Unit 2, Part 1 Click the mouse button or press the space bar to continue UNIT 2, Part 1 The Power of Memory.

Unit 2, Part 1 Click the mouse button or press the space bar to continue UNIT 2, Part 1 The Power of Memory

Unit 2, Part 1 MAIN MENU The Power of Memory (pages 317–359) Click a selection title to go to the corresponding selection menu.

Unit 2, Part 1 Farewell to Manzanar SELECTION MENU Before You Read Reading the Selection After You Read Selection Menu (pages 320–336) Grammar Workshop

Unit 2, Part 1 Farewell to Manzanar BEFORE YOU READ Meet Jeanne Wakatsuki Houston and James D. Houston Click the picture to learn about the author.

Unit 2, Part 1 Farewell to Manzanar BEFORE YOU READ Under the influence of war or economic crises, people sometimes make unwise decisions. The decision to intern Japanese Americans was both unfair and unnecessary. Think about the questions on the next slide before you read “Farewell to Manzanar”. Connecting to the Historical Narrative

Unit 2, Part 1 Farewell to Manzanar BEFORE YOU READ How would you feel if you were given forty-eight hours to pack only a few of your belongings and leave your home? How would you feel about the government if it relocated your family because of your nationality or ancestry? Connecting to the Historical Narrative

Unit 2, Part 1 Farewell to Manzanar BEFORE YOU READ After Japan’s surprise attack on Pearl Harbor, many people in the United States were suspicious of people of Japanese ancestry living in the United States. Japanese Americans were punished regardless of their citizenship status or views on the war. Building Background

Unit 2, Part 1 Farewell to Manzanar BEFORE YOU READ In February 1942, President Franklin D. Roosevelt issued Executive Order 9066, which essentially gave the U.S War Department the authority to move Japanese Americans from their homes on the West Coast and confine them to special camps for the duration of the war. Some 110,000 Japanese Americans, two-thirds of them U.S. citizens, were relocated by the military to ten remotely situated, prison-like camps. Building Background

Unit 2, Part 1 Farewell to Manzanar BEFORE YOU READ As you read the story, think about how sharing memories helps people learn more about themselves and make connections to other people. Setting Purposes for Reading The Power of Memory

Unit 2, Part 1 Farewell to Manzanar BEFORE YOU READ A historical narrative is a nonfiction account that tells about important historical events. As you read, notice what real-life details Wakatsuki Houston uses to tell the story of Japanese Americans in an internment camp. Setting Purposes for Reading Historical Narrative

Unit 2, Part 1 Farewell to Manzanar BEFORE YOU READ When you summarize, you determine the most important ideas in a selection and then restate them concisely in your own words. Summarizing can help you better remember and understand what you read. Summarizing

Unit 2, Part 1 Farewell to Manzanar BEFORE YOU READ Reading Tip: Summarizing Details As you read, use a graphic organizer like the one on the next slide to help you list details from a paragraph. Then write one or two sentences to sum up the main idea of the paragraph. Summarizing

Unit 2, Part 1 Farewell to Manzanar BEFORE YOU READ

Unit 2, Part 1 Farewell to Manzanar BEFORE YOU READ patriarchpatriarch n. the male head of a family or group (p. 324) My brother became the patriarch of our family after my father died. designationdesignation n. a distinguishing name or mark (p. 326) The scientist gave the seeds that were not watered the designation “test group.” Click a vocabulary term to listen to the definition.

Unit 2, Part 1 Farewell to Manzanar BEFORE YOU READ alleviatealleviate v. to make easier to bear; relieve; lessen (p. 328) The medicine promised to alleviate his suffering. subordinatesubordinate v. to cause to be, or treat as, secondary, inferior, or less important (p. 333) A mother subordinates her own needs to care for the needs of her children. Click a vocabulary term to listen to the definition.

Unit 2, Part 1 Farewell to Manzanar

Unit 2, Part 1 Farewell to Manzanar The Power of Memory Keep the following questions in mind as you read. What is the effect of the author’s memories on the reader? What purpose does sharing her memories serve? READING THE SELECTION Answer: Wakatsuki Houston presents a child’s-eye view of disturbing events. Her recollections arouse empathy and indignation.

Unit 2, Part 1 Farewell to Manzanar Historical Narrative Read the text highlighted in purple on page 322. Why does Mama feel safer in Terminal Island? READING THE SELECTION Literary Element

Unit 2, Part 1 Farewell to Manzanar Answer: Because of the attack on Pearl Harbor by the Japanese, people were hostile to Japanese Americans. Mama felt safer in an area with other Japanese people rather than being the only Japanese family in the old neighborhood. READING THE SELECTION Literary Element

Unit 2, Part 1 Farewell to Manzanar The Power of Memory Read the first text highlighted in tan on page 323. Why does Wakatsuki Houston remember being afraid of the little girl with slanted eyes? READING THE SELECTION Answer: She remembers her father’s telling her that he would sell her to the “Chinaman.” It is ironic that she does not think of herself as Asian.

Unit 2, Part 1 Farewell to Manzanar The Power of Memory Read the second text highlighted in tan on page 323. Why would a small thing like the sound of a whistle be important to the author? READING THE SELECTION Answer: It causes the author to remember her mother’s leaving the house in the middle of the night to go to work. Because her family was forced from their home, small details of their old life are significant.

Unit 2, Part 1 Farewell to Manzanar Summarizing Read the text highlighted in blue on page 323. How does Wakatsuki Houston describe the other Japanese at Terminal Island? Reading Strategy READING THE SELECTION Answer: She states that they spoke the Kyushu dialect, which was considered rough and unmannerly, and that they picked on people who spoke differently.

Unit 2, Part 1 Farewell to Manzanar Summarizing What kind of prejudice does the narrator experience on Terminal Island? Reading Strategy READING THE SELECTION Answer: Bullying by other Japanese Americans.

Unit 2, Part 1 Farewell to Manzanar Historical Narrative Read the text highlighted in purple on page 323. Why did the navy think it was dangerous to have Asian Americans close to the Long Beach Naval Station? Literary Element READING THE SELECTION Answer: Because the Asian Americans would sympathize with Japan and become spies or saboteurs.

Unit 2, Part 1 Farewell to Manzanar Summarizing Read the text highlighted in blue on page 324. Summarize the information Wakatsuki Houston provides about the factors that affected Japanese Americans as the war progressed. Reading Strategy READING THE SELECTION

Unit 2, Part 1 Farewell to Manzanar Answer: Executive Order 9066 gave the War Department the authority to move Japanese Americans, who were perceived as threats, to military areas in the western states. Reading Strategy READING THE SELECTION

Unit 2, Part 1 Farewell to Manzanar The Power of Memory Read the text highlighted in tan on page 325. Why does the author remember the Issei saying Shikata ga nai ? READING THE SELECTION

Unit 2, Part 1 Farewell to Manzanar Answer: It is an old Japanese phrase meaning “it cannot be helped.” The author understands how the words apply to internment camps. The Japanese Americans were powerless to change their internment, but they made the best of what they had to endure. READING THE SELECTION

Unit 2, Part 1 Farewell to Manzanar Summarizing Read the text highlighted in blue on page 325. How does the author summarize the prejudice against the Japanese in America at this time? Reading Strategy READING THE SELECTION Answer: Public attitudes were changing in California; it was obvious that the Japanese would be interned.

Unit 2, Part 1 Farewell to Manzanar READING THE SELECTION Look at the photo on page 325. What does this photo show? What doesn’t it show, according to the author’s description of Manzanar? Who do you think took the picture? Answer: The photo shows order and harmony but none of the harsh realities of camp life. A U.S. soldier probably took the photo. Viewing the Art

Unit 2, Part 1 Farewell to Manzanar Historical Narrative Read the text highlighted in purple on page 326. What do these details suggest about the dangers of scapegoating a group of people? Literary Element READING THE SELECTION Answer: Ignorance and prejudice frequently lead people to suspect the innocent of treason and to exert violence against them.

Unit 2, Part 1 Farewell to Manzanar The Power of Memory Read the text highlighted in tan on page 326. Why does the author remember the people in the bus and the greeters laughing? READING THE SELECTION

Unit 2, Part 1 Farewell to Manzanar Answer: The passengers were relieved to have the journey’s tense silence broken by the narrator’s innocent enthusiasm. Even the greeters outside laughed, temporarily bridging a gap between the greeters and the arriving group. READING THE SELECTION

Unit 2, Part 1 Farewell to Manzanar Summarizing Read the text highlighted in blue on page 327. Summarize the information given in this passage about the food at Manzanar. What point is the author making here? Reading Strategy READING THE SELECTION

Unit 2, Part 1 Farewell to Manzanar Answer: The author is showing that the Caucasian food servers lacked an understanding of traditional Japanese cuisine. The author also shows that almost every aspect of life at Manzanar was difficult for the residents to deal with; even the food they ate was poorly planned. Reading Strategy READING THE SELECTION

Unit 2, Part 1 Farewell to Manzanar Autobiography Read the last paragraph of the first column on page 327. How does the description of the barracks differ from one that would be found in an encyclopedia? Literary Element READING THE SELECTION Answer: Details such as the poor construction, barren appearance, and people’s reactions are more descriptive and personal.

Unit 2, Part 1 Farewell to Manzanar Summarizing Read the text highlighted in blue on page 328. Summarize what happened to the author’s sister and brother-in-law. Reading Strategy READING THE SELECTION Answer: They had to share a compartment with strangers, who complained when someone stayed up past 9 p.m. They left to harvest sugar beets in Idaho for poor wages so they could have a room of their own.

Unit 2, Part 1 Farewell to Manzanar Autobiography Read the first complete paragraph on page 328. How does the child’s point of view come across in the narrator’s response to the barracks? Literary Element READING THE SELECTION Answer: She doesn’t mind the barracks because she can sleep with her mother, and she enjoys joking about the dustiness with her siblings.

Unit 2, Part 1 Farewell to Manzanar The Power of Memory Read the text highlighted in tan on page 328. Why does the author remember moments of humor during her stay at Manzanar? READING THE SELECTION Answer: Humor relieves tension and depression and keeps people connected. By giggling at the dust and heaps of clothes, Kiyo and the author have fun and bond in an otherwise depressing situation.

Unit 2, Part 1 Farewell to Manzanar Setting Read the last paragraph on page 329. What does the narrator emphasize about the climate and weather in this location? Literary Element READING THE SELECTION Answer: The wind, cold, and dust.

Unit 2, Part 1 Farewell to Manzanar The Power of Memory Read the second column on page 329. What stands out about the author’s memories of Woody? READING THE SELECTION Answer: Woody was a humorous and optimistic leader. He tried to give hope to those around him.

Unit 2, Part 1 Farewell to Manzanar READING THE SELECTION Look at the photo on page 329. If you saw a sign like this posted today, in your city, how would it make you feel? Explain. Answer: You might feel shocked, confused, outraged, or afraid. Viewing the Art

Unit 2, Part 1 Farewell to Manzanar Historical Narrative Read the text highlighted in purple on page 330. How does Kiyo’s comment reflect the misperceptions many people in the United States had about Japanese Americans? Literary Element READING THE SELECTION

Unit 2, Part 1 Farewell to Manzanar Answer: People knew that Japanese Americans ate rice and used soy sauce but did not know that Japanese Americans found fruit poured over rice repulsive. This shows the lack of understanding many people had of Japanese culture. Literary Element READING THE SELECTION

Unit 2, Part 1 Farewell to Manzanar The Power of Memory Read the text highlighted in tan on page 330. What was significant about the author’s memory of the seamstresses? READING THE SELECTION

Unit 2, Part 1 Farewell to Manzanar Answer: The seamstresses adapting World War I army clothes is an example of the Japanese Americans making the best of their situation. It helped fill their time and make the situation a little more bearable. READING THE SELECTION

Unit 2, Part 1 Farewell to Manzanar Description Notice the description of the internees’ clothing in the last paragraph of page 330: “We were a band of Charlie Chaplins marooned in the California desert.” Explain the figurative language and sensory images that create a vivid picture of the internees’ appearance. READING THE SELECTION Writer’s Technique

Unit 2, Part 1 Farewell to Manzanar Answer: Sensory details such as the oversize clothing, pea coats, and Mama’s earmuffs help to create a vivid portrait. READING THE SELECTION Writer’s Technique

Unit 2, Part 1 Farewell to Manzanar Summarizing Summarize Woody’s responsibilities. Reading Strategy READING THE SELECTION Answer: He is responsible for taking care of his family, as well as helping his mother and siblings.

Unit 2, Part 1 Farewell to Manzanar READING THE SELECTION Look at the photo on page 331. What does this photograph suggest about life in the internment camp? Viewing the Art

Unit 2, Part 1 Farewell to Manzanar READING THE SELECTION Answer: The kids look unhappy, tired, despondent; they huddle close together perhaps for warmth or from insecurity or fear. The kids’ ill-fitting, adult clothes and hats and crammed suitcases imply unpreparedness and confusion. Viewing the Art

Unit 2, Part 1 Farewell to Manzanar Historical Narrative Read the text highlighted in purple on page 332. What does this information tell you about living conditions at Manzanar? Literary Element READING THE SELECTION Answer: At Manzanar people were not treated like individuals, there were health hazards, many people were ill, and the internment camp was poorly planned and managed.

Unit 2, Part 1 Farewell to Manzanar READING THE SELECTION Look at the photo on page 332. What impressions or emotions does this arrangement evoke? What other situations or scenes does it remind you of? Viewing the Art

Unit 2, Part 1 Farewell to Manzanar READING THE SELECTION Answer: Prisoners, war, discomfort, tension; you might compare the scene to animals being herded, people being lined up before a firing squad or appearing before an inquisition, perhaps even the Holocaust, based on the train in the background. Viewing the Art

Unit 2, Part 1 Farewell to Manzanar The Power of Memory Read the text highlighted in tan on page 333. How would it affect you to see friends or family members endure humiliations such as the ones Mama endured? READING THE SELECTION

Unit 2, Part 1 Farewell to Manzanar Answer: You might be horrified at the prospect of seeing a friend or family member treated in such a degrading way. READING THE SELECTION

Unit 2, Part 1 Farewell to Manzanar Summarizing Read the text highlighted in blue on page 333. What does this summary of conditions at Manzanar show the reader? What might have been the author’s purpose in including it here? Reading Strategy READING THE SELECTION

Unit 2, Part 1 Farewell to Manzanar Answer: It was insulting to force people to live in such conditions. The author summarized the terrible conditions to show their importance. Reading Strategy READING THE SELECTION

Unit 2, Part 1 Farewell to Manzanar READING THE SELECTION Traditional Values Read the last paragraph in the first column on page 333. What does Mama’s behavior toward the old woman show? Answer: It shows respect for elders. Cultural History

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Answer: Answers will vary. You may say that the camp’s conditions were disturbing. Responding and Thinking Critically Respond 1.What detail of Manzanar affected you the most? Explain.

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Answer: (a) As if she had moved to another country (b) Everything was unfamiliar; she had grown up among Caucasians. Responding and Thinking Critically Recall and Interpret 2.How did the author feel about moving to Terminal Island? (b) Why do you think the author felt this way?

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Answer: Mama broke all the dishes. Responding and Thinking Critically Recall and Interpret 3.What did Mama do when the secondhand dealer offered her a low price for her valuable dishes?

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Answer: (a) Coldly (b) The Ocean Park teacher was kind and grandmotherly. Responding and Thinking Critically Recall and Interpret 4.(a) How did the teacher at Boyle Heights treat the author? (b) Compare and contrast that teacher to the teacher from Ocean Park.

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Answer: (a) To provide historical context for the story (b) Most students will say yes. Responding and Thinking Critically Analyze and Evaluate 5.(a) Why does the author mention various events in U.S. history throughout the selection? (b) Do you think this makes her story more effective?

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Responding and Thinking Critically Analyze and Evaluate 6.(a) Why does the author offer descriptions of her houses throughout this time period? (b) Do the comparisons of the houses achieve an important purpose within the selection? Explain.

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Responding and Thinking Critically Analyze and Evaluate Answer: (a) To contrast her brick frame house with the poor living conditions at the camp, to show that her family was respectable before they were segregated and persecuted (b) Possible answer: The comparison shows how much the narrator’s life changed and how greatly her mother suffered.

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Responding and Thinking Critically Analyze and Evaluate 7.What does the author mean when she says “The camp was no more ready for us when we got there than we were ready for it”? Explain.

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Responding and Thinking Critically Analyze and Evaluate Answer: The small barracks had no insulation or furnishings. Internees came from warm climates, wearing light clothing and whatever clothes they could carry. They were not emotionally prepared for life in the camps.

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Responding and Thinking Critically Connect 8.Jeanne Wakatsuki Houston said that going back to visit Manzanar made her realize that her life began there. Discuss the lessons you learned about U.S. internment of Japanese Americans from reading about Wakatsuki Houston’s memories. The Power of Memory

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Responding and Thinking Critically Connect Answer: Wakatsuki Houston learned about her past and came to terms with painful memories, which told her something about her own personality and her ability to survive. The Power of Memory

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ A historical narrative can blend elements of objectivity and subjectivity. For instance, some facts mentioned by Wakatsuki Houston are verifiable and recounted in numerous other sources. Historical Narrative

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Other details described by Wakatsuki Houston are anecdotal, deal with feelings and perceptions, and come from her personal memories. Both kinds of details— the objective and the subjective—have much to teach the reader about what happened to many Japanese Americans during World War II. Historical Narrative

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ 1.How would this story be different if someone who had no personal experiences related to Manzanar had written it? Do you think it would be as effective? Historical Narrative

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Answer: You may say that a version by someone who had not experienced Manzanar would not be as visceral or compelling. Historical Narrative

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ 2.Does Wakatsuki Houston give enough objective details about the historical period to help the reader understand the context of the narrative? Historical Narrative

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Historical Narrative Answer: You may say that she provided enough information for them to grasp the historical context.

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ As you learned on pages 318–319, an autobiography is a person’s account of his or her own life. In most autobiographies, the writer tells the story from the first-person point of view, using the pronoun I. The use of this point of view makes most autobiographies very personal and subjective. Review: Autobiography

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Partner Activity Meet with another student and list some details from the selection that you would not find in a more objective source, such as an encyclopedia. How do these details help you better understand this episode in U.S. history? Review: Autobiography

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Review: Autobiography

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ When you summarize, you describe the main ideas and events of a selection in your own words and in a logical sequence. Summarizing

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Summarizing 1.Summarize events in the life of Wakatsuki Houston’s family before and after their internment at Manzanar.

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Answer: You should describe the most important events in the family’s life, including the difficult experience of living at Terminal Island and the humiliation and want experienced at Manzanar. Summarizing

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ 2.What were the most important points or insights conveyed by the family’s story? Explain. Summarizing

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Answer: You may say that the story indicates that Japanese Americans were no different than other immigrants and that their internment was unwarranted and humiliating. Summarizing

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Practice Practice with Word Parts Use your knowledge of suffixes to choose the best definition for each vocabulary word.

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Practice A.a male ruler of a group B.a male who is part of a group C.a male who is excluded from a group 1.patriarch

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Practice A.resignation B.to name something C.an instance of naming something 2.designation

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Practice 3.alleviate A.to cause pain to lessen B.to cause pain C.painful

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Practice 4.subordinate A.the act of being inferior B.to make inferior or secondary C.second

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Academic Vocabulary Here are two words from the that will help you think, write, and talk about the selection. implicate v. to involve or connect modify v. to change

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Academic Vocabulary Practice and Apply Answer: As a fisherman, he had the means to bring oil to the Japanese navy. 1.Why was Papa implicated as a spy?

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ 2.Why did the people in the camp modify their barracks? Answer: Conditions were terrible; they had to work hard to make them livable. Academic Vocabulary Practice and Apply

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Compare and Contrast Setting In Farewell to Manzanar, the narrator describes the different settings in which the events of the selection occur. Writing About Literature

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ Write a brief essay comparing and contrasting these settings. Which place does the narrator seem to like best? Why? Use evidence from the text to support your opinion. Before you write your essay, use the graphic organizer on the next slide to help you organize your ideas. Writing About Literature

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ When you are finished writing, meet with another student to read each other’s essays and to suggest revisions. Then proofread and edit your essay for errors in spelling, punctuation, and grammar. Writing About Literature

Unit 2, Part 1 Farewell to Manzanar AFTER YOU READ If you would like to read more about Japanese Americans during World War II, you might enjoy this nonfiction work: Behind Barbed Wire: The Imprisonment of Japanese Americans during World War II, by Daniel S. Davis, looks at the factors that led to the internment of Japanese Americans. Reading Further

Unit 2, Part 1 Kaffir Boy SELECTION MENU Before You Read Reading the Selection After You Read Selection Menu (pages 337–349)

Unit 2, Part 1 Kaffir Boy BEFORE YOU READ Meet Mark Mathabane Click the picture to learn about the author.

Unit 2, Part 1 Kaffir Boy BEFORE YOU READ In this excerpt from Kaffir Boy, Mark Mathabane recalls the events that showed him the value of education. Before you read the selection, think about the following questions: How does education affect your life? Connecting to the Autobiography How does education change the way in which you see the world?

Unit 2, Part 1 Kaffir Boy BEFORE YOU READ Apartheid, which means “separateness,” was a policy of racial discrimination that was officially adopted in 1948 by South Africa’s white government. Under apartheid, black South Africans, who made up more than seventy-five percent of the population, and other nonwhite people were forced to live and work under a system of strict racial segregation. The separate and unequal conditions under which nonwhites lived extended to every facet of life, including education. Building Background

Unit 2, Part 1 Kaffir Boy BEFORE YOU READ Apartheid sparked strong opposition in South Africa and in many other parts of the world, and came to a definitive end in 1994 with the electoral victory of Nelson Mandela’s African National Congress. Mandela then became the first black president of South Africa. Building Background

Unit 2, Part 1 Kaffir Boy BEFORE YOU READ As you read, notice how Mathabane shows the power of memory to change one’s life for the better. Setting Purposes for Reading The Power of Memory

Unit 2, Part 1 Kaffir Boy BEFORE YOU READ Theme is the central message of a work of literature that readers can apply to life. Finding the theme of a story helps you better connect with the author’s purpose in writing. As you read, try to determine the central theme of this selection from Mathabane’s Kaffir Boy. Setting Purposes for Reading Theme

Unit 2, Part 1 Kaffir Boy BEFORE YOU READ A cause-and-effect relationship is a connection between the reason for an occurrence and the occurrence itself. Analyzing these relationships helps to explain why things happen and why a character or person makes the decisions he or she makes. Analyzing Cause-and- Effect Relationships

Unit 2, Part 1 Kaffir Boy BEFORE YOU READ Reading Tip: Making Connections Use a chart like the one below to make connections between causes and effects in the selection. Analyzing Cause-and- Effect Relationships

Unit 2, Part 1 Kaffir Boy BEFORE YOU READ coteriecoterie n. a small group of people who share a particular interest and often meet socially (p. 342) Janelle and her airplane- loving coterie crafted model airplanes. admonishadmonish v. to warn, as against a specific action (p. 342) José’s parents admonished him to stay out of the canyon. Click a vocabulary term to listen to the definition.

Unit 2, Part 1 Kaffir Boy BEFORE YOU READ peruseperuse v. to read through or examine carefully (p. 344) The doctor perused the medical journals for detailed information. credencecredence n. trustworthiness, especially in the reports or statements of others (p. 346) The lawyer’s argument had more credence than the accounts of bystanders. Click a vocabulary term to listen to the definition.

Unit 2, Part 1 Kaffir Boy BEFORE YOU READ vehementlyvehemently adv. strongly; intensely; passionately (p. 347) The peace activists argued vehemently against the war. Click a vocabulary term to listen to the definition.

Unit 2, Part 1 Kaffir Boy

Unit 2, Part 1 Kaffir Boy The Power of Memory Keep these questions in mind as you read. What was life like under the system of apartheid? Why is Mathabane’s mother so intent on making him go to school? READING THE SELECTION

Unit 2, Part 1 Kaffir Boy Answer: It was a life of fear, poverty, despair, and violence. Blacks were cruelly and inhumanely treated. She wants him to have a better life than she or other South African blacks have had. She doesn’t want him to spiral into the dead-end life of a gang member. READING THE SELECTION

Unit 2, Part 1 Kaffir Boy Analyzing Cause-and-Effect Relationships Read the text highlighted in blue on page 339. Why do you think the gang has such appeal for Mathabane compared to the life his mother wants for him? READING THE SELECTION Answer: He prefers the freedom and adventure they enjoy, and he probably does not want to answer to his mother. Reading Strategy

Unit 2, Part 1 Kaffir Boy Theme Read the first text highlighted in purple on page 340. Do you think the author has strong convictions of his own at this point? Explain. Literary Element READING THE SELECTION Answer: He seems to be somewhat passive; he feels that he is under the gang’s influence.

Unit 2, Part 1 Kaffir Boy Theme Read the second text highlighted in purple on page 340. What do you think is the connection between cleanliness and Mathabane’s life in the gang? Literary Element READING THE SELECTION Answer: The gang life was a dirty and corrupting influence on Mathabane.

Unit 2, Part 1 Kaffir Boy Dialogue Read the dialogue on page 340. What does the dialogue tell you about each character? READING THE SELECTION Answer: The narrator’s words show that he is a defiant, head-strong, disrespectful youth. The mother’s words show that she is a determined, commanding woman. Granny’s words show that she is a little gentler than the mother. Writer’s Technique

Unit 2, Part 1 Kaffir Boy READING THE SELECTION Look at the photograph on page 341. What does the background in the photo tell you about these children’s daily lives? How might the older three react to being enrolled in school like the author? Viewing the Art

Unit 2, Part 1 Kaffir Boy READING THE SELECTION Answer: The rubble, simple buildings, and barrenness of the area present a clear image of the poverty of environment in which the children spend their lives. Some of them might welcome the opportunity to attend school, but others may hold the same views as Mathabane. Viewing the Art

Unit 2, Part 1 Kaffir Boy The Power of Memory Read the first text highlighted in tan on page 342. Why might Mathabane remember so vividly the details of that day later in life? READING THE SELECTION Answer: The day became very significant to him and affected the path he followed in life, so it is understandable that he would have strong memories of it.

Unit 2, Part 1 Kaffir Boy Theme Read the text highlighted in purple on page 342. What does it say about growing up in South Africa that children as young as the narrator are carrying around infants and looking for food? Literary Element READING THE SELECTION Answer: It shows that children must grow up faster than they would in the United States. They must take on at an early age the responsibilities of adults.

Unit 2, Part 1 Kaffir Boy Analyzing Cause-and-Effect Relationships Read the text highlighted in blue on page 342. What does the woman think caused her son to become a tsotsi ? Reading Strategy READING THE SELECTION Answer: Life on the streets, and involvement with gangs probably caused him to become a tsotsi.

Unit 2, Part 1 Kaffir Boy The Power of Memory Read the second text highlighted in tan on page 342. Why does the woman’s memory of her son make her want to tell the story to other boys? READING THE SELECTION Answer: The woman wants to save the lives of other boys if she can.

Unit 2, Part 1 Kaffir Boy Theme Read the text highlighted in purple on page 343. Why is it significant that Mathabane encounters this woman? READING THE SELECTION Answer: This woman warns Mathabane of his future if he continues his life on the street and does not pursue education. Literary Element

Unit 2, Part 1 Kaffir Boy READING THE SELECTION Look at the photograph on page 343. How does this child’s attitude and activities reflect the theme of Mathabane’s tale? Viewing the Art

Unit 2, Part 1 Kaffir Boy READING THE SELECTION Answer: The crude school room and stacks of outdated materials show that it was difficult for children to receive a contemporary education, but dedicated study, as indicated here in the boy’s intense expression, can help one to achieve a life outside of such poverty. Viewing the Art

Unit 2, Part 1 Kaffir Boy Analyzing Cause-and-Effect Relationships Read the text highlighted in blue on page 344. What effect do you think the principal’s statement will have on Mathabane’s commitment to attending school? READING THE SELECTION Reading Strategy

Unit 2, Part 1 Kaffir Boy Answer: You may say that he will be frightened into attending school, or you may think that the threat makes it more likely that he will run away and join the gang. READING THE SELECTION Reading Strategy

Unit 2, Part 1 Kaffir Boy Analyzing Cause-and-Effect Relationships Read the next paragraph. Why do Mama and Granny smile? Reading Strategy READING THE SELECTION Answer: The women are glad to see that the young Mathabane is frightened of the canes because that will make him more likely to not run away and to stay in school.

Unit 2, Part 1 Kaffir Boy Paradox Read the fifth paragraph in the second column on page 344. How is Granny’s comment contradictory but also true? READING THE SELECTION Answer: She understands the regulations but doesn’t understand their justice or sense. Writer’s Technique

Unit 2, Part 1 Kaffir Boy Theme Read the text highlighted in purple on page 345. How does this passage contribute to a recurring theme in the story? Literary Element READING THE SELECTION Answer: It is another example of how disadvantaged the author is and how things are stacked against him.

Unit 2, Part 1 Kaffir Boy The Power of Memory Read the text highlighted in tan on page 345. What detail of her own life might Mathabane’s mother be remembering or thinking about at this moment? READING THE SELECTION Answer: Mathabane’s mother recalls how her own lack of education has adversely affected her life.

Unit 2, Part 1 Kaffir Boy The Power of Memory How might education make Mathabane’s life different from his mother’s life? READING THE SELECTION Answer: He will be able to make intelligent, informed decisions in his life. He will be able to think beyond the limiting scope of his personal experience.

Unit 2, Part 1 Kaffir Boy READING THE SELECTION Look at the photograph on page 345. What evidence is there in the photograph that this man has lived for a long time under apartheid? Answer: The papers are tattered and stained, and the photograph on his document looks younger than the old man does now. Viewing the Art

Unit 2, Part 1 Kaffir Boy Theme Read the text highlighted in purple on page 346. What does the contrast between these two different worlds have to do with the themes of the story? Literary Element READING THE SELECTION

Unit 2, Part 1 Kaffir Boy Answer: The contrast between the two worlds highlights the author’s development of a theme of a crossroads or a place of difficult choices; you may also point out a theme of awakening or hope. Literary Element READING THE SELECTION

Unit 2, Part 1 Kaffir Boy READING THE SELECTION Answer: The dowry is the money or property brought to the marriage by the wife. Marriage Read the first two paragraphs in the second column of page 347. Then look up the definition of dowry. How does the dowry differ from the lobola? Cultural History

Unit 2, Part 1 Kaffir Boy Analyzing Cause-and-Effect Relationships Read the text highlighted in blue on page 347. How might Mathabane respond to discovering that he is the “cause of it all”? Reading Strategy READING THE SELECTION Answer: Mathabane would probably have felt confused and, even more importantly, responsible for his mother’s injuries.

Unit 2, Part 1 Kaffir Boy The Power of Memory Read the first text highlighted in tan on page 347. What aspects of the life of Mathabane’s father might explain his attitudes toward education and a working wife? READING THE SELECTION Answer: He probably never went to school and is ashamed that he cannot provide for his family.

Unit 2, Part 1 Kaffir Boy The Power of Memory Read the second text highlighted in tan on page 347. How is Mathabane’s mother trying to pass along her strong convictions to her son? READING THE SELECTION Answer: She is teaching him to question his societal and cultural traditions.

Unit 2, Part 1 Kaffir Boy The Power of Memory Considering the narrator’s personality, why might his mother’s viewpoint be appealing? READING THE SELECTION Answer: She holds unconventional and rebellious opinions of society and culture, which would appeal to the narrator’s rebellious and resistant nature.

Unit 2, Part 1 Kaffir Boy Analyzing Cause-and-Effect Relationships Read the text highlighted in blue on page 348. Why do you think the statement had such a strong effect on Mathabane? Reading Strategy READING THE SELECTION

Unit 2, Part 1 Kaffir Boy Answer: It helps Mathabane to realize why his father acts abusively. He realizes that life on the streets without an education would turn him into his father. Reading Strategy READING THE SELECTION

Unit 2, Part 1 Kaffir Boy Analyzing Cause-and-Effect Relationships Read the text highlighted in blue on page 348. Do you think the statement would have affected Mathabane as much had his father not acted abusively earlier that day? Reading Strategy READING THE SELECTION

Unit 2, Part 1 Kaffir Boy Answer: The statement probably would not have been as powerful has his father’s behavior not taken a turn for the worse that day. Reading Strategy READING THE SELECTION

Unit 2, Part 1 Kaffir Boy READING THE SELECTION Look at the photograph on page 348. What does this photograph tell you about life under apartheid? Answer: The photo shows that even in the segregated communities, some people are poorer than others. Viewing the Art

Unit 2, Part 1 Kaffir Boy The Power of Memory Read the text highlighted in tan on page 349. How do you think His mother’s statements might change Mathabane’s feelings now and later in his life? READING THE SELECTION

Unit 2, Part 1 Kaffir Boy Answer: Her statements help Mathabane realize how much she loves him. He will probably understand and respect her much more now. READING THE SELECTION

Unit 2, Part 1 Kaffir Boy Theme Read the last paragraph on page 349. Did the narrator make the right decision? Literary Element READING THE SELECTION Answer: You will probably agree that he was right to choose knowledge over ignorance, even if school presents certain problems.

Unit 2, Part 1 Kaffir Boy READING THE SELECTION Word Choice Why does Mathabane choose to describe the impact of Mama’s statement as “thunderous”? Answer: The first statement that hit him hard was described as a bolt of lightning. In using the word thunderous, Mathabane is continuing the metaphor of a storm to describe the revelations that are changing his life. Writer’s Technique

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Answer: (a) Answers will vary. You may choose the scene in which Mathabane screams at his father. (b) Answers will vary. 1.(a) What scene from this selection lingers in your mind? (b) What about this scene is memorable? Respond Responding and Thinking Critically

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Answer: (a) It’s a waste of time. (b) It is the attitude of the gang members he admires. 2.(a) As this excerpt begins, what is Mathabane’s attitude toward school and where did this attitude come from? (b) Why has he adopted this attitude? Recall and Interpret Responding and Thinking Critically

Unit 2, Part 1 Kaffir Boy AFTER YOU READ 3.(a) How does Mathabane’s father react to the day’s events? (b) How does the conflict between Mathabane’s parents reflect their different outlooks on his life? Recall and Interpret Responding and Thinking Critically

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Answer: (a) He becomes enraged and abuses his wife. (b) It reveals the father’s hopelessness about the future and his mother’s belief that her children can have better lives. Recall and Interpret Responding and Thinking Critically

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Answer: (a) She does not want him to face the same limitations she faced. (b) It steers him away from a dangerous life as a gang member. 4.(a) What goal does Mathabane’s mother have for him? (b) How does this goal change Mathabane’s life? Recall and Interpret Responding and Thinking Critically

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Answer: Answers will vary. His use of South African words makes the narrative more authentic and interesting. 5.Mathabane uses South African words throughout the text. In your opinion, do these words enhance or detract from the reading experience? Explain. Analyze and Evaluate Responding and Thinking Critically

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Answer: The setting is essential because it was this specific time and place that forced Mathabane into facing the decision he faced. 6.How important is the setting—the time and place—of this autobiographical story? How does it influence the events that occur? Analyze and Evaluate Responding and Thinking Critically

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Answer: It shows the problems that result from ignorance. 7.Consider Mathabane’s use of cultural details such as the treatment of women. How do these details illuminate Mathabane’s purpose in this selection? Analyze and Evaluate Responding and Thinking Critically

Unit 2, Part 1 Kaffir Boy AFTER YOU READ 8.Mathabane tells this story with the benefit of hindsight. How can he now see that his mother’s past altered her son’s life? Connect Responding and Thinking Critically The Power of Memory

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Answer: Her lack of education and abusive treatment at the hands of her society and husband made her an angry and rebellious person. This led her to fight for a better life for her son. Connect Responding and Thinking Critically The Power of Memory

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Some works of literature have a stated theme, which is expressed directly. More works have an implied theme, which is revealed gradually through events, dialogue, or description. A literary work may have more than one theme. Theme

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Theme 1.What is the central theme in this selection from Kaffir Boy? Is this theme stated or implied? Explain.

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Theme Answer: The central theme is the saving power of education as exemplified by the choice Mathabane had to make between the streets and education. It was his decision, and it was a decision that probably saved his life. The theme is stated in his mother’s monologue and Mathabane’s thoughts.

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Theme 2.What other themes can you identify from this selection? Are they connected to the central theme? Explain.

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Answer: The themes of violence, drug abuse, and the cultural treatment of women as property, or the lobola. The themes of violence and drug abuse are connected to the central theme; they represent one path that Mathabane could follow. The theme of lobola is related; it shows the oppression that Mathabane’s mother wants her son to leave behind. Theme

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Review: Conflict As you learned on page 36, conflict is the central struggle between two opposing forces in a story or drama. An external conflict exists when a character struggles against some outside force, such as another person, nature, society, or fate. An internal conflict is a struggle that takes place within the mind of a character who is torn between opposing feelings, desires, or goals.

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Review: Conflict Partner Activity With a classmate, discuss the conflicts in this selection from Kaffir Boy. Working with your partner, create two charts similar to the ones on the next slide. Fill in the first chart with examples from the text that demonstrate an internal conflict. Fill in the second chart with examples from the text that demonstrate external conflicts.

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Review: Conflict

Unit 2, Part 1 Kaffir Boy AFTER YOU READ 1.What do you think is the most significant cause-and-effect relationship in this selection? Analyzing Cause-and-Effect Relationships Answer: Mathabane’s mother’s comment about her not wanting him to end up like his father is the most significant cause- effect relationship because it affected him deeply.

Unit 2, Part 1 Kaffir Boy AFTER YOU READ 2.How is this relationship connected to the main theme of the selection? Analyzing Cause-and-Effect Relationships Answer: Answers will vary.

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Practice Practice with Analogies Analogies can illustrate many different relationships: synonym-antonym, part to whole, and object to function, to name a few. Circle the word that best completes the analogy.

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Practice 1.coterie : individual :: sports team : A.player B.referee C.football

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Practice 2.admonish : warn :: sprint : A.stroll B.walk C.run

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Practice 3.peruse : read :: scrutinize : A.ignore B.watch C.run

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Practice 4.credence : trust :: optimism : A.truth B.hope C.belief

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Practice 5.vehemently : passionate :: lethargically: A.sadden B.angrily C.indifferent

Unit 2, Part 1 Kaffir Boy AFTER YOU READ These words will help you think, write, and talk about the selection. facilitate v. to make easier; to help bring about whereas adj. while at the same time; although Academic Vocabulary

Unit 2, Part 1 Kaffir Boy AFTER YOU READ 1.How does Granny facilitate Mathabane’s finally going to school? Answer: Granny helps Mama tie him up and walk him to school. She also urges Mama to explain the reasons for a good education. Practice and Apply Academic Vocabulary

Unit 2, Part 1 Kaffir Boy AFTER YOU READ 2.Mathabane’s mother believes that education is valuable, whereas Mathabane’s father thinks that education is useless. What accounts for this difference in opinion? Academic Vocabulary Practice and Apply

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Answer: Mathabane’s mother believes that lack of education is responsible for her and her family’s poor situation. His father is angry at his life’s outcome and was taught that education was useless. Practice and Apply Academic Vocabulary

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Evaluate Author’s Craft A monologue is a long speech by a character in a literary work. Write a one- or two-page analysis of Mathabane’s use of monologue. Writing About Literature

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Who delivers a monologue in this selection? Why is monologue a crucial part of this selection? For what purposes does Mathabane use monologue? Is Mathabane’s use of monologue effective? Why or why not? Writing About Literature

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Before you begin drafting, take notes on the author’s use of monologue in a three- column chart. Writing About Literature

Unit 2, Part 1 Kaffir Boy AFTER YOU READ

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Include quotes from the text related to Mathabane’s use of monologue, as well as any impressions or ideas that strike you as you read. Once you have completed the chart, begin drafting. Writing About Literature

Unit 2, Part 1 Kaffir Boy AFTER YOU READ After completing your draft, meet with a peer reviewer to assess each other’s writing and suggest revisions. Then proofread and edit your writing for errors in spelling, grammar, and punctuation. Writing About Literature

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Use the Internet to learn about the political situation in South Africa today. Make a list of questions, such as: What form of government does South Africa have? What are the most pressing political and social issues? What progress has been made in healing the wounds caused by decades of apartheid? Share your findings with the class. Internet Connection

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Using Quotation Marks Throughout Kaffir Boy, Mathabane uses quotation marks to include vivid dialogue. Notice how the quotation marks and dialogue in the excerpt on the next slide add action and characterization. Mathabane’s Language and Style

Unit 2, Part 1 Kaffir Boy AFTER YOU READ “Didn’t your mother tell you?” Granny said with a smile. “You’re going to start school.” “What!” I gasped, leaping from the chair where I was sitting as if it were made of hot lead. “I am not going to school!” Mathabane’s Language and Style

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Quotation marks are used to enclose a direct quotation. Quotation marks should be placed outside periods and commas; outside exclamation points and question marks when the quoted matter is an exclamation or question; and inside exclamation points and question marks when the quoted matter is not an exclamation or question. Mathabane’s Language and Style

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Notice Mathabane’s effective use of quotation marks: Mathabane’s Language and Style

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Activity Correct the punctuation in the following sentences as needed. Answer: “Why do you want me to go to school, Mama?” 1.“Why do you want me to go to school, Mama”? Mathabane’s Language and Style

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Activity Correct the punctuation in the following sentences as needed. 2.“I said get into that tub”! Answer: “I said, ‘get into that tub!’ ” Mathabane’s Language and Style

Unit 2, Part 1 Kaffir Boy AFTER YOU READ Correct punctuation is an important part of effective and professional writing. With a partner, go through your essay about Mathabane’s use of monologue and correct errors in your usage of quotation marks. Revising Check: Quotation Marks

Unit 2, Part 1 Living Well. Living Good. SELECTION MENU Before You Read Reading the Selection After You Read Selection Menu (pages 353–359)

Unit 2, Part 1 Living Well. Living Good. BEFORE YOU READ Meet Maya Angelou Click the picture to learn about the author.

Unit 2, Part 1 Living Well. Living Good. BEFORE YOU READ Angelou uses the essay “Living Well. Living Good.” to illustrate her idea of what the phrase “living well” really means. Everyone seems to have a different opinion about the meaning of that phrase. Connecting to the Essay

Unit 2, Part 1 Living Well. Living Good. BEFORE YOU READ Before you read, think about the following questions: Connecting to the Essay What does “living well” mean to you? If you had all the money you wanted, what would you still need to live a good life?

Unit 2, Part 1 Living Well. Living Good. BEFORE YOU READ This selection includes a reference to meals consisting of pigs’ feet, greens, and fried chicken. These and similar foods are sometimes called “soul food.” They belong to the tradition of African American cuisine. This culinary tradition began when Africans became enslaved people in the South. They combined African and European cooking methods into a new style of cooking. They used many plants for ingredients, eating cornmeal, sweet potatoes and hominy (made from corn). Building Background

Unit 2, Part 1 Living Well. Living Good. BEFORE YOU READ Enslaved people also cooked meat parts the plantation owners typically would not eat, like pigs’ feet or chitlins (pig intestines). Today African Americans continue to enjoy this traditional cuisine. As a testament to this tradition’s enduring popularity, soul food restaurants can be found throughout the country. Building Background

Unit 2, Part 1 Living Well. Living Good. BEFORE YOU READ As you read, think about why Angelou’s memory of this anecdote has stayed with her. Setting Purposes for Reading The Power of Memory

Unit 2, Part 1 Living Well. Living Good. BEFORE YOU READ Memoir is a nonfiction narrative illustrating some event or memory from the author’s life. As you read, try to determine why Angelou remembered and chose to tell this story in her essay. Setting Purposes for Reading Memoir

Unit 2, Part 1 Living Well. Living Good. BEFORE YOU READ Authors often include clues to their own beliefs in their writing. By looking for these clues, you can draw conclusions about the author’s beliefs and gain a deeper appreciation for the work itself. While reading this piece, determine what this essay says about Angelou’s beliefs. Drawing Conclusions About Author’s Beliefs

Unit 2, Part 1 Living Well. Living Good. BEFORE YOU READ Reading Tip: Looking at Details When you are trying to draw conclusions, look at the details the author has included in the essay. They can provide you with the information you need to make your conclusions. Drawing Conclusions About Author’s Beliefs

Unit 2, Part 1 Living Well. Living Good. BEFORE YOU READ Drawing Conclusions About Author’s Beliefs

Unit 2, Part 1 Living Well. Living Good. BEFORE YOU READ meticulousmeticulous adj. characterized by great or excessive concern about details (p. 355) Proofreaders are meticulous when they are reading. commodiouscommodious adj. having or containing ample room; spacious (p. 356) The house was commodious for a family of four. Click a vocabulary term to listen to the definition.

Unit 2, Part 1 Living Well. Living Good. BEFORE YOU READ convivialconvivial adj. fond of merriment and parties with good company; sociable (p. 357) Everyone agreed she was a convivial person. scenarioscenario n. an outline or model of an expected or imagined series of events (p. 357) The worst-case scenario is that it will rain. Click a vocabulary term to listen to the definition.

Unit 2, Part 1 Living Well. Living Good. BEFORE YOU READ inhibitinhibit v. to hold back one’s natural impulses; restrain (p. 357) A lack of encouragement can inhibit a child’s talents. Click a vocabulary term to listen to the definition.

Unit 2, Part 1 Living Well. Living Good.

Unit 2, Part 1 Living Well. Living Good. READING THE SELECTION The Power of Memory What effect might this memory have on Angelou’s life? How might it have affected Aunt Tee’s life? Answer: Angelou learned to enjoy life. Aunt Tee could appreciate the things she had.

Unit 2, Part 1 Living Well. Living Good. READING THE SELECTION Answer: In a memoir, the author usually looks back on a specific incident. An autobiography covers a longer period. Memoir Read the text highlighted in purple on page 355. How does this passage suggest that the essay is an example of a memoir and not an autobiography? Literary Element

Unit 2, Part 1 Living Well. Living Good. READING THE SELECTION The Power of Memory Read the first text highlighted in tan on page 356. Why would Aunt Tee feel that it was especially meaningful to share this memory with Angelou? Answer: Aunt Tee is making a point about the value of joy compared to the value of possession.

Unit 2, Part 1 Living Well. Living Good. READING THE SELECTION The Power of Memory Read the second text highlighted in tan on page 356. What does Angelou seem to imply that one should do with personal memories? Answer: Remembering the past can be a way to learn life lessons or understand how to improve one’s present life.

Unit 2, Part 1 Living Well. Living Good. READING THE SELECTION Compare and Contrast Angelou sets up a comparison between the life of Aunt Tee’s employers and that of Aunt Tee’s friends on Saturdays. What can you learn from this comparison? Writer’s Technique

Unit 2, Part 1 Living Well. Living Good. READING THE SELECTION Answer: Aunt Tee’s employers have lost the excitement in their lives. Their food and evenings are dull. Aunt Tee and her friends, however, can still have a good time even though their lives are hard. Writer’s Technique

Unit 2, Part 1 Living Well. Living Good. READING THE SELECTION Drawing Conclusions About Author’s Beliefs Read the text highlighted in blue on page 357. What does this statement say about Angelou’s beliefs about life? Answer: Angelou believes someone who fully embraces life will be more likely to have a rewarding life than someone who simply waits for things to happen. Reading Strategy

Unit 2, Part 1 Living Well. Living Good. READING THE SELECTION Look at the painting on page 357. Colin Bootman is best known as an illustrator of children’s books. At the age of seven, Bootman moved from his native Trinidad to New York City and made an effort to adapt to his new culture. How might this painting reflect a change in Bootman’s struggle to fit into American culture? Viewing the Art

Unit 2, Part 1 Living Well. Living Good. READING THE SELECTION Answer: The African American woman seems to be celebrating. Even though she is not part of the dominant culture, she seems happy with her life. Perhaps Bootman realized it’s more important to be himself than to conform. Viewing the Art

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ 1.(a) What reasons can explain why Aunt Tee’s employers wanted to watch her parties? (b) What does Aunt Tee’s cooperation with her employers say about her attitude toward them? Respond Responding and Thinking Critically

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ Answer: (a) Some reasons are boredom, curiosity, or envy. (b) Aunt Tee felt sorry for their joyless lives. Respond Responding and Thinking Critically

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ Answer: (a) Fun-loving, organized, strong-willed, and compassionate (b) Neat because most of her life was spent cleaning; tough because she had to face life as a servant. 2.(a) How would you describe Aunt Tee’s personality? (b) How do these traits reflect the life Aunt Tee has led? Recall and Interpret Responding and Thinking Critically

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ 3.(a) Describe the parties of Aunt Tee and the routines of the employers. (b) What do these differences suggest about the level of happiness of Aunt Tee and the employers? Recall and Interpret Responding and Thinking Critically

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ Answer: (a) Her parties consisted of dancing, jokes, and games. (b) The employers are unhappy and bored; Aunt Tee and her guests love life, enjoy a good meal and each other. Recall and Interpret Responding and Thinking Critically

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ Answer: (a) Because one never knows whether a job will be there tomorrow, how long life will last, or whether a destination will be reached. (b) Answers will vary. 4.(a) What are Angelou’s reasons for saying that “life is pure adventure”? (b) Do you agree with that definition of life? Explain. Recall and Interpret Responding and Thinking Critically

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ Answer: Her story reinforces Angelou’s idea of living well and makes her lesson more memorable. 5.Why did Angelou choose to include the story of her Aunt Tee in this essay, instead of only explaining her idea of “living well”? Analyze and Evaluate Responding and Thinking Critically

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ 6.At the end of the essay, Angelou comments about the effects of money and power. What can you conclude about Angelou’s true feelings about their value. Analyze and Evaluate Responding and Thinking Critically

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ Answer: Money and power can improve life but can also inhibit success and happiness. Analyze and Evaluate Responding and Thinking Critically

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ Answer: Answers will vary and should include facts and reasons that support opinions. 7.Assess Angelou’s suggestions about “living well.” Is it possible to live the way she suggests? Why or why not? Analyze and Evaluate Responding and Thinking Critically

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ 8.Memory can influence our lives in many ways. (a) Did memories influence Aunt Tee? Explain. (b) How might the memory of Aunt Tee have influenced Angelou’s life? Explain. Connect Responding and Thinking Critically The Power of Memory

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ Answer: (a) Memories helped Aunt Tee to realize that she was happy without wealth or power. (b) For Angelou, the memory may have helped her focus on life’s adventures and its possibilities. Connect Responding and Thinking Critically The Power of Memory

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ A memoir is a personal account of events from the author’s past. It is usually written from the first-person point of view, using the pronoun I; this point of view allows the reader to see events as the author did. Memoir

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ While an autobiography usually tells the story of a person’s entire life, a memoir—like “Living Well. Living Good.”—typically focuses on a single incident or a particular period in a person’s life. Memoir

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ Unlike a historical account, which is objective and emphasizes facts, a memoir usually includes the author’s personal observations and responses to people and events. Memoir

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ 1.Why is “Living Well. Living Good.” classified as a memoir? Answer: It includes personal observations and responses to people and events; it is not the story of her life but the story of one incident. Memoir

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ 2.What role does Angelou play in the essay? Answer: Angelou is an observer. Memoir

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ 3.Could Angelou have converted this essay into an autobiography? Explain. Answer: It could be included as part of an autobiography. Memoir

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ As you learned on page 132, theme is the central idea of a piece of literature. The theme can be stated directly, meaning that the author points out the main idea of the work for the reader. The theme can also be implied, meaning that the reader must use context clues to determine the central idea. Review: Theme

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ Partner Activity Pair up with a classmate and discuss the theme of “Living Well. Living Good.” First, write down the theme. Next, decide if the theme is stated directly or implied in the content. Support your decision by listing specific examples from the content. Use a web like the one on the following slide to organize your ideas. Review: Theme

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ Review: Theme

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ Authors regularly incorporate their beliefs into their works. Recognizing those beliefs usually requires readers to evaluate the details in the text and then to draw a conclusion from those specific clues. One way to find those conclusions is to consider the author’s use of details and what they suggest about the author. Drawing Conclusions About Author’s Beliefs

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ 1.What conclusions can you draw from the text about Angelou’s beliefs about “living well”? Drawing Conclusions About Author’s Beliefs

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ Answer: Angelou believes that money cannot buy happiness, that appreciating the unpredictability of life is important to having a good life, and that enjoying friends is more important than being wealthy or powerful. Drawing Conclusions About Author’s Beliefs

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ 2.Support your opinion by listing two details. Answer: You may include the bland meals the employers ate and Aunt Tee’s lively parties. Drawing Conclusions About Author’s Beliefs

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ Practice with Analogies Choose the word pair that best completes each analogy Practice

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ 1.meticulous : perfectionist :: Practice A.tiny : housekeeper B.irritable : grouch

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ 2.commodious : space :: Practice A.large : gigantic B.luxurious : comfort

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ 3.convivial : socialite :: Practice A.victorious : winner B.careless : child

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ 4.outline : scenario :: Practice A.describe : description B.deceive : truth

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ 5.inhibit : restraint :: Practice A.love : spouse B.imagine : visualization

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ Here are two words that will help you think, write, and talk about the selection. apparent adj. real, obvious, simple to recognize promote v. to assist in growth or development Academic Vocabulary

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ Academic Vocabulary 1.What was apparent about Aunt Tee’s employers? Answer: You may state that the employers are rich, unhappy, or envious of Aunt Tee. Practice and Apply

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ Academic Vocabulary Answer: Angelou wanted to promote the idea that life should be enjoyed every day. 2.What idea did Angelou promote in this memoir? Practice and Apply

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ Evaluate the Author’s Craft After telling Aunt Tee’s story, Angelou concludes her essay with comments about living as a form of art. What is your opinion of this conclusion? Does it add to your understanding and appreciation of the selection, or does it simply repeat the ideas expressed in Aunt Tee’s story? Writing About Literature

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ Write a critique in which you answer these questions. Support your ideas using specific details from the selection. Writing About Literature

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ Before you begin writing, read through the selection again. This time, think about your opinion of Angelou’s conclusion. Make a list of passages from the text that can be used to support your opinion. When your draft is finished, ask another student to read and evaluate your work. Make changes to your draft based on the evaluation. Writing About Literature

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ Writing About Literature

Unit 2, Part 1 Living Well. Living Good. AFTER YOU READ Think about your friends and relatives who are elderly. Are they more like Aunt Tee and her friends or more like Aunt Tee’s employers? Why? With your group, discuss what the essay reveals about how elderly people live, and what can be done to improve the lives of elderly people you know. Literature Groups

Unit 2, Part 1 Grammar Workshop Making Subjects and Verbs Agree Language Usage Connecting to Literature In every sentence, the verb—or action word—must agree with the subject—or actor—in both person and number. You can avoid subject-verb agreement errors in your own writing by following the guidelines on the next slides. GRAMMAR WORKSHOP “Each barracks was divided into six units, sixteen by twenty feet, about the size of a living room….” —M Jeanne Wakatsuki Houston and James D. Houston, From “Farewell to Manzanar.”

Unit 2, Part 1 Grammar Workshop With a compound subject that is joined by and... GRAMMAR WORKSHOP Use a singular verb if the parts of the subject make up a single unit or if they refer to the same person or thing. Language Usage Making Subjects and Verbs Agree –Rice and fruit is an unheard-of combination for Japanese people.

Unit 2, Part 1 Grammar Workshop With a compound subject that is joined by and… GRAMMAR WORKSHOP Use a plural verb if the parts of the subject refer to separate people or things. Language Usage Making Subjects and Verbs Agree –The neighborhood bully and his friend were frightening.

Unit 2, Part 1 Grammar Workshop With a compound subject that is joined by or or nor… GRAMMAR WORKSHOP Use a verb that agrees with the subject closest to it. Language Usage Making Subjects and Verbs Agree –Either their homework or their chores keep the children inside. –Neither below-zero temperatures nor a blizzard prevents him from sledding.

Unit 2, Part 1 Grammar Workshop With a subject that is a collective noun… GRAMMAR WORKSHOP Use a singular verb if the noun refers to a group as a whole. Language Usage Making Subjects and Verbs Agree –The committee has to come to a decision by noon.

Unit 2, Part 1 Grammar Workshop With a subject that is a collective noun… GRAMMAR WORKSHOP Use a plural verb if the parts of the subject refer to separate individuals. Language Usage Making Subjects and Verbs Agree –The committee discuss their responses to the new regulations.

Unit 2, Part 1 Grammar Workshop With a subject that differs in number from its predicate nominative. GRAMMAR WORKSHOP Use a verb the agrees in number with the subject. Language Usage Making Subjects and Verbs Agree –The floor is slats of scrap lumber. –Army blankets become a room divider.

Unit 2, Part 1 Grammar Workshop Exercise GRAMMAR WORKSHOP For the sentence below, write out the correct form of the verb. Answer: tries 1.The family (tries, try) to stick together and support each other. Language Usage Making Subjects and Verbs Agree

Unit 2, Part 1 Grammar Workshop Exercise GRAMMAR WORKSHOP For the sentence below, write out the correct form of the verb. Answer: don’t 2.The children (doesn’t, don’t) learn to speak Japanese. Language Usage Making Subjects and Verbs Agree

Unit 2, Part 1 Grammar Workshop Exercise GRAMMAR WORKSHOP For the sentence below, write out the correct form of the verb. Answer: stop 3.Neither Mother nor other parents (stops, stop) worrying about their children. Language Usage Making Subjects and Verbs Agree

Unit 2, Part 1 Grammar Workshop Exercise GRAMMAR WORKSHOP For the sentence below, write out the correct form of the verb. Answer: are 4.Manzanar and many other camps (is, are) located on the west coast. Language Usage Making Subjects and Verbs Agree

Unit 2, Part 1 Grammar Workshop Exercise GRAMMAR WORKSHOP For the sentence below, write out the correct form of the verb. Answer: was 5.Harvesting beets in Idaho (were, was) hard work, but better than life in Manzanar. Language Usage Making Subjects and Verbs Agree

Unit 2, Part 1 Grammar Workshop GRAMMAR WORKSHOP A verb is the action word in a sentence and the subject is who or what does the action. Subject-verb agreement occurs when the subject and verb match in person and number. Language Usage Agreement Making Subjects and Verbs Agree

Unit 2, Part 1 Grammar Workshop GRAMMAR WORKSHOP To help ensure subject-verb agreement when writing for a test, identify each subject as singular or plural and use an appropriate verb. Language Usage Test-Taking Tip Making Subjects and Verbs Agree

Unit 2, Part 1 What would you be most concerned about if you were suddenly forced to evacuate your home? Unit 2, Part 1 BELLRINGER

Unit 2, Part 1 Education will open doors where none seem to exist. Unit 2, Part 1 BELLRINGER Do you agree with this statement? Why or why not?

Unit 2, Part 1 Money Can’t Buy Happiness. Unit 2, Part 1 BELLRINGER Do you agree or disagree with that statement?

Unit 2, Part 1 BELLRINGER OPTION TRANSPARENCY Click on the image to see a full version of the Bellringer Option Transparency.

Unit 2, Part 1 A.making sure the children stayed in school B.finding her husband C.maintaining possession of the family house D.keeping the family together What was Mama’s first concern after her husband was taken away? CHECKPOINT QUESTIONS

Unit 2, Part 1 A.The navy thought it was dangerous having Asian Americans close to the naval base. B.The navy was conducting bombing practices near the island. C.The navy was turning the island into a shipyard. D.The navy needed the homes for its officers and families. Why did the U.S. Navy clear Terminal Island of its inhabitants? CHECKPOINT QUESTIONS

Unit 2, Part 1 A.“We must not accept this.” and “Beware!” B.“It is our destiny.” and “We will overcome.” C.“It cannot be helped.” and “It must be done.” D.“Remember the old days.” and “Patience will be rewarded.” What does the phrase “Shikata ga nai” mean? CHECKPOINT QUESTIONS

Unit 2, Part 1 A.Kiyo B.Woody C.Mama D.the narrator Who became the family’s leader once they arrived at Manzanar? CHECKPOINT QUESTIONS

Unit 2, Part 1 A.because they were more private B.because they had very hot water C.because they allowed them to talk privately with their friends D.because they allowed them to get away from their barracks for a brief time Why did Mama and other women often walk across the camp to use the latrines? CHECKPOINT QUESTIONS

Unit 2, Part 1 A.to fight, steal, and rebel B.to value education and intelligence C.to admire the government and the police D.to respect power of peaceful protest What does Mathabane, the author of the autobiography, say are the first things children learn in the environment in which he lived? CHECKPOINT QUESTIONS

Unit 2, Part 1 A.to teach the boy to read B.to help sew new clothes for the boy C.to help get the boy to school D.to help wash the boy Why did Mathabane’s mother ask Granny and Aunt Bushy to come to her house early in the morning? CHECKPOINT QUESTIONS

Unit 2, Part 1 A.overcoming the strict dress codes at the new school B.obtaining the boy’s birth certificate and other papers C.finding a school that would accept the boy D.getting the school fee lowered so they could afford the school What was the first political obstacle the Mathabanes faced to get their son to school? CHECKPOINT QUESTIONS

Unit 2, Part 1 A.prevention of poverty B.equal rights for women C.money in the bank D.education for her children What does Mathabane’s mother value most? CHECKPOINT QUESTIONS

Unit 2, Part 1 A.She followed tribal traditions that considered educating women unnecessary. B.Her family could not afford to send her to school. C.She was not interested in going to school. D.There were no schools available to her as a child. Why didn’t Mathabane’s mother go to school? CHECKPOINT QUESTIONS

Unit 2, Part 1 A.devotion B.patience C.pride D.Carefulness What was Aunt Tee’s attitude toward her job as a maid? CHECKPOINT QUESTIONS

Unit 2, Part 1 A.They wanted Aunt Tee to keep the party quieter. B.They wanted to watch Aunt Tee and her friends. C.They wanted to play cards with Aunt Tee. D.They wanted to taste Aunt Tee’s fried chicken. What request did Aunt Tee’s employers make during one of her parties? CHECKPOINT QUESTIONS

Unit 2, Part 1 A.those who make the most money B.those who suffer C.those who fear life D.those who live life According to Angelou, what kind of people does life seem to love? CHECKPOINT QUESTIONS

Unit 2, Part 1 ►Literary Terms Handbook ►Reading Handbook ►Foldables ►Writing Handbook ►Business Writing ►Language Handbook ►Test-Taking Skills Handbook ►Daily Language Practice Transparencies Unit 2, Part 1 REFERENCE ►Grammar and Writing Workshop Transparencies

Unit 2, Part 1 Help To navigate within this Presentation Plus! product: Click the Forward button to go to the next slide. Click the Previous button to return to the previous slide. Click the Section Back button to return to the beginning of the section you are in. If you are viewing a feature, this button returns you to the main presentation. Click the Home button to return to the Chapter Menu. Click the Help button to access this screen. Click the Speaker button to listen to available audio. Click the Speaker Off button to stop any playing audio. Click the Exit button or press the Escape key [Esc] to end the chapter slide show. Presentation Plus! features such as the Reference Handbook, Literature Online, and others are located in the left margin of most screens. Click on any of these buttons to access a specific feature. Unit 1, Part 1 HELP

Unit 2, Part 1 Click the mouse button or press the space bar to continue UNIT 2, Part 1 The Power of Memory.

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Unit 2, Part 1 Click the mouse button or press the space bar to continue UNIT 2, Part 1 The Power of Memory.

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