Classroom Supplement Level C: Structure and Style Pacing...

© 2014 Institute for Excellence in Writing, L.L.C. All rights reserved. Duplication prohibited.

35

*Note: Lessons marked with an asterisk have a model for imitation. See page 10 for more details.

C

Classroom Supplement Level C: Structure and Style Pacing Chart Weeks 1–15

Recommended Pacing of Structural Units Move through all nine units every year.

Possible Pacing of Stylistic Techniques Concept introduced upon mastery

WEEK STRUCTURAL MODEL SOURCE TEXT or PROMPT MECHANICS STYLISTIC TECHNIQUES GRAMMAR AS NEEDED

1* Units 1 & 2: KWO and Summarizing

Music, Jeff., & Dec. of Independence, Our First President, Andrew Jackson

complete sentences, punctuation, capitalization

DU: who/which DU: strong verbs

nouns, verbs, agreement, synonyms/antonyms

2* Unit 3: Summarizing Narrative Stories The Miller, His Son, and Their Donkey use of quotation mks. DU: “-ly” adverbs adverbs, “-ly” imposters

3 Unit 3: Summarizing Narrative Stories King Midas homophones: to/two/too

there/they’re/their DU: quality adjective adjectives, comma, coordinating conjunctions

4* Unit 4: Summarizing a Reference

Plants Respond to Music; Notes from a Lecture (Music and Rats) topic/clincher rule invisible who/which clauses, appositives

5* Unit 4: Summarizing a Reference Bad Vibes, Advances in Medicine

bibliography it’s/its, and other contractions

DU: adverb clause with because clause (www.asia.b)

dependent & independent clauses, subordinating conjunctions

6* Unit 5: Writing from Pictures Chandelier pictures SO: (1) subject

SO: (2) prepositional opener prepositions, and prepositional phrases

7* Unit 5: Writing from Pictures Ring Bearer pictures SO: (3) “-ly” adverb opener it’s/its, and other

contractions

8* Unit 6: Summarizing Multiple References Apes bibliography page SO: (5) clausal opener

(www.asia.buw) main clauses/dependent clauses

9* Unit 6: Library Research Reports Seals quotations and footnotes

lead-ins, citations SO: (6) VSS (very short sentence)

sentence variation, parallelism

10* Unit 6: Library Research Reports Clara Barton SO: (4) “-ing” opener gerunds, participles,

infinitives

11* Unit 7: Creative Writing Prompt: Write an essay on ________ (Descriptive Essay)

Dec: question, quote, conversation, 3 sss, dramatic opening/closing

punctuation

12* Unit 7: Creative Writing TRIAC Model Dec: simile/metaphor, alliteration simile and metaphor

13* Unit 7: Creative Writing Letter to the Editor [T] transitional starters invisible #2 opener transitions

14 Unit 7: Creative Writing Prompt Based Writing (Argumentative) duals

15 Unit 7: Creative Writing Prompt Based Writing (Motivational) invisible -ing opener SO: -ed

present, past, and dangling participles Sam

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These are Sample Pages for preview only! Copyrighted Materials!

© 2014 Institute for Excellence in Writing, L.L.C. All rights reserved. Duplication prohibited.

36

*Note: Lessons marked with an asterisk have a model for imitation. See page 10 for more details.

C

Classroom Supplement Level C: Structure and Style Pacing Chart Weeks 16–30

Recommended Pacing of Structural Units Move through all nine units every year.

Possible Pacing of Stylistic Techniques Concept introduced upon mastery

WEEK STRUCTURAL MODEL SOURCE TEXT or PROMPT MECHANICS STYLISTIC TECHNIQUES GRAMMAR AS NEEDED

16* Unit 8: Five-Paragraph Essay Biographical Essay

quote/footnote review

17* dual verb and adjective review parallelism phrases and clauses

18* Unit 8: Interview Essay Interview Essay

clincher starters participial phrases

19* em dash and en dash value of the checklist

20* Unit 8: Expanded Essay

Event Essay (Expository, Argumentative, or Motivational)

21* triple extensions (TE) parallelism

22* Unit 8: Super Essay Super Essay

Adv. DU: adjectival teeter-totter

23*

24* Unit 8: Persuasive Essay Persuasive Essay Adv. DU: adverbial teeter-totter

25* Public Speaking (Previous Stories and Essays)

26* Unit 9: Imitation of Style Imitation of Style

27* Unit 9: Formal Critique The Little Mermaid

28 Unit 9: Response to Literature Little Mermaid (Andersen) to Little Mermaid (Disney) Adv. DU: noun clause using that

29 Unit 9: Response to Literature The Last Leaf

30 Unit 9: Response to Literature The Cop and the Anthem

This lesson shows you what you can expect in the 22nd week of the year. Students will research synthesis and organize an argument.

Sample


© 2012 Institute for Excellence in Writing, L.L.C. All rights reserved. 279

MFI Lesson Plans

C Teaching Writing: Structure and Style Unit 8: Super Essay Assignment Length: twelve paragraphs (two 5-paragraph essays plus super intro/conclusion)

Week 22

Date O

bjec

tives

Student will be able to Conduct research and organize a super essay Place an opinion in the concluding paragraph Create a well organized outline of facts Add stylistic techniques Edit work

This assignment spans two weeks (22–23) and can be extended to three or four weeks if needed.

Materials Needed Student Reference Handbook Optional: Unit 6 essays from previous weeks SH 22.1: Super Essay Model SH 22.2: Footnoting and Quoting SH 22.3: Sample Essay “The Three F’s of Norway” SH 22:4: Sample Super Essay Outline “Sino-Soviet Split” SH 22.5: Model of the Super Essay: “Marvelous Bananas” SH 22.6: Sample Super Essay on Food SH 22.7: Composition Checklist

Stru

ctur

al M

odel

s

(See Unit 8 Teaching Procedure on pages 239–240 for overview.) Day 1: Introduce the super essay model and practice structuring an essay.

Introduce the super essay model. Include another expanded essay model where some of the topics are related (Student Handout 22.1).This handout may be kept behind the Structural Models tab of their Student Reference Handbook.

Use the two animal reports (body paragraphs) created in Weeks 8 and 9. Pull them out and work on taking those two reports and turning them into a super essay on animals. How could these reports be connected? What opinion could you have about them? What might make a good thesis for the super introduction? Model for students how to create an outline for a super essay using those report body paragraphs.

Students should consider a topic for a super essay. Highly recommended: Students take a former essay (biographical or event) and add to it by writing one other essay that connects well.

Day 2: Model a super essay and plan; revisit quotations. Revisit the super essay model, and develop a plan to write one. Discuss how quotes can be used to support topics in a paragraph. Revisit quotations and footnotes as modeled in the sample essay “The Three Fs of Norway” (Student Handout 23.2

and 23.3). Review the Clincher Starter list. (See Student Handout 18.2.) Revisit the Clara Barton or other report body paragraphs, and revise the quotation lead-ins as needed. Specifically note the various kinds of quotes (direct, paraphrase, inset, informational). This super essay should include

one of each in each essay (thus two each in the entire super essay). Students should continue to collect information to turn one of their previously written essays into a super essay. For

example, the Clara Barton essay could become part of a Super Essay on Famous Nurses. Day 3: Review a super essay model and a sample super essay.

Review the super essay model as illustrated with Student Handout 23.4: “Sino-Soviet Split” and 23.5: “Marvelous Bananas.” These models should be kept behind the Structural Models tab of their Student Reference Handbook.

Examine a student super essay on food, and see how it follows the model (Student Handout 23.6). 5500 words! Examine use of topic/clinchers in the essay. Students should bring sources to class tomorrow.

Day 4: Key Word Outline. Revisit how to collect information from multiple sources. Include page numbers for citation. Students should create the outline for the body paragraphs of the second essay of their super essay.

Day 5: Test by Retelling. Introduce Adjectival Teeter-Totter. Begin Rough Draft. Have a few students tell back their outline to the class. Evaluate their outline: is it topical? Does it flow? Help them

organize the details if needed. Introduce adjectival teeter-totter. Distribute the composition checklist (Student Handout 23.1). Students begin rough draft of body paragraphs of second essay.

Styl

e New: adjectival teeter-totter

Review as needed: citations and Works Cited

Gra

mm

ar Student should be able to

Excellent Satisfactory Needs Mini Lesson

Reminders (Student results, problems, notes, etc.):

Sample



MFI Lesson Plans

C Teaching Writing: Structure and Style Unit 8: Super Essay Assignment Length: twelve paragraphs (two five-paragraph essays plus super intro/conclusion)

Week 23

Date

Obj

ectiv

es

Student will be able to Distinguish a report (facts) from an essay (opinion

supported by facts) Compose intro. and concluding paragraphs Place an opinion in the concluding paragraph Create a well organized outline of facts Add stylistic techniques Edit work

Materials Needed Student Reference Handbook

This assignment spans two weeks (22–23) and can be extended to three weeks if needed.

Stru

ctur

al M

odel

s

(See Unit 8 Teaching Procedure on pages 239–240 for overview.) Day 1: Write Rough Draft. Revise and Edit.

Students finish rough draft of the body paragraphs of their second essay. As students finish each paragraph, they should use peer editors to check.

Day 2: Write Conclusion and Introduction (Second Essay). Emphasize having an opinion in the conclusion. Students create outline of conclusion, retell, and write rough draft. Students create outline of introduction, retell, and write rough draft.

Day 3: Write Super Conclusion and Super Introduction. Revisit the Super Essay Model as needed. Students create outline of super conclusion, retell, and write rough draft. Students create outline of super introduction, retell, and write rough draft.

Day 4: Revise and Edit. Write Final Draft. Have students reduce their bibliography to the sources that were actually cited. Students conduct revision and editing of essay with peer editors helping with specific requirements. (Add dress-ups

and openers; check topic/clincher; check citation.) Students write final draft of complete essay.

Day 5: Read Aloud. Submit. Students proofread final draft by reading aloud to a partner who listens for mistakes. Students turn in complete assignment in this order: checklist, final draft, rough draft, and key word outline.

Styl

e

New:

Review as needed: brainstorming for style as needed adjectives, clauses

Gra

mm

ar Student should be able to

Excellent Satisfactory Needs Mini Lesson

Reminders (Student results, problems, notes, etc.): Sample



Additional Teacher’s Notes Weeks 22–23 Sample Essay: “The Three F’s of Norway” Using the sample student essay, stress the four kinds of footnotes: direct, paraphrase, inset, and informational. Invite your students to look for the footnote numbers. Determine which kind of footnote each one illustrates.

Also, notice how the writer uses the quotes—to support his topic. Students tend to find quotes and write a paper that simply strings many quotes together. Helps students see how quotes are used to support the writer’s opinion.

Body Paragraphs Continue to help students focus their body paragraphs. Revisit the TRIAC model. At the 2010 Writing Educator’s Symposium, Maureen Richards recommended the use of CQE paragraphs:

C: Claim Q: Quote E: Explanation

The CQE takes the place of RIA in TRIAC, and one or two of them can be sandwiched between topic and clincher sentences. Using this model will encourage students to do more than just string together a paragraph full of quotes. It forces them to analyze what they are quoting with their own statements and explanations. The TRIAC or CQE (Claim-Quote-Explain) models make this easy to do.

Model Super Essays Revisit the super essay model by looking at a model of a super essay on bananas. This repeated modeling of the organization of a super essay is crucial to help students internalize the process. As they look at models, they can be thinking how to organize their own paper.

Also, explore a complete student super essay on food. This essay is about 5500 words and is a collection of six essays! Notice how the writer used subheadings for each of the essays and how that made it easy on the reader. Go further through a portion of the essay. Notice that it reinforces the topic/clincher rule in each body paragraph and that those topics are introduced in each sub-essay’s introduction and revisited in the sub-essay conclusion. You do not need to revisit all six essays’ use of topic clinchers, but do see how two or three of the essays work. Note that the super introduction and super conclusion tie it all together. See if you can identify the thesis of the entire super essay.

Adjectival Teeter-Totter Have students copy the illustration of the “Adjectival Teeter-Totter” onto the back of the Stylistic Techniques page behind the Style Charts tab of the Student Reference Handbook.

Adjectival Teeter-Totter

dual adjectives who/which r

(NOUN)

Examples: … large, prosperous farm which had hundreds of workers … It is advantageous to learn confusing but important word roots which help to develop our vocabulary and

comprehension.

Note: You can connect your adjectives with a comma, the words and, but, and yet, or with nothing at all. The adjectival teeter-totter counts as quality adjective and who/which on the checklist. Sam

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Unit 8: Models for Imitation Teacher’s Notes Weeks 22–23 Except where indicated, use the Models for Imitation Disc 6 for these lessons. From the main menu screen of any DVD, you can click “Scenes,” which will take you to a menu where you can choose the scene you desire.

Over the next two weeks, your students will have the opportunity to complete their own super essay by adding a second essay to one they have already written.

Week 22: Day 1 Scenes Unit 8: Super Essay (32 minutes)

Materials Student Handout 22.1: Unit 8: Super Essay

Notes on Unit 8: Super Essay Andrew introduces students to the super essay and explains why it is so important to learn how to do one.

To help your students see how this can work in reality, revisit the reports written in Weeks 8 and 9, and discuss how these reports could be used to create a super essay. Determine what might make a good thesis statement for the essay on each animal and what the thesis would be for the super essay. The thesis is simply a statement at the end of the introduction to let your reader know what the essay will be about. The thesis for the topics ties the topics together while the super essay thesis ties the two essays together.

Week 22: Day 2 Scenes Super Essay Model (12 minutes) Sample Essay: “The Three F’s of Norway” (13 minutes) Sample Super Essay Outline: “Sino-Soviet Split” (8 minutes) Writing Assignment Details (6 minutes)

Materials Student Handout 22.2: Footnoting and Quoting Student Handout 22.3: Sample Essay: “The Three F’s of Norway” Student Handout 22.4: Sample Super Essay Outline: “Sino-Soviet Split”

Notes on Super Essay Model A week had passed for these students, so a detailed review of the model was important. Knowing that students zone out from one day to the next, a review of the entire model will help students internalize the model, but you can run through it more briefly, especially as the model will be reviewed again with the sample super essay outline.

Be sure to talk about how this model can be translated into subjects, sub-subjects, and topics.

Notes on Sample Essay: “The Three F’s of Norway” Andrew uses a student essay to review methods for quoting in an essay. Stress the four kinds of footnotes: direct, paraphrase, inset, and informational. Invite your students to look for the footnote numbers, and determine which kind of footnote each one illustrates.

Also, notice how the writer uses the quotes—to support his topic. Students tend to find quotes and write a paper that simply strings many quotes together. Helps students see how quotes are used to support the writer’s opinion. Again, the TRIAC or CQE (Claim-Quote-Explain) models make this easy to do.

Revisit the formatting that you desire your students to use (footnotes or in-text citation). For examples of in-text citations, see the MLA examples located in the MLA Formatting document in the Student Reference Handbook. See page 17 of the Classroom Supplement for details.

Notes on Sample Super Essay Outline: “Sino-Soviet Split” This sample outline can help students see how the subjects work together in a super essay outline.

Sample



Notes on Writing Assignment Details These students only met with Andrew once a week, so they needed to know how best to plan their time. Help students see how to do this as they will need to manage their own time when they are in college and not meeting with a professor every day. The plan that is laid out in these notes is illustrated in the box at right. Discuss how this might be adapted for a college research paper.

Week 22: Day 3 Scenes Model of Super Essay: “Marvelous Bananas” (14 minutes) Sample Super Essay: “Food Throughout American History” (23 minutes)

Materials Student Handout 22.4: Model of the Super Essay: “Marvelous Bananas” Student Handout 22.3: Sample Super Essay on Food

Notes on Model of Super Essay: “Marvelous Bananas” Andrew revisits the super essay model by looking at a model of a super essay on bananas. This repeated modeling of the organization of a super essay is crucial to help students internalize the process. As they look at models, they can be thinking how to organize their own paper.

Notes on Sample Super Essay on Food Andrew provided the students with a complete student super essay on food. He goes through the essay and reinforces the topic/clincher rule demonstrated in each body paragraph and how those topics are introduced in each sub-essay’s introduction and revisited in the sub-essay conclusion.

This essay is about 5500 words and is a collection of six essays! Notice how the writer used subheadings for each of the essays and how that made it easy on the reader. You do not need to revisit all six essays’ use of topic clinchers as Andrew did with his students, but do see how two or three of the essays work and how the super introduction and super conclusion tie it all together. See if you can identify the thesis of the entire super essay.

Students should complete their research tonight and bring their sources to class tomorrow.

Week 22: Day 4 Scenes Review of Organization (22 minutes)

Notes on Review of Organization Notice how Andrew helps students evaluate their organizational plan for their essay. This is a critical step before beginning an outline. Have students share their general plan for their super essay and evaluate each plan with the class. All will benefit from this modeling and recommendations for how to organize a paper.

Once everyone has had their plan evaluated, they should begin the outline process for their super essays.

As students complete the collection of resources for their super essay, they should continue the habit of creating their bibliography page to make creating the Works Cited page easier later. Help students create their outlines using the report writing system used with the biographical essay.

Week 22: Day 5 Scenes (Disc 9) Adjectival Teeter-Totter (10 minutes)

Materials Student Handout 21.1: Composition Checklist

Notes on Adjectival Teeter-Totter Andrew introduces his students to some optional advanced style. Have students copy the illustration of the “Adjectival Teeter-Totter” onto the back of the Stylistic Techniques page in the Style Charts section of their Student Reference Handbook.

Super Essay Plan

Day 1: Decide on subject; consider topics.

Day 2: Begin research; refine subjects/topics.

Days 4–5: Create outline of body paragraphs; collect possible quotes to support topics.

Days 6–8: Write rough draft of body paragraphs. Write intro/conclusion of essays. Combine essays with super intro/super conclusion.

Day 9: Edit rough draft.

Sample



Adjectival Teeter-Totter

dual adjectives who/which r

(NOUN)

Andrew offers these examples of the technique: … large, prosperous farm which had hundreds of workers … It is advantageous to learn confusing but important word roots which help to develop our vocabulary and

comprehension.

Andrew also tells them that You can connect your adjectives with a comma, the words and, but, and yet, or with nothing at all. The adjectival teeter-totter counts as quality adjective and who/which on the checklist.

Distribute the composition checklist. Note that teeter totters are optional, but they can double count as adjectives and are included with the decoration list.

Once you have introduced the new style, help students evaluate their outlines before moving on to writing body paragraphs. Continue to help students focus their body paragraphs. Revisit the TRIAC model. At the 2010 Writing Educator’s Symposium, Maureen Richards recommended the use of CQE paragraphs:

C: Claim Q: Quote E: Explanation

The CQE takes the place of RIA in TRIAC, and one or two of them can be sandwiched between topic and clincher sentences. Using this model will encourage students to do more than just string together a paragraph full of quotes. It forces them to analyze what they are quoting with their own statements and explanations.

Students can begin work on their body paragraphs from the outlines.

Week 23: Days 1–5 No Models for Imitation viewing

Follow the Week 23 Lesson Plan page for these days.

The essays will either be due at the end of Day 5 or Day 1 of next week. This is a huge accomplishment for your students. If you feel that they need an extra week to complete their work, give them time.

The handouts for Weeks 22 and 23 begin on the next page.

The Models for Imitation will continue in Week 24.

Sample



Student Handout 22.1: Super Essay Model Super Essay Model 12–17 paragraphs

Super Introduction

I. Intro Essay 1 (3–5 topics) V. Conclusion

I. Intro Essay 2 (3–5 topics) V. Conclusion

Possible Subjects History

people events places

Science discoveries theories people (Tessla/Edison)

Theology

Current Issues abortion

(mother’s health—physical/psychological, scientific info)

cloning vital organ donation Middle East recycling

Literature compare techniques

Expanded Topics

Introduction Topic A1

Topic A2

Topic B Topic C1

Topic C2

Topic D1

Topic D2

Topic D3

Conclusion

I.

II.

III.

IV.

V.

VI.

VII.

VIII.

IX.

X.

XI.

XII.

Super Conclusion

Plan for Writing a Super Essay

Task 1: Subject and Research Create “Works Cited” page

Task 2: Topics

Task 3: Write body paragraphs

Task 4: Sub-Intro/Conclusion

Task 5: Super Intro/Conclusion

Sample



Sample



Student Handout 22.2: Footnoting and Quoting

Footnoting and Quoting

There are basically two types of quotations: integrated and inset, the former integrated into your own

writing, the latter inset from both margins, single spaced with no quotation marks. All types and sub-

types can be found in "The Three F’s of Norway” documentation. Note that inset quotations and

longer integrated ones require "lead-ins." Note that all lead-ins in the composition are different.

Achieve variety. Choose from the following lead ins:

A. Ole Waever argued: (or argued that:) claimed: pointed out: concluded: stated: B. As Donald Hancock argued: [or any synonyms shown at A]

C. According to David Green's argument: thesis: conclusion: analysis: D. In his conclusion [or synonyms at C] one writer (or Ole Waever) claimed: [or synonyms at A]

E. It has been pointed out that: [or one of the synonyms at A] F. In Atlas of the World, David Green concluded: [or synonyms at A] or Ole Waever in "The

Nordic Countries after the Cold War" stated that: [or synonyms at A]

Mechanics: Spelling Mark all spelling by circling the word and writing "sp" in the margin. Do not give the correct form.

Encourage dictionary use. Insist they use a spelling checker, but also insist they check spelling

personally. Senior students might enjoy the following, which speaks for itself.

I have a spelling chequer As soon as a mist ache is maid It came with my pea sea It nose bee fore two late It plainly marks four my revue And aye can put the error rite Miss stakes eye cannot sea Know matter small or grate Each thyme when eye have struck the quays I've run this poem through it I weight for it to say I'm sure yore policed to no If watt eye rote is wrong or rite It's letter perfect in its weigh It shows me strait a weigh My chequer tolled me so.

Sample



Sample



Student Handout 22.3: Sample Essay “The Three F’s of Norway”

The Three F’s of Norway: Documentation

The land is beautiful. Norway, one of the Scandinavian countries, forms a very old

nation in northern Europe. In the long ago it was known and hailed as the land of the fierce

and naked Vikings and brave Norsemen because they raided most of Europe from its fiords

and villages. Since it became independent from Sweden in 1905, it is properly called the

Kingdom of Norway, a constitutional democracy with a population of five million. It is

extremely mountainous. With so little arable land, Norway has the densest population in

Europe. Norway stretches 2,000 miles north, half of it in the Arctic region where the Sami

(Lapps) herd their reindeer, where whaling and sealing are popular occupations, and where for

a couple of weeks each year the sun shines at midnight. Presently the nation has become

famous for fish, fiords, and fuel since it became civilized and modern.1 While the country

enjoyed a colorful past, what became the most important and historically relevant aspect of

Norway? What has fashioned its history and people more than anything else? Considering the

three F’s, it might be proper to ask which became the most critical in shaping Norway? The

people are energetic.

Since at one time Norway stood for fish, most of the people were poor, hard-working

fishermen who battled the sea for a livelihood. Clinging precariously along its rocky shores

were thousands of small fishing villages. People ate fish and also dried, canned, and smoked

it for export. Norwegians specialized in fish. A Smörgåsbord featured fish prepared in every

possible fashion: raw, pickled, and marinated, baked, boiled, and fried. Fishing led

Norwegians to become the world's greatest sailors, and consequently “the great Norwegian

merchant fleet carries a large part of the world's trade."2 Predictably the rivers of the country

seem alive with fish. Over one hundred salmon rivers flow into the fiords.3 As one writer

argued:

Because Norway has little farmland, fishing has always been a vital source of food.

Today about 95 percent of the total catch is processed ... Fish farming is on the increase,

especially of salmon in the fiords.4

There are fine fighting fish in the fiords. Over a century ago it easily might have been argued

that the shaping element and historically most relevant aspect of Norway involved fish

because the country had so little else to offer. While they lived on fish, Norwegians also

exported it to the world to earn foreign exchange. Certainly since fish shaped the nation for

______________________________ 1. "Fiords" also spelled "fjords." If this composition was expanded to an extended essay, for example "The Five F’s of Norway,” the following could be added to the introduction: Farming and forestry have for centuries been important secondary occupations among Norwegians. 2. Anonymous, "Norway," Canadian Encyclopedia, World Edition, McLelland & Stewart, 1998. CD-ROM. 3. Internet, "Norway; Sport," http://www.excite.com/reference/almanac/?;d=CE037747. 4. David R. Green, Atlas of the World, Raincoast, Vancouver, 1994, p. 56.

Put only explanatory notes in the introduction Title integrated quote lead in inset quote clincher starter Sam

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centuries, it was therefore the fundamental and most important "F" of the three.

Fiords are long, narrow inlets for which Norway has been famous. They are

"submerged valleys bordered by high steep cliffs,"5 long fingers of the sea which have been

deeply "cut into Norway's west coast."6 Occasionally the walls of rock stretch straight up from

the edges of the water as if they were ramparts of a fortress. In these protected waterways,

fishermen could operate without danger while their home villages clung to rocks along the

fiords. The beautiful fiords and the midnight sun of the far north attract tourists.7 They bring

wealth. Of all the fiords in the world, none can equal those of Norway. However, the fiords

have tended to separate the rural areas from the capital region. It has been pointed out that this

causes:

… friction between local districts in Norway and the capital of Oslo, which has always

been viewed with suspicion by the countryside as an originally Danish and thus too

European city—not the real Norway.8

Fiords draw tourists. Fiords promoted seafaring. They protected fishermen. Fiords have been

historically vital, economically profitable and dramatically picturesque. Providing waterways

for transportation and communication between the villages, the fiords were excellent because

road building in the mountains was impossible. As a result, Norwegians became and have

remained seagoing and seafaring people. Clearly their skills were originally perfected in the

fiords of their homeland. Norway is fiord-land.

Exporting fuels has always been a Norwegian activity because of the many trees in the

country. Norway for centuries had sold lumber and wood to many other countries in Europe,

when about twenty years ago oil was discovered and pumped from offshore in the North Sea.

Since petroleum has been drilled and sold, the entire character of Norway has rapidly begun to

change. According to the Canadian Encyclopedia, Norway has become dependent upon

petroleum:

Since the discovery of petroleum in the Ekofisk field in 1969, the petroleum and natural

gas industries have become increasingly important for Norway's economy, bringing

increased employment, but also … vulnerability to fluctuations in the world market.9

_____________________________ 5. Gordon G. Lang (ed.), The New Educator Encyclopedia, General Press, Toronto, 1952, p. 2609. 6. Green, op. cit., p. 56. 7. Anonymous, op. cit.. 8. Ole Waever, "The Nordic Countries After the Cold War," Current History, Nov. 1994, p. 393. 9. Ibid..

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Since North Sea oil and natural gas brought prosperity to the country10 in the 1970s,

“Norway has achieved one of the highest standards of living in the world.”11 Oil mining and

drilling, processing and shipping, marketing and selling are the buzz words in modern

Norway. From a nation which had been rather poor, Norway has become rich. For the

people it has been like a family which won the lottery. Obviously for the first time, fish and

fiords, farms and forests all take second place in the economy. Fuel oil dominates the

economy. The exploitation of oil has led to discussions according to the conclusions of Ole

Waever about "some kind of North Sea venture in cooperation including western Norway,

Ireland, Denmark's Faroe Islands, Scotland, the Scottish Islands, and possibly others."11 In

the next century oil might become the most important product of Norway and the most

relevant aspect which will shape the people and their history. It might be argued that fuel

will likely become the most crucial "F" in Norway's future.

Fiords symbolize Norway. Normally one might expect the country to be icebound in

winter because of its northern location. However, freezing of the fiords in the high Arctic

does not occur because of the warm Gulf Stream. Fiords dominate Norway. While bus

transport plays a key role in the country, it is only possible because of the operation of 250

fast and frequent fiord ferries. For visitors the most important feature of Norway clearly was

its beautiful and dramatic fiords, which stretched along the entire length of the Atlantic

coast. For centuries the fiords protected and promoted fishing and allowed tugs to bring

wood fuel to the markets of the world. Today they earn tourist dollars as cruise ships sail

from one to the other. Dramatically the fiords shaped Norway's history, protecting a small

population and allowing it to grow into a nation. Defending the country from invaders, the

fiords became the hiding places of the Vikings, who sailed forth to invade the British Isles

and France, Germany and Iceland. Vikings discovered America. While the fiords protected

fish stocks, they also acted as giant ramparts to protect people because their villages were

small and isolated. While fiords created fishermen and created sailors, they surely created

Norwegians. In modern times, as a consequence, the fiords are the most important and

historically relevant of the three F’s of Norway, shaping the rugged and adventurous

character of her people. Fiords shaped Norway.

______________________________ 10. Internet, “Norway: History,” http://www.excite.com/com/references(Zovo)almanac/?id=CE037747.

11. Waever, op. cit., p. 393.

integrated sentence lead in to longer integrated quote no footnotes or quotations in the conclusion clincher starter Title

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Student Handout 22.4: Sample Outline “Sino-Soviet Split”

Sino-Soviet Split by

Student’s Name ¶ 1. Super Themes

A. Ideological disputes B. Leadership rivalry

Essay A: Ideological disputes ¶ 2. Ideology

A. co-existence B. Great Leap C. Moscow summit

¶ 3. Co-existence

co-existence ¶ 4. Great Leap

Great Leap ¶ 5. Moscow summit

Moscow summit ¶ 6. Co-existence, Great Leap, Moscow summit

Most N.B. and Why? Ideology

Essay B: Leadership Rivalry ¶ 7. Rivalry

Trad. hostility Border disputes Third World

¶ 8. Traditional, hostility Basic

¶ 9. Border disputes Border disputes

¶ 10. Third World

Third World ¶ 11. Trad. rivalry, border

disputes, Third World Most N.B. and why? Rivalry

¶ 12. Ideological disputes

Leadership rivalry Most N.B. and why?

Sino-Soviet Split N.B = Nota Bene or “Note Well,” i.e., most important thing.

Presentation

Super Introduction Introduction: Super Theme A Introduce three themes. Theme I Basic Theme II Transitional Phrase Essay A Theme III Transitional Phrase Conclusion: Super Theme A

Clincher reflects subheading. Introduction: Super Theme B

Basic Theme IV Essay B

Theme V Transitional Phrase Essay

Theme VI Transitional Phrase

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Student Handout 22.5: Model of the Super Essay: “Marvelous Bananas”

Model of the Super Essay: “Marvelous Bananas” Background: Time: Place: Three themes A. History B. Eating C. Growing and handling. Reflects Title

History of Bananas

Background: Time: Place: Three sub-themes A1 Migration A2 Varieties A3 Gros Michel

Topic migration

Topic varieties

Topic Gros Michel

Migration, varieties, Gros Michel Most N.B. varieties

Eating Bananas

Background: Time: Place: Three sub-themes B1 Plantain B2 Gros Michel B3 Nutrition

Topic plantain clincher:

Topic Gros Michel clincher:

Topic nutrition

Plantain, Gros Michel, Nutrition Most N.B. Nutrition

Growing and Handling Bananas

Background: Time: Place: Three sub-themes C1 Plantations C2 Shipping C3 Home care

Topic plantations

Topic shipping

Topic home care

Plantations, Shipping, Home care Most N.B. Home Care

History, Eating, Growing, Handling Most N.B. Eating

N.B. = Nota Bene or “Note Well,” i.e., most important thing.

Super Introduction

sub-heading Introduction

Theme: History

A1

A2

A3

Conclusion Theme

sub-heading Introduction

Theme: Eating

B1

B2

B3

Conclusion Theme

sub-heading Introduction Theme Growing, Handling

C1

C2

C3

Conclusion Theme

Super Conclusion

clincher: migration

clincher: varieties

clincher: Gros Michel

clincher: History

clincher: plantain

clincher: Gros Michel

clincher: nutrition

clincher: eating

clincher: plantations

clincher: shipping

clincher: home care

clincher: growing, handling

clincher: reflects title Sample



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Student Handout 22.6: Sample Super Essay on Food

Food Throughout American History: A Gastronomic Adventure by Bethany Brown (age 15)

In more ways than most Americans realize, the history of America's food significantly reflects the culture of its people. The changes in the kind and manner of preparation of our food mirror the drastic changes in the American lifestyle. When the Pilgrims, who were some of the first permanent European settlers, first landed in the New World, they found vast Indian tribes already there. Together, these diverse civilizations of the Old and New World created an amazing variety of cultures and foods. Throughout the Independence and Expansion period, while thousands of families struggled to make a better life for themselves on the rugged frontier, they found comfort and pleasure in preparing dishes from their beloved mother country, as well as new foods introduced to them while in their new home. During the late 1800s, with the Age of Industry at hand, the American marketing system was drastically changed as the appearance of merchandise began to take precedence over quality. The early 1900s and Roaring Twenties brought new ideas for faster eating habits for an American on-the-go. The hot dog was born. The growing fast food industry was revolutionized during the 1940s by the McDonald brothers who introduced an even faster food system. Finally, many Americans of the 90s have tried to return to a more healthy diet of "natural" foods. Unfortunately, many of these foods prove to have no great nutritional value and do not deserve to be called health foods. The great changes throughout America's food history reflect our country's growth from scattered regions of Indians and settlers to a great and prosperous industrial nation.

From Potatoes to Slugs Food has always played a vital part in all cultures of the world. Usually, the food of a people

is based on the natural resources available in their area, thus telling much about the people. During the Colonial Period, which lasted from 1492 to about 1775, Europeans of all nationalities flooded into the New World and encountered vast civilizations of Native Americans already there. Thus our country experienced a clash of diverse cultures, traditions and foods. Three of these contrasting groups were the Aztecs, the Incas, and some of the early settlers, who have now become known as the Pilgrims. All these cultures and their foods were literally to become the “melting pot” of America.

The Aztec world in Mexico abounded with an incredible variety of foods. When some of the first Spaniards arrived in the New World and explored the Aztec regions, they wrote about their many observations of the Aztec people, and their food. They described in detail the abundance of food at the Aztec market. Early in the morning, row after row of meat sellers spread out the wares of rabbit, deer, young ducks, and even little dogs. Others sold fruit or honey. Although it is hard to believe, the Aztecs even enjoyed fantastic fast food! For lunch, an Aztec boy or girl might buy a steaming taco or stuffed tortilla at the local market. Mom might purchase some ready-made tortilla dough to bake for dinner. Maize, Indian corn, was the Aztecs' main food. From it they made tortillas and maize porridge, two dishes which were eaten daily. A common meal consisted of tortillas, beans, and perhaps a sauce made from tomatoes and peppers.

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Page 2 of 11 Skimming froth from the surface of lake water and compressing it, the people even prepared a substance similar to today’s cheese! The Aztec people considered some foods as delicacies, to be served only to the wealthy and high officials. King Montezuma himself, as he reclined in his lavish courts, was often served such specialties as the agave worm, winged ants, chocolate, tree lizards, iguana, or perhaps some maguay slugs served with guacamole. Although modern taste may not fully appreciate the Aztec cuisine, these people were certainly blessed with an amazing variety of food.

In contrast to the Aztecs in Mexico, who had available to them a great abundance of food, the Incas of Peru had to improvise with limited sources. They remained mostly vegetarian. Maize and potatoes were their primary foods, while fish and meat were a rare treat. Their diet also included squash, beans, manioc, sweet potatoes, peanuts, tomatoes, avocados, and chilies, which were used for seasoning. In the lowland regions, where maize was the staple food, the Incas did not even bother with the long tortilla-making process. Usually they simply ground the dry corn kernels into flour, then boiled it to make porridge. Likewise, the highlanders discovered how to make full use of their main crop, potatoes. Through a procedure of freezing and drying, they even learned how to preserve the precious potato for later use! Freshly picked, the potatoes were spread out on the ground and left overnight in the frigid air. In the morning, groups of people assembled to trample on the potatoes for several hours. Repeating this process for four or five days, they would eventually stomp out most of the water left in the potatoes. Then the potatoes were ready to be dried and stored. Although the Incas did not have access to the bountiful variety of the Aztecs, God provided them with ways to successfully utilize their available resources.

“Food! Good food at last!” was surely the Pilgrims' first thought as they

finally landed in America after their treacherous 65-day voyage across the Atlantic Ocean. However, as they were soon to discover, finding food in America was not as easy as many people thought, but God, in an unexpected way, would provide for His people. After all those weeks of stale, rock-hard biscuits and dry salt beef, anything sounded good. For the first few days onshore, the Pilgrims contented themselves with fresh mussels, clams, berries, and other foods which were easily gathered. However, as winter approached and the ships’ supplies began to dwindle, they realized that long-term plans must be made for the cold months ahead. They did not know how to hunt efficiently and did not have the right tools to catch fish. Even after their English wheat and rye seed had been planted, the Pilgrims found that these did not grow well at all in the New World. They became hungrier and hungrier. Only half of them survived that first winter. One day early in the spring, an Indian walked into their camp! Quickly the men ran for their guns and prepared to shoot, but the Indian acted like a friend. Introducing himself in English as Samoset, he explained that his tribe was willing to befriend the colonists. Samoset later introduced Squanto. Throughout that first spring, Squanto patiently taught the colonists how to hunt for wild game, how to fish, how to plant squash and beans, and most importantly, how to plant Indian corn, maize. He showed them how to plant the corn by placing the tiny seeds in small holes without plowing and even how to put several fish in each hole for fertilizer. With the next fall came an abundant harvest of corn, squash, beans, and other foods. The colonists were overjoyed.

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Page 3 of 11 Finally they had enough food! That same fall after the harvest, the Pilgrims celebrated with a

huge feast of thanksgiving to God for his abundant provision.

The Aztecs, the Incas, and the early Pilgrim settlers were all different in many ways, especially in their foods. As the Native American and European men and women confronted each other in the New World, each found ways to learn from the other and combine the distinct cultures into one. These cultures together produced an extraordinary variety of foods in the Colonial Period, everything from potatoes to slugs.

A Way of Life and Enjoyment During the Independence and Expansion period, 1776-1865, thousands of families plunged

West in search of new land and new homes. Life on the frontier was exciting, but also hard. Often each member of the family toiled each day from sunup to sunset in the hot sun, simply seeking to make a living. Hardly ever did they see friends and neighbors, for the vast frontier often placed many miles between them. However, these settlers did find ways to have fun. Through the foods they ate, the settlers found pleasure in making and sharing special dishes and treats together, foods that reminded them of their beloved traditions from the Mother Country. Three of these favorite dessert foods were ice cream, taffy, and plum pudding.

Still enjoyed today, homemade ice cream was a

treat for adults and children alike. Before freezer churns for home use, ice-cream making was difficult and time consuming. Working together, the girls would whip together egg whites, milk, cream, sugar, and perhaps some freshly picked berries for flavor. Then the sweet, sticky substance was carefully poured into a milk pail. Meanwhile, the boys would hack away at an ice block with hatchets. After the milk pail was placed inside a wooden tub, the crushed ice was packed in all around it and then blanketed with course salt. The children would take turns stirring the freezing ice cream, a job which quickly became difficult. Frequently they would cover the tub with an old quilt for a few minutes while they rested. This continued for an hour. When, at last, the ice cream was completely frozen, adults and children eagerly joined in the feast. What a delicious treat on a hot summer day!

To these early pioneers, any excuse for a social

get-together was welcome, and taffy pulling afforded a perfect opportunity. Young children invited their friends over to enjoy an afternoon of making, pulling, and, of course, eating the taffy candy. Adults planned pulling parties, too. While

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Page 4 of 11 to some people a pulling party was just a social gathering, to others it was tradition. On the Feast of Saint Catherine, who was the patron saint for unmarried girls, the French settlers frequently enjoyed taffy parties at the homes of the young ladies. Usually the neighboring young men were invited for the evening. Mixing sugar, vinegar, water, and butter together and boiling them in a big pot for about ten minutes, the lively group separated into pairs and the fun began. Merrily the young couples pulled. They feasted on taffy. They laughed. To these pioneers, a pulling party meant fun, food, and fellowship, a welcome respite from the rugged, isolated life on the frontier.

Another favorite dessert, plum pudding, was to

remain the symbol of Christmas to the settlers for many years. To make the old-fashioned recipe, a housewife needed to start about four weeks before Christmas! Pouring cooking sherry over the fruit part of the pudding, she would let it soak for about one week. Then she added the other ingredients which included bread crumbs, suet, flour, brown sugar, eggs, nutmeg, ginger, and other spices. This mixture would be tied into a cloth and left to boil about five hours. It was then stored in a cool, dry place for three weeks for flavor to completely develop. Finally, on Christmas Day, the pudding was steamed about thirty minutes and served with a sweet sauce. The tradition of the pudding at Christmas, which originated in England, can be traced back hundreds of years. Often Christians fasted before Christmas, eating only a porridge called frumenty. Later, when sausages were added to the mixture, it became known as plum pudding. Over the years, the pudding has changed as fruit replaced the sausage and many more ingredients have been added, modified, or deleted. Although many things about the original recipe have changed as the years have passed, plum pudding has remained to this day a symbol of Christmas.

With the seemingly unlimited bounty of food

in nineteenth-century America, the frontier family prepared and shared foods together, an activity that provided a welcome rest from a strenuous life. On a hot summer day, families enjoyed cold, sweet ice cream. On a cool, crisp, autumn day, family and friends were invited over to a taffy pulling party and an evening of fun and fellowship. For Christmas dinner, nothing was more lovingly prepared or more eagerly awaited than plum pudding. Novelist Edward Heth, while writing of his mother's nineteenth-century kitchen, recollected, “Good cooking was a way of life and enjoyment.”

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Advertising, Packaging, and Deception The Age of Industry, 1866–1900, brought definite and drastic changes to America. These

changes significantly affected the entire American marketing system. Instead of seeking to produce the best quality possible, the merchandiser began to rely on clever advertising and the appearance of his products. He sold his products using catchy names and attractive packaging, often employing deception in his claims and methods. The appearance and presentation of his merchandise gradually took precedence over quality.

Perhaps one of the most significant parts of the complex procedure of successful marketing

was finding a suitable name. This was clearly shown in the invention of breakfast cereals. Dr. Kellogg, who was one of the first to introduce dry breakfast cereal, believed that chewing hard, brittle food improved the condition of the teeth. Charles Post, a patient of Dr. Kellogg, at a time when health foods were just becoming popular, realized there was money to be made from this new endeavor. So, he created a dry breakfast cereal of his own. He called it “Elijah's Manna.” Finding that grocers did not intend to stock a product with a name like “Elijah's Manna” on their shelves, Post quickly changed the name to Grape-Nuts. Post and others found that what was needed was a name easy to say, easy to remember, and with just a slight hint of quality in the sound. The two men went on to create Post Toasties and Kellogg's Toasted Corn Flakes, two renowned names which have endured even today. Although the cereals were originally created as health foods, modern health experts agree that they do not offer considerable food value or nutrition, and never did. In his book Health Foods: Facts and Fakes, Sidney Margolius claims that the cereals contain “no more nutrition than dirty fingernails.” However, America was carried away by the promise of health accompanied by masterly advertising, of which the name was a great part. Both mens’ products met with overwhelming success due to this new form of advertising. Undeniably, Kellogg's Toasted Corn Flakes is still the largest seller of America's dry cereals. Post’s products would later form the modern General Foods Corporation. Today, breakfast cereals represent a $660-million-a-year business. Hundreds of years ago, William Shakespeare asked, “What's in a name?” Dr. Kellogg would have answered, “Everything.”

Another vital component of marketing was packaging. Up until the late 1800s, food stores

were often filthy places. With the development of packaging came not only a great improvement in hygiene, but also increased profit. Merchandisers saved money because packaging kept more and more of their foods from spoiling and made products more convenient to transport and store. As with any new invention, the first try was not always successful. Life Savers, for instance, which were sold in cardboard packages, quickly developed the flavor of the cardboard and glue that held it together. This little problem was solved when the candies began to be packaged in small, cardboard cylinders lined with tinfoil. This retained the candy's taste and kept the leftover ones fresh. For many years, salt was sold in small cotton bags. This presented several problems. Since the bag cost more than the salt, the total price depended more or less on the price of cotton. Secondly, the salt clumped easily in damp weather. Soon the Morton Salt Company began packaging it in waxed cardboard containers, which kept the moisture out. Today

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Page 6 of 11 we can still find their slogan on our salt container, “When it rains, it pours.” Other inventions included wrapping paper, the paper bag, and cardboard containers in every shape and size. With the development of railroads came mass shipping of many products all over the country. Finding that they needed to distinguish their own products from the others, merchandisers simply stamped their own name onto each package or carton. Almost instinctively, they began to add a slogan, trademark, or a picture. Sunny Jim appeared on packages of Force breakfast cereal and a Quaker on boxes of Quaker Oats. Clearly the package had revolutionized the world of merchandising and become almost more important than the product. An advertising agency summed up this new marketing system when it stated, “We couldn't improve the product, so we improved the package.”

Now that the merchandiser's goal was not to offer the highest quality, but simply to make his

product appealing in appearance, he often turned to deceptive methods in order to entice his buyer. For example, green tomatoes might be treated with ethylene gas since it made them a bright cherry red. Sprinkling a little blood over the gills of his fish, the meat seller hoped to persuade his buyer that they were caught only minutes ago. Cheeses on his shelves might boast of a rich, tempting color due only to “hemlock, cocumberries, or saffron, infused into the milk.” Another example of these methods, which is still prevalent today, is shown in bread making. Unfortunately, American bread almost always contains preservatives, anti-staling chemicals, or dough conditioners. These often deceive us and make us think the bread is fresher than it actually is. Summing up this deceptive system, James Trager wrote, “Overenthusiasm got quite out of hand. Minced tripe dyed red was sold as deviled ham, Maine herring was labeled ‘imported French sardines’ and put in fancy boxes with labels in French. North Dakota alone consumed ten times as much ‘Vermont’ maple syrup as the state of Vermont produced.” Marketing as deception had begun.

Through catchy names and packaging, combined with deceptive methods, merchandisers

totally changed the marketing philosophy of the day. It was no longer “Build a better mousetrap and the world will beat a path to your door,” but “Save the surface and you save all.” The new merchandising philosophy yielded the quest for quality to advertising, packaging, and deception. Elspeth Huxley, summing up this new, crazy market system, wrote, “You cannot sell a blemished apple in the supermarket, but you can sell a tasteless one.”

America's Hot Dog While the average American consumes over 87 hot dogs every year, most people know little

about the hot dog's fascinating origin. The century-old story of its early history, invention and naming, and final rise to popularity might help us to better appreciate this all-American favorite.

Although we think of the sausage as a relatively modem invention, its story can actually and

factually be traced back thousands of years! No one is sure exactly who invented it. It is known that sausage was often used as a simple way to prepare meat for carrying on long journeys, especially since it did not spoil for many weeks. The ancient Babylonians took sausage with them 3,500 years ago when they went to fight in a distant war. Widely used in Greece, the

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Page 7 of 11 sausage was later introduced to the Romans, who had conquered that mighty nation. When a new kind of sausage was invented, it was usually named after the city of its invention. Taking its name from the city of its origin, the frankfurter was invented in Frankfurt, Germany. This city is known to this day for its famous sausages. In 1805, the wiener was first produced in Vienna, Austria, but was known there as the wienerwurst, the “Vienna sausage.” After thousands of years of development, nations everywhere were producing, buying, selling, improving, and gobbling down sausage of one kind or another. It was high time for America to make her contribution to this sausage-eating world, the hot dog.

The invention and naming of the hot dog came about through

some unusual circumstances. It is not clear exactly who invented the hot dog, but one story is told about a German man named Antoine Feuchtwanger who sold hot sausages in the streets of St. Louis. Supplying a pair of white gloves for each customer so they would not burn their hands, he found that he lost money because the customers continually walked off with his gloves. When his wife proposed that he serve each sausage inside a split bun instead, he produced the first hot dog as we know it today. However, it was not called a hot dog yet. That would come years later. Primarily it was known as a ''red hot,” or even a dachshund sausage. One chilly winter day in 1900, sports cartoonist T. A. Dorgan sat watching a ball game in NYC at the Polo Grounds. He desperately needed a cartoon idea for the next day. When a sausage vendor came down the aisle yelling, “Get your red hots! Right here, get your dachshund sausages,” Dorgan eagerly paid the man and received his sausage. Sinking his teeth into the sizzling, savory sausage, his face brightened. In the next day's paper his cartoon appeared, showing a very long dachshund nestled in a bun, busily fanning his hot face. Not knowing exactly how to spell “dachshund,” he simply wrote, “Now that' s a hot dog!” The hot dog was born, born through the hands of a simple German peddler and the head of a very cold New York cartoonist.

Slowly but surely, the newborn hot dog began its rise from mere acceptance to popular

demand. Hot dog stands sprouted up all over the country like weeds in a cornfield. People everywhere began asking for hot dogs. The hot dog business boomed. With the new hot dog demand, which quickly became dizzying, many vendors attempted to increase their business even more through clever selling tricks. Understanding the value of medical endorsement, one ingenious peddler hired two men to dress in white coats and place themselves casually in front of his stand as they ate hot dogs. As public demand increased still further and large meat companies finally took over the enterprise, the hot dog became one of America's favorite snack foods.

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Page 8 of 11 The story of the hot dog, its history, invention and naming, and rise to popularity are all

fascinating parts of America' s culinary history, but clearly the story of its invention and naming stands out as the most intriguing. The ingenuity and serendipity behind the curtain of the hot dog make all the more fitting its reign as America's favorite snack food. Weiner? Frankfurter? Other countries had produced and improved these sausages. America had the hot dog.

Billions and Billions Sold Americans have loved hamburgers ever since the world's first appeared at a county fair in

1885. By the 1930s, the hamburger business was in full swing. However, the 1940s brought dramatic changes to the fast food industry as America knew it. America wanted it even faster. The development, architecture, and food of the new system brought a new purpose to the fast food industry and ushered in a new era of food history.

Two brothers were broke. Two brothers were bored. As they sought to solve this

predicament, they created America's first self-service hamburger bar. It was the depression, and with the sudden loss of their father’s job, Richard and Maurice McDonald realized it was time to set out on their own. Supporting themselves for twelve years with odd jobs which were numerous but unsuccessful, the brothers finally opened a large drive-in in San Bernardino, California, where they sold hamburgers, among other things, for $0.35. After seven successful but tiring years, the McDonald brothers grew restless. Richard would explain their motivation later with the simple words, “We were bored.” Ultimately, they would completely change their entire drive-in business. Their mission? To develop for the first time an inexpensive and fast hamburger self-service drive-in, eliminating carhops, most of the staff, tipping, and plates and utensils. These useless formalities were gone forever. They even lowered the price of burgers to less than half of the original price, to the incredible rate of $0.15 each. Opened on December 20, 1948, America’s first self-service hamburger bar would revolutionize the drive-in industry. Two brothers were wealthy. Two brothers were famous.

Bold. Modern. Daring. These would describe the revolutionary design with which the

McDonalds planned their new building. These brothers not only developed the self-service system but also created a distinctive architecture for the new restaurants which has endured even to today. Since the brothers sought a futuristic look, one of the main part s of the new design was the unusually flat roof, boldly rising at an upward angle from the red-and-white tiled structure. This was just the beginning. Two striking neon arches were added, plunging down through the roof on either side. Soon a large sign was constructed, featuring a single arch and a running, animated mascot named Speedy, who had a head made from a hamburger patty. At night, the brilliant arches flashed pink-and-white neon against the nighttime sky as they beckoned fast food fans. Procuring widespread fame almost instantly for the two brothers and their new drive-in, the gleaming modern design would forever change the architecture of the fast food industry. Unfortunately, it would leave food quality struggling for attention in its wake. Sam

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Page 9 of 11 With the new speed system at

hand, sacrifices were often made in the quality of the food. The burgers were smaller and pre-packaged. Although they would be called “customized hamburgers,” indeed no choice was given the customer in regard to condiments. Thumb-controlled dispensers were developed which squirted an exact amount of ketchup and mustard onto each bun. An onion slice was added, although it was in the form of microscopic bits. One pickle perfected the plumage. Finding that they needed a faster way to serve the droves of people crowding in each day, the brothers invented a way to successfully cook the burgers and fries beforehand and keep them warm under infrared lamps. However, the McDonalds did work to improve their food in two important ways. Never did they consent to buying anything frozen. Carefully researching the recipe for the “perfect fry,” they built a potato-aging warehouse in San Bernardino. Despite these honorable endeavors to improve their food, the self-service system was designed to be fast. A steel griddle

yielded 40 burgers in 110 seconds. Quality was often left far behind in the quest for speed.

The development, architecture, and food of the

McDonald's system launched a new era of fast food history. By 1970, thousands of restaurants had popped up all across the country, adapting McDonald's elaborate modernistic design to fit their own. The new McDonald's self-service system had swept the country like a fierce tornado, fearlessly destroying the old system and boldly setting up the new. However, it would leave its mark on one specific point far greater than any other. The striking, modem architecture would change forever the fast food restaurant design, and

characterize its buildings for decades to come. Mouth-watering burgers. Greasy fries. Glowing arches. McDonald's: billions and billions sold. Sam

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Health Food Facts and Fakes The 1990s have brought hundreds of health food questions that have plagued many for years.

Honey or sugar? Raw milk or pasteurized milk? Fertile eggs or commercial eggs? Scientists have found that many claims to the healthiness of these foods are true, while others prove to be merely fancies and have no basis in fact.

The popular idea that honey is considerably healthier than refined white sugar can be refuted

time and again by scientific fact. Health food fans claim that honey is “closer to nature” than sugar since it contains many important vitamins and minerals that are lost in the sugar refining process. In actuality, however, any type of honey contains only tiny amounts of B vitamins, calcium, and iron. Honey is made almost entirely of invert sugar, sucrose, maltose, and fructose. Overall, it provides our bodies with no more nutrition than the empty calories of sugar. It is sweeter, too. Going to the extreme, some health food fans who have narrowed down their sweetening devices to only honey, then limit themselves to the supposed benefits of raw honey. Since this is processed while still in the comb with much lower heat than a cheaper honey, claims have been made to its containment of valuable enzymes. Unfortunately, these enzymes are destroyed when the honey is used in baking because of the heat. In short, honey is not a health food. It is a highly concentrated sugar and produces dental cavities just as refined white sugar does. Honey offers the same health risks as sugar. Although when used excessively they can be harmful, both honey and sugar are tasty sweeteners, which, when used properly, can be harmless and delicious.

Raw milk also is often found to be a

stumbling block for health food followers. Pasteurization, they say, destroys the milk's vitamin C and natural enzymes. In reality, however, milk does not contain much vitamin C in the first place, and the beneficial value of its enzymes is highly questionable. Pasteurization does effectively kill many organisms which produce tuberculosis, typhoid fever, diphtheria, and other severe diseases. Many health food fans purchase government-certified raw milk, which is produced by inspected cows and in “udderly” sanitary surroundings. But since many states have done away with the long, expensive process, certified raw milk is now difficult to find. Carrying their quest for health foods to the limits, some people order raw milk directly from a farmer, although the milk may not be as fresh as supposed and certainly not as hygienic. It is a questionable trade-off. Undeniably, the risk involved may render the milk considerably unhealthy after all.

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Page 11 of 11 Unlike raw milk, fertilized eggs do hold some claims in regard to their nutritive value,

although most of these professions to wholesomeness are not based on fact. In truth, the only creatures which have been proven to benefit from fertile eggs are the chicks themselves. Supposing that these eggs which have been fertilized by a rooster are healthier than commercial eggs, many people also tell us about the benefit of eggs from free-ranging hens. Although these people make claims to the more “natural” and therefore much preferred diet of free-ranging barnyard hens, this depends completely on the food that the farmer supplies as well as the barnyard selection of insects and worms. Normally, well-fed hens lay more eggs than poorly-fed ones, so commercial hens are fed a dependable diet of poultry feed. Yet the eggs have disadvantages. The downsides of commercially-laid eggs are the antibiotics and tranquilizers which are fed regularly to the hens, often for the prevention of disease. Small traces of these do sometimes end up in the eggs. The more expensive, “natural” brands and the cheaper commercial types of eggs together leave us a decision to make in regard to our priorities.

Americans today continue to seek out answers to hundreds of health food controversies.

Often a clear solution is impossible to derive. Recent findings have shown that some of the “healthier, more natural” foods of today really have very little nutritious value. Honey carries just as many high-sugar health risks as white sugar. Raw milk also carries health risks, while pasteurization destroys many organisms which produce serious diseases. However, in the decision between fertile eggs or commercial eggs, there are advantages on both sides. Commercial eggs, which we find readily available on today's grocery store shelves, are much cheaper, and yet may contain traces of antibiotics which have been fed to the hens, usually for the prevention of disease in their close quarters. Our priorities must make this decision for us. We are always discovering more about the healthiness of the foods we eat, about America's health food facts and fakes.

The story of America's food history, beginning at the time of some of the first European

settlers and reaching to the present, is a simple reflection of the American people. It tells as clearly as any history book about ways our nation has grown and changed. The bountiful variety of the American Indians and early settlers, the hearty food of the pioneers, new advertising and packaging ideas during the Age of Industry, and finally our twentieth century of fast foods and food fads comprise a basic outline of America's food history. While all of these periods are important, the pioneers, who through seemingly endless struggle and sweat sought to make a better life for themselves on the frontier, set a marvelous example of the simple pleasures of good food that Americans should never forget. To these hardy pioneers, preparing food together was a delightful occasion for fun and fellowship, for strengthening family ties, preserving old traditions and creating new. These brave Americans were certainly the highlight of the history of this gastronomic adventure, the American story of that wonderful gift we could never do without, food.

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Student Handout 23.1: Super Essay Composition Checklist (Page 1) Name:

General q Title (centered) repeats key words from last paragraph. q Font/spacing: Times or similar, double spacing, 1” margins. q Checklist on top, final draft, rough draft, key word outline.

Super Introduction q Attention getter. q Gives background information (time, place) on subject. q States two themes for discussion (essays). q States a question or thesis (goal of the paper). q Does not contain any quotations as footnotes, but may include an informational footnote. q Follows dress-up, openers, and dec/trip rules.

Super Conclusion q Restates two themes of discussion (essays). q States most significant thing and why. q Addresses question or thesis (from Super Intro). q Does not contain any quotations as footnotes, however may contain a quote used as a decoration. q Follows dress-up, openers, and dec/trip rules.

Works Cited Page – includes references consulted but not cited Items are formatted properly, MLA style. Items are listed alphabetically by author.

Miscellaneous q Avoid word repeat (except triples). q Paragraphs should be of approximately equal length (+/- 3 lines). q Paragraph clinchers should use a variety of “clincher starters.” (See list below.) q Avoid contractions (didn’t, couldn’t, weren’t, etc.) except in quotations. q Never use the words “This essay” or “this paper.” q Never use the first person “I” or “we” (unless in a cited quotation). q Never use the second person “you” (unless in a quotation). q Correct punctuation used before the quote. (See Student Handout 9.6.) q Be sure to have at least two lines of paragraph after an inset quotation. q One-word numbers should be written as a word, hyphenated or two-word numbers as numerals.

Clincher Starters

Category A Thus Therefore Hence

Category B Consequently Clearly Arguably

Category C As a result As a consequence

Category D It becomes clear that … Without a doubt …

Category E It might be argued that …

Category F However Nevertheless Nonetheless

(continued)

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Super Essay Composition Checklist (Page 2)

Name:

Mechanics and Style

Essay One and Two Sub-Introductions Essay 1 Essay 2 Subtitled (reflects sub-conclusion) Gives background information on theme of essay Does not contain any quotations, but may include an informational footnote States topics of sub-essay (bold) Essay One and Two Sub-Conclusions Essay 1 Essay 2 Restates theme of essay Restates topics of essay (bold) States most significant thing and why Quotations and Footnotes (one of each per essay) Essay 1 Essay 2 Integrated, “ ” (< 3 lines) with citation Inset: (three lines or more - no “ ” ) with citation Informational (five lines maximum) Paraphrase with citation Variety of lead-ins for quotations (see list)

Dress-Ups (underlined) E1 I

E1 II

E1 III

E1 IV

E1 V

E1 (VI)

E1 V

E2 I

E2 II

E2 III

E2 IV

E2 V

E2 (VI)

who/which (invisible) strong verb (duals) -ly adverb (duals) quality adjective (duals) adverbial clause (www.asia.b) Sentence Openers (marked in margin or with brackets)

E1 I

E1 II

E1 III

E1 IV

E1 V

E1 (VI)

E1 V

E2 I

E2 II

E2 III

E2 IV

E2 V

E2 (VI)

� subject � prepositional � -ly adverb � “-ing” , � clausal , � V.S.S. Decorations (marked in margin) (different one each ¶) question, 3 S.S.S., conversation, quote, dramatic opening/closing, simile/metaphor, alliteration

E1 I

E1 II

E1 III

E1 IV

E1 V

E1 (VI)

E1 V

E2 I

E2 II

E2 III

E2 IV

E2 V

E2 (VI)

triple (different each ¶; ,marked “trip”

Sample


Super-Essay Outline comparing WWII prison camps

by Christy

German Camps - Jews

1. WW II, Hitler, Hate, Jews

2. Hate, destruction, labor camps

3. Jews first, yellow star

4. Next, ration cards removed

5. Herded into vehicles

6. Shot because of race

7. Torture, permanent camp life

8. Separated families, killed children

9. Jews hide, Hitler find

10. Concentration camp

Food

1. Once fed, now starved

2. Good camps, 2 meals day

3. Normal one cup soup

4. Not enough, no substance

5. Rotten or watery, worms

6. Treat, cracker, vegetables, bread

7. Cold meager, no water

8. Parents take from children

9. Lose sanity, family love

10. Starvation causes broken wills

Forced Labor

1. Jews made to work

2. no work, no food

3. Refuse? Torture, death

4. Women mended German uniforms

5. Cooked camp rations

6. Cleaned after officers

7. Men, moved ammunitions, guns

8. Farms, crops, manual labor

9. Children help everywhere

10. All work for food

Sample


Escape

1. once in, practically impossible

2. before placed, possible

3. jump out moving trains

4. Cars, trucks etc.

5. Behind obstacles while marching

6. Go into hiding

7. Make escape from country

8. Stay on run

American camps - Japanese

1. WW II Pearl Harbor,

2. All Japanese called traitors

3. Racism, citizens become enemies

4. Fear led to pursuit

5. Japanese put into camps

6. Crowed and unnecessary

7. Like life, smaller world

8. Racism leads to suffering

Food and Work

1. fend for self

2. no starvation, but work

3. money 4 work, buy food

4. stores to buy normal

5. farms 2 produce vegetables

6. working produces food

7. trade 4 occasional outside treat

8. sugar and candy rare, money

9. work holidays, Sunday, 5

School

1. like normal life

2. kids attend daily

3. learn trade, support family

4. taught , trust only Japanese

5. develop hate of Americans

6. teachers paid with rations

7. hard job small profit

8. kids irritable, cooped to long

9. normal life

Sample


A Will to Survive

By: Christy

History is History! There is no need to change it! Don’t cover or hide it either! [5] While America

discriminates some countries—Germany included—for their ill treatment and abuse of people, it

covers up some of its own governing mistakes. [3] Similarly, we as citizens tend to ignore any

mention of our own equally bad History. [1] Americans, who are generally extremely patriotic,

are scared to learn from their mistakes. [2] During World War II, there were two different

countries imprisoning people because of race. [F] Germany and America. [4] Justifying their

actions, each country thought that they were doing the right and correct thing. [6] They were

unaware. [4] Placing people in concentration camps to be herded around like animals is not right.

[2] In Germany, Jews were being placed in Concentration Camps to be forced into grueling

manual labor. [1] Americans sense of justice exploded at this atrociousness, however, they were

doing the same thing. [3] Carelessly treating the Japanese like people who deserved nothing, the

Americans were placing the Japanese in concentration camps that although not quite as forceful

and filthy as the one in Germany, these were none the less prison for the innocent.

Never giving up…

[1] German concentration camps were said to have been built like fortresses— with one way in

and no way out. [F] Because when Hitler, Who had a dreadful hate of the Jews, came to

power, most Jews ended up in these terrible and filthy camps. [2] On the occasion that you had

any Jewish ancestry, you would be sent to be forced into Manual labor, and starve for food in a

camp. [6] Escape was practically impossible.

[4] During the tedious and long enduring World War II, a man, who had a dreadful hate of the

Jews, came to power. [6] His name was Hitler. [1] Hitler’s hate of the German Jews led to a

desire for their destruction, and before long, most Jews were either in concentration camps, or

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brutally shot, dead. [2] Before most Jews could comprehend what was happening, they were

forced to wear on their clothes, a yellow badge shaped like a star, to distinguish them from the

rest of the public.1 A formerly persecuted Jew said that:

Rejected by mankind, the condemned do not go so far as to reject in return, their

faith in History remains unshaken, and one may well wonder why. They do not

despair. The proof: They persist in surviving- not only to survive, but also to live

and testify.2

[3] Cautiously crouching in careful hiding, some Jews did not know the extent of brutality that

their friends and family were suffering and enduring. [5] While the resistance favored some

Jews— No matter their career— with passports to another country, most were hopelessly stuck

in a country that hated them. [4] Waiting for the day when they would be stuffed into

overcrowded boxcars and sent to labor camps, these Jews had every right to hate Hitler, yet

they remained humble. [F] Loving their enemies.

[1] Once put into concentration camps, the Jews, who like very other person were used to good

and healthy meals, were faced with the ever present need—food. [5] If they were luckily

fortunate enough to be put into a “Good” camp, they would be served two “ Very precious and

yet, at first, disgusting meals”. 3[3] Unfortunately for them, these “Good” camps were rare, so

the normal diet consisted of one cup of soup, cooked and served out of the same cup. [4] Seeing

that this starvation diet was not enough for the working crowd, the Nazis then added the rare and

most appreciated treat of a piece of rotten black bread or a cracker along with the normal soup.

[6] These were big treats. [2] On the occasion that they would have these “Treats”, the Jews

would often become ill from the rotten food or wormy crackers. [4] Knowing that this meager

diet was never going to be enough to satisfy their appetites, the Jews strained to keep money

with which to bribe the guards for more food. How did they succeed in this? [6] We will never

know. [5] Since this effort did not often suceed4, the Jews began to take from their children when

they could do so without attracting attention to themselves. Around the time when they became

crazed for food, and lost all sanity, the Jews were losing their family love and respect for each

other. [3] Undoubtedly, the Germans knew that starving the Jews, and letting them hunger for

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food, would break their will to survive.

[1] Most who were put into labor camps immediately learned through forced labor that to not

work was to not eat. [2] On the arrival of a new group of prisoners, the old would be assigned to

new jobs, and the new would be put into the harder areas of work. [3] Consequently, if a new

prisoner were to refuse to stoop down to undignified and stressful manual labor, he would be

immediately shot—or sent to the gas chamber. [4] Working twelve-hour shifts, the women

mended German uniforms, nursed in the sick ward, cleaned after invalids, and cooked camp

rations. [5] Because all of these sound like easy jobs, a former prisoner wrote that, “We are all

here together, we all have it hard… (We) work all day… slaving for our own countrymen… (By

night,) we stay awake in fear of freezing to death… after a hard day of sweaty labor…”5 [6]

Indeed, it was “Hard”.6 [1] The men did not have it easier, in fact, some say that theirs was a

harder life. [4] Moving ammunitions, moving guns, and moving bricks, they would strain and

pull their muscles to the extent. [3] Carefully making sure not to get in the way of a grumpy

guard, the children helped wherever they could find an easy job. On a normal camp day, everyone

would be forced to work as hard as possible to earn their days food and drink.

[2] After being placed in a prison camp, the opportunities for escape were very slim—and after

one escaped, where would he go anyway? [3] Trying to escape while being transported was

possible. [4] Waiting for a time when escape would be easier and more successful was not easy,

but most succeeded. [6] Waiting was hard. [5] When the Jews were transported in trains, there

was always the possibility that the train would slow down or stop somewhere providing an

opportunity to jump and try to reach safety. [1] This was successful for many, but others were

shot by the always, alertly awake guards. [4] Seeing how many of the others were shot on the

trains, some Jews, who were remarkably patient, decided to wait it out, and they had their

opportunity when they were loaded into cars and trucks for the last leg of the journey to the

camps. [2] After making one of these dangerous jumps from a rolling truck, and not getting shot,

a Jew would hide behind rocks or trees till the rest of the truck passed. [3] Warily coming out of

their hiding spots, these fortunate Jews would go into serious hiding. [4] Knowing that they had

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just escaped a prison camp and sure death must have been relief to those Jews who made it

without being caught. [1] They would go, escaping Germany, and an awful life that they would

never live again.

[2-4?] During World War II, when the Nazis who thought that they should rule the world,

simply attacked Russia, Hitler placed thousands of undeserving and humble Jews in

Concentration camps. [5] While learning the “hard way” through Starvation and forced labor

that Escape was impossible, the Jews were also keeping up their pride. [1] Most importantly,

when the Germans tried their hardest to break the will of the Jews, they did not succeed. [4]

Knowing that the Germans were just “Chicken” must have helped a lot. [3] Merely trying to

survive and live another day, took most of their energy, —— and for many even with being

starved to the point of death— The Jews never gave up their will to survive and testify to the

world that they had been mal-treated.

Living Persecution

[2] In another case similar to that of the Jews in Germany—this one taking place in

America—Japanese were accused as a race for being traitors. [5] When one important and

distinguished man makes a mistake, his countrymen suffer the consequences. [3] Unfortunately,

this was the case in America about the time of the surprisingly quick attacks on Pearl Harbor

made by the Japanese. [4] Reacting a lot quicker than was necessary, Americans were quick to

make sure that it would not happen again. [1] Their only insurance for this being putting the

Japanese into prison camps and letting them fend for themselves in a smaller world where we

were safe from them. [6] Safety was needed. [2] In these camps, the Japanese had to fend for

themselves for food and work. [1] No one was waited on. [3] Carefully sure that their kids

would not think that anything else was different, they even had schools.

[2] On that fateful day during World War II, when the Japanese attacked Pearl Harbor, Many

people developed a hatred of not only Japanese, but also of citizens of the US who were

Japanese. [1] Americans who were said to have no connection with racism started to claim that

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all Japanese were traitors. [5] Because racism became so strong, neighbors were calling neighbors

enemies. [F] Pretty pathetic! [3] Not surprisingly, this fear of dearest friends led to a desire to

have all Japanese “out of the way”. 7 [4] Following Pearl Harbor, most Japanese Americans were

placed in ---What American government still refuses to call concentration camps--- small cities

that were enclosed with barbed wire fences restricting the citizens to stay put. [6] Enforcement

became a key. [1] These camps were crowded and extremely unnecessary. [3] Strangely, gently

compelling, yet forcing, Japanese to stay in one place, was something that most Americans

condoned as being “like life except in a smaller world”. 8 [4] Noticing the amount of suffering

that the ever independent Japanese were undergoing, some could only surmise that Racism

leads to suffering.

[1] The first thing that the Japanese learned when they were placed by their own concerned

countrymen in camps was that they had to fend for themselves for food and work. [4] Waiting to

be petted and served was going to be an endless wait--- they were on their own. 9 [5] Because

the camps were not labor camps like the ones that Jews were placed in, everyone wanted to

work, and they were allowed to follow their previous career. [2] After working non-stop and

hard, a person was paid what formerly would have been nothing to them, but now it meant food

and clothing. [3] Normally, people realized that they were trapped into a place where their might

be little hope of happiness, but usually good food and interesting work would preoccupy them,

and they would forget that they were not ordinary people living ordinary lives. [6] Happiness

was fleeting. [2] In these concentration camps, there were farms on which to produce vegetables,

stores to sell them in, and even trading with the outside world. [3] Occasionally, they would be

surprised with the extra special treat of sugar or candy, which came from real stores. [1] They

probably were not surprised to learn that if they worked hard, they could provide food and

entertainment for themselves.

[5] When kids in the concentration camps started to get bored after school, there was the

always-present answer, “Do your homework”. Homework? Did they even have schools there?

[1] It was like normal life—Kids attended regularly, and homework was required to be in on time.

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[4] Living in a concentration camp did not change that. [3] Importantly, the parents thought that

life should go on, and kids should not be let to squander their life for lack of knowledge when

they were released. [6] So, they learned trades. [2] Throughout their entire education, children

were also poisoned with the orders never to trust a foreigner who offered help, only Japanese. [1]

One child told his Daddy that he thought that the old America was better than this new where

you could trust only Japanese.10 [4] Seeing that teachers were paid only food for their

invaluable yet tiring services, many chose different careers. [5] As kids struggled to learn and

keep up in school, parents were fighting for the freedom that they lacked.

[2] Throughout the time that was spent in an American prison camp, a Japanese citizen would

try his or her best to live up under very oppressing yet real life situations and accommodations.

[5] Because the camps had such a real- life atmosphere, it was not hard for first time prisoners to

see that they had to work—what ever their trade might be— hard to earn their own food and

money to pay for the schooling of their children. [3] Noticeably, the Japanese struggled and

succeeded in creating a real life atmosphere, portraying no shadow of captivity, for their children

to live in and enjoy. [4] Seeing that imprisonment cannot be an altogether cheerful place, the

Japanese tried to help their children forget that they were being persecuted for living.

[1] German concentration camps—by far the worst in history—were where millions of Jews

would humbly give their lives for a nation being abused and mis-treated by one man. [2] In

America, Japanese, who thought that it was unfair, were being mis-treated in concentration

camps, but not to the extent that they were forced to work. [3] Naturally, because it is America,

everyone works and thinks for His own food. [4] Working is something that to live anywhere,

you must know how to do. [F] An absolute must! [3] Patriotically sure that everything that our

country does is perfect, most school children and even adults do not know that concentration

camps ever existed in America. [4] Not knowing what prisoners of our own insecurity went

through on American soils can be dangerous. [2] Above all, We should learn from our mistakes

and learn from the people whom we have unwittingly hurt. [1] Most Importantly, no matter

what they went through, prisoners from both camps kept up their will to survive, and though

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they were trampled by the Gestapo and Americans, they kept up their love of life and forgiving

nature.

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References

Bailey, Ronald H., Prisoners of War. Time –Life books. 1934

Daniel’s, Sarah Elizabeth., Concentration Camps: North America. Robert E. Krieger Publishing

Company INC. 1989

Des Pres, Terrence., The Survivor: An Anatomy of life in the Death Camps. Oxford University

Press. 1976

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1 during that time, most Jews had all of their rights removed. They were not allowed to use public cafes or buses, and they were given ration cards to limit the amount of food that they consumed.

2 Elie Wiesel, One Generation After. Pg. 248

3 Ibid.,Pg 23 anonymous.

4 the guards were always extremely careful that no money or valuables got into the camp.

5 Pawlowizc.,( unsure of author) Pg. 113

6 Op Cit. Pg., 42

7 Letter, Knox, to FDR, October 17 1942, Presidents Personal File.4849, Franklin D. Roosevelt Library, Hyde Park.

8 op cit Pg. 240

9 Many found that they could bribe their way into the favor of a guard or outside friend and get more food and clothing to trade for a day of rest.

10 Concentration Camps: North America. Roger Daniel’s. University of Cincinnati, department of history.

Sample


Super-Essay Model

1.Super-Themes

A. Cross-breeding

B. Differant types

A.Cross-breeding

2. Define cross-breeding

3. History

4. Reasons for cross-breeding

5. Plant cross-breeding

6.Animal plant breeding

B. Differant types of cross-breeding

7. Liger

8. Zeedonks

A. Zorses

9. Rama the Cama

A. future hopes

10. Chimea

11. Mules

12. Wholphines

Sample


The Multifarious Future of Crossbreeding

By

Elizabeth

[6] Crossbreeding is typical of Americans. [2] From America’s earliest beginning, the Pilgrims,

Puritans, and pioneers pushed the comfortable and established limits in the search for quality in

life. [4] Striving for a bigger and better existence, Americans crossed domestic plants which they

brought with them with wild varieties to ensure acclimation to the new environment. [5] When

pairing and crossing the selected species to produce the desired characteristics in the offspring—

definition of crossbreeding – the early pioneers were instinctively utilizing hybridization.[3]

Progressively practicing new methods as genetic engineering was discovered, crossbreeding has

now mushroomed into countless types of hybrids. [1] Crossbreeding, practiced for thousands of

years and becoming a subject of scientific research in the last 300 years, has a brilliant future

ahead of it!

How well is crossbreeding understood? [3] Mainly used by farmers and ranchers, crossbreeding

which is also called hybridization, has been experimented with for thousands of years. [2] After

the early 1800’s, when scientists discovered and developed techniques for isolating genes, cross-

breeding became a science.[5] When discussing crossbreeding, its definition and a brief look at

its history must be included. [4] Seeking desirable and superior characteristics, crossbreeders

diligently research plant and animal hybridization.[6] Their reasons are multifarious. [1]

Particular traits—greater size, better quality, stamina and endurance, and fragrance—are some

of the goals of crossbreeders.

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[1] Crossbreeding involves pairing the selected individuals to produce the desired offspring.[2]

By crossing one animal with another, people are able to produce a more useful and a higher

quality animal.[3] Broadly speaking, crossbreeding can also include the mating of purebred,

quality sires of one breed with high-grade females from another breed. [5] Although people have

been crossbreeding animals and plants for thousands of years, it only became a science after the

early 1800’s . [4] Accumulating

knowledge about how organisms inherit characteristics from their parents, researchers incorpor-

ated crossbreeding as a scientific field of study. These genetic engineers – scientists who alter the

genes or combinations of genes in reproduction—have developed and produced most of the

economically important varieties of flowers, vegetables, grains, horses, dogs, cats and cows. [6]

How do they do it? During the 1970’s and 80’s, scientists developed the ability to isolate individ-

ual genes and, as they reintroduced them into the organisms, they altered the heredity of the

cells. Computers are now used to help determine the best individuals to crossbreed.

[3] Normally crossbreeding is done for a particular reason.[4] Seeking to produce plants and

animals which grow faster, crossbreeders also want hybrids that are better adapted to the

climates in which they live. [2] For example, breeders crossed imported grape vines with native

American vines to produce grapes that would resist and repel certain diseases.1 [5] When

experimenting, another

reason for crossing is to enhance the characteristics of the hybrid—size, shape, color, and

patterns. [3] Additionally, some crossbreeders are seeking a more compatible and compliant

personality.[6] Obviously this applies to animals. Reasons for crossbreeding, although varied,

always promote particularly promising characteristics in the hybrids.

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[1] The main goal of plant hybridization has been to develop more food, higher quality food or

natural fiber.[3] Mostly, plants which people grow and eat are a result of crossbreeding wild

plants by selection.[4] Improved or refined by crossbreeding, almost every plant ever raised has

gone through this selective and preferred process. [2] In plant breeding, the greatest advances

have occurred when combining both selection and hybridization. According to the World Book

Encyclopedia, “Hybrid corn is a prominent example of a crop produced by repeated hybridiza-

tion of selected parents.”2 [6] Everyone likes large-kernel corn!

The use of selection alone has generally been more successful in grain—wheat, barley and rice—

and cotton production. [5] Where non-food plants are concerned, crossbreeding is primarily

aimed at varying the flowers color, size, length of bloom and fragrance.

[1] Animal crossbreeding is the mating of different breeds of animals for the purpose of out-

producing the average of their parents.[3] Particularly nowadays, interest in crossbreeding is

great.[6] Increased research is under way! [2] As succinctly stated in Stockmans Handbook

Digest:

“Crossbreeding is being used by livestock producers to (1) increase productivity

over straightbreds because of the resulting hybrid vigor or heterosis, just as is

being done by commercial corn and poultry producers;(2) produce commercial

animals with a desired combination of traits not available in any one breed;

and (3) produce foundation stock for developing breeds”3

Several motivating and compelling forces are behind increased crossbreeding in animals.

[4] Using more artificial insemination, breeders simplify the rotation of sires of different breeds.

[5] If the producers are to meet and compete with their other rivals which come both from within

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their respective industries and from without, they must become more efficient.4 In the future,

crossbreeding will certainly play an increasing roll in the production of market animals since it

offers several advantages—superior performance, increased vigor, and carcass size and

desirability, to name a few.

What a fascinating and diversified subject crossbreeding is ! [2] By definition, the crossing of

plant and animal genes which produces desired traits excites and stimulates the imagination.

[3] Historically, hybridization has been around for thousands or years while only entering the

scientific arena in the 1800’s.[6] Why is this practice popular? [5] While other aspects are

interesting, the reasons for its decidedly growing usage – size, shape, color and fragrance etc.—

are without a doubt the most important topic.[4] Hoping to perfect their specimens , researchers,

ranchers and farmers selectively single out the traits they want to be dominant. [1] The future of

crossbreeding seems to have no boundaries.

[2] In theory, crossbreeding can create and produce a wide variety of offspring.[5] While cattle

breeders are mainly concerned with efficiency—production and growth rate, calf livability and

feed conversion—some scientists solely crossbreed for the sake of research.[4] Crossing lions

and tigers, for example, researchers have produced a ‘liger’.[1] ‘Rama’ the cama is a cross

between a camel and llama.[3] Unknowingly helping scientists, a false killer whale and a

dolphin mated to produce a ‘wholphin’.[6] That surprised everyone! Mules, a cross

between a donkey and a horse, are sterile while many hybrids are quite fertile. The world

of crossbreeding is fascinating, futuristic and financially profitable.

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[3] Frequently, many cattle breeders want to know how to maintain 15-25% greater total

efficiency in their crossbreeds when their herd is on a continuous crossbreeding program.

[1] They ask, almost frantically,“Where do I go from here?”[4] Having sired their normal

heifers

by exotic and carefully selected bulls, the breeders become worried.[5] When they notice that the

second generation calves—calves out of their crossbred cows—are not doing as well as the first

crossbred calves, they want to know how to achieve and maintain satisfactory heterosis(hybrid

vigor). [6] This is completely understandable.[2] Without a planned breeding program, cross-

breeders will almost inevitably end up with (1) a motley accumulation of progeny of various

types and colors and minimum benefits from heterosis, which is the biological phenomenon

which causes crossbreeds to outproduce the average of their parents.

Have you ever wondered what a crossbreed of a tiger and a lion would be called? [3] Cleverly

called a ‘liger’ by many scientists, this product of crossbreeding resembles his African lion

father and tigress mother.[5] While some hybrids are weaker and smaller, the hybrid of a lion

and tiger are actually quite large.[1] Samson, which is a crossbreed of a lion and tiger,

demonstrates these large characteristics—a height of 12 feet on his hind legs and a weight of

1,100 pounds.[4] Appearing large and powerful, the liger can run up to a speed of 50mph.[6]

That is 80km/hr.

Although an animal this size may seem viable in the wild , it just will not happen. [2] As one

scientist pointed out:

“Such crossing does not normally happen in the wild because most lions live

in Africa and most tigers live in Asia. Also, lions and tigers just don’t mix;

they are enemies in the wild.5

Belonging to the same genes, Panthera, lion and tiger join the jaguar, leopard and snow leopard.

This sub-family also contains and includes the genes Felis, embracing the mountain lion and

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numerous species and smaller cats including the domestic cat.6

[2] In addition to Samson the liger, there is also Rama the cama, a crossbreed of a camel and a

llama.[4] Having the characteristics of both the camel and llama—the cloven hooves of a llama

and the distinctively short ears and tail of the camel, --Rama displays the scientific effort to

“combine the best qualities of both into one animal” 7 [5] Since the llama has superior fleece and

a calmer temperament, crossbreeding it with the camel which has a larger size originates and

produces a very useful and agreeable animal; while retaining the camel’s size and strength, the

Cama has a compliant personality.[6] [1] Rama’s attitude is cooperative.[3] Successfully cross-

breeding these two animals has brought fame to the United Arab Emirates.

[2] In 1985, a male false killer whale, a Pseudorca crassidense, mated with a female bottlenose

dolphin, Tursops truncatus.[1] Kekaimalu, the ‘wholphin’ was the product of this union.[4]

Surprising and confusing the park staff, the parents have confounded man-made clas-

sification systems. [5] Although from a different genes, killer whales and dolphins are

seemingly in the same family,[3] Predictably, the ‘whophin’s’ appearance—size, shape and

color—is a blend of her different and unique parents. Killer whales have 44 teeth while

bottlenose dolphins have 88 teeth.[6] Kekaimalu has 66 teeth. Are wholphins able to reproduce?

Unlike the mule crossbreed, whophins are fertile(Kekaimalu, who has already mated, has given

birth

to a baby wholphin).

[1] The mule,which is a well-known cross, is the greatest use of equine crossbreeding in the

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country.[4] Crossed between a male Jack(male of the ass family) and the mare(female of the

horse family) , the mule is the best known hybrid in the Unites States.[5] As an example of

crossing certain breeds to obtain specific results, Arabians are some times crossed to procure

desired traits—great endurance and stamina.8[3] Mistakenly, some people have supposed or

concluded that all hybrids are sterile.Some examples of hybrids show that the created kind

maybe a higher level than the species or even the genes names by taxonomists.[6] Hybridization

does not preclude infertility.[2] According to some researchers:

“Infertility in offspring can be due to rearrangements of chromosomes in the

the different species—changes such that the various species, have the same

DNA information but the chromosomes of the different species no longer

match up properly to allow the offspring to be fertile.”

[2] Without a doubt, the arena of crossbreeding will expand to include an incalculable and

unpredictable number of hybrids.[4] Increasing productivity in their herds, livestock

producers use crossbreeding for financial gain.[5] While researchers have fabricated the Liger

and the cama, the animals themselves creatively gave birth to the wholphin, which was quite

unexpected.[3] Historically, the production of mules was the greatest use of equine cross-

breeding in this country.[6] Which has the greatest importance? [1] Crossbreeding cattle for

more

desirable traits—survivability and growth rate in calves, milk production and tenderness in meat,

to name a few—certainly takes precedence over scientific research. The public who will

purchase and consume the meat provide financial motivation for the crossbreeding as they seek

to pay less for better quality.Sam

ple


[1] Crossbreeding which has been practiced regularly during American’s history has a bright and

hopeful future.[2] As our forefathers experimented and crossed their plants and animals to

produce the characteristics they wanted, hybridization became engrained in the farming and

ranching industries.[5] Although scientists enjoy producing various crosses—liger, rama,and

wholphin –these types of crossbreeding will never be as important as those species produced for

market since they bring a profit.[3] [6] Financially speaking, money talks.[4] Producing hybrids

that the public will buy is without a doubt the most important use of hybridization.The

multifarious future of crossbreeding is indeed bright!

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References

1. World Book Encyclopedia, Animal Breeding

2. Ibid.

3. Stockman’s Handbook Digest

4. Ibid.

5. Creation Magazine pg.30

6. Ibid.

7. Stockman’s Handbook Digest

8. op.cit.

Bibliography

1. Ensminger, M. Eugene, Stockman’s Handbook Digest

Interstate Publishers INC Danville, Illinois

2. World Book Encyclopedia, Animal Breeding

3. Greagory Richard, Stephen McAlister, Ed Richard, Ph.D. Observing God’s World

A Beka Book Science, A Beka Book Publishers

4. Creation Magazine, Ligers and Wholphins?

5. Published in Brisbane, Australia pg. 28-33

6. ( I can’t erase this number, sorry) ( sorry this is late)

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Leonardo Da Vinci

A.

I. Love of Art

1. above sculptures

2. Easily distracted from paintings

3. Several years per painting

4. Sketches of everything

5. Sculptures

II. Examples of art

1. Mona Lisa-2 years

2. Last supper-3 years

3. Quote 1.

4. Virgin and child with St. Anne

5. Adoration of Magi

III Style Characteristics

1. 3-D

2. Shadowing

3. 10 functions of eye

4. look Natural

5. use color contrast

6. show more details

B.

I Examples Of Inv.

1. internal Organs

2. Underwater apparatus

3. Plane/flying

4. Siege engines

5. Telescope

II Warfare

1. Armored Car of wood

2. Bridged tower

3. Bridges-swinging/temporary

4. Castles/towers-circular

5. Underground passages

III Flight

1. Quote 3

2. Studied birds

3. Studied Flight

4. Designed Craft”S”

5. Helicopter Ideas

6. All Failed

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1

Perfection Needs Time

By Jacob

[1] Leonardo da Vinci was born around 1452 in the small village of Vinci. [3]

Unfortunately, we do not know much about his early child hood, although we do know

some of the things he liked to do. [5] While growing up, da Vinci liked to discover how

things worked and sought out machinery to take apart. [4] Painting, drawing, and

sketching, these were also some of da Vinci’s favorite and most often used ways to pass

the time of day.

The Artwork of da Vinci

[1] Leonardo, the guy who is more than just a painter, started painting when he

was young. [4] Painting was more than a job; it was his life. [3] Artistically blessed da

Vinci enthusiastically loved and looked forward to painting. [2] Of course, he also had a

love of artwork that inspired him all through his life. [5] Although this wonderful and

lifelong love of art helped him to discover different styles and characteristics in his all

of his paintings he was not always successful in making the person he painted for happy

because they did not like da Vinci experimenting all the time.

[6] Leonardo da Vinci loved Art. [5] Although da Vinci did make some

sculptures he enjoyed painting better. [4] Painting one portrait would take Leonardo

several years. [3] Unfortunately, Leonardo finished few paintings because he was easily

distracted from them. “The list of…projects Leonardo planned during his life, seem

endless unfortunately few were started, fewer still completed.”1 [1] Da Vinci was popular

in his time and he had many ideas and thoughts, which he put in his large and helpful

notebooks. [2] Throughout the years, we have lost many of these notebooks. [1] This love

of art helped da Vinci to understand nature and how it should best be displayed.

1 Ergas, G. Aimée, from Michelangelo to Maya Lin “Artists” ITP 1995

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2

[1] Da Vinci became well known in his time because of his characteristics and

styles that he uses while painting. [3] Surprisingly, Everyone was impressed with the way

he used colors. [1] He stressed on the ten functions of the eye.2 [5] Because he felt that

his paintings should be the best they could, he—da Vinci—endlessly experimented with

different techniques. [4] Shadowing is an important and useful technique in painting;

poor shadowing ruins a painting. [1] Da Vinci, wanted his paintings to be natural,

developed techniques that allowed and improved his depth in his paintings. [2] To a

certain degree da Vinci felt that detail is one of the best ways to make a good painting.

[1] Did these characteristics and styles that he used in his paintings help win da Vinci’s

a lot of fame?

[5] Although da Vinci unfortunately did not finish all of his paintings, the ones

he did finish have made him famous worldwide because of the techniques that he used.

[2] For example, the Mona Lisa—which took two tedious years to paint—“is probably

the most famous, most visited, most studied portrait ever.”3 [3] Surprisingly, all of

Leonardo’s paintings like The Adoration of the Magi and The Last Supper took years to

paint. [1] The time and effort put into these paintings are visible in Leonardo’s work.

[2] To an extent, da Vinci’s paintings are recognized as some of the most famous

of all time. [1] The different yet obvious characteristics and styles da Vinci wisely used

in his paintings helped make these paintings famous and gave fame to da Vinci although

da Vinci painted them from his heart. [3] Lovingly, he painted these paintings.

Discoveries and Inventions

[5] Although da Vinci loved painting, he also spent much time experimenting.

[2] From an early age he, da Vinci, had always had an energetic yet inquisitive mind. [1]

Da Vinci almost made a plane that would fly humans. [4] Making plans in case of battle

2 dark, light, body, color, shape, location, distance, closeness, motion, and rest

3 Ibid., Ergas

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3

was one other of da Vinci’s hobbies. [3] Undoubtedly, these discoveries have undeniably

ensured and helped win da Vinci his fame.

[1] Leonardo’s studies helped him discover and invent many things. [6]

Leonardo studied the human body. [5] Although he did not know what every organ did,

he did make some sketch’s that are very correct in the placement of the organs. [2] In his

journal we find many of his ideas that are used today. [2] For example, he designed and

engineered an underwater apparatus, which allowed humans to miraculously breathe

while underwater. [5] Although da Vinci never made this apparatus, later on someone

else got the idea and made a diving suit. [3] Unfortunately, one thing that da Vinci was

never able to make was a plane—no matter how hard he tried. [4] Credited to Galileo is

the telescope but really the wonderful and helpful telescope is da Vinci’s discovery.

[2] In Leonardo’s time, there was an ever-present fear of attack and so defensive

battle plans were always being thought of. [1] Leonardo wrote a lot about warfare in his

notebooks. [5] Although he even offered some of his ideas to rulers, we do not know

which ideas they used. [3] Continually, these ideas of da Vinci are used and reused today

in many different forms. [2] For example, he designed an armored car of wood. [6] This

is similar to tanks. [4] Designed by da Vinci, were bridges, which would allow troops to

safely cross over rivers. [1] His journal also records a way to dig a long and useful tunnel

silently—even under a river. [1] He also designed castles, towers, and fortifications. [2]

Of these plans for battle, some were used to help defend the people of the time. [6]

Which ones were used?

[5] Although da Vinci spent much time trying to fly humans, he never found a

way. [3] Initially he studied and examined the structure of birds so he could design a

human driven flying machine. [2] After that he studied the way the birds fly. [1] He

would, “First determine the motion of the wind, and then describe how the birds stay

posed in it [the air] merely by balancing of their wings.”4 [4] Trying many models; da

4 Unknown Author, “Leonardo da Vinci” Artabras, 1995

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4

Vinci, gave up when they all failed. [1] He also tried helicopters they also failed. [1]

These flying machines never worked for da Vinci.

[1] Da Vinci is well known and remembered for his notebooks filled with useful

and interesting information on every aspect of science. [5] Although some of his ideas

never worked, they gave ideas to others and others made his inventions work. [2] After

da Vinci, until the Wright brothers, around the world, many desperately tried to find a

way to fly. [4] Flying happened with the Wright’s, who live hundreds of years later,

whereas it was da Vinci’s idea. [3] Constantly this happens just like with da Vinci’s battle

plans. [6] He made them; others perfected.

[1] Da Vinci’s collection of notes tells us a lot about him. [5] Although they are all about

some of the things he invented or on how to paint, the way he writes—just like the way

he paints—reveals part of the character of da Vinci. [2] Of course, da Vinci really tells us

a lot about himself through his colorful and detailed paintings by what he paints and how

he portrays what he paints. [3] Similarly, his inventions also reveal a lot about him in the

way that what ideas he decided to actually try, shows what areas of science he liked

more. [1] Leonardo da Vinci was a man of much knowledge but not enough time to

perfect his ideas and inventions. [6] He was a talented man.

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5

Resources:

Bramely, Serge “Discovering the life of Leonardo da Vinci” Harper Collins Publishing

1949

Ergas, G. Aimée, from Michelangelo to Maya Lin “Artists” ITP 1995

Hart, Ivor B. “The World of Leonardo da Vinci” Viking Press 1962

Da Vinci, Leonardo “Leonardo on Paintings” Yale University Press 1989

Da Vinci, Leonardo “The Notebooks of Leonardo da Vinci” Random House 1957

Unknown Author, “Leonardo da Vinci” Artabras, 1995

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