Answer Key - EMC/Paradigm Publishing

NY Grade 11 Unit 4 Meeting the Standards 

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Publisher’s Note 

EMC Publishing’s innovative program Mirrors & Windows: Connecting with 

Literature presents a wide variety of rich, diverse, and timeless literature to help 

students reflect on their own experiences and connect with the world around 

them. One goal of this program is to ensure that all students reach their maximum 

potential and meet state standards. 

A key component of this program is a Meeting the Standards resource for each 

unit in the textbook. In every Meeting the Standards book, you will find a study 

guide to lead students through the unit, with a practice test formatted to match a 

standardized test. You will also find dozens of high-quality activities and quizzes 

for all the selections in the unit. 

EMC Publishing is confident that these materials will help you guide your 

students to mastery of the key literature and language arts skills and concepts 

measured in your standardized test. To address the needs of individual students, 

enrich learning, and simplify planning and assessment, you will find many more 

resources in our other program materials—including Differentiated Instruction, 

Exceeding the Standards, Program Planning and Assessment, and Technology Tools. 

We are pleased to offer these excellent materials to help students learn to 

appreciate and understand the wonderful world of literature. 

© EMC Publishing, LLC Meeting the Standards 

AMEriCAn TrAdiTion, UniT 4 

v

Contents 

Introduction x 

Correlation to Formative Survey Results xii 

Expanding Frontiers Study Guide for New York 1 

(with Practice Test and Master Vocabulary List) 

Part 1: Realism and Naturalism 

The Notorious Jumping Frog of Calaveras County, Mark Twain 

Build Vocabulary: Etymology 19 

Connecting with Literature: Life in the Mining Towns 20 

Analyze Literature: Characterization 21 

Selection Quiz 

from Life on the Mississippi, Mark Twain 

22 

Build Vocabulary: Shades of Meaning 23 

Build Background: Steamboats 24 

Analyze Literature: Tone 25 


The Outcasts of Poker Flats, Bret Harte 

27 

Build Vocabulary: Latin Roots 28 

Analyze Literature: Setting 29 

Selection Quiz 30 

Richard Cory / Miniver Cheevy, Edwin Arlington Robinson 

Build Background: The Romance of the Past 31 

Analyze Literature: Meter and Rhyme 32 


To Build a Fire, Jack London 

33 

Build Vocabulary: Noun and Adverb Suffixes 34 

Build Background: Extreme Cold 36 

Analyze Literature: Naturalism and Character 37 


Do not weep, maiden, for war is kind / A Man Said to the Universe, Stephen Crane 

Build Background: War and Naturalism 40 

Analyze Literature: Free Verse 41 


Part 2: The Native American Experience 

42 

I Will Fight No More Forever, Chief Joseph / I Am the Last of My Family, Cochise 

Build Vocabulary: Analyzing Etymology 43 

Build Background: Nez Percé and Chiricahua 44 

Analyze Literature: Techniques for Creating Mood and Tone 45 


from Black Elk Speaks, Nicholas Black Elk and John G. Neihardt 

Build Vocabulary: Words with Related Meanings 48 

Build Background: Lakota Culture 49 

Analyze Literature: Metaphoric Language 50 




vii

I Tried to be Like My Mother, Pretty Shield 

Build Background: Native American Childhood 52 

Analyze Literature: Memoir and Point of View 53 


Part 3: Struggling for Equality 

Keeping the Thing Going While Things Are Stirring, Sojourner Truth 

Build Background: Political Changes of the 1860s 55 

Analyze Literature: Metaphors and Similes 56 


The Destructive Male, Elizabeth Cady Stanton / Woman’s Right to Suffrage, 

Susan B. Anthony 

Build Vocabulary: Word Families 58 

Build Background: The Women’s Suffrage Movement 59 

Analyze Literature: Style 60 


The Emancipation of Women, Maria Eugenia Echenique 

Trans. Francisco Manzo Robledo 

Build Background: Women’s Rights Around the World 62 

Analyze Literature: Argument 63 


The Story of an Hour, Kate Chopin 

64 

Build Background: The Works of Kate Chopin 65 

Analyze Literature: Plot and Protagonist 67 


from Songs of Gold Mountain, Anonymous 

69 

Build Vocabulary: Word Families 70 

Build Background: Chinese Americans in California 71 

Analyze Literature: Imagery 72 


We Wear the Mask, Paul Laurence Dunbar 

73 

Build Vocabulary: Using Synonyms for Precise Connotations 74 

Connecting with Literature: The Meaning of Masks 75 

Analyze Literature: Alliteration, Assonance, Consonance 76 


from Up from Slavery, Booker T. Washington 

78 

Build Background: Booker T. Washington 79 

Analyze Literature: Diction 80 


from The Souls of Black Folk, W. E. B. Du Bois 

82 

Build Vocabulary: Abstract Nouns Made with -tion and -ment 83 

Build Background: W. E. B. Du Bois 84 

Analyze Literature: Parallel Structure and Style 85 


viii AMEriCAn TrAdiTion, UniT 4 

Meeting the Standards 

© EMC Publishing, LLC

Booker T. and W. E. B., Dudley Randall 

Build Background: The Civil Rights Struggle, 1865–1900 88 

Analyze Literature: Diction 89 


ANSWER KEY 

Expanding Frontiers Study Guide for New York 91 

The Notorious Jumping Frog of Calaveras County 94 

from Life on the Mississippi 95 

The Outcasts of Poker Flats 96 

Richard Cory / Miniver Cheevy 97 

To Build a Fire 98 

Do not weep, maiden, for war is kind / A Man Said to the Universe 99 

I Will Fight No More Forever / I Am the Last of My Family 100 

from Black Elk Speaks 101 

I Tried to be Like My Mother 102 

Keeping the Thing Going While Things Are Stirring 103 

The Destructive Male / Woman’s Right to Suffrage 104 

The Emancipation of Women 105 

The Story of an Hour 106 

from Songs of Gold Mountain 107 

We Wear the Mask 108 

from Up from Slavery 109 

from The Souls of Black Folk 110 

Booker T. and W. E. B. 111 



ix

Introduction 

The Meeting the Standards Unit Resource supplements for Mirrors & Windows 

provide students with the opportunity to practice and apply the strategies and 

skills they will need to master state and national language arts standards. For each 

selection in the student textbook, these resources also supply vocabulary exercises 

and other activities designed to connect students with the selections and the 

elements of literature. 

The lessons in the Meeting the Standards Unit Resource are divided into four 

categories, as described in this introduction. The lessons are listed by category in 

the Contents at the front of the book. 

Unit Study Guide, with Practice Test and Master Vocabulary List 

Each Unit Resource book begins with a Unit Study Guide that focuses on key 

language arts standards. Following the chronological organization of the Mirrors 

& Windows student text, this guide provides in-depth study and practice on 

topics related to the historical, social, and political context of the literature of the 

era. Specific topics include significant historical events and trends, representative 

literary movements and themes, and the literary genre or form explored in the unit. 

Also included in the study guide are instructions to help students prepare for 

a standardized test and a practice test formatted to match that test. The last page of 

the study guide provides a list of the words identified as Preview Vocabulary for the 

selections within the unit. 

Lessons for Standard Selections 

The lessons for standard selections offer a range of activities that provide additional 

background information, literary analysis, vocabulary development, and writing 

about the selection. The activities are rated easy, medium, and difficult; these 

ratings align with the levels of the Formative Survey questions in the Assessment 

Guide. 

These activities can be used to provide differentiated instruction at the 

appropriate levels for your students. For example, for students who are able to 

answer primarily easy questions, you may want to assign primarily easy activities. 

The Correlation to Formative Survey Results, which follows this introduction, lists 

the level for each activity. 

To further differentiate instruction, consider adapting activities for your 

students. For instance, you may want to add critical-thinking exercises to an easy 

or medium activity to challenge advanced students, or you may want to offer 

additional support for a difficult activity if students are having trouble completing 

the activity. 

A Selection Quiz is provided for each selection. This quiz is designed to assess 

students’ comprehension of basic details and concepts. 

x AMEriCAn TrAdiTion, UniT 4 



Lessons for Comparing Literature, Author Focus, and 

Other Grouped Selections 

The lessons for Comparing Literature and other grouped selections in the student 

textbook emphasize text-to-text connections. Activities for Comparing Literature 

selections ask students to compare and contrast literary elements such as purpose, 

style, and theme in the work of two authors. Activities for Author Focus and other 

groupings have students examine literary elements across several selections by the 

same author, identifying patterns and trends in his or her work. Again, activities are 

rated as easy, medium, or difficult. 

A recall- and comprehension-based Selection Quiz is provided for each 

selection or grouping of selections. 

Lessons for Independent Readings 

Lessons for Independent Readings build on the strategies and skills taught in the 

unit and offer students more opportunities to practice those strategies and skills. As 

with the other categories of selections, activities focus on vocabulary development, 

literary analysis, background information, and writing instruction. Again, activities 

are rated as easy, medium, or difficult. 

A Selection Quiz is provided for each selection. 

Preparing to Teach the Lessons 

Most of the activities in this book are ready to copy and distribute to students. 

However, some activities will require preparation. For example, you may need to 

select particular elements from a story, create lists or cards to distribute to students, 

or make sure that art supplies or computer stations are available. Be sure to preview 

each lesson to identify the tasks and materials needed for classroom instruction. 



xi

Correlation to Formative Survey Results 

The following chart indicates the difficulty level of each activity. You can use this 

chart, in combination with the results of the Formative Survey from the Assessment 

Guide, to identify activities that are appropriate for your students. 

Selection Title Activity Level 

The Notorious 

Jumping Frog of 

Calaveras County 

from Life on the 

Mississippi 

The Outcasts of 

Poker Flat 

Richard Cory / Miniver 

Cheevy 

Build Vocabulary: Etymology, page 19 Easy 

Connecting with Literature: Life in the Mining Towns, 

page 20 

Medium 

Analyze Literature: Characterization, page 21 Medium 

Selection Quiz, page 22 Easy 

Build Vocabulary: Shades of Meaning, page 23 Medium 

Build Background: Steamboats, page 24 Easy 

Analyze Literature: Tone, page 25 Difficult 


Build Vocabulary: Latin Roots, page 28 Medium 

Analyze Literature: Setting, page 29 Easy 


Build Background: The Romance of the Past, page 31 Difficult 

Analyze Literature: Meter and Rhyme, page 32 Difficult 


To Build a Fire Build Vocabulary: Noun and Adverb Suffixes, page 34 Easy 

Do not weep, maiden, 

for war is kind / A Man 

Said to the Universe 

Build Background: Extreme Cold, page 36 Easy 

Analyze Literature: Naturalism and Character, page 37 Easy 


Build Background: War and Naturalism, page 40 Medium 

Analyze Literature: Free Verse, page 41 Easy 


xii AMEriCAn TrAdiTion, UniT 4 




I Will Fight No More 

Forever / I Am the Last 

of My Family 

Build Vocabulary: Etymology, page 43 Medium 

Build Background: Nez Percé and Chiricahua, page 44 Medium 

Analyze Literature: Mood and Tone, page 45 Medium 


from Black Elk Speaks Build Vocabulary: Words with Related Meanings, page 48 Medium 

I Tried to be Like My 

Mother 

Keeping the Thing 

Going While Things 

Are Stirring 

The Destructive Male / 

Woman’s Right to 

Suffrage 

The Emancipation of 

Women 

Build Background: Lakota Culture, page 49 Medium 

Analyze Literature: Metaphoric Language, page 50 Medium 


Build Background: Native American Childhood, page 52 Medium 

Analyze Literature: Memoir and Point of View, page 53 Easy 


Build Background: Political Changes of the 1860s, page 55 Medium 

Analyze Literature: Metaphors and Similes, page 56 Medium 


Build Vocabulary: Word Families, page 58 Medium 

Build Background: Woman’s Right to Suffrage, page 59 Difficult 

Analyze Literature: Style, page 60 Difficult 


Build Background: Women’s Rights Around the World, 

page 62 

Medium 

Analyze Literature: Argument, page 63 Medium 


The Story of an Hour Build Background: The Works of Kate Chopin, page 65 Difficult 

Analyze Literature: Plot and Protagonist, page 67 Medium 




xiii


from Songs of Gold 

Mountain 

Build Vocabulary: Word Families, page 70 Medium 

Build Background: Chinese Americans in California, 

page 71 

Medium 

Analyze Literature: Imagery, page 72 Difficult 


We Wear the Mask Build Vocabulary: Using Synonyms for Precise 

Connotations, page 74 

Connecting with Literature: The Meaning of Masks, 

page 75 

Analyze Literature: Alliteration, Assonance, Consonance, 

page 76 

Medium 

xiv AMEriCAn TrAdiTion, UniT 4 


© EMC Publishing, LLC 

Easy 

Difficult 


from Up from Slavery Build Background: Booker T. Washington, page 79 Difficult 

from The Souls of 

Black Folk 

Analyze Literature: Diction, page 80 Medium 


Build Vocabulary: Abstract Nouns Made with -tion and 

-ment, page 83 

Easy 

Build Background: W. E. B. Du Bois, page 84 Medium 

Analyze Literature: Parallel Structure and Style, page 85 Difficult 


Booker T. and W.E.B. Build Background: The Civil Rights Struggle, 1865–1900, 

page 88 

Difficult 

Analyze Literature: Diction, page 89 Medium 

Selection Quiz, page 90 Easy

Name: ____________________________________________________ Date: __________________ 

Expanding Frontiers Study Guide for New York 

Completing this study guide will help you understand and remember the background information 

presented in Unit 4 and recognize how the selections in the unit reflect their historical context. It will 

also provide you with an opportunity to understand and apply the literary form of the speech. 

After you read each background feature in Unit 4 in your textbook, complete the corresponding 

section in the study guide. The completed study guide section will provide an outline of important 

information that you can use later for review. 

After you read the selections for each part of Unit 4 in your textbook, complete the Applying 

sections for that part in the study guide. Refer to the selections as you answer the questions. 

After you complete the study guide sections, take the Practice Test. This test is similar to the 

state language arts test. In both tests, you read passages and answer multiple-choice questions about 

the passages. 

Self-Checklist 

Use this checklist to help you track your progress through Unit 4. 

CHECKLIST 

Literary Comprehension 

You should understand and apply the speech, 

its purposes and its elements: 

❏ argument ❏ style 

❏ rhetorical question ❏ repetition 

❏ figurative language ❏ analogy 

Literary Appreciation 

You should understand how to relate the 

selections to 

❏ Other texts you’ve read 

❏ Your own experiences 

❏ The world today 

Vocabulary 

In the Master Vocabulary List at the end of 

this study guide, put a check mark next to any 

new words that you learned while reading the 

selections. How many did you learn? 

❏ 10 or more ❏ 20 or more ❏ 30 or more 

Writing 

❏ You should be able to write a profile of 

an individual. The profile should have 

an introduction, body, and conclusion 

organized using narrative or chronological 

structure. It should make use of concrete 

detail and effective storytelling. 

Speaking and Listening 

❏ You should be able to use active listening 

skills in conversation and audience 

scenarios. 

Test Practice 

❏ You should be able to answer questions 

that test your reading, writing, revising, and 

editing skills. 

Additional Reading 

❏ You should choose a fictional work to read 

on your own. See For Your Reading List on 

page 510 of your textbook. 

© emc Publishing, LLc Meeting the Standards 

AmericAn TrAdiTion, UniT 4 

1

Historical Context 

Examine the time line on pages 374–375 of your textbook. For what three general topics does the 

time line provide dates? 

1. _____________________________________________________________________________ 

2. _____________________________________________________________________________ 

3. _____________________________________________________________________________ 

The time line has four time frames. Identify the time span of each time frame. 

4. _________________________________ 6. _________________________________ 

5. _________________________________ 7. _________________________________ 

Find the following dates on the time line. Complete the chart by telling what happened in those years. 

Then answer the questions below the chart. 

1868 CE 

Date American Literature American History World History 

1875–1876 

1893–1894 

1903–1904 

8. How do the events of American literature and American and World History in 1868 reflect a 

changing world? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

9. How would events of 1875 and 1876 affect America’s future? 

_____________________________________________________________________________ 

10. What irony can you see in the juxtaposition of events in 1903 and 1904? 

_____________________________________________________________________________ 

2 AmericAn TrAdiTion, UniT 4 


© emc Publishing, LLc

Complete the outline. Write two sentences summarizing information given in each section on pages 

376–378 of your textbook. 

A. Reuniting the Nation 

1. ___________________________________________________________________________ 

2. ___________________________________________________________________________ 

B. Expanding Westward 

1. ___________________________________________________________________________ 

2. ___________________________________________________________________________ 

3. ___________________________________________________________________________ 

C. Population Growth and the Distribution of Wealth 

1. ___________________________________________________________________________ 

2. ___________________________________________________________________________ 

3. ___________________________________________________________________________ 

D. Populist Gains 

1. ___________________________________________________________________________ 

2. ___________________________________________________________________________ 

E. Expanding Abroad 

1. ___________________________________________________________________________ 

2. ___________________________________________________________________________ 



3

Understanding Part 1: Realism and Naturalism 

Complete this page after you read about Realism and Naturalism on page 379 of your textbook. 

1. To what early nineteenth century literary movement was Realism a reaction? 

_____________________________________________________________________________ 

Complete the chart. Identify the characteristics of each literary movement. 

Purpose of literature 

Content of literature 

Dominant qualities 

2. 

4. 

6. 

Romanticism Realism 

8. Name two Realistic fictional works of the late nineteenth century. 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

9. What theory helped give rise to Naturalism in literature? 

_____________________________________________________________________________ 

According to Naturalism, what two forces control people? 

___________________________________ ___________________________________ 

11. List four Naturalist writers. 

___________________________________ ___________________________________ 

___________________________________ ___________________________________ 



© emc Publishing, LLc 

3. 

5. 

7.

Applying Part 1: Realism and Naturalism 

Think about what you have learned about Realism and Naturalism. Then answer the following 

questions after you have read the selections in Part 1 of Unit 4. 

Describe the characteristics of the selections in the chart that identify them as examples of 

realism. 

Subject / setting 

Characters 

Language 

Outcome 

The Outcasts of Poker Flats 

The Notorious Jumping Frog of 

Calaveras County 

1. What aspects of “Richard Cory” and “Miniver Cheevy” link them to Realism rather than 

Romanticism? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2. Describe the qualities of the two characters in “To Build a Fire.” 

Man: ________________________________________________________________________ 

Dog: _________________________________________________________________________ 

3. Explain how the outcome of “To Build a Fire” illustrates the central premise of Naturalism. 

Mention both characters in your answer. 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

4. What makes “Do not weep, maiden, for war is kind” and “A Man Said to the Universe” 

Naturalist poems? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 



5

Understanding Part 2: The Native American Experience 

Complete this page after you read about the Native American experience on page 439 of your 

textbook. 

1. What was the role of oratory in Native American culture? List four ways a chief used his public 

speaking abilities to lead. 

a. ___________________________________________________________________________ 

b. ___________________________________________________________________________ 

c. ___________________________________________________________________________ 

d. ___________________________________________________________________________ 

2. Explain how Europeans became familiar with Native American oratory. 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

3. List three Native American chiefs whose speeches became widely known to white Americans. 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

4. How did Native American speeches travel into literature? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

5. What are two ways U.S. citizens have used these speeches? 

a. ___________________________________________________________________________ 

b. ___________________________________________________________________________ 




Applying Part 2: The Native American Experience 

Think about what you have learned about the Native American experience. Then answer the 

following questions after you have read the selections in Part 2 of Unit 4. 

What was the primary purpose of each Native American in speaking? Complete the chart to 

compare what Chief Joseph, Cochise, Black Elk, and Pretty Shield hoped to accomplish. 

I Will Fight No More Forever 

I Am the Last of My Family 

from Black Elk Speaks 

I Tried to Be Like My Mother 

Selection Speaker’s Purpose 

1. Compare reasons why the words of Chief Joseph and Pretty Shield were written and saved for 

posterity. 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2. List three uses of figurative language in Cochise’s “I Am the Last of My Family.” 

a. ___________________________________________________________________________ 

b. ___________________________________________________________________________ 

c. ___________________________________________________________________________ 

3. How does Black Elk refer to periods of time in Black Elk Speaks? What does this emphasize about 

Native American culture? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

4. Use the chart to summarize events in “I Tried to Be Like My Mother” and the excerpt from Black 

Elk Speaks that suggest how children were raised in Lakota and Crow society. Explain the effect 

of each method on Native American culture. 


Selection How Children Were Treated Effect on Culture 

I Tried to Be Like My Mother 



7

Understanding Part 3: Struggling for Equality 

Complete this page after you read about struggling for equality on page 459 of your textbook. 

1. Why was it difficult for African Americans to gain rights after the Civil War ended slavery? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2. Social reformers sought to gain rights for women in the nineteenth century. List ways women 

operated at the local and national levels to effect change. 

a. ___________________________________________________________________________ 

___________________________________________________________________________ 

b. ___________________________________________________________________________ 

___________________________________________________________________________ 

c. ___________________________________________________________________________ 

___________________________________________________________________________ 

3. How did women writers like Kate Chopin and Louisa May Alcott affect the movement for 

women’s rights? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

4. Why did many immigrants face a struggle for rights? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

5. What themes appear in much of the immigrant literature of the era? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 




Applying Part 3: Struggling for Equality 

Think about what you have learned about struggling for equality. Then answer the following 

questions after you have read the selections in Part 3 of Unit 4. 

1. Compare and contrast Maria Eugenia Echenique’s “The Emancipation of Women” and Kate 

Chopin’s “The Story of an Hour.” 

How the Two Works Are Alike How the Two Works Are Different 

2. Explain what the excerpt from Songs of Gold Mountain expresses about the experience of Asian 

immigrants to California. 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

3. What three things does the excerpt from The Souls of Black Folk insist African Americans must 

do to move toward equality? 

a. ___________________________________________________________________________ 

b. ___________________________________________________________________________ 

c. ___________________________________________________________________________ 

4. What basic disagreement did Booker T. Washington and W. E. B. Du Bois have? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 



9

Understanding Literary Forms: The Speech 

Read Understanding Literary Forms: The Speech on pages 460–461 of your textbook. Then answer 

the questions below. 

1. What is oratory? ______________________________________________________________ 

2. List four possible purposes for a speech. 

__________________________________ __________________________________ 

__________________________________ __________________________________ 

3. Who developed a theory of effective rhetoric and on what was it based? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

4. Define each of the following terms. 

rhetorical device: ______________________________________________________________ 

_____________________________________________________________________________ 

rhetorical question: ____________________________________________________________ 

_____________________________________________________________________________ 

5. What is an argument in a speech and why is it used? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

Identify each element of speech and explain how it is used effectively. 

style 

repetition 

Element of Speech Description or Definition Use 

figurative language 




Applying Literary Forms: The Speech 

1. Describe the style of Sojourner Truth’s “Keeping the Thing Going While Things Are Stirring.” 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2. Identify each speaker’s purpose in “The Destructive Male” and “Woman’s Right to Suffrage.” 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

Compare the argument used by Elizabeth Cady Stanton and Susan B. Anthony in their speeches. 

The Destructive Male Woman’s Right to Suffrage 

3. What rhetorical question does Susan B. Anthony use in “Woman’s Right to Suffrage”? Why does 

she use it? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

4. Cite several examples of emotive language used by Maria Echenique in “The Emancipation of 

Women.” What effect does it have? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 



11

5. What is the thesis of Booker T. Washington in the excerpt from Up from Slavery? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

6. What analogy does Stanton make in the conclusion of “The Destructive Male”? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

7. Contrast the style of Sojourner Truth in “Keeping the Thing Going While Things are Stirring” 

and Booker T. Washington in the excerpt from Up from Slavery. 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

8. How does Susan B. Anthony use repetition in “Woman’s Right to Suffrage”? What effect does 

this have? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

9. List several rhetorical questions used by Maria Eugenia Echenique in “The Emancipation of 

Women.” 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 




New York-Based Practice Test 

During high school, students take tests to measure how well they meet the New York standards. These 

tests include English language arts tests in which you are asked to read a passage and answer multiplechoice 

questions to test your understanding of the passage. 

The practice test on the following pages is similar to the New York English language arts test. It 

contains passages, each followed by multiple-choice questions. You will write the numbers of your 

answers on a separate sheet of paper. Your answer sheet for this practice test is below on this page. 

Questions on this practice test focus on the historical background and literary elements you studied in 

this unit. The questions also address learning standards such as these New York English language arts 

standards: 

Grade-Specific Performance Indicators 

The grade-specific performance indicators that grade 11 students demonstrate as they learn to 

read include 

Standard 1: Students will read, write, listen, and speak for information and understanding. 

• Analyze and synthesize information from different sources, making connections and showing 

relationships to other texts, ideas, and subjects and to the world at large 

Standard 2: Students will read, write, listen, and speak for literary response and expression. 

• Read, view, and interpret texts and performances in every medium (e.g., short stories, novels, plays, 

film and video productions, poems, and essays) from a wide variety of authors, subjects, and genres 

• Read, view, and respond independently to literary works that represent a range of social, historical, 

and cultural perspectives 

• Interpret multiple levels of meaning and subtleties in text 

• Recognize a range of literary elements and techniques, such as figurative language, allegory, irony, 

symbolism, and stream of consciousness, and use these elements to interpret the work (grade 9) 

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. 

• Analyze and evaluate nonfiction 

- identify the particular kinds of language used in particular texts 

• Analyze and evaluate fiction, including the effect of diction and figurative language 

• Analyze and evaluate fiction, including 

- the development of a central idea or theme (grade 9) 

• Analyze and evaluate poetry in order to recognize the use and effect of 

- figurative language (grade 10) 

• Analyze and evaluate fiction, including 

- the background in which the text is written 

- the effect created by the author’s tone or mood (grade 10) 

Practice Test Answer Sheet 

Name: ____________________________________ Date: ____________________________________ 

Write the number of the best suggested answer in the space provided below. 

1. ________ 4. ________ 7. ________ 10. ________ 

2. ________ 5. ________ 8. ________ 11. ________ 

3. ________ 6. ________ 9. ________ 



13

Directions: Read the text and answer the multiple-choice questions. 

Text 

Two or three days and nights went by; I reckon I 

might say they swum by, they slid along so quiet and 

smooth and lovely. Here is the way we put in the time. It 

was a monstrous big river down there—sometimes a mile 

5 and a half wide; we run nights, and laid up and hid 

daytimes; soon as night was most gone we stopped 

navigating and tied up—nearly always in the dead water 

under a towhead; and then cut young cottonwoods and 

willows, and hid the raft with them. Then we set out the 

10 lines. Next we slid into the river and had a swim, so as to 

freshen up and cool off; then we set down on the sandy 

bottom where the water was about knee deep, and watched 

the daylight come. Not a sound anywheres—perfectly 

still—just like the whole world was asleep, only sometimes 

15 the bullfrogs a-cluttering, maybe. . . . 

A little smoke couldn’t be noticed now, so we 

would take some fish off of the lines and cook up a hot 

breakfast. And afterwards we would watch the 

lonesomeness of the river, and kind of lazy along, and by 

20 and by lazy off to sleep. Wake up by and by, and look to 

see what done it, and maybe see a steamboat coughing 

along up-stream, so far off towards the other side you 

couldn’t tell nothing about her only whether she was a 

stern-wheel or side-wheel; then for about an hour there 

25 wouldn’t be nothing to hear nor nothing to see—just solid 

lonesomeness. 

—Mark Twain 

excerpt from Adventures of Huckleberry Finn, Chapter XIX 

Multiple-Choice Questions 

Directions (1–4): Select the best suggested answer to each question and write its number in the space 

provided on the answer sheet. 

1 In this passage, what does the author mostly 

use to create mood and an appreciation for 

the river? 

(1) symbolism 

(2) imagery 

(3) flashback 

(4) figurative language 

2 What dominant American theme of the 

nineteenth century does this passage 

represent? 

(1) testing the strength of the union 

(2) new beginnings 

(3) the richness of variety 

(4) freedom and exploration 




3. What is the tone of this passage? 

(1) weary and resigned 

(2) bitingly sarcastic 

(3) serene and affectionate 

(4) proud and dignified 

4. Read the following lines from the passage. 

Two or three days and nights went by; I 

reckon I might say they swum by, they 

slid along so quiet and smooth and lovely. 

Here is the way we put in the time. 

The opening two sentences of the passage 

contain an example of which device? 

(1) metaphor 

(2) simile 

(3) allusion 

(4) foreshadowing 



15


Text 

The history of mankind is a history of repeated injuries and 

usurpations on the part of man toward woman, having in direct object 

the establishment of an absolute tyranny over her. To prove this, let 

facts be submitted to a candid world. 

5 He has never permitted her to exercise her inalienable right to 

the elective franchise. 

He has compelled her to submit to laws, in the formation of 

which she had no voice. 

He has withheld from her her rights which are given to the most 

10 ignorant and degraded men—both natives and foreigners. 

Having deprived her of this first right of a citizen, the elective 

franchise, thereby leaving her without representation in the halls of 

legislation, he has oppressed her on all sides. 

He has made her, if married, in the eye of the law, civilly dead. 

15 He has taken from her all right in property, even to the wages 

she earns. 

He has made her, morally, an irresponsible being, as she can 

commit many crimes with impunity, provided they be done in the 

presence of her husband. In the covenant of marriage, she is 

20 compelled to promise obedience to her husband, he becoming to all 

intents and purposes, her master—the law giving him power to 

deprive her of her liberty, and to administer chastisement. 

—Seneca Falls Women’s Rights Convention, 1848 

from The Declaration of Sentiments 




5 Which phrase best summarizes the excerpt? 

(1) an angry, poetic cry for freedom 

(2) a list of ways men have denied civil rights 

to women 

(3) a denial of the humanity of women 

(4) an argument for woman’s suffrage 

6 Which words use negative connotation to 

create a tone of indignation? 

(1) impunity, wages 

(2) morally, liberty 

(3) candid, citizen 

(4) usurpations, tyranny 

7 Which rhetorical device has the author used 

to make the document more effective? 

(1) dialect 

(2) rhetorical questions 

(3) repetition 

(4) poetic license 

8 On what other American document was this 

one modeled? 

(1) Declaration of Independence 

(2) U.S. Constitution 

(3) Fourteenth Amendment 

(4) Sixteenth Amendment 





Text 

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

Such days as thou, not even thou didst know, 

When thee, the eyes of that harsh long ago 

Saw, salient, at the cross of devious ways, 

5 And all the country heard thee with amaze. 

Not ended then, the passionate ebb and flow, 

The awful tide that battled to and fro; 

We ride amid a tempest of dispraise. 

Now, when the waves of swift dissension swarm, 

10 And Honor, the strong pilot, lieth stark, 

Oh, for thy voice high-sounding o’er the storm, 

For thy strong arm to guide the shivering bark, 

The blast-defying power of thy form, 

To give us comfort through the lonely dark. 


—Paul Lawrence Dunbar 

“Douglass” 



9 To what is the struggle for civil rights 

compared in this poem? 

(1) a violent storm 

(2) a moral victory 

(3) a strong ship 

(4) a difficult path 

10 What is the form of this comparison? 

(1) allusion 

(2) simile 

(3) paradox 

(4) extended metaphor 

11 Why does the poem’s speaker look to 

Douglass? 

(1) Reliving the bold history of Douglass’s 

time inspires the speaker. 

(2) African Americans need an inspiring, 

fearless leader like Douglass again. 

(3) The speaker feels he can only complain 

to a trusted figure like Douglass. 

(4) The speaker is asking Douglass to return 

and lead his people once more. 



17

Master Vocabulary List 

The following vocabulary terms are defined on the indicated pages in your textbook. 

afflicted, 386 

aggrandize, 471 

agitation, 426 

albeit, 416 

alleged, 473 

apathetically, 428 

append, 382 

apprehension, 421 

arrant, 471 

array, 415 

assail, 416 

barrack, 489 

bellicose, 405 

bison, 448 

cavort, 384 

conjecture, 382, 403 

conspicuous, 397 

deplorable, 490 

dilapidated, 382 

disconsolate, 398 

disfranchised, 471 

encompass, 490 

equanimity, 406 

exhorter, 383 

expend, 472 

extemporize, 408 

feeble, 443 

felonious, 408 

garrulous, 382 

guile, 493 

guileless, 406 

gully, 449 

imperative, 424 

imperially, 415 

importunity, 484 

incessantly, 416 

indictment, 473 

interminable, 383 

myriad, 493 

nucleus, 427 

odious, 474 

oligarchy, 474 

ornery, 384 

ostentatiously, 408 

pall, 419 

peremptorily, 428 

perish, 444 

poignant, 428 

posterity, 473 

precipitous, 405 

predisposing, 403 

prodigious, 395 

querulous, 410 

reiterate, 422 

remnant, 444 

renowned, 397 

scarcity, 490 

sorrel, 450 

subjugate, 472 

tarry, 397 

tranquil, 397 

transient, 394 

treaty, 453 

tumultuously, 483 

undulation, 420 

vagabond, 386 

vile, 493 




Name: ____________________________________________________ Date: __________________ 

The Notorious Jumping Frog of Calaveras County, page 381 

Build Vocabulary: Etymology 

The etymology, or history, of a word traces its development from the earliest recorded 

occurrence and its transmission from one language to another. Dictionaries often include 

the etymology of entry words in brackets after the pronunciation. 

ex•hort \ig- zort\ vb [ME, fr. AF exorter, fr. L exhortari, fr. ex- + hortari to incite] 

This etymology says, in effect, “The word exhort came into modern English from 

Middle English, into Middle English from Anglo-French, and into Anglo-French from 

Latin. The Latin word exhortari is derived from the prefix ex- and the verb hortari, meaning 

“to incite.” 

Your previous knowledge and an etymology can help you understand words related to 

exhort, such as exhortation. 

Use a dictionary to trace the etymology of each given vocabulary word to its origin. 

Complete the chart by listing the original language, form, and meaning of each word. Then 

write at least two words related etymologically to the vocabulary word. Finally, answer the 

question below the chart. 

Word/Current Meaning Origin/Meaning Related Words 

1. append “attach, affix” 

2. dilapidated “falling to pieces or 

disrepair” 

3. garrulous “talking a lot or too 

much” 

4. interminable “without, or 

apparently without, end” 

5. Select a word from the chart. On your own paper, write a paragraph explaining how its meaning 

has evolved over time and how the meaning of its original parts informs your understanding of 

its current meaning. 


AMERICAN TRADITION, UNIT 4 

19

Name: ____________________________________________________ Date: __________________ 


Connecting with Literature: Life in the Mining Towns 

Samuel Clemens, author of “The Notorious Jumping Frog of Calaveras Count,” spent 1861 

to 1866 in Nevada and California. Like many young men, he was lured west by the promise 

of adventure and gold. Finding success with neither mining nor timber ventures, he began 

writing for a Virginia City, Nevada, newspaper and assumed the pseudonym Mark Twain. 

So, as he began writing, Clemens knew firsthand of the remote mining camps where miners 

endured hardships, boredom, and loneliness. He learned from the men who told tales to 

pass the time—tales that celebrated heroic qualities and poked fun at the follies of people. 

These oral tales, elaborated by retelling, gathered new details until they were ultimately 

published in newspapers. Therefore, Clemens was uniquely well positioned to expand on 

and publish such yarns. By 1863, he had sharpened his writing abilities and moved on to 

San Francisco. There he wrote for various papers and periodicals and also honed his skills 

as a public lecturer and humorist, showing considerable skill in the “yarn spinning” he 

illustrates through the character of Simon Wheeler. 

Using library or Internet sources, research nineteenth-century mining towns of 

California and Nevada during their height. Then prepare an oral presentation bringing 

some aspect of these towns to life, such as life in the mining towns or the process of mining. 

1. Consult at least three library or Internet sources. For Internet sources, explore those sites with 

names ending in .org or .edu. 

2. Take notes and record important information about your sources on index cards or in a 

notebook. Be sure to record the source of each piece of information. Do not plagiarize; credit 

information from other sources, and rewrite main ideas in your own words. 

3. Narrow your topic, focusing on a specific aspect of life in the mining towns. Write a sentence 

that states what your report will show or prove. This will be your thesis statement, or controlling 

statement. 

4. Organize your information and outline your report. 

5. Seek out audiovisual aids that will enhance your presentation. For example, you might use 

pictures, drama, or songs. 

6. Make a final copy of your presentation. One option is to include each important point on an 

index card and keep cards in order. 

7. Practice your presentation to check its length and ensure that your audiovisual aids are organized 

and can be used effectively. If possible, get feedback from a friend or family member as you 

practice. 

20 AMERICAN TRADITION, UNIT 4 



Name: ____________________________________________________ Date: __________________ 


Analyze Literature: Characterization 

Authors use various techniques to create characters and reveal their personalities and 

motives. Here are three such techniques: 

1. Directly describe a character’s physical and personality traits. 

2. Report what other characters say or think about a character. 

3. Use the character’s own words, thoughts, and actions. 

Complete the chart by listing three traits that distinguish each character. For each 

trait, note how the author revealed this trait. Then complete the activity below the chart by 

writing a paragraph on your own paper. 

Character Traits Technique for Revealing 

Simon Wheeler • 

Jim Smiley • 

Narrator of frame story • 

• 

• 

• 

• 

• 

• 

Select one of the characters from the chart and use your notes to write a paragraph 

analyzing how Twain used techniques of characterization to establish this character’s 

personality. Use your own paper. 



• 

• 

• 

• 

• 

• 

• 

• 

• 

21

Name: ____________________________________________________ Date: __________________ 


Matching 


Write the letter of the correct character on the line next to the matching descriptive detail. 

One item requires two answers. 

A. Simon Wheeler B. Jim Smiley C. frame narrator 

_____ 1. obsessed with gambling 

_____ 2. uneducated but colorful speech 

_____ 3. air of arrogant superiority 

Identification 

Identify each incident as part of the frame tale or as part of the tall tale within it. Write 

your answer on the line. 

7. Smiley bets on the health of the pastor’s wife. _____________________________ 

8. The narrator inquires about Leonidas Smiley. _____________________________ 

9. Simon Wheeler is called to the front yard. _____________________________ 

10. Jim Smiley finds quail shot in his frog. _____________________________ 

Multiple Choice 

Write the letter of the correct answer on the line. 

_____ 4. unsympathetic, lacking in empathy 

_____ 5. serenely garrulous 

_____ 6. educated and sophisticated 

_____ 11. The story is a tall tale because 

A. it contains exaggerated, humorous C. it includes opposing Eastern and 

incidents. Western characters. 

B. it is set in the West. D. it uses dialect. 

_____ 12. Twain creates a contrast between the narrator and Wheeler through 

A. the way Jim Smiley treats them. C. descriptions of their appearance. 

B. the different ways they use language. D. differences in their storytelling. 

_____ 13. Wheeler’s storytelling is best described as 

A. bumbling. C. deadpan humor. 

B. sophisticated. D. dramatic. 




Name: ____________________________________________________ Date: __________________ 

from Life on the Mississippi, page 393 

Build Vocabulary: Shades of Meaning 

Synonyms have similar or related meanings. However, their meanings often differ by 

degrees, and their connotations, or the associations that accompany meaning, may be quite 

different. Use the finer shades of meaning among adjectives to make descriptions precise. 

Part 1: Identify Synonyms 

Underline the synonym in the list that most closely fits the meaning and connotation of 

the bold vocabulary word as used in the story. 

1. “But when he came home the next week, alive, renowned.…” (page 397) 

well-known celebrated notorious 

2. “We had transient ambitions of other sorts.” (page 394) 

ephemeral short-lived transitory 

3. “Instantly a…drayman, famous for his quick eye and prodigious voice, lifts up the cry.” 

(page 395) 

Part 2: Use Synonyms 

booming gigantic massive 

Select a vocabulary word from items 1 through 3, and explain the process you used to 

decide which synonym had the appropriate meaning and connotation for the context. 

Then write a sentence for each of the three synonyms for that vocabulary word. 

4. Reason for choosing this synonym over others: _______________________________________ 

_____________________________________________________________________________ 

Sentence 1: ___________________________________________________________________ 

_____________________________________________________________________________ 

Sentence 2: ___________________________________________________________________ 

_____________________________________________________________________________ 

Sentence 3: ___________________________________________________________________ 

_____________________________________________________________________________ 



23

Name: ____________________________________________________ Date: __________________ 


Build Background: Steamboats 

Life on the Mississippi chronicles the importance of the steamboats to small towns along the 

Mississippi. In the 1900s, steamboats provided essential transportation on the Mississippi. 

A steamboat had a timber hull and a wooden paddlewheel at its stern. A very hot fire was 

stoked in a boiler to fill copper tubes with steam, which powered the paddlewheel. 

There were several types of steamboats, but two are best remembered: 

Showboats were fancy “river palaces” bringing entertainment and excitement to river 

towns, announcing themselves with organ music blasted out to sound like a calliope. These 

steamboats were relatively uncommon. 

Packet boats carried goods, crops, and people up and down the river, thus serving as 

essential trade and transportation venues. Wealthier passengers traveled on the first-class 

deck, while the rest traveled on lower decks with animals. 

Steamboat travel was dangerous, since boats could and did strike submerged logs 

(called “snags”) and sink. Other dangers included boiler explosions and accidents caused 

by racing the boats. 

Select a subtopic about steamboats or the steamboat era to research online or in 

a library. Use what you learn to create a model or draw a diagram or illustration. For 

example, you might make a model of a paddlewheel or a diagram showing how a steamboat 

worked. 

1. Gather information and visuals about your topic. 

2. Plan and sketch your model, diagram, or illustration. Jot down any ideas about materials and 

techniques as they come to you. 

3. Gather all materials needed and organize your information in a way that helps you follow your 

design. 

4. Construct your model or drawing. Add any labels or explanations viewers will need to 

understand its function. 

5. Prepare a one- to three-minute oral presentation to explain your model or drawing. Be prepared 

to define or explain any terms and processes with which listeners may be unfamiliar. 




Name: ____________________________________________________ Date: __________________ 


Analyze Literature: Tone 

Tone is the emotional attitude toward the reader or the subject implied by a literary work. 

To determine the author’s tone, analyze word choice, sentence structure, and use of 

imagery. Examples of tone include playful, sarcastic, ironic, or serious. 

Describe the tone of each excerpt from Life on the Mississippi. Underline key words 

that suggest this tone. On the lines, explain how sentence structure and images help create 

the tone. 

1. “Before [the arrivals of steamboats], the day was glorious with expectancy; after them, the day 

was a dead and empty thing. Not only the boys, but the whole village, felt this. After all these 

years I can picture that old time to myself now, just as it was then: the white town drowsing in the 

sunshine of a summer’s morning.…” 

Tone: ________________________________________________________________________ 

Explanation: __________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2. “By and by one of our boys went away. He was not heard of for a long time. At last he turned 

up as apprentice engineer or striker on a steamboat. This thing shook the bottom out of all my 

Sunday-school teachings. That boy had been notoriously worldly, and I just the reverse; yet he 

was exalted to this eminence, and I left in obscurity and misery.” 

Tone: ________________________________________________________________________ 

Explanation: __________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 



25

3. “If ever a youth was cordially admired and hated by his comrades, this one was. No girl could 

withstand his charms. He cut out every boy in the village. When his boat blew up at last, it 

diffused a tranquil contentment among us such as we had not known for months. But when he 

came home the next week, alive, renowned, and appeared in church…it seemed to us that the 

partiality of Providence for an undeserving reptile had reached a point where it was open to 

criticism.” 

Tone: ________________________________________________________________________ 

Explanation: __________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

4. “So by and by I ran away. I said I never would come home again till I was a pilot and could come 

in glory. But somehow I could not manage it. I went meekly aboard a few of the boats that lay 

packed together like sardines at the long St. Louis wharf, and very humbly inquired for the pilots, 

but got only a cold shoulder and short words from mates and clerks. I had to make the best of 

this sort of treatment for the time being, but I had comforting daydreams of a future when I 

should be a great and honored pilot, with plenty of money, and could kill some of these mates 

and clerks and pay for them.” 

Tone: ________________________________________________________________________ 

Explanation: __________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 




Name: ____________________________________________________ Date: __________________ 


Fill in the Blank 


Fill in the blank with the word or phrase from the box that best completes each statement. 

boys justice of the peace steamboat pilots two 

1. The boys growing up along the Mississippi wanted most of all to become 

____________________________________. 

2. Each day, _____________________________________ steamboats stopped in Hannibal. 

3. Steamboat workers were regarded with envy by the ____________________________________ 

in town. 

4. Samuel Clemens’s father served as a ____________________________________ for Hannibal. 



_____ 5. The steamboats that came to Hannibal daily were called 

A. drays. C. forecastles. 

B. skids. D. packets. 

_____ 6. Steamboat pilots earned a monthly salary of 

A. $50 to $100. C. $150 to $250. 

B. $100 to $200. D. $200 to $300. 

_____ 7. Clemens’s description of the steamboat coming to town is enlivened mainly by 

A. vivid images. C. personifications. 

B. metaphors. D. abstract statements. 

_____ 8. The overall mood and tone Clemens establishes in this excerpt is 

A. sharply sarcastic and critical. C. alternately calm and overwrought. 

B. sadly but resignedly accepting. D. fondly and humorously nostalgic. 

_____ 9. Throughout the excerpt, Clemens takes which attitude toward himself as a boy? 

A. admiring and proud C. sad and regretful 

B. gently poking fun D. angry and resentful 



27

Name: ____________________________________________________ Date: __________________ 

The Outcasts of Poker Flats, page 402 

Build Vocabulary: Latin Roots 

Some Latin roots are used in building many English words. For example, the Latin word 

ponere means “to lay down, put, or place.” It works with affixes to give meaning to the 

vocabulary word predisposing: pre- means “before” and dis-means “apart.” To predispose 

is to make something likely to happen. Recognizing the same root in other words helps 

readers to predict the meanings of those words: disposal, disposition, position, positive. 

Write the Latin root next to the related vocabulary word. Underline the portion of the 

vocabulary word in which the root (or a form of it) appears. Write a sentence explaining 

what the meaning of the root contributes to the meaning of the vocabulary word. Then 

identify at least one related word with the same root. 

ponere “to arrange” jacere “to throw” bellum “war” 

aequus “equal” tempus “time” 

1. conjecture _____________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2. predisposing _____________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

3. extemporize _____________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

4. bellicose _____________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

5. equanimity _____________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 




Name: ____________________________________________________ Date: __________________ 


Analyze Literature: Setting 

A story’s setting, the time and place where it occurs, takes on special meaning in 

Naturalistic literature. Story details can reveal how landscape, weather, scenery, buildings, 

and the season can affect characters’ actions and story outcomes. 

Part 1: Describe Settings 

Write a description of each aspect of the setting, using details from the story. 

1. Time: ________________________________________________________________________ 

_____________________________________________________________________________ 

2. Poker Flat (page 403): ___________________________________________________________ 

_____________________________________________________________________________ 

3. camp (page 405) _______________________________________________________________ 

_____________________________________________________________________________ 

4. cabin (page 407): _______________________________________________________________ 

_____________________________________________________________________________ 

Part 2: Summarize Incidents 

Write a brief summary for each of three incidents in which the setting seems to respond to 

or interact with the characters as if it were a character itself. 

5. _____________________________________________________________________________ 

_____________________________________________________________________________ 

6. _____________________________________________________________________________ 

_____________________________________________________________________________ 

7. _____________________________________________________________________________ 

_____________________________________________________________________________ 



29

Name: ____________________________________________________ Date: __________________ 


Matching 


Write the letter of the correct description on the line next to the matching character. 

_____ 1. Tom Simson 

_____ 2. The Duchess 

_____ 3. John Oakhurst 

_____ 4. Uncle Billy 

_____ 5. Mother Shipton 

_____ 6. Piney Woods 



A. a petty thief and drunkard 

B. a crusty madame 

C. a 15-year-old fiancé 

D. a gentleman gambler 

E. an innocent young man 

F. a frail prostitute 

_____ 7. In the two weeks they are snowed in their camp, the outcasts become more 

A. contentious and fearful. 

B. contented and caring. 

C. depressed and desperate. 

D. moral and upright. 

_____ 8. Mother Shipton’s strength of will is exhibited by which action? 

A. She curses often. 

B. She sings hymns. 

C. She starves herself. 

D. She favors Piney. 

_____ 9. Through his actions, John Oakhurst reveals that he is both 

A. refined and crude. 

B. innocent and experienced. 

C. mean and gentle. 

D. strong and weak. 




Name: ____________________________________________________ Date: __________________ 

Richard Cory / Miniver Cheevy, page 414 

Build Background: The Romance of the Past 

The poem “Miniver Cheevy” makes allusions, or references, to people, places, literary 

works, and legends of history. Allusions are made to Thebes, an ancient Greek city-state, 

and the Medici family, an influential family in Renaissance Italy. 

Thebes was one of the first Greek communities to become a fortified city-state. It was 

important by virtue of its military strength, in large part owing to Cadmea, a great citadel, 

and its central position in the region known as Boeotia. The Greeks compiled a great many 

myths about the battles involving Thebes; their factuality cannot be proven. Thebes and its 

citadel still exist today, although it is a mere shadow of its former self. 

The Medici family of Florence, Italy, dominated the city and its politics for two and 

a half centuries, from the end of the twelfth century into the fifteenth century. After the 

family acquired great wealth in the twelfth century, it became influential. Its political 

fortunes were furthered most by Cosimo il Vecchio (1389–1464), who lived simply and 

spent a great deal on charitable acts and support of the arts and literature. During his rule 

and that of his sons and grandsons, Florence became the cultural center of Europe. Because 

of the Medici family’s support for the arts, Florence became known as the birthplace of the 

Renaissance and the new Humanism it represented. 

Select a topic suggested by the summaries above for further research. In your reading, 

look for information that suggests the cultural values of Ancient Greece or Renaissance 

Italy. Use what you learn to write a drama or poem that describes or illuminates life in that 

era and responds to Miniver Cheevy’s romantic view of the past. 

1. Limit your topic for focus. For example, you might focus on a historic battle between Thebes and 

Athens or the artists supported by Cosimo il Vecchio. 

2. Locate information from several sources. Remember to use Internet sources whose web 

addresses end with .edu or .org. Make notes on facts that fit your topic. 

3. Review your notes and digest the information. Think about the motives of individuals who 

played a role in the era or incident. Imagine important events in their lives and their reactions. 

4. Brainstorm a plot line for a drama or a theme and images for a poem about your topic. Imagine 

yourself talking to Miniver Cheevy. Reply to his beliefs as expressed in the poem. 

5. Draft your written project in rough form. 

7. Edit your work. Seek feedback from a friend or family member. 

8. Proof your writing. Be sure your formatting is correct and appropriate to the genre. 



31

Name: ____________________________________________________ Date: __________________ 


Analyze Literature: Meter and Rhyme 

The meter of a poem is its pattern of rhythm. Traditional meter establishes a set number of 

strong beats, or stresses, per line. Each beat, called a foot, may contain unstressed syllables 

as well. 

Traditional poems have a rhyme scheme, in which words at the ends of lines rhyme in 

a pattern that is designated by letters: abcb represents as stanza whose second and fourth 

lines rhyme. The pattern of rhyme increases the musical nature of the poem and adds to its 

mood. 

Analyze the meter and rhyme of “Richard Cory” and “Miniver Cheevy.” Mark the 

stressed and unstressed syllables of each line as shown. Write above unstressed syllables 

and / above stressed syllable. Draw a straight line to mark each foot in a line of poetry. 

Then fill in the answers on the lines. Finally, respond to the Writing Prompts. 

/ / / 

Whenev|er Rich|ard Cory went down town, 

We people on the pavement looked at him: 

He was a gentleman from sole to crown, 

Clean favored, and imperially slim. 

Miniver Cheevy, child of scorn, 

Grew lean while he assailed the seasons; 

He wept that he was ever born, 

And he had reasons. 

Writing Prompts 

Number of Stressed Syllables in each line 

_____________________ 

Rhyme Scheme _____________________ 

Number of Stressed Syllables in each line 

_____________________ 

Rhyme Scheme _____________________ 

Review the meter and rhyme information. Answer the questions about the use of meter 

and rhyme in the poems. Write your answers on a separate sheet of paper. 

1. How is each poem’s rhyme scheme appropriate to it? How are the differences in the choices of 

rhyming words appropriate to the tone of each poem? 

2. Describe the meter of each poem using the first stanza as an example. What is the effect of this 

metric pattern on the mood and meaning of each poem? How do the differences accentuate the 

differences between the poems? 




Name: ____________________________________________________ Date: __________________ 


Identify Character 


Write Cory, Cheevy, or both beside the phrase that describes the character. 

1. a wealthy gentleman ____________________________________ 

2. a daydreamer ____________________________________ 

3. isolated from community ____________________________________ 

4. filled with yearning for the past ____________________________________ 

5. gracious and well-bred ____________________________________ 

6. poor and ill ____________________________________ 



_____ 7. How do the townspeople feel about Richard Cory? 

A. They admire and envy him. C. They love and respect him. 

B. They fear and pity him. D. They resent and despise him. 

_____ 8. What do the people who observe Cory think he lacks? 

A. good manners C. intelligence 

B. style and culture D. nothing 

_____ 9. Which technique does Robinson use effectively in “Richard Cory” to suggest that one can 

never really know the inner life of another? 

A. irony C. rhythm 

B. allusion D. personification 

_____ 10. Robinson strongly suggests that the romantic view of the past held by Miniver Cheevy was 

A. essential. C. illusory. 

B. realistic. D. admirable. 

_____ 11. The references to Priam and Camelot in “Miniver Cheevy” suggest 

A. historical rulers. C. father-son relationships. 

B. mythological or legendary D. fabulous wealth. 

heroic adventures. 



33

Name: ____________________________________________________ Date: __________________ 

To Build a Fire, page 418 

Build Vocabulary: Noun and Adverb Suffixes 

Suffixes can change the meaning and part of speech of a root word or base word. 

Suffix Can change Example 

-tion or -sion verb to a noun aggravate + -tion = aggravation 

-ly or -ally an adjective to an adverb heroic + -ally = heroically 

Part 1: Noun Suffixes 

Complete each diagram to show the verb and noun forms of the words. Then write 

sentences using both forms in context. 

1. ____________________ + tion = agitation 

Sentence A: ___________________________________________________________________ 

_____________________________________________________________________________ 

Sentence B: ___________________________________________________________________ 

_____________________________________________________________________________ 

2. apprehend + -sion = ___________________________ 

Sentence A: ___________________________________________________________________ 

_____________________________________________________________________________ 

Sentence B: ___________________________________________________________________ 

_____________________________________________________________________________ 

3. undulate + -tion = ___________________________ 

Sentence A: ___________________________________________________________________ 

_____________________________________________________________________________ 

Sentence B: ___________________________________________________________________ 

_____________________________________________________________________________ 




Part 2: Adverb Suffixes 

Complete each diagram to show the adjective and adverb forms of the words. Then write 

sentences using both forms in context. 

4. peremptory + -ly = _________________________________ 

Sentence A: ___________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

Sentence B: ___________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

5. _____________________ + -ally = apathetically 

Sentence A: ___________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

Sentence B: ___________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

6. _____________________ + -ly = poignantly 

Sentence A: ___________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

Sentence B: ___________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 



35

Name: ____________________________________________________ Date: __________________ 


Build Background: Extreme Cold 

“To Build a Fire” takes place in the Yukon, which is near the Artic Circle. In Arctic 

climates, all life must adapt to survive extreme cold. People, for example, must adapt 

by dressing for the cold. The U.S. Antarctic Program Field Manual makes some of the 

following recommendations: 

• Be aware of the wind chill factor. Wind speed combines with air temperature to 

create the true effect of the air on the body. For example, if the thermometer reads 

–40 o F and the wind is blowing 30 mph, the temperature feels like –80 o F to your 

body. 

• Dress for the cold. This means you must wear several layers, which you should be 

able to shed quickly if necessary to avoid wetting them with perspiration. 

• Your inner layer of clothing should be snug and nonabsorbent, preferably 

polypropylene or silk, so that it can wick away perspiration and keep the body dry. 

Wet clothing chills the body rapidly. 

• The middle layer must absorb moisture from the inner layer and transport it to the 

environment by evaporation. Polar fleece, down, synthetic fibers, or wool are good 

options. 

• This layer also functions to trap warm air next to the body. 

• The outer layer must be windproof and, if you work near water, waterproof. A 

windshell can add from 25 to 50 ° F of warmth. 

• Keep moving. Exercise produces body heat. When you work up a sweat, take layers 

off. 

• When you stop, put the layers back on and trap the body heat you’ve generated. 

• Mittens keep your hands warmer than gloves, and glove liners will help especially if 

you must do work that requires dexterity and temporary removal of mittens. Much 

of the body core heat is lost from the head and neck, so warm hats, neck gaiters, 

face masks, and balaclavas, with goggles or glacier glasses, make a huge difference in 

staying warm in extreme cold. 

Animals adapt to the cold and ice in different ways. Research adaptations of an Arcticdwelling 

animal. Use what you learn to create a poster teaching how this life-form is suited 

for survival in extreme cold. 

1. Choose an animal, such as the polar bear, walrus, arctic fox, or arctic hare, and use Internet or 

library resources to learn about its life cycle and adaptations. 

2. Take notes and print out or sketch images that illustrate these adaptations. 

3. Plan and prepare a smaller version of your poster. Evaluate its design for clarity and make any 

adjustments needed. 

4. Make your poster, including any color or shape elements that help readers understand its 

purpose and information. Create a key if necessary. 




Name: ____________________________________________________ Date: __________________ 


Analyze Literature: Naturalism and Character 

In Naturalistic writing, the environment and nature (forces outside the control of humans) 

are primary. Characters are subjected to these forces and are helpless to stop them. 

In “To Build a Fire,” a human character and a husky dog represent contrasting 

approaches: the intellectual versus the instinctive response to the blind and overwhelming 

force of cold in the Arctic. 

Part 1: Chart Responses 

Complete the chart by identifying how the man and the dog respond to each aspect of 

their environment named in the chart. Then use the chart to help answer the questions in 

Part 2. 

Response to the severe cold 

Response to falling through ice 

Response to the fire 

Response to each other 

Man Dog 



37

Part 2: Compare and Contrast the Responses 

Use your notes from the chart to answer the following questions. 

1. What do the contrasts between the dog’s and the man’s responses suggest about the relative 

importance of instinct and intellect in life? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2. What are the differences in the ways these two characters approach their enemy (the cold)? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

3. Which character prevails? Why? What theme does this suggest? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 




Name: ____________________________________________________ Date: __________________ 




Fill in the blank with the word or phrase from the box that best completes each sentence. 

cold husky ice lunch mining camp river 

1. The man in the story is traveling to join others at a(n) _________________________. 

2. His companion is a(n) _____________________________. 

3. The man is walking along a frozen ______________________________. 

4. He first builds a fire when he stops for __________________________________. 

5. The dog instinctively fears the ____________________________________. 

6. The crisis occurs when the man falls through the _____________________________. 



_____ 7. The second fire the man builds is extinguished by 

A. snow falling from a spruce. C. his friends when they find him. 

B. snow pushed by the husky. D. water melted by the fire. 

_____ 8. The man fails to understand the significance of the cold because 

A. he thinks fear is unmanly. C. he lacks experience and imagination. 

B. he does not have a D. he has been misled by the old 

thermometer or wind gauge. timer at Sulphur Creek 

_____ 9. The man’s dog represents the ____ viewpoint in Naturalistic literature. 

A. symbolic C. third person 

B. instinctive D. environmental 

_____ 10. The relationship between the man and dog is best described as 

A. close and cooperative. C. adversarial. 

B. neutral but respectful. D. wary and opportunistic. 

_____ 11. The antagonist of the story is 

A. a husky dog. C. the cold. 

B. man’s foolishness. D. fear. 



39

Name: ____________________________________________________ Date: __________________ 

Do not weep, maiden, for war is kind / A Man Said to the Universe, page 436 

Build Background: War and Naturalism 

Naturalism describes a type of literature that studies humans somewhat scientifically and 

impartially, noting their relationships to their surroundings. Influenced by the evolutionary 

theory of Charles Darwin, Naturalist writers, such as Stephen Crane, who wrote “Do not 

weep, maiden, for war is kind” and “A Man Said to the Universe,” saw their characters as a 

product of their environment and heredity, so they reported on their behavior but did not 

moralize about it. A list of qualities of naturalist writing might include 

• Uncouth or sordid subject matter 

• Pervasive pessimism 

• Exposure of the harshness of life 

• Bluntness of style and content 

• Key themes of survival, determinism, violence, and taboo 

• Nature as an indifferent force acting on individual lives 

Find out more about Naturalism by researching information in books and on the 

Internet. Use what you learn above and in your reading to answer each question. 

1. What makes war a suitable subject matter for a Naturalist writer? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2. What themes of war does Crane investigate that play on the deterministic, sordid, harsh, and 

indifferent qualities of life naturalists observed? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

3. How does Crane employ irony in his poem? What ironies would a Naturalist writer be likely to 

see in the institution of war? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 




Name: ____________________________________________________ Date: __________________ 


Analyze Literature: Free Verse 

Free verse intentionally avoids the use of regular (or traditional, strict) rhythm, rhyme, 

and stanzaic forms in order to mimic ordinary speech and to enhance meaning through 

fragments and irregular line lengths. It relies on imagery, figurative language, and 

repetition for poetic effects that heighten the impact of the message. 

Cite examples of each poetic element that you find in each poem. Then respond to the 

Writing Prompt. 

do not weep, maiden, for war is kind 

1. repetition 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2. metaphor 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

3. alliteration 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

A Man Said to the Universe 

4. personification 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

Writing Prompt 

On your own paper, write a paragraph explaining why you think Stephen Crane chose to 

write these poems in free verse. Analyze the effect of such elements as varying line and 

stanza lengths and irregular rhythm. 



41

Name: ____________________________________________________ Date: __________________ 




On the line, write the poetic device from the box that is illustrated by the line or phrase 

from the poem. 

alliteration assonance image metaphor personification simile symbol 

1. “threw wild hands toward the sky” _________________________________ 

2. “…Do not weep / War is kind.” _________________________________ 

3. “…whose heart hung humble…” _________________________________ 

4. “…Little souls who thirst for fight…” _________________________________ 

5. “Eagle with crest of red and gold” _________________________________ 

6. “Great is the Battle-God…” _________________________________ 

7. “…heart…humble as a button” _________________________________ 

8. “…kind…wild…sky…affrighted…” _________________________________ 



_____ 9. “War is kind” is an example of 

A. irony. C. foreshadowing. 

B. metaphor. D. simile. 

_____ 10. The reply of the universe in “A Man Said to the Universe” shows what viewpoint? 

A. Realistic C. symbolist 

B. Romantic D. Naturalist 

_____ 11. Crane’s poems can be identified as free verse because they avoid using 

A. all sound devices. C. figures of speech. 

B. regular rhythm and rhyme. D. repetition. 




Name: ____________________________________________________ Date: __________________ 

I Will Fight No More Forever / I Am the Last of My Family, page 440 

Build Vocabulary: Analyzing Etymology 

The etymology of a word explains its history—the ways and forms in which it has traveled 

through time from other languages into modern English. Etymologies may appear at the 

beginning or end of a dictionary entry. The root words from which the word has traveled 

into English appear in italics. Meanings in roman type show the meaning of the root words; 

if no meanings are shown, they are the same as the meaning of the English word today. 

Abbreviations are used often to identify source languages. For example, the abbreviation 

AF means “Anglo-French” and refers to words used in French documents written in Britain 

before 1400. ME refers to Middle English and L to Latin. 

Write several sentences explaining each etymology and how each word traveled into 

the English language over time. 

1. feeble [ME feble, fr. AF, fr. L flebilis lamentable, wretched, fr. flere to weep] 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2. perish [ME perisshen, fr. AF periss-, stem of perir, fr. Latin perire, fr. per- detrimentally + ire to 

go] 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

3. remnant [ME, contr. of remenant, fr. AF remanant, fr. prp. of remaindre to remain] 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 



43

Name: ____________________________________________________ Date: __________________ 


Build Background: Nez Percé and Chiricahua 

The Native Americans called the Nez Percé referred to themselves as the Nimi’ipuu, 

meaning “real people” or “we the people.” They lived in rugged river canyons in the 

Northwest, ranging over areas in Idaho, Oregon, Washington, Montana, and Wyoming. 

The Nez Percé were warriors noted for intelligent strategy. Bands traveled with the seasons 

to take advantage of salmon runs, food gathering, and hunting. They ate root crops, berries, 

nuts, and seeds they gathered as well as fish and game they hunted. However, they were not 

nomadic. They built long houses up to 100 feet long, which they covered with tule (grass) 

mats. One longhouse housed several extended families for the winter and was also used for 

ceremonies. 

The Native Americans known as Apaches lived mostly in the Southwest (Arizona, 

New Mexico, Texas, and part of Mexico) and were made up of ten subgroups. They called 

themselves the Diné, meaning “the people,” but other nations called them Apache, the 

Zuni word for “enemy,” for they were fierce fighters who conducted frequent raids on 

neighboring groups to steal horses, corn, and other goods. To the Apache, such raids were 

honorable, while an open attack would have been cowardly because it risked the lives of 

children and the elderly. They also traded frequently with neighboring groups such as the 

Navajo and Pueblo. The Apache men were excellent hunters, and the women gathered 

fruits, nuts, and seeds. They lived in wickiups, wood framed, brush-covered dwellings, 

which allowed them to move rapidly and often. 

The Chiricahua were the most aggressive of all the Apaches. The best-known tribal 

leaders of all the Apaches, Cochise and Geronimo, were both Chiricahua. 

Research the major events of the nineteenth century for one of the two Native 

American groups described above. Use your notes to create a poster-sized time line. 

1. Locate facts about the history from 1800 to 1900 of the group you chose. Take notes, writing each 

significant event on a separate index card. Cite the source of the information on the card. 

2. Organize your notes to consolidate information from different sources on the same event. 

Evaluate events to pinpoint the most important to the fate of the Native American group. If 

necessary, eliminate less important events that would crowd the time line. 

3. Make a rough draft of your time line in pencil. Be sure to allow adequate room for any notes you 

need to explain events. Consider images that will add to its meaning. Draft a summary paragraph 

for each event to call out around the time line. 

4. Create your final version of the time line and affix any images and text you have prepared. 




Name: ____________________________________________________ Date: __________________ 


Analyze Literature: Techniques for Creating Mood and Tone 

Tone is the emotional attitude toward the reader and subject in a literary work. Mood is the 

emotional atmosphere that permeates the work. The writer or speaker evokes emotions 

through diction (word choice), sentence structure and length, imagery, and descriptive 

detail. 

Use the charts to record your notes about the elements that create the tone and mood 

of each work. Complete the charts by describing how the element is used and providing 

examples. Below each chart, summarize the overall tone and mood created by these 

elements. 

Part 1: I Will Fight No More Forever 

I Will Fight No More Forever Description of Element Examples from Text 

Sentence structure / length 

Sensory details 

Word choices / connotations 

Images, figures of speech 

Mood and Tone: ___________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 



45

Part 2: I Am the Last of My Family 

I Am the Last of My Family Description of Element Example from Text 

Syntax / sentence length 

Sensory details 

Word choices / connotations 

Images, figures of speech 

Mood and Tone: ___________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 




Name: ____________________________________________________ Date: __________________ 


Matching 


Write the letter of the correct person or persons on the line next to the matching 

description or quote. 

A. Chief Joseph B. Cochise C. both 

_____ 1. fought with Spanish and Mexicans 

_____ 2. “Hear me, my chiefs!” 

_____ 3. drove away American soldiers 

_____ 4. lived in mountains 


_____ 5. fought American settlers 

_____ 6. surrendered to save remnant of 

people 

_____ 7. “but a feeble band” 

_____ 8. his people were freezing 

On the line, write the literary device from the box illustrated by the excerpt from the 

selection. You will use some terms more than once. 

imagery metaphor personification repetition simile 

9. “band that fly before your soldiers as the deer before the hunter” _________________________ 

10. “covered the whole country as the clouds cover the mountains” _________________________ 

11. “First the Spanish, with…their iron shirts” _________________________ 

12. “to the great waters of the setting sun” _________________________ 

13. “Our chiefs are killed. Looking Glass is dead. 

Toohoolhoolzote is dead. The old men are all dead.” _________________________ 

14. “Tell General Howard I know his heart.” _________________________ 

15. “My heart is sick and sad.” _________________________ 



47

Name: ____________________________________________________ Date: __________________ 

from Black Elk Speaks, page 446 

Build Vocabulary: Words with Related Meanings 

Words that are closely related in meaning are distinguished from each other by fine points 

of meaning and connotation. For example, Fire Thunder tells about his sorrel horse. Sorrel 

generally describes the color of a horse: a light bright chestnut, often with a white mane and 

tail. A horse described as a chestnut has a body color from brown to reddish brown and a 

mane and tale of the same color. Bay describes a horse coloration of reddish brown with a 

black mane and tail. 

Use a dictionary to record the precise meanings of the words in each of the following 

sets. Write each meaning. Then use the lines below to explain how the italic term differs 

slightly in meaning or connotation from one of the related words. 

1. gully (page 449) ________________________________________________________________ 

ravine _______________________________________________________________________ 

valley ________________________________________________________________________ 

gulch ________________________________________________________________________ 

arroyo _______________________________________________________________________ 

Differences in meaning or connotation: _____________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2. treaty (page 453) _______________________________________________________________ 

agreement ____________________________________________________________________ 

accord _______________________________________________________________________ 

compact _____________________________________________________________________ 

truce ________________________________________________________________________ 

Differences in meaning or connotation: _____________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 




Name: ____________________________________________________ Date: __________________ 


Build Background: Lakota Culture 

The Lakota lived on the wind-swept plains of South Dakota, and their closeness to the land 

and nature was expressed in every aspect of their culture. All parts of the natural world, 

from the sun’s rays to the smallest ant, were the work of the Grandfather Spirit, Wakan 

Tanka. 

For example, the buffalo (American bison), or tatanka, was respected as a symbol 

of the divine. It provided for the people’s every need—shelter, clothing, food, and many 

other items—thus it truly made life possible. The buffalo was also a symbol of worthy 

self-sacrifice, for it gave of itself until there was nothing left. The Lakota sought to imitate 

this sacrifice in their lives. Generosity, the giving of what one has to others, was highly 

respected. 

Four key Lakota values include 

• Wacantognaka, or generosity: One should share possessions, emotions, time to 

contribute to the well-being of the people. 

• Wotitakuye, or kinship: Living in harmony, belonging, and family relationships are 

the true measure of wealth and enable one to trust others. 

• Wacintaka, or fortitude: One should face danger or challenges with courage, 

strength, and confidence. A Lakota child first learned self-control in the presence of 

adults and then mastered skills in games and creative play. 

• Woksape, or wisdom: Over the course of a lifetime, one should seek understanding 

of the meaning of natural processes and patterns, or the purpose of life, and also 

comes to understand and live the spiritual values and beliefs of the culture. 

Learn more by online or library research about the life of Crazy Horse, Red Cloud, or 

Big Foot of the Oglala Lakota. Use your notes and what you learned from the excerpt of 

Black Elk Speaks to write a biographical sketch. Include in your writing descriptions that 

show how this person exemplified the cultural values of the Lakota. 

1. Take notes about the important events in and achievements of your subject’s life. Cite your 

sources accurately. 

2. Use your notes to write an outline, organizing your information chronologically. 

3. Write a draft of your biographical sketch, including transitions between sentences and 

paragraphs. 

4. Revise your draft, adding, deleting, or reordering information as necessary. 

5. Edit your draft for accuracy before making a final copy. 



49

Name: ____________________________________________________ Date: __________________ 


Analyze Literature: Metaphoric Language 

A metaphor is a figure of speech in which one thing is spoken about as if it were another. A 

simile uses the word like or as to draw a comparison directly. Metaphoric language invites 

the reader to compare the author’s subject, or tenor, to another thing, called the vehicle, 

which is like it in some significant but often surprising way. 

Read each of the following uses of metaphoric language in context. Identify the tenor 

and vehicle of each comparison, and explain how the two things are alike. 

1. “other Wasichus come in like a river” (page 448, column 2) 

tenor: _____________________________ vehicle _____________________________ 

likeness: ______________________________________________________________________ 

2. “they have made little islands for us.…around them surges the gnawing flood of the Wasichu” 

(page 448, column 2) 

tenor: _____________________________ vehicle _____________________________ 

likeness: ______________________________________________________________________ 

3. “strange race had woven a spider’s web all around the Lakotas” (page 448, column 2) 

tenor: _____________________________ vehicle _____________________________ 

likeness: ______________________________________________________________________ 

4. “like a cloud of grasshoppers all above and around” (page 450, column 1) 

tenor: _____________________________ vehicle _____________________________ 

likeness: ______________________________________________________________________ 

5. “like green grass withering in a fire” (page 452, column 2) 

tenor: _____________________________ vehicle _____________________________ 

likeness: ______________________________________________________________________ 

6. “headfirst like arrows slanting down” (page 454, column 1) 

tenor: _____________________________ vehicle _____________________________ 

likeness: ______________________________________________________________________ 




Name: ____________________________________________________ Date: __________________ 


Matching 


Write the letter of the correct English equivalent on the line next to the matching Indian 

expression. 

_____ 1. rub out 

_____ 2. Wasichus 

_____ 3. yellow metal 

_____ 4. Moon of the Popping Trees 

_____ 5. Moon When the Ponies Shed 

_____ 6. Moon When Cherries Turn Black 



A. May 

B. August 

C. December 

D. kill 

E. gold 

F. American settlers 

_____ 7. The name of the Lakota holy man who foresaw the ruin of their way of life was 

A. Refuse-to-go. C. Creeping. 

B. Drinks Water. D. Shyela. 

_____ 8. The Lakota viewed the American settler’s obsession with gold as 

A. a form of insanity or illness. C. a ruse to cover the greed for land. 

B. an opportunity to prosper. D. an omen of good times to come. 

_____ 9. The Lakota lost the battle they called The Attacking of the Wagons because 

A. they were badly outnumbered. C. the Wasichus had very rapid-firing guns. 

B. they were ambushed by Wasichus. D. they had no horses to attack the wagons. 

_____ 10. The games Black Elk describes suggest that Lakota boys used play to 

A. learn to hunt. C. act out historic scenes. 

B. mold future leaders. D. prepare for war. 



51

Name: ____________________________________________________ Date: __________________ 

I Tried to be Like My Mother, page 457 

Build Background: Native American Childhood 

Pretty Shield describes childhood experiences in “I Tried to be Like My Mother.” Like 

children everywhere, Native American children of the past had toys, dolls, and games to 

play. However, playing was not just entertainment; many games and toys were designed to 

pass on essential skills, traditions, and beliefs. 

Native American dolls were made of nondurable materials such as cornhusk or 

bundled pine needles. This was deliberate, for villages moved often and swiftly, and Native 

American groups limited what they had to carry. In addition, many groups believed it was 

not right to discipline very young children. Items given to children were to be disposable, 

so that a child might chew on a toy or throw it in a river without being punished. 

Just as small girls had cradleboards, dolls’ clothing, and little teepees that they 

decorated or constructed, boys had small bows, slings, spears, and fishing equipment to 

play with. They learned by playing and later learned to make these items for themselves. 

Toys and play in this manner taught many useful skills that would be needed later in life. 

Research a Native American toy or game (several are listed below). Use what you learn 

to prepare an oral presentation or demonstration. 

Boys’ Games Boys’ Toys Girls’ Games Girls’ Toys 

archery, racket ball small bows and arrows Little Pines dolls and accessories 

canoe tilting spears cat’s cradle miniature teepee 

snow snake hoop game (boys or girls) 

1. Look for information about materials from which toys or game equipment were made, the 

purpose of the game or toy, and cultural traditions and skills related to the object or game. 

2. Find and copy or make visuals of the item or game. Correlate the visuals with your notes to 

prepare your presentation. 

3. Develop a demonstration or model you can use to help your audience understand how the toy 

was used or the game played. 

4. Practice your presentation and make any changes or additions necessary for clarity and 

smoothness. 




Name: ____________________________________________________ Date: __________________ 


Analyze Literature: Memoir and Point of View 

A memoir is autobiographical writing that looks back at a certain period of a person’s life. 

The writer (or speaker) recounts memories and reactions to the events that were important 

to him or her. As an adult looking backward, the writer’s perspective and understanding of 

those events are strengthened by mature reasoning and life experience. Such a point of view 

can give great poignancy and richness to growth experiences. 

Answer the following questions about Pretty Shield’s point of view. 

1. What specific details does Pretty Shield recall about her small teepee? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2. What understanding does she have of her aunt’s behavior that she did not have as a child? What 

motives does she now see for her aunt’s actions? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

3. What tone does she take as she relives the episode of killing a calf? How would this tone be 

different if she had told the story as a child? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

4. What descriptive details does Pretty Shield include about the mud-clown episode? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

5. What aspect of her people does she seem to want to explain with these details? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

6. What adult experiences might have sharpened her emotion as she recalled this event? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 



53

Name: ____________________________________________________ Date: __________________ 





_____ 1. Pretty Shield’s teepee was just like her aunt’s except that it 

A. had no skin covering. C. had fewer poles. 

B. was smaller. D. lacked a carrying case. 

_____ 2. The adult Pretty Shield realizes that her aunt’s jealousy was 

A. displaced anger because she was C. a reflection of the aunt’s immaturity. 

unhappy with her life. 

B. intended for Pretty Shield’s mother, D. an act to make a girl feel good 

not Pretty Shield. about her domestic skills. 

_____ 3. Which activity was not permitted for females of the Crow tribe? 

A. riding horses C. dancing 

B. drumming D. killing animals for meat 

_____ 4. Women of the village “paid” the children for 

A. entertaining them as mud-clowns. C. helping to set up the village when it moved. 

B. killing a calf and cooking it. D. performing a ritual sun-dance. 

_____ 5. The children held a sun-dance 

A. in the center of the village. C. at the foot of a cliff. 

B. in a field full of flowers. D. beside a lake. 

True or False 

Write T if the statement is true or F if the statement is false. 

_____ 6. The play of the Crow children helped them to learn skills and values they would need as 

adults. 

_____ 7. Crow children were encouraged to help adults with chores, not to waste their time 

playing. 

_____ 8. The girls were admonished for killing a calf. 

_____ 9. Crow children used their dogs to represent horses while playing. 




Name: ____________________________________________________ Date: __________________ 

Keeping the Thing Going While Things Are Stirring, page 462 

Build Background: Political Changes of the 1860s 

Sojourner Truth delivered her speech “Keeping the Thing Going While Things Are 

Stirring” in the early years of Reconstruction. The time line below shows years after the 

Civil War that were rife with political conflict. 

1865 

• Congress proposes the Thirteenth Amendment, outlawing slavery. 

• President Johnson moves to reconstruct the South on his own initiative, calling the 

process “restoration.” 

• Southern states begin to pass “Black Codes” that restrict freedom. 

• The Ku Klux Klan forms, one of many secret societies set up to terrorize blacks. 

1866 

• The Fourteenth Amendment passed by Congress, granting full citizenship to blacks 

and giving the federal government responsibility to protect equal rights. 

• Bloody race riots erupt in Memphis and New Orleans. 

1867 

• First Reconstruction Act passes over Johnson’s veto. Places the South under military 

rule and allows for readmission of states only if they provide black suffrage. 

1868 

• Georgia expels blacks from its legislature. Military rule is imposed on the state and 

its earlier readmission to representation in Congress is revoked. Ratification of the 

Fourteenth Amendment is made obligatory before representation in Congress will 

be allowed. 

• The Fourteenth Amendment is ratified—Native Americans are excluded from 

suffrage. 

1869 

• The Fifteenth Amendment is passed, prohibiting any state from denying a citizen 

the right to vote because of race, color, or previous condition of servitude. 

• Wyoming passes first women’s suffrage act. 

1870 

• The Fifteenth Amendment is ratified. Congress passes Force Acts to enforce 

the Fifteenth Amendment by giving federal protection for black suffrage and 

authorizing use of federal troops against the KKK. (These acts are declared 

unconstitutional in the 1880s.) 

Read a more detailed account of Reconstruction and African American men’s suffrage. 

Select one aspect of this era to research. Write a report summarizing the events relevant to 

this subtopic and their causes and effects. 

Write a concise and narrow thesis pinpointing your subtopic. Use trade books, texts, 

history journals, and the Internet to locate reliable facts related to your topic. Take notes, 

giving your sources full credit where you borrow phraseology or ideas. Draft a report, 

including an introduction with your thesis, a body that organizes paragraphs around major 

points, and a conclusion. Revise and edit your draft and prepare a final manuscript. 



55

Name: ____________________________________________________ Date: __________________ 


Analyze Literature: Metaphors and Similes 

A metaphor is a figure of speech in which one thing is spoken about as if it were another. 

A simile is a figure of speech in which two things are directly compared using the word like 

or as. Metaphors and similes help speakers draw on listeners’ imaginations and make vital 

connections to the principal points they make. 

For each excerpt from Sojourner Truth’s speech, underline the metaphor or simile. 

On the lines below, explain the comparison Truth is making and tell how it supports an 

important point she is making. 

1. “…so much good luck to have slavery partly destroyed; not entirely. I want it root and branch 

destroyed.” 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2. “I suppose I am kept here because something remains for me to do; I suppose I am yet to help to 

break the chain.” 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

3. “I want to keep the thing stirring, now that the ice is cracked.” 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

4. “You have been having our rights for so long, that you think, like a slaveholder, that you own us. 

I know that it is hard for one who has held the reins for so long to give up; it cuts like a knife.” 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 




Name: ____________________________________________________ Date: __________________ 


Short Answer 


Write your answer to each of the following questions in the space provided. 

1. What problem does Truth say will be caused by failure to give colored women the same rights as 

colored men? 

_____________________________________________________________________________ 

2. Why does Truth believe women must speak up for rights now (in the 1860s)? 

_____________________________________________________________________________ 

3. What three rights does Truth ask for women? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 



_____ 4. The style of Sojourner Truth’s speech can best be described as 

A. familiar and playful. C. poetic and ethereal. 

B. detached and formal. D. blunt and personal. 

_____ 5. What inequity does Truth cite in describing the work done by men and women in the 

field? 

A. Women receive less money for C. Men get a set work day, while 

the same work as men. women must work continually. 

B. Men are given easier jobs to D. Women are given easier jobs to 

do than women. do than men. 

_____ 6. For what does Truth say she wants to live another forty years? 

A. to enjoy her grandchildren and C. to enjoy life as a free woman 

great-grandchildren 

B. to see women granted equal rights D. to have equal pay for equal work 

_____ 7. In her speech, Truth describes her 

A. work life. C. unjust enslavement. 

B. spiritual calling. D. search for her children. 



57

Name: ____________________________________________________ Date: __________________ 

The Destructive Male / Woman’s Right to Suffrage, page 469 

Build Vocabulary: Word Families 

Learning the meaning of its root can help you understand the meaning of a new vocabulary 

word and relate it to other words that contain the same root. 

Familiarize yourself with the following roots and derivatives from other languages: 

arch- Gk ancient, chief; dicere L to say; franc F free; grandis L great. 

aggrandizement archaeology dictate diction franchise frank 

frankly grandiloquence grandiose indictable matriarch monarch 

Write each word from the list on a line under the vocabulary word that has the same 

root. Next to the word, write its part of speech and definition. 

1. aggrandize, to increase one’s power and wealth 

_____________________________ ___________________________________________ 

_____________________________ ___________________________________________ 

_____________________________ ___________________________________________ 

2. disfranchised, deprived of legal rights 

_____________________________ ___________________________________________ 

_____________________________ ___________________________________________ 

_____________________________ ___________________________________________ 

3. indictment, state of being charged with a crime or offense 

_____________________________ ___________________________________________ 

_____________________________ ___________________________________________ 

_____________________________ ___________________________________________ 

4. oligarchy, government by a small, usually corrupt, group 

_____________________________ ___________________________________________ 

_____________________________ ___________________________________________ 

_____________________________ ___________________________________________ 




Name: ____________________________________________________ Date: __________________ 


Build Background: The Women’s Suffrage Movement 

Elizabeth Cady Stanton and Susan B. Anthony were well-known suffragists who worked for 

equal rights for women, especially the right to vote. However, many women worked and 

sacrificed to advance the cause of women’s suffrage. Here is a partial list: 

• Alice Stone Blackwell, daughter of Lucy Stone and Henry Blackwell, served as editor 

of the Woman’s Journal for 30 years and led the effort to reconcile two branches of 

the woman suffrage movement into the NAWSA. 

• Harriot Stanton Blatch, daughter of Elizabeth Cady Stanton, continued the suffrage 

fight into the next generation. 

• Lucy Burns, cofounder of the Congressional Union for Woman Suffrage and leader 

in the National Woman’s Party, was a militant suffragist who worked for a federal 

constitutional amendment. 

• Carrie Chapman Catt, key organizer in winning the vote for women in the United 

States, was the founder of the League of Women Voters. 

• Millicent Garrett Fawcett, leader of the constitutional faction of the British women’s 

suffrage movement, advocated more peaceful means than did the Pankhursts. 

• Mary Livermore was a suffrage worker, Sanitary Commission organizer, hospital 

worker, reporter, editor, and writer. 

• Emmeline, Christabel, and Sylvia Pankhurst were radical English suffrage activists. 

They changed the course of women’s history, founded the Women’s Party, and 

influenced Alice Paul. 

• Alice Paul, one of the leading figures in the passage of the Nineteenth Amendment, 

was a leader of the militants who, after the split from the NAWSA, formed the 

National Woman’s Party. 

• Lucy Stone was an activist for women’s rights and the first American woman to keep 

her own name after marriage. 

Select one of the suffragists listed above to research. Make notes of facts and key events 

in her contribution to the movement. Use the information you gather to help write a oneact 

play or a dramatic monologue in which your subject plays a key role. 

1. Locate and compare several sources, such as online biographies, trade books on suffrage, and 

history periodicals. Note important achievements and contributions to the suffrage movement as 

well as personality traits. 

2. Brainstorm a plot, setting, and characters for your dramatic piece. Summarize each of these 

elements in writing. List any props or costuming needed for the staging of the drama. 

3. Use your notes and summaries as you draft your play or monologue. Try to include specific 

events and reveal personality traits of the subject. 

4. Have a classmate or friend read through your draft and point out its strengths and weaknesses. 

5. Revise your draft and write your final copy. Use an appropriate format for your script and stage 

directions. 



59

Name: ____________________________________________________ Date: __________________ 


Analyze Literature: Style 

An author’s style is characterized by the use of diction, or word choice, sentence structure 

and length, and other features, such as figures of speech and the manner and type of 

repetition, that distinguish it. 

Reread the speeches by Stanton and Anthony to analyze their use of style-building 

elements. Complete the chart by identifying the use of each element in each selection. Then 

use the information to write an essay. 

Sentence structure / length 

Diction (word choice) 

Figures of speech 

Organization, plan of attack 

Essay 

The Destructive Male Woman’s Right to Suffrage 

On your own paper, write an essay of contrast that explains the differences in Stanton’s 

and Anthony’s writing styles. 




Name: ____________________________________________________ Date: __________________ 





Anthony persons election Stanton Women’s Suffrage 

1. Elizabeth Cady Stanton’s speech was given in 1868 at the _______________________ 

Convention. 

2. Susan B. Anthony’s speech was given after her arrest in 1872 shortly after the presidential 

_______________________. 

3. The crux of Anthony’s argument turns on whether or not Americans believe that women are 

______________________. 

4. The speech by _______________________ attempts to motivate by emotional arguments and 

poetic rhetoric. 

5. The speech by _______________________ attempts to persuade by logic, deduction, and legal 

argument. 

Matching 

Write the letter of the correct definition or description on the line next to the matching 

word. 

_____ 6. disfranchise 

_____ 7. subjugate 

_____ 8. oligarchy 

_____ 9. posterity 

_____ 10. alleged 

_____ 11. aggrandize 

A. accused but not proven 

B. to increase (one’s own) power and wealth 

C. to deprive of legal rights, particularly voting 

D. to conquer or subdue 

E. government controlled by a small, corrupt group 

F. future generation 



61

Name: ____________________________________________________ Date: __________________ 

The Emancipation of Women, page 478 

Build Background: Women’s Rights Around the World 

“The Emancipation of Women” is a speech delivered by Maria Eugenia Echenique in 1876. 

She speaks on behalf of the women of Argentina. It helps demonstrate that women’s rights 

is a global concern. 

Women’s struggle for equal rights does not begin and end with the United States. 

In the nineteenth century, restricted voting rights were extended to some women in the 

United Kingdom, Sweden, and Australia. For example, in 1869, Britain granted unmarried 

women who were householders the right to vote in local elections. In 1893, New Zealand 

granted equal voting rights to women. Early in the twentieth century (before American 

women gained suffrage), voting rights for women were further expanded in Australia 

and Sweden. And in 1913, Norway adopted full woman suffrage; Denmark and Iceland 

followed in 1915. The revolutionary provisional government of Russia gave universal 

suffrage in 1917 and later made it official in its constitution. 

By contrast, many countries of the world only recently granted women the right to 

vote: Iran in 1980; Central African Republic in 1986; Samoa in 1990; Kazakhstan in 1994; 

Kuwait in 2005. In some countries, women still are not permitted to vote and have few 

rights. 

Use the Internet to locate a time line of events in the struggle for women’s suffrage. 

Analyze the trends and write an essay explaining the trends you see. 

1. Use a world map or globe to pinpoint areas of the globe where women’s rights advanced at 

different times. 

2. Make notes about the trends you observe. 

3. Consider and research important world events that may have stimulated or delayed the battle for 

equal rights for women in different areas of the world. 

4. Organize your notes and write a thesis and an outline for your essay. 

5. Develop your introduction using your thesis and the body of your essay using your main points 

about women’s rights in various regions of the world. 

6. Revise your draft and write your final copy. 




Name: ____________________________________________________ Date: __________________ 


Analyze Literature: Argument 

The purpose of a persuasive speech is to persuade the audience to accept a particular point 

of view. The speaker uses argument to make his or her case; the argument is the thesis 

or main idea the speaker wishes to make, and it should be stated clearly as a position 

statement. 

An argument can be direct or subtle and logical or emotional. To be powerfully 

persuasive, arguments rely on good reasons backed up by relevant evidence. 

Summarize the argument and reasons presented by Maria Eugenia Echenique in The 

Emancipation of Women. First, state her argument and then cite reasons that support the 

argument. Finally, respond to the Writing Prompt. 

Argument: _______________________________________________________________________ 

_________________________________________________________________________________ 

Reasons: 

1. _____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2. _____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

3. _____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

4. _____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 


On your own paper, write a paragraph evaluating the persuasive power of Echenique’s 

speech. Assess the clarity of her argument and the relevance and reliability of her reasons 

and evidence. 



63

Name: ____________________________________________________ Date: __________________ 





_____ 1. Echenique argues that the Argentine government should authorize women to 

A. divorce their husbands. 

B. vote in local elections. 

C. go to university. 

D. remain single. 

_____ 2. When Echenique says some women “abuse the prestige of their weakness,” she means 

these women 

A. use the excuse that women are weaker than men. 

B. act like tyrants by threatening their husbands. 

C. claim the right to a free education. 

D. pressure the government for money using guilt. 

_____ 3. According to Echenique, an Argentine woman already has the legal right to 

A. defend her rights in court and manage her children’s interests. 

B. vote in local elections and take over her husband’s estate if he dies. 

C. receive a free public education and attend university. 

D. assume the role of both father and mother to her children. 

True or False 

Write T if the statement is true or F is the statement is false. 

_____ 4. With education, women can understand the defense of their rights in court. 

_____ 5. Those who would argue against Echenique’s message would say that women are intended 

to be equals to men in the home and in the world. 

_____ 6. It is proper for women to make use of their existing legal rights to go to the university so 

as to practice those rights and make them effective. 

_____ 7. Echenique says that when emancipation was given to men, it was also given to women in 

recognition of the equality of rights, consistent with the principles of nature on which they 

are founded. 

_____ 8. Educated women would no longer care for children or motherhood. 

_____ 9. North American women of the time had the right to attend universities. 

_____ 10. Echenique would disown her own gender if women existed for procreation only. 




Name: ____________________________________________________ Date: __________________ 

The Story of an Hour, page 481 

Build Background: The Works of Kate Chopin 

American author Kate Chopin wrote two novels (The Awakening and At Fault) and 

about a hundred short stories, including “The Story of an Hour,” in the 1890s. Chopin is 

internationally admired for her unblinking explorations of women’s hidden lives and the 

complexities of women’s relationships with their husbands. Among the best-known and 

still widely read of her stories are 

“The Storm” “A Respectable Woman” 

“Lilacs” “A Pair of Silk Stockings” 

“Désirée’s Baby” “At the ’Cadian Ball” 

“Athénaïse” “A Night in Acadie” 

Part 1: Compare Chopin Stories 

Locate one of the Kate Chopin stories listed above in an anthology or online. Read the 

story. Then record details about “The Story of an Hour” and your chosen story in the 

chart. Identify elements of the setting, theme and subject matter, story conflict, and the 

main characters. 

Details of setting 

Themes / subject matter 

Conflict 

Description of main characters 

The Story of an Hour 

Second Chopin Story: 

______________________ 



65

Part 2: Generalize Features of Kate Chopin Stories 

Answer each question to analyze the writing of Kate Chopin. Base your answers on the 

information in your chart and your textbook. 

1. In what era are Chopin’s stories set? What generalization can you make about the characters and 

their society? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2. What subject matter and themes are her chief concern? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

3. In what sort of conflicts do the characters participate? What kinds of events cause the action to 

rise? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

4. What similarities do you see among protagonists and antagonists? Why do you think Chopin 

chooses these particular people? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 




Name: ____________________________________________________ Date: __________________ 


Analyze Literature: Plot and Protagonist 

A story’s plot, or action, is structured to 

• introduce characters, setting, and conflict (exposition) 

• develop and intensify the conflict (rising action) 

• bring the conflict to its high point (climax) 

• wind down the conflict (falling action) 

• end or resolve the conflict (resolution) 

The story’s most important character is the protagonist, who is most vitally involved 

in the conflict. If the character grows and changes as a result of this process, he or she is 

described as dynamic. 

Part 1: Describe Plot 

Describe the plot structure of “The Story of an Hour.” 

1. Exposition: ___________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2. Rising Action: _________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

3. Climax: ______________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

4. Falling Action: ________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

5. Resolution: ___________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 



67

Part 2: Analyze the Protagonist 

Answer the questions to analyze the character of Louise Mallard. 

6. How does Louise Mallard react at first to news of her husband’s death? What does this suggest 

about her? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

7. What physical characteristics of Louise Mallard does Chopin describe? What do these suggest 

about her? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

8. What does her delight in her newfound freedom suggest about her? Is this particular to her 

character, or is this a universal reaction? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

9. What emotions and motives are most powerful to Louise? What does this say about her? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

10. Summarize what you know about Louise Mallard’s character and explain how the portrait 

Chopin has painted affects your view of the story outcome. 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 




Name: ____________________________________________________ Date: __________________ 


Matching 


Write the letter of the correct character name on the line next to the matching description. 

_____ 1. a concerned relative 

_____ 2. a husband traveling by train 

_____ 3. a friend of the husband 

_____ 4. a wife with heart trouble 



A. Josephine 

B. Richards 

C. Louise Mallard 

D. Brently Mallard 

_____ 5. Louise’s first reaction to the news is 

A. wild weeping. C. hysterical laughter. 

B. stony silence. D. denial and disbelief. 

_____ 6. Misinformation about a death resulted because 

A. two passengers had the C. the man in question was not on 

same name. the train that crashed. 

B. Josephine was unstable and D. the man presumed dead had only 

spoke too soon. been unconscious. 

_____ 7. Louise prays for long life in order to 

A. overcome her grief and be C. enjoy the fulfillment of asserting 

happy again. her independence. 

B. be a better wife. D. find a new husband and be safe once again. 

_____ 8. The death in this story is an example of 

A. conflict. C. tragedy. 

B. symbolism. D. irony. 

_____ 9. Louise experiences an epiphany, or self-discovery, about 

A. how little she loved her husband. C. how much her husband had meant to her. 

B. how liberating release from D. how unprepared a young widow is 

marriage would be. to face the world alone. 

_____ 10. The person who dies is 

A. Brently Mallard. C. Josephine. 

B. Louise Mallard. D. Richards. 



69

Name: ____________________________________________________ Date: __________________ 

from Songs of Gold Mountain, page 488 


When you learn a new word, you can often add several others to your vocabulary at the 

same time by adding affixes. Adding affixes creates words with related meanings. For 

example, the word official has related words including the nouns officialdom, officiation, 

officialism, officiary, and officiousness; the verb officiate; the adjectives officious and 

unofficial; and the adverb officiously. 

Use the words in each group of related words to complete the sentences below the box. 

Write the part of speech of each word on the line before the sentence. Use a dictionary if 

you are uncertain of a word’s part of speech and meaning. The asterisked word is the form 

that appears in “Songs of Gold Mountain.” 

compass deplore scarce 

encompass* deplorable* scarcely 

encompassment deplorableness scarcity* 

_______________ 1. The walls that _________________________ us can seem alternately like 

protectors and jailers. 

_______________ 2. Often, immigrants crowded into slums, living in tenements with 

__________________________ conditions. 

_______________ 3. Today, we _________________________ the injustices done to many honest, 

hard-working immigrants. 

_______________ 4. It was not possible to measure the comfort the grieving family felt in the 

_________________________ of close family. 

_______________ 5. _______________________ a sound could be heard after the poet finished 

reading. 

_______________ 6. Within the narrow _____________________ of ten brief lines, the prisoner 

had exposed a world of pain and suffering. 

_______________ 7. Fearing a reprimand, the official made himself _______________________ at 

inspection times. 

_______________ 8. The sociologist’s book observed the ______________________ of the loss of 

respect and accountability in America. 

_______________ 9. Those who prospected for gold usually failed to find it and would later testify 

that its defining quality was its ______________________. 




Name: ____________________________________________________ Date: __________________ 


Build Background: Chinese Americans in California 

Chinese immigrants, like others, came to the uNited States for a better life. The poems 

from Songs of Gold Mountain were written on the walls of the Detention Center where 

they entered the country. The poems tell of their experiences at the center. Despite racial 

violence, discriminatory legislation, and limited opportunities, Chinese Americans made 

remarkable positive contributions to California’s economy and society. 

• fishing: Chinese set up fishing villages or camps to fish for shrimp, squid, abalone, 

and other fish. They also worked in fish canneries. 

• building techniques: Chinese introduced their “rammed earth” construction 

technique. 

• herbal medicine: Chinese brought with them trees and plants they knew to be useful 

as medicines, already established with a thousand or more years of practice. 

• mining: Chinese sought gold, but when they were excluded from mining for 

themselves, they became merchants or laborers in mining districts. 

• construction: Chinese built many of the flumes and roads in mining districts, as well 

as stone walls throughout California. They drained swamps and built levees, trails, 

and roads. 

• viticulture (winemaking): Chinese provided labor for development of the wine 

industry in California. 

• agriculture: Many Chinese had truck gardens; more were tenant farmers raising 

strawberries, peanuts, and rice or migrant laborers harvesting wheat, hops, apples, 

grapes, and pears. One area in which Chinese had little competition was seaweed 

farming. 

• manufacture: Chinese Americans owned many cigar factories, and by 1870, 90 

percent of the total labor force for the cigar industry was Chinese American. 

Chinese immigrants were also an invaluable source of labor in woolen mills, shoe 

factories, and clothing manufacturing. 

• railroad construction: The most impressive feat of Chinese Americans was their 

work on the western section of the transcontinental railroad. 

Research the contributions made by Chinese Americans in one of the industries listed 

above and make a detailed outline showing the history of this contribution and its impact 

on California today. 

1. Use trade books, periodicals, and the Internet to locate information about Chinese immigrants 

and their work in the industry you chose. Take accurate notes and cite your source explicitly on 

each note card. 

2. Determine the main ideas or divisions for your outline and organize your notes. 

3. Write your outline, using correct format and consistent style. (For example, use all sentences or 

all fragments, but not a combination. With phrases, strive for parallelism.) 

4. Edit your outline for any errors in spelling, usage, capitalization, or punctuation. 



71

Name: ____________________________________________________ Date: __________________ 


Analyze Literature: Imagery 

Imagery is the figurative or descriptive language used to create word pictures, or images. 

Effective images depend on precise sensory words, which make an experience immediate 

and accessible to a reader and evoke both physical and emotional sensations. 

Identify the sense or senses to which each image appeals and then explain how it 

reinforces the mood and meaning of the poem. 

Poem Image Sense(s) Effect on mood and meaning 

1 “I burst out cheering” 

“captive in a wooden barrack” 

2 “my belongings wrapped in a 

bundle” 

“detained in a dark, crude, filthy 

room” 

“not one restful breath of air” 

“a proud man bows his head 

low” 

3 “The Golden Gate firmly locked, 

without even a crack to crawl 

through” 

“how can we put on wings and 

fly past the barbarians?” 

4 “I am filled with rage” 




Name: ____________________________________________________ Date: __________________ 





_____ 1. The experiences recorded in their poems suggests that the Chinese immigrants’ attitude 

toward America changed 

A. from frightened and hopeless to inspired and grateful. 

B. for the better with good reason. 

C. from appreciative and excited to angry and disappointed. 

D. in an instant and without good reason. 

_____ 2. An image from the poems that appeals to the senses of touch (or feeling) and smell is 

A. “I burst out cheering” 

B. “found precious pearls” 

C. “put on wings and fly” 

D. “captive in a wooden barrack” 

_____ 3. The poems in “Songs of Gold Mountain” are most like songs in that they 

A. express strong emotions descriptively. 

B. use pronounced rhythm and rhyme. 

C. use traditional ballad format and regular stanzas. 

D. make frequent use of alliteration and assonance. 

_____ 4. The poems in “Songs of Gold Mountain” were written to answer the experience of 

A. homesickness for China and their distant families. 

B. frustration at being unable to find good jobs in America. 

C. waning hope as their dreams of gold faded. 

D. their detention and mistreatment by immigration officials. 


Fill in the blank with the word or phrase in parentheses that best completes each sentence. 

5. “Gold Mountain” refers to _______________________ (China, the United States). 

6. The poets have written about being detained on _____________________ (Angel Island, Ellis 

Island). 

7. The reference to King Wen in the first poem illustrates ________________________ (allusion, 

imagery). 

8. The Chinese writers view themselves primarily as being _______________________ (enslaved, 

proud). 



73

Name: ____________________________________________________ Date: __________________ 

We Wear the Mask, page 492 

Build Vocabulary: Using Synonyms for Precise Connotations 

Many words have numerous synonyms, words with similar or related meanings. However, 

each synonym likely has a slightly different meaning and may have pronounced differences 

in connotation, or associations. For example, something described as subtle may be 

delicate, refined, or obscure. Delicate implies a frail and elusive quality, as a subtle perfume. 

Refined implies sharp or perceptive sense, as a writer’s subtle moral sense. Obscure implies 

something difficult to perceive or understand, as subtle differences in meaning. 

Part 1: Identify Appropriate Synonym 

Read the meanings for the vocabulary word guile and its synonyms. Then fill in the blank 

with the synonym that best completes each sentence. 

guile—the use of cunning, craft, or slyness; deceitful cunning 

stratagem—an artifice or trick in war for deceiving the enemy; a cleverly contrived 

scheme for gaining an end 

ruse—attempt to mislead by a false impression 

duplicity—contradictory doubleness of thought, speech, or action; especially the 

belying of one’s true intentions by deceptive words or action 

1. Joan used her homework load as a _________________ to get out of chores at home. 

2. The enemies’ _________________ was to set up an ambush. 

3. The king spoke of his love for his subjects, all the while imposing unreasonable taxes; 

needless to say, his ______________________ did not go unnoticed. 

Part 2: Identify Differences in Meanings 

Use your past experience as a reader and a dictionary to determine fine differences in 

meaning and connotation for each group of synonyms. Write meanings for each synonym 

in a group on the lines provided. Then on a separate paper, use each word in a sentence 

that makes the difference in meaning clear. 

4. sad: depressing, regrettable, pathetic 

________________________________________________________________________ 

________________________________________________________________________ 

5. forbid: prohibit, inhibit, restrain 

________________________________________________________________________ 

________________________________________________________________________ 




Name: ____________________________________________________ Date: __________________ 


Connecting with Literature: The Meaning of Masks 

The mask to which Paul Laurence Dunbar refers in “We Wear the Mask” is figurative but 

grows out of a rich tradition and history of wearing masks. Even today throughout the 

continent of Africa, masks are worn for ceremonies. They may represent spirit beings, 

ancestors, and invisible powers. They may have animal or human features or some 

combination of both. 

In many cultures and times, masks have served as an archetypal means of disguise or 

the temporary assumption of another identity. Often, masks have been used ceremonially 

for special occasions or times of danger. For example, for religious rituals of many Native 

American and African cultures, the person wearing the mask of a spirit deity is thought 

of as becoming the spirit represented by the mask. At least, he or she acts as a medium 

through which the spirit communicates with the people. 

Even today, we allow certain behaviors to those wearing masks that we would not 

accept under ordinary circumstances. Clown makeup, for example, acts as a sort of mask 

and sets up a discrete set of expectations in an audience: we expect absurd, outlandish 

actions and we find them entertaining. 

Use the Internet or library to research masks of a particular culture and/or time. Focus 

on one mask of your choosing and learn all you can about it. Use your understanding to 

create a model of this mask and prepare a short presentation to explain or show how the 

mask is or was used. 

1. Make notes on and sketches of the mask you choose. Be sure you include adequate information 

about the culture in which it originates, the meaning it had, and the manner in which it was used. 

2. Brainstorm a list of materials you can use to construct a model of the mask. Think of materials 

that are available to you that will make your model as authentic as possible. 

3. Construct your mask. Set up a schedule; allow for steps that may take extra time, such as drying 

or curing. 

4. Review your notes to create a brief presentation. Be creative but be sure you include enough 

explanation and background to give the audience an understanding of the mask’s purpose and 

meaning within its cultural context. 



75

Name: ____________________________________________________ Date: __________________ 


Analyze Literature: Alliteration, Assonance, Consonance 

Poetry relies on a number of sound devices other than rhyme to create musicality. 

Alliteration is the repetition of initial consonant sounds in words that are close together. 

Assonance is the repetition of vowel sounds in stressed syllables. Consonance is the 

repetition of consonant sounds at the ends of words or within stressed syllables. 

Identify examples of the given sound device in the listed lines. Then note the effect the 

device has in the context. Finally, use the information to help answer question 7. 

1. line 1, alliteration: ______________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2. lines 2–3, assonance: ____________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

3. line 5, alliteration: ______________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

4. line 7, assonance: _______________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

5. line 10, consonance and assonance: _________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 




6. lines 13–14, assonance __________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

7. Analyze the use of rhyme and other sound effects in “We Wear the Mask.” Use the information 

about the sound devices. Write a paragraph explaining how these devices enhance the poet’s 

message and tone. 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

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77

Name: ____________________________________________________ Date: __________________ 





_____ 1. What use of sound effects helps the poet establish an anguished mood? 

A. use of strict tetrameter for every line 

B. use of many harsh consonant sounds 

C. strict rhyming of every line 

D. constant repetition of the long i sound 

_____ 2. Why does the mask hide cheeks and shade eyes? 

A. to hide the wearers’ true emotions 

B. to disguise the wearers’ intentions 

C. to make the wearers anonymous 

D. to make all its wearers look the same 

_____ 3. In this poem, them refers to 

A. dark, evil forces. 

B. people who impose control over others. 

C. mask makers. 

D. people who must mask their true feelings. 

_____ 4. The metaphoric mask of the poem is worn 

A. to cover up wrongdoing. 

B. as a survival strategy. 

C. to exceed the limits of society. 

D. as a symbol of duplicity. 

_____ 5. The line “clay is vile” is a reference to 

A. the clay from which the mask is made. 

B. the fact that hiding one’s feelings produces guilt. 

C. that the wearers are born and must live and die in mud. 

D. the abhorrence of the manual labor the mask wearers do. 

_____ 6. What is most likely Dunbar’s theme in “We Wear the Mask”? 

A. Masking personal feelings is never a good idea because it causes torment. 

B. African Americans hide their misery so as not to upset the social order. 

C. All people wear masks when they lie about how they are really feeling. 

D. Humans treat each other cruelly, but religious belief is the great balm for earthly 

suffering. 




Name: ____________________________________________________ Date: __________________ 

from Up from Slavery, page 495 

Build Background: Booker T. Washington 

Up from Slavery was written by Booker T. Washington. In the nineteenth century, 

Washington was known as the foremost black educator in the United States. White 

America accepted his leadership enthusiastically because he was in many ways an 

accommodator and conciliator rather than an agitator for change and equality. However, 

in some respects, his methods derived from the political situation of the times and his need 

for support from powerful whites. With their support, he was able to create and sustain 

Tuskegee Institute and programs including rural extension work and the National Negro 

Business League. 

His philosophy was based on the beliefs that self-reliance grows out of one’s hard work 

and that African Americans should be responsible for their own economic and moral 

advancement. He did not insist on legal and political changes to obtain equal rights. Later 

in his life, he broke with his accommodationist policies, attacking racism and stereotyping. 

Research Washington’s 1895 Atlanta Compromise address and the attitudes and 

achievements of Booker T. Washington. In a small group, organize a panel discussion of 

the positive and negative effects of Washington’s work on the cause of African-American 

rights. 

1. Use trade and online biographies and information from periodicals and organizations dedicated 

to African-American history to gather your information. 

2. Note facts, philosophies, and perspectives about Washington’s life, citing your sources. 

3. In your group, share your findings and conclusions. Organize to share subtopics for your 

presentation, giving each participant responsibility for developing one aspect. 

4. Practice your portion of the panel presentation and jot down any questions you think listeners 

will have. Formulate possible responses. 



79

Name: ____________________________________________________ Date: __________________ 


Analyze Literature: Diction 

A writer’s diction, or choice of words, profoundly influences the message, tone, and 

formality of that writing. Accurate and careful use of words in discourse facilitates good 

communication. The connotations, or emotional freight, of words creates an undertow of 

meaning and mood and goes far toward establishing character. 

The best choice among words is determined by the effect the writer wishes to induce. 

In general, writers should select specific words based on their relevance to the subject, 

purpose, and audience and on the precision with which they denote the concept at hand. 

Read each sentence below from Up from Slavery, and without referring to your 

textbook, choose the best word for the blank from those in parentheses. On the lines 

below each sentence, explain the effect of your chosen word on diction and why you think 

Washington chose it. You may use a dictionary to confirm the meanings of the word 

choices. 

1. Page 495: “I used to envy the white boy who had no obstacles placed in the way of his becoming a 

Congressman, Governor, Bishop, or President by reason of the __________________________ 

of his birth.” (accident, misfortune, luck) 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2. Page 495: “I have learned that success is to be measured not so much by the position that one has 

reached in life as by the __________________________ which he has overcome while trying to 

succeed.” (discrimination, obstacles, racism) 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 




3. Page 495: “With few exceptions, the Negro youth must work harder and must perform his 

task even better than a white youth in order to __________________________ recognition.” 

(achieve, gain, secure) 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

4. Page 496: “…mere connection with what is known as a __________________________ race 

will not permanently carry an individual forward unless he has individual worth.” (master, 

privileged, superior) 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

5. Page 496: “Every persecuted individual and race should get much consolation out of the great 

human __________________________, which is universal and eternal, that merit, no matter 

under what skin found, is in the long run recognized and rewarded.” (hypothesis, law, truism) 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 



81

Name: ____________________________________________________ Date: __________________ 


Short Answer 


Write your answer to each of the following questions in the space provided. 

1. With what job did Washington work his way through school? 

_____________________________________________________________________________ 

2. With what institution of higher learning was Washington affiliated as an adult? 

_____________________________________________________________________________ 

3. What must a Negro youth do to gain recognition for his work, according to Washington? 

_____________________________________________________________________________ 

4. What can an individual belonging to a “superior race” not claim automatically, according to 

Washington? 

_____________________________________________________________________________ 

5. What great human law does Washington cite? 

_____________________________________________________________________________ 



Hampton Normal Agricultural Institute coal miner merit president Tuskegee Institute 

6. Washington once dined with the ____________________________. 

7. Washington believed ____________________________ represents real success in life. 

8. Washington graduated from ____________________________. 

9. Washington once worked as a ____________________________. 

10. Washington was the first principal of the ____________________________. 




Name: ____________________________________________________ Date: __________________ 

from The Souls of Black Folk, page 497 

Build Vocabulary: Abstract Nouns Made with -tion and -ment 

The suffixes -tion (-ation, -ion, -ition, -sion) and -ment create nouns from verbs. Many 

nouns used by Du Bois in this selection were created using these suffixes. 

For each verb listed, write the noun form by adding a suffix. Observe any changes 

necessary in the base word. Then write a definition for the noun. 

1. accomplish ___________________________________________________________________ 

_____________________________________________________________________________ 

2. aspire _______________________________________________________________________ 

_____________________________________________________________________________ 

3. assert ________________________________________________________________________ 

_____________________________________________________________________________ 

4. assimilate _____________________________________________________________________ 

_____________________________________________________________________________ 

5. colonize _____________________________________________________________________ 

_____________________________________________________________________________ 

6. develop ______________________________________________________________________ 

_____________________________________________________________________________ 

7. inspire ______________________________________________________________________ 

_____________________________________________________________________________ 

8. institute _____________________________________________________________________ 

_____________________________________________________________________________ 

9. judge ________________________________________________________________________ 

_____________________________________________________________________________ 

10. migrate ______________________________________________________________________ 

_____________________________________________________________________________ 



83

Name: ____________________________________________________ Date: __________________ 


Build Background: W. E. B. Du Bois 

W. E. B. Du Bois, author of The Souls of Black Folk, was the outstanding African-American 

intellectual of his period in the United States. He was a civil rights activist and leader, an 

educator and sociologist, a writer and editor, a poet/novelist and scholar. At age 26, having 

been in school for twenty years, he began his life’s work, combining scholarship, protest 

activity, and polemics to the goal of gaining equal treatment for black people. 

A few of Du Bois’s many accomplishments include 

• Helping found the NAACP and running its Crisis magazine for 25 years. 

• Being the first to apply a scientific approach to studying social phenomena (Du Bois 

is known as the “father of Social Science.”) 

• Writing 21 books, editing 15 more, and publishing more than 100 essays and 

articles (To list only a few, The Philadelphia Negro, The Suppression of the African 

Slave Trade in America, The Souls of Black Folk, Dusk of Dawn, The Negro in 

Business, The Negro Artisan, The Negro Church, Economic Cooperation among 

Negro Americans, The Negro American Family, John Brown, Black Reconstruction in 

America.) 

• Working on behalf of pan-Africanism to improve the lives of people of African 

descent wherever they lived 

Choose one aspect, event, or accomplishment in the life of W. E. B. Du Bois to study. 

Use the information you compile to write a press release informing about the event or 

accomplishment. 

1. Select your subtopic, for example, Du Bois’s work in pan-Africanism, and locate at least three 

sources of information. 

2. Take notes on index cards, putting only one important fact or idea on each card and noting the 

source. 

3. Determine what you want readers to know. Answer the 5 Ws and H questions to draft a lead 

paragraph for your story. 

4. Use the body of your story to expand on the basics, including supporting details. 

5. Type your press release in conventional manuscript form; double space and set margins of an 

inch. 




Name: ____________________________________________________ Date: __________________ 


Analyze Literature: Parallel Structure and Style 

Sentence structure contributes to a writer’s style, or overall manner of communicating. The 

way in which ideas are strung together can create a smooth flow of logically thought-out 

ideas. Parallel structure, or the stating of equal and closely related elements with similar 

expression, can clarify ideas and add rhythm and smoothness to writing. 

For example, Du Bois describes the time when Booker T. Washington began his 

ascendancy in this way: 

It began at the time when 

war memories and ideals / were rapidly passing; 

a day of astonishing commercial development / was dawning; 

a sense of doubt and hesitation / overtook the freedmen’s sons. 

The three clauses that described the time are similar in length, structure, and rhythm. 

Prepositional phrases and verb phrases echo each other and relay related thoughts. 

Study each of Du Bois’s sentences and underline parallel elements. On the lines 

provided, write a description that tells how the like elements that have been combined and 

explains the effect this combination has on style. 

1. “It startled the nation to hear a Negro advocating such a program after many decades of bitter 

complaint; it startled and won the applause of the South, it interested and won the admiration of 

the North; and after a confused murmur of protest, it silenced if it did not convert the Negroes 

themselves.” 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2. “Honest and earnest criticism from those whose interests are most nearly touched—criticism of 

writers by readers, of government by those governed, of leaders by those led,—this is the soul of 

democracy…” 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 



85

3. “Such aspiration was especially voiced in the earnest songs of Phyllis, in the martyrdom of 

Attacks, the fighting of Salem and Poor, the intellectual accomplishments of Banneker and 

Derham, and the political demands of the Cuffes.” 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

4. “They do not expect that the free right to vote, to enjoy civic rights, and to be educated will come 

in a moment…” 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

5. “…but they are absolutely certain that the way for a people to gain their reasonable rights is not 

by throwing them away and insisting that they do not want them; that the way for a people to 

gain respect is not by continually belittling and ridiculing themselves.…” 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 




Name: ____________________________________________________ Date: __________________ 


True or False 


Write T if the statement is true or F is the statement is false. 

_____ 1. Du Bois acknowledges that Booker T. Washington has become the only nationally 

recognized spokesperson for African Americans. 

_____ 2. According to Du Bois, the majority of African Americans do not respect Washington. 

_____ 3. One major flaw in the selection of Washington as a leader for African Americans, Du Bois 

says, is that he was not chosen by his people. 

_____ 4. Du Bois says Washington has asked his people to give up U.S. citizenship. 

_____ 5. Du Bois sees a trend in the South, since the 1870s, of disfranchising and degrading the 

position of the Negro. 



_____ 6. Most whites interpreted the “Atlanta Compromise” as acceptance 

by African Americans of 

A. “separate but equal” facilities. 

B. a need for racial equality. 

C. the establishment of a separate homeland. 

D. their return to a slave-master relationship. 

_____ 7. An important contribution of Washington, according to Du Bois, was 

A. improved jobs and job prospects for African Americans. 

B. increase in African-American voting rights. 

C. creation of African-American common and industrial schools. 

D. insistence on educating African Americans according to their ability. 

_____ 8. Du Bois does not believe African Americans can improve their lot by their own efforts 

because 

A. they are angry at Washington for relinquishing their rights. 

B. African Americans lack the motivation to educate themselves. 

C. Washington encouraged them to lift themselves through hard work. 

D. racism and discrimination impose too many insurmountable obstacles. 



87

Name: ____________________________________________________ Date: __________________ 

Booker T. and W. E. B., page 508 

Build Background: The Civil Rights Struggle, 1865–1900 

In the poem “Booker T. and W. E. B.,” an imaginary discussion between two African- 

American leaders highlights their differing views about rights. African Americans’ struggle 

for equal rights suffered a number of setbacks toward the end of the nineteenth century. 

Congress passed three amendments to the Constitution in the 1860s: 

Thirteenth Amendment (outlawing slavery) 

Fourteenth Amendment (granting full citizenship to African Americans) 

Fifteenth Amendment (granting suffrage to African American men) 

However, in the 1870s, the period of Reconstruction ended and the southern states 

regained “home rule.” Some of the laws Congress had passed (such as the Civil Rights Act 

of 1875) were struck down, removing rights and protections from African Americans, and 

southern states passed laws to assure segregation and to prevent African Americans from 

asserting civil rights. At the same time, racist organizations such as the Ku Klux Klan were 

established and grew. 

Research one aspect of African-American history in the second half of the nineteenth 

century. Possible topics might include Jim Crow laws, the KKK, and race riots. Using what 

you learned, create a poem or piece of artwork that communicates the impact of the topic 

on civil rights. 

1. Consider how your topic fits into the overall struggle for African-American civil rights. 

2. Weigh the facts and perspectives you have noted as you did your research and write a summary 

paragraph explaining how your topic affected civil rights. 

3. Brainstorm ideas or images that will express the mood and impact of the event(s) you studied. 

4. Write a rough draft of your poem or make rough sketches of your artwork. 

5. Revise and edit or critique your product and make your final copy. 




Name: ____________________________________________________ Date: __________________ 



Diction, or word choice, helps to reveal character and colors readers’ perceptions of a 

subject. “Booker T. and W. E. B.” takes the form of a dialogue between two great African- 

American leaders. The conversation communicates a great deal about the way the poet 

perceived each leader. 

Use the chart to record key phrases assigned to each leader in the poem. Then tell what 

the words suggest about the personality and ideas of the leader. Finally, respond to the 

Writing Prompt. 


Booker T. Washington Phrases What Phrases Suggest About Him 

W. E. B. Du Bois Phrases What Phrases Suggest About Him 

On your own paper, write a paragraph contrasting the ideas and character of Booker T. 

Washington and W. E. B. Du Bois as they are presented in the poem. 



89

Name: ____________________________________________________ Date: __________________ 


Character Identification 


Write Booker T. or W. E. B. on the blank next to the idea that the leader would likely 

support. 

_______________________ 1. African Americans must fight for equal civil rights. 

_______________________ 2. Property ownership is vital to self-improvement. 

_______________________ 3. Higher education is vital to the advancement of African Americans. 

_______________________ 4. Labor and prosperity alone do not give people dignity. 

_______________________ 5. Hard work will help African Americans improve themselves. 



_____ 6. What is the meaning of the following lines? 

“A rope’s as tight, a fire as hot, 

No matter how much cash you’ve got.” 

A. Some African Americans pursue menial labor to earn a living. 

B. The natural world is the same whether you’re rich or poor. 

C. African Americans have sold out to inferior ideas and ideals. 

D. Having a job won’t protect you from lynching or being burned out. 

_____ 7. Why does Randall put the following words into W. E. B.’s mouth? 

“But there are others who maintain 

The right to cultivate the brain.” 

A. to show that he believes cultivation can refer to either farming or intellect 

B. to show that he believes higher education is key to equality of races 

C. to show that he believes some African Americans are dangerous agitators 

D. to show that he believes every African American should attend college 

_____ 8. The line “But as for me, I’ll be a man” means 

A. I’ll strive for an education and equal rights. 

B. I’ll support and fight for my country. 

C. I’ll refuse a job that is beneath my dignity. 

D. I’ll work hard to make enough to support my family. 




Answer Key 

Expanding Frontiers Study Guide 

for New York 

Historical Context 

1. American literature; 2. American history; 3. World history; 4. 1865–1874; 5. 1875–1889; 6. 

1890–1899; 7. 1900–1909 

1868 American Literature Du Bois born; Alcott publishes Little Women. 

American History President Johnson is impeached. 

World History An era of Westernization begins in Japan. 

1875–1876 American Literature Twain publishes The Adventures of Tom Sawyer. 

American History Battle of Little Big Horn; Bell invents the telephone. 

World History Egypt invades Ethiopia. 

1893–1894 American Literature Frost publishes a poem. 

American History The Pullman Strike occurs. 

World History New Zealand gives voting rights to women. 

1903–1904 American Literature Du Bois publishes The Souls of Black Folk. 

American History Wright brothers’ flight at Kitty Hawk. 

World History Panama Canal begins; Russia and Japan go to war. 

8. Possible answer: Political intrigue shook the American political system while women’s 

voices were beginning to be heard; East and West came closer together. 9. Possible answer: The 

Adventures of Tom Sawyer would give the United States a voice and theme as well as pride in the 

uniqueness of its literature; technology, especially communications technology, would explode, 

with global implications. 10. Possible answer: While Du Bois spoke out against the figurative 

chains that held back African Americans, humankind literally conquered the air and learned to 

fly. 

Possible answers: 

A 1. Immediately after the Civil War, Congress acted to ensure rights to all citizens and 

improve the lot of African Americans. 

2. Their return to the Union permitted southern states to block or repeal most of these 

rights, reinstating a white elite. 

B 1. The Homestead Act of 1862, mining, and the completion of the transcontinental railroad 

encouraged massive settlement of the West. 

2 Civil War veterans and a flood of immigrants parceled off homesteads and the cattle 

industry thrived. 

3. War resulted as Native Americans lost land and game and ended with the 

marginalization of Native Americans. 

C 1. Huge and diverse populations immigrated to the United States between 1860 and 1900. 

2. Growing industry and technological advances led to increasing urbanization of the 

United States as cities grew rapidly. 

3. Lack of government control of industry allowed “captains of industry” to thrive, but 

abuses in turn led to the growth of the labor movement. 

D 1. Struggling farmers started the Populist Party to counter industry’s power. 

2. Urban poverty and poor living conditions grew, and charitable concerns attempted to 

ease them. 

E 1. An 1895 war with Spain opened Cuba to American involvement and the United States 

acquired Puerto Rico, the Hawaiian Islands, and the Philippines. 

2. American imperialism opened new markets but met with resistance in the Philippines 

and at home. 



91

Understanding Part 1: Realism and Naturalism 

Possible answers: 1. Romanticism; 2. to inspire and dream; 3. to depict life as it is; 4. lofty 

language and subjects; 5. the underbelly of life; dialect, unsavory characters; 6. idealization, 

excitement, innocence; 7. shocking, gritty, irony; 8. Possible answer: “The Outcasts of Poker 

Flat,” Adventures of Huckleberry Finn; 9. Darwin’s theory of natural selection; 10. heredity, 

environment; 11. Possible answer: Stephen Crane, Jack London, Frank Norris, Theodore 

Dreiser 

Applying Part 1: Realism and Naturalism 

The Outcasts of Poker Flats: Subject / setting: the doomed fate of a mining’s town’s unsavory 

element; the West; wilderness; Characters: Society’s rejects: prostitutes, thief, gambler, 

innocents; Language: Unflinchingly honest; Outcome: All die except the innocent; The 

Notorious Jumping Frog of the Calaveras County: Subject / setting: Gambling and storytelling 

as entertainment; at a mining camp in the West; Characters: a local yarnspinner and a local 

legend who value sly one-up-manship; Language: Dialect; unpretentious, humorous; Outcome: 

The gambler is outwitted; 1. Possible answer: The two subjects are examined minutely without 

idealism and their tendencies to self-destruction revealed. 2. Man: heedless to advice; tenacious 

but without imagination; unable to read nature or to adapt; Dog: acts instinctively; naturally 

protected and adaptable; motivated by fire, food; 3. The man freezes to death, and the dog 

moves on in search of human protection. Instinct proves the only real means of combating 

nature’s blind power. 4. Possible answer: They describe people who are mere pawns and whose 

lives are destroyed by forces beyond their control. 

Understanding Part 2: The Native American Experience 

1. a. to communicate with spirits in ceremonies; b. to rule on conflicts at council meetings; c. to 

inspire warriors and celebrate victories; d. to settle disputes and gain cooperation among tribes; 

2. They negotiated with tribes through their chiefs; some speeches were written and passed on as 

literature. 3. Wahunsonacock (King Powhatan), Cochise, Chief Joseph; 4. They were recorded 

by interpreters and witnesses of negotiations between the U.S. government and tribes. 5. a. to 

criticize U.S. government; b. to understand Native American culture 

Applying Part 2: The Native American Experience 

Chart: I Will Fight No More Forever: to surrender and describe the desperate condition of his 

people; I Am the Last of My Family: to summarize his people’s history; to surrender and request 

assistance for his people; from Black Elk Speaks: to preserve his people’s history and traditions; 

I Tried to Be Like My Mother: to describe and explain the way in which Crow children are 

brought up; 1. Possible answer: Chief Joseph’s speech is moving and historic; Pretty Shield’s 

words help us understand Native American culture. 2. a. [His people] covered the whole 

country as the clouds cover the mountains; b. [people driven by soldiers] even as the wind 

is now driving the clouds; c. [remaining band] fly before your soldiers as the deer before the 

hunter; 3. Months are named descriptively: December is the Moon of the Popping Trees; August 

is the Moon When the Cherries Turn Black. They reflect the tribe’s geographical location and 

hunting and gathering lifestyle. Seasons or years are described by memorable events, as “Winter 

of the Hundred Slain,” which reflect the needs of a culture with an oral tradition. 4. from Black 

Elk Speaks: Adults were patient with children and gave them much freedom to learn essential 

skills; this assured the continuation of the culture. I Tried to Be Like My Mother: adults actively 

aided children in learning practical and cultural skills, without interfering; this prepared 

children to be self-sufficient at an early age. 

Understanding Part 3: Struggling for Equality 

1. Southerners opposed them actively, both by laws and secret societies such as the KKK. 

2. a. Local groups worked through schools, churches, and clubs. b. Skilled speakers raised 

national awareness. c. Writers challenged traditional roles of women. 3. Possible answer: They 

forced the public to look at women’s strengths and real feelings and concerns. 4. U.S. citizens 

discriminated against them out of fear or resentment. 5. anger, sorrow, disappointment, 

alienation 

92 AMEriCAn TrAdiTion, UniT 4 



Applying Part 3: Struggling for Equality 

1. Alike: Both see interior strengths in women and recognize the ways husband-wife 

relationships are sabotaged by men’s absolute control of women; Different: Echenique states 

outright that women already have rights; she ties education of women to their duty to teach 

their children and improve their husband’s lives. Chopin shows a woman as conflicted in her 

view of her role and her husband and eager to be fully independent of those duties. 2. The 

poems express anger, sorrow, and shame at the humiliation of detainment and mistreatment by 

immigration officials. 3. a. They must obtain the right to vote. b. They must insist on equality 

in all things civic. c. They must insist on higher education for able African-American youth. 

4. Booker T. Washington favored working hard to keep the African-American family going 

and gain prosperity but not speaking up for civil rights. W. E. B. Du Bois insisted that African 

Americans should keep pressing for equal rights, especially the right to vote and receive higher 

education. 

Understanding Literary Forms: The Speech 

1. public speaking; 2. to inform, to persuade an audience to one’s point of view, to inspire 

an audience to act, to entertain; 3. Aristotle devised a theory of rhetoric based on logic and 

judged by formal principles. 4. rhetorical device: a technique used by a speaker or writer to 

achieve an effect, especially to persuade; rhetorical question: question whose answer is clear, 

asked for effect, not to be answered; 5. An argument makes the case for accepting or rejecting 

a proposition or course of action. 6. style: manner of speaking, determined by regular use of a 

certain sentence structure and length, diction, and other elements; used to establish speaker’s 

identity and qualifications, to entertain, to communicate clearly. repetition: insertion of key 

words, phrases, or ideas again and again for effect; used to create rhythm and reinforce message; 

figurative language: language meant to be understood imaginatively; used to explain and inspire 

Applying Literary Forms: The Speech 

1. Possible answer: Truth’s style is at once blunt and personal, informal but dignified and 

powerful, owing to her skilled use of dialect and plain but colorful speech patterns. 2. Possible 

answer: Men and women are created equal; women should have the vote. Stanton urges rights 

for women so that the world order can turn from destruction and disorganization to peace and 

compassion. Anthony asserts that in voting she committed no crime, for the U.S. constitution 

already guarantees her that right. 3. “Are women persons?” This question shows the absurdity 

of denying the vote to women. 4. Possible answers: “the science of jurisprudence, so sacred and 

magnificent in itself but degenerated today because of abuses”; “The beautiful and tender girl 

who gives her heart … to a stony man”; “A mother should know science in order to inspire in 

her children great deeds and noble sentiments”; “The sacred mission in the scientific mother.…” 

5. Work hard and your merit will be recognized and rewarded. 6. Nature is like a loving mother 

who keeps order; the violence and disorganization within society today has occurred because 

woman’s calming and nurturing influence has been denied a place. 7. Truth’s style is warm, 

casual, and blunt; Washington’s style is placating and formal. 8. Anthony repeats some form 

of “we, the people” to underscore the injustice done to women and creates a parallel structure 

of “this government is not/is” to contrast the claims America makes for its citizens with the 

realities faced by women. 9. The questions of paragraph three are rhetorical, from “But, are all 

women going to marry? To “Don’t we see every day how the laws…to clarify the truth?” 

New York–Based Practice Test 

1.2; 2. 4; 3. 3; 4. 1; 5. 2; 6. 4; 7. 3; 8. 1; 9. 1; 10. 4; 11. 2 



93

The Notorious Jumping Frog of Calaveras County 

Build Vocabulary: Etymology 

1. L appendare, “to hang, weigh out,” fr. ad- “to, toward” + pendere “to weigh”; possible words: 

appendix, pendant, appendage; 2. L dis- “apart” + lapidare “to pelt with stones”; possible words: 

lapidary, lapis lazuli; 3. L garrire “to chatter”—more at CARE (“grief, suffering of mind”); 

possible words: garrulity, care, carefree; 4. L in- “not” + terminare “to terminate”; possible 

words: terminal, termination; 5. Students’ paragraphs will vary. 

Connecting to Literature: Life in the Mining Towns 

Students’ presentations will vary, but should remain on topic. 

Analyze Literature: Characterization 

Possible answers: Simon Wheeler—simple, uneducated; direct description; humble dialect; 

friendly and garrulous; character’s actions and nonstop talking; first-rate deadpan storyteller; 

character never reveals he knows absurdity of tale; Jim Smiley—avid bettor; direct description, 

compulsive actions; unsympathetic; unconcerned for parson’s wife or his animals’ welfare; 

less clever than he thinks himself; leaves stranger alone with frog; Narrator of frame story— 

condescending; gives opinion of Wheeler on first sight; educated; complex vocabulary and 

sentences; annoying; set up by a friend; Students’ paragraphs will vary. 


1. B; 2. A, B; 3. C; 4. B; 5. A; 6. C; 7. tall tale; 8. frame tale; 9. frame tale; 10. tall tale; 11. A; 12. B; 

13. C 




from Life on the Mississippi 

Build Vocabulary: Shades of Meaning 

1. celebrated; 2. short-lived; 3. booming; 4. Example answer: renowned / celebrated; The context 

suggests someone looked on as a hero. Notorious connotes fame from evil deeds, not heroic. 

Well-known is accurate but fails to capture the excitement generated by the boy’s position. 

Celebrated is appropriate for the context. Students’ sentences will vary. 

Build Background: Steamboats 

Student projects will vary. 

Analyze Literature: Tone 

Possible responses. 1. Fondly nostalgic; the language is backward-looking and affectionate. 

Clemens is focused with care on painting an accurate picture, but it is colored by his loving 

memory. glorious ; After all these years I can picture; white town drowsing in the sunshine; 

2. comic moral outrage; the formal and self-righteous expressions are purposely ridiculous 

to create humor while making the point that the boys left behind were filled with envy and 

longing. shook the bottom out; notoriously worldly; exalted to this eminence; obscurity and 

misery.” 3. tongue-in-cheek bombast; the formal language contrasts comically with the content 

but emphasizes how large the apprentice loomed in their world and how deeply they envied 

and resented him cordially admired and hated; charms; tranquil contentment; renowned; 

partiality of Providence for an undeserving reptile ; 4. Clemens was disturbed by lack of success 

but determined to succeed and throw that success in the face of those who denied it to him. 

His suggestion of killing the mates and clerks is purposely outrageous but likely intended 

figuratively. never would come home again till I was a pilot; could not manage it; meekly 

aboard; very humbly; got only a cold shoulder and short words; comforting daydreams; a great 

and honored pilot; money; could kill some of these mates and clerks 


1. steamboat pilots; 2. two; 3. boys; 4. justice of the peace; 5. D; 6. C; 7. A; 8. D; 9. B 



95

The Outcasts of Poker Flats 

Build Vocabulary: Latin Roots 

1. conjecture, jacere; Possible answers: To conjecture is to throw out possible reasons for 

something that has happened in an attempt to explain it. 2. predisposition, ponere; Possible 

answers: Predisposing is arranging things in a way beforehand so that a certain outcome will 

occur. 3. extemporize, tempus; Possible answers: To extemporize is to do something quickly 

(outside the usual time frame), as in an emergency situation. 4. bellicose, bellum; Possible 

answers: Bellicose people are warlike in that they are aggressive and eager to fight. 5. equanimity 

aequus; Possible answers: To have equanimity is to have an even temperament, or one in which 

different aspects of the mind are equal or in balance. 

Analyze Literature: Setting 

1. In 1850 the discovery of gold was only a year old, and many mining camps had sprung up. 

November is a time when early snow can occur, and, ironically, it is near Thanksgiving. 2. 

Poker Flat was a mining boom town, which drew many rough characters. Having sprung up 

quickly, it would lack proper law-and-order infrastructure. 3. The “singularly wild” spot where 

the outcasts stop puts them at the mercy of nature. Its “precipitous cliffs” suggest danger. 4. The 

cabin is “ruined,” but the men patch it up with pine boughs—combining nature and civilization. 

5. Possible incident: page 407, column 2: The breeze moans in the pines as the group go to 

bed. When Oakhurst awakes, he feels numb with cold; the wind is cold and snow is falling. 6. 

Possible incident: page 409, column 2: As the outcasts sing a hymn defiantly, the storm rages 

around and above them, and later stars glitter as if nature is eager to defeat them. 7. Possible 

incident: page 410, column 1 to 2: The sun “forsakes” them and snow imprisons them and hides 

firewood from them. 


1. E; 2. F; 3. D; 4. A; 5. B; 6. C; 7. B; 8. C; 9. D 




Richard Cory / Miniver Cheevy 

Build Background: The Romance of the Past 

Written products will vary. Students’ dramas or poems should show evidence of factual 

knowledge of the era gained from research and understanding of the character of Miniver 

Cheevy. It should also show command of the literary elements appropriate to the genre: 

imagery, figurative language, meter, rhyme, and so on for poetry; characterization, plot, setting, 

and stage directions for a drama. 

Analyze Literature: Meter and Rhyme 

( / ( / ( / ( / ( / 

Whenev|er Rich|ard Cor|y went |down town, 

( / ( / ( / ( / ( / 

We peo|ple on |the pave|ment looked| at him: 

( / ( / ( / ( / ( / 

He was| a gen|tleman| from sole| to crown, 

( / ( / ( / ( / ( / 

Clean fa|vored, and| imper|ial|ly slim. 

Number of Stressed Syllables: 5; Name for Number of Feet: pentameter; Rhyme Scheme: abab 

/ ( ( / ( / ( / 

Miniv|er Chee|vy, child| of scorn, 

( / ( / ( / ( / ( 

Grew lean| while he |assailed| the seasons 

( / ( / ( / ( / 

He wept| that he| was ev|er born, 

( / ( / ( 

And he| had rea|sons. 

Number of Stressed Syllables: 4, 4, 4, 2; Name for Number of Feet: tetrameter for first three 

lines, dimeter for last line; Rhyme Scheme: abab 

1. Possible answer: Both poems use exact rhyme in a traditional pattern: abab. This scheme fits 

the rather formal tone of both poems. In “Richard Cory,” Robinson uses monosyllabic words: 

town-him-crown-slim. The pattern of sound and emphasis suits Robinson’s deadly serious 

theme. The words themselves are plain spoken and point to the most basic elements of life: 

talked/walked, king/everything, light/night, bread/head. In “Miniver Cheevy,” Robinson assumes 

a more mocking tone and uses multisyllabic rhymes such as seasons/reasons, prancing/dancing, 

to lighten the mood and underscore the foolishness of Cheevy’s self-destruction. Combinations 

such as fragrant/vagrant and Medici/incessantly combine the sublime and the ridiculous, 

also with humorous effect. 2. Possible answer: For “Richard Cory,” Robinson uses iambic 

pentameter. It mimics formal speech patterns and suits the solemn subject matter. For “Miniver 

Cheevy,” Robinson uses tetrameter in the first three lines and dimeter in the final line of the 

stanza. In addition to using shorter lines, he also varies the stress in each metric foot so that the 

meter bobbles along comically. 


1. Cory; 2. Cheevy; 3. Both; 4. Cheevy; 5. Cory; 6. Cheevy; 7. A; 8. D; 9. B; 10. C; 11. B 



97

To Build a Fire 

Build Vocabulary: Noun and Adverb Suffixes 

Sample sentences are shown. 1: agitate; The man grew agitated when he realized he could not 

build a fire; As he froze, his agitation lessened gradually and was replaced by a peaceful feeling. 

2. apprehension; The dog could apprehend that the man wanted to harm it, so it stayed just 

out of his reach. The loss of feeling and function in his hands filled the man with dread and 

apprehension, for he had to build a fire to survive. 3. undulate; The tall grasses undulated 

gently in the summer wind, bringing ocean swells to mind. Wind had drifted the snow, which 

lay across fields and against tree rows and fences in soft undulations. 4. peremptorily; Molly’s 

invitation had a peremptory tone that irritated her friends. Military officers give commands 

peremptorily, leaving no question that they are to be obeyed. 5. apathetic; In the Arctic, a 

traveler cannot afford to be apathetic about preparations for the journey. The man responded 

apathetically to his surroundings because as he lost his battle with the cold, he became less able 

to respond. 6. poignant; The novel had a poignant ending. The story of the man’s end was told 

poignantly. 

Build Background: Extreme Cold 

Posters will vary but should include clear visuals and labels that show understanding of various 

adaptations and their function in withstanding extreme cold. 

Analyze Literature: Naturalism and Character 

Chart: Response to the severe cold—Man, unconcerned, unthinking until too late; Dog, 

instinctive wariness, attempt to avoid; Response to falling through ice—Man, light fire as 

quickly as possible; Dog, immediately set about cleaning ice from paws; Response to the 

fire—Man, soon put it out; later, panicky, started in poor location, and then unable to start 

proper fire; Dog, come close, use its warmth; foreboding when fire put out; Response to each 

other—unemotional; using dog only for its function to help him; then attempt to kill dog to 

help him survive; Dog, wary; understanding that man provides fire and food, but not trusting; 

leaves as soon as man dies. 1. In the Arctic setting, the dog’s instinct serves it well for survival, 

but the man’s ignorance and lack of experience doom him. He is arrogant, thinking he can 

survive a journey in the cold because he has done it before. Against this natural enemy, intellect 

is useless; instinct permits survival because it is automatic and infallible. 2. The dog obeys its 

instincts: it cleans its paws of ice quickly and efficiently as soon as it has fallen through the ice. 

It is uneasy because its instinct tells it this kind of cold should be avoided. The man has no 

idea of the consequences of being exposed to such extreme cold, so he sets off unprepared and 

without another human companion who could save his life. 3. The dog prevails because it obeys 

its instincts and does only what is essential to survive the cold. It is unencumbered by intellect 

or emotions, both of which helped trap the man in a losing battle. The outcome suggests that 

London is saying Nature is a pitiless antagonist that cannot be overcome. 


1. mining camp; 2. husky; 3. river; 4. lunch; 5. cold; 6. ice; 7. A; 8. C; 9. B; 10. D; 11. C 




Do not weep, maiden, for war is kind, / A Man Said to the Universe 

Build Background: War and Naturalism 

Possible answers are given: 1. War institutionalizes and normalizes mass violence and death. 

Soldiers are mere “cogs” and disposable. Their free will and instincts for survival are set aside 

to create a disciplined fighting force. Anyone who witnesses war firsthand must recognize its 

harshness; 2. Crane’s themes include the indifference of the world and of the social machine 

that begets wars, the savagery of war, and its inherent cruelty; 3. It is ironic that Crane calls 

war “kind,” for its savagery and cruelty cost a young man his life and bring torment to a lover, 

child, and mother of the soldier. There are also ironic references to the “glory,” “virtue,” and 

“excellence” of war, which produces corpses and causes the soldier to die in a chaos of terror, 

pain, and suffering. 

Analyze Literature: Free Verse 

1.“do not weep”—lines 1, 4, 12, 15, 25; “war is kind”—lines 1, 5, 16, 26; “a thousand corpses 

lie”—lines 11, 22; “These men were born to drill and die”—lines 8, 19; 2. “hoarse, booming 

drums…/Little souls who thirst for fight”; “Swift blazing flag of the regiment/Eagle with crest 

of red and gold”; 3. weep/war; great…Battle-God; heart hung humble; button bright; splendid 

shroud…son; 4. The universe is a man who speaks indifferently; Possible response: Crane 

would break with traditional poetic treatments such as a regular rhyme scheme and strict 

meter because his treatment of the subject matter is grim and critical. Lyrical sound effects 

could create a mood that celebrates war, and Crane only wants to expose it as the cruel, savage 

business he knows it to be. Irregular rhythms and line lengths emphasize the broken quality of 

grief and the spasms of terror and pain. 


1. image; 2. alliteration; 3. alliteration; 4. metaphor 5. symbol; 6. personification; 7. simile; 8. 

assonance; 9. A; 10. D; 11. B 



99

I Will Fight No More Forever, / I Am the Last of My Family 

Build Vocabulary: Analyzing Etymology 

Answers may vary in wording. Students may trace a word’s history from the present to its origin 

or from its origin to the present. 1.Today, the English word feeble means “weak” or “lacking in 

the qualities needed to maintain authority or vigor.” In Middle English, this word was spelled 

feble and had come into English use from Anglo French. The French had borrowed this word 

from the Latin word flebilis meaning “lamentable” or “wretched.” This adjective was in turn 

derived from the Latin verb flere, meaning “to weep.” 2. Today, the verb perish means “to die” 

or “to cease to exist.” It derives directly from the Middle English verb perisshen which has the 

same meaning. This word came into English from the Anglo-French root periss-, a stem of the 

French verb perir, which the French took from the Latin verb perire. The verb’s meaning derives 

from the meanings of its parts: per- meaning “detrimentally” and ire meaning “to go.” 3. The 

word remnant today means “remainder” or “a small surviving group.” The word form in Middle 

English was remenant, borrowed from the Anglo-French remanant, a participial form of the 

French verb remainder, meaning “to remain.” 

Build Background: Nez Percé and Chiricahua 

Time lines will vary but should contain historically accurate dates for events in proper 

chronological order and correct summaries of the meaning of the events. 

Analyze Literature: Techniques for Creating Mood and Tone 

Possible answers: Sentence structure: Very brief sentences; simple sentences; Examples: The 

old men are all dead; Hear me, my chiefs! Sensory: Focus on cold; Examples: It is cold and we 

have no blankets. I am tired. Word choice: Extreme simplicity; mostly neutral connotations; 

Examples: Heart, tired, dead, cold, freezing, sick and sad; Images: Direct, focused on primal 

body and emotional states; Examples: The little children are freezing to death; I know his heart, 

my heart is sick and sad; Mood/tone: The mood is despairing; the tone is defeated but dignified. 

Possible answers: Syntax/structure: Varied, but complex in order to explain, describe; Examples: 

Under the counsels of my grandfather, who had for a very long time been the head of the 

Apaches, they were received with friendship; Sensory: spare but revealing closeness to nature; 

Examples: driven by the soldiers, even as the wind is now driving the clouds; Word choices: 

Contrasts; complimentary to own people; neutral toward whites; Examples: feeble/great, strong; 

successful, friendship, pledge; set aside, abundance, food, blankets; Images: focused on loved 

homeland; Examples: See the sun rise over these mountains; fly before your soldiers as the 

deer before the hunter; Mood/tone: The mood is reflective and detached; the tone is proud and 

unrepentant but at the same time conciliatory. 


1. B; 2. A; 3. C; 4. C; 5. C; 6. A; 7. B; 8. A; 9. simile; 10. simile; 11. metaphor; 12. imagery; 13. 

repetition; 14. metaphor; 15. personification 





Build Vocabulary: Words with Related Meanings 

1. gully: a trench worn by running water, especially one through which water runs after a rain; 

ravine: small, narrow, steep-sided valley that is larger than a gully and smaller than a canyon 

and that is usually worn by running water; valley: an elongate depression of the earth’s surface 

usually between ranges of hills or mountains, frequently drained by a river and its tributaries; 

gulch: a deep or precipitous cleft, especially one occupied by a torrent; arroyo: a water-carved 

channel, usually in an arid region; Possible comparison of meanings: A gully is a smaller 

trench formed by the runoff of rainwater, whereas a valley is a larger low lying area between 

hills or mountains that may or may not contain running water. 2. treaty: a contract in writing 

between two or more political authorities (states or sovereigns) formally signed by authorized 

representatives and usually ratified by law-making body of the states; agreement: a contract 

duly executed and legally binding, suggesting harmony of opinion or character; accord: a formal 

reaching of agreement suggesting harmony; compact: a contract or covenant between two or 

more parties; truce: a suspension of fighting especially of considerable duration by agreement of 

opposing forces; A treaty is a formal contract between two nations signed by people authorized 

to make legally binding agreements. A truce is an informal agreement between two opposing 

forces to stop fighting for a time. 

Build Background: Lakota Culture 

Biographical sketches should sum up the most important facts and events in the subject’s life, 

use sentence structure and transitions smoothly, and use chronological organization accurately. 

Check students’ work for references to Lakota values and perceptions. 

Analyze Literature: Metaphoric Language 

1. tenor: Wasichus, vehicle: river; The Wasichus are so numerous that they seem to the Lakota 

to flow with the force of a river, pushing them aside. 2. tenor: Lakota, Wasichu, vehicle: islands, 

flood; Isolated from their game, the Lakota are like islands, while the many Wasichu are like a 

flood separating the people from game. 3. tenor: actions of Wasichu, vehicle: spider’s web; The 

actions of the Wasichu have trapped and immobilized the Lakota so that they are as helpless as 

a bug in a spider’s web. 4. tenor: arrows, vehicle: cloud of grasshoppers; So many arrows were 

flying through the air that they obscured vision as a plague of grasshoppers would. 5. tenor: 

dying warriors, vehicle: green grass in fire; The warriors were dying so quickly and in such 

large numbers they were like green grass being burned up in a fire. 6. tenor: flying men, vehicle: 

arrows; The two men who flew downward toward Black Elk were like arrows in that they angled 

downward and moved swift and straight. 7. tenor: winter weather, vehicle: giant; The harsh 

winter weather was so powerful and overwhelming it was like a giant (or a giant’s breath) from 

the north. 


1. D; 2. F; 3. E; 4. C; 5. A; 6. B; 7. B; 8. A; 9. C; 10. D 



101

I Tried to be Like My Mother 

Build Background: Native American Childhood 

Presentations should explain a toy or game’s basic nature, materials, and purpose. Students 

should use a model or other visual aids skillfully. 

Analyze Literature: Memoir and Point of View 

1. It was an exact replica of an adult teepee and it was transported by horse, as adult teepees 

were; 2. She understands that her aunt only pretended to be jealous in order to encourage her 

niece and help her learn; 3. Her tone is both amused and proud as she recalls how they struggled 

and how grown-up they acted. A child would have been very dramatic and failed to realize the 

mistakes that were made; 4. They and their horses looked outlandish and comic. The women of 

the village would give them meat and berries. An old man drummed for them; 5. She suggests 

the strength of community bonds as adults help children to learn their traditions; 6. As an 

adult, Pretty Shield would have experienced great loss when the U.S. government forbid Native 

Americans from performing sun-dance rituals. 


1. B; 2. D; 3. B; 4. A; 5. C; 6. T; 7. F; 8. F; 9. T 




Keeping the Thing Going While Things Are Stirring 

Build Background: Political Changes of the 1860s 

Reports should include a clear thesis; a logical chronology of events and explanation of their 

importance, causes, and effects; and a well-written introduction, body, and conclusion. 

Analyze Literature: Metaphors and Similes 

1. Sojourner Truth sees slavery as an ugly plant that has been partly killed by the passage of 

amendments granting freedom and suffrage to black men. She believes that the whole plant 

must be killed before “we will all be free.” 2. Oppression and injustice form a chain that holds 

back women. Truth sees her purpose in remaining on earth to be in eliminating these evils. 3. 

Truth compares the social and political attitudes that have “frozen” blacks and women in slavery 

to ice, which the changes brought by the Civil War have partially cracked. She wants to take 

advantage of this weakening of American racism to force further change. 4. Truth compares 

men first to slaveholders of women and then to riders who control their horses using reins. She 

points out that habit, custom, and duration of this attitude make it difficult for men to admit 

that women ought to be free. 


1. Black men will become like slavemasters to black women. 2. The impetus for correcting 

injustice and for making social change has not died down. 3. equal pay for equal work; the right 

to vote; legal rights in the courts; 4. D; 5. A; 6. B; 7. A 



103

The Destructive Male / Woman’s Right to Suffrage 


1. aggrandizement—n., the act of enhancing one’s position, wealth, or power; 

grandiloquence—n., lofty or bombastic in style, especially use of language; grandiose—adj., 

characterized by grandeur or absurd exaggeration; 2. franchise—n., special privilege granted 

to an individual or group; franchisee—n., person granted a franchise; frankly—adv., in a frank 

manner; 3. dictate—v., to speak or act domineeringly; diction—n., choice of words, vocal 

expression; indictable—adj., liable to be charged with an offense; 4. archaeology—n., scientific 

study of the remains of ancient civilizations; matriarch—n., woman who rules a family, group, 

or state; monarch—n., sovereign ruler of a kingdom or empire 

Build Background: The Women’s Suffrage Movement 

Dramatic writing should include accurate facts about the chosen subject’s life and show 

competency in constructing a plot, establishing a setting, and developing characters. The written 

product should use conventions for script and stage direction writing correctly. 

Analyze Literature: Style 

The Destructive Male: Sentence structure: complex, lengthy, highly descriptive; rolling and 

inspirational; Diction: emotionally loaded, flowery, negative adjectives for men; positive 

adjectives for women; Figures of speech: “mercy has veiled her face”; “statutes conflict with 

that higher law written by the finger of God on her own soul”; Organization: establish violent 

and destructive quality of male control; show distortion of female principal needed to survive; 

declare more moral world if women are equal; Woman’s Right to Suffrage: Sentence structure: 

complex, lengthy, highly rational and legalistic in turn of phrase; Diction: formal, historic, 

legalistic precise, rational; contrasts: republic/aristocracy; educated/ignorant; sovereigns/ 

subjects; Figures of speech: NA; Organization: establish meaning of wording of Constitution 

and legal definition of citizen; apply deductive reasoning to prove women have right to 

vote; Essays will vary but should contain paragraphs that contrast the differences in diction, 

sentences, and overall plan used by the two speakers. 


1. Women’s Suffrage; 2. election; 3. persons; 4. Stanton; 5. Anthony; 6. C; 7. D; 8. E; 9. F; 10. A; 

11. B 




The Emancipation of Women 

Build Background: Women’s Rights Around the World 

Essays should show evidence of thoughtful analysis of relevant data, include an introduction 

with a thesis, a body with several observations about world trends in women’s battle for rights, 

and a conclusion. 

Analyze Literature: Argument 

Argument: It is proper for women to use the rights granted to them by their government, but 

they must be educated to do so properly; Reasons: 1. Educated women can defend their rights in 

court rather than being taken advantage of. 2. Emancipation of women will strengthen society 

and the legal system because woman’s voice is humane and temperate. 3. Ignorant women often 

abuse the system, failing to live up to their family responsibilities using “weakness” as their 

excuse. 4. Saying women are only good for procreation wastes the potential of half the human 

race; Part 2: Paragraphs will vary but should show evidence that students have understood 

Echenique’s arguments and evaluated them logically and thoughtfully. 


1. C; 2. A; 3. A; 4. T; 5. F; 6. T; 7. T; 8. F; 9. T; 10. T 



105

The Story of an Hour 

Build Background: The Works of Kate Chopin 

Chart details for the second Chopin story will vary. Details for “The Story of an Hour” follow. 

Details of setting: late nineteenth century in a middle-class home; Themes: nature of grief, 

complexity of husband/wife relationship, strong desire for independent life; Subject matter: 

the inner life of a sensitive, intelligent woman restricted by marriage; Conflict: coming to 

terms with husband’s death, becoming self-aware about need for freedom; Description of 

main characters: husband Brently was good, kind man who needed to control his wife; wife 

Louise is young and fair but with a heart condition, passionate, inward, self-composed, selfaware; 

1. Possible answer: Chopin’s stories are set in the late nineteenth century, when the roles 

permitted to women were limited and their lives strictly controlled by patriarchal conventions. 

2. Possible answer: Chopin tended to explore the hidden aspects of women’s lives, exposing the 

contradictions in their relationships with husbands. 3. Possible answer: Conflicts are mostly 

inner, in which a woman wars with her desires and the traditional notions of what is permitted. 

Domestic events and issues trigger the rising action. 4. Possible answer: Protagonists are 

generally middle-class wives who have been married some years but are not yet middle aged. 

Antagonists are either males or society and its requirements for respectability. 

Analyze Literature: Plot and Protagonist 

1. Her sister and a friend of her husband tell Mrs. Mallard her husband is dead. We learn 

that Mrs. Mallard has heart trouble. 2. Mrs. Mallard expresses her grief and isolates herself in 

her bedroom. She begins to realize what widowhood means, and her excitement rises. 3. She 

realizes that she will be free, without restriction, and feels joy. 4. Louise Mallard emerges from 

the bedroom triumphantly, only to see her husband arrive home. 5. She falls dead. 6. She takes 

in the news immediately and weeps wildly. She shows that she loves her husband but at the 

same time that she is reality based. 7. She is young and pretty, calm and somewhat repressed, 

suggesting that she operates within the rules of society. 8. Her joy at realizing she will be free 

reveals that she has been unhappy being controlled by her husband’s will. Students may say 

this is a universal quality; everyone wants freedom to express his or her will. 9. Feeling selfactualized 

brings her feelings of joy and contentment, which suggests that she is emotionally 

strong and has a good self-concept.10. Chopin has revealed a strong-willed and emotionally 

stable woman who has resented but never resisted the iron control of patriarchy. 


1. A; 2. D; 3. B; 4. C; 5. A; 6. C; 7. C; 8. D; 9. B; 10. B 




from Songs of Gold Mountain 


1. encompass, v.; 2. deplorable, adj.; 3. deplore, v.; 4. encompassment, n.; 5. scarcely, adv.; 

6. compass, n.; 7. scarce, adj.; 8. deplorableness, n., 9. scarcity, n. 

Build Background: Chinese Americans in California 

Outlines will vary but should show understanding of proper outline format and logical 

subordination and organization of facts and ideas. You may wish to review outline formatting 

with students. 

Analyze Literature: Imagery 

1. “I burst out cheering”: sound; increases feeling of excitement and anticipation; shows hopes 

of Chinese immigrants; “captive in a wooden barrack”: touch; makes restricted feeling concrete; 

2. “my belongings wrapped in a bundle”: sight; gives concrete evidence of the humble origins 

of the men; “detained in a dark, crude, filthy room”: sight, smell, touch; suggests revulsion and 

shows circumstances opposite of what they expected; “not one restful breath of air”: touch, 

smell: suggests how close, crowded, and smelly the rooms were and adds sense of panic to 

depression; “a proud man bows his head low”: sight; vivid picture of humiliation; 3. “The 

Golden Gate firmly locked, without even a crack to crawl through”: touch; adds a feeling of 

helplessness at being immobilized; “how can we put on wings and fly past the barbarians?”: 

sight; increases feeling of frustration by contrasting the locked up helplessness of the men with 

the soaring of winged creatures; 4. “I am filled with rage”: touch; stresses the emotions of proud 

men at their humiliation 


1. C; 2. D; 3. A; 4. D; 5. the United States; 6. Angel Island; 7. allusion; 8. proud 



107

We Wear the Mask 

Build Vocabulary: Using Synonyms for Precise Connotations 

1. ruse; 2. stratagem; 3. duplicity; Part 2: 4. Sad: unhappy, filled with grief; Depressing; in 

low spirits, deeply saddened; regrettable: disappointing; pathetic: absurd;, pitiful; Students’ 

sentences will vary. 5. forbid: to not allow; prohibit: to not allow by regulation or law; inhibit: to 

restrict or discourage; restrain: to prevent from doing, to restrict; Students’ sentences will vary. 

Connecting with Literature: The Meaning of Masks 

Models and presentations should show understanding of the purpose of the original mask as 

well as of the culture from which it came. Creativity and ingenuity in making the model should 

also be considered. 

Analyze Literature: Alliteration, Assonance, Consonance 

1. We wear; The w sound is soft and rather woeful, like the mood of the speaker; 2. shades/pay; 

hides (combines with end rhymes lies and eyes); Long a and long i stretch out the words; long 

i mimics a wailing sound; 3. mouth with myriad; The m sound, also soft, can have a mournful 

effect on mood; 4. counting / our; The ou mimics a universal sound that communicates pain; 5. 

but, O great Christ; smile / Christ (combines with end rhyme cries); Final t is crisp and abrupt; 

long i suggests anguish; 6. Beneath our feet / dream; Long e sound is open and helps make the 

poem fluid; 7. A list of possible points for students to make is given. Rhyme scheme uses only 

the long i sound in combination with either final /s/ or /l/. Assonance is almost always long 

vowel sounds or open diphthong suggesting pain. Alliteration occurs with soft, fluid sounds. 

Sounds are used to suggest mournfulness and suffering. 


1. D; 2. A; 3. B; 4. B; 5. D; 6. B 




from Up from Slavery 

Build Background: Booker T. Washington 

Panel presentations should include accurate facts and comments that show thoughtful 

evaluation of various perspectives on the struggle for African American rights. Presentations 

should be well organized and show evidence of adequate practice and research. 


Possible explanations are shown. 

1. Accident connotes a neutral outcome rather than a deserved or undeserved one; it does not 

ascribe unhappiness to being born black or glee to being born white. 2. Obstacles is a general 

term for problems or physical challenges one must overcome. By avoiding loaded terms such 

as discrimination and racism, Washington steers clear of antagonizing white audiences from 

whom he needs support. 3. secure—Washington wants to make clear that the there was a strong 

possibility of not being recognized or of not keeping the recognition due; achieve suggests 

that one gains recognition through his or her own efforts, but the word does not connote 

the struggle to obtain and keep recognition. Gain does not indicate the individual’s efforts in 

obtaining recognition and does not imply the need to work to keep the recognition. 4 superior— 

Washington does not want to suggest that being white makes one privileged or a master—both 

those words smack of resentment at the injustice done to African Americans. Superior strikes 

just the right tone of undeserved praise. 5. A law is certain and enforceable for all—it is both 

weighty and worthy. A hypothesis is merely a good guess, and truism suggests something 

obvious and trivialized. 


1. janitor; 2. Tuskegee Institute; 3. work harder and perform his task better than a white youth; 

4. rights or individual worth; 5. Merit will ultimately be recognized and rewarded; 6. president; 

7. merit; 8. Hampton Normal Agricultural Institute; 9. coal miner; 10. Tuskegee Institute 



109

from The Souls of Black Folk 

Build Vocabulary: Abstract Nouns Made with -tion and -ment 

Possible definitions are shown. 1. accomplishment—something that has been completed or 

achieved; 2. aspiration—an ambition; thing hoped and striven for; 3. assertion—the act of 

stating or declaring forcefully; affirmation; 4. assimilation—the act or process of being absorbed 

into a system; 5. colonization –the act of establishing in colony form; 6. development—growth, 

expansion, or progress; 7. inspiration—motivation; that which encourages; 8. institution— 

organization or establishment; 9. judgment—way of thinking; opinion; 10. migration— 

relocation, resettlement 

Build Background: W. E. B. Du Bois 

Press releases should focus on a single event or accomplishment with factual accuracy and show 

adequate coverage by answering the 5 W and H questions about the event or accomplishment. 

Also evaluate writing for its grasp of correct manuscript format, grammar, mechanics, and 

punctuation. 

Analyze Literature: Parallel Structure and Style 

Possible explanations are shown. 1. It startled the nation to hear a Negro advocating such a 

program after many decades of bitter complaint; it startled and won the applause of the South; 

it interested and won the admiration of the North; and after a confused murmur of protest, it 

silenced if it did not convert the Negroes themselves. Repetition of it startled and then repetition 

of the subject-verb-direct object and prepositional phrase structure creates unity and rhythm. 

2. Honest and earnest criticism from those whose interests are most nearly touched—criticism 

of writers by readers, of government by those governed, of leaders by those led,—this is the 

soul of democracy.…Three prepositional phrases with the same structure (of ___ by ___) has a 

unifying and cumulative effect. 3. Such aspiration was especially voiced—in the earnest songs 

of Phyllis, in the martyrdom of Attacks, (in) the fighting of Salem and Poor, (in) the intellectual 

accomplishments of Banneker and Derham, and (in) the political demands of the Cuffes. By 

setting up the list of leaders using the same prepositional phrase structure (in the ___ of ___), 

both the accomplishments and the people are emphasized. 4. They do not expect that the free 

right to vote, to enjoy civic rights, and to be educated; will come in a moment. Three infinitive 

phrases establish the same verbal form to list essential rights, making them clear. 5. …but 

they are absolutely certain—that the way for a people to gain their reasonable rights is not by 

throwing them away and insisting that they do not want them; that the way for a people to gain 

respect is not by continually belittling and ridiculing themselves.…The structures of the two 

clauses echo one another (that the way for a people to gain ___ is not by), strengthening the 

argument. 


1. T; 2. F; 3. T; 4. F; 5. T; 6. A; 7. C; 8. D 




Booker T. and W. E. B. 

Build Background: The Civil Rights Struggle, 1865–1900 

Poems and artworks should show grasp of the significance of events regarding civil rights and 

use poetic or artistic devices effectively to communicate a theme and mood. You may wish to 

require students to submit their notes and rough drafts or sketches with their poem or artwork. 

Literary Elements: Diction 

Possible answers: (Booker T. phrases) “It shows a mighty lot of cheek”; suggests a folksy or 

dialect manner of speech; “Mister Charlie / Miss Anne”; suggests a slave sort of reference to 

white employers/masters; “Stick our nose inside a book”; suggests an attitude dismissive of 

African American intellect; “You folks have missed the boat”; suggests more “down-home” 

expressions and a “talking down” attitude; “Just keep your mouths shut”; uses monosyllables 

and suggests a harsh; submissive attitude, distasteful; (W. E. B. phrases) “If I should have the 

drive to seek / knowledge”; suggests educated, formal manner of speech; upbeat rhythms; “The 

right to cultivate the brain”; suggests rhythmic quality of speech; higher level of vocabulary; “For 

what can property avail / if dignity and justice fail?” suggests ringing oratory; understanding 

of legal, social, moral implications; “Trumped-up clause”; suggests more intelligent expression 

and an angry, confrontational attitude; “But as for me, I’ll be a man”; uses monosyllables and is 

strong and rhythmic; suggests someone proud and inspiring; Paragraphs will vary but should 

make reference to the contrasting language of the two men and their opposite attitudes and 

ideas of the proper role of African Americans in society. 


1. W. E. B.; 2. Booker T.; 3. W. E. B.; 4. W. E. B.; 5. Booker T.; 6. D; 7. B; 8. A 



111

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