.

from What to the Slave Is the Fourth of July? 291

 argumentation, as a matter beset with great difficulty, involving a
NOTES doubtful application of the principle of justice, hard to be understood?
How should I look today, in the presence of Americans, dividing
and subdividing a discourse, to show that men have a natural right
to freedom—speaking of it relatively and positively, negatively and
affirmatively? To do so would be to make myself ridiculous, and to
offer an insult to your understanding. There is not a man beneath the
canopy of heaven that does not know that slavery is wrong for him.
8 What, am I to argue that it is wrong to make men brutes, to rob
them of their liberty, to work them without wages, to keep them
ignorant of their relations to their fellow men, to beat them with
sticks, to flay their flesh with the lash, to load their limbs with irons,
to hunt them with dogs, to sell them at auction, to sunder their
families, to knock out their teeth, to burn their flesh, to starve them
into obedience and submission to their masters? Must I argue that
a system thus marked with blood, and stained with pollution, is
wrong? No! I will not. I have better employment for my time and
strength than such arguments would imply.
9 What, then, remains to be argued? Is it that slavery is not
divine; that God did not establish it; that our doctors of divinity are
mistaken? There is blasphemy in the thought. That which is inhuman
cannot be divine! Who can reason on such a proposition? They that
can, may; I cannot. The time for such argument is passed.
CLOSE READ 10 At a time like this, scorching irony, not convincing argument,
ANNOTATE: In paragraph is needed. O! had I the ability, and could I reach the nation’s ear,
10, mark words that I would, today, pour out a fiery stream of biting ridicule, blasting
suggest how strongly
reproach, withering sarcasm, and stern rebuke. For it is not light
Douglass feels. Mark
that is needed, but fire; it is not the gentle shower, but thunder. We
adjectives, nouns that
name forms of expression, need the storm, the whirlwind, and the earthquake. The feeling of
and nouns that name the nation must be quickened; the conscience of the nation must be
natural phenomena. roused; the propriety8 of the nation must be startled; the hypocrisy
of the nation must be exposed; and its crimes against God and man
QUESTION: Why does
must be proclaimed and denounced.
Douglass compare certain
forms of expression to 11 What, to the American slave, is your Fourth of July? I answer:
© Pearson Education, Inc., or its affiliates. All rights reserved.
natural phenomena? a day that reveals to him, more than all other days of the year, the
gross injustice and cruelty to which he is the constant victim. To him,
CONCLUDE: What is the
your celebration is a sham; your boasted liberty, an unholy license;
effect of this language?
your national greatness, swelling vanity; your sounds of rejoicing
are empty and heartless; your denunciation of tyrants, brass-fronted
impudence; your shouts of liberty and equality, hollow mockery;
your prayers and hymns, your sermons and thanksgivings, with all
your religious parade and solemnity, are, to Him, mere bombast,
fraud, deception, impiety,9 and hypocrisy—a thin veil to cover up
crimes which would disgrace a nation of savages. There is not a
nation on the earth guilty of practices more shocking and bloody than
are the people of these United States, at this very hour. . . .

8. propriety (pruh PRY uh tee) n. behavior that is accepted as socially correct or proper.
9. impiety (ihm PY uh tee) n. lack of respect for God.

292 UNIT 3 • POWER, PROTEST, AND CHANGE

 12 Allow me to say, in conclusion, notwithstanding the dark
picture I have this day presented, of the state of the nation, I do not NOTES

despair of this country. There are forces in operation which must

inevitably work the downfall of slavery. “The arm of the Lord is not
shortened,”10 and the doom of slavery is certain. I, therefore, leave off
where I began, with hope. While drawing encouragement from the
Declaration of Independence, the great principles it contains, and
the genius of American institutions, my spirit is also cheered by the
obvious tendencies of the age. ❧

10. 
“ The arm of the Lord is not shortened” reference to the biblical passage Isaiah 59:1,
assuring that God is able to hear and rescue those who call on him.

Comprehension Check
Complete the following items after you finish your first read.

1. What kind of “easy and delightful” speech does Douglass wish he could present?

2. What is the “mournful wail” that gives Douglass the topic for his speech?

3. According to Douglass, how do laws in the South prove that slaves are human beings?

4. At the end of this excerpt, what encouraging signs does Douglass find?
© Pearson Education, Inc., or its affiliates. All rights reserved.

5. Notebook Write a summary of this excerpt from “What to the Slave Is the Fourth
of July?” to confirm your understanding of the speech.

RESEARCH
Research to Clarify Choose at least one unfamiliar detail from the text. Briefly research that
detail. In what way does the information you learned shed light on an aspect of the speech?

Research to Explore Choose something that interests you from the text, and formulate
a research question about it.

from What to the Slave Is the Fourth of July? 293

 making meaning

Close Read the Text

1. This model, from paragraph 3 of the text, shows two sample annotations,
along with questions and conclusions. Close read the passage, and find
another detail to annotate. Then, write a question and your conclusion.
from What to the Slave Is
the Fourth of July?

ANNOTATE: These terms are similar.

QUESTION: What do these words show about
Douglass’s feelings toward American ideals?
CONCLUDE: They show his reverence. The
legacy of freedom is both sacred (“blessings”) ANNOTATE: Here,
and a part of every American’s identity (“rich Douglass is providing
inheritance”). contrasts.
QUESTION: What point is
The blessings in which you, this Douglass making by this
day, rejoice are not enjoyed in series of contrasts?

common. The rich inheritance of CONCLUDE: He is

justice, liberty, prosperity, and emphasizing the idea that
enslaved Americans are
independence, bequeathed by
denied freedom.
your fathers, is shared by you, not
by me. The sunlight that brought
light and healing to you, has
brought stripes and death to me.
This Fourth of July is yours,
not mine.

Tool Kit 2. For more practice, go back into the text, and complete the close-read notes.
Close-Read Guide and 3. Revisit a section of the text you found important during your first read.
Model Annotation Read this section closely, and annotate what you notice. Ask yourself
questions such as “Why did the author make this choice?” What can you
 Standards conclude?
RI.11–12.1 Cite strong and
thorough textual evidence to support
Cite textual evidence © Pearson Education, Inc., or its affiliates. All rights reserved.
analysis of what the text says
explicitly as well as inferences drawn
Analyze the Text to support your answers.
from the text, including determining Notebook Respond to these questions.
where the text leaves matters
uncertain. 1. Analyze How does Douglass’s opening reference to the Declaration of
RI.11–12.5 Analyze and evaluate
Independence reinforce his message?
the effectiveness of the structure an 2. Interpret Identify two biblical allusions Douglass makes, and then explain
author uses in his or her exposition how each contributes to Douglass’s overall argument.
or argument, including whether
the structure makes points clear, 3. (a) Analyze In what ways is Douglass’s word choice suited to his audience?
convincing, and engaging. (b) Evaluate How effective would it be for a modern audience? Explain.
RI.11–12.8 Delineate and evaluate 4. Historical Perspectives Douglass presented this speech to an antislavery
the reasoning in seminal U.S. society—an audience that was already on his side. Why, then, did
texts, including the application of
constitutional principles and use of Douglass speak as harshly as he did? Whom was he trying to reach?
legal reasoning and the premises, 5. Essential Question: How does the struggle for freedom change with
purposes, and arguments in works of
public advocacy. history? What have you learned about the struggle for freedom from
reading this speech?

294 UNIT 3 • POWER, PROTEST, AND CHANGE

 essential question: In what ways does the struggle for freedom change with history?

Analyze Craft and Structure

Argumentative Structure Frederick Douglass’s famous speech “What
to the Slave Is the Fourth of July?“ is an argument, a discussion of a
controversial or debatable issue. In an argument, a writer or speaker uses
valid reasoning and evidence to support a claim—a particular belief,
conclusion, or point of view. The person who presents the argument also
may anticipate objections and challenges, or counterclaims, and then refute
them.

In general, an argument addresses at least one of these purposes:

• to change the audience’s mind about an issue

• to persuade the audience to accept an idea
• to motivate the audience to take a specific action

Douglass structures his speech to address all three purposes, either directly or
by implication.

CITE TEXTUAL EVIDENCE

Practice to support your answers.

Notebook Respond to these questions.

1. (a) What main claim shapes Douglass’s speech? (b) How early in the speech
does he introduce this claim?
2. In paragraph 10, Douglass states that “scorching irony, not convincing
argument, is needed.” Nevertheless, his speech does make an argument.
(a) In one sentence, state Douglass’s argument. (b) Up to that point, what
evidence has he presented to support his claim?
3. (a) In paragraph 5, what does Douglass acknowledge as a counterclaim to his
position? (b) How does he refute that counterclaim?
4. Reread the three purposes that most arguments address. (a) In the left-hand
column of the chart, record those purposes in the order in which you think
Douglass was effective in addressing them, from most successful to least
successful. (b) Use the right-hand column to explain your choices.
© Pearson Education, Inc., or its affiliates. All rights reserved.

PURPOSE EXPLANATION

addressed most effectively:

addressed fairly effectively:

addressed least effectively:

from What to the Slave Is the Fourth of July? 295

 Language Development

Concept Vocabulary
obdurate disparity equivocate

stolid denounce conceded

from What to the Slave Is the
Fourth of July?
Why These Words? These concept vocabulary words help reveal the
nature of the debate over slavery. For example, although many people
conceded that slavery was profoundly wrong, few were willing to campaign
against it. On the other hand, some Americans whose economic success
depended on slave labor were obdurate, insisting that the institution
continue. One word suggests an acknowledgement of another point of view,
whereas the other suggests a rejection of it.

1. How does the concept vocabulary sharpen the reader’s understanding of

the debate over slavery?
 WORD NETWORK
Add words related to
struggle from the text to
your Word Network. 2. What other words in the speech connect to this concept?

Practice
Notebook Respond to these questions.
1. How would you expect obdurate people to respond to advertisements?
2. Would you want to have stolid friends? Why, or why not?
3. Give an example of a disparity that you have noticed between two groups
of people.
4. How might a group of people denounce a government policy?
5. Suppose that you are trying to get information from people who
equivocate. What would you ask them to do?
 STANDARDS
L.11–12.1 Demonstrate command 6. If someone conceded a point, did he or she continue to argue against it?
of the conventions of standard Explain. © Pearson Education, Inc., or its affiliates. All rights reserved.
English grammar and usage when
writing or speaking.

L.11–12.3 Apply knowledge Word Study

of language to understand how
language functions in different Notebook Latin Prefix: ob- The Latin prefix ob- often means
contexts, to make effective choices
“against.” It combines with the root -dur-, which means “hard,” to form
for meaning or style, and to
comprehend more fully when reading obdurate, which means “hardened against.” The word suggests a lack of
or listening. sympathy toward someone else’s difficulty or need and is a good synonym
for hard-hearted.
L.11–12.4.c Consult general and
specialized reference materials, 1. Write a definition of obstruction based on your understanding of the
both print and digital, to find the
pronunciation of a word or determine
prefix ob-. Check your answer in a print or an online college-level
or clarify its precise meaning, its dictionary.
part of speech, its etymology, or its
standard usage.
2. Identify and define two other words in which the prefix ob- means “against.”
Use etymological information in a dictionary to verify your choices.

296 UNIT 3 • POWER, PROTEST, AND CHANGE

 essential question: In what ways does the struggle for freedom change with history?

Conventions and Style

Types of Phrases A noun phrase consists of a noun and all of its
modifiers. It functions just as a one-word noun does—as a subject, a direct CLARIFICATION
or indirect object, a predicate nominative, an appositive, or the object of a Refer to the Grammar
preposition. A verb phrase consists of a main verb and all of its helping, or Handbook to learn more
auxiliary, verbs. about verb tense, verb
mood, and active and
Writers use noun phrases and verb phrases to add precision to their writing.
passive voice.
A noun phrase can be quite specific and richly detailed. A verb phrase can
indicate the exact tense, mood, and voice of the main verb.

This chart shows examples of noun phrases and verb phrases in the excerpt
from “What to the Slave Is the Fourth of July?”

TYPE OF PHRASE COMPOSITION EXAMPLES

noun phrase a noun and its I am not that man. (predicate nominative)
modifiers, including
Your high independence only reveals the immeasurable
articles, adjectives, distance between us. (subject; direct object)
and adjective
phrases To drag . . . into the grand illuminated temple of
liberty . . . (object of a preposition)

verb phrase a main verb and its . . . when the chains of servitude had been torn from his
helping verbs, but limbs?
not any interrupting In a case like that, the dumb might eloquently speak. . . .
adverbs, such as not
. . . I do not despair of this country.

Read It
1. Each of these sentences contains at least one noun phrase or verb
phrase—or both. Mark and label those phrases.
a. Douglass spoke to the Rochester Ladies Anti-Slavery Society.
b. He felt that listeners had not supported abolitionism strongly enough,
and that he could stir them into action.
c. His powerful words and his urgent tone shocked many and are still
© Pearson Education, Inc., or its affiliates. All rights reserved.

resonating with readers today.

2. Connect to Style Reread paragraph 4 of the excerpt from “What to the
Slave Is the Fourth of July?” Mark and label two noun phrases and two
verb phrases. Explain how the use of the phrases you identified shapes
Douglass’s style—how the reader “hears” the speaker’s voice.
Write It
Notebook Replace each of these nouns with a noun phrase: crowd,
message, shame. Replace each of these verbs with a verb phrase: feel,
participate, work. Then, use each phrase in an original sentence that relates
to Douglass’s speech.

from What to the Slave Is the Fourth of July? 297

 EFFECTIVE EXPRESSION

Writing to Sources
As Douglass’s speech demonstrates, you can strengthen an argument by
addressing counterclaims. A similar technique can strengthen informative
writing as well: By addressing misconceptions or disproven ideas, you
can guide readers to a clearer understanding of the information that you
from What to the Slave Is the
Fourth of July? present. For example, if you were writing to explain why explorer Christopher
Columbus had difficulty gaining support for his first Atlantic voyage, you
might correct the following misconception by stating the fact:

Misconception: People thought that the world was flat and that Columbus
would sail off the edge.

Fact: People thought that Columbus had underestimated the distance and
that the crew would die when supplies ran out.

Assignment
In this speech, Douglass mentions Southern laws that made it a criminal
offense to teach a slave to read and write. Briefly research how some
slaves, including Douglass himself, learned to read. Then, write an
informative paragraph in which you draw connections between your
research and Douglass’s speech. Include these elements in your paragraph:
• a clear introduction to the topic
• a misconception that you correct with a fact
• a formal, objective tone

Vocabulary and Conventions Connection Consider using several of the

concept vocabulary words. Also, remember to use noun phrases and verb
phrases to make your sentences precise and informative.

obdurate disparity equivocate

stolid denounce conceded

 STANDARDS © Pearson Education, Inc., or its affiliates. All rights reserved.

W.11–12.2 Write informative/
explanatory texts to examine and Reflect on Your Writing
convey complex ideas, concepts, and
information clearly and accurately After you have drafted your informative paragraph, answer the
through the effective selection, following questions.
organization, and analysis of content.
1. How do you think that refuting a misconception strengthened your
W.11–12.2.e Establish and
maintain a formal style and objective presentation?
tone while attending to the norms
and conventions of the discipline in
which they are writing. 2. Why These Words? The words you choose make a difference in your
writing. Which words helped you convey information precisely?
SL.11–12.3 Evaluate a speaker’s
point of view, reasoning, and use of
evidence and rhetoric, assessing the
stance, premises, links among ideas,
word choice, points of emphasis, and
tone used.

298 UNIT 3 • POWER, PROTEST, AND CHANGE

 essential question: In what ways does the struggle for freedom change with history?

Speaking and Listening

Assignment
Tone is the attitude a speaker expresses toward the subject or audience.
A speaker’s tone may convey any emotion; for instance, it may be loving,
angry, scornful, or amused. In this speech, Douglass changes his tone
for a variety of reasons. With a partner, identify two passages from the
excerpt that convey different tones. Then, take turns giving a dramatic
reading of each example.

1. Choose Examples Together, look for examples of passages in which

Douglass emphasizes each of these ideas.
• He expresses confusion about his purpose for speaking at this occasion.
• He seeks common ground with his audience.
• He reaches a turning point.
• He introduces a counterclaim.
• He expresses outrage.
2. Listen to Dramatic Readings Before you present your dramatic
readings, review your examples. Decide which example you will present
and which one your partner will present. Then, follow these steps.
• Practice reciting the passages. Try to convey the tone you feel
Douglass wanted to express. Use your voice and body language to
emphasize that tone.
• Introduce each passage by stating the idea that Douglass wanted to
present; then, deliver your dramatic reading.
• After you have both recited, briefly summarize your thoughts about
Douglass’s use of tone in each passage.

3. Evaluate the Examples Use a presentation evaluation guide like the

one shown to assess your classmates’ readings. Then, as a class, discuss
how Douglass’s use of tone contributes to his argument.
© Pearson Education, Inc., or its affiliates. All rights reserved.

Presentation Evaluation Guide  evidence log

Rate each statement on a scale of 1 (not demonstrated) to 5 (demonstrated). Before moving on to a

new selection, go to your
The speaker clearly introduced the passage. Evidence Log and record
what you learned from
The speaker communicated expressively. “What to the Slave Is the
Fourth of July?”
The speaker used body language, including gestures, to emphasize the
tone of the passage.

The speaker accurately interpreted the tone of the passage.

The speaker showed a good understanding of the text.

from What to the Slave Is the Fourth of July? 299

 MAKING MEANING

About the Speaker

Second Inaugural Address
Concept Vocabulary
You will encounter the following words as you read Lincoln’s second
inaugural address. Before reading, note how familiar you are with each word.
Then, rank the words in order from most familiar (1) to least familiar (6).

Abraham Lincoln WORD YOUR RANKING

(1809–1865) took office
as president on March 4, insurgent
1861—just six weeks before
perish
the Civil War began. The war
shaped his presidency, as he
rend
sought to reunify the nation.
Lincoln took a keen interest
scourge
in the operations of the war,
appointing senior officers, unrequited
following the war’s progress
through telegraph updates, malice
and even visiting Union
encampments. His belief
that slavery was morally After completing the first read, come back to the concept vocabulary and
wrong drove him to issue review your rankings. Mark changes to your original rankings as needed.
a preliminary Emancipation
Proclamation in 1862 and a
final version on January 1, First Read NONFICTION
1863. From that point on,
Apply these strategies as you conduct your first read. You will have an
the Civil War was viewed as
a fight to end slavery, as well
opportunity to complete the close-read notes after your first read.
as to restore the Union.

Tool Kit NOTICE the general ideas of ANNOTATE by marking

First-Read Guide and the text. What is it about? vocabulary and key passages
Model Annotation Who is involved? you want to revisit.

© Pearson Education, Inc., or its affiliates. All rights reserved.

CONNECT ideas within the RESPOND by completing

selection to what you already the Comprehension Check and
know and what you have by writing a brief summary of
already read. the selection.

 STANDARDS
RI.11–12.10 By the end of grade 11,
read and comprehend literary
nonfiction in the grades 11–CCR text
complexity band proficiently, with
scaffolding as needed at the high end
of the range.

300 UNIT 3 • POWER, PROTEST, AND CHANGE

 ANCHOR TEXT | SPEECH

Second
Inaugural Address
Abraham Lincoln

BACKGROUND
On March 4, 1865, a crowd of perhaps as many as 40,000 people gathered SCAN FOR
on the muddy grounds of the United States Capitol to see Abraham Lincoln MULTIMEDIA

sworn in for his second term. Despite rain earlier in the morning, the sun
broke through the clouds as Lincoln came forward. He gave the following NOTES
speech to hopeful listeners, who (as one of his bodyguards later said)
© Pearson Education, Inc., or its affiliates. All rights reserved.

“seemed to hang on his words as though they were meat and drink.”
Indeed, Frederick Douglass told Lincoln that the speech had been “a sacred
effort.” Following the speech, Chief Justice Salmon P. Chase administered
the oath of office. Ironically, Lincoln would die a little more than a month
later at the hands of John Wilkes Booth, who stood in the crowd on the
Capitol steps that day and listened to Lincoln give the speech.

Fellow-Countrymen:
1
A t this second appearing to take the oath of the presidential
office, there is less occasion for an extended address than there
was at the first. Then a statement somewhat in detail of a course to
be pursued seemed fitting and proper. Now, at the expiration of four
years, during which public declarations have been constantly called

Second Inaugural Address 301

 forth on every point and phase of the great contest which still absorbs
NOTES the attention and engrosses the energies of the nation, little that is
new could be presented. The progress of our arms, upon which all
else chiefly depends, is as well known to the public as to myself, and
it is, I trust, reasonably satisfactory and encouraging to all. With high
hope for the future, no prediction in regard to it is ventured.
2 On the occasion corresponding to this four years ago, all thoughts
were anxiously directed to an impending civil war. All dreaded it; all
sought to avert it. While the inaugural address was being delivered
from this place, devoted altogether to saving the Union without war,
insurgent (ihn SUR juhnt) adj. insurgent agents were in the city seeking to destroy it without war—
rebellious or in revolt against seeking to dissolve the Union and divide effects by negotiation. Both
a government in power
parties deprecated war, but one of them would make war rather than
let the nation survive, and the other would accept war rather than let
perish (PEH rish) v. die it perish, and the war came.
3 One-eighth of the whole population were colored slaves, not
distributed generally over the Union, but localized in the southern
part of it. These slaves constituted a peculiar and powerful interest.
All knew that this interest was somehow the cause of the war. To
strengthen, perpetuate, and extend this interest was the object for
rend (rehnd) v. tear apart which the insurgents would rend the Union even by war, while the
with violent force government claimed no right to do more than to restrict the territorial
enlargement of it. Neither party expected for the war the magnitude
CLOSE READ or the duration which it has already attained. Neither anticipated that
ANNOTATE: Mark the the cause of the conflict might cease with or even before the conflict
sentence in paragraph 3 itself should cease. Each looked for an easier triumph, and a result
that states the
less fundamental and astounding. Both read the same Bible and pray
government’s policy
to the same God, and each invokes his aid against the other. It may
regarding the expansion of
slavery. seem strange that any men should dare to ask a just God’s assistance
in wringing their bread from the sweat of other men’s faces, but “let
QUESTION: Why does
us judge not, that we be not judged.”1 The prayers of both could not
the president include this
information?
be answered. That of neither has been answered fully. The Almighty
has his own purposes. “Woe unto the world because of offenses; for it
CONCLUDE: What effect must needs be that offenses come, but woe to that man by whom the
does this information have, © Pearson Education, Inc., or its affiliates. All rights reserved.
offense cometh.”2 If we shall suppose that American slavery is one of
particularly in shaping the
audience’s view of the
those offenses which, in the providence of God, must needs come, but
Confederacy? which, having continued through his appointed time, he now wills
to remove, and that he gives to both North and South this terrible
war as the woe due to those by whom the offense came, shall we
discern therein any departure from those divine attributes which the
scourge (SKURJ) n. cause of believers in a living God always ascribe to him? Fondly do we hope,
serious trouble or suffering fervently do we pray, that this mighty scourge of war may speedily
unrequited (uhn rih KWY tihd) pass away. Yet, if God wills that it continue until all the wealth piled
adj. not repaid or avenged by the bondsman’s two hundred and fifty years of unrequited toil

1. “ let us judge not, that we be not judged” reference to the words of Jesus in the
biblical passage Matthew 7:1.
2. “ Woe unto the world . . . the offense cometh.” reference to the biblical passage
Matthew 18:7, in which Jesus warns about allowing sin into one’s life.

302 UNIT 3 • POWER, PROTEST, AND CHANGE

 shall be sunk, and until every drop of blood drawn with the lash shall
be paid by another drawn with the sword, as was said three thousand NOTES

years ago, so still it must be said “the judgments of the Lord are true
and righteous altogether.”3
4 With malice toward none, with charity for all, with firmness in malice (MAL ihs) n. desire to
the right as God gives us to see the right, let us strive on to finish the harm or inflict injury
work we are in, to bind up the nation’s wounds, to care for him who
shall have borne the battle and for his widow and his orphan, to do
all which may achieve and cherish a just and lasting peace among
ourselves and with all nations. ❧

3. “ the judgments of the Lord are true and righteous altogether” reference to the
biblical Psalm 19:9, praising the rightness of God’s ways.

Comprehension Check
Complete the following items after you finish your first read.

1. To what event is Lincoln referring when he says, “On the occasion corresponding to this
four years ago. . .”?

2. What was on people’s minds at the time of the occasion you identified in item 1?

3. What is the “peculiar and powerful interest” that Lincoln says was “somehow the cause
of the war?”

4. What does Lincoln intend to do to heal the nation, after the war?
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5. Notebook Write a summary of Lincoln’s second inaugural address to confirm your

understanding of the speech.

RESEARCH
Research to Clarify Choose at least one unfamiliar detail from the text. Briefly research
that detail. In what way does the information you learned shed light on an aspect of
the speech?

Research to Explore Choose something that interests you from the text, and formulate
a research question about it.

Second Inaugural Address 303

 making meaning

Close Read the Text

1. This model, from paragraph 2 of the text, shows two sample annotations,
along with questions and conclusions. Close read the passage, and find
another detail to annotate. Then, write a question and your conclusion.
SECOND INAUGURAL ADDRESS

ANNOTATE: Lincoln is comparing and

contrasting reasons the North and South
went to war.
QUESTION: For what purpose might Lincoln ANNOTATE: The
do this? final words are
CONCLUDE: By showing insight about the very dramatic.
war’s causes, Lincoln might be indicating his QUESTION: What
ability to reunite the nation. is the effect of
these words?

Both parties deprecated war, but one CONCLUDE:

Appearing at the
of them would make war rather than
end of a long,
let the nation survive, and the other complex sentence,
would accept war rather than let it the simple words
perish, and the war came. emphasize the
horror of war.
Tool Kit
Close-Read Guide and
Model Annotation

2. For more practice, go back into the text, and complete the close-read notes.
3. Revisit a section of the text you found important during your first read. Read
 Standards
this section closely, and annotate what you notice. Ask yourself questions
RI.11–12.2 Determine two or more
central ideas of a text and analyze such as “Why did the author make this choice?” What can you conclude?
their development over the course of
the text, including how they interact
and build on one another to produce Cite textual evidence
a complex analysis; provide an
objective summary of the text.
Analyze the Text to support your answers.

RI.11–12.5 Analyze and evaluate

Notebook Respond to these questions. © Pearson Education, Inc., or its affiliates. All rights reserved.
the effectiveness of the structure an 1. (a) Paraphrase, or state in your own words, Lincoln’s comment that “all
author uses in his or her exposition
or argument, including whether else chiefly depends” upon “the progress of our arms.” (b) Interpret To
the structure makes points clear, what is Lincoln referring with the words “all else”?
convincing, and engaging. 2. Connect How do Lincoln’s statements in paragraph 2 connect to the rest
RI.11–12.6 Determine an author’s of the speech?
point of view or purpose in a text 3. (a) Make Inferences The term irony refers to a discrepancy between
in which the rhetoric is particularly
effective, analyzing how style and appearances and reality. Think about the irony in paragraph 3. In what
content contribute to the power, way does Lincoln see irony in the abolition of slavery in the United States?
persuasiveness, or beauty of the text. (b) Interpret What does Lincoln find ironic about the prayers of both sides?
RI.11–12.9 Analyze seventeenth-, 4. Historical Perspectives In what ways is this speech a commentary on the
eighteenth-, and nineteenth-century issue of slavery?
foundational U.S. documents of
historical and literary significance for 5. Essential Question How does the struggle for freedom change with
their themes, purposes, and rhetorical history? What have you learned about the struggle for freedom from
features. reading this speech?

304 UNIT 3 • POWER, PROTEST, AND CHANGE

 essential question: In what ways does the struggle for freedom change with history?

Analyze Craft and Structure

Structure Writers often use a chronological structure, or time order, as
a framework for their ideas. You may be used to seeing chronological order
in the plot of a novel or play, but this kind of structure is also effective in
nonfiction. For example, listeners can more easily follow the logic of a speech
when ideas are presented within a chronological structure.

• The speaker establishes the chronological structure by discussing the

events or actions that led to the present situation—which is often the
occasion for the speech.
• The present situation is examined. At this point, the audience
understands the central idea of the speech and contemplates the
author’s reasoning.
• The chronological framework is completed by a discussion of the future.
This part can be a persuasive call to action or an explanation of a final
step. It is always a clear statement of the speaker’s central idea.
In his second inaugural address, Lincoln recalls the past, discusses the
present, and looks to the future.

CITE TEXTUAL EVIDENCE

Practice to support your answers.

Notebook Respond to these questions.

1. (a) What does Lincoln say about the nature of the speech he made when he first
took office, four years earlier? (b) How does he contrast that information with the
speech that he is making in the present, at his second inauguration?
2. In this chart, briefly record the content of each part of the chronological framework
of Lincoln’s speech.

LINCOLN’S SECOND INAUGURAL ADDRESS: CHRONOLOGICAL CONTENT

Past

Present
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Future

3. What does the content of the speech tell you about Lincoln’s intended policy for his
second term?
4. (a) What national issue does Lincoln discuss in paragraph 3? (b) What might have
been the effect of the speech if Lincoln had developed it to discuss only this issue?
Explain.
5. How does Lincoln’s use of chronological structure contribute to the effectiveness of
the speech? Explain.

Second Inaugural Address 305

 LANGUAGE DEVELOPMENT

Concept Vocabulary
insurgent rend unrequited

perish scourge malice

SECOND INAUGURAL ADDRESS

Why These Words? These concept vocabulary words remind the audience
of the terrible nature of the conflict that the nation was enduring at the
moment. Lincoln says that the insurgents would rend the nation. He speaks
of the scourge of war—and, indeed, the war took many American lives and
destroyed much of the nation’s property.

1. How does the concept vocabulary convey the nature of the conflict?

2. What other words in the speech connect to this concept?

Practice
 WORD NETWORK Notebook Complete these activities.
Add words related to
1. Use each concept vocabulary word in a sentence that demonstrates your
struggle from the text to
understanding of the word’s meaning.
your Word Network.
2. In two of your sentences, replace the concept word with a synonym. What
is the effect of your word change? For example, which sentence seems
more powerful? Which one seems more positive or more negative?

 STANDARDS
L.11–12.1 Demonstrate command
of the conventions of standard
Word Study
English grammar and usage when Synonyms and Nuances In this speech, Lincoln refers to the “scourge”
writing or speaking. of war. Scourge is a very strong word, an example of charged language.
L.11–12.3 Apply knowledge Lincoln might have chosen another word with a similar denotation, such as
of language to understand how blight or curse. These words are synonyms because they have similar general
language functions in different meanings. They are also all examples of charged, or emotionally laden
contexts, to make effective choices © Pearson Education, Inc., or its affiliates. All rights reserved.
for meaning or style, and to language. However, each word has its own nuance, or shade of meaning.
comprehend more fully when reading For example, blight suggests disease or withering, whereas curse suggests a
or listening. supernatural source of suffering.
L.11–12.5.b Analyze nuances in
the meaning of words with similar
1. Write two sentences, using a synonym for scourge in each sentence.
denotations. Make sure that each sentence demonstrates the shade of meaning of the
synonym you choose.
L.11–12.6 Acquire and use
accurately general academic
and domain-specific words and
phrases, sufficient for reading,
writing, speaking, and listening at
2. Reread the second inaugural address. Which synonym for scourge most
the college and career readiness
level; demonstrate independence closely reflects Lincoln’s use of the word? Explain.
in gathering vocabulary knowledge
when considering a word or phrase
important to comprehension or
expression.

306 UNIT 3 • POWER, PROTEST, AND CHANGE

 essential question: In what ways does the struggle for freedom change with history?

Conventions and Style

Types of Phrases A prepositional phrase is a group of words that begins
with a preposition. Some prepositions are listed here.

about across at beneath by

concerning despite except for from
in into near of on
regarding than to toward with

A prepositional phrase also includes an object and any modifiers of that

object. The object of the preposition may be a noun, a pronoun, a gerund
(a verb form that acts as a noun), or, occasionally, a clause. Prepositional
phrases function in sentences as either adverbs or adjectives. They help
writers and speakers express their ideas with greater clarity and precision.

Type of PHRASE Definition Examples

adverb phrase a prepositional phrase that Lincoln was assassinated at Ford’s Theatre. (tells where)
modifies a verb, an adjective, or
John Wilkes Booth shot him during a play. (tells when)
another adverb, by telling how,
where, when, or to what degree

adjective a prepositional phrase that modifies The president from Illinois died soon after. (tells which one)
phrase a noun or pronoun, by telling what
Crowds beyond number mourned his loss. (tells how many)
kind, how many, or which one

Read It
1. Mark the prepositional phrase in each sentence. Then, label each one as
an adverb phrase or an adjective phrase.
a. Lincoln delivered his address at the White House.
b. The East Portico of the White House was a historic place.
c. Lincoln spoke in a clear, strong voice.
2. Connect to Style Reread paragraph 3 of Lincoln’s speech. Mark and
then label two adjective phrases and two adverb phrases. Explain how the
use of prepositional phrases contributes to Lincoln’s style and helps clarify
© Pearson Education, Inc., or its affiliates. All rights reserved.

his ideas.

Write It
Notebook Expand the numbered sentences by adding one or more
adverb phrases or adjective phrases. Label each phrase in parentheses.

EXAMPLE
The sun began shining.
The sun began shining through the clouds (adverb phrase) at the
moment (adverb phrase) of Lincoln’s speech (adjective phrase).

1. Lincoln spoke, and everyone paid rapt attention.

2. Most listeners applauded when the words touched their minds and hearts.

Second Inaugural Address 307

 EFFECTIVE EXPRESSION

Writing to Sources
Eyewitness accounts are important sources of historical information.
Historians look for as many such accounts as are available in order to
compare what each eyewitness has recorded. In addition to each person’s
unique insights, historians look for corroboration of descriptions and
SECOND INAUGURAL ADDRESS
sequences of events.

Assignment
Imagine that you had been present when Abraham Lincoln delivered this
inaugural address. Write an informative eyewitness account in the
form of a letter or journal entry. Include details such as these:
• personal details, such as where you were standing
• an estimate of how many people were present
• Lincoln’s appearance and delivery
• the effect of the speech on the crowd
• your opinion of the speech

Report narrative details in an orderly sequence. You might want to remark,

for example, on your difficulties as you looked for a place to stand and
observe the occasion. Then, describe the scene from the vantage point
you eventually found.

Vocabulary and Conventions Connection Consider including several of

the concept vocabulary words. Also, remember to use prepositional phrases
to add precision to your account.

insurgent rend unrequited

perish scourge malice

 STANDARDS
W.11–12.2 Write informative/ © Pearson Education, Inc., or its affiliates. All rights reserved.
explanatory texts to examine and
Reflect on Your Writing
convey complex ideas, concepts, and After you have drafted your informative eyewitness account, answer
information clearly and accurately
through the effective selection,
these questions.
organization, and analysis of content.
1. Did you write as if you had been actually present?
W.11–12.3 Write narratives to
develop real or imagined experiences
or events using effective technique,
well-chosen details, and well- 2. What kinds of details did you add to make your account realistic?
structured event sequences.

SL.11–12.3 Evaluate a speaker’s

point of view, reasoning, and use of 3. Why These Words? The words you choose can greatly increase the
evidence and rhetoric, assessing the
stance, premises, links among ideas, effect of your writing. Which words do you think are most helpful in
word choice, points of emphasis, and conveying the sense that “you had been there”?
tone used.

308 UNIT 3 • POWER, PROTEST, AND CHANGE

 essential question: In what ways does the struggle for freedom change with history?

Speaking and Listening

Assignment
With a partner, prepare a brief reading and discussion of key passages
from Lincoln’s speech.

1. Choose the Passages Work together to choose two passages that you
feel express key ideas with particular force or clarity.
• Read the sentences or passages aloud, pausing to restate, or paraphrase,
Lincoln’s words.
• Work together to develop a clear statement about the reasons you chose
the two passages: What qualities in the language or ideas make these
two passages especially powerful?

2. Prepare Your Delivery Read through the passages, and note natural
breaks. These may be indicated by punctuation marks, but you also can
choose places where you will want to pause for emphasis.
3. Deliver Your Reading and Analysis Follow these tips as you read
your passages aloud and discuss your choices.
• Speak slowly so that listeners can follow any challenging language or ideas.
• Use gestures and body language carefully to emphasize meaning
without causing distraction. In addition, vary the volume of your voice
and the speed with which you speak to accurately reflect the ideas you
are expressing.
• Remember that the language of Lincoln’s speech is formal. In addition,
some word choices are different from those in modern speech. Make
sure your interpretation reflects the meanings of such words accurately.
• Pause after you complete your readings of the passages. Then, present
your interpretations of the passages in your own words.

4. Evaluate Presentations As your classmates deliver their presentations,

listen attentively. Use the evaluation guide to analyze their presentations.
© Pearson Education, Inc., or its affiliates. All rights reserved.

Presentation Evaluation Guide  evidence log

Rate each statement on a scale of 1 (not demonstrated) to 5 Before moving on to a

(demonstrated). new selection, go to your
Evidence Log and record
The speaker read the text with proper emphasis on meaning. what you learned from
Lincoln’s second inaugural
The speaker used appropriate gestures and body language. address.

The speaker’s pace and volume were varied and appropriate for the
thoughts and feelings expressed in the text.

The speaker’s interpretations and evaluations were accurate and well

expressed.

Second Inaugural Address 309

 Making Meaning

About Political Cartoons

and Photojournalism
Perspectives on Lincoln
Many political cartoons, Media Vocabulary
especially in the nineteenth
century, were published The following words will be useful to you as you analyze, discuss, and write
anonymously; in fact, of the about political cartoons and photojournalism.
three cartoons in this gallery,
only the pro-Lincoln caricature Composition: arrangement • The composition may emphasize one part of an
of the President’s height is of the parts of an image, image more than another.
attributable (to Frank Billew). whether drawn or recorded • The composition may offer clues to the political
The others, expressing the in some other visual format purpose of the image.
dissatisfaction with Lincoln’s
leadership that seethed in the Caricature: exaggeration • In political cartoons, caricature often shows
North among the Democrats of details relating to how the cartoonist (or the publication that hired
and those Republicans people and events, often the cartoonist) feels about a particular person,
unsatisfied with Lincoln’s for humorous effect, in a group, or situation.
leadership in the war, were cartoon or other created • Sometimes, elements of a public figure’s
published anonymously in image appearance become commonly caricatured,
various newspapers.
making that person easy to identify.
Photojournalism—capturing
Labeling and Captions: • In political cartoons, key details are often
news in photographs—
written labels and other labeled to help readers recognize their meaning.
emerged in the 1840s.
text that often accompany • Photographs are more likely to use captions or
The new technology of
photography found a use in
politically charged images annotations that present the context in which
revealing events and preserving to clarify their meanings the photograph was taken.
images for history, including
battlefield photographs of the
Civil War.
First Review MEDIA: ART AND PHOTOGRAPHY
Apply these strategies as you conduct your first review. You will have an
opportunity to conduct a close review after your first review.

LOOK at each image and NOTE elements in each image

determine whom or what it that you find interesting and
portrays. want to revisit.
© Pearson Education, Inc., or its affiliates. All rights reserved.

CONNECT details in the  ESPOND by completing

R
images to other media the Comprehension Check.
you’ve experienced, texts you’ve
read, or images you’ve seen.

 Standards
RI.11–12.10 By the end of
grade 11, read and comprehend
literary nonfiction in the grades
11–CCR text complexity band
proficiently, with scaffolding as
needed at the high end of the range.

310 UNIT 3 • Power, Protest, and Change

 MEDIA | IMAGE GALLERY

Perspectives on Lincoln
Background
As Lincoln’s second election campaign approached, he was faced with a SCAN FOR
MULTIMEDIA
Republican party threatening to splinter, a bloody Civil War in its final stages,
and a Democratic party ready to capitalize on his apparent vulnerability.
However, Lincoln overcame these obstacles by combining the political heft
of an impending Union victory, the support of the soldier vote, and political
deals brokered within the Republican party. His campaign’s slogan was
“Don’t change horses in the middle of a stream.” As you study these images,
ask yourself these questions: What opinions did people have of Lincoln in his
own time? How is he thought of today?
© Pearson Education, Inc., or its affiliates. All rights reserved.

IMAGE 1: The Union Must Be Preserved at All

Hazards This 1864 cartoon depicts Democratic NOTES
presidential candidate George Brinton McClellan
trying to keep a map of the United States from being
pulled apart by President Abraham Lincoln and the
Confederate president Jefferson Davis. The cartoon
depicts both Lincoln and Davis as short-sightedly
putting their own political goals (abolition for Lincoln,
secession for Davis) ahead of the country’s well-being.

Perspectives on Lincoln 311

 IMAGE 2: Columbia
Demands Her Children!
“Columbia,” a personification
of America, is condemning
Abraham Lincoln for the
Union casualties of the Civil
War. Lincoln’s reply refers to
a false report that Lincoln had
told a joke on the battlefield
of Antietam.

NOTES

IMAGE 3: Long Abe a Little Longer In this celebration of Lincoln’s reelection,

Lincoln is caricatured as being president “even longer”—a play on words
regarding his height and his length of time in office, as well as a reference to
his “stature,” or importance, as president.

NOTES

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312 UNIT 3 • Power, Protest, and Change

 IMAGE 4: The Body of the Martyr President,
Abraham Lincoln, Lying in State Further
increasing his stature in the eyes of the nation,
Lincoln’s assassination made him a martyr, as the
North was united in grief. Many historians have
called Lincoln’s funeral the greatest in the history
of the United States.

NOTES

NOTES
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IMAGE 5: Funeral Procession in New York City Millions turned

out to see Lincoln’s funeral train pass on its way to his burial in
Springfield, Illinois—and, in some cities, to attend a ceremony in his
honor. In this photograph of a funeral procession held during a stop in
New York City, a young Theodore Roosevelt (later President Roosevelt)
and his brother watch the scene from a window (in the upper
left-hand corner of the image).

Perspectives on Lincoln 313

 IMAGE 6: Civil Rights Activists at the Lincoln Memorial Almost a
century after Lincoln’s death, leaders of the Civil Rights movement, including
Dr. Martin Luther King, Jr., (seated, farthest right) gather in front of the Lincoln
Memorial during the 1963 March on Washington. The Civil Rights movement often
looked to Abraham Lincoln, “the Great Emancipator,” for inspiration.

NOTES

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314 UNIT 3 • Power, Protest, and Change

 Comprehension Check
Use the chart to note details about the subject of each image. Identify people and/or symbols,
objects, the setting (if there is one), and activities or events depicted.

ACTIVITIES AND/OR
IMAGE PEOPLE AND/OR SYMBOLS OBJECTS SETTING
EVENTS
image 1
image 2
image 3
image 4
© Pearson Education, Inc., or its affiliates. All rights reserved.

image 5
image 6

NOTES

Perspectives on Lincoln 315

 making meaning

Close Review
Revisit the images and your first-review notes. Write down
any new observations that seem important. What questions
do you have? What can you conclude?
perspectives on lincoln

Analyze the Media

Notebook Complete the activities.
1. Present and Discuss Choose the image you find most interesting or
persuasive. Share your choice with the class, and discuss why you chose it.
Explain what you noticed in the image, the questions it raised for you, and
the conclusions you reached about it.

2. Review and Synthesize Review all the images. What perspectives do

they present? What argument are they making? Are they examples of
journalism, art, both, or neither? Explain.

3. Essential Question: In what ways does the struggle for freedom

change with history? What have you learned about the struggle for
freedom from these cartoons and photographs?

language development

Media Vocabulary
composition   caricature   labeling and captions

Use these vocabulary words in your responses to the

 Standards following questions.
RI.11–12.5.a Analyze the use of
text features in public documents. 1. (a) In Image 1, what are the positions of the three people in relation to
one another? To the map of the United States? (b) What might the artist
RI.11–12.7 Integrate and evaluate
multiple sources of information
have intended to convey through this depiction? © Pearson Education, Inc., or its affiliates. All rights reserved.
presented in different media or
formats as well as in words in order
to address a question or solve a
problem.

SL.11–12.2 Integrate multiple 2. (a) In Image 2, what visual details clarify the identity of the woman on the
sources of information presented in left? (b) On what visual details does Image 3 rely to convey its message?
diverse formats and media in order
to make informed decisions and solve
problems, evaluating the credibility
and accuracy of each source and
noting any discrepancies among the
data. 3. (a) In what sense does Image 6 express a political idea? (b) How does that
idea reflect the ideas expressed in Images 4 and 5?
SL.11–12.5 Make strategic use
of digital media in presentations to
enhance understanding of findings,
reasoning, and evidence and to add
interest.

316 UNIT 3 • POWER, PROTEST, AND CHANGE

 EFFECTIVE EXPRESSION

Speaking and Listening

Assignment
 evidence log
Before moving on to a
Create and present an image gallery. Choose a person about whom
new selection, go to your
or an event about which Americans had or have varying perspectives.
Evidence Log and record
Conduct research, using print and online sources, to find relevant political
what you learned from
cartoons and photographs. Create a slide show of your image gallery, and
“Perspectives on Lincoln.”
write an informative script to accompany your presentation.

Plan the Project To help you prepare your image gallery, consider
these questions.
• Why is or was the person or event important? What are you trying to
show your audience about the perspectives that people had or have of
the person or event?
• What sources will you use to conduct your research?
• What technology will you need to present your image slide show?

When choosing photographs, consider how the images reflect attitudes,

not just how they preserve a moment in time. When you have chosen your
images, make a storyboard.

storyboard template
© Pearson Education, Inc., or its affiliates. All rights reserved.

Prepare the Informative Script Think about the relationships among the
images. Consider how you might use the script to point out those relationships.
• Choose a logical sequence of images. Decide how to use transitions in
your script to show that sequence.
• Decide how much time to spend on presenting each image. Tailor the
length of each section of your script accordingly.
• Once you have written your script, practice reading it aloud.

Present and Discuss Present a slide show of your image gallery to the
class, using your script to narrate each image as you show it. Afterward,
discuss how well the various perspectives were captured in
the images.

Perspectives on Lincoln 317

 Performance Task: Writing focus

WRITING TO SOURCES

• from WHAT TO THE SLAVE IS

Write an Informative Essay
THE FOURTH OF JULY? You’ve just read two important nineteenth-century speeches. In the first,
Frederick Douglass looks forward to the liberation of people from slavery. In
• SECOND INAUGURAL
ADDRESS the second, Abraham Lincoln looks forward to the end of a war and to a just
and lasting peace. You’ve also examined political cartoons and other images
• PERSPECTIVES ON LINCOLN
from the period that portray differing attitudes about Abraham Lincoln.

Assignment
Write an informative essay that looks at American history after the Civil
War and that answers this question:

Tool Kit Did the nation achieve the goals that Douglass and
Student Model of an Lincoln desired?
Informative Essay Begin by doing some library or online research. Investigate the period
following the Civil War by looking up “Reconstruction” and taking notes
on your findings. Include facts, details, and definitions that clarify your
response. Connect your findings to specific details from the selections in
Whole-Class Learning.
Academic
vocabulary
As you write your essay,
Elements of an Informative Essay
consider using some of
the academic vocabulary An informative essay uses facts, details, data, and other kinds of evidence
you learned in the to present information about a topic. Readers turn to informative texts when
beginning of the unit. they wish to learn about a specific idea, concept, or subject area.
informational An effective informative essay contains these elements:
deduction
verbatim • a thesis statement that introduces the concept or subject
inquire • relevant facts and concrete details that expand upon the topic
specific • extended definitions, quotations, and other examples that support the
information presented
• use of varied sentence structures to clarify the relationships among ideas
• precise language and technical vocabulary where appropriate
• a formal style and an objective tone
 Standards • a conclusion that follows from and supports the information presented © Pearson Education, Inc., or its affiliates. All rights reserved.
W.11–12.2.a–f Write informative/
explanatory texts to examine and
convey complex ideas, concepts, and Model Informative Essay For a model of a LAUNCH TEXT
information clearly and accurately
through the effective selection,
well-crafted informative essay, see the Launch Text, UNIT
3 INTRODUCTION

LAUNCH TEXT | INFORMATIVE MODEL

“The Zigzag Road to Rights.” Review the Launch Text

This selection is an example of an
The Zigzag
organization, and analysis of content.
informative text, a type of writing
in which an author examines
concepts through the careful
selection, organization, and analysis
of information. This is the type
Road to Rights
of writing you will develop in the

for examples of the elements described above. You

Performance-Based Assessment at
the end of the unit.

W.11–12.7 Conduct short as well

As you read, think about how
the information is shared. Mark
the text to help you answer this
question: How does the writer help
readers understand the main point

as more sustained research projects will look more closely at these elements as you
of the essay?

to answer a question or solve a W

1 hen we look back at history, we often like to identify trends.

prepare to write your own informative essay.

NOTES Viewing the big picture, we may see a steady push toward
progress. However, every fight for rights involves a series of
advances and setbacks. The struggle for equal recognition of African
Americans demonstrates a zigzag road to rights.

problem; narrow or broaden the

2 The push-and-pull of this struggle was evident at the birth of
the nation. In his original draft of the Declaration of Independence,
Thomas Jefferson included a strong condemnation of slavery,
protesting this “cruel war against human nature.” Jefferson wanted
the Declaration of Independence to grant freedom to all men.

inquiry when appropriate; synthesize

However, at the Continental Congress in 1776, both northern and
southern slaveholders objected to any mention of African American
© Pearson Education, Inc., or its affiliates. All rights reserved.

rights. Powerful indeed was their pressure. Any mention of slavery

was deleted from the Declaration.
3 Although the removal of Jefferson’s antislavery paragraph was a
severe setback, reformers did not give up hope. With the ratification of

multiple sources on the subject,

the Constitution, they gained an important tool for change. Article V
describes the conditions required for amending the Constitution. Laws
can be changed, and rights can be gained.
4 The struggle took another crucial step forward in 1863, when
President Abraham Lincoln issued the Emancipation Proclamation.

demonstrating understanding of the

It asserted that “all persons held as slaves” within states that had
seceded from the Union “are, and henceforward shall be, free.” Still,
freedom for slaves depended upon a Union victory. Slavery remained
legal in border states loyal to the Union, as well as in Confederate
areas under Northern control.

subject under investigation.

SCAN FOR
278 UNIT 3 • POWER, PROTEST, AND CHANGE MULTIMEDIA

LIT17_SE11_U03_LT.indd 278 4/18/16 9:22 PM

W.11–12.10 Write routinely over

extended time frames and shorter
time frames for a range of tasks,
purposes, and audiences.

318 UNIT 3 • POWER, PROTEST, AND CHANGE

 ESSENTIAL QUESTION: In what ways does the struggle for freedom change with history?

Prewriting / Planning
Write a Working Thesis Reread the assignment. Based on the work you have done
so far in this unit, think about what you want to say in response to the question that the
assignment asks. Write a draft of your thesis statement (or thesis)—the sentence that
presents the controlling idea of your text.

Compare and Contrast Douglass and Lincoln had different goals, but some of their
concerns were similar. Record some areas of comparison and contrast that you might use to
support your thesis statement.

Douglass’s Goals   Common Goals   Lincoln’s Goals

Gather Evidence Several kinds of information support the thesis  evidence log
developed in the Launch Text. Think about ways in which you can effectively
Review your Evidence Log
support your thesis. Consider these types of evidence:
and identify key details you
• facts: relevant statements that can be proved true may want to cite in your
informative essay.
• statistics: facts presented in the form of numerical data

• definitions: explanations of key terms that may be unfamiliar to

© Pearson Education, Inc., or its affiliates. All rights reserved.

readers

• quotations: statements from authoritative sources (such as historical  Standards

documents) W.11–12.2.a Introduce a topic or
thesis statement; organize complex
• examples: specific circumstances that illustrate a general idea ideas, concepts, and information so
that each new element builds on that
Always confirm your evidence by using more than one source. which precedes it to create a unified
whole; include formatting, graphics,
and multimedia when useful to
aiding comprehension.
Connect Across Texts The prompt asks you to connect your findings to
W.11–12.2.b Develop the topic
specific details from the speeches by Douglass and Lincoln. Also include thoroughly by selecting the most
details from the political cartoons and other images of Lincoln in your significant and relevant facts,
response. Return to those texts, and on note cards record direct quotations extended definitions, concrete details,
quotations, or other information
from the speeches that you might use to support your ideas. Look back at and examples appropriate to the
the Launch Text to see how the writer weaves direct quotations from court audience’s knowledge of the topic.
cases, proclamations, and amendments into the informative essay.
Performance Task: Write an Informative Essay 319
 Performance Task: Writing focus

ENRICHING WRITING WITH RESEARCH

Conducting Research Most informative writing requires some research.

Find relevant information from reputable sources, and then weave it into
your essay.
Assessing Strengths and Limitations of Information Some
information is reliable and useful, whereas other information may be suspect
or simply not helpful. Evaluate the quality of the information you find by
answering these questions:
• Will this information help me develop my topic or thesis?
• Will my audience understand this information, or will I need to provide
more background or detail?
• Is this information current, or is it outdated?

Read It
This excerpt from the Launch Text shows how the writer integrates details
found through research. The researched information is underlined.

LAUNCH TEXT EXCERPT

The writer quotes The struggle took another crucial step forward in 1863, when
directly from the President Abraham Lincoln issued the Emancipation Proclamation.
researched text to
It asserted that “all persons held as slaves” within states that had
illustrate one of the
seceded from the Union “are, and henceforward, shall be free.”
“zigzag” steps to rights
for African Americans. Still, freedom for slaves depended upon a Union victory. Slavery
remained legal in border states loyal to the Union, as well as in
Confederate areas under Northern control.

Avoiding Plagiarism Plagiarism means taking someone’s ideas and words

and passing them off as your own. Nobody expects you to be an expert in
every subject. However, when you rely on other experts, you must credit
them. Follow these steps to avoid plagiarism.
© Pearson Education, Inc., or its affiliates. All rights reserved.
1. Quote. If the source uses wording that you find especially strong or apt,
quote it directly. Make sure the reader can tell whom you are quoting.
Example: In his original draft of the Declaration of Independence,
 Standards Thomas Jefferson included a strong condemnation of slavery,
W.11–12.8 Gather relevant protesting this “cruel war against human nature.”
information from multiple
authoritative print and digital 2. Paraphrase. When an author’s ideas are important but the wording is
sources, using advanced searches less critical, restate the information in your own words.
effectively; assess the strengths and
limitations of each source in terms Example:
of the task, purpose, and audience; Original: The struggle took another crucial step forward in 1863, when
integrate information into the text
selectively to maintain the flow
President Abraham Lincoln issued the Emancipation Proclamation.
of ideas, avoiding plagiarism and Paraphrase: Lincoln’s Emancipation Proclamation of 1863 would prove to
overreliance on any one source be a benchmark in the fight for civil rights.
and following a standard format
for citation including footnotes and 3. Cite. Follow the format your teacher prefers to cite sources for any
endnotes. information you use that is not common public knowledge.

320 UNIT 3 • POWER, PROTEST, AND CHANGE

 ESSENTIAL QUESTION: In what ways does the struggle for freedom change with history?

College and Career Readiness

Write It
Organize your notes in a way that will best help you support your thesis
CITATIONS
statement. When citing sources, use a
Taking and Organizing Notes Develop a system for organizing your consistent style, such as the
notes so that you know which are paraphrased and which are directly one established by the Modern
Language Association (MLA):
quoted. Try using this format for one of your notes to see whether it works
• Sources are cited following
well for you. Then, copy it or revise it to use for each of your sources.
the quotation or reference.
The citation appears in
parentheses with a page
TITLE: PAGE reference, as applicable.
AUTHOR: • If the parenthetical
citation appears at the
SUMMARY, QUOTATION, OR PARAPHASE? (Circle one) end of a sentence, the
NOTES: period follows the final
parenthesis.

Evaluating Sources Review your notes, and look for conflicting

information. If you find substantial differences, consider the reliability and
credibility of the sources: web sites ending with .edu or .gov generally
provide more accurate information than sites ending with .com. When two
sources conflict, look for a third source to confirm facts.
Weaving Research Into Text As you draft your essay, work to integrate
© Pearson Education, Inc., or its affiliates. All rights reserved.

quotations and other information from your sources. Clearly introduce each The writer clearly
reference and note its relevance, as in this model. introduces the
Integrating Quotations quotation, identifying
its author and
Lincoln’s proclamation was not guaranteed to have the effects integrating it with
he wanted. In his Lincoln Prize–winning book, Lincoln’s surrounding text,
Emancipation Proclamation, Gettysburg College professor and then links it to
Allen Guelzo called it “one of the biggest political gambles in a main point: The
American history” (7). It might easily have backfired. proclamation might
have made a situation
worse instead of
better.

Performance Task: Write an Informative Essay 321

 Performance Task: Writing focus

Drafting
Organize Your Essay Your essay should include an introduction, a body,
and a conclusion. Each section of the essay should build on what has come
before.
This outline shows the key sections of the Launch Text. In an informative
essay, you have the option of adding headings to separate sections that
belong together. Whether or not you use headings, each section of the text
should have a specific purpose.
Consider the Launch Text outline as you organize information for your draft.

LAUNCH TEXT

Model:  The Zigzag Road to Rights”

“ Informative Essay Outline
Outline Introduction
Introduction
Paragraph 1 states the thesis: The struggle for equal
recognition of African Americans demonstrates a
zigzag road to rights.
Body
BODY
Paragraph 2 (failure): revisions to the Declaration of
Independence
Paragraph 3 (improvement): Article V of the
Constitution
Paragraph 4 (improvement): the Emancipation
Proclamation
Paragraph 5 (improvement): the Thirteenth
Amendment
Paragraph 6 (failure): Plessy v. Ferguson
Paragraph 7 (improvement): Brown v. Board of
Education
Paragraph 8 (improvement): the Voting Rights Act of Conclusion
1965
© Pearson Education, Inc., or its affiliates. All rights reserved.
CONCLUSION
Paragraph 9 recalls the thesis: History teaches us that
rights gained can be lost, curtailed, or ignored—
and perhaps gained once more.

 Standards
W.11–12.2.b Develop the topic
Write a First Draft Use your outline to write your first draft. Include a
thoroughly by selecting the most variety of evidence, and make clear connections among ideas. Be sure that
significant and relevant facts, each paragraph has a purpose and follows logically from the paragraphs that
extended definitions, concrete details, come before it. Keep your readers in mind as you craft your text. Consider
quotations, or other information
and examples appropriate to the what they might already know and what might be unfamiliar. Work at
audience’s knowledge of the topic. making your writing engaging and logical. Include headings if they might
W.11–12.2.f Provide a concluding clarify things for your readers. Write a conclusion that follows from your
statement or section that follows thesis and supports the information you presented.
from and supports the information or
explanation presented.

322 UNIT 3 • POWER, PROTEST, AND CHANGE

 ESSENTIAL QUESTION: In what ways does the struggle for freedom change with history?

Language Development: Conventions

Syntax: Sentence Patterns

Sentences come in a variety of patterns. Some sentence patterns are best
suited for simple ideas; some patterns better convey complex, related ideas.

Read It
These sentences from the Launch Text demonstrate a variety of sentence
patterns. Subjects are underlined once, and verbs are underlined twice.
• Simple Sentence (one independent clause): In his original draft PUNCTUATION
of the Declaration of Independence, Thomas Jefferson included a Punctuate compound and
strong condemnation of slavery. complex sentences correctly.
• Use a comma before the
• Inverted Sentence (verb precedes subject): Powerful indeed was
coordinating conjunction in
their pressure. a compound sentence.
• Compound Sentence (two or more independent clauses): Laws • Use a semicolon between
can be changed, and rights can be gained. independent clauses in
a compound sentence
• Complex Sentence (one independent clause and one or more with no coordinating
dependent clauses): The struggle took another crucial step forward conjunction.
in 1863, when President Abraham Lincoln issued the Emancipation • Use a comma after a
Proclamation. subordinate clause that
begins a complex sentence.
• Compound-Complex Sentence (two or more independent clauses
and one or more dependent clauses): While the path to progress is
not smooth, one thing is certain: The zigzag will continue into the
future.

Write It
As you draft, choose sentence patterns that best match the ideas you want
to convey. Here are some strategies and examples.

STRATEGY EXAMPLES

To convey two
Today, all adult citizens can vote. Many hold
closely related ideas,
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higher office.
combine simple
Today, all adult citizens can vote, and many hold
sentences to make
higher office.
compound sentences.

Voting rights are among an American’s most

Invert simple
important privileges.  Standards
sentences to add
Among an American’s most important privileges W.11–12.2.c Use appropriate and
interest. varied transitions and syntax to link
are voting rights.
the major sections of the text, create
cohesion, and clarify the relationships
Eighteen-year-olds rarely vote. among complex ideas and concepts.
Add subordinate Eighteen-year-olds who are not informed L.11–12.3.a Vary syntax for effect,
clauses to provide rarely vote. consulting references for guidance as
detail. Even when the polls are nearby, eighteen-year- needed; apply an understanding of
olds rarely vote. syntax to the study of complex texts
when reading.

Performance Task: Write an Informative Essay 323

 Performance Task: Writing focus

Revising
Evaluating Your Draft
Use this checklist to evaluate the effectiveness of your first draft. Then,
use your evaluation and the revising instructions on this page to guide
your revision.

FOCUS AND ORGANIZATION EVIDENCE AND ELABORATION CONVENTIONS

Provides an introduction that Develops the topic using Attends to the norms
establishes the topic and thesis relevant facts, definitions, and conventions
statement. details, quotations, of the discipline,
examples, and/or other especially the correct
Presents main points in a logical evidence. use and punctuation
order. of compound and
Uses vocabulary and complex sentences.
Uses words, phrases, and clauses to word choices that are
clarify relationships among ideas. appropriate for the Uses appropriate
purpose and audience, and varied sentence
Provides a conclusion that follows including precise words and structures to create
logically from the preceding technical vocabulary where cohesion and clarify
information. appropriate. relationships.

Revising for Focus and Organization

 WORD NETWORK Strong Conclusion Your conclusion should reflect the information that
precedes it, but it also should suggest the topic’s importance or somehow
Include interesting words
connect the topic to a broader view. Notice how the Launch Text writer
from your Word Network in
draws a conclusion about the topic’s connection to the past and the future in
your informative essay.
the conclusion of “The Zigzag Road to Rights.”

LAUNCH TEXT EXCERPT

The history of African American rights features many crucial

victories, from the Emancipation Proclamation through the
© Pearson Education, Inc., or its affiliates. All rights reserved.
Voting Rights Act. However, the record of the struggle also
includes the difficult stumbling blocks that have had to be
overcome. While the path to progress is not smooth, one thing
is certain: The zigzag will continue into the future. History
teaches us that rights gained can be lost, curtailed, or ignored—
and perhaps gained once more.
 Standards
W.11–12.2.d Use precise language,
domain-specific vocabulary, and
techniques such as metaphor, Revising for Evidence and Elaboration
simile, and analogy to manage the
complexity of the topic. Technical Vocabulary If you use topic-specific words, consider how
W.11–12.2.f Provide a concluding you might define them for your audience. Be sure to spell and use those
statement or section that follows words correctly.
from and supports the information or
explanation presented.

324 UNIT 3 • POWER, PROTEST, AND CHANGE

 ESSENTIAL
ESSENTIAL In In
QUESTION:
QUESTION: what ways
what waysdoes
doesthe
thestruggle
strugglefor
forfreedom
freedomchange
change with
with history?
history?

PEER REVIEW

Exchange essays with a classmate. Use the checklist to evaluate your classmate’s essay and
provide supportive feedback.
1. Is the thesis clear?
yes no If no, explain what confused you.

2. Are there sufficient examples and details to support the thesis?

yes no If no, tell what you think might be missing.

3. Does the text conclude in a logical, satisfying way?

yes no If no, indicate what you might change.

4. What is the strongest part of your classmate’s essay? Why?

Editing and Proofreading

Edit for Conventions Reread your draft for accuracy and consistency.
Correct errors in grammar and word usage. Make sure that you have quoted
your sources accurately and indicated your sources.
Proofread for Accuracy Read your draft carefully, looking for errors in
spelling and punctuation. If you are including technical vocabulary, use a
dictionary to check your spelling.

Publishing and Presenting

Create a final version of your text. Pair up with a classmate (not your peer
reviewer), and read each other’s work. Discuss ways in which your two
essays are alike and different. Are your thesis statements similar? Did you
© Pearson Education, Inc., or its affiliates. All rights reserved.

incorporate some of the same details? Even if the content is similar, do

your styles differ? Share your findings with the class, and talk about what
comparing the texts has taught you about developing a topic and supporting
a thesis.

Reflecting
Consider what you learned by writing your text. Was your research sufficient
to respond to the prompt, or would you have preferred to spend more time
researching the topic? Think about what you will do differently the next time  Standards
you write an informative essay. W.11–12.5 Develop and strengthen
writing as needed by planning,
revising, editing, rewriting, or
trying a new approach, focusing on
addressing what is most significant
for a specific purpose and audience.

Performance Task: Write an Informative Essay 325

 OVERVIEW: SMALL-GROUP LEARNING

ESSENTIAL QUESTION:

In what ways does the struggle

for freedom change with history?
As you read these selections, work with your group to explore the various ways in
which the struggle for freedom has changed over time.
From Text to Topic During the Civil War era, opponents of slavery argued that
the nation had not fully lived up to its founding promise of liberty. In the selections
in this section, others add their voices to the chorus, clamoring for liberty, justice,
and equal rights. As you read, consider what the selections show about how the
struggle for freedom has changed and grown over time.

Small-Group Learning Strategies

Throughout your life, in school, in your community, and in your career, you will
continue to develop strategies when you work in teams. Use these strategies during
Small-Group Learning. Add ideas of your own for each step.

STRATEGY ACTION PLAN

Prepare • Complete your assignments so that you are prepared for group work.
• Organize your thinking so you can contribute to your group’s discussions.

Participate fully • Make eye contact to signal that you are listening and taking in what is being said.
• Use text evidence when making a point.

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Support others • Build off ideas from others in your group.

• Invite others who have not yet spoken to join the discussion.

Clarify • Paraphrase the ideas of others to ensure that your understanding is correct.
• Ask follow-up questions.

SCAN FOR
326 UNIT 3 • POWER, PROTEST, AND CHANGE MULTIMEDIA
 CONTENTS
SPEECH

Ain’t I a Woman?
Sojourner Truth

Haven’t women proved over time that they are deserving

of power?

PUBLIC DOCUMENT

Declaration of Sentiments
Elizabeth Cady Stanton

The Declaration of Independence did not

COMPARE

free us all—a form of tyranny still exists!

MEDIA: PODCAST

Giving Women the Vote

Sandra Sleight-Brennan

The ratification of the Nineteenth Amendment came

down to a single vote—and a surprising turn of events.

SHORT STORY

The Story of an Hour

Kate Chopin

What might it mean to a woman to be truly free?

LEGAL OPINION

Brown v. Board of Education:

Opinion of the Court Earl Warren
Can educational facilities be equal if they are racially
segregated?
COMPARE
© Pearson Education, Inc., or its affiliates. All rights reserved.

MAGAZINE ARTICLE

Was Brown v. Board a Failure?

Sarah Garland

Fifty years after the desegregation of schools,

where do we stand?

PERFORMANCE TASK
SPEAKING AND LISTENING FOCUS
Present a Panel Discussion
The Small-Group readings are by authors who protest existing conditions and promote
change. After reading, your group will hold a panel discussion to identify and analyze
the goal of each reformer and to discuss how well that goal has been achieved.

Overview: Small-Group Learning 327

 OVERVIEW: SMALL-GROUP LEARNING

Working as a Team
1. Take a Position In your group, discuss the following question:
What issue today might persuade you to join a movement
for social change?
As you take turns sharing your positions, be sure to provide reasons for
your response. After all group members have shared, discuss some of the
connections among the issues that were presented.

2. List Your Rules As a group, decide on the rules that you will follow
as you work together. Two samples are provided. Add two more of your
own. As you work together, you may add or revise rules based on your
experience together.
• People should respect each other’s opinions.
• No one should dominate the discussion.

3. Apply the Rules Share what you have learned about power, protest,
and change. Make sure each person in the group contributes. Take notes
on and be prepared to share with the class one thing that you heard from
another member of your group.

4. Name Your Group Choose a name that reflects the unit topic.

Our group’s name:

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5. Create a Communication Plan Decide how you want to communicate

with one another. For example, you might use online platforms,
collaboration apps, video conferencing, email, or group texts.

Our group’s decision:

328 UNIT 3 • POWER, PROTEST, AND CHANGE

 ESSENTIAL QUESTION: In what ways does the struggle for freedom change with history?

Making a Schedule
First, find out the due dates for the Small-Group activities. Then, preview
the texts and activities with your group, and make a schedule for
completing the tasks.

SELECTION ACTIVITIES DUE DATE

Ain’t I a Woman?

Declaration of Sentiments

Giving Women the Vote

The Story of an Hour

Brown v. Board of Education:

Opinion of the Court

Was Brown v. Board a Failure?

Working on Group Projects

As your group works together, you’ll find it more effective if each person has
a specific role. Different projects require different roles. Before beginning a
project, discuss the necessary roles, and choose one for each group member.
Here are some possible roles; add your own ideas.
© Pearson Education, Inc., or its affiliates. All rights reserved.

Project Manager: monitors the schedule and keeps everyone on task

Researcher: organizes research activities
Recorder: takes notes during group meetings

SCAN FOR
MULTIMEDIA Overview: Small-Group Learning 329
 MAKING MEANING

About the Author

Ain’t I a Woman?
Concept Vocabulary
As you perform your first read of “Ain’t I a Woman?” you will encounter
these words.

racket   fix   obliged
Sojourner Truth (c. 1797–
1883) was born into slavery Context Clues When you come across unfamiliar words in a text, you can
in Swartekill, New York, as often determine their meanings by using context clues— words and phrases
Isabella Baumfree. In 1826, Punishment was harsh; many were subjected to the lash, which tore the
when one of her owners skin and caused lasting physical and emotional scars that appear in nearby
refused to honor his promise text. There are various kinds of context clues. Some provide information
to free her, Baumfree fled from which you can draw inferences, or reasonable guesses, about a word’s
with Sophia, her infant meaning.
daughter. In 1843, she
changed her name to Example Sentence: Punishment was harsh: Many were subjected
Sojourner Truth and began to the lash, which tore the skin and caused deep physical and
her career as an abolitionist.
emotional scars.
Her memoirs were published
in 1850, and she toured the Inference: Because it causes the skin to tear and leaves scars, a lash
country to promote not only must be a whip or cane.
abolitionism but also equal
You can verify your preliminary definition by consulting a reliable print
civil rights for women.
or online dictionary.

Apply your knowledge of context clues and other vocabulary strategies to

determine the meanings of unfamiliar words you encounter during your
first read.

First Read NONFICTION

Apply these these strategies as you conduct your first read. You will have an
opportunity to complete a close read after your first read.

© Pearson Education, Inc., or its affiliates. All rights reserved.

NOTICE the general ideas of ANNOTATE by marking

the text. What is it about? vocabulary and key passages
Who is involved? you want to revisit.

 STANDARDS
RI.11–12.10 By the end of grade 11,
read and comprehend literary
nonfiction in the grades 11–CCR text
complexity band proficiently, with
CONNECT ideas within RESPOND by completing
scaffolding as needed at the high end
of the range. the selection to what you the Comprehension Check and
already know and what you by writing a brief summary of
L.11–12.4.a Use context as a clue have already read. the selection.
to the meaning of a word or phrase.

L.11–12.4.d Verify the preliminary

determination of the meaning of a
word or phrase.

330 UNIT 3 • POWER, PROTEST, AND CHANGE

 SPEECH

Ain’t I
a Woman?
Sojourner Truth

BACKGROUND
Sojourner Truth delivered this speech at the Women’s Rights Convention in SCAN FOR
MULTIMEDIA
Akron, Ohio, in 1851. It was never transcribed or recorded, but a woman in
attendance, Frances Gage, committed it to paper from memory many years
later. The words may not be entirely accurate, but the power of Truth’s
speech remains intact.

W ell, children, where there is so much racket there must be

NOTES
© Pearson Education, Inc., or its affiliates. All rights reserved.

something out of kilter.1 I think that ’twixt2 the Negroes of

the South and the women at the North, all talking about rights, Mark context clues or indicate
the white men will be in a fix pretty soon. But what’s all this here another strategy you used that
talking about? helped you determine meaning.

2 That man over there says that women need to be helped into racket (RAK iht ) n.
carriages, and lifted over ditches, and to have the best place MEANING:

everywhere. Nobody ever helps me into carriages, or over

mudpuddles, or gives me any best place! And ain’t I a woman? Look
at me! Look at my arm! I have ploughed and planted, and gathered fix (fihks) n.
into barns, and no man could head me! And ain’t I a woman? I could MEANING:
work as much and eat as much as a man—when I could get it—and
bear the lash as well! And ain’t I a woman? I have borne thirteen
children, and seen them most all sold off to slavery, and when I cried
1. kilter n. proper state or condition.
2. ’twixt prep. between.

Ain’t I a Woman? 331

 out with my mother’s grief, none but Jesus heard me! And ain’t I a
NOTES woman? Then they talk about this thing in the head; what’s this they
call it? [A member of the audience whispers, “Intellect.”] That’s it,
honey. What’s that got to do with women’s rights or Negroes’ rights?
If my cup won’t hold but a pint, and yours holds a quart, wouldn’t
you be mean not to let me have my little half measure full? Then that
little man in black there, he says women can’t have as much rights
as men, ’cause Christ wasn’t a woman! Where did your Christ come
from? Where did your Christ come from? From God and a woman!
Man had nothing to do with him.3 If the first woman God ever made4
Mark context clues or indicate was strong enough to turn the world upside down all alone, these
another strategy you used that
helped you determine meaning.
women together ought to be able to turn it back, and get it right side
obliged (uh BLYJD) adj. up again! And now they is asking to do it, the men better let them.
MEANING:
3 Obliged to you for hearing me, and now old Sojourner ain’t got
nothing more to say. ❧

3. M
 an had nothing to do with him reference to the biblical teaching of the virgin birth
of Jesus.
4. the first woman God ever made the biblical Eve.

© Pearson Education, Inc., or its affiliates. All rights reserved.

332 UNIT 3 • POWER, PROTEST, AND CHANGE

 Comprehension Check
Complete the following items after you finish your first read. Review and clarify
details with your group.

1. What two reform movements does Sojourner Truth connect?

2. According to Truth, what privileges do many people think women should enjoy?

3. Identify two hardships that Sojourner Truth says she has suffered.

4. What warning does Truth give just before concluding the speech?

5. Notebook Confirm your understanding of the text by writing a summary.

RESEARCH
© Pearson Education, Inc., or its affiliates. All rights reserved.

Research to Clarify Choose at least one unfamiliar detail from the text. Briefly research
that detail. In what way does the information you learned shed light on an aspect of
the speech?

Research to Explore This speech may spark your curiosity to learn more about the
author, the era, or the topic. Briefly research a topic that interests you. You may want to
share what you discover with your group.

Ain’t I a Woman? 333

 making meaning

Close Read the Text

With your group, revisit sections of the text you marked
during your first read. Annotate details that you notice.
What questions do you have? What can you conclude?

Ain’t I a Woman?

CITE TEXTUAL EVIDENCE

Analyze the Text to support your answers.

Complete the activities.

GROUP DISCUSSION
1. Review and Clarify With your group, reread paragraph 2 of the
If you disagree with
selection. Discuss the figurative meanings of “pints” and “cups.” What do
someone’s opinion, allow
they have to do with the overall argument in this speech?
the speaker to finish his or
her point. Then, raise your 2. Present and Discuss Now, work with your group to share the passages
objection tactfully—for from the selection that you found especially important. Take turns
example, you might say, “I
presenting your passages. Discuss what you noticed in the selection, the
see it a little differently.”
questions you asked, and the conclusions you reached.
Make sure that you have
textual evidence to support 3. Essential Question: In what ways does the struggle for freedom
your idea. change with history? What has this text taught you about power,
protest, and change? Discuss with your group.

language development

Concept Vocabulary
racket fix obliged

 WORD NETWORK
Why These Words? The three concept vocabulary words are related.
Add words related to
With your group, determine what the words have in common. How do
struggle from the text to
these word choices enhance the impact of the text?
your Word Network.

Practice
© Pearson Education, Inc., or its affiliates. All rights reserved.
Notebook Confirm your understanding of the concept vocabulary
words by using them in sentences. Be sure to use context clues that hint at
each word’s meaning.
 Standards
RI.11–12.2 Determine two or more
central ideas of a text and analyze
their development over the course of Word Study
the text, including how they interact
and build on one another to produce Latin Root: -lig- At the end of this speech, Sojourner Truth thanks her
a complex analysis; provide an audience for listening by saying, “Obliged to you for hearing me. . . .” The
objective summary of the text. English word obliged is built from the Latin root -lig-, which means “to
RI.11–12.6 Determine an author’s bind.” Find several other words that have this same root. Then, write the
point of view or purpose in a text words and their meanings.
in which the rhetoric is particularly
effective, analyzing how style and
content contribute to the power,
persuasiveness, or beauty of the text.

334 UNIT 3 • POWER, PROTEST, AND CHANGE

 essential question: In what ways does the struggle for freedom change with history?

Analyze Craft and Structure

Effective Rhetoric “Ain’t I a Woman?” is a speech that makes an
argument; its message is meant to persuade an audience. Sojourner Truth
connects her ideas and builds the argument to its climax by using a refrain, or
repeated chorus. This refrain, “And ain’t I a woman?” urgently restates Truth’s
main idea as she challenges listeners to rethink their ideas about equality.

CITE TEXTUAL EVIDENCE

Practice to support your answers.
Work on your own to fill in the chart. Track the ways in which Sojourner
Truth uses refrain to build her argument. Find each use of the repeated
question, “Ain’t I a woman?” Then, list the textual details that lead up
to each repetition. Finally, consider how each set of details adds meaning
to Truth’s question. After you have completed the chart, share and discuss
your responses with your group.

TEXTUAL DETAILS THAT LEAD TO . . . ADDED MEANING

first statement of the refrain:

first repetition of the refrain:

second repetition of the refrain:

third repetition of the refrain:

© Pearson Education, Inc., or its affiliates. All rights reserved.

fourth repetition of the refrain:

Ain’t I a Woman? 335

 LANGUAGE DEVELOPMENT

Author’s Style
Use of Words and Phrases A writer or speaker’s diction is his or her choice
of words and phrases. Diction is a key element of a speaker’s style—his or her
distinct way of using language.

Ain’t I a Woman? • Diction may be formal, informal, elevated, simple, technical, poetic, or
have many other qualities.
• Diction may change to reflect the audience—the listeners a speaker is
attempting to reach.
• A speaker’s diction reflects both the occasion and purpose of a speech.

This example from President Lincoln’s second inaugural address fits the
formality of the occasion.
Formal Diction: At this second appearing to take the oath of the
presidential office, there is less occasion for an extended address than
there was at the first.
Sojourner Truth was born into slavery and received no formal education.
This example of her colloquial, or informal, diction reflects those
circumstances.
Colloquial Diction: Obliged to you for hearing me, and now old
Sojourner ain’t got nothing more to say.
 Standards
L.11–12.1.a Apply the However, Truth’s diction also demonstrates other aspects of her personality,
understanding that usage is a matter as well as her purpose for speaking at the Women’s Rights Convention.
of convention, can change over time,
and is sometimes contested.

L.11–12.3 Apply knowledge

of language to understand how Read It
language functions in different
contexts, to make effective choices Work individually. For each example of formal diction, find the colloquial
for meaning or style, and to original in “Ain’t I a Woman?” When you have completed the chart, meet
comprehend more fully when reading with your group to discuss how the colloquial diction may have helped Truth
or listening.
connect with her audience.

FORMAL DICTION ORIGINAL DICTION FROM “AIN’T I A WOMAN?”

Ladies and gentlemen, where one hears

© Pearson Education, Inc., or its affiliates. All rights reserved.
such pandemonium, one suspects that
something has gone awry.

If I have but a little, and you have a great

deal, would it not be fair for you to share?

Now that women are clamoring for change,

it is incumbent on men to permit it.

Write It
Notebook Write a paragraph that suggests the impact that Sojourner
Truth may have had on her audience in 1851. Try to use a mix of formal and
colloquial diction in your paragraph.

336 UNIT 3 • POWER, PROTEST, AND CHANGE

 Effective expression

Writing to Sources
Assignment
With your group, prepare an informative text that presents facts about a
topic. Choose from the following options:
 a biographical sketch about Sojourner Truth that expands upon the
brief biography that accompanies this selection and that sheds light
upon some of the references in “Ain’t I a Woman?”

an extended definition of woman as it would have been seen by

many in Sojourner Truth’s audience, focusing on the daily life of an
ordinary woman in 1850s America

a cause-and-effect article about the results of antislavery speeches

by abolitionists in the 1850s

Project Plan Work with your group to divide the informative writing option  evidence log
that you chose into manageable sections or parts. Outline your ideas, and
Before moving on to a
assign each member one part of the writing.
new selection, go to your
Evidence Log and record
Working Title: _____________________________________________________ what you learned from
“Ain’t I a Woman?”
SECTION
ASSIGNED PERSON
OR PART

Introduction

Part I

Part II

Part III
© Pearson Education, Inc., or its affiliates. All rights reserved.

Part IV

Part V

Conclusion

 Standards
W.11–12.2 Write informative/
Tying It Together Work together to draft an introduction that touches on explanatory texts to examine and
all the sections or parts that you plan to write. Once everyone has written his convey complex ideas, concepts, and
information clearly and accurately
or her part of the project, get together again to read the parts aloud, suggest through the effective selection,
revisions, and draft a conclusion that follows from those parts. organization, and analysis of content.

Ain’t I a Woman? 337

 MAKING MEANING

Comparing Text to Media

In this lesson, you will compare the Declaration
of Sentiments, a public document related to the
campaign for women’s suffrage, and a podcast
DECLARATION OF GIVING WOMEN THE VOTE
SENTIMENTS
called “Giving Women the Vote.” First, you will
complete the first-read and close-read activities for
the Declaration of Sentiments.

About the Author

Declaration of Sentiments
Concept Vocabulary
As you perform your first read, you will encounter these words.

degraded oppressed subordinate

Context Clues If these words are unfamiliar to you, try using context
Elizabeth Cady Stanton
clues—other words and phrases that appear in a text—to help you
(1815–1902) became
determine their meanings. There are various kinds of context clues. Some
interested in reform
provide details that help you infer the word’s meaning. You can then use a
movements through a
cousin, who introduced
dictionary to confirm your inference.
her to Henry Brewster
Elaborating Details: Even when the terrifying storm was at its worst,
Stanton, an abolitionist.
my cousin maintained her usual calm and cheerful demeanor.
Cady and Stanton married
in 1840—agreeing that the Inference: Calm and cheerful relate to a person’s behavior. Demeanor
bride’s promise to obey her must mean “how someone behaves.”
husband would be omitted
from their vows. Stanton Dictionary Meaning: “outward behavior or bearing”
was the primary writer of the
Declaration of Sentiments, Apply your knowledge of context clues and other vocabulary strategies
adopted at the 1848 to determine the meanings of unfamiliar words you encounter during your
Seneca Falls Convention. first read.
Later, Stanton and
Susan B. Anthony founded First Read NONFICTION
the National Woman
Apply these strategies as you conduct your first read. You will have an
Suffrage Association.
opportunity to complete a close read after your first read. © Pearson Education, Inc., or its affiliates. All rights reserved.

notice the general ideas of ANNOTATE by marking

 STANDARDS the text. What is it about? vocabulary and key passages
RI.11–12.10 By the end of Who is involved? you want to revisit.
grade 11, read and comprehend
literary nonfiction in the grades
11–CCR text complexity band
proficiently, with scaffolding as
needed at the high end of the range. CONNECT ideas within the RESPOND by completing
selection to what you already the Comprehension Check and
L.11–12.4.a Use context as a clue
to the meaning of a word or phrase. know and what you have by writing a brief summary of
already read. the selection.
L.11–12.4.d Verify the preliminary
determination of the meaning of a
word or phrase.

338 UNIT 3 • POWER, PROTEST, AND CHANGE

 PUBLIC DOCUMENT

Declaration
For decades after the Declaration
of Sentiments, American suffragists
continued to campaign for the right
of Sentiments
to vote. Elizabeth Cady Stanton

BACKGROUND
In 1848, Elizabeth Cady Stanton and Lucretia Mott convened the first SCAN FOR
MULTIMEDIA
women’s rights conference to demand that women be given basic
human rights, including the right to vote, to own property, and to have
equal status under the law. Of those who attended the conference in
Seneca Falls, New York, about a third—32 men and 68 women—signed
the Declaration of Sentiments. The document was highly controversial.
An article published shortly after the convention described it as “the most
shocking and unnatural event ever recorded in the history of womanity.”

W hen, in the course of human events, it becomes necessary for

one portion of the family of man to assume among the people NOTES
© Pearson Education, Inc., or its affiliates. All rights reserved.

of the earth a position different from that which they have hitherto
occupied, but one to which the laws of nature and of nature’s God
entitle them, a decent respect to the opinions of mankind requires
that they should declare the causes that impel them to such a course.
2 We hold these truths to be self-evident: that all men and women
are created equal; that they are endowed by their Creator with certain
inalienable1 rights; that among these are life, liberty, and the pursuit
of happiness; that to secure these rights governments are instituted,
deriving their just powers from the consent of the governed.
Whenever any form of government becomes destructive of these
ends, it is the right of those who suffer from it to refuse allegiance
to it, and to insist upon the institution of a new government, laying
its foundation on such principles, and organizing its powers in such
1. inalienable (ihn AYL yuh nuh buhl) adj. absolute; not able to be taken or given away.

Declaration of Sentiments 339

 form, as to them shall seem most likely to effect their safety and
NOTES happiness. Prudence, indeed, will dictate that governments long
established should not be changed for light and transient2 causes;
and accordingly all experience hath shown that mankind are more
disposed to suffer, while evils are sufferable, than to right themselves
by abolishing the forms to which they are accustomed. But when a
long train of abuses and usurpations3 pursuing invariably the same
object, evinces a design to reduce them under absolute despotism,4
it is their duty to throw off such government, and to provide new
guards for their future security. Such has been the patient sufferance
of the women under this government, and such is now the necessity
which constrains them to demand the equal station to which they
are entitled. The history of mankind is a history of repeated injuries
and usurpations on the part of man toward woman, having in direct
object the establishment of an absolute tyranny over her. To prove
this, let facts be submitted to a candid world.
3 He has never permitted her to exercise her inalienable right to the
elective franchise.5
4 He has compelled her to submit to laws, in the formation of which
Mark context clues or indicate
another strategy you used that
she had no voice.
helped you determine meaning. 5 He has withheld from her rights which are given to the most
degraded (dih GRAY dihd) adj. ignorant and degraded men—both natives and foreigners.
MEANING: 6 Having deprived her of this first right of a citizen, the elective
franchise, thereby leaving her without representation in the halls of
oppressed (uh PREHST) v. legislation, he has oppressed her on all sides.
MEANING: 7 He has made her, if married, in the eye of the law, civilly dead.
8 He has taken from her all right in property, even to the wages she
earns.
9 He has made her, morally, an irresponsible being, as she can
commit many crimes with impunity,6 provided they be done in
the presence of her husband. In the covenant of marriage, she is
compelled to promise obedience to her husband, he becoming, to
all intents and purposes, her master—the law giving him power to
deprive her of her liberty, and to administer chastisement.7
© Pearson Education, Inc., or its affiliates. All rights reserved.
10 He has so framed the laws of divorce, as to what shall be the proper
causes, and in case of separation, to whom the guardianship of the
children shall be given, as to be wholly regardless of the happiness of
women—the law, in all cases, going upon a false supposition of the
supremacy of man, and giving all power into his hands.
11 After depriving her of all rights as a married woman, if single, and
the owner of property, he has taxed her to support a government
which recognizes her only when her property can be made profitable
to it.

2. transient (TRAN see uhnt) adj. not lasting.

3. usurpations (yoo suhr PAY shuhnz) n. illegal seizures.
4. evinces a design . . . despotism shows an intent to submit women to a situation of
total control.
5. elective franchise right to vote.
6. impunity (ihm PYOO nih tee) n. total freedom from punishment.
7. chastisement (CHAS tyz muhnt) n. strong, punishing criticism.

340 UNIT 3 • POWER, PROTEST, AND CHANGE

 NOTES

The demands of suffragist leaders aroused intense passions. In this artist’s

interpretation of a real event, suffragist Lucretia Mott is attacked by a mob
when she appears in public.

12 He has monopolized nearly all the profitable employments, and

from those she is permitted to follow, she receives but a scanty
remuneration. He closes against her all the avenues to wealth and
distinction which he considers most honorable to himself. As a
teacher of theology, medicine, or law, she is not known.
Mark context clues or indicate
13 He has denied her the facilities for obtaining a thorough education, another strategy you used that
all colleges being closed against her. helped you determine meaning.
14 He allows her in church, as well as state, but a subordinate subordinate (suh BAWR duh
adj.
© Pearson Education, Inc., or its affiliates. All rights reserved.

position, claiming apostolic8 authority for her exclusion from the niht)

ministry, and, with some exceptions, from any public participation in MEANING:

the affairs of the church.

15 He has created a false public sentiment by giving to the world
a different code of morals for men and women, by which moral
delinquencies which exclude women from society, are not only
tolerated, but deemed of little account in man.
16 He has usurped the prerogative of Jehovah himself, claiming it as
his right to assign for her a sphere of action, when that belongs to her
conscience and to her God.
17 He has endeavored, in every way that he could, to destroy her
confidence in her own powers, to lessen her self-respect, and to make
her willing to lead a dependent and abject life.

8. apostolic (ap uh STOL ihk) adj. derived from the Bible (specifically, from the apostles
appointed by Jesus to spread the gospel).

Declaration of Sentiments 341

 18 Now, in view of this entire disfranchisement of one-half the people
NOTES of this country, their social and religious degradation—in view
of the unjust laws above mentioned, and because women do feel
themselves aggrieved, oppressed, and fraudulently deprived of their
most sacred rights, we insist that they have immediate admission to
all the rights and privileges which belong to them as citizens of the
United States.
19 In entering upon the great work before us, we anticipate no small
amount of misconception, misrepresentation, and ridicule; but
we shall use every instrumentality within our power to effect our
object. We shall employ agents, circulate tracts, petition the state and
national legislatures, and endeavor to enlist the pulpit and the press
in our behalf. We hope this convention will be followed by a series of
conventions, embracing every part of the country.
20 Firmly relying upon the final triumph of the right and the true, we
do this day affix our signatures to this declaration. ❧

Comprehension Check
Complete the following items after you finish your first read. Review and clarify
details with your group.

1. According to this document, which truths are self-evident?

2. According to Stanton, why do women have a duty to throw off the government?

3. What does Stanton say is the result of denying women the right to vote?

© Pearson Education, Inc., or its affiliates. All rights reserved.

4. What governmental action does the Declaration of Sentiments demand?

5. Notebook Confirm your understanding of the text by writing a summary.

RESEARCH
Research to Explore This public document may spark your curiosity to learn more about
this topic, author, or era. Briefly research a topic that interests you. You may wish to share
what you discover with your group.

342 UNIT 3 • POWER, PROTEST, AND CHANGE

 MAKING MEANING

Close Read the Text

With your group, revisit sections of the text you marked
during your first read. Annotate details that you notice.
What questions do you have? What can you conclude?

DECLARATION OF SENTIMENTS

Cite textual evidence

Analyze the Text to support your answers.

Complete the activities.

1. Review and Clarify With your group, discuss the “long train of
abuses and usurpations” that are listed in the document. If you were to GROUP DISCUSSION
categorize them, what headings would you use? Explain. Give everyone a chance to
contribute to the discussion.
2. Present and Discuss Now, work with your group to share the passages
If you notice that someone is
from the selection that you found especially important. Take turns
not participating, encourage
presenting your passages. Discuss what you noticed in the selection, the
him or her to join in.
questions you asked, and the conclusions you reached.
3. Essential Question: In what ways does the struggle for freedom
change with history? What have you learned about the struggle for
freedom from reading this text?

language development

Concept Vocabulary
degraded oppressed subordinate

Why These Words? The three concept vocabulary words are related. With  WORD NETWORK
your group, discuss the words, and determine a concept that the words,
Add words related to
have in common. How do these word choices enhance the text’s impact?
struggle from the text to
your Word Network.

Practice
© Pearson Education, Inc., or its affiliates. All rights reserved.

Notebook Confirm your understanding of the concept vocabulary

words by using them in sentences. Be sure to use context clues that hint at
each word’s meaning.

Word Study
Latin Prefix: sub- According to the Declaration of Sentiments, the
document should tell the world that American women are in a subordinate
position. The word subordinate begins with the Latin prefix sub-, which  Standards
means “under.” Find several other words that begin with this prefix. Use L.11–12.4.c Consult general and
specialized reference materials,
etymological information from the dictionary to verify your choices. Then, both print and digital, to find
write the words and their meanings. the pronunciation of a word or
determine or clarify its precise
meaning, its part of speech, its
etymology, or its standard usage.

Declaration of Sentiments 343

 MAKING MEANING

Analyze Craft and Structure

Author’s Choices: Allusions An allusion is an unexplained reference
CLARIFICATION within a literary work to a well-known person, place, event, text, or work
An extended allusion of art. An allusion adds meaning to a text by offering a point of similarity
may imitate or borrow the or comparison to the ideas the author is presenting. Authors assume that
structure of the text after readers understand both the reference and the layer of meaning it adds.
which it is modeled, the
Although most allusions are conveyed in a word or a phrase, some provide
wording of that text, or
both. structure for an entire piece of writing. In the Declaration of Sentiments,
Elizabeth Cady Stanton creates an extended allusion by modeling her
argument after the Declaration of Independence.

CITE TEXTUAL EVIDENCE

Practice to support your answers.

Use this chart to analyze how the extended allusion to the Declaration of
Independence helps introduce, develop, and conclude the argument made
in the Declaration of Sentiments. A first example has been done for you.
Gather your notes, and then share your responses with your group.
Declaration of Allusion to the Declaration of Development of Ideas
Sentiments Independence

Paragraphs 1–2 The Declaration of Independence The allusion suggests that

reads: “We hold these truths to be the Declaration of Sentiments
self-evident: that all men are created is equal in importance
equal. . . . ” Stanton revises this to to—and perhaps even goes
read:“. . . all men and women are beyond— the Declaration of
created equal.” Independence.

Paragraphs 3–17

© Pearson Education, Inc., or its affiliates. All rights reserved.

Paragraphs 18–20

344 UNIT 3 • POWER, PROTEST, AND CHANGE

 Language Development

Conventions and Style

Types of Clauses A clause is a group of words that has a subject and
a predicate. An independent clause can stand on its own as a complete
sentence. A subordinate (also called dependent) clause is unable to stand
alone because it does not express a complete thought. Writers use a variety
DECLARATION OF SENTIMENTS
of subordinate clauses to add information, to clarify meaning, and to link
related ideas.

TYPE OF CLAUSE COMPOSITION EXAMPLES

Independent subject, predicate; expresses a We hold these truths to be self-

complete thought evident . . . (paragraph 2)
. . . it is their duty to throw off such
government . . . (paragraph 2)

Subordinate subject, predicate; does not express . . . that they should declare the
a complete thought; begins with a causes . . . (paragraph 1)
word such as which, who, that, since, . . . as she can commit many crimes
when, if, as, although, or because with impunity . . . (paragraph 9)

Read It
1. Each example contains one independent clause and one subordinate
clause. Mark independent clauses once and subordinate clauses twice.
a. Although some proponents of women’s rights supported the
Declaration of Sentiments, others considered it too radical.
b. It was no secret that the work entailed danger and public censure.
c. Because suffrage is such a precious right, Americans should vote in all
elections.
2. Connect to Style Reread this excerpt from Declaration of Sentiments.
Mark independent clauses once and subordinate clauses twice.
We hold these truths to be self-evident: that all men and women are  evidence log
created equal; that they are endowed by their Creator with certain Before moving on to
inalienable rights. . . . a new selection, go to
© Pearson Education, Inc., or its affiliates. All rights reserved.

your Evidence Log and

Notebook Explain how the use of these clauses helps the writer show a
record what you learned
main idea and the details that support it.
from “Declaration of
Sentiments.”
Write It
Notebook Complete this paragraph by adding a clause to each
 Standards
sentence as directed.
RI.11–12.9 Analyze seventeenth-,
If I had been working alongside Elizabeth Cady Stanton, eighteenth-, and nineteenth-century
foundational U.S. documents of
[independent clause]. I also would have marched for female suffrage,
historical and literary significance for
[subordinate clause]. Many people fought against giving women their themes, purposes, and rhetorical
the vote [subordinate clause]. The work was important, however, features.
so [independent clause].
L.11–12.1 Demonstrate command
of the conventions of standard
English grammar and usage when
writing or speaking.

Declaration of Sentiments 345

 MAKING MEANING

Comparing Text to Media

This podcast discusses the final steps that made
women’s suffrage a reality. After listening to it, you
will compare how broadcast media can provide
DECLARATION OF GIVING WOMEN THE VOTE
SENTIMENTS
information in a way that differs from the way
information is conveyed in a text.

About the Producer

Giving Women the Vote
Media Vocabulary
These words or concepts will be useful to you as you analyze, discuss, and
write about podcasts.

Frame: main spoken • A frame has a clear beginning, middle, and end.
Sandra Sleight-Brennan narrative of a • Usually, one narrator or host presents the frame.
(b. 1951) is an award- production
winning scriptwriter and
Special Elements: • Sound effects can add realism. Background music
media producer. She is the
features that provide can highlight the emotion connected with an event.
driving force behind many
points of emphasis Either element can set a mood.
audio and video projects,
in a production • Interview segments can add information and insights.
Web-based documentaries,
and a variety of multimedia Dramatic reenactments can bring events to life.
efforts. Although she has
covered a wide range of Tone: production’s • In a podcast, tone is created through the narrator or
topics, she has a special attitude toward a host’s word choice and vocal qualities, as well as the
interest in projects that subject or audience use of special elements.
show societal change and
that reflect the struggles
of minorities. Sleight-
Brennan’s work has been First Review MEDIA: AUDIO
broadcast on radio stations Apply these strategies as you listen to the podcast.
across the country.

LISTEN and note who is NOTE elements that you find

speaking, what they’re saying, interesting and want to revisit.
and how they’re saying it.

CONNECT ideas in the RESPOND by completing

audio to other media you’ve the Comprehension Check.
experienced, texts you’ve
read, or images you’ve seen.

 Standards
RI.11–12.10. By the end of Listening Strategy: Take Notes
grade 11, read and comprehend
literary nonfiction in the grades Notebook As you listen, record your observations and questions,
11–CCR text complexity band making sure to note time codes for later reference.
proficiently, with scaffolding as
needed at the high end of the range.

346 UNIT 3 • POWER, PROTEST, AND CHANGE

 media | PODCAST

Giving Women the Vote

Sandra Sleight-Brennan

Background
The campaign to give the vote to all American women faced many SCAN FOR
MULTIMEDIA
disappointments in the decades following the Seneca Falls Convention. Finally,
however, in June 1919, Congress passed a women’s suffrage amendment to the
United States Constitution and sent it to the states for ratification. Nine months
later, 35 states had ratified the amendment. Only one more state’s ratification
was needed, but the deadline for ratification was drawing near. “Giving Women
the Vote,” which Sandra Sleight-Brennan produced in 2010 to commemorate the
ninetieth anniversary of the Nineteenth Amendment, tells the story of that final
state’s ratification—and the surprising way in which it happened.
© Pearson Education, Inc., or its affiliates. All rights reserved.

NOTES

Giving Women the Vote 347

Comprehension Check
Complete the following items after you finish your first review. Review and clarify
details with your group.

1. According to the interview with the reporter from the Cleveland Plain Dealer, what was
the result of the campaign for women’s suffrage in the years just prior to 1920?

2. Which state became the final battleground for making the Nineteenth Amendment the
law of the land?

3. What was the significance of the red or yellow roses worn by people on the scene?

4. According to the dramatic reenactment, why did Harry Burn change his vote?

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5. Notebook Write a summary to confirm your understanding of the ratification

of the Nineteenth Amendment, as presented in the podcast.

RESEARCH
Research to Clarify Choose at least one unfamiliar detail from the podcast. Briefly
research that detail. In what way does the information you learned shed light upon an
aspect of the podcast? Share your findings with your group.

348 UNIT 3 • POWER, PROTEST, AND CHANGE

 MAKING MEANING

Close Review
With your group, review your notes. If necessary, listen to
the podcast again. Record any new observations that seem
important. What questions do you have? What can you
conclude?
Giving Women the Vote

CITE TEXTUAL EVIDENCE

Analyze the Media to support your answers.

Complete the activities.

1. Present and Discuss Choose the part of the podcast you find most
interesting or powerful. Share your choice with your group, and discuss
why you chose it. Explain what you noticed about that section, what
questions it raised for you, and what conclusions you reached about it.

2. Synthesize With your group, review the entire podcast. Do the frame
and the special elements work together to inform listeners? Are they
examples of information, of entertainment, or of both? Explain.

3. Essential Question: In what ways does the struggle for freedom

change with history? What have you learned about the struggle for
freedom from listening to this podcast? Discuss with your group.

language development

Media Vocabulary
frame   special elements   tone

Use these vocabulary words in your responses to the following

questions.

1. (a) What do listeners learn from the narrator about the ratification
process? (b) Why might Sleight-Brennan have wanted to include this
information?
© Pearson Education, Inc., or its affiliates. All rights reserved.

2. How do the comments dramatized by the characters of Harry Burn and

his mother help to show the tensions surrounding this final vote for
ratification?

3. This podcast was produced in recognition of the ninetieth anniversary of

the Nineteenth Amendment. What attitude toward the event do you think  Standards
it was meant to encourage in listeners? Explain. SL.11–12.3 Evaluate a speaker’s
point of view, reasoning, and use
of evidence and rhetoric, assessing
the stance, premises, links among
ideas, word choice, points of
emphasis, and tone used.

Declaration of Sentiments • Giving Women the Vote 349

 EFFECTIVE EXPRESSION

Writing to Compare
You have read a document that launched the women’s suffrage movement—
Elizabeth Cady Stanton’s Declaration of Sentiments. You have also listened to
a podcast about the ratification of the nineteenth amendment in 1920. Now,
deepen your understanding of the issue of women’s suffrage by comparing and
Declaration of Sentiments
contrasting elements of the two selections and putting your ideas in writing.

Assignment
Both the document and the podcast illustrate the methods suffragists
and politicians used to convince people that granting women the vote
was the right course of action. Write a compare-and-contrast essay in
which you analyze how each selection shows persuasion at work. Focus
on the arguments and rhetorical strategies used by the people involved in
Giving Women the Vote the campaign. How did they seek to communicate key ideas in powerful,
convincing ways?
 Standards
RI.11–12.5 Analyze and
evaluate the effectiveness of the Prewriting
structure an author uses in his
or her exposition or argument, Analyze the Texts Persuasion involves communicating a point of view
including whether the structure and convincing others to adopt it. Persuasion is accomplished through
makes points clear, convincing,
and engaging. effective rhetoric, or the use of stylistic elements to build meaning in a
powerful way. The elements of rhetoric include:
RI.11–12.6 Determine an
author’s point of view or purpose • strong arguments—clearly stated claims supported by compelling evidence
in a text in which the rhetoric is • a lofty or passionate tone
particularly effective, analyzing
how style and content contribute • the repetition of words, phrases, or ideas
to the power, persuasiveness or • the use of striking images
beauty of the text.
• allusions to established or respected ideas or texts
RI.11–12.7 Integrate and • the use of analogies, or comparisons.
evaluate multiple sources of
information presented in different
media or formats as well as Notebook Complete the activity, and answer the questions.
in words in order to address a 1. Analyze elements of rhetoric used by suffragists and their supporters in
question or solve a problem.
each selection. Assign each group member one element to look for in
either one or both selections. Then, discuss and analyze your findings.
© Pearson Education, Inc., or its affiliates. All rights reserved.
Rhetorical Element Declaration of Sentiments Giving Women the Vote

Argument

Tone

Repetition

Imagery

Allusion

Analogy

2. Which elements of persuasion are showcased in both selections?

3. These two selections focus on events 70 years apart. How did the
suffragists’ arguments or strategies change over time?

350 UNIT 3 • POWER, PROTEST, AND CHANGE

 essential question: In what ways does the struggle for freedom change with history?

Drafting
Draw Conclusions As a group, review and discuss your Prewriting notes.
Based on those notes, what can you conclude about the use of rhetoric
in the suffrage movement, as illustrated by these two selections? Which
elements carried the movement to its successful conclusion?

Thesis/central idea:

Develop a Project Plan Work with your group to outline the body of your
essay and divide the writing task into manageable parts. Use a chart like
this one to assign parts. Write a description of each part in the left column,
and the name of the person assigned to it in the right. Discuss and note key
pieces of evidence to use in each section.

SECTIONS OR PARTS PERSON ASSIGNED

Part I:

Evidence:

Part II:

Evidence:

Part III:

Evidence:

Part IV:

Evidence:

Part V:

Evidence:
© Pearson Education, Inc., or its affiliates. All rights reserved.

Write a Draft Work as a group to draft an introduction that includes your

 evidence log
working thesis and touches on all the sections or parts the body of the essay
Before moving on to a
will include. Then, work independently to draft the body sections. When
new selection, go to your
everyone is finished, share your drafts aloud. Discuss revisions that will make
Evidence Log and record
each section stronger. Tie the parts of your essay together with effective
what you’ve learned
transitions. Finally, draft a conclusion that follows logically from all sections of from the Declaration of
the essay. Sentiments and “Giving
Women the Vote.”
Reviewing, Revising, and Editing
Have each group member edit and proofread the text independently. Apply
all your changes to the draft. Then, have one person read the finished essay
aloud. What last small changes need to be made to finalize your work?

Declaration of Sentiments • Giving Women the Vote 351

 MAKING MEANING

About the Author

The Story of an Hour
Concept Vocabulary
As you perform your first read of “The Story of an Hour,” you will encounter
these words.

persistence    imploring    importunities
Kate Chopin (1850–1904)
was born Kate O’Flaherty Familiar Word Parts Separating a word into its parts can often help you
in St. Louis, Missouri. At identify its meaning. Those parts might include familiar prefixes.
the age of 20, she married
Louisiana cotton trader Some prefixes, such as im-, have more than one meaning. When you
Oscar Chopin. The couple come across an unfamiliar word, consider all the meanings of the prefix.
lived in New Orleans before
moving to a rural Louisiana • For example, in the word immobile, im- means “not.” Added to the base
plantation. Chopin briefly word mobile, which means “in motion,” im- creates a new word that means
ran the plantation after her “not mobile,” or “still.“
husband’s death but then • In the word immigrate, im- means “into” or “toward.” Added to the base
returned to St. Louis with word migrate, which means “move from one region to another,” im- creates
their six children. There, a new word that means “move into a new place.”
she began writing fiction.
In the portraits of Louisiana When you read an unfamiliar word that has a prefix, think about other
that she created from that words with the same prefix. Consider which meaning makes the most
point forward, Chopin often sense with the base word. If a prefix has more than one meaning, try
addressed women’s rights out both to determine the meaning of the unfamiliar word.
and racial prejudice.
Apply your knowledge of familiar word parts and other vocabulary strategies
to determine the meanings of unfamiliar words you encounter during your
first read.

First Read FICTION

Apply these strategies as you conduct your first read. You will have an
opportunity to complete a close read after your first read.

© Pearson Education, Inc., or its affiliates. All rights reserved.

notice whom the story is ANNOTATE by marking
about, what happened, where vocabulary and key passages
 STANDARDS and when it happened, and you want to revisit.
RL.11–12.10 By the end of why those involved reacted as
grade 11, read and comprehend they did.
literature, including stories, dramas,
and poems, in the grades 11–CCR
text complexity band proficiently,
with scaffolding as needed at the
high end of the range. CONNECT ideas within RESPOND by completing
the selection to what you the Comprehension Check and
L.11–12.4.b Identify and correctly already know and what you by writing a summary of the
use patterns of word changes that
indicate different meanings or
have already read. selection.
parts of speech. Apply knowledge
of Greek, Latin, and Anglo-Saxon
roots and affixes to draw inferences
concerning the meaning of scientific
and mathematical terminology.

352 UNIT 3 • POWER, PROTEST, AND CHANGE

 SHORT STORY

The Story
of an Hour
Kate Chopin

BACKGROUND
“The Story of an Hour” was considered daring in its time. The editors of SCAN FOR
MULTIMEDIA
at least two magazines refused the story, calling it immoral. They wanted
Chopin to soften her female character and to make her less independent
and less unhappy in her marriage. Undaunted, Chopin continued to deal
with issues of women’s growth and emancipation in her writing, advancing
ideas that are widely accepted today.

K nowing that Mrs. Mallard was afflicted with a heart trouble,

great care was taken to break to her as gently as possible the
news of her husband’s death.
NOTES

2 It was her sister Josephine who told her, in broken sentences;

veiled hints that revealed in half concealing. Her husband’s friend
Richards was there, too, near her. It was he who had been in the
newspaper office when intelligence of the railroad disaster was
received, with Brently Mallard’s name leading the list of “killed.”
He had only taken the time to assure himself of its truth by a second
© Pearson Education, Inc., or its affiliates. All rights reserved.

telegram, and had hastened to forestall any less careful, less tender
friend in bearing the sad message.
3 She did not hear the story as many women have heard the same,
with a paralyzed inability to accept its significance. She wept at once,
with sudden, wild abandonment, in her sister’s arms. When the
storm of grief had spent itself she went away to her room alone. She
would have no one follow her.
4 There stood, facing the open window, a comfortable, roomy
armchair. Into this she sank, pressed down by a physical exhaustion
that haunted her body and seemed to reach into her soul.
5 She could see in the open square before her house the tops of trees
that were all aquiver with the new spring life. The delicious breath of
rain was in the air. In the street below a peddler was crying his wares.
The notes of a distant song which someone was singing reached her
faintly, and countless sparrows were twittering in the eaves.

The Story of an Hour 353

 6 There were patches of blue sky showing here and there through
NOTES the clouds that had met and piled one above the other in the west
facing her window.
7 She sat with her head thrown back upon the cushion of the chair,
quite motionless, except when a sob came up into her throat and
shook her, as a child who has cried itself to sleep continues to sob in
its dreams.
8 She was young, with a fair, calm face, whose lines bespoke
repression and even a certain strength. But now there was a dull
stare in her eyes, whose gaze was fixed away off yonder on one of
those patches of blue sky. It was not a glance of reflection, but rather
indicated a suspension of intelligent thought.
9 There was something coming to her and she was waiting for
it, fearfully. What was it? She did not know; it was too subtle and
elusive to name. But she felt it, creeping out of the sky, reaching
toward her through the sounds, the scents, the color that filled the air.
10 Now her bosom rose and fell tumultuously. She was beginning to
recognize this thing that was approaching to possess her, and she was
striving to beat it back with her will—as powerless as her two white
slender hands would have been. When she abandoned herself a little
whispered word escaped her slightly parted lips. She said it over and
over under her breath: “free, free, free!” The vacant stare and the look
of terror that had followed it went from her eyes. They stayed keen
and bright. Her pulses beat fast, and the coursing blood warmed and
relaxed every inch of her body.
11 She did not stop to ask if it were or were not a monstrous joy that
held her. A clear and exalted perception enabled her to dismiss the
suggestion as trivial. She knew that she would weep again when she
saw the kind, tender hands folded in death; the face that had never
looked save with love upon her, fixed and gray and dead. But she
saw beyond that bitter moment a long procession of years to come
that would belong to her absolutely. And she opened and spread her
Mark familiar word parts or arms out to them in welcome.
indicate another strategy you
used that helped you determine 12 There would be no one to live for during those coming years; she
© Pearson Education, Inc., or its affiliates. All rights reserved.
meaning. would live for herself. There would be no powerful will bending hers
persistence (puhr SIHS tuhns) n. in that blind persistence with which men and women believe they
MEANING: have a right to impose a private will upon a fellow creature. A kind
intention or a cruel intention made the act seem no less a crime as she
looked upon it in that brief moment of illumination.
13 And yet she had loved him—sometimes. Often she had not. What
did it matter! What could love, the unsolved mystery, count for
in the face of this possession of self-assertion which she suddenly
recognized as the strongest impulse of her being!
14 “Free! Body and soul free!” she kept whispering.
15 Josephine was kneeling before the closed door with her lips to
imploring (ihm PLAWR ihng) v. the keyhole, imploring for admission. “Louise, open the door! I
MEANING: beg; open the door—you will make yourself ill. What are you doing,
Louise? For heaven’s sake open the door.”

354 UNIT 3 • POWER, PROTEST, AND CHANGE

 16 “Go away. I am not making myself ill.” No; she was drinking in a
very elixir of life1 through that open window. NOTES

17 Her fancy was running riot along those days ahead of her. Spring
days, and summer days, and all sorts of days that would be her
own. She breathed a quick prayer that life might be long. It was only Mark familiar word parts or
yesterday she had thought with a shudder that life might be long. indicate another strategy you
used that helped you determine
18 She arose at length and opened the door to her sister’s
meaning.
importunities. There was a feverish triumph in her eyes, and she
importunities (ihm pawr TOO
carried herself unwittingly like a goddess of Victory. She clasped her n.
nuh teez)
sister’s waist, and together they descended the stairs. Richards stood MEANING:
waiting for them at the bottom.
19 Someone was opening the front door with a latchkey. It was
Brently Mallard who entered, a little travel-stained, composedly
carrying his gripsack2 and umbrella. He had been far from the scene
of the accident, and did not even know there had been one. He stood
amazed at Josephine’s piercing cry; at Richards’ quick motion to
screen him from the view of his wife.
20 But Richards was too late.
21 When the doctors came they said she had died of heart disease—of
the joy that kills. ❧

1. elixir of life mythical liquid believed to prolong a person’s life indefinitely.

2. gripsack small bag for holding clothes; suitcase.

Comprehension Check
Complete the following items after you finish your first read. Review and clarify
details with your group.

1. What medical problem afflicts Mrs. Mallard?

2. What news does Mrs. Mallard receive as the story opens?

© Pearson Education, Inc., or its affiliates. All rights reserved.

3. As Mrs. Mallard sits alone in her room, what word does she keep whispering to herself?

4. What happens when Brently Mallard turns up, alive?

5. Notebook Write a summary of the story to confirm your understanding.

RESEARCH
Research to Explore This story may spark your curiosity to learn more. Briefly research a
relevant topic that interests you. You may want to share what you discover with your group.

The Story of an Hour 355

 MAKING MEANING

Close Read the Text

With your group, revisit sections of the text you marked
during your first read. Annotate details that you notice.
What questions do you have? What can you conclude?

THE STORY OF AN HOUR

Cite textual evidence

Analyze the Text to support your answers.

Notebook Complete the activities.

GROUP DISCUSSION
Listen carefully as others
1. Review and Clarify With your group, discuss the ending of the story. Do
present their ideas so that you agree with the doctors’ evaluation? Why, or why not?
you do not simply repeat 2. Present and Discuss Now, work with your group to share the passages
their words when your turn from the selection that you found especially important. Take turns
comes. Try to add something presenting your passages. Discuss what you noticed in the selection, the
new to the discussion. questions you asked, and the conclusions you reached.
3. Essential Question: In what ways does the struggle for freedom
change with history? What has this text taught you about the struggle
for freedom? Discuss with your group.

language development

Concept Vocabulary
persistence    imploring    importunities

 WORD NETWORK Why These Words? The three concept vocabulary words from the text are
related. With your group, discuss the words, and determine what the words
Add words related to
have in common. How do these word choices enhance the text?
struggle from the text to
your Word Network.
Practice
Notebook Use a dictionary or thesaurus to find and record two
synonyms for each of the concept vocabulary words. Then, write a
sentence that explains how you think Chopin’s word choices affect readers’
© Pearson Education, Inc., or its affiliates. All rights reserved.
understanding of the story. Share your sentences with your group.

 Standards
RL.11–12.2 Determine two or more
themes or central ideas of a text and Word Study
analyze their development over the
course of the text, including how they Notebook Denotation and Connotation The denotation of
interact and build on one another to a word is its dictionary meaning. Connotation refers to the shades of
produce a complex account; provide meaning a word conveys. As Mrs. Mallard sits in her room, she hears
an objective summary of the text.
Josephine’s importunities for her to open the door. The denotation of the
RL.11–12.3 Analyze the impact of word is “instances of persistent begging.” The connotation, however,
the author’s choices regarding how suggests that such begging is especially annoying. Use a thesaurus to find
to develop and relate elements of a
story or drama. four other words that mean “to beg,” and think about their connotations.
Then, list the words in order—from least to most forceful, or from most
L.11–12.5.b Analyze nuances in negative to most positive.
the meaning of words with similar
denotations.

356 UNIT 3 • POWER, PROTEST, AND CHANGE

 essential question: In what ways does the struggle for freedom change with history?

Analyze Craft and Structure

Development of Theme In this story, the author develops a central
idea, or theme, about the ways in which the society of her time constrains
women. To develop that thematic insight, Chopin focuses on the contrast
between Mrs. Mallard’s internal monologue—her main character’s
thoughts and conversation with herself—and the external situation in which
Mrs. Mallard finds herself.

CITE TEXTUAL EVIDENCE

Practice to support your answers.

Use the chart to track Mrs. Mallard’s actions and the emotional journey
she undergoes. Then, explain how Mrs. Mallard’s actions and feelings
suggest Chopin’s theme about the status of women in the society of her
era. Note that there may be more than one theme. Complete this chart
independently, and then share your responses with your group.

WHAT MRS. MALLARD WHAT MRS. MALLARD

PARAGRAPH THEMATIC MEANING
DOES FEELS

10

17

The Story of an Hour 357

 Language Development

Conventions and Style

Author’s Choices: Irony “The Story of an Hour” is an ironic tale. Irony is
a contradiction between appearance and reality, between expectation and
outcome, or between meaning and intention. In literature, readers frequently
encounter three types of irony.
THE STORY OF AN HOUR

Situational Irony: Something happens that contradicts readers’

expectations.
Example: In the story “The Necklace,” a couple must replace a diamond
necklace that the wife borrowed from a friend and lost. Years later, after
falling into poverty in order to pay for the replacement necklace, the
couple discover the original was a fake.
Dramatic Irony: Readers or viewers are aware of something that a
character does not know.
Example: In Romeo and Juliet, characters believe that Juliet is dead, but
the audience knows that she is simply in a drugged sleep.
Verbal Irony: Someone says something that deliberately contradicts
what that person actually means.
Example: In Julius Caesar, Marc Antony refers to Brutus as “an honorable
man” when he means to prove that Brutus, Caesar’s killer, is extremely
dishonorable.

Read It
Work individually. Complete each situation below, and write your response
to it based on the story. Then, reconvene with your group to compare and
contrast your responses.

PARAGRAPHS SITUATION WHY IS THIS IRONIC?

5–6 Mrs. Mallard has

 Standards
just learned about
RL.11–12.6 Analyze a case in her husband’s
which grasping point of view requires death, but now she
distinguishing what is directly stated notices . . .
in a text from what is really meant. © Pearson Education, Inc., or its affiliates. All rights reserved.

SL.11–12.1.c Propel conversations

by posing and responding to 20–21 Mrs. Mallard has
questions that probe reasoning and reconciled herself
evidence; ensure a hearing for a full
range of positions on a topic or issue; to her newfound
clarify, verify, or challenge ideas and freedom, but now
conclusions; and promote divergent she discovers . . .
and creative perspectives.

SL.11–12.1.d Respond
thoughtfully to diverse perspectives;
synthesize comments, claims, and Write It
evidence made on all sides of an Notebook Choose a favorite movie with a classic, expected ending.
issue; resolve contradictions when
possible; and determine what Write a paragraph that changes the ending so that it becomes ironic. Explain
additional information or research is how your new ending is an example of situational irony.
required to deepen the investigation
or complete the task.

358 UNIT 3 • POWER, PROTEST, AND CHANGE

 Effective expression

Speaking and Listening

Assignment
Hold a group discussion to consider how readers of Chopin’s time might
have responded to “The Story of an Hour.” Use what you know about
the history of the era. Choose one of these social groups as the focus for
your discussion.

How might women in various social roles have responded to the story?

How might other writers or artists have responded to the story?

How might social critics or activists have responded to the story?

Preparing for the Discussion Locate areas of the text that support your
ideas about how the social group you selected might respond to the story.
Record your best examples here. Then, join up with others who chose the
same perspective, and compare notes as a group.
Perspective: _______________________________________________________

SECTION OF TEXT POSSIBLE RESPONSE / EXPLANATION

© Pearson Education, Inc., or its affiliates. All rights reserved.

Holding the Discussion Decide as a group whether you want to go

through the story section by section and have each person respond from his
 evidence log
or her chosen perspective, or whether you prefer to look at the whole text
Before moving on to a
through one perspective at a time. Either way, make sure that everyone has
new selection, go to your
a chance to speak and to express opinions that are supported with evidence
Evidence Log and record
from the text and knowledge about 1890s America. If questions emerge
what you learned from
from your discussion, decide together how you will locate the answers.
“The Story of an Hour.”

The Story of an Hour 359

 MAKING MEANING

Comparing Texts
In this lesson, you will read and compare the decision
of the Supreme Court in the case Brown v. Board of
Education and the magazine article “Was Brown v.
Brown v. Board of Was Brown v. Board
Education: OPINION OF
Board a Failure?” First, you will complete the first- a Failure?
THE COURT read and close-read activities for the Supreme Court
decision. The work you do with your group on this
title will help prepare you for your final comparison.

About the Author

Brown v. Board of Education:
Opinion of the Court
Concept Vocabulary
As you read the Supreme Court’s opinion in Brown v. Board of Education,
you will encounter these words.
Earl Warren (1891–1974),
a lawyer and three-time plaintiffs   jurisdiction   disposition
governor of California,
served as the fourteenth Familiar Word Parts In your reading, you may encounter words that are
Chief Justice of the United a bit unfamiliar but that seem to have word parts that you recognize. As this
States, from 1953 to 1969. example shows, the word part that you recognize can help you determine
Warren’s time on the the meaning of the unfamiliar word.
Court was an active one,
with landmark decisions Sentence: A sense of possibilities can embolden children to learn.
in race relations, criminal
Familiar Word Part: bold, which means “without fear” or
procedure, and legislative
apportionment. After the “courageous”
assassination of President Conclusion: Since bold involves a lack of fear, embolden must have
John F. Kennedy in 1963,
something to do with instilling fearlessness in someone.
Warren headed a federal
commission that investigated
the murder. First Read NONFICTION
Apply these strategies as you conduct your first read. You will have an
opportunity to complete a close read after your first read.
© Pearson Education, Inc., or its affiliates. All rights reserved.

notice the general ideas of ANNOTATE by marking

 STANDARDS
the text. What is it about? vocabulary and key passages
RI.11–12.10 By the end
of grade 11, read and Who is involved? you want to revisit.
comprehend literary nonfiction in
the grades 11–CCR text complexity
band proficiently, with scaffolding as
needed at the high end of the range.

L.11–12.4.b Identify and correctly

use patterns of word changes that CONNECT ideas within the RESPOND by completing
indicate different meanings or parts selection to what you already the Comprehension Check and
of speech. Apply knowledge of know and what you have by writing a brief summary of
Greek, Latin, Anglo-Saxon roots and
affixes to draw inferences concerning
already read. the selection.
the meaning of scientific and
mathematical terminology.

360 UNIT 3 • POWER, PROTEST, AND CHANGE

 LEGAL OPINION

Brown v. Board of Education:

Opinion of the Court Earl Warren
BACKGROUND
In 1951, when 17 states required schools to be segregated by race, 13 SCAN FOR
MULTIMEDIA
parents brought a lawsuit against the Board of Education of Topeka, Kansas.
At the forefront of the case was the Brown family. Linda Brown, an African
American third-grader, was not allowed to attend the elementary school seven
blocks from her house. Instead, she was required to take a bus to a school
across town. Since the United States Supreme Court decision in the 1896 case
Plessy v. Ferguson, racial segregation of schools had been allowed so long
as the schools were “separate but equal.” In the landmark case of Brown v.
Board of Education, the Supreme Court ruled unanimously (9–0) to overrule
Plessy.

SUPREME COURT OF THE UNITED STATES NOTES

Brown v. Board of Education,

347 U.S. 483 (1954) (USSC+)
347 U.S. 483
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Argued December 9, 1952

Reargued December 8, 1953
Decided May 17, 1954
APPEAL FROM THE UNITED STATES DISTRICT COURT
FOR THE DISTRICT OF KANSAS*

Syllabus
1 Segregation of white and Negro children in the public schools of
a State solely on the basis of race, pursuant to1 state laws permitting
or requiring such segregation, denies to Negro children the equal
protection of the laws guaranteed by the Fourteenth Amendment—
even though the physical facilities and other “tangible” factors of
white and Negro schools may be equal.
1. pursuant to in a way that agrees with or follows.
Brown v. Board of Education: Opinion of the Court 361
 2 (a) The history of the Fourteenth Amendment is inconclusive2 as to
NOTES its intended effect on public education.
3 (b) The question presented in these cases must be determined not on
the basis of conditions existing when the Fourteenth Amendment was
adopted, but in the light of the full development of public education
and its present place in American life throughout the Nation.
4 (c) Where a State has undertaken to provide an opportunity for an
education in its public schools, such an opportunity is a right which
must be made available to all on equal terms.
5 (d) Segregation of children in public schools solely on the basis
of race deprives children of the minority group of equal educational
opportunities, even though the physical facilities and other
“tangible” factors may be equal.
6 (e) The “separate but equal” doctrine adopted in Plessy v. Ferguson,
163 U.S. 537, has no place in the field of public education.
7 (f) The cases are restored to the docket3 for further argument on
specified questions relating to the forms of the decrees.

Opinion
8 MR. CHIEF JUSTICE WARREN delivered the opinion of the Court.
9 These cases come to us from the States of Kansas, South Carolina,
Virginia, and Delaware. They are premised on4 different facts and
different local conditions, but a common legal question justifies their
consideration together in this consolidated opinion.
10 In each of the cases, minors of the Negro race, through their legal
representatives, seek the aid of the courts in obtaining admission to
the public schools of their community on a nonsegregated basis. In
Mark familiar word parts or each instance, they had been denied admission to schools attended
indicate another strategy you
used that helped you determine by white children under laws requiring or permitting segregation
meaning. according to race. This segregation was alleged to deprive the
plaintiffs (PLAYN tihfs) n. plaintiffs of the equal protection of the laws under the Fourteenth
MEANING: Amendment. In each of the cases other than the Delaware case, a
three-judge federal district court denied relief to the plaintiffs on the
so-called “separate but equal” doctrine announced by this Court
© Pearson Education, Inc., or its affiliates. All rights reserved.
in Plessy v. Fergson, 163 U.S. 537. Under that doctrine, equality of
treatment is accorded when the races are provided substantially equal
facilities, even though these facilities be separate. In the Delaware
case, the Supreme Court of Delaware adhered to that doctrine, but
ordered that the plaintiffs be admitted to the white schools because of
their superiority to the Negro schools.
Mark familiar word parts or 11 The plaintiffs contend that segregated public schools are not
indicate another strategy you
used that helped you determine
“equal” and cannot be made “equal,” and that hence they are
meaning. deprived of the equal protection of the laws. Because of the obvious
jurisdiction (jur ihs DIHK importance of the question presented, the Court took jurisdiction.
shuhn) n.
MEANING:
2. inconclusive adj. not fully resolving all doubts or questions.
3. docket n. list of the legal cases that will be tried in a court of law.
4. premised on based on.

362 UNIT 3 • POWER, PROTEST, AND CHANGE

 Argument was heard in the 1952 Term, and reargument was heard
this Term on certain questions propounded5 by the Court. NOTES

12 Reargument was largely devoted to the circumstances surrounding

the adoption of the Fourteenth Amendment in 1868. It covered
exhaustively consideration of the Amendment in Congress,
ratification6 by the states, then-existing practices in racial segregation,
and the views of proponents and opponents of the Amendment. This
discussion and our own investigation convince us that, although
these sources cast some light, it is not enough to resolve the problem
with which we are faced. At best, they are inconclusive. The most
avid proponents of the post-War Amendments undoubtedly intended
them to remove all legal distinctions among “all persons born or
naturalized in the United States.” Their opponents, just as certainly,
were antagonistic to both the letter and the spirit of the Amendments
and wished them to have the most limited effect. What others in
Congress and the state legislatures had in mind cannot be determined
with any degree of certainty.
13 An additional reason for the inconclusive nature of the
Amendment’s history with respect to segregated schools is the
status of public education at that time. In the South, the movement
toward free common schools, supported by general taxation, had
not yet taken hold. Education of white children was largely in
the hands of private groups. Education of Negroes was almost
nonexistent, and practically all of the race were illiterate. In fact, any
education of Negroes was forbidden by law in some states. Today,
in contrast, many Negroes have achieved outstanding success in
the arts and sciences, as well as in the business and professional
world. It is true that public school education at the time of the
Amendment had advanced further in the North, but the effect of
the Amendment on Northern States was generally ignored in the
congressional debates. Even in the North, the conditions of public
education did not approximate those existing today. The curriculum
was usually rudimentary; ungraded schools were common in rural
areas; the school term was but three months a year in many states,
© Pearson Education, Inc., or its affiliates. All rights reserved.

and compulsory school attendance was virtually unknown. As a

consequence, it is not surprising that there should be so little in the
history of the Fourteenth Amendment relating to its intended effect
on public education.
14 In the first cases in this Court construing the Fourteenth
Amendment, decided shortly after its adoption, the Court interpreted
it as proscribing all state-imposed discriminations against the
Negro race. The doctrine of “separate but equal” did not make its
appearance in this Court until 1896 in the case of Plessy v. Ferguson,
supra,7 involving not education but transportation. American courts
have since labored with the doctrine for over half a century. In this

5. propounded v. suggested for consideration.

6. ratification n. process of officially approving and accepting an agreement.
7. supra mentioned earlier in this writing.

Brown v. Board of Education: Opinion of the Court 363

 Court, there have been six cases involving the “separate but equal”
NOTES doctrine in the field of public education. In Cumming v. County Board of
Education, 175 U.S. 528, and Gong Lum v. Rice, 275 U.S. 78, the validity
of the doctrine itself was not challenged. In more recent cases, all
on the graduate school level, inequality was found in that specific
benefits enjoyed by white students were denied to Negro students of
the same educational qualifications. Missouri ex rel. Gaines v. Canada,
305 U.S. 337; Sipuel v. Oklahoma, 332 U.S. 631; Sweatt v. Painter, 339 U.S.
629; McLaurin v. Oklahoma State Regents, 339 U.S. 637. In none of these
cases was it necessary to reexamine the doctrine to grant relief to the
Negro plaintiff. And in Sweatt v. Painter, supra, the Court expressly
reserved decision on the question whether Plessy v. Ferguson should be
held inapplicable to public education.
15 In the instant cases, that question is directly presented. Here,
unlike Sweatt v. Painter, there are findings below that the Negro and
white schools involved have been equalized, or are being equalized,
with respect to buildings, curricula, qualifications and salaries of
teachers, and other “tangible” factors. Our decision, therefore, cannot
turn on merely a comparison of these tangible factors in the Negro
and white schools involved in each of the cases. We must look instead
to the effect of segregation itself on public education.
16 In approaching this problem, we cannot turn the clock back to
1868, when the Amendment was adopted, or even to 1896, when
Plessy v. Ferguson was written. We must consider public education in
the light of its full development and its present place in American
life throughout the Nation. Only in this way can it be determined if
segregation in public schools deprives these plaintiffs of the equal
protection of the laws.
17 Today, education is perhaps the most important function of state
and local governments. Compulsory school attendance laws and the
great expenditures for education both demonstrate our recognition
of the importance of education to our democratic society. It is
required in the performance of our most basic public responsibilities,
even service in the armed forces. It is the very foundation of good
© Pearson Education, Inc., or its affiliates. All rights reserved.
citizenship. Today it is a principal instrument in awakening the child
to cultural values, in preparing him for later professional training,
and in helping him to adjust normally to his environment. In these
days, it is doubtful that any child may reasonably be expected to
succeed in life if he is denied the opportunity of an education. Such
an opportunity, where the state has undertaken to provide it, is a
right which must be made available to all on equal terms.
18 We come then to the question presented: Does segregation of
children in public schools solely on the basis of race, even though
the physical facilities and other “tangible” factors may be equal,
deprive the children of the minority group of equal educational
opportunities? We believe that it does.
19 In Sweatt v. Painter, supra, in finding that a segregated law school
for Negroes could not provide them equal educational opportunities,

364 UNIT 3 • POWER, PROTEST, AND CHANGE

 this Court relied in large part on “those qualities which are incapable
of objective measurement but which make for greatness in a law NOTES

school.” In McLaurin v. Oklahoma State Regents, supra, the Court, in

requiring that a Negro admitted to a white graduate school be treated
like all other students, again resorted to intangible considerations:
“. . . his ability to study, to engage in discussions and exchange
views with other students, and, in general, to learn his profession.”
Such considerations apply with added force to children in grade
and high schools. To separate them from others of similar age and
qualifications solely because of their race generates a feeling of
inferiority as to their status in the community that may affect their
hearts and minds in a way unlikely ever to be undone. The effect of
this separation on their educational opportunities was well stated
by a finding in the Kansas case by a court which nevertheless felt
compelled to rule against the Negro plaintiffs:

Segregation of white and colored children in public schools

has a detrimental effect upon the colored children. The impact
is greater when it has the sanction8 of the law, for the policy
of separating the races is usually interpreted as denoting the
inferiority of the negro group. A sense of inferiority affects the
motivation of a child to learn. Segregation with the sanction of
law, therefore, has a tendency to [retard] the educational and
mental development of negro children and to deprive them of
some of the benefits they would receive in a racial[ly] integrated
school system.

20 Whatever may have been the extent of psychological knowledge

at the time of Plessy v. Ferguson, this finding is amply supported by
modern authority. Any language in Plessy v. Ferguson contrary to this
finding is rejected.
21 We conclude that, in the field of public education, the doctrine
of “separate but equal” has no place. Separate educational facilities
are inherently unequal. Therefore, we hold that the plaintiffs and
others similarly situated for whom the actions have been brought are, Mark familiar word parts or
© Pearson Education, Inc., or its affiliates. All rights reserved.

indicate another strategy you

by reason of the segregation complained of, deprived of the equal used that helped you determine
protection of the laws guaranteed by the Fourteenth Amendment. meaning.
This disposition makes unnecessary any discussion whether such disposition (dihs puh ZIHSH
segregation also violates the Due Process Clause of the Fourteenth uhn) n.

Amendment. MEANING:

22 Because these are class actions, because of the wide applicability

of this decision, and because of the great variety of local conditions,
the formulation of decrees in these cases presents problems of
considerable complexity. On reargument, the consideration of
appropriate relief was necessarily subordinated to the primary
question—the constitutionality of segregation in public education. We
have now announced that such segregation is a denial of the equal

8. sanction n. official permission or approval.

Brown v. Board of Education: Opinion of the Court 365

 protection of the laws. In order that we may have the full assistance
NOTES of the parties in formulating decrees, the cases will be restored to the
docket, and the parties are requested to present further argument
on Questions 4 and 5 previously propounded by the Court for the
reargument this Term. The Attorney General of the United States
is again invited to participate. The Attorneys General of the states
requiring or permitting segregation in public education will also
be permitted to appear as amici curiae upon request to do so by
September 15, 1954, and submission of briefs by October 1, 1954.
23 It is so ordered. ❧

Comprehension Check
Complete the following items after you finish your first read. Review and clarify
details with your group.

1. What change are the plaintiffs in this case seeking?

2. What standard had been set earlier by the Plessy v. Ferguson decision?

3. According to the opinion of the Court, what fundamental conflict exists between
segregation and the Fourteenth Amendment?
© Pearson Education, Inc., or its affiliates. All rights reserved.

4. Notebook Write a summary of Brown v. Board of Education.

RESEARCH
Research to Clarify Choose at least one unfamiliar detail from the text. Briefly research
that detail. In what way does the information you learned shed light on an aspect of the
Supreme Court’s opinion? Share your findings with your group.

366 UNIT 3 • POWER, PROTEST, AND CHANGE

 MAKING MEANING

Close Read the Text

With your group, revisit sections of the text you marked
during your first read. Annotate details that you notice.
What questions do you have? What can you conclude?
BROWN v. BOARD OF EDUCATION:
OPINION OF THE COURT
Cite textual evidence
Analyze the Text to support your answers.

Complete the activities.

1. Review and Clarify With your group, review paragraphs 15–19.
GROUP DISCUSSION
Then, discuss the justices’ argument about why “separate but equal” is
inherently unequal. If you do not fully
understand a classmate’s
2. Present and Discuss Share with your group the passages from the text comment, ask for
that you found especially significant, taking turns with others. Discuss clarification. Using a
what you noticed in the text, what questions you asked, and what respectful tone, state exactly
conclusions you reached. what you don’t understand.

3. Essential Question: In what ways does the struggle for freedom  WORD NETWORK
change with history? What has this text taught you about the struggle
Add words related to
for freedom? Discuss with your group.
struggle from the text to
your Word Network.

language development

Concept Vocabulary
plaintiffs   jurisdiction   disposition

Why These Words? The three concept vocabulary words from the text are
related. With your group, discuss the words, and determine what the words
have in common. How do these word choices enhance the text?

Practice Use each concept vocabulary word in a sentence. Make sure to  Standards
include context clues that hint at the word’s meaning.
© Pearson Education, Inc., or its affiliates. All rights reserved.

RI.11–12.4 Determine the

meaning of words and phrases as
they are used in a text, including
figurative, connotative, and
Word Study technical meanings; analyze how
an author uses and refines the
Technical Words Most professions, including such fields as medicine and meaning of a key term or terms
law, have their own technical language, often called jargon. In writing the over the course of a text.
Court’s opinion in Brown v. Board of Education, Chief Justice Earl Warren
L.11–12.6 Acquire and use
uses technical legal words such as plaintiffs, jurisdiction, and disposition. accurately general academic
Find four other words in the selection that could be classified as legal jargon. and domain-specific words and
Write the words and their meanings. phrases, sufficient for reading,
writing, speaking, and listening at
the college and career readiness
level; demonstrate independence
in gathering vocabulary
knowledge when considering
a word or phrase important to
comprehension or expression.

Brown v. Board of Education: Opinion of the Court 367

 MAKING MEANING

Analyze Craft and Structure

Author’s Choices: Structure In Brown v. Board of Education, Chief
Justice Earl Warren delivers the opinion, or legal judgment, of the Court.
He defends the Court’s position in the form of an analytical argument.
In an analytical argument, a writer or speaker uses logical reasoning
BROWN v. BOARD OF EDUCATION:
OPINION OF THE COURT
and persuasive evidence to examine an issue and to support a particular
conclusion, called a claim. In legal opinions, the writer presenting
the argument anticipates and considers objections and challenges, or
counterclaims.

CITE TEXTUAL EVIDENCE

to support your answers.
Practice
Work with your group to analyze the structure of the Court’s opinion. Review
the text, and complete the chart. Notice the order of topics: Warren proceeds
from historical to legal to social considerations before arriving at a conclusion.
Identify specific details from each section of the opinion, and explain the main
idea they develop. Then, explain how each section adds to the line of reasoning
that results in the Court’s decision.

TOPIC DETAILS IN THE TEXT MAIN IDEA

Fourteenth
Amendment
(historical
considerations)

Plessy v. Ferguson
(legal
considerations)

© Pearson Education, Inc., or its affiliates. All rights reserved.

Importance of
education
(social
considerations)

Conclusions
reached by the
Court

368 UNIT 3 • POWER, PROTEST, AND CHANGE

 Language development

Conventions and Style

Coordinating Conjunctions A coordinating conjunction connects
words, phrases, or clauses of equal rank. You can improve your sentence
variety by using coordinating conjunctions to combine short, simple
sentences into compound sentences.

Original: These cases are premised on different facts. A common

legal question justifies their consideration together.

 evision: These cases are premised on different facts, but a

R
common legal question justifies their consideration together.

Coordinating conjunctions show different relationships between the words or PUNCTUATION

ideas that they connect. Study this chart. If you use a coordinating
conjunction to join two
Coordinating Conjunction Relationship independent clauses,
and addition or similarity place a comma before the
coordinating conjunction.
but, yet contrast

so result or effect

for reason or cause

or, nor choice

Read It  EVIDENCE LOG

Before moving on to a
In each item from or about the Supreme Court’s opinion in Brown v. Board new selection, go to your
of Education, mark the coordinating conjunction and the words or groups of Evidence Log and record
words that it connects. what you learned from the
1. Compulsory attendance laws and the great expenditures for education Supreme Court’s opinion
demonstrate our recognition of its importance. in Brown v. Board of
Education.
2. Education is a principal instrument in awakening the child to cultural values,
but success in life without the opportunity of an education is doubtful.
3. The state undertakes to make education available, yet it must be available
 Standards
to all on equal terms.
© Pearson Education, Inc., or its affiliates. All rights reserved.

RI.11–12.5 Analyze and

4. Education is a key function of government, for it is the very foundation of evaluate the effectiveness of the
structure an author uses in his
good citizenship.
or her exposition or argument,
including whether the structure
Write It makes points clear, convincing,
and engaging.
Notebook Use a coordinating conjunction to combine each pair of
sentences. Write the new sentence. L.11–12.1 Demonstrate
command of the conventions of
1. According to the plaintiffs, public schools are not “equal.” The schools standard English grammar and
cannot be made “equal.” usage when writing or speaking.

2. Schools may have equal physical facilities. That fact doesn’t guarantee L.11–12.3 Apply knowledge
equal educational opportunities. of language to understand how
language functions in different
3. Minority children in segregated schools may lack motivation to learn. contexts, to make effective
By their very nature, such schools tend to instill a sense of inferiority. choices for meaning or style, and
to comprehend more fully when
4. The Court agreed. Segregation in public schools was struck down. reading or listening.

Brown v. Board of Education: Opinion of the Court 369

 MAKING MEANING

Comparing Texts
You will now read “Was Brown v. Board a
Failure?” First, complete the first-read and close-
read activities. Then, compare the structure of
Brown v. Board of Was Brown v. Board a
Education: opinion of
the analytical arguments in the Supreme Court’s Failure?
the court opinion in Brown v. Board of Education and “Was
Brown v. Board a Failure?”

About the Author

Was Brown v. Board a Failure?
Concept Vocabulary
As you read “Was Brown v. Board a Failure?” you will encounter these words.

legacy    mission    policy

Sarah Garland (b. 1978) is a Context Clues If these words are unfamiliar to you, you may be able to
journalist who serves as both determine their meanings by using context clues, or words and phrases that
a writer and the executive appear in nearby text. In this example, details in the sentence suggest the
editor for The Hechinger meaning of the word appease. Someone is making efforts to soothe a crying
Report, a nonprofit news child. Appease must mean “to calm or pacify.”
organization that focuses
on education issues and the Example: I tried everything I could think of to appease the crying
improvement of education. child, but he continued to wail, refusing to calm down.
She has written newspaper
and magazine articles about Apply your knowledge of context clues and other vocabulary strategies to
education, crime, and determine the meanings of unfamiliar words you encounter during your
immigration. Garland also
first read.
wrote the book Divided We
Fail: The Story of an African
American Community That First Read NONFICTION
Ended the Era of School
Desegregation. Apply these strategies as you conduct your first read. You will have an
opportunity to complete a close read after your first read.

© Pearson Education, Inc., or its affiliates. All rights reserved.

notice the general ideas of ANNOTATE by marking

the text. What is it about? vocabulary and key passages
Who is involved? you want to revisit.

 STANDARDS
RI.11–12.10 By the end of
CONNECT ideas within RESPOND by completing
grade 11, read and comprehend the selection to what you the Comprehension Check and
literary nonfiction in the already know and what by writing a brief summary of
grades 11–CCR text complexity you’ve already read. the selection.
band proficiently, with scaffolding as
needed at the high end of the range.

L.11–12.4.a Use context as a clue

to the meaning of a word or phrase.

370 UNIT 3 • POWER, PROTEST, AND CHANGE

 MAGAZINE ARTICLE

Was
Brown v. Board
a Failure?
Sarah Garland

BACKGROUND
© Pearson Education, Inc., or its affiliates. All rights reserved.

This article is separated from the Brown v. Board of Education decision SCAN FOR
by exactly the same span of time—58 years—that separates Brown v. Board MULTIMEDIA
of Education from the case of Plessy v. Ferguson. Although social change
seldom unfolds at an even (or even predictable) pace, it is reasonable to NOTES
expect that race relations in America would have undergone many changes
between 1954 and 2012. This article reports on a study regarding that
expectation carried out at the Stanford University School of Education at
the Center for Education Policy Analysis.

A fter half a century, America’s efforts to end segregation seem

to be winding down. In the years after Brown v. Board of
Education, 755 school districts were under desegregation orders.
A new Stanford study reports that as of 2009, that number had
dropped to as few as 268.

Was Brown v. Board a Failure? 371

 2 The study is the first to take a comprehensive look at whether court-
NOTES ordered busing successfully ended the legacy of Jim Crow1 in public
Mark context clues or indicate
another strategy you used that education, and it suggests a mission that is far from accomplished. On
helped you determine meaning. average, those districts that stopped forcing schools to mix students
legacy (LEHG uh see) n. by race have seen a gradual but steady—and significant—return of
MEANING: racial isolation, especially at the elementary level.
3 It’s unclear what effect school “re-segregation” will have on
minority achievement, though a large body of research suggests it
mission (MIHSH uhn) n.
certainly won’t help efforts to improve test scores, graduation rates,
MEANING:
and college entry levels for blacks and Hispanics, a growing share of
the U.S. population. But the retreat from desegregation also suggests
policy (POL uh see) n. the policy had significant flaws—problems current education
MEANING: reformers should pay attention to.
4 The hope behind desegregation was that it would bring together
white and black children to learn with, and from, each other, and
end the disparities that blacks suffered under legal segregation—
hand-me-down textbooks, decrepit buildings, lower-paid teachers,
and, of course, lagging achievement. In the three decades following
Brown v. Board of Education, courts ordered districts to create elaborate
student assignment plans—often dependent on forced busing—to
mix black, Hispanic, and white students together in the same schools.
Most school boards complied reluctantly, and parents in places like
Boston reacted violently.
5 A few educators and parents began to see substantial benefits that
changed their minds. “It was really hard to do, but we all came together
and over the years it has paid off,” said Carol Haddad, a long-time
school board member in Louisville, Kentucky, one of the few districts
that has maintained desegregated schools voluntarily despite the
lifting of its court order. “We can give equal opportunities to all kids.”
6 Indeed, during the height of desegregation in the 1970s and ’80s,
the achievement gap between black and white students narrowed
at the most rapid rate ever recorded in the history of the National
Assessment of Education Progress (NAEP), the most reliable, long-
term measure of student achievement in the U.S. Black graduation
© Pearson Education, Inc., or its affiliates. All rights reserved.
rates also rose at desegregated schools, research has found. War on
Poverty programs and other efforts to improve life for black families
were one factor. “There was a lot going on,” said Sean Reardon,
a Stanford sociologist and the study’s lead author. “But clearly
desegregation improved outcomes for blacks, and didn’t harm them
for whites.”
7 Nevertheless, in most communities forced to try desegregation, the
sacrifices weren’t worth the benefits. Parents of all races complained
about the hassle of busing and the loss of neighborhood schools,
but for black families the burdens were often heavier: Their children
tended to spend more time commuting, their own schools were

1. Jim Crow laws that enforced racial segregation in the American South following the
Civil War and the abolition of slavery. These laws remained in effect until the Civil Rights
movements of the 1960s.

372 UNIT 3 • POWER, PROTEST, AND CHANGE

 closed to make desegregation more convenient for whites (and
prevent their flight to the suburbs or private schools), and their NOTES

teachers were fired when white and black schools were merged.
8 In the 1990s, a series of Supreme Court decisions made it much
easier for school districts to get out from under court supervision.
During that decade, school districts and groups of parents both
went to court to fight desegregation orders. In a few cases, including
in Louisville, the main parties fighting busing were black. “It’s
not surprising,” said Michael Petrilli, author of The Diverse Schools
Dilemma and executive vice president of the Thomas B. Fordham
Institute, a think tank that advocates for school choice. “These court
orders are by and large unpopular with parents, both white and black.”
9 In the last decade, the speed of re-segregation has accelerated.
The Bush administration took a proactive role in pushing for
the end of desegregation in more than 200 districts, the Stanford
study found. The districts were picked seemingly at random—on
average, they still had levels of segregation in their schools that
were about the same as the districts that remained under orders.
“It wasn’t like in some places desegregation
had done a great job and that’s why they were
released and in other places there was still work
In the last decade,
to be done,” Reardon said.
10 The strongest blow came in 2007, when the the speed of
Supreme Court handed down a ruling restricting re-segregation
the use of race in school assignments in those
districts not under court order. But by then, has accelerated.
priorities had shifted. Both Democrats and
Republicans embraced new ideas for closing the
achievement gap, including No Child Left Behind’s testing regimes,
charter schools, and a push to make teachers more accountable for
their performance. However, these new ideas have yet to show the
same impact that desegregation seemed to have on minority student
outcomes. Since 1990, when schools began re-segregating in large
numbers, black gains on NAEP have slowed.
© Pearson Education, Inc., or its affiliates. All rights reserved.

11 The next question Reardon plans to look at is whether

re-segregation led to a widening of the achievement gap. Whatever
he finds, it’s unlikely that desegregation—at least in its forced-
busing form—will ever experience a resurgence. A new generation of
reformers has begun looking for ways to create voluntarily integrated
schools in order to harness the benefits of racial and other kinds of
diversity. “For the people who care about integration, we need a new
set of strategies,” Petrilli said.
12 Perhaps just as importantly, the demise of desegregation offers
lessons about what not to do in order to improve outcomes for
minority children. In black communities, desegregation lost support
when thousands of teachers and principals lost jobs, schools were
closed, and people felt that they lost power over their schools. For

Was Brown v. Board a Failure? 373

 the same reasons, some of the intended beneficiaries2 have not
NOTES wholeheartedly embraced—and even protested—aspects of the
current education reform movement.
13 As Fran Thomas, one black activist in Louisville, Kentucky, said
of her decision to fight the district’s desegregation system: “I can see
why everybody was excited when the law came down that we were
integrated. They thought this was utopia, and that everything was
going to be all right. We got a new school. We got a swimming pool
and trees. Everybody was happy and ecstatic. But they didn’t know
what the integration really meant—the harshness.” Thomas says she
stopped believing in the promises of desegregation when she saw
“the destroying of schools under the name of education.” ❧
2. beneficiaries (behn uh FIHSH ee ehr eez) n. people or organizations that are helped by
something or someone.

Comprehension Check
Complete the following items after you finish your first read. Review and clarify
details with your group.

1. What was the focus of the Stanford study?

2. What does Garland mean by the term “school re-segregation”?

3. According to the article, when did the height of desegregation occur?

4. What were two burdens of desegregation for black families, according to Garland?
© Pearson Education, Inc., or its affiliates. All rights reserved.

5. Notebook Write a summary of “Was Brown v. Board a Failure?”

RESEARCH
Research to Clarify Choose at least one unfamiliar detail from the text. Briefly research
that detail. In what way does the information you learned shed light on an aspect of
the article?

374 UNIT 3 • POWER, PROTEST, AND CHANGE

 MAKING MEANING

Close Read the Text

With your group, revisit sections of the text you marked
during your first read. Annotate details that you notice.
What questions do you have? What can you conclude?

Was BROWN v. BOARD

a Failure?
Cite textual evidence
Analyze the Text to support your answers.

Complete the activities.

1. Review and Clarify With your group, review paragraphs 4–6. What GROUP DISCUSSION
were some of the hopes for desegregation and what gains were made in If a comment you wish to
the early decades of the policy? make pertains to a specific
passage, event, or idea,
2. Present and Discuss Share with your group the passages from the mention a precise reference
text that you found especially significant, taking turns with others. to help your classmates
Discuss what you noticed in the text, the questions you asked, and the follow your train of thought.
conclusions you reached.

3. Essential Question: In what ways does the struggle for freedom

change with history? What has this text taught you about the struggle
for freedom? Discuss with your group.

language development

Concept Vocabulary
legacy   mission   policy

Why These Words? With your group, determine what the concept  WORD NETWORK
vocabulary words have in common.
Add words related to struggle
Practice from the text to your Word
Network.
Notebook Use each concept vocabulary word in a sentence. In each
sentence, provide context clues that hint at the word’s meaning.
© Pearson Education, Inc., or its affiliates. All rights reserved.

Word Study
Notebook Cognates Words in different languages that derive from
the same source or a common original form are called cognates. For
example, the English word comprehend has cognates in many languages
with a basis in Latin: the Spanish comprender, the French comprendre, and
the Italian comprendere. The concept vocabulary words for this selection
have these cognates in Spanish: legado (legacy), misión (mission), and  Standards
política (policy). Use an online bilingual dictionary or translation website to L.11–12.4.c Consult general and
specialized reference materials,
find English cognates of these words: arte (Spanish), Bruder (German), féroce both print and digital, to find
(French), magnifico (Italian), público (Spanish), and stazione (Italian). Make a the pronunciation of a word or
list of these cognates. Then, identify one more English word and its cognate determine or clarify its precise
meaning, its part of speech, its
in another language. Add the English word and its cognate to your list.
etymology, or its standard usage.

Was Brown v. Board a Failure? 375

 MAKING MEANING

Analyze Craft and Structure

Author’s Choices: Structure “Was Brown v. Board a Failure?”is an
analytical argument, a type of writing in which an author or speaker states
a claim, or position, and defends it with valid reasoning and persuasive
evidence. Like Earl Warren, Sarah Garland uses quotations to support her
Was BROWN v. BOARD
a Failure? argument. In Brown v. Board of Education, the quotations are drawn from
prior Supreme Court decisions. In contrast, Garland draws quotations from a
variety of sources: a school board member, a Stanford University sociologist,
an author in the field of education, and an activist. Notice another difference
with Brown v. Board of Education. Warren structures his argument by topic,
whereas Garland structures her argument chronologically, in time order.

CITE TEXTUAL EVIDENCE

to support your answers.
Practice
With your group, revisit the selection, and then fill out the chart. Identify details
Garland presents in her discussion of each time period. Then, explain what key
idea those details help develop.

TIME PERIOD DETAILS IN THE TEXT KEY IDEAS

1970s–1980s

1990s

© Pearson Education, Inc., or its affiliates. All rights reserved.

2000–2010

376 UNIT 3 • POWER, PROTEST, AND CHANGE

 Language development

Conventions and Style

Subordinating Conjunctions A subordinating conjunction connects PUNCTUATION
ideas by making one idea subordinate to—that is, dependent on—the other.
If a subordinate clause
You can improve your sentence variety by using subordinating conjunctions
begins a sentence, follow
to combine short, simple sentences into complex or compound-complex it with a comma. If the
sentences that show relationships between ideas. independent clause comes
first, a comma generally is
EXAMPLE not needed.
Simple Sentences: Parents of all races complained. They disliked the hassles
of busing and the loss of neighborhood schools.

Combined Sentence, Version 1: Parents of all races complained because

they disliked the hassles of busing and the loss of neighborhood schools.

Combined Sentence, Version 2: Because they disliked the hassles of

busing and the loss of neighborhood schools, parents of all races complained.

Think about the relationships that these subordinating conjunctions suggest.

after as though if unless

although because since until

as if before so that when

as long as even though than where

Read It
1. Identify the subordinating conjunction in each sentence.
a. No one can predict the effects of “re-segregation” although research
suggests a negative outcome for minorities.
b. Because student assignment plans often depended on forced busing,
most school boards complied reluctantly.
c. Where forced busing has ended, racial isolation has gradually returned.
2. Connect to Style Identify a sentence in “Was Brown v. Board a
© Pearson Education, Inc., or its affiliates. All rights reserved.

 Standards
Failure?” that includes a subordinating conjunction. Explain how the RI.11–12.5 Analyze and evaluate
use of subordinating conjunctions helps the writer show relationships the effectiveness of the structure an
between ideas. author uses in his or her exposition
or argument, including whether
the structure makes points clear,
convincing, and engaging.
Write It
L.11–12.1 Demonstrate command
Notebook Use a subordinating conjunction to combine each pair of of the conventions of standard
sentences. Write the new sentence. English grammar and usage when
writing or speaking.
1. The 1990s arrived. The situation began to change.
L.11–12.3 Apply knowledge
2. School districts avoided court supervision. A series of Supreme Court
of language to understand how
decisions had made it easier to do so. language functions in different
contexts, to make effective choices
3. New efforts have been made to close the achievement gap. These
for meaning or style, and to
measures have not yet shown much effect on minority student outcomes. comprehend more fully when reading
or listening.

Was Brown v. Board a Failure? 377

 eFFECTIVE EXPreSSION

Writing to Compare
You have read and analyzed two argumentative texts—the Supreme Court’s
opinion in Brown v. Board of Education and the magazine article “Was
Brown v. Board a Failure?” Now, deepen your understanding of the texts by
comparing and writing about them.
BROWN v. BOARD OF
EDUCATION

Assignment
Write a comparison-and-contrast essay in which you discuss how
the following factors contribute to the choices these authors made in
presenting and defending their arguments:

• awareness of purpose and audience

• understanding of the historical context
Was Brown v. Board • sense of the historical importance of the text
a Failure?
Explain how these elements are reflected in the language, reasoning, and
types of evidence each author uses. In your essay, use specific terms and
vocabulary you studied as you analyzed the two selections separately, such
as the following: legal opinion, claim, counterclaim, plaintiffs, jurisdiction,
disposition, legacy, mission, and policy.

Prewriting
Analyze the Texts With your group, choose passages from each selection
that show each author’s understanding of his or her purpose and audience,
historical context, and legacy, or historical importance of the text. Look for
specific examples of language, types of reasoning, and types of evidence.
Work together to complete the chart.

PASSAGES—WAS
PASSAGES—BROWN V.
FACTOR BROWN V. BOARD
BOARD OF EDUCATION
A FAILURE?

 Standards purpose and

RI.11–12.5 Analyze and audience © Pearson Education, Inc., or its affiliates. All rights reserved.
evaluate the effectiveness of a
structure an author uses in his
or her exposition or argument,
including whether the structure
makes points clear, convincing,
and engaging. historical context

RI.11–12.8 Delineate and

evaluate the reasoning in seminal
U.S. texts, including the application
of constitutional principles and
use of legal reasoning and
the premises, purposes, and historical
arguments in works of public importance
advocacy.

W.11–12.9.b Apply grades

11–12 Reading standards to
literary nonfiction.

378 UNIT 3 • POWER, PROTEST, AND CHANGE

 essential question: In what ways does the struggle for freedom change with history?

Drafting
Frame Your Thesis Review the notes from your group discussion. Then,
write one sentence stating your central idea followed by three supporting
ideas. Think of each supporting idea as a “because” statement. Record
evidence from the texts you will use to illustrate each supporting idea.

Central Idea:

Supporting Idea 1:
.
Evidence:
.

Supporting Idea 2:
.
Evidence:
.

Supporting Idea 3:
.
Evidence:
.

Write a Draft Use your essay frame to write a first draft that establishes a
 evidence log
clear, logical sequence from the introduction, through your body paragraphs,
Before moving on to a
to your conclusion. Remember to include evidence from both texts.
new selection, go to your
Review, Revise, and Edit Evidence Log and record
what you learned from
Once you are done drafting, review your essay with the following questions
the Supreme Court’s
in mind. Check the appropriate box for each question. opinion in Brown v. Board
of Education and “Was
Yes No Is your thesis specific and focused? Brown v. Board a Failure?”
Yes No Does each paragraph develop from your thesis?

Yes No Is every idea supported with evidence?

© Pearson Education, Inc., or its affiliates. All rights reserved.

Yes No Does all the evidence clearly support your ideas?

Yes No Do your ideas flow logically from the introduction

to the body? Are they wrapped up elegantly in the
conclusion?

If any of your answers to these questions is “no,” make your thesis more
specific, change or add evidence, or make other needed adjustments. Once
you are comfortable with your content, work on the style. Consider using
subordinating conjunctions to combine sentences, creating sentence variety
and clarifying relationships among ideas. Then, review your draft for errors in
spelling and punctuation, and make any necessary corrections.

Brown v. Board of Education: Opinion of the Court • Was Brown v. Board a Failure? 379
 Performance Task: Speaking and Listening FOCUS

SOURCES

• AIN’T I A WOMAN?
Panel Discussion
• DECLARATION OF Assignment
SENTIMENTS
You have read a variety of texts by people who sought to protest social
• GIVING WOMEN THE VOTE ills and encourage change. Work with your group to hold an informative
• THE STORY OF AN HOUR panel discussion that addresses these questions:

• BROWN v. BOARD OF
What were the goals of these reformers?
EDUCATION: OPINION OF Why did they want to achieve those goals?
THE COURT
Make a video recording of your discussion to share with others.
• WAS BROWN v. BOARD
A FAILURE?

Plan With Your Group

Analyze the Texts There are five texts in the chart. If there are five
members in your group, have each member choose one text as his or her
area of expertise. If there are more than five members, form partnerships
to choose texts. Use the chart headings to formulate key ideas about the
particular text you or your partnership has chosen.

TITLE GOAL OF REFORMER REASONS FOR GOAL

Ain’t I a Woman?

Declaration of
Sentiments

Giving Women
the Vote

The Story of an Hour

© Pearson Education, Inc., or its affiliates. All rights reserved.

Brown v. Board of
Education: Opinion
of the Court

Was Brown v. Board a

Failure?

 Standards
SL.11–12.1.a Come to discussions
prepared, having read and
researched material under study; Gather Evidence Find specific details from your text to support your ideas.
explicitly draw on that preparation Take notes or use note cards to list quotations from the text that support
by referring to evidence from texts your understanding of the reformer’s goal. If necessary, conduct research
and other research on the topic or
issue to stimulate a thoughtful, well- to locate evidence that supports your understanding of why that goal was
reasoned exchange of ideas. important to the reformer.

380 UNIT 3 • POWER, PROTEST, AND CHANGE

 Essential Question: In what ways does the struggle for freedom change with history?

Organize Your Presentation Choose a moderator to present the

assignment questions, which each panel member will answer in turn. The
moderator should also make sure that each speaker keeps to agreed-upon
time limits and doesn’t speak out of turn. Decide on the order in which
presenters will speak. Ask a classmate from another group to make a video
recording of your discussion.

Rehearse With Your Group

Practice With Your Group Use this checklist to evaluate the effectiveness
of your group’s first run-through. Then, use your evaluation and these
instructions to guide your revision.

PRESENTATION
CONTENT USE OF MEDIA
TECHNIQUES

Each speaker The equipment The speakers

clearly answers the functions properly. use formal
questions asked.  he focus moves
T language
Each speaker smoothly from appropriately.
supports ideas speaker to speaker. The speakers
with evidence make eye
from the texts contact and
or additional speak clearly.
research. Interactions
between
speakers and
the moderator
are civil and
smooth.

Fine-Tune the Content If necessary, find additional examples from your

chosen text to support your ideas. Make sure that you have incorporated all
of the outside research you did as you respond to the moderator’s questions.
Improve Your Use of Media Watch a playback of your recording, and
give feedback to your recorder. In particular, make sure that the sound is
© Pearson Education, Inc., or its affiliates. All rights reserved.

 Standards
audible so that viewers can easily hear what is being asked and answered. SL.11–12.4 Present information,
findings, and supporting evidence,
Brush-Up on Your Presentation Techniques Listen for places where conveying a clear and distinct
you may revert to language that is more informal or less polished. Try to perspective and a logical argument,
speak as though you are educating an audience that is eager to learn about such that listeners can follow the
line of reasoning, alternative or
these reformers. opposing perspectives are addressed,
and the organization, development,
substance, and style are appropriate
Present and Evaluate to purpose, audience, and a range
of formal and informal tasks. Use
As you record your final panel discussion, give all speakers equal time to appropriate eye contact, adequate
volume, and clear pronunciation.
share their ideas. As you watch the videos made by other groups, evaluate
the presentations based on the evaluation checklist. SL.11–12.6 Adapt speech to
a variety of contexts and tasks,
demonstrating a command of
formal English when indicated or
appropriate.

Performance Task: Panel Discussion 381

 OVERVIEW: INDEPENDENT LEARNING

ESSENTIAL QUESTION:

In what ways does the struggle

for freedom change with history?
Freedom is a concept that means so many things, including the right to choose your
path in life and to follow your ambitions wherever they may take you. In this section,
you will complete your study of the struggle for freedom by exploring an additional
selection related to the topic. You’ll then share what you learn with classmates. To
choose a text, follow these steps.

Look Back Think about the selections you have already studied. What more do
you want to know about the topic of the struggle for freedom?

Look Ahead Preview the texts by reading the descriptions. Which one seems most
interesting and appealing to you?

Look Inside Take a few minutes to scan the text you chose. Choose a different
one if this text doesn’t meet your needs.

Independent Learning Strategies

Throughout your life, in school, in your community, and in your career, you will need
to rely on yourself to learn and work on your own. Review these strategies and the
actions you can take to practice them during Independent Learning. Add ideas of
your own for each category.

STRATEGY ACTION PLAN

Create a schedule • Understand your goals and deadlines.

• Make a plan for what to do each day.

Practice what you • Use first-read and close-read strategies to deepen your understanding.
© Pearson Education, Inc., or its affiliates. All rights reserved.
have learned • After you read, evaluate the usefulness of the evidence to help you understand
the topic.
• After reading, consult reference sources for background information that can
help you clarify meaning.

Take notes • Record important ideas and information.

• Review your notes before preparing to share with a group.

SCAN FOR
382 UNIT 3 • POWER, PROTEST, AND CHANGE MULTIMEDIA
 CONTENTS
Choose one selection. Selections are available online only.
POETRY COLLECTION 1

The Poetry of Langston Hughes

Langston Hughes

How does it feel to grow up an outsider in the land of the free?

POETRY COLLECTION 2

Douglass Paul Laurence Dunbar

The Fifth Fact Sarah Browning

Who Burns for the Perfection of Paper Martín Espada

How does the past affect our present view of change?

HISTORY

from The Warmth of Other Suns

Isabel Wilkerson

How far will people travel to find the freedom that they desire?

ESSAY

What a Factory Can Teach a Housewife

Ida Tarbell

Why might factory work be more freeing than a life of service?

PERSUASIVE ESSAY

from Books as Bombs

Louis Menand
How can one book change the world?
© Pearson Education, Inc., or its affiliates. All rights reserved.

MEDIA: PODCAST

A Balance Between Nature and Nurture

Gloria Steinem

Are humans born unequal, or is inequality learned?

PERFORMANCE-BASED ASSESSMENT PREP

Review Evidence for an Informative Essay
Complete your Evidence Log for the unit by evaluating what you’ve learned and
synthesizing the information you have recorded.

SCAN FOR
MULTIMEDIA Overview: Independent Learning 383
 INDEPENDENT LEARNING

First-Read Guide Tool Kit

First-Read Guide and
Use this page to record your first-read ideas. Model Annotation

Selection Title:

NOTICE new information or ideas you ANNOTATE by marking vocabulary and key
learn about the unit topic as you first read passages you want to revisit.
this text.

CONNECT ideas within the selection to other RESPOND by writing a brief summary of
knowledge and the selections you have read. the selection.

© Pearson Education, Inc., or its affiliates. All rights reserved.

 STANDARD
Anchor Reading Standard 10 Read and comprehend complex literary and informational texts independently and proficiently.

384 UNIT 3 • POWER, PROTEST, AND CHANGE

 ESSENTIAL QUESTION: In what ways does the struggle for freedom change with history?

Close-Read Guide Tool Kit

Close-Read Guide and
Use this page to record your close-read ideas. Model Annotation

Selection Title:

Close Read the Text Analyze the Text

Revisit sections of the text you marked during Think about the author’s choices of patterns,
your first read. Read these sections closely structure, techniques, and ideas included in
and annotate what you notice. Ask yourself the text. Select one and record your thoughts
questions about the text. What can you about what this choice conveys.
conclude? Write down your ideas.

QuickWrite
Pick a paragraph from the text that grabbed your interest. Explain the power of this passage.
© Pearson Education, Inc., or its affiliates. All rights reserved.

 STANDARD
Anchor Reading Standard 10 Read and comprehend complex literary and informational texts independently band proficiently.

Independent Learning 385

Poetry

I, Too
Langston Hughes

Meet the Poet

SCAN FOR Langston Hughes (1902–1967) who emerged from
MULTIMEDIA
the Harlem Renaissance, a cultural movement of the
1920s, was one of the country’s most successful African
American writers and prominent interpreters of the
African American experience. Born in Missouri, Hughes
lived in many parts of the United States and eventually
moved to New York City and attended Columbia
University. While there, he began exploring Harlem, a place he would
forever be associated with and later would help define.

BACKGROUND
Over the course of his writing career, Langston Hughes experimented
with a variety of poetic forms and techniques. He often tried to recreate
the rhythms of contemporary blues and jazz—two other artistic forms
that flourished in the early part of the twentieth century.

I, too, sing America.

NOTES © Pearson Education, Inc., or its affiliates. All rights reserved.

I am the darker brother.

They send me to eat in the kitchen
When company comes,
5 But I laugh,
And eat well,
And grow strong.

Tomorrow,
I’ll be at the table
10 When company comes.
Nobody’ll dare
Say to me,

IL1 UNIT 3 Independent Learning • I, Too • The Negro Speaks of Rivers • Refugee in America • Dream Variations
 “Eat in the kitchen,”
Then. NOTES

15 Besides,
They’ll see how beautiful I am
And be ashamed—

I, too, am America.
© Pearson Education, Inc., or its affiliates. All rights reserved.

UNIT 3 Independent Learning • I, Too • The Negro Speaks of Rivers • Refugee in America • Dream Variations IL2
Poetry

The Negro
Speaks of Rivers
Langston Hughes

SCAN FOR
MULTIMEDIA

I’ve known rivers:

NOTES
I’ve known rivers ancient as the world and older than the
flow of human blood in human veins.

My soul has grown deep like the rivers.

I bathed in the Euphrates when dawns were young.

5 I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln
went down to New Orleans, and I’ve seen its muddy
bosom turn all golden in the sunset.

I’ve known rivers:

Ancient, dusky rivers. © Pearson Education, Inc., or its affiliates. All rights reserved.

10 My soul has grown deep like the rivers.

IL3 UNIT 3 Independent Learning • I, Too • The Negro Speaks of Rivers • Refugee in America • Dream Variations
 Poetry

Refugee in
America
Langston Hughes

SCAN FOR
MULTIMEDIA

There are words like Freedom

NOTES
Sweet and wonderful to say.
On my heart-strings freedom sings
All day everyday.

5 There are words like Liberty

That almost make me cry.
If you had known what I knew
You would know why.
© Pearson Education, Inc., or its affiliates. All rights reserved.

UNIT 3 Independent Learning • I, Too • The Negro Speaks of Rivers • Refugee in America • Dream Variations IL4
Poetry

Dream
Variations
Langston Hughes

SCAN FOR
MULTIMEDIA

To fling my arms wide

NOTES
In some place of the sun,
To whirl and to dance
Till the white day is done.
5 Then rest at cool evening
Beneath a tall tree
While night comes on gently,
Dark like me—
That is my dream!

10 To fling my arms wide

In the face of the sun,
Dance! Whirl! Whirl!
Till the quick day is done.
Rest at pale evening . . . © Pearson Education, Inc., or its affiliates. All rights reserved.

15 A tall, slim tree . . .

Night coming tenderly
Black like me.

IL5 UNIT 3 Independent Learning • I, Too • The Negro Speaks of Rivers • Refugee in America • Dream Variations
 Poetry

Douglass
Paul Laurence Dunbar

Meet the Poet

Paul Laurence Dunbar (1872–1906) was the first SCAN FOR
MULTIMEDIA
African American author to attain national recognition
and support himself entirely with his writing. During his
short career, he wrote many books of poetry, as well as
four novels and four volumes of short stories. The son
of former slaves, Dunbar began writing poetry at an
early age, and his work first attracted critical attention
in 1892. By the time of his death, he had become widely read.

BACKGROUND
Paul Laurence Dunbar was among the last generation to have had
ongoing contact with former African American slaves. In this poem,
Dunbar pays tribute to abolitionist and personal friend Frederick
Douglass.

Ah, Douglass, we have fall’n on evil days,

NOTES
Such days as thou, not even thou didst know,
© Pearson Education, Inc., or its affiliates. All rights reserved.

When thee, the eyes of that harsh long ago

Saw, salient,1 at the cross of devious ways,
5 And all the country heard thee with amaze.
Not ended then, the passionate ebb and flow,
The awful tide that battled to and fro;
We ride amid a tempest of dispraise.
Now, when the waves of swift dissension2 swarm,
10 And Honor, the strong pilot, lieth3 stark,
Oh, for thy voice high-sounding o’er the storm,

1. salient (SAY lyuhnt) adj. standing out from the rest.

2. dissension (dih SEHN shuhn) n. disagreement.
3. lieth (LY ehth) v. lies.

UNIT 3 Independent Learning • Douglass • The Fifth Fact • Who Burns for the Perfection of Paper IL6
 For thy strong arm to guide the shivering bark,4
NOTES The blast-defying power of thy form,
To give us comfort through the lonely dark.

4. bark n. boat.

© Pearson Education, Inc., or its affiliates. All rights reserved.

IL7 UNIT 3 Independent Learning • Douglass • The Fifth Fact • Who Burns for the Perfection of Paper
 Poetry

The Fifth Fact

Sarah Browning

Meet the Poet

Sarah Browning has been a community organizer in SCAN FOR
MULTIMEDIA
Boston public housing and a grassroots political
organizer on a host of social and political issues. She is
the executive director of Split This Rock, a national
organization dedicated to helping poets take a more
visible role in public life and promoting poetry as an art
form. An activist for a decade before beginning to write
poetry, Browning now uses poetry as a form of activism.

BACKGROUND
This poem is set in the capital city of the United States. Washington,
D.C., is not part of any state; rather, the D.C. stands for “District of
Columbia,” a small region located between Maryland and Virginia.
It was established as the permanent site for the federal government
in 1790. Amid the city’s many government buildings, monuments,
memorials, and museums are large residential neighborhoods that
house a diverse population.
© Pearson Education, Inc., or its affiliates. All rights reserved.

For Ben’s project he must research five facts

NOTES
about his African-American hero and write them
on posterboard. He chooses Harriet Tubman,
whose five facts are: Her father’s name was Ben.
5 Her mother’s name was Old Rit. She was born
in 1820 and died in 1913. She was born in Maryland
and died in New York. Ben asks for advice
about his fifth fact and I suggest: She led more than
300 people to freedom. Ben sighs the way he does
10 now and says, Everyone knows that, Mom.

UNIT 3 Independent Learning • Douglass • The Fifth Fact • Who Burns for the Perfection of Paper IL8
 So I try to remember the book we read yesterday,
NOTES search for the perfect fact, the one that will match
his four facts and satisfy his almost-seven mind.
Remember, I ask, she was a spy for the North
15 during the Civil War? It’s a hit! He writes it:
Harriet Tubman was a spy for the north during
the civil war. It was a war between the north
which is where the slaves were trying to get
and the south which is where they were.
20 Before the war, Abraham Lincoln signed a form
that said All the slaves everywhere are free!
which is one of the reasons they were fighting.

On summer mornings, Lincoln rode his horse

to work down the Seventh Street Turnpike
25 close to my new home. Down Georgia Avenue
past The Hunger Stopper and Pay Day 2 Go1 and liquor
stores and liquor stores. Past Cluck-U-Chicken
and Fish in the ’Hood and Top Twins Faze II
Authentic African Cuisine and the newish Metro2 station
30 and all those possibilities gleaming in developers’ eyes.

There goes Lincoln’s horse down Georgia Avenue

from the Soldier’s Home to the White House –
much cooler up here in the country, in the neighborhood,
at the hospital. And there’s Walt Whitman,3 the sworn poet
35 of every dauntless rebel the world over, hanging around
his street corner every morning to bow to the president
at Thomas Circle by the homeless guys. It’s 100 years now
since any president summered at the Soldier’s Home.4
But I was born only 50 years after Harriet Tubman died,
40 all these centuries we drag into the next century and the next.

© Pearson Education, Inc., or its affiliates. All rights reserved.

Writing here, in my new neighborhood, the city old
and new around me, I see Harriet Tubman
and Lincoln and Uncle Walt and the true stories
and sometimes our own despair like Washington’s
45 summer malaria, her 40 war hospitals, Whitman moving
from bed to bed, stroking the hair of so many dying boys.

1. Pay Day 2 Go payday lenders who offer small short-term loans, used mostly by those
who do not have access to banking services (such as the very poor).
2. Metro commuter rail system in Washington, D.C.
3. Walt Whitman American poet and journalist who volunteered at an army hospital in
Washington, D.C., during the Civil War.
4. Soldier’s Home cottage in which Lincoln summered with his family during his presidency.

IL9 UNIT 3 Independent Learning • Douglass • The Fifth Fact • Who Burns for the Perfection of Paper
 North up Georgia Avenue in our own soldiers’ home—
Walter Reed5—the boys and now girls too NOTES

mourn the ghosts of their own legs and arms

50 and capacity for love. Where is their
sworn poet? Harriet Tubman born
so close. All these heroes under our feet.

5. Walter Reed Walter Reed Army Medical Center, the U.S. Army’s primary medical center
and hospital until 2011.
© Pearson Education, Inc., or its affiliates. All rights reserved.

UNIT 3 Independent Learning • Douglass • The Fifth Fact • Who Burns for the Perfection of Paper IL10
Poetry

Who Burns for the

Perfection of Paper
Martín Espada

Meet the Poet

SCAN FOR Martín Espada (b. 1957) has published thirteen books
MULTIMEDIA
as a poet, essayist, editor, and translator. Inspired by his
father, a photographer based in Brooklyn, New York,
Espada published his first volume of poetry in 1982. A
poet of deep social and political consciousness, he
draws on his Puerto Rican heritage in his work, as well
as on his experiences as a legal-aid lawyer and activist.
His poems celebrate and often lament the experiences of working-class
people, especially those of Hispanic descent. He has been acclaimed as
“the Latino poet of his generation.”

BACKGROUND
The yellow legal pad, now a staple of courtrooms, law schools, and
many other professional settings, first emerged in the late nineteenth
century as a way for paper mills to cheaply use and sell their scrap
paper. A paper pad from that time would be a stack of sheets bound
together at one end, without the yellow coloration or red glue
commonly used now. © Pearson Education, Inc., or its affiliates. All rights reserved.

At sixteen, I worked after high school hours

NOTES at a printing plant
that manufactured legal pads:
Yellow paper
5 stacked seven feet high
and leaning
as I slipped cardboard
between the pages,
then brushed red glue
10 up and down the stack.
No gloves: fingertips required

IL11 UNIT 3 Independent Learning • Douglass • The Fifth Fact • Who Burns for the Perfection of Paper
 for the perfection of paper,
smoothing the exact rectangle. NOTES

Sluggish by 9 PM, the hands

15 would slide along suddenly sharp paper,
and gather slits thinner than the crevices
of the skin, hidden.
The glue would sting,
hands oozing
20 till both palms burned
at the punchclock.

Ten years later, in law school,

I knew that every legal pad
was glued with the sting of hidden cuts,
25 that every open lawbook
was a pair of hands
upturned and burning.
© Pearson Education, Inc., or its affiliates. All rights reserved.

UNIT 3 Independent Learning • Douglass • The Fifth Fact • Who Burns for the Perfection of Paper IL12
History

fromThe Warmth
of Other Suns
Isabel Wilkerson

About the Author

SCAN FOR Isabel Wilkerson (b. 1961) was born in Washington,
MULTIMEDIA
D.C., to parents who had left the South. Their journey
inspired her to investigate the Great Migration, the
subject of The Warmth of Other Suns. After spending
15 years working on the book, Wilkerson published it in
2010 to immense acclaim. Already the first black
woman in the history of American journalism to have
won a Pulitzer Prize, in 1994, Wilkerson has since won more awards for her
sprawling historical and journalistic work.

BACKGROUND
The Great Migration of African Americans from the South to the North
was one of the largest and fastest population movements within a single
country in history. Because five million men had left their jobs to serve
in World War I, workers were in high demand, and some factories and
railroads even paid for African American families to travel to the North.

Everybody seems to be asleep © Pearson Education, Inc., or its affiliates. All rights reserved.
NOTES
about what is going on right under our noses.
That is, everybody but those farmers
who have wakened up on mornings recently
to find every Negro over 21 on his place gone—
to Cleveland, to Pittsburgh,
to Chicago, to Indianapolis. . . .
And while our very solvency
is being sucked out beneath us,
we go about our affairs as usual.
— editorial, The Macon Telegraph,
September 1916

IL13 UNIT 3 Independent Learning • from The Warmth of Other Suns

 SELMA, ALABAMA, EARLY WINTER 1916

N
1 o one knows who was the first to leave. It was sometime in NOTES

the middle of World War I. The North faced a labor shortage

and, after centuries of indifference, cast its gaze at last on the
servant class of the South. The North needed workers, and the
workers needed an escape. No one knows exactly when or how
it commenced or who took the first actual step of what would
become the Great Migration.
2 One of the earliest references came on February 5, 1916, and was
seen as an isolated, random event. It merited only a paragraph
in the Chicago Defender,1 the agitator and unwitting chronicler of
the movement, and was likely preceded by unremarked-upon
departures months before. Railroads in Pennsylvania had begun
undercover scouting of cheap black labor as early as 1915. But
few people noticed when, in the deep of winter, with a war raging
in Europe and talk of America joining in, several hundred black
families began quietly departing Selma, Alabama, in February
1916, declaring, according to the Chicago Defender’s brief citation,
that the “treatment doesn’t warrant staying.”
3 Ida Mae Brandon was not yet three years old. George Starling,
Pershing Foster, and millions of others who would follow in the
footsteps of those first wartime families from Selma had not yet
been born. But those early departures would set the stage for their
eventual migration.
4 The families from Selma left in the midst of one of the most
divisive eras in American history—the long and violent hangover
after the Civil War, when the South, left to its own devices as the
North looked away, dismantled the freedoms granted former
Slaves after the war.
5 The plantation owners had trouble imagining the innate desires
of the people they once had owned. “I find a worse state of things
with the Negroes than I expected,” wrote General Howell Cobb, a
Georgia planter, shortly after the slaves were freed. “Let any man
© Pearson Education, Inc., or its affiliates. All rights reserved.

offer them some little thing of no real value, but which looks a little
more like freedom, and they catch at it with avidity,2 and would
sacrifice their best friends without hesitation and without regret.”
6 “They will almost starve and go naked,” wrote a planter in Warren
County, Georgia, “before they will work for a white man, if they can
get a patch of ground to live on and get from under his control.”
7 For all its upheaval, the Civil War had left most blacks in the
South no better off economically than they had been before.
Sharecropping, slavery’s replacement, kept them in debt and still
bound to whatever plantation they worked. But one thing had
changed. The federal government had taken over the affairs of the
1. Chicago Defender most influential African American newspaper during the early and
mid-twentieth century.
2. avidity (uh VIHD uh tee) n. keen eagerness.

UNIT 3 Independent Learning • from The Warmth of Other Suns IL14

 South, during a period known as Reconstruction, and the newly
NOTES freed men were able to exercise rights previously denied them.
They could vote, marry, or go to school if there were one nearby,
and the more ambitious among them could enroll in black colleges
set up by northern philanthropists,3 open businesses, and run
for office under the protection of northern troops. In short order,
some managed to become physicians, legislators, undertakers,
insurance men. They assumed that the question of black citizens’
rights had been settled for good and that all that confronted them
was merely building on these new opportunities.
8 But, by the mid-1870s, when the North withdrew its oversight
in the face of southern hostility, whites in the South began to
resurrect the caste system founded under slavery. Nursing the
wounds of defeat and seeking a scapegoat, much like Germany
in the years leading up to Nazism, they began to undo the
opportunities accorded freed slaves during Reconstruction and to
refine the language of white supremacy. They would create a caste
system based not on pedigree4 and title, as in Europe, but solely
on race, and which, by law, disallowed any movement of the
lowest caste into the mainstream.
9 The fight over this new caste system made it to the U.S.
Supreme Court. Homer A. Plessy, a colored Louisianan, protested
a new state law forbidding any railroad passenger from entering
“a compartment to which by race he does not belong.” On June
7, 1894, Plessy bought a first-class ticket on the East Louisiana
Railroad, took an empty seat in the white-only car, and was
arrested when he refused to move. In 1896, in the seminal5 case
of Plessy v. Ferguson, the Supreme Court sided with the South
and ruled, in an eight-to-one vote, that “equal but separate”
accommodations were constitutional. That ruling would stand for
the next sixty years.
10 Now, with a new century approaching, blacks in the South,
accustomed to the liberties established after the war, were hurled
© Pearson Education, Inc., or its affiliates. All rights reserved.
back in time, as if the preceding three decades, limited though
they may have been, had never happened. One by one, each
license or freedom accorded them was stripped away. The world
got smaller, narrower, more confined with each new court ruling
and ordinance.
11 Not unlike European Jews who watched the world close in on
them slowly, perhaps barely perceptibly, at the start of Nazism,
colored people in the South would first react in denial and
disbelief to the rising hysteria, then, helpless to stop it, attempt a
belated resistance, not knowing and not able to imagine how far

3. philanthropists (fuh LAN thruh pihsts) n. wealthy people who donate time and money to
help others.
4. pedigree (PEHD uh gree) n. social status.
5. seminal (SEHM uh nuhl) adj. having a strong influence on events that come later.

IL15 UNIT 3 Independent Learning • from The Warmth of Other Suns

 the supremacists would go. The outcomes for both groups were
widely divergent, one suffering unspeakable loss and genocide, NOTES

the other enduring nearly a century of apartheid, pogroms, and

mob executions. But the hatreds and fears that fed both assaults
were not dissimilar and relied on arousing the passions of the
indifferent to mount so complete an attack.
12 The South began acting in outright defiance of the Fourteenth
Amendment of 1868, which granted the right to due process
and equal protection to anyone born in the United States, and it
ignored the Fifteenth Amendment of 1880, which guaranteed all
men the right to vote.
13 Each year, people who had been able to vote or ride the train
where they chose found that something they could do freely
yesterday, they were prohibited from doing today. They were
losing ground and sinking lower in status with each passing day,
and, well into the new century, the color codes would only grow
to encompass more activities of daily life as quickly as legislators
could devise them.
14 Thus, those silent parties leaving Selma in the winter of 1916
saw no option but to go. Theirs would become the first volley of
a leaderless revolution. There was no Moses or Joshua or Harriet
Tubman or for that matter, Malcolm X or Martin Luther King, Jr.,
to organize the Migration. The best-known leader at the start of
it, Booker T. Washington, was vehemently against abandonment
of the South and strongly discouraged it. Frederick Douglass,
who saw it coming but died before it began, was against the
very thought of it and considered an exodus from the South “a
premature, disheartening surrender.”
15 Those entreaties had little effect.
16 “The Negroes just quietly move away without taking their
recognized leaders into their confidence any more than they
do the white people about them,” a Labor Department study
reported. A colored minister might meet with his deacons on a
© Pearson Education, Inc., or its affiliates. All rights reserved.

Wednesday, thinking all was well, and by Sunday find all the
church elders gone north. “They write the minister that they
forgot to tell him they were going away.”
17 Ordinary people listened to their hearts instead of their leaders.
At a clandestine meeting after a near lynching in Mississippi, a
colored leader stood before the people and urged them to stay
where they were.
18 A man in the audience rose up to speak.
19 “You tell us that the South is the best place for us,” the man
said. “What guaranties can you give us that our life and liberty will be
safe if we stay?”
20 The leader was speechless.

UNIT 3 Independent Learning • from The Warmth of Other Suns IL16

 21 “When he asked me that, there was nothing I could answer, the
NOTES leader said afterward. “So I have not again urged my race to remain.”
22 Any leader who dared argue against leaving might arouse
suspicion that he was a tool of the white people running things.
Any such leader was, therefore, likely to be ignored, or worse.
One Sunday, a colored minister in Tampa, Florida, advised from
the pulpit that his flock stay in the South. He was “stabbed the
next day for doing so.”
23 In the years leading up to and immediately following the turn
of the twentieth century, a generation came into the world unlike
any other in the South. It was made up of young people with
no personal recollection of slavery—they were two generations
removed from it. The colored members of this generation were
free but not free, chafing under Jim Crow6 and resisting the
studied subservience7 of their slave parents and grandparents.
They had grown up without the contrived intimacy that once
bound the two races. And it appeared that young whites, weaned
on a formal kind of supremacy, had grown more hostile to blacks
than even their slaveholding ancestors had been.
24 “The sentiment is altogether different now,” William C. Oates,
the old-guard former governor of Alabama, said in 1901 of the
newer generation of white southerners. “When the Negro is doing
no harm, why, the people want to kill him and wipe him from the
face of the earth.”
25 The colored people of this generation began looking for a way
out. “It is too much to expect that Negroes will indefinitely endure
their severe limitations in the South when they can escape most
of them in a ride of 36 hours,” the Labor Department warned.
“Fifty years after the Civil War, they should not be expected to
be content with the same conditions which existed at the close of
the war.”
26 Younger blacks could see the contradictions in their world—
that, sixty, seventy, eighty years after Abraham Lincoln signed the
© Pearson Education, Inc., or its affiliates. All rights reserved.
Emancipation Proclamation, they still had to step off the sidewalk
when a white person approached, were banished to jobs nobody
else wanted no matter their skill or ambition, couldn’t vote, but
could be hanged on suspicion of the pettiest infraction.
27 These were the facts of their lives:
28 There were days when whites could go to the amusement park
and a day when blacks could go, if they were permitted at all.
There were white elevators and colored elevators (meaning the
freight elevators in back); white train platforms and colored train
platforms. There were white ambulances and colored ambulances

6. Jim Crow state and local laws that enforced racial segregation in the southern United
States from the 1880s into the 1960s.
7. subservience (suhb SUR vee uhns) n. attitude of servitude to another’s authority.

IL17 UNIT 3 Independent Learning • from The Warmth of Other Suns

 to ferry the sick, and white hearses and colored hearses for those
who didn’t survive whatever was wrong with them. NOTES

29 There were white waiting rooms and colored waiting rooms

in any conceivable place where a person might have to wait for
something, from the bus depot to the doctor’s office. A total of
four restrooms had to be constructed and maintained at significant
expense in any public establishment that bothered to provide any
for colored people: one for white men, one for white women, one
for colored men, and one for colored women. In 1958, a new bus
station went up in Jacksonville, Florida, with two of everything,
including two segregated cocktail lounges, “lest the races
brush elbows over a martini,” the Wall Street Journal reported.
The president of Southeastern Greyhound told the Journal, “It
frequently costs fifty percent more to build a terminal with
segregated facilities.” But most southern businessmen didn’t dare
complain about the extra cost. “That question is dynamite,” the
president of a southern theater chain told the Journal. “Don’t even
say what state I’m in.”
30 There was a colored window at the post office in Pensacola,
Florida, and there were white and colored telephone booths in
Oklahoma. White and colored went to separate windows to get
their license plates in Indianola, Mississippi, and to separate
tellers to make their deposits at the First National Bank of Atlanta.
There were taxicabs for colored people and taxicabs for white
people in Jacksonville, Birmingham, Atlanta, and the entire state
of Mississippi. Colored people had to be off the streets and out of
the city limits by 8 P.M. in Palm Beach and Miami Beach.
31 Throughout the South, the conventional rules of the road did
not apply when a colored motorist was behind the wheel. If he
reached an intersection first, he had to let the white motorist go
ahead of him. He could not pass a white motorist on the road no
matter how slowly the white motorist was going and had to take
extreme caution to avoid an accident because he would likely be
© Pearson Education, Inc., or its affiliates. All rights reserved.

blamed no matter who was at fault. In everyday interactions, a

black person could not contradict a white person or speak unless
spoken to first. A black person could not be the first to offer to
shake a white person’s hand. A handshake could occur only if
a white person so gestured, leaving many people having never
shaken hands with a person of the other race. The consequences
for the slightest misstep were swift and brutal. Two whites beat
a black tenant farmer in Louise, Mississippi, in 1948, wrote the
historian James C. Cobb, because the man “asked for a receipt
after paying his water bill.”
32 It was against the law for a colored person and a white person to
play checkers together in Birmingham. White and colored gamblers
had to place their bets at separate windows and sit in separate

UNIT 3 Independent Learning • from The Warmth of Other Suns IL18

 aisles at racetracks in Arkansas. At saloons in Atlanta, the bars
NOTES were segregated: Whites drank on stools at one end of the bar and
blacks on stools at the other end, until the city outlawed even that,
resulting in white-only and colored-only saloons. There were white
parking spaces and colored parking spaces in the town square in
Calhoun City, Mississippi. In one North Carolina courthouse, there
was a white Bible and a black Bible to swear to tell the truth on.
33 These were the facts of their lives—of Ida Mae’s, George’s, and
Pershing’s existence before they left—carried out with soul-killing
efficiency until Jim Crow expired under the weight of the South’s
own sectarian violence: bombings, hosing of children, and the
killing of dissidents seeking basic human rights. Jim Crow would
not get a proper burial until the enactment of federal legislation,
the Civil Rights Act of 1964, which was nonetheless resisted years
after its passage as vigorously as Reconstruction had been and
would not fully take hold in many parts of the South until well
into the 1970s.
34 And so what started as a little-noticed march of the impatient
would become a flood of the discontented during World War
II, and by the tail end of the Migration, a virtual rite of passage
for young southerners—brothers joining brothers, nieces joining
aunts, as soon as they got big enough to go.
35 Many of the people who left the South never exactly sat their
children down to tell them these things, tell them what happened
and why they left and how they and all this blood kin came to
be in this northern city or western suburb or why they speak like
melted butter and their children speak like footsteps on pavement,
prim and proper or clipped and fast, like the New World itself.
Some spoke of specific and certain evils. Some lived in tight-
lipped and cheerful denial. Others simply had no desire to relive
what they had already left.
36 The facts of their lives unfurled over the generations like an
overwrapped present, a secret told in syllables. Sometimes the
© Pearson Education, Inc., or its affiliates. All rights reserved.
migrants dropped puzzle pieces from the past while folding the
laundry or stirring the corn bread, and the children would listen
between cereal commercials and not truly understand until they
grew up and had children and troubles of their own. And the ones
who had half-listened would scold and kick themselves that they
had not paid better attention when they had the chance.
37 And in this way, the ways of the South passed from one
generation to the next in faraway cities by the Pacific Ocean and on
the shores of the Great Lakes and along the Hudson and Potomac
and Allegheny rivers. These are the stories of the forgotten,
aggrieved, wishful generations between the Harlem Renaissance
and the civil rights movement, whose private ambition for
something better made a way for those who followed. ❧

IL19 UNIT 3 Independent Learning • from The Warmth of Other Suns

 Essay

What a Factory
Can Teach a
Housewife
Ida Tarbell

About the Author

Ida Tarbell (1857–1944) has been credited as the SCAN FOR
MULTIMEDIA
inventor of investigative journalism for her series of
articles, beginning in 1902, on the Standard Oil
monopoly. Tarbell’s exposé of Standard Oil is credited
with stirring up the public outrage that led to
government intervention and the eventual breakup of
the company. Her work in general was driven by what
she called “hatred of privilege, privilege of any sort.”

BACKGROUND
In 1916, when this piece was written, it was common for an upper-
class family to employ household servants. Servants lived with their
employers and were expected to always be available for whatever task
was required of them.

W hen one set of people see that another set of people are
taking from them that which they very much want to have, NOTES
© Pearson Education, Inc., or its affiliates. All rights reserved.

the intelligent procedure is to find the reasons behind the shift.

The housewives of this country are seeing the great body of girls
and women on whom they have always depended for household
service turn their backs on them and accept employment in
thousands of different kinds of shops and factories. They see
the girl that they think they ought to secure as a waitress much
preferring to go into a candy factory. They find the woman that
they think would make an admirable cook possibly making
munitions,1 if she lives in Dayton, Ohio, for instance. This shift
from the house to the factory is not local and sporadic.2 It is
general and permanent.

1. munitions (myoo NIHSH uhnz) n. guns or ammunitions.

2. sporadic (spuh RAD ihk) adj. happening often, but irregularly.

UNIT 3 Independent Learning • What a Factory Can Teach a Housewife IL20

 2 There are, of course, reasons. Now what are the reasons? What
NOTES the household employers in this country ought to do is to study
carefully why the manufacturers can hold labor3 when they
cannot. The factory has no way of compelling girls and women to
come to it. They go, it is obvious, because they prefer it. Why do
they prefer it?
3 Most housewives have traditional notions of the factory as
something cruel, dark, distressing. They are appalled that any
woman should prefer to go into these places, of which they have
such horror. But is their notion correct? Take the woman who
might be the cook. Why does she go to a factory? It is not at all
because she does not want to cook. It is because she does want
a regular day of a fixed number of hours. It is because she does
want her Sundays and holidays. It is because she wants a fixed
task, which she can perform without the hourly fussing and
intrusion of a person who, because she is in authority, is unwilling
to let her whom she hires go ahead and do her work in her own
way. It is because she can have a home, a place which is her own,
to which she can give her personal stamp, where she can be more
independent, more cheerful, more of a person than she can in the
home that is provided by the housewife.
4 The woman prefers the factory, too, because she finds that her
employer and those who are immediately over her show her and
her work more respect than the housewife ordinarily does. She
can weave or spin. She can run a lathe4 or feed a machine, and
the policeman on the beat will not look down on her, as he so
often does if she is in a kitchen. She keeps caste5 in the factory,
as she cannot keep it in the house. The women of this country
are never going to be able to hold household workers until they
offer the same physical and social advantages that the factory
does. There never was a clearer demonstration that money has
less influence with the mass of people than opportunities for a
free life and for social standing. The woman makes more money
© Pearson Education, Inc., or its affiliates. All rights reserved.
in the average household. Her weekly wage may not be quite as
large as that of the factory, but what she saves brings the earnings
up considerably above that of the highest paid factory workers.
It is with her a question of self-respect, a question of freedom, a
question of opportunity to advance, to take and make a place for
herself in the community.
5 Socially and economically speaking, the housewives of the
United States are back in the eighteenth century, and not the
eighteenth century of the revolutionary France and revolutionary

3. hold labor retain workers.

4. lathe (layth) n. wood-working machine.
5. keeps caste maintains a level of respect in society.

IL21 UNIT 3 Independent Learning • What a Factory Can Teach a Housewife

 America, but the feudal6 eighteenth century. They see this thing
from an aristocratic point of view, not from the democratic. Until NOTES

they purge themselves of the class spirit, until they go out and
study why the manufacturer is able to hold the labor which he
wants, and are willing to transform their spirit and their methods,
and are ready to adopt his spirit and his methods, they are not
going to be able to stabilize and dignify the great industry which
they control. They can learn what it is necessary to do from the
factory.
6 Not long ago I stumbled upon an admirable illustration of this.
The owner of a factory died, leaving his business to his wife. She
had scarcely ever in his life passed the door of the plant. Now
she was obliged to acquaint herself with its condition. She found
it in debt. To save the property she was obliged to give attention
to it. She went at the task with great energy, and in ten years has
built up a factory which is in every way a model. She discovered
at once that in order to hold the kind of labor which she needed
she would be obliged to offer better hours, higher wages, better
conditions than her predecessors. She built up a labor force where
contentment and co-operation reign. She had been but a few
years at this work when she began to ask herself, “Why can I hold
these people better than I can my cook and maids?” Her factory
experience enabled her to answer the question. She offered in the
factory a life more in accordance with natural human wants than
she did in her kitchen. She resolved to revolutionize her house
and put the labor there on the same basis as labor in the factory.
The result more than justified the experiment. She keeps her cook
and her maids. They co-operate with her as her operatives in the
factory co-operate. The result she claims is revolutionary in its
spirit and its satisfactions.
7 Something like this every woman must do if she is to hold
labor. ❧
© Pearson Education, Inc., or its affiliates. All rights reserved.

6. feudal (FYOO duhl) adj. of or related to a social system in which the majority of the
population were ruled by a land-holding nobility.

UNIT 3 Independent Learning • What a Factory Can Teach a Housewife IL22

Persuasive Essay

fromBooks
as Bombs
Louis Menand

About the Author

SCAN FOR Louis Menand (b. 1952) was born in Syracuse, New
MULTIMEDIA
York, and raised in the Boston area. Following his
graduation from Pomona College, Menand attended
Harvard Law School. After a year there, he took a leave
of absence and began studying English in Columbia
University’s Ph.D. program. He never went back to law
school. Menand has been a staff writer for The New
Yorker since 2001 and is an English professor at Harvard. His book on
American philosophical and intellectual traditions, The Metaphysical Club,
won the 2002 Pulitzer Prize for history.

BACKGROUND
The feminist movement in the United States seeks to end gender
discrimination. The stages of the feminist movement are often referred
to as “waves.” In the first wave, women sought legal rights, such as the
right to vote. The second wave focused on social and cultural equality.
Arguably the strongest and most distinct voice of the second wave was
© Pearson Education, Inc., or its affiliates. All rights reserved.
that of Betty Friedan.

NOTES
1

I n 1963, the year she published The Feminine Mystique, Betty

Friedan was living in Grand View-on-Hudson, New York, in
an eleven-room house overlooking the river, with her husband,
Carl, and their three children. Carl was an advertising executive;
Betty was a summa-cum-laude1 graduate of Smith who had
been working for more than ten years as a successful freelance
magazine writer. The Friedans had household help three or four
days a week, which allowed Betty to travel for her research and to
commute into the city.

1. summa-cum-laude (SUM uh kuhm LOW dee) phrase signifying the highest academic
distinction or honor.

IL23 UNIT 3 Independent Learning • from Books as Bombs

 2 Friedan was, in other words, the kind of woman she wrote
her book about. She was white and well educated; she had a NOTES

financially dependable husband and a big house in a crime-

free neighborhood; and she enjoyed the leisure to write, or do
anything else she liked. The only expectations were that she
manage the care of her healthy and well-adjusted children and
be responsible for the domestic needs of her husband. By any
material measure, and relative to the aspirations of most people,
she was one of the most privileged human beings on the planet.
3 It is easy now to explain what was wrong with that existence—
put simply: no matter how much she wanted, how hard she tried,
or how qualified she was, Betty’s life could never be Carl’s—but it
was not so easy to explain it when Friedan was writing her book.
Apart from the Nineteenth Amendment, which gave women the
right to vote, there were no laws against gender discrimination
as such. The word “sexism,” in its current meaning, did not exist.
The most brilliant thing about Friedan’s very brilliant book was
her decision to call what was wrong with the lives of apparently
comfortable and economically secure women “the problem that
has no name”—and then to give it a name.
4 The Feminine Mystique came out in the middle of a four-month
newspaper strike in New York City, and it had to get the public’s
attention at first without the benefits of newspaper advertisements
or reviews. (Eventually, the Times2 ran a three-paragraph, rather
skeptical assessment.) But the book was excerpted3 in McCall’s and
Ladies’ Home Journal, magazines whose combined readership was
a staggering thirty-six million, and its publisher, W. W. Norton,
was astute enough to sense that it might have a blockbuster on
its hands. It hired a publicist who arranged a book tour, then
an unusual promotional tool, and it gave the book a dust jacket
that was the color of a fire truck. The Feminine Mystique ended
up spending six weeks on the Times best-seller list. The first
paperback printing sold 1.4 million copies.
© Pearson Education, Inc., or its affiliates. All rights reserved.

5 For many women, and not a few men, the publication of

Friedan’s book was one of those events which seem, in retrospect,
to have divided the sixties from the fifties as the day from
the night. Friedan herself went on to become one of the most
powerful figures in the women’s movement. From 1966 to 1970,
she served as the first president of the National Organization for
Women, which she named and helped to create; she conceived
the highly effective Women’s Strike for Equality; and, together
with Bella Abzug, Gloria Steinem, and others, she founded the
National Women’s Political Caucus. By the time of her death, in

2. the Times shorthand for The New York Times, a prominent newspaper in New York City.
3. excerpted (ehk SURPT ihd) v. shortened and published in another work.

UNIT 3 Independent Learning • from Books as Bombs IL24

 2006, more than three million copies of The Feminine Mystique had
NOTES been sold.
6 By all accounts, Friedan was not a person inclined to share the
credit. (Some men have been known to be this way as well.) The
implication that she had diagnosed a condition no one else had
even managed to identify—that the problem she wrote about
had no name until she named it—was a pretty open invitation to
revisionism.4 Thirty years later, the revisionists arrived. In 1993,
Joanne Meyerowitz, a historian who is now at Yale, showed that
Friedan’s claim that mass-circulation magazines in the nineteen-
fifties represented women in submissive and domestic roles was
oversimplified. The record was mixed: there were also many
depictions of women as active and independent.
7 A few years later, the historian Daniel Horowitz, who taught at
Smith, published a book revealing that Friedan’s feminism had
its origins not in her frustrations as a suburban housewife, which
is how she always chose to present it, but in her long history of
associations with left-wing causes, a history that Friedan tried
hard to suppress. (Horowitz, a wholly sympathetic biographer,
heard that Friedan accused him privately of Red-baiting.5) Friedan
campaigned on behalf of the rights of working women when
she was still a student at Smith, where she supported unionizing
the maids, and she continued to do so, after she left college, as
a writer, first for the left-wing Federated Press, and then for the
United Electrical, Radio, and Machine Workers of America, at one
time believed to be the largest Communist-led union in the United
States.
8 In 1999, the political scientist Alan Wolfe pointed out that
much of the scholarship Friedan relied on in her diagnosis of
the feminine mystique—work by Margaret Mead, Alfred Kinsey,
and Bruno Bettelheim—has since turned out to be suspect. And
a biography of Friedan by Judith Hennessee, published the
same year, presented evidence suggesting that she was not a
© Pearson Education, Inc., or its affiliates. All rights reserved.
particularly cooperative spouse or attentive mother—a judgment
uncontradicted by either her husband (whom she accused of
physically abusing her and whom she divorced, in 1969) or her
children. “She hates men,” Carl told a reporter after the divorce.
“Let’s face it, they all do—all those activists in the women’s lib
movement.”
9 Other writers, over the years, have criticized The Feminine
Mystique for ignoring working class and nonwhite women, for
promoting a psychology of self-help rather than a program of
legal reform, and for slighting the contributions of previous

4. revisionism (rih VIHZH uh nihz uhm) n. change in the historical record, based on the
claim that the record has been distorted or misrepresented.
5. Red-baiting v. denouncing someone as being communist, often without proof, a serious
accusation in the mid-twentieth century.

IL25 UNIT 3 Independent Learning • from Books as Bombs

 books on the situation of women, including Elizabeth Hawes’s
Why Women Cry (1943), Simone de Beauvoir’s The Second Sex NOTES

(published in English in 1953), Mirra Komarovsky’s Women in the

Modern World (1953), and Alva Myrdal and Viola Klein’s Women’s
Two Roles (1956)—all of them well known to Friedan.
10 Still, even Friedan’s critics (apart from those who think that
the women’s movement was a bad idea altogether) agree that The
Feminine Mystique was a book that helped to change the world,
or at least the way a lot of people saw the world, and it almost
certainly could not have done so if Friedan had been completely
open about her political background and motivations. She may
have exaggerated her originality as well, but she succeeded where
no other feminist writer had. She touched the lives of ordinary
readers.
11 There is a lot of cultural and psychological analysis in The
Feminine Mystique. . . . . But the core of the book’s appeal was
emotional: this is what it felt like to be an American housewife in
1963. Why it felt that way, what forces had trapped women inside
what Friedan called (in an uncharacteristically extreme analogy)
“the comfortable concentration camp,” might be debated. But,
whatever the book’s merits as cultural history, an enormous
number of women recognized themselves in its pages, and many
wrote Friedan grateful letters describing the book’s effect on them:
“I feel, today, as though I had been filled with helium and turned
loose!” “Like light bulbs going off again and again.” “I understood
what I was feeling and felt validated!!”
12 Stephanie Coontz’s useful revisiting of Friedan’s book, A
Strange Stirring: The Feminine Mystique and American Women at
the Dawn of the 1960s includes some excerpts from these letters.
But Coontz also undertook her own survey—of a hundred and
eighty-eight women and men today, who recall the first time they
read The Feminine Mystique. Coontz’s female respondents seem
to have had no trouble reliving the experience, and they echo the
© Pearson Education, Inc., or its affiliates. All rights reserved.

readers who wrote to Friedan almost fifty years ago: “The Feminine
Mystique left me breathless.” “I finally realized I wasn’t crazy.”
“It literally changed (and perhaps saved) my life.” “Something
clicked.” “It slammed me in the face.” “A bolt of lightning.” “A
revelation.” “A bombshell.”
13 The persistent characterization of The Feminine Mystique as
some kind of bolt from the blue is part of a big historical mystery.
Why did a women’s movement take so long to develop in the
United States after 1945? “Our society is a veritable crazy quilt of
contradictory practices and beliefs,” Komarovsky wrote, about
gender roles, in 1953, and, as the revisionists have demonstrated, if

UNIT 3 Independent Learning • from Books as Bombs IL26

 you pick out the right data you can identify trends in the direction
NOTES of gender equality in the nineteen-fifties. The number of women
enrolled in college nearly doubled in that decade, for example,
and the employment rate for women rose four times as fast as it
did for men. At some point, presumably, the increasing numbers
of women in the educational and vocational pipelines would have
produced pressure to get rid of gender discrimination. Coontz
concludes that a women’s movement “would have happened with
or without Betty Friedan.”
14 That may be so, but it’s a counterfactual assertion. When
Friedan was writing her book, the issue of gender equality was
barely on the public’s radar screen. On the contrary: it was almost
taken for granted that the proper goal for intelligent women was
marriage—even by the presidents of women’s colleges. Coontz
quotes the president of Radcliffe suggesting that if a Radcliffe
graduate was really lucky she might end up marrying a Harvard
man. Friedan quoted the president of Mills College citing with
approval the remark “Women should be educated so that they can
argue with their husbands.”
15 By the late nineteen-fifties, seventy-five percent of the women
who worked were in female-only, mainly service jobs. In the
higher-status professions, women were virtually invisible.
Seventy-eight percent of college faculty were men; ninety-five
percent of physicians were men; ninety-seven percent of lawyers
were men; and more than ninety-seven percent of United States
senators, members of Congress, and ambassadors were men.
Male-only institutions, from Harvard and Yale to the National
Press Club, where invited female reporters had to sit in the
balcony and were not allowed to ask questions during speeches,
were prevalent.
16 The popular understanding was that the only reason for a
marriageable woman to take a job was to find a husband. This was
the premise of Rona Jaffe’s bestselling novel The Best of Everything
© Pearson Education, Inc., or its affiliates. All rights reserved.
(1958), and it was essentially the counsel offered by Helen Gurley
Brown in her mega-best-seller Sex and the Single Girl (1962)—a
book that sold two million copies in three weeks. If that was why
women worked, it made perfect economic sense: because of the
disparity in pay and career opportunity between men and women,
virtually the only way a woman could improve her economic
situation was to marry.
17 The strangest part of it—this was one of Friedan’s main
points—was that, by many of these measures, women were worse
off in 1963 than they had been in 1945, or even in 1920. In 1920,
fifteen percent of Ph.D.s were awarded to women; in 1963, it was
eleven percent. (Today, it is just over fifty percent.) Forty-seven
percent of college students were women in 1920; in 1963, thirty-

IL27 UNIT 3 Independent Learning • from Books as Bombs

 eight percent were women. (Today, fifty-seven percent of college
students are female. Come on, guys! You can do it!) The median NOTES

age at first marriage was dropping: almost half of all women who
got married in 1963 were teenagers. And the birth rate for third
and fourth children was rising: between 1940 and 1960, the birth
rate for fourth children tripled.
18 Demographically, it looked like a snowball effect. When sixteen
million veterans, ninety-eight percent of whom were men, came
home, in 1945, two predictable things happened: the proportion
of men in the workforce increased, as men returned to (or were
given) jobs that had been done by women during the war; and
there was a big spike in the birth rate. But what should have been
a correction became a trend. Fifteen years later, the birth rate
was still high, and although many women came back to work in
the nineteen-fifties, segregation by gender in employment was
greater than it had been in 1900, and was more sharply delineated
than segregation by race. Classified job ads in the Times were
segregated by gender, a practice that didn’t end until 1968.
19 A quasi-official ideology grew up to justify the new normal.
“You may be hitched to one of these creatures we call ‘Western
man,’” Adlai Stevenson advised the Smith Class of 1955, “and
I think part of your job is to keep him Western, to keep him
truly purposeful, to keep him whole.” Stevenson had, he affably
confessed, “very little experience as a wife or mother”; but he
believed that the housewife’s task was a worthy one, since “we
will defeat totalitarian, authoritarian ideas only by better ideas.”
The wife is there to implant those ideas in her working husband.
It seems almost a kind of magical thinking that caused people to
believe that keeping capable, highly educated people at home—
actually de-incentivizing them from entering the workforce—was
a good way to win the Cold War. Whatever fairy dust was doing
this to people, in the end it took a book to break the spell. ❧
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UNIT 3 Independent Learning • from Books as Bombs IL28

Media: Podcast

A Balance Between Nature

and Nurture
Gloria Steinem

SCAN FOR
MULTIMEDIA

About the Author

Gloria Steinem (b. 1934) became one of the leaders of
the movement called “second-wave feminism” through
NOTES her work as a journalist and activist in the 60s and 70s.
In 1972, Steinem co-founded Ms. magazine, a
publication focused on women’s rights, and served as
one of its editors for 15 years. Many of Steinem’s books
on women’s rights became bestsellers, and her © Pearson Education, Inc., or its affiliates. All rights reserved.
journalism has earned her a number of awards.

BACKGROUND
An individual can be influenced by many different factors. Psychologists
and philosophers have long studied the magnitude of two specific kinds
of traits: those that are inherited and biological, and those that are
developed through experiences. There is great debate about which traits
contribute more to the development of the individual.

IL29 UNIT 3 Independent Learning • A Balance Between Nature and Nurture

 INDEPENDENT learning

Share Your Independent Learning

 evidence log Prepare to Share
Go to your Evidence Log In what ways does the struggle for freedom change
and record what you learned with history?
from the text you read. Even when you read or learn something independently, your understanding
continues to grow when you share what you have learned with others. Reflect
on the text you explored independently, and write notes about its connection
to the unit. In your notes, consider why this text belongs in this unit.

Learn From Your Classmates

Discuss It Share your ideas about the text you explored on your own.
As you talk with your classmates, jot down ideas that you learn from them.

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Reflect
Review your notes, and mark the most important insight you gained from
these writing and discussion activities. Explain how this idea adds to your
understanding of the meaning of freedom.

 Standards
SL.11–12.1 Initiate and participate
effectively in a range of collaborative
discussions with diverse partners
on grades 11–12 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly and
persuasively.

386 UNIT 3 • POWER, PROTEST, AND CHANGE

 PERFORMANCE-BASED ASSESSMENT prep

Review Evidence for an Informative Essay

At the beginning of this unit, you took a position on the following question:

What motivates people to struggle for change?

 EVIDENCE LOG

Review your Evidence Log and your QuickWrite from the beginning of the
unit. Have your ideas changed?

Yes NO

Identify at least three pieces of evidence that have Identify at least three pieces of evidence that
caused you to reevaluate your ideas. reinforced your original ideas.

1. 1.

2. 2.

3. 3.

Develop your thoughts into a topic sentence: One significant motivation that
may inspire people to struggle for change is:
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Identify a historical example of the motivation you identified:

Evaluate the Strength of Your Evidence Which two texts that you
read in this unit offer the strongest support for your topic sentence?
 Standards
1.
W.11–12.2.a Introduce a topic or
thesis statement; organize complex
2. ideas, concepts, and information so
that each new element builds on that
What are some other resources you might use to locate information about which precedes it to create a unified
the topic? whole; include formatting, graphics,
and multimedia when useful to
1. ________________________________ 2. ___________________________ aiding comprehension.

Performance-Based Assessment Prep 387

 performance-based assessment

sources Part 1
• WHOLE-CLASS SELECTIONS
Writing to Sources: Informative Essay
• SMALL-GROUP SELECTIONS In this unit, you read a variety of texts by reformers whose goal was to
initiate change. Not all struggles were alike: The writers faced various
• INDEPENDENT-LEARNING
obstacles in their quests for reform.
SELECTION

Assignment
Write an informative essay in which you explore this question:
What motivates people to struggle for change?
Begin by defining the various reasons people decide to fight for change.
Identify two or three texts from this unit that you feel most clearly show
the connections between motivation and action. Use specific examples
from each text to support your analysis and deductions.

Reread the Assignment Review the assignment to be sure you fully

understand it. The assignment may reference some of the academic words
presented at the beginning of the unit. Be sure you understand each of the
words given below in order to complete the assignment correctly.

Academic Vocabulary

informational    verbatim    specific
inquire       deduction

 WORD NETWORK Review the Elements of an Informative Essay Before you begin
writing, read the Informative Text Rubric. Once you have completed your first
As you write and revise
draft, check it against the rubric. If one or more of the elements are missing
your text, use your Word
or not as strong as they could be, revise your text to add or strengthen those
Network to help vary your
components.
word choices.

© Pearson Education, Inc., or its affiliates. All rights reserved.

 Standards
W.11–12.2.a–f Write informative/
explanatory texts to examine and
convey complex ideas, concepts, and
information clearly and accurately
through the effective selection,
organization, and analysis of content.

W.11–12.9 Draw evidence from

literary or informational texts to
support analysis, reflection, and
research.

W.11–12.10 Write routinely over

extended time frames and shorter
time frames for a range of tasks,
purposes, and audiences.

388 UNIT 3 • POWER, PROTEST, AND CHANGE

 Essential Question : In what ways does the struggle for freedom change with history?

Informative Text Rubric

Focus and Organization Evidence and Elaboration Language Conventions
The introduction is engaging and Ideas are supported with The essay demonstrates a
reveals the topic in a way that appeals specific and relevant examples clear command of standard
to a reader. from research and the texts. English conventions of usage
and mechanics.
Facts, details, and examples progress The style of the essay is
logically, and transition words and formal, and the tone is
4 phrases link and separate ideas. objective.

The conclusion leaves a strong Vocabulary is used

impression on the reader. strategically and appropriately
for the audience and purpose.

The introduction is engaging and Ideas are supported with The essay demonstrates
clearly reveals the topic. relevant examples from accuracy in standard English
research and the texts. conventions of usage and
Facts, details, and examples progress mechanics.
logically, and transition words appear The style of the essay is mostly
frequently. formal, and the tone tends to
3 be objective.
The conclusion follows from the rest of
the essay. Vocabulary is generally
appropriate for the audience
and purpose.

The introduction states the topic. Many ideas are supported The essay demonstrates some
with examples from research accuracy in standard English
Facts, details and examples progress and the texts. conventions of usage and
somewhat logically, and transition mechanics.
words may be used. The style of the essay is
occasionally formal, and the
2 The conclusion restates the main ideas. tone is at times objective.

Vocabulary is somewhat
appropriate for the audience
and purpose.

The introduction does not clearly state Ideas are not supported with The essay contains mistakes in
© Pearson Education, Inc., or its affiliates. All rights reserved.

the topic, or there is no introduction. examples from research and standard English conventions
the texts, or examples are of usage and mechanics.
Facts, details, and examples do not irrelevant.
progress logically, and sentences seem
disconnected. The style of the essay is
1 informal, and the tone
The conclusion does not follow from frequently reveals biases.
the essay, or there is no conclusion.
Vocabulary is limited,
ineffective, or inappropriate.

Performance-Based Assessment 389

 performance-based assessment

PART 2
Speaking and Listening: Podcast
Assignment
After completing the final draft of your informative essay, make a podcast
or audio recording that could be uploaded for listeners. Then, share your
recording, so that your classmates can listen to your work.

Follow these steps to make your podcast both informative and interesting.

• Give your podcast a title, and provide your name.

• Mark key examples in your informative essay that answer this question:
How does the motivator I analyzed encourage people to struggle for
change? These are the key points you will want to emphasize in your
delivery.
• Practice your delivery, keeping in mind that you will be heard but not
seen. You will need to vary your voice accordingly. Also, take care to
eliminate distracting background noises.
• Deliver your podcast, being sure to maintain an even distance from the
recording device. Focus on speaking clearly, and build in pauses so that
listeners can follow and digest your ideas.

Review the Rubric The criteria by which your podcast will be evaluated
appear in the rubric below. Review the criteria before recording to ensure
that you are prepared.

Content Use of Media Presentation Technique

The podcast focuses on the The voice on the recording is The speaker’s voice is consistently
question. consistent and audible. clear and appropriately loud for
the recording.
3 The flow of ideas is logical, The podcast file has a title that
clear, and easy to follow. clearly illustrates the focus. The speaker varies tone and pace
consistently and effectively.

The podcast mostly focuses on The voice on the recording may The speaker’s voice is mostly
© Pearson Education, Inc., or its affiliates. All rights reserved.
the question. vary but is mostly audible. clear and sufficiently loud for the
recording.
2 The flow of ideas is fairly The podcast file has a logical
logical and mostly easy to title. The speaker varies tone and pace
follow. to some extent.

The podcast has no clear focus. The voice on the recording The speaker mumbles or speaks
sometimes fades in and out. too quickly or quietly.
The flow of ideas is illogical and
1
difficult to follow. The podcast file lacks a The speaker does not vary tone
meaningful title. and pace.

390 UNIT 3 • POWER, PROTEST, AND CHANGE

 unit
3 reflection

Reflect on the Unit

Now that you’ve completed the unit, take a few moments to reflect on
your learning. Use the questions below to think about where you succeeded,
what skills and strategies helped you, and where you can continue to grow
in the future.

Reflect on the Unit Goals

Look back at the goals at the beginning of the unit. Use a different
colored pen to rate yourself again. Think about readings and activities
that contributed the most to the growth of your understanding. Record
your thoughts.

Reflect on the Learning Strategies

Discuss It Write a reflection on whether you were able to improve your
learning based on your Action Plans. Think about what worked, what didn’t,
and what you might do to keep working on these strategies. Record your
ideas before a class discussion.

Reflect on the Text

© Pearson Education, Inc., or its affiliates. All rights reserved.

Choose a selection that you found challenging, and explain what made
it difficult.

Explain something that surprised you about a text in the unit.

 Standards
Which activity taught you the most about power, protest, and change? SL.11–12.1.a Come to discussions
What did you learn? prepared, having read and
researched material under study;
explicitly draw on that preparation
by referring to evidence from texts
and other research on the topic or
issue to stimulate a thoughtful, well-
reasoned exchange of ideas.

SCAN FOR
MULTIMEDIA Unit Reflection 391