A S U P P L E M E N T T O
THE POLITICAL CARTOON, a drawing that comments on a particular issue or person, conveys often complex ideas through symbols. Most of the car-toons you see in Junior Scholastic are drawn by Americans. But in this spe-cial World Week supplement, we look at what some cartoonists outside the United States are thinking about.
Often, cartoons from abroad pro-vide a perspective on the activities of Americans that might surprise us. Others comment on issues that affect the whole planet. For example, how
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JS-WW16
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Views From AbroadHow do people in other countries see issues facing the world?
This sampling of political cartoons will give you an idea.
See the February 29, 2016, Teacher’s Guide, p. T-15, for answers to our World Week questions.
DAVID ANDERSON • ARTIZANS.COM
UNITED KINGDOM
Junior Scholastic®
does the cartoon above depict the gap between rich and poor? How does the drawing of the scale make the cartoon’s message particularly effective?
As you study each cartoon on the following pages, keep in mind some devices that cartoonists use to express their opinions:
caricature: an exaggerated draw-ing of a person, either to poke fun or to make the subject instantly recognizable
symbolism: the use of an object that is widely understood to stand for a country, an institution, or an idea.
Uncle Sam, for example, is a well-known symbol of the U.S.
hyperbole (hy-PUR-buh-lee): a deliberate exaggeration, often for comic effect
irony: Irony can be tricky to grasp. It has several similar but different mean-ings, including: a situation or state-ment that differs from what you or the character in the cartoon might expect; when a cartoon’s message contradicts its language or symbols; and when a character in a cartoon clearly doesn’t understand something the reader does.
RI.6-8.7
2 FEBRUARY 29, 2016 • WORLD WEEK SUPPLEMENT • JUNIOR SCHOLASTIC
Guns
Migrants
PETER BROELMAN • POLITICALCARTOONS.COM
OSAMA HAJJAJ • CAGLE CARTOONS
MANNY FRANCISCO • CAGLE CARTOONS
TOM JANSSEN • CAGLE CARTOONS
1 | AUSTRALIA
3 | JORDAN
2 | PHILIPPINES
4 | NETHERLANDS
The U.S. has more guns per person—and more gun violence—than any other
developed country in the world. (See JS, Feb. 8.) The people of other nations often
view this feature of American life curiously, or critically—sometimes very critically.
In recent years, millions of refugees have fled violence in places like Syria. (See JS,
Sept. 7.) European nations are struggling to deal with the flood of people. Meanwhile,
Saudi Arabia and other Persian Gulf nations have resisted resettling refugees.
NAME: _______________________________________________ Junior Scholastic®
SKILLS SHEET
JUNIOR SCHOLASTIC • WORLD WEEK SUPPLEMENT • FEBRUARY 29, 2016 3
ISIS
China
LOUIS CHAVEZ • CARTOON ARTS INTERNATIONAL • THE NEW YORK TIMES
SYNDICATE
PARESH NATH • CARTOON ARTS INTERNATIONAL • THE NEW YORK TIMES
SYNDICATE
LUOJIE • CHINA DAILY, CHINA • CAGLE CARTOONS
BRANDAN REYNOLDS • BUSINESS DAY • CARTOON MOVEMENT
5 | HONDURAS
7 | UNITED ARAB EMIRATES
6 | CHINA
8 | SOUTH AFRICA
The world is in turmoil over ISIS, the Islamic State of Iraq and Syria. (See JS, Jan. 11.)
Not only does the radical Islamist group control a large part of those two countries,
its role in spreading violence to other lands seems to be increasing from day to day.
The rapid growth of China’s economy in recent years, now second only to America’s,
has stalled. Economies worldwide are so intertwined today that the slowdown has had
major consequences for countries that depend on China’s growth. (See JS, Nov. 23.)
NAME: _______________________________________________ Junior Scholastic®
SKILLS SHEET
4 FEBRUARY 29, 2016 • WORLD WEEK SUPPLEMENT • JUNIOR SCHOLASTIC
1. The cartoonist has drawn a clap-perboard, which is used to mark the beginning of each scene during the film-ing of a movie. What has happened to this one, and why might that be ironic?
2. What symbolism does this cartoon use to make a point? How does the cartoon-ist change the symbol for his purpose?
3. Many Europeans seek to control the number of refugees crossing their borders. What does this cartoonist believe about that effort? What details in the cartoon illustrate the point?
4. This cartoon passes judgment on a particular group of world leaders. What details of the cartoon tell you this?
5. What is the figure who represents ISIS dreaming of in this cartoon? Has the dream come true?
6. Who is depicted in this cartoon? What is his problem?
7. What difficult situation is the world dealing with in this cartoon? Explain.
8. This cartoon features a caricature of Chinese President Xi Jinping, who is at the wheel of the car. How does the cartoon use hyperbole?
9. Who is the figure in this cartoon? What has he discovered, and what caused it?
10. What is depicted in the sign held by the penguin on the left? Why is it holding the sign that way?
ESSAY Take one cartoon and explain how each of its details has a role in conveying its overall message. What other symbols can you think of that could have been added to reinforce that meaning?
QUESTIONSDIRECTIONS: Use a separate sheet of paper to answer the following questions, using spe-cific details from the cartoons. The question number refers to the number of the cartoon.
Climate Change
PATRICK CHAPPATTE • LE TEMPS • CAGLE CARTOONS
MARCO DE ANGELIS • CARTOON ARTS INTERNATIONAL
• THE NEW YORK TIMES SYNDICATE
10 | SWITZERLAND
9 | ITALY
The majority of scientists pretty much agree: Humans
have damaged the planet to an alarming extent.
How did things get so bad? What will it take to make
nations finally heed scientists’ warnings? These
cartoons have something to say about those questions.
NAME: _______________________________________________ Junior Scholastic®
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JUNIOR SCHOLASTIC • FEBRUARY 29, 2016
Read each story on pp. 2-5, then complete this graphic organizer. In the second column,
write an inference you made while reading. (An inference is a conclusion based on evidence
or reasoning.) In the next column, cite a detail from the text that supports your inference. In
the last column, explain your answer.
MAKING INFERENCES
Reading Between the Lines
SKILLS SHEET Name: Date:
KEY STANDARD
RI.6-8.1
ARTICLE INFERENCE DETAIL FROM TEXT EXPLANATION
Freeze-Frame!
Secrets of the
Iceman
Scrubbing Out
Microbeads
Will the Real
Panda Please
Stand Up?
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JUNIOR SCHOLASTIC • FEBRUARY 29, 2016 • PAGE 1 OF 2
Read the article on pp. 6-7, then answer these questions.
TEST PREP
Know the News: Must the President Be Born in the USA?
SKILLS SHEET Name: Date:
1. What is a central idea of the article?
A RepublicanpresidentialcandidateTedCruz
wasborninCanada.
B TheConstitution’s“naturalborncitizen”clause
isinterpretedindifferentways,anditmaybe
timetodeterminewhatitreallymeans.
C TheSupremeCourtwillsoonruleonthe
meaningofthetermnatural born citizen.
D RepublicanpresidentialcandidateDonald
TrumpdoesnotbelieveTedCruzshouldbe
president.
2. Which sentence from the article best supports
that central idea?
A “Youcan’thaveanomineewho’sgoingtobe
subjecttobeingthrownoutasthenominee,"
Trumpsays.
B Yetanotherquestionwouldremain:What
aboutthevicepresidency?
C Withquestionsabouttherequirement
becomingmorecommoninU.S.politics,
demandismountingforaclearanswertothe
modernmeaningof"naturalborncitizen."
D ArizonaSenatorJohnMcCain . . . alsohadto
dealwithquestionsaboutwhetherhecould
holdtheoffice.
3. What does incentive mean in the following
sentence? “The courts would also have incentive
to act quickly, possibly resulting in a Supreme
Court ruling that would finally settle the issue.”
A support C orders
B discouragement D motivation
4. Which of these is not required to change the
Constitution?
A approvalbyatleasttwothirdsoftheHouseof
Representatives
B approvalbyatleasttwothirdsoftheSenate
C presidentialapproval
D ratificationbyatleastthreefourthsofstate
legislatures
5. Which of the following statements is an opinion?
A The“naturalborncitizen”clausehasoutlived
itsoriginalintent.
B DonaldTrumphasraisedquestionsaboutTed
Cruz’scandidacy.
C TedCruzbelievesheiseligibletobe
president.
D TheFramersoftheConstitutioncraftedthe
“naturalborncitizen”clause.
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JUNIOR SCHOLASTIC • FEBRUARY 29, 2016 • PAGE 2 OF 2
SKILLS SHEET Name: Date:
6. What does Laurence Tribe suggest might
provide the quickest solution to the “natural
born citizen” question?
A removingtheclausefromtheConstitution
B acourtcase
C selectingDonaldTrumpastheRepublican
presidentialnominee
D authenticatingTedCruz’sbirthcertificate
7. According to the article, why does Florida
Senator Marco Rubio face questions about his
eligibility to be president?
A HewasborntoCubanimmigrantswho
weren’tyetU.S.citizens.
B Hewasbornonamilitaryinstallationinthe
PanamaCanalZone.
C HewasborninCanada.
D HewasborninCuba.
8. What does ambiguity mean in the following
sentence? “Ambiguity is always a bad thing,”
says Congressman Jim Himes . . . “It would be
good to get this straightened out.”
A decisiveness C uncertainty
B disagreement D permanence
9. Which conclusion can you draw from the article?
A TedCruzisnoteligibletobepresident.
B Theonlywaytodeterminewhat“naturalborn
citizen”meansisfortheSupremeCourtto
ruleonit.
C TheFramersoftheConstitutionintentionally
leftthe“naturalborncitizen”clausevague.
D Howeverit’sapproached,definingwhatis
meantbythetermnatural born citizen today
willlikelybeacomplicatedprocess.
10. Which sentence from the article best supports
your answer to question 9?
A “Asalegalmatter,thequestionisquite
straightforwardandsettledlaw,”[Cruz]says.
B Someexpertssaythatthe“naturalborn”
clausehasoutliveditsoriginalintent.
C Buteliminatingorclarifyingtheclausewon’t
beeasy.
D Unlikeduringtherevolutionaryperiod,we
nolongerhavetoworrythatforeignrulers
mightcometotheUnitedStatesandtryto
takeover.
Junior Scholastic®
Know the News: Must the President Be Born in the USA? cont'd.
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SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC • FEBRUARY 29, 2016
CAUSE EFFECT PAGE
Some people argue that, according to the
Constitution, Ted Cruz is ineligible to be
president.
The Framers of the Constitution feared that the
U.S. could fall prey to foreign influence.
The phrasing of the “natural born citizen”
clause is vague, and the Supreme Court has not
ruled on it.
Some people say the “natural born citizen”
clause has outlived its original intent.
Eliminating or clarifying the “natural born
citizen” clause would not be easy.
Authors use a variety of techniques to show connections between ideas or actions. One
of those techniques is cause and effect. Read “Must the President Be Born in the USA?”
(pp. 6-7), then complete the table below with causes and effects described in the article.
UNDERSTANDING CAUSE AND EFFECT
Making ConnectionsKEY
STANDARD
RH.6-8.5
Brainstorming Mission Accomplished! Now you’re ready to write. Draft your story on separate
sheets of paper.
KEY STANDARD
WHST.6-8.3 Imagine that you just woke up, but you’re not in your room—you’re in an
underground shelter on Mars.
This is where your story (and your adventure) begins. After reading “Mission to Mars” (pp. 8-11), write a two-page fictional account of a day in your life on the Red Planet. Although
your story will be made-up, draw on facts and details from the article to make your narrative
more compelling. (For example, gravity isn’t as strong on Mars as it is on Earth, so walking
around might not be as easy as you think.) Answer the questions below to help plan your story.
INTEGRATING FACT AND FICTION
A Day on Mars
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SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC • FEBRUARY 29, 2016
Why are you on Mars and for how long? (For example, are you a NASA astronaut or an adventurous civilian?)
__________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
List three things that will happen to you during your day on Mars, incorporating a detail from the article into
each event.
1. _____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
2. ____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
3. ____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
Who else is on Mars with you? Come up with two supporting characters and describe what role each will play
in your story.
1. _____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
2. ____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
How will you start your story to draw in readers? Draft a catchy opening here.
__________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
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SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC • FEBRUARY 29, 2016
When making a big decision, it can be useful to do a cost-benefit analysis. That is a
process in which you consider both the potential costs or risks of something and the
potential benefits to decide if an action is in your best interest.
The article “Mission to Mars” (pp. 8-11) presents some of the costs and benefits of
sending humans to Mars. Using details from the article, complete the table below.
Then answer the essay question that follows.
ANALYZING DETAILS
Is Going to Mars Worth It?KEY
STANDARD
RH.6-8.1
Costs of Going to Mars (including physical and psychological risks)
Benefits of Going to Mars (including benefits to science and to humanity)
Example: Humans age faster in space, likely because of harmful radiation.
1.
2.
3.
Example: By closely studying a planet similar to our own, we could learn more about Earth.
1.
2.
3.
Putting It All Together: Now you’re ready to decide: Are the benefits of sending humans to Mars worth the
risks? Write a two-page essay in response to the Your Turn prompt on p. 11 of the article. Support your answer with details
from the table above, as well as with additional facts from the article.
Putting It All Together: Synthesizing information from your interviews, from the JS article, and from the
Your Turn assignment, write a one-page essay explaining why we should or should not observe daylight saving time in
the United States.
KEY STANDARD
SL.6-8.1
Select three people to interview about daylight saving time. Try to find people of different
ages and backgrounds to get varying perspectives on the topic. Ask each person the two
questions in the chart; jot their answers in the space provided.
UNDERSTANDING DIFFERENT POINTS OF VIEW
What’s the Big Deal About DST?
Person interviewed: _________________________________________________________________________________________
1. What are some of the pros and cons of daylight saving time?
2. Would you prefer to stop the time change? Explain your reasoning.
Person interviewed: _________________________________________________________________________________________
1. What are some of the pros and cons of daylight saving time?
2. Would you prefer to stop the time change? Explain your reasoning.
Person interviewed: _________________________________________________________________________________________
1. What are some of the pros and cons of daylight saving time?
2. Would you prefer to stop the time change? Explain your reasoning.
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JUNIOR SCHOLASTIC • FEBRUARY 29, 2016
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SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC • FEBRUARY 29, 2016
Read the article on pp. 12-13, then answer these questions.
TEST PREP
Know the News: The Daylight Saving Debate
1. Which of these is a central idea of the article?
A Argumentsoverwhethertospringforward
andfallbackhavebeenheatingupinstate
legislatures.
B Debateaboutdaylightsavingtimeoftenarises
intheMountainandCentraltimezones.
C DSTbeganasawaytoconserveenergy.
D Federallawdoesn’tallowwhatsomestates
want:toobserveDSTallyear.
2. Which statement best supports that idea?
A Americanssuggestinsurveysthatwesimply
“pickatimeandstickwithit.”
B Itappearsthatevensomepoliticiansaren’t
surewhichoptiontheyprefer.
C Lastyear,morethanadozenstatelegislatures
debatedbillsaimedatchangingthewaywe
keeptime.
D Whereveryouare,keepinmindthatafter
March13,clockswon’tchangeagainfor
another237days.
3. Which is the best synonym for the word inducesin the following statement? “The time change in
March produces an extra hour of evening daylight
that induces people to go out and spend.”
A callsout C encourages
B discourages D reminds
4. Which of these states is not in the Central time
zone?
A Arkansas C Minnesota
B Louisiana D Utah
5. Which of these statements is an opinion?
A Toavoidtheconfusioncausedbystatesand
communitiesadoptingtheirownversionsof
DST,CongresspassedtheUniformTimeAct.
B Weshouldpickatimeandstickwithit.
C In1915,DetroitmoveditselffromtheCentralto
theEasterntimezone.
D EachoptionforendingorkeepingDSTraisesa
newsetofpotentialproblemsandconfusion.
6. Which of these is the likeliest reason the author
interviewed Michael Downing for the article?
A AstheauthorofabookaboutDST,Downing
isknowledgeableaboutthesubject.
B Downingisacollegeprofessor.
C Downing’squoteswouldaddhumortothe
article.
D DowningteachesintheEasterntimezone.
7. What is the main purpose of the map?
A Itexplainshowtimezoneboundariesare
established.
B Itillustrateswhymanylegislatorswantto
changehowtheirstateobservesDST.
C Itshowshowthetimechangesfromonezone
tothenext.
D ItshowswhichcountriesotherthantheU.S.
observeDST.
8. What does the sidebar “From Time to Time”
contribute to the article?
A ItexplainsdifferencesofopinionaboutDST.
B ItexplainshowtoreadtheU.S.timezonesmap.
C ItprovesthatDSTisgoodforbusinesses.
D ItshowshowtheobservanceofDSTinthe
U.S.haschangedovertime.
9. Which of these statements is a fact?
A ObservingDSTisanuisance.
B DSTshouldbeobservedbyall50states.
C SwitchingfromtheCentraltotheEasterntime
zonewastherightmoveforDetroit.
D Thisyear,DSTbeginsonMarch13intheU.S.
10. Which conclusion can you draw from the article?
A Daylightsavingtimeisunnecessary.
B Daylightsavingtimeworksbetterforthe
PacificandEasterntimezonesthanforthe
restofthecountry.
C FederallawshouldbechangedtoallowDST
toremainineffectyear-round.
D Thequestionofwhethertocontinueordo
awaywithDSTremainsunsettled.
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JUNIOR SCHOLASTIC • FEBRUARY 29, 2016
Read the article on pp. 14-19, then answer these questions.
TEST PREP
Know the News: Out of Poverty
SKILLS SHEET Name Date:
1. Which is a central idea of the article?
A EndinghungerisoneoftheUnitedNations’
SustainableDevelopmentGoals(SDGs).
B DhakiWakoBanetahashelpedherfamily
escapeextremepovertybysellingmilkto
astoreownerinanearbytown.
C Theworld’srateofextremepovertyhasbeen
dramaticallyreducedinrecentyears.
D Twothirdsoftheworld’spoorestpeoplelive
incountriesaffectedbyviolence.
2. Which sentence best supports that central idea?
A “InSyria,...abrutalcivilwarhasforcedmore
than11millionpeopletofleefortheirlives.”
B “Suchprojectshelpfueleconomicgrowth
andimprovepeople’squalityoflife.”
C “Thenumberofpeoplelivinginextreme
povertyhasdroppedbymorethanhalfin
thepast25years.”
D “InKenyaandUganda,mobilebankingis
helpingthepoormanagetheirmoneybetter.”
3. What does excruciating mean in the following
sentence?
“That left his mother, Maria, with an excruciating
choice: ‘If I buy shoes or clothing, I don’t have
enough for food.’ ”
A agonizing C frequent
B easy D unimportant
4. How does the section “Poverty Hot Spots”
contribute to the article?
A Ittellswhatpeoplecandotohelpend
extremepovertyworldwide.
B Itexplainsthatextremepovertystillexists
inmanycountries.
C ItdiscusseshowChinahasloweredits
extremepovertyrate.
D ItdescribestheotherSDGs.
5. According to the article, what is one reason that
many people in the Democratic Republic of the
Congo live in extreme poverty?
A lackofelectricity C discrimination
B decadesofwar D frequentfloods
6. What is the main purpose of the map?
A toencouragepeopletodonatetoaidgroups
B toshowtherateofextremepovertyinvarious
countries
C toprovethattherateofextremepovertyis
higherinEthiopiathaninIndia
D toshowthat44percentofpeoplein
Bangladeshliveinextremepoverty
7. Information from the “Join the Fight!” sidebar
would best fit into which section of the main
article?
A EconomicSuccessStories
B Medical&TechImprovements
C PovertyHotSpots
D HardWorkAhead
8. Which word best describes the tone of the last
two paragraphs of the article?
A carefree C hopeful
B desperate D pessimistic
9. Which conclusion can you draw from the article?
A Increasingaccesstoeducationhasnoeffect
onextremepovertylevels.
B Comparedwith1990,fewerpeopleinpoor
communitiesnowhaveaccesstovaccines.
C Theglobalextremepovertyrateislikelyto
increaseinthenearfuture.
D Manyorganizationsandgovernmentsare
teaminguptotrytoimprovepeople’slives
aroundtheworld.
10. Which sentence from the article best illustrates
your answer to question 9?
A “Adrought,flood,orearthquakecanhave
devastatingconsequences.”
B “India...hasundergoneasimilar
transformation.”
C “Governments,aidorganizations,andprivate
companiesareworkingtogethertofinance
electricalgrids.”
D “Inrecentdecades,[China]hasbeen
transformedfromapoor,unstablenation
intoaglobalsuperpower.”
Junior Scholastic®
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SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC • FEBRUARY 29, 2016
Authors use various elements—such as anecdotes, graphics, and statistics—to engage readers
and aid comprehension. Read “Out of Poverty” (pp. 14-19). Then select one anecdote, one
graphic or photo, and one statistic from the article and use them to complete these charts.
UNDERSTANDING AN AUTHOR’S TECHNIQUES
Building InterestKEY
STANDARD
RI.6-8.5
Anecdote
Describe the anecdote (include its page number).
Make an inference about this anecdote.
Does this anecdote make the article more interesting and contribute to the overall development of ideas? Explain.
Graphic or Photo
Describe the graphic or photo (include its page number).
Make an inference about this graphic or photo.
How does this graphic or photo contribute to the article?
Statistic
Describe the statistic (include its page number).
Make an inference about this statistic.
Why do you think the author included this statistic?
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JUNIOR SCHOLASTIC • FEBRUARY 29, 2016
Read “Is It Fair to Pay Teens Less Than Adults?” (pp. 22-23), then follow the directions
below to analyze each author’s claim and decide who makes a stronger case.
EVALUATING ARGUMENTS
Analyzing Authors’ Claims
SKILLS SHEET Name: Date:
KEY STANDARD
RI.6-8.8
Evaluate Which author do you think makes his case more effectively? Do you spot any weaknesses—such as bias or
missing information—in either argument? Explain your answer on a separate sheet of paper.
Junior Scholastic®
AUTHOR: Bob BattlesGeneral Counsel & Government Affairs Director,
Association of Washington Business
AUTHOR: Marilyn WatkinsPolicy Director,
Economic Opportunity Institute
Author’s main claim or argument in the debate: Author’s main claim or argument in the debate:
REASON 1: Name one reason the author gives for his claim.
List evidence the author gives to support REASON 1.
REASON 1: Name one reason the author gives for his claim.
List evidence the author gives to support REASON 1.
REASON 2: Name another reason the author presents.
List evidence the author gives to support REASON 2.
REASON 2: Name another reason the author presents.
List evidence the author gives to support REASON 2.
What persuasive devices does the author use?
_____ Appeals to emotions
_____ Uses data or scholarly research
_____ Explains why the other side’s argument is weak
_____ Other: _______________________________________________
What persuasive devices does the author use?
_____ Appeals to emotions
_____ Uses data or scholarly research
_____ Explains why the other side’s argument is weak
_____ Other: _______________________________________________
KEY STANDARD RH.6-8.2 RH.6-8.3
RH.6-8.1 RH.6-8.8 Quiz Wizard How much do you know about what’s
in this issue? Take this quiz to find out.
CENTRAL IDEA OR DETAIL?
Must the President Be Born in
the USA? (pp. 6-7)
Label each statement CI for
central idea or D for detail.
____ 1. Marco Rubio faces at least
one lawsuit in Florida
claiming that he isn’t a
“natural born” citizen.
____ 2. The “natural born
citizen” rule continues to
generate confusion and
controversy.
____ 3. Demand is mounting
for a clear answer to
the modern meaning of
“natural born citizen.”
____ 4. Yet another question
would still remain:
What about the vice
presidency?
____ 5. Arizona Senator John
McCain had to deal with
questions about whether
he could hold the office.
COMPARE AND CONTRAST
Mission to Mars (pp. 8-11)
Fill in the circle of the correct
answer to each question.
6. How would the effects of the
sun’s radiation on astronauts
on Mars differ from their
effects on them on Earth?
A Theplanetshavesimilar
atmospheres,soastronauts
wouldbeusedtothe
radiation.
B TheatmosphereonMars
issodensethatastronauts
wouldn’thavetoworry
aboutradiation.
C TheatmosphereonMars
istoothintoprotect
astronautsfromradiation.
7. How do Scott Kelly’s and
Mark Kelly’s current roles with
NASA compare?
A ScottisinspacewhileMark
isathomeinArizona.
B ThetwowillexploreMars
togetherin2030.
C Theyareinspaceontwo
differentmissions.
8. How is Mars similar to Earth,
making Mars promising as a
planet we could eventually
colonize?
A Bothplanetshaveplentyof
oxygenandenoughgravity
tomakeitsafetowalk
around.
B Marshasa24-hourday
andmayhavewaterand
othersignsoflife.
C Bothhavemoderate
temperaturesof20to90
degreesFahrenheit.
9. How are people’s bones
affected by the lack of gravity
in space?
A Peoplehavetowork
hardertostandupright,so
theirbonesgetstronger.
B Bonesdon’thaveto
supportabody’sweight,
sotheygrowlonger
andthicker.
C Bonesaren’tsupportinga
body’sweight,sotheylose
calciumandbecomefrail.
10. Hawaii Space Exploration
Analog and Simulation
volunteers experience which
of the following, similar to
what they would face on
Mars?
A Theyliveinasmall,
enclosedspace.
B Theyaren’tableto
communicatewiththe
outsideworld.
C Theyhavetogetusedto
beingweightless.
CHRONOLOGICAL ORDER
The Daylight Saving Debate
(pp. 12-13)
Number these events in the order
in which they occurred, from 1st
to 5th.
____11. Congress extends DST to
eight months.
____12. U.S. leaders implement
DST to save energy.
____13. Congress passes the
Uniform Time Act.
____14. Congress adopts DST
during World War II.
____15. Detroit moves to the
Eastern time zone.
FACT OR OPINION?
Out of Poverty (pp. 14-19)
Label each statement F for fact or
O for opinion.
____16. The world is making
strides in reducing
extreme poverty.
____17. The U.N.’s 17 Sustainable
Development Goals don’t
go far enough toward
solving world problems.
____18. More governments
should adopt China-style
economic reforms.
____19. Extreme poverty is
defined as living on less
than $1.90 a day.
____20. Nearly two thirds of the
world’s poorest people
live in countries affected
by violence and conflict.
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SKILLS SHEET Name: Date:
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JUNIOR SCHOLASTIC • FEBRUARY 29, 2016
Read the following definitions and example sentences of vocabulary words from this issue. Then find two other words from the issue to define and give an example for each.
Words to Know
SKILLS SHEET Name: Date:
Junior Scholastic®
1. chamber of commerce (n): a group of people who work together to promote businesses in their area • example: In Brooklyn, New York, the chamber of
commerce is trying to encourage more big-box stores like IKEA to move into Brooklyn neighborhoods.
2. colonize (v): to establish control of a place and send people to live there • example: People sent by the Virginia Company of
London to help colonize the New World founded the settlement of Jamestown in 1607.
3. developing nation (n): a country whose people live on far less money and with fewer resources than in industrialized nations • example: With widespread hunger and a lack of basic
needs like housing and electricity for many people, India is still considered a developing nation.
4. genome (n): the complete set of genes or genetic material present in a cell or an organism • example: By decoding a human genome, scientists can
learn more about how disease affects a person and how to combat it.
5. minimum wage (n): the lowest hourly rate an employer can legally pay its workers • example: Emeryville, California, has raised its
minimum wage to $14.44 an hour, one of the highest of any city in the U.S.
6. Navajo Nation (n): the Indian-governed territory in northeastern Arizona, southeastern Utah, and northwestern New Mexico. It is subject to federal laws, but not to state laws. • example: The largest Native American-governed
territory, the Navajo Nation has a population of more than 250,000 on a land area slightly larger than West Virginia.
7. ratification (n): the formal approval of something, often by a vote • example: By 1982, it was clear to champions of
women’s rights that the proposed Equal Rights Amendment to the Constitution was going to fall three states short of ratification.
8. World Bank (n): an international organization that provides loans to developing nations to help reduce poverty and support development • example: To bail out its bankrupt economy, experts
say, the African nation of Nigeria is seeking a multibillion-dollar loan from the World Bank.
9. word: ___________________________________ ( ):
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
• example: ______________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
10. word: ___________________________________ ( ):
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
• example: ______________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
BUILDING VOCABULARYKEY
STANDARD
RH.6-8.4
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JUNIOR SCHOLASTIC
Choose any two articles in this issue of JS and complete the graphic organizers below
by filling in the central idea and three details. The central idea is what an article is mostly
about. Details support the central idea.
DETERMINING THE CENTRAL IDEA
What’s It All About?
SKILLS SHEET Name: Date:
Junior Scholastic®
TIP: A central idea is not necessarily the article’s first sentence. You can find the central idea by
reading the text closely and asking yourself, “What does the author most want me to know?”
Putting It All Together Choose one of the articles you examined above and summarize it in
three to four sentences.
ARTICLE 1
CENTRAL IDEA
DETAIL 1 DETAIL 2 DETAIL 3
ARTICLE 2
CENTRAL IDEA
DETAIL 1 DETAIL 2 DETAIL 3
KEY STANDARD
RH.6-8.2
JUNIOR SCHOLASTIC
Welcome to do-it-yourself vocabulary! We’re leaving it to you to teach yourself the
meanings of unfamiliar words you encounter in any JS article. In the space provided, write the
name of the article you are working on. Then find three words in that piece whose meanings
you’re unsure of. Write each word in one of the gray tabs, followed by the page number where
it appears. Then write what you think the word means, based on context clues. Next, look up the
word in a dictionary and write down its definition. Finally, use the word in a sentence.
BUILDING VOCABULARY
DIY Vocabulary
SKILLS SHEET Name: Date:
ARTICLE:
word: page:
What I think the word means, based on context clues:
Dictionary definition:
Example sentence:
word: page:
What I think the word means, based on context clues:
Dictionary definition:
Example sentence:
word: page:
What I think the word means, based on context clues:
Dictionary definition:
Example sentence:
KEY STANDARD
RH.6-8.4
Junior Scholastic®
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JUNIOR SCHOLASTIC
News stories convey information in a clear, precise way. Review the elements of a news
story below. Then look closely at any feature story in JS to answer the questions that follow.
IDENTIFYING TEXT FEATURES
Anatomy of a News Story
SKILLS SHEET Name: Date:
RI.6-8.5
Junior Scholastic®
Headline: This is the main title of the story. A good headline attracts readers’ attention and suggests what the story is about.
Deck: This appears below or next to the headline. It is usually a one- or two-sentence summary of what the story is about.
Lead (pronounced leed): This is the first sentence or paragraph of the story. A good lead should pique readers’ interest so that they want to read more. It should connect quickly to the story’s main idea.
Subheads: These are mini-headlines that separate sections of the story. Subheads break the story into shorter, more-readable segments.
Nut graph: This paragraph sums up what the story is about. It usually follows the lead.
Graphic elements: Photographs, charts, drawings, diagrams, and maps are visual aids that help illustrate the news story and provide extra information.
Caption: This is a phrase or a short explanation of what is shown in a photograph, illustration, chart, or map.
Sidebar: This is a short article that relates to, but is separate from, the main story. It may help put the main story in context—by providing historical background, for example—or present additional information about the topic of the main story.
1. Find an example of a headline.
After you’ve read the story,
write a new headline for it.
___________________________________
___________________________________
___________________________________
2. Find an example of a subhead.
What does the subhead tell
you about the section that
follows it?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
3. Describe a graphic element
that appears with the story.
How does it help illustrate
the main text?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
4. Find an example of a caption.
What does it tell you about
the graphic element it
accompanies?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
5. Does the lead of the story
pique your interest? Why or
why not? After you’ve read the
story, write a new lead.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
QUESTIONS
KEY STANDARD
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