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ACTIVITY 1.2continued4 We are the heirs and caretakers of freedom—a blessing preserved with the bloodof heroes down through the ages. One cannot go to Arlington Cemetery and see nameupon name, grave upon grave, row upon row, without being deeply moved by thesacrifice made by those young men and women.5 And those of us who live in this time, who are the beneficiaries of their sacrifice,must do our smaller and less dangerous part to protect what they gave everything todefend, lest we lose our own love of liberty.6 Love of country is another way of saying love of your fellow countrymen—a truthI learned a long time ago in a country very different from ours. Patriotism is anotherway of saying service to a cause greater than self-interest.7 If you find faults with our country, make it a better one. If you are disappointedKEY IDEAS AND DETAILSThe allusion to ArlingtonCemetery serves to focusthis part of the definitionon what examples ofpatriotism?My Noteswith the mistakes of government, join its ranks and work to correct them. I hope moreAmericans would consider enlisting in our armed forces. I hope more would considerrunning for public office or working in federal, state and local governments. But thereare many public causes where your service can make our country a stronger, better onethan we inherited.8 The good citizen and patriot knows happiness is greater than comfort, moresublime than pleasure. The cynical and indifferent know not what they miss. Fortheir mistake is an impediment not only to our progress as a civilization but to theirhappiness as individuals.After Reading 2014 College Board. All rights reserved.3. With a partner, create a graphic organizer that organizes the additionalinformation provided by the essay on the word patriot. Review the synonym andformal definition of the word.Check Your UnderstandingWriting Prompt: Using a passage from McCain’s essay, write about one way thisextended definition expanded your understanding of the word patriot. Be sure to: Indicate what passage you are using as a reference. Explain your expanded or new understanding. Use appropriate transitions to connect ideas.Unit 1 The American Dream7

ACTIVITY1.3America’s PromiseLEARNING STRATEGIES:Previewing, Marking the Text,Think-Pair-Share, SOAPSToneLearning Targets Analyze multiple forms of communication (an illustration, a speech, and apoem) to identify major ideas. Generate a definition with textual support.Before Reading1. The Statue of Liberty has long been a welcoming figure to the millions ofimmigrants who have come to the United States of America. What feelings orthoughts do you think people might have when looking at the Statue of Libertyfor the first time as a new arrival to this country?Source: “An ocean steamer passing the Statue of Liberty: Scene on the Steerage Deck,” from FrankLeslie’s Illustrated Newspaper, July 2, 1887. Reproduced by permission of Accessible Archives.ACADEMIC VOCABULARYA primary source is an originaldocument or image created bysomeone who experiences anevent first-hand.2. When looking at a primary source such as this illustration, it is important toconsider both the message and context of the source. The following guidingquestions will help you think about the source and its context: What point is the source trying to convey? What is the source of the illustration and why is that important? Why might the date of the source be significant?3. With a partner, preview the text on the next page, using the questions to guideyour thinking about a primary source.8SpringBoard English Language Arts Grade 11 2014 College Board. All rights reserved.My Notes

ACTIVITY 1.3continuedDuring Reading4. As you read the sonnet written for and placed on a plaque on the Statue ofLiberty, annotate the places in the text where you see the connections to theimagery of the illustration on the previous page.My NotesABOUT THE AUTHOREmma Lazarus was born in 1849 in New York. She was educated by privatetutors and became a prolific reader. She began writing poems as a child andlater wrote magazine articles and essays, as well as five-act dramas. Herpoem “The New Collossus” grew, at least in part, out of her advocacy forJewish immigrants.PoetryTheNEW COLOSSUS1883by Emma LazarusNot like the brazen giant of Greek fameWith conquering limbs astride from land to land;Here at our sea-washed, sunset gates shall stand 2014 College Board. All rights reserved.A mighty woman with a torch, whose flameIs the imprisoned lightning, and her nameKEY IDEAS AND DETAILSWhy is the Statue of Libertycalled “the Mother ofExiles” and what does thetorch symbolize? Quoteevidence from the poem asa basis for your answer.Mother of Exiles. From her beacon-handGlows world-wide welcome; her mild eyes commandThe air-bridged harbor that twin cities frame,GRAMMAR“Keep, ancient lands, your storied pomp!” cries sheHyphenWriters use a hyphen to jointwo or more words in orderto create a single adjectiveor concept. Notice someexamples from the poem:sea-washed, world-wide,air-bridge, tempest-tossed.These words are compoundadjectives. When precedingthe noun they modify,compound adjectives arehyphenated. When followingthe noun, they may not be.Check a reference to be sure.With silent lips. “Give me your tired, your poor,Your huddled masses yearning to breathe free,The wretched refuse of your teeming shore,Send these, the homeless, tempest-tossed to me,I lift my lamp beside the golden door!”USAGEUnit 1 The American Dream9

ACTIVITY 1.3America’s PromisecontinuedMy NotesDuring Reading5. As you read the following speech, annotate the text for key ideas and detailsused by the speaker to describe America and its promise to the people of theworld. How do Roosevelt’s words connect to the imagery of the previous texts?ABOUT THE AUTHORFranklin Delano Roosevelt (1882–1945) was the 32nd President of theUnited States. He delivered the following address in 1936 to celebrate the50th anniversary of the Statue of Liberty.SpeechAddress on the Occasion of theFiftieth Anniversary of the Statue of LibertyOctober 28, 1936by President Franklin D. Roosevelt1 “ It is the memory of all these eager seeking millions that makes this one ofAmerica’s places of great romance. Looking down this great harbor I like to think of thecountless numbers of inbound vessels that have made this port. I like to think of themen and women who, with the break of dawn off Sandy Hook, have strained their eyesto the west for a first glimpse of the New World.3 They came to us speaking many tongues—but a single language, the universallanguage of human aspiration.1KEY IDEAS AND DETAILSTo what extent are the ideasabout the unity of Americathat Roosevelt mentions inparagraphs 5, 6, and 7 stilltrue today?4 How well their hopes were justified is proved by the record of what they achieved.They not only found freedom in the New World, but by their effort and devotion,they made the New World’s freedom safer, richer, more far-reaching, more capable ofgrowth.5 Within this present generation, that stream from abroad has largely stopped. Wehave within our shores today the materials out of which we shall continue to build aneven better home for liberty.6 We take satisfaction in the thought that those who have left their native land to joinus may still retain here their affection for some things left behind—old customs, oldlanguage, old friends. Looking to the future, they wisely choose that their children shalllive in the new language and in the new customs of this new people. And those childrenmore and more realize their common destiny in America. That is true whether theirforebears came past this place eight generations ago or only one.110aspiration (n.): hope or ambitionSpringBoard English Language Arts Grade 11 2014 College Board. All rights reserved.2 They came to us—most of them—in steerage. But they, in their humble quarters,saw things in these strange horizons which were denied to the eyes of those few whotraveled in greater luxury.

ACTIVITY 1.3continued7 The realization that we are all bound together by hope of a common future ratherthan by reverence for a common past has helped us to build upon this continent a unityunapproached in any similar area or population in the whole world. For all our millionsof square miles, for all our millions of people, there is a unity in language and speech,in law and in economics, in education and in general purpose, which nowhere finds itsmatch.My Notes8 It was the hope of those who gave us this Statue and the hope of the Americanpeople in receiving it that the Goddess of Liberty and the Goddess of Peace werethe same.9 The grandfather of my old friend the French Ambassador and those who helpedhim make this gift possible, were citizens of a great sister Republic established on theprinciple of the democratic form of government. Citizens of all democracies unite intheir desire for peace. Grover Cleveland recognized that unity of purpose on this spotfifty years ago.10 He suggested that liberty enlightening the world would extend her rays from theseshores to every other Nation.11 Today that symbolism should be broadened. To the message of liberty whichAmerica sends to all the world must be added her message of peace.12 Even in times as troubled and uncertain as these, I still hold to the faith that abetter civilization than any we have known is in store for America and by our example,perhaps, for the world. Here destiny seems to have taken a long look. Into thiscontinental reservoir there has been poured untold and untapped wealth of humanresources. Out of that reservoir, out of the melting pot, the rich promise which the NewWorld held out to those who came to it from many lands is finding fulfillment.KEY IDEAS AND DETAILSWhat is “the richness of thepromise” that the Statue ofLiberty represents?Share with a partner twoexamples of the “promise”that has not run out. 2014 College Board. All rights reserved.13 The richness of the promise has not run out. If we keep the faith for our day asthose who came before us kept the faith for theirs, then you and I can smile withconfidence into the future. It is fitting therefore, that this should be a service ofrededication, rededication to the liberty and the peace which this statue symbolizes.After Reading6. With a partner, share your annotations and connections among the texts.Together, narrow your notes down to the two most significant and relevantconnections. Find another pair of partners, share your connections, and identifythe two most significant and relevant details. Create a statement that explainsyour conclusion and share it with the class. As a class, discuss criteria foridentifying quality details and provide support from the text.Check Your UnderstandingWriting Prompt: Write a well-developed text using details from the illustration,the speech, and the poem to define the promise of America for those who come tothe United States. Use the definition strategy of exemplification, or defining withexamples. Be sure to: Include a clearly stated thesis that states the definition of the promiseof America. Explain the most significant and relevant details from the texts with commentary. Use definition strategies effectively to define the promise of America.Unit 1 The American Dream11

ACTIVITY1.4America’s VoicesLEARNING STRATEGIES:Close Reading, Markingthe TextLearning Targets Analyze a literary work to identify the relationship between tone, imagery,and diction. Support claims with appropriate textual evidence.Before ReadingMy Notes1. Tone is an important element of any poem’s impact. Explain how a writercreates the tone of a piece.During Reading2. As you read the following foundational poems from celebrated Americanauthors, note the nuance of tone created by diction and imagery. Annotate thepoems for important diction and imagery.ABOUT THE AUTHORWalt Whitman (1819–1892), who did not attend college, worked as ajournalist, carpenter, and building contractor before publishing a collectionof his poems, Leaves of Grass, in 1855. Calling himself the “people’s poet,”Whitman’s foundational work features free verse, uses common speechpatterns, and celebrates the country’s working class and cultural diversity.PoetryI Hear America SingingI hear America singing, the varied carols I hear,KEY IDEAS AND DETAILSWhat attitude toward work isconveyed in this poem? Howdoes the word choice andimagery help you know this?Those of mechanics, each one singing his as it should be blithe and strong,The carpenter singing his as he measures his plank or beam,The mason singing his as he makes ready for work, or leaves off work,5 The boatman singing what belongs to him in his boat, the deckhand singing onthe steamboat deck,The shoemaker singing as he sits on his bench, the hatter singing as he stands,The woodcutter’s song, the plowboy’s on his way in the morning, or at noonintermission or at sundown.The delicious singing of the mother, or of the young wife at work, or of the girlsewing or washing,Each singing what belongs to him or her and to none else.10 The day what belongs to the day—at night the party of youngfellows, robust, friendly,Singing with open mouths their strong melodious songs.12SpringBoard English Language Arts Grade 11 2014 College Board. All rights reserved.by Walt Whitman

ACTIVITY 1.4continuedABOUT THE AUTHORLangston Hughes (1902–1967) wrote numerous works of prose, poetry, anddrama. Fascinated with jazz rhythms and lyrics of blues music, Hughesbecame a major figure in the Harlem Renaissance. His first book of poetry,The Weary Blues, was published in 1926. His works capture and celebratethe culture of black America.LEARNING STRATEGIES:Close Reading, Markingthe TextMy NotesPoetryI, Too, Sing America 2014 College Board. All rights reserved.by Langston HughesI, too, sing America.I am the darker brother.They send me to eat in the kitchenWhen company comes,5 But I laugh,And eat well,And grow strong.Tomorrow,I’ll be at the table10 When company comes.Nobody’ll dareSay to me,“Eat in the kitchen,”Then.15 Besides,They’ll see how beautiful I amAnd be ashamed—I, too, am America.KEY IDEAS AND DETAILSNote Hughes’s verydeliberate allusion toWhitman’s, “I Hear AmericaSinging.” Over 50 yearsseparates these two writersand their poetry. Whatdoes the speaker in “I, Too,Sing America” want us toknow about the promiseof America?After Reading3. Use the chart to compare tone, diction, and imagery in the two poems.TitleToneDiction and Imagery ThatReveal Tone“I Hear America Singing”“I, Too, Sing America”Unit 1 The American Dream13

ACTIVITY 1.4America’s VoicescontinuedMy NotesDuring Reading4. As you read, mark the text for imagery and for words that communicate tone.ABOUT THE AUTHORBorn in 1890 in Jamaica, Claude McKay traveled to America to attend college,where he experienced the harsh realities of racism. He wrote poetry onpolitical and social concerns and became a major writer of the HarlemRenaissance, a movement in the early 1920s.“America”Poetryby Claude McKayKEY IDEAS AND DETAILSAlthough she feeds me bread of bitterness,The imagery and diction of“America” juxtaposes positiveand negative attitudestoward America. How doesthis represent the speaker’sconflicted ideas?And sinks into my throat her tiger’s tooth,Stealing my breath of life, I will confessI love this cultured hell that tests my youth!5 Her vigor flows like tides into my blood,Giving me strength erect against her hate.Her bigness sweeps my being like a flood.I stand within her walls with not a shred10 Of terror, malice, not a word of jeer.Darkly I gaze into the days ahead,And see her might and granite wonders there,Beneath the touch of Time’s unerring hand,Like priceless treasures sinking in the sand.After Reading5. What is the tone of this poem? What textual evidence presents this tone?6. Choose one of the two prompts on the next page to discuss how tone andtheme are similar and different.14SpringBoard English Language Arts Grade 11 2014 College Board. All rights reserved.Yet as a rebel fronts a king in state,

ACTIVITY 1.4continuedPrompt 1: “I Hear America Singing” and “I Too Sing America” both refer to“singing” of America. Think about the definition and connotation of “to sing.”How are these two poems similar and how do they differ?Explain your answer by using details of diction and imagery.My Notes 2014 College Board. All rights reserved.Prompt 2: Claude McKay and Langston Hughes wrote during the same periodin America’s literary history. Their writing deals with similar themes concerningthe experience of African-Americans. After analyzing the poem, “America,”explain how the tone and theme of Claude McKay’s poem is similar to that ofLangston Hughes’s poem, “I, Too, Sing America.” Use support from the dictionand imagery of the poems to support your thinking.Unit 1 The American Dream15

ACTIVITY1.5Fulfilling the PromiseLEARNING STRATEGIES:SIFT, Think-Pair-Share,Discussion Groups, Markingthe TextMy NotesLearning Targets Identify the most significant and relevant details from a larger group. Analyze the relationship between tone and how a work is structured.Before Reading1. Reflect on the Essential Question What does it mean to be an American?Think about the illustration in Activity 1.2. What would it mean to be oneof the millions of immigrants coming to the United States for a new life?During Reading2. Throughout “America and I,” the narrator’s attitude toward America evolvesas she establishes her life in a new country. For each chunk of the short story,annotate in the My Notes space by choosing words to describe the tone ofnarrator’s attitude toward America. Use two or three examples of diction, imagery,and details from the story as evidence to justify your identification of tone.Short StoryAmerica andby Anzia YezierskaKEY IDEAS AND DETAILSIn the first seven paragraphs,what are some of the imagesand diction used by thenarrator that evoke the“dream of America”?IChunk 11 As one of the dumb, voiceless ones I sp

2 SpringBoard English Language Arts Grade 11. 1.12 Annotating an Argumentative Text . 55 Argumentative Essay: “Is the . 4 SpringBoard English Language Arts Grade 11. My Notes LEARNING STRATEGIES: Close Read