Live RED at Home/NTI Days 16-20: English 3

School: Livingston Central High School

Teacher: Jessie Gordon

Email Address: jessica.gordon@livingston.kyschools.us

Class: English 3

Description of Assignment: The assignments for days 11-20 will be available to do online OR

with pencil and paper. All instructions are attached.

DAYS 16-20

IMPORTANT NOTE: ALL CommonLit packets are attached here as hard copies, OR

you may log in to Google Classroom, find them assigned there, and answer the

questions after reading the text online. The assignment is the same whether you do

it online or with paper and pencil.

Day 16 - Do a 10-minute journal entry about your thoughts and feelings in response to the

Covid-19 outbreak and what you’re doing to pass the time. This can be done on a separate sheet

of paper. Read the CommonLit Packet titled “Life Isn’t Fair - Deal With It” and do the questions

that follow. Remember that all discussion questions should be answered in well-developed

paragraphs.

Day 17 - Do a 10-minute journal entry about your thoughts and feelings in response to the

Covid-19 outbreak and what you’re doing to pass the time. This can be done on a separate sheet

of paper. Read the CommonLit packet titled “The Declaration of Independence” and do the

questions that follow. Remember that all discussion questions should be answered in

well-developed paragraphs.

Day 18 - Do a 10-minute journal entry about your thoughts and feelings in response to the

Covid-19 outbreak and what you’re doing to pass the time. This can be done on a separate sheet

of paper. Read the CommonLit packet titled “Burning a Book” and do the questions that follow.

Remember that all discussion questions should be answered in well-developed paragraphs.

Day 19 - Do a 10-minute journal entry about your thoughts and feelings in response to the

Covid-19 outbreak and what you’re doing to pass the time. This can be done on a separate sheet

of paper. Read the CommonLit packet titled “Elie Weisel’s Nobel Acceptance Speech” and do

the questions that follow. Remember that all discussion questions should be answered in

well-developed paragraphs.

Day 20 - Do a 10-minute journal entry about your thoughts and feelings in response to the

Covid-19 outbreak and what you’re doing to pass the time. This can be done on a separate sheet

of paper. Read the CommonLit packet titled “The Celebrated Jumping Frog of Calaveras

County” and do the questions that follow. Remember that all discussion questions should be

answered in well-developed paragraphs.

Name: Class:

"Poker" by Owen Thomas is licensed under CC BY-NC 2.0

Life Isn't Fair — Deal With ItBy Mike Myatt

2011

Mike Myatt is a bestselling author and a columnist. Commonly recognized as an authority on the subject ofleadership, he believes that leadership “exists to disrupt mediocrity.” As you read this opinion piece, takenotes on the author's tone.

There seems to be a lot of talk these days aboutwhat is fair, and what is not. President Obamaseems to believe life should be fair — that“everybody should have a fair shake.” Some ofthe 99% seem to believe life has treated themunfairly, and some of the 1% feel life hasn’ttreated them fairly enough.1 My questions arethese: What is fair? Is life fair? Should life be fair?I’ll frame the debate, and you decide…

We clearly have no choice about how we comeinto this world, we have little choice early in life,but as we grow older choices abound. I have longbelieved that while we have no control over thebeginning of our life, the overwhelming majority of us have the ability to influence the outcomes weattain. Fair is a state of mind, and most often, an unhealthy state of mind.

In business, in politics, and in life, most of us are beneficiaries2 of the outcomes we have contributedto. Our station in life cannot, or at least should not, be blamed on our parents, our teachers, ourpastors, our government, or our society — it’s largely based on the choices we make, and the attitudeswe adopt.

People have overcome poverty, drug addiction, incarceration, abuse, divorce, mental illness,victimization, and virtually every challenge known to man. Life is full of examples of the uneducated,the mentally and physically challenged, people born into war-torn impoverished backgrounds, whocould have complained about life being unfair, but who instead chose a different path — they chose toovercome the odds and to leave the world better than they found it. Regardless of the challenges theyfaced, they had the character to choose contribution over complaint.

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1. The "99%" refers to income inequality and wealth distribution between the wealthiest 1% and the rest of theAmerican population. In September 2011, demonstrators protesting greed and corruption among corporations,financial institutions, and politicians gathered in Zuccotti Park, located in New York City's Wall Street financial district.They began a movement known as "Occupy Wall Street," intended to draw attention to the massive divide of wealthin the United States. According to economist Joseph Stiglitz, "[I]n our democracy, 1% of the people take nearly aquarter of the nation’s income.… In terms of wealth rather than income, the top 1% control 40%."

2. Beneficiary (noun): a person who derives an advantage or benefit from something

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I don’t dispute that challenges exist. I don’t even dispute that many have an uphill battle due to theseverity of the challenges they face. What I vehemently3 dispute is attempting to regulate, adjudicate,4

or legislate5 fairness somehow solves the world’s problems. Mandates6 don’t create fairness, butpeople’s desire and determination can work around or overcome most life challenges.

It doesn’t matter whether you are born with a silver spoon, plastic spoon, or no spoon at all. It’s not thecircumstances by which you come into this world, but what you make of them once you arrive thatmatter. One of my clients came to this country from Africa in his late teens, barely spoke the language,drove a cab while working his way through college, and is now the president of a large technologyservices firm. Stories such as this are all around us — they are not miracles, nor are they the rareexception. They do however demonstrate blindness to the mindset of the fairness doctrine.

From a leadership perspective, it’s a leader’s obligation to do the right thing, regardless of whether ornot it’s perceived as the fair thing. When leaders attempt to navigate the slippery slope of fairness, theywill find themselves arbiter7 of public opinion and hostage to the politically correct. Fair isn’t a standardto be imposed unless a leader is attempting to impose mediocrity. Fair blends to a norm, and in doingso, it limits, inhibits, stifles, and restricts, all under the guise of balance and equality. I believe fair onlyexists as a rationalization or justification. The following 11 points came from a commencement speechwidely attributed to Bill Gates entitled Rules for Life. While many dispute the source, whether it wasproffered by Bill Gates or not, I tend to agree with the hypothesis:

Rule 1: Life is not fair — get used to it!

Rule 2: The world won’t care about your self-esteem. The world will expect you to accomplishsomething BEFORE you feel good about yourself.

Rule 3: You will NOT make $60,000 a year right out of high school. You won’t be a vice-president with acar phone until you earn both.

Rule 4: If you think your teacher is tough, wait till you get a boss.

Rule 5: Flipping burgers is not beneath your dignity. Your Grandparents had a different word forburger flipping — they called it opportunity.

Rule 6: If you mess up, it’s not your parents’ fault, so don’t whine about your mistakes, learn fromthem.

Rule 7: Before you were born, your parents weren’t as boring as they are now. They got that way frompaying your bills, cleaning your clothes and listening to you talk about how cool you thought you are.So before you save the rain forest from the parasites of your parent’s generation, try delousing8 thecloset in your own room.

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3. Vehemently (adverb): with strong feelings; enthusiastically or forcefully4. to make an official judgment or decision about a dispute or problem5. Legislate (verb): to write and pass laws6. Mandate (noun): an official order or commission to do something7. Arbiter (noun): having ultimate authority in a matter8. "Delousing" refers to the process of ridding someone or something of lice and other parasitic insects.

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“Life Isn't Fair — Deal With It” by Mike Myatt. Copyright © 2011 by Forbes. Reprinted with permission, all rights reserved. For use through 7/2019.

Rule 8: Your school may have done away with winners and losers, but life HAS NOT. In some schoolsthey have abolished failing grades and they’ll give you as MANY TIMES as you want to get the rightanswer. This doesn’t bear the slightest resemblance to ANYTHING in real life.

Rule 9: Life is not divided into semesters. You don’t get summers off and very few employers areinterested in helping you FIND YOURSELF. Do that on your own time.

Rule 10: Television is NOT real life. In real life people actually have to leave the coffee shop and go tojobs.

Rule 11: Be nice to nerds. Chances are you’ll end up working for one.

Here’s the thing — we all face challenges, and life treats us all unfairly. We all make regrettable choices,and we all suffer from things thrust upon us due to little if any fault of our own. When I suffered adebilitating9 stroke at an early age, I certainly asked myself “why did this happen to me?” I could havefelt sorry for myself and became bitter, I could have thrown in the towel and quit on my family andmyself — I didn’t. It took two years of gut-wrenching effort, but what I thought was a great injustice atthe time changed my life for the better. Today, you couldn’t tell I ever had a stroke. The greatestadversity life can throw at you simply affords you an opportunity to make changes, improve, and getbetter.

By the title of today’s column you have no doubt surmised I believe life is not fair, nor do I believe weshould attempt to socially or financially engineer it to be such. Fair is not an objective10 term — it is amatter of perspective filtered by a subjective11 assessment. My subjective assessment is that fair is anentitlement12 concept manufactured to appease those who somehow feel slighted. Life isn’t fair —#occupyreality

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9. Debilitating (adjective): making someone very weak or sick10. Objective (adjective): not influenced by a person’s opinions or feelings11. Subjective (adjective): based on personal opinions and feelings rather than on facts12. Entitlement (noun): the belief that a person is deserving of something

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Text-Dependent QuestionsDirections: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which of the following best describes the tone of the article?A. sympathetic and firmB. curious and philosophicalC. excited and inspirationalD. frustrated and critical

2. PART B: Which of the following quotes best supports the answer to Part A?A. “My questions are these: What is fair?” (Paragraph 1)B. “I don’t dispute that challenges exist. I don’t even dispute that many have an

uphill battle due to the severity of the challenges they face.” (Paragraph 5)C. “Stories such as this are all around us — they are not miracles, nor are they the

rare exception.” (Paragraph 6)D. “Fair blends to a norm, and in doing so, it limits, inhibits, stifles, and restricts, all

under the guise of balance and equality.” (Paragraph 7)

3. Which of the following statements best describes a central idea of the text?A. Fairness is a recent concept when it comes to governing and life in general.B. Fairness is a subjective idea and is not a natural characteristic of life.C. Those born into privilege are more likely to succeed than those born into

poverty.D. Younger generations have no appreciation for the sacrifices made for them.

4. What is the author’s most likely purpose for writing this article?A. The author argues for less government interference among the wealthy and the

poor, and for an end to welfare programs.B. The author argues for parents to do less for their children so young Americans

can learn the power of hard work and overcoming challenges.C. The author argues for greater recognition for hard-working individuals and

fewer awards for failing individuals.D. The author argues for an end to the fairness mindset because it hinders hard

work and leads to an unhealthy sense of entitlement.

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5. What does the author mean by the following quote from paragraph 7, and how does itdevelop the central ideas of the article?: “When leaders attempt to navigate the slipperyslope of fairness, they will find themselves arbiter of public opinion and hostage to thepolitically correct.”

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Discussion QuestionsDirections: Brainstorm your answers to the following questions in the space provided. Be prepared toshare your original ideas in a class discussion.

1. Do you agree or disagree with the statement, “If you mess up, it’s not your parents’ fault, sodon’t whine about your mistakes, learn from them”? What would be the counterargumentto this assertion?

2. The author believes that the concept of “fairness” is not a useful term, and that it makespeople feel entitled to good outcomes. Make an argument for the opposite—how wouldyou convince someone that the concept of “fairness” is an important one.

3. Where do you fall in the “life isn’t fair, deal with it” debate? Is this a good or bad way ofthinking about your life? Explain your answer.

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Name: Class:

"Writing the Declaration of Independence, 1776" by Jean LeonGerome Ferris is in the public domain.

The Declaration of IndependenceBy Thomas Jefferson

1776

After a series of laws meant to punish the American colonists (including the taxation of paper products andforcing colonists to host British soldiers in their homes) representatives from the thirteen colonies cametogether to declare independence from Great Britain. The following is the document they wrote and signedon July 4, 1776. This text also contains some outdated and offensive language that was often consideredacceptable at the time the text was published. As you read, identify the various reasons why the coloniesdecided to declare their independence.

The unanimous Declaration ofthe thirteen united States ofAmerica

When in the Course of human events, it becomesnecessary for one people to dissolve the politicalbands which have connected them with another,and to assume among the powers of the earth,the separate and equal station to which the Lawsof Nature and of Nature’s God entitle them, adecent respect to the opinions of mankindrequires that they should declare the causeswhich impel1 them to the separation.

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1. Impel (verb): to drive, force, or urge (someone) to do something

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We hold these truths to be self-evident, that all men are created equal, that they are endowed2 by theirCreator with certain unalienable Rights, that among these are Life, Liberty and the pursuit ofHappiness. — That to secure these rights, Governments are instituted among Men, deriving3 their justpowers from the consent of the governed, — That whenever any Form of Government becomesdestructive of these ends, it is the Right of the People to alter or to abolish it, and to institute newGovernment, laying its foundation on such principles and organizing its powers in such form, as tothem shall seem most likely to effect their Safety and Happiness. Prudence,4 indeed, will dictate thatGovernments long established should not be changed for light and transient5 causes; and accordinglyall experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, thanto right themselves by abolishing the forms to which they are accustomed. But when a long train ofabuses and usurpations, pursuing invariably the same Object evinces6 a design to reduce them underabsolute Despotism,7 it is their right, it is their duty, to throw off such Government, and to provide newGuards for their future security. — Such has been the patient sufferance of these Colonies; and such isnow the necessity which constrains them to alter their former Systems of Government. The history ofthe present King of Great Britain is a history of repeated injuries and usurpations, all having in directobject the establishment of an absolute Tyranny over these States. To prove this, let Facts besubmitted to a candid world.

He has refused his Assent to Laws, the most wholesome and necessary for the public good.

He has forbidden his Governors to pass Laws of immediate and pressing importance, unlesssuspended in their operation till his Assent should be obtained; and when so suspended, he has utterlyneglected to attend to them.

He has refused to pass other Laws for the accommodation of large districts of people, unless thosepeople would relinquish the right of Representation in the Legislature, a right inestimable to them andformidable to tyrants only.

He has called together legislative bodies at places unusual, uncomfortable, and distant from thedepository of their public Records, for the sole purpose of fatiguing them into compliance with hismeasures.

He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions onthe rights of the people.

He has refused for a long time, after such dissolutions, to cause others to be elected; whereby theLegislative powers, incapable of Annihilation,8 have returned to the People at large for their exercise;the State remaining in the mean time exposed to all the dangers of invasion from without, andconvulsions9 within.

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2. Endow (verb): to provide with a quality, ability, or right3. Derive (verb): to take or get from a source4. Prudence (noun): careful judgment that allows someone to avoid danger or risks5. Transient (adjective): lasting only for a short time6. to indicate or reveal7. the exercise of cruel, absolute power8. Annihilation (noun): the complete destruction of something9. a violent social or political upheaval

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He has endeavoured to prevent the population of these States; for that purpose obstructing the Lawsfor Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, andraising the conditions of new Appropriations of Lands.

He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishingJudiciary powers.

He has made Judges dependent on his Will alone, for the tenure of their offices, and the amount andpayment of their salaries.

He has erected a multitude of New Offices, and sent hither swarms of Officers to harrass our people,and eat out their substance.

He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.

He has affected to render the Military independent of and superior to the Civil power.

He has combined with others to subject us to a jurisdiction foreign to our constitution, andunacknowledged by our laws; giving his Assent to their Acts of pretended Legislation:

For Quartering large bodies of armed troops among us10

For protecting them, by a mock Trial, from punishment for any Murders which they should commit onthe Inhabitants of these States

For cutting off our Trade with all parts of the world

For imposing Taxes on us without our Consent

For depriving us in many cases, of the benefits of Trial by Jury

For transporting us beyond Seas to be tried for pretended offences

For abolishing the free System of English Laws in a neighbouring Province, establishing therein anArbitrary government, and enlarging its Boundaries so as to render it at once an example and fitinstrument for introducing the same absolute rule into these Colonies:

For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally theForms of our Governments

For suspending our own Legislatures, and declaring themselves invested with power to legislate for usin all cases whatsoever

He has abdicated11 Government here, by declaring us out of his Protection and waging War against us.

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10. forcing colonists to provide housing for British soldiers11. to remove

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He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of ourpeople.

He is at this time transporting large Armies of foreign Mercenaries12 to compleat the works of death,desolation and tyranny, already begun with circumstances of Cruelty & perfidy13 scarcely paralleled inthe most barbarous ages, and totally unworthy the Head of a civilized nation.

He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against theirCountry, to become the executioners of their friends and Brethren, or to fall themselves by theirHands.

He has excited domestic insurrections14 amongst us, and has endeavoured to bring on the inhabitantsof our frontiers, the merciless Indian Savages,15 whose known rule of warfare, is an undistinguisheddestruction of all ages, sexes and conditions.

In every stage of these Oppressions We have Petitioned for Redress16 in the most humble terms: Ourrepeated Petitions have been answered only by repeated injury. A Prince whose character is thusmarked by every act which may define a Tyrant, is unfit to be the ruler of a free people.

Nor have We been wanting in attentions to our British brethren. We have warned them from time totime of attempts by their legislature to extend an unwarrantable jurisdiction over us. We havereminded them of the circumstances of our emigration and settlement here. We have appealed totheir native justice and magnanimity,17 and we have conjured them by the ties of our common kindredto disavow18 these usurpations, which, would inevitably interrupt our connections andcorrespondence. They too have been deaf to the voice of justice and of consanguinity.19 We must,therefore, acquiesce20 in the necessity, which denounces our Separation, and hold them, as we holdthe rest of mankind, Enemies in War, in Peace Friends.

We, therefore, the Representatives of the united States of America, in General Congress, Assembled,appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, andby Authority of the good People of these Colonies, solemnly publish and declare, That these UnitedColonies are, and of Right ought to be Free and Independent States; that they are Absolved21 from allAllegiance to the British Crown, and that all political connection between them and the State of GreatBritain, is and ought to be totally dissolved; and that as Free and Independent States, they have fullPower to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Actsand Things which Independent States may of right do. And for the support of this Declaration, with afirm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, ourFortunes and our sacred Honor.

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12. a professional soldier hired to serve in a foreign army13. Perfidy (noun): betrayal or untrustworthiness14. Insurrection (noun): a violent uprising against an established authority or government15. “Indian Savage” is an archaic and derogatory term for someone of Native American descent. This term is now

considered outdated and offensive.16. Redress (noun): remedy or compensation for a wrong17. Magnanimous (adjective): very generous or forgiving, especially towards a rival or less powerful person18. to deny responsibility for19. close relationship or connection, especially by blood or shared ancestry20. Acquiesce (verb): to agree to or accept something by staying silent or by not arguing21. Absolve (verb): to make free from guilt or responsibility

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“The Declaration of Independence” was first drafted by Thomas Jefferson (1776) is in the public domain.

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Text-Dependent QuestionsDirections: For the following questions, choose the best answer or respond in complete sentences.

1. Which of the following best expresses the author’s main purpose in this document?A. to end the war between the colonies and Great Britain by declaring a revolutionB. to criticize the King of England’s reign over the colonies and advocate for his

removal from powerC. to declare the thirteen colonies free of Great Britain’s rule and illustrate why

they are declaring independenceD. to denounce the colonists’ treatment as second-class citizens and advocate for

better treatment from the king

2. PART A: Which of the following statements best describes how the author views therelationship between the people and their government?

A. The government grants the people inalienable rights, such as life, liberty, andthe pursuit of happiness.

B. The people have the right to change or remove their government if it infringesupon their rights and no longer represents their interests.

C. The people have the right to change their government whenever they wish, evenfor small offenses, because they give it power.

D. The government is preserved because the people are invested in making suretheir rights are secure from change.

3. PART B: Which of the following quotes from paragraph 2 best supports the answer to PartA?

A. “that all men are created equal, that they are endowed by their Creator withcertain unalienable Rights, that among these are Life, Liberty and the pursuit ofHappiness”

B. “to secure these rights, Governments are instituted among Men, deriving theirjust powers from the consent of the governed”

C. “whenever any Form of Government becomes destructive of these ends, it is theRight of the People to alter or to abolish it, and to institute new Government”

D. “Prudence, indeed, will dictate that Governments long established should not bechanged for light and transient causes”

4. How do paragraphs 3-29 contribute to the key concept of the colonies’ independence fromGreat Britain?

A. This section lists the king’s numerous acts of injustices in order to set anexample for the newly established U.S. government.

B. This section highlights how different the king’s behavior is from those of thefounding fathers, who value freedom over power.

C. This section is included to discourage the king from continuing such offensesagainst the colonists, who have declared independence.

D. This section details the king’s numerous acts of injustice, justifying the colonies’decision to declare independence from Great Britain.

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5. How does the author use paragraphs 30-31 to refine their ideas? Cite evidence in youranswer.

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Discussion QuestionsDirections: Brainstorm your answers to the following questions in the space provided. Be prepared toshare your original ideas in a class discussion.

1. What are the commonalities present in the list of complaints against the King? What do youthink motivated the king to act in these ways, based on your reading and yourunderstanding of American and British history?

2. Do you think this declaration is a uniquely American document? How does this documentset the groundwork a national American identity? What values or ideas are present eventoday in American culture and legislature?

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Name: Class:

"Book burning" by pcorreia is licensed under CC BY 2.0.

William Stafford, “Burning a Book” from Ask Me: 100 Essential Poems. Copyright © 1986 by William Stafford. Used with the permission of ThePermissions Company, Inc. on behalf of Graywolf Press, Minneapolis, Minnesota, www.graywolfpress.org.

Burning a BookBy William Stafford

1986

William Stafford (1914-1993) was an American poet. In 1970, he was named Consultant in Poetry to theLibrary of Congress, a position now known as Poet Laureate. In this poem, the speaker describes bookburning, a common method of censorship in which people set fire to books they object to on political,cultural, or religious grounds. In a 1991 interview, Stafford once said that he wrote this poem afterpurposefully burning a book that he found “attractive, shallow, [and] misleading…” “Why should I keep itaround?” he thought. As you read, identify the main idea of each stanza.

Protecting each other, right in the centera few pages glow a long time.The cover goes first, then outer leavescurling away, then spine and a scattering.Truth, brittle and faint, burns easily,its fire as hot as the fire lies make—flame doesn’t care. You can usually finda few charred1 words in the ashes.

And some books ought to burn, trying forcharacter

but just faking it. More disturbingthan book ashes are whole libraries that no onegot around to writing—desolate2

towns, miles of unthought in cities,and the terrorized countryside where wild dogsown anything that moves. If a bookisn’t written, no one needs to burn it—ignorance can dance in the absence of fire.

So I’ve burned books. And there are manyI haven’t even written, and nobody has.

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1. Charred (adjective): blackened or discolored from burning2. Desolate (adjective): deserted; in a state of dreary emptiness

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[RL.2]

[RL.1]

[RL.4]

[RL.1]

Text-Dependent QuestionsDirections: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which of the following best summarizes the theme of this poem?A. Ignorance and a lack of new ideas are greater threats to society than burning

books.B. Book burning creates ignorance and chaos in societies; free speech should be

encouraged.C. The worst threat of censorship is its ability to erase prominent writers from

history.D. We are all guilty of censorship when we reject ideas that do not align with our

own.

2. PART B: Which lines from the poem best support the answer to Part A?A. “The cover goes first, then outer leaves / curling away, then spine and a

scattering” (Lines 3-4)B. “More disturbing / than book ashes are whole libraries that no one / got around

to writing” (Lines 10-12)C. “the terrorized countryside where wild dogs / own anything that moves” (Lines

14-15)D. “So I’ve burned books. And there are many / I haven’t even written, and nobody

has.” (Lines 18-19)

3. PART A: As used in line 13, what does the word “unthought” mean?A. hostility toward censorshipB. an inability to readC. acceptance of book-burningD. lack of ideas

4. PART B: Which of the following phrases from the text best supports the answer toPart A?

A. “trying for character / but just faking it” (Lines 9-10)B. “whole libraries that no one/ got around to writing” (Lines 11-12)C. “terrorized countryside” (Line 14)D. “where wild dogs / own anything that moves” (Lines 14-15)

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[RL.5]5. Describe the structure of the poem, and explain how this structure supports thedevelopment of the theme. Cite evidence from the poem in your response.

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Discussion QuestionsDirections: Brainstorm your answers to the following questions in the space provided. Be prepared toshare your original ideas in a class discussion.

1. Why does the poet believe that “whole libraries that no one / got around to writing” is “Moredisturbing than book ashes?” Do you agree with him?

2. During the Nazi occupation of Germany, countless books were burned, including many byJewish authors. Among those writers whose works were destroyed was Heinrich Heine,whose famous play, "Almansor," includes the following line: “Where they burn books, theywill also ultimately burn people.” In the context of this poem and the events of history, whatare the dangers of censorship? Are these dangers more or less important than the dangersStafford writes about?

3. In the context of this poem, what is the goal of education? How does the production ofbooks aim to advance that goal? Cite evidence from this text, your own experience, andother literature, art, or history in your answer.

4. In the context of this poem, which is more important: freedom or security? Cite evidencefrom this text, your own experience, and other literature, art, or history in your answer.

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Name: Class:

"Elie Wiesel 2010" by David Shankbone is licensed under CC BY 2.0

Elie Wiesel's Nobel Acceptance SpeechBy Elie Wiesel

1986

Elie Wiesel (1928-2016) was an American Jewish writer, professor, political activist, and Holocaust survivor.During World War II, Wiesel and his family were transported to a German concentration and exterminationcamp, where his parents and one of his sisters died. Wiesel was awarded the Nobel Peace Prize in 1986 forhis work promoting human rights, and was called a “messenger to mankind” by the Nobel Committee. Asyou read, take notes on the imagery Wiesel uses in his speech.

It is with a profound sense of humility that Iaccept the honor you have chosen to bestowupon me. I know: your choice transcends1 me.This both frightens and pleases me.

It frightens me because I wonder: do I have theright to represent the multitudes who haveperished? Do I have the right to accept this greathonor on their behalf?... I do not. That would bepresumptuous.2 No one may speak for the dead,no one may interpret their mutilated dreams andvisions.

It pleases me because I may say that this honorbelongs to all the survivors and their children,and through us, to the Jewish people with whosedestiny I have always identified.

I remember: it happened yesterday or eternitiesago. A young Jewish boy discovered the kingdomof night. I remember his bewilderment, Iremember his anguish.3 It all happened so fast.The ghetto.4 The deportation. The sealed cattlecar. The fiery altar upon which the history of our people and the future of mankind were meant to besacrificed.

I remember: he asked his father: “Can this be true?” This is the 20th century, not the Middle Ages. Whowould allow such crimes to be committed? How could the world remain silent?

And now the boy is turning to me: “Tell me,” he asks. “What have you done with my future? What haveyou done with your life?”

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1. Transcend (verb): to rise above or go beyond2. Presumptuous (adjective): too confident, especially in a way that is rude3. Anguish (noun): severe mental or physical pain and suffering4. a section of a city in which Jews were forced to live

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And I tell him that I have tried. That I have tried to keep memory alive, that I have tried to fight thosewho would forget. Because if we forget, we are guilty, we are accomplices.

And then I explained to him how naive we were, that the world did know and remain silent. And that iswhy I swore never to be silent whenever and wherever human beings endure suffering andhumiliation. We must always take sides. Neutrality helps the oppressor, never the victim. Silenceencourages the tormentor, never the tormented. Sometimes we must interfere. When human lives areendangered, when human dignity is in jeopardy, national borders and sensitivities become irrelevant.Wherever men or women are persecuted because of their race, religion, or political views, that placemust — at that moment — become the center of the universe.

Of course, since I am a Jew profoundly rooted in my peoples’ memory and tradition, my first responseis to Jewish fears, Jewish needs, Jewish crises. For I belong to a traumatized generation, one thatexperienced the abandonment and solitude of our people. It would be unnatural for me not to makeJewish priorities my own: Israel, Soviet Jewry, Jews in Arab lands... But there are others as important tome. Apartheid5 is, in my view, as abhorrent6 as anti-Semitism.7 To me, Andrei Sakharov’s8 isolation is asmuch of a disgrace as Josef Biegun’s9 imprisonment. As is the denial of Solidarity and its leader LechWalesa’s10 right to dissent. And Nelson Mandela‘s11 interminable12 imprisonment.

There is so much injustice and suffering crying out for our attention: victims of hunger, of racism, andpolitical persecution, writers and poets, prisoners in so many lands governed by the Left and by theRight. Human rights are being violated on every continent. More people are oppressed than free. Andthen, too, there are the Palestinians to whose plight13 I am sensitive but whose methods I deplore.14

Violence and terrorism are not the answer. Something must be done about their suffering, and soon. Itrust Israel, for I have faith in the Jewish people. Let Israel be given a chance, let hatred and danger beremoved from her horizons, and there will be peace in and around the Holy Land.

Yes, I have faith. Faith in God and even in His creation. Without it no action would be possible. Andaction is the only remedy to indifference: the most insidious15 danger of all. Isn’t this the meaning ofAlfred Nobel’s16 legacy? Wasn’t his fear of war a shield against war?

[10]

5. the policy of racial segregation and discrimination in South African between 1948 and 19916. Abhorrent (adjective): inspiring disgust and hatred7. hostility, prejudice, or discrimination against Jews8. Andrei Sakharov was a Russian nuclear physicist and activist for peace and human rights. He was sent to internal

exile from 1980 to 1986. He received the Nobel Peace Prize in 1975.9. Josef Biegun was a political prisoner in Soviet-era Russia who was jailed because his advocacy for Russian Jews was

deemed “anti-Soviet.”10. Lech Wasela led the first independent trade union in the Soviet bloc and won the Nobel Peace Prize in 1983. He was

arrested for labor organizing several times.11. Nelson Mandela was a South African anti-apartheid revolutionary, politician, and philanthropist who served 27 years

in prison.12. Interminable (adjective): endless or apparently endless13. Plight (noun): a dangerous or difficult situation14. Deplore (verb): to feel or express strong disapproval of something15. Insidious (adjective): appealing but waiting to trap; producing a harmful effect that develops gradually16. the founder of the Nobel Prize

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Copyright © The Nobel Foundation (1986)

There is much to be done, there is much that can be done. One person — a Raoul Wallenberg,17 anAlbert Schweitzer,18 one person of integrity, can make a difference, a difference of life and death. Aslong as one dissident19 is in prison, our freedom will not be true. As long as one child is hungry, ourlives will be filled with anguish and shame. What all these victims need above all is to know that theyare not alone; that we are not forgetting them, that when their voices are stifled we shall lend themours, that while their freedom depends on ours, the quality of our freedom depends on theirs.

This is what I say to the young Jewish boy wondering what I have done with his years. It is in his namethat I speak to you and that I express to you my deepest gratitude. No one is as capable of gratitude asone who has emerged from the kingdom of night. We know that every moment is a moment of grace,every hour an offering; not to share them would mean to betray them. Our lives no longer belong to usalone; they belong to all those who need us desperately.

Thank you, Chairman Aarvik. Thank you, members of the Nobel Committee. Thank you, people ofNorway, for declaring on this singular occasion that our survival has meaning for mankind.

17. Raoul Wallenberg saved tens of thousands of Jews in Nazi-occupied Hungary by issuing protective passports andoffering shelter. He was nominated for the Nobel Peace Prize, but never won.

18. Albert Schweitzer was a French-German musician, philosopher, and physician who was awarded the 1952 NobelPeace Prize for his work in philosophy.

19. Dissident (noun): a person who opposes official policy, especially that of an authoritarian state

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Text-Dependent QuestionsDirections: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which of the following identifies the central idea of the speech?A. Memory of past injustices motivate the work of most leaders.B. The victims of unjust treatment must be honored and respected.C. Never remain silent in the face of injustice.D. Over time, the world has become more just.

2. PART B: Which section from the text best supports the answer to Part A?A. “I remember: he asked his father: ‘Can this be true?’ This is the 20th century, not

the Middle Ages. Who would allow such crimes to be committed?” (Paragraph 5)B. “That I have tried to keep memory alive, that I have tried to fight those who

would forget.” (Paragraph 7)C. “To me, Andrei Sakharov‘s isolation is as much of a disgrace as Josef Biegun’s

imprisonment. As is the denial of Solidarity and its leader Lech Walesa‘s right todissent. And Nelson Mandela‘s interminable imprisonment.” (Paragraph 9)

D. “And action is the only remedy to indifference: the most insidious danger of all.”(Paragraph 11)

3. Which statement best describes how Wiesel addresses the impact of his Jewish identity onhis perspective?

A. Wiesel shares that his Jewish identity causes him focus only on injusticesoccurring in Jewish communities.

B. Wiesel acknowledges that he has been unable to engage with the memory of hispast because the Holocaust was too painful.

C. Wiesel asserts that he will always concentrate on Jewish suffering as a result ofhis identity, but other suffering is just as worthy of attention.

D. Wiesel criticizes the use of violence by Palestinians because he does not believethat they are suffering, rather, they are looking for an excuse to harm Israel.

4. Which statement best describes how paragraph 4 develops the tone of the speech?A. By describing the Holocaust, Wiesel introduces a somber and introspective tone.B. By describing a young boy, Wiesel injects a hopeful and optimistic tone.C. Wiesel explains the horrors of the Holocaust, which develops a grim tone in the

speech.D. Wiesel’s impassioned descriptions create an urgent tone as he builds to a call to

action.

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5. How does paragraph 12 develop Wiesel’s message?

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Discussion QuestionsDirections: Brainstorm your answers to the following questions in the space provided. Be prepared toshare your original ideas in a class discussion.

1. In what ways can you lend your voice to help combat injustice and create a more peacefulworld?

2. In the context of this speech, what can we learn from tragedy? How does Wiesel advise uson the future by reflecting on the mistakes of the past? What does he suggest we do toavoid future tragedy and injustice? Cite evidence from this text, your own experience, andother literature, art, or history in your answer.

3. In the context of this speech, how can we achieve peace? How has Wiesel personallycontributed to the pursuit of peace? How does Wiesel think peace can be achieved? Citeevidence from this text, your own experience, and other literature, art, or history in youranswer.

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Name: Class:

"Cool green frog" by Tambako The Jaguar is licensed under CC BY-ND 2.0

The Celebrated Jumping Frog of CalaverasCountyBy Mark Twain

1865

Samuel Clemens (1835-1910), known best by his pen name Mark Twain, was an American author andhumorist. Told in the vernacular (mimicking every day conversation and speech patterns) and framed as astory within a story, the following text was Twain’s first big success and brought him national fame. As youread, take notes on how different characters in the story experience deception.

In compliance with the request of a friend ofmine, who wrote me from the East,1 I called ongood-natured, garrulous2 old Simon Wheeler, andinquired after my friend’s friend, Leonidas W.Smiley, as requested to do, and I hereuntoappend3 the result. I have a lurking suspicion thatLeonidas W. Smiley is a myth; that my friendnever knew such a personage; and that he onlyconjectured that, if I asked old Wheeler abouthim, it would remind him of his infamous JimSmiley, and he would go to work and bore menearly to death with some infernal reminiscenceof him as long and tedious as it should be uselessto me. If that was the design, it certainlysucceeded.

I found Simon Wheeler dozing comfortably by the bar-room stove of the old, dilapidated4 tavern in theancient mining camp of Angel’s, and I noticed that he was fat and bald-headed, and had an expressionof winning gentleness and simplicity upon his tranquil countenance. He roused up and gave me good-day. I told him a friend of mine had commissioned me to make some inquiries about a cherishedcompanion of his boyhood named Leonidas W. Smiley, Rev. Leonidas W. Smiley, a young minister ofthe Gospel, who he had heard was at one time a resident of Angel’s Camp. I added that, if Mr. Wheelercould tell me anything about this Rev. Leonidas W. Smiley, I would feel under many obligations to him.

[1]

1. the eastern United States2. Garrulous (adjective): talkative, given to rambling3. Append (verb): to attach or include4. Dilapidated (adjective): decayed, deteriorated, or fallen into ruin

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Simon Wheeler backed me into a corner and blockaded me there with his chair, and then sat me downand reeled off the monotonous narrative which follows this paragraph. He never smiled, he neverfrowned, he never changed his voice from the gentle-flowing key to which he tuned the initialsentence, he never betrayed the slightest suspicion of enthusiasm; but all through the interminablenarrative there ran a vein of impressive earnestness and sincerity, which showed me plainly that, so farfrom his imagining that there was anything ridiculous or funny about his story, he regarded it as areally important matter, and admired its two heroes as men of transcendent genius in finesse. To me,the spectacle of a man drifting serenely along through such a queer yarn5 without ever smiling, wasexquisitely absurd. As I said before, I asked him to tell me what he knew of Rev. Leonidas W. Smiley,and he replied as follows. I let him go on in his own way, and never interrupted him once:

There was a feller here once by the name of Jim Smiley, in the winter of ‘49 or may be it was the springof ‘50 I don’t recollect exactly, somehow, though what makes me think it was one or the other isbecause I remember the big flume6 wasn’t finished when he first came to the camp; but any way, hewas the curiosest man about always betting on any thing that turned up you ever see, if he could getany body to bet on the other side; and if he couldn’t, he’d change sides. Any way that suited the otherman would suit him any way just so’s he got a bet, he was satisfied. But still he was lucky, uncommonlucky; he most always come out winner. He was always ready and laying for a chance; there couldn’t beno solittry thing mentioned but that feller’d offer to bet on it, and take any side you please, as I was justtelling you. If there was a horse-race, you’d find him flush, or you’d find him busted at the end of it; ifthere was a dog-fight, he’d bet on it; if there was a cat-fight, he’d bet on it; if there was a chicken-fight,he’d bet on it; why, if there was two birds setting on a fence, he would bet you which one would flyfirst; or if there was a camp-meeting, he would be there reg’lar, to bet on Parson Walker, which hejudged to be the best exhorter about here, and so he was, too, and a good man. If he even seen astraddle-bug start to go anywheres, he would bet you how long it would take him to get wherever hewas going to, and if you took him up, he would foller that straddle-bug to Mexico but what he wouldfind out where he was bound for and how long he was on the road. Lots of the boys here has seen thatSmiley, and can tell you about him. Why, it never made no difference to him he would bet on any thingthe dangdest feller. Parson Walker’s wife laid very sick once, for a good while, and it seemed as if theywarn’s going to save her; but one morning he come in, and Smiley asked how she was, and he said shewas considerable better thank the Lord for his inftnit mercy and coming on so smart that, with theblessing of Providence,7 she’d get well yet; and Smiley, before he thought, says, “Well, I’ll risk two- and-a-half that she don’t, any way.”

Thish-yer Smiley had a mare,8 the boys called her the fifteen-minute nag,9 but that was only in fun, youknow, because, of course, she was faster than that and he used to win money on that horse, for all shewas so slow and always had the asthma, or the distemper, or the consumption,10 or something of thatkind. They used to give her two or three hundred yards start, and then pass her under way; but alwaysat the fag-end of the race she’d get excited and desperate-like, and come cavorting and straddling up,and scattering her legs around limber, sometimes in the air, and sometimes out to one side amongstthe fences, and kicking up m-o-r-e dust, and raising m-o-r-e racket with her coughing and sneezing andblowing her nose and always fetch up at the stand just about a neck ahead, as near as you could cipherit down.

[5]

5. A yarn is a long or rambling story, especially one that is implausible. “Queer” is an antiquated word for strange.6. a ravine or gorge with a stream running through it7. divine guidance8. a female horse9. a horse, especially one that is old or in poor health

10. an old term for pulmonary tuberculosis

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And he had a little small bull pup, that to look at him you’d think he wan’s worth a cent, but to setaround and look ornery, and lay for a chance to steal something. But as soon as money was up on him,he was a different dog; his underjaw’d begin to stick out like the fo’castle of a steamboat, and his teethwould uncover, and shine savage like the furnaces. And a dog might tackle him, and bully-rag him, andbite him, and throw him over his shoulder two or three times, and Andrew Jackson which was thename of the pup Andrew Jackson would never let on but what he was satisfied, and hadn’t expectednothing else and the bets being doubled and doubled on the other side all the time, till the money wasall up; and then all of a sudden he would grab that other dog jest by the j’int of his hind leg and freezeon it not chew, you understand, but only jest grip and hang on till they thronged up the sponge, if itwas a year. Smiley always come out winner on that pup, till he harnessed a dog once that didn’t haveno hind legs, because they’d been sawed off by a circular saw, and when the thing had gone along farenough, and the money was all up, and he come to make a snatch for his pet bolt, he saw in a minutehow he’d been imposed on, and how the other dog had him in the door, so to speak, and he ‘peeredsur-prised, and then he looked sorter discouraged-like, and didn’t try no more to win the fight, and sohe got shucked out bad. He give Smiley a look, as much as to say his heart was broke, and it was hisfault, for putting up a dog that hadn’t no hind legs for him to take bolt of, which was his maindependence in a fight, and then he limped off a piece and laid down and died. It was a good pup, wasthat Andrew Jackson, and would have made a name for hisself if he’d lived, for the stuff was in him, andhe had genius I know it, because he hadn’t had no opportunities to speak of, and it don’t stand toreason that a dog could make such a fight as he could under them circumstances, if he hadn’t notalent. It always makes me feel sorry when I think of that last fight of his’n, and the way it turned out.

Well, thish-yer Smiley had rat-tarriers,11 and chicken cocks, and tom-cats, and all of them kind of things,till you couldn’t rest, and you couldn’t fetch nothing for him to bet on but he’d match you. He ketched afrog one day, and took him home, and said he cal’klated to edercate him; and so he never donenothing for three months but set in his back yard and learn that frog to jump. And you bet you he didlearn him, too. He’d give him a little punch behind, and the next minute you’d see that frog whirling inthe air like a doughnut see him turn one summerset, or may be a couple, if he got a good start, andcome down flat-footed and all right, like a cat. He got him up so in the matter of catching flies, and kepthim in practice so constant, that he’d nail a fly every time as far as he could see him. Smiley said all afrog wanted was education, and he could do most any thing and I believe him. Why, I’ve seen him setDan’l Webster down here on this floor Dan’l Webster was the name of the frog and sing out, “Flies,Dan’l, flies!” and quicker’n you could wink, he’d spring straight up, and snake a fly off’n the counterthere, and flop down on the floor again as solid as a gob of mud, and fall to scratching the side of hishead with his hind foot as indifferent as if he hadn’t no idea he’d been doin’ any more’n any frog mightdo. You never see a frog so modest and straightforward as he was, for all he was so gifted. And when itcome to fair and square jumping on a dead level, he could get over more ground at one straddle thanany animal of his breed you ever see. Jumping on a dead level was his strong suit, you understand; andwhen it come to that, Smiley would ante up money on him as long as he had a red. Smiley wasmonstrous proud of his frog, and well he might be, for fellers that had traveled and been everywheres,all said he laid over any frog that ever they see.

Well, Smiley kept the beast in a little lattice box, and he used to fetch him down town sometimes andlay for a bet. One day a feller a stranger in the camp, he was come across him with his box, and says:

“What might it be that you’ve got in the box?”

11. “Rat terrier” is a breed of dog.

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And Smiley says, sorter indifferent like, “It might be a parrot, or it might be a canary, may be, but it an’t– it’s only just a frog.”

And the feller took it, and looked at it careful, and turned it round this way and that, and says, “H’m so‘tis. Well, what’s he good for?”

“Well,” Smiley says, easy and careless, “He’s good enough for one thing, I should judge he can outjumpany frog in Calaveras county.”

The feller took the box again, and took another long, particular look, and give it back to Smiley, andsays, very deliberate, “Well, I don’t see no p’ints about that frog that’s any better’n any other frog.”

“May be you don’t,” Smiley says. “May be you understand frogs, and may be you don’t understand ‘em;may be you’ve had experience, and may be you an’t only a amature, as it were. Anyways, I’ve got myopinion, and I’ll risk forty dollars that he can outjump any frog in Calaveras county.”

And the feller studied a minute, and then says, kinder sad like, “Well, I’m only a stranger here, and I an’tgot no frog; but if I had a frog, I’d bet you.”

And then Smiley says, “That’s all right that’s all right if you’ll hold my box a minute, I’ll go and get you afrog.” And so the feller took the box, and put up his forty dollars along with Smiley’s, and set down towait.

So he set there a good while thinking and thinking to hisself, and then he got the frog out and prizedhis mouth open and took a tea-spoon and filled him full of quail shot12 filled him pretty near up to hischin and set him on the floor. Smiley he went to the swamp and slopped around in the mud for a longtime, and finally he ketched a frog, and fetched him in, and give him to this feller, and says:

“Now, if you’re ready, set him alongside of Dan’l, with his fore-paws just even with Dan’l, and I’ll give theword.” Then he says, “One two three jump!” and him and the feller touched up the frogs from behind,and the new frog hopped off, but Dan’l give a heave, and hysted up his shoulders so like a Frenchman,but it wan’s no use he couldn’t budge; he was planted as solid as an anvil, and he couldn’t no more stirthan if he was anchored out. Smiley was a good deal surprised, and he was disgusted too, but he didn’thave no idea what the matter was, of course.

The feller took the money and started away; and when he was going out at the door, he sorter jerkedhis thumb over his shoulders this way at Dan’l, and says again, very deliberate, “Well, I don’t see nop’ints about that frog that’s any better’n any other frog.”

Smiley he stood scratching his head and looking down at Dan’l a long time, and at last he says, “I dowonder what in the nation that frog throw’d off for I wonder if there an’t something the matter withhim he ‘pears to look mighty baggy, somehow.” And he ketched Dan’l by the nap of the neck, and liftedhim up and says, “Why, blame my cats, if he don’t weigh five pound!” and turned him upside down, andhe belched out a double handful of shot. And then he see how it was, and he was the maddest man heset the frog down and took out after that feller, but he never ketchd him. And —

[10]

[15]

[20]

12. A quail shot is a type of pellet used to fill a shotgun.

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"The Celebrated Jumping Frog of Calaveras County" by Mark Twain (1865) is in the public domain.

[Here Simon Wheeler heard his name called from the front yard, and got up to see what was wanted.]And turning to me as he moved away, he said: “Just set where you are, stranger, and rest easy I an’tgoing to be gone a second.”

But, by your leave, I did not think that a continuation of the history of the enterprising vagabond JimSmiley would be likely to afford me much information concerning the Rev. Leonidas W. Smiley, and so Istarted away.

At the door I met the sociable Wheeler returning, and he button-holed me and recommenced:

“Well, thish-yer Smiley had a yeller one-eyed cow that didn’t have no tail, only jest a short stump like abannanner, and — ”

“Oh! hang Smiley and his afflicted cow!” I muttered, good-naturedly, and bidding the old gentlemangood-day, I departed.

[25]

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Text-Dependent QuestionsDirections: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which of the following best describes a theme of the story?A. Great storytelling is an essential component of American culture.B. Observing deception can be amusing, but being deceived is not.C. Being too competitive can have a harmful effect on an individual and the people

around them.D. If people are not careful, tricksters and hustlers will take advantage of them.

2. How does paragraph 1 contribute to the development of the story’s theme?

3. Which of the following best describes how the author’s use of multiple narrators within thetext develops the meaning of the story?

A. It adds to the complexity of an otherwise rather simple plot.B. It builds intrigue by keeping the reader wondering about who is speaking.C. It makes the conversation seem authentic by letting both men speak.D. It allows the reader to witness multiple characters' views on deception.

4. How does the contrasting diction of Simon Wheeler and the narrator contribute to thedevelopment of the story?

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5. PART A: What does the term “cavorting” most likely mean as used in paragraph 5?A. trembling out of fearB. becoming very angryC. making lots of noiseD. leaping and jumping

6. PART B: Which phrase from the paragraph best supports the answer to Part A?A. “she’d get excited and desperate-like”B. “scattering her legs around limber, sometimes in the air, and sometimes out to

one side”C. “raising m-o-r-e racket with her coughing and sneezing and blowing her nose”D. “just about a neck ahead, as near as you could cipher it down”

7. Which of the following best describes the character of Jim Smiley, as described by SimonWheeler?

A. He is a gambling man who is willing to bet on nearly anything.B. He is an easily excitable man who is over-competitive.C. He is a strange man who fails to care for his animals.D. He is a foolish man who cannot make much money.

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Discussion QuestionsDirections: Brainstorm your answers to the following questions in the space provided. Be prepared toshare your original ideas in a class discussion.

1. This short story brought Mark Twain national fame. Why do you think it was so popular withthe American people?

2. How are different American regions and cultures depicted in the story? Consider thelanguage of the narrator (from the east) vs. that of Wheeler (from the Midwest).

3. What can we learn from comedy? Cite evidence from this text, your own experience, andother literature, art, or history in your answer.

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