Glencoe

iterature
The Reader’s Choice

Active Learning and

Note Taking Guide
American Literature

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 Acknowledgments
Grateful acknowledgment is given to authors, publishers, photographers, museums, and agents for
permission to reprint the following copyrighted material. Every effort has been made to determine
copyright owners. In case of any omissions, the Publisher will be pleased to make suitable ac-
knowledgments in future editions.

TIME © Time, Inc. TIME and the red border design are trademarks of TIME, Inc. used under
license.

Copyright © by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to
reproduce the material contained herein on the condition that such material be reproduced only for
classroom use; be provided to students, teachers, and families without charge; and be used solely in
conjunction with Glencoe Literature: The Reader’s Choice. Any other reproduction, for use or sale,
is prohibited without written permission from the publisher.

Send all inquiries to:

Glencoe/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027

ISBN-13: 9780078763571
ISBN-10: 0078763576

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 024-BA 12 11 10 09 08 07 06

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 Table of Contents
To Students and Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Douglas Fisher The Cornell Note Taking System . . . . . . . . . . . . . . . . . . . . .vii
How to Use This Book: Note Taking Lessons . . . . . . . . . . . . ix
Active Reading Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
How to Use This Book: Active Reading Lessons . . . . . . . . .xv

UNIT 1

Note Taking
Introductory Text: Early America (Beginnings–1800) . . . . . . 1

Part 1 Note Taking

Literary History: Native American Mythology. . . . . . . . . . . 19

Active Reading
N. Scott Momaday Cultural Perspective on “How the World Was Made”:
The Way to Rainy Mountain . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Part 2 Note Taking

Literary History: The Rhetoric of Revolution . . . . . . . . . . . . 32

Active Reading
David McCullough Historical Perspective on John Adams:
from John Adams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

UNIT 2

Note Taking
Introductory Text: American Romanticism (1800–1860) . . . 45

Part 1 Note Taking

Literary History: The Fireside Poets . . . . . . . . . . . . . . . . . . . . 65

Part 2 Note Taking

Literary History: The First American Short Stories . . . . . . . 69

Active Reading
Nathaniel Philbrick Historical Perspective on Moby-Dick:
from In the Heart of the Sea . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

TA B L E OF CON TEN TS iii

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 UNIT 3

Note Taking
Introductory Text: The Civil War Era (1850–1880) . . . . . . . . 80

Part 1 Note Taking

Literary History: Slave Narratives, Civil War Memoirs,
Letters, and Diaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Part 2 Active Reading

Garry Wills Historical Perspective on “The Gettysburg Address”:
Lincoln at Gettysburg: The Words That Remade America . . . 101

Part 3 Active Reading

Justin Kaplan Historical Perspective on Walt Whitman:
from Walt Whitman: A Life . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Active Reading
Billy Collins Historical Perspective on Emily Dickinson:
from “Emily Dickinson: An Introduction” . . . . . . . . . . . . . . . 118

UNIT 4

Note Taking
Introductory Text: Regionalism and Realism
(1880–1910) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

Part 1 Note Taking

Literary History: The Rise of Local Color Fiction . . . . . . . . 142

Part 2 Note Taking

Literary History: The Two Faces of Urban America . . . . . . 146

Active Reading
Barry Lopez Geographic Perspective on “To Build a Fire”:
from Arctic Dreams: Imagination and Desire in a
Northern Landscape . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150

UNIT 5

Note Taking
Introductory Text: Beginnings of the Modern Age
(1910–1930s) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

Part 1 Note Taking

Literary History: Symbolist and Imagist Poetry . . . . . . . . . 182

iv TA B L E O F CO N T E N T S

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 Active Reading
President Political Perspective on Robert Frost:
John F. Kennedy “Remarks at Amherst College”. . . . . . . . . . . . . . . . . . . . . . . . . . 186

Part 2 Note Taking

Literary History: The Modern American Short Story . . . . 194

Active Reading
James L. W. West III Biographical Perspective on “Winter Dreams”:
from The Perfect Hour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198

UNIT 6

Note Taking
Introductory Text: From Depression to Cold War
(1930s–1960s) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206

Part 1 Active Reading

Erskine Caldwell Historical Perspective on Black Boy:
and Margaret from You Have Seen Their Faces . . . . . . . . . . . . . . . . . . . . . . . . . 224
Bourke-White

Part 2 Note Taking

Literary History: Cultural Rebels: Writers of the
Beat Generation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231

Note Taking
Literary History: Modern American Drama . . . . . . . . . . . . 235

UNIT 7

Note Taking
Introductory Text: Into the 21st Century
(1960s–Present) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239

Part 1 Active Reading

Maya Lin Artistic Perspective on the Vietnam War:
“Proposal for the Vietnam Veterans Memorial” . . . . . . . . . . . 258

Part 2 Active Reading

Rachel Carson Scientific Perspective on “The War Against the Trees”:
from Silent Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264

Part 3 Note Taking

Literary History: From Comic Strips to Graphic Novels . . 269

TA B L E OF CON TEN TS v

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 To Students and Parents
Welcome to the Active Learning and Note Taking Guide. This portable book is
designed for you to write in. It is interactive: the book prompts, and you
respond. The Guide encourages, questions, provides space for notes, and
invites you to jot down your thoughts and ideas. You can use it to circle
and underline words and phrases you think are important, and to write
questions that will guide your reading. Also, the Guide provides more
support in earlier lessons than in later ones to reflect your growing skill
development.
The Active Learning and Note Taking Guide helps you develop skills for
reading informational text—skills such as identifying main ideas,
previewing, sequencing, and recognizing organizational patterns in text.
Informational text is nonfiction. It presents facts, explanations, and
opinions, and is often accompanied by charts, diagrams, and other
graphics that make information easier to grasp. Among the types of
interesting and challenging texts in this Guide, you’ll find:
• Biographical sketches
• Memoirs
• Literary history
• Criticism
• Surveys
• Award-winning nonfiction book excerpts
• Primary source documents
• High-interest articles from TIME magazine
The Active Learning and Note Taking Guide helps you study the background
articles found in the Unit and Part Introductions of your textbook, Glencoe
Literature: The Reader’s Choice. The Guide includes two types of lessons:
• Note Taking on Informational Text Lessons present a tried-and-
true method of note taking—called The Cornell Note Taking
System—along with prompts to help you preview, record, reduce,
and summarize the introductory articles in your textbook. Using
the book will help you learn this valuable note-taking method, so
you can make your own Cornell notes whenever you study.
• Active Reading of Informational Text Lessons are lessons based
on the Perspectives and TIME magazine articles in your anthology.
In this part of the book, you’ll practice identifying important
passages, writing paragraphs, and completing graphic
organizers—all tools that expert readers use to help them
comprehend informational texts.
Note to Parents and Guardians: Ask your students to show you their
work periodically, and explain how it helps them study. You might want to
talk to them about how the skills they are learning cross over to other
subjects.

vi TO STU D E N T S A N D PA R E N T S

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 The Cornell Note Taking System
By Douglas Fisher, Ph.D.
Are you secretly asking yourself, “Do I really have to take notes?” Are you
wondering what you will write down and how you’ll know if you’re
doing a good job of taking notes? If you are, don’t worry. The note-taking
lessons in this book will guide you to take good notes that will help you
remember what you read. These lessons are based on the Cornell Note
Taking System.

Note Taking and Active Learning

The ability to take notes can make a difference in your life. Research shows
that students who take good notes perform better on tests, and note-taking
skills are crucial if you plan to attend college. They are also important in a
variety of jobs and careers. Notes provide an opportunity to put what you
read into your own words. You can organize your notes in ways that will
help you understand them, including creating diagrams and graphic
organizers. When you take notes you become more actively engaged in
what you read by constantly looking for main ideas, supporting details,
and key relationships. Having a process for taking notes is particularly
useful in understanding informational text—nonfiction that presents facts,
explanations, and opinions.

Previewing the Note Taking Steps

The note-taking pages in this book are divided in two columns, one wide
and one narrow. This format provides a way to organize your thinking. It
is based on the Cornell Note Taking System, first developed at Cornell
University to help students take more effective notes. The following list
previews the steps of the Cornell Note Taking System. You’ll use this
system as you complete the note-taking lessons, in which you’ll be taking
notes on Unit Introductions, Part Introductions, and Literary Histories in
your textbook, Glencoe Literature, The Reader’s Choice.
Record First, you will Record notes in the right (wide) column as you
read. Your notes will take a variety of forms, including summaries,
bulleted lists, and graphic organizers. They will help you understand what
you read and will be useful later on when you need to write an essay, read
a literary selection, or study for a test.
Reduce Once you’ve taken notes in the Record column, you will Reduce
your notes into key words, phrases, and questions in the left (narrow)
column. This step will help you clarify meaning, find information within
your notes, and trigger your memory when you study.
Recap At the end of significant parts of a Unit Introduction, such as a
Genre Focus, you will use the bottom portion of the page to Recap what
you’ve learned. This step helps strengthen your grasp of what you just
read before you move on to the next part.

TH E COR N E L L NOTE TAKI N G SYSTEM vii

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 At the end of each lesson there’s space to Summarize your notes, often by
using a graphic organizer. You will also Apply your notes by taking a brief
test.
Recite To increase your ability to recall your notes, you will cover the
Record column and Recite—or read aloud—the facts and ideas in your
notes by using the key words, phrases, and questions in the Reduce
column as cues. Check to see how well you can Recite the information in
your Record column from memory.
Reflect After you complete the Recite step, you will Reflect on your notes.
Consider how your notes relate to what you already know, your other
classes, and your life experiences.
Review Finally, you will Review your notes periodically. By following the
Cornell Note Taking System you will produce valuable notes that you can
refer to when you study or write.

Developing Your Note Taking Habits

Learning to take efficient notes can be hard work. One motivation to
improve this skill is that good note takers do better in school. They
remember more and can use that knowledge in a variety of ways. In
addition, good note takers develop habits that they can use later in their
life—whether during a job-related meeting or a lecture in a college class.
Once you’re able to complete the lessons in this book, you’ll be able to use
the Cornell Note Taking System when you read other books, listen to a
lecture in class, attend a meeting, or even as you watch a film.

viii T H E CO R N EL L N OT E TA K I N G SYST E M

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 How To Use This Book:
Note Taking Lessons
The note taking lessons lead you through the process of taking Cornell
notes on the Unit Introductions, Part Introductions, and Literary Histories
in your textbook, Glencoe Literature: The Reader’s Choice. You’ll be learning
to record important information in your own words, to reduce it to key
words that will help you remember your notes, and to apply your notes as
you read the literature in your textbook. You’ll also learn to recognize
patterns of organization in informational text, use graphic organizers to
take notes, and write summaries to help you remember what you read.
Not only will you have a record of the ideas about the historical contexts
and literary movements in which the authors wrote, but you will also be
learning a note taking skill you can use in all your classes.

Preview Record
This text helps you know what to expect as you read. In this column you’ll be
identifying main ideas
and relationships,
Unit 2 Informational Text creating diagrams,
Reduce Introductory Text: Nonfiction graphing information,
Prompts such as Any
Looking Ahead (p. 299)
and making outlines,
Questions?, To the Preview
among other skills. Use
Point, and My View
• What is nonfiction? This introduction prepares you for the nonfiction you will read
in a unit of your textbook. It distinguishes nonfiction as a
the prompts to take
• What types of literature

provide cues to help you

are nonfiction?
• Why might you want to
literary form and explains its value. It describes the elements
within nonfiction that create meaning. It also offers notes that follow the
suggestions on how to read nonfiction.

process and remember

read it?
As you read the introduction, use the Cornell Note Taking System
to record important points and remember what you have read.
organizational pattern of
information as you read. Reduce Record
the text.
TO THE POINT Write key words. ➥ What are some of the characteristics of nonfiction?

To the Point Unit 2 Informational Text

These cues help you Preview

Introductory Text: Nonfiction
➥ Literary Analysis
condense your notes What are the Big Ideas of this unit? (p. 303)

into key words to help Reduce Record

➥
jog your memory later ANY QUESTIONS? Use them to
organize your notes. Ask,
What is Alvarez’s thesis? Can you show her thesis and
supporting details in an argument chart? One of them has been filled
Who?, What?, Where?, in for you.
on. When?, How? Then briefly
➥ Which literary elements will you learn about
answer some
in this or all
unit? Oneof those
Thesis: Alvarez and writers like her are forging a new
tradition.
has been written for you. questions.
Who?: Alvarez • Supporting Detail: Alvarez and others met at Bread
Autobiography and Biography
What?: found her voice Loaf to discuss their work.
Where?: Bread Loaf Use Charts and Other
• Supporting Detail: Alvarez and others do not want to be
caged in a definition of their style.
When?: in the ’80s
How?: by meeting other Graphic Organizers
• Supporting Detail: Alvarez finds comfort and aid in
her “comunidad” of writers.
writers
Complete or create charts
40 U N IT 2 NONF ICTION MY VIEW What might be
another good name for this and other organizers to track
essay? Why?
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5/23/06

the subject of the

information and to develop
Recap essay. a strong study skill.
You’ll review your notes every few pages and then recap Recap
➥
the main ideas. Your recaps, then, become a tool for Review your notes on the Literary Analysis. Then sum up this section using
a thinking tree. Some of it has been filled in for you.

both writing a summary at the end and applying your Autobiography Personal Essay Persuasive Essay

notes as you read the selections in your textbook.

first-person memory informal argument thesis

44 U N IT 2 NONFICTION

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HOW TO U S E TH I S BOOK : NOTE TA KI N G LESSON S ix

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 My View U nit 5 Informational Text

Active readers respond Introductory Text: Legends and Myths

Literary Analysis
personally to texts. These (p. 962)

notes suggest ways you Reduce Record

can respond to what you MY VIEW Why do you think

modern-day people study
How is The Journey of Gilgamesh an epic?
➥ Why is The Journey of Gilgamesh a valued epic? On whom is
ancient stories?
read and help you it based?
The Journey of Gilgamesh is a valued epic because it

remember it. may be one of the oldest known stories ever to be

written down. It is based on a historical Babylonian
king.

ANY QUESTIONS? Remember to ➥ What qualities make Gilgamesh a typical epic hero?
apply what you learned on
He is proud, beautiful, and ambitious, and he loves to
previous pages to what you are
learn about life.
Any Questions? currently reading. Here is an
example: “What is Gilgamesh’s

Notice how this note quest?”

helps you write ➥ What is one reason Gilgamesh is a typical character of a myth or
epic?
questions that give you a He is descended from the gods.

focus when you study.

You’ll read to find the
answers to your ➥ Where does Gilgamesh travel?
He travels beyond Mount Mashu to find Uta-Napishtim.
questions.

Un it 2

148 Introductory Informational

Text
Text: Nonficti
UNIT 5 L E GE N DS AN D MYTHS

on
EN_ALNTG_10_u5_p145-177.indd 148 Summarize 6/14/06 12:45:30 PM

➥ Review your note

information and s on this introdu
identify key char ction. Then use
An example has acteristics of the the classificatio
different types n chart on this
been provided page to sort
for you. of nonfiction you
learned about.

Nonfiction

Autobiography
Summarize and Biography Informal essays
Formal Essays
Here you’ll find varied activities, including graphic
Autobiography
organizers, to polish your skill of summarizing. • story of a
: Personal Essays
Expository Essa
person’s life • often first ys
person • meant to exp
• first person lain
• shares or inform
experiences • often use
evidence or
Biography logic to support
• story of a
person’s life
• third person
Persuasive Essa
ys
or Speeches
• contain
arguments
Text • may appeal
Informational
to emotion,
Un it 2 logic, or both
on
Text: Nonficti
Introductory

Apply Apply
Multiple Choic
e
Matching
Choose the opti
on that best mat
ches each
following below.
answer for the nonfiction type
Get double-duty from your notes Choose the best
questions.
48 U N IT 2 NON
FICT ION y _____ B.
3. personal essa
ficti on is “On
as you review the introduction and 1. What type
of non
Becoming a Wri
ter”? C.
OL_AL NTG_9_u2_p0
40-077.indd
4. persuasive
speech _____
_____ E.
D.

5. biography
48
A. letter
also practice test-taking skills. B. speech 6. argumen t ___ __ A.
y hy _____ C.
C. personal essa 7. autobiograp
5/23/06 12:05:5

Recite your notes, Reflect on

7 PM
ence
A. relies on evid
D. news article
B. info rmal
them, and Review them. Add to E. biography
purpose of a
persuasive C. based on
writer’s mem
ory

2. What is the tional appeals

D. includes emo
your notes as you learn more essay? D.
A. to entertai
n E. explores ano
ther pers on’s life

onal experience
about the ideas in your textbook. B. to share pers
C. to recount
events in a pers
on’s life
ons
ce ideas or acti
D. to influen
E. to inform

r
Short Answe oming a Writer”
?
writ ing tradition.
is of “On Bec creating a new
other writers are
thes
8. What is the
t Alvarez and
The thesis is tha
erent?
y alike and diff uses on a
personal essa sonal essay foc
biography and life, while a per
9. How are auto
tell s the stor y of an entire
Autobiography erie nce .
re an exp
small part to sha fiction? purpose.
es you learned
for reading non tifying author’s
some strategi fiction by iden
10. What are nt types of non
ned to dist inguish differe
I lear
ite your
duction? Rec
l in this intro of
and the materia a quick review
er and underst your notes for the
can you better rememb them . You can also use
As you lear n more about
How Review .
s, Refl ect on them, and are feat ured in this unit
note ents that
or literary elem
the Big Ideas your notes. FIC TIO N
49
unit, add to U N IT 2 NON
ideas in the

7 PM
5/23/06 12:05:5

.indd 49
_u2_p040-077
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x H OW TO U S E T H I S B O O K : N OT E TA K I NG L E S SON S

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 Active Reading Skills
Active reading is smart reading. When you read actively, you don’t just let
your eyes roll across the text and turn the page when you get to the
bottom. When you read actively, you pause, reflect, ask yourself questions,
and use many skills that help you understand what you read. Active
reading is a part of active learning. The more you refer to the chart, the
more these active reading strategies will become a natural part of the way
you read.

Skill/Strategy

What Is It? Why It’s Important How to Do It

Preview Previewing lets you Look at the title,

Previewing is looking begin to see what you illustrations, headings,
over a selection before already know and captions, and
you read. what you’ll need to graphics.
know. It helps you set
Look at how ideas are
a purpose for reading.
organized.
Ask questions about
the text.

Predict Predicting gives you a Guess at what will be

Predicting is taking an reason to read. You included in the text by
educated guess about want to find out if combining what you
what will happen in a your prediction is already know about
selection. verified in the an author or subject
selection. As you read, with what you
adjust or change your learned in your
prediction if it doesn’t preview.
fit what you learn.

ACTIVE R EAD I N G SKI LLS xi

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 What Is It? Why It’s Important How to Do It

Activate Prior Activating prior Pause and recall your

Knowledge knowledge draws on knowledge and
You have knowledge your own resources feelings about a topic.
from your own and helps you get the Ask yourself
experiences and from “I can do this” feeling. questions such as
what you have read It also helps you these: How does this
or learned in the past. connect new ideas fit my understanding?
That can help you and information to Does it agree with
understand what you what you already what I know? What
are reading. When know. part of this do I
you activate this prior recognize?
knowledge, you tap
into it.

Question When you ask Have a running

Questioning is asking questions as you read, conversation with
yourself whether you’re reading yourself as you read.
information in a strategically. As you Keep asking questions
selection is important. answer your such as these: Is this
Questioning is also questions, you’re idea important? Why?
regularly asking making sure that Do I understand what
yourself whether you’ll get the main this is about? Might
you’ve understood ideas of a text. this information be on
what you’ve read. a test later?

Visualize Visualizing is one of Carefully read how a

Visualizing is the best ways to writer describes a
picturing a writer’s understand and person, place, or
ideas or descriptions remember information thing. Ask yourself
in your mind’s eye. in fiction, nonfiction, questions such as
and informational these: What would
text. this look like? Can I
see how these steps or
events proceed?

Monitor The whole point of Keep asking yourself

Comprehension reading is to questions about main
Monitoring your understand a piece of ideas, people, and
comprehension means text. When you don’t events. When you
thinking about understand a can’t answer a
whether you’re selection, you’re not question, review, read
understanding what really reading it. more slowly, or ask
you’re reading. someone to help you.

xii AC T I V E R EA D I N G S K I L L S

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 What Is It? Why It’s Important How to Do It

Respond When you react in a As you read, think

Responding is telling personal way to what about how you feel
what you like, dislike, you read, you’ll enjoy about the information
find surprising, or a selection more and or ideas in a selection.
find interesting in a remember it better. What’s your reaction?
selection. Are you astonished?
Pleased? Disgusted?
Motivated to do
something? What
grabs your attention
as you read?

Connect You’ll get into your Ask yourself

Connecting means reading and recall questions such as
linking what you read information and ideas these: Do I know
to events in your own better by connecting someone like this?
life, to contemporary events, emotions, Have I ever felt this
issues, or to other ideas, and characters way? How is this like
selections you’ve read. to your own life and something I’ve heard
world. about? What else have
I read that is like this
selection?

Review Reviewing is Filling in a graphic

Reviewing is going especially important organizer, such as a
back over what when you have new chart or a diagram, as
you’ve read to ideas and a lot of you read helps you
remember what’s information to organize information.
important and to remember. These study aids will
organize ideas so help you review later.
you’ll recall them
later.

Interpret Every reader Think about what you

Interpreting is when constructs meaning on already know about
you use your own the basis of what he yourself and the
understanding of the or she understands world. Ask yourself
world to decide what about the world. questions such as
the events or ideas in Finding meaning as these: What is the
a selection mean. you read is all about author really trying to
you interacting with say here? What larger
the text. idea might these
events be about?

ACTIVE R E AD I N G SKI LLS xiii

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 What Is It? Why It’s Important How to Do It

Analyze Analyzing helps you To analyze any piece

Analyzing is looking look critically at a of writing, look
at separate parts of a piece of writing. carefully at its parts.
selection in order to When you analyze a Where does the
understand the entire selection, you’ll introduction end?
selection. discover its theme or Find the parts that
message, and you’ll make up the middle.
learn the author’s Recognize the ending.
purpose for writing. Identify the main
Your analysis becomes idea, and supporting
a tool for your details. Examine each
evaluation of the text. step in a process or
each event that leads
to an outcome.

Evaluate Evaluating helps you As you read, ask

Evaluating is making become a wise reader. yourself questions
a judgment or For example, when such as these: Is this
forming an opinion you judge whether an realistic and
about something you author is qualified to believable? Is this
read. Is the text speak about a topic or author qualified to
reliable? Accurate? whether the author’s write on this subject?
Persuasive? The points make sense, Is this author biased?
answers to such you can avoid being Does this author
questions are misled by what you present opinions as
examples of read. facts?
judgments.

xiv AC T I V E R E A D I N G SK I L L S

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 How To Use This Book:
Active Reading Lessons
The notes and features in the active reading lessons will direct you
through the process of reading and making meaning from each selection.
As you use these notes and features, you’ll be practicing and mastering the
skills and strategies that good readers use whenever they read.

Get Set to Read

Building Background
Read to learn about the author and the cultural and
historical events that shaped the selection. Building
Background will help you become a more
knowledgeable reader.
Literary Element
Learn about a literary
Informational Text element important to
B E F O R E YO U R EA D
this selection before you
T H E DRU MS OF WA SH I NGTON Literary Element Parallelism
begin reading.
Parallelism is a rhetorical device in which a series of
Setting Purposes for Building Background words, phrases, or sentences have similar grammatical
In 1961 John F. Kennedy became the youngest person form. Parallelism emphasizes the items that are
Reading elected president of the United States. Known for his arranged in similar structures.
charisma, vision, and diplomacy, Kennedy managed to
What will you learn from make progress in foreign and domestic policy despite
Dreams and Reality
reading the selection? crises abroad. During Kennedy’s presidency, Arthur M.
Big Idea
Reality can intrude upon the dreams of a person, a
Big Idea
Schlesinger, Jr., served as his adviser and later as a

This feature will help you special assistant for Latin American affairs. His study of nation, or the world. What people do with their dreams
in the face of harsh realities reveals much about who
Read about one of
the Kennedy administration, A Thousand Days, John F.

connect your own Kennedy in the White House, won the Pulitzer Prize. In they are. the Big Ideas from
this selection from that book, Schlesinger explores the
experiences to the grief that overwhelmed the world after President Vocabulary
your textbook to
Kennedy’s assassination on November 22, 1963.
selection. It will also help Read the definitions of these words from A Thousand better understand
Days. When you come across an unfamiliar word, you
Setting Purposes for Reading how each selection
you determine your Experiencing a loss is never easy, but it can be
can often break it down into parts—prefix, root, and
suffix—for clues to its meaning.

reasons for reading.

particularly difficult to deal with if it seems unjustified.
amiable (ā
mē ə bəl ) adj. good-natured; sociable; relates to a broader
Before you read, discuss the following questions with a
p. 34 The man’s amiable personality made him a town
partner:
favorite. historical or literary
• Have you ever experienced a personal loss? What
incomprehensible (in´ kom pri hen
sə bəl ) adj. topic.
helped you accept that loss and move on?
incapable of being understood; unknowable; p. 34 Dan
• How do people accept a loss that they feel is
found his neighbor’s speech nearly incomprehensible due to
unjustified?
her thick accent.
Read the selection to learn more about how
incredulously (in krej
ə ləs le¯ ) adv. disbelievingly;
Schlesinger dealt with the news that the President had
skeptically; p. 35 When the judge awarded the boy the
been assassinated.
prize, he just stared at her incredulously.
Reading Strategy Reading Strategy Recognizing Bias imperishable (im per
i shə bəl ) adj. unable to die;
immortal; p. 38 Although Lincoln has died, his ideas are
This feature will improve When you recognize bias, you determine if an author imperishable.
has an inclination toward a certain opinion or position
your understanding of on a topic, possibly stemming from prejudice.
inaugural (in ô
yer əl ) n. a speech made by the
President of the United States at his or her
the reading strategies Active Reading Focus Summarizing
inauguration; p. 38 The President finished his inaugural
address to loud applause.
taught in your textbook. When you summarize, you state the main ideas of a
selection or passage in your own words in a logical
sequence. Keep in mind that the summary will always
be shorter than the passage, as it includes only the
Vocabulary
main ideas.
Here you’ll preview the
selection vocabulary
words and vocabulary
Active Reading Focus skill. Each word is
Active reading strategies improve
32 U N I T your
1 , PA RT 3 T H E D R U M S O F WA S H I N G T O N highlighted and defined
ability to comprehend and appreciate again in the selection.
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HOW TO U S E TH I S BOOK : ACTIVE R E A DI N G LESSON S xv

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 Read, Respond, Interpret
Text
Informational
Cross-Curricular Link
Informational
Text
You bring all that you know to
Focus

s of WashiJr.ng
The DrumM.
ton Active Reading
the main ideas
Summarize State your own words.
in a the reading task. Often,
Schlesinger logical sequence
in
Arthur
n to New York
with Katharin
e
before, for
Schlesinger was
in New York with
Cross-Curricu
lar Link
information learned in other
ning I had flow three months he learned that
On Friday mor boats are taki
Graham ,1 whose husband

a luncheon with
the editors of
Philip had died
her magazin
Cambridge for
e New swee k. Kenneth
the occasion.
We
friends when
President Kenn
edy was assassina
ted.
news,
History Early
were met with
until 1946 that
efforts to slow
resistance. It wasn
whaling
’t
by trapdoors school subjects can help you
ng care not to
in shrimp nets
kill albatrosses.
so they can esca
Turtles are bein
g saved
d of dn’t believe the whaling nations pe.
come down from an amiable moo At first he coul created the Inter
understand literature.
2
Galbraith had re luncheon in n a young
national Whaling Joining Togethe
ing drinks befo relaxation whe Kennedy had Commission to r to Help the
were still sipp ale gam e ely, “I given the trials At the time it
regulate the indu
stry.
The oceans’ futu Seas
e-Harvard-Y , a little tentativ life, but then he
was created, this re depends mos
Friday-before-th room and said endured in his commission reco cooperation. t of all on inte
ves entered the w that the mmended a Working thro
ugh the U.N., rnational
man in shirtslee you should kno decrease in the outlawed gian the world’s nati
y to brea k in, but I think s.” For a flash one realized it was
true.
harvested each
number of wha
les fish in them are
t drift nets. Oth
er treaties to ons have
am sorr head in Texa w it year. However protect the seas
been shot in the stly office joke
. Then we kne because the com , in the works, and the
President has mission was not enthusiastic abo though not all
some sort of gha nd the nearest given the abilit ut signing them nations are
thought this was desperately arou y to
who violated this punish people
relies heavily . Among top
fishing nations,
and huddled The minutes on seafood and
could not be con fuse d and appalling. hosp ital. whaling was left
recommendat
ion, toward the ocea
n. It has disagree
yet is exceptio
nall y disrespectfu
Japan
television. Eve
rything was s came from the largely unaffecte catches of sou d with internat l
nsible bulletin felt Then, in 1986 d.
Selection Marking dragged alon
Sudden ly an
g. Incomprehe
insa ne surge of con
viction flowed
ived the Solo
mon
through me: I
Islan ds3 and so muc
it,
h whaling nations,
exceptions (incl
, nearly all of the
with some
udin
phony justifica
Commission’s
thern bluefin
tion for hunting
tuna and used
whales in the
ional limits on
“scientific rese
International
arch” as a
who had surv d it, enhanced to close the indu g Japan), agreed
Antarctic San
ctua Wh aling
Parts of the text are that the man d life, embodie had ck stry down. Wha ways, Japan wou ry. A world lead
ny, who so love shadow as he ✔ Reading Che might Japan have t ld greatly imp er in so many
illness and ago
4
ld escape the singer when to to heal the seas rove its moral
sibly die now . He wou
irrevocab le wor d.
Where was Schle assassination a stop to the wha gain by bringing . position by help
could not pos ing
we received the ham’s edy’s
ling industry? A good place
immediately Katharine Gra news of Kenn
marked. In the margin of
to start that hea
before. Almost and I were on futu re with ling wou ld
ents Galbraith ney of one’s reached him? more food and be to give alba
In a few mom the saddest jour marine-pollutio less plastic tras trosses a
nd for Was hington. It was emp tine ss mingled He was in New
York City. n treaty makes
dumping plas
h to swallow.
A U.N.
plane bou , policing at sea
each page are questions life. Bitternes
inextricably in
s, shame, ang
one’s mind. Wh
uish, disbelief
en I stumbled
, almost blindly,
was Franklin
D.
into
to carry up-to-da
is impractical.
te equipment
Nonetheless,
for handling
tics illegal, but
ships could be
required
I encountered liquid waste garbage and
the first person se that might othe
that help you think about the East Wing,
Roosevelt Jr.
In a short time
Andrews Fiel
I wen t
d to await the
with my White Hou
return of Air
Forc One
k, McNamara,
e
5
Vocabulary Prac
Routine discharg
We should exp
es put more oil
and our idea
rwise be dum
ped into the wat
into the sea than
storing
er.
major spills.
colleagues to ting in the dus of an ocean free-for of zon ing from land
and understand the
tice
s. A sma ll crowd was wai and sud den ly looking very -all, we should to sea. Instead
from Texa with traps and mark some area
riman, haggard Context clues
6
silen t, Har edu lous ly as the can also be exam hooks and line s for fish ing only
Vocabulary
stunned and s, and others
We watched incr al of the unfamilia ples As we’ve seen as wildlife sanc
n everywhere. taken to the Nav r word. What exam with once rich
marked text.
tuaries.
old, desolatio of the plane and . My of zoning does ple some areas clos cod grounds,
if we don’t decl
fully lifted out in Georgetown the author give ed by foresigh are
casket was care t to my house pened to
this paragraph in by collapse. The t, they will decl
esda. Later I wen to help us unde are
Hospital at Beth
weeping dau
ghter Christin
a said , “Da ddy
of country we
, what has hap
have, I don’t
want to
on their way
what this word
means?
rstand minds the sea
coloring in that
These notes will help you
map of the land
is still the blan
has many colo
k space betw
themselves clos
rs, while in mos
een continents. t
ed

If this is the kind were already

blue expanse Let’s start
our country? the sea. and map a mor
live here any
mor e.” The
ege to Washing
older children
ton.
, including
Vocabula ry
ə bəl ) adj. good
-
Four centurie apply vocabulary skills and
s ago, poet John
e sensible futu
re for
back from coll r and publisher
of news media amiable (ā
mē
island entire
to himself. On Donne wrote
that no man is

Reading Check 1. Katharine

the Wash
Graham (1917
ington Post.
–2001) was an

) is an econo
owne

mist who served as an amba

ssador to India
and natured; sociable
incomprehens
ible ( in´ kom pri
g
toothbrush taug
is trul y mor
figure out the meanings of
ht me that no
e: less trash, less
Midway an alba
islan d is an
tross gagging
island. In the
on a
an

aith (1908–
incapable of bein habitat destruct oceans, less
2. Kenneth Galbr istration. edy was fish now will

Each time you encounter a Reading

an adviser during
3. Schlesinge
the Kennedy admin
r is referring to
d while comm
Kennedy’s servic
anding a patrol
e in the U.S. Navy.
torpedo boat that
In 1943 Kenn
was sunk by a
Japanese hen
sə bəl ) adj.
understood; unkn
owable
krej
ə lə s lē)
adv.
The oceans mak
spans nutrition
unfamiliar words.
mean more food
e our planet hab
later on for both
itable, and the
ion, and catching
people and wild
fewer
life.
seriously injure in the South Pacific. dulo usly (in al, clim wea lth
Solomon Island
s
on’s disease. incre atological, biol of oceans
destroyer in the referring is Addis from 1961 to
1968.
ngly ; skep tically emotional, and ogical, aestheti
r is se lievi ethi
Check, your comprehension of the disbe c, spiritual,
singe of Defen cal areas. Like
to which Schle U.S. Secretary
4. The illness ) served as the Far Eastern affairs more than the the albatross,
mara (1916– ant secretary for 33 seas need us. we need the seas
5. Robert S. McNa d as the assist N
an (1891 –1986) serve MS OF WAS HIN GTO to reap all Will we underst
6. W. Averell
Harrim T 3 THE DRU Vocabulary the riches that and this well
1963. U N IT 1, PAR compassion cou a little restrain enough
selection will be tested. This feature from 1961 to
habitable (hab
for 10:02:1
5/25/06 livin1gAM
in

ə tə bal) adj.
suitable
— Updated 2005
Spring 2000
ld bring?
, from TIME,
t, cooperation,

Special Earth
and

Day Issue,
will prompt you to stop and make .indd 33
28 U N IT 1, PAR
T 2 CRY OF THE
ANC IEN T
MA RIN ER
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sure that you understand what you

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2 PM

Show What You Know

Vocabulary Practice
Informational Text
A F T E R YOU R E A D Here you’ll learn more
Graphic Organizer
about the vocabulary
To distinguish between the main ideas and the details
of a selection, create a main idea-and-details organizer.
skill introduced on the
Informational
Text
Fill in the organizer with information from “The Drums
of Washington.”
• Why did the even
The outpouring
ts occur?
Vocabulary Prac
Before You Read
of grief was due tice
to the
Graphic Organizer
Main Idea:
President Kennedy’s assassination was not only a personal loss but one felt by nations,
assassination,
the assassinatio
although the rea
son for
Understanding
different parts
Word Parts Word page. Every
s are made up
n is not explain . There are three of
ed prefixes, roots main word parts
leaders, and ordinary people all over the world.
Every lesson includes
Detail: a graphic Detail: Detail: •
in the selectio
How were the
n.
•
, and suffixes.
A root is the mos
t basic part of
Vocabulary Practice
:

events important example, the word a word. For

organizer to fill Schlesinger

in to
friends
and other close American leaders,
improve
and family were politicians, students, and
World leaders from Ireland,
Great Britain, the Soviet
The internation
respect reveal
?
al grief and wor
ds of
courageous.
courage is the
will test your
root of the word

that Kennedy
was a
• A prefix is a word
shocked by the news of children mourned Kennedy’s Union, Cambodia, Guinea,
knowledge of the
part that can be
strong, noble lead beginnings of added to the
your understanding of theand death.
Kennedy’s assassination,
they personally grieved.
Uganda, and elsewhere
publicly mourned Kennedy’s
and loss were
er whose influen
felt worldwide.
ce “again.” When
becomes resta
other words. The
added to the
prefix re- can
word state, the
mean
word

selection. death. Reading Stra

tegy
• A suffix is a word
ends of other
te and means
to “state again
part that can be
words. The suffix
.”
added to the
selection vocabulary.
Recognizing can be added -ness, for exam
Bias In Judith to the ends of ple,
“American Histo Ortiz Cofer’s story them into noun some words to
ry,” the narrator s. When -ness turn
tenement in New lives in a Puer adjective sad, is added to the
Jersey. When to Rican it becomes the
assassinated, she President Kenn noun sadness.
notes that the edy is Use your know
building is mute usual noise of ledge of word
d, and that “Pres the following ques parts to answer
tions. the
Author’s Conclusion: saint to these
people.” Is the
reac
iden t Kennedy was
a
unique? Based tion she describes
The vast outpouring of grief over President Kennedy’s assassination is testament to his
character, leadership, diplomacy, and integrity as a great person, both privately and
Washington,”
on the story and
do you think Schle
toward Kennedy’s
“The Drums of
singer’s positive
bias
1. Which of the
“able to”?
following has
Reading Strategy
a suffix that mea
ns
influence is justif
publicly. (a) incredulo
The reaction is
similar reverenc
not unique; peop
e for Kennedy,
ied? Explain.
le worldwide had
a
(b) inaugural
usly
This feature will give you
as Schlesinger (c) incomprehen

Active Reading Focus • What happened?

Cofer point out.
for the Presiden
Schlesinger’s resp
t seems justified,
and
ect and admiratio
n 2. Which of the
sible

following has
the opportunity to apply
a suffix that tells
President Kennedy was assassinated; a as people acro word is an adve
Summarizing Now that you have finished the
selection, go back over your notes and ask yourself friend/advisor, the nation, and the
many nations
reactions to his
and from all back
death.
grounds had simil
ss
ar
rb?
(a) incredulo
usly
the selection’s reading
you the

what the selection was about. Create your own

world reacted. (b) amiable
summary notes about the selection to show that you
have understood what you read and are able to • Where did the events occur? Literary Elem
ent
(c) imperishable strategy.
separate the main ideas from the details. Fill in The President was shot in Dallas. Parallelism Look 3. Which of the
following has
answers to the questions below: back at the text a prefix that mea
Schlesinger left New York City to example of para
llelism. Then expla
and find a striki
ng “not”? ns
• Who was involved? parallel structure
attend the funeral in Washington, D.C.Be sure on the ideas in
in the effect of
the example.
the (a) eulogy
mainly Schlesinger, Kennedy, and that students find
strong examples (b) imperishable
Kennedy’s friends and family, but also • When did the events occur? structure in the
text and
of parallel
(c) inaugural
between November 22, 1963 explain how the
structure
leaders and regular citizens from helps emphasiz
e the content 1. (c) incompre
hens
(assassination) and December 22, 1963 of the example. ible

Active Reading Focus around the world

Literary Element 2. (a) incredulo
3. (b) imperisha
usly
ble

Here you’ll demonstrate a 38 U N IT 1, PART 3 T H E D R U M S O F WA S H I N G T O N

In this feature you’ll gain a better
more in-depth understanding
OL_ALNTG_9_u1_p001-039.indd 38 5/24/06 1:39:49 PM understanding of the literary element by
of the active reading strategy. OL_ALNTG_9
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analyzing how it was used in the selection.
U N IT 1, PAR
T 3 THE DRU MS
OF WAS HIN
GTO N 39

5/25/06 10:03:2
3 AM

xvi H OW TO U SE T H I S B O O K : AC T I V E R E A DI NG L E S SON S

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 Un i t 1 Informational Text

Introductory Text: Early America Beginnings—1800

Looking Ahead (p. 5)

Preview
• What kinds of literature This introduction prepares you for the literature you will read
were made by Native in Unit 1 of your textbook. It explains the earliest period of
Americans? American literature. That period includes the oral literature of
Native Americans and the writings of the colonial period and
• How did religion affect
the American Revolution.
literature in colonial
America? As you read the introduction, use the Cornell Note Taking System
to record important points and to remember what you have read.
• How did writers affect the
American Revolution?

Reduce Record
TO THE POINT Note key words Looking Ahead
and phrases. Key words and
phrases are the most important ➥ What different types of literature are mentioned here? Two have
ones. They will help you been listed for you.
remember what you have read. Native American oral tradition
For example: European writings about exploration and settlement
oral tradition

Keep the following questions in mind as you read.

➥ Paraphrase these questions to be sure you understand what is
being asked. When you paraphrase, you restate something in your
own words to make it simpler or shorter. The first paraphrase has
TO THE POINT Note key words been done for you.
and phrases. For example:
How did Native Americans see their role in nature?
Native Americans
and nature
Puritan New England

U N IT 1 EAR LY AM ER IC A BEGINN I N G S—1800 1

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 Un it 1 Informational Text

Introductory Text: Early America Beginnings—1800

Timeline (pp. 6–7)

Reduce Record
TO THE POINT Note important American Literature
writers. For example:
Benjamin Franklin ➥ Based on the Timeline, draw a conclusion about American
literature during this period. Here is one example: “Benjamin
Thomas Paine Franklin has two entries, plus a picture. He must be an important
writer.” What is another conclusion you might draw? Give reasons
for your conclusion.

TO THE POINT Note U.S. events United States Events

that are linked to U.S.
literature. For example: ➥ Which United States events might have influenced American
literature? Explain the link. One event has been done for you.
Mayflower arrives
1620—The Mayflower arrives in Cape Cod:
In 1630 Bradford begins his story of life in the Plymouth
colony.

2 UNIT 1 E ARLY AM E RIC A B E GINNIN GS—1800

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 Un i t 1 Informational Text

Introductory Text: Early America Beginnings—1800

Timeline (pp. 6–7)

Reduce Record
TO THE POINT Note types of World Events
world events. For example:
Religion ➥ What types of events are in this part of the Timeline? List one
or two events for each type. Use words that make the event clear to
you. One type of event has been done for you.

Religion
1517—Protestant Reformation begins

Recap
➥ Review your notes on the Timeline. Then recap. Use classification notes to
organize events by the most important types. Two types have been started for you.

Exploration Literature
1492—first 1732—Benjamin
voyage of Franklin’s Poor
Columbus Richard’s
Almanac

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 Un it 1 Informational Text

Introductory Text: Early America Beginnings—1800

By the Numbers (p. 8)

Reduce Record
ANY QUESTIONS? Ask questions The Columbian Exchange
about headings—the titles of
each section. For example: ➥ Summarize the information in the chart. Use cause-and-effect
“What does ‘Columbian statements. Two have been written for you.
Exchange’ mean?” European exploration and settlement introduced new
plants and animals to the Americas, Europe, Africa, and
Asia.
The Columbian Exchange changed world ecosystems
and cultures.

TO THE POINT For the other

headings, note key words and Religion in the Colonies 1700s
phrases to show what the ➥ Summarize the key information under each heading. A sample
information tells you about the summary for the first one has been done for you.
period. For example:
Most Colonial Americans were Protestants. Only a small
Religion in
number were Roman Catholics.
the Colonies—mostly
Protestant

4 UNIT 1 E ARLY AM E RIC A B E GINNIN GS—1800

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 Un i t 1 Informational Text

Introductory Text: Early America Beginnings—1800

By the Numbers (p. 8)

Reduce Record
ANY QUESTIONS? Ask questions Revolutionary War Casualties
about the heads and answer
them. ➥ What were the causes of American military deaths during the
Revolutionary War? The first cause has been done for you.
Battlefield deaths

Native American Diversity

➥ What type of diversity is described here?

Slavery
➥ Where were most of the enslaved Africans taken?

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 Un it 1 Informational Text

Introductory Text: Early America Beginnings—1800

Being There (p. 9)

Reduce Record
MY VIEW What was most ➥ What do these pictures tell you about early America? One fact
interesting or surprising about has been done for you.
these places? Native Americans grew crops and lived in organized
towns.

➥ In what present-day states were the places in the pictures

located?

Recap
➥ Review your notes on By the Numbers and Being There. Then use a web to sum up some important
things about early America. The web has been started for you.

European plants, animals,

and diseases

Early America

6 UNIT 1 E AR LY AME R I C A B E G I NNI N GS—1800

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 Un i t 1 Informational Text

Introductory Text: Early America Beginnings—1800

Historical, Social, and Cultural Forces (p. 10)

Reduce Record
TO THE POINT Note key words The Native Americans
and phrases. For example:
hundreds of Native ➥ What are the main ideas about Native Americans? Two have
been written for you.
American groups Hundreds of different Native American groups lived in
the Western Hemisphere.
Their ancestors crossed a land bridge from Asia to
North America.

ANY QUESTIONS? Use them to European Contact

organize your notes. For
example: “Why did European ➥ What are the main ideas about the cultural contact between
exploration begin?” Europe and the Western Hemisphere? Write cause-and-effect
statements. Two have been written for you.
More trade and better ships and navigation caused
European exploration.
Voyages of Columbus led to cultural contact between
Europe and the Western Hemisphere.

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Introductory Text: Early America Beginnings—1800

Historical, Social, and Cultural Forces (p. 11)

Reduce Record
TO THE POINT Note key words Religious Belief
and phrases. For example:
Pilgrims and Puritans ➥ What are some examples of religious groups or movements in
the American colonies? One has been listed for you.
English Protestants, such as Pilgrims and Puritans,
settled New England after 1620.

ANY QUESTIONS? Use questions The Slave Trade

to organize your notes. For
example: “What forces affected ➥ What are the main ideas? Use a cause-and-effect diagram. Some
slavery in the American of it has been filled in for you.
colonies?”
Causes Effects
• large • need for laborers
plantations
• colonists active
in slave trade

The American Revolution

TO THE POINT Note key words
and phrases. For example: ➥ Create a timeline of these events. Two entries have been done
1760s: taxes for you.
mid-1760s—unrest in American colonies over taxes
mid-1770s—political violence and calls for
independence

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Introductory Text: Early America Beginnings—1800

Historical, Social, and Cultural Forces (p. 11)

Reduce Record
ANY QUESTIONS? Ask questions Preview Big Ideas of Early America
about headings. For example:
”What are ‘Big Ideas’?” ➥ Summarize each of the Big Ideas. One has been done for you.
The Sacred Earth and the Power of Storytelling:
Native American life and literature were closely
tied to the natural world.

Recap
➥ Review your notes on Historical, Social, and Cultural Forces. Then recap. Use summary notes to help
you remember the main points. Two main points have been done for you.
Topic: Early America, Beginnings–1800
Main Points:
Hundreds of different Native American groups lived in the Western Hemisphere before
the Europeans came.
Native American cultures could be complex or simple.

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Big Idea 1: The Sacred Earth and the
Power of Storytelling (p. 12)

Reduce Record
TO THE POINT Note key words The Cycle of Life
and phrases. For example:
sacred cycle ➥ What are the main ideas? The first two have been listed for you.
Native Americans saw nature as a sacred cycle of
life.
Their religious ceremonies followed natural cycles
such as the changing seasons.

ANY QUESTIONS? Ask questions Owning the Land

about headings. For example:
“Why was land ownership ➥ Compare the views of Native Americans and white settlers
important?” about owning land. One has been written for you.
Native Americans thought that land was sacred, but
Europeans did not.

TO THE POINT Note key words

and phrases. For example:
oral tradition A Legacy of Stories
➥ Complete the following sentences: The Native American oral
tradition began . . .

When Europeans came to the Americas . . .

Native American religious ceremonies were often based on . . .

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Introductory Text: Early America Beginnings—1800

Big Idea 1: The Sacred Earth and the
Power of Storytelling (p. 13)

Reduce Record
ANY QUESTIONS? Write them I Have Killed the Deer
now; answer them as you
reread your notes. For example: ➥ Complete the sentence to paraphrase the following lines from
“What does the poem and the the poem: “in my life I have needed death / So that my life can be.”
bowl tell us about Native To survive, I had to
American values?”

➥ The pictures in this introduction also give us information. How

does this Native American bowl show a cycle of life?

Recap
➥ Review your notes on Big Idea 1: The Sacred Earth and the Power of Storytelling.
Then recap using a web to organize the main points about Native American beliefs and
values.

Native American
beliefs and values

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Introductory Text: Early America Beginnings—1800

Big Idea 2: Life in the New World (p. 14)

Reduce Record
ANY QUESTIONS? Ask questions A Collision of Cultures
about heads. For example:
“What is a collision?” ➥ What are the main points here? Two have been written for you.
Europeans began to explore North America in the
early 1500s.
European settlers built towns and farms.

Puritan Style
TO THE POINT Note key words ➥ What did the Puritans believe in? Use the web to organize the
and phrases. For example: main points. One has been written for you.
plainness
plainness and
piety

Puritan values

Surviving Slavery
TO THE POINT Note key words
and phrases. For example: ➥ Which facts will help you understand the story of Olaudah
Africans were sold Equiano, who was formerly enslaved? Two facts have been written
for you.
Africans were sold regularly in American colonies.
Most of them were taken from West Africa.

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Introductory Text: Early America Beginnings—1800

Big Idea 2: Life in the New World (pp. 14–15)

Reduce Record
TO THE POINT Note key words from Of Plymouth Plantation by William Bradford
and phrases.
➥ What lesson does Bradford see in what happens to the young
seaman? Complete the sentence.
God

Recap
➥ Review your notes on Big Idea 2: Life in the New World. Then recap. Use
summary notes to help you remember the main points. Two have been written for
you.
Topic: Life in the New World
Main Points:
Conflict arose between European settlers and Native Americans.
European weapons and diseases helped destroy Native American
peoples.

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Big Idea 3: The Road to Independence (p. 16)

Reduce Record
TO THE POINT Note key words A “Natural Aristocracy”
and phrases. For example:
good leaders ➥ What does “natural aristocracy” mean? Complete the sentence.
The colonies had good leaders because . . .

Political Rights
ANY QUESTIONS? Ask questions
about information that confuses
➥ What ideas were behind the American Revolution? Use the web
to organize the main points. One has been done for you.
you. Answer them as your
reread your notes. For example: Enlightenment:
“What was the
Enlightenment?” natural laws
Ideas that
affected the
American
Revolution

Women’s Lives
➥ Use a chart to compare the positive and negative sides of life for
colonial American women. An example of each has been done for you.
TO THE POINT Note key words
and phrases. For example:
farms and businesses Positive Negative
• ran farms and businesses • had less authority and
importance than men

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Introductory Text: Early America Beginnings—1800

Big Idea 3: The Road to Independence (p. 17)

Reduce Record
TO THE POINT Note key words from The Autobiography of Benjamin Franklin
and phrases. For example:
hardworking ➥ How did American colonists see themselves? What does
Franklin’s list tell you? Shorten his list by writing the general
values he describes. Two items have been written for you.
A person should. . .
be hardworking
be honest

Recap
➥ Review your notes on Big Idea 3: The Road to Independence. Then recap. Use the
evidence organizer to sum up the following view of colonial independence. One
supporting detail has been given.

Viewpoint
The development of colonial society led to the American Revolution.

Supporting Detail Supporting Detail Supporting Detail

American colonists had to
rely on themselves.

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Introductory Text: Early America Beginnings—1800

Wrap-Up (p. 18)

Reduce Record
TO THE POINT Note key words Why It Matters
and phrases. For example:
oral tradition ➥ What is the main idea of each paragraph? The first one has been
listed for you.
paragraph 1—American literature began with the
Native American oral tradition.
paragraph 2—

paragraph 3—

MY VIEW Which of these Cultural Links

cultural links do you find the
most interesting? ➥ What cultural link to the past is described in each paragraph?
The first one has been listed for you.
paragraph 1—Modern comeback of Native American
literature
paragraph 2—

paragraph 3—

Recap
➥ Review your notes on the Wrap-Up. Then recap. Write two or three
sentences about why early American literature is still important today.

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Introductory Text: Early America Beginnings—1800

Summarize
➥ Review your notes on the Introduction. Then organize important points
you’ve learned about early America using classification notes. The chart has
been started for you.

Native Americans Colonial Period American Revolution

• Western Hemisphere was • Voyages of Columbus • Colonial resentment over
home to hundreds of began cultural contact British laws and taxes
different Native between Europe and the led to the American
American peoples. Western Hemisphere. Revolution.

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Introductory Text: Early America Beginnings—1800

Apply
Multiple Choice Matching
Circle the letter of the best choice for the Write the letter of the choice in the second
following questions. column that best matches each item in the
1. Which of the following is true of first column.
Native American literature?
4. transfer of plants and animals between
A. It was told in one language.
the Americas and Europe _____
B. It was oral, not written.
5. colonial political leaders _____
C. Most stories were about buying
6. arrived through the “Middle Passage”?
land.
_____
D. It has been mostly forgotten.
7. 1730s religious movement _____
2. Which of the following does not 8. European ideas that affected
describe the Puritans? colonial America _____
A. dressed in a plain style
9. passed down the first American
B. settled New England literature _____
C. came from France and Spain A. enslaved Africans

D. had simple religious services B. “Natural Aristocracy”

C. Great Awakening
3. A “natural aristocracy” arose in the
colonies because D. Native American storytellers
A. colonists wanted to have their own E. Columbian Exchange
royalty.
F. the Enlightenment
B. there were many rich people.
C. Britain sent its best leaders to the
colonies.
D. hard work and education were
important.

How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the historical period or the Big Ideas of this unit. As you learn more about the ideas in the
unit, add to your notes.

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Literary History: Native American Mythology

(p. 20)

Preview
• What is mythology? This article describes the mythology of Native Americans,
• What are the features of which is a part of our literary history. Some of the literature in
Native American this unit retells these myths. There are also some that include
mythology? features of Native American mythology.
As you read the article, use the Cornell Note Taking System to
• What role does mythology
record important points and to remember what you have read.
play in the lives of Native
Americans?

Reduce Record
ANY QUESTIONS? Write them ➥ Many times, the first paragraph of an article does not have a
now. Then answer them as you heading. What heading might you give to the first paragraph? The
reread your notes, For example: boldfaced term, oral literature, is a good choice. Write the main ideas of
“What is oral literature?” the paragraph under the heading. Two have been written for you.
Oral Literature
each nation had its own tradition of passing stories down
stories were retold at home and in a tribe’s
ceremonies

Creation Myths
➥ Paraphrase the definitions of each boldfaced term. When you
TO THE POINT Note the paraphrase, you restate something in your own words to make it
boldfaced terms: simpler or shorter. One paraphrase has been written for you.
myth Myth: a time-honored story that explains nature,
creation myths people, or the universe.
origin myths

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Literary History: Native American Mythology

(p. 21)

Reduce Record
TO THE POINT Read the Archetypes
boldfaced terms on this page.
Then give a short definition for ➥ Ask yourself questions about the boldfaced terms on this page.
each term. Add an example if it Then answer your questions. An example of a question and answer
will help you understand the has been written for you.
term. For example: Q: Are there different types of archetypes?
archetype: a symbol, A: Archetypes can be symbols, characters, or story
situation, or patterns.
character that is
used often in
literature—A snake
is an archetype that Tricksters
represents evil.
➥ Use a chart to organize the facts about the trickster archetype.
The chart has been started for you.

Native American Tricksters

Archetype Qualities Specific
Example
character • animal with human traits

ANY QUESTIONS? Use them to The Functions of Myths

organize your notes. Here is an
example: “What are the
➥ What different functions, or roles, of myths are described? Two
have been listed for you.
functions of myths?”
To show the links among the Creator, humans, and
nature
To link clans to their totems

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Literary History: Native American Mythology

Summarize
➥ Review your notes on this article. Then use the classification chart on this
page to sort information and identify important characteristics of Native
American mythology. Two examples have been given.

Oral Creation Origin Archetypes Tricksters Functions

Literature Myths Myths of Myths
• stories • common
passed symbol
down used in
through literature
time

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Literary History: Native American Mythology

Apply
Multiple Choice Matching
Circle the letter of the best choice for the Write the letter of the choice in the second
following questions. column that best matches each item in the
first column.
1. Which statement about Native
American oral literature is true? 5. a myth that explains how the moon
A. Stories were first written in books. came to be _____
B. Stories were bought and sold. 6. symbol that is found in the myths of
C. Stories were created by famous many cultures _____
authors. 7. stories that are told and retold
D. Stories were passed down. throughout time _____
8. a clever character found in many myths
2. What is not one of the functions of
_____
Native American myths?
A. link humans to natural world 9. the first ancestor of a Native American
clan _____
B. defend against enemies
10. a myth that explains how the world
C. honor totems
came to be _____
D. teach a tribe’s history A. oral literature

3. A trickster is B. creation myth

A. usually a child. C. origin myth
B. a kind of archetype. D. archetype
C. a Native American storyteller. E. trickster
D. a totem. F. totem`

4. Which statement is most likely to be part

of a myth?
A. A zebra’s stripes help it to hide.
B. The Sun seems to rise because Earth
is turning.
C. Dinosaurs died because they were
too proud.
D. Animals are afraid of fire because it
burns.

How can you better remember and understand the material in this Literary History? Recite
your notes, Reflect on them, and Review them. You can also use your notes to help you read
the Native American literature in this part.

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B E FO R E YO U R E A D

T H E WAY TO R A I N Y M O U N TA I N Literary Element Figurative Language

Building Background
• Figurative language is writing or speech that uses
words that are not meant to be understood in their
In the 1700s, the Kiowa (k̄
a wa) began a long trip actual meaning. For example, sleep like a baby
from Montana to the Great Plains. Along the way, they means to sleep soundly, not to sleep in a crib.
met the Crow, whose wandering way of life was adopted • Figurative language often creates a strong image.
by the Kiowa. Finally, in 1868, the Kiowa were forced to • Figurative language is often a metaphor (life is a
settle on an Oklahoma reservation. Native American bowl of cherries), personification (the morning
writer N. Scott Momaday (mom
ə dā) is a Kiowa. He sun kissed us warmly), or simile (her step was as
won a Pulitzer Prize in 1969 for his novel House Made light as a feather).
of Dawn. In this selection from The Way to Rainy
Mountain, Momaday describes the Kiowa’s connection
Big Idea The Sacred Earth
to nature and the end of the tribe’s golden age.
Native American cultures respect animals, plants, and
the forces of nature. Life is organized around natural
Setting Purposes for Reading cycles, the family, and the tribe. For many of these
How does culture affect our lives? Think about our cultures, the land is sacred.
national culture, your family culture, and even teenage
culture. Then discuss these questions with a classmate:
Vocabulary
• How does your culture affect what you do every day?
Read the definitions of these words from The Way to
• How is your life different from your parents’ and
Rainy Mountain. You can often break an unfamiliar word
grandparents’ lives?
into parts—prefix, root, and suffix—for clues to its
Now read the selection to learn about the Kiowa’s meaning. You can also break down a compound word.
culture and their relationship with the land.
knoll (nōl) n. a round hill; p. 24 You can see for miles
Reading Strategy Analyzing Cultural from the top of that knoll.
Traditions migration (m̄ rā
shən) n. movement from one area
How would you describe the Kiowa’s culture? As you or country to another; p. 25 Before winter comes, the
read, look for descriptions of the land, of Kiowa history, geese begin their migration to the south.
and of Momaday’s grandmother. nomadic (nō mad
ik) adj. having to do with people
who move from one place to another without
Active Reading Focus Analyzing Sensory permanent homes; p. 25 The nomadic tribes followed the
Details buffalo.

Sensory details are words or phrases that appeal to birthright (burth
r̄t´) n. a right that belongs to
one or more of the fives senses—sight, hearing, touch, someone because of his or her birth; p. 27 Her birthright
taste, and smell. For example, in a scary story, you was to own her father’s store.
might read sensory details such as: ancestral (an ses
tral) adj. inherited from one’s
ancestors; p. 29 His parents and grandparents lived in the
• sight: a room as dark as night
ancestral home.
• hearing: it yelled like a howling wolf
• touch: its skin was cold and slimy
• taste: the stale water tasted like old socks English Language Coach
• smell: the basement reeked of long-dead things These notes help you apply word attack skills to
When you analyze sensory details, you think about how understand unfamiliar words or expressions.
sensory words or phrases help you to feel or imagine a
story in a certain way. As you read the selection, analyze
the ways in which Momaday uses sensory details.

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Active Reading Focus from The Way to Rainy Mountain

N. Scott Momaday
Analyzing Sensory Details When
you analyze sensory details, you
A single knoll rises out of the plain in Oklahoma, north and
figure out how certain words or
phrases speak to your sense of sight, west of the Wichita Range. For my people, the Kiowas, it is an old
hearing, taste, touch, or smell. List the landmark, and they gave it the name Rainy Mountain. The hardest
senses to which this passage appeals. weather in the world is there. Winter brings blizzards, hot tornadic
✒ Underline the words in the text winds arise in the spring, and in summer the prairie is an anvil’s
that appeal to those senses. edge. The grass turns brittle and brown, and it cracks beneath your
feet. There are green belts along the rivers and creeks, linear groves
of hickory and pecan, willow and witch hazel. At a distance in July
or August the steaming foliage seems almost to writhe1 in fire.
Great green and yellow grasshoppers are everywhere in the tall
grass, popping up like corn to sting the flesh, and tortoises crawl
Literary Element about on the red earth, going nowhere in the plenty of time.
Figurative Language Figurative Loneliness is an aspect of the land. All things in the plain are
language is language that is not meant isolate;2 there is no confusion of objects in the eye, but one hill or
to be understood for what the words one tree or one man. To look upon that landscape in the early
actually mean. What does “popping like
corn” mean in this passage? How does
morning, with the sun at your back, is to lose the sense of
that image make you feel? proportion. Your imagination comes to life, and this, you think, is
where Creation was begun.
✒ Underline another example of
figurative language in the passage.
I returned to Rainy Mountain in July. My grandmother had died
What idea about tortoises does in the spring, and I wanted to be at her grave. She had lived to be
Momaday give you by using figurative very old and at last infirm.3 Her only living daughter was with her
language? when she died, and I was told that in death her face was that of a
child.
I like to think of her as a child. When she was born, the Kiowas
were living the last great moment of their history. For more than a
hundred years they had controlled the open range from the Smoky
Hill River to the Red, from the headwaters of the Canadian to the
fork of the Arkansas and Cimarron. In alliance with the
Comanches, they had ruled the whole of the southern Plains. War
was their sacred business, and they were among the finest
horsemen the world has ever known. But warfare for the Kiowas
was preeminently4 a matter of disposition rather than of survival,
and they never understood the grim, unrelenting advance of the
Vocabulary U.S. Cavalry. When at last, divided and ill-provisioned, they were
knoll (nōl) n. a round hill driven onto the Staked Plains in the cold rains of autumn, they fell
into panic. In Palo Duro Canyon they abandoned their crucial
migration (m̄ rā
shən) n.
movement from one area or country to
another
nomadic (nō mad
ik) adj. having to 1. Writhe means “to twist as in great pain.”
do with people who move from one 2. Isolate means “solitary.”
3. Infirm means “physically weak” or “feeble.”
place to another without permanent
4. Preeminently means “primarily.”
homes

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stores to pillage5 and had nothing then but their lives. In order to
Reading Strategy
save themselves, they surrendered to the soldiers at Fort Sill and
were imprisoned in the old stone corral that now stands as a Analyzing Cultural Traditions
military museum. My grandmother was spared the humiliation of When you analyze cultural traditions,
you look at the details of a culture
those high gray walls by eight or ten years, but she must have
described in writing to understand that
known from birth the affliction of defeat, the dark brooding of old culture’s traditions and beliefs.
warriors.
Her name was Aho, and she belonged to the last culture to • What does this passage suggest
about the Kiowa culture in
evolve in North America. Her forebears came down from the
Momaday’s time?
high country in western Montana nearly three centuries ago.
They were a mountain people, a mysterious tribe of hunters
whose language has never been positively classified in any
major group. In the late seventeenth century they began a long
migration to the south and east. It was a journey toward the
dawn, and it led to a golden age. Along the way the Kiowas were Active Reading Focus
befriended by the Crows, who gave them the culture and religion
Analyzing Sensory Details Which
of the Plains. They acquired horses, and their ancient nomadic
of your senses does this passage
spirit was suddenly free of the ground. They acquired Tai-me,6 the appeal to—sight, hearing, taste, touch,
sacred Sun Dance doll, from that moment the object and symb ol of or smell?
their worship, and so shared in the divinity of the sun. Not least,
✒ Underline another example on
they acquired the sense of destiny, therefore courage and pride. this page of a detail that appeals to
When they entered upon the southern Plains they had been this same sense.
transformed. No longer were they slaves to the simple necessity of
survival; they were a lordly and dangerous society of fighters and
thieves, hunters and priests of the sun. According to their origin
myth, they entered the world through a hollow log. From one point
of view, their migration was the fruit of an old prophecy, for indeed
they emerged from a sunless world.
Although my grandmother lived out her long life in the shadow
of Rainy Mountain, the immense landscape of the continental
interior lay like memory in her blood. She could tell of the Crows,
whom she had never seen, and of the Black Hills, where she had
never been. I wanted to see in reality what she had seen more
perfectly in the mind’s eye, and traveled fifteen hundred miles to
✔ Reading Check
begin my pilgrimage.
Yellowstone, it seemed to me, was the top of the world, a region Where did the Kiowa eventually
settle? Write three words to describe
of deep lakes and dark timber, canyons and waterfalls. But,
what it is like there.
beautiful as it is, one might have the sense of confinement there.
The skyline in all directions is close at hand, the high wall of the
woods and deep cleavages of shade. There is a perfect freedom in
the mountains, but it belongs to the eagle and the elk, the badger
and the bear. The Kiowas reckoned their stature by the distance
they could see, and they were bent and blind in the wilderness.
5. Pillage means “looting” or “plundering.”
6. Tai-me (t¯
mā), the Sun Dance doll, wears a robe of white feathers.

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Descending eastward, the highland meadows are a stairway to

English Language Coach
the plain. In July the inland slope of the Rockies is luxuriant7 with
Understanding Compound flax and buckwheat, stonecrop and larkspur.8 The earth unfolds and
Words A compound word is a the limit of the land recedes. Clusters of trees, and animals grazing far
word that is made of two separate
in the distance, cause the vision to reach away and wonder to build
words. The meanings of many
compound words can be understood upon the mind. The sun follows a longer course in the day, and the
from the words they are made of. sky is immense beyond all comparison. The great billowing clouds
What are the words that form the that sail upon it are shadows that move upon the grain like water,
compound word highland ? What is dividing light. Farther down, in the land of the Crows and Blackfeet,
the meaning of highland ? the plain is yellow. Sweet clover takes hold of the hills and bends upon
itself to cover and seal the soil. There the Kiowas paused on their
way; they had come to the place where they must change their
lives. The sun is at home on the plains. Precisely there does it have
the certain character of a god. When the Kiowas came to the land of
the Crows, they could see the dark lees9 of the hills at dawn across
Literary Element
the Bighorn River, the profusion of light on the grain shelves, the
Figurative Language Why do you oldest deity ranging after the solstices.10 Not yet would they veer
think Momaday uses figurative
southward to the caldron of the land that lay below; they must
language here to describe the sky?
wean their blood11 from the northern winter and hold the
mountains a while longer in their view. They bore Tai-me in
procession to the east.
A dark mist lay over the Black Hills, and the land was like iron.
At the top of a ridge I caught sight of Devil’s Tower12 upthrust
against the gray sky as if in the birth of time the core of the earth
Vocabulary had broken through its crust and the motion of the world was
Using Word Parts If the root old begun. There are things in nature that engender13 an awful quiet in
means “having lived a long time,” the heart of man; Devil’s Tower is one of them. Two centuries ago,
and the suffix -est means “greatest,” because they could not do otherwise, the Kiowas made a legend at
what does oldest mean? the base of the rock. My grandmother said:

Eight children were there at play, seven sisters and their brother.
Suddenly the boy was struck dumb; he trembled and began to run upon
his hands and feet. His fingers became claws, and his body was covered
Big Idea with fur. Directly there was a bear where the boy had been. The sisters
were terrified; they ran, and the bear after them. They came to the stump
The Sacred Earth Why did the
Kiowas create this legend about
of a great tree, and the tree spoke to them. It bade them climb upon it, and
Devil’s Tower? as they did so it began to rise into the air. The bear came to kill them, but
7. Luxuriant means “marked by rich or plentiful growth.”
8. Flax is a flowering plant whose fibers are spun to make cloth. Buckwheat is a plant whose
seeds are used as a cereal grain. Stonecrop is a flowering plant found on rocks and walls.
Larkspur is known for its showy flower stalks.
9. Lees are the sides of hills that are away from the wind.
10. Solstices are days when the earth and the sun are in a certain alignment. In the Northern
Hemisphere, the summer and winter solstices are the longest and shortest days of the year.
11. Wean their blood means “to become acclimated by removing themselves gradually.”
12. Devil’s Tower, a 856-foot-high column of volcanic rock in Wyoming, was designated as a
national monument in 1906.
13. Engender means “to give rise to” or “to produce.”

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they were just beyond its reach. It reared against the tree and scored the Cross-Curricular Link
bark all around with its claws. The seven sisters were borne into the sky, History If you moved to a new
and they became the stars of the Big Dipper.14 country, you might have to learn a
new language to survive. Your children
From that moment, and so long as the legend lives, the Kiowas might not learn to speak your old
have kinsmen in the night sky. Whatever they were in the language. How did the history of war
between the United States and Native
mountains, they could be no more. However tenuous their well-
Americans affect the Kiowa’s culture?
being, however much they had suffered and would suffer again,
they had found a way out of the wilderness.
My grandmother had a reverence f]or the sun, a holy regard
that now is all but gone out of mankind. There was a wariness in
her, and an ancient awe. She was a Christian in her later years, but
she had come a long way about, and she never forgot her
birthright. As a child she had been to the Sun Dances; she had Vocabulary
taken part in those annual rites, and by them she had learned the
Using Word Parts Momaday writes
restoration of her people in the presence of Tai-me. She was about that his grandmother was “without
seven when the last Kiowa Sun Dance was held in 1887 on the bitterness.” If bitter means “angry and
Washita River above Rainy Mountain Creek. The buffalo were feeling cheated,” what does bitterness
gone. In order to consummate15 the ancient sacrifice—to impale the mean? How would you describe the
head of a buffalo bull upon the medicine tree—a delegation of old grandmother’s state of being?
men journeyed into Texas, there to beg and barter for an animal
from the Goodnight herd. She was ten when the Kiowas came
together for the last time as a living Sun Dance culture. They could
find no buffalo; they had to hang an old hide from the sacred tree.
Before the dance could begin, a company of soldiers rode out from
Fort Sill under orders to disperse the tribe. Forbidden without
cause the essential act of their faith, having seen the wild herds English Language Coach
slaughtered and left to rot upon the ground, the Kiowas backed
away forever from the medicine tree. That was July 20, 1890, at the Finding the Meaning of
Unfamiliar Words The context of a
great bend of the Washita. My grandmother was there. Without
word refers to the words and
bitterness, and for as long as she lived, she bore a vision of sentences that surround the word.
deicide.16 When you read an unfamiliar word, try
Now that I can have her only in memory, I see my using a word you know in its place to
grandmother in the several postures that were peculiar to her: see if it fits the context. Try other words
standing at the wood stove on a winter morning and turning to replace skillet in the passage. What
is the meaning of skillet?
meat in a great iron skillet; sitting at the south window, bent
above her beadwork, and afterwards, when her vision failed,
looking down for a long time into the fold of her hands; going
out upon a cane, very slowly as she did when the weight of age
came upon her; praying. I remember her most often at prayer.
She made long, rambling prayers out of suffering and hope,
having seen many things. I was never sure that I had the right
Vocabulary

14. The Big Dipper is part of a larger constellation called Ursa Major, the Great Bear. birthright (burth
r̄t´) n. a right
15. Consummate means “to bring to completion.” that belongs to someone because of his
16. Deicide is the killing of a god. or her birth

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to hear, so exclusive were they of all mere custom and company.

Active Reading Focus
The last time I saw her she prayed standing by the side of her
Analyzing Sensory Details To bed at night, naked to the waist, the light of a kerosene lamp
what senses does this passage moving upon her dark skin. Her long, black hair, always drawn
appeal? How do these sensory details
and braided in the day, lay upon her shoulders and against her
make you feel?
breasts like a shawl. I do not speak Kiowa, and I never
understood her prayers, but there was something inherently sad
in the sound, some merest hesitation upon the syllables of
sorrow. She began in a high and descending pitch, exhausting
her breath to silence; then again and again—and always the
same intensity of effort, of something that is, and is not, like
Vocabulary urgency in the human voice. Transported so in the dancing light
among the shadows of her room, she seemed beyond the reach
Using Word Parts Study the parts
of a word to get that word’s meaning. of time. But that was illusion; I think I knew then that I should
The prefix re- means “again.” The not see her again.
suffix -ment means “a state of being.” Houses are like sentinels in the plain, old keepers of the weather
✒ Circle the suffix in excitement watch. There, in a very little while, wood takes on the appearance
and the prefix in reunion. What does of great age. All colors wear soon away in the wind and rain, and
each word mean? then the wood is burned gray and the grain appears and the nails
turn red with rust. The windowpanes are black and opaque;17 you
imagine there is nothing within, and indeed there are many ghosts,
bones given up to the land. They stand here and there against the
sky, and you approach them for a longer time than you expect.
They belong in the distance; it is their domain.18
Once there was a lot of sound in my grandmother’s house, a lot
of coming and going, feasting and talk. The summers there were
English Language Coach
full of excitement and reunion. The Kiowas are a summer people;
Understanding Multiple-Meaning they abide the cold and keep to themselves, but when the season
Words In this passage, the word fat turns and the land becomes warm and vital they cannot hold still;
means “a greasy product made from an old love of going returns upon them. The aged visitors who
animal fat.” What is another meaning
came to my grandmother’s house when I was a child were made of
for fat?
lean and leather, and they bore themselves upright. They wore
great black hats and bright ample shirts that shook in the wind.
They rubbed fat upon their hair and wound their braids with strips
of colored cloth. Some of them painted their faces and carried the
scars of old and cherished enmities.19 They were an old council of
warlords, come to remind and be reminded of who they were.
Their wives and daughters served them well. The women might
indulge themselves; gossip was at once the mark and compensation
of their servitude. They made loud and elaborate talk among
themselves, full of jest and gesture, fright and false alarm. They

17. Opaque means “unable to let light through.”

Vocabulary
18. A domain is “a territory over which control is exercised.”
ancestral (an ses
trəl) adj. inherited 19. Enmities means “deep-seated hatreds.”
from one’s ancestors 20. Here, abroad means “away from one’s home.”

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went abroad20 in fringed and flowered shawls, bright beadwork Literary Element
and German silver.21 They were at home in the kitchen, and they Figurative Language Momaday
prepared meals that were banquets. uses figurative language in this
There were frequent prayer meetings, and great nocturnal passage to make a statement about
feasts. When I was a child I played with my cousins outside, his grandmother’s life. What is he
where the lamplight fell upon the ground and the singing of the trying to say?
old people rose up around us and carried away into the
darkness. There were a lot of good things to eat, a lot of
laughter and surprise. And afterwards, when the quiet returned,
I lay down with my grandmother and could hear the frogs away
by the river and feel the motion of the air.
Now there is a funeral silence in the rooms, the endless wake Active Reading Focus
of some final word. The walls have closed in upon my
Analyzing Sensory Details What
grandmother’s house. When I returned to it in mourning, I saw sensory details does Momaday give
for the first time in my life how small it was. It was late at in this passage?
night, and there was a white moon, nearly full. I sat for a long
✒ Underline the sensory details
time on the stone steps by the kitchen door. From there I could that Momaday uses.
see out across the land; I could see the long row of trees by the
creek, the low light upon the rolling plains, and the stars of the
Big Dipper. Once I looked at the moon and caught sight of a
strange thing. A cricket had perched upon the handrail, only a
few inches away from me. My line of vision was such that the
creature filled the moon like a fossil. It had gone there, I
thought, to live and die, for there, of all places, was its small
definition made whole and eternal. A warm wind rose up and ✔ Reading Check
purled22 like the longing within me.
1. Describe three things that
The next morning I awoke at dawn and went out on the dirt
Momaday remembers about his
road to Rainy Mountain. It was already hot, and the grandmother.
grasshoppers began to fill the air. Still, it was early in the
morning, and the birds sang out of the shadows. The long
yellow grass on the mountain shone in the bright light, and a
scissor-tail hied23 above the land. There, where it ought to be, at
the end of a long and legendary way, was my grandmother’s
grave. Here and there on the dark stones were ancestral names.
Looking back once, I saw the mountain and came away.
2. What was the most active time of
year in the grandmother’s house?

21. German silver is an alloy that resembles real silver.

22. Purled means “rippled with a murmuring sound.”
23. Hied means “went quickly.”

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A F TE R YO U R E A D

Graphic Organizer
A timeline can help you put events in the order they
happened. Start the earliest event on the lleft.
Complete the timeline below by filling in important
events in the life of the Kiowa, Momaday, and his
grandmother.

Kiowa live in Montana, three centuries ago

Kiowa encounter Crows who give them Plains culture and religion

Kiowa enter into alliance with Comanche and rule the Great Plains

Kiowa go to war against the U.S. Calvary and witness death of Sun Dance culture

Momaday returns to Rainy Mountain in July to visit his grandmother’s grave

Active Reading Focus

Analyzing Sensory Details Momaday uses many

sensory details in this selection. In the space below, list
three examples of sensory details from the selection.
Then list the sense to which each detail appeals.

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Vocabulary Practice
Reading Strategy
Analyzing Cultural Traditions Reread Momaday’s Understanding Word Parts Some words are made
description of his grandmother’s summertime visitors up of different parts. There are three main word parts:
and feasts. prefixes, roots, and suffixes.

• Was the past important to the grandmother’s Kiowa • A root is the base of a word. For example, the word
friends? How do you know? sense is the root of the word sensitive.
• A prefix is a word part that can be added to the
beginnings of other words. The prefix in- means
“without” or “not.” Adding the prefix in- plus the
word dependent makes a new word, independent.

• Do you think that Kiowa family ties are important? • A suffix is a word part that can be added to the
ends of other words. The suffix -ion, for example,
Why?
can be added to many verbs to turn them into
nouns. When -ion is added to the verb act, it
becomes the noun action.

Underline the suffix in the following vocabulary words.

1. migration
• What facts tell you that the Kiowa are a proud people?
2. nomadic

3. ancestral

Literary Element
Figurative Language When Momaday writes about
grasshoppers “popping up like corn,” he is using one
kind of figurative language called a simile. With a
partner, look back over the selection. Look for these
examples of figurative language:

• metaphor: her face was that of a child

• simile: the land was like iron
• personification: The walls have closed in

What image or idea was Momaday trying to create

with each example?

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Literary History: The Rhetoric of Revolution

(p. 104)

Preview
• What is rhetoric? This article looks at the language used by important writers
and speakers of the Revolutionary War era, and considers why
• What are the elements of
this language was powerful and persuasive. This information
the rhetoric of the
will help you understand other selections in this unit.
revolution?
As you read the article, use the Cornell Note Taking System to
• What importance does
record important points and to remember what you have read.
rhetoric have for public
speakers?

Reduce Record
TO THE POINT Write key words. ➥ Identify the three types of appeals that speakers use to persuade.
For example: Persuasive Appeals
reason
ethics
emotion

TO THE POINT List and Figurative Language

paraphrase the definitions of
the boldfaced terms on this
➥ Complete this sentence in your own words. The main ideas of
the paragraph with the boldfaced term figurative language are
page.

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Literary History: The Rhetoric of Revolution

(p. 105)

Reduce Record
ANY QUESTIONS? Ask about ➥ Use your own words to paraphrase the definition of the
any terms you are unsure of. boldfaced terms on this page. Both terms are types of rhetorical
For example: “What is parallel devices that were used by revolutionary writers and speakers.
structure?” Parallelism

TO THE POINT Identify the Connotative Language

difference between connotation
and denotation.

MY VIEW Why use connotative

language?

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Literary History: The Rhetoric of Revolution

Summarize
➥ Review your notes on this article. Then summarize what you know. Use the classification chart
to organize the information. Two examples have been given.

Figurative Hyperbole Rhetorical Parallelism Connotation

Language Questions
• language • figure of
used for speech
descriptive
effect

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Literary History: The Rhetoric of Revolution

Apply
Multiple Choice Matching
Circle the letter of the best choice for the Write the letter of the choice in the second
following questions. column that best matches each item in the first
column.
1. Which is not a kind of persuasive
appeal? 4. If you don’t recycle, you destroy your
A. appeal to reason children’s chances for a better future.
B. appeal to emotion _____
C. appeal to experience 5. That giant car is greedy and gluttonous
when it comes to gas. _____
D. appeal to ethics
6. Vote for our candidate; he cares about
2. Which does not describe the purpose of education, understands the working-
figurative language? class family, and works to lower taxes.
A. to persuade _____
B. to repeat facts 7. This administration is swimming in a
sea of corruption. _____
C. to convey emotion
8. Do we really work long hours at this
D. to define using a dictionary
boring job for the joy of it? _____
3. What is hyperbole? A. connotation
A. a device using imagery B. parallelism
B. a device that asks an obvious C. figurative language
question
D. hyperbole
C. a device that uses exaggeration
E. rhetorical question
D. a device using the same kind of
words

How can you better remember and understand the material in this Literary History? Recite
your notes, Reflect on them, and Review them. You can also use your notes to help you read
the literature in this part.

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B E FO R E YO U R E A D

J O H N A DA MS Based on these details, you could draw the following

conclusion:
Building Background • Abigail and John had great discussions.

John and Abigail Adams lived in the Revolutionary War As you read, look for pieces of information that will
period. John Adams was a key figure in the fight for help you make general statements about the Adamses.
independence. He helped form the new government
and was the country’s second president. Abigail Adams Literary Element Characterization
advised him and went with him on political missions. She
had strong opinions and believed in women’s rights. Characterization is how a writer shows the reader a
When apart, the Adamses wrote each other often. character’s personality. The writer may show a
Their letters reflect their personalities, devotion to each character’s personality through his or her words,
other, and revolutionary-era life, society, and politics. thoughts, and actions, or through the thoughts and
Historian David McCullough wrote the Pulitzer Prize- words of other characters.
winning biography, John Adams. He included the
Adamses’ letters to create a rich portrait of their life. This
• In this selection there are many examples of
characterization, such as “she posed with just a hint
selection describes John and Abigail’s courtship and early of a smile.”
life.

Big Idea The Struggle for Independence

Setting Purposes for Reading After the revolution, American men and women
Abigail Adams was a strong, positive influence on her continued to develop their practical, self-reliant spirit in
husband’s life and career. Think about your own life both private and public life.
and the important people in it. Then discuss these
questions with a classmate:
Vocabulary
• Who in your own life has had a strong influence on
you? Read the definitions of these words from John Adams.
• How does your relationship with this person show The origin of each word, or its etymology, can be found
things about who you are? in a dictionary. A word’s origin—its history and
development—can help you unlock its meaning.
Now read the selection to find out how Abigail Adams
affected her husband’s life. frail (frāl) adj. weak or in bad health; p. 37 She was
frail as a teenager, so she missed a lot of school.
Reading Strategy Analyzing Biographical
ardent (ard
ənt) adj. warm or passionate, expressing
Information devotion or desire; p. 38 He looked at his bride with an
Analyzing biographical information means looking ardent gaze.
closely at parts of a selection to find out what they candor (kan
dər) n. sincerity or frankness; p. 39 You
show about a person’s life, character, and relationships. might find Mrs. Bristol’s candor to be refreshing or offensive.
As you read, look for details of how the couple treated
each other. parsonage (par
sə nij) n. the official residence of a
church clergyman; p. 39 The church’s small parsonage
had only two bedrooms for the pastor and his family.
Active Reading Focus Drawing Conclusions
benevolence (bə nev
ə lens) n. the tendency to
When you draw conclusions, you examine different
perform charitable acts; good will; p. 40 The poor people
pieces of information to make a general statement
in the village were thankful for the rich man’s benevolence.
about people, places, events, or ideas. For example,
you might add up the following details:
English Language Coach
• Abigail believed in expressing her opinions.
• John loved to discuss issues. These notes help you apply word attack skills to
understand unfamiliar words or expressions.

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from John Adams Active Reading Focus

By David McCullough
Drawing Conclusions When you
draw conclusions, you look at
Of the courtship Adams had said not a word in his diary.
different pieces of information, such
Indeed, for the entire year of 1764 there were no diary entries, a as details, to come to a general
sure sign of how preoccupied he was. understanding of a person, place,
At their first meeting, in the summer of 1759, Abigail had been a event, or idea.
shy, frail fifteen-year-old. Often ill during childhood and still ✒ Underline the details that offer
subject to recurring headaches and insomnia, she appeared more you pieces of information about the
delicate and vulnerable than her sisters. By the time of her young John Adams.
wedding, she was not quite twenty, little more than five feet tall,
with dark brown hair, brown eyes, and a fine, pale complexion. For
a rather stiff pastel portrait, one of a pair that she and John sat for
in Salem a few years after their marriage, she posed with just a hint
of a smile, three strands of pearls at the neck, her hair pulled back
with a blue ribbon. But where the flat, oval face in her husband’s
portrait conveyed nothing of his bristling intelligence and appetite Literary Element
for life, in hers there was a strong, unmistakable look of good sense Characterization Characterization
and character. He could have been almost any well-fed, untested is how a writer reveals a character’s
young man with dark, arched brows and a grey wig, while she was personality. McCullough’s description
of Abigail shows more than physical
distinctly attractive, readily identifiable, her intent dark eyes clearly
details. What kind of personality does
focused on the world. it reveal?
One wonders how a more gifted artist might have rendered
Abigail. Long years afterward, Gilbert Stuart,1 while working on ✒ Underline phrases that
characterize Abigail. How would you
her portrait, would exclaim to a friend that he wished to God he describe her character?
could have painted Mrs. Adams when she was young; she would
have made “a perfect Venus,”2 to which her husband, on hearing
the story, expressed emphatic agreement.
Year after year through the long courtship, John trotted his horse
up and over Penn’s Hill3 by the coast road five miles to Weymouth4
at every chance and in all seasons. She was his Diana, after the
Roman goddess of the moon. He was her Lysander, the Spartan
hero. In the privacy of correspondence, he would address her as

1. Born in Rhode Island, Gilbert Stuart (1755–1828) was the most highly regarded American
portrait painter of his time.
2. Venus was the Roman goddess of love and beauty, associated with the Greek goddess
Aphrodite.
Vocabulary
3. Penn’s Hill is a hill near Boston.
4. Weymouth, a town in eastern Massachusetts, was Abigail Adams’s birthplace. frail (frāl) adj. weak or in bad health

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“Ever Dear Diana” or “Miss Adorable.” She nearly always began

Reading Strategy her letters then, as later, “My Dearest Friend.” She saw what latent
Analyzing Biographical abilities and strengths were in her ardent suitor and was deeply in
Information When you analyze love. Where others might see a stout, bluff5 little man, she saw a
bibliographical information, you
giant of great heart, and so it was ever to be.
look at parts of a selection for what
they show about a person’s life, Only once before their marriage, when the diary was still active,
character, and relationships. did Adams dare mention her in its pages, and then almost in code:

• What does this passage show Di was a constant feast. Tender, feeling, sensible, friendly. A friend. Not an imprudent, not an
about John’s character? indelicate, not a disagreeable word of action. Prudent, soft, sensible, obliging, active.

She, too, was an avid reader and attributed her “taste for letters”
to Richard Cranch,6 who, she later wrote, “taught me to love the
poets and put into my hands, Milton, Pope, and Thompson,7 and
Shakespeare.” She could quote poetry more readily than could John
English Language Coach Adams, and over a lifetime would quote her favorites again and
again in correspondence, often making small, inconsequential
Understanding Compound
mistakes, an indication that rather than looking passages up, she
Words A compound word is a
word that is made of two separate was quoting from memory.
words. The meanings of many Intelligence and wit shined in her. She was consistently cheerful.
compound words can be understood She, too, loved to talk quite as much as her suitor, and as time
from the words they are made of. would tell, she was no less strong-minded.
What are the words that form the Considered too frail for school, she had been taught at home by
compound word lifetime? What is the
her mother and had access to the library of several hundred books
meaning of lifetime?
accumulated by her father. A graduate of Harvard, the Reverend
Smith8 was adoring of all his children, who, in addition to the three
daughters, included one son, William. They must never speak
unkindly of anyone, Abigail remembered her father saying

✔ Reading Check
Give an example of the differences
between John and Abigail’s
appearances.

5. Here, bluff means “outspoken and frank.”

6. Richard Cranch was Abigail Adams’s brother-in-law.
Vocabulary
7. John Milton (1608–1674), Alexander Pope (1688–1744), and James Thomson
ardent (ard
ənt) adj. warm or (1700–1748)—whose name Abigail misspells—were all prominent British poets.
8. The Reverend William Smith was Abigail’s father.
passionate, expressing devotion or desire

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repeatedly. They must say only “handsome things,” and make

Active Reading Focus
topics rather than persons their subjects—sensible policy for a
parson’s family. But Abigail had views on nearly everything and Drawing Conclusions What does
persons no less than topics. Nor was she ever to be particularly this passage lead you to conclude
about Abigail’s background or her
hesitant about expressing what she thought.
family’s attitudes?
Open in their affections for one another, she and John were also
open in their criticisms. “Candor is my characteristic,” he told her,
as though she might not have noticed. He thought she could
improve her singing voice. He faulted her for her “parrot-toed”
way of walking and for sitting cross-legged. She told him he was
too severe in his judgments of people and that to others often
appeared haughty.9 Besides, she chided10 him, “a gentleman has no
business to concern himself about the legs of a lady.”
During the terrible smallpox epidemic of 1764, when Boston English Language Coach
became “one great hospital,” he went to the city to be inoculated,
an often harrowing, potentially fatal ordeal extending over many Figurative Use of Language
Writers use figurative language to
days. Though he sailed through with little discomfort, she worried
describe and communicate ideas or
excessively, and they corresponded nearly every day, Adams emotions. Figurative expressions, like
reminding her to be sure to have his letters “smoked,” on the idioms, are not literally true. A simile
chance they carried contamination. is a figure of speech that uses like or
The rambling, old-fashioned parsonage at Weymouth and its as to compare things that do not
furnishings were a step removed from the plain farmer’s cottage of seem to be alike, as in the line her
words hit him like a truck.
John’s boyhood or the house Abigail would move to once they were
married. Also, two black slaves were part of the Smith household. ✒ Underline the simile in the
According to traditional family accounts, the match was passage. What two things are
compared? How are they alike?
strongly opposed by Abigail’s mother. She was a Quincy, the
daughter of old John Quincy, whose big hilltop homestead, known
as Mount Wollaston, was a Braintree11 landmark. Abigail, it was
thought, would be marrying beneath her. But the determination of
both Abigail and John, in combination with their obvious attraction
to each other—like steel to a magnet, John said—were more than
enough to carry the day.

Vocabulary

candor (kan
dər) n. sincerity or

9. Haughty means “disdainfully proud.” frankness
10. Chided means “to scold constructively.”
11. Braintree, a town in eastern Massachusetts, was John Adams’s birthplace. parsonage (par
sə nij) n. the official
residence of a church clergyman

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Literary Element A month before the wedding, during a spell of several weeks
Characterization This passage is when they were unable to see one another because of illness,
from a letter written by John Adams to Adams wrote to her:
Abigail Smith before they were married.
Oh, my dear girl, I thank heaven that another fortnight12 will restore you to me—after so long a
• Why do you think McCullough separation. My soul and body have both been thrown into disorder by your absence, and a
uses the letter? month or two more would make me the most insufferable cynic in the world. I see nothing but
faults, follies, frailties and defects in anybody lately. People have lost all their good properties
or I my justice or discernment.
But you, who have always softened and warmed my heart, shall restore my benevolence as
well as my health and tranquility of mind. You shall polish and refine my sentiments of life and
• What does the letter show about manners, banish all the unsocial and ill natured particles in my composition, and form me to
that happy temper that can reconcile a quick discernment with a perfect candor.
John Adams?
Believe me, now and ever your faithful
Lysander

His marriage to Abigail Smith was the most important decision

of John Adams’s life, as would become apparent with time. She
Vocabulary was in all respects his equal, and the part she was to play would be
greater than he could possibly have imagined, for all his love for
Using Word Origins The word
her and what appreciation he already had of her beneficial,
benevolence comes from Latin words
for “good feeling” or the “wish to do steadying influence.
well,” bene volantem. Bride and groom moved to Braintree the evening of the
wedding. There was a servant to wait on them—the same Judah
• What does John mean by “restore
who had been the cause of the family row years before—who was
my benevolence”?
temporarily on loan from John’s mother.13 But as the days and
weeks passed, Abigail did her own cooking by the open hearth,
and while John busied himself with his law books and the farm,
she spun and wove clothes for their everyday use.
Big Idea Her more sheltered, bookish upbringing notwithstanding, she
was to prove every bit as hardworking as he and no less
The Struggle for Independence
Both Abigail and John worked hard conscientious about whatever she undertook. She was and would
and did things for themselves. How remain a thoroughgoing New England woman who rose at five in
does this relate to the idea of the morning and was seldom idle. She did everything that needed
independence? doing. All her life she would do her own sewing, baking, feed her
own ducks and chickens, churn her own butter (both because that
was what was expected and because she knew her butter to be

Vocabulary 12. A fortnight is two weeks.

13. Judah was a homeless woman, who, being unable to care for herself, had been brought to
benevolence (bə nev
ə ləns) n. the the Adamses’ household by Braintree officials. Her arrival had caused a family argument.
tendency to perform charitable acts;
good will

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superior). And for all her reading, her remarkable knowledge of

English Language Coach
English poetry and literature, she was never to lose certain
countrified Yankee patterns of speech, saying “Canady” for Canada, Understanding Roots, Prefixes,
as an example, using “set” for sit, or the old New England “aya,” and Suffixes A prefix is a word part
added to the beginning of a root or
for yes.
base word to change its meaning. A
To John’s great satisfaction, Abigail also got along splendidly suffix is a word part added at the
with his very unbookish mother. For a year or more, until Susanna end of a root or base word. The word
Adams was remarried to an older Braintree man named John Hall, unbookish is made up of the prefix
she continued to live with her son Peter in the family homestead un-, which means “not,” the base
next door, and the two women grew extremely fond of one another. word book, which means “a written
work on sheets of bound paper,” and
To Abigail her mother-in-law was a cheerful, open-minded person
the suffix -ish, which here means
of “exemplary benevolence,” dedicated heart and soul to the “likely to.” What is the meaning of
welfare of her family, which was more than her eldest son ever unbookish?
committed to paper, even if he concurred.
John and Abigail’s own first child followed not quite nine
months after their marriage, a baby girl, Abigail or “Nabby,” who
arrived July 14, 1765, and was, her mother recorded, “the dear
image of her still dearer Papa.”
A second baby, John Quincy, was born two years later, in 1767, ✔ Reading Check
also in mid-July, and Adams began worrying about college for 1. What did Abigail’s family think of
Johnny, fine clothes for Nabby, dancing schools, “and all that.” To John Adams as a suitable
husband?
Abigail, after nearly three years of marriage, her John was still “the
tenderest of husbands,” his affections “unabated.”14
For Adams, life had been made infinitely fuller. All the ties he
felt to the old farm were stronger now with Abigail in partnership.
She was the ballast15 he had wanted, the vital center of a new and 2. How would you describe the
home life of John and Abigail
better life. The time he spent away from home, riding the court
Adams during these early years?
circuit, apart from her and the “little ones,” became increasingly
difficult. “God preserve you and all our family,” he would write.

14. Unabated means “at full strength.”

15. Here ballast means “something that provides stability.”

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Active Reading Focus But in 1765, the same year little Abigail was born and Adams
found himself chosen surveyor of highways in Braintree, he was
Drawing Conclusions The
swept by events into sudden public prominence. His marriage and
“moment” McCullough describes
here is the start of John Adams’s family life were barely under way when he began the rise to the
political career. What can you fame he had so long desired. “I never shall shine ’til some
conclude about how John Adams animating occasion calls forth all my powers,” he had written, and
would change after this “moment”? here now was the moment.
“I am . . . under all obligations of interest and ambition, as well
as honor, gratitude and duty, to exert the utmost of abilities in this
important cause,” he wrote, and with characteristic honesty he had
not left ambition out.

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A F TE R YO U R E A D

Graphic Organizer • what kind of woman Abigail was

A web can help you organize information about a

• the ways in which she was a good partner for John

character. You can use that information to draw

conclusions. Use this web to think about Abigail Abigail’s
Adams. Fill in the ovals with information about Physical Qualities
her from the selection. Parts of the web have
been completed for you. When you draw your
• frail when young
conclusions, you may want to consider:

Abigail’s Actions
Abigail’s Words
• believed “a gentleman
has no business to concern
himself about the legs of a lady”
• thought John was “the tenderest
of husbands”

What Others
Thought About Abigail
Abigail’s
• Gilbert Stuart said she must Personality
have been like a “perfect Venus”
when young. • intelligent, witty
• expressed her opinions

Conclusions:

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Literary Element
Active Reading Focus
Characterization McCullough describes how young
Drawing Conclusions Near the end of the selection, John and Abigail were set on getting married. He
McCullough draws a conclusion about the importance paraphrases John’s own words to describe their
of Abigail to John Adams: attraction. It was like “steel to a magnet.”
“She was the ballast he had wanted, the vital center of a
new and better life.”
• How does that detail help characterize this couple?

Look back at the selection to find pieces of

information—details—that lead you to that conclusion.
In the space below, list three details.

1. • What do you think it says about their future together?

2.

3.

Vocabulary Practice
Using Word Origins Word origins, or etymology,
reveal a word’s history and development. Knowing a
Reading Strategy word’s origin can help you find its meaning.
Analyzing Biographical Information Reread Match the origin listed below to the right vocabulary
McCullough’s description of the pastel portrait of John word by circling the word. The first has been done for
and Abigail Adams a few years after their wedding. you.
• What kind of information does McCullough provide 1. This word comes from the Latin word candere,
in the passage? meaning “to glow, or be white.”
(a) frail
(b) parsonage
(c) candor
(d) benevolence
2. This word comes from Latin words meaning a “wish
• How does this information help the reader better
to do well.”
understand the characters of John and Abigail?
(a) insomnia
(b) benevolence
(c) ardent
(d) parsonage
3. This word comes from Middle English, French, and
Latin words meaning “to burn.”
(a) ardent
(b) candor
(c) insomnia
(d) benevolence

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Introductory Text: American Romanticism 1800–1860

Looking Ahead (pp. 162–163)

Preview
• What is American This introduction prepares you for the literature you will read
Romanticism? in a unit of your textbook. It explains American Romanticism,
a cultural movement that occurred in the 1800s. This
• How did it affect
movement influenced many aspects of American life,
literature?
including literature.
• How did it affect other
As you read the introduction, use the Cornell Note Taking System
aspects of life in America?
to record important points and to remember what you have read.

Reduce Record
TO THE POINT Note key words Looking Ahead
and phrases. For example:
Romanticism ➥ What forces shaped this period? Two have been written for you.
the arrival of European Romanticism
reform
an outburst of reform movements

➥ The pictures in this introduction also give us information. How

does this painting help you think about this unit?
ANY QUESTIONS? Remember to
ask yourself about pictures as
well as text on a page. For
example: “How does this
painting show American
Romanticism?”
Keep the following questions in mind as you read
➥ Paraphrase these questions to be sure you understand what is
being asked. When you paraphrase, you restate something in your
own words to make it simpler or shorter. The first paraphrase has
been done for you.
TO THE POINT Note key words How do the big ideas of American Romanticism
and phrases. connect with today’s ideas?

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Introductory Text: American Romanticism 1800–1860

Timeline (pp. 164–165)

Reduce Record
ANY QUESTIONS? Use them to American Literature
organize your notes. For
example: “What was the North ➥ Based on the timeline, draw a conclusion about American
Star?” literature during this period. One example has been provided for you.
Many entries deal with reform:
1841—Brook Farm
1845—Margaret Fuller’s Woman in the Nineteenth
Century
1847—Frederick Douglass begins publishing the North
Star

United States Events

➥ What are the categories of United States events? List the
category, then list one or two events in each category. Use your own
MY VIEW What categories of words. Two events have been done for you in the first two categories.
United States events interest Technology
you the most? List them in 1807—first successful steamboat built
order of your interest. 1825—Erie Canal opens, creating a route between the
Atlantic Ocean and the Great Lakes

Slavery
1820—Missouri Compromise keeps balance of slave and
free states
1833—The American Anti-Slavery Society founded

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Introductory Text: American Romanticism 1800–1860

Timeline (pp. 164–165)

Reduce Record
TO THE POINT Note key words World Events
and phrases. Two are listed for
you. ➥ Which world events may have influenced American literature
or United States events? Explain the link in your own words. One
emperor
event has been done for you.
reign 1845—Potato famine in Ireland leads to mass
emigration to America: This affected the ethnic
diversity of the United States, and increased the
population.

Recap
➥ Review your notes on the timeline. Then use this classification chart to
identify the events that are the most important. Two categories and most
important events have been filled in for you.

Technology Slavery
1807—first 1820—Missouri
successful Compromise
steamboat built keeps the
balance of
slave and free
states

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Introductory Text: American Romanticism 1800–1860

By the Numbers (p. 166)

Reduce Record
TO THE POINT Note key words Urban and Rural Populations in the United States
and phrases.
➥ Summarize the information in the chart. Use a compare-and-
contrast statement.

MY VIEW What do you find Purchasing Power

most interesting about this
information? ➥ Paraphrase the main idea of this section in your own words.

Immigration
ANY QUESTIONS? Write them ➥ What connections do you see between the facts and figures on
now. Then answer them as you this page? For example, can you see a relationship between
reread your notes. For example: population statistics and immigration statistics?
“What do these numbers show
me about America at this time?”

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Introductory Text: American Romanticism 1800–1860

By the Numbers (p. 166)

Reduce Record
TO THE POINT Note the key ➥ List the remaining heads on this page. For each, note what the
topics of this page. Next to statistics tell you about the period. Two have been written for you.
each, write a related key word
Voter Participation: There was incredible interest in the
that comes from the first page
of this unit introduction. Here’s election of 1840.
an example:
factories—industry Big Cities of 1830: New York was the country’s largest
city. Baltimore was second-largest.

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Being There (p. 167)

Reduce Record
MY VIEW Write your comments ➥ How do the pictures of Boston and Baltimore compare with the
here. picture showing the rural farm and Transcendentalist community?

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Introductory Text: American Romanticism 1800–1860

Being There (p. 167)

Recap
➥ Review your notes on the By the Numbers and Being There. Then use the
evidence organizer to review the importance of the statistics, map, and images.
Part of the organizer has been filled in for you.

Viewpoint

Supporting Detail Supporting Detail Supporting Detail

The railroad system grew
dramatically during this
period.

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Introductory Text: American Romanticism 1800–1860

Historical, Social, and Cultural Forces (pp. 168–169)

Reduce Record
TO THE POINT Note key words Industrial Revolution
and phrases. For example:
industrial revolution ➥ What are the main ideas in these paragraphs? Three have been
written for you.
began mid-1700s in started in mid-1700s in Britain
Britain was huge economic change

ANY QUESTIONS? Use them to

organize your notes. For
example: “How were the North Sectional Strife
and South different?” ➥ Compare the North and the South. Can you chart the
comparison in your notes? A chart has been started for you.

North South
• lots of big cities • few big cities
• economy based on • economy based on
manufacturing farming

ANY QUESTIONS? Use them to

organize your notes: First, ask
Who, What, When, Where,
Why, and How. Then answer
some or all of those questions.
For example:
The Age of Reform
What: Age of Reform
When: 1820s–1830s ➥ Try grouping information into two categories: causes of reform
and areas of reform. An example has been done for you.
Causes of Reform: Second Great Awakening
Areas of Reform: slavery,

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Introductory Text: American Romanticism 1800–1860

Historical, Social, and Cultural Forces (pp. 168–169)

Reduce Record
TO THE POINT Note the key Roots of Romanticism
topic of this page.
➥ Complete this sentence in your own words. This section is
about . . .

TO THE POINT Note key words Optimism and Individualism

and phrases. For example:
new ideas from
➥ Summarize the main idea of this paragraph.

Europe

ANY QUESTIONS? If you’re Kinship with Nature

unsure of a head, ask a question
about it. For example: “What ➥ What are the main ideas of this paragraph? Two have been
does Kinship with Nature written for you.
mean?” Romantics celebrated of natural world
Disagreed with European belief that nature had to be
tamed.

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Introductory Text: American Romanticism 1800–1860

Historical, Social, and Cultural Forces (pp. 168–169)

Reduce Record
MY VIEW Write comments here. The Power of Darkness
➥ Complete this sentence: In American Romanticism, The Power
of Darkness is . . .

TO THE POINT Note the big Preview Big Ideas of American Romanticism
ideas. For example:
Optimism and ➥ Paraphrase each of the three big ideas. One has been done for
you.
Individualism Optimism and Individualism: The world is always getting
better. Writers who take this viewpoint partially base it
on a confidence that people can make themselves,
politics, and society better.

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Introductory Text: American Romanticism 1800–1860

Historical, Social, and Cultural Forces (pp. 168–169)

Recap
➥ Review your notes on the Historical, Social, and Cultural Forces. Then
recap. Use these thinking trees to summarize your notes. Some parts of them have
been filled in for you.

Historical, Social, and Cultural Forces

new railroads
and factories

Roots of
Romanticism

interest in evil and

the supernatural

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Big Idea 1: Optimism and Individualism (p. 170)

Reduce Record
TO THE POINT Note key words Rise of the Common People
and phrases. For example:
Andrew Jackson ➥ What are the main ideas? Use a cause-and-effect diagram to
organize them. Some of it has been filled in for you.
elected
Causes Effects
• Changes in voting • these votes elect
laws mean almost frontiersman
ANY QUESTIONS? If you’re all white males Andrew Jackson as
unsure of a head, ask a question can vote. president.
about it, then answer it as you
reread your notes. For example:
“What is Transcendentalism?”

Transcendentalism
➥ Complete this sentence in your own words: Transcendentalists
believe . . .
ANY QUESTIONS? Use them to
organize your notes. For
example: “Why did Emerson
believe in unlimited human
potential?” Emerson’s Outlook
➥ Paraphrase the main idea of this paragraph.

TO THE POINT Note key words

and ideas. For example: Emerson’s Essays
Essays not focused on ➥ What information here will help you to read Emerson’s essays in
single idea this unit? One example has been done for you.
Emerson is best known for his formal essays.

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Big Idea 1: Optimism and Individualism (p. 171)

Reduce Record
TO THE POINT Practice brief from Self-Reliance
summaries. Here’s an example:
“In Self-Reliance, Emerson said ➥ Paraphrase this idea from the excerpt: “Insist on yourself; never
American artists should stop imitate.”
copying foreign models.”

➥ The pictures are part of the information presented. Compare the

painting and the essay. How are they alike and how are they different?
MY VIEW What was most
interesting or surprising about
this selection?

Recap
➥ Review your notes on Big Idea 1: Optimism and Individualism. Then
complete the outline. Some of the outline has been filled in for you.

I. Rise of the II. Transcendentalism III. Ralph Waldo Emerson

Common People
A. New voting laws allowed A. This movement emerged A. Emerson was influenced
more white men to vote. from ideas of a group of by Hindu philosophy and
B. thinkers in the 1830s and the idea of an Over-soul.
1840s in New England. B.
B.
C.
C.
C.

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Big Idea 2: Kinship with Nature (p. 172)

Reduce Record
TO THE POINT Note key words America—Garden or Wilderness?
to show different attitudes
toward nature. Here’s an ➥ How are the views of nature as a garden or a wilderness
example: different? Use this chart to show the differences. An example of each
has been done for you.
Positive Negative
garden wilderness Garden Wilderness
Native American view View of some European
explorers and settlers

TO THE POINT Practice brief Thoreau and Nature

summaries.
➥ Paraphrase the main idea of this section.

ANY QUESTIONS? Write them Thoreau and Politics

now. Answer them as you
reread your notes. For example: ➥ What are the differences between Thoreau’s view on law and
“What were the political issues government, and his views on the individual? Use this chart to show
of Thoreau’s day?” the comparison. One example has been done for you.

Thoreau: Nature Thoreau: Politics

• government threatens • individual consciencemore
liberty important thanlaw

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Introductory Text: American Romanticism 1800–1860

Big Idea 2: Kinship with Nature (p. 173)

Reduce Record
ANY QUESTIONS? Use them to Thoreau’s Journals
organize your notes. Here’s an
example: “Why were Thoreau’s ➥ What are the main ideas of this paragraph?
private journals so interesting?”

from The Journal

TO THE POINT Note key words
or phrases.
➥ Paraphrase this sentence from the excerpt: “Our scientific
names contain a very partial information only.”

➥ How are the painting and the selection similar?

MY VIEW Write comments here.

Recap
➥ Review your notes on Big Idea 2: Kinship with Nature. Then write a
summary of your notes. The first main point has been written for you.
Topic: Big Idea 2: Kinship with Nature
Main Points
Writers such as Thoreau believed nature was good for the human spirit.

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Big Idea 3: The Power of Darkness (p. 174)

Reduce Record
TO THE POINT Note a few key Hawthorne and Melville
ideas. Two have been written
for you. ➥ Summarize the main ideas of this paragraph.
good and evil
Moby-Dick

ANY QUESTIONS? If you’re Gothic Horror

unsure of a head, ask a question
about it. For example: “What
➥ Complete this sentence in your own words. Gothic horror is . .
does ‘Gothic’ mean?”

Poe and the Terror of the Soul

➥ What are the main ideas of this paragraph?
MY VIEW What is most
interesting or surprising about
this paragraph?

Poe’s Short Stories

➥ What are the main ideas of these paragraphs? Use a web to
organize them. One has been written for you:

ANY QUESTIONS? Use them to single, unique

organize your notes. Here’s an effect
example: “Why are Poe’s short
stories so important?” Poe’s Short
Stories

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Introductory Text: American Romanticism 1800–1860

Big Idea 3: The Power of Darkness (p. 175)

Reduce Record
TO THE POINT Note the key from The Fall of the House of Usher
topic of this page.
➥ How does this selection show The Power of Darkness?

MY VIEW Remember to ask

➥ How are the picture and the selection alike and how are they
different?
yourself about pictures as well
as text. For example: “What is
an ‘abbey’?”

Recap
➥ Review your notes on Big Idea 3: The Power of Darkness. Then recap. Use
the graphic organizer to help you remember your notes on the key writers:
Hawthorne, Melville, and Poe. The organizer has been started for you.

Hawthorne Melville Poe

• Puritan legends of New • Wrote sea adventures • Gothic horror
England

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Introductory Text: American Romanticism 1800–1860

Wrap-Up (p. 176)

Reduce Record
TO THE POINT Note a few key Why It Matters
ideas.
➥ What are the main ideas of this section? The first one has been
written for you.
Many aspects of Romanticism are connected to the
first settlements and colonies in New England.

MY VIEW Indicate what you

Cultural Links
find most interesting about this
information. ➥ What cause-and-effect relationships are described in these
paragraphs? One has been written for you.
Emerson’s essays influenced Walt Whitman.

Recap
➥ Review your notes on the Wrap-Up. Then relate American Romanticism to
life today. Use the Venn diagram to recap the similarities and differences between
American Romanticism and modern America. Some of it has been filled in for
you.

American Shared Modern U.S.

Romanticism • interest in reforming • rapidly advancing
• sense of optimism and society technology
faith in the
individual’s ability to
improve

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Introductory Text: American Romanticism 1800–1860

Summarize
➥ Review your notes on this introduction. Then summarize the important
ideas that you’ve learned about American Romanticism. Use this concept map
to organize them. Part of it has been started for you.

Details
Details
• Emerson had faith in the
individual.

Definition

American Romanticism

Examples Examples
• Andrew Jackson’s
election meant that a
common person (a
frontiersman) could rise
to the top of American
society.

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Introductory Text: American Romanticism 1800–1860

Apply
Multiple Choice 4. Why did Henry David Thoreau spend
Circle the letter of the best choice for the a night in jail?
following questions. A. He refused to pay taxes used to
finance a war he disagreed with.
1. What caused enormous economic B. He volunteered to see what it was
growth and changed American like.
society?
A. The Industrial Revolution C. He wrote anti-government
statements in his essays.
B. Transcendentalism
D. He was caught trespassing at
C. Slavery Walden Pond.
D. The Power of Darkness
Matching
2. What had the biggest influence on Write the letter of the choice below that
Nathaniel Hawthorne’s fiction? best matches each numbered item.
A. his Puritan past
_____ 5. Who was elected president
B. romantic tales of the South Seas
during this period?
C. Gothic tales of horror
_____ 6. Which writer invented the
D. the wildness of nature detective story?
_____ 7. Who wrote Moby-Dick?
3. What caused tension between the North
and the South during this period? _____ 8. Who kept a journal that reached
A. the issue of slavery 7,000 pages?
B. the issue of reform A. Henry David Thoreau
C. competition between agriculture in B. Andrew Jackson
the north and south C. Edgar Allan Poe
D. the rise of factories D. Herman Melville

How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the historical period or the Big Ideas of this unit. As you learn more about the ideas in the
unit, add to your notes.

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Literary History: The Fireside Poets (pp. 200–201)

Preview
• Who are the “Fireside This article presents information about the Fireside Poets, a
Poets”? part of our literary history. This reading will help you
understand some of the poets and poetry you will find in your
• What are some common
textbook.
traits of their poetry?
As you read the article, use the Cornell Note Taking System to
• What role does nature
record important points and to remember what you have read.
play in poems by the
Fireside Poets?

Reduce Record
TO THE POINT Note key words ➥ Create an outline to describe the characteristics of the major
and phrases. For example: Fireside Poets. The first two have been started for you.
fireside: because I. William Cullen Bryant
families read poems A. oldest Fireside Poet
aloud by the fire B. influenced by English Romantic poets
II. Henry Wadsworth Longfellow
A. used rhyme and simple verse to write about
ANY QUESTIONS? Write them American past
now. Answer them as you B. known for poem, “Paul Revere’s Ride”
reread your notes. For example:
“Why were the Fireside Poets
so interested in American
history?”

MY VIEW What were the major

traits of the Fireside Poets?

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Literary History: The Fireside Poets

(pp. 200–201)

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ANY QUESTIONS? Write any “To the Fringed Gentian”
questions you may have. For
example: “What images does ➥ Paraphrase these lines in your own words: “Thou blossom
the speaker describe in the first bright with autumn dew, / And colored with the heaven’s own blue, /
stanza?” That openest when the quiet light / Succeeds the keen and frosty
night—” Lines are separated by a slash. The beginning has been
started for you.
Your bloom is bright from

“Old Ironsides”
➥ How is the subject of this poem related to the biography of
TO THE POINT Note key words Oliver Wendell Holmes on the previous page?
about the subject of the poems.

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Literary History: The Fireside Poets

Summarize
➥ Review your notes on this article. Then use this 5 Ws and H Organizer
(Who, What, When, Where, Why, and How) to organize the important
information. Two have been started for you.

Who What When Where Why How

• William • to create a
Cullen truly
Bryant national
literature
• Henry
Wadsworth
Longfellow

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Literary History: The Fireside Poets

Apply
Multiple Choice 4. What is “Old Ironsides” about?
Circle the letter of the best choice for the A. an old man nicknamed Ironsides
following questions. B. a ship called the USS Constitution
1. Which poet wrote “To the Fringed C. a train made of iron
Gentian?”
D. a building that had iron walls
A. John Greenleaf Whittier
B. James Russell Lowell
Matching
Write the letter of the choice below that best
C. Henry Wadsworth Longfellow
matches each numbered item.
D. William Cullen Bryant
_____ 3. also had a medical career
2. What social movement was John
_____ 4. wrote about Paul Revere’s ride
Greenleaf Whittier devoted to?
A. women’s suffrage _____ 5. Puritan background; influenced by
English Romantic poets
B. abolition
_____ 6. the first editor of the Atlantic
C. child labor laws
Monthly
D. environmentalism
_____ 7. wrote about a family stuck inside
3. What did James Russell Lowell object during a snowstorm
to? A. William Cullen Bryant
A. industry B. Henry Wadsworth Longfellow
B. shipping C. James Russell Lowell
C. the wilderness D. Oliver Wendell Holmes
D. slavery E. John Greenleaf Whittier

How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes to add to your
background on the key writers and themes of this period.

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Literary History: The First American Short Stories (pp. 226–227)

Preview
• Who were the pioneers of This article presents information about the first American
the American short story? short stories, which are a part of our literary history. Some of
the short stories you will read in your textbook come from this
• What were the major
period. All short stories include the narrative elements
achievements of these
described in this section.
writers?
As you read the article, use the Cornell Note Taking System to
• What are the elements of
record important points and to remember what you have read.
the short story?

Reduce Record
ANY QUESTIONS? Use them to Literary Pioneers
organize your notes. For
example: “Who wrote the first ➥ Use a chart to organize the major writers of this section and
American short stories?” their accomplishments. The chart has been started for you.

Washington Edgar Allan Poe Nathaniel

Irving Hawthorne
• first American
writer well known
outside U.S.
TO THE POINT Note key words
and phrases.

Detective Stories and Science Fiction

➥ List the basic conventions of the detective story. The first has
been listed for you.
brilliant, eccentric detective

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Literary History: The First American Short Stories

(pp. 226–227)

Reduce Record
ANY QUESTIONS? Ask questions Theory and Practice
about heads. For example:
“What is the difference between ➥ Use a web to organize ideas about Poe’s theory of the short
theory and practice?” story. Use another web to organize ideas about Hawthorne’s practice,
or the approach he took. Both webs have been started for you.

read in one
sitting Poe’s theory

Hawthorne’s
practice

Short Story Elements

TO THE POINT Note the ➥ Paraphrase the definitions of each boldfaced term. When you
boldfaced terms. paraphrase, you restate something in your own words to make it
simpler or shorter. Two have been written for you.
Setting: where and when the story happens.
Characters:
Protagonist:
Antagonist:
Point of view:
Theme:

Plot:

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Literary History: The First American Short Stories

Summarize
➥ Review your notes on this article. Then use an outline to summarize what
you’ve learned about the first American short stories and the elements of the
short story. Part of it has been filled in for you.

I. Literary Pioneers
A. Washington Irving gave American settings to European narratives.
B. Nathaniel Hawthorne
C. Edgar Allan Poe

II. Detective Stories and Science Fiction

A.
B.
C.

III. Theory and Practice

A.
B.

IV. Short Story Elements

A. Setting:
B. Characters:
C.
D.
E.

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Literary History: The First American Short Stories

Apply
Multiple Choice Matching
Circle the letter of the best choice for the Write the letter of the choice below that
following questions. best matches each numbered item.
1. Which of the following writers was not
one of the pioneers of the American _____ 3. Which word means the central
short story? message of a short story that
A. Washington Irving readers can apply to life?

B. Edgar Allan Poe _____ 4. Which word means the time

and place in which the events
C. Nathaniel Hawthorne of a story occur?
D. Henry Wadsworth Longfellow _____ 5. Which word means the
perspective of the storyteller or
2. Which of the following describe Edgar narrator?
Allan Poe?
A. inventor of the detective story _____ 6. Which word means the sequence
of events in a story?
B. editor of literary magazines
A. setting
C. first American writer famous abroad
B. theme
D. theorist of the short story
C. plot
3. Which of the following is a basic D. point of view
convention of the detective story?
A. allegory and symbolism
B. a clumsy hero
C. a very simple crime
D. an “impossible crime”

4. What happened to the literary forms

and ideas of Poe, Hawthorne, and
Irving?
A. they disappeared
B. they remain important today
C. they were barely accepted
D. they changed over time

How can you better remember and understand the material in this Literary History? Recite
your notes, Reflect on them, and Review them. You can also use your notes to help you read
the short stories in this unit.

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B E FO R E YO U R E A D

IN THE HEART OF THE SEA Literary Element Description

Description is writing that creates a clear picture in a
Building Background reader’s mind. Good descriptive writing appeals to the
In 1820, the Nantucket whaling ship Essex was attacked senses (such as sight and hearing) through imagery.
by a sperm whale while out at sea. For the next four Descriptions use figurative language to convey ideas
months, the entire crew was lost in the South Pacific. and emotions. Precise verbs, nouns, adjectives, and
Stranded in rowboats with not enough food or water, adverbs help make a description vivid.
only eight men survived. The tragedy served as the
inspiration for Herman Melville’s famous novel Moby- • This selection is rich with description. Look for
language that paints a picture for you.
Dick. Melville’s main character is Captain Ahab, who is
obsessed with killing a violent, mysterious white whale.
Melville modeled Ahab on descriptions of Owen Chase, Big Idea The Power of Darkness
a first mate on the tragic Essex. Historian Nathaniel “Darkness” to the American Romantic writers meant
Philbrick wrote about the Essex disaster and Owen the mysterious, unexplainable aspects of life. These
Chase in In the Heart of the Sea. The following selection writers were fascinated by imagination and emotions.
describes the Essex crew’s first days stranded at sea. They used rich language to describe madness, evil,
death, natural forces, and supernatural events.
Setting Purposes for Reading
Nature may seem gentle and calm one minute and Vocabulary
terrifying and dangerous the next. Think about your
own experiences with nature, such as enjoying a Read the definitions of these words from In the Heart of
beautiful day, or being stuck in a sudden rainstorm. the Sea. As you read, use context clues to help unlock
Then discuss these questions with a small group: their meanings.

• How do you think of nature? Is it something to hybrid (h
¯
brid) n. an object made up of elements
enjoy? Something to fear? from different sources; p. 74 Ella’s hybrid car uses both
• Think of a time when you were lost somewhere. gasoline and electricity.
How did it feel?
destiny (des
tə nē) n. apparently predetermined and
Read to find out how the crew of the Essex dealt with inescapable series of events that happen to somebody;
the physical and emotional problems caused by being p. 74 We could not help but think that the car breaking
stranded at sea. down was part of our destiny.
navigational (nav´i ā
shən əl) adj. having to do with
Reading Strategy Analyzing Historical locating a position and planning a route; p. 74 The crew
Context needed navigational tools for their sea voyage.
Analyzing historical context means looking at how perception (pər sep
shən) n. the use of the senses to
background information and the social forces influenced observe surroundings; p. 75 Kim’s perception was
the writing of a literary work. As you read, look for how diminished when it grew dark outside.
this real-life story may have influenced Melville’s tale of
provisions (prə vizh
ənz) n. food or equipment used to
Moby-Dick.
supply travelers on a journey; p. 76 For our camping trip,
we bought provisions at the market.
Active Reading Focus Summarizing
When you summarize, you repeat the main ideas of a
selection or passage in your own words.

• You summarize in a logical order. English Language Coach

• A summary is different from a paraphrase. A
These notes help you apply word attack skills to
summary is shorter, as it only includes the main
ideas. (A paraphrase repeats all the details as well understand unfamiliar words or expressions.
as main ideas, but in different words.)
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Literary Element In the Heart of the Sea

Description A detailed picture of a Nathaniel Philbrick
person, place, object, or event is called As darkness approached at the end of the first day, the wind
description. Effective descriptions built steadily, kicking up a steep, irregular chop.1 The Essex
appeal to the senses, such as sight, whaleboats were hybrids—built for rowing but now adapted to
hearing, touch, and smell.
sail—and the men were still learning how they handled. Instead of
✒ Underline descriptive language in a rudder, each boat was equipped with a steering oar. This
this passage. eighteen-foot lever enabled a rowed whaleboat to spin around in
its own length, but it was not so effective in guiding a sailboat, and
required the helmsman to stand at the cumbersome oar. At this
early stage in the voyage, the whaleboats were dangerously
overloaded. Instead of five hundred pounds of whaling equipment,
each boat contained close to a thousand pounds of bread, water,
• What senses do the descriptions
and tortoises,2 and waves broke over the built-up gunnels3 and
appeal to?
soaked the men. The boats were also without centerboards or
skegs4 to help them track through the water, forcing the helmsmen
to tug and push their steering oars as their little, deeply laden boats
English Language Coach corkscrewed in the turbulent seas.
Each boat-crew was divided into two watches. While half the
Understanding Multiple-Meaning
men attempted to rest—curling up with the Galapagos tortoises in
Words There are many words in the
English language that have more than
the bilge5 or leaning uncomfortably against the seats—the others
one meaning. In this passage, the steered, tended the sails, and bailed. They also attempted to keep
word firmness means “courage.” Now an eye on the other boats, which would sometimes disappear
give the meaning of firmness in this entirely from view when they dipped down into the trough of a
sentence: The firmness of the sofa wave.
was just right. At the start it had been decided that every effort would be made
to keep the three boats together. Together they could help if one of
them ran into trouble; together they could keep one anothers’
spirits up. “[U]naided, and unencouraged by each other,” Chase6
observed, “there were with us many whose weak minds, I am
confident, would have sunk under the dismal retrospections of the
past catastrophe, and who did not possess either sense or firmness
enough to contemplate our approaching destiny, without the
cheering of some more determined countenance than their own.”
There was also a more practical reason for staying together:
there was not enough navigational equipment to go around.
Vocabulary Pollard7 and Chase each had a compass, a quadrant, and a copy of

hybrid (h
¯
brid) n. an object made

up of elements from different sources
destiny (des
tə nē) n. apparently
1. Here, chop means “waves.”
predetermined and inescapable series 2. Tortoises were commonly kept aboard whaleships to be used as food for the crew.
of events that happen to somebody 3. A gunnel is the upper edge of a boat’s side.
4. A skeg is the rear, or stern of a ship’s keel, or main timber. A centerboard is a retractable keel.
navigational (nav´i ā
shən əl) adj. 5. In this context bilge means “the lowest part of a ship’s hull.“
having to do with locating a position 6. Owen Chase was the first mate aboard the Essex.
and planning a route 7. George Pollard was the captain of the Essex.

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Bowditch’s Navigator, but Joy8 had nothing. If his boat-crew should Reading Strategy
become separated from the other two, they would be unable to find
their way across the ocean. Analyzing Historical Context How
might this real-life description of the
Night came on. Although moon and starlight still made it
stranded whaling ship have
possible to detect the ghostly paleness of the whaleboats’ sails, the influenced Melville’s own tale?
men’s field of vision shrank dramatically in the darkness even as
their perception of sounds was heightened. The whaleboats’
clinker, or lapstrake, construction (with planks overlapping,
resembling the clapboards of a house) made them much noisier
than a smooth-bottomed boat, and the fussy, fluted sound of water
licking up against their boats’ lapped sides would accompany them
for the duration of the voyage.
Even at night the crews were able to maintain a lively three-way English Language Coach
conversation among the boats. The subject on everyone’s mind was Understanding the Implied
of course the “means and prospects of our deliverance.” It was Meaning of a Word The
agreed that their best chance of survival lay in happening upon a denotation of a word is its literal
whaleship. The Essex had sunk about three hundred miles north of meaning, or dictionary definition. The
the Offshore Ground.9 They still had about five days of sailing before connotation of a word is its implied
meaning, or the images and ideas
they entered the Ground, where, they desperately hoped, they
the word brings to mind. When we
would come across a whaler. think of gamble, we often think of
A circumstance in their favor was that, unlike merchant vessels, games of chance. What do you think
whaleships almost always had a lookout posted at the masthead, so of when you read gamble in this
in whaling territory they had a better chance of being seen. passage?
Against them was the immensity of the Offshore Ground. It
encompassed an enormous amount of ocean—more than twice
the area of the state of Texas, a rectangle about three hundred
miles north to south and almost two thousand miles from east to
west. There were at least seven whaleships on the Offshore Ground
at this time. But even if there were double that number, the odds
were poor that three whaleboats sailing along a straight line
through the Ground (which might take only four or five days to
cross) would be spotted by a ship.
One possibility was to extend their time in the Offshore Ground
and actively search for whalers. But that was a gamble. If they
searched the region and didn’t find a ship, they would jeopardize
their chances of reaching South America before their food supplies
ran out. As it was, they would be entering the western extreme of
the Ground and would have a difficult time heading east against
the southeasterly trades.10

Vocabulary
8. Matthew Joy was second mate aboard the Essex.
9. The Offshore Ground was a heavily whaled expanse of ocean off the coast of Peru. perception (pər sep
shən) n. the use
10. The trades are trade winds, or winds that always move in the same direction. of the senses to observe surroundings

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Vocabulary There was another factor influencing their decision to continue

on with the original plan. After having fallen victim to such a
Using Context Clues Circle the
seemingly random and inexplicable attack, the men felt an
word hardtack.
overpowering need to reclaim at least some control of their own
• Just using the context of the destiny. Being sighted by a whaleship would, according to Chase,
sentence, what do think hardtack is? not “depend on our own exertions, but on chance alone.” Reaching
South America, on the other hand, depended “on our own labors.”
From Chase’s perspective, this made all the difference and demanded
that they not “lose sight, for one moment, of the strong probabilities
which, under Divine Providence, there were of reaching land by the
route we had prescribed to ourselves.”
Cross-Curricular Link
The plan had one iron requirement: they had to make their
Science How do these scientific provisions last two months. Each man would get six ounces of
facts help you understand conditions
hardtack and half a pint of water a day. Hardtack was a simple
for the men of the Essex?
dried bread made out of flour and water. Baked into a
moisture-free rock to prevent spoilage, hardtack had to be broken
into small pieces or soaked in water before it was eaten, if a sailor
didn’t want to crack a tooth.
The daily ration was equivalent to six slices of bread, and it
provided about five hundred calories. Chase estimated that this
amounted to less than a third of the nourishment required by “an
ordinary man.” Modern dietary analysis indicates that for a
✔ Reading Check
five-foot, eight-inch person weighing 145 pounds, these provisions
1. Why did the crew of the Essex met about a quarter of his daily energy needs. True, the men of the
want to keep their boats together? Essex had more than just bread; they had tortoises. Each tortoise
was a pod of fresh meat, fat, and blood that was capable of
providing as many as 4,500 calories per man—the equivalent of
nine days of hardtack. Yet, even augmented by the tortoises, their
daily rations amounted to a starvation diet. If they did succeed in
reaching South America in sixty days, each man knew he would be
little more than a breathing skeleton.
But as they would soon discover, their greatest concern was not
2. What was the crew hoping to
food but rather water. The human body, which is 70 percent water,
accomplish by sailing through the
Offshore Ground? requires a bare minimum of a pint a day to remove its waste
products. The men of the Essex would have to make do with half
that daily amount. If they experienced any hot weather, the deficit
would only increase.
That first night of their journey, Chase, Pollard, and Joy
distributed the rations of bread and water to their boat-crews. It
was two days after the sinking now, and the men’s interest in food
had finally returned; the bread was quickly eaten. There was
something else they craved: tobacco. A whaleman almost always
Vocabulary
had a quid11 of tobacco in his mouth, going through more than
provisions (prə vizh
ənz) n. food or
equipment used to supply travelers on
a journey 11. A quid means “a cut of something chewable.”

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seventy pounds of it in a single voyage. In addition to all their Big Idea

other woes, the crew of the Essex had to contend with the jittery
The Power of Darkness Here
withdrawal symptoms associated with nicotine addiction. Philbrick describes how the first mate
After the meager meal, the men not on watch went to sleep. could not escape his own
“Nature became at last worn out with the watchings and anxiet- imagination. Read the first mate’s
ies of the two preceding nights,” Chase recalled, “and sleep own words after the description.
came insensibly upon us.” But as his men fell into what he
judged to be a dreamless stupor, Chase found himself in the • How do Chase’s own words relate
to the idea of the Power of
middle of a waking nightmare.
Darkness?
Unable to sleep for the third night in a row, he continued to
dwell obsessively on the circumstances of the ship’s sinking. He
could not get the creature out of his mind: “[T]he horrid aspect and
revenge of the whale, wholly engrossed my reflections.” In his des-
perate attempts to find some explanation for how a normally
passive creature could suddenly become a predator, Chase was
plagued by what psychologists call a “tormenting memory”—a
common response to disasters. Forced to relive the trauma over
and over again, the survivor finds larger, hidden forces operat- ✔ Reading Check
ing through the incident. The philosopher William James felt 1. Aside from needing food and
this compulsion firsthand some years later. After the San water, what other problem faced
Francisco earthquake of 1906, he wrote: “I realize now how inev- the boat-crews?
itable were men’s earlier mythological versions [of disaster] and
how artificial and against the grain of our spontaneous perceiv-
ing are the later habits which science educates us.”
For most disaster victims, the repeated flashbacks of a tor- 2. What belief did Chase and Captain
menting memory have a therapeutic value, gradually weaning Ahab share, according to Philbrick?
the sufferer from anxieties that might otherwise interfere with
his ability to survive. There are some, however, who cannot rid
themselves of the memory. Melville, building upon Chase’s
account, would make his Captain Ahab a man who never
emerged from the psychic depths in which Chase had writhed
these three nights. Just as Chase was convinced that the whale
that attacked the Essex exhibited “decided, calculating mis-
chief,” so was Ahab haunted by a sense of the white whale’s
“outrageous strength, with an inscrutable malice sinewing12 it.”
Locked in his own private chamber of horrors, Ahab
resolved that his only escape was through hunting down and
killing Moby Dick: “How can the prisoner reach outside except
by thrusting through the wall? To me, the white whale is that
wall, shoved near to me.” Chase, on a tiny boat a thousand
miles from land, did not have the possibility of revenge. Ahab
was fighting a symbol; Chase and his shipmates were fighting
for their lives.

12. Sinewing means “supporting.”

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A F TE R YO U R E A D

Graphic Organizer

A cause-effect organizer can help you understand the

relationship between effects and their causes. The box
to the left is the cause. Each box on the right contains
an effect of that cause. Complete the organizer by
filling in the remaining boxes. If you prefer, construct a
Foldable™ to display the information.
Effect
The Essex crew is lost at sea without
enough provisions for everyone.

Effect
The crew has to choose either to sail for
South America, or to search the
Offshore Ground.

Effect
Cause
The Essex is
attacked and sunk
by a whale.

Effect

Effect

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Active Reading Focus Literary Element

Description With a classmate, look back over the
Summarizing Near the end of the selection, Philbrick
describes the haunted mindset of Captain Ahab, the selection. Which parts made you feel like you were
main character Melville based on Owen Chase: “Locked there with the Essex crew? Select the most vivid
in his own private chamber of horrors, Ahab resolved passage. Then explain how the descriptive details
that his only escape was through hunting down and made that passage come alive.
killing Moby Dick: ‘How can the prisoner reach outside
except by thrusting through the wall? To me, the white
whale is that wall, shoved near to me.’ ”
In your own words, summarize the main idea of this
passage. Make sure you include Ahab’s attitude as
Philbrick describes it in your summary.

Vocabulary Practice

Using Context Clues When reading unfamiliar or

tricky words, readers can use context clues to help
them understand what the words mean. Writers may
also include context clues to help readers with
Reading Strategy understanding.

Analyzing Historical Context Reread the final • Read each passage from the text. Study the
underlined parts. Then, explain how that information
paragraph of the selection. Philbrick writes that, “Chase, on
gives a clue to the boldfaced word’s meaning.
a tiny boat a thousand miles from land, did not have the
possibility of revenge.” How was Chase’s situation different 1. “The Essex whaleboats were hybrids—built for
than Captain Ahab’s? How does knowing this historical rowing but now adapted to sail...”
context help one understand the character of Ahab?
2. “There was also a more practical reason for staying
together: there was not enough navigational
equipment to go around. Pollard and Chase each
had a compass, a quadrant, and a copy of
Bowditch’s Navigator, but Joy had nothing.”

3. “The plan had one iron requirement: they had to

make their provisions last two months. Each man
would get six ounces of hardtack and a half pint of
water a day.”

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Introductory Text: The Civil War Era 1850–1880

Looking Ahead (p. 315)

Preview
• How did African This introduction prepares you for the literature you will read
Americans respond to in a unit of your textbook. It explains the literature of the Civil
slavery? War Era. The literature includes the African American
response to slavery, the writings of the war years, and the
• What did Americans write
revolutionary poetry of Walt Whitman and Emily Dickinson.
about the war?
As you read the introduction, use the Cornell Note Taking
• How did Whitman and
System to record important points and remember what you
Dickinson influence have read.
American literature?

Reduce Record
TO THE POINT Note key words Looking Ahead
and phrases. For example:
North-South tensions
➥ What are the main ideas? Two have been written for you.
Tensions grew between North and South
regional conflict
Writers responded to slavery, regional conflict, and
war

Keep the following questions in mind as you read.

TO THE POINT Note key words ➥ Paraphrase these questions to be sure you understand what is
and phrases. being asked. When you paraphrase, you restate something in your
own words. The first paraphrase has been done for you
How did the issue of slavery lead to the Civil War?

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Timeline (pp. 316–317)

Reduce Record
TO THE POINT Note types of American Literature
literature. For example:
books about slavery ➥ What kinds of literature were produced during the Civil War
era? Based on the timeline, list some categories and examples. Two
books of poetry categories have been started for you.
Books about slavery
Frederick Douglass’s My Bondage and My Freedom
Harriet Beecher Stowe’s Uncle Tom’s Cabin
Books of poetry
Walt Whitman’s Leaves of Grass

TO THE POINT Write down

general categories of U.S. United States Events
events. For example:
Regional violence ➥ What are the categories of U.S. events? List a category, and
then list one or two events in that category. Use your own words.
Two events have been done in the first category.
Regional violence
1856—Proslavery and antislavery conflicts in Kansas
1859—John Brown raids Harper’s Ferry arsenal.

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Timeline (pp. 316–317)

Reduce Record
TO THE POINT Note general World Events
categories of world events.
➥ What are the categories of world events? List the category, and
then list one or two events in each category. Use your own words.
One category has been started for you.
Exploration
1855—Commodore Perry opens Japan to world Trade
1855—David Livingstone names Victoria Falls in Africa

Recap
➥ Review your notes on the Timeline. Recap by creating a timeline of
important events related to slavery and African Americans. List events in
chronological order. The timeline has been started for you.
1850s
1850—Compromise of 1850 makes Fugitive Slave Act stronger.
1856—Proslavery forces sack Lawrence, Kansas. Antislavery forces
get revenge with Pottawatomie Massacre (“Bleeding Kansas”
conflict).

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By the Numbers (p. 318)

Reduce Record
ANY QUESTIONS? Ask questions Division of Resources Between
about the graph. For example: the Union and the Confederacy
“Who produced more iron?”
➥ Compare the information on the bar graph related to the North
(Union) and South (Confederacy). Then write a general statement
about the resources of the North and South. Which side had more
resources with which to wage war?

ANY QUESTIONS? As you read,

ask questions about heads. For How the War Was Won
example: “What will this
section tell me?” ➥ Read the section. Then complete this sentence in your own
words: During the Civil War, both troops and civilians in the South
faced . . .

➥ Look at the rest of this page. List the remaining heads. Then write
one set of statistics from each. One has been written for you.
TO THE POINT For the Slavery
remaining heads, note key start of 1800s: 700,000 slaves in South
words and phrases. For
1860: four million slaves in South
example:
Civil War Forces

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Being There (p. 319)

Reduce Record
ANY QUESTIONS? Ask questions ➥ Look at the map of the states during the Civil War Era. Study
about maps. For example: the map key. Each color stands for a different category. The chart
“What do the colors on the map below is organized into the same categories as the map key. Under
key stand for?” each category, list the states as they appear on the map. The chart
has been started for you.

Union Seceded Seceded

Union slave before after
free state state April 1861 April 1861 Territory
ME, NH, SC, GA, FL, Unorg., New
VT, MA, Mexico,
RI, CT,
NY, PA,
NJ,

Recap
➥ Review your notes on By the Numbers and Being There. Then use the
information in your notes to recap. In your own words, write four generalizations
about the Civil War Era. One has been written for you.
The South had fewer resources with which to fight a war than the
North had.

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Historical, Social, and Cultural Forces (p. 320)

Reduce Record
ANY QUESTIONS? Use them to The Path to War
organize your notes. For
example: “How did the North ➥ What are the main ideas in these paragraphs? Two have been
and South disagree on slavery written for you.
in new territories?” U.S. expands into new territories, creating conflicts
over slavery
North wanted to prohibit slavery in new territories

TO THE POINT Note key words Antislavery Movement

and phrases. For example:
expansion ➥ Summarize two examples of antislavery activity. One has been
done for you.
The Underground Railroad helped fugitive slaves.

TO THE POINT Note key words Secession

and phrases. For example:
Lincoln ➥ In your own words, summarize the sequence of events described
in this section. The first three have been written for you.
Lincoln was elected.
South believed he planned to abolish slavery.
Southern states seceded from Union—South Carolina
first.

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Historical, Social, and Cultural Forces (p. 321)

Reduce Record
TO THE POINT Note key words War
and phrases. For example:
Thirteenth Amendment ➥ Identify the main ideas of this section. Then summarize them as
cause-and-effect statements. Use the word caused in each statement.
What event or condition caused what result? The first two have been
written for you.
The South’s tradition of military service caused that
side to have early successes in the Civil War.
The Union Army grew stronger and caused
ANY QUESTIONS? Use them to
Confederate losses.
organize your notes. For
example: “What did African
Americans gain during
Reconstruction? What did they
lose?”

Reconstruction
➥ Use this chart to organize the gains and losses of African
Americans during and after Reconstruction. The chart has been
started for you.

Gains Losses
Civil Rights Act of 1866: Nation actually did
African Americans become little to help freed
citizens slaves.

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Introductory Text: The Civil War Era 1850–1880

Historical, Social, and Cultural Forces (pp. 320–321)

Reduce Record
ANY QUESTIONS? Ask questions Preview Big Ideas of the Civil War Era
about heads. For example:
“What do the Big Ideas relate ➥ Summarize the three Big Ideas of the era. One summary has
to? ” been written for you.
Resistance to Slavery
African Americans’ culture (including spirituals and
slave narratives) was shaped by their fierce struggle
against slavery.
A Nation Divided

A Poetic Revolution

Recap
➥ Review your notes on Historical, Social and Cultural Forces during the
Civil War Era. Then recap in your own words. Use your summary notes to help
you remember the main points. Two have been listed for you.

Topic: The Civil War Era, 1850–1880

Main Points:
U.S. expansion increased disagreements over slavery.
Northerners worked to end slavery.

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Big Idea 1: Resistance to Slavery (p. 322)

Reduce Record
ANY QUESTIONS? Use them to The Realities of Slavery
organize your notes. For
example: “Was a life of slavery ➥ Fill in the cart to summarize the differences between life for
in the South different from in slaves in the South and in the North?
the North?” Southern slaves Northern slaves
main work: crops some worked in industry
were property for life by law could marry and own
property in some states

TO THE POINT Note key words Strength in Religion

and phrases. For example:
double meaning
➥ What are the main characteristics of spirituals? One has been
written for you.
African music combined with Christian hymns

TO THE POINT Note key words Frederick Douglass

and phrases. For example:
powerful orator
➥ Use your own words to complete this sentence: Frederick
Douglass was an effective antislavery activist because . . .

TO THE POINT Note key words Slave Narratives

and phrases. ➥ What effects did slave narratives have in the North?

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Big Idea 1: Resistance to Slavery (p. 323)

Reduce Record
ANY QUESTIONS? Use them to from The Meaning of July Fourth
organize your notes. For
for the Negro by Frederick Douglass
example: “When did this speech
take place?” ➥ What did Frederick Douglass mean when he wrote, “This
Fourth of July is yours, not mine” in 1852? Use your own words to
paraphrase the sentence.
TO THE POINT Practice brief
summaries to make sure you
understand. For example: “In
his speech, Douglass says
America should live up to the
ideals of the Fourth of July by
ending slavery.”

Recap
➥ Review your notes on Big Idea 1: Resistance to Slavery. Then recap by using
a web to organize the main points. One idea has been written for you.

Resistance to
slavery
Slave
narratives helped
promote opposition to
slavery.

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Big Idea 2: A Nation Divided (p. 324)

Reduce Record
ANY QUESTIONS? Ask questions Revolution or Treason?
about heads. For example:
“How do these two terms ➥ Use a web to organize Lincoln’s ideas about slavery before he
differ?” became president. One has been written for you.

Lincoln’s ideas
about slavery

Ending
slavery
completely would
destroy the
Union.

TO THE POINT Note key words Mary Chesnut’s World

and phrases.
➥ Summarize the main points of this section. One point has been
written for you.
Mary Chesnut hated slavery, but her proslavery family
owned many slaves.

TO THE POINT Note key words Lincoln’s Vision and Words

and phrases. For example:
moral
➥ What ideas in this section will help you read Lincoln’s Gettysburg
Address in this unit? Two have been listed for you.
Lincoln’s attitude toward slavery changed during the
Civil War. His Emancipation Proclamation turned the
war into a moral war.

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Introductory Text: The Civil War Era 1850–1880

Big Idea 2: A Nation Divided (pp. 324–325)

Reduce Record
TO THE POINT Note key words from Second Inugural Address, March 4, 1865
and phrases. For example:
by Abraham Lincoln
scourge
➥ In your own words, paraphrase the second paragraph of this
address.

Recap
➥ Review your notes on Big Idea 2: A Nation Divided. Then recap by organizing
details that support the following viewpoint in an evidence organizer. Draw from your
notes on the information in this section. The organizer has been started for you.

Viewpoint
Abraham Lincoln’s attitude toward slavery changed during the Civil War.

Supporting Detail Supporting Detail Supporting Detail

Before the war, Lincoln thought
that abolishing slavery would
break up the nation. He wanted
only to limit it.

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Big Idea 3: A Poetic Revolution (p. 326)

Reduce Record
TO THE POINT Note key words Whitman’s World
and phrases. For example:
fee verse ➥ What was “Whitman’s World” like? List the main ideas. Two
have been listed for you.
Whitman’s poetry was based on the everyday lives of
ordinary Americans.
Whitman has a unique style of long, rollicking lines.

TO THE POINT Note key words Whitman on the War

and phrases.
➥ Complete this sentence in your own words. Whitman became
very involved in the Civil War when he worked as a . . .

Dickinson’s Introspection
ANY QUESTIONS? Ask questions ➥ What are the main ideas in this section? The first has been
about heads. For example: listed for you.
“What does introspection Dickinson’s poetry turned the ordinary into the
mean?”
meaningful.

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Introductory Text: The Civil War Era 1850–1880

Big Idea 3: A Poetic Revolution (pp. 326–327)

Reduce Record
ANY QUESTIONS? Use them to “The Lightning Is a Yellow Fork” by Emily Dickinson
organize your notes. For
example: “What is similar ➥ In your own words, what does this poem describe?
about these poems, and what is
different?”

“Cavalry Crossing a Ford” by Walt Whitman

➥ In your own words, what does this poem describe?

Recap
➥ Review your notes on Big Idea 3: A Poetic Revolution. Then use a Venn
diagram to compare and contrast the poetry of Whitman and Dickinson. The
diagram has been started for you.

Whitman Dickinson

• long lines Shared • short lines

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Wrap-Up (p. 328)

Reduce Record
TO THE POINT Note key words Why It Matters
and phrases. For example:
Romanticism to ➥ What are the main ideas of this section? The first paragraph has
been done for you
Realism paragraph 1—The Civil War marked a shift from
Romanticism to Realism by writers who were
influenced by the changes affecting the nation.
paragraph 2—

paragraph 3—

MY VIEW Which of these Cultural Links

cultural links do you find the
most interesting?
➥ What link is described in each paragragh?

Recap
➥ Review your notes on this Wrap-Up. Then use a main idea organizer to help
you remember the main points. The chart has been started for you.

Main Idea
The effects of the Civil War Era
Literature War Culture
American writers moved from
Romanticism to Realism during
the Civil War Era.

Conclusion

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Introductory Text: The Civil War Era 1850–1880

Summarize
➥ Review your notes on this introduction. Then summarize what you’ve
learned about the Civil War Era. Use this outline to put your ideas in a logical
order. Part of it has been filled in for you.
I. Historical Forces
A. Slavery and states’ rights issues created sectional conflict.
B. South’s secession triggered Civil War.
C.

II. African Americans

A. Spirituals expressed African Americans’ desire for freedom.
B.
C.

III. The Civil War

A. North saw the Southern states’ secession as act of treason; South saw it as the
second American revolution.

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Introductory Text: The Civil War Era 1850–1880

Apply
Multiple Choice 4. Why did Abraham Lincoln not want to
abolish slavery at first?
Circle the letter of the best choice or choices A. He was proslavery.
for the following questions.
B. He was uninterested in the issue.
1. What was not an effect of the slave
narratives? C. He was afraid it would divide the
A. revealing African American life nation.
B. selling thousands of copies D. He hated Northerners.
C. ending slavery Matching
D. showing horrors of slavery Write the letter of the choice in the second
column that best matches each item in the
2. Which of the following does not first column.
describe Walt Whitman’s poetic
_____ 5. an escaped slave who became
style?
an abolitionist leader
A. free verse
_____ 6. a Southerner who kept a Civil
B. traditional poetic meter
War journal
C. irregular rhythms
_____ 7. author of Uncle Tom’s Cabin
D. long lines
_____ 8. poet who wrote 1,775 poems
3. Why was Frederick Douglass so effective and published only a few
to the antislavery cause? A. Frederick Douglass
A. He was African American B. Harriet Beecher Stowe
B. He had been a slave owner. C. Mary Chesnut
C. He was a powerful speaker. D. Emily Dickinson
D. He was a gifted writer.

How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the historical period or the Big Ideas of this unit. As you learn more about the ideas in the
unit, add to your notes.

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Literary History: Slave Narratives and Civil War Memoirs,

Letters, and Diaries
(p. 348)

Preview
• What is a slave narrative? This article explains the importance of slave narratives and the
memoirs, letters, and diaries written during the Civil War Era.
• Who wrote memoirs,
It will prepare you the writings you will read in Unit 3.
letters, and diaries about
the Civil War? As you read the article, use the Cornell Note Taking System to
record important points and remember what you have read.
• Why are these kinds of
literature important to
modern readers?

Reduce
TO THE POINT Note key words Record
and phrases. For example: Accounts of Slavery
Sojourner Truth
➥ Review your notes on this article. Then use the web below to
organize and identify important information about slave narratives.
The web has been started for you.

Definition: Purpose:

Slave Narratives

WPA: Significance
for modern readers:

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Literary History: Slave Narratives and Civil War Memoirs,

Letters, and Diaries
(pp. 348–349)

Reduce Record
TO THE POINT Note the main Civil War Memoirs, Letters, and Diaries
types of writing and key figures
in this section. For example: ➥ Complete the organizer below to identify the details that
support the main idea of this section. It has been started for you.
Ulysses S. Grant

Main Idea:
Many people, from generals to civilians, viewed the Civil
War as an overwhelming event. To make sense of it, they
wrote memoirs, letters, and diaries.

Supporting Detail 1:
Military generals such as Robert E. Lee published letters
that gave details of the war and its aftermath.

Supporting Detail 2:

Supporting Detail 3:

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Literary History: Slave Narratives and Civil War Memoirs,

Letters, and Diaries
Summarize
➥ Now that you have read the article, organize what you have learned. Fill
in the outline below by adding details under each subtopic. The outline has been
started for you.

Main Topic 1: Slave Narratives

Subtopic A: Nineteenth century
African Americans told of hardships while enslaved.

Subtopic B: 1936–1938
Works Progress Administration interviewed people who were formerly enslaved.

Subtopic C: Modern writers

Slave narratives were a big influence on some modern writers.

Main Topic 2: Memoirs, Letters, and Diaries

Subtopic A: Generals
Army generals recollected great battles.
Ulysses S. Grant wrote his personal memoirs.

Subtopic B: Soldiers and nurses

Subtopic C: Diaries

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Literary History: Slave Narratives and Civil War Memoirs,

Letters, and Diaries

Apply
Multiple Choice 4. Why did so many people write first-
person accounts of the war?
Circle the letter of the best choice for the A. to try to make money in a difficult
following questions. economy
1. Which of the following was a purpose B. to try to make sense of a huge and
of prewar slave narratives? troubling event
A. to show that slavery was not a real
problem C. to encourage readers to participate
in the war
B. to gain the interest of readers
D. to show that slavery was not a real
C. to encourage Northerners to join the problem
abolition movement
Matching
D. to encourage the start of the Civil
War Write the letter of the choice in the second
column that best matches each item in the
2. During what years did the Works
first column.
Progress Administration record slave
narratives? _____ 5. completed his memoirs a week
A. 1864–1865 before he died in 1885
B. 1760–1763 _____ 6. diary describes her fear as the
Union army swept through the
C. 1936–1938
South
D. 1879–1881
_____ 7. autobiography covers being a
3. Which modern writers were influenced freed slave and working for the
by slave narratives? Lincolns
A. Walt Whitman and Emily Dickinson
_____ 8. wartime letters were saved and
B. the American Romantic writers published after his death
C. Richard Wright, Ernest J. Gaines, A. Elizabeth Keckley
Alice Walker, and Toni Morrison
B. Mary Chesnut
D. nurses and soldiers writing battle
C. Robert E. Lee
diaries
D. Ulysses S. Grant

How can you better remember and understand the material in this Literary History? Recite
your notes, Reflect on them, and Review them. You can also use your notes to help you read
the slave narratives and Civil War memoirs in this unit.

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B E FO R E YO U R E A D

LINCOLN AT GETTYSBURG: THE WORDS Literary Element Style

THAT REMADE AMERICA
Style can reveal an author’s attitude and purpose in
writing. Style consists of the expressive qualities of an
Building Background author’s work, such as:
In this selection, historian Garry Wills looks at Abraham
Lincoln’s Gettysburg Address. The speech was given at
• word choice

the dedication of the Gettysburg cemetery, a burial

• length and arrangement of sentences

ground for Union soldiers killed in one of the bloodiest

• use of figurative language and imagery

battles of the Civil War.

At only 272 words, the speech took Lincoln three Big Idea A Nation Divided
minutes to deliver. It was not even the main speech of American families were torn apart by the Civil War. The
the occasion. But it is considered to be one of the war pitted North against South and brother against
greatest speeches ever given by an American brother. Lincoln was deeply troubled by how the war
president. divided the country. He believed that a Confederate
victory would produce two nations and destroy the
Setting Purposes for Reading United States.
Many Americans, and much literature of the time,
What is the role of a speech in history and in politics?
focused on this terrible division and the questions it raised
In a small group, discuss the following questions:
about democracy and equality. But Lincoln’s speech
• What speeches have you heard or read? addressed these questions like no speech had before.
• What about those speeches made them memorable?
Read the selection to discover the tremendous Vocabulary
importance of Lincoln’s Gettysburg Address.
Read the definitions of these words from Lincoln at
Gettysburg. The dictionary definition of a word is its
Reading Strategy Connecting to Political denotation. As you read the selection, use the word’s
Context denotation and its context to help determine its
Connecting to political context means looking at the connotation, or implied meaning. A word’s
political beliefs that people had at the time. These beliefs connotation can be positive, negative, or neutral.
influenced political writers and speakers. For example, disconcerted (dis´kən surt
əd) v. confused or frustrated;
Wills points out that the political assumption of the time p. 102 She disconcerted the dog by hiding its toy.
was that President Lincoln was just there to provide an
“official” stamp to the event. That made the speech’s oration (o rā
shən) n. a formal address or speech given
impact even more dramatic. at a formal occasion; p. 102 The speaker’s oration
energized the audience.
Active Reading Focus Analyzing Evidence modulated (moj
ə lat´əd) adj. changed or varied in
pitch, intensity, or tone; p. 103 The opera singer’s voice
Evidence can be facts, examples, statistics, quotations,
rang out in beautifully mosulated tones.
expert opinions, and logical reasoning. When you
analyze evidence, you: vindicate (vin
də kāt
əd) v. cleared of suspicion or
blame with supporting arguments or proof; p. 104 Ned
• identify the evidence used to support an argument.
felt that he had been vindicated of the charges against him.
• look at each piece of evidence separately, in order
carnage (kar
nij) n. massive slaughter or massacre, as in
to see how the evidence adds up to support the
argument. war; p. 104 This book is a photo essay on the carnage of war.

English Language Coach

These notes help you apply word attack skills to
understand unfamiliar words or expressions.

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Literary Element Lincoln at Gettysburg:

Style includes the expressive qualities The Words That Remade America
that make an author’s work unique.
By Garry Wills
• In this passage, what gives it a
unique style—that enables readers to When Lincoln rose, it was with a sheet or two, from which he
more closely experience that event? read—as had the minister who offered the invocation. Lincoln’s
three minutes would, ever after, be obsessively contrasted with
Everett’s1 two hours in accounts of this day. It is even claimed that
Lincoln disconcerted the crowd with his abrupt performance, so
that people did not know how to respond (“Was that all?”). Myth
tells of a poor photographer making leisurely arrangements to take
Lincoln’s picture, expecting him to be there for some time. But it is
useful to look at the relevant part of the program as Wills’s2
committee printed it:
Music, by BIRGFIELD’S Band.
English Language Coach Prayer, by REV. T. H. STOCKTON, D.D.
Using Suffixes to Form Music, by the Marine Band.
Nouns Noun suffixes are suffixes Oration, by Hon. EDWARD EVERETT.
that turn other parts of speech into Music, Hymn composed by B. B. FRENCH, Esq.
nouns. For example, when you add- Dedicatory Remarks, by the PRESIDENT
ment to the verb ship, you get the
noun shipment. Noun suffixes can
OF THE UNITED STATES.
help you figure out the meaning of Dirge, sung by Choir selected for the
unfamiliar words. The noun occasion.
dedication is formed from the verb Benediction, by REV. H. L. BAUGHER, D.D.
dedicate and the noun suffix -ion,
which means “the act of.” What is the There was only one “oration” announced or desired here.
meaning of dedication? Though we call Lincoln’s text the Gettysburg Address, that title
✒ Underline another example of clearly belongs to Everett. Lincoln’s contribution, labeled “remarks,”
the noun suffix -ion in the sentence. was intended to make the dedication formal (somewhat like ribbon-
cutting at modern “openings”). Lincoln was not expected to speak at
length, any more than Reverend Stockton was (though Stockton’s
prayer is four times the length of the President’s remarks). In fact,
Lincoln’s contribution was as ancillary to Everett’s as were those of
Reverend Baugher and B. B. French (Lamon’s friend, who rushed in
where Longfellow, Bryant, and Whittier feared to tread3). Lincoln’s
text had about the same number of words as French’s, and twice the
number of Dr. Baugher’s. It is instructive to look at The New York
Times’ coverage of the events in Gettysburg. It ranked Lincoln’s talk,

Vocabulary 1. Edward Everett, who delivered the previous oration, had been president of Harvard, a
member of congress, and the governor of Massachusetts. He was one of the most well-
disconcerted (dis
kən surt´əd) v. known speakers of his day.
confused or frustrated 2. David Wills was a prominent citizen of Gettysburg and responsible for organizing the
interstate commission that created Gettysburg Cemetery.
oration (o rā
shən) n. a formal 3. Ward Lamon was Lincoln’s friend and bodyguard; Henry Wadsworth Longfellow
address or speech given at a formal (1807–1882), William Cullen Bryant (1794–1878), and John Greenleaf Whittier
occasion (1807–1892) were all famous poets (see pages 196–197).

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about which it had good things to say, with two given the night
Reading Strategy
before in response to roving serenaders,4 rather than with Everett’s,
which was kept in a category of its own. The headline reads: Connecting to Political Context
You connect to political context by
examining the political background
IMMENSE NUMBERS OF VISITORS
and assumptions behind a text.
ORATION BY HON. EDWARD EVERETT—SPEECHES OF PRESIDENT LINCOLN,
MR. SEWARD AND GOVERNOR SEYMOUR • What is the political background
Wills refers to here?
Lincoln was briefer, even, than New York’s Governor Seymour
had been the night before; but comparison with him was more
natural at the time than with the designated orator of the day. A
contrast of length with Everett’s talk raises a false issue. Lincoln’s
text is startlingly brief for what it accomplished, but that would be
equally true if Everett had spoken for a shorter time or had not
spoken at all.
The contrast in other ways was strong. Everett’s voice was sweet
and expertly modulated; Lincoln’s was high to the point of
shrillness, and his Kentucky accent offended some Eastern
sensibilities. But Lincoln derived an advantage from his high tenor
voice—carrying power. If there is agreement on any one aspect of • What does Wills mean by “the
Lincoln’s delivery, at Gettysburg and elsewhere, it is his audibility. designated orator of the day?”
Modern impersonators of Lincoln, like Walter Huston, Raymond
Massey, Henry Fonda, and the various actors who give voice to
Disneyland animations of the President, bring him before us as a
baritone, which is considered a more manly or heroic voice—
though both the Roosevelt presidents of our century were tenors.
What should not be forgotten is that Lincoln was himself an actor,
an expert raconteur5 and mimic, and one who spent hours reading Active Reading Focus
speeches out of Shakespeare to any willing (and some unwilling)
Analyzing Evidence Think about
audiences. He knew a good deal about rhythmic delivery and the kind of evidence Wills presents
meaningful inflections. John Hay,6 who had submitted to many of here. How does it add to Wills’s
those Shakespeare readings, gave high marks to his boss’s argument about Lincoln’s effectiveness
performance at Gettysburg. He put in his diary at the time that “the and impact?
President, in a fine, free way, with more grace than is his wont, said
his half dozen words of consecration.” Lincoln’s text was polished,
his delivery emphatic, he was interrupted by applause five times.
Read in a slow, clear way to the farthest listeners, the speech would
take about three minutes. It is quite true that the audience did not
take in all that happened in that short time—we are still trying to
weigh the consequences of that amazing performance. But the

4. The night before the Address, serenaders wandered through Gettysburg’s crowded town
square. The crowds prompted speeches from Lincoln’s secretary of state, William Seward, Vocabulary
and New York’s Governor, Horatio Seymour.
5. A raconteur is a storyteller. modulated (moj
ə lat´əd) adj. changed
6. John Hay was President Lincoln’s personal secretary. or varied in pitch, intensity, or tone

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myth that Lincoln was disappointed in the result—that he told the

Active Reading Focus
unreliable Lamon that his speech, like a bad plow, “won’t scour”—
Analyzing Evidence What type of has no basis. He had done what he wanted to do, and Hay shared
evidence is this? Why might it be the pride his superior took in an important occasion put to good
important to Wills’s argument?
use.
At the least, Lincoln had far surpassed David Wills’s hope for
words to disinfect the air of Gettysburg. The tragedy of macerated7
bodies, the many bloody and ignoble aspects of this inconclusive
encounter, are transfigured in Lincoln’s rhetoric, where the physical
residue of battle is volatilized as the product of an experiment
testing whether a government can maintain the proposition of
equality. The stakes of the three days’ butchery are made
intellectual, with abstract truths being vindicated. Despite verbal
gestures to “that” battle and the men who died “here,”
there are no particulars mentioned by Lincoln—no names of men
Big Idea or sites or units, or even of sides (the Southerners are part of the
A Nation Divided According to “experiment,” not foes mentioned in anger or rebuke). Everett
Wills, how is Lincoln able to unify the succeeded with his audience by being thoroughly immersed in the
nation after Gettysburg? details of the event he was celebrating. Lincoln eschews8 all local
emphasis. His speech hovers far above the carnage. He lifts the
battle to a level of abstraction that purges it of grosser matter—
even “earth” is mentioned as the thing from which the tested form
of government shall not perish. More than William Saunders9
himself, Lincoln has aligned the dead in ranks of an ideal order.
The nightmare realities have been etherealized10 in the crucible of
his language.
But that was just the beginning of this complex transformation.
Lincoln did for the whole Civil War what he accomplished for the
✔ Reading Check
single battlefield. He has prescinded11 from messy squabbles over
According to Wills, why is Lincoln’s constitutionality, sectionalism, property, states. Slavery is not
speech effective? mentioned, any more than Gettysburg is. The discussion is driven
back and back, beyond the historical particulars, to great ideals that
are made to grapple naked in an airy battle of the mind. Lincoln
derives a new, a transcendental, significance from this bloody
episode. Both North and South strove to win the battle for
interpreting Gettysburg as soon as the physical battle had ended.
Lincoln is after even larger game—he means to “win” the whole
Civil War in ideological terms as well as military ones. And he will
succeed: the Civil War is, to most Americans, what Lincoln wanted
it to mean. Words had to complete the work of the guns.
Vocabulary

vindicated (vin
də kāt
əd) v. cleared

of suspicion or blame with supporting 7. Macerated means “wasted away.”
arguments or proof 8. Eschew means “to avoid.”
9. William Saunders designed the Gettysburg Cemetery.
carnage (kar
nij) n. massive slaughter 10. Etherealized means “to eliminate physical properties.”
or massacre, as in war 11. Prescinded means “removed from thought.”

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A F TE R YO U R E A D

Graphic Organizer
How does Wills construct his argument about Lincoln’s Review the selection to identify important points and
Gettysburg Address? Complete this organizer to help information. If you prefer, construct a Foldable™ to
you track his main argument and supporting points. display the information.

Main Argument:
Lincoln’s speech was
very powerful.

Supporting Point: Supporting Point: Supporting Point:

One aspect that gave
Lincoln’s speech its power
was that it was so
unexpected. He was
there only to lend an
official presence to the
occasion.

Active Reading Focus

Analyzing Evidence Some of the kinds of evidence

used to support an argument include:

• fact
• quotation
• example

Look back through the selection. Find an example of

each type and list it below.

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Reading Strategy Vocabulary Practice

Connecting to Political Context Wills states, “His Using Connotation and Denotation Recall that the
speech hovers far above the carnage. He lifts the battle denotation of a word is its dictionary definition. Its
to a level of abstraction that purges it of grosser matter.” connotation is its implied meaning, or the feelings, ideas,
Consider the political context of the Civil War. and attitudes associated with it. Read each sentence
Consider the idea of a nation split into two warring below. Use the context of the sentence to circle the
sides, each trying to pin blame on the other. In your connotation of each boldfaced word or phrase.
own words, describe what Lincoln was attempting to
do with his speech. 1. “It is even claimed that Lincoln disconcerted the
crowd with his abrupt performance, so people did
not know how to respond . . .”
(a) positive
(b) negative
(c) neutral

Literary Element 2. “The contrast in other ways was strong. Everett’s

voice was sweet and expertly modulated . . .”
Style Look through the selection. Find two examples
(a) positive
of Wills’s style that have not been covered here.
Explain what stylistic techniques Wills is using in each, (b) negative
and what effect they have on the reader. (c) neutral
1.
3. “His speech hovers far above the carnage. He lifts
the battle to a level of abstraction that purges it of
Stylistic techniques: grosser matter . . .”
(a) positive
(b) negative
Effect:
(c) neutral

2.

Stylistic techniques:

Effect:

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B E FO R E YO U R E A D

WA LT W H I TM A N : A LI FE look at how events described in a literary work cause

other events to happen. As you read, try to determine
Building Background the ways in which causes and effects are related.
Remember that one cause can have multiple effects,
Walt Whitman is viewed as one of the most original and that effects can become causes.
poets of the nineteenth century. He is credited with
having a new, truly American voice and style. His
poetry is known for: Literary Element Tone
Tone is the writer’s attitude toward his or her subject.
• long lines of free verse, instead of traditional
A writer’s tone may express sympathy, irony, sadness,
patterns of rhyme and rhythm
pride, joy, humor, objectivity, or anger. Tone can be
• a focus on the beauty of the everyday and
conveyed through elements such as word choice,
everybody, instead of celebrating great works of art,
mythology, or an idealized United States sentence structure and puncuation, figurative language,
and figures of speech.
• rough, earthy, even crude language, that rejected
European-influenced delicacy and formality
Big Idea A Poetic Revolution
Setting Purposes for Reading Walt Whitman was a brilliant poet. But he, along with
In Whitman’s day, poetry was part of entertainment. fellow poet Emily Dickinson, was ahead of his time.
People read new poems in popular magazines and His experimentation with poetry helped pave the way
newspapers. Reviews of poetry books were like movie for poets to come.
reviews today, they could make or break a book’s success.
With a classmate, discuss the following questions:
Vocabulary
• Have you ever created something that wasn’t met
Read the definitions of these words from Walt
with approval? How did this make you feel?
Whitman: A Life. When you come across an unfamiliar
• If you had to promote something you had created,
word, you can often break it down into parts—prefix,
how would you do it?
root, and suffix—for clues to its meaning.
Read to learn about the early reviews of Leaves of insurgent (in sur
jənt) adj. revolutionary, or in the act
Grass and Whitman’s efforts to publicize his book. of revolt; p. 109 The insurgent voices began to drown out
the others.
Reading Strategy Synthesizing Information gaudily (o
də lē) adv. extravagantly or flamboyantly;
Synthesizing is combining ideas to create something p. 113 The circus ringmaster was gaudily dressed.
new. To synthesize information from varied sources: vigorous (vi
ər əs) adj. characterized by extreme
vitality or energy; p. 114 The lawyer’s vigorous defense
• Make sure you understand the information you
surely swayed the jury’s opinion.
read in each source.
• Identify similarities and differences between ideas benefaction (ben´ə fak
shən) n. a gift or good deed;
or reasoning. p. 115 Without the benefaction of his patron, the artist
• Interpret the information—what is it saying, and would not have a studio.
what does it mean?
derision (di rizh
ən) n. mockery, contempt, or ridicule;
• Combine similar ideas in a logical way.
p. 115 We were treated with derision for our proposal for a
• Use the information to create new knowledge.
new cafeteria.

Active Reading Focus Analyzing Cause-and-

English Language Coach
Effect Relationships
These notes help you apply word attack skills to
A cause is what makes it happen. An effect is what understand unfamiliar words or expressions.
happens. To analyze cause-and-effect relationships,

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Active Reading Focus from Walt Whitman: A Life

By Justin Kaplan
Analyzing Cause-and-Effect
Relationships When you analyze
“The beginning of a great career”
cause-and-effect relationships you
examine the ways in which one I
event causes other events to occur. Do you take it I would astonish?
Does the daylight astonish? or the early redstart twittering
• What caused Emerson to tell his through the woods?
friend to look at Whitman’s book? Do I astonish more than they?
Reading these lines at his desk in Concord, in a complimentary
copy sent him by an anonymous author, Emerson almost believed he
had seen salvation and could depart in peace. “In raptures,” as a
visitor noted, Emerson pointed to a certain “oriental largeness of
Vocabulary generalization” as evidence that an American Buddha, the long-
Using Word Parts Examining the awaited national poet, had spoken at last. “So extraordinary,” he
parts of an unfamiliar word can told a Boston friend, Samuel Gray Ward, “I must send it to you, &
sometimes unlock its meaning. pray you to look it over.” He wondered whether the author had not
✒ Underline the two words that been “hurt by hard life & too animal experience,” but still praised
combine to make up extraordinary. Leaves of Grass as “wonderful,” “the American poem,” “a nondescript
monster,” as he wrote to Carlyle1,“which yet had terrible eyes and
• If extra- as a prefix means “beyond buffalo strength.” After some puzzlement over the identity and
something,” what does the word whereabouts of the new poet, Emerson composed a letter to Walter
extraordinary mean? Whitman, Esq., in care of Fowler and Wells2 in New York.
Concord Massachusetts 11 July 1855
DEAR SIR,
I am not blind to the worth of the wonderful gift of “Leaves of
Literary Element
Grass.” I find it the most extraordinary piece of wit & wisdom that
Tone Tone reflects a writer’s attitude America has yet contributed. I am very happy in reading it, as great
toward his or her subject and reader. power makes us happy. It meets the demand I am always making of
• What is the tone of this passage what seemed the sterile & stingy Nature, as if too much handiwork
from Emerson’s letter to Whitman? or too much lymph3 in the temperament were making our western
wits fat & mean.
I give you joy of your free & brave thought. I have great joy in it. I
find incomparable things said incomparably well, as they must be. I
find the courage of treatment, which so delights us, & which large
perception only can inspire.
I greet you at the beginning of a great career, which yet must
have had a long foreground somewhere, for such a start. I rubbed
my eyes a little to see if this sunbeam were no illusion; but the solid
sense of the book is a sober certainty. It has the best merits, namely,
of fortifying & encouraging.

1. Thomas Carlyle (1795–1881) was a British historian and essayist.

2. Fowler and Wells was the publishing firm that printed the second edition of Leaves of Grass.
3. Lymph is a clear liquid that travels through the human lymphatic system, removing fat from
the intestines.

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I did not know until I, last night, saw the book advertised in a
English Language Coach
newspaper, that I could trust the name as real & available for a
Post-office. I wish to see my benefactor, & have felt much like Figurative Language Writers often
striking my tasks, & visiting New York to pay you my respects. use figurative language to
communicate more than the actual
R. W. EMERSON
meaning of the words. One kind of
figurative language is metaphor—a
MR. WALTER WHITMAN. figure of speech that compares unlike
things. The passage says that Emerson
This five-page salute, Whitman later said, was the charter of “an had been a “literary banker.” Explain
emperor”—“I supposed the letter was meant to be blazoned.” In this metaphor.
the annals of literary partisanship and the laying-on of hands,
Emerson’s words are unmatched for their generosity and force,
their shrewdness and simple justice. Another insurgent scripture,
Walden, published the summer before, had drawn only qualified
praise from Emerson. Now he proclaimed the greatness of Leaves of
Grass to friends, casual visitors, and far-flung acquaintances.
“Toward no other American, toward no contemporary excepting
Carlyle, had Emerson used such strong expressions,” said Moncure
Conway, the young Harvard Divinity School graduate who was to Literary Element
be Emerson’s first legate4 to the new poet. “Emerson had been for Tone What is the tone of this quote?
many years our literary banker; paper that he had inspected, coin
that had been rung on his counter, would pass safely anywhere.”
Stripped of its marketplace metaphors the same idea was echoed
on the other side of the Atlantic by William Howitt, reviewer for
the London Weekly Dispatch—“What Emerson has pronounced to
be good must not be lightly treated.” Even the Criterion, a high-
toned New York weekly that dismissed Whitman’s book as “as
mass of stupid filth,” had to acknowledge, apologetically, the
quality of its credentials—“an unconsidered letter of introduction
has oftentimes procured the admittance of a scurvy fellow into
good society.”
Emerson’s letter admitted Leaves of Grass to a meeting of
Philadelphia abolitionists where Lucretia Mott, the Quaker
preacher, heard it discussed and praised. “R. W. Emerson calls it
‘the book of the age,’” she wrote to her sister. “It is something
Emersonian in style—a kind of unmeasured poetry in praise of
America & telling what true poetry is.” She had no objection to
the purchase of a copy for her seventeen-year-old granddaughter.
The patrician5 critic and scholar Charles Eliot Norton told his
friend James Russell Lowell6 that he had been alerted to the
existence of this “literary curiosity” by the revered Emerson, who
had apparently written a letter to the author “expressing the
Vocabulary
4. A legate is an official representative.
5. Here, patrician means “aristocratic.” insurgent (in sur
jənt) adj.
6. James Russell Lowell (1819–1891) was a famed American Fireside poet. revolutionary, or in the act of revolt

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warmest admiration and encouragement.” In his unsigned review

Reading Strategy
in the September Putnam’s Monthly Norton described Leaves of
Synthesizing When you synthesize Grass as “preposterous yet somehow fascinating,” a surprisingly
you combine ideas from different harmonious fusion of “Yankee transcendentalism and New York
sources to create something new.
rowdyism” that at times exhibited, in the “rough and ragged
• Contrast Norton’s and Emerson’s thicket of its pages,” undeniable boldness and originality. Norton
opinions of Leaves of Grass. How confessed that he had had to overcome his distaste for the book’s
are they different? “disgusting” and “intolerable” coarseness. “One cannot leave it
• Now combine your own about for chance readers,” he told Lowell, “and would be sorry to
impressions of Whitman’s poetry,
know that any woman had looked into it past the title-page. I
and the opinions of Norton and
have got a copy for you, for there are things in it you will
Emerson. In two or three
admire.” (“No, no,” Lowell replied, “the kind of thing you
sentences, what is your opinion of
Whitman’s work? describe won’t do.”) Another member of Emerson’s circle, the
clergyman Edward Everett Hale, future author of The Man
Without a Country, praised Whitman (in the January 1856 North
American Review) for his “remarkable power,” his “freshness,
simplicity, and reality,” and for living up to the claims made in
the preface. Half a century later Hale was still congratulating
himself for having written this review, the first that, in Whitman’s
recollection, had done his book anything close to justice.
In the summer of 1855, when he returned from his vacation on
eastern Long Island, he had been greeted by a review of a different
Literary Element sort, prominent but grudging and even mischievous, by Charles A.
Tone This passage is from a review Dana of the Tribune, Horace Greeley’s7 managing editor. A one-
by Charles A. Dana of the Tribune, an time member of the Brook Farm commune8 who had lived on
important newspaper of the day. admiring terms with its founder, George Ripley, and with Margaret
Fuller and Nathaniel Hawthorne, Dana had retrieved some
• How would you describe the tone
remnants of idealism from the ruins of that experiment in plain
of this passage?
living and high thinking. In the “nameless bard” of Leaves of Grass
he recognized an oafish descendant of Emerson, Bronson Alcott,9
and other “prophets of the soul.” He too praised Whitman’s “bold,
stirring thoughts,” “genuine intimacy with nature,” and “keen
appreciation of beauty.” But he argued that “the essential spirit of
poetry” had found “an uncouth and grotesque embodiment.” “His
independence often becomes coarse and defiant. His language is
too frequently reckless and indecent,” Dana said, sounding the cry
that Whitman was to hear to the end of his days, “and will justly
prevent his volume from free circulation in scrupulous circles.”

7. Horace Greeley (1811–1872) was an abolitionist and founder of the New York Tribune.
8. The Brook Farm commune was an experimental utopian community in West Roxbury,
Massachusetts, from 1841 to 1847.
9. Bronson Alcott (1799–1888) was a Transcendentalist, a radical educator, and the father of
novelist Louisa May Alcott.

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Because of such objections William Swayne, the Fulton Street Active Reading Focus
bookseller listed in the original announcements in the Tribune, had
withdrawn Leaves of Grass from his stock and his name from Fowler Analyzing Cause-and-Effect
and Wells’s advertisements. Even Life Illustrated, the firm’s own Relationships Describe the effect
that Dana’s review caused.
“Family Newspaper,” said the book was “perfect nonsense,” “a
series of utterances” that the public was advised to take or leave,
“just as they prefer.” Soon Samuel Wells, more of a businessman
and less of a crusader than his partner Orson Fowler, suggested
that Whitman omit “certain objectionable passages” or look for
another publisher.
At Mickle Street10 Whitman made an almost casual thing of it
when he explained how Emerson’s letter, a private and privileged English Language Coach
communication, came to be published in the New York Tribune
Understanding Multiple-Meaning
without the writer’s permission or foreknowledge. He said that when
Words In this passage, the word
he was walking down the street in New York he happened to run into grapevine means “an informal way of
Dana, who had heard about the letter along the transcendental passing on information or gossip.”
grapevine, was eager to print it in his newspaper, and wanted What is another meaning for
Whitman to release the text to him. Whitman refused, but a week or grapevine?
so later changed his mind, with some justification, as “a friend of Mr.
Emerson” and therefore in a responsible position to decide what was
legitimate and proper for everyone concerned. He printed the letter in
the Tribune on October 10 and prefaced it with a brief paragraph that
suggested a turning-point in the public fortunes of Leaves of Grass: ✔ Reading Check
We sometime since had occasion to call the attention of our 1. How did Emerson and Norton
readers to this original and striking collection of poems, by Mr. differ in their opinion of Leaves of
Whitman of Brooklyn. In so doing we could not avoid noticing Grass?
certain faults which seemed to us to be prominent in the work.
The following opinion, from a distinguished source, views the
matter from a more positive and less critical standpoint.
At first cautious and reluctant, just as his phrenological chart11
had said, Whitman could justifiably claim to have been, up to this
point, the unoffending victim of Dana’s good intentions and 2. Why did the bookseller, Swayne,
stop carrying the book?

10. Mickle Street in Camden, New Jersey, was the location of Whitman’s house, which he
purchased in 1884.
11. A phrenological chart describes an individual’s personality on the basis of the shape of his or
her skull. Whitman believed in phrenology.

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unreliable assurances.* But once the letter was released he fell on it

Active Reading Focus
like a hawk—“I too am not a bit tamed.” The life of his sacred book
Analyzing Cause-and-Effect was in the balance. He sent the Tribune clipping to Longfellow and
Relationships What caused other celebrities, arranged to have the letter printed in Life
Whitman to fall on the letter’s
publication “like a hawk”?
Illustrated, and eventually distributed it to editors and critics in the
form of a small broadside he printed up. It was headed “Copy for
the convenience of private reading only” and changed Emerson’s
formal “Mr. Walter Whitman” to “Walt Whitman.”
The letter became part of the fabric of his plans as he prepared
the second edition of his book during 1855 and 1856. “Make no
puns / funny remarks / Double entendres / ‘witty’ remarks /
English Language Coach ironies / Sarcasms,” he instructed himself in his notebook. “Only
Understanding Compound that which / is simply earnest, / meant,—harmless / to any one’s
Words A compound word is a feelings / —unadorned / unvarnished / nothing to / excite a /
word that is made of two separate laugh / silence / silence / silence / silence / laconic12 / taciturn,”13
words. The meanings of many He vows to “Avoid all the ‘intellectual / subtleties,’ and ‘withering
compound words can be understood
doubts’ and ‘blasted hopes’ and ‘unrequited / loves,’ and ‘ennui’14
from the words they are made of.
What are the words that form the and ‘wretchedness’ and the whole of the lurid and artistical and
compound word notebook? What is melo-dramatic / effects.—Preserve perfect calmness and sanity.”
the meaning of notebook? He lists some of his casual acquaintances in New York—

Sam (with black eyes & cap)

Nick (black eyes 40th st—small)
Joe (Canadian-Montreal)
Bill Young (milkman & driver)
George Applegate (tallest)
English Johnny (49th st Jockey cap)
Sam (49th st round shoulders light clothes)

—and also sketches out, in the pride of creation and mastery, his
“Sun-Down Poem” (“Crossing Brooklyn Ferry”) of 1856:
Poem of passage / the scenes on the river / as I cross the /
Fulton ferry / Others will see the flow / of the river, also, /
Others will see on both / sides the city of / New York and the
city / of Brooklyn / a hundred years hence others / will see
them . . . The continual and hurried crowd of / men and women

* The official version of the episode, laid out by Bucke in 1883 with Whitman’s approval, even
denied there had been any evidence “that the letter was meant to be private.” Whitman
became more circumspect about such matters. In 1871, after he received a flattering letter
from Tennyson, he cautioned a newspaper friend, “I rely on your promise not to publish the
letter, nor any thing equivalent to it.” But he had no objection to printing the news that he
had received such a letter. (Richard Maurice Bucke, M.D., Walt Whitman [Philadelphia, 1883],
Vocabulary p. 139.)
12. Laconic means “using few words.”
gaudily (o
də lē) adv. extravagantly 13. Taciturn means “quiet.”
or flamboyantly 14. Ennui means “weariness.”

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crossing / The reflection of the sky / in the water—the blinding

English Language Coach
/ dazzle in a track from / the most declined sun, / The
lighters—the sailors / in their picturesque costumes / the Understanding the Implied
nimbus of light15 / around the shadow of my / head in the Meaning of a Word The
denotation of a word is its literal
sunset
meaning, or dictionary definition. The
Further on, along with trial passages for another major new connotation of a word is its implied
poem of 1856, “Song of the Broad-Axe,” is an entry of a different meaning—the images and ideas the
word brings to mind. In the passage,
sort. Enclosed within a large bracket, it occupies a page to itself:
Whitman is accused of failing to be
“I greet you at the beginning of a great career” polite: The word violation in the
R. W. Emerson passage means “an act of
disregarding,” which is its denotation.
Whitman made several layouts of these words on binder’s Now give the connotation of
paper left over from the first edition before he had them stamped violation: List three words or phrases
in gold on the spine of the second edition around August 1856. that describe the images and ideas
that violation brings to mind.
Torn out of context, gaudily displayed, this Ali Baba16 formula
appeared to be an endorsement even of new poems Emerson could
not possibly have seen. And further compounding what a Boston
paper had called “the grossest violation of literary comity17 and
courtesy that ever passed under our notice,” at the end of the book
Whitman once again printed the entire letter along with a
vaunting18 essay in the form of a public thank-you:
Brooklyn August 1856. Literary Element
Here are thirty-two poems, which I send you, dear Friend and
Tone What is the tone of this letter?
Master, not having found how I could satisfy myself with Do you think the letter’s sentiments
sending any usual acknowledgement of your letter. The first are genuine? Explain.
edition, on which you mailed me that till now unanswered
letter, was twelve poems—I printed a thousand copies, and they
readily sold; these thirty-two Poems I stereotype, to print several
thousand copies of. I much enjoy making poems. Other work I
have set for myself to do, to meet people and The States face to
face, to confront them with an American rude tongue; but the
work of my life is making poems. I keep on till I make a
hundred, and then several hundred—perhaps a thousand. A few
years, and the average annual call for my Poems is ten or
twenty thousand—more, quite likely. Why should I hurry or
compromise? . . . Master, I am a man of perfect faith.

15. A nimbus is a cloud or atmosphere.

16. Ali Baba is a woodcutter in the Arabian Nights’ Entertainments, or The Thousand and One
Nights, a collection of Oriental stories. He gains access to the cave of the Forty Thieves by
saying the magic phrase “Open Sesame.”
17. Comity means “courteousness.”
18. Vaunting means “boasting.”

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Even the loyal and resourceful Bucke,19 utterly flummoxed20 for

Active Reading Focus
once, had to admit that Whitman’s “they readily sold” was “a plain
Analyzing Cause-and-Effect lie.” According to Bucke’s information, the first edition had “no sale”
Relationships A story and a reader and the second “little or no sale.” “If the reader goes to a bookstore,”
can have a cause-and-effect
Hale had pointed out in his review, “he may expect to be told, at
relationship.
first, as we were, that there is no such book, and has not been.”
✒ Underline the parts of this Whitman himself said he doubted “if even ten were sold” and that
passage that reveal that Whitman lied
he ended up giving away almost all of his first edition to “friends
in his letter to Emerson.
and relatives”—“Oh, as a money matter, the book was a dreadful
• What effect do you think Whitman failure.” It was a “failure” despite the vigorous deployment of his
talents as an impresario21 with one lifelong act to manage. The
hoped to produce by lying about
the sales of Leaves of Grass? lessons of P. T. Barnum’s American Museum, General Tom Thumb
and the Swedish Nightingale had not been wasted on him.22
Whitman supplied friendly journals with the information that
Leaves of Grass created “an extraordinary sensation in the literary
world on both sides of the Atlantic”—“the emphatic commendation
of America’s greatest critic has been ratified by the public.” And it
was Whitman who wrote three anonymous reviews of Leaves of
Grass that appeared around the end of 1855. “An American bard at
last!” he announced in the United States Review. “Politeness this
man has none, and regulation he has none. A rude child of the
people!—No imitation—No foreigner—but a growth and idiom of
Big Idea
America,” he wrote in the Brooklyn Daily Times, and in support of
A Poetic Revolution Why do you these and similar claims he subjoined Lorenzo Fowler’s23 reading
think Whitman stressed his rudeness,
of the bard’s skull and personality. In the American Phrenological
American heritage, and originalty
Journal, a Fowler and Wells enterprise, he cited Tennyson’s poetry
with admiring tolerance but predicted his own, riding the wave of
the future, might yet prove “the most glorious of triumphs, in the
known history of literature.”
Skillfully managed, Whitman’s homemade appreciations made
news in their own right. A friendly journalist, William Swinton,
praised him in the New York Times for the “manly vigor” and
“brawny health” of Leaves of Grass. “This man has brave stuff in
him. He is truly astonishing.” In the course of several thousand
words of careful and sensitive discussion, Swinton reported that
“proof slips of certain articles written about Leaves of Grass” had

19. Richard Maurice Bucke was a longtime friend and the first biographer of Whitman.
20. Flummoxed means “confused.”
21. An impresario is a theatrical manager or producer.
22. P. T. Barnum (1810–1891) was an American showman who helped popularize the three-
Vocabulary ring circus. His American Museum in New York City displayed curiosities. Charles S. Stratton,
named General Tom Thumb by Barnum, was a 25-inch-tall performer. Jenny Lind, a Swedish
vigorous (vi
ər əs) adj. characterized soprano, was promoted by Barnum as the Swedish Nightingale.
by extreme vitality or energy 23. Lorenzo Fowler was a phrenologist and the founder of Fowler and Wells, a publishing house.

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been delivered to the Times office together with a copy of the first Literary Element
edition bound in green and gold and the printed text of a letter in Tone How would you characterize
which Ralph Waldo Emerson complimented the author “on the the tone of this portion of Swinton’s
benefaction conferred on society”: review?

On subsequently comparing the critiques from the United States

Review and the Phrenological Journal with the Preface of Leaves
of Grass we discovered unmistakable evidence that Mr. Walt
Whitman, true to the character of a Kosmos, was not content
with writing a book, but was also determined to review it, so
Mr. Walt Whitman has concocted both those criticisms of his ✔ Reading Check
own work, treating it we need not say how favorably.
1. Kaplan compares Whitman to the
Sensation generated sensation, Whitman had learned. So did famous showman, P.T. Barnum.
neglect, if it was conspicuous enough. Later he tended to favor a Why do you think he makes this
history in which Leaves of Grass, far from “an extraordinary comparison?
sensation,” had been greeted in total silence or with howls of
derision.

2. What did Whitman anonymously

submit to newspapers? What
caused him to do this?

Vocabulary

benefaction (ben´ə fak
shən) n. a

gift or good deed
derision (di rizh
ən) n. mockery,
contempt, or ridicule

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A F TE R YO U R E A D

Graphic Organizer
A main idea organizer can help you determine and Add supporting details to complete the organizer.
better understand the main idea and supporting
details of a literary work. You could also construct a
Foldable™ to display the information.

Main Idea:
Walt Whitman promoted his works, sometimes in questionable ways.

Supporting Details Supporting Details Supporting Details

• Emerson writes a letter • Leaves of Grass is not • Whitman writes and
in praise of Leaves of well received. publishes reviews of
Grass. • It is criticized as his own work.
• Because Emerson’s “obscene.”
praise is very
important, Whitman
allows the letter to be
made public.

Conclusion

1.
Active Reading Focus
Analyzing Cause-and-Effect Relationships
Understanding how causes and effects are related in 2.
a literary work can help you better understand
relationships between events. Causes and effects can
also help you understand why something happened, List one effect that was caused by Whitman’s actions
and what it means. during his promotion of the book.

List two events that caused Whitman to decide to

promote his book.

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Reading Strategy Vocabulary Practice

Synthesizing Information Consider these two Understanding Word Parts Words are made up of
passages: different parts. There are three main word parts. Recall
that:
Norton confessed that he had to ovecome his
distaste for the book’s disgusting and intolerable • A root is the basic part of a word.
coarseness. • A prefix is a word part that can be added to the
beginnings of other words.
Politeness this man has none, and regulation
he has none. A rude child of the people!—No • A suffix is a word part that can be added to the
ends of other words.
imitation—No foreigner—but a growth and idiom
of America. Use your knowledge of word parts to answer the
following questions. Use a dictionary if you need help.
Recall that the first passage is about the critic Norton,
1. Which word has a root that means “do well”?
talking about the language of Leaves of Grass. The
second passage is an anonymous review of the same (a) gaudily
book, written by its author. (b) benefaction

What is the main idea of each statement? 2. Which word includes a suffix that means “full of,
characterized by, like, or having?”
(a) insurgent
(b) vigorous

3. Which of the following words has a root that means

“energy” or “health”?
(a) derision
(b) vigorous
Literary Element

• word choice
• sentence structure and punctuation
• figurative language
• figures of speech

Look back through the selection. Choose an example

that has either an enthusiastic and positive tone, or a
displeased and negative tone.
Identify the tone. Then point out some elements that
convey this tone.

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B E FO R E YO U R E A D

E M I LY D IC K I NSO N : A N Big Idea A Poetic Revolution

I N T RO D U C T I O N Emily Dickinson’s small and seemingly private poems
had an enormous impact on the world of literature.
Building Background She revealed the surprising, often profound meaning
American poet Billy Collins (a former poet laureate) in ordinary, common situations and events. Her use of
wrote the introduction for The Selected Poems of unusual punctuation and common meter was
Emily Dickinson. In this excerpt from that introduction, revolutionary in her day.
he describes Emily Dickinson’s life—myth and reality.
He also discusses the tremendous power and skillful Vocabulary
technique of her poems.
Read the definitions of these words from “Emily
Dickinson: An Introduction.” As you read the words in
Setting Purposes for Reading context, think of synonyms—words with the same or
The details of a writer’s life can sometimes affect the way similar meanings—to help you remember the meanings
people think about that writer’s work. Before you read, of the unfamiliar words.
discuss these questions with a partner:
reclusiveness (ri kl¯¯¯oos
əv nəs) n. wanting seclusion or
• What do you know about of Emily Dickinson’s life
isolation; p. 119 The author’s reclusiveness made him an
and poetry?
interesting subject for biographies.
• Why might seclusion be desirable for a poet?

Read the selection to learn more about Dickinson’s life eccentricities (ek
sen´tris
ə tēz) n. behaviors that are
and her poems. unconventional or unexpected; p. 119 Ken’s eccentricities
included carrying an ornate, antique walking stick, although he
could walk perfectly without it.
Reading Strategy Analyzing Literary
Criticism enigma (i ni´mə) n. something or someone puzzling
or mysterious; p. 120 She was more like an enigma than a
Analyzing literary criticism means identifying the main
clear character, full of mystery and questions.
ideas and supporting details in a piece of criticism in
order to compare the critic’s response to a piece of concision (kən sizh
ən) n. the quality of being very
literature with your own response. brief and to the point; p. 120 The article’s concision
made it a quick read.
Active Reading Focus Distinguishing Fact cadence (kād
əns) n. rhythmic flow, as of poetry or
and Opinion speech; p. 121 The cadence of her speech had an almost
musical quality about it.
When you distinguish fact and opinion, you look at a
piece of information to determine whether it can be
proven true (fact) or whether it cannot (opinion). English Language Coach
These notes help you apply word attack skills to
Literary Element Author’s Purpose understand unfamiliar words or expressions.
An author’s purpose is the goal or intent the writer
had in creating a literary work. Authors may write to
persuade, inform, explain, entertain, or describe.

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Emily Dickinson: An Introduction Literary Element

By Billy Collins Author’s Purpose An author’s
purpose can be to persuade, inform,
Today Emily Dickinson is recognized not only as a major poet of explain, entertain, or describe, or any
the American nineteenth century but also as one of the most combination of these purposes. What
do you think the author’s purpose is
intriguing poets of any place or time, in both her art and her life.
in writing this passage? What do you
The outline of her biography is well known. She was born in learn, or feel, reading it?
Amherst, Massachusetts, in 1830 and, except for a few excursions to
Philadelphia, Washington, and Boston, spent her entire life there,
increasingly limiting her activities to her father’s house. “I do not
cross my Father’s ground to any House or Town,” she wrote,
referring to a personal reclusiveness that was noticeable even to her
contemporaries. In the front corner bedroom of that house on Main
Street, Dickinson wrote over 1,700 poems, often on scraps of paper
and on the backs of grocery lists, only a handful of which were
published in her lifetime and then anonymously. She was known to
give poems to friends and neighbors, often as an accompaniment to
the cakes and cookies she baked, sometimes lowering them from an
upstairs window in a basket. Her habit of binding groups of poems
together into little booklets called fascicles might indicate she felt
her poems were presentable, but most of her poems never went
farther than her desk drawer where they were discovered by her
sister after Dickinson’s death in 1886 of kidney failure. In her
lifetime, her poetry remained unknown, and although a few small English Language Coach
editions of her poems were published in the 1890s, it was not until Understanding Roots, Prefixes,
1955 that a reliable scholarly edition appeared, transcribing the and Suffixes You can find the
poems precisely from the original manuscripts and preserving all of meaning of an unfamiliar word by
Dickinson’s typographical eccentricities. Convincingly or not, she thinking about its parts. The adjective
called publication “the auction of the mind” and compared the presentable in the passage is made
up of the base word present, which
public figure to a frog croaking to the admiring audience of a bog.
means “to show to the public,” and
It is fascinating to consider the case of a person who led such a the suffix -able, which here means
private existence and whose poems remained unrecognized for so “fit for or worthy of”. Based on its
long after her death, as if she had lain asleep only to be awakened parts, what is the meaning of
by the kiss of the twentieth century. The quirky circumstances of her presentable?
life have received as much if not more commentary than the poems
themselves. Some critics valorize1 her seclusion as a form of female
self-sufficiency; others make her out to be a victim of her culture.
Still others believe that her solitariness has been exaggerated. She
did attend school, after all, and she maintained many intimate
relationships by letter. Moreover, it was less eccentric in her day Vocabulary
than in ours for one daughter—she had a brother who was a lawyer
and a sister who married—to remain home to run the household oos
əv nəs) n.
reclusiveness (ri kl¯¯¯
wanting seclusion or isolation
and assist her parents. Further, all writers need privacy; all must
close the door on the world to think and compose. But Dickinson’s eccentricities (ek
sen´tris
ə tēz) n.
behaviors that are unconventional or
1. Valorize means to “attach value or worth to something.” unexpected

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separateness—which has caused her to be labeled a homebody, a

Reading Strategy
spinster, and a feminist icon among other things—took extreme
Analyzing Literary Criticism forms. She was so shy that her sister Lavinia would be fitted for her
Remember, Collins has written the clothes; she wore only white for many years (“Wear nothing
introduction to a collection of
commoner than snow”); and she rarely would address an envelope,
Dickinson’s poetry. The book is not a
biography of the “curiosity” of a afraid that her handwriting would be seen by the eyes of strangers.
private life. When asked of her companions, she replied in a letter to Thomas
Wentworth Higginson,2 “Hills, sir, and the sundown, and a dog
• Then what does he mean by
saying, “no such curiosity would large as myself that my father bought me.”
exist were it not for the poems However tempting it is to search through the biographical
themselves”? evidence for a solution to the enigma of Emily Dickinson’s life, we
• Do you think this is a fitting must remember that no such curiosity would exist were it not for
statement or not? Explain. the poems themselves. Her style is so distinctive that anyone even
slightly acquainted with her poems would recognize a poem on the
page as an Emily Dickinson poem, if only for its shape. Here is a
typical example:

’Tis little I could care for pearls

Who own the ample sea;
Or brooches3 when the Emperor
With rubies pelteth me;
Or gold, who am the Prince of Mines;
Or diamonds, when I see
A diadem4 to fit a dome
Continual crowning me.

✔ Reading Check Such a short form leads to concision and quick-wittedness, her
poems standing as dramatic examples of poetry’s ability to
Look through Collins’ text so far. What
compress wide meaning into small spaces. She was also fond of the
are two examples of Dickinson’s
riddle. The diadem that crowns her always is the sky. With the
“reclusiveness?”
dome of earth overhead, the little poem wants to ask, who needs
the grosser5 riches of pearls, rubies, gold, or diamonds? The modest
size of her poems (most are shorter than a sonnet) matches the
modest space of house and garden in which she chose to live. The
poems are also short because she does not waste time introducing
the poem. She neither provides the details of a physical setting, as a
conventional nature poem might do, nor does she explain the
poem’s occasion. The poems begin suddenly, often with a

Vocabulary

enigma (i ni´mə) n. something or

someone puzzling or mysterious 2. Thomas Wentworth Higginson was a noted abolitionist, ordained minister, and editor for the
Atlantic Monthly.
concision (kən sizh
ən) n. the 3. A brooch is a piece of jewelry that is fastened by a pin.
quality of being very brief and to the 4. Diadem means “crown.”
point 5. Here, grosser mean “less fine.”

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declaration (“Superiority to fate / Is difficult to learn”) or a

English Language Coach
definition (“Hope is a subtle glutton”). Dickinson does not knock
before entering, so the reader may feel swept up into the center of Figurative Language Writers often
the poet’s thought process without warning. To open a poem by use figurative language to
communicate more than the actual
saying “I felt a cleavage in my mind / As if my brain had split” is
meaning of the words. One kind of
to thrust the reader into a psychic intimacy with the fractured figurative language is personification.
speaker. Also, her poems tend to end abruptly and decisively, often Personification is a figure of speech
with epigrammatic6 authority (“The only secret people keep / Is in which human qualities are given to
Immortality”). objects, ideas, or animals.
Her tiny, untitled poems may fit her sensibility and provide the ✒ Underline the use of
verbal equivalent of a home’s safe enclosure—a room within a personification in the passage. What
room—but the shortness of her lines is due to something else: her is the human quality that is given to
preference for common meter, the meter of ballads and Protestant a Dickinson poem?
hymns, and even of nursery rhymes. In common meter, a line of
four beats is followed by a line of three beats.

Amazing grace, how sweet the sound

That saved a wretch like me. Big Idea
Or, more speedily, A Poetic Revolution Based on
Collins’s conclusion, what makes
Old King Cole was a merry old soul Dickinson’s poetry revolutionary?
And a merry old soul was he.
Or, with Dickinson,
A thought went up my Mind to-day
That I have had before, . . .

Rhythmically, the three-beat line sounds like an answer to the

four-beat line, and it also provides a one-beat pause at the end, a
space to breathe. Dickinson used other kinds of cadences, but
common meter is the usual gait7 of her poetry. Almost every
Dickinson poem can be sung—like it or not—to the tune of “The
Yellow Rose of Texas,” a song in common meter. But unlike that
song, her poems also include a counter-rhythm she created by
interrupting the regular beat with dashes—her obsessive type of
punctuation—and by her sudden jumps of thought. Instead of a
steady run of meaning, the Dickinson poem hops from one figure to
another in a kind of zigzag logic that requires not just our
concentration but our own agility in making imaginative and
grammatical leaps. Even her obituary in the Springfield Republican
noted that she was “quick as the electric spark in her intuitions.”

Vocabulary

6. Epigrammatic means “in the manner of a pithy, wise saying.” cadence (kād
əns) n. rhythmic flow,
7. Here, gait means “rhythm.” as of poetry or speech

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A F TE R YO U R E A D

Graphic Organizer
To understand and remember a writer’s viewpoint and chart by adding supporting details and opposing
supporting details, you can use a chart. The writer’s viewpoint that the writer addresses. If you prefer,
viewpoint is given in the first column. Complete the construct a Foldable™ to display the information.

Viewpoint Supporting Details Opposing Viewpoints

Dickinson’s reclusive life • Her poems are extremely

may fascinate readers skillful and clever.
and critics. But that
fascination would not
exist if her poems were
not so revolutionary
themselves.

Viewpoint
Active Reading Focus
Dickinson is one of the most intriguing
Distinguishing Fact and Opinion Remember that
poets of any place or time.
to distinguish fact and opinion, you examine whether
the information can or cannot be proven true. But
Factual Support
opinions, or viewpoints, are a useful part of literature.
They may not be able to be proven by themselves, 1.
but they can be supported by facts that can. At right is
a viewpoint Collins presents in the selection. Reread
2.
the selection and list three facts he provides to support
his viewpoint.
3.

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Reading Strategy Vocabulary Practice

Analyzing Literary Criticism When you analyze Using Synonyms Each vocabulary word below is
criticism, you compare the critic’s response to a work followed by a passage with a synonym for that word.
of literature with your own response to the literature. (Remember: synonyms are the same part of the
Consider Collins’s viewpoint about the importance of speech as the original word.)
Dickinson’s poetry and the details he uses to support
this view. Do you feel he makes a convincing
✒ Find and circle the synonym(s) in the passage.
argument? Explain. 1. eccentricities
“The quirky circumstances of her life have received
as much if not more commentary than the poems
themselves.”

2. reclusiveness
Literary Element “Some critics valorize her seclusion as a form of
Author’s Purpose You have determined the purpose female self-sufficiency; others make her out to be a
of several passages of Collins’s selection. Now, victim of her culture. Still others believe that her
determine what his main purpose was in writing solitariness has been exaggerated.”
“Emily Dickinson: An Introduction.” Did he have more
than one purpose? Explain your response.

3. concision
“Her tiny, untitled poems may fit her sensibility and
provide the verbal equivalent of a home’s safe
enclosure—a room within a room—but the shortness
of her lines is due to something else, her
preference for common meter, the meter of ballads
and Protestant hymns, and even nursery rhymes.”

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Introductory Text: Regionalism and Realism 1880–1910

Looking Ahead (p. 465)

Preview
• How did the United This introduction prepares you for the literature you will read
States change after the in Unit 4 of your textbook. It explains Realism, Regionalism,
Civil War? and Naturalism. These three literary movements developed in
the late nineteenth century.
• What are Realism and
Regionalism? As you read the introduction, use the Cornell Note Taking
System to record important points and to remember what you
• What is Naturalism?
have read.

Reduce Record
ANY QUESTIONS? Use them to Looking Ahead
organize your notes. For
example: “What is Realism?” ➥ What are the definitions of these different kinds of literature?
One has been defined for you.
• Realism is a literary movement whose writers depicted
life as they saw it instead of how they might imagine
it to be.
• Regionalism,

• Naturalism

TO THE POINT Note key words Keep the Following Questions in Mind as you Read
and phrases. For example:
• 1880–1910
➥ What kind of information is being asked for in each of these
questions? The first has been done for you.
• Historical changes in the U.S. between 1880 and 1910

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Timeline (pp. 466–467)

Reduce Record
TO THE POINT Note authors of American Literature
literature pubished between
1880 and 1910. For example: ➥ Based on the Timeline, list six different authors of literature
that were publishing between 1880 and 1910. Two authors have been
• Helen Hunt Jackson
listed for you.
• Sarah Orne Jewett 1884—Helen Hunt Jackson publishes Ramona
1886—Sarah Orne Jewett publishes “A White Heron”

TO THE POINT Note general United States Events

categories of U.S. events.
For example: ➥ Based on the Timeline, list the general categories of U.S. events.
Then list one or two events in each category. One category has been
• Technology and
listed for you.
Invention Technology and Invention
• Organizations 1884—George Eastman designs roll film for cameras
1903—Wright Brothers make first airplane flight

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Timeline (pp. 466–467)

Reduce Record
TO THE POINT Note general
World Events
categories of world events. For
example: ➥ Based on the Timeline, list the general categories of world
• Disasters events. Then, list one or two examples in each category. One
category has been listed for you.
Disasters
• 1883—Krakatoa volcano erupts and the tsunami that
results
• kills more than 36,000 people
• 1896—Famine that will kill millions begins in India

Recap
➥ Review your notes on the Timeline. Then recap: Use your notes to creating a
specific timeline of important events relating to technology and invention. This
timeline has been started for you.

1880s
1884—George Eastman designs roll film for cameras
1885—William Le Baron Jenney builds first skyscraper in Chicago

1890s

1900s

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Introductory Text: Regionalism and Realism 1880–1910

By the Numbers (p. 468)

Reduce Record
ANY QUESTIONS? Ask questions Immigration to the United States 1861–1920
about heads. For example: “What
is this line graph about?” ➥ Make some generalizations about the information in the chart.
Use complete sentences. Two have been written for you
• Immigration from northern and western Europe to the
United States stayed at a continuously high level.
• Immigration from central, eastern and southern
Europe to the United States increased steeply.

ANY QUESTIONS? Ask questions Railroad Time

about heads. For example: “What
will this information tell me?” ➥ Based on the information in this paragraph, complete this
sentence in your own words: The original purpose of time zones
was . . .

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By the Numbers (p. 468)

Reduce Record
TO THE POINT For the ➥ Look at the rest of this page. List the remaining headings.
remaining heads, note key Under each heading, summarize the key information based on the
words and phrases. For statistics. Two have been written for you.
example: Life and Death
• life expectancy Life expectancy increased greatly in the 20th century.
Steel Production 1865–1900
Steel production increased greatly during this period.

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Introductory Text: Regionalism and Realism 1880–1910

Being There (p. 469)

Reduce Record
TO THE POINT Note key words ➥ What do these pictures tell you about do the United States
and phrases. For example: between 1880 and 1910?
• Ellis Island
• chuck wagon

ANY QUESTIONS? Ask questions ➥ Based on the map of the United States in 1900, what states
about maps. For example: “What were still known as territories in 1900?One has been listed for
does this map show about the you.
United States in 1900?” 1. Oklahoma Territory
2.
3.
4.

Recap
➥ Review your notes on By the Numbers and Being There. Then recap: use the
information to make several generalizations about the period from 1880 to 1910.
Two have been listed for you.
• Immigration greatly increased during this period, particularly
from southern and eastern Europe.
• Railroads were the major form of U.S. transportation.

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Introductory Text: Regionalism and Realism 1880–1910

Historical, Social, and Cultural Forces (pp. 470–471)

Reduce Record
TO THE POINT Note key words Westward Expansion
and phrases. For example:
• Great Plains ➥ What are the main ideas about Westward Expansion? Two have
been written for you.
• Improved farming methods, railroad expansion, and
the Homestead Act made more Americans willing to
move to the Great Plains.
• Prairie farmers faced a life of hard work, a harsh
environment, and isolation.

The Gilded Age

ANY QUESTIONS? Use them to ➥ Create a chart to organize the good qualities (pros) and bad
organize your notes: For qualities (cons) of the Gilded Age. The chart has been started for you.
example: “What was good and
bad about the Gilded Age?”
Pros Cons
• New inventions • Corruption in business
• Millions of new and politics
immigrants

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Introductory Text: Regionalism and Realism 1880–1910

Historical, Social, and Cultural Forces (p. 471)

Reduce Record
TO THE POINT Note key words Women’s Rights
and phrases. For example:
• Elizabeth Cady ➥ Create a timeline to organize important information about
Women’s Rights. The first two entries have been written for you.
Stanton Before Civil War—fight for women’s rights begins
1869—National Woman Suffrage Association formed by
Susan B. Anthony and Elizabeth Cady Stanton

ANY QUESTIONS? Use them to Regionalism, Realism, and Naturalism

organize your notes. For
example: “What helped cause ➥ Use a chart to organize important information about these
these literary movements?” literary movements. The chart has been started for you.

Movement What helped cause it

Regionalism American curiosity about
other parts of the country

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Historical, Social, and Cultural Forces (pp. 471–472)

Reduce Record
TO THE POINT Note key words Preview Big Ideas of Regionalism,
and phrases. Realism, and Naturalism
➥ Paraphrase each of the Big Ideas. To paraphrase means to
rewrite the ideas in your own words. The paraphrase has been
started for you.
After the Civil War, a new group of American writers
wrote about local cultures in different parts of the
United States. They were known as local colorists or
Regionalists.

Recap
➥ Review your notes on the Historical, Social, and Cultural Forces. Then
recap. Use summary notes to help you remember the main points. Two main
points been listed for you.
Topic: Regionalism and Realism 1880–1910
Main Points:
• Americans went to settle the Great Plains even though they
faced many challenges.
• Westward expansion ruined the traditional ways of life of the
Native Americans.

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Introductory Text: Regionalism and Realism 1880–1910

Big Idea 1: Regionalism (p. 472)

Reduce Record
ANY QUESTIONS? Use them to Mark Twain’s Mississippi River
organize your notes. For
example: “How is Twain’s ➥ What are the main ideas of this section? One has been written
writing an example of for you.
Regionalism?” • Twain evokes the world of the Mississippi River.

TO THE POINT Note key words Bret Harte’s Far West

and phrases. For example:
• California gold-mining
➥ List the ways that Bret Harte’s writing fits into Regionalism.
One example has been written for you.
country • Harte shows the rude, lawless life of California gold-
mining country.

TO THE POINT Note key words Willa Cather’s Great Plains

and phrases For example:
• O Pioneers! ➥ In what ways does Willa Cather’s writing show Regionalism?
One example has been written for you.
• In O Pioneers! Cather focuses on the hard, isolated
lives of pioneers.

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Big Idea 1: Regionalism (p. 473)

Reduce Record
ANY QUESTIONS? Use them to from O Pioneers by Willa Cather
organize your notes. For
example: “What phrases in this ➥ Write down some phrases from this passage that show
passage show Regionalism?” Regionalist characteristics. Two have been listed for you.
“the last struggle of a wild soil against the encroaching
plowshare”
“The settlers sat about on the wooden sidewalks in the
little town.”

Recap
➥ Review your notes on Big Idea 1: Regionalism. Then recap: Use a web to
organize the key points about the Regionalism of Mark Twain, Bret Harte, and
Willa Cather. The web has been started for you.

Mark Twain
Regionalist • Mississippi River
Writers

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Introductory Text: Regionalism and Realism 1880–1910

Big Idea 2: Realism (p. 474)

Reduce Record
TO THE POINT Note key words The Birth of Realism
and phrases. For example:
• Honoré de Balzac ➥ What are the main points here? Two have been written for you.
• Realism began in Europe before it appeared in America.
• Gustave Flaubert
• French writer Honorè de Balzac considered father of
realism.

Kate Chopin and Women

➥ Use a chart to organize how Kate Chopin shows both Realism
ANY QUESTIONS? Use them to and Regionalism in her writing. The chart has been started for you.
organize your notes. For
example: “Why was Chopin Realist Regionalist
called both a Realist and a
• showed women’s passions • depicted customs of
Regionalist?”
and discontent Creoles and Cajuns in
Louisiana

Paul Laurence Dunbar and African Americans

➥ What was the importance of Paul Laurence Dunbar? List three
TO THE POINT Note key words points about his importance. One has been written for you.
and phrases. • used rural African American dialect

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Introductory Text: Regionalism and Realism 1880–1910

Big Idea 2: Realism (p. 475)

Reduce Record
TO THE POINT Note key words Edith Wharton and the Upper Classes
and phrases. For example:
• the privileged ➥ List two characteristics of Edith Wharton’s writing.

from The Awakening by Kate Chopin

➥ Write down a phrase from this passage that is an example of
Realism.

Recap
➥ Review your notes on Big Idea 2: Realism. Then recap. Use a web to help you
remember the main points about the Realism of Kate Chopin, Paul Laurence
Dunbar, and Edith Wharton. The chart has been started for you.

Kate Chopin
• showed passion and
Realist Writers discontent of women

Paul Laurence Dunbar Edith Wharton

• post-war lives of
African Americans

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Introductory Text: Regionalism and Realism 1880–1910

Big Idea 3: Naturalism (p. 476)

Reduce Record
TO THE POINT Note key words Edwin Arlington Robinson and Fate
and phrases. For example:
• Tilbury Town ➥ In what ways does Edwin Arlington Robinson’s writing show
Naturalism? An example has been written for you.
• His characters live in Tilbury Town where
people feel pressure to conform.

TO THE POINT Note key words

and phrases. For example: Jack London and Nature
• Social Darwinism
➥ In what ways does Jack London’s writing show Naturalism?
One example has been written for you.
• Showed capitalist society as brutal and oppressive

To the Point Note key words

and phrases. For example:
• courage
Stephen Crane and War
➥ In what ways does Stephen Crane’s writing show Naturalism?
One example has been written for you.
• importance of courage, honesty and poise in
indifferent universe

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Introductory Text: Regionalism and Realism 1880–1910

Big Idea 3: Naturalism (p. 477)

Reduce Record
ANY QUESTIONS? Use them to from The Red Badge of Courage by Stephen Crane
organize your notes. Here is an
example: “What in this passage ➥ Write down some phrase in this passage that show examples of
shows Naturalism?” Naturalism. One has been written down for you.
“He was at a task. He was like a carpenter.”

Recap
➥ Review your notes on Big Idea 3: Naturalism. Then recap. Use a web to
organize the key points about the Naturalism of Edwin Arlington Robinson, Jack
London, and Stephen Crane. The web has been started for you.

Edwin Arlington Robinson

Naturalist
writers

Stephen Crane
Jack London
• brutal capitalist society

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Wrap-Up (p. 478)

Reduce Record
TO THE POINT Note key words Why It Matters
and phrases. For example:
• literary frontiers ➥ What is the main idea of each paragraph? The first one has been
written for you.
• Realists redefined paragraph 1—Regionalist writers opened up American
content literary frontiers.

MY VIEW Which of these Cultural Links

cultural links do you find the
most interesting?
➥ What cultural link to the past is described in each paragragh?
The first one has been listed for you.

Recap
➥ Review your notes on this Wrap-Up. Then recap. Use a main idea organizer
to help you remember the main points. The chart has been started for you.
Main Idea
American literature changed between 1880 and 1910.
Details Details Details
Regionalist writers Realist writers
presented new, unfamiliar
worlds to readers at home
and abroad.
Conclusion

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Introductory Text: Regionalism and Realism 1880–1910

Summarize
➥ Review your notes on this Introduction. Then recap. Use classification notes to fill in the chart.
The chart has been started for you.

Regionalism Realism Naturalism

• also known as local color • explored real peoples • showed humans in harsh
movement behavior, motivations, light
• acts •
• • •
• • •
• • •
•

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Introductory Text: Regionalism and Realism 1880–1910

Apply
Multiple Choice
Circle the letter of the best choice(s) for the
following questions.
1. What was not true of the writing of 4. Which of the following did not
Mark Twain? contribute to the settlement of the
A. fine ear for dialect Great Plains?
A. improvements in farming
B. photographic realism
equipment
C. isolation of pioneer life
B. expansion of the railroads
D. culture of slavery
C. Homestead Act
2. Which of the following describe Kate D. development of photography
Chopin’s fiction?
A. realistic portrayal of women
B. demonstrate power of nature Matching
C. Louisiana settings Write the letter of the choice below that best
matches each numbered item.
D. pioneer life
_____ 5. best known for poems in
3. How were Realist writers influenced by
African-American dialect
the development of photography?
A. they liked the landscape portraits _____ 6. member of New York’s upper
class
B. they wanted to take photographs
_____ 7. wrote The Call of the Wild
C. they wanted to create a similar
realism _____ 8. portrayed immigrant farmers on
the Great Plains
D. they admired the photographers
A. Edith Wharton
B. Paul Laurence Dunbar
C. Jack London
D. Willa Cather

How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the historical period or the Big Ideas of this unit. As you learn more about the ideas in the
unit, add to your notes.

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Literary History: The Rise of Local Color Fiction

(p. 480)

Preview
• What is local color fiction? This article describes the rise of local color fiction, which is a
part of our literary history. It provides background
• Why did local color fiction
information and help you better understand the stories you
gain popularity after the
will read Unit 4 of your textbook.
end of the Civil War?
As you read the article, use the Cornell Note Taking System to
• Who were the major writer’s
record important points and to remember what you have read.
of local color fiction?

Reduce Record
TO THE POINT Note key words ➥ Many times, the first paragraph of an article does not have a
and phrases. For example: heading. What heading might you give to the first paragraph of this
• Bret Harte article? The bold-faced term, local color fiction, is a good choice.
Write the main ideas of the paragraph under the heading. Two have
• local color fiction
been written for you.
Local Color Fiction
• Bret Harte sold stories to Atlantic Monthly, marking
the beginning of the boom of local color fiction.
• Harte’s Gold Rush tales were lighthearted and a relief
to readers recovering from the Civil War.

MY VIEW Write comments here.

The Importance of Setting

➥ Use a chart of organize facts about the importance of setting. It
has been started for you.

Importance of Setting
Definition Role in Local Examples
time and place Color Writing
where a story
occurs

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Literary History: The Rise of Local Color Fiction

(pp. 480–481)

Reduce Record
TO THE POINT Note key words The Role of Character
and phrases. For example:
• small town ➥ In your own words, complete this sentence to define what these
paragraphs are about. These paragraphs are about . . .
• everyday tasks

TO THE POINT Note the writers Lives of Women

mentioned in this section. For
example: ➥ Create an outline to organize information about women authors
of local color writing, and the themes they wrote about. The outline
• Willa Cather
has been started for you.
• Mary E. Wilkins I. Women writers had strong presence in local color writing
Freeman II. Willa Cather
A. contrast between traditional values and
changing perspectives
B. Example: “A Wagner Matinee”
III.
A.

B.
IV.
A.

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Literary History: The Rise of Local Color Fiction

Summarize
➥ Review your notes on this article. Then use the concept map on this page
to sort information and identify important characteristics of local color fiction.
The map has been started for you.

Detail Detail
regional dialect — Women’s lives had
language filled strong presence,
with realistic many stories about
dialogue, women’s roles.
accents of certain
areas

Definition

Local Color Fiction

Example Example
Mark Twain’s “The
Celebrated
Jumping Frog of
Calaveras County”

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Literary History: The Rise of Local Color Fiction

Apply
Multiple Choice
Circle the letter of the best choice for the
following questions.
1. Which of the following was not a reason 4. Who did local color writing appeal
for the rise of local color fiction? to?
A. readers wanted light-hearted tales A. people who wanted to read about
following the devastation of the the war
Civil War
B. people looking for modern values
B. an increased interest in old-
C. people looking for a relief from the
fashioned values
war
C. more involvement in local issues
D. people who did not like old-
D. Europeans became increasingly fashioned values
interested in reading about
American culture
Matching
2. Which of the following was not a trait
Write the letter of the choice below that best
of local color writing?
matches each numbered item.
A. regional dialect
B. importance of optimism _____ 5. work discusses struggle between
independence and safety of
C. realistic setting
marriage
D. small towns
_____ 6. local colorist whose stories of
3. Why was Bret Harte’s contract with the coastal town families were
Atlantic Monthly significant? widely read
A. It was the most money every paid _____ 7. wrote tales of the California Gold
to an author at the time. Rush
B. It was the first time the magazine _____ 8. best known local color writer
paid a writer. A. Bret Harte
C. It was the first time a writer didn’t B. Mary E. Wilkins Freeman
get paid.
C. Sarah Orne Jewett
D. Bret Harte did not write about
D. Mark Twain
America.

How can you better remember and understand the material in this Literary History? Recite
your notes, Reflect on them, and Review them. You can also use your notes to help you read
the local color fiction in this unit.

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Literary History: The Two Faces of Urban America

(p. 532)

Preview
• What were American This article describes American cities in the early 1900s, a
cities like in the early setting for part of our literary history. This background
1900s? information will help you better understand the literature you
will read in your textbook.
• What were the two faces
of urban America? As you read the article, use the Cornell Note Taking System to
record important points and to remember what you have read.
• How was this conflict
reflected in literature at
the time?

Reduce Record
TO THE POINT Note key words ➥ What characteristics describe urban America in the late 1800s
and phrases. For example: and early 1900s? One example has been started for you.
• industrialization • Rapid industrialization resulted in two urban classes in
sharp contrast to each other: wealthy entrepreneurs
and poor immigrants.

ANY QUESTIONS? Write them The Face of the Urban Rich

now; answer them as you
reread your notes. For example: ➥ Complete the chart below with details from this part of the
“What themes did Wharton selection. The chart has been started for you.
and James write about?”
The Face of the Urban Rich
Authors Themes Works
• Edith Wharton • values of urban The House of
• Henry James rich Mirth,

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Literary History: The Two Faces of Urban America

(pp. 532–533)

Reduce Record
TO THE POINT Note key words The Face of the Urban Poor
and phrases. For example:
• loneliness ➥ Complete the chart below with details from this part of the
selection. The chart has been started for you.

The Face of the Urban Poor

Authors Themes Works
• Steven Crane • loneliness • Sister Carrie

MY VIEW Note key people. For Reformers and Muckrakers

example:
• Jane Addams ➥ Ask yourself four questions about the people and events
described in this section. Then answer the questions. Two have been
written for you.
Q: Who were some of the era’s reformers and muckrakers?
A: Jane Addams, Jacob Riis, Upton Sinclair
Q: Who was Jane Addams?
A: She was one of most prominent reformers. She turned
an old home in an immigrant neighborhood in Chicago
into a settlement house where neighborhood residents
could learn English, discuss politics, and hold celebrations.

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Literary History: The Two Faces of Urban America

Summarize
➥ Review your notes on this article. Then complete the Venn diagram below.
Fill the different sections of the diagram with the appropriate information on
the Urban Rich and the Urban Poor.

The Urban Rich The Urban Poor

• wealthy • poor immigrants

entrepreneurs Shared
• lived in
comfort • class a result of
industrialization
• written about in
books by Henry
James and
Edith Wharton

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Literary History: The Two Faces of Urban America

Apply
Multiple Choice 4. What improvements were the
muckrakers working for?
Circle the letter of the best choice for the
A. better farm fields with less muddy
following questions.
soil
1. What are the “two faces” of urban
B. making rooms of the wealthy less
America?
cluttered
A. capitalists and socialists
C. improving how the poor viewed
B. men and women
the wealthy entrepreneurs
C. rich and poor
D. improving conditions in the slums
D. wealthy entrepreneurs and the and factories
immigrants who provided
cheap labor
Matching
2. Which of the following was a problem
for the urban poor? Write the letter of the best choice below that
A. crime best matches each numbered item.

B. fire ___ 5. exposé of the brutal and degrading

working conditions of the
C. disease meatpacking industry
D. all of the above ___ 6. story of a naïve country girl who
comes to Chicago looking for
3. Which of the following described
work
“conspicuous consumption?”
A. a lot of food to eat ___ 7. uses architecture as a symbol of
wealth and poverty
B. stores filled with many choices
___ 8. story of old home that became a safe
C. wealthy homes with fashionable,
place for immigrants to learn
cluttered rooms
English and discuss politics
D. someone obviously using a lot of
A. The Jungle
materials
B. The House of Mirth
C. Sister Carrie
D. Twenty Years at Hull House

How can you better remember and understand the material in this Literary History? Recite
your notes, Reflect on them, and Review them. You can also use your notes to help you read
the literature in this unit.

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B E FO R E YO U R E A D

A RC T I C D R E A M S : I M AG I N AT I O N Literary Element Mood

AND DESIRE IN A NORTHERN
The emotional quality or atmosphere of a literary work
L A N DSC A PE
is called mood. A writer chooses the right words,
subject, setting, and tone to set the right mood. The
Building Background writer also uses sound devices such as rhyme and
rhythm.
• Barry Lopez writes about and photographs nature.

• He is known for risking his life in dangerous places.

Big Idea Naturalism
• He writes of his experiences in those extreme Naturalism is the idea that humans are under the
landscapes. control of powerful forces, such as pressure from
• In the selection from Arctic Dreams, Lopez tells of society and from nature.
scientists who work in the Arctic.

• He also remembers Arctic explorers of the past. Vocabulary

Read the definitions of these words from Arctic Dreams.

Setting Purposes for Reading As you read the selection, use your knowledge of
Some people like to live dangerously. The areas of the antonyms-or words with opposite or nearly opposite
world that would scare some people because they are meanings-to figure out the meanings of unfamiliar
dangerous to life would be attractive to others who words.
want to test themselves against nature. Before you
read, discuss the following questions with a partner: tedious (tē

dē əs) adj. dull, boring; p. 151 I spent a
tedious afternoon listening to my friend’s same old stories.
• Have you ever thought about going to an extreme
climate? exhilaration (i zi´ lə rā
shən) n. great joy and
• We know that such places test you physically. How excitement; p. 151 Sean felt exhilaration when he stood at
might they also test you mentally? the top of the mountain he had just climbed.

Read to learn about surviving in the Arctic and how the justifiable (jəs tə f¯
ə bəl) adj. something that has a
Arctic tests a person physically and mentally. good reason or excuse; p. 152 His lateness was justifiable
because there had been a fire on the subway.
Reading Strategy Analyzing Relevance muffled (mə
fəld) adj. covered up; p. 154 His voice
of Setting was muffled by the howling of the wind.

Analyzing the relevance of setting means looking at perilous (per
ə ləs) adj. dangerous; p. 157 Despite the
the importance of time and place in a literary work. perilous trip, the crew survived.
Setting is not limited to a person’s physical
surroundings–it can also involve one’s outlook and the
people around the person. English Language Coach
These notes help you apply word attack skills to
Active Reading Focus Visualizing understand unfamiliar words or expressions.

Visualizing involves picturing a writer’s ideas or

descriptions in your mind. As you read, picture what is
being described.

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Arctic Dreams Active Reading Focus

By Barry Lopez
Visualizing To visualize is to picture
1 the author‘s descriptions in your
We left our camp on Pingok Island one morning knowing a
mind. Visualize the passage. Does the
storm was moving in from the southwest, but we were not worried. trip seem dangerous? What are the
We were planning to work in open water between the beach and weather conditions? Is the crew
the edge of the pack ice,2 only a few miles out, making bottom sheltered from the weather?
trawls3 from an open 20-foot boat. The four of us were dressed, as ✒ Mark the details that helped you
usual, in heavy clothes and foul-weather gear. visualize the passage.
You accept the possibility of death in such situations, prepare for
it, and then forget about it. We carried emergency and survival
equipment in addition to all our scientific gear—signal flares,
survival suits, a tent, and each of us had a pack with extra clothing,
a sleeping bag, and a week’s worth of food. Each morning we
completed a checklist of the boat and radioed a distant base camp
with our day plan. When we departed, we left a handwritten note
on the table in our cabin, saying what time we left, the compass
bearing we were taking, and when we expected to return.
My companions, all scientists, were serious about this, but not
solemn or tedious. They forestalled trouble by preparing for it, and
were guided, not deterred, by the danger inherent in their work. It
is a pleasure to travel with such people. As in other walks of life,
the person who feels compelled to dramatize the risks or is either English Language Coach
smugly complacent or eager to demonstrate his survival skills is
Finding the Meaning of
someone you hope not to meet.
Unfamiliar Words The context of a
Our camaraderie came from our enthusiasm for the work and word refers to the words and
from exhilaration with the landscape, the daily contact with sentences that surround the word.
seabirds, seals, and fish. We rarely voiced these things to each You will often find one or more
other; they surfaced in a word of encouragement or understanding context clues near an unfamiliar
around rough work done in unending dampness and cold. Our word. One kind of context clue is a
definition of the word.
mutual regard was founded in the accomplishment of our tasks
and was as important to our survival as the emergency gear ✒ Underline the definition that
stowed in a blue box forward of the steering console. gives you a clue to the meaning of
the word departed in the passage.
We worked through the morning, sorting the contents of bottom
trawls and vertical plankton tows.4 Around noon we shut the
engines off and drifted under overcast skies, eating our lunch. The

1. Pingok Island lies in the Beaufort Sea, which is a part of the Arctic Ocean. Vocabulary
2. Pack ice is ice formed in the sea from the crashing together of floes and other ice masses.
3. Trawls are large nets that are dragged along the bottom of a body of water to gather tedious (tē

dē əs) adj. dull, boring
marine life.
4. Vertical plankton tows are funnel-shaped nets that are dropped into the water and lifted exhilaration (i zi´ lə rā
shən) n.
straight up to collect samples, such as plankton, from the water. great joy and excitement

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seas were beginning to slap at the hull, but we had another couple
Reading Strategy
of hours before they built up to three or four feet—our match,
Analyzing Relevance of Setting comfortably. We decided, then, to search for seals in the ice front
Analyzing the relevance of setting
before heading in. An hour later, by a movement of the ice so
involves looking at the importance of
time and place. Here something has imperceptible it was finished before we realized it, we were cut off
happened with the ice that changes from the sea. The wind, compacting the ice, was closing off the
the whole position of the crew. What channels of calm water where we had been cruising. We were
has happened? How does this suddenly 200 yards from open water, and a large floe, turning off
change their chances of survival? the wind and folding in from the west, threatened to close us off
even deeper in the pack. Already we had lost steerageway5—the
boat was pinned at that moment on all four sides.
In those first hours we worked wordlessly and diligently. We all
knew what we faced. Even if someone heard our distress call over
the radio, we could not tell him precisely where we were, and we
were in pack ice moving east. A three-day storm was coming on.
The floes might crush the boat and drive it under, or they could
force it out of the water where we would have it for shelter.
We took advantage of any momentary opening in the ice to
move toward open water, widening the channels with ice chisels,
English Language Coach pushing with the twin 90-horsepower engines, the four of us
heaving at the stern and gunnels.6 We were angling for a small
Understanding Roots, Prefixes,
patch of water within the pack. From there, it seemed, after a quick
and Suffixes You can find the
meaning of an unfamiliar word by reconnoiter7 ahead on foot, we might be able to get out to the open
thinking about its parts. A prefix is a sea. Thirty feet shy of our patch of water, we doubted the wisdom
word part added to the beginning of of taking ice chisels to one particular chunk of weathered pressure
a word root or base word to create a ice that blocked our path. Fractured the wrong way, its center of
new meaning. A suffix is a word part gravity would shift and the roll could take the boat under. The only
added at the end of a word root or
way around it was to pull the boat, which weighed 3000 pounds,
base word. The word wordlessly in
the passage is made up of the base completely out of the water. With an improvised system of ice
word word and the suffixes –less, anchors, lines, and block and tackle,8 and out of the terrific desire
which means “not having,” and –ly, to get free, we set to. We got the boat up on the floe, across it, and
which means “in a particular way.” back into the water.
Based on its parts, what is the
meaning of wordlessly?

✔ Reading Check
What event threatens the crew?

Vocabulary 5. Steerageway is the minimum rate of movement needed to make a boat respond to its
rudder.
justifiable (jəs tə f¯
ə bəl) adj. 6. The stern is the rear of a boat. The gunnel, or gunwale, is the upper edge of the side of a ship.
something that has a good reason or 7. Reconnoiter means “to survey.”
excuse 8. A block and tackle is a series of pulleys used to pull or lift a heavy object.

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Had that been open water, we would have cheered. As it was, Vocabulary
we exchanged quick glances of justifiable but not foolish hope.
Antonyms An antonym for
While we had been winching the boat over the ice toward it, this
negotiable is unpassable. Rewrite the
patch of water had been closing up. And another large floe still sentence without changing its
separated us from the ocean. Where the surf broke against it, it fell meaning by using your own words to
a sheer four feet to the sea. Even if we got the boat over that ice, we replace the word negotiable.
could never launch it from such a precipice.
Two stayed in the boat. I and one other went in opposite
directions along the floe. Several hundred yards to the east I found
a channel. I looked it over quickly and then signaled with the
upraised shaft of my ice chisel for the others. It was barely
negotiable to begin with, and in the few minutes it took to get the
Active Reading Focus
boat there, the channel closed. We put the prow9 of the boat against
the seaward floe and brought both engines up to full power, trying Visualizing Reread the paragraph
above the passage, and visualize what
to hold it against the wind. The ice beside it continued to move
Lopez describes. Here teamwork is in
east. The channel started to open. With the engines roaring, the gap play. Each crew member sets to a task
opened to six feet. With a silent, implicit understanding each of us that is needed to get the boat through
acted decisively. The man at the helm reversed the engines, heeled the ice. Describe what you see the
the boat around, and burst up the channel. We made 20 quick feet, different sailors doing.
careened the boat over on its port10 gunnel, and pivoted through a
120° turn. One ran ahead, chopping swift and hard at the closing
ice with a chisel. Two of us heaved, jumping in and out of the boat,
stabbing at chunks of ice closing on the props.11 One man remained
at the throttles. Suddenly he lunged away, yanking the starboard12
engine clear of fouling ice. The man ahead threw his ice chisel into
the boat and jumped across to help lift at the port gunnel. We could
feel how close. The starboard side of the boat slid off the ice, into
the water. The bow lifted on the open sea. There was nothing more
for our legs to strain against. We pulled ourselves over the gunnel
and fell into the boat, limp as feed sacks. Exhausted. We were out. English Language Coach

Understanding the Implied

Meaning of a Word The
denotation of a word is its literal
meaning—its dictionary definition. The
connotation of a word is its implied
meaning—the images and ideas the
word brings to mind. The word
exhausted in the passage means
“tired out,” which is its denotation.
Now give the connotation of
exhausted: List three words that
describe the images and ideas that
exhausted brings to mind.
9. The prow, or bow, is the front of a boat.
10. Port is a ship’s left side.
11. Here, props means “propellers.”
12. Starboard is a ship’s right side.

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Literary Element We were out, and the seas were running six feet. And we were
Mood The crew is facing one danger miles now from a shore that we could not see. In the hours we had
after another, but what is the mood been in the ice, the storm had built considerably, and we had been
in this passage? Would you describe carried we did not know how far east. The seas were as much as the
it as hopeful? Why or why not? boat could handle, and too big to quarter13—we had to take them
nearly bow-on. The brief views from wave crests showed us nothing.
We could not see far enough through the driving sleet and spray, and
the arctic coast here lies too low, anyway. We could only hope we
were east of Pingok, the westernmost of the barrier islands, and not
to the west, headed down into Harrison Bay,14 where the wind has a
English Language Coach greater fetch15 and the shore is much farther on.
We took water over the bow and shouted strategy to each other
Understanding Multiple-Meaning
over the wind and the sound of engines screaming as the props
Words In the English language, there
are many multiple-meaning came out of the water. We erected a canvas shelter forward to break
words—words that have more than the force of the sea and shed water. We got all the weight we could
one meaning. Plowed can mean “to out of the bow. A resolute steadiness came over us. We were
break up with a farm machine” or “to making headway. We were secure. If we did not broach16 and if we
move through.” What does plowed were far enough to the east, we would be able to run up on a
mean in the passage?
leeward17 shore somewhere and wait out the storm.
We plowed ahead. Three of us stood hunched backward to the
weather.
✔ Reading Check I began to recognize in the enduring steadiness another kind of
calmness, or relief. The distance between my body and my
What happens to Lopez after the thoughts slowly became elongated, and muffled like a dark,
boat is secure?
carpeted corridor. I realized I was cold, that I was shivering. I
sensed the dry pits of warmth under my clothes and, against this,
an opening and closing over my chest, like cold breath. I realized
with dreamlike stillness that the whole upper right side of my body
was soaked. The shoulder seams of my foul-weather gear were torn
open.

13. Here, quarter means “to travel in a crisscross manner.”

14. Harrison Bay is a shallow inlet of the Beaufort Sea.
15. Here, fetch means “intensity.”
Vocabulary 16. Here, broach means “to be turned broadside into the wind.”
17. Leeward, or the lee side, means “facing the same direction toward which the wind is
muffled (mə
fəld) adj. covered up blowing.”

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I knew I had to get to dry clothes, to get them on. But desire
Active Reading Focus
could not move my legs or arms. They were too far away. I was
staring at someone, then moving; the soaked clothes were coming Visualizing At this point, Lopez is
off. I could not make a word in my mouth. I felt suspended in a not in a normal mental state. What is
actually happening to Lopez in the
shaft in the earth, and then imagined I was sitting on a bare earthen
bottom of the boat? Is he reacting
floor somewhere within myself. The knowledge that I was being normally to what is happening to
slammed around like a wooden box in the bottom of the boat was him? Why do you think so?
like something I had walked away from.
In dry wool and protected by a tarp from the seas, I understood
that I was safe; but I could not understand the duration of time. I
could not locate any visual image outside myself. I concentrated on
trying to gain a sense of the boat; and then on a rhythmic tensing
and loosening of my muscles. I kept at it and at it; then I knew time
was passing. There was a flow of time again. I heard a shout. I tried
to shout myself, and when I heard an answer I knew that I was at English Language Coach
the edge of time again, and could just step into it. I realized I was Figurative Use of Language
sitting up, that I was bracing myself against heavy seas. One kind of figurative language is
The shouts were for the coast. We had found Pingok. hyperbole—the use of exaggeration
We anchored the boat under the lee shore and went into the to make a point: A pack of wild dogs
could not stop her from going to the
cabin and changed clothes and fixed dinner. Our sense of relief
party.
came out in a patter of jokes at each other’s expense. We ate quietly
and went to bed and slept like bears in winter. ✒ Underline the use of hyperbole
in the passage. What do you think
The storm blew for two days. We nearly lost the boat when an
the phrase slept like bears in winter
anchor line parted, and got wet and cold again trying to secure it; means?
but that seemed no more than what we had chosen by coming
here. I went a long walk on the afternoon of the second day, after
the storm had become only fretful gusts and sunlight threatened to
break through the low clouds.
I still felt a twinge of embarrassment at having been reduced
from a state of strength to such an impassive weight, to a state of
disassociation, so quickly. But I did not dwell on it long. And we Big Idea
would go out again, when the seas dropped. We would go into the Naturalism Naturalists believe it is
ice again. We would watch more closely; but nothing, really, had useless to fight forces beyond their
changed. control. Do you think Lopez would
agree? Why or why not?

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With the experience so fresh in my mind, I began thinking of

English Language Coach
frail and exposed craft as I walked down the beach, of the Irish
Using Suffixes to Form Nouns carraughs and Norse knarrs18 that brought people across the
Noun suffixes are suffixes that turn Atlantic, bucking pack ice streaming southward on the East
other parts of speech into nouns. For
Greenland Current. My God, what had driven them? All we know
example, when you add –ee to the
verb train, you get the noun trainee. is what we have deduced from the records of early historians. And
Noun suffixes can help you find the the deference those men showed to their classical predecessors, to
meaning of unfamiliar words. The Ptolemy, Solinus, and Isidore,19 their own nationalism and religious
noun exploration is formed from the convictions, their vanity, and the shape of the ideas of their age—all
verb explore and the noun suffix -ation, this affected what they expressed. And when it was translated, or
which means “the act of.” What is the
when they themselves translated from others, interpolations,
meaning of exploration?
adaptation, and plain error colored the historical record further.
So the early record of arctic exploration is open to interpretation.
And this refined history is less real, less harrowing than what had
happened to us in the boat. It is events mulled and adjudicated.20
Vocabulary
I wanted to walk the length of the seaside beach on Pingok,
Antonyms Lopez could have written knowing the storm was dying away. I brooded over the fates of
the sentence this way, without those early immigrants, people whose names no one knows, who
changing the meaning: And this
sailed in ships of which there are neither descriptions nor
refined history is more false, more
pleasant than what had happened drawings, through ice and storms like this one—but so much
to us in the boat. What does the farther from a shore, with intentions and dreams I could only
word harrowing mean? imagine.
The earliest arctic voyages are recorded in the Icelandic sagas
and Irish imramha. But they were written down hundreds of years
after the fact by people who did not make the journeys, who only
heard about them. The Norse Eddas21 and Icelandic sagas, wrote
the arctic explorer and historian Fridtjof Nansen, are “narratives
Literary Element
somewhat in the light of historical romances, founded upon legend
Mood Write two words that describe and more or less uncertain traditions.” The same can be said of the
the mood of this passage. imramha and the records of Saint Brendan’s voyage,22 though in
tone and incident these latter are different from the sagas.

✔ Reading Check
What are some of the earliest
recorded Arctic voyages?

18. Carraughs and knarrs are both types of ships.

19. Ptolemy (c. 85–c. 165 B.C.) was an Egyptian geographer and astronomer; Gaius Julius
Solinus (third century A.D.) was a Latin grammarian who wrote a book titled The Wonders of
the World; Saint Isidore of Seville (560–636 A.D.) was a Spanish theologian and historian.
20. Adjudicated means “settled” or “judged.”
21. The sagas, imramha, and Eddas are all tales of sea voyages.
22. Saint Brendan (c. 484–c. 578 A.D.) was an Irish monk who is said to have gone on a seven-
year sea voyage in search of the Garden of Eden. Some believe he found North America
during this voyage.

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In the following pages, beginning in a time before the sagas, the Literary Element
notion of a road to Cathay, a Northwest Passage,23 emerges. The Mood The mood in this passage is
quest for such a corridor, a path to wealth that had to be followed one of adventure.
through a perilous landscape, gathers the dreams of several ages.
✒ Underline the words and phrases
Rooted in this search is one of the oldest of all human yearnings— that contribute to the mood of
finding the material fortune that lies beyond human struggle, and adventure.
the peace that lies on the other side of hope.
I should emphasize two points. Few original documents point
up the unadorned character, the undisguised sensibilities, of the
participants in these dramas. And the most common simile of
comparison for these journeys—the exploits of astronauts—falls
short. The astronaut is suitably dressed for his work, professionally
trained, assiduously looked after en route, and nationally regarded.
He possesses superb tools of navigation and observation. The Reading Strategy
people who first came into the Arctic had no photograph of the far Analyzing Relevance of Setting
shore before they left. They sailed in crude ships with cruder tools What are the differences in setting
of navigation, and with maps that had no foundation or geographic between the modern Arctic explorers
authority. They shipwrecked so often that it is difficult to find and the early Arctic explorers? How
did this difference affect the early
records of their deaths, because shipwreck and death were
explorers?
unremarkable at the time. They received, for the most part, no
support—popular or financial. They suffered brutally and fatally
from the weather and from scurvy,24 starvation, Eskimo hostility,
and thirst. Their courage and determination in some instances were
so extreme as to seem eerie and peculiar rather than heroic. Visions
of achievement drove them on. In the worst moments they were
held together by regard for each other, by invincible bearing, or by
stern naval discipline. Whether one finds such resourceful courage
among a group of young monks on a spiritual voyage in a
carraugh, or among worldly sailors with John Davis in the
English Language Coach
sixteenth century, or in William Parry’s25 snug winter quarters on
Melville Island in 1819–20, it is a sterling human quality. Understanding Compound Words
The meanings of many compound
words can be understood from the
words they are made of. What are
the words that form the compound
word shipwreck? If a wreck is the
action of destroying something, what
is the meaning of shipwreck?

23. Cathay is an old name for China; the Northwest Passage is a route through the Arctic that
passes from the Atlantic Ocean to the Pacific Ocean.
24. Scurvy is a disease brought on by lack of vitamin C.
25. Sir William Parry (1790–1855), a British explorer, discovered and named several islands in Vocabulary
the Arctic, including the inhospitable Melville Island, where he and his group were forced to
spend a winter because of sea ice.
perilous (per
ə ləs) adj. dangerous

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In the journals and histories I read of these journeys I was

English Language Coach
drawn on by a sharp leaning in the human spirit: pure desire—the
Understanding Multiple-Meaning complexities of human passion and cupidity. Someone, for
Words Hunger can mean “a need example, had to pay for these trips; and whoever paid was looking
for food” or “a strong want for
for a way to be paid back. Rarely was the goal anything as selfless
something.” What does hunger mean
in the passage? as an increase in mankind’s geographical knowledge. An arctic
voyage in quest of unknown riches, or of a new passage to known
riches, could mean tangible wealth for investors, and it could mean
fame and social position for a captain or pilot. For a common
seaman the reward might only mean some slip of the exotic, or a
chance at the riches himself—at the very least a good story,
Active Reading Focus
probably something astounding. Enough, certainly, to sign on.
Visualizing Which object on the As I read, I tried to imagine the singular hunger for such things,
beach is different from the rest? How how desire alone might convey a group of people into those
is it different? In reading this article,
fearsome seas. The achievement of one’s desires may reveal what
we visualize the Arctic as beautiful,
dangerous, and untamed. How does one considers moral; but it also reveals the aspiration and tack of
the finding of the odd object change an individual life, and the tenor of an age. In this light, one can
your visualization of the Arctic? better understand failures of nerve in the Arctic, such as Bering’s in
the Chukchi Sea in 1728—he simply did not have Peter the
Great’s26 burning desire to define eastern Russia. And one can
better understand figures in arctic exploration so obsessed with
their own achievement that they found it irksome to acknowledge
the Eskimos, unnamed companions, and indefatigable dogs who
helped them.
Arctic history became for me, then, a legacy of desire—the
desire of individual men to achieve their goals. But it was also the
✔ Reading Check legacy of a kind of desire that transcends heroics and which was
privately known to many—the desire for a safe and honorable
1. What were the main reasons why
passage through the world.
explorers came to the Arctic?
As I walked the beach I stopped now and then to pick over
something on the storm-hardened shore—bits of whale vertebrae,
waterlogged feathers, the odd but ubiquitous piece of plastic, a
strict reminder against romance.

2. What type of legacy is Arctic

history, according to Lopez?

26. Vitus Bering (1681–1741) was a Danish-born Russian explorer. The Russian Tsar Peter the
Great chose Bering to discover whether Asia and North America were connected. Heavy fog
caused Bering to return to Russia, where he was criticized for not actually seeing the
American coast.

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The narratives I carried in my head that afternoon fascinated

English Language Coach
me, but not for what they recorded of geographic accomplishment
or for how they might be used in support of one side or another of Understanding Roots, Prefixes,
a controversy, such as whether Frederick Cook or Robert Peary27 and Suffixes The word mightily in
the passage is made up of the base
got to the Pole first. They held the mind because of what they said
word might, which means “power,”
about human endeavor. Behind the polite and abstemious journal and the suffix -ily, which means “in a
entries of British naval officers, behind the self-conscious prose of particular way.” Based on its parts,
dashing explorers, were the lives of courageous, bewildered, and what is the meaning of mightily?
dreaming people. Some reports suggest that heroic passage took
place for many just offstage. They make clear that others struggled
mightily to find some meaning in what they were doing in those
regions, for the very act of exploration seemed to them at times
completely mad. They wanted to feel that what they were doing
Big Idea
was necessary, if not for themselves then for the nation, for
mankind. Naturalism Lopez says that we
should not think that nature in the
The literature of arctic exploration is frequently offered as a
Arctic has set out to destroy humans.
record of resolute will before the menacing fortifications of the Does his view agree with the view of
landscape. It is more profitable I think to disregard this notion— Naturalism? Why or why not?
that the land is an adversary bent on human defeat, that the people
who came and went were heroes or failures in this. It is better to
contemplate the record of human longing to achieve something
significant, to be free of some of the grim weight of life. That
weight was ignorance, poverty of spirit, indolence, and the threat
of anonymity and destitution. This harsh landscape became the
focus of a desire to separate oneself from those things and to
overcome them. In these arctic narratives, then, are the threads of
dreams that serve us all.
Vocabulary
Antonyms The Arctic explorers were
trying to do something significant,
which means, “something
outstanding that will catch the notice
of people.” The antonym of
significant is insignificant. What do
you think it means?

27. Frederick Cook (1865–1940) and Robert Peary (1856–1920) were both American
explorers. While Robert Peary is usually listed as the first person to reach the North Pole
(in April 1909), Cook claimed to have reached it in 1908.

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A F TE R YO U R E A D

Graphic Organizer
Fill in the Venn diagram below to show the similarities
and differences between the early Arctic voyages and
the modern voyage Lopez is a part of. If you prefer,
construct a Foldable™ to display the information.

Modern Voyage Both Early Voyages

• Scientists (and writer/ • Faced dangers of • Explorers and early
photographer Lopez) life in the Arctic immigrants
• Have modern
equipment and safety

• Received little support

Active Reading Focus

Visualizing Read the passage below. Underline the
vivid words that help you visualize what Lopez
experiences.
“The distance between my body and my thoughts
slowly became elongated, and muffled like a dark,
carpeted corridor. I realized I was cold, that I was
shivering. I sensed the dry pits of warmth under my
clothes and, against this, an opening and closing over
my chest, like cold breath. I realized with dreamlike
stillness that the whole upper right side of my body
was soaked.”

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Reading Strategy Vocabulary Practice

Analyzing Relevance of Setting In Arctic Dreams, Understanding Antonyms Recall that antonyms are
Lopez notes of his crew: “Our mutual regard was words with opposite or nearly opposite meanings.
founded in the accomplishment of our tasks and was Determine each word’s antonym from the choices
as important to our survival as the emergency gear . . .” below.
Why was emergency gear necessary in the setting of
this selection? 1. This was one of the most exciting parties Joan had
ever attended.
(a) wealthy
(b) annoying
(c) pleasant
(d) tedious

2. It was inexcusable for him to laugh at the funeral.

(a) justifiable

Literary Element (b) unpleasant

(c) pleasant
Mood How does the mood of the selection change
after Lopez begins to give his views about Arctic (d) rude
explorers of the past?
3. The seas were calm and the sky was clear; Stan
knew the boat ride would be safe.
(a) muffled
(b) perilous
(c) tedious
(d) justifiable

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Introductory Text: Beginnings of the Modern Age

1910–1930s
Looking Ahead (p. 635)

Preview
• What is Modernism? This introduction prepares you for the literature you will read
in this unit of your textbook. It explains Modernism. This was
• Where did key Modernist
a literary movement of the early 1900s. Important events of the
writers live?
time were World War I and the Harlem Renaissance.
• How did the war and the
As you read the introduction, use the Cornell Note Taking
Harlem Renaissance affect
System to record important points and remember what you have
Modernism? read.

Reduce Record
ANY QUESTIONS? Use them Looking Ahead
to organize your notes. For
example: “How did World War ➥ What forces shaped this period? One has been listed for you.
I affect writers?” • World War I

Keep the following questions in mind as you read

➥ Create a KWL chart from the questions to preview this
introduction. You will fill in What I Know and What I Want to
Know now. After you’ve read the introduction, return to this chart
and fill in the What I Learned column.

What I Know What I Want What I

to Know Learned
World War I

Modernism

Harlem
Renaissance

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Introductory Text: Beginnings of the Modern Age

1910–1930s
Timeline (pp. 636–637)

Reduce Record
ANY QUESTIONS? Ask them American Literature
now; answer them as you
reread your notes. For example: ➥ What generalization can you make about the events on the
“Why would Hemingway’s timeline?
passport photo be important to
American literature?“

United States Events

➥ A number of important types of events appear in the timeline.
These types include African American rights, baseball, war, and the
economy. Using these categories and others you have noticed, list
one or two events of each type. One event has been listed for you in
each of three categories.
African American Rights
1911—National Urban League assists African
Americans moving to cities

Baseball
1919—Black Sox Scandal

The Economy
1913—Henry Ford introduces the assembly line

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Introductory Text: Beginnings of the Modern Age

1910–1930s
Timeline (pp. 636–637)

Reduce Record
TO THE POINT Note key words World Events
and phrases. Key words and
phrases are the most important ➥ Use the timeline to find important events at the end of World
ones. Looking at them will help War I. One has been listed for you below. List two others.
you remember what you read. 1918—Armistice signed; war ends
For example:
• Armistice

Recap
➥ Review your notes on the timeline. Then recap: Find a key entry from each
section of your notes, name it under the “Key Entry” category in the chart below,
and then briefly describe it under “Summary.” Under “Note,” use a key word or
term to identify the entry. The second column has been filled in as an example.

1. American Literature 2. United States Events 3. World Events

Key Entry: Key Entry: Key Entry:

First “talkie”

Summary: Summary: Summary:

In 1927, the first movie with
sound opened. It was called
“The Jazz Singer.”
Note: Note: Note:
Talkie

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Introductory Text: Beginnings of the Modern Age

1910–1930s
By the Numbers (p. 638)

Reduce Record
ANY QUESTIONS? Use them to Cost of a Model T, 1908–1924
guide your reading. For
example: “How did the low ➥ What does the chart tell you about the cost of a Model T
prices of cars affect the people automobile? One point is given as an example.
of the United States?” The price of the car went up right after it was first sold
in 1908.

World War I Military Deaths

➥ Make a comparison based on information in the chart. One
example has been given as a guide.
Russia and France lost more soldiers than any other
country in this war.

Great Migration; Immigration

➥ What do you notice about the relationship between the Great
Migration and Immigration? One relationship has been given as
an example.
Both blacks and immigrants were moving away from
their birthplaces.

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Introductory Text: Beginnings of the Modern Age

1910–1930s
By the Numbers (p. 638)

Reduce Record

TO THE POINT Note key words ➥ Look at the other heads on this page. For each, note what
next to each of the remaining the figures tell you about the period. One entry has been filled in
heads. For example: for you.
rising hem — increasing The Shortening Skirt: Women gained increasing freedom
freedom during this period.

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Introductory Text: Beginnings of the Modern Age

1910–1930s
Being There (p. 639)

Reduce Record
TO THE POINT Note key words ➥ What can you tell about the period from the photographs and
and phrases. For example: the map? One example has been given.
• East Coast • The East Coast was important for modern American
Literature.

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Introductory Text: Beginnings of the Modern Age

1910–1930s
Being There (p. 639)

Recap
➥ Review your notes on By the Numbers and Being There. Then fill in the
organizer below. Under Viewpoint, write a generalization about the period. Then,
in the Supporting Detail section, write facts that back up your viewpoint. For
example, if under Viewpoint you put “Women were gaining rights,” then under
Supporting Detail, you might write, “In 1920 women obtained the right to vote.”

Viewpoint

Supporting Detail Supporting Detail Supporting Detail

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Introductory Text: Beginnings of the Modern Age

1910–1930s
Historical, Social, and Cultural Forces (pp. 640–641)

Reduce Record
TO THE POINT Note key people World War I
and events. For example:
“Sinking of Lusitania” ➥ Show the main ideas as cause-and-effect statements. One
example has been given for you.
• The assassination of Franz Ferdinand and military
alliances led to all-out war in Europe.

ANY QUESTIONS? If you don’t

know the meaning of a head, The Roaring Twenties
ask about it. For example:
“What is the ‘Roaring
➥ Using a cause-and-effect sequence, explain what changes took
place in the 1920s.
Twenties’?”
First
Soldiers nicknamed “doughboys” return home.

Second

Third

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Introductory Text: Beginnings of the Modern Age

1910–1930s
Historical, Social, and Cultural Forces (pp. 640–641)

Reduce Record
ANY QUESTIONS? Ask yourself Women’s Rights
about images on a page as well
as text. For example: ”What ➥ What key people and events are described in this paragraph?
does the picture of Suzette Two entries have been listed for you.
Dewey tell me about women of People: Carrie Chapman Catt, Alice Paul
the time?” Events: Hunger strikes in 1917,

The Great Migration

➥ What else is covered in this paragraph besides the Great
Migration?

➥ This photograph gives you important information. What does it

indicate about the 1920s?

Popular Culture
➥ Fill in the chart with facts from the paragraph. Two entries
have been done for you.

Automobile Radio Movies

• 1913—Henry • found in most
Ford’s assembly people’s homes
line

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Introductory Text: Beginnings of the Modern Age

1910–1930s
Historical, Social, and Cultural Forces (pp. 640–641)

Reduce Record
TO THE POINT Note key words The Great Depression
and phrases. For example:
• Black Tuesday ➥ Fill in this web to summarize the causes and effects of the Great
Depression. One entry has been given to get you started.
Cause: Cause: Cause:
lack of money
in banks

Great
Depression

Effect: Effect: Effect:

TO THE POINT Note the Big Preview Big Ideas of the Modern Age
Ideas. For example:
• The Harlem ➥ Use the chart below to organize facts about these literary
movements. The first one has been done for you as an example.
Renaissance
Movement What helped create it
New Poetics desire of poets at the turn
of the 20th century to use
new forms and styles

Modern Fiction

The Harlem Renaissance

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Introductory Text: Beginnings of the Modern Age

1910–1930s
Historical, Social, and Cultural Forces (pp. 640–641)

Recap
➥ Review your notes on Historical, Social, and Cultural Forces. Then recap by
using summary notes to help you remember the main points. Two main points
have been listed for you.
Topic: The Beginnings of the Modern Age 1910–1930s
Main points:
• Military agreements between European nations plus the killing of
Franz Ferdinand led to World War I, which was more destructive
than any previous war.
• After the war came the Roaring Twenties, a time famous for a
good economy, parties, and the government’s attempt to stop
drinking.

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Introductory Text: Beginnings of the Modern Age

1910–1930s
Big Idea 1: New Poetics (pp. 642–643)

Reduce Record
ANY QUESTIONS? Ask questions New Directions
about heads. For example:
“Who were The Imagists?” ➥ What inspired modern poets? Two examples have been listed for
you.
• French Symbolist poets
• groundbreaking painters such as Picasso

The Imagists
➥ Group information under these headings: Imagist Poetry and
Imagist Writers. One writer has been listed for you.
Imagist Poetry:

Imagist Writers: Ezra Pound

TO THE POINT Note key words Eliot’s Perspective

and phrases. For example:
• The Waste Land ➥ Ask yourself questions about the text. Then answer your own
questions. One question and answer has been written for you.
• Industrialism Q: What stands out about Eliot’s Poetry?
A: It includes references to history, art and literature.

Breaking the Rules

➥ Complete this sentence: This paragraph is about . . .

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Introductory Text: Beginnings of the Modern Age

1910–1930s
Big Idea 1: New Poetics (pp. 642–643)

Reduce Record
TO THE POINT Note key words Frost’s New England
and phrases. For example:
• lyric poetry ➥ Take notes on Frost. One note has been supplied for you.
• Frost’s poems take place in farming areas of New
England.

MY VIEW Write comments here. from I: Six Nonlectures

➥ How does this selection’s discussion of poetry show the ideas of
the New Poetics? One point has been given as an example.
• It uses strange words such as “unbeing” and
“selfstyled.”

Recap
➥ Review your notes on Big Idea 1: New Poetics. Then sum up the main points about
four major writers described here: Ezra Pound, T. S. Eliot, E. E. Cummings, and Robert
Frost. One example has been provided for each author.

Ezra Pound T. S. Eliot E. E. Cummings Robert Frost

• said “Make it new!” • used many • broke the rules of • New England settings
references to grammar
history and art

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Introductory Text: Beginnings of the Modern Age

1910–1930s
Big Idea 2: Modern Fiction (pp. 644–645)

Reduce Record
ANY QUESTIONS? Ask them The Shadow of War
now. Answer them as you
reread your notes. For example: ➥ Quotations are an important part of this introduction. How
“Who was in the lost does the quote from John H. Carter support the main idea of this
generation?” section? One response is given for each heading.
The quote describes the opinions of young people after
World War I.

The Lost Generation

• Many American writers moved to Europe.

The Jazz Age

➥ Create a chart to present the good and bad qualities of the Jazz
Age. One good quality has been given to start you off.

Pro Con
• People had more money
and could buy expensive
things such as cars.
MY VIEW Indicate what is most
surprising about this section.

Hemingway’s Prose
➥ What should you keep in mind as you read the short stories by
Ernest Hemingway in this unit?

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Introductory Text: Beginnings of the Modern Age

1910–1930s
Big Idea 2: Modern Fiction (pp. 644–645)

Reduce Record
MY VIEW Write comments here. from The Sun Also Rises
➥ Write down a sentence from the selection that is a good example
of Big Idea 2: Modern Fiction and note why it is a good example. For
example, you might have chosen the sentence “You paid some way
for everything that was any good.” Then you might have
commented, “The writer is saying that nothing of value is free.” This
shows the negative view of life held by modern writers, who felt even
such things as love or friendship had to be bought.

Recap
➥ Review your notes on Big Idea 2: Modern Fiction. Then add supporting
details to back up the main idea about fiction that is given in the Viewpoint
Section of the chart below. One supporting idea has been given to get you going.

Viewpoint
Modern fiction was a clear break from traditional fiction.

Supporting Detail Supporting Detail Supporting Detail

World War I made people
look more negatively at the
world.

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Introductory Text: Beginnings of the Modern Age

1910–1930s
Big Idea 3: The Harlem Renaissance (pp. 646–647)

Reduce Record
ANY QUESTIONS? Use them to Blues to Jazz
organize your notes. For
example: “What is the ➥ Take sequence notes on this paragraph. The first note is given.
difference between blues and First
jazz?”
African American spirituals and work songs turned into
the blues.
Second

Third

The Neighborhood
MY VIEW Indicate what you ➥ Summarize the main ideas in cause-and-effect statements. One
think is most interesting or has been provided for each heading.
surprising about these facts. • Many blacks came to Harlem from the South because
rent was low and the area had a lively social scene.

The Deferred Dream

• W. E. B. Du Bois created an important magazine.

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Introductory Text: Beginnings of the Modern Age

1910–1930s
Big Idea 3: The Harlem Renaissance (pp. 646–647)

Reduce Record
TO THE POINT Note key words Hurston’s Folklore
and phrases. For example:
• Reconstruction ➥ Summarize what you have learned about Zora Neale Hurston’s
writing. One point has been given as an example.
• explored African American folklore and
Reconstruction

from “The Negro Artist and the Racial Mountain”

➥ Put the following idea into your own words: “We build our
temples for tomorrow, strong as we know how, and we stand on top
of the mountain, free within ourselves.”

Recap
➥ Review your notes on Big Idea 3: The Harlem Renaissance. Then recap using
this Who?, What?, When?, Where?, and How? organizer. The Who? section has
been started for you.

Subject: The Harlem Renaissance

Who? Langston Hughes, W. E. B. Du Bois,

What?
When?
Why?
How?

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Introductory Text: Beginnings of the Modern Age

1910–1930s
Wrap-Up (p. 648)

Reduce Record
TO THE POINT Note key words Why It Matters
and phrases. For example:
• manifestoes ➥ Summarize the main idea of each paragraph. One idea has been
listed for you.
• Modernism influenced the way writers describe reality.

Cultural Links
➥ What links are described in this section. Use cause-and-effect
statements to describe them. One has been listed for you.
• “Little magazines” such as Poetry are still important.

Recap
➥ Review your notes on the Wrap-Up. Then add supporting details in the chart
below that describe the impact of Modernism. One detail has been listed for you.
After you list supporting details, draw a conclusion about Modernism.
Main Idea: The impact of Modernism
Detail Detail Detail
Modernism reshaped the
way writers see reality.

Conclusion:

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Introductory Text: Beginnings of the Modern Age

1910–1930s

Summarize
➥ Review your notes on this introduction. Then sum up the main ideas and supporting details
using this outline. One point has been given under each heading.
I. Historical, Social, and Cultural Forces
A. Military agreements between nations drew many countries into World War I.

II. Big Idea 1: New Poetics

A. The Imagist movement created new styles and began a new age of poetry.

III. Big Idea 2: Modern Fiction

A. World War I made many young people bitter about life.

IV. Big Idea 3: The Harlem Renaissance

A. Music—blues and jazz—inspired writers such as Langston Hughes.

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Introductory Text: Beginnings of the Modern Age

1910–1930s

Apply
Multiple Choice Matching
Circle the letter of the best choice for the Write the letter of the choice that best
following questions. matches each numbered item.
1. Which event caused the United States 5. Robert Frost _____
to join World War I?
6. expatriate Americans _____
A. the murder of Franz Ferdinand
7. wrote The Great Gatsby _____
B. military agreements between
nations 8. helped create the Harlem Renaissance
_____
C. the sinking of the Lusitania
9. wrote The Sun Also Rises _____
D. the desire to defeat Hitler
10. American soldiers in World War I
2. Who was an Imagist? _____
A. Ezra Pound A. the Lost Generation
B. Zora Neale Hurston B. the Great Migration
C. Langston Hughes C. wrote poetry set in rural New
England
D. Ernest Hemingway
D. Ernest Hemingway
3. What major development in women’s
E. doughboys
rights occurred in this period?
A. Women could no longer drink F. F. Scott Fitzgerald
alcohol after Prohibition.
B. Women wore shorter skirts and had
more freedom in fashion.
C. The 19th Amendment gave women
the right to vote.
D. Women had fewer babies.

How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the historical period or the Big Ideas of this unit. As you learn more about the ideas in the
unit, add to your notes

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Literary History: Symbolist and Imagist Poetry

(p. 650)

Preview
• What is Imagism? This article presents a survey of Symbolist and Imagist poetry.
It tells you about the writers in these movements, their way of
• What is Symbolist poetry?
writing, and their effect on modern poetry. It will help you
• How did these two read the poetry in this unit.
movements affect
As you read the article, use the Cornell Note Taking System to
American poetry?
record important points and remember what you have read.

Record
Reduce
➥ Often the first paragraph of an article does not have a heading.
TO THE POINT Note key words, Using the term Visual Expression as a central focus, list how
writers, and phrases. For writers, painters, and photographers can be connected to this term.
example: The Painters box has been filled in.
•Modern Age
Visual Expressions
Photographers:

Writers:
Painters:
Create visual
ideas

The Symbolist Foundation

➥ List writers and their beliefs. One has been done for each
category.
Writers: Charles Baudelaire,

Beliefs: disagreed with Realism;

The American Imagists

➥ Summarize the main points in the paragraph with the heading
“The American Imagists.” One has been done for you.
• Symbolist poetry is about general ideas; Imagist poetry
is centered on visible things in the world.

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Literary History: Symbolist and Imagist Poetry

(p. 651)

Reduce Record
ANY QUESTIONS? Use them to ➥ Use the headings given below to group the facts presented on
organize your notes. For this page. The first heading has been filled in for you.
example: “What did these poets Writers
mean by image?” H.D. (Hilda Doolittle), Amy Lowell
Works and Publications

Words Used to Describe Imagist Poetry

Imagist Principles

MY VIEW Write comments here. ➥ Summarize the main ideas in the bulleted list using a web.

images are
raw material
for poetry
Imagist
Principles

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Literary History: Symbolist and Imagist Poetry

Summarize
➥ Review your notes on this article. Then use this two-column chart to sort information and
identify the key characteristics of Symbolist and Imagist poetry. Three examples have been given.

Symbolist Poetry Imagist Poetry

Writers Writers
Charles Baudelaire, Stéphane Mallarmé,
Arthur Rimbaud, Paul Verlaine
Beliefs and Influences Beliefs and Influences
• were against Realism • imagery is basis of poetry; images
express both emotions and ideas

Styles and Themes Styles and Themes

Conclusions

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Literary History: Symbolist and Imagist Poetry

Apply
Multiple Choice Matching
Circle the letter of the best choice for the Write the letter of the choice that best
following questions. matches each numbered item.
1. What forms of expression share 5. Imagist poet known for bold statements
similarities with Imagism? _____
A. movies
6. Ezra Pound wrote this poem _____
B. photography
7. wrote poem “Oread” _____
C. sports
8. influenced the style of Imagist poetry
D. music _____
9. American writer who wrote about
2. Who was a Symbolist?
hard-to-explain feelings _____
A. Ezra Pound
10. a pattern of traditional poetry _____
B. Amy Lowell
A. H.D. (Hilda Doolittle)
C. H.D.
B. haiku
D. Arthur Rimbaud
C. Edgar Allan Poe
3. What is the type of rhythm in Imagist D. rhyme scheme
poetry?
E. Amy Lowell
A. a very complicated one
F. “In a Station of the Metro”
B. one taken from Japanese haiku
C. the rhythm of everyday speech
D. traditional poetic meter

4. Why did the Imagists write

manifestoes?
A. to get attention
B. to describe their principles
C. as a means to meet people
D. to help them get into magazines

How can you better remember and understand the material in this Literary History? Recite
your notes, Reflect on them, and Review them. You can also use your notes as you read the
poetry in this unit.

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B E FO R E YO U R E A D

R E M A R K S AT A M H E R ST C O LLEG E Literary Element Parallelism

A rhetorical device is a way to use language more
Building Background effectively and persuasively. Rhetorical devices are
In October 1963, President John F. Kennedy spoke at often heard in political speeches and religious
Amherst College, in Amherst, Massachusetts. The sermons. Parallelism is a rhetorical device in which a
speech was given at the time of the groundbreaking series of words, phrases, or sentences are put in a
for the Robert Frost Library. In his speech, Kennedy similar grammatical form.
explains his hopes for the future of the arts in America.
It was one of Kennedy’s last public appearances
Big Idea New Poetics
before he was gunned down less than a month later.
The poet Robert Frost had taught at Amherst College As the twentieth century moved forward, new styles of
at different points in his career. He had died just poetry appeared. Robert Frost was an unusual poet of
months before the speech, in January 1963. this time because he stuck with traditional forms.
However, his poetry was quite modern—his poems are
Setting Purposes for Reading complex, and he wrote English as it is really spoken.
The arts, such as music and poetry, help a culture tell Frost’s work has had a great influence on today’s poetry.
about itself through artistic expression. With a
classmate, discuss the following questions:
Vocabulary
• In what ways do the arts affect the way you live?
Read the definitions of these words from “Remarks at
• How do writers change the way we look at the world?
Amherst College.” The origin of each word, or its
Read to discover the importance of Robert Frost’s poetry etymology, is given in a dictionary. An origin is the
history and development of a word, which can help
Reading Strategy Analyzing Philosophical you unlock its meaning.
Assumptions privilege (priv
ə lij) n. a special right or benefit enjoyed
by an individual or class; p. 188 A driver’s license is a
An author may have deeply held ideas and beliefs privilege that can be taken away if you break the law.
about a subject. The author may or may not describe
those ideas and beliefs when he or she writes about compassion (kəm pash
ən) n. a feeling of sympathy for
the subject. Analyzing philosophical assumptions others that makes you want to help them; p. 188
involves gathering information to recognize the Mr. Dobbins felt compassion for the sick blue jay.
author’s ideas and beliefs about a subject, whether or commitment (kə mit
mənt) n. a promise or willingness to
not the author states them. help or support someone or something; p. 189 Karl showed
his commitment to his community by becoming a police officer.
Active Reading Focus Evaluating Argument potential (pə ten
shəl) n. ability for future growth; p.
Evaluating argument involves examining the parts of 190 Desna’s love of science gave her the potential to succeed
an argument to see if it makes sense. Parts of an in medicine.
argument include its main ideas, supporting details, distinction (dis tink
shən) n. excellence that sets a
factual evidence, and conclusions. As you read, pay person or thing apart; p. 191 Mrs. Lopez received an
attention to how the author builds his argument. award for serving with distinction on the graduation
committee.

English Language Coach

These notes help you apply word attack skills to
understand unfamiliar words or expressions.

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Remarks at Amherst College English Language Coach

By President John F. Kennedy
Using Suffixes to Form
Nouns Noun suffixes are suffixes
Mr. McCloy, President Plimpton, Mr. MacLeish, distinguished
that turn other parts of speech into
guests, ladies and gentlemen: nouns. For example, when you add
I am very honored to be here with you on this occasion which –er to the verb sing, you get the
means so much to this college and also means so much to art and noun singer. The noun invitation is
the progress of the United States. This college is part of the United formed from the verb invite and the
States. It belongs to it. So did Mr. Frost, in a large sense. And, noun suffix -ation which means “the
therefore, I was privileged to accept the invitation somewhat act of.” What is the meaning of
invitation?
rendered to me in the same way that Franklin Roosevelt rendered
his invitation to Mr. MacLeish, the invitation which I received from
Mr. McCloy.1, 2 The powers of the Presidency are often described.
Its limitations should occasionally be remembered. And therefore
when the Chairman of our Disarmament Advisory Committee,
Active Reading Focus
who has labored so long and hard, Governor Stevenson’s3 assistant
during the very difficult days at the United Nations during the Evaluating Argument
Cuban crisis, a public servant for so many years, asks or invites the Here President Kennedy uses a
President of the United States, there is only one response. So I am rhetorical question to support his
glad to be here. argument that people with
Amherst has had many soldiers of the king since its first one, advantages in life should give back to
and some of them are here today: Mr. McCloy, who has long been a their society. A rhetorical question is
one to which no answer is expected
public servant; Jim Reed who is the Assistant Secretary of the or the answer is obvious.
Treasury; President Cole, who is now our Ambassador to Chile; Mr.
Ramey, who is a Commissioner of the Atomic Energy Commission; What does Kennedy want his
audience to think by asking this
Dick Reuter, who is head of the Food for Peace. These and scores of question?
others down through the years have recognized the obligations of
the advantages which the graduation from a college such as this
places upon them to serve not only their private interest but the
public interest as well.
Many years ago, Woodrow Wilson said, what good is a political
party unless it is serving a great national purpose? And what good
is a private college or university unless it is serving a great national
purpose? The Library being constructed today, this college, itself— Vocabulary
all of this, of course, was not done merely to give this school’s
graduates an advantage, an economic advantage, in the life Word Origins The word advantage
comes from the Middle French word
avant, which means “before.” Use the
1. John Jay McCloy (1895–1989), a diplomat and lawyer, served as an adviser to every definition of avant to write a definition
president from Franklin Delano Roosevelt to Ronald Reagan. Calvin Hastings Plimpton was
of advantage in your own words.
the president of Amherst College from 1960 to 1971. Archibald MacLeish (1892–1982)
was a famed poet and playwright. MacLeish also served as a librarian of Congress and briefly
as an assistant secretary of state.
2. Kennedy is referring to President Franklin Roosevelt’s invitation to MacLeish to become a
librarian of Congress.
3. Adlai Stevenson (1900–1965) served as governor of Illinois from 1948 to 1952 and as the
delegate to the United Nations during the Kennedy administration. John McCloy served as
Stevenson’s assistant during the Cuban missile crisis.

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struggle. It does do that. But in return for that, in return for the
English Language Coach
great opportunity which society gives the graduates of this and
Finding the Meaning of related schools, it seems to me incumbent4 upon this and other
Unfamiliar Words The context of a schools’ graduates to recognize their responsibility to the public
word refers to the other words and
interest.
sentences that surround the word.
One kind of context clue is a Privilege is here, and with privilege goes responsibility. And I
synonym—a word that means the think, as your president said, that it must be a source of satisfaction
same or nearly the same as the to you that this school’s graduates have recognized it. I hope that
unfamiliar word. In the passage, the the students who are here now will also recognize it in the future.
context clue made up is a synonym Although Amherst has been in the forefront of extending aid to
for what other word?
needy and talented students, private colleges, taken as a whole,
draw 50 percent of their students from the wealthiest 10 percent of
our Nation. And even State universities and other public
Literary Element institutions derive 25 percent of their students from this group. In
March 1962, persons of 18 years or older who had not completed
Parallelism Recall that parallelism
high school made up 46 percent of the total labor force, and such
is a rhetorical device in which a series
of words, phrases, or sentences have persons comprised 64 percent of those who were unemployed. And
a similar form. Here Kennedy keeps in 1958, the lowest fifth of the families in the United States had 4
repeating the word unless to 1/2 percent of the total personal income, the highest fifth, 44 1/2
introduce the separate points he is percent. There is inherited wealth in this country and also inherited
making. How does Kennedy’s use of poverty. And unless the graduates of this college and other colleges
parallelism help his audience
like it who are given a running start in life—unless they are willing
understand his argument?
to put back into our society, those talents, the broad sympathy, the
understanding, the compassion—unless they are willing to put
those qualities back into the service of the Great Republic, then
obviously the presuppositions upon which our democracy are
based are bound to be fallible.
The problems which this country now faces are staggering, both
✔ Reading Check at home and abroad. We need the service, in the great sense, of every
educated man or woman to find 10 million jobs in the next 2 1/2
According to Kennedy, what goes
years, to govern our relations—a country which lived in isolation
with privilege?
for 150 years, and is now suddenly the leader of the free world—to
govern our relations with over 100 countries, to govern those
relations with success so that the balance of power remains strong
on the side of freedom, to make it possible for Americans of all
different races and creeds to live together in harmony, to make it
possible for a world to exist in diversity and freedom. All this
requires the best of all of us.
Vocabulary Therefore, I am proud to come to this college, whose graduates
have recognized this obligation and to say to those who are now
privilege (priv
ə lij) n. a special right here that the need is endless, and I am confident that you will
or benefit enjoyed by an individual or
respond.
class
Robert Frost said:
compassion (kəm pash
ən) n. a
feeling of sympathy for others that 4. Here, incumbent means “imposed.”
makes you want to help them

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Two roads diverged in a wood, and I—

Active Reading Focus
I took the one less traveled by,
And that has made all the difference. Evaluating Argument Robert Frost
I hope that road will not be the less traveled by, and I hope your was not a person of privilege and he
never made much money. He did
commitment to the Great Republic’s interest in the years to come will be
not come from a rich family and
worthy of your long inheritance since your beginning. was ignored for many years as a
This day devoted to the memory of Robert Frost offers an writer. Why do you think Kennedy
opportunity for reflection which is prized by politicians as well as by spends so much time discussing
others, and even by poets, for Robert Frost was one of the granite the privileges, advantages, and
figures of our time in America. He was supremely two things: an responsibilities of his audience before
he talks about Robert Frost?
artist and an American. A nation reveals itself not only by the men it
produces but also by the men it honors, the men it remembers.
In America, our heroes have customarily run to men of large
accomplishments. But today this college and country honors a man
whose contribution was not to our size but to our spirit, not to our
political beliefs but to our insight, not to our self-esteem, but to our
self-comprehension. In honoring Robert Frost, we therefore can pay Reading Strategy
honor to the deepest sources of our national strength. That strength Analyzing Philosophical
takes many forms, and the most obvious forms are not always the Assumptions Recall that analyzing
most significant. The men who create power make an indispensable philosophical assumptions involves
contribution to the Nation’s greatness, but the men who question gathering information to recognize an
power make a contribution just as indispensable, especially when author’s deeply held ideas and beliefs
about a subject, whether or not the
that questioning is disinterested, for they determine whether we use
author states them. What does
power or power uses us. Kennedy assume in this passage?
Our national strength matters, but the spirit which informs and
controls our strength matters just as much. This was the special
significance of Robert Frost. He brought an unsparing instin ct for
reality to bear on the platitudes5 and pieties6 of society. His sense of
the human tragedy fortified him against self-deception and easy
consolation. “I have been” he wrote, “one acquainted with the
night.” And because he knew the midnight as well as the high Literary Element
noon, because he understood the ordeal as well as the triumph of Parallelism Kennedy uses parallelism
the human spirit, he gave his age strength with which to overcome here to compare poetry to power.
despair. At bottom, he held a deep faith in the spirit of man, and it
✒ Underline the words in this
is hardly an accident that Robert Frost coupled poetry and power, passage that show you Kennedy’s
for he saw poetry as the means of saving power from itself. When parallelism.
power leads men towards arrogance, poetry reminds him of his
limitations. When power narrows the areas of man’s concern,
poetry reminds him of the richness and diversity of his existence.
When power corrupts, poetry cleanses. For art establishes the basic
human truth which must serve as the touchstone of our judgment.
Vocabulary

commitment (kə mit
mənt) n. a

5. Platitudes are unoriginal statements.
promise or willingness to help or
6. Pieties are reverent statements.
support someone or something

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Big Idea The artist, however faithful to his personal vision of reality,
becomes the last champion of the individual mind and sensibility
New Poetics How do these remarks
by Kennedy apply to Frost’s poetry? against an intrusive society and an officious state. The great artist is
thus a solitary figure. He has, as Frost said, a lover’s quarrel with
the world. In pursuing his perceptions of reality, he must often sail
against the currents of his time. This is not a popular role. If Robert
Frost was much honored in his lifetime, it was because a good
many preferred to ignore his darker truths. Yet in retrospect, we see
how the artist’s fidelity has strengthened the fibre of our national
life.
If sometimes our great artist have been the most critical of our
society, it is because their sensitivity and their concern for justice,
✔ Reading Check which must motivate any true artist, makes him aware that our
1. According to Kennedy, what is the Nation falls short of its highest potential. I see little of more
role of the artist against “an importance to the future of our country and our civilization than
intrusive society and an officious
full recognition of the place of the artist.
state”?
If art is to nourish the roots of our culture, society must set the
artist free to follow his vision wherever it takes him. We must never
forget that art is not a form of propaganda; it is a form of truth.
And as Mr. MacLeish once remarked of poets, there is nothing
worse for our trade than to be in style. In free society art is not a
2. According to Kennedy, how does weapon and it does not belong to the spheres of polemic7 and
the artist best serve his or her ideology. Artists are not engineers of the soul. It may be different
nation?
elsewhere. But democratic society—in it, the highest duty of the
writer, the composer, the artist is to remain true to himself and to
let the chips fall where they may. In serving his vision of the truth,
the artist best serves his nation. And the nation which disdains the
mission of art invites the fate of Robert Frost’s hired man, the fate
of having “nothing to look backward to with pride, and nothing to
look forward to with hope.”
I look forward to a great future for America, a future in which our
country will match its military strength with our moral restraint, its
wealth with our wisdom, its power with our purpose. I look forward
to an America which will not be afraid of grace and beauty, which
will protect the beauty of our natural environment, which will
preserve the great old American houses and squares and parks of
our national past, and which will build handsome and balanced
cities for our future.
I look forward to an America which will reward achievement in
the arts as we reward achievement in business or statecraft. I look
forward to an America which will steadily raise the standards of
artistic accomplishment and which will steadily enlarge cultural
opportunities for
Vocabulary

potential (pə ten
shəl) n. ability for 7. Polemic means “argumentation.”

future growth

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all of our citizens. And I look forward to an America which Vocabulary

commands respect throughout the world not only for its strength
Word Origin Democracy comes
but for its civilization as well. And I look forward to a world which
from the Greek word demos, which
will be safe not only for democracy and diversity but also for means “people,” and the Greek word
personal distinction. part -kratia, which means “form of
Robert Frost was often skeptical about projects for human government.” So, democracy means
improvement, yet I do not think he would disdain this hope. As he “a government by the people.” The
wrote during the uncertain days of the Second War: Greeks described certain people,
Take human nature altogether since time such as the educated, with the word
aristos, which means “best.” What do
began . . . you think aristocracy means?
And it must be a little more in favor of
man,
Say a fraction of one percent at the very
least . . .
Our hold on this planet wouldn’t have so
increased. Active Reading Focus
Because of Mr. Frost’s life and work, because of the life and Evaluating Argument In his
work of this college, our hold on this planet has increased. conclusion, Kennedy says that Frost
and Amherst College have helped to
secure humankind’s place in this
world. Name one point Kennedy
makes about Frost and one point he
makes about the college that
supports his conclusion.

✔ Reading Check
In the future, what does Kennedy
believe will match America’s military
strength?

Vocabulary

distinction (dis tink
shən) n.

excellence that sets a person or thing
apart

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A F TE R YO U R E A D

Graphic Organizer
A main idea organizer can help you grasp the main details for each column. Then, in the bottom row, add
idea and details of a written work. A main idea has what you see as Kennedy’s conclusion. If you prefer,
already been given along with some suggested construct a Foldable™ to display the information.
supporting details. Continue to fill in more supporting

Main Idea:

Supporting Details: College Supporting Details: Robert Supporting Details: Artists

Graduates Frost • The artist is the last
• “…with privilege goes • Robert Frost has champion of the
responsibility”; if helped the nation individual against
college graduates don’t grow spiritually. intrusive society.
give back to our society, • Frost “coupled poetry • In some societies, artists
we will fail. with power, for he saw suffer punishment if they
• Poverty, like privilege, is poetry as the means of criticize those in power.
inherited. saving power from itself.”
• Frost criticized
American society when
he saw it going in the
wrong direction.

Conclusion:

Active Reading Focus

Evaluating Argument To weigh an argument you

must examine how the parts contribute to the
argument as a whole. Return to President Kennedy’s
speech. Consider the main idea and the supporting
details you wrote in the organizer above. Do the
details support the main idea? Does Kennedy use
parallelism and rhetorical questions in an effective
manner? Choose three parts of the speech and explain
how each part supports Kennedy’s argument.

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Reading Strategy Vocabulary Practice

Analyzing Philosophical Assumptions As you read Using Word Origins Word origins, or etymology,
Kennedy’s speech, what philosophical assumptions did reflect the history and development of words. Use the
you notice? Jot down two assumptions, supported by Latin word’s spelling and meaning to determine the
evidence from the text. Think about his arguments correct English word from the choices below.
about the roles of college graduates, artists, and
Robert Frost in our democracy. 1. This word comes from the Latin word compati,
meaning “to sympathize.”
(a) compassion
(b) potential
(c) commitment
(d) privilege

2. This word comes from the Latin word privilegium,

meaning “a law for or against a private person.”
(a) compassion
(b) potential
(c) privilege
(d) distinction
Literary Element
Parallelism Parallel construction is used throughout 3. This word comes from the Latin word distinguere,
this speech. Locate one example of parallelism. How meaning “to separate by pricking.”
does it help Kennedy make his point? What idea does (a) commitment
it communicate? You might think of the contrast
(b) compassion
Kennedy makes between the holders of power and
the poet or of his vision of the United States in the (c) potential
future. (d) distinction

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Literary History: The Modern American Short Story

(p. 730)

Preview
• How did the modern This article provides information about the American short
short story develop? story in the early twentieth century. It describes the work of
major short story writers, such as Sherwood Anderson and
• What is stream of
Ernest Hemingway, and the major features of the modern short
consciousness?
story. Reading this article will add to your understanding of the
• What are the features of short stories you read in this unit and in other units.
the modern short story?
As you read the article, use the Cornell Note Taking System to
record important points and remember what you have read.

Reduce Record
TO THE POINT Note key words ➥ Make some notes that name the literary mavericks and describe
and phrases. For example: Sherwood Anderson’s influence. One entry has been made.
• grotesque
Literary Mavericks

Importance of Sherwood Anderson

• Winesburg, Ohio, influential collection of short
stories,

ANY QUESTIONS? Ask questions Stream of Consciousness

about heads. For example:
“What is a Maverick?” ➥ Although stream of consciousness is not directly defined, try to
find what it means by looking at the words around it. What elements
do stream of consciousness stories include?

Elements

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Literary History: The Modern American Short Story

(p. 731)

Reduce Record
TO THE POINT Note key words The Interior World
and phrases. For example:
• surprise endings ➥ What are the boldfaced terms on this page? Give a short
definition for each term. Then add the name or names of modern
short story writers associated with each of these terms. The first one
is done as an example.
epiphany—moment of revelation (James Joyce)

Features of the Modern Short Story

➥ List important features of the modern short story. The first two
have been done for you.
• understatement
• irony

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Literary History: The Modern American Short Story

Summarize
➥ Review your notes on this article. Then recap using an effective diagram
to help you remember the main points. One type of diagram you might use is
an outline. The beginning of one is given below as an example.
The Modern American Short Story
I. Literary Mavericks
A. Ernest Hemingway
B. Katherine Anne Porter
C. Sherwood Anderson
I. wrote Winesburg,Ohio

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Literary History: The Modern American Short Story

Apply
Multiple Choice Matching
Circle the letter of the best choice for Write the letter of the choice that best
the following questions. matches each numbered item.
1. Which of the following are features of 5. Who published Winesburg, Ohio?_____
the modern short story?
6. Who introduced the epiphany? _____
A. heroes
7. Who often presented
B. supernatural plots
antiheroes?_____
C. exciting actions
8. Who was a master of
D. stream of consciousness understatement?_____
9. Whose ideas of psychology affected the
2. Which of the following is not a feature
new writers?_____
of stream of consciousness?
A. interior monologues 10. Who specialized in surprise
endings?_____
B. lack of proper grammar
A. Ernest Hemingway
C. first-person point of view
B. Sigmund Freud
D. surprise endings
C. James Joyce
3. Which of the following authors did not D. Anton Chekov
help change the short story in the early
E. Sherwood Anderson
1900s?
A. Sherwood Anderson F. O. Henry
B. Ezra Pound
C. Ernest Hemingway
D. F. Scott Fitzgerald

4. What is an antihero?
A. a grotesque person
B. a person who thinks a lot
C. an indecisive character
D. someone who does unusual things

How can you better remember and understand the material in this Literary History? Recite
your notes, Reflect on them, and Review them. You can also use your notes to help you
understand the literarature in this part of the unit.

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B E FO R E YO U R E A D

T H E PE R F EC T H O U R Literary Element Diction

Building Background Diction is a writer’s choice of words and is an
The writer F. Scott Fitzgerald met Ginevra King in 1915 important element in a writer’s “voice.” Skillful writers
when he was only 18. She was 16. Her influence was choose words very carefully to give a particular feeling
so great, that she became the model for some of his and meaning to their work.
most memorable characters. She was most famously
portrayed as Daisy Buchanan in Fitzgerald’s The Great Big Idea Modern Fiction
Gatsby. For years, their relationship was surrounded by
After World War I, fiction writers began exploring
mystery, but King’s recently discovered diary and
different ways to write about the new, modern world.
letters to Fitzgerald have shed light on their
Many writers, including F. Scott Fitzgerald, used their
relationship. In The Perfect Hour, James L. W. West
personal experiences in their fiction.
writes about their romance and King’s effect on
Fitzgerald’s writing. In this selection, West describes the
pair’s first meeting and their early letters to each other. Vocabulary
Setting Purposes for Reading Read the definitions of these words from The Perfect
No matter how old people get, they will always be Hour. When you come across a word you don’t know,
influenced by what happened when they were young. you can often break it down into parts—prefix, root,
With a classmate, discuss the following questions: and suffix—for clues to its meaning.

• How do you think your friendships today will frequently (frē
kwənt lē) adv. in a way of happening
influence you as you grow older? often; p. 200 She liked art so much that she frequently
• How much does a person’s childhood affect him or went to the museum.
her as an adult?
popularity (pop´ yə lar
ə tē) n. the state of being
Read to find out more about how the real-life Ginevra enjoyed or approved by many people; p. 200 A million
King was a model for the character Judy Jones in records were sold because of the singer’s popularity.
Fitzgerald’s “Winter Dreams.”
sentimental (sen´ tə ment
əl) adj. strongly influenced
by feelings of affection; p. 200 Grandma’s sentimental
Reading Strategy Evaluating Historical birthday card moved me to tears.
Influences
incoming (in
kum´ in) adj. coming in; p. 201; Ming
Evaluating historical influences involves examining had to wait a long time for the large incoming e-mail
how what is happening in a historic period affects the message.
characters, plots, and settings of a literary work
recalled (rē ko ld´) v. remembered p. 203; He recalled
that he had seen her the day before.
Active Reading Focus Drawing Conclusions
When you draw conclusions, you examine different
bits of information to make a general statement about
people, places, events, or ideas. As you read the
selection, stop to draw conclusions about what you
have read so far. English Language Coach
These notes help you apply word attack skills to
understand unfamiliar words or expressions.

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The Perfect Hour English Language Coach

By James L. W. West III Finding the Meaning of
C H AP TER T WO
Unfamiliar Words the context of
a word refers to the words and
The Romance sentences that surround the word.
Scott met Ginevra in St. Paul on the evening of Monday, January You will often find one or more
4, 1915. She was in the city to visit Marie (“Bug”) Hersey, a context clues near an unfamiliar
word. One kind of context clue is
classmate at Westover1 who had been one of Scott’s childhood an explanation of what the word
sweethearts. Ginevra was sixteen years old; Scott, then eighteen, means. This clue explains, or
was midway through his second year at Princeton. The two met at describes the word.
an informal party at Marie’s house on Summit Avenue. Scott was ✒ Underline the explanation of
scheduled to take the Pullman2 east that night; his Christmas Scott’s decision that gives you a clue
vacation was over, and he was due back at Princeton for classes.. He to the meaning of the word postpone
was so smitten with Ginevra, however, that he decided to postpone in the passage.
the journey for twenty-four hours. He wanted to spend Tuesday
afternoon with her and to attend a dance being given in her honor
Tuesday evening by Elizabeth (“Lib”) McDavitt, another local girl.
Ginevra was flattered: “Scott perfectly darling,” she wrote in her
diary that night. “Am dipped about.”*
They spent the afternoon of January 5th crowded next to each
other in the back seat of Reuben Warner’s car. (Reuben, a rival for
Ginevra’s affections, was taking some teen-agers for an auto ride
across the river to see Minneapolis.) They were together again that Literary Element
evening at Lib McDavitt’s dance: this time, however, Scott had to
Diction A writer’s choice of words is
catch his train. He had hoped for time alone with Ginevra at the
called diction.
dance, but he was unable to pry her away from the other party
guests. At eleven o’clock he stood with her in the front hall of the ✒ Underline the words or phrases
that contribute most to the diction.
McDavitt house. They squeezed hands and exchanged regretful
glances; he promised to write, and she promised to answer. The
next day she set down her impressions of the party in her diary.
“Danced and sat with Scott most all evening,” she wrote. “He left
for Princeton at 11—oh—!”
. . . As soon as he was back at Princeton, he sent her a special-
delivery letter. It was the custom then that if one met a young Active Reading Focus
woman and meant to pursue her seriously, one sent her a “special-
dellie” almost immediately after the first encounter. The letter Drawing Conclusions Recall that
when you draw conclusions, you
reached Ginevra on Thursday, January 7th, while she was still examine several bits of information to
visiting in St. Paul. She made a matter-of-fact note of its arrival in make a general statement. Based on
her diary: “Got a Special Delivery from Scott this morning.” what you have read so far, what
conclusions can you draw about
Ginevra?
1. Westover was a boarding school founded in 1910, in Middlebury, Connecticut.
2. The Pullman is a train’s sleeping car intended for overnight travel.
* The diaries are original documents in Ginevra’s hand and are quoted verbatim. The letters
are transcriptions by a typist: obvious errors have been corrected and a few marks of
punctuation added for readability.

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Literary Element As a popular girl, pursued by many boys, Ginevra might have
Diction What special words give you expected to receive Scott’s special delivery as a matter of course,
a clear picture of Ginevra’s popularity? but she surely did not anticipate the deluge of mail that would
follow. Letters began to arrive from her Princeton admirer
frequently and in bulk, and her diary entries became more intense
with each letter. She received “a sweet one from Scott” on January
14th. Another arrived on the fifteenth: “Wonderful letter from Scott
again to-day!” she notes in surprise. On January 23rd: “Wonderful
one from Scott (he is so darling).” And on January 28th: “Long
Active Reading Focus
wonderful letter from Scott this morn.” On February 6th there
Drawing Conclusions Based on arrived a “marvelous wonderful heavenly letter from Scott—24
this passage, why do you think Scott pages—cheered me up immensely.” And on February 12th, “24
sent such long letters so often? pages from Scott. Thrills.” Her affections, she wrote him on
February 7th, were “thriving under the stimulus of so much mail.”
The dynamics of letter-writing for teenagers of Scott and
Ginevra’s time were elaborate. A girl’s popularity was measured in
part by which boys wrote to her and how many letters she
received. There was much banter3 about who was writing to whom
Reading Strategy and how often the letters were arriving. Many weekday evenings
were taken up with letter-writing; popular girls learned to
Evaluating Historical Influences complain about how many boys they had to correspond with. Girls
Recall that to evaluate historical would wander in and out of one another’s rooms during letter-
influences you must think about writing sessions. One girl might look over another’s shoulder as
how what happened in a historic
she wrote and, if she knew the boy, might pick up a pen and (with
period affects an author’s choice of
character, plot, and setting for a permission) add marginalia4 or a postscript.
literary work. How might the letter- Girls would give readings to their friends from letters they had
writing customs of teenagers in received; often the girl would supply running commentary on the
Fitzgerald’s teenage years affect how boy who had written the letter. Certain parts of the letters (the
he would write about male and affectionate or intimate bits) would be omitted, although if the boy
female relationships as an adult?
had been fresh or the girl had a perverse streak, these passages
might be read aloud and giggled over. The boys who wrote the
letters were aware that this might happen, and they knew to be
careful about what they put in their letters. Girls knew it too: boys
would show letters to their friends as trophies or would read the
sentimental passages aloud—to the accompaniment of eye-rolling
and guffaws. No girl wanted to have her personal feelings exposed
Vocabulary in this way. Thus there was wariness on both sides until a boy and
a girl felt they could trust each other. Only then would they begin
frequently (frē
kwənt lē) adv. in a
way of happening often to include confidences or confessions of emotion in their letters.
Ginevra does not seem to have worried overly much about this
popularity (pop´ yə lar
ə tē) n. the sort of thing. Once she was sure of Scott’s interest, she came to
state of being enjoyed or approved by
enjoy writing to him. “You know, it’s queer, but I’ve always been
many people
able to write reams to you and never get bored or tired,” she told
sentimental (sen´ tə ment
əl) adj.
strongly influenced by feelings of 3. Banter means a “quick-witted conversation.”
4. Marginalia are notes written in the margins of printed pages.
affection

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him on October 13th. He might have said the same thing. So Literary Element
lengthy were his epistles to her that he sometimes had to send Diction What does Ginevra’s choice
them in two envelopes, marked “Part I” and “Part II.” of words in this letter tell you about
Letter-writing provided Ginevra with an escape. She was not her?
happy about going back to Westover; she made this clear to Scott in ✒ Underline the verbs that
her first letter, written on January 11th. “I dread school,” she said. contribute most to the style of diction.
“I simply can’t go back. I loathe the thought. I curse the fates that
call for my education. I rebel at another 8 weeks of grind.” Her
days at Westover consisted mostly of classes, tests, gym period,
glee club, and Bible study (which she began to skip in order to
write letters to Scott). Nights were taken up with studying, card
games, and chitchat with girlfriends. Incoming letters were the
most exciting events of the day.
Most of these missives5, one imagines, were pedestrian; boys in Vocabulary
their teens typically do not excel at the epistolary6 arts. Scott
Using Word Parts Humorous
Fitzgerald, however, quickly proved himself to be a wonderful means “funny.” It is formed from the
correspondent. He was observant and witty, gossipy and funny, full root humor and the suffix –ous.
of news and speculations and questions. In other letters of his that Humor means “something that is
have survived from this period, he often included impromptu verse amusing” and –ous means “having
or humorous drawings, and sometimes he sent letter/collages, with the qualities of.” Based on these
meanings, give another definition of
cut-out images of swimsuit queens or of movie stars with bobbed
humorous.
hair. Best of all, he could strike a note of longing when he needed
to, telling a girl that he was perishing to see her. He must have
been a most satisfying young man with whom to trade mail.
Ginevra told him so: “Your last letter was a marvel—” she wrote
him on January 25th. “I howled over it and wept over it by turns!”
Scott’s letters to Ginevra seem to have been playful at first. His
opening letter to her (according to her January 11th reply) was Big Idea
signed “Temporarily Devotedly Yrs.” She was amused and Modern Fiction Do you think that
responded in kind, closing her first letter to him, “Yours Fickely the characters Fitzgerald based on
sometimes but Devotedly at present. . . .” In the same letter she Ginevra were actually like her? Why
asked for a photograph of him, claiming to remember only his or why not?
“yellow hair and big blue eyes.” Photographs were an important
part of this game and often became objects of near-fetishistic
devotion. At one point Ginevra had five photos of Scott on her
dresser and another on her desk.
Scott was undoubtedly fascinated with Ginevra, or at least with
the image of her that he was carrying about in his head. He
continued to write, and she referred to his letters in her replies,
sometimes quoting snippets from them. He knew how to keep the
correspondence going. He seems to have rationed the flattery,
which Ginevra would have been accustomed to, and to have been
irreverent instead. In one letter he asked her how much the Big
5. Missives are notes or letters. Vocabulary
6. Epistolary means of or relating to “letter writing.”
incoming (in
kum´ in) adj. coming in

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Active Reading Focus Four7 weighed (in toto).8 In another he sent her a list of current
undergraduate slang at Princeton. . . .
Drawing Conclusions Why might In more serious moments he began to urge Ginevra to reveal
Fitzgerald be so interested in having herself to him, frankly and honestly. This was a lifelong habit with
people “reveal” themselves to him?
him. He often questioned people about themselves and prodded
them into confessing things that they might not ordinarily have
admitted to. Later in his life he irritated some of his friends,
including Sara Murphy9 and Ernest Hemingway, with these
interrogations. Ginevra did not reveal much to Scott at first; self-
analysis did not come naturally to her. Scott, however, was
persistent and pressed her to disclose her techniques. How did she
charm so many boys and entice them into falling for her? Ginevra
seems to have been puzzled by the question. Scott was assuming
Reading Strategy
that her behavior, like his, was planned for effect. She could not
Evaluating Historical Influences really tell him why so many boys were drawn to her—only that
Many teenage girls of Ginevra’s time they were, and that she liked the attention. Thus when he called
would grow up to be the wild, her a vamp10 in a letter written late in January, she took exception.
carefree, and fun-loving young “I want you to apologize for calling me a vampire,” she
women of the Roaring Twenties. How
admonished him on January 29th. “Très11 rude I should say.”
does Ginevra’s description of herself
in this historical period mirror aspects Ginevra did reveal a little about herself in her letters: “I know I
of Judy Jones’s character in “Winter am a flirt and I can’t stop it,” she admitted on January 20th. “A few
Dreams”? years ago I took pleasure in being called ‘fast,’ ” she confessed; “I
didn’t care how I acted, I liked it, and so I didn’t care for what
people said.” But that attitude had not lasted: “About a year ago I
began to see that there was something better in life than what I had
been doing, and I honestly tried to act properly, but I am afraid I’ll
never be able to wholly reform.” She understood the double
standard of her time: “I am pretty good on the whole, but you
✔ Reading Check know how much alike we are, and in a boy it doesn’t matter, but a
1. What was the tone of Scott’s girl has to control her feelings, which is hard for me, as I am
letters when he first wrote to emotional.” These confidences, she hoped, were what he was after.
Ginevra? “This is the kind of letter you said you wanted,” she told him, “and
so this is what I wrote.”
Scott soon learned that his romance with Ginevra was causing a
stir at Westover. On February 6th he received a cryptic telegram
2. What items in Ginevra’s room telling him not to expect his usual letter from her the following day.
showed her fascination with Scott? “G.K.’S DAILY DELAYED. UNAVOIDABLE. REASON EXPLAINED LATER,”
read the wire. A special delivery from Ginevra arrived the next day
to explain what had happened. One of her friends from down the

7. The Big Four was a social group of four young, wealthy socialites in Chicago, of which
Ginevra was a member.
8. In toto means “in total.”
9. Sara Murphy was a wealthy American expatriate and a friend of Fitzgerald.
10. A vamp is a woman who seduces men.
11. Très is French for “very.”

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hall had wandered into her room while she was composing a letter Literary Element
to him. The girl had wanted to read the letter, but Ginevra had Diction In this passage, Ginevra
refused to show it to her. The girl had tried to snatch it, uses vivid words to describe what
precipitating12 a playful tussle. “In the scramble I shut up the letter happens.
in the desk-drawer, and it went so tight that no amount of pulling ✒ Underline the words or phrases
would open it,” she explained. “I only had 15 minutes to get it in that help you picture the playful
the last mail . . . and we got started laughing and then of course tussling of the two girls.
lost all our strength—I was screaming— So Midge said—‘Well, it’s
my fault, now I’ll send a telegram and tell him he wont get his
daily letter.’ . . . I said all right, so she went and did it.” This was
heady stuff for an eighteen-year-old college boy. He was becoming,
in absentia13, a celebrity at Westover.
Ginevra knew how to provoke Scott. In a January 25th letter she
recalled their farewell in St. Paul and his failure to kiss her. “I hear
you had plans for kissing me goodbye publicly,” she wrote him. Vocabulary
“My goodness, I’m glad you didn’t—I’d have had to be severe as Using Word Parts Recalled in the
anything with you!” ” Though perhaps not, to judge from her next passage means “remembered.”
sentence: “AAns. this—
h Why didn’t you? (KISS ME).” Another meaning for the prefix re-
is “back.” One meaning for the root
word called is “commanded to
come.” Based on these definitions,
give another meaning for recalled.

English Language Coach

Understanding Interjections an
interjection is a word that may be
added to a sentence to express
strong feeling. It does not relate
grammatically to the rest of the
sentence. For example: “Oh no, I
think I lost your pencil.” It may be
written alone, followed by an
exclamation mark. For example:
“Ouch! That really hurts!”
✒ Underline the interjection in the
passage.

12. Precipitating means “causing.” Vocabulary

13. In absentia means “in absence.”
recalled (rē ko ld´) v. remembered

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A F TE R YO U R E A D

Graphic Organizer
Use a web to help you draw conclusions about events conclusion about that relationship. Three parts of the
or circumstances in a selection. In the diagram below, web have been started for you. If you prefer, contruct
record information about the relationship between F. a Foldable™ to display the information.
Scott Fitzgerald and Ginevra King. Then come to a

Ginevra’s Words and Actions

• “Scott perfectly darling . . . Am dipped about.”
• “A few years ago I took pleasure in being called `fast.’”

Teenage Relationships of the Upper Class

Scott’s Words and Actions
• Letter writing very important
• Sends special delivery to Ginevra
after returning to Princeton • Both boys and girls were careful with
what they wrote.
• Begins sending many letters to Ginevra

Conclusion

Active Reading Focus

Drawing Conclusions This selection gives many
details about Scott and Ginevra’s relationship. Draw
conclusions by writing a sentence that describes
Scott’s personality and a sentence that describes
Ginevra’s personality.

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Reading Strategy Vocabulary Practice

Evaluating Historical Influences How does “Winter Understanding Word Parts Words are made up of
Dreams” relate to F. Scott Fitzgerald’s experiences as a different parts. There are three main word parts: roots,
prefixes, and suffixes.
young man?
• A root is the most basic part of a word. For
example, the word worth is the root of the word
worthless.
• A prefix is a word part that can be added to the
beginnings of other words. The prefix un- can mean
“not.” When added to the word selfish, the word
becomes unselfish, meaning “not selfish.”
• A suffix is a word part that can be added to the
ends of other words. The suffix -ness, for example,
can be added to the ends of some adjectives to
turn them into nouns. When -ness is added to the
adjective happy, which means “glad,” it becomes
Literary Element the noun happiness, which means “the state of
Diction Do you think that Ginevra would use the being glad.”
same diction as an adult that she uses as a teenager? Use your knowledge of word parts to answer the
Why or why not? following questions.

1. Which of the following has a prefix that means

“again” or “back”?
(a) frequently
(b) recalled
(c) popularity

2. Which of the following has a root that means “a

feeling of affection”?
(a) frequently
(b) incoming
(c) sentimental

3. Which of the following has a suffix that makes the

word an adverb?
(a) frequently
(b) sentimental
(c) popularity

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Introductory Text: From Depression to Cold War

1930s–1960s
Looking Ahead (p. 853)

Preview
• How did writers describe This introduction prepares you for the literature in Unit 6. It
their own regions during discusses the history of the U.S. from the Great Depression,
the Depression? when the economy collapsed, to the Cold War that came after
World War II. This will be useful background for your reading.
• How did writers picture
the city? As you read the introduction, use the Cornell Note Taking
System to record important points and remember what you
• How did World War II have read.
affect Americans?

Reduce Record
TO THE POINT Note key words Looking Ahead
and phrases. For example:
The Cold War ➥ What forces had an effect on the writers and literature of this
period? One entry has been given to get you started.
the Great Depression

Keep the following questions in mind as you read.

➥ Paraphrase the questions that appear in the preview section
above. One has been done as an example.
How did writers depict life in their regions during the
Depression?

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Introductory Text: From Depression to Cold War

1930s–1960s
Timeline (pp. 854–855)

Reduce Record
TO THE POINT Note writers and American Literature
works. You might want to
mention the following: ➥ Playwrights, poets, and novelists all appear on the timeline.
Can you list some of the playwrights who were important in the
The Grapes of Wrath
period? Do you notice what literary first occurred during this
James Baldwin period? One playwright is listed for you.
Thornton Wilder

United States Events

➥ Many kinds of actions take place in every society, from making
money to fighting wars to collecting taxes. When something
TO THE POINT Note important happens, it is useful to be able to decide what type of event it is. It
U.S. events you would like to may be political, military, sports-related, or of another type. Use two
learn more about. For example: or three of the following headings and place events from the Timeline
D-Day invasion under them. Choose from these headings: Economics, World War II,
Racism, Civil Rights, Technology, Politics, and Problems with Other
Montgomery bus Countries.
boycott
computer invented

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Introductory Text: From Depression to Cold War

1930s–1960s
Timeline (pp. 854–855)

Reduce Record
TO THE POINT Note world World Events
events you would like to learn
more about. For example: ➥ Now we can put world events under the headings which fit
their type. Many of these could be the same as those used for U.S.
Stalingrad battle
events, since, for example, racism and wars are found all over the
world. Take two or three types from the following list and place
events from the timeline beneath them. The headings are Nazis, Jews
and Israel, United Nations, Science, Wars, Racism.

Recap
➥ Review your notes on the Timeline. Then recap by creating a specific timeline
using one of the headings given above. See if you can find a category in which
both U.S. and world events can be placed. Some of the categories we have already
used are these: Nazis, Jews and Israel, United Nations, Science, Wars, Economics,
Racism, Civil Rights, Politics, and Problems with Other Countries.

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Introductory Text: From Depression to Cold War

1930s–1960s
By the Numbers (p. 856)

Reduce Record
TO THE POINT Note key words Stock Market Crash
and phrases. For example:
unemployed ➥ How did the stock market crash, which closed many businesses,
affect Americans? What happened when, for example, when banks
lost people’s savings?

Cyclical Effect of the Great Depression

ANY QUESTIONS? Ask questions
about graphs. What do the ➥ Write a few sentences to note how the chart shows a
arrows show about how one snowballing of negative economic effects. Use cause-effect
bad economic event leads to statements. One sentence is given as an example.
another? Lower auto sales led to less demand for gas, steel, and
the rubber needed for tires.

TO THE POINT Note key words

and phrases under these heads.
For example:
Great Migration
mechanization

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Introductory Text: From Depression to Cold War

1930s–1960s
By the Numbers (p. 856)

Reduce Record
TO THE POINT Note key words ➥ Write the remaining heads on this page. Under each, note facts
and phrases for these heads. that strike you as important in the text. One important point has
been given under the first heading.
The Second Great Migration
The Depression slowed the first migration.

The Dust Bowl

Auto and Tank Production

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Introductory Text: From Depression to Cold War

1930s–1960s
Being There (p. 857)

Reduce Record
ANY QUESTIONS? Ask questions ➥ From what you have learned so far, you will be able to see many
about photographs You might things in the pictures. You may not know that a Rationing Board is
ask the following: one where a person goes to get goods whose supply is limited. When
Why is the farm would such boards be set up, during the Great Depression or World
War II? Label the Rationing and the other two pictures as to whether
abandoned?
they are connected to the Depression or the war.

➥ The initials on the map show where each photograph was taken.
In which state were farmers ruined by the Depression?

Recap
➥ Review your notes on By the Numbers and Being There. Then use the
graphic organizer below to list some of the major events in American life in the
1930s and 1940s. One event has already been listed.

Great Depression:
people lose their
jobs
Trends of the
1930s
and 1940s

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Introductory Text: From Depression to Cold War

1930s–1960s
Historical, Social, and Cultural Forces (p. 858)

Reduce Record
TO THE POINT Note key words The Depression
and phrases. For example:
Bread lines ➥ After reading The Depression section, write down the
highlights of the discussion. The first one has been done for you.
“Brother, can you The stock market crashed, causing people to lose jobs.
spare a dime?”

The New Deal

➥ What are some New Deal programs that helped people cope
with the Depression? A first example has been given.
Government programs paid people to build schools and
do other useful projects.

Persistent Racism
➥ What does this paragraph say about racism during the
Depression? Would you say it got better, worse, or stayed the same?

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Introductory Text: From Depression to Cold War

1930s–1960s
Historical, Social, and Cultural Forces (p. 859)

Reduce Record
TO THE POINT Note key words The Dust Bowl
and phrases. For example:
Soil Conservation ➥ The lack of rain and use of poor ways of farming ruined many
farms on the Great Plains. What did the farmers do when their farms
Service could no longer grow food and how did the government try to help
them? One point is given to start you off.
Farmers left their farms looking for work.

World War II and the Cold War

➥ Having gone over a timeline for the period, perhaps you could
try one of your own to organize the facts about war in this section.
The timeline has been started, but you need to fill in the other
headings.

Timeline of World War II and Cold War

1930s— Italy, Germany, and Japan attack other
countries.
1939
1941
1945
After World War II

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Introductory Text: From Depression to Cold War

1930s–1960s
Historical, Social, and Cultural Forces (p. 859)

Reduce Record
TO THE POINT Note key words Preview Big Ideas of the Era of the Depression and
and phrases. For example:
the Cold War
➥ Write down what you have learned from the preview. A first
note on Regionalism should get you started.
During the Depression, writers went back to their roots.
They began writing about the strength in ordinary people.
This doesn’t mean they never saw the bad sides of
everyday American life.

Recap
➥ Review your notes on the Historical, Social, and Cultural Forces. Recap
below using notes to help you remember main points. A first point has been
presented as a starter.
Topic: From Depression to Cold War 1930s–1960s
Main Points:
The Depression ruined the economy and hurt millions of citizens.

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Introductory Text: From Depression to Cold War

1930s–1960s
Big Idea 1: Return to Regionalism (p. 860)

Reduce Record
TO THE POINT Note key words John Steinbeck and Migrant Workers
and phrases. For example:
Okies ➥ From what you have read about him, in what ways would you
say John Steinbeck’s writing is regional? One response has been
given. Add two more. Then go on to makes notes on Faulkner.
Shows the suffering and strength of Okie migrants in
Grapes of Wrath.

ANY QUESTIONS? Ask questions William Faulkner and Yoknapatawpha County

about heads. For example:
What is Southern member of Southern Literary Renaissance—writers
Gothic? who focused on South’s bitter history

Flannery O’Connor and Southern Gothic

➥ What is Southern Gothic literature? What Southern Gothic
elements appear in Flannery O’Connor’s fiction?

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Introductory Text: From Depression to Cold War

1930s–1960s
Big Idea 1: Return to Regionalism (p. 861)

Reduce Record
TO THE POINT Note key words from The Grapes of Wrath by John Steinbeck
and phrases. For example:
migrant ➥ This passage describes migrants, people who are traveling from
their ruined farms in search of work, as they get together by the side
awestruck of the road. It’s a sad scene since these people are all homeless, and
yet something positive develops. Can you detect any of the values
that have been noted as belonging to Regionalism in this passage?

Recap
➥ Review your notes on Big Idea 1: Return to Regionalism. Then recap, using
the chart below to list Regionalist traits of the three writers discussed so far. Two
of the charts have been started.

John Steinbeck William Faulkner Flannery O’Connor

• described the • Southern Gothic
effects of the writer
Depression on poor
farmers

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Introductory Text: From Depression to Cold War

1930s–1960s
Big Idea 2: Life in the City (p. 862)

Reduce Record
TO THE POINT Note the key E. B. White and New York City
words and phrases. For
example:
New Yorker

Ralph Ellison’s Invisible Man

➥ Complete the following sentence. In it, show what the hero was
faced with, how he tried to cope with it, and what his final attitude
was. Here is the sentence: In Invisible Man, Ralph Ellison tells of
one African American’s attempt to. . .

Bernard Malamud and Brooklyn

➥ Take notes on Malamud and Brooks that highlight their
relations to the city. One note has been given you for each.
Malamud looks at Jewish life in the city.

Gwendolyn Brooks and Bronzeville

During this period, 6 million African Americans
moved to northern cities.

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Introductory Text: From Depression to Cold War

1930s–1960s
Big Idea 2: Life in the City (p. 863)

Reduce Record
TO THE POINT Note key words Suburbia
and phrases. For example:
John Cheever ➥ Why did well-off people begin moving out of the city? Who
wrote about this change? Note what you found out about these topics
John Updike in the reading.

from A Street in Bronzeville by Gwendolyn Brooks

➥ What picture does this poem give of African American city life?

Recap
➥ Review your notes on Big Idea 2: Life in the City. Then recap using summary
notes to help you remember main points. A first note should get you started.
Topic: Life in the City
Main Points:
E. B. White captured the problems of urban living.

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Introductory Text: From Depression to Cold War

1930s–1960s
Big Idea 3: The United States and the World (p. 864)

Reduce Record
TO THE POINT Note key words The Good War
and phrases. For example:
Pearl Harbor ➥ Take notes on the next two sections. A first note is given to
start you off in each.
Many U. S. citizens were opposed to America’s getting
into World War II.

Tension on the Home Front

ANY QUESTIONS? Ask questions
about heads. For example: The war effort ended the Depression.
How could a war be
cold?

The Holocaust
➥ What was the Nazi “final solution?” What was the Holocaust?

The Cold War

➥ Complete the following sentence: The Cold War was a struggle
between . . .

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Introductory Text: From Depression to Cold War

1930s–1960s
Big Idea 3: The United States and the World (p. 865)

Reduce Record
TO THE POINT Note key words from “The Four Freedoms” by Franklin D. Roosevelt
and phrases. For example:
➥ For notes, put down the four freedoms.

Recap
➥ Review your notes on Big Idea 3: The United States and the World. Then
summarize the important ideas from each of the four headings. Three responses
have been given to begin.
The Good War Tension on the The Holocaust The Cold War
Home Front
• Many • Nazis • U.S. citizens
Americans attacked Jews challenged
opposed U.S. and other racial
entry into groups. discrimination.
WWII.

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Introductory Text: From Depression to Cold War

1930s–1960s
Wrap-Up (p. 866)

Reduce Record
TO THE POINT Note key words Why It Matters
and phrases. For example:
superpower ➥ Make some notes on this section. A first one has been given.
During the Depression writers pictured the values of
ordinary people in different regions.

MY VIEW Which of these

cultural links do you find more
interesting?

Cultural Links
➥ What link is described in each paragraph?

Recap
➥ Review your notes on the Wrap-Up. Then recap by using an effective graphic
organizer to help you remember the main points. If you chose to use a web, for
example, at the center you might put “Events of the 1930s to 1960s shaped the
world today.” Then you might fill in one circle with “The Cold War started the
arms race.”

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Introductory Text: From Depression to Cold War

1930s–1960s
Summarize
➥ Review your notes on this introduction. Then recap by making several
generalizations about the events of this period. In other words, when you look
at such subjects as Regionalism and City Life, what things come to mind that
seem to link together different facts? For instance, you might say “Southern
Gothic Fiction reflected the poverty of the farming South during the
Depression” or “The hero of Invisible Man, who hides out at the end of the
book, showed some African Americans had given up on fighting racism.”

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Introductory Text: From Depression to Cold War

1930s–1960s

Apply
Multiple Choice 4. Which of the following was not true of
the New Deal?
Circle the letter of the best choice for the
A. Its agencies employed people
following questions.
building roads.
1. Which of the following was not true of
B. Its agencies got work for artists.
the Great Depression?
A. Millions of people were C. Its agencies enacted programs to
unemployed. combat racism.
B. The Dust Bowl ruined Plains D. Its agencies planted new forests.
farmers. Matching
C. Nuclear war threatened Americans. Write the letter of the choice below that best
D. The New Deal offered relief matches each numbered item.
programs.
5. John Steinbeck ____
2. Which of the following did not happen 6. Flannery O’Connor ____
during World War II?
A. Axis Powers dominated at first. 7. Franklin D. Roosevelt ____
B. The United States aided the Axis 8. Gwendolyn Brooks ____
cause. 9. Bernard Malamud ____
C. Japan attacked Pearl Harbor. 10. William Faulkner ____
D. U.S. workers aided the war effort.
A. chronicled Jewish life in Brooklyn
3. Which of the following was not true B. proposed four freedoms for the
about writer John Steinbeck? world
A. He wrote The Grapes of Wrath.
C. wrote The Grapes of Wrath
B. He described Okie’s who were
traveling to look for work. D. wrote about the black urban poor

C. The Okies he described went to E. wrote Southern Gothic literature

California. F. wrote The Sound and the Fury
D. In his books, he showed that people
had lost hope and given up on life.

How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the historical period or the Big Ideas of this unit. As you learn more about the ideas in the
unit, add to your notes.

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B E FO R E YO U R E A D

YO U H AV E SE E N T H E I R FAC ES Literary Element Voice

Voice refers to the distinctive use of language that
Building Background shows the author’s personality. Voice is shaped by
Photographer and newspaper writer Margaret Bourke- elements of style such as word choice and tone.
White took pictures and wrote about some of the most
important events of the twentieth century. She was
Big Idea Return to Regionalism
known for bringing thoughtful and sympathetic
attention to social problems. In 1937 Bourke-White During and after the Great Depression, American
and her future husband, Erskine Caldwell, worked writers examined how ordinary people were shaped by
together to make the book You Have Seen Their the histories and cultures of their regions.
Faces. The book powerfully describes the troubles of
southern sharecroppers in the United States at that time. Vocabulary

Read the definitions of these words from You Have

Setting Purposes for Reading Seen Their Faces. As you read, use context clues to help
The area where someone lives often affects his or her unlock the meaning of these and other words you do
opportunities in life. Before you read, discuss the not know.
following questions with a partner:
abundance (ə bun
dəns) n. plenty; a wealth of goods;
• Has your family ever had to move in search of a
p. 225 There was an abundance of food on Thanksgiving
better job or a better home?
Day.
• Have you known someone who had to stay and
work at a place that did not treat its workers fairly? fertile (furt
əl) adj. able to produce a lot of plants or
Read the selection to learn about the injustices of crops; p. 225 Many kinds of vegetables were able to grow
sharecropping. in the fertile soil.
plantation (plan tā
shən) n. a large farm usually
Reading Strategy Analyzing the Purpose employing hired workers; p. 225 There were 500 acres of
of Historical Texts tobacco on the plantation.

Analyzing the purpose of historical texts involves cultivate (kul
tə vāt´) v. to prepare land for growing
examining the ideas and cultures presented in texts. crops; p. 227 Sam tried to cultivate his backyard so that he
could grow roses.

Active Reading Focus Identifying Problem insufficient (in´ sə fish
ənt) adj. not enough to reach
and Solution a goal or fill a need; p. 227 Jamal could not afford to buy
a car because his savings were insufficient.
When you identify problem and solution, you find
answers to the following questions:
English Language Coach
• What is the main problem presented in the
selection? These notes help you apply word attack skills to
• Who has the problem? understand unfamiliar words or expressions.
• What solutions are tried?
• What is the result of applying the solution?

As you read, try to answer these questions about the

selection.

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from You Have Seen Their Faces Active Reading Focus

By Erskine Caldwell and Margaret Bourke-White
Identifying Problem and Solution
The Mississippi Valley Delta and the Black Belt of Alabama are Recall that when you identify
problem and solution, you find out
two sections of the South that still produce cotton in abundance. It the main problem and what solutions
grows, matures, and yields without fertilizer and without effort. have been tried. In this passage, we
The soil there will be deep, fertile, and productive for a long time see what difficulties the farmers are
to come. Elsewhere the sub-soil, both sand and clay, is being having with soil that is not fertile.
plowed up to be mixed with the little top-soil that remains in an They have their own way of dealing
effort to make plants grow. There is no fertility in sub-soil, but with the problem. What is their
solution? What are the weaknesses of
when brought to the surface it gives the appearance of fertility and,
this solution?
when mixed with fertilizer, will produce enough cotton, providing
that the rains and sun are not extreme, to pay for the fertilizer in
normal times. Farming in sand or clay is a back-breaking, spirit-
crushing existence.
There are reasons for this impoverishment1 of the soil that go
deep into the economic life of the South. The successful cotton-
raisers have always been plantation-owners. The plantations were
large, generally from five hundred to five thousand acres of land in
size. The owners for the most part had one main concern, and that
was to make as much money as they could as quickly as they
could.
Nothing made money like cotton. Nothing else grew like cotton.
Cotton was king.
Now the day of the plantation is over, except in the Delta
Literary Element
country and in the Black Belt,2 and cotton is not king any longer.
The plantation system pauperized3 the soil to such a great Voice Voice shows the personality of
degree that raising cotton became a means of making a living the author. How do you think the
authors feel about plantation owners?
rather than a method of making a fortune. The plantation-owner, How can you tell?
when he became aware of what had happened to the soil,
withdrew to the nearest city to live the remainder of his life on his
accumulated wealth.
What he left behind was eroded, depleted, unprofitable land.
His tenants still had to work for a living, even if he did not, and
out of their desperation grew a new system. The owner became an
absentee-landlord. The plantation was divided into one-man farms
and rented to the tenants. The rent was paid either in half of the
cotton produced or in an agreed upon number of bales, or on a
Vocabulary

abundance (ə bun
dəns) n. plenty, a

wealth of goods
fertile (furt
əl) adj. able to produce a
1. Impoverishment means “the state of being drained of essential nutrients.” lot of plants or crops
2. The Black Belt is an area heavily populated by African Americans.
3. Pauperized means “depleted or drained.” plantation (plan tā
shən) n. a large
farm usually employing hired workers

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Big Idea basis combining the two methods. The plantation system was
traded for the sharecropping system, and the South to its sorrow
Return to Regionalism In what
ways is sharecropping, in which was the victim of the deal.
farmers who rent land end up giving Before he knew it, the landlord had a new source of income that
most of what they earn to the was larger than his previous one had been. And, besides, in the old
landlords, similar to the farming days he had had to take his own chances with his crop of cotton,
system where work was done by losing money when it rained too much or too little, dipping into
slaves? profits from preceding years when expenditures were larger than
income. In the new era he had a source of income and profit that
was as certain and secure as the seasons themselves.
Rent was paid to him for the use of the land on a sharing basis,
and he saw to it that the tenant raised a maximum number of bales.
When a hundred tenants produced six bales each, the landlord
received three hundred bales, the individual tenant three bales.
Cotton was not king any longer, but the institution of
sharecropping was making a few men richer than kings, and much
better enthroned.4 They did not have to concern themselves about
English Language Coach
the welfare of their subjects.
Understanding Multiple-Meaning The tenant who set out to farm his portion of the plantation
Words There are many words in the discovered that the land required fertilizer. Without fertilizer he
English language that have more than
could not grow enough cotton to provide himself with a living, and
one meaning. For example, the word
fly may mean “an insect,” but it could to pay rent. The rent came first. The landlord generally saw to it
also mean “to move through air.” In that the tenant paid his three or four bales for rent before the
this passage, the word subjects sharing began. If there was nothing left to share after the rent had
means “people who are under the been paid, there was nothing the tenant could do about it. He could
control of a powerful person.” What is only look forward to the coming year, hoping he would be able to
another meaning for subjects?
make more than the minimum number of bales the rent required. If
the following year was a good one for him, he paid off the chattel
mortgage5 he had given in payment for fertilizer he had bought in
an effort to produce the rent-cotton.
It is difficult to find a good word to say about such an
agricultural system. The sharecropping system was born of the
plantation system, and the new was anything but an improvement
over the old. The old produced numerous families of wealth who
developed a culture that was questionable. The new has
concentrated wealth in the hands of a few families who are
determined that no culture shall exist.
Much can be said about the detrimental effects of such an
agricultural system, more especially when there are ten million
persons now living under its yoke.6 They live in this cotton country

4. Enthroned means “installed as king” and implies that the landlords were distanced from the
sharecroppers just as a king might be removed from his subjects.
5. A chattel mortgage is a mortgage on personal property that is used as a guarantee for a debt.
6. Here, yoke refers to “something that causes servitude or bondage.”

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on tenant farms which, in many cases, are little more than sand
Reading Strategy
dunes and clay stacks. They are either already worn out physically
and spiritually, or are in the act of wearing themselves out. They Analyzing the Purpose of
are grouped in families of man and wife and from one to sixteen Historical Texts Remember that
children. They are farming, for the most part, soil that has been analyzing the purpose of historical
yielding diminishing returns for fifty and a hundred years. No texts involves examining the ideas
and cultures presented by texts. Why
matter if they get up an hour earlier to work by lantern light, no
do the authors describe this feature
matter if half a dozen more children are begotten7 to supply
of sharecropping?
additional hands in the field, they will continue to fall steadily
behind as long as they live on land that produces less and less each
time a new crop of cotton is planted.
This is nothing new. It is not a situation that has suddenly come
about overnight. But it is a circumstance that becomes more acute
day by day as the exhaustion and erosion of cotton land progresses.
Active Reading Focus
Fertilizer will increase the yield of cotton, but fertilizer costs money
and requires credit that the tenant farmer does not have. A larger Identifying Problem and
farm will produce more cotton, but there is a physical limit to the Solution In the paragraph, a
number of acres a man and his family can cultivate. number of solutions are offered to
the problem of farms that do not
The sharecropping system has in recent years branched out into
produce enough cotton. One thing
several forms, none of them any more economically sound than the
the authors suggest is that the
source from which they sprang, and most of them working greater
sharecroppers use more fertilizer.
hardships on human lives than the plantation system ever did. Another is that they get bigger farms.
Sharecropping has deprived millions of persons of what the rest of What is wrong with these solutions?
America considers the necessities of life.
It deprives children of adequate education because many of
them have to work either part of the school year or all of it on their
fathers’ farms so that enough cotton can be raised to pay rent and
buy fertilizer and to get food and clothing. It forces families to live
in buildings that are detrimental to health, and it forces them to
exist on food that is insufficient. Worse still, it continues in
operation year after year, wringing dry the bodies and souls of
men, women, and children; dragging down to its own level from ✔ Reading Check
higher economic planes new numbers to take the places of those
What did sharecropping replace?
crushed and thrown aside; breeding families of eight, ten, twelve,
fourteen, sixteen, and more, in order to furnish an ever-increasing

Vocabulary

cultivate (kul
tə vāt´) v. to prepare

land for growing crops

7. Begotten means “conceived.” insufficient (in´ sə fish
ənt) adj. not

enough to reach a goal or fill a need

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number of persons necessary to supply the rent-cotton for the

English Language Coach
landlord.
Figurative Use of Language It is foolish to ask a tenant farmer why he remains where he is.
Writers use figurative language to He does move from farm to farm from time to time, but only rarely
describe and communicate ideas or
can he improve his status. Such a question is usually asked with
emotions. One kind of figurative
language is hyperbole, or the use of the purpose of covering up an inability to suggest what the farmer
exaggeration to make a point. could do to lift himself from the hole he stands in. There is cotton
to be raised, and he has trained himself to raise it. That is his
✒ Underline the use of hyperbole
in the passage. What do you think specialty. It is his life and, if sharecropping continues as an
the phrase means? institution, it will become his death.
The tenant farmer in the South is trying to hold onto a spinning
world until by some means he is enabled to get a grip on a better
way of life. He knows he cannot buy land of his own from the
profits of sharecropping. He knows just as well that he cannot save
until he earns, and that he cannot earn much more than a bare
living from sterile, barren land. He does well, under the
circumstances, to hold on at all.
Now that his condition has sunk to depths that stop just short of
peonage,8 there has appeared the first sign of hope. What there is in
Literary Element store for him in the future remains to be seen, but now for the first
time there is hope. There has been talk, from one end of the South
Voice What does the voice of this
to the other, of joining with other tenant farmers to take collective
passage tell you about the authors’
personalities? action against the institution of sharecropping. The day when it
was a sacred bull has passed. The sign of its passing was when the
landlords began putting into force other forms of farm tenancy.
Farms were leased to tenants, but sharing of the cotton continued;
tenants were paid to work by the day, but their pay was received in
a share of the cotton. No one was fooled, least of all tenant farmers
themselves.
Vocabulary The farmer has little, if anything, to show for his years of labor
in the past. But the hardships he has experienced will stand him in
Context Clues What does the word
collective mean? Use context clues to good stead when the time comes for him to begin thinking about
figure it out. taking over the job of raising cotton—the job in which the landlord
failed to treat him fairly and squarely.

✔ Reading Check
How does sharecropping affect
children?

8. Peonage is the use of workers who are forced to labor for someone to work off a debt.

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A F TE R YO U R E A D

Graphic Organizer
To better understand the selection, identify problems the text to see which events are part of a problem,
and their solutions as you read. Use this problem- and which are part of a solution. Then fill in the
and-solution organizer to identify three problems and organizer. Two problems and one solution have been
the solutions for each. Put each problem on the left filled in for you. If you prefer, construct a Foldable™ to
and its solution on the right. Now go back and reread display the information.

Problem(s) Solution(s)
• The day of the plantation is over.

• The subsoil is not fertile.

• Join forces with other tenants to take
action against sharecropping.

Active Reading Focus

Identifying Problem and Solution Sharecropping

replaced the plantation system. What problems did it
solve? What problems did it create?

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Reading Strategy Vocabulary Practice

Analyzing the Purpose of Historical Texts How Using Context Clues When using difficult words,
might the factual information in this selection affect writers often provide clues to the meaning of those
the reader differently than a fictional story about a words. Some common clues include
sharecropper would? • giving definitions
• giving words with similar meanings
• giving words with opposite meanings
• giving examples
• giving explanations
• using your experience
For each passage from the text, study the underlined
parts and tell how that information gives a clue to the
boldfaced word’s meaning.
1. “The soil there will be deep, fertile, and productive
for a long time to come.”

2. “It forces families to live in buildings that are

Literary Element
detrimental to health, and it forces them to exist on
Voice Describe the voice of the selection as a whole. food that is insufficient.”
What makes the voice effective? Explain.

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Literary History: Cultural Rebels: Writers of the Beat

Generation (p. 1020)

Preview
• What was the Beat This article details a literary movement called the Beat
Generation? Generation that stirred a wide range of reactions in the United
States. This history provides a survey of the key writers,
• What writers belonged to
works, themes, and styles of this movement.
the Beat Movement?
As you read the article, use the Cornell Note Taking System to
• What was the
record important points and remember what you have read.
Movement’s legacy?

Reduce Record
TO THE POINT Note key words, ➥ Organize the facts about the different meanings of the word
people, and phrases. For example: “Beat” and the writers of the Beat Movement. Points have been given
beatitude for the first and third heading and a few writers named for the second.
“Beat”
Jack Kerouac, John Clellon Holmes: called their
generation “Beat”

Writers:
Jack Kerouac, John Clellon Homes, Allen Ginsberg,

Howl
Ginsberg’s Howl (1956) was a poem that caused a
sensation.

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Literary History: Cultural Rebels: Writers of the Beat

Generation (p. 1021)

Reduce Record
ANY QUESTIONS? Ask questions Wild Form
about heads; use them to
organize your notes. For ➥ Take notes on this section of the article. The first three notes
example: have been given to start.
Why was On the Road On the Road by Jack Kerouac is a portrait of the
rejected for so many Beat Generation.
years by publishers? Kerouac wrote the book while traveling; publishers
kept rejecting it.
Final version written in three weeks on a 120-foot-long
scroll of paper fed through Kerouac’s typewriter.

from On the Road

➥ What strikes you about the writing in this excerpt? What are
the author’s attitudes and what means does he use to express them?
One point has already been filled in.
long, flowing sentences

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Literary History: Cultural Rebels: Writers of the Beat

Generation
Summarize
➥ Review your notes on this article. Then fill in a 5 Ws and H chart, noting
the Who, What, Where, Why and How of the Beat Generation. Two of the
sections have been started for you.

Subject: The Beat Generation

Who William Burroughs, Gary Snyder, Gregory Corso,

What • A movement of writers who saw many meanings in the word

“beat.” For some it meant being beat down by society; for
others finding a hidden beauty in the world.

When
Why

How

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Literary History: Cultural Rebels: Writers of the Beat

Generation (p. 1020)

Apply 4. Which is a key fact about Jack

Kerouac’s On The Road?
Multiple Choice
A. It was about migrant workers.
Circle the letter of the best choice for the B. Was written in one night.
following questions.
C. A bookseller was arrested for selling
1. Which of the following does “Beat” not it.
mean?
D. It was first rejected by publishers.
A. being beaten down
Matching
B. otherworldly beauty
Write the letter of the choice below that best
C. a vision born from despair matches each numbered item.
D. fitting in with society 5. American novelist who was not a Beat
writer but influenced Jack Kerouac
2. What are the not qualities of Allen
____
Ginsberg’s poem “Howl”?
6. 120-foot-long scroll ____
A. catalog
7. founder of City Lights ____
B. influence of Walt Whitman 8. appears as Dean Moriarty in On The
C. expression of despair Road ____
9. poem by Allen Ginsberg ____
D. road trips 10. met Ginsberg and Kerouac in New York
City ____
3. What cultural forces shaped the Beat
Generation? A. Lawrence Ferlinghetti
A. the Beats desire to make it in
business society B. Howl

B. economic hard times C. William Burroughs

C. despair over the lack of adventure D. Neal Cassady
in U.S. life E. On The Road
D. their anger at not getting a good
F. Thomas Wolfe
education

How can you better remember and understand the material in this Literary History? Recite
your notes, Reflect on them, and Review them. You can also use your notes to help you
understand the literature in this unit.

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Literary History: Modern American Drama (p. 1108)

Preview
• How did O’Neill shape This article tells the story of American drama since the 1920s.
American drama? It describes the work of Eugene O’Neill, Tennessee Williams,
Arthur Miller, and other important American playwrights.
• Who are the key U.S.
Reading this article will add to you understanding of the other
playwrights since 1945?
literature in Unit 6.
• How did the American
As you read the article, use the Cornell Note Taking System to
musical develop?
record important points and remember what you have read.

Reduce Record
ANY QUESTIONS? Use them to Eugene O’Neill’s Influence
organize your notes. For
example: “What other writers ➥ Use a web to organize the information about the influences on
influenced O’Neill?” O’Neill.

Influences on
O’Neill

TO THE POINT Note key words Postwar Playwrights

and phrases. For example:
The Crucible ➥ Write down notes on the postwar playwrights. One note has been
given for each to get you started.
Tennessee Williams
poetic dialogue

Arthur Miller
realistic stories

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Literary History: Modern American Drama (pp. 1108–1109)

Reduce Record
TO THE POINT Note the Recent History
playwrights discussed and their
attitude. For example: ➥ What different subjects are included under this head? How
would you summarize each subject? A first entry has been done to
August Wilson –
get you started.
dramas of African Edward Albee—experimented with new styles of
American history theater

Musical Theater
ANY QUESTIONS? Use them to ➥ Use a timeline to organize the information about the musical.
organize your notes. For The early days have been described as a first entry.
example: “What are the main
events in the history of the Timeline of the American musical
musical?”
Early days—operettas, minstrel shows, and revues

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Literary History: Modern American Drama

Summarize
➥ Review your notes on this article. Then recap by using a classification
chart to organize information about key dramatists and types of modern
American theater. For instance, you may want to group together the more
realistic writers, such as August Wilson and Arthur Miller, in contrast to more
experimental writers, such as Eugene O’Neill or Edward Albee. You may also
want to present them in terms of the different social issues, such as women’s
concerns, that different playwrights were interested in portraying.

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Literary History: Modern American Drama

Apply 4. Which of the following was not an

American musical?
Multiple Choice
A. Hair
Circle the letter of the best choice for the
B. Oklahoma!
following questions.
C. A Streetcar Named Desire
1. What is not true of Eugene O’Neill?
A. had international fame D. The Producers
B. interested in modern psychology Matching
C. commented on McCarthy Write the letter of the choice that best
hysteria matches each numbered item.
D. read Ibsen and Strindberg
5. Who wrote a play about everyday life
in a New England town? ____
2. What is not true about the drama of
August Wilson? 6. Who explored the challenges faced by
A. presents a cycle of ten plays educated women? ____
B. reflects New England background 7. Who experimented with the theater
of cruelty? ____
C. deals with each decade of the
twentieth century 8. Who created the watershed musical
Oklahoma! ____
D. has Fences as an important example
9. Who wrote A Streetcar Named Desire?
3. What is not true about the drama of ____
Tennessee Williams?
10. Who wrote A Raisin in the Sun? ____
A. described weak characters in tough
circumstances
A. Wendy Wasserstein
B. looked at darker sides of human
psychology B. Tennessee Williams

C. met first success with The Glass C. Edward Albee

Menagerie
D. Richard Rogers and
D. told the story of American’s “little Oscar Hammerstein II
man”
E. Thornton Wilder
F. Lorraine Hansberry

How can you better remember and understand the material in this Literary History? Recite
your notes, Reflect on them, and Review them. You can also use your notes to help you
understand the literature in this unit.

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Introductory Text: Into the 21st Century 1960s–Present

Looking Ahead (p. 1129)

Preview
• How did protests affect This introduction prepares you for the literature you will read
the U.S.? in a unit of your textbook. It explains the historical, social, and
cultural forces that are shaping contemporary America. The
• How are Americans
introduction includes information about the period and about
looking at nature?
its literature.
• How is a multicultural
As you read the introduction, use the Cornell Note Taking
U.S. growing?
System to record important points and remember what you
have read.

Reduce Record
ANY QUESTIONS? Use them to Looking Ahead
organize your notes. For
example: ➥ What forces are reshaping contemporary America? The first has
been given for you.
What new
political and social changes
technology
developed in the
period?

Keep the Following Questions in Mind as you Read

➥ What elements are linked in each of the following questions?
The first has been listed for you.
Political, social, and cultural forces are linked to protest
movements.

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Introductory Text: Into the 21st Century 1960s–Present

Timeline (pp. 1130–1131)

Reduce Record
TO THE POINT Note new types American Literature
of writing. For example:
hypertext ➥ Which entries record new types of writing that became
important since 1960? The first entry has been given to start you off.
1990—“afternoon, a story” hypertext fiction by
Michael Joyce

TO THE POINT Note general

categories of U.S. events. For
example: United States Events
Vietnam War ➥ Important events that took place in the United States in this
period are of a number of different types. Put down a number of
headings for these types Then list one or two events in each category.
One example has been given for you.
Assassinations
1963 President Kennedy assassinated.
1968 Martin Luther King Jr. assassinated.

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Introductory Text: Into the 21st Century 1960s–Present

Timeline (pp. 1130–1131)

Reduce Record
TO THE POINT Note general World Events
categories of world events. For
example: ➥ We can now classify world events under the same type of
headings as we used with events that took place in the United States.
China
Put down two or three types of events and under these headings add
one or two events for each category. An example has been given to
start you off.
The Near East
1967 Six-Day War between Israel and Arab nations
1991 Persian Gulf War

Recap
➥ Review your notes on the Timeline. Then create your own timeline, drawing
events from world and U.S. history. One timeline has been started as an example.
Civil Rights
1960 sit-in protests for civil rights
1963 Martin Luther King, Jr., gives “I Have a Dream” speech

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Introductory Text: Into the 21st Century 1960s–Present

By the Numbers (p. 1132)

Reduce Record
TO THE POINT Note key words United States in the Vietnam War
and phrases. For example:
Vietnam War ➥ Take notes on this controversial war. A first note has been
recorded.
In the late 1960s, both U.S. troop levels and opposition to
the war grew.

U.S. Consumption
➥ Complete this sentence: Americans’ use of the world’s resources
is greater than . . .

Estimated U.S. Population Growth

➥ Summarize the information in this bar graph.

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Introductory Text: Into the 21st Century 1960s–Present

By the Numbers (p. 1132)

Reduce Record
TO THE POINT Note key words ➥ List the remaining heads on this page. For each, note what the
and phrases. One has been statistics tell you about the period.
provided for you.
Information sciences

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Introductory Text: Into the 21st Century 1960s–Present

Being There (p. 1133)

Reduce Record
TO THE POINT Note key words ➥ What do these pictures tell you about people in ethnic groups in
and phrases. For example: the United States today? A first response has been given.
Muslims Muslim residents of the United States combine
traditional dress with up-to-date activities.

Recap
➥ Review your notes on By the Numbers and Being There. Recap by taking the
facts you have learned and drawing some conclusions about them. Two examples
of conclusions are given to start you off.
Most ethnic groups in the United States keep part of their heritage.
Cell phone use is replacing landline use for many Americans.

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Introductory Text: Into the 21st Century 1960s–Present

Historical, Social, and Cultural Forces (pp. 1134–1135)

Reduce Record
TO THE POINT Note key words The Civil Rights Movement
and phrases. For example:
Silent Spring
➥ Make some notes on this paragraph to help you remember the
facts. A first note has been given.
African Americans began the Civil Rights Movement to
end segregation.

The Vietnam War

➥ Create a timeline to organize information about U.S.
involvement in Vietnam. A first date has been given to start you off.
mid-1950s—U.S. gets involved in Vietnam

Environmentalism
➥ Use a diagram to organize this information into causes and
effects. One cause has been listed.

Causes Effects

• grassroots
movement

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Introductory Text: Into the 21st Century 1960s–Present

Historical, Social, and Cultural Forces (p. 1135)

Reduce Record
TO THE POINT Note key words The Computer Revolution
and phrases. For example:
computer revolution ➥ Summarize the main ideas. A beginning has been given for the
sentence.
The development of computers has changed the way we
live by . . .

ANY QUESTIONS? Ask questions Globalization

about heads. For example:
What does ➥ Based on this information, create a definition of globalization.
The beginning of a response has been given.
globalization mean? In globalization, companies . . .

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Introductory Text: Into the 21st Century 1960s–Present

Historical, Social, and Cultural Forces (p. 1135)

Reduce Record
TO THE POINT Note key words Multiculturalism
and phrases.
➥ Take notes on this paragraph. One note has been given as a
starter.
exposes readers to different ethnic literatures

Postmodernism
➥ What are the characteristics of Postmodernism? A first point
has been given.
mixes styles, such as high art and popular culture

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Introductory Text: Into the 21st Century 1960s–Present

Historical, Social, and Cultural Forces (pp. 1134–1135)

Reduce Record
TO THE POINT Note key words Preview Big Ideas of Into the 21st Century
and phrases. For example:
Civil Rights Movement ➥ Restate each of the Big Ideas in your own words. A first
restatement is done for you to get you started.
American writers reacted to the Civil Rights and anti-
war movements.

Recap
➥ Review your notes on the Historical, Social, and Cultural Forces. Recap
using summary notes to help you recall the main points. Two points have been
given as a starting place.
Topic: Into the 21st Century 1960s–Present
Main Points:
The Civil Rights Movement improved the position of African
Americans and inspired other ethnic groups and women.
U.S. failures in the Vietnam War led to opposition and then
withdrawal from the country.

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Introductory Text: Into the 21st Century 1960s–Present

Big Idea 1: An Era of Protest (p. 1136)

Reduce Record
ANY QUESTIONS? Use them to Segregation
organize your notes. For
example:“What is ➥ What were the effects of segregation for African Americans?
integration?” One point has been noted.
Freedom and economic opportunities were limited.

Integration; Black Power

➥ One point has been noted.
Integration—Martin Luther King, Jr.;

Women and Hispanics

➥ One point has been noted.
Women—Betty Friedan;

A Divisive War
➥ What caused American to be against the Vietnam War? One
point has been noted.
U.S. military claims of victory prove false.

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Introductory Text: Into the 21st Century 1960s–Present

Big Idea 1: An Era of Protest (pp. 1136–1137)

Reduce Record
ANY QUESTIONS? Use them to from Letter from a Birmingham Jail by Martin Luther
organize your notes. For King Jr.
example:
What does the word ➥ How does this passage argue for nonviolent protest? One
response is given.
Zeitgeist, mean
African Americans need to let off steam

Recap
➥ Review your notes on Big Idea 1: An Era of Protest. Then recap using the chart below to
set down key points about the protests of the 1960s and 1970s. For instance, under Women,
you might put “NOW.”
Integration Black Power Women Hispanics Antiwar
Movement

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Introductory Text: Into the 21st Century 1960s–Present

Big Idea 2: Nature and Technology (pp. 1138–1139)

Reduce Record
TO THE POINT Note key words The Environmental Movement
and phrases. For example:
environmental ➥ Use a web to organize the main ideas. One entry has been given
to start you off.
movement
Rachel
Carson’s Silent
Spring

ANY QUESTIONS? Use them to

organize your notes. Responding to Nature
How did new media
➥ What is driving the nature writers of today? What are they
affect people’s lives? doing in their works? A response has been started and you should
continue it.
The nature writers of today are worried about pollution
hurting the environment and have a desire to get . . .

The Information Age

➥ Put down some notes on The Information Age. A first note has
been given.
In the twentieth century, we live with many new ways of
communicating in a society where information is worth
money.

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Introductory Text: Into the 21st Century 1960s–Present

Big Idea 2: Nature and Technology (pp. 1138–1139)

Reduce Record
TO THE POINT Note key words “Lost” by David Wagoner
and phrases. For example:
“the forest ➥ How does this poem show that the writer shares the values of
the new nature writers mentioned in Responding to Nature. A
breathes” response has been started for you to conclude.
The poet presents the forest as a living thing. “Stand
still,” he tells the reader. “The forest knows where you
are. You must let it find you.” By this quotation, he is
showing that he shares the values of other nature
writers because they. . .

Recap
➥ Review your notes on Big Idea 2: Nature and Technology. Then recap by
drawing conclusions based on the facts in this section. One response has been
given to start you on your way.
The nature writers would find people’s love affair with computers
discouraging because this love is taking people away from the
natural world.

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Introductory Text: Into the 21st Century 1960s–Present

Big Idea 3: Extending and Remaking Traditions (pp. 1140–1141)

Reduce Record
TO THE POINT Note key words The New Immigrants
and phrases. For example:
For the next two sections a first note has been given.
postmodernism
Between the two world wars—low immigration

Cultural Diversity
African American writers—Henry Louis Gates Jr. and
Rita Dove

Postmodernism
➥ What are the creative methods of postmodernism? A first has
been given to get you going.
stories within stories, for instance, a person telling a
tale within a story

New Literary Forms

➥ What are some examples of contemporary literary forms?

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Introductory Text: Into the 21st Century 1960s–Present

Big Idea 3: Extending and Remaking Traditions (pp. 1140–1141)

Reduce Record
TO THE POINT Note key words The Latin Deli: An Ars Poetica by Judith Ortiz Cofer
and phrases. For example:
“glorious return” ➥ It was noted that most immigration to the United States is not
coming from Europe. This poem describes a store where immigrants
from many lands shop. Identify three countries of origin for people
that shop in the store. Then mention from which part of the world
these immigrants are coming.

Recap
➥ Review your notes on Big Idea 3: Extending and Remaking. Then recap by
creating cause-effect statements linking the main ideas. The first two have been
listed for you.
Increasing immigration has given the United States many cultural
flavors.
More cultural flavors has made American literature more
multicultural.

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Introductory Text: Into the 21st Century 1960s–Present

Wrap-Up (p. 1142)

Reduce Record
TO THE POINT Note key words Why It Matters
and phrases. For example:
The antiwar ➥ What is the main idea of each paragraph? Paragraph 1 has been
done to start you off.
movement paragraph 1—The Civil Rights Movement changed
American society, while the antiwar movement left
Americans divided.

Cultural Links
MY VIEW Which of these ➥ What link is described in each paragraph?
cultural links do you find the paragraph 1—Alice Walker and Harlem Renaissance
most interesting?
writer Zora Neale Hurston

Recap
➥ Review your notes on this Wrap-Up. Then recap by writing a paragraph
in which you show how modern America has been shaped by protests,
environmentalism, or cultural diversity. For example, if you wanted to write
about environmentalism, you might begin, “A number of things, such as the book
Silent Spring, made Americans aware that nature was being damaged by what
human were doing without thinking.”

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Introductory Text: Into the 21st Century 1960s–Present

Summarize
➥ Review your notes on this Introduction. Then recap by creating an outline using the forces
described in Looking Ahead. The outline has been started for you.
Forces Reshaping Contemporary America
I. Political and social changes
A. African American civil rights movement
B. Women’s movement
C. Hispanic civil rights movement

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Introductory Text: Into the 21st Century 1960s–Present

Apply
Multiple Choice
Circle the letter of the best choice for the following questions.
1. What was not true of the African 4. What environmental problem did Silent
American civil rights movement? Spring reveal?
A. led by Martin Luther King, Jr. A. acid rain
B. prompted by U.S. casualties in B. nuclear power exposure
Vietnam
C. junk food
C. encouraged movements by other
D. pesticides
ethnic groups and women
Matching
D. opposed segregation
Write the letter of the choice that best
2. Which of the following do(es) not answers each question.
describe Postmodernism?
A. introducing material from popular 5. Who was associated with black power?
culture _____
B. aware of the influence of media 6. Who won a Pulitzer Prize for a graphic
novel? _____
C. blending styles
7. Who organized Hispanic farm workers?
D. exposing readers to a variety of
_____
ethnic backgrounds
8. Who wrote Silent Spring? _____
3. How did media coverage encourage
9. Who wrote The Feminine Mystique?
the antiwar movement?
_____
A. by exposing the lies of the president
10. Who gave the “I Have a Dream”
B. by presenting a false picture of the
speech? _____
war
A. Art Spiegelman
C. by showing images of wounded
B. Betty Friedan
soldiers on the nightly news
C. Malcolm X
D. by using postmodern methods of
presenting the news D. Rachel Carson
E. César Chavez
F. Martin Luther King, Jr.

How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the historical period or the Big Ideas of this unit. As you learn more about the ideas in the
unit, add to your notes.

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B E FO R E YO U R E A D

PRO P OSA L FO R T H E V I E T N A M Literary Element Description

V E T E R A NS M E M O R I A L Description is writing that creates a clear image of a
feeling, an action, or a scene in the reader’s mind. A
Building Background good writer uses vivid words that appeal to your
Architect Maya Lin was only twenty-one when her design senses of sight, sound, touch, taste, and smell.
was accepted for the Vietnam Veterans Memorial to be
built in Washington, D.C. War memorials usually feature Big Idea An Era of Protest
statues of soldiers in heroic poses. Lin’s memorial is a The 1960s and 1970s were a time of social and
black granite wall. On its surface are the names of the political unrest in the United States. Civil rights and
American men and women who were killed during the women’s rights were two of the big issues. The
Vietnam War. Lin’s design was criticized by veterans country was also divided over whether the war in
groups who did not think that it was patriotic. Yet, today Vietnam was wrong or right. As you read, think about
it is one of the most visited memorials in the nation’s how the Vietnam Veterans Memorial is connected to
capital. this time of unrest in the United States.

Setting Purposes for Reading Vocabulary

People often want to have memorials to help them
remember the past. For example, when a person dies Read the definitions of these words from “Proposal for
a gravestone or tomb is built for the memory of the the Vietnam Veterans Memorial.” When you come across
deceased. Many memorials honor people who have an unfamiliar word, you can often break it down into
died while fighting in wars. Some memorials honor parts—prefix, root, and suffix—for clues to its meaning.
victims of accidents or attacks, such as the victims of emerge (i mərj
) v. to come into view; p. 259 Slowly
the 9/11 terrorist attacks in 2001. With a classmate the chick began to emerge from its eggshell.
discuss the following questions:
recede (ri sēd
) v. to move back or down; p. 259 After
• Why are memorials important to individual people a week the floodwaters began to recede, so the people
and the nation as a whole? returned to their homes.
• Are all memorials the same? Which ones are meant
composition (kam´pə zi
shən) n. a work of art,
to make you feel proud? Which ones are meant to
literature, or music; p. 259 The artist’s composition was
make you feel a loss?
brightly colored.
Read to find out how Lin hopes that her memorial will
reflection (ri flex
shən) n. careful thought about
affect visitors.
something; p. 261 After losing the race, Joel sat in
reflection to review his mistakes.
Reading Strategy Analyzing Political
recontour (ri kon
toor) v. to reshape the outline of
Assumptions
something; p. 261 The carpenter had to recontour the
Analyzing political assumptions involves carefully countertop so that it would fit the new cabinet.
examining political beliefs that have shaped an
accessible (ik se
sə bəl) adj. able to be reached; p. 261
author’s argument or proposal. For example, a person
Because of the ramp, the school was accessible by
who believes that war is often necessary might
wheelchair.
propose a different memorial than a person who
believes that war is almost always wrong.
English Language Coach
Active Reading Focus Visualizing These notes help you apply word attack skills to
Visualizing involves picturing a writer’s ideas or understand unfamiliar words or expressions.
descriptions in your mind’s eye. As you read, try to
picture what is being described.

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Proposal for the Vietnam Literary Element

Veterans Memorial Description Writing that creates a

clear image is description. Lin might
By Maya Lin
have simply written “The walls have
names carved on them.” What makes
Walking through this park-like area, the memorial appears as a the actual passage a better
rift1 in the earth—a long, polished black stone wall, emerging from description of the memorial?
and receding into the earth. Approaching the memorial, the ground
✒ Underline words or phrases that
slopes gently downward, and the low walls emerging on either help to create a clear image.
side, growing out of the earth, extend and converge at a point
below and ahead. Walking into the grassy site contained by the
walls of this memorial we can barely make out the carved names
upon the memorial’s walls. These names, seemingly infinite in
number, convey the sense of overwhelming numbers, while
unifying those individuals into a whole. For this memorial is meant
not as a monument to the individual, but rather as a memorial to
the men and women who died during this war, as a whole.
The memorial is composed not as an unchanging monument,
but as a moving composition, to be understood as we move into
Big Idea
and out of it; the passage itself is gradual, the descent to the origin
slow, but it is at the origin that the meaning of this memorial is to An Era of Protest The Washington
be fully understood.2 At the intersection of these walls, on the right Monument honors George
Washington, who led our nation to
side, at this wall’s top is carved the date of the first death. It is independence in the Revolutionary
followed by the names of those who have died in the war, in War. The Lincoln Memorial honors
chronological order. These names continue on this wall, appearing Abraham Lincoln, who led the Civil
to recede into the earth at the wall’s end. The names resume on the War that preserved the United States.
left wall, as the wall emerges from the earth, continuing back to the Why might it be important for Lin to
origin, where the date of the last death is carved, at the bottom of link the Vietnam Veterans Memorial
to these two other war monuments?
this wall. Thus the war’s beginning and end meet; the war is
“complete,” coming full circle, yet broken by the earth that bounds
the angle’s open side, and contained within the earth itself. As we
turn to leave, we see these walls stretching into the distance,
directing us to the Washington Monument to the left and the
Lincoln Memorial to the right, this bringing the Vietnam Memorial
into historical context. We, the living, are brought to a concrete
realization of these deaths.

Vocabulary

emerge (i mərj
) v. to come into

view

1. A rift is a deep crack or slash. recede (ri sēd
) v. to move back or

2. The monument stands in a long, grassy park in Washington, DC. Visitors standing at the down
monument can look to the left and right and see the faraway ends of the park. At one end
stands a tall white obelisk, the Washington Monument, and at the other end stands the composition (kam´pə zi
shən) n. a
Lincoln Memorial, with its famous statue of the seated Abraham Lincoln. work of art, literature, or music

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Reading Strategy Brought to a sharp awareness of such a loss, it is up to each

individual to resolve or come to terms with this loss. For death is in
Analyzing Political Assumptions the end a personal and private matter, and the area contained
Recall that analyzing political within this memorial is a quiet place meant for personal reflection
assumptions involves examining an
and private reckoning.3 The black granite walls, each 200 feet long,
author’s political beliefs. In this
passage, Lin says that the memorial is and 10 feet below ground at their lowest point (gradually
a place for individuals to think about ascending towards ground level) effectively act as a sound barrier,
the lives lost in the war. Knowing that yet are of such a height and length so as not to appear threatening
the war divided the country, what do or enclosing. The actual area is wide and shallow, allowing for a
you think are Lin’s political sense of privacy, and the sunlight from the memorial’s southern
assumptions about what should be
exposure along with the grassy park surrounding and within its
the political purpose of the memorial?

Active Reading Focus

Visualizing How do these sketches
help you to imagine the memorial?

English Language Coach

Using Suffixes to Form Nouns

Suffixes are word parts that are
added to the ends of words to create
new meanings. Noun suffixes are
suffixes that turn other parts of
speech into nouns. The noun privacy
is formed from the adjective private
and the noun suffix -cy, which here
means “state or quality.” What is the
meaning of privacy?

3. Private reckoning suggests deep, personal thoughts about the magnitude of the war dead.

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wall contribute to the serenity of the area. Thus this memorial is for
Active Reading Focus
those who have died, and for us to remember them.
The memorial’s origin is located approximately at the center of this Visualizing Lin calls the sections of
site; its legs each extending 200 feet towards the Washington the memorial “legs.” How do you
imagine the walls of the memorial as
Monument and the Lincoln Memorial. The walls, contained on one
they relate to the Washington
side by the earth, are 10 feet below ground at their point of origin, Monument and the Lincoln
gradually lessening in height, until they finally recede totally into the Memorial?
earth at their ends. The walls are to be made of a hard, polished black
granite, with the names to be carved in a simple Trajan4 letter, 3/4 inch
high, allowing for nine inches in length for each name. The memorial’s
construction involves recontouring the area within the wall’s
boundaries so as to provide for an easily accessible descent, but as
much of the site as possible should be left untouched (including trees).5
The area should be made into a park for all the public to enjoy.
Vocabulary
Using Word Parts The word
accessible is made of the word
access and the suffix -ible. Access
means “a way that something can be
reached.” If accessible means “able to
be reached,” what do you think is the
meaning of the suffix -ible ?

✔ Reading Check
What two monuments do the legs of
the Vietnam Memorial extend
toward?

Vocabulary

reflection (ri flex
shən) n. careful

thought about something.
recontour (ri kon
toor) v. to reshape
the outline of something
4. Trajan is the name of the font that Lin has chosen for the letters in the names.
5. Lin specifies here that some recontouring, or excavating, of the land will be necessary in accessible (ik se
sə bəl) adj. able to
order to accommodate the downward slope of the granite walls. be reached

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A F TE R YO U R E A D

Graphic Organizer
Use a web to organize information from this work. Fill
in each outer oval with details about Lin’s plans for the
Vietnam Veterans Memorial. Then write a few
sentences it to describe the overall impression of the
memorial. Two entries have been given for the outer
circle to start you off. If you prefer, construct a
Foldable™ to display the information.

Wall of black stone

rises from and
returns to the earth.

Dates meet in the Lin’s Memorial

center.

Active Reading Focus

Visualizing Visualizing while reading can increase

your understanding and your enjoyment. Read the
passage below. Underline the words or phrases that
help you to see what Lin describes.

“Approaching the memorial, the ground slopes

gently downward, and the low walls emerging on
either side, growing out of the earth, extend and
converge at a point below and ahead.”

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Reading Strategy Vocabulary Practice

Analyzing Political Assumptions It has been noted Understanding Word Parts Many words are made
that the Vietnam War split the country. Earlier you may up of different parts. There are three main word parts:
have noted that Lin’s political assumption is that the prefixes, roots, and suffixes.
nation needed to heal and come together. How does
her memorial appeal to people on both sides of the
• A root is the most basic part of a word. For
example, the word contour is the root of the word
issue? recontour.
• A prefix is a word part that can be added to the
beginning of a word. The prefix re- can mean
“again.” When added to the word learn, we get the
word relearn, which means “to learn again
something that was known before.”
Literary Element • A suffix is a word part that can be added to the
ends of words. The suffix -tion, for example, can be
Description Find a good example of description from added to the ends of some words to turn them into
Maya Lin’s proposal. Write the words that make it a nouns. When -tion is added to the verb relate, it
good description. becomes the noun relation.

Use your knowledge of word parts to answer the

following questions.

1. Which of the following has a suffix that forms

nouns?
Academic Vocabulary (a) emerge
Here are two words that you will find useful in reading, (b) recede
writing, and research in many areas of study. (c) composition

principal (prin
sə pəl) adj. main or most important

2. Based on its parts, which of the following words
principle (prin
sə pəl) n. a basic belief or truth can mean “to change the shape again”?
(a) recontour
Practice and Apply (b) composition
1. What is the principal material to be used in Lin’s (c) infinite
memorial?
3. Which of the following has a suffix that means
“a condition or state of”?
(a) recontour
2. What principle does Lin set forth as the purpose of
(b) reflection
the memorial?
(c) recede

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B E FO R E YO U R E A D

SI LENT SPRI NG Literary Element Imagery

Imagery refers to the “word pictures” that a writer
Building Background creates to get an emotional response from the reader.
In creating images that work, writers use sensory
• Silent Spring by Rachel Carson caused outrage details. Sensory details are descriptions that appeal to
when it was published in 1962. The book warned one or more of the five senses.
the public about the health risks of pesticides,
which were used to kill insects on crops. Carson
argued that pesticides polluted rivers, killed birds Big Idea Nature and Technology
and fish, and increased the risk of getting cancer. In the twentieth century, people became aware of how
• The book was attacked by farmers and by the waste products from factories were harming the
companies that made pesticides. However, environment. A new kind of writing about nature
President John F. Kennedy ordered scientists to developed. Authors continued to praise the beauty of
study Carson’s claims. The new studies showed that nature, but they also wrote about the need to protect it.
her claims were true. Laws were passed that limited
the use of some pesticides. Some pesticides, such
Vocabulary
as DDT, were banned completely.
Read the definitions of these words from Silent Spring.
Setting Purposes for Reading As you read the words in context, think of synonyms—
There are times when people are afraid to give an words with the same or similar meanings—to help you
opinion because they know others will not like it and remember the meaning of the unfamiliar words.
may get angry. Discuss the following questions with a
partner: prosperous (pros
pər əs) adj. well-to-do; successful; p. 265
The merchant became prosperous after his store became popular.
• Have you ever stated an opinion that got others
angry? What happened? abundance (ə bən
dəns) n. a large amount; p. 265 An
• What fights are worth fighting, even if they cause a abundance of corn was picked from the large fields.
storm of disagreement?
vegetation (ve´jə tā
shən) n. the plant life of an area;
Read the selection to see how Carson uses an intense p. 266 This jungle has some unusual vegetation, such as
and gripping story to convince the public of the the strange vines that grow on the trees.
dangers of pesticides. granular (ran
yə lər) adj. made up of or seeming to be
made up of small particles; p. 266 The sand that stuck to
Reading Strategy Analyzing Author’s the bottom of her feet had a granular feeling.
Purpose disasters (di zas
tərs) n., pl. terrible things that happen
An author’s purpose is his or her reason for writing. suddenly and result in loss and suffering; p. 266
Authors usually write for one or more of the following California has suffered from many disasters, such as
purposes: to persuade, inform, explain, entertain, or earthquakes, forest fires, and mudslides.
describe. To analyze author’s purpose, look at the
tone, structure, and content of the text.
English Language Coach
Active Reading Focus Making Inferences These notes help you apply word attack skills to
When you make inferences, you use your reason and understand unfamiliar words or expressions.
experience to find information the author does not
state directly. As you read from Silent Spring, look for
clues that alert you to unstated information.

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Silent Spring Active Reading Focus

By Rachel Carson
Making Inferences Recall that
There was once a town in the heart of America where all life when you make inferences, you find
seemed to live in harmony with its surroundings. The town lay in information that the author did not
state directly. Why did Carson not tell
the midst of a checkerboard1 of prosperous farms, with fields of
us the name of the town?
grain and hillsides of orchards where, in spring, white clouds of
bloom drifted above the green fields. In autumn, oak and maple
and birch set up a blaze of color that flamed and flickered across a
backdrop of pines. Then foxes barked in the hills and deer silently
crossed the fields, half hidden in the mists of the fall mornings.
Along the roads, laurel, viburnum and alder,2 great ferns and
wildflowers delighted the traveler’s eye through much of the year.
Even in winter the roadsides were places of beauty, where Literary Element
countless birds came to feed on the berries and on the seed heads
Imagery Remember that imagery
of the dried weeds rising above the snow. The countryside was, in refers to the “word pictures” that a
fact, famous for the abundance and variety of its bird life, and writer creates.
when the flood of migrants3 was pouring through in spring and fall
✒ Underline the sight and sound
people traveled from great distances to observe them. Others came images in the passage. Is the scene
to fish the streams, which flowed clear and cold out of the hills and peaceful or violent? Is it ugly or
contained shady pools where trout lay. So it had been from the beautiful?
days many years ago when the first settlers raised their houses,
sank their wells, and built their barns.
Then a strange blight4 crept over the area and everything began
to change. Some evil spell had settled on the community:
mysterious maladies5 swept the flocks of chickens; the cattle and
sheep sickened and died. Everywhere was a shadow of death. The
farmers spoke of much illness among their families. In the town the
doctors had become more and more puzzled by new kinds of
sickness appearing among their patients. There had been several
sudden and unexplained deaths, not only among adults but even
among children, who would be stricken suddenly while at play
English Language Coach
and die within a few hours.
Understanding Compound
Words What are the words that form
the compound word wildflowers?
What is the meaning of wildflowers?

1. The farmland looks somewhat like a checkerboard because each square field, planted with
different crops, is slightly different in color and texture.
2. Laurel refers to the flowering shrub mountain laurel; viburnum is the scientific name for the Vocabulary
fragrant honeysuckle bush; alder is the name of trees in the birch family.
3. Here, migrants refers to migrating birds. prosperous (pros
pər əs) adj. well-to-
4. A blight is a widespread withering or illness caused by such negative forces as pollution, do; successful
bacteria, insects, or parasites.
5. Maladies are illnesses. abundance (ə bən
dəns) n. a large
amount
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There was a strange stillness. The birds, for example—where

Reading Strategy
had they gone? Many people spoke of them, puzzled and
Analyzing Author’s Purpose disturbed. The feeding stations in the backyards were deserted. The
Remember that to analyze author’s few birds seen anywhere were moribund;6 they trembled violently
purpose, you examine such elements
and could not fly. It was a spring without voices. On the mornings
as tone, structure, and content. How
has the tone—the author’s attitude that had once throbbed with the dawn chorus of robins, catbirds,
toward her subject or audience— doves, jays, wrens, and scores of other bird voices there was now
changed since the beginning of the no sound; only silence lay over the fields and woods and marsh.
selection? What might this suggest On the farms the hens brooded, but no chicks hatched. The
about the author’s purpose? farmers complained that they were unable to raise any pigs—the
litters were small and the young survived only a few days. The
apple trees were coming into bloom but no bees droned among the
blossoms, so there was no pollination and there would be no fruit.
The roadsides, once so attractive, were now lined with browned
and withered vegetation as though swept by fire. These, too, were
silent, deserted by all living things. Even the streams were now
lifeless. Anglers7 no longer visited them, for all the fish had died.
In the gutters under the eaves and between the shingles of the
roofs, a white granular powder still showed a few patches; some
weeks before it had fallen like snow upon the roofs and the lawns,
Big Idea
the fields and streams.
Nature and Technology How No witchcraft, no enemy action had silenced the rebirth of new
might this paragraph make the reader
life in this stricken world. The people had done it themselves.
more aware of the relationships in
nature? This town does not actually exist, but it might easily have a
thousand counterparts in America or elsewhere in the world. I
know of no community that has experienced all the misfortunes I
describe. Yet every one of these disasters has actually happened
somewhere, and many real communities have already suffered a
substantial number of them. A grim specter has crept upon us
almost unnoticed, and this imagined tragedy may easily become a
stark reality we all shall know.

Vocabulary

vegetation (ve´jə tā
shən) n. the

plant life of an area
granular (ran
yə lər) adj. ma de up of
or seeming to be made up of small
particles
disasters (di zas
tərs) n., pl. terrible 6. Moribund means “having very little strength left.” The remaining birds are weakening
things that happen suddenly and result and dying.
in loss and suffering 7. An angler is a person who fishes with a rod and reel.

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A F TE R YO U R E A D

Graphic Organizer
A cause-effect organizer can help you understand the put the effects of that cause. Sample cause-and-effect
relationship between effects and their causes. In the boxes have been filled in. If you prefer, construct a
box to the left put the cause. In the boxes on the right foldable to display the information.

Cause
Chemicals pollute the
land.

Effect Effect Effect Effect

Animals have
sick babies.

Active Reading Focus

Making Inferences Read the passage below. What
problem is Carson talking about without mentioning it
by name?

“No witchcraft, no enemy action had silenced

the rebirth of new life in this stricken world. The
people had done it themselves . . . every one of
these disasters has actually happened
somewhere, and many real communities have
already suffered a substantial number of them.”

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Reading Strategy Vocabulary Practice

Analyzing Author’s Purpose What is Carson’s Using Synonyms For each sentence, choose the
purpose in writing the selection? Find her purpose by synonym for the boldfaced word.
examining the tone, structure, and content of the
selection. 1. The grainy cereal got stuck between my teeth.
(a) prosperous
(b) granular
(c) withered

2. Hurricanes that swept across the South created

many tragedies last year.
(a) abundances
(b) disasters
(c) specters
Literary Element
Imagery Look back at the selection, noting Carson’s 3. The wealthy rancher owned 40,000 acres of land
use of imagery. Give one description that appeals to in Texas.
your sense of sound in the happy town and one in the (a) withered
world after the town has changed. Do the same with (b) granular
imagery that appeals to your sense of sight.
(c) prosperous

4. The green undergrowth grew quickly in the

rainforest.
(a) vegetation
(b) disasters
(c) abundance

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 Un i t 7, Pa r t 3 Informational Text

Literary History: From Comic Strips to Graphic Novels

(p. 1310)

Preview
• How did comic strips get This article presents a literary history of the comic strips and
started? graphic novels that have enriched America. This Literary
History will help you better understand the selections you will
• How did comics evolve
read in your textbook.
into graphic novels?
As you read the article, use the Cornell Note Taking System to
• What is the difference record important points and remember what you have read.
between a comic book and
a graphic novel?

Reduce Record
TO THE POINT Note key words ➥ Many opening paragraphs don’t have heads. What head might
and phrases. For example: you give to the first paragraph? Write the main ideas of that
comic strip paragraph under the head. A first main idea has been supplied.

Comic strips and comic books are an American

contribution to the world.

The Golden Age of Comics

➥ Take notes on The Golden Age of Comics. A first note has been
given as a starter.
Early 1930s—newspaper comics reprinted in small books

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 Un it 7, Pa r t 3 Informational Text

Literary History: From Comic Strips to Graphic Novels

(pp. 1310–1311)

Reduce Record
TO THE POINT Note key words Backlash and Recovery
and phrases. For example:
Make some notes on this important period. A first note is given to
Silver Age of Comics
start you off.
Critics say comics are filled with violence and sex.

Graphic Novels
Put down some notes on Graphic Novels. The first one is given as an
example.
A graphic novel is any comic with a long story.

Summarize

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 Un i t 7, Pa r t 3 Informational Text

Literary History: From Comic Strips to Graphic Novels

(pp. 1310–1311)

➥ Review your notes on this article. Then recap using an effective diagram to help you remember
the main points. You might use a web, an outline, or any other type of organizer. An outline has
been started to give you some ideas.

I. The Golden Age of Comics

A. Comics appear during Depression
B. Reprints of newspaper strips
C. Appearance of superheroes

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 Un it 7, Pa r t 3 Informational Text

Literary History: From Comic Strips to Graphic Novels

(pp. 1310–1311)

Apply
Multiple Choice
Circle the letter of the best choice for the following questions.

1. Which of the following is not true about Matching

newspaper comic strips?
Write the letter of the choice below that best
A. They were preceded by dime
matches each numbered item.
novels.
B. They introduced superheroes. 5. What introduced the first superheroes?
_____
C. They varied greatly in graphic style.
6. What were stories of cowboy heroes?
D. They were widely syndicated.
_____
2. What were the effects of the 7. What presented realistic subjects?
conservative attack on comics? _____
A. Comics Code
8. What were syndicated in newspapers?
B. reprints of newspaper comic strips _____
C. graphic novels 9. What were reprints from newspaper
D. more violent comics strips? _____
10. What was the period of heroes with
3. What did not happen to comics in the problems? _____
1950s? A. dime novels
A. They were attacked as too violent.
B. comic strips
B. The Silver Age of Comics.
C. early comic books
C. Comic makers set up a Comic
Code. D. Golden Age comics

D. Underground comics appeared. E. Silver Age comics

F. graphic novels
4. A famous graphic novel was:
A. The Yellow Kid
B. X-Men
C. Ghost World
D. Little Nemo

How can you better remember and understand the material in this Literary History? Recite
your notes, Reflect on them, and Review them. You can also use your notes to help you read
the literature in this unit.

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