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|11th Grade FSA Practice [1537228] |

|Student | |

|Class | |

|Date | |

|Read the following and answer the questions below: |

|“Thirteen Ways of Looking at a Blackbird” |

|  |

|“Thirteen Ways of Looking at a Blackbird” |

|“Thirteen Ways of Looking at a Blackbird” |

|Excerpt from Others: An Anthology of the New Verse |

|by Wallace Stevens |

|American Modernist poet Wallace Stevens (1879-1955), spent his life as an insurance company executive, often writing poetry while commuting |

|to and from his office. His writing is known for its precise language and phrasing. |

| |

|I |

|Among twenty snowy mountains, |

|The only moving thing |

|Was the eye of the blackbird. |

| |

|II |

|I was of three minds, |

|Like a tree |

|In which there are three blackbirds. |

| |

|III |

|The blackbird whirled in the autumn winds. |

|It was a small part of the pantomime. |

| |

|IV |

|A man and a woman |

|Are one. |

|A man and a woman and a blackbird |

|Are one. |

| |

|V |

|I do not know which to prefer— |

|The beauty of inflections |

|Or the beauty of innuendoes, |

|The blackbird whistling |

|Or just after. |

| |

|VI |

|Icicles filled the long window |

|With barbaric glass. |

|The shadow of the blackbird |

|Crossed it, to and fro. |

|The mood |

|Traced in the shadow |

|An indecipherable cause. |

| |

|VII |

|O thin men of Haddam, |

|Why do you imagine golden birds? |

|Do you not see how the blackbird |

|Walks around the feet |

|Of the women about you? |

| |

|VIII |

|I know noble accents |

|And lucid, inescapable rhythms; |

|But I know, too, |

|That the blackbird is involved |

|In what I know. |

| |

|IX |

|When the blackbird flew out of sight, |

|It marked the edge |

|Of one of many circles. |

| |

|X |

|At the sight of blackbirds  |

|Flying in a green light, |

|Even the bawds of euphony1 |

|Would cry out sharply. |

| |

|XI |

|He rode over Connecticut |

|In a glass coach. |

|Once, a fear pierced him, |

|In that he mistook |

|The shadow of his equipage |

|For blackbirds. |

| |

|XII |

|The river is moving. |

|The blackbird must be flying. |

| |

|XIII |

|It was evening all afternoon. |

|It was snowing |

|And it was going to snow. |

|The blackbird sat |

|In the cedar-limbs. |

|  |

|1 euphony: pleasing sound |

| |

|Poem titled “Thirteen Ways of Looking at a Blackbird,” by Wallace Stevens. Found in Others: An Anthology of the New Verse, edited by Alfred |

|Kreymborg. Published by Alfred A Knopf, 1917. |

|  |

|1. |Read this stanza from “Thirteen Ways of Looking at a Blackbird.” |

| |It was evening all afternoon. |

| |It was snowing |

| |And it was going to snow. |

| |The blackbird sat |

| |In the cedar-limbs.  |

| |Which sentence best explains how the author's intended meaning of the line “It was evening all afternoon” impacts the stanza? |

| |  |

|  |A. |

| |By showing how dark the afternoon was, the author emphasizes the sparseness of the snowy environment. |

| |  |

| | |

|  |B. |

| |By highlighting the calm of the afternoon, the author hints at his feelings of alienation and apathy to his surroundings. |

| |  |

| | |

|  |C. |

| |By revealing the color of the sky through the afternoon, the author shows his dread for the future. |

| |  |

| | |

|  |D. |

| |By highlighting the volume of snow that occurred in the afternoon, the author sets an ominous tone. |

| |  |

| | |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Making Pysanky |

|  |

|Making Pysanky |

|Making Pysanky |

|The passage below is a student’s first draft. It may contain errors. |

|  |

|(1)A pysanka is an egg decorated in the traditional Ukrainian fashion, involving intricate designs and multiple colors of dye. (2)The word |

|pysanka comes from the Ukrainian verb for write because in order to create the designs, you “write” using a special instrument called a |

|kistka on the eggs with beeswax before dipping them in dye. (3)This method is called a “wax, resist process,” meaning that the wax applied |

|to the egg resists penetration by the dye. (4)You begin by drawing on the egg with wax wherever you want the shell to remain white. (5)Then,|

|you dip the egg in the lightest color of dye. (6)The lightest color is usually yellow. (7)And then you wait upwards of fifteen minutes for |

|the brightest possible color. (8)The yellow dye will not be able to permete the wax, leaving the lines of your first round of drawing a |

|nice, crisp white. (9)Then you apply wax to the places where the egg should remain yellow, following with another dip in the next lightest |

|color of dye, such as pink or light orange. (10)You continue in this way, dyeing the egg in increasingly darker colors, until you have a |

|very dark egg that is covered in a great deal of wax. (11)But how, then, do you get the wax off the egg? (12)Hold it near a heat source (but|

|not too near!), and the wax will begin to melt, allowing you to gently wipe the wax away (13)Underneath, you will find a gorgeously |

|complicated design that looks like it was painted by hand. |

|  |

|2. |Read Sentence 3 from "Making Pysanky." |

| |This method is called a “wax, resist process,” meaning that the wax applied to the egg resists penetration by the dye. |

| |Which revision of this sentence conforms to the conventions of standard English punctuation? |

| |  |

|  |A. |

| |This method is called a “wax-resist process,” meaning that the wax applied to the egg resists penetration by the dye. |

| |  |

| | |

|  |B. |

| |This method is called a “wax-resist process” meaning that the wax applied to the egg resists penetration by the dye. |

| |  |

| | |

|  |C. |

| |This method is called a “wax, resist process” meaning that the wax applied to the egg-resists penetration by the dye. |

| |  |

| | |

|  |D. |

| |This method is called a “wax, resist process”—meaning that the wax applied to the egg resists penetration by the dye. |

| |  |

| | |

|  |  |

[pic]

|Read the following and answer the questions below: |

|NASA and University Researchers Find a Clue to How Life Turned Left |

|  |

|NASA and University Researchers Find a Clue to How Life Turned Left |

|Excerpt from NASA and University Researchers Find a Clue to How Life Turned Left |

|by Bill Steigerwald |

|  |

|Proteins are the workhorse molecules of life, used in everything from structures like hair to enzymes. . . . [They are] the catalysts that |

|speed up or regulate chemical reactions. Just as the 26 letters of the alphabet are arranged in limitless combinations to make words, life |

|uses 20 different amino acids in a huge variety of arrangements to build millions of different proteins. Amino acid molecules can be built |

|in two ways that are mirror images of each other. . . . Although life based on right-handed amino acids would presumably work fine, they |

|can’t be mixed. “Synthetic proteins created using a mix of left- and right-handed amino acids just don’t work,” said Dr. Jason Dworkin. . . |

|. |

|  |

|Since life can’t function with a mix of left- and right-handed amino acids, researchers want to know how…life on Earth got set up with the |

|left-handed ones. “The handedness observed in biological molecules—left-handed amino acids and right-handed sugars—is a property important |

|for molecular recognition processes and is thought to be a prerequisite for life,” said Dworkin. All ordinary methods of synthetically |

|creating amino acids result in equal mixtures of left- and right-handed amino acids. Therefore, how the nearly exclusive production of one |

|hand of such molecules arose from what were presumably equal mixtures of left and right molecules in a prebiotic world has been an area of |

|intensive research. |

|  |

|The team ground up samples of . . . meteorites, mixed them into a hot-water solution, then separated and identified the molecules in them, |

|using a liquid chromatograph mass spectrometer. “We discovered that the samples had about four times as many left-handed versions of |

|aspartic acid as the opposite hand,” said Dr. Daniel Glavin. Aspartic acid is an amino acid used in every enzyme in the human body. It is |

|also used to make the sugar substitute Aspartame. “Interestingly, the same meteorite sample showed only a slight left-hand excess (no more |

|than eight percent) for alanine, another amino acid used by life.” |

|  |

|“At first, this made no sense, because if these amino acids came from contamination by terrestrial life, both amino acids should have large |

|left-handed excesses,” said Glavin. “However, a large left-hand excess in one and not the other tells us that they were not created by life |

|but instead were made inside…[an] asteroid.” The team confirmed that the amino acids were probably created in space [by] using isotope |

|analysis. |

|  |

|Isotopes are versions of an element with different masses. For example, carbon 13 is a heavier, and less common, variety of carbon. Since |

|the chemistry of life prefers lighter isotopes, amino acids enriched in the heavier carbon 13 were likely created in space. |

|  |

|“We found that the aspartic acid and alanine in our . . . samples were highly enriched in carbon 13, indicating they were probably created |

|by nonbiological processes in the parent asteroid,” said Dr. Jamie Elsila. . . .This is the first time that carbon isotope measurements have|

|been reported for these amino acids. . . . The carbon 13 enrichment, combined with the large left-hand excess in aspartic acid but not in |

|alanine, provides very strong evidence that some left-handed proteinogenic amino acids—ones used by life to make proteins—can be produced in|

|excess in asteroids. |

|  |

|Some have argued that left-handed amino acid excesses in meteorites were formed by exposure to polarized radiation in the solar nebula—the |

|cloud of gas and dust from which asteroids, and eventually the Solar System, were formed. However, in this case, the left-hand aspartic acid|

|excesses are so large that they cannot be explained by polarized radiation alone. The team believes that another process is required. |

|  |

| |

|“NASA and University Researchers Find a Clue to How Life Turned Left” in the public domain. |

|  |

|  |

|  |

|  |

|3. |Read this sentence from “An Amino Acid Clock.” |

| |  |

| |They provide archaeologists with a range of information on these people, including their eating habits and impact on the |

| |environment. |

| |  |

| |Which is the best synonym for impact as it is used in this sentence? |

| |  |

|  |A. |

| |collision |

| |  |

| | |

|  |B. |

| |effect |

| |  |

| | |

|  |C. |

| |force |

| |  |

| | |

|  |D. |

| |impression |

| |  |

| | |

|  |  |

[pic]

|Read the following and answer the questions below: |

|American Independence |

|  |

|American Independence |

|  |

|“American Independence”  |

|Excerpt from History of the United States |

|by Charles A. Beard and Mary R. Beard |

|The year is 1775 and it is the start of the Revolutionary War. The Second Continental Congress is still in talks with King George III, |

|hoping to stop the bloodshed before it becomes too widespread. Before they can get the papers to King George, he issues a proclamation of |

|“rebellion” against anyone who is against his Majesty King George and his laws. Congress knows what the answer is now: war. |

|  |

|Drifting into War.—Although the Congress1 had not given up all hope of reconciliation in the spring and summer of 1775, it had firmly |

|resolved to defend American rights by arms if necessary. It transformed the militiamen who had assembled near Boston, after the battle of |

|Lexington, into a Continental army and selected Washington as commander-in-chief. It assumed the powers of a government and prepared to |

|raise money, wage war, and carry on diplomatic relations with foreign countries.  |

|Events followed thick and fast. On June 17, the American militia, by the stubborn defense of Bunker Hill, showed that it could make British |

|regulars pay dearly for all they got. On July 3, Washington took command of the army at Cambridge. In January, 1776, after bitter |

|disappointments in drumming up recruits for its army in England, Scotland, and Ireland, the British government concluded a treaty with the |

|Landgrave of Hesse-Cassel2 in Germany contracting, at a handsome figure, for thousands of soldiers and many pieces of cannon. This was the |

|crowning insult to America. Such was the view of all friends of the colonies on both sides of the water. Such was, long afterward, the |

|judgment of the conservative historian Lecky: "The conduct of England in hiring German mercenaries to subdue the essentially English |

|population beyond the Atlantic made reconciliation hopeless and independence inevitable." The news of this wretched transaction in German |

|soldiers had hardly reached America before there ran all down the coast the thrilling story that Washington had taken Boston, on March 17, |

|1776, compelling Lord Howe3 to sail with his entire army for Halifax.4 |

|The Growth of Public Sentiment in Favor of Independence.—Events were bearing the Americans away from their old position under the British |

|constitution toward a final separation. Slowly and against their desires, prudent and honorable men, who cherished the ties that united them|

|to the old order and dreaded with genuine horror all thought of revolution, were drawn into the path that led to the great decision. In all |

|parts of the country and among all classes, the question of the hour was being debated. "American independence," as the historian Bancroft |

|says, "was not an act of sudden passion nor the work of one man or one assembly. It had been discussed in every part of the country by |

|farmers and merchants, by mechanics and planters, by the fishermen along the coast and the backwoodsmen of the West; in town meetings and |

|from the pulpit; at social gatherings and around the camp fires; in county conventions and conferences or committees; in colonial congresses|

|and assemblies."  |

|Paine's "Commonsense."—In the midst of this ferment of American opinion, a bold and eloquent pamphleteer broke in upon the hesitating public|

|with a program for absolute independence, without fears and without apologies. In the early days of 1776, Thomas Paine issued the first of |

|his famous tracts, "Commonsense," a passionate attack upon the British monarchy and an equally passionate plea for American liberty. Casting|

|aside the language of petition with which Americans had hitherto addressed George III, Paine went to the other extreme and assailed him with|

|many a violent epithet. He condemned monarchy itself as a system which had laid the world "in blood and ashes." Instead of praising the |

|British constitution under which colonists had been claiming their rights, he brushed it aside as ridiculous, protesting that it was "owing |

|to the constitution of the people, not to the constitution of the government, that the Crown is not as oppressive in England as in Turkey." |

|Having thus summarily swept away the grounds of allegiance to the old order, Paine proceeded relentlessly to an argument for immediate |

|separation from Great Britain. There was nothing in the sphere of practical interest, he insisted, which should bind the colonies to the |

|mother country. Allegiance to her had been responsible for the many wars in which they had been involved. Reasons of trade were not less |

|weighty in behalf of independence. "Our corn will fetch its price in any market in Europe and our imported goods must be paid for, buy them |

|where we will." As to matters of government, "it is not in the power of Britain to do this continent justice; the business of it will soon |

|be too weighty and intricate to be managed with any tolerable degree of convenience by a power so distant from us and so very ignorant of |

|us."  |

|There is accordingly no alternative to independence for America. "Everything that is right or natural pleads for separation. The blood of |

|the slain, the weeping voice of nature cries ''tis time to part.' ... Arms, the last resort, must decide the contest; the appeal was the |

|choice of the king and the continent hath accepted the challenge.... The sun never shone on a cause of greater worth. 'Tis not the affair of|

|a city, a county, a province or a kingdom, but of a continent.... 'Tis not the concern of a day, a year or an age; posterity is involved in |

|the contest and will be more or less affected to the end of time by the proceedings now. Now is the seed-time of Continental union, faith, |

|and honor.... O! ye that love mankind! Ye that dare oppose not only the tyranny, but the tyrant, stand forth.... Let names of Whig and Tory |

|be extinct. Let none other be heard among us than those of a good citizen, an open and resolute friend, and a virtuous supporter of the |

|rights of mankind and of the free and independent states of America." As more than 100,000 copies were scattered broadcast over the country,|

|patriots exclaimed with Washington: "Sound doctrine and unanswerable reason!"  |

|The Drift of Events toward Independence.—Official support for the idea of independence began to come from many quarters. On the tenth of |

|February, 1776, Gadsden, in the provincial convention5 of South Carolina, advocated a new constitution for the colony and absolute |

|independence for all America. The convention balked at the latter but went half way by abolishing the system of royal administration and |

|establishing a complete plan of self-government. A month later, on April 12, the neighboring state of North Carolina uttered the daring |

|phrase from which others shrank. It empowered its representatives in the Congress to concur with the delegates of the other colonies in |

|declaring independence. Rhode Island, Massachusetts, and Virginia quickly responded to the challenge. The convention of the Old Dominion, 6 |

|on May 15, instructed its delegates at Philadelphia to propose the independence of the United Colonies and to give the assent of Virginia to|

|the act of separation. When the resolution was carried the British flag on the state house was lowered for all time.  |

|Meanwhile the Continental Congress was alive to the course of events outside. The subject of independence was constantly being raised. "Are |

|we rebels?" exclaimed Wyeth of Virginia during a debate in February. "No: we must declare ourselves a free people." Others hesitated and |

|spoke of waiting for the arrival of commissioners of conciliation. "Is not America already independent?" asked Samuel Adams a few weeks |

|later. "Why not then declare it?" Still there was uncertainty and delegates avoided the direct word. A few more weeks elapsed. At last, on |

|May 10, Congress declared that the authority of the British crown in America must be suppressed and advised the colonies to set up |

|governments of their own. |

|   |

|1Congress: the Second Continental Congress, which consisted of representatives from the Thirteen Colonies   |

|2 Landgrave of Hesse-Cassel: title given to rulers (equal to a Duke, Count, or Bishop) of the Landgraviate of Hess, located in the Holy |

|Roman Empire  |

|3Lord Howe: General William Howe, Commander-in-Chief of British forces during the Revolutionary War   |

|4Halifax: town in Nova Scotia, Canada , where the British naval forces held camp during the Revolutionary War  |

|5Provincial convention: gathering of colonists in New Bern, North Carolina , to support the laws created by the First Continental Congress  |

|6Old Dominion: a nickname for the State of Virginia |

|  |

|"American Independence" in the public domain. |

|  |

|4. |Read the sentence from “American Independence.” |

| |The conduct of England in hiring German mercenaries to subdue the essentially English population beyond the Atlantic made |

| |reconciliation hopeless and independence inevitable. |

| |Write one to two paragraphs that define inevitable, and explain the importance of the idea of inevitability to the passage. Support |

| |your answer with examples from the passage. |

| |  |

|  |  |

|  |  |

[pic]

|Read the following and answer the questions below: |

|How Commodore Perry Opened the Doors of Japan |

|  |

|How Commodore Perry Opened the Doors of Japan |

|How Commodore Perry Opened the Doors of Japan |

|  |

|On July 8, 1853, a fleet of four American steamships under the command of Commodore Matthew Perry arrived in what is now known as Tokyo Bay.|

|Japan had been closed to most outsiders since 1639, when the country had secured its borders under the rule of the Tokugawa shogun.1 The |

|shoguns feared that outside influences, particularly those from the western world, would undermine their power. They maintained a |

|closed-door policy to most outsiders for over two hundred years. Prior to Perry’s arrival, only a small number of Dutch and Chinese merchant|

|ships had been allowed to dock in Japan. Contact between foreigners and Japanese people was strictly limited, as the shogun forbade the |

|majority of visitors from interacting with ordinary citizens. Those who did not comply could be forced to leave. This closed-door policy |

|also affected Japanese citizens, who were typically barred from leaving the country. |

|The decision to initiate relations with Japan had been thoroughly evaluated by the United States government. Legislators ultimately decided |

|to dispatch a mission to Japan for three main reasons. First, increased trade with Asian ports would result in major financial gains for |

|California and the other Pacific states and territories. Second, many U.S. citizens had become alarmed by the purported mistreatment of |

|American sailors shipwrecked along the Japanese coast and wished to guarantee the sailors’ well-being. Finally, the United States hoped |

|Japan would become a stopping point where American whaling ships and steamships could resupply themselves with much-needed goods. |

|Once the government concluded that benefits of dealing with Japan outweighed the risks, President Millard Fillmore sent four heavily armed |

|steamships to Japan under Perry’s command. The president believed that a compelling show of force would persuade the Japanese ruling class |

|of the benefits of foreign trade. Perry was a wise choice for this endeavor. At the age of 60, he had enjoyed a distinguished naval career |

|and knew that success would serve as his crowning achievement. He embodied the combination of forcefulness and diplomacy needed for the job.|

|Upon his departure, Fillmore gave Perry a letter of introduction to the Japanese emperor, along with many gifts, including a telegraph, |

|telescope, and small model of a steam engine. |

|The sudden appearance of armed steamships into Tokyo Bay alarmed many Japanese observers. However, Japanese rulers cautiously agreed to |

|engage in discussions. What followed was a period of tense negotiations between Japan’s leadership and the government of the United States. |

|Many influential Japanese military officials and business leaders did not support interacting with the Americans. Separated from outside |

|influences, they had established a flourishing economy and built impressive, populous cities. Opening the country to negotiations or trade |

|with the United States could have negative or unanticipated effects. Commodore Perry, however, remained relentless in his quest to establish|

|a diplomatic and economic partnership with the island. He insisted on meeting with leaders and adamantly refused to cooperate with anyone |

|other than the most important dignitaries. Fearing their continued resistance to trade might lead to armed conflict with the United States, |

|the Japanese leaders finally agreed to open their borders. |

|On March 31, 1854, Perry accomplished his mission. After much work, he negotiated a peace treaty with Japan that adhered to four basic |

|principles: It instituted a relationship between the two nations, allowed American access to the port cities of Shimoda and Hakodate, |

|promised amnesty and assistance to shipwrecked American vessels and sailors, and granted American ships permission to buy supplies in Japan.|

|Not long after the signing of the treaty, Japan negotiated similar trade agreements with European nations. In 1860, the first Japanese |

|delegation journeyed to the United States to sign a new trade agreement. |

|Perry’s visit was a monumental event that changed Japanese as well as American history. The shogun soon became overwhelmed with the problems|

|caused by large-scale trade, such as the use of multiple monetary systems in financial transactions with foreign traders. Eventually, the |

|shogun relinquished power to a more centralized government led by the emperor. As Japan became more open to the international community, the|

|age of the shogun faded into history. |

|  |

|1shogun: the hereditary military leader of Japan; while the Japanese emperor was the official head of state, the shogun made most of the |

|political decisions. |

|  |

|5. |Read this sentence from “How Commodore Perry Opened the Doors of Japan.” |

| |He insisted on meeting with leaders and adamantly refused to cooperate with anyone other than the most important dignitaries.  |

| |What is the meaning of the word adamantly as it is used in the sentence above? |

| |  |

|  |A. |

| |rudely objectionable |

| |  |

| | |

|  |B. |

| |intending to confuse |

| |  |

| | |

|  |C. |

| |foolishly shortsighted |

| |  |

| | |

|  |D. |

| |unyielding in determination |

| |  |

| | |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Excerpt from “Space Station Research Exposing the Salty Truth of Supercritical Water Transitions” |

|  |

|Excerpt from “Space Station Research Exposing the Salty Truth of Supercritical Water Transitions” |

|Excerpt from “Space Station Research Exposing the Salty Truth of Supercritical Water Transitions” |

|by Mike Giannone |

|  |

|July 22, 2013 |

|There is a moment when everything changes. Something familiar crosses a boundary and suddenly behaves in new ways. Take water for example. |

|In middle school science class, you probably learned about saturation points when adding salt to a liquid. Or you discovered the importance |

|of phase changes when going from boiling to steam or from freezing to ice. That moment of change is now being studied at a new level in |

|space. |

|At sea level, water boils at 212 degrees Fahrenheit, and both liquid and water vapor (i.e., steam) coexist. However, water heated under high|

|pressures (more than 3,200 pounds per square inch, about the amount of pressure in 100 car tires) doesn’t boil. Above the critical |

|temperature of 705 degrees Fahrenheit, water behaves like a dense gas where its distinct liquid and vapor phases no longer exist. At this |

|point, any salt in the water no longer is soluble. It separates, or precipitates, from the water and attaches itself to surfaces like |

|heating coils and pipes. |

|In order to study this phenomenon, the Supercritical Water Mixture (SCWM) investigation currently is running aboard the International Space |

|Station. It is a joint effort between NASA and Centre National d’Etudes Spatiales (CNES), the French space agency. |

|“By studying supercritical and near-critical water without the effects of gravity, we’ll look at how salt precipitates on a very fundamental|

|level,” said Mike Hicks, SCWM principal investigator at NASA’s Glenn Research Center in Cleveland. “We’ll look at some fundamental |

|questions: how is salt actually transported in this medium without the influences of gravity; what happens to the salt/water mixture when |

|taken past the critical point; how does it precipitate; at what point does it start to agglomerate and clump together to where you can |

|actually see little salt particles in the water?” |

|Testing occurs in the Device for the Study of Critical Liquids and Crystallization’s (DECLIC) High Temperature Insert (HTI). DECLIC and HTI |

|were built by CNES and are housed in the space station’s Kibo module. SCWM is operated by CNES from its facility in Toulouse, France. |

|Results from the research will be shared between NASA and CNES. |

|“The salt water experiment was something NASA proposed to the French as an experiment that we would be interested in performing in their |

|DECLIC facility,” said Hicks. “The French wanted to perform a similar experiment but didn’t have the funding to pursue this until NASA |

|joined forces with them. So it is a collaboration of mutual interests. We’re looking for ways to handle waste streams in space, and this is |

|just one of the technologies that we’re looking at for that.” |

|SCWM research results can be extended easily to ground-based applications. A better understanding about what happens at near-critical and |

|supercritical conditions is important in designing extended-life and low-maintenance systems, such as power plants, waste management and |

|high salinity aquifers. |

|Use of supercritical fluids in supercritical water oxidation (SCWO) technology has been in place for years. For example, supercritical |

|carbon dioxide is used in dry cleaning and decaffeinating coffee. |

|Learning how to use water efficiently in its supercritical phase is of great interest to researchers since many of our waste streams—like |

|city sewage, agricultural wastes and paper mill wastes—contain water. SCWO provides a way to oxidize sewage in a closed system that |

|essentially will burn out all the organics in a wet waste stream. The beauty of this process is that the combustion products are relatively |

|benign compared with incineration, which produces a range of sulfur and nitrogen oxides. Typically, the SCWO processing of an organic waste |

|stream will leave behind only carbon dioxide and water. |

|“SCWM is not just a fundamental science experiment,” said Uday Hegde, SCWM co-principal investigator. “This is actually something that can |

|be of benefit to NASA, in terms of recycling and waste management systems, and has application to real systems on the ground as well. For |

|example, water reclamation in remote places. It may also prove to be extremely useful for waste processing at the single home or |

|neighborhood level or an entire city. It is a relativity green process compared to incineration.” |

|The tendency for salts to “fall out” of solution presents one of the leading challenges of SCWO technology. At ambient temperatures and |

|pressures, salt is easily dissolved in water. However, when water goes to its supercritical state, salt no longer is soluble, and it |

|precipitates out of the water. The salt then adheres to surfaces, building up and corroding systems and fouling pipes resulting in a large |

|maintenance overhead. |

|Typically, these small particles of salt migrate toward the cooler regions, a process known as thermophoresis. Engineers have a hard time |

|designing reactor vessels that can withstand these tremendously corrosive environments without implementing a costly maintenance program. |

|“In a very systematic way, we want to study the nature of these precipitates,” said Hicks. “That’s just the start. There’s a tremendous |

|amount of work to be done to make this technology economically viable. It’s a wonderful technology except for the fact that it tends to be a|

|maintenance nightmare. Hopefully, we can minimize this by better understanding how to handle the corrosion and fouling problems.” |

|A good understanding of the behavior of salt in near-critical and supercritical conditions would assist designers in building |

|next-generation SCWO reactors. With the knowledge gleaned from SCWM, they possibly could design systems that would operate without large |

|maintenance problems. |

| |

|  |

|Excerpt from article, “Space Station Research Exposing the Salty Truth of Supercritical Water Transitions,” by Mike Giannone. Published by |

|the National Aeronautics and Space Administration (NASA), July 22, 2013. In the Public Domain. Accessed from |

| |

|  |

|6. |Read this sentence from the “Excerpt from ‘Space Station Research Exposing the Salty Truth of Supercritical Water Transitions.’” |

| |      The beauty of this process is that the combustion products  |

| |      are relatively benign compared with incineration, which |

| |      produces a range of sulfur and nitrogen oxides. |

| |Which word best matches the meaning of benign as it is used in the sentence above? |

| |  |

|  |A. |

| |beneficial |

| |  |

| | |

|  |B. |

| |harmless |

| |  |

| | |

|  |C. |

| |ineffective |

| |  |

| | |

|  |D. |

| |reliable |

| |  |

| | |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Henry Clay's Letter to the National Intelligencer |

|  |

|Henry Clay's Letter to the National Intelligencer |

|Excerpt from Henry Clay's Letter to Editors of the National Intelligencer |

| |

|Henry Clay opposed Polk and the annexation of Texas. In this letter, Clay explained the reasons for his opposition. |

|Raleigh, April 17, 1844 |

|…Annexation and war with Mexico are identical. Now, for one, I certainly am not willing to involve this country in a foreign war for the |

|object of acquiring Texas. I know there are those who regard such a war with indifference and as a trifling affair, on account of the |

|weakness of Mexico, and her inability in inflict serious injury upon this country. But I do not look upon it thus lightly. I regard all wars|

|as great calamities, to be avoided, if possible, and honorable peace as the wisest and truest policy of this country. |

|…I do not think that Texas ought to be received into the Union, as an integral part of it, in decided opposition to the wishes of a |

|considerable and respectable portion of the confederacy. I think it far more wise and important to compose and harmonize the present union, |

|as it now exists, than to introduce a new element of discord and distraction into it… |

|It is useless to disguise that there are those who espouse and those who oppose the annexation of Texas upon the ground of the influence |

|which it would exert, in the balance of political power, between two great sections of the Union. I conceive that no motive for the |

|acquisition of foreign territory would be more unfortunate than that of obtaining it for the purpose of strengthening one part against |

|another part of the common confederacy. Such a principle, put into practical operation, would menace the existence, if it did not certainly |

|sow the seeds of a dissolution of the Union. |

|Annexation would be to proclaim to the world an insatiable and unquenchable thirst for foreign conquest or acquisition of territory. For if |

|today Texas be acquired to strengthen one part of the confederacy, tomorrow Canada may be required to add strength to another. Finally, the |

|part of the confederacy which is now weakest, would find itself still weaker from the impossibility of securing new territory for those |

|peculiar institutions (slavery) which it is charged with being desirous to extend… |

|I consider the annexation of Texas, at this time, without the assent of Mexico, as a measure compromising the national character, involving |

|us certainly in war with Mexico, probably with other foreign powers, dangerous to the integrity of the Union, inexpedient in the present |

|financial condition of the country, and called for by any general expression of public opinion. |

|"Henry Clay's Letter to Editors of the National Intelligencer" in the public domain. |

|  |

|7. |Read this sentence from Clay’s letter. |

| |  |

| |I conceive that no motive for the acquisition of foreign territory would be more unfortunate than that of obtaining it for the purpose|

| |of strengthening one part against another part of the common confederacy. |

| |  |

| |In this sentence, confederacy means |

| |  |

|  |A. |

| |a faction. |

| |  |

| | |

|  |B. |

| |a league or compact. |

| |  |

| | |

|  |C. |

| |a conspiracy or plot. |

| |  |

| | |

|  |D. |

| |a geographic region. |

| |  |

| | |

|  |  |

[pic]

|Read the following and answer the questions below: |

|A Practical Plan for Building The Pacific Railroad |

|  |

|A Practical Plan for Building The Pacific Railroad |

|Excerpt from A Practical Plan for Building the Pacific Railroad |

|by T. D. Judah |

|Theodore D. Judah was a civil engineer who lived from 1826–1863. He was instrumental in proposing and raising funds for the Central Pacific |

|Railroad, which would later become part of the Transcontinental Railroad. The following is an excerpt from his 1857 proposal A Practical |

|Plan for Building the Pacific Railroad. |

| |

|The project for construction of a great Railroad through the United States of America, connecting the Atlantic with the Pacific ocean, has |

|been in agitation for over fifteen years. |

|It is the most magnificent project ever conceived. |

|It is an enterprise more important in its bearings and results to the people of the United States, than any other project involving an |

|expenditure of an equal amount of capital. |

|It connects these two great oceans. |

|It is an indissoluble1 bond of union between the populous States of the East, and the undeveloped regions of the fruitful West. |

|It is a highway which leads to peace and future prosperity. An iron bond for the perpetuation2 of the Union and independence which we now |

|enjoy. |

|Many projects for the prosecution of this enterprise have been presented. |

|Various schemes for the fulfillment of these projects have been devised. |

|Our wisest statesmen, most experienced politicians, scientific engineers, and shrewdest speculators,3 have each and all discussed the |

|subject in nearly every point of view, and given the results of their wisdom and experience to the world. |

|Yet— |

|Their projects have proved abortive. Their schemes have failed. The world has listened with attentive ears to the words of eloquence and |

|wisdom, from the lips of great and wise men. |

|Yet— |

|This project has not been consummated. The road has not been finished. Its practicability4 has not been established. A survey has not been |

|made. It has simply been made the subject of reconnaissance.5 |

|Still— |

|During the first twenty-five years, twenty-five thousand miles of Railroad has been constructed in the United States, and a thousand million|

|of dollars expended thereon. |

|This road is but two thousand miles in length, and its cost not over, say $150,000,000. |

|As many as eight or ten great avenues of transit between the present East and West (three of which, in the State of New York alone, cost one|

|hundred million of dollars) have been constructed. |

|This highway, the greatest and most important of them all, remains unbuilt, it may be said unsurveyed, simply reconnoitered.6 |

|Why is this? Its popularity is universal. Its importance admitted. Its practicability believed in Its profitableness unquestioned. |

|1st. It is because these projects have been speculative in their nature; and the people are disposed to look with distrust upon grand |

|speculations. |

|2ndly. There are different routes, advocated by diverse interest, each eager that the road be built to subserve its own particular interest,|

|but unwilling to make common cause upon a common route. |

|3dly. From the lack of confidence in private capitalists, dissuading them from investing in any project, through which they cannot see their|

|way clear. |

|This plan assumes to obviate these objections; and, |

|1st. To build the Pacific Railroad. |

|2ndly. To accomplish the same in ten years. |

|3dly. To raise the capital therefore. |

|And suggests practical means for the accomplishment of its object by means of private capital. |

|It assumes that, without confidence of the people, the road cannot be built. |

|Therefore, |

|It proposes to divest7 the project of its speculative features, and thereby endeavor to inspire the public with confidence. |

|To do this, therefore, its direction and destiny must not be controlled by a grand stock jobbing company, whose united aggregate8 wealth |

|will not pay one per cent. upon their magnificent subscriptions. |

|2ndly. To divest it of the difficulties consequent upon sectional prejudices. |

|It is proposed to ask aid of no kind whatsoever from the General or any State Government, but to combine the interest of either the Northern|

|or Southern States, upon their favorite route; to ask for private capital, and confine the sphere of action entirely to one or the other of |

|these sections. |

|This insures unity of action. |

|The experience of all legislation in this country, upon a subject of general interest, but arousing sectional prejudices, shows conclusively|

|that the fate of a project of this nature, dependent upon the general will, is most likely to provide an unhappy one. |

|No one doubts that a liberal appropriation9 of money or of public lands by the General Government, ought to insure the construction of this |

|Railroad, but the proposition carries the elements of its destruction with it; it is the house divided against itself; it cannot be done |

|until the route is defined; and, if defined, the opposing interest is powerful enough to defeat it. |

|Nor does the project for three independent routes, with grants of land for each, divest its project of its objections. |

|There is, at present, no necessity for three roads. The traveling public will be very well content with one; the time may come when three |

|roads may be required, but it is at present as impossible to raise, as unnecessary to spend four hundred million of dollars to accomplish |

|the same result which can be obtained with one hundred and fifty millions of dollars. The advocates of any do not believe that more than one|

|road will be built—afraid, therefore, to give all a fair opportunity, lest their neighbor might get the advantage; they will probably manage|

|to do as they have done before, defeat the measure. |

|The same policy is observable on a minor scale, in the action of State governments—as, for instance, in the State of California an |

|appropriation is badly needed for a survey of a wagon road across the Sierra Nevada mountains, but there are here also three routes, the |

|Northern, Middle, and Southern; and each believing its route the best, insists upon the survey being made, and appropriation spent, upon |

|their route—unable to accomplish this, they defeat the whole. |

|We are therefore brought to a consideration of the 3d objection, viz:10 The want of confidence-dissuading capitalists from investing in a |

|new project, through which they cannot see their way clear. |

|We assume, that this road must be built with private capital. |

| |

|1 indissoluble: permanent and unbreakable |

|2 perpetuation: to make something last or continue for a long time |

|3 speculators: people who make risky investments |

|4 practicability: able to be accomplished |

|5 reconnaissance: investigation or exploration for the purpose of gathering information |

|6 reconnoitered: to find information through reconnaissance |

|7 divest: to make someone else give up something; to take away |

|8 aggregate: combined or total |

|9 appropriation: money taken for a particular use |

|10 viz: term meaning “that is to say” or “as follows” |

| |

|“A Practical Plan for Building the Pacific Railroad” in the public domain. |

|  |

|8. |Read this excerpt from a style guide.  |

| |Grammarians are divided over the use of the serial or Oxford comma, which is used to separate lists of three or more items or clauses.|

| |The debate about the serial comma is primarily focused on using a comma before the conjunction (and, or, but) that precedes the last |

| |item in the list. |

| |  |

| |For example: The expansion of the railroad had a tremendous impact on the development of middle America, South Dakota, and North |

| |Dakota. |

| |  |

| |Although some would argue differently, serial commas should be used when listing three or more items. Using the serial comma keeps the|

| |meaning clear. |

| |  |

| |For example: The expansion of the railroad had a tremendous impact on the development of middle America, South Dakota and North |

| |Dakota. |

| |  |

| |Without the serial comma, readers might think that the middle America being referred to was South Dakota and North Dakota and not the |

| |middle American states (and), South Dakota, and North Dakota. |

| |  |

| |Choose the sentence below in which the serial comma is used correctly. |

| |  |

|  |A. |

| |According to Theodore D. Judah, the issues associated with building the Pacific Railroad were greed, power and government. |

| |  |

| | |

|  |B. |

| |According to Theodore D. Judah, the issues associated with building the Pacific Railroad were federal, and state government |

| |interference, and greed. |

| |  |

| | |

|  |C. |

| |Theodore D. Judah suggested that the main issues associated with building the Pacific Railroad were needing private investors, state, |

| |and federal government, and citizens to work together. |

| |  |

| | |

|  |D. |

| |Theodore D. Judah suggested that the main issues associated with building the Pacific Railroad were needing private investors, state |

| |and federal government, and citizens to work together. |

| |  |

| | |

|  |  |

[pic]

|Read the following and answer the questions below: |

|An Experiment to Confirm Newton's Second Law |

|  |

|An Experiment to Confirm Newton's Second Law |

|An Experiment to Confirm Newton’s Second Law |

| |

|Introduction: |

|In this experiment, a series of hanging masses are connected by string to a cart on a horizontal track. The weight of the masses, which is a|

|measure of the force of gravity on the masses, causes the entire system (the masses, the cart and the string) to accelerate at the same |

|rate, described by the relationship F = ma. This theoretical acceleration is compared with the experimental acceleration, found by the |

|kinematic equation d = ½ at2, where d is the distance in meters traveled by the cart, a is the experimental acceleration, and t is the time |

|in seconds the cart takes to travel that distance. |

|Purpose: |

|The Purpose of this experiment is to demonstrate that the acceleration of an object is directly related to the net force applied to the |

|object and inversely related to the object’s mass. |

| |

|Materials: |

|dynamics cart and track, pulley and clamp, set of hanging masses, stopwatch, string, paper clips, meter stick |

|Procedure: |

|Place the track on top of a table. Ensure that the track is level and the cart does not accelerate in either direction when placed on top of|

|the track. |

|Use the clamp to attach the pulley to the table at the end of the track. |

|Attach a piece of string to the cart and drape the string over the pulley. Cut the other end of the string so that masses hung on the string|

|will nearly touch the ground when the cart reaches the end of the track, without creating any slack in the string. Put a loop in this end of|

|the string. |

|Place the following masses on top of the cart: 10 g, 2-20 g, 50 g, 500 g. |

|Attach paperclips to the loop in the string until the cart appears to move at constant velocity after being pushed very gently. The weight |

|of these paperclips balances the friction in the system and will be ignored in calculations. |

|Pull the cart back on the track until the loop in the string is just below the pulley. This will be the starting point of the cart in each |

|trial. Measure and record the distance from the front of the cart to the bumper.  |

|Remove a 10 g mass from the cart and hang it on the loop in the string (the paperclips will also remain on the string). Pull the cart back |

|to the starting point. |

|Release the cart. Using the stopwatch, measure the time it takes for the cart to reach the end of the track. Conduct one additional trial |

|with the same hanging mass. Record the average of the two trials. |

|Repeat steps 6 and 7, moving the following masses from the cart to the loop of the string: 20 g, 30 g, 40 g, 50 g, 60 g, 70 g, 80 g. |

|Determine the total mass, Mtotal, of the system, excluding the pulley and track (cart, masses, string). |

|Calculate the theoretical acceleration (at) and experimental acceleration (aexp) using the equations provided. |

|[pic] |

| |

|Conclusion: |

|The experimental acceleration for each trial approximated the theoretical acceleration calculated using Newton’s second law, F = ma. As the |

|applied force (the weight of the hanging mass) increased, the time it took the cart to move the same distance decreased. Thus, the |

|acceleration of the cart system increased as applied force increased, as predicted by Newton’s second law. |

| |

|Results: |

|Distance (d): 0.762 meters |

|Total mass (Mtotal): 1.102 kilograms |

|[pic] |

| |

|“An Experiment to Confirm Newton’s Second Law” property of the Florida Department of Education. |

|  |

|9. |Based on information in the footnotes, which of these quantities is a vector? |

| |  |

|  |A. |

| |20 feet |

| |  |

| | |

|  |B. |

| |20 seconds |

| |  |

| | |

|  |C. |

| |20 feet per second |

| |  |

| | |

|  |D. |

| |20 feet per second due North |

| |  |

| | |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Francis La Flesche: Native American Anthropologist |

|  |

|Francis La Flesche: Native American Anthropologist |

|Francis La Flesche: Native American Anthropologist |

|  |

|When Francis La Flesche arrived on the Osage Reservation in Nebraska in 1911, the cumbersome cylinder-recording device he carried must have |

|attracted some attention. Designed to record sound on wax cylinders, the machine was state-of-the-art technology. It was the most recent |

|version in a series patented by Thomas Edison at the turn of the twentieth century. |

|La Flesche had come to record the oral traditions of the Osage elders, traditions in danger of dying out. He himself belonged to the Omaha |

|nation, a tribe closely related to the Osage. He had begun his project by interviewing and recording his own father Joseph La Flesche, also |

|known as Iron Eye, the last Omaha chief to be chosen by traditional methods. |

|La Flesche was accompanied by his supervisor, Alice C. Fletcher, one of the first modern scholars to study Native Americans. The two had met |

|in Washington, D.C., in 1879, when La Flesche was serving as an interpreter for a visiting Ponca1 chief from Nebraska. Impressed by the young |

|man’s knowledge of Native American languages, Fletcher hired him as her assistant and trained him to use the recording machine. Eventually, La|

|Flesche also worked as an interpreter for the Bureau of Indian Affairs and collaborated with Fletcher on several scholarly articles on Native |

|American music and rituals. |

|Although both La Flesche and Fletcher initially called themselves ethnologists,2 they are considered today to be pioneers of |

|anthropology. Defined broadly as the comparative study of the physical and cultural traits of human beings, anthropology was a new field in |

|the late nineteenth century. Historians credit German-born geographer and linguist Franz Boas with founding the discipline of anthropology at |

|around the time La Flesche began his work with Fletcher. |

|Boas was a radical thinker for his day. He rejected commonly accepted notions that some cultures were superior to others and that cultures |

|automatically progressed through similar stages from the so-called primitive to the modern, “developed” level. Boas expounded upon the idea |

|that cultures were formed in response to a myriad of geographical, economic, and historical factors; to him, each culture filled a unique |

|niche in the world. |

|Unfortunately, some other anthropologists were less respectful about cultural differences. In studying Native Americans, many anthropologists |

|gathered precious ritual objects with little concern for their purpose and often without the consent of those who owned them. Some even |

|collected specimens from graves. Native American groups often lacked the legal standing to put a stop to such abuses. It took them nearly one |

|hundred years to regain the bones of many of their ancestors and the possession of the items that rightfully belonged to them. |

|In 1990, Congress passed the Native American Graves Protection and Repatriation Act, requiring museums to return any items unlawfully |

|obtained. The law also set guidelines for how institutions can acquire and display Native American artifacts. Increasingly, anthropologists |

|themselves developed practices to ensure that groups they studied were treated with respect. By the twenty-first century, Native Americans |

|were partners in anthropology. |

|As anthropology developed, it became increasingly specialized. Most modern anthropologists work in one of four fields: physical anthropology, |

|which relates to the biological nature and history of humanity; archaeology, or the study of physical remains from the past; cultural |

|anthropology, or the study of the practices and beliefs of different societies; and anthropological linguistics, which relates to the study of|

|human languages. The precise focus of current anthropologists is very different from the practices of La Flesche, Fletcher, and other early |

|anthropologists, many of whom dabbled in all four of the sub-fields. Yet while anthropology has changed greatly over the years, the field |

|still relies on foundations laid by Boas and his followers. |

|What happened to the recordings made by La Flesche? After cylinder recorders became outmoded, La Flesche’s cylinders were relegated to storage|

|to collect dust, unheard and forgotten, for decades. The development of digital media, however, rescued them from obscurity. Founded in 1981, |

|the Federal Cylinder Project has made his work accessible to scholars, students, and most important of all, to Native Americans. The digitized|

|recordings have restored both the words of the Osage people and Francis La Flesche, Native American anthropologist, to history. |

|  |

|1 Ponca: a Native American nation linguistically related to the Sioux |

|2 ethnologist: one who studies the characteristics of different cultural or ethnic groups |

|  |

|[pic] |

|  |

|10. |Read this excerpt from “Francis La Flesche: Native American Anthropologist.” |

| | |

| |      Although both La Flesche and Fletcher initially called |

| |      themselves ethnologists, they are considered today to be |

| |      pioneers of anthropology. Defined broadly as the |

| |      comparative study of the physical and cultural traits of |

| |      human beings, anthropology was a new field in the late |

| |      nineteenth century. |

| | |

| |Based on the meanings of the words, why might anthropologist be considered a more appropriate term than ethnologist to describe |

| |researchers like Fletcher and La Flesche who study diverse human cultures? |

| |  |

|  |A. |

| |Ethnologist is simply an old-fashioned term, while anthropologist is the more modern term. |

| |  |

| | |

|  |B. |

| |An ethnologist studies only a certain ethnic group, while an anthropologist studies all people as well as certain animals. |

| |  |

| | |

|  |C. |

| |The prefix ethno- refers only to early cultures of people, while anthro- refers to both early and modern cultures of people. |

| |  |

| | |

|  |D. |

| |The prefix ethno- refers to individual tribes or cultures of people, while anthro- suggests a field that encompasses cultures of all |

| |people. |

| |  |

| | |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Lee's Speech for Independence |

|  |

|Lee's Speech for Independence |

|Excerpt from Speech for Independence |

|by Richard Henry Lee |

|Richard Henry Lee was a prominent leader in colonial America. He was from Virginia and eventually became one of the people to sign the |

|Declaration of Independence. Lee delivered “Speech for Independence in the Continental Congress,” on June 8, 1776. |

|I know not, whether among all the civil discords which have been recorded by historians, … there has ever been presented a deliberation more|

|interesting or more important than that which now engages our attention; whether we consider the future destiny of this free and virtuous |

|people, or that of our enemies themselves, who, notwithstanding their tyranny and this cruel war, are still our brethren, and descended from|

|a common stock; or finally, that of the other nations of the globe, those whose eyes are intent upon this great spectacle, and who |

|anticipate from our success more freedom for themselves, or from our defeat apprehend heavier chains and severer bondage. For the question |

|is not whether we shall acquire an increase of territorial dominion, or wickedly wrest from others their just possessions; but whether we |

|shall preserve, or lose forever, that liberty which we have inherited from our ancestors, which we have pursued across tempestuous seas, and|

|which we have defended in this land … Why then do we longer procrastinate … ? Let us complete the enterprise already so well commenced; and |

|since our union with England can not longer consist with that liberty and peace which are our chief delight, let us dissolve these fatal |

|ties, and conquer forever that good which we already enjoy; an entire and absolute independence … |

|Who has not heard our prayers, and who is ignorant of our supplications? They have wearied the universe. England alone was deaf to our |

|complaints, and wanted that compassion towards us which we have found among all other nations … The time will certainly come when the fated |

|separation must take place … for so it is decreed by the very nature of things, the progressive increase of our population, the fertility of|

|our soil, the extent of our territory, the industry of our countrymen, and the immensity of the ocean which separates the two states. And if|

|this be true, as it is most true, who does not see that the sooner it takes place the better; and that it would be not only imprudent, but |

|the height of folly, not to seize the present occasion, when British injustice has filled all hearts with indignation, inspired all minds |

|with courage, united all opinions in one, and put arms in every hand? And how long must we traverse three thousand miles of a stormy sea, to|

|go and solicit of arrogant and insolent men either councils or commands to regulate our domestic affairs? Does it not become a great, rich, |

|and powerful nation, as we are, to look at home, and not abroad, for the government of its own concerns? And how can a ministry of strangers|

|judge, with any discernment, of our interests, when they know not, and when it little imports them to know, what is good for us and what is |

|not? … |

|Hesitation paralyzes all our measures; the way we ought to pursue is not marked out; our generals are neither respected nor obeyed; our |

|soldiers have neither confidence nor zeal: feeble at home, and little considered abroad, foreign princes can neither esteem nor succor so |

|timid and wavering a people. But independence once proclaimed, and our object avowed, more manly and decided measures will be adopted; all |

|minds will be fired by the greatness of the enterprise, the civil magistrates will be inspired with new zeal, the generals with fresh ardor,|

|and the citizens with greater constancy, to attain so high and glorious a destiny. There are some who seem to dread the effects of this |

|resolution. But will England, or can she, manifest against us greater rigor and rage than she has already displayed? She deems resistance |

|against oppression no less rebellion than independence itself … |

|America has arrived at a degree of power which assigns her a place among independent nations; we are not less entitled to it than the |

|English themselves. If they have wealth, so also have we; if they are brave, so are we; if they are more numerous, our population, … will |

|soon equal theirs; if they have men of renown as well in peace as in war, we likewise have such; political revolutions usually produce |

|great, brave, and generous spirits. From what we have already achieved in these painful beginnings, it is easy to presume what we shall |

|hereafter accomplish, for experience is the source of sage counsels, and liberty is the mother of great men. Have you not seen the enemy |

|driven from Lexington by thirty thousand citizens armed and assembled in one day? Already their most celebrated generals have yielded in |

|Boston to the skill of ours; already their seamen, repulsed from our coasts, wander over the ocean, where they are the sport of tempest, and|

|the prey of famine. Let us hail the favorable omen, and fight, not for the sake of knowing on what terms we are to be the slaves of England,|

|but to secure to ourselves a free existence, to found a just and independent government … |

|"Speech for Independence” in the public domain. |

|  |

|11. |Read the passage from “Speech for Independence.” |

| |Lee’s speech is intended to help persuade citizens to declare independence. Write a paragraph describing two ways in which the style |

| |or structure of of the speech makes it persuasive. Use details from the passage to support your answer. |

| |  |

|  |  |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Large Hadron Collider |

|  |

|Large Hadron Collider |

|Large Hadron Collider  |

|  |

|Particle accelerators are complex physics machines that use electromagnetic fields to produce fast-moving streams of charged particles. The |

|largest and highest-energy particle accelerator is the Large Hadron Collider (LHC). It is situated beneath the Franco-Swiss border near |

|Geneva, Switzerland. A circular tunnel with a circumference of 27 km (about 17 miles) was built and filled with sensitive detectors from |

|1998 to 2008 by the European Organization for Nuclear Research (CERN). It is one of the most complex scientific instruments ever built. Its |

|purpose is allowing scientists to test the predictions of different theories of particle physics and high-energy physics. One specific goal |

|of the LHC was to test the existence of the Higgs boson1. |

|The term hadron means a composite (non-elementary) particle composed of quarks2 held together by the strong interaction (or strong nuclear |

|force). The best-known hadrons are protons and neutrons. |

|The LHC has a synchrotron (which is a cyclic particle accelerator where the guiding magnetic field that accelerates the particles and keeps |

|them in a closed path is synchronized to a particle beam of increasing kinetic energy) designed to collide two counter-rotating beams of |

|protons or heavy ions. In other words, the beams move around the LHC guided by magnets inside a continuous vacuum. The magnets are |

|superconducting, which means that the cables conduct electric current with negligible resistance in their superconducting state. The |

|estimated energy of proton-proton collisions is up to 7 TeV per beam (The prefix T is read “tera” and represents a factor of 1012 and eV is |

|“electron-volt,” defined as the energy gained by the charge of one electron moved across an electric potential difference of 1 volt). The |

|protons inside the LHC are accelerated at 99.999999% of the speed of light and made to collide with each other. |

|In each collision, 100,000 million protons per beam are squeezed to 64 micro meters (about the width of a human hair) at the interaction |

|point. Since protons are extremely small, this procedure results in only about 20 collisions per crossing of counter-rotating beams. The |

|scientists predicted that if the Standard Model of particle physics3 is correct, a single Higgs boson would be produced every few hours as a|

|result of the colliding protons. |

|Two of the experimental teams at LHC, CMS4 and ATLAS5, independently announced on July 4th, 2012, that they had confirmed the existence of a|

|boson that behaved consistently with the Higgs boson. Analysis of the data from both teams first showed a chance of an error of less than |

|one in one million. That error figure was updated to one in 588 million soon after. |

|The discovery of the Higgs boson, or another new particle, is merely the first step into the understanding of particle physics. Scientists |

|will continue to use the data they have collected to ask new questions that will broaden their understanding of the world around us. |

|  |

|1 Higgs boson: a hypothetical elementary particle that is required by some theories to account for the masses of other elementary particles |

|2 quark: any of a group of subatomic particles thought to be among the fundamental constituents of matter |

|3 Standard Model of particle physics: theory concerning nuclear interactions, which mediate the dynamics of known subatomic particles |

|4 CMS: Compact Muon Spectrometer |

|5 ATLAS: particle physics experiment conducted at the European Organization of Nuclear Research |

|  |

|“Large Hadron Collider” property of the Florida Department of Education. |

|  |

|Brookhaven and ATLAS |

|  |

|Brookhaven and ATLAS |

|Brookhaven and ATLAS |

|  |

|ATLAS |

|Brookhaven physicists and engineers are participating in one of the most ambitious scientific projects in the world – constructing, |

|operating, doing physics analysis of the data, and upgrading a machine the size of a seven-story building that will open up new frontiers in|

|the human pursuit of knowledge about elementary particles and their interactions. |

|The machine, dubbed ATLAS, is one of four facilities located at the Large Hadron Collider (LHC) near Geneva, in Switzerland. The LHC |

|consists of two circular vacuum pipes in which protons travel in opposite directions and collide at nearly the speed of light with a total |

|collision energy of 14 tera-electron volts (TeV), or 14 trillion times the designed energy of an electron. |

|ATLAS is designed to detect particles created by the proton-proton collisions. One of its main goals is to look for a particle dubbed Higgs,|

|which may be the source of mass for all matter. Findings also may offer insight into new physics theories as well as a better understanding |

|of the origin of the universe. |

|Brookhaven is the headquarters for the 44 U.S. institutions contributing to the project. In total, 176 laboratories and universities around |

|the world are involved in the ATLAS collaboration. |

|The ATLAS detector has a cylindrical shape with layers wrapped around each other, like the rings around a tree. Each of the layers detects |

|different types of particles. When particles from the accelerator collisions are produced in the center of ATLAS, they move throughout the |

|experiment and are detected by its successive layers. |

|  |

|ATLAS Calorimeter |

|The ATLAS calorimeter measures the energies of charged and neutral particles. It consists of metal plates (absorbers) and sensing elements. |

|Interactions in the absorbers transform the energy into a “shower” of particles that are detected by the sensing elements. |

|In the inner sections of the calorimeter, the sensing element is liquid argon. This piece of the detector, called the liquid argon |

|calorimeter, consists of radial layers of accordion-shaped lead plates separated by thin layers of liquid argon and electrodes. The |

|accordion geometry has the advantage of reducing the time needed for the signals to reach the electronics. |

|A cryostat surrounding the calorimeter maintains the argon in a liquid state at a temperature of –185 degrees Celsius (above which argon is |

|a gas). When photons and electrons cross the lead plates, part of their energy is transformed into pairs of particles that spread out, thus |

|revealing their presence. This shower creates an electric signal that is first collected on the electrodes. The signal is then transferred |

|from the electrodes to the surrounding electronics through vacuum-sealed cylinders of cables called feedthroughs, specifically designed to |

|preserve the properties of the signals while they make the transition from the cold liquid argon to the warm area where the electronics are |

|located. |

|Before the electronic boards were installed in the calorimeter, a team of Brookhaven physicists, engineers, and technicians tested their |

|response to electrical signals by immersing them in liquid nitrogen. (Liquid nitrogen simulates the cold temperature of liquid argon but is |

|generally cheaper and more readily available.) |

|Another Brookhaven team assembled and tested the 64 feedthroughs of the calorimeter. The team tested the various parts of each feedthrough |

|before assembling them and checked the quality of the connections, looking for possible leaks. |

|  |

|ATLAS Muon Spectometer |

|Muons are particles that are very similar to electrons but 200 times more massive. Unlike electrons, however, muons are not stopped by the |

|first components of ATLAS. Instead, they zip through the inside parts of the experiment, to be detected by the muon spectrometer. |

|The muon spectrometer is organized into three stations surrounding the central and lateral parts of the experiment. Brookhaven developed and|

|tested the lateral stations that lie closest to the interaction point. These stations are disk-shaped (with a hole in the middle), each disk|

|being composed of trapezoidal modules that overlap radially with each other. At a distance of 7 meters from the interaction point, the muon |

|detectors will be particularly vulnerable to the high-radiation environment produced by the colliding high-energy protons. |

|The muon detectors are covered by cathode strip chambers, which are read out by electronics mounted on the detectors. The collected signals |

|are then sent through optical fibers to the experiment’s control room for further processing. |

|A module of cathode strip chambers is composed of five panels of longitudinal or transversal strips (the cathode strips), with anode wires |

|woven between the panels and glued with epoxy on the sides of the panels. The space enclosing the wires between the panels is filled with a |

|gas mixture of argon and carbon dioxide. |

|A team of Brookhaven physicists, engineers and technicians tested the quality of cathode strip chamber components produced in industry. To |

|achieve the required performance, for example, the distance between the planes needs to be uniform to within 50 microns. So the scientists |

|made sure that no distortion of more than 50 microns was detected on the panel surfaces. The team also tested the tensions of the wires to |

|make sure the wires stay parallel to each other and the distance from the panel surface to the wire is constant along the wire.  |

|ATLAS Outlook |

|On July 4, 2012, the team of physicists reported that through the use of ATLAS, they were able to detect a new particle, which was a boson |

|that functioned similarly to the Higgs boson. The findings of a new particle is monumental as it will begin to help scientists |

|understand particle physics. As a result of their findings, physicists are eager to explore an array of scientific theories to advance the |

|world of physics and help us understand the world around us. The discovery of the boson particle helps physicists understand why some |

|particles have mass and others do not. If particles didn’t have mass, then objects would float around us freely, and the theories regarding |

|particles and mass would not exist. |

|  |

|[pic] |

|Excerpt from article, “Brookhaven and ATLAS” by Brookhaven National Laboratory, United States Department of Energy. Accessed September 20, |

|2013 from |

|  |

|12. |How has scientific collaboration among nations and teams of scientists contributed to the discovery of the new particle? How do these |

| |collaborations help to ensure the accuracy of the teams’ findings, and how are collaborations continuing to fuel research about the |

| |particle? Explain your ideas in a one- to two-paragraph response, using details from both “Large Hadron Collider” and “Brookhaven and |

| |ATLAS” to support your answer.  |

| |  |

|  |  |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Dickinson's Speech Against Independence |

|  |

|Dickinson's Speech Against Independence |

|Excerpt from Speech Against Independence |

|by John Dickinson |

|Although the drive among colonists for American independence in the 1770s was strong, many colonial leaders urged caution and made efforts |

|to avoid separation from Great Britain. Among them was John Dickinson, who was one of the wealthiest men in the American colonies. Dickinson|

|gave “Speech against Independence,” on July 1, 1776. |

|It too often happens, fellow citizens, that men, heated by the spirit of party, give more importance in their discourses, to the surface and|

|appearance of objects, than either to reason or justice; thus evincing1 that their aim is not to appease tumults, but to excite them; not to|

|repress the passions, but to inflame them … They aspire but to please the powerful, to gratify their own ambition, to flatter the caprices2 |

|of the multitude, in order to captivate their favour. Accordingly in popular commotions, the party of wisdom and of equity is commonly found|

|in the minority; and, perhaps, it would be safer, in difficult circumstances, to consult the smaller instead of the greater number. Upon |

|this principle I invite the attention of those who hear me, since my opinion may differ from that of the majority; but I dare believe it |

|will be shared by all impartial and moderate citizens, who condemn this tumultuous proceeding, this attempt to coerce our opinions, and to |

|drag us, with so much precipitation to the most serious and important of decisions. But, coming to the subject in controversy, I affirm, |

|that prudent men do not abandon objects which are certain, to go in pursuit of those which offer only uncertainty. Now, it is an established|

|fact, that America can be well and happily governed by the English laws, under the same king and the same parliament. Two hundred years of |

|happiness furnish the proof of it, and we find it also in the present prosperity, which is the result of these venerable laws and of this |

|ancient union. It is not as independent, but as subjects; not as republic, but as monarchy, that we have arrived at this degree of power and|

|of greatness … |

|I know the name of liberty is dear to each one of us; but have we not enjoyed liberty even under the English monarchy? Shall we this day |

|renounce that to go and seek it in I know not what form of republic, which will soon change into a licentious anarchy and popular tyranny? |

|In the human body the head only sustains and governs all the members, directing them, with admirable harmony, to the same object, which is |

|self-preservation and happiness; so the head of the body politic, that is the king, in concert with the parliament, can alone maintain the |

|union of the members of this empire, lately so flourishing, and prevent civil war by obviating3 all the evils produced by variety of |

|opinions and diversity of interests. And so firm is my persuasion of this that I fully believe the most cruel war which Great Britain could |

|make upon us would be that of not making any; and that the surest means of bring us back to her obedience would be that of employing none. |

|For the dread of the English arms, once removed, provinces would rise up against provinces and cities against cities; and we shall be seen |

|to turn against ourselves the arms we have taken up to combat the common enemy … |

|Still inexperienced and in our infancy, what proof have we given of our ability to walk without a guide? None, and if we judge the future by|

|the past, we must conclude that our concord will continue as long as the danger, and no longer. |

|Even when the powerful hand of England supported us, for the paltry motives of territorial limits and distant jurisdictions, have we not |

|abandoned ourselves to discords, and sometimes even to violence? And what must we not expect now that minds are heated, ambitions roused, |

|and arms in the hands of all? … |

|It is to be feared, that, by changing the object of the war, the present harmony will be interrupted, that the ardour of the people will be |

|chilled by apprehensions for their new situation. By substituting a total dismemberment to the revocation of the laws we complain of, we |

|should fully justify the ministers; we should merit the infamous name of rebels, and all the British nation would arm, with an unanimous |

|impulse, against those who, from oppressed and complaining subjects, should have become all at once irreconcilable enemies. The English |

|cherish the liberty we defend; they respect the dignity of our cause; but they will blame, they will detest our recourse to independence, |

|and will unite with one consent to combat us … |

|1 evincing: revealing the presence of a quality or feeling |

|2 caprices: sudden and unaccountable changes in mood or behavior |

|3 obviating: avoiding, preventing |

|"Speech against Independence” in the public domain. |

|  |

|13. |How did Dickinson develop the argument that declaring independence would be unwise in “Speech Against Independence”? |

| |  |

|  |A. |

| |by appealing to his listeners’ sense of loyalty to Britain and then encouraging them to ignore the patriots’ calls for |

| |independence |

| |  |

| | |

|  |B. |

| |by asserting that the British had ruled the colonies fairly for years and then arguing that independence would subject the |

| |colonies to unknown dangers |

| |  |

| | |

|  |C. |

| |by offering a list of reasons that separation from Britain would endanger the colonies and then pointing out that heated debate |

| |can often hamper judgment |

| |  |

| | |

|  |D. |

| |by claiming that independence would be unlikely to succeed and then providing a detailed analysis of why the colonists were weaker|

| |than Britain’s military forces |

| |  |

| | |

|  |  |

|14. |Read this sentence from “Excerpt from Speech Against Independence.”    |

| |In the human body the head only sustains and governs all the members, directing them, with admirable harmony, to the same object, |

| |which is self-preservation and happiness; so the head of the body politic, that is the king, in concert with the parliament, can alone|

| |maintain the union of the members of this empire, lately so flourishing, and prevent civil war by obviating all the evils produced by |

| |variety of opinions and diversity of interests.  |

| |Develop a 5-7 slide presentation to explain and analyze this analogy, or comparison, for an audience of your classmates. Your |

| |presentation should use digital media tools, such as a digital slideshow, to share your points. Consider these questions in your |

| |presentation: |

| |Why did Dickinson consider the relationship of the British government to the colonial people similar to the relationship of the head |

| |to the body? |

| |Is Dickinson’s analogy persuasive, and does it help to clarify his argument? |

| |How might Lee respond to Dickinson’s analogy? |

| |Use details from the passages to support your answer. |

| |  |

|  |  |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Excerpt from Speech Regarding the Purchase of Alaska |

|  |

|Excerpt from Speech Regarding the Purchase of Alaska |

|Excerpt from Speech Regarding the Purchase of Alaska |

|by N. P. Banks |

|In 1867, the United States negotiated with Russia to pay more than $7 million for possession of  the Alaska Purchase. This was a |

|controversial move, opposed by many. Representative N. P. Banks of Massachusetts gave his opinion on this matter before the House of |

|Representatives on June 30, 1868. An excerpt of his remarks appears below.  |

|  |

|It is said that this territory is worthless, that we do not want it, that the Government had no right to buy it. These are objections that |

|have been urged at every step in the progress of this country from the day when the forefathers from England landed in Virginia or in |

|Massachusetts up to this hour. Whenever and wherever we have extended our possessions we have encountered these identical objections—the |

|country is worthless, we do not want it—the Government has no right to it … |

|[We] remember what was said about Louisiana at the time of its purchase; when a Senator from Massachusetts declared that: “It would benefit |

|the Atlantic States to shut up the Mississippi River; and he should be glad to see it done.” We remember what was said about Texas, that |

|part of the country which from the same disregard of its value had been surrendered by the United States in its negotiations with Spain for |

|the acquisition of Florida; that the country was barren, a wilderness never wanted by us; that it would cost more than it was worth to keep |

|it … |

|There has never been, by any nation, a more unnecessary surrender of territory. We recovered it after the lapse of a quarter of a century |

|with an expenditure of treasure and the sacrifice of life that did not terminate with those who fought or fell in the struggle for the |

|reannexation of Texas to the United States. |

|The acquisition of California brought with it the same reproaches. It was called the end of creation, and it was said nobody would ever go |

|there … |

|Now, sir, I propose for a few moments to consider what advantages Alaska possesses for the United States … I speak of its geographical, |

|commercial, and political importance. No man who looks upon the political condition of Europe can fail to see that it is quite possible that|

|it may be thrown at a day not distant into the vortex of a terrible war. There are to be great changes in the future; and it is certain that|

|Russia will be among the first and the greatest of the Powers of that future, whatever it may be. Whoever is engaged against her will strike|

|for the conquest of this territory on the Pacific which did belong to her, and which will still belong to her if we refuse to execute the |

|treaty for its purchase. |

|This territory is not worthless; it is necessary to us; the Government has not only a right, but it is bound by a solemn duty to itself, to |

|the people; at a proper time and by proper means to obtain it if they can do it justly and upon just terms. I pass now to a consideration of|

|the character and resources of the territory itself … |

|For two hundred years nobody supposed or thought anything else except that gold, silver, diamonds, and other precious metals were confined |

|to the tropical regions and chiefly to South America. Every gentleman about me will be able to verify this fact for himself. It was not till|

|California was acquired and gold discovered that this opinion ceased to have control of the public mind … |

|Moving from the tropics northward we found gold in California, even up to the very boundary of British Columbia. It was then discovered |

|still farther northward, and the miners are still flowing it further northward. Mr. Taylor, in his report printed by order of the House only|

|a few days ago, says there are thousands of miners in Montana and other territories waiting for the promulgation of the discoveries now in |

|progress to move northward into the provinces of British America for the purpose of working the rich deposits to be there found. It was this|

|law of nature so recently discovered that led Mark Whiteman and his associates from the sources of the Stikine river, through Alaska, to the|

|Arctic ocean, and that exhibited to them up to the ocean itself its limitless mineral wealth … |

|It is, then, the law of mineral deposits that they are found from the tropics northward, and then as you go northward the mines become more |

|extensive and more valuable. And thus we follow it up in the same line of mountains from Mexico to California, from California to northern |

|California, from northern California to British Columbia, from British Columbia to Alaska, all through the chain to the Arctic Ocean. We |

|receive from Alaska the confirmation of this fact … |

|We have from everybody in Alaska—from miners, from correspondents, from sea-faring men, from lumber-men, from explorers, from natives … |

|—confirmation of these deposits they found there … |

|Let me speak now of the timber of Alaska. It consists of white fir, spruce fir, white and tallow pine, cedar and hemlock, alder, some oak, |

|and a few other species of timber of which we know little. The Alaska cedar for ship-building is the best in the world … |

|Now let me say one word in regard to the rivers and harbors of this territory, and I will close what I have to say upon this subject. I have|

|only to refer to what is contained in the report of the committee. These rivers of Alaska, unlike those of Russia, which run north into the |

|Arctic ocean, run mainly southerly and southwesterly into the pacific ocean, with one exception … [B]etween these rivers is a system or |

|chain of lakes, so closely connected that the traders and natives are able to pass by canoes from one to the other with very small portages.|

|It is unlike anything else on our continent that we know of … |

|What is the value of these things to us? They add to the industrial product of the country, from native industries alone, employment for |

|fishermen, lumbermen, miners, … hunters, farmers, ice-cutters, and tradesmen. From the native industries, carrying nothing there but men, we|

|will find, when the resources of the territory are fully developed, employment for two hundred and fifty thousand persons … |

|This is what we may do in the way of developing the country and the increase of industrial product. |

| |

| |

|Excerpt from speech “Purchase of Alaska,” by N. P. Banks. Delivered June 30, 1868. |

|  |

|15. |Which statement best describes how Banks structured his “Speech Regarding the Purchase of Alaska”? |

| |  |

|  |A. |

| |He dismissed unrelated historical examples, explaining why Alaska offered a new opportunity. |

| |  |

| | |

|  |B. |

| |He systematically listed objections to Alaska’s acquisition, responding to each as he named them. |

| |  |

| | |

|  |C. |

| |He discounted objections to the territory’s acquisition and then listed its advantages in different categories. |

| |  |

| | |

|  |D. |

| |He acknowledged the expense and then argued that the military importance of the territory outweighed any disadvantages. |

| |  |

| | |

|  |  |

[pic]

|Read the following and answer the questions below: |

|The King of Prussia Inn |

|  |

|The King of Prussia Inn |

|Excerpt from At a Crossroads: The King of Prussia Inn |

|by the National Park Services Heritage Educational Services Program |

|                                |

| [pic] |

|  |

|The history of the King of Prussia Inn begins in 1719, when William Rees, Sr. purchased 150 acres of land from his father. The Reeses, like |

|most families in 18th-century Pennsylvania, were farmers. There is evidence that the Rees dwelling was a small, frame, two-room, 1½-story |

|structure, typical for farmers of that period. |

|When William Rees, Sr. died in 1756, his estate passed to his son, William, Jr. Unlike his father, the younger William Rees was not |

|interested in agriculture. He rented out his farmland and began a tavern business in 1769, having constructed a large new stone addition to |

|his parents' farmhouse. William, Jr. was actively involved in running the inn for only three years, after which he turned his tavern license|

|over to someone else. Rees died in April 1776, leaving his family in considerable debt. |

|By 1770, the place was referred to as “the Sign of Charles Frederick Augustus, King of Prussia.” There are several stories about how the inn|

|received its name. One story said that the name was in reference to Frederick the Great of Prussia who assisted the British in defeating the|

|French in the Seven Years War (known as the French and Indian War in North America). Another story said the inn was named for King Frederick|

|the Great for his support of George Washington during the American Revolution. A third account states that a sign was hung outside the |

|tavern honoring the German king to attract the German contingent participating in the American Revolution. |

|Over the years, there has been considerable speculation about the role of the inn during the American Revolution, particularly during the |

|Valley Forge encampment. In September 1777, Sir William Howe and 15,000 British troops invaded Pennsylvania and quickly captured |

|Philadelphia after defeating George Washington's army at the Battle of Brandywine. That winter, the Continental Army went into camp at |

|Valley Forge, which was very close to the King of Prussia Inn. According to James Thomas Flexner, in his biography on George Washington, he |

|made the decision to move his troops at an inn about a mile from Valley Forge. |

|Considering how close it was to the encampment, the assumption that Washington, his officers, and their men spent time at the inn is |

|logical. Local tradition states that George Washington and a number of his officers ate and slept there. The inn was also reputed to have |

|hosted British officers and loyalist spies. Masonic lodge meetings (Masons are part of a universal brotherhood of men dedicated to serving |

|God, Family, Fellowman, and Country), presided over by Washington, are also said to have taken place at the King of Prussia Inn. There is |

|unfortunately no documentary evidence solidly linking the inn to any of the famous names associated with Valley Forge. |

|The known connections between the King of Prussia Inn and the Revolution are more ordinary than what tradition passed down through the |

|years. James Berry, who managed the business during the war, was in fact an officer in the militia, and Griffith Rees, William Jr.'s son, |

|served as a private and was wounded in a skirmish with British forces near Darby, Pennsylvania, in October 1777. |

|The family struggled to keep the inn and the farm going, but to no avail. Two years after the official end of the Revolution (1783), the |

|Rees family sold the King of Prussia Inn and surrounding farmland to John Elliot, Sr., who made a series of improvements to the property. |

|Elliot demolished the original log or frame dwelling and constructed a 2½ story stone addition onto the east end of the building. |

|Elliot and his wife Sophia ran the inn and its supporting farm for the next 35 years, and it was then that the inn reached its height as a |

|social center for the surrounding community. In addition to its role as a place of entertainment, the inn served as an informal town hall |

|where meetings were held and as a collection point for U.S. taxes. |

|John Elliott, Jr. and his wife also farmed the property and operated the inn, which, by the 1860s, was known as the King of Prussia Hotel. |

|The change in name most likely came about because of pressure from the temperance movement, which sought to restrict the consumption of |

|alcohol. The term “hotel” served to distance the King of Prussia from its less temperate past. |

|James and Madeline Hoy acquired the property shortly after Elliott died in 1868. They turned the farm into an up-to-date mechanized |

|agricultural operation. The Hoys possibly added the two-story veranda to the front of the building and the porch built onto the rear of the |

|western half of the inn. |

|James Hoy died in 1886, and for the next 20 years his widow, Madeline, ran the farm and presided over the hotel. After Madeline Hoy sold the|

|place in 1906, the King of Prussia went through a period of relatively short-term occupations until Anna Heist bought it in 1920. |

|Anna Heist took advantage of the Americans' newfound love of the automobile and interest in their colonial past by turning the King of |

|Prussia Inn into a modest tourist attraction. Anna Heist continued to operate the King of Prussia Inn until 1952 when the Pennsylvania |

|Department of Highways acquired the property. Ironically, the automobile, which saved the inn from possible oblivion earlier in the century,|

|now proved to be a threat. The rapidly growing suburbs outside of Philadelphia required improved highways, and Route 202, like many other |

|roadways, was widened and divided to handle the increased volume of traffic. |

|For nearly 50 years, the inn slowly fell into a state of decay despite local efforts to perform maintenance. By the early 1990s it became |

|clear that additional improvements to the local roadways were necessary to ease traffic congestion and improve safety. Such improvements |

|would clearly impact the historic inn and options to move, demolish, or retain the building were investigated. Because of its connections |

|with the American Revolution and the inn's role in the development of the community, it was listed in the National Register of Historic |

|Places in 1975. This listing required PennDOT (Pennsylvania Department of Transportation) to assess the effects of the proposed highway |

|improvements. After careful consideration, public meetings, and engineering studies, PennDOT and the Federal Highway Administration |

|determined that the best way to minimize damage was to conduct both archeological and architectural investigations of the inn, and then |

|actually pick it up and relocate it! |

|While PennDOT developed engineering plans to move the inn, found a suitable new location, and identified a new owner, researchers |

|investigated the architectural history and archeology of the inn. The hope was that those investigations would provide some insights into |

|the development of the property and shed some light on the daily lives of the people that lived and worked at the King of Prussia Inn. |

|On Sunday, August 20, 2000 the King of Prussia Inn was ready for its move to a new site. A crowd gathered at dawn to watch the procession. |

|At about 9:00 a.m., the venerable old building began to move. Traveling only feet an hour, the inn made its way up Route 202, passed safely |

|over the culvert, to Gulph Road, where it made a right turn—with contractors soaping the tires so they could slide along the curbing and |

|manually turning the jacks. From there the inn proceeded about a half mile to the entrance of the Abram's Run development, where it was |

|brought to its new site. It took three days to complete this stupendous and successful effort in engineering and historic preservation! |

|With the successful move, the King of Prussia Inn no longer graces what was the southwestern corner of Gulph and Swedes Ford Road. But |

|thanks to the efforts of Pennsylvania's transportation and historic preservation communities working together, the inn's history and |

|archeology, and the inn itself, were all preserved, and an important link in the chain that binds us to our collective past was saved for |

|future generations. |

|  |

|"The King of Prussia Inn" in the public domain.  |

|  |

|16. |Analyze the sequence of events from “Excerpt from At a Crossroads: The King of Prussia Inn.” |

| |1.  The King of Prussia Inn was acquired by the Pennsylvania Department of Highways in 1952. |

| |2. By the early 1990s, roadways needed to be improved for congestion and safety reasons. |

| |3. The King of Prussia Inn was literally picked up and moved to a new location. |

| |Which statement best demonstrates the relationships in the sequence of events above? |

| |  |

|  |A. |

| |Historical sites on highways need constant upkeep. |

| |  |

| | |

|  |B. |

| |Most states own historical sites within their borders. |

| |  |

| | |

|  |C. |

| |Public safety overrides preservation of historical sites. |

| |  |

| | |

|  |D. |

| |Most historical sites are located a long distance from highways. |

| |  |

| | |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Aaron Douglas: The Father of Black American Art |

|  |

|Aaron Douglas: The Father of Black American Art |

|Aaron Douglas: The Father of Black American Art |

| [pic] |

|Like the playwrights of the Harlem Renaissance, the visual artists rebelled against imagery of African Americans based on caricature and |

|insult. Meta Warrick Fuller, Palmer Hayden, Augusta Savage, and Hale Woodruff were among many important painters and sculptors of the time. |

|The premier artist of the movement was Aaron Douglas. The rhythm of lines, geometric shapes, and tonal gradations1 that he incorporated in |

|his work epitomized the energy of the Harlem Renaissance. Like many who participated in that golden era of black art and culture, Douglas |

|found inspiration in his African heritage and blended African imagery with contemporary subject matter in his paintings, illustrations, and |

|graphic designs. A prolific artist for over fifty years, as well as a longtime teacher and mentor, Douglas has been called “the father of |

|black American art.”  |

|Douglas was born in Topeka, Kansas, in 1899 and graduated from the University of Nebraska in 1922. He was teaching art at Lincoln High |

|School in Kansas City, Missouri, when he was introduced to Charles S. Johnson, the editor of Opportunity, the official journal of the |

|National Urban League, based in New York City. Johnson needed illustrators for his magazine and urged Douglas to move east. |

|Douglas moved to New York in 1925 and immersed himself in Harlem’s cultural life. He quickly connected with the central figures of the |

|Harlem Renaissance, including scholar-editor W.E.B. Du Bois and writer-philosopher Alain Locke. Within months he was contributing |

|illustrations and cover art to leading black publications, including Opportunity and Crisis, the publication of the National Association for|

|the Advancement of Colored People, edited by Du Bois. |

|Douglas developed a unique style that included imagery inspired by African sculpture. In an early graphic work, the cover of a journal of |

|African-American art and literature called Fire!!, Douglas introduced what became one of his familiar elements: slanted, upward sloping |

|eyes, similar to those found in sculpture from the West African country of the Ivory Coast. |

|A variety of African, and particularly Egyptian, motifs found their way into his art. By applying these to scenes of everyday life, Douglas |

|inspired his black viewers to embrace their African roots, a trend that was not yet common among African Americans generally. His art was |

|also informed by his wide reading and broad range of interests. He was familiar with the diverse work of the leading American and European |

|artists of the day, such as Thomas Hart Benton, Charles Sheeler, Henri Matisse, and Wassily Kandinsky. Everything from Greek vase painting |

|to art deco to jazz was fodder for his creative output. |

|The peak of Douglas’s career was a number of large-scale mural projects, including a four-panel series he painted for the Countee Cullen |

|branch of the New York Public Library (now the Schomburg Center for Research in Black Culture), located on 135th Street in Harlem. One of |

|the murals, Aspects of Negro Life: An Idyll of the Deep South, reflects Douglas’s desire to paint “the depths of the souls of our people” |

|and incorporates many of his recurring themes, including black agricultural labor, the contributions of African Americans to American music |

|and dance, and the tragedy of racially-charged injustices. |

|While Douglas tackled tough themes such as slavery in his paintings, he imbued his work with a sense of optimism. This was an important |

|aspect of his aesthetic. He never left the viewer with a sense of hopelessness or despair. |

|Douglas’s legacy is enriched beyond his body of art. In 1939, when the energy of the Harlem Renaissance was fading, he moved to Nashville, |

|Tennessee, where he founded the art department at Fisk University. For the next 25 years, several generations of black students benefited |

|from his wisdom and instruction. |

|In 1963, Douglas was invited to the White House by President John F. Kennedy to attend a celebration of the centennial of the Emancipation |

|Proclamation. He continued to paint and lecture until his death in 1979. |

|1 tonal gradations: a blending of heavier amounts of paint color with lighter amounts |

|  |

|An Artistic Rebirth: The Harlem Renaissance |

|  |

|An Artistic Rebirth: The Harlem Renaissance |

|An Artistic Rebirth: The Harlem Renaissance |

|The English word renaissance comes from a French word meaning “rebirth.” Like the cultural movement that flowered in fourteenth-century |

|Europe at the end of the Middle Ages, a similar rebirth of art and culture took place in New York City in the 1920s into the early 1930s. It|

|was right after World War I that a remarkable group of novelists, poets, playwrights, visual artists, and intellectuals began to come |

|together in the African-American community of Harlem in New York City. |

|  |

|Reconnecting with Africa |

|The Harlem Renaissance, as it was known, lasted until the early 1930s. Those who participated sought to rethink what it meant to be a black |

|American, apart from white stereotypes; to reconnect with their African heritage; and to forge a black aesthetic and a black identity. The |

|Harlem Renaissance laid the foundation for practically all African-American art and literature that followed. |

|Many factors came together to produce the Harlem Renaissance. One was the Great Migration in the early twentieth century, in which some 1.6 |

|million African Americans moved from the rural South to urban areas of the Northeast, Midwest, and West. Many found their way to Harlem, |

|which had been a wealthy, white residential district just north of Central Park. |

|  |

|The Capital of Black America |

|By the early 1920s, Harlem was becoming a black city within the borough of Manhattan. Symbolically, it was evolving into the political and |

|cultural capital of black America. Numerous national organizations, like the National Association for the Advancement of Colored People and |

|the National Urban League, had been created to push for African-American civil rights, to “uplift” the race, and to open economic |

|opportunities for blacks. An emerging racial pride and an interest among whites in African and African-American culture also contributed to |

|the movement. |

|  |

|Writers of the Harlem Renaissance |

|The Harlem Renaissance is thought of mostly as a literary movement. While it included other art forms, a large number of important literary |

|figures were active in Harlem at that time. Langston Hughes, Countee Cullen, Jean Toomer, Alain Locke, Claude McKay, Arna Bontemps, Zora |

|Neale Hurston, and James Weldon Johnson produced poetry, fiction, and essays. They were among the movement’s leading writers. |

|Willis Richardson and Georgia Douglas Johnson were just two of many playwrights active during the Harlem Renaissance. The focus of much of |

|their work was overcoming the destructive influence of blackface minstrelsy, a form of theatre that involved white actors mocking African |

|Americans by wearing dark coloring on their faces and behaving in a manner best described as uneducated and outlandish. A very popular form |

|of stage entertainment, minstrelsy promoted many negative black stereotypes. Plays of the Harlem Renaissance—as well as some plays by white |

|playwrights working at that time—offered more realistic portrayals of African Americans and honest depictions of African-American life. |

|  |

|Legacy of the Harlem Renaissance |

|By the mid-1930s, the cultural movement in Harlem had run its course. Some African-American writers were even critical of aspects of the |

|renaissance and tried to separate themselves and their work from it. |

|While the Harlem Renaissance did not achieve its lofty goal of transforming American society, the movement was a landmark in black cultural |

|history and redefined how America and the world perceived African Americans. It opened doors of opportunity for African Americans in |

|publishing houses, theaters, and art galleries. It even had a strong international impact. Black intellectuals in Paris, including leaders |

|of similar cultural and political movements, were inspired by the work of the Harlem Renaissance authors. It demonstrated—to mainstream |

|America and the world—the creative capacities of a marginalized and disadvantaged racial minority. |

|  |

|17. |Based on the information presented in “Aaron Douglas: The Father of Black American Art” and “An Artistic Rebirth: The Harlem |

| |Renaissance,” what inspired and influenced Douglas, as well as others who were at the forefront of the Harlem Renaissance movement?  |

| |  |

|  |A. |

| |the reevaluation of what it meant to be a black American |

| |  |

| | |

|  |B. |

| |the interest that white people had in African art and culture |

| |  |

| | |

|  |C. |

| |the desire to incorporate classic literature and art into a new style  |

| |  |

| | |

|  |D. |

| |the establishing of national organizations created to uplift the black race |

| |  |

| | |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Excerpt from “Woman’s Rights Petition to the New York Legislature, 1854” |

|  |

|Excerpt from “Woman’s Rights Petition to the New York Legislature, 1854” |

|Excerpt from Woman’s Rights Petition to the New York Legislature, 1854” |

|by Antionette Brown |

|In 1854, leaders of the Women’s Rights Movement, including Elizabeth Cady Stanton and Susan B. Anthony, organized a petition drive for |

|women’s suffrage, as well as a related convention in Albany, New York. At this convention, Rev. Antionette L. Brown, the first woman |

|ordained in a denomination recognized in the United States, read a series of resolutions, after which Stanton gave a passionate address to |

|the New York State Legislature. The following excerpts from “Woman’s Rights Petition to the New York Legislature, 1854” include some of the |

|resolutions read by Rev. Brown. |

|  |

|Resolved,  … that for males to govern females, without consent asked or granted, is to perpetuate an aristocracy, utterly hostile to the |

|principles and spirit of free institutions; and that it is time for the people of the United States and every State in the Union to put away|

|forever that remnant of despotism and feudal oligarchy, the caste of sex. |

|Resolved, That women are human beings whose rights correspond with their duties;  … |

|Resolved, That women’s duties and rights as daughters, sisters, wives, and mothers, are not bounded within the circle of home;  … |

|Resolved, That the fundamental error of the whole structure of legislation and custom, whereby women are practically sustained, even in this|

|republic, is the preposterous fiction of law, that in the eye of the law the husband and wife are one person, that person being the husband |

|… |

|Resolved, That  …, it is the duty of the Legislature to make such amendments in the laws of the State as will enable married women to |

|conduct business … |

|Resolved, That as acquiring property by all just and laudable means, and the holding and devising of the same is a human right, women |

|married and single are entitled to this right, and all the usages or laws which withhold it from them are manifestly unjust. |

|Resolved, That every argument in favor of universal suffrage for males is equally in favor of universal suffrage for females, and therefore |

|if men may claim the right of suffrage as necessary to the protection of all their rights in any Government, so may women for the same |

|reason. |

|Resolved, That if man as man, has any peculiar claim to a representation in the government, for himself, woman as woman, has a paramount |

|claim to an equal representation for herself. |

|Resolved, Therefore, that whether you regard woman as like or unlike man, she is in either case entitled to an equal joint participation |

|with him in all civil rights and duties. |

|Resolved, That although men should grant us every specific claim, we should hold them all by favor rather than right, unless they also |

|concede, and we exercise, the right of protecting ourselves by the elective franchise. |

|Resolved, That … the right of such trial by jury be accorded to women equally with men—that women be eligible to the jury-box, whenever one |

|of their own sex is arraigned at the bar … |

|Resolved, That it is the highest duty of legislators impartially to investigate all claims for the redress of wrong, and alter and amend |

|such laws as prevent the administration of justice and equal rights to all. |

|Resolved, That all true-hearted men and women pledge themselves never to relinquish their unceasing efforts in behalf of the full and equal |

|rights of women, until we have effaced the stigma resting on this republic, that while it theoretically proclaims that all men are created |

|equal, deprives one-half of its members of the enjoyment of the rights and privileges possessed by the other. |

| |

|Excerpt from “Woman’s Rights Petition to the New York Legislature, 1854” by Antoinette Brown. Found in History of Women’s Suffrage, |

|published by Fowler & Wells, 1881. |

|  |

|18. |Which statement best describes the effectiveness of the structure of Brown’s argument in “Woman’s Rights Petition to the New York|

| |Legislature, 1854”? |

| |  |

|  |A. |

| |The structure is ineffective because Brown shifts from topic to topic without clarifying her position. |

| |  |

| | |

|  |B. |

| |The structure is ineffective because Brown discusses men too much, rather than focusing on women. |

| |  |

| | |

|  |C. |

| |The structure is effective because Brown lists her resolutions and gives a concise explanation of each one. |

| |  |

| | |

|  |D. |

| |The structure is effective because Brown establishes her authority, then explains the changes she demands. |

| |  |

| | |

|  |  |

[pic]

|Read the following and answer the questions below: |

|“The Pioneer Suffragist” |

|  |

|“The Pioneer Suffragist” |

|The Pioneer Suffragist  |

|The obituary “The Pioneer Suffragist,” for women’s rights activist Belva Lockwood, appeared in The Literary Digest on June 16, 1917. The |

|Literary Digest was a popular weekly magazine of the late 1800s and early 1900s that featured current events, analysis, and opinion |

|articles. |

|  |

|Unlike most pioneers, Belva A. Lockwood, who died in Washington on May 19, lived to witness the triumph of the cause to which she devoted |

|much of her life. Woman suffrage a generation ago was little more than the butt of paragraphers, but Mrs. Lockwood lived to see not only |

|women voting, but a woman Congressman in Washington. She was the first woman lawyer to be admitted to practise before the Supreme Court of |

|the United States. Says the New York Times: |

|Mrs. Lockwood has herself told the anecdote of how she became one of the first women in this country to fight for equal rights. A widow at |

|twenty-four years of age, with a child, she was teaching school in her native town, Royalton, N.Y., at a salary of $3 a week. Men teachers |

|doing the same work were getting twice as much or more. |

|“I kicked to the school trustees,” she said. “I went to the wife of the Methodist minister. The answer I got opened my eyes and raised my |

|dander. She said, ‘I can’t help you; you can not help yourself; for it is the way of the world.’” |

|The then apparent helplessness of woman’s cause so aroused Mrs. Lockwood that she fought for more than fifty years against the exclusion of |

|women from rights which men enjoyed. She fortified herself with a collegiate education at Genesee College in the days when higher education |

|was rare among women, and for successive periods was preceptress1 of seminaries at Lockport, Gainesville, and Oswego, N.Y. |

|The most striking incident of her career then came, in 1884, with nomination by the Equal Rights party of the Pacific slope as a candidate |

|for the Presidency of the United States. The nomination was renewed by the same party meeting in Iowa four years later. |

|In 1889 she was a delegate of the Universal Peace Union to the International Peace Congress in Paris, and again in 1890 to the Congress at |

|London, where she presented papers on arbitration and disarmament. She lectured throughout the country and until her last days maintained |

|her law office in Washington. |

| |

| |

|1 preceptress: a woman who is a teacher or who is the head of a school |

| |

|“The Pioneer Suffragist” in the public domain. |

|  |

|  |

|19. |Which phrase best describes the purpose of the first paragraph of “The Pioneer Suffragist”? |

| |  |

|  |A. |

| |to explain how Lockwood could only loosely be considered a “pioneer suffragist” |

| |  |

| | |

|  |B. |

| |to describe the difficulties of being a “pioneer suffragist” during Lockwood’s early years |

| |  |

| | |

|  |C. |

| |to emphasize the significance of Lockwood’s contributions and the changes that occurred during her lifetime |

| |  |

| | |

|  |D. |

| |to illustrate how sharply the issue of women’s suffrage divided the United States during Lockwood’s lifetime |

| |  |

| | |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Speech before the House of Representatives, July 1, 1868 |

|  |

|Speech before the House of Representatives, July 1, 1868 |

|Excerpt from Speech before the House of Representatives |

|by Representative C.C. Washburne of Wisconsin |

|The Alaska Purchase was somewhat controversial, being approved by the Senate by only one vote. Representative C. C. Washburne spoke about |

|the move in his “Speech before the House of Representatives” on July 1, 1868. An excerpt from his remarks appears below. |

|After the eloquent and lofty speech of the gentleman from Massachusetts [Mr. Banks] … yesterday, I shall consider myself extremely fortunate|

|if I can command the attention of this committee to the remarks I desire now to make. But sir, if gentlemen will come down from the region |

|of the clouds to which they were transported by the honorable gentleman, and from those realms of fancy and imagination in which he reveled,|

|to plain matters of everyday fact, I shall not despair of doing something yet to protect the rights of my constituents and of the people of |

|this country. |

|Gentlemen could not fail to observe all through the speech made … yesterday, the extreme lack of authorities to sustain his statements, and |

|the great preponderance, instead, of spread-eagle oratory. Sir, I shall enter into no contest with the gentleman in the eagle business; I |

|resign that to him altogether. But I shall ask those members who … care for such testimony to listen while I unfold the facts that surround |

|this most extraordinary case. |

|I shall attempt to demonstrate five propositions,1 and if I shall succeed in doing so, I think I may claim the judgment of this committee |

|and of the House. Those propositions are: |

|1. That at the time this treaty was negotiated not a soul in the whole United States asked for it. |

|2. That it was secretly negotiated and in a manner to prevent the Representatives of the people from being heard. |

|3. That by existing treaties we possessed every right that is of any value to us without the responsibility and never-ending expense of |

|governing [the native people of Alaska]. |

|4. That the country [Alaska] is absolutely without value. |

|5. That it is the right and duty of the House to inquire into the treaty, and vote or not vote the money according to its best judgment. … |

| |

|1 propositions: statements |

| |

|"Speech before the House of Representatives” in the public domain. |

|  |

|20. |Which sentence best identifies two central ideas in “Speech before the House of Representatives”? |

| |  |

|  |A. |

| |The purchase of Alaska was a poor idea, and the treaty that formalized the purchase was illegal. |

| |  |

| | |

|  |B. |

| |It is important to widen American territory, but Alaska was not valuable enough to justify the treaty. |

| |  |

| | |

|  |C. |

| |Americans should be allowed a voice in their government’s decisions, and no Americans supported the treaty. |

| |  |

| | |

|  |D. |

| |The people who negotiated the treaty had ill-advised motives, but the resources acquired were worth the price. |

| |  |

| | |

|  |  |

[pic]

|Read the following and answer the questions below: |

|A Key Moment in History |

|  |

|A Key Moment in History |

|A Key Moment in History  |

|  |

|Contributions |

|"Through the years, Hispanic American citizens have risen to the call of duty in defense of liberty and freedom. Their bravery is well known|

|and has been demonstrated time and again, dating back to the aid rendered by General Bernardo de Galvez during the American Revolution." |

|This Proclamation, issued by President Ronald Reagan during National Hispanic Heritage Week in August 1983, honors the many contributions of|

|Hispanic Americans throughout United States history and refers to sometimes overlooked events in the nation's founding. The event mentioned |

|in the Proclamation, Galvez's aid, was so important that American colonists probably would not have won the Revolutionary War without it. |

|  |

| |

|[pic] |

|  |

|Students learn about the important alliance with France forged after the Patriot victory at Saratoga, which brought Lafayette, Rochambeau, |

|and the French navy into the fray. They also study the contributions of foreign officers Casmir Pulaski, Thaddeus Kosciuszko, and Baron von |

|Steuben. As important as the contributions of these people were, some historians claim the most important international help came from the |

|Spanish. |

|Even before news of the Declaration of Independence had spread to Europe, France and Spain had devised ways to assist the Patriots against |

|their enemy, Britain. First they established Roderigue Hortalez and Company, a secret and fictitious trading company, to channel supplies to|

|colonists through New Orleans and up the Mississippi River. The Spanish monarchy also opened the rich port of Havana to American trade—this |

|was a vital link to much-needed supplies. |

|Galvez's Start |

|Soon after war was declared in 1775, King Carlos III of Spain appointed General Bernardo de Galvez governor of the Louisiana Territory, a |

|vast region that spread across what would become thirteen of the present United States. Galvez had been raised in a family in service to the|

|Spanish monarchy. He received military training and was sent to New Spain (Mexico) in 1765. In 1769 he was promoted to Commandant of Nueva |

|Vizcaya and was charged with the duty of subduing the Apache Indians in the area. |

|Galvez’s duties as governor of Louisiana required him to maintain and develop Louisiana and, more importantly, to disrupt British power in |

|the territory. He also received secret orders to assist the Americans in any way he could. He understood the military and political |

|objectives of his mission. He immediately began corresponding with Thomas Jefferson, Patrick Henry, and other colonial leaders, indicating |

|his support of the American cause. George Washington personally requested his help, and Galvez responded by sending munitions—bullets, |

|rifles, and cannon—as well as clothing, medicines, and other supplies. He also declared the port of New Orleans open to Americans, allowing |

|smuggled food and products to flow to the Patriots. |

|Even after France joined an alliance with the United States, General George Washington believed Spanish assistance was crucial, fearing the |

|power of the British Navy. In a letter to Gouvernuer Morris, financier and representative from Pennsylvania, written on October 4, 1778, |

|Washington urged, "If the Spaniards would but join their fleets to those of France, and commence hostilities, my doubts would all subside. |

|Without it, I fear the British Navy has it too much in its power to counteract the Schemes of France." |

|Galvez’s Leadership   |

|Diplomatic urging and self-interest convinced Spain to join France in the war in June 1779, and they began operations to support the |

|American colonists. General Galvez was the right man in the right place. He raised an army in New Orleans and battled British forces in the |

|Mississippi Valley, winning victories at Manchac, Baton Rouge, and Natchez. Spanish troops led by the dashing officer captured five British |

|forts, taking more than 1,000 prisoners and driving the British from the region. |

|Galvez continued battling the British. Spanish military units sent by Galvez repulsed the British-led Native American attack on St. Louis |

|and captured a British fort in Michigan. With reinforcements from the Caribbean, and having been rewarded for his success with a promotion |

|to Brigadier General, Galvez captured the British port of Mobil. Then, after being promoted to Field Marshall—the highest military rank in |

|the Spanish army— and commander of all Spanish forces in the Americas, Galvez captured Pensacola, capital of the British colony of West |

|Florida. |

|Historians consider the siege and capture of Pensacola a pivotal defeat for the British and a brilliant military victory for Galvez. For the|

|British, it also was the beginning of the end, which culminated five months later at Yorktown. With the British threat in the west and south|

|neutralized by Spanish successes, the Continental Army focused its full attention on the British threat along the eastern seaboard and began|

|the final drive to victory. |

|Galvez Commemorated |

|After the war, the Continental Congress awarded Galvez a commendation for his crucial service. He also received letters from Patrick Henry |

|and Thomas Jefferson thanking him for his part in the drive for American independence. Texans honored the Spaniard by naming the city of |

|Galveston and Galveston Bay after him. |

|The exploits of General Bernardo de Galvez are only one example of the support from Spanish and Hispanic Americans during the American |

|Revolution. Historians cite other Hispanic individuals and groups for their contributions to the success of the American fight for |

|independence and, indeed, throughout the nation's history. They credit those feats of courage and daring as playing decisive roles in the |

|Patriot success. To commemorate the partnership between Spain and the United States forged more than two centuries ago, King Juan Carlos I |

|of Spain presented a statue of Bernardo de Galvez to the American people during the bicentennial celebration in 1976. The statue stands in |

|front of the State Department in Washington, D.C., a permanent tribute to the early collaboration of two great cultures. |

|  |

|21. |Which question is not answered by the author of ″A Key Moment in History″? |

| |  |

|  |A. |

| |Why was General Galvez appointed governor of Louisiana? |

| |  |

| | |

|  |B. |

| |Why was the siege of Pensacola a pivotal defeat for the British? |

| |  |

| | |

|  |C. |

| |In what way did Galvez aid the American colonists during the Revolutionary War? |

| |  |

| | |

|  |D. |

| |What other contributions were made by Hispanics during the American Revolution? |

| |  |

| | |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Excerpt from A Woman of No Importance |

|  |

|Excerpt from A Woman of No Importance |

|Excerpt from A Woman of No Importance |

|by Oscar Wilde |

|  |

|Oscar Wilde (1854–1900), an Irish-born writer of prose, poetry, fiction, and drama, wrote several comedies of manners satirizing the British|

|upper class. The following scene is excerpted from the beginning of Wilde’s 1893 comedy A Woman of No Importance. |

|  |

|LADY CAROLINE: I believe this is the first English country house you have stayed at, Miss Worsley? |

|HESTER: Yes, Lady Caroline. |

|LADY CAROLINE: You have no country houses, I am told, in America? |

|HESTER: We have not many. |

|LADY CAROLINE: Have you any country? What we should call country? |

|HESTER: (smiling) We have the largest country in the world, Lady Caroline. They used to tell us at school that some of our states are as big|

|as France and England put together. |

|LADY CAROLINE: Ah! you must find it very draughty,1 I should fancy. (to Sir John) John, you should have your muffler. What is the use of my |

|always knitting mufflers for you if you won’t wear them? |

|SIR JOHN: I am quite warm, Caroline, I assure you. |

|LADY CAROLINE: I think not, John. Well, you couldn’t come to a more charming place than this, Miss Worsley, though the house is excessively |

|damp, quite unpardonably damp, and dear Lady Hunstanton is sometimes a little lax about the people she asks down here. (to Sir John) Jane |

|mixes too much. Lord Illingworth, of course, is a man of high distinction. It is a privilege to meet him. And that member of Parliament,2 |

|Mr. Kettle— |

|SIR JOHN: Kelvil, my love, Kelvil. |

|LADY CAROLINE: He must be quite respectable. One has never heard his name before in the whole course of one’s life, which speaks volumes for|

|a man nowadays. But Mrs. Allonby is hardly a very suitable person. |

|HESTER: I dislike Mrs. Allonby. I dislike her more than I can say. |

|LADY CAROLINE: I am not sure, Miss Worsley, that foreigners like yourself should cultivate likes or dislikes about the people they are |

|invited to meet. Mrs. Allonby is very well born. She is a niece of Lord Brancaster’s … |

|HESTER: Mr. Arbuthnot is very charming. |

|LADY CAROLINE: Ah, yes! the young man who has a post in a bank. Lady Hunstanton is most kind in asking him here, and Lord Illingworth seems |

|to have taken quite a fancy to him. I am not sure, however, that Jane is right in taking him out of his position. In my young days, Miss |

|Worsley, one never met anyone in society who worked for their living. It was not considered the thing. |

|HESTER: In America those are the people we respect most. |

|LADY CAROLINE: I have no doubt of it. |

|HESTER: Mr. Arbuthnot has a beautiful nature! He is so simple, so sincere. He has one of the most beautiful natures I have ever come across.|

|It is a privilege to meet HIM. |

|LADY CAROLINE: It is not customary in England, Miss Worsley, for a young lady to speak with such enthusiasm of any person of the opposite |

|sex. English women conceal their feelings till after they are married. They show them then. |

|HESTER: Do you, in England, allow no friendship to exist between a young man and a young [woman]? |

|(Enter Lady Hunstanton followed by footman with shawls and a cushion.) |

|LADY CAROLINE: We think it very inadvisable. Jane, I was just saying what a pleasant party you have asked us to meet. You have a wonderful |

|power of selection. It is quite a gift. |

|LADY HUNSTANTON: Dear Caroline, how kind of you! I think we all do fit in very nicely together. And I hope our charming American visitor |

|will carry back pleasant recollections of our English country life … |

|(After Hester goes for a walk, others join the party and talk about her.) |

|LADY HUNSTANTON: She is very pretty, is she not? |

|LADY CAROLINE: Far too pretty. These American girls carry off all the good matches. Why can’t they stay in their own country? They are |

|always telling us it is [such a wonderful place for] women. |

|LORD ILLINGWORTH: It is, Lady Caroline … |

|LADY CAROLINE: Who are Miss Worsley’s parents? |

|LORD ILLINGWORTH: American women are wonderfully clever in concealing their parents. |

|LADY HUNSTANTON: My dear Lord Illingworth, what do you mean? Miss Worsley, Caroline, is an orphan. Her father was a very wealthy millionaire|

|or philanthropist or both, I believe, who entertained my son quite hospitably when he visited Boston. I don’t know how he made his money |

|originally. |

|KELVIL: I fancy in American dry goods. |

|LADY HUNSTANTON: What are American dry goods? |

|LORD ILLINGWORTH: American novels. |

|LADY HUNSTANTON: How very singular! … Well, from whatever source her large fortune came, I have a great esteem for Miss Worsley. She dresses|

|exceedingly well. All Americans do dress well. They get their clothes in Paris … |

|KELVIL: I am afraid you don’t appreciate America … It is a very remarkable country, especially considering its youth. |

|LORD ILLINGWORTH: The youth of America is their oldest tradition. It has been going on now for three hundred years. To hear them talk one |

|would imagine they were in their first childhood. As far as civilization goes they are in their second. |

|KELVIL: There is undoubtedly a great deal of corruption in American politics. I suppose you allude to that? |

|LORD ILLINGWORTH: I wonder. |

|LADY HUNSTANTON: Politics are in a sad way everywhere, I am told. They certainly are in England. Dear Mr. Cardew is ruining the country. I |

|wonder Mrs. Cardew allows him. I am sure, Lord Illingworth, you don’t think that uneducated people should be allowed to have votes? |

|LORD ILLINGWORTH: I think they are the only people who should. |

|KELVIL: Do you take no side then in modern politics, Lord Illingworth? |

|LORD ILLINGWORTH: One should never take sides in anything, Mr. Kelvil. Taking sides is the beginning of sincerity, and earnestness follows |

|shortly afterwards, and the human being becomes a bore. However, the House of Commons3 really does very little harm. You can’t make people |

|good by Act of Parliament … |

|  |

|1 draughty: drafty |

|2 Parliament: supreme legislature of the United Kingdom |

|3 House of Commons: the lower house of the British parliament |

|  |

|Excerpt from A Woman of No Importance by Oscar Wilde. Published by John Lane, 1894. |

|  |

|22. |Write a one paragraph response that identifies two themes in "Excerpt from A Woman of No Importance.” How does Wilde develop these |

| |themes? How do the two themes interact? Use details from the passage to support your answer. |

| |  |

|  |  |

|  |  |

[pic]

|Read the following and answer the questions below: |

|The Building of the Ship |

|  |

|The Building of the Ship |

|Excerpt from “The Building of the Ship” |

|by Henry Wadsworth Longfellow |

|  |

|Henry Wadsworth Longfellow was one of the world’s most widely read poets of the nineteenth century. Born in Portland, Maine, in 1807, he |

|frequently traveled abroad but spent most of his life as a writer and university professor in New England, which has a rich seafaring |

|tradition. Longfellow wrote this poem in 1850, as his reputation was nearing its peak. |

|  |

|“Build me straight, O worthy Master! |

|Stanch and strong, a goodly vessel, |

|That shall laugh at all disaster, |

|And with wave and whirlwind wrestle!” |

|The merchant’s word |

|Delighted the Master heard; |

|For his heart was in his work, and the heart |

|Giveth grace unto every Art. |

|A quiet smile played round his lips, |

|As the eddies and dimples of the tide |

|Play round the bows of ships, |

|That steadily at anchor ride. |

|And with a voice that was full of glee, |

|He answered, “Erelong we will launch |

|A vessel as goodly, and strong, and stanch, |

|As ever weathered a wintry sea!” |

|And first with nicest skill and art, |

|Perfect and finished in every part, |

|A little model the Master wrought, |

|Which should be to the larger plan |

|What the child is to the man, |

|Its counterpart in miniature; |

|That with a hand more swift and sure |

|The greater labor might be brought |

|To answer to his inward thought. |

|And as he labored, his mind ran o’er |

|The various ships that were built of yore, |

|And above them all, and strangest of all |

|Towered the Great Harry, crank and tall, |

|Whose picture was hanging on the wall, |

|With bows and stern raised high in air, |

|And balconies hanging here and there, |

|And signal lanterns and flags afloat, |

|And eight round towers, like those that frown |

|From some old castle, looking down |

|Upon the drawbridge and the moat. |

|And he said with a smile, “Our ship, I wis, |

|Shall be of another form than this!” |

|It was of another form, indeed; |

|Built for freight, and yet for speed, |

|A beautiful and gallant craft; |

|Broad in the beam, that the stress of the blast, |

|Pressing down upon sail and mast, |

|Might not the sharp bows overwhelm; |

|Broad in the beam, but sloping aft |

|With graceful curve and slow degrees, |

|That she might be docile to the helm, |

|And that the currents of parted seas, |

|Closing behind, with mighty force, |

|Might aid and not impede her course. |

|In the ship-yard stood the Master, |

|  With the model of the vessel, |

|That should laugh at all disaster, |

|  And with wave and whirlwind wrestle! |

|Covering many a rood1 of ground, |

|Lay the timber piled around; |

|Timber of chestnut, and elm, and oak, |

|And scattered here and there, with these, |

|The knarred and crooked cedar knees; |

|Brought from regions far away, |

|From Pascagoula’s sunny bay, |

|And the banks of the roaring Roanoke! |

|Ah! what a wondrous thing it is |

|To note how many wheels of toil |

|One thought, one word, can set in motion! |

|There’s not a ship that sails the ocean, |

|But every climate, every soil, |

|Must bring its tribute, great or small, |

|And help to build the wooden wall! |

|The sun was rising o’er the sea, |

|And long the level shadows lay, |

|As if they, too, the beams would be |

|Of some great, airy argosy,2 |

|Framed and launched in a single day. |

|That silent architect, the sun, |

|Had hewn and laid them every one, |

|Ere the work of man was yet begun. |

|Beside the Master, when he spoke, |

|A youth, against an anchor leaning, |

|Listened, to catch his slightest meaning. |

|Only the long waves, as they broke |

|In ripples on the pebbly beach, |

|Interrupted the old man’s speech. |

|Beautiful they were, in sooth, |

|The old man and the fiery youth! |

|The old man, in whose busy brain |

|Many a ship that sailed the main |

|Was modelled o’er and o’er again;— |

|The fiery youth, who was to be |

|the heir of his dexterity, |

|The heir of his house, and his daughter’s hand, |

|When he had built and launched from land |

|What the elder head had planned. |

|“Thus,” said he, “will we build this ship! |

|Lay square the blocks upon the slip, |

|And follow well this plan of mine. |

|Choose the timbers with greatest care; |

|Of all that is unsound beware; |

|For only what is sound and strong |

|to this vessel shall belong. |

|Cedar of Maine and Georgia pine |

|Here together shall combine. |

|A goodly frame, and a goodly fame, |

|And the UNION be her name! |

|For the day that gives her to the sea |

|Shall give my daughter unto thee!” |

|1 rood: a quarter of an acre |

|2 argosy: a large commercial ship |

|"The Building of the Ship" in the public domain. |

|  |

|23. |Which statement from "The Building of the Ship" best supports the inference that the Master will not literally build the ship? |

| |  |

|  |A. |

| |"Build me straight, O worthy Master! |

| |Stanch and strong, a goodly vessel," |

| |  |

| | |

|  |B. |

| |"For his heart was in his work, and the heart |

| |Giveth grace unto every Art." |

| |  |

| | |

|  |C. |

| |"And first with nicest skill and art, |

| |Perfect and finished in every part, |

| |A little model the Master wrought," |

| |  |

| | |

|  |D. |

| |"That with a hand more swift and sure |

| |The greater labor might be brought, |

| |To answer to his inward thought." |

| |  |

| | |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Excerpt from My Man Jeeves |

|  |

|Excerpt from My Man Jeeves |

|Excerpt from My Man Jeeves |

|by P. G. Wodehouse |

|  |

|P. G. Wodehouse (1881–1975) was an English-American writer who was best known for his farcical stories and novels about Bertie Wooster and |

|his levelheaded manservant, Jeeves. The following passage is excerpted from “Leave it to Jeeves,” the first short story in Wodehouse’s book |

|My Man Jeeves. In this excerpt, Bruce “Corky” Corcoran has painted a portrait that is not very good. He calls Bertie and asks him to help |

|show the portrait to his uncle, who commissioned it. |

|  |

|…One afternoon Corky called me on the ’phone. |

|“Bertie.” |

|“Halloa?”  |

|“Are you doing anything this afternoon?” |

|“Nothing special.” |

|“You couldn’t come down here, could you?” |

|“What’s the trouble? Anything up?” |

|“I’ve finished the portrait.” |

|“Good boy! Stout work!” |

|“Yes.” His voice sounded rather doubtful. “The fact is, Bertie, it doesn’t look quite right to me. There’s something about it—My uncle’s |

|coming in half an hour to inspect it, and—I don’t know why it is, but I kind of feel I’d like your moral support!” |

|I began to see that I was letting myself in for something. The sympathetic co-operation of Jeeves seemed to me to be indicated. |

|“You think he’ll cut up rough?” |

|“He may.” |

|I threw my mind back to the red-faced chappie I had met at the restaurant and tried to picture him cutting up rough. It was only too easy. I|

|spoke to Corky firmly on the telephone. |

|“I’ll come,” I said. |

|“Good!” |

|“But only if I may bring Jeeves!” |

|“Why Jeeves? What’s Jeeves got to do with it? Who wants Jeeves? Jeeves is the fool who suggested the scheme that has led—” |

|“Listen, Corky, old top! If you think I am going to face that uncle of yours without Jeeves’s support, you’re mistaken. I’d sooner go into a|

|den of wild beasts and bite a lion on the back of the neck.” |

|“Oh, all right,” said Corky. Not cordially, but he said it, so I rang for Jeeves and explained the situation. |

|“Very good, sir,” said Jeeves. |

|That’s the sort of chap he is. You can’t rattle him. |

|We found Corky near the door, looking at the picture, with one hand up in a defensive sort of way, as if he thought it might swing on him. |

|“Stand right where you are, Bertie,” he said without moving. “Now, tell me honestly, how does it strike you?” |

|The light from the big window fell right on the picture. I took a good look at it. Then I shifted a bit nearer and took another look. Then I|

|went back to where I had been at first, because it hadn’t seemed quite so bad from there. |

|“Well?” said Corky, anxiously. |

|I hesitated a bit. |

|“Of course, old man, I only saw the kid once, and then only for a moment, but—but it was an ugly sort of kid, wasn’t it, if I remember |

|rightly?” |

|“As ugly as that?” |

|I looked again, and honesty compelled me to be frank. |

|“I don’t see how it could have been, old chap.” |

|Poor old Corky ran his fingers through his hair in a temperamental sort of way. He groaned. |

|“You’re right quite, Bertie. Something’s gone wrong with the darned thing. My private impression is that, without knowing it, I’ve worked |

|that stunt that Sargent1 and those fellows pull—painting the soul of the sitter. I’ve got through the mere outward appearance and have put |

|the child’s soul on canvas.” |

|“But could a child of that age have a soul like that? I don’t see how he could have managed it in the time. What do you think, Jeeves?” |

|“I doubt it, sir.” … |

|Corky was starting to say something when the door opened and the uncle came in. |

|For about three seconds all was joy, jollity, and goodwill. The old boy shook hands with me, slapped Corky on the back, said that he didn’t |

|think he had ever seen such a fine day, and whacked his leg with his stick. Jeeves had projected himself into the background, and he didn’t |

|notice him. |

|“Well, Bruce, my boy; so the portrait is really finished, is it—really finished? Well, bring it out. Let’s have a look at it. This will be a|

|wonderful surprise for your aunt. Where is it? Let’s—” |

|And then he got it—suddenly, when he wasn’t set for the punch, and he rocked back on his heels. |

|“Oosh!” he exclaimed. And for perhaps a minute there was one of the scaliest silences I’ve ever run up against. |

|“Is this a practical joke?” he said at last, in a way that set about sixteen draughts2 cutting through the room at once. |

|I thought it was up to me to rally round old Corky. |

|“You want to stand a bit farther away from it,” I said.“You’re perfectly right!” he snorted. “I do! I want to stand so far away from it that|

|I can’t see the thing with a telescope!” He turned on Corky like an untamed tiger of the jungle who has just located a chunk of meat. “And |

|this—this—is what you have been wasting your time and my money [on] for all these years! A painter! I wouldn’t let you paint a house of |

|mine! I gave you this commission, thinking that you were a competent worker, and this—this—this extract from a comic coloured supplement is |

|the result!” He swung towards the door, lashing his tail and growling to himself. “This ends it! If you wish to continue this foolery of |

|pretending to be an artist because you want an excuse for idleness, please yourself. But let me tell you this. Unless you report at my |

|office on Monday morning, prepared to abandon all this idiocy and start in at the bottom of the business to work your way up, as you should |

|have done half a dozen years ago, not another cent—not another cent—not another—Boosh!” |

|Then the door closed, and he was no longer with us. |

|  |

|1Sargent: John Singer Sargent (1856–1925), a highly regarded portrait painter |

|2draughts: drafts, cold breezes |

|  |

|Excerpt from My Man Jeeves by Pelham Grenville Wodehouse. Published by George Newnes, 1919. In the public domain. |

|  |

|24. |Which sentence from “My Man Jeeves" best supports the inference that Corky's uncle is initially appalled by Corky's exceptionally |

| |bad painting? |

| |  |

|  |A. |

| |“‘You’re right quite, Bertie. Something’s gone wrong with the darned thing.’” |

| |  |

| | |

|  |B. |

| |“And then he got it—suddenly, when he wasn’t set for the punch, and he rocked back on his heels.” |

| |  |

| | |

|  |C. |

| |“‘I gave you this commission, thinking that you were a competent worker, and this—this—this extract from a comic coloured |

| |supplement is the result!’” |

| |  |

| | |

|  |D. |

| |“Then the door closed, and he was no longer with us.” |

| |  |

| | |

|  |  |

[pic]

|Read the following and answer the questions below: |

|At the Earth's Core |

|  |

|At the Earth's Core |

|Excerpt from At the Earth’s Core |

|by Edgar Rice Burroughs |

|Edgar Rice Burroughs (1875-1950) was a prolific 20th century writer of |

|popular stories and novels in a variety of genres, including science fiction. In At the Earth’s Core, a wealthy mining heir, David Innes, |

|asks inventor Abner Perry to create a vehicle that will carry its passengers deep below the Earth’s surface. |

|Then Perry interested me in his invention. He was an old fellow who had devoted the better part of a long life to the perfection of a |

|mechanical subterranean prospector.1 As relaxation he studied paleontology. I looked over his plans, listened to his arguments, inspected |

|his working model—and then, convinced, I advanced the funds necessary to construct a full-sized, practical prospector. |

|I shall not go into the details of its construction—it lies out there in the desert now—about two miles from here. Tomorrow you may care to |

|ride out and see it. Roughly, it is a steel cylinder a hundred feet long, and jointed so that it may turn and twist through solid rock if |

|need be. At one end is a mighty revolving drill operated by an engine which Perry said generated more power to the cubic inch than any other|

|engine did to the cubic foot. I remember that he used to claim that that invention alone would make us fabulously wealthy—we were going to |

|make the whole thing public after the successful issue of our first secret trial—but Perry never returned from that trial trip, and I only |

|after ten years. |

|I recall as it were but yesterday the night of that momentous occasion upon which we were to test the practicality of that wondrous |

|invention. It was near midnight when we repaired to the lofty tower in which Perry had constructed his “iron mole” as he was wont to call |

|the thing. The great nose rested upon the bare earth of the floor. We passed through the doors into the outer jacket, secured them, and then|

|passing on into the cabin, which contained the controlling mechanism within the inner tube, switched on the electric lights. |

|Perry looked to his generator; to the great tanks that held the life-giving chemicals with which he was to manufacture fresh air to replace |

|that which we consumed in breathing; to his instruments for recording temperatures, speed, distance, and for examining the materials through|

|which we were to pass. |

|He tested the steering device, and overlooked the mighty cogs which transmitted its marvelous velocity to the giant drill at the nose of his|

|strange craft. |

|Our seats, into which we strapped ourselves, were so arranged upon transverse bars that we would be upright whether the craft were ploughing|

|her way downward into the bowels of the earth, or running horizontally along some great seam of coal, or rising vertically toward the |

|surface again. |

|At length all was ready. Perry bowed his head in prayer. For a moment we were silent, and then the old man’s hand grasped the starting |

|lever. There was a frightful roaring beneath us—the giant frame trembled and vibrated—there was a rush of sound as the loose earth passed up|

|through the hollow space between the inner and outer jackets to be deposited in our wake. We were off! |

|The noise was deafening. The sensation was frightful. For a full minute neither of us could do aught but cling with the proverbial |

|desperation of the drowning man to the handrails of our swinging seats. Then Perry glanced at the thermometer. |

|“Gad!” he cried, “it cannot be possible—quick! What does the distance meter read?” |

|That and the speedometer were both on my side of the cabin, and as I turned to take a reading from the former I could see Perry muttering. |

|“Ten degrees rise—it cannot be possible!” and then I saw him tug frantically upon the steering wheel. |

|As I finally found the tiny needle in the dim light I translated Perry’s evident excitement, and my heart sank within me. But when I spoke I|

|hid the fear which haunted me. “It will be seven hundred feet, Perry,” I said, “by the time you can turn her into the horizontal.” |

|“You’d better lend me a hand then, my boy,” he replied, “for I cannot budge her out of the vertical alone. God give that our combined |

|strength may be equal to the task, for else we are lost.” |

|I wormed my way to the old man’s side with never a doubt but that the great wheel would yield on the instant to the power of my young and |

|vigorous muscles. Nor was my belief mere vanity, for always had my physique been the envy and despair of my fellows. And for that very |

|reason it had waxed even greater than nature had intended, since my natural pride in my great strength had led me to care for and develop my|

|body and my muscles by every means within my power. What with boxing, football, and baseball, I had been in training since childhood. |

|And so it was with the utmost confidence that I laid hold of the huge iron rim; but though I threw every ounce of my strength into it, my |

|best effort was as unavailing as Perry’s had been—the thing would not budge—the grim, insensate, horrible thing that was holding us upon the|

|straight road to death! |

|1 subterranean prospector: underground explorer |

|  |

|At the Earth’s Core in the public domain. |

|  |

|25. |The passage from “At the Earth’s Core” begins after the construction of the machine and shortly before Perry and Innes test the |

| |invention. Innes says that he will not discuss the “details of its construction.” Write a two-paragraph response answering these |

| |questions: |

| |What is the effect of beginning the passage at this point? |

| |Why does Innes not want to describe the details of the machine’s construction? |

| |How is the beginning of the passage from “At the Earth’s Core” similar to the beginning of the passage from “A Voyage to the Moon”? |

| |Use details from both passages to support your response.   |

| |  |

| |  |

| |  |

|  |  |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Excerpt from "Willum's Vanilla" |

|  |

|Excerpt from "Willum's Vanilla" |

|Excerpt from "Willum's Vanilla" |

|Excerpt from The Best Short Stories of 1919 |

|by Edwina Stanton Babcock |

|Edwina Stanton Babcock was an author and poet of the early 1900s. One of eleven children, Edwina learned music and writing at home, since |

|her family could not afford much schooling. As a child, she and her younger brothers wrote and performed imaginative plays for the |

|neighborhood children. The following excerpt is from her short story “Willum’s Vanilla.” |

|  |

|The letter came while Mr. Pawket was chopping wood. His ax rested on a stump and piles of white chips breathed fragrance around him as he |

|stood watching the buckboard of the Rural Free Delivery wind down the country road. |

|The Rural Free Delivery consisted of a white horse, a creaking buckboard, and a young woman of determined manner. A Rough Rider’s hat sat |

|with an air of stern purpose on the Rural Free Delivery’s dark head, and a pair of surgeon’s gauntlet gloves heightened her air of official |

|integrity. |

|As the buckboard approached the group of tulip trees opposite Mr. Pawket’s residence he shoved back his hat and pulled a blue-spotted |

|handkerchief out of his hip pocket; passing the handkerchief over his face, he greeted the Rural Free Delivery: |

|“Hot enough fer yer?” |

|It was really not so very hot, but if Mr. Pawket had not asked this question he would have felt lacking in geniality. He did not, however, |

|go forward to intercept possible mail. There was the little iron box with his name on it nailed to the tulip tree; there was the red signal |

|to be adjusted. It pleased Mr. Pawket to realize that the government had all this planned out for his special convenience and he was careful|

|not to upset régime. He watched the Rural Free Delivery climb down from the buckboard, go to the little box on the tree, deposit one letter,|

|lock the box, and set up the signal. When the ceremony was concluded Mr. Pawket came out from behind the barn. Walking with the heavy, |

|bent-kneed tread of the lifelong farmer, he leaned upon the bars by the cowsheds. |

|“Many gitten ’em today?” he inquired. |

|The Rural Free Delivery climbed back into the buckboard; she pulled on the gauntlets, replying with black-eyed reserve, “Finn’s folks had |

|two … Mis’ Sweetser’s got a paper—the one her daughter is a manicurer sends her. And there’s a box yet for the Grant girl—her |

|graduatin’-dress, I expect—seems she’s too high-toned to wear anything but machine-made.” |

|The Rural Free Delivery whipped up the white horse and the stern contours of the Rough Rider hat disappeared down the winding, shadowed |

|road. At last Mr. Pawket … took down the bars and crossed the road to the postbox. Dragging from his pocket a cluster of huge barn keys, he |

|sought among them for the infinitesimal key of the box. This small key had the appearance of coquetting with Mr. Pawket—it invariably |

|disappeared behind the larger keys and eluded his efforts to single it out; it seemed to him flirtatious, feminine; and as he stood like an |

|old Druid invoking the spirit of the tulip tree, he addressed this small key with benevolent irony. |

|“You’m a shrimp, that’s what you are,” Mr. Pawket said to the key. “Nothin’ but a shrimp. … Why in tarnation don’t they have a key you can |

|see? … I’d hate to lose you on a dark night, I would,” eying the key severely. |

|But the shrimp key at least did its work, and Mr. Pawket with unconcealed feelings of wonder and concern drew forth from the box the letter.|

|It was a large, rich-looking letter. The envelope was thin and crackly, embossed with purple designs of twisted reptiles coiling around a |

|woman’s face, and in one corner were small purple letters forming the words “Hotel Medusa.” The handwriting on the envelope was bold and |

|black, and the dark seal bore impress of a small winged form that Mr. Pawket took to be a honeybee. He regarded the letter suspiciously, |

|studying it from every position as he entered the kitchen door. |

|“Say, Mother, here’s a letter. What’ll I do with it?” |

|Mrs. Pawket came sighing from the washtub. She wrinkled her forehead as one harried by the incessant demands of the outside world. Wiping |

|her hands on her wet apron, she took the letter, regarding it contemptuously. |

|“Leave it be on the parlor mantel,” advised Mrs. Pawket. “The twins is comin’ up the road. I can hear them hollerin’ at that echo down by |

|the swamps. Leave it be; they’ll attend to it.” |

|Mr. Pawket, having carried out this injunction, stood by the door considering whether it was worthwhile to go back to his chopping. The sun |

|was in the middle of the sky; he sniffed odors of the kitchen and discerned a rich atmosphere known to his consciousness as “dinner-time.” |

|“Now I’m here I may as well stay,” he remarked to his wife. He sat heavily down in a turkey-red-covered rocking chair, quoting facetiously, |

|  |

|“Ef yer never want to be sad and sorry |

|Just keep away from hurry and worry.” |

|  |

|“The Rural says Finn’s folks has heard from that young feller … ” |

|Mrs. Pawket raised a disapproving face from contemplating a small kettle of Irish stew, remarking, severely, “Much the Rural knows about it.|

|She’s into everybody’s business.” |

|Mr. Pawket demurred. “Well, carr’in’ the mail and all, she’s liable to sense a good deal. Some says she’s always been foreknowledged. ’Twuz |

|the Rural foretold the blizzit last winter; ’twuz the Rural found out Hank Jellaby’s nephew was married. Wasn’t it her knowed all the time |

|who sot Mullins’s barn afire? There’s a good many depends on the Rural for keeping up with things.” |

|Soon the sun was a green glare through the tulip trees; that meant it was half past twelve, and the twins raced in. They were hoarse from |

|intriguing with the echo in the swamp; but as they entered the gate (careful to swing it the wrong way and squeeze through) they discussed a|

|tingling problem in mental arithmetic. |

|“If Mrs. Fenton gave her son two wapples” (snuffle), “and her nephew one naple” (snuffle), “and two wapples to her son’s friend, reservin’ |

|one napple for herself and conservin’ four rapples for the household, what would be the sum of these given napples multiplied by four?” |

|Reciting this appalling chorus, the twins faced their grandfather, who, poising his battered sun hat on his knees, from the depths of his |

|armchair looked proudly, if fearfully, upon them. |

|“Say, Gramp’, kin’ you answer it?” demanded the twins. |

|Standing before him in the kitchen doorway, they mouthed it, curly-headed, croaking synchronous challenge. They scraped their shoes on a |

|scraper near the door; one peered furtively under a covered dish on the table while the other washed hands and face in a tin basin under the|

|grape arbor. Together they made strange “snorting” noises of repressed masculinity as, seizing knife and fork from the pile in the center of|

|the table, they took seats, elbows on plates, instruments waving in air. |

|“Kin you answer it?” |

|Mr. Pawket hedged. He also drew a chair up to the table and, spearing a slice of bread with his knife, bent bushy brows. |

|“‘Kin I answer it?’ Well, that’s a nice question. Would yer teacher like me to answer it? No, he wouldn’t. It’s for your learnin’, ain’t it?|

|Not for mine. I’m all finished with them conundrums. Of course,” went on Mr. Pawket, airily—“of course I never done figurin’ like that when |

|I was a boy. Them apples, now. Seems to me it all depends on the season. Ef the lady was a widder, like as not she was took advantage of. I |

|mistrust she wouldn’t be no judge of apples; not bein’ a farmer, how could she know that there’s years when apples is valleyble, and other |

|years when you insult the pigs with ’em? But then—you talk about apples—Well, as for a fine apple, whether it’s Northern Spy or Harvest Moon|

|… ” Thus Mr. Pawket skillfully directed the conversation into channels more familiar. |

|  |

| |

|Excerpt from short story, “Willum’s Vanilla,” by Edwina Stanton Babcock. Found in The Best Short Stories of 1919, edited by Edward J. |

|O’Brien. Published by Small, Maynard & Company, 1919. |

|  |

|26. |In “Excerpt from Willum’s Vanilla,” Mr. Pawket receives a letter, delivered by the Rural Free Delivery. Explain how the themes of |

| |dignity and privacy interact throughout the passage. Write a one paragraph response, using details from the passage to support your |

| |answer. |

| |  |

|  |  |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Pele and Kahawali |

|  |

|Pele and Kahawali |

|“Pele and Kahawali” |

|Excerpt from Hawaiian Folk Tales: A Collection of Native Legends |

|Compiled by Thomas G. Thrum |

|  |

|Pele, a major figure of ancient Hawaiian mythology, is the central character in the tale “Pele and Kahawali.” Known for her power, |

|creativity, passion, and temper, Pele is the goddess of fire, lightning, wind, and volcanoes.  |

|  |

|In the reign of Kealiikukii, an ancient king of Hawaii, Kahawali, chief of Puna, and one of his favorite companions went one day to amuse |

|themselves with the papa holua (sled), on the sloping side of a hill, which is still called ka holua ana o Kahawali (Kahawali’s |

|sliding-place). Vast numbers of the people gathered at the bottom of the hill to witness the game, and a company of musicians and dancers |

|repaired thither to add to the amusement of the spectators. The performers began their dance, and amidst the sound of drums and the songs of|

|the musicians the sledding of Kahawali and his companion commenced. The hilarity of the occasion attracted the attention of Pele, the |

|goddess of the volcano, who came down from Kilauea to witness the sport. Standing on the summit of the hill in the form of a woman, she |

|challenged Kahawali to slide with her. He accepted the offer, and they set off together down the hill. Pele, less acquainted with the art of|

|balancing herself on the narrow sled than her rival, was beaten, and Kahawali was applauded by the spectators as he returned up the side of |

|the hill. |

|Before starting again, Pele asked him to give her his papa holua, but he, supposing from her appearance that she was no more than a native |

|woman, said: “Aole! (no!) Are you my wife, that you should obtain my sled?” And, as if impatient at being delayed, he adjusted his papa, ran|

|a few yards to take a spring, and then, with this momentum and all his strength he threw himself upon it and shot down the hill. |

|Pele, incensed at his answer, stamped her foot on the ground and an earthquake followed, which rent the hill in sunder. She called, and fire|

|and liquid lava arose, and, assuming her supernatural form, with these irresistible ministers of vengeance, she followed down the hill. When|

|Kahawali reached the bottom, he arose, and on looking behind saw Pele, accompanied by thunder and lightning, earthquake, and streams of |

|burning lava, closely pursuing him. He took up his broad spear, which he had stuck in the ground at the beginning of the game, and, |

|accompanied by his friend, fled for his life. The musicians, dancers, and crowds of spectators were instantly overwhelmed by the fiery |

|torrent, which, bearing on its foremost wave the enraged goddess, continued to pursue Kahawali and his companion. |

|They ran till they came to an eminence called Puukea. Here Kahawali threw off his cloak of netted ki leaves and proceeded toward his house, |

|which stood near the shore. He met his favorite pig and saluted it by touching noses, then ran to the house of his mother, who lived at |

|Kukii, saluted her by touching noses, and said: “Aloha ino oe, eia ihonei paha oe e make ai, ke ai mainei Pele.” (Compassion great to you! |

|Close here, perhaps, is your death; Pele comes devouring.) Leaving her, he met his wife, Kanakawahine, and saluted her. The burning torrent |

|approached, and she said: “Stay with me here, and let us die together.” He said: “No; I go, I go.” He then saluted his two children, |

|Poupoulu and Kaohe, and said, “Ke ue nei au ia olua.” (I grieve for you two.)  |

|The lava rolled near, and he ran till a deep chasm arrested his progress. He laid down his spear and walked over on it in safety. His friend|

|called out for his help; he held out his spear over the chasm; his companion took hold of it and he drew him securely over. By this time |

|Pele was coming down the chasm with accelerated motion. He ran till he reached Kula. Here he met his sister, Koai, but had only time to say,|

|“Aloha oe!” (Alas for you!) and then ran on to the shore. His younger brother had just landed from his fishing-canoe, and had hastened to |

|his house to provide for the safety of his family, when Kahawali arrived. He and his friend leaped into the canoe, and with his broad spear |

|paddled out to sea. Pele, perceiving his escape, ran to the shore and hurled after him, with prodigious force, great stones and fragments of|

|rock, which fell thickly around but did not strike his canoe. When he had paddled a short distance from the shore the kumukahi (east wind) |

|sprung up. He fixed his broad spear upright in the canoe, that it might answer the double purpose of mast and sail, and by its aid he soon |

|reached the island of Maui, where they rested one night and then proceeded to Lanai. The day following they moved on to Molokai, thence to |

|Oahu, the abode of Kolonohailaau, his father, and Kanewahinekeaho, his sister, to whom he related his disastrous perils, and with whom he |

|took up his permanent abode. |

|"Pele and Kahawali" in the public domain. |

|  |

|27. |The passage “Pele and Kahawali” is about the interactions between a goddess and a mortal leader. |

| |Write one to two paragraphs identifying two themes in this Hawaiian tale, and analyze their development over the course of the tale.|

| |Remember to use textual evidence from the passage to support your response. |

| |  |

|  |  |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Autumn Woods |

|  |

|Autumn Woods |

|Autumn Woods |

|by William Cullen Bryant |

| |

|William Cullen Bryant was a nineteenth-century New England poet perhaps most famous for his poem “Thanatopsis.” The poem below, “Autumn |

|Woods,” was first published in the United States Literary Gazette in the 1820s. |

| |

|Ere, in the northern gale, |

|The summer tresses of the trees are gone, |

|The woods of Autumn, all around our vale, |

|Have put their glory on. |

|(5)The mountains that infold, |

|In their wide sweep, the coloured landscape round, |

|Seem groups of giant kings, in purple and gold, |

|That guard the enchanted ground. |

|I roam the woods that crown |

|(10)The upland, where the mingled splendours glow, |

|Where the gay company of trees look down |

|On the green fields below. |

|My steps are not alone |

|In these bright walks; the sweet south-west, at play, |

|(15)Flies, rustling, where the painted leaves are strown |

|Along the winding way. |

|And far in heaven, the while, |

|The sun, that sends that gale to wander here, |

|Pours out on the fair earth his quiet smile,— |

|(20)The sweetest of the year. |

|Where now the solemn shade, |

|Verdure1 and gloom where many branches meet; |

|So grateful, when the noon of summer made |

|The valleys sick with heat? |

|(25)Let in through all the trees |

|Come the strange rays; the forest depths are bright. |

|Their sunny-coloured foliage, in the breeze, |

|Twinkles, like beams of light. |

|The rivulet,2 late unseen, |

|(30)Where bickering through the shrubs its waters run, |

|Shines with the image of its golden screen, |

|And glimmerings of the sun. |

|But ’neath yon crimson tree, |

|Lover to listening maid might breathe his flame, |

|(35)Nor mark, within its roseate canopy, |

|Her blush of maiden shame. |

|Oh, Autumn! why so soon |

|Depart the hues that make thy forests glad; |

|Thy gentle wind and thy fair sunny noon, |

|(40)And leave thee wild and sad! |

|Ah! ’twere a lot too blessed |

|For ever in thy coloured shades to stray; |

|Amid the kisses of the soft south-west |

|To rove and dream for aye;3 |

|(45)And leave the vain low strife |

|That makes men mad—the tug for wealth and power, |

|The passions and the cares that wither life, |

|And waste its little hour. |

| |

|1 Verdure: lush vegetation |

|2 rivulet: small flow of water; small stream |

|3 aye: forever |

|“Autumn Woods” in the public domain. |

|  |

|28. |In “Autumn Woods,” the speaker uses personification to reveal his point of view about the season. Write a paragraph explaining how |

| |the speaker feels. Use details from the poem to support your answer. |

| |  |

|  |  |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Great Expectations |

|  |

|Great Expectations |

|Excerpt from Great Expectations |

|by Charles Dickens  |

|  |

|Pip is a young man who dreams of being a part of society's upper class. In these excerpts, Pip leaves his sister's house as he has been |

|summoned to London by Mr. Jaggers. On his way, Pip regrets his behavior while at his sister's house. |

|  |

|Chapter XIX |

|  |

|All night there were coaches in my broken sleep, going to wrong places instead of to London, and having in the traces, now dogs, now cats, |

|now pigs, now men—never horses. Fantastic failures of journeys occupied me until the day dawned and the birds were singing. Then, I got up |

|and partly dressed, and sat at the window to take a last look out, and in taking it fell asleep. |

| |

|Biddy was astir so early to get my breakfast, that, although I did not sleep at the window an hour, I smelt the smoke of the kitchen fire |

|when I started up with a terrible idea that it must be late in the afternoon. But long after that, and long after I had heard the clinking |

|of the teacups and was quite ready, I wanted the resolution to go down stairs. After all, I remained up there, repeatedly unlocking and |

|unstrapping my small portmanteau and locking and strapping it up again, until Biddy called to me that I was late. |

|It was a hurried breakfast with no taste in it. I got up from the meal, saying with a sort of briskness, as if it had only just occurred to |

|me, “Well! I suppose I must be off!” and then I kissed my sister who was laughing and nodding and shaking in her usual chair, and kissed |

|Biddy, and threw my arms around Joe’s neck. Then I took up my little portmanteau and walked out. The last I saw of them was, when I |

|presently heard a scuffle behind me, and looking back, saw Joe throwing an old shoe after me and Biddy throwing another old shoe. I stopped |

|then, to wave my hat, and dear old Joe waved his strong right arm above his head, crying huskily “Hooroar!” and Biddy put her apron to her |

|face. |

|I walked away at a good pace, thinking it was easier to go than I had supposed it would be, and reflecting that it would never have done to |

|have had an old shoe thrown after the coach, in sight of all the High Street. I whistled and made nothing of going. But the village was very|

|peaceful and quiet, and the light mists were solemnly rising, as if to show me the world, and I had been so innocent and little there, and |

|all beyond was so unknown and great, that in a moment with a strong heave and sob I broke into tears. It was by the finger-post1 at the end |

|of the village, and I laid my hand upon it, and said, “Good by, O my dear, dear friend!” |

|Heaven knows we need never be ashamed of our tears, for they are rain upon the blinding dust of earth, overlying our hard hearts. I was |

|better after I had cried than before,—more sorry, more aware of my own ingratitude, more gentle. If I had cried before, I should have had |

|Joe with me then. |

|So subdued I was by those tears, and by their breaking out again in the course of the quiet walk, that when I was on the coach, and it was |

|clear of the town, I deliberated with an aching heart whether I would not get down when we changed horses and walk back, and have another |

|evening at home, and a better parting. We changed, and I had not made up my mind, and still reflected for my comfort that it would be quite |

|practicable to get down and walk back, when we changed again. And while I was occupied with these deliberations, I would fancy an exact |

|resemblance to Joe in some man coming along the road towards us, and my heart would beat high.—As if he could possibly be there! |

|We changed again, and yet again, and it was now too late and too far to go back, and I went on. And the mists had all solemnly risen now, |

|and the world lay spread before me. |

|This is the end of the first stage of Pip’s expectations. |

|                |

|Chapter XX |

|  |

|The journey from our town to the metropolis was a journey of about five hours. It was a little past midday when the four-horse stage-coach |

|by which I was a passenger, got into the ravel of traffic frayed out about the Cross Keys, Wood Street, Cheapside, London. |

|  |

|We Britons had at that time particularly settled that it was treasonable to doubt our having and our being the best of everything: |

|otherwise, while I was scared by the immensity of London, I think I might have had some faint doubts whether it was not rather ugly, |

|crooked, narrow, and dirty. |

| |

|Mr. Jaggers had duly sent me his address; it was, Little Britain, and he had written after it on his card, “just out of Smithfield, and |

|close by the coach-office.” Nevertheless, a hackney-coachman, who seemed to have as many capes to his greasy great-coat as he was years old,|

|packed me up in his coach and hemmed me in with a folding and jingling barrier of steps, as if he were going to take me fifty miles. His |

|getting on his box, which I remember to have been decorated with an old weather-stained pea-green hammercloth2 moth-eaten into rags, was |

|quite a work of time. It was a wonderful equipage, with six great coronets outside, and ragged things behind for I don’t know how many |

|footmen to hold on by, and a harrow3 below them, to prevent amateur footmen from yielding to the temptation. |

|  |

|I had scarcely had time to enjoy the coach and to think how like a straw-yard it was, and yet how like a rag-shop, and to wonder why the |

|horses’ nose-bags were kept inside, when I observed the coachman beginning to get down, as if we were going to stop presently. And stop we |

|presently did, in a gloomy street, at certain offices with an open door, whereon was painted MR. JAGGERS. |

|  |

|“How much?” I asked the coachman. |

|  |

|The coachman answered, “A shilling—unless you wish to make it more.” |

|  |

|I naturally said I had no wish to make it more. |

|“Then it must be a shilling,” observed the coachman. “I don’t want to get into trouble. I know him!” He darkly closed an eye at Mr. |

|Jaggers’s name, and shook his head. |

| |

| |

|[pic] |

|1 finger-post: signpost in the shape of a hand pointing in the direction of a destination |

|2 hammercloth: cloth covering a coachman’s seat |

|3 harrow: agricultural plow-like tool |

|  |

|"Excerpt from Great Expectations" in the public domain. |

|  |

|  |

|  |

|  |

|29. |Read the sentence from “Excerpt from Great Expectations.” |

| |I was better after I had cried than before,—more sorry, more aware of my own ingratitude, more gentle. |

| |Write a paragraph explaining why Pip felt both better yet more sorry after crying.  Remember to include examples from the passage |

| |to support your explanation. |

| |  |

|  |  |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Afloat and Ashore |

|  |

|Afloat and Ashore |

|Excerpt from Afloat and Ashore |

|by James Fenimore Cooper |

|  |

|James Fenimore Cooper (1789–1851) was the first American author to write novels of action about life in the United States. The following |

|passage is excerpted from Cooper’s 1844 novel Afloat and Ashore, which was shaped by his own seafaring experiences. |

|  |

|I frankly admit a strong disinclination to be learned. The law I might be forced to study, but practicing it was a thing my mind had long |

|been made up never to do. There was a small vein of obstinacy in my disposition that would have been very likely to carry me through in such|

|a determination, even had my mother lived, though deference to her wishes would certainly have carried me as far as the license. Even now |

|she was no more, I was anxious to ascertain whether she had left any directions or requests on the subject, either of which would have been |

|laws to me. I talked with Rupert on this matter and was a little shocked with the levity with which he treated it. “What difference can it |

|make to your parents, now,” he said, with an emphasis that grated on my nerves, “whether you become a lawyer, or a merchant, or a doctor, or|

|stay here on your farm and be a farmer like your father?” |

|“My father had been a sailor,” I answered, quick as lightning. |

|“True, and a noble, manly, gentleman-like calling it is! I never see a sailor that I do not envy him his advantages. Why, Miles, neither of |

|us has ever been in town even, while your mother’s boatmen, or your own, as they are now, go there regularly once a week. I would give the |

|world to be a sailor.” |

|“You, Rupert!…” |

|“…I have a fancy to the sea. I suppose you know that my great-grandfather was a captain in the navy…” |

|“But there is no navy in this country now—not even a single ship-of-war, I believe.” |

|“That is the worst of it. Congress did pass a law, two or three years since, to build some frigates, but they have never been launched. Now |

|Washington1 has gone out of office, I suppose we shall never have anything good in the country.” |

|I revered the name of Washington, in common with the whole country, but I did not see the sequitur.2 Rupert, however, cared little for |

|logical inferences, usually asserting such things as he wished, and wishing such as he asserted. After a short pause, he continued the |

|discourse. |

|“You are now substantially your own master,” he said, “and can do as you please. Should you go to sea and not like it, you have only to come|

|back to this place, where you will be just as much the master as if you had remained here superintending cattle, cutting hay, and fattening |

|pork the whole time.” |

|“I am not my own master, Rupert, any more than you are yourself. I am your father’s ward and must so remain for more than five years to |

|come. I am just as much under his control as you yourself.” |

|Rupert laughed at this and tried to persuade me it would be a good thing to relieve his worthy [father] of all responsibility in the affair,|

|if I had seriously determined never to go to Yale, or to be a lawyer, by going off to sea clandestinely,3 and returning when I was ready. If|

|I ever was to make a sailor, no time was to be lost, for all with whom he had conversed assured him the period of life when such things were|

|best learned was between sixteen and twenty. This I thought probable enough, and I parted from my friend with a promise of conversing |

|further with him on the subject at an early opportunity. |

|  |

|1 Washington: George Washington (1732–1799), the first president of the United States, from 1789–1797 |

|2 sequitur: logical conclusion |

|3 clandestinely: secretly |

|  |

|"Afloat and Ashore" in the public domain. |

|  |

|  |

|30. |Which excerpt from “Afloat and Ashore” best supports the conclusion that Rupert often speaks before he thinks? |

| |  |

|  |A. |

| |"'What difference can it make to your parents, now,' he said, with an emphasis that grated on my nerves, ‘whether you become a |

| |lawyer, or a merchant, or a doctor…’” |

| |  |

| | |

|  |B. |

| |“Rupert, however, cared little for logical inferences, usually asserting such things as he wished, and wishing such as he |

| |asserted.” |

| |  |

| | |

|  |C. |

| |“‘You are now substantially your own master,’” he said, ‘and can do as you please.’” |

| |  |

| | |

|  |D. |

| |“Rupert laughed at this and tried to persuade me it would be a good thing to relieve his worthy [father] of all responsibility in |

| |the affair…” |

| |  |

| | |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Excerpt from The Custom of the Country |

|  |

|Excerpt from The Custom of the Country |

|Excerpt from The Custom of the Country |

|by Edith Wharton |

|After her parents come into money, Undine Spragg convinces her family to move from the Midwest to New York City to flaunt their wealth. |

|  |

|Undine’s white and gold bedroom, with sea-green panels and old rose carpet, looked along Seventy-second Street toward the leafless tree-tops|

|of the Central Park. |

|She went to the window, and drawing back its many layers of lace gazed eastward down the long brownstone perspective. Beyond the Park lay |

|Fifth Avenue—and Fifth Avenue was where she wanted to be! |

|She turned back into the room, and going to her writing-table laid Mrs. Fairford’s note before her, and began to study it minutely. She had |

|read in the “Boudoir Chat” of one of the Sunday papers that the smartest women were using the new pigeon-blood notepaper with white ink; and|

|rather against her mother’s advice she had ordered a large supply, with her monogram in silver. It was a disappointment, therefore, to find |

|that Mrs. Fairford wrote on the old-fashioned white sheet, without even a monogram—simply her address and telephone number. It gave Undine |

|rather a poor opinion of Mrs. Fairford’s social standing, and for a moment she thought with considerable satisfaction of answering the note |

|on her pigeon-blood paper. Then she remembered Mrs. Heeny’s emphatic commendation of Mrs. Fairford, and her pen wavered. What if white paper|

|were really newer than pigeon blood? It might be more stylish, anyhow. Well, she didn’t care if Mrs. Fairford didn’t like red paper—SHE did!|

|And she wasn’t going to truckle to any woman who lived in a small house down beyond Park Avenue… |

|Undine was fiercely independent and yet passionately imitative. She wanted to surprise every one by her dash and originality, but she could |

|not help modelling herself on the last person she met, and the confusion of ideals thus produced caused her much perturbation when she had |

|to choose between two courses. She hesitated a moment longer, and then took from the drawer a plain sheet with the hotel address. |

|It was amusing to write the note in her mother’s name—she giggled as she formed the phrase “I shall be happy to permit my daughter to take |

|dinner with you” (“take dinner” seemed more elegant than Mrs. Fairford’s “dine”)—but when she came to the signature she was met by a new |

|difficulty. Mrs. Fairford had signed herself Laura Fairford”—just as one school-girl would write to another. But could this be a proper |

|model for Mrs. Spragg? Undine could not tolerate the thought of her mother’s abasing herself to a denizen of regions beyond Park Avenue, and|

|she resolutely formed the signature: “Sincerely, Mrs. Abner E. Spragg.” Then uncertainty overcame her, and she re-wrote her note and copied |

|Mrs. Fairford’s formula: “Yours sincerely, Leota B. Spragg.” But this struck her as an odd juxtaposition of formality and freedom, and she |

|made a third attempt: “Yours with love, Leota B. Spragg.” This, however, seemed excessive, as the ladies had never met; and after several |

|other experiments she finally decided on a compromise, and ended the note: “Yours sincerely, Mrs. Leota B. Spragg.” That might be |

|conventional. Undine reflected, but it was certainly correct. This point settled, she flung open her door, calling imperiously down the |

|passage: “Celeste!” and adding, as the French maid appeared: “I want to look over all my dinner-dresses.” |

|Considering the extent of Miss Spragg’s wardrobe her dinner-dresses were not many. She had ordered a number the year before but, vexed at |

|her lack of use for them, had tossed them over impatiently to the maid. Since then, indeed, she and Mrs. Spragg had succumbed to the |

|abstract pleasure of buying two or three more, simply because they were too exquisite and Undine looked too lovely in them; but she had |

|grown tired of these also—tired of seeing them hang unworn in her wardrobe, like so many derisive points of interrogation. And now, as |

|Celeste spread them out on the bed, they seemed disgustingly common-place, and as familiar as if she had danced them to shreds. |

|Nevertheless, she yielded to the maid’s persuasions and tried them on. |

|The first and second did not gain by prolonged inspection: they looked old-fashioned already. “It’s something about the sleeves,” Undine |

|grumbled as she threw them aside. |

|The third was certainly the prettiest; but then it was the one she had worn at the hotel dance the night before and the impossibility of |

|wearing it again within the week was too obvious for discussion. Yet she enjoyed looking at herself in it, for it reminded her of her |

|sparkling passages with Claud Walsingham Popple, and her quieter but more fruitful talk with his little friend—the young man she had hardly |

|noticed. |

|“You can go, Celeste—I’ll take off the dress myself,” she said: and when Celeste had passed out, laden with discarded finery. Undine bolted |

|her door, dragged the tall pier-glass forward and, rummaging in a drawer for fan and gloves, swept to a seat before the mirror with the air |

|of a lady arriving at an evening party…. |

|She stood up and, going close to the glass, examined the reflection of her bright eyes and glowing cheeks. This time her fears were |

|superfluous: there were to be no more mistakes and no more follies now! She was going to know the right people at last—she was going to get |

|what she wanted! |

|  |

|Excerpt from The Custom of the Country by Edith Wharton. Published by Charles Scribner’s Sons, 1913. In the public domain. |

|  |

|31. |Undine struggles to determine the best way to sign her mother’s name. What does this struggle reveal about her character? |

| |  |

|  |A. |

| |She is shy and unsure. |

| |  |

| | |

|  |B. |

| |She is eager to earn her mother’s affection. |

| |  |

| | |

|  |C. |

| |She is concerned with observing social conventions. |

| |  |

| | |

|  |D. |

| |She is careful to choose the most articulate way to write. |

| |  |

| | |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Excerpt from "The Mantle" |

|  |

|Excerpt from "The Mantle" |

|Excerpt from "The Mantle" |

|Excerpt from The Mantle and Other Stories |

|by Nikolai Gogol |

| |

|  |

|Originally from what is now Ukraine, Nikolai Gogol (1809-1852) pioneered a trend in realism in Russian literature. Humor and absurdity are |

|characteristic of Gogol’s dramas, novels and short stories. |

|  |

|  |

|In a certain Russian ministerial department—— |

|But it is perhaps better that I do not mention which department it was. There are in the whole of Russia no persons more sensitive than |

|Government officials. Each of them believes if he is annoyed in any way, that the whole official class is insulted in his person. |

|Recently an Isprawnik (country magistrate)—I do not know of which town—is said to have drawn up a report with the object of showing that, |

|ignoring Government orders, people were speaking of Isprawniks in terms of contempt. In order to prove his assertions, he forwarded with his|

|report a bulky work of fiction, in which on about every tenth page an Isprawnik appeared generally in a drunken condition. |

|In order therefore to avoid any unpleasantness, I will not definitely indicate the department in which the scene of my story is laid, and |

|will rather say “in a certain chancellery.” |

|Well, in a certain chancellery there was a certain man who, as I cannot deny, was not of an attractive appearance. He was short, had a face |

|marked with smallpox, was rather bald in front, and his forehead and cheeks were deeply lined with furrows—to say nothing of other physical |

|imperfections. Such was the outer aspect of our hero, as produced by the St Petersburg climate. |

|As regards his official rank—for with us Russians the official rank must always be given—he was what is usually known as a permanent titular|

|councillor, one of those unfortunate beings who, as is well known, are made a butt of by various authors who have the bad habit of attacking|

|people who cannot defend themselves. |

|Our hero’s family name was Bashmatchkin; his baptismal name Akaki Akakievitch. Perhaps the reader may think this name somewhat strange and |

|far-fetched, but he can be assured that it is not so, and that circumstances so arranged it that it was quite impossible to give him any |

|other name. |

|This happened in the following way. Akaki Akakievitch was born, if I am not mistaken, on the night of the 23rd of March. His deceased |

|mother, the wife of an official and a very good woman, immediately made proper arrangements for his baptism. When the time came, she was |

|lying on the bed before the door. At her right hand stood the godfather, Ivan Ivanovitch Jeroshkin, a very important person, who was |

|registrar of the senate; at her left, the godmother Anna Semenovna Byelobrushkova, the wife of a police inspector, a woman of rare virtues. |

|Three names were suggested to the mother from which to choose one for the child—Mokuja, Sossuja, or Khozdazat. |

|“No,” she said, “I don’t like such names.” |

|In order to meet her wishes, the church calendar was opened in another place, and the names Triphiliy, Dula, and Varakhasiy were found. |

|“This is a punishment from heaven,” said the mother. “What sort of names are these! I never heard the like! If it had been Varadat or |

|Varukh, but Triphiliy and Varakhasiy!” |

|They looked again in the calendar and found Pavsikakhiy and Vakhtisiy. |

|“Now I see,” said the mother, “this is plainly fate. If there is no help for it, then he had better take his father’s name, which was |

|Akaki.” |

|So the child was called Akaki Akakievitch. It was baptised, although it wept and cried and made all kinds of grimaces, as though it had a |

|presentiment that it would one day be a titular councillor. |

|We have related all this so conscientiously that the reader himself might be convinced that it was impossible for the little Akaki to |

|receive any other name. When and how he entered the chancellery and who appointed him, no one could remember. However many of his superiors |

|might come and go, he was always seen in the same spot, in the same attitude, busy with the same work, and bearing the same title; so that |

|people began to believe he had come into the world just as he was, with his bald forehead and official uniform. |

|In the chancellery where he worked, no kind of notice was taken of him. Even the office attendants did not rise from their seats when he |

|entered, nor look at him; they took no more notice than if a fly had flown through the room. His superiors treated him in a coldly despotic |

|manner. The assistant of the head of the department, when he pushed a pile of papers under his nose, did not even say “Please copy those,” |

|or “There is something interesting for you,” or make any other polite remark such as well-educated officials are in the habit of doing. But |

|Akaki took the documents, without worrying himself whether they had the right to hand them over to him or not, and straightway set to work |

|to copy them. |

|His young colleagues made him the butt of their ridicule and their elegant wit, so far as officials can be said to possess any wit. They did|

|not scruple to relate in his presence various tales of their own invention regarding his manner of life and his landlady, who was seventy |

|years old. They declared that she beat him, and inquired of him when he would lead her to the marriage altar. Sometimes they let a shower of|

|scraps of paper fall on his head, and told him they were snowflakes. |

|But Akaki Akakievitch made no answer to all these attacks; he seemed oblivious of their presence. His work was not affected in the slightest|

|degree; during all these interruptions he did not make a single error in copying. Only when the horseplay grew intolerable, when he was held|

|by the arm and prevented writing, he would say “Do leave me alone! Why do you always want to disturb me at work?” There was something |

|peculiarly pathetic in these words and the way in which he uttered them. |

|One day it happened that when a young clerk, who had been recently appointed to the chancellery, prompted by the example of the others, was |

|playing him some trick, he suddenly seemed arrested by something in the tone of Akaki’s voice, and from that moment regarded the old |

|official with quite different eyes. He felt as though some supernatural power drew him away from the colleagues whose acquaintance he had |

|made here, and whom he had hitherto regarded as well-educated, respectable men, and alienated him from them. Long afterwards, when |

|surrounded by gay companions, he would see the figure of the poor little councillor and hear the words “Do leave me alone! Why will you |

|always disturb me at work?” Along with these words, he also heard others: “Am I not your brother?” On such occasions the young man would |

|hide his face in his hands, and think how little humane feeling after all was to be found in men’s hearts; how much coarseness and cruelty |

|was to be found even in the educated and those who were everywhere regarded as good and honourable men. |

|  |

|Excerpt from short story, “The Mantle,” by Nicholas Gogol. Found in The Mantle and Other Stories, translated by Claud Field. Published by |

|Frederick A. Stokes Co., 1916. |

|  |

|32. |Student Directions: |

| |Nikolai Gogol’s story “The Mantle” is characteristic of his satirical style of writing. Your task is to read another of his stories |

| |and compare its style to that of “Excerpt from The Mantle.” Then you will meet with a small group of classmates to discuss the |

| |stories’ use of humor and satire and how they are characteristic of Gogol’s style. Finally, you will write one to two paragraphs that |

| |reflect your group’s discussion. |

| |  |

| |Part I: |

| |Meet with your group to decide which story you will read and discuss. Choose one of the stories on this list: |

| |“Diary of a Madman” |

| |“Nevsky Prospekt” |

| |“The Nose” |

| |“The Carriage” |

| |“The Portrait” |

| |“The Tale of How Ivan Ivanovich Quarreled with Ivan Nikiforovich” |

| |“Viy” |

| |Read the story on your own and take notes as you read. What type of humor does Gogol use in this story? How is it similar to or |

| |different from the humor he uses in the excerpt from “The Mantle”? Your notes do not have to be in complete sentences, but make sure |

| |they are clear enough to help you contribute to the discussion. |

| | |

| |Part II: |

| |With your group, discuss the story you have read and compare and contrast it with the excerpt, taking turns explaining your |

| |observations. Discuss the different perspectives that each group member brings to the discussion. Use details from the story you have |

| |chosen and from the passage provided to support your ideas. |

| |  |

| |Part III: |

| |Write one to two paragraphs that summarize your group’s discussion. Your response should briefly introduce the characters and explain |

| |the plot and themes of the story you chose. Then give a brief analysis of Gogol’s humor and how it is used in the story as compared to|

| |the excerpt from “The Mantle.” Your writing should incorporate your classmates’ input from the discussion as well as your own. |

| | |

| |Scoring: |

| |Your work will be scored based on the following: |

| |how well you prepare for the discussion |

| |how well you participate in the small group discussion |

| |how well your written response reflects the content of what you have read and the ideas expressed in your group discussion |

| |  |

|  |  |

|  |  |

[pic]

|Read the following and answer the questions below: |

|The Truth About the Facts |

|  |

|The Truth About the Facts |

|The Truth About the Facts: |

|When History Is Not What It Seems  |

|  |

|“Remember the Maine!” was the angry cry that signaled the start of the Spanish-American War in 1898. But what exactly were we to remember |

|about the Maine? That it was the American battleship sunk by the Spanish? That the tragic incident was a clear matter of cause and effect? |

|Or that the sinking was the reason the United States, urged by a sensationalist war-hungry press, went to war against Spain? |

|While the effect may have been clear—the United States did go to war—the cause turns out not to have been clear at all. Questions about the |

|sinking of the Maine began swirling almost immediately after the event, and many of the facts became murkier as time went on. |

|Here is one undisputed fact: on February 15, 1898, the USS Maine, an American battleship, exploded in Havana Harbor off the coast of Cuba. |

|Here is another undisputed fact: two hundred and sixty men died in the explosion, and another six later died of their injuries. Beyond that,|

|the account of the explosion moves beyond true facts and into the realm of “facts,” ideas and conclusions that are easier to assert than to |

|disprove. A “fact” about the Maine, according to the naval board of inquiry that investigated the event the month after it happened, was |

|that a mine in the water caused the explosion. Case closed. |

|But wait: Philip Alger, a U.S. Naval Academy professor who was an authority on explosive ordnance, was quoted in a newspaper article the day|

|after the explosion, saying, “No torpedo such as is known in modern warfare can of itself cause an explosion as powerful as that which |

|destroyed the Maine. We know of no instances where the explosion of a torpedo or mine under a ship’s bottom has exploded the magazine |

|within.” Alger’s statement makes it clear that the Maine’s magazine, its store of munitions, was the clear location of the explosion, and |

|the gunpowder it held contributed to the destructive force of the blast. |

|Unanswered was the question, what initiated the blast? Alger thought it likely that the explosion was an accident caused by the placement of|

|the coal bunker on the battleship. A spontaneous fire among the type of coal used to power the ship—bituminous1 rather than |

|anthracite2—could easily have spread to the magazines, a not-uncommon explosion. |

|The Maine was stationed near Cuba because President William McKinley was concerned about Spain’s military presence there. He was also |

|concerned about the safety of Americans in Cuba. It was logical to assume Spain’s similar concern about the United States sending a |

|battleship in response. Once the explosion occurred, the U.S. Navy did not immediately accuse Spain, but, instead, appointed a board of |

|inquiry—the Sampson Board—to investigate. |

|In its investigation, the Sampson Board did not consult Alger or any other ordnance expert. That may have been due to the influence of |

|Theodore Roosevelt, who was at the time Assistant Secretary of the Navy. In a letter to the chief of the Navy’s Bureau of Ordnance, |

|Roosevelt asked, “Don’t you think it inadvisable for Prof. Alger to express opinions in this way?” Presumably, he was referring to Alger’s |

|remarks in the newspaper article. Regardless of whether Roosevelt actually exerted pressure, Alger was not a part of the inquiry. |

|In its report issued March 21, 1898, the Sampson Board concluded that “the MAINE was destroyed by the explosion of a submarine mine, which |

|caused the partial explosion of two or more of her forward magazines.” Significantly, however, the report ends by stating, “The court has |

|been unable to obtain evidence fixing the responsibility for the destruction of the MAINE upon any person or persons.” The country seized |

|upon the former conclusion, not the latter, in its rush to war. This rush was most likely fueled by at least two factors: the first was the |

|U.S. desire for territorial expansion, the second was the hype promoted by a publisher named William Randolph Hearst, who knew that |

|war-related stories would sell more newspapers. |

|The “submarine mine” explanation was based on the observation that the Maine’s keel, the structure along its underbelly, was bent upwards, |

|so that it looked like an inverted letter “V.” A second board of inquiry that convened in 1911 received funds to raise the sunken ship from |

|the harbor and investigate further. According to the Navy’s official historical website, this 1911 board found “the bottom hull plates in |

|the area of the reserve six-inch magazine bent inward and back” and used this observation to conclude “that a mine had detonated under the |

|magazine, causing the explosion that destroyed the ship.” |

|The matter might have ended there, but in 1974, Admiral Hyman Rickover, a naval heavy hitter who was the impetus behind the development of |

|the nuclear submarine fleet, became interested in the Maine. He called on Ib S. Hansen and Robert S. Price, naval explosive authorities, to |

|apply their expertise to a new, exhaustive investigation. Hansen and Price concluded that a mine explosion was extremely unlikely for many |

|reasons, including the fact that it would have required a particular type of mine precisely placed under very difficult conditions. |

|Additionally, the two men reasoned that among the alternative explanations for the explosion, which included a bunker fire, a small arms |

|accident, a bomb planted by a visitor, and a crew sabotage, a bunker fire was most likely. They justified their opinion by citing the fact |

|that the coal was bituminous, that it had been stored on the ship for three months (the longer that coal is stored, the more likely it is to|

|combust), and that the bunker’s last inspection had occurred over 12 hours beforehand, which would “indicate ample time . . . for the |

|initiation of a bunker fire, heating of the bulkhead, transmission of the heat to nearby powder tanks, and deflagration of the powder.” |

|Further, spontaneous fires had occurred in other battleships’ bunkers under similar conditions. Hansen and Price’s report makes clear that |

|they took extreme care to make no unwarranted assumptions about the conditions on and around the Maine ; they examined records and |

|eyewitness statements from the time and relied most strongly on what could be verified. |

|The same cannot be said for a 1998 computer analysis done by Advanced Marine Enterprises (AME) at the behest of the National Geographic |

|Society. This analysis concluded that a mine was a likely contributor to the magazine explosion. It indicated that a 100-pound powder-keg |

|mine could have been responsible. Yet, as Hansen and Price had noted, no evidence of such a mine was found. They were careful, however, to |

|note that “the lack of remnants cannot be taken as positive proof that a mine or torpedo was not employed.” In any case, Louis Fisher, a |

|specialist in Constitutional law from the Law Library of Congress, wrote in 2009, “The experts who worked on the Rickover study and some |

|analysts within AME did not accept the conclusions of the AME computer model.” Clearly, the AME study was not convincing. |

|In 2004, in fact, the author of an online review of a television documentary, “Unsolved History: Death of the USS Maine,” declared that |

|viewers will have “learned, through compelling evidence, that the USS Maine sank because of an accident, not enemy action.” Thus, the |

|Rickover conclusion is the one that remains—at least in the United States. In Cuba , things are different. In Cuba, The Miami Herald |

|reported in 2000, “the assumption persists that the United States sabotaged its own ship as an excuse to join the conflict.” |

|In the end, we may think we know what happened to the Maine, and we may condemn leaders from that time for basing a rush to war on hastily |

|drawn, and perhaps ill-supported, conclusions. But anyone who feels superior to President McKinley and those around him would do well to |

|bear in mind two things: First, the investigative tools available in 1898 were a far cry from what is available now, or what Admiral |

|Rickover’s group was able to draw upon in the 1970s. Second, and perhaps more important, was the pressure cooker of international relations |

|and domestic politics pushing the board to its decision. |

|Now imagine a similar commission investigating an apparently warlike incident today, doing its work before the television cameras, with |

|news-channel anchors, talk-show hosts, and analysts reporting and dissecting every question and answer. In the midst of true facts, “facts,”|

|and sound bites, would today’s sensationalist media make it more or less likely that investigators arrived at conclusions that history might|

|find inaccurate? Can we learn from history? |

|  |

|1 bituminous: made of bitumen, a mixture of hydrocarbons; a type of soft coal that ignites at a lower temperature than the harder anthracite|

|coal |

|2 anthracite: a hard type of coal with the fewest impurities; burns at a much higher temperature than bituminous coal |

|  |

|33. |The passage “The Truth About the Facts: When History Is Not What It Seems” presents diverse perspectives about what caused the sinking|

| |of the USS Maine. |

| |In preparation for a small group discussion, write a brief summary of the areas of agreement or disagreement about the causes of the |

| |sinking as explained in the passage. |

| |Next, you will be assigned to a small group where you will raise and respond to questions based on the strengths and weaknesses of |

| |each of the major explanations advanced by the author. Then you will decide together whether your summary needs additional research to|

| |clarify what caused the ship to sink. |

| |  |

|  |  |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Annabel Lee |

|  |

|Annabel Lee |

|  |

|“Annabel Lee” |

|by Edgar Allan Poe |

|Excerpt from Elson Grammar School Literature, Book Four |

|Edited by William H. Elson and Christine Keck |

|  |

| [pic] |

|Edgar Allan Poe was born in Boston on January 19th, 1809. He was left an orphan at the age of three years, and was adopted by a wealthy |

|Virginia planter and educated in England and elsewhere. Owing to his erratic habits, Poe's foster-father disowned him, and after that his |

|life was a constant battle with poverty. His poetry is full of imagery, beauty, and melody. ―William H. Elson and Christine Keck  |

|  |

|“Annabel Lee” |

|   It was many and many a year ago, |

|        In a kingdom by the sea, |

|    That a maiden there lived whom you may know |

|        By the name of Annabel Lee; |

|    And this maiden she lived with no other thought |

|        Than to love and be loved by me.      |

|    I was a child and she was a child, |

|        In this kingdom by the sea: |

|    But we loved with a love that was more than love— |

|        I and my Annabel Lee; |

|    With a love that the wingèd seraphs of heaven |

|        Coveted her and me.      |

|    And this was the reason that, long ago, |

|        In this kingdom by the sea, |

|    A wind blew out of a cloud, chilling |

|        My beautiful Annabel Lee; |

|    So that her highborn kinsmen came |

|        And bore her away from me, |

|    To shut her up in a sepulchre |

|        In this kingdom by the sea.      |

|    The angels, not half so happy in heaven, |

|        Went envying her and me— |

|    Yes! —that was the reason (as all men know, |

|        In this kingdom by the sea) |

|    That the wind came out of the cloud by night, |

|        Chilling and killing my Annabel Lee.      |

|    But our love it was stronger by far than the love |

|        Of those who were older than we— |

|        Of many far wiser than we— |

|    And neither the angels in heaven above, |

|        Nor the demons down under the sea, |

|    Can ever dissever my soul from the soul |

|        Of the beautiful Annabel Lee:      |

|    For the moon never beams, without bringing me dreams |

|        Of the beautiful Annabel Lee; |

|    And the stars never rise, but I feel the bright eyes |

|        Of the beautiful Annabel Lee; |

|    And so, all the night-tide, I lie down by the side |

|    Of my darling, —my darling, —my life and my bride, |

|        In the sepulchre there by the sea, |

|        In her tomb by the sounding sea. |

|"Annabel Lee" in the public domain. |

|  |

|34. |Reflect on the poem "Annabel Lee." Write and deliver a one- to two-paragraph speech explaining how Poe uses poetic devices in |

| |“Annabel Lee.” In your speech, identify and define three poetic devices within the poem, and provide an example of each. |

| |   |

| |  |

|  |  |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Genetic Snapshots Help Brighten Switchgrass’s Future |

|  |

|Genetic Snapshots Help Brighten Switchgrass’s Future |

|Genetic Snapshots Help Brighten Switchgrass’s Future |

|by the United States Department of Agriculture |

|  |

|Corn has captured public attention as the crop with potential to quench America’s thirst for ethanol and other such biofuels. Another |

|fuel-friendly crop is switchgrass. Indeed, ARS1-led research in the Midwest indicates an acre of biomass (stems and leaves) from this |

|warm-season perennial grass has the potential to yield 300 to 800 gallons of ethanol. |

|That’s a promising estimate, but more research is needed to improve the conversion technology used and to make the plant biomass easier and |

|less costly to convert into ethanol. Conversion is done by breaking down the plant’s cell walls into sugars and then fermenting them. |

|One approach is to develop new switchgrass varieties with traits geared to producing ethanol rather than traditional uses, like feeding |

|cattle, anchoring soil, or restoring grasslands. |

|“The ideal switchgrass for bioenergy production would have low input requirements, good stand establishment—especially the first year—high |

|yield, and excellent conversion-to-ethanol properties,” comments Gautam Sarath. He’s a molecular biologist in ARS’s Grain, Forage, and |

|Bioenergy Research Unit (GFBRU) [in] Lincoln, Nebraska. |

|  |

|[pic] |

|  |

|Building Living “Libraries”  |

|To expedite breeding efforts, Sarath and collaborators generate tens of thousands of genetic “snapshots” of switchgrass in action—from the |

|moment it sprouts from seed to the time it prepares for overwintering. |

|The snapshots are actually fragments of genetic material called messenger RNA (mRNA). In plant cells, mRNA delivers instructions for making |

|proteins and carrying out other tasks assigned by DNA—the so-called blueprint for life. |

|Extracting mRNA from switchgrass offers a glimpse of how this molecular workhorse does the bidding of DNA at particular growth stages or |

|physiological moments in development. In a later step, a technique called “microarray analysis” allows scientists to visually identify which|

|genes were active when they plucked the mRNA from the grass’s tissues. |

|The mRNA is difficult to work with outside its natural setting—cells. So the researchers create a more stable version—complementary DNA |

|(cDNA). Using standard biotech methods, they insert the cDNA into specially engineered plasmids, which can be propagated in E. |

|coli bacteria. Plasmids are circular molecules of DNA found outside chromosomes. |

|Thus engineered, the bacteria are cultured on plates, where they form thousands of colonies. At this stage, they become known as |

|“libraries,” because each bacterial colony contains a plasmid with a unique cDNA from switchgrass. |

|Since 2003, Sarath and collaborator Paul Twigg of the University of Nebraska–Kearney have produced several cDNA libraries from switchgrass. |

|From these, Christian Tobias, a molecular biologist at ARS’s Genomics and Gene Discovery Research Unit in Albany, California, has determined|

|the structure or sequence of some 12,000 previously unknown switchgrass gene fragments. |

|  |

|Genetic Diamonds in the Rough |

|In a preliminary analysis of the sequences, Tobias and coinvestigators grouped about 65 percent of the new sequences into clusters based on |

|commonalities in their structures. Each of these groups may prove to be a unique gene. The sequence fragments were then compared with |

|databases containing well-characterized genes to provide insight into the possible function of each new switchgrass sequence. |

|“A closer examination of fragments within clusters revealed that some seemed to have some slight variations. These variations are of |

|interest because they might lead us to a trait that we want to investigate further,” Tobias points out. “These sequence variations reflect |

|and reveal a portion of the genetic variability within the world’s switchgrass gene pool and can be both associated with desirable traits |

|and used in breeding and switchgrass-improvement programs.” |

|Tobias and Sarath posted the gene sequences to publicly accessible databases on the Internet in 2005. This treasure trove of new discoveries|

|is the most extensive catalog of switchgrass genes yet available for scientists everywhere to use. Researchers can, with the aid of |

|computers, quickly compare and contrast the structure of switchgrass genes to those of other grasses or other forms of life. |

|Genes from one organism that look like those from another may perform the same job in both. And if that job has already been discovered for |

|the one organism, “you have a head start in correctly identifying its role in switchgrass,” explains Tobias. |

|Using this comparative approach, Sarath and Twigg have pinpointed a cluster of 12 to 14 genes regulating production and deposition of |

|lignin, a molecular “glue” that binds components of plant cell walls. Sarath notes that bioenergy researchers are keen on weakening lignin’s|

|grip—either through conventional breeding or genetic engineering—to free up more sugars from cell walls for fermenting into ethanol. … |

|The team’s original cDNA libraries came from a single switchgrass variety. Others will be added, including lowland bioenergy-switchgrass |

|types from a breeding and economic-evaluation program run by GFBRU research leader Kenneth P. Vogel and rangeland scientist Robert Mitchell.|

|  |

|Helping Hands  |

|The scientists are sending these libraries and RNA to the U.S. Department of Energy’s Joint Genome Institute in Walnut Creek, California. |

|There, fast, state-of-the-art gene-sequencing instruments will identify up to a half-million switchgrass sequence fragments, called |

|“expressed sequence tags” (ESTs), within the next 3 years. These sequences will be compared with those from other plants—particularly other |

|grasses, such as corn and rice—providing invaluable data. |

|“These ESTs will give us the tools to really understand, or look for, genes important for breeding purposes,” adds Sarath. For this |

|ambitious venture, he and Tobias have already supplied several of the requisite cDNA libraries for the institute’s ultrafast analyses. |

|Meanwhile, ARS researchers elsewhere are exploring innovative new ways to improve switchgrass for biofuel and other uses. Some examples of |

|this research include: |

|Studying how plant cell walls are made in order to learn how best to break them down—research that should make forage crops like switchgrass|

|more digestible for livestock and more degradable for biofuel production (Hans Jung, dairy scientist, St. Paul, Minnesota). |

|Developing switchgrass management tools and conducting greenhouse-gas life-cycle assessments to provide the best combination of biofuel |

|yield and quality and environmental benefits (Paul R. Adler, agronomist, University Park, Pennsylvania). |

|Using enzyme treatments to extract phenolic acids as value-added coproducts (Danny E. Akin, microbiologist, Athens, Georgia). |

|Putting both dilute[d] acid and enzymes to work in obtaining fermentable sugars from switchgrass and other species (Bruce S. Dien, chemical |

|engineer, Peoria, Illinois). |

|From seed to fermentable sugars, such research is helping expand switchgrass’s horizons beyond the prairie and into the bioenergy plants of |

|tomorrow. |

|  |

|Choosing the Right Switchgrass |

|Because of its many admirable traits, switchgrass is valued as a robust biomass producer, livestock forage, and restorer of once-pristine2 |

|prairie lands. Still, many farmers may want to know: Which switchgrass types are best suited for my lands? |

|Farmers in northern U.S. latitudes may want to check with Michael D. Casler, a plant geneticist with ARS’s U.S. Dairy Forage Research Center|

|(DFRC) in Madison, Wisconsin. |

|After 10 years of switchgrass breeding and evaluation, Casler says he has a pretty good sense of which cultivars for biomass productivity |

|grow best where. |

|For instance, farmers in southern Minnesota would be wise to choose the cultivar Cave-in-Rock, says Casler, instead of Blackwell, which is |

|better suited to Kansas and Oklahoma. |

|Making Casler’s switchgrass selections even easier is a laboratory test developed by fellow DFRC researcher Paul J. Weimer. With the help of|

|enzyme-rich rumen fluid extracted from the digestive tracts of dairy cows, the method can quickly predict the fermentability, or |

|ethanol-producing potential, of a given cultivar. |

|Over the next few years, Casler and Weimer will be working to integrate desirable fermentation traits into switchgrass to increase its |

|farmgate value. |

|  |

|The Gene Pool Deepens  |

|The original cDNA libraries that led to the team’s switchgrass gene discoveries came from a variety called Kanlow. As its name implies, |

|Kanlow is best suited for Kansas prairie lowlands. But researchers need to know about the work of genes in the flowers, leaves, stems, and |

|roots of switchgrass plants … throughout its native range. |

|To make that happen, scientists like ARS plant pathologist Joseph M. Krupinsky at Mandan, North Dakota, have contributed switchgrass tissue |

|to colleague Paul Twigg to create RNA and cDNA libraries with a richer and more diverse assembly of switchgrass genes. Samples also come |

|from Kenneth Vogel’s program at Lincoln. |

|In all, the new RNA and cDNA libraries are pools or mixtures of specimens [e]specially selected to add needed breadth, depth, and diversity |

|that otherwise might be missed were the analyses based solely on a single commercial variety such as Kanlow. |

|The researchers have included individuals encompassing most of the genetic diversity within the 48 conterminous United States. |

|  |

|1 ARS: Agricultural Research Service |

|2 pristine: unspoiled |

|“Genetic Snapshots Help Brighten Switchgrass’s Future” in the public domain. |

|  |

|35. |Student Directions: |

| | |

| |Corn and switchgrass are two of many natural materials which are used to make biofuels. You will use reliable library and Internet |

| |sources to investigate biofuels and the materials used to make them, choosing one type of biofuel to focus on in your research. Then |

| |you will use what you have learned from your research, as well as information from the passage “Genetic Snapshots Help Brighten |

| |Switchgrass’s Future,” to create a digital slideshow on your topic and present it to the class. |

| |Part 1: |

| |Use the passage, as well as library and/or Internet resources to research biofuels. As you research, consider the following questions:|

| |What types of biofuels exist today? |

| |What are the advantages and disadvantages of using and producing biofuels? |

| |How are biofuels used today, and why are they not as widely used as other fuels? |

| |Then choose a type of biofuel or a material used to make biofuel on which to focus your research. Possible choices include: |

| |grain/sugar ethanol |

| |cellulosic ethanol |

| |biodiesel |

| |butanol |

| |algal biofuels |

| |Research the uses of your chosen biofuel as well as advantages and disadvantages of using it. Compare your chosen biofuel to the |

| |information about corn and switchgrass presented in the passage. Take notes and include a works-cited page using a standard citation |

| |format. |

| |Part 2: |

| |Using your notes and the audiovisual elements you collected, create a digital slideshow of eight to ten slides using presentation |

| |software. Begin with a slide that states your topic and introduces the points you will discuss in the rest of the presentation. The |

| |other slides should give details about an aspect of your topic. You do not need to include every word that you will say during your |

| |presentation on the slides themselves; the text on each slide should give an overview of the information you want to convey. |

| |Be sure to include images and audio files to enhance your presentation. You may, for example, include diagrams that help clarify the |

| |process of using your chosen biofuel. You should also include a slide that compares your chosen biofuel to the information in the |

| |passage. Your final slide should provide a brief summary of your research to conclude the presentation. |

| |Part 3: |

| |Present your slideshow to your classmates. Speak slowly and clearly to be easily understood, and make eye contact with your classmates|

| |to engage their attention. |

| |Scoring: |

| |Your work will be scored on the following criteria: |

| |Research—You have clearly focused on a central research topic and have drawn information from a variety of reliable sources. |

| |Presentation—Your slideshow is well-organized and purposeful, and your speech uses language and vocabulary appropriate for your topic |

| |and audience. |

| |Use of technology—You have made good use of the presentation software to create a successful slideshow. |

| |  |

|  |  |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Whip Inflation Now |

|  |

|Whip Inflation Now |

| |

|Excerpt from Whip Inflation Now |

|  |

|“Whip Inflation Now” is a speech President Gerald R. Ford delivered in 1974. |

|  |

|I will not take your time today with the discussion of the origins of inflation and its bad effect on the United States, but I do know where|

|we want to be in 1976—on the 200th birthday of a United States of America that has not lost its way, nor its will, nor its sense of national|

|purpose. |

|During the meetings on inflation, I listened carefully to many valuable suggestions. Since the summit, I have evaluated literally hundreds |

|of ideas, day and night. |

|My conclusions are very simply stated. There is only one point on which all advisers have agreed: We must whip inflation right now. |

|None of the remedies proposed, great or small, compulsory or voluntary, stands a chance unless they are combined in a considered package, in|

|a concerted effort, in a grand design. |

|Today, I have identified 10 areas for our joint action, the executive and the legislative branches of our Government. |

|Number one: food. America is the world's champion producer of food. Food prices and petroleum prices in the United States are primary |

|inflationary factors. America today partially depends on foreign sources for petroleum, but we can grow more than enough food for ourselves.|

|To halt higher food prices, we must produce more food, and I call upon every farmer to produce to full capacity. And I say to you and to the|

|farmers, they have done a magnificent job in the past, and we should be eternally grateful. |

|This Government, however, will do all in its power to assure him—that farmer—he can sell his entire yield at reasonable prices. Accordingly,|

|I ask the Congress to remove all remaining acreage limitations on rice, peanuts, and cotton. |

|I also assure America's farmers here and now that I will allocate all the fuel and ask authority to allocate all the fertilizer they need to|

|do this essential job. |

|Agricultural marketing orders and other Federal regulations are being reviewed to eliminate or modify those responsible for inflated prices.|

|I have directed our new Council on Wage and Price Stability to find and to expose all restrictive practices, public or private, which raise |

|food prices. The Administration will also monitor food production, margins, pricing, and exports. We can and we shall have an adequate |

|supply at home, and through cooperation, meet the needs of our trading partners abroad. |

|Over this past weekend, we initiated a voluntary program to monitor grain exports. The Economic Policy Board will be responsible for |

|determining the policy under this program. |

|In addition, in order to better allocate our supplies for export, I ask that a provision be added to Public Law 480 under which we ship food|

|to the needy and friendly countries. The President needs authority to waive certain of the restrictions on shipments based on national |

|interest or humanitarian grounds.... |

|Number three: restrictive practices. To increase productivity and contain prices, we must end restrictive and costly practices whether |

|instituted by Government, industry, labor, or others. And I am determined to return to the vigorous enforcement of antitrust laws. |

|The Administration will zero in on more effective enforcement of laws against price fixing and bid rigging. For instance, non-competitive |

|professional fee schedules and real estate settlement fees must be eliminated. Such violations will be prosecuted by the Department of |

|Justice to the full extent of the law. |

|Now, I ask Congress for prompt authority to increase maximum penalties for antitrust violations from $50,000 to $1 million for corporations,|

|and from $50,000 to $100,000 for individual violators. |

|At the Conference on Inflation we found, I would say, very broad agreement that the Federal Government imposes too many hidden and too many |

|inflationary costs on our economy. As a result, I propose a four-point program aimed at a substantial purging process. |

|Number one, I have ordered the Council on Wage and Price Stability to be the watchdog over inflationary costs of all governmental actions. |

|Two, I ask the Congress to establish a National Commission on Regulatory Reform to undertake a long-overdue total reexamination of the |

|independent regulatory agencies. It will be a joint effort by the Congress, the executive branch, and the private sector to identify and |

|eliminate existing Federal rules and regulations that increase costs to the consumer without any good reason in today's economic |

|climate.Three: Hereafter, I will require that all major legislative proposals, regulations, and rules emanating from the executive branch of|

|the Government will include an inflation impact statement that certifies we have carefully weighed the effect on the Nation. I respectfully |

|request that the Congress require a similar advance inflation impact statement for its own legislative initiatives. |

|Finally, I urge State and local units of government to undertake similar programs to reduce inflationary effects of their regulatory |

|activities.… |

|The Council on Wage and Price Stability will, of course, monitor wage and price increases in the private sector. Monitoring will include |

|public hearings to justify either price or wage increases. I emphasize, in fact reemphasize, that this is not a compulsory wage and price |

|control agency. |

|Now, I know many Americans see Federal controls as the answer. But I believe from past experience controls show us that they never really |

|stop inflation—not the last time, not even during and immediately after World War II when, as I recall, prices rose despite severe and |

|enforceable wartime rationing. |

|Now, peacetime controls actually, we know from recent experience, create shortages, hamper production, stifle growth, and limit jobs. I do |

|not ask for such powers, however politically tempting, as such a program could cause the fixer and the black marketeer to flourish while |

|decent citizens face empty shelves and stand in long waiting lines. |

|  |

|“Whip Inflation Now” in the public domain. |

|  |

|36. | |

| |Student Directions: When Gerald Ford became president in 1973, the United States was facing rising inflation rates. Your task is to |

| |learn more about Ford’s economic plan and its major components. Then, you’ll present the information to your classmates either in |

| |favor of or against each of the major components. |

| |  |

| |  |

| |Part 1: |

| |In “Whip Inflation Now,” you read about two parts of  President Ford’s ten-part plan. Start with the information from the passages, |

| |and then do additional research to answer these main research questions: |

| |What are three other parts, or areas, of President Ford’s economic plan? |

| |What are the positive or negative outcomes of each for the American economy? |

| |Learn about three of President Ford’s ten areas for joint action between the executive and legislative branches of government. Make |

| |sure the areas you research are different from the two explained in the passage—food and restrictive practices. |

| |  |

| |Organize the information into a 3–5 minute speech. The speech should explain three components of President Ford’s plan. It should also|

| |include an evaluation of each component. That is, explain whether each was a good idea for the economy or not. The evaluation should |

| |present a clear line of reasoning and be supported with evidence. |

| |  |

| |Part Two: |

| |Present your speech to your classmates. During your presentation, be sure to speak clearly so that your audience can follow your |

| |explanation and understand how you arrived at your conclusions and evaluations. Submit a copy of your speech in writing and include a |

| |works cited page using a standard citation format. |

| |  |

| |Scoring: |

| |Your speech will be scored on the following: |

| |Research—you have answered the main research question thoroughly and have used reliable sources. |

| |Organization—your speech is organized logically and concludes with evaluations of parts of the plan you researched. |

| |Language—your speech uses language that is appropriate for the intended audience and is grammatically correct. |

| |  |

| |  |

|  |  |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Excerpt from "The Nation Denounces Roosevelt’s Actions in Panama" |

|  |

|Excerpt from "The Nation Denounces Roosevelt’s Actions in Panama" |

|Excerpt from “The Nation Denounces Roosevelt’s Actions in Panama” |

|by The Nation |

| |

|In 1902, the United States negotiated with Colombia for the rights to begin construction on the Panama Canal. When Colombia showed signs of |

|wanting to back out of the deal, Panama revolted against Colombia with the approval of the U.S. government. This revolt formed the Republic |

|of Panama, which had previously been under Colombian rule. The following article, “The Nation Denounces Roosevelt’s Actions in Panama,” |

|appeared on November 12, 1903, in the periodical The Nation.  |

|President Roosevelt has now ordered acts of war against Colombia. No other interpretation can be put upon his instructions to our naval |

|commanders to prevent Colombia troops from embarking at Buenaventura or any other national port. This goes far beyond the preliminary |

|affront to Colombia in recognizing the twenty-minute republic of Panama, as Senator Teller aptly calls it. That was bad enough. It was an |

|act which Professor Woolsey of the chair of international law in Yale University declares to be without justification in correct principles.|

|To notify a Government that a seceding State has “accomplished” its independence, almost before the central authorities had heard that there|

|was even a revolution, was a step which would, of course, have led to an instant declaration of war if the offended nation had not been as |

|an infant to a prize-fighter. But now the President has outdone even that act of aggression, and has put us technically in a state of war |

|with Colombia. Almost more amazing is the reason which he assigns for it. “The Washington Government,” says the official dispatch, “holds |

|that this policy is in the interest of the general good.” But the President of the United States is a creature of law. Warrant for his |

|public acts he must seek, not in his own magnanimous though possibly fallible impulses, but in the law of the land—in treaties, in the |

|Constitution, in the statutes of the United States. It is safe to say, however, that in none of these can Mr. Roosevelt find the shred of a |

|sanction for his hostile course towards Colombia. He sends his vessels of war to Colombian waters and asserts jurisdiction there. He |

|threatens to sink any transport which may put to sea, with troops of a country with which we are at peace. And when we ask [why?] the answer|

|is “the general good”—that is, Mr. Roosevelt’s own notion of what the general good requires. It is the stereotyped plea of irresponsible |

|tyrants in all ages. |

| |

|Article “The Nation Denounces Roosevelt’s Actions in Panama.” Published by The Nation, November 12 and 19, 1903. |

|  |

|  |

|The Benefits of American Intervention in Panama |

|  |

|The Benefits of American Intervention in Panama |

|The Benefits of American Intervention in Panama |

|  |

|In 1898, the U.S. battleship Oregon steamed from the West Coast around the tip of South America to join the rest of the naval fleet off Cuba|

|during the Spanish-American War. While the trip took two months, the war itself lasted only three. If the Panama Canal had existed at that |

|time, the voyage would have taken, at most, three weeks. For this reason alone, President McKinley proclaimed, the construction of an |

|American-controlled canal in Central America was essential to national security. |

|The idea of constructing a canal in Panama had been around for at least 300 years. Early explorers, including Vasco Núñez de Balboa, had |

|considered the benefit of such a construction, but only in the nineteenth century did people make serious plans for the project. French |

|forces tried and failed to construct a canal in the 1880s; soaring costs and illness among the workers derailed their project. Following the|

|end of the French effort, President McKinley and his successor, Theodore Roosevelt, vigorously pursued the construction of the Panama Canal.|

|At the time, Panama was under Colombian control, though the people of Panama had attempted to secede from Colombia on five occasions. This |

|unrest led to frequent changes in government in Panama as well as occasional violence. The United States initially worked with the Colombian|

|government, requesting a lease to a six mile-wide zone in perpetuity for an initial payment of $10 million and an annual cost of $250,000. |

|The Colombian senate rejected this offer. Roosevelt, infuriated by this response, then assisted the efforts of Panamanian rebels by sending |

|U.S. naval forces to block Colombian troops from entering Panama to fight the uprising. |

|With Roosevelt’s support, Panamanians were finally able to free themselves of Colombian rule. On November 3, 1903, after only a brief |

|conflict with few casualties and little destruction, Panama became an independent nation with a democratic government and a constitution. |

|The new Panamanian government immediately drew up a contract with the United States to hand over the canal zone, now widened to 10 miles, |

|for the same fees Roosevelt had previously offered to Colombia. |

|Roosevelt’s strategy was not without its critics. In the November 12, 1903 issue of The Nation, opponents railed that the president had |

|acted in an unlawful, unconstitutional, and reckless manner. Roosevelt’s critics were also quick to establish that American assistance to |

|the rebels violated the Monroe Doctrine. This doctrine, established in 1823, declared that the United States had the right to prevent Europe|

|from creating new colonies in the Americas. Yet it did not authorize the United States to intervene directly in the affairs of Latin |

|American nations. However, the act of assisting the rebels both furthered American interests and led to a newly stable government in Panama.|

|The intervention in Panama ultimately increased national prosperity, installed new military protections, and expanded global trade. None of |

|these benefits would have been attained without Roosevelt’s bold decision to aid Panamanian rebels struggling to free their country from |

|Colombia’s rule. |

|The victory of Panamanian forces not only helped the people of Panama but also greatly benefited economies throughout the world. In today’s |

|age of real-time communication between continents, people may forget that the world moved at a far slower pace at the turn of the twentieth |

|century. Transporting goods between San Francisco and New York required ships to spend months at sea, traversing a distance of 13,000 miles |

|around the tip of South America. A shorter trip via the Isthmus of Panama entailed overland treks through dense jungles and dangerous |

|terrain to the opposite shore where another ship would then take the travelers and their cargo to their final destination. A canal through |

|Panama would ultimately save not just time and money, but human energy as well. |

|    |

|[pic] |

|  |

|The Panama Canal was an unprecedented feat of engineering. Construction on the Panama Canal began in 1905 and ended in 1914 at an initial |

|cost of $400 million. Builders blasted through jungle, swampland, mountains, and rocks to construct a waterway with massive locks that would|

|enable ships of all sizes to pass through Central America for the first time in history. |

|The canal made it possible for merchants to transport more than twice the amount of goods at the same expense they had earlier paid. |

|Militarily, the canal would make it easier for the U.S. to dispatch ships to defend its recently acquired territories of Puerto Rico, |

|Hawaii, and the Philippines. In addition, the increased U.S. presence in the Caribbean sent a strong message to European powers, several of |

|which had claims on land in the area. |

|In addition, the canal brought important innovations in public health. Aware that the earlier French effort to build a canal had suffered |

|from a high incidence of injury and disease, the United States appointed a chief sanitary officer to avoid such harmful consequences. This |

|public health effort was incredibly successful in improving health both among the workers and among others in Panama. |

|The Panama Canal has provided indisputable long-term economic, military, and public health benefits to the United States, Panama, and the |

|world in general. Today, the canal is completely under Panama’s control, but continues to be open to peaceful commerce among all nations. |

|Had the United States allowed Panama to remain under the rule of Colombia, it is likely that the canal would have not been built so rapidly |

|nor administered so efficiently. Since the time of the canal’s opening, more than 800,000 vessels have passed through it. |

|"The Benefits of American Intervention in Panama" property of the Florida Department of Education. |

|  |

|37. |Student Directions:  |

| |The two articles “The Nation Denounces Roosevelt’s Actions in Panama” and “The Benefits of American Intervention in Panama,” portray |

| |different positions on whether the American intervention in Panama was justifiable. Write a speech in which you will argue either for |

| |or against American intervention in Panama. To decide, you will first perform research on the subject. Then, you will present your |

| |speech to your classmates. |

| |Part 1: |

| |Take a position on the issue of whether or not American intervention in Panama was justifiable during Theodore Roosevelt’s |

| |administration. Conduct research on the subject to strengthen your position. When researching, consider the following: |

| |Who were the Panama Canal’s main opponents? |

| |What were the results, both positive and negative, of the revolt that led to Panamanian independence? |

| |What was the Monroe Doctrine, and did Roosevelt’s actions truly violate it? |

| |What were Roosevelt’s motives in wanting to build the canal, and were they just? |

| |Part 2: |

| |Organize your evidence into a three to five minute speech, including details from your research as well as the passage. Include a list|

| |of works cited, using a standard citation format. |

| |Part 3: |

| |Present your speech to your classmates. During your presentation, be sure to speak clearly so that your audience can follow your |

| |explanation and understand how you arrived at your conclusions. |

| |Scoring: |

| |Your work will be scored on the following criteria: |

| |Speech is persuasively argued in favor of your chosen position. |

| |Speech is organized logically and includes details from research and the passage for support. |

| |Speech uses language that is appropriate for the intended audience and is grammatically correct. |

| |Includes a list of works cited in correct format. |

| |  |

|  |  |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Rising Papers from a Sinking Ship |

|  |

|Rising Papers from a Sinking Ship |

|Rising Papers from a Sinking Ship |

|  |

|A sensational headline grabbed the attention of the American public on the evening of February 17, 1898. That was when the New York World |

|printed the following: “Maine Explosion Caused by Bomb or Torpedo?” |

|For most of the country, the article was the first they had heard of the tragic incident.  |

|The USS Maine was an American battleship that had been sent to Cuba by President William McKinley to establish its presence in a territory |

|where U.S. interests ran deep. Only ninety miles south of Florida and host to many U.S. businesses and vacation homes, Cuba was a Spanish |

|colony on the brink of revolution. Politically governed by Spain, much of its economic development was influenced by its trade with the |

|United States. Cuban sugar and tobacco producers anticipated that greater wealth would bring greater political influence. |

|Instead, the Spanish military cracked down on anyone whose loyalty was in question. Crops were burned and Cuban farmers were forcibly |

|removed from their lands. The situation was widely reported by U.S. newspapers. Most Americans favored Cuban independence, hoping for an end|

|to Spanish control of the island. |

|The New York World headline captured much of the nation’s sentiment. For those without an opinion, it helped to form one. But the headline |

|also achieved something else—it pinned the blame on Spain without any solid evidence. Moreover, being quick to judgment, the newspaper |

|failed to consider any other explanation. |

|Other newspapers did the same. A popular cartoon appearing in numerous publications that year depicts a savage ape leaning over a headstone |

|with the inscription, “Maine Sailors Murdered by Spain.” Wielding a sword and wearing a sash with the word “SPAIN” emblazoned across it, the|

|menacing figure stands in the foreground of a battlefield littered with fallen soldiers. |

|Such headlines and graphics were clearly intended to rouse public outrage by implicating Spain as the culprit. The strategy appeared to |

|work, as war was declared only two months later.  |

|But was it the sinking of the USS Maine that started the war, or was it the biased coverage by newspapers with their own reasons for wanting|

|to see the United States go to war with Spain? Did the ship serve as an indirect cause by providing the papers with an excuse to bolster |

|their own interests? |

|Such blatantly one-sided reporting became known as “yellow journalism.” Its goal was simple enough: sensationalize the story in order to |

|sell as many papers as possible. The New York World appeared to do well with this strategy, outselling its more traditional rival, the |

|Times. Secondary to that motive was the additional advantage of promoting a particular political opinion. In other words, the yellow press |

|could become a useful tool for influencing voters to focus on those opinions that the editors endorsed. |

|But profit was the real motivation of the editors of the nation’s two most successful yellow journals, Joseph Pulitzer’s New York World and |

|William Randolph Hearst’s New York Journal. Each tried to outdo the other by publishing increasingly exaggerated accounts of the sinking of |

|the USS Maine. At nearly a quarter million copies sold each day, both papers bombarded the public with their competing accounts of the |

|incident. |

|Each espoused a different theory. One reported that the Spanish had directly bombed the ship with a torpedo or explosive mine. The other |

|implied that the ship had been blown up by a Spaniard sympathetic to the Cuban cause, hoping that the incident would provoke U.S. |

|intervention. Either way, both papers pinned the blame on Spain. |

|That a third and even more plausible theory might account for the explosion never entered the pages of these two journals. Yet, the omission|

|of contradictory evidence is characteristic of this type of journalism, which got its name from a comic strip character called the “yellow |

|kid” who was routinely included to popularize the printed point of view. These papers were also noted for their use of vibrant colors, |

|including a special yellow ink, an additional reason for the term “yellow journalism.”        |

|The third theory, ignored by yellow journalists, proposed that the USS Maine might have blown up accidentally. After all, the ship did carry|

|a highly combustible type of coal that was used to fuel its steam-powered engines. And being a warship, it was loaded with powerful |

|explosives. An accident in the engine room would have been all that was needed to ignite an even more catastrophic explosion.  |

|As tragic as the explosion was, the theory of an accident was decidedly less sensational than a sabotage attack. Given the choice of which |

|would sell more papers, a report of a brazen assault by a hostile force was far more effective. It practically guaranteed that yellow |

|newspapers would outsell traditional newspapers. |

|The fortunes of Joseph Pulitzer and William Randolph Hearst were greatly enhanced by the success of their publications. Indeed, Hearst’s |

|newspaper’s growing influence enabled him to build the largest newspaper and magazine business of his time. Perhaps no other individual |

|could rival the prominence of Hearst’s far-reaching political influence. |

|While we may never know the actual cause of the sinking of the USS Maine, it is evident that the manner in which the tragedy was reported |

|helped shape popular opinion. Indeed, such reporting went a long way in drawing the nation into war. The incident raises more questions than|

|answers, not the least of which is whether it is wise to believe everything that is reported by the media. |

|  |

|38. |“Rising Papers from a Sinking Ship” provides three possible explanations for the sinking of the USS Maine. Choose one explanation and |

| |examine the facts supporting this explanation as well as any information that might refute this explanation. Take notes as you |

| |consider the following questions:  |

| |What was a possible motive? |

| |Who benefited from this situation? |

| |How can this explanation be proven? |

| |Now, you will engage in a discussion with a classmate who has chosen a different explanation. Pose and respond to questions, |

| |clarifying and challenging your own ideas and those of your classmate. Be sure to use evidence from the passage to support your |

| |discussion. |

| |  |

|  |  |

|  |  |

[pic]

|Read the following and answer the questions below: |

|Excerpt from The Legend of Sleepy Hollow |

|  |

|Excerpt from The Legend of Sleepy Hollow |

|Excerpt from The Legend of Sleepy Hollow  |

|by Washington Irving |

|Ichabod Crane, a school teacher, is riding home from a party on his horse, Gunpowder, when he realizes he is being followed. Even though |

|Ichabod has an “active imagination,” he never thought he would ever see this sight . . . |

|  |

|As Ichabod approached this fearful tree, he began to whistle; he thought his whistle was answered; it was but a blast sweeping sharply |

|through the dry branches. As he approached a little nearer, he thought he saw something white, hanging in the midst of the tree: he paused |

|and ceased whistling but, on looking more narrowly, perceived that it was a place where the tree had been scathed by lightning, and the |

|white wood laid bare. Suddenly he heard a groan—his teeth chattered, and his knees smote against the saddle: it was but the rubbing of one |

|huge bough upon another, as they were swayed about by the breeze. He passed the tree in safety, but new perils lay before him. |

|About two hundred yards from the tree, a small brook crossed the road, and ran into a marshy and thickly-wooded glen, known by the name of |

|Wiley's Swamp. A few rough logs, laid side by side, served for a bridge over this stream. On that side of the road where the brook entered |

|the wood, a group of oaks and chestnuts, matted thick with wild grape-vines, threw a cavernous gloom over it. To pass this bridge was the |

|severest trial. It was at this identical spot that the unfortunate André was captured, and under the covert of those chestnuts and vines |

|were the sturdy yeomen concealed who surprised him. This has ever since been considered a haunted stream, and fearful are the feelings of |

|the schoolboy who has to pass it alone after dark. |

|As he approached the stream, his heart began to thump; he summoned up, however, all his resolution, gave his horse half a score of kicks in |

|the ribs, and attempted to dash briskly across the bridge; but instead of starting forward, the perverse old animal made a lateral movement,|

|and ran broadside against the fence. Ichabod, whose fears increased with the delay, jerked the reins on the other side, and kicked lustily |

|with the contrary foot: it was all in vain; his steed started, it is true, but it was only to plunge to the opposite side of the road into a|

|thicket of brambles and alder bushes. The schoolmaster now bestowed both whip and heel upon the starveling ribs of old Gunpowder, who dashed|

|forward, snuffling and snorting, but came to a stand just by the bridge, with a suddenness that had nearly sent his rider sprawling over his|

|head. |

|Just at this moment a plashy tramp by the side of the bridge caught the sensitive ear of Ichabod. In the dark shadow of the grove, on the |

|margin of the brook, he beheld something huge, misshapen and towering. It stirred not, but seemed gathered up in the gloom, like some |

|gigantic monster ready to spring upon the traveller. |

|The hair of the affrighted pedagogue rose upon his head with terror. What was to be done? To turn and fly was now too late; and besides, |

|what chance was there of escaping ghost or goblin, if such it was, which could ride upon the wings of the wind? Summoning up, therefore, a |

|show of courage, he demanded in stammering accents, "Who are you?" He received no reply. He repeated his demand in a still more agitated |

|voice. Still there was no answer. Once more he cudgelled the sides of the inflexible Gunpowder, and, shutting his eyes, broke forth with |

|involuntary fervor into a psalm tune. Just then the shadowy object of alarm put itself in motion, and with a scramble and a bound stood at |

|once in the middle of the road. |

|Though the night was dark and dismal, yet the form of the unknown might now in some degree be ascertained. He appeared to be a horseman of |

|large dimensions, and mounted on a black horse of powerful frame. He made no offer of molestation or sociability, but kept aloof on one side|

|of the road, jogging along on the blind side of old Gunpowder, who had now got over his fright and waywardness. |

|Ichabod, who had no relish for this strange midnight companion, and bethought himself of the adventure of Brom Bones with the Galloping |

|Hessian, now quickened his steed in hopes of leaving him behind. The stranger, however, quickened his horse to an equal pace. Ichabod pulled|

|up, and fell into a walk, thinking to lag behind, —the other did the same. His heart began to sink within him; he endeavored to resume his |

|psalm tune, but his parched tongue clove to the roof of his mouth, and he could not utter a stave. There was something in the moody and |

|dogged silence of this pertinacious companion that was mysterious and appalling. It was soon fearfully accounted for. On mounting a rising |

|ground, which brought the figure of his fellow-traveller in relief against the sky, gigantic in height, and muffled in a cloak, Ichabod was |

|horror-struck on perceiving that he was headless! —but his horror was still more increased on observing that the head, which should have |

|rested on his shoulders, was carried before him on the pommel of his saddle! His terror rose to desperation; he rained a shower of kicks and|

|blows upon Gunpowder, hoping by a sudden movement to give his companion the slip; but the spectre started full jump with him. Away, then, |

|they dashed through thick and thin; stones flying and sparks flashing at every bound. Ichabod's flimsy garments fluttered in the air, as he |

|stretched his long lank body away over his horse's head, in the eagerness of his flight. |

|They had now reached the road which turns off to Sleepy Hollow; but Gunpowder, who seemed possessed with a demon, instead of keeping up it, |

|made an opposite turn, and plunged headlong downhill to the left. This road leads through a sandy hollow shaded by trees for about a quarter|

|of a mile, where it crosses the bridge famous in goblin story; and just beyond swells the green knoll on which stands the whitewashed |

|church. |

|As yet the panic of the steed had given his unskillful rider an apparent advantage in the chase, but just as he had got half way through the|

|hollow, the girths of the saddle gave way, and he felt it slipping from under him. He seized it by the pommel, and endeavored to hold it |

|firm, but in vain; and had just time to save himself by clasping old Gunpowder round the neck, when the saddle fell to the earth, and he |

|heard it trampled under foot by his pursuer. For a moment the terror of Hans Van Ripper's wrath passed across his mind, —for it was his |

|Sunday saddle; but this was no time for petty fears; the goblin was hard on his haunches; and (unskillful rider that he was!) he had much |

|ado to maintain his seat; sometimes slipping on one side, sometimes on another, and sometimes jolted on the high ridge of his horse's |

|backbone, with a violence that he verily feared would cleave him asunder. |

|An opening in the trees now cheered him with the hopes that the church bridge was at hand. The wavering reflection of a silver star in the |

|bosom of the brook told him that he was not mistaken. He saw the walls of the church dimly glaring under the trees beyond. He recollected |

|the place where Brom Bones's ghostly competitor had disappeared. "If I can but reach that bridge," thought Ichabod, "I am safe." Just then |

|he heard the black steed panting and blowing close behind him; he even fancied that he felt his hot breath. |

|Another convulsive kick in the ribs, and old Gunpowder sprang upon the bridge; he thundered over the resounding planks; he gained the |

|opposite side; and now Ichabod cast a look behind to see if his pursuer should vanish, according to rule, in a flash of fire and brimstone. |

|Just then he saw the goblin rising in his stirrups, and in the very act of hurling his head at him. Ichabod endeavored to dodge the horrible|

|missile, but too late. It encountered his cranium with a tremendous crash, —he was tumbled headlong into the dust, and Gunpowder, the black |

|steed, and the goblin rider, passed by like a whirlwind. |

|  |

|"Excerpt from 'The Legend of Sleepy Hollow'" in the public domain. |

|  |

|39. |Read this sentence from the passage “Excerpt from The Legend of Sleepy Hollow.”  |

| |To pass this bridge was the severest trial.   |

| |Does crossing this bridge turn out to be the “severest” trial for Ichabod Crane? Write a speech informing your classmates why, for |

| |Ichabod Crane, passing that particular bridge is the “severest” trial. Your informative speech should include the definition of the |

| |word “severest,” and explain why the bridge is described this way.  |

| |Support your speech with details from the passage, including descriptions of the surrounding area and information regarding legends |

| |about the bridge. Be sure to organize your speech logically and use language and vocabulary appropriate to the audience. |

| |  |

|  |  |

|  |  |

[pic]

|Read the following and answer the questions below: |

|James Madison and the Bill of Rights |

|  |

|James Madison and the Bill of Rights |

|James Madison and the Bill of Rights |

|Many contemporary Americans consider the first ten amendments of the Constitution essential to American democracy. Known as the Bill of |

|Rights, these amendments guarantee citizens fundamental rights and freedoms, such as freedom of the press and the right to a fair trial. Yet|

|when originally proposed, the idea of a bill of rights engendered fierce controversy and nearly cost the young nation its unity. |

|When delegates gathered at the Constitutional Convention in May 1787, their goal was simply to improve the Articles of Confederation, the |

|legal document governing the recently established nation. From the beginning, the Articles had displayed obvious weaknesses. The central |

|government had little real power, there was no national court system, and the federal government had no legal authority to regulate business|

|and trade. The convention’s delegates spent the summer wrestling with these problems. By September, they had drafted a new Constitution and |

|submitted it to the states for ratification.This ratification was by no means assured. The central issue was the Constitution’s lack of |

|clearly defined rights for individual Americans. |

|The Constitution placed limits on federal power in two ways. First, it created separate powers for the national and state governments. |

|Second, it instituted checks and balances among the executive, judicial, and legislative branches of the federal government. It did not, |

|however, name individual rights, such as the freedom of speech or the protection from unreasonable searches by authorities. |

|The Federalist majority in government, led by Alexander Hamilton, believed there was no need to specify individual rights. All government |

|power was granted by the people, Federalists explained, so there was no reason to enumerate the powers that people had not granted to the |

|government. Hamilton feared that a bill of rights outlining specific freedoms would suggest that these listed freedoms were the only ones |

|people possessed. In other words, a bill of rights would limit rather than protect the rights of individuals. |

|Anti-Federalists eagerly committed individual freedoms to writing, because they believed that a public document could better explain and |

|help protect people’s rights. Unwritten rights would be difficult to defend in court. Once inscribed in the Constitution, individual rights |

|would become part of the nation’s legal code and more readily upheld in state and federal courts. However, these arguments did not sway the |

|convention. Approving the Constitution’s final draft had been a torturous process, full of painful compromises. Few delegates wanted to risk|

|derailing the entire project by entering into a new debate about amendments. |

|Anti-Federalist factions in several states fought against ratifying a constitution without a means of guaranteeing freedoms for each |

|individual American. The legislatures of North Carolina and Rhode Island refused ratification until a series of amendments to enumerate |

|people’s rights was included. Nine states needed to ratify the Constitution for it to pass, but by January 1788, only five states had done |

|so. Anti-Federalist leaders in Massachusetts agreed to ratify the Constitution with the understanding that Congress would consider their |

|recommendations for amendments in a bill of rights. This “Massachusetts Compromise” ensured that Anti-Federalists across the nation would |

|provide the Constitution with enough support to pass. |

|Federalist James Madison initially thought a bill of rights of dubious value to Americans. When it became clear that the Constitution would |

|not pass without such a bill, he reluctantly agreed to support it. He developed and introduced a total of seventeen amendments into |

|Congress. These amendments formed the basis of the Bill of Rights, and Madison became their greatest champion. |

|Madison believed that the Bill of Rights would serve several purposes, including giving the judicial system a central role in protecting |

|individual rights. As first written, the Constitution did not clearly describe how the government could enforce its newly augmented powers. |

|This lack of specificity, Madison stated, made the nation vulnerable to abuses of government power. The Bill of Rights would help citizens |

|determine when government authorities had overstepped their authority and violated their rights. They could assert their rights through the |

|power of the courts. |

|In 1789, Congress approved twelve of Madison’s amendments as the Bill of Rights and sent the bill to the state legislatures for |

|ratification. Ten of the amendments were approved by the states, and by 1790, all thirteen states had ratified the Constitution. Over the |

|years that followed, more amendments were added to the Constitution, with most of them protecting people’s rights or clarifying the limits |

|of government power. The Bill of Rights would remain an essential safeguard of Americans’ rights and freedoms. |

|  |

|Excerpt from Speech Proposing the Bill of Rights in the House of Representatives |

|  |

|Excerpt from Speech Proposing the Bill of Rights in the House of Representatives |

|Excerpt from Speech Proposing the Bill of Rights in the House of Representatives |

|by James Madison |

| |

|In the months following the states’ acceptance of the United States Constitution, James Madison presented his idea for a bill of rights to |

|the first United States Congress on June 8, 1789. He outlined several rights, which he believed should be specifically protected by making |

|amendments to the Constitution. The following is an excerpt from his speech. |

|  |

|I will state my reasons why I think it proper to propose amendments … I wish, among other reasons why something should be done, that those |

|who have been friendly to the adoption of this Constitution may have the opportunity of proving to those who were opposed to it that they |

|were as sincerely devoted to liberty and a Republican Government, as those who charged them with wishing the adoption of this Constitution |

|in order to lay the foundation of an aristocracy or despotism. It will be a desirable thing to … [calm] any [fears] that there are those |

|among his countrymen who wish to deprive them of the liberty for which they [bravely] fought and honorably bled. And if there are amendments|

|desired of such a nature as will not injure the Constitution, and they can be [added] so as to give satisfaction to the doubting part of our|

|fellow-citizens, the friends of the Federal Government will [show] that spirit of [respect] for which they have hitherto been distinguished.|

|It cannot be a secret to the gentlemen in this House, that, notwithstanding the ratification of this system of Government by eleven of the |

|thirteen United States, in some cases unanimously, in others by large majorities; yet still there is a great number of our [people] who are |

|dissatisfied with it; among whom are many respectable for their talents and patriotism, and respectable for the jealousy they have for their|

|liberty, which, though mistaken in its object, is [noble] in its motive. [Many] people [fall] under this description, who at present feel |

|much inclined to join their support to the cause of Federalism, if they were satisfied on this one point. We [should] conform to their |

|wishes, and expressly declare the great rights of mankind secured under this constitution. The [acceptance] which our fellow-citizens show |

|under the Government, calls upon us for a like return of moderation. But perhaps there is a stronger motive than this for our going into a |

|consideration of the subject. It is to provide those securities for liberty which are required by a part of the community; I allude in a |

|particular manner to those two States that have not thought fit to throw themselves into the bosom of the Confederacy. It is a desirable |

|thing, on our part as well as theirs, that a reunion should take place as soon as possible. I have no doubt, if we proceed to take those |

|steps which would be prudent and requisite at this [moment], that in a short time we should see that disposition prevailing in those States |

|which have not come in, that we have seen prevailing in those States which have embraced the Constitution. |

|But I will candidly acknowledge, that … I do [believe] that the Constitution may be amended; that is to say, if all power is subject to |

|abuse, that then it is possible the abuse of the powers of the General Government may be guarded against in a more secure manner than is now|

|done, while no one advantage arising from the exercise of that power shall be damaged or endangered by it. We have in this way something to |

|gain, and, if we proceed with caution, nothing to lose. And in this case it is necessary to proceed with caution; for while we feel all |

|these [reasons] to go into a revisal of the Constitution, we must feel for the Constitution itself, and make that revisal a moderate one. I |

|should be unwilling to see a door opened for a reconsideration of the whole structure of the Government — for a re-consideration of the |

|principles and the substance of the powers given; because I doubt, if such a door were opened, we should be very likely to stop at that |

|point which would be safe to the Government itself. But I do wish to see a door opened to consider, so far as to incorporate those [terms] |

|for the security of rights … |

|It … has been said that a bill of rights is not necessary, because the establishment of this Government has not repealed those declarations |

|of rights which are added to the several State constitutions. [These objections state] that those rights of the people …  could not be |

|[overpowered] by a subsequent act of that people, who … declared … that they … established a new system, for the express purpose of securing|

|to themselves and posterity the liberties they had gained by an arduous conflict. |

|I admit the force of this observation, but I do not look upon it to be conclusive. In the first place, it is too uncertain ground to leave |

|this [matter] upon, if [amendments are] at all necessary to secure rights so important as many … are [believed] to be, by the public in |

|general, as well as those in particular who opposed the adoption of this Constitution. Besides, some States have no bills of rights, there |

|are others provided with very defective ones, and there are others whose bills of rights are not only defective, but absolutely improper; |

|instead of securing some in the full extent which republican principles would require, they limit them too much to agree with the common |

|ideas of liberty. |

|It has been objected also against a bill of rights, that, by [listing] particular exceptions to the grant of power, it would [belittle] |

|those rights which were not placed in that [list. It] might follow that those rights which were not singled out, were intended to be |

|assigned into the hands of the General Government, and were consequently insecure. This is one of the most plausible arguments I have ever |

|heard urged against the admission of a bill of rights into this system; but, I [believe], that it may be guarded against. I have attempted |

|it … |

|  |

|"Speech Proposing the Bill of Rights in the House of Representatives" in the public domain. |

|  |

|40. |(This item requires an oral response.) |

| |Explain and defend the Federalists’ view of adopting a bill of rights. Your response should be a one- to three-minute formal |

| |speech, delivered to your classmates. Use details from "Speech Proposing the Bill of Rights in the House of Representatives" and |

| |"James Madison and the Bill of Rights" to support your answer. |

| |  |

|  |  |

|  |  |

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