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range of rubble was written, designed, erected around her. She was clutching at a book. Apart from everything else, the book thief wanted desperately to go back to the basement, to write, or read through her story one last time. In hindsight, I see it so obviously on her face. She was dying for it — the safety, the home of it —but she could not move. Also, the basement no longer existed. It was part of the mangled landscape. # Drama Sophocles. Oedipus Rex . From The Theban Plays (also known as The Oedipus Trilogy ) Translated by F. Storr. Dodo Press, 2009. (429 BC) OEDIPUS My children, latest born to Cadmus old, Why sit ye here as suppliants, in your hands Branches of olive filleted with wool? What means this reek of incense everywhere, And everywhere laments and litanies? Children, it were not meet that I should learn From others, and am hither come, myself, I Oedipus, your world-renowned king. Ho! aged sire, whose venerable locks Proclaim thee spokesman of this company, Explain your mood and purport. Is it dread Of ill that moves you or a boon ye crave? My zeal in your behalf ye cannot doubt; Ruthless indeed were I and obdurate If such petitioners as you I spurned. PRIEST APPENDIX B 149 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Yea, Oedipus, my sovereign lord and king, Thou seest how both extremes of age besiege Thy palace altars--fledglings hardly winged, And greybeards bowed with years, priests, as am I Of Zeus, and these the flower of our youth. Meanwhile, the common folk, with wreathed boughs Crowd our two market-places, or before Both shrines of Pallas congregate, or where Ismenus gives his oracles by
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fire. For, as thou seest thyself, our ship of State, Sore buffeted, can no more lift her head, Foundered beneath a weltering surge of blood. A blight is on our harvest in the ear, A blight upon the grazing flocks and herds, A blight on wives in travail; and withal Armed with his blazing torch the God of Plague Hath swooped upon our city emptying The house of Cadmus, and the murky realm Of Pluto is full fed with groans and tears. Therefore, O King, here at thy hearth we sit, I and these children; not as deeming thee A new divinity, but the first of men; First in the common accidents of life, And first in visitations of the Gods. Art thou not he who coming to the town Of Cadmus freed us from the tax we paid To the fell songstress? Nor hadst thou received Prompting from us or been by others schooled; No, by a god inspired (so all men deem, And testify) didst thou renew our life. And now, O Oedipus, our peerless king, All we thy votaries beseech thee, find Some succor, whether by a voice from heaven Whispered, or haply known by human wit. Tried counselors, methinks, are aptest found To furnish for the future pregnant rede. Upraise, O chief of men, upraise our State! Look to thy laurels! for thy zeal of yore Our country's savior thou art justly hailed: O never may we thus record thy reign:--"He raised us up only to cast us down." Uplift us, build our city on a rock. Thy happy star ascendant brought us luck, O let it not decline! If thou wouldst rule This land, as now thou reignest, better sure To rule a peopled than a desert realm. APPENDIX B 150 > OREGON COMMON CORE
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STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Nor battlements nor galleys aught avail, If men to man and guards to guard them tail. OEDIPUS Ah! my poor children, known, ah, known too well, The quest that brings you hither and your need. Ye sicken all, well wot I, yet my pain, How great soever yours, outtops it all. Your sorrow touches each man severally, Him and none other, but I grieve at once Both for the general and myself and you. Therefore ye rouse no sluggard from day-dreams. Many, my children, are the tears I've wept, And threaded many a maze of weary thought. Thus pondering one clue of hope I caught, And tracked it up; I have sent Menoeceus' son, Creon, my consort's brother, to inquire Of Pythian Phoebus at his Delphic shrine, How I might save the State by act or word. And now I reckon up the tale of days Since he set forth, and marvel how he fares. 'Tis strange, this endless tarrying, passing strange. But when he comes, then I were base indeed, If I perform not all the god declares. PRIEST Thy words are well timed; even as thou speakest That shouting tells me Creon is at hand. Shakespeare, William. The Tragedy of Macbeth . New Haven: Yale University Press, 1954. (c1611) ACT V. SCENE I. Dunsinane. Anteroom in the castle. Enter a Doctor of Physic and a Waiting Gentlewoman. Doctor. I have two nights watch’d with you, but can perceive no truth in your report. When was it she last walk’d? Gentlewoman. Since his majesty went into the field, have seen her rise from her bed, throw her nightgown upon her, unlock her closet, take forth paper, fold it, write upon’t, read it, afterwards
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seal it, and again return to bed; yet all this while in a most fast sleep. Doctor. A great perturbation in nature, to receive at once the benefit of sleep and do the effects of watching! In this slumbery agitation, besides her walking and other actual performances, what, at any time, have you heard her say? APPENDIX B 151 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Gentlewoman. That, sir, which I will not report after her. Doctor. You may to me, and ‘tis most meet you should. Gentlewoman. Neither to you nor anyone, having no witness to confirm my speech. Enter Lady Macbeth, with a taper. Lo you, here she comes. This is her very guise, and upon my life, fast asleep. Observe her; stand close. Doctor. How came she by that light? Gentlewoman. Why, it stood by her. She has light by her continually; ‘tis her command. Doctor. You see her eyes are open. Gentlewoman. Ay, but their sense are shut. Doctor. What is it she does now? Look how she rubs her hands. Gentlewoman. It is an accustom’d action with her, to seem thus washing her hands. I have known her continue in this a quarter of an hour. Lady Macbeth. Yet here’s a spot. Doctor. Hark! She speaks. I will set down what comes from her, to satisfy my remembrance the more strongly. Lady Macbeth. Out, damned spot! Out, I say! One; two. Why, then, ‘tis time to do’t. Hell is murky. Fie, my lord, fie! A soldier, and afeard? What need we fear who knows it, when none can call our power to accompt? Yet who would have thought the old man to have had so much blood in him? Doctor. Do you
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mark that? Lady Macbeth. The Thane of Fife had a wife. Where is she now? What, will these hands ne’er be clean? No more o’ that, my lord, no more o’ that! You mar all with this starting. Doctor. Go to, go to! You have known what you should not. Gentlewoman. She has spoke what she should not, I am sure of that. Heaven knows what she has known. Lady Macbeth. Here’s the s mell of the blood still. All the perfumes of Arabia will not sweeten this little hand. Oh, oh, oh! Doctor. What a sigh is there! The heart is sorely charg’d. Gentlewoman. I would not have such a heart in my bosom for the dignity of the whole body. Doctor. Well, well, well. Gentlewoman. Pray God it be, sir. Doctor. This disease is beyond my practice. Yet I have known those which have walked in their sleep who have died holily in their beds. Lady Macbeth. Wash your hands, put on your nightgown, look not so pale. I tell you yet again, Banquo’s buried; he cannot come out on’s grave. Doctor. Even so? Lady Macbeth. To bed, to bed! There’s knocking at the gate. Come, come, come, come, give me your hand. What’s done cannot be undone. To bed, to bed, to bed! Exit Lady. Doctor. Will she go now to bed? Gentlewoman. Directly. Doctor. Foul whisp’rings are abroad. Unnatural deeds Do breed unnatural troubles. Infected minds To their deaf pillows will discharge their secrets. More needs she the divine than the physician. God, God, forgive us all! Look after her; Remove from her the means of all annoyance, And still keep eyes upon her. So, good night. APPENDIX B 152 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies,
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Science, and Technical Subjects My mind she has mated, and amaz’d my sight. I think, but dare not speak. Gentlewoman. Good night, good doctor. Exeunt. Media Text Judi Dench (Lady Macbeth) performs this scene in a 1979 production with Ian McKellen: McKellen analyzes the “To -morrow and to-morrow and to-morrow” speech from Act V, Scene 5: Ibsen, Henrik. A Doll’s House . New York: Signet Classics, 2006. (1879) From Act I Helmer (in his room). Is that my lark twittering there? Nora (busy opening some of her parcels). Yes, it is. Helme r. Is it the squirrel frisking around? Nora. Yes! Helmer. When did the squirrel get home? Nora. Just this minute. (Hides the bag of macaroons in her pocket and wipes her mouth.) Come here, Torvald, and see what I've been buying. Helmer. Don't inter rupt me. (A little later he opens the door and looks in, pen in hand.) Buying, did you say ? What ! All that? Has my little spendthrift been making the money fly again? Nora. Why, Torvald, surely we can afford to launch out a little now. It's the first C hristmas we haven't had to pinch. Helmer. Come, come; we can't afford to squander money. Nora. Oh yes, Torvald, do let us squander a little, now — just the least little bit! You know you'll soon be earning heaps of money. Helmer. Yes, from New Year's Day. But there's a whole quarter before my first salary is due. Nora. Never mind ; we can borrow in the meantime. Helmer. Nora! (He goes up to her and takes her playfully by the ear.) Still my little featherbrain ! Supposing I borrowed a thousand crow ns to -day, and you made ducks and drakes of them during Christmas week, and then on New
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Year's Eve a tile blew off the roof and knocked my brains out .APPENDIX B 153 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Nora (laying her hand on his mouth). Hush! How can you talk so horridly? Helmer. But supposing it we re to happen — what then? Nora. If anything so dreadful happened, it would be all the same to me whether I was in debt or not. Helmer. But what about the creditors? Nora. They! Who cares for them? They're only strangers. Helmer. Nora, Nora! What a woman you are! But seriously, Nora, you know my principles on these points. No debts! No borrowing! Home life ceases to be free and beautiful as soon as it is founded on borrowing and debt. We two have held out bravely till now, and we are not going to giv e in at the last. Nora (going to the fireplace). Very well — as you please, Torvald. Williams, Tennessee. The Glass Menagerie . New York: New Directions, 1966. (1944) From Scene 5 TOM: What are you doing? AMANDA: I’m brushing that cowlick down! * She attacks his hair with the brush. ] What is this young man’s position at the warehouse? TOM [ submitting grimly to the brush and interrogation +: This young man’s position is that of a shipping clerk, Mother. AMANDA: Sounds to me like a fairly responsible job, the sort of a job you would be in if you had more get-up . What is his salary? Have you any idea? TOM: I would judge it to be approximately eighty-five dollars a month. AMANDA: Well —not princely —but — TOM: Twenty more than I make. AMANDA: Yes, how well I know! But for a family
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man, eighty-five dollars a month is not much more than you can just get by on.... TOM: Yes, but Mr. O’Connor is not a family man. AMANDA: He might be, mightn’t he? Some time in the future? TOM: I see. Plans and provisions. APPENDIX B 154 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects AMANDA: You are the only young man that I know of who ignores the fact that the future becomes the present, the present the past, and the past turns into everlasting regret if you don’t plan for it! TOM: I will think that over and see what I can make of it. AMANDA: Don’t be supercilious with your mother! Tell me some more about this— what do you call him? TOM: James D. O’Connor. The D. is for Delaney. AMANDA: Irish on both sides! Gracious! And doesn’t drink? TOM: Shall I call him up and ask him right this minute? AMANDA: The only way to find out about those things is to make discreet inquiries at the proper moment. When I was a girl in Blue Mountain and it was suspected that a young man drank, the girl whose attentions he had been receiving, if any girl was, would sometimes speak to the minister of his church, or rather her father would if her father was living, and sort of feel him out on the young man’s character. That is the way such things are discreetly handled to keep a young woman from making a tragic mistake! TOM: Then how did you happen to make a tragic mistake? AMANDA: That innocent look of your father’s had everyone fooled! He smiled —the world was enchanted! No girl can do worse than put herself at the
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mercy of a handsome appearance! I hope that Mr. O’Connor is not too good -looking. Ionesco, Eugene. Rhinoceros . Translated by Derek Prouse. Rhinoceros and Other Plays . New York: Grove Press, 1960. (1959) From Act Two BERENGER: [ coming in ] Hello Jean! JEAN: [ in bed + What time is it? Aren’t you at the office? BERENGER: You’re still in bed; you’re not at the office, then? Sorry if I’m disturbing you. JEAN: [ still with his back turned + Funny, I didn’t recognize your voice. BERENGER: I didn’t recognize yours either. JEAN: [ still with his back turned ] Sit down! BERENGER: Aren’t you feeling well? [JEAN replies with a grunt .] APPENDIX B 155 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects You know, Jean, it was stupid of me to get so upset yesterday over a thing like that. JEAN: A thing like what? BERENGER: Yesterday ... JEAN: When yesterday? Where yesterday? BERENGER: Don’t you remember? It was about that wretched rhinoceros. JEAN: What rhinoceros? BERENGER: The rhinoceros, or rather, the two wretched rhinoceroses we saw. JEAN: Oh yes, I remember ... How do you know they were wretched? BERENGER: Oh I just said that. JEAN: Oh. Well let’s not talk any more about it. BERENGER: That’s very nice of you. JEAN: Then that’s that. BERENGER: But I would like to say how sorry I am for being so insistent ... and so obstinate ... and getting so angry ... in fact ... I acted stupidly. JEAN: That’s not surprising with you. BERENGER: I’m very sorry. JEAN: I don’t feel very well. * He coughs .] BERENGER: That’s probably why you’re in bed. * With a change of tone: ] You know, Jean,
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as it turned out, we were both right. JEAN: What about? BERENGER: About ... well, you know, the same thing. Sorry to bring it up again, but I’ll only mention it briefly. I just wanted you to know that in our different ways we were both right. It’s been proved now. There are some rhinoceroses in the town with two horns and some with one. Fugard, Athol. “Master Harold”…and the boys . New York: Penguin, 1982. (1982) From “ Master Harold”…and the boys Sam: Of course it is. That’s what I’ve been trying to say to you all afternoon. And it’s beaut iful because that is what we want life to be like. But instead, like you said, Hally, we’re bumping into each other all the time. Look at the three of us this afternoon: I’ve bumped into Willie, the two of us have bumped into APPENDIX B 156 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects you, you’ve bumped into your m other, she bumping into your Dad. . . . None of us knows the steps and there’s no music playing. And it doesn’t stop with us. The whole world is doing it all the time. Open a newspaper and what do you read? America has bumped into Russia, England is bumping into India, rich man bumps into poor man. Those are big collisions, Hally. They make for a lot of bruises. People get hurt in all that bumping, and we’re sick and tired of it now. It’s been going on for too long. Are we never going to get it right? . . . Learn to dance life like champions instead of always being just a bunch of beginners at it? Hally: (Deep and sincere
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admiration of the man ) You’ve got a vision, Sam! Sam: Not just me. What I’m saying to you is that everybody’s got it. That’s why there’s o nly standing room left for the Centenary Hall in two weeks’ time. For as long as the music lasts, we are going to see six couples get it right, the way we want life to be. Hally: But is that the best we can do, Sam . . . watch six finalists dreaming about the way it should be? Sam : I don’t know. But it starts with that. Without the dream we won’t know what we’re going for. And anyway I reckon there are a few people who have got past just dreaming about it and are trying for something real. Remember that thing we read once in the paper about the Mahatma Gandhi? Going without food to stop those riots in India? # Poetry Shakespeare, William. “Sonnet 73.” Shakespeare: The Poems. Edited by David Bevington. New York: Bantam, 1988. (1609) That time of year thou mayst in me behold When yellow leaves, or none, or few, do hang Upon those boughs which shake against the cold, Bare ruined choirs, where late the sweet birds sang. In me thou see’st the twilight of such day As after sunset fadeth in the west; Which by and by black night doth take away, Death’s second self, that seals up all in rest. In me thou see’st the glowing of such fire, That on the ashes of his youth doth lie, As the deathbed whereon it must expire, Consumed with that which it was nourished by. This th ou perceiv’st, which makes thy love more strong, To love that well which thou must leave ere long. Donne, John. “Song.” The Complete Poetry of John
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Donne . Edited by John T. Shawcross. New York: Anchor Books, 1967. (1635) Goe, and catche a falling starre, APPENDIX B 157 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Get with child a mandrake roote, Tell me, where all past yeares are, Or who cleft the Divels foot, Teach me to heare Mermaides singing, Or to keep off envies stinging, And finde What winde Serves to advance an honest minde. If thou beest borne to strange sights, Things invisible to see, Ride ten thousand daies and nights, Till age snow white haires on thee, Thou, when thou return’st, wilt tell mee All strange wonders that befell thee, And sweare No where Lives a woman true, and faire. If thou findst one, let mee know, Such a Pilgrimage were sweet; Yet doe not, I would not goe, Though at next doore wee might meet, Though shee were true, when you met her, And last, till you write your letter, Yet shee Will bee False, ere I come, to two, or three. Shelle y, Percy Bysshe. “Ozymandias.” The Complete Poems of Percy Bysshe Shelley . New York: Modern Library, 1994. (1817) I met a traveller from an antique land Who said —“Two vast and trunkless legs of stone Stand in the desert ... Near them, on the sand, Half sunk, a shattered visage lies, whose frown, And wrinkled lip, and sneer of cold command, Tell that its sculptor well those passions read Which yet survive, stamped on these lifeless things, The hand that mocked them, and the heart that fed; And on the pedestal these words appear: ‘My name is Ozymandias, King of Kings: Look on my works, ye Mighty, and despair!’ Nothing beside remains. Round the decay Of
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that colossal wreck, boundless and bare The lone and level sands stretch far away.” APPENDIX B 158 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Poe, Edgar Allen. “The Raven.” Complete Stories and Poems of Edgar Allen Poe. New York: Doubleday, 1984. (1845) Once upon a midnight dreary, while I pondered, weak and weary, Over many a quaint and curious volume of forgotten lore — While I nodded, nearly napping, suddenly there came a tapping, As of some one gently rapping, rapping at my chamber door. “‘T is some visitor,” I muttered, “tapping at my chamber door — Only this and nothing more.” Ah, distinctly I remember it was in the bleak December; And each separate dying ember wrought its ghost upon the floor. Eagerly I wished the morrow; —vainly I had sought to borrow From my books surcease of sorrow —sorrow for the lost Lenore — For the rare and radiant maiden whom the angels name Lenore — Nameless here for evermore. And the silken, sad, uncertain rustling of each purple curtain Thrilled me —filled me with fantastic terrors never felt before; So that now, to still the beating of my heart, I stood repeating “‘T is some visitor entreating entrance at my chamber door — Some late visitor entreating entrance at my chamber door; — This it is and nothing more.” Presently my soul grew stronger; hesitating then no longer, “Sir,” said I, “or Madam, truly your forgiveness I implore; But the fact is I was napping, and so gently you came rapping, And so faintly you came tapping, tapping at my chamber door, That I scarce was sure I heard you”— here I opened wide the door; — Darkness there and nothing more. Deep into
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that darkness peering, long I stood there wondering, fearing, Doubting, dreaming dreams no mortal ever dared to dream before; But the silence was unbroken, and the stillness gave no token, And the only word there spoken was the whispered word, “Lenore?” This I whispered, and an echo murmured back the word, “Lenore!” Merely this and nothing more. Back into the chamber turning, all my soul within me burning, Soon again I heard a tapping somewhat louder than before. “Surely,” said I, “surely that is something at my window lattice; Let me see, then, what thereat is, and this mystery explore — Let my heart be still a moment and this mystery explore; — ‘Tis the wind and nothing more!” APPENDIX B 159 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Open here I flung the shutter, when, with many a flirt and flutter, In there stepped a stately Raven of the saintly days of yore; Not the least obeisance made he; not a minute stopped or stayed he; But with mien of lord or lady, perched above my chamber door — Perched upon a bust of Pallas just above my chamber door — Perched, and sat, and nothing more. Then this ebony bird beguiling my sad fancy into smiling, By the grave and stern decorum of the countenance it wore, “Though thy crest be shorn and shaven, thou,” I said, “art sure no craven, Ghastly grim and ancient Raven wandering from the Nightly shore — Tell me what thy lordly name is on the Night’s Plutonian shore!” Quoth the Raven “Nevermore.” Much I marvelled this ungainly fowl to hear discourse so plainly, Though its answer little meaning —little relevancy bore; For we cannot help agreeing that no living
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human being Ever yet was blessed with seeing bird above his chamber door — Bird or beast upon the sculptured bust above his chamber door, With such name as “Nevermore.” But the Raven, sitting lonely on the placid bust, spoke only That one word, as if his soul in that one word he did outpour. Nothing farther then he uttered —not a feather then he fluttered — Till I scarcely more than muttered “Other friends have flown before — On the morrow he will leave me, as my Hopes have flown before.” Then the bird said “Nevermore.” Startled at the stillness broken by reply so aptly spoken, “Doubtless,” said I, “what it utters is its only stock and store Caught from some unhappy master whom unmerciful Disaster Followed fast and followed faster till his songs one burden bore — Till the dirges of his Hope that melancholy burden bore Of ‘Never—nevermore.’” But the Raven still beguiling my sad fancy into smiling, Straight I wheeled a cushioned seat in front of bird, and bust and door; Then, upon the velvet sinking, I betook myself to linking Fancy unto fancy, thinking what this ominous bird of yore — What this grim, ungainly, ghastly, gaunt, and ominous bird of yore Meant in croaking “Nevermore.” This I sat engaged in guessing, but no syllable expressing To the fowl whose fiery eyes now burned into my bosom’s core; This and more I sat divining, with my head at ease reclining On the cushion’s velvet lining that the lamp -light gloated o’er, But whose velvet-violet lining with the lamp-light gloating o’er, She shall press, ah, nevermore! APPENDIX B 160 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Then, methought, the air grew denser, perfumed
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from an unseen censer Swung by seraphim whose foot-falls tinkled on the tufted floor. “Wretch,” I cried, “thy God hath lent thee— by these angels he hath sent thee Respite —respite and nepenthe from thy memories of Lenore; Quaff, oh quaff this kind nepenthe and forget this lost Lenore!’’ Quoth the Raven “Nevermore.” “Prophet!” said I, “thing of evil!— prophet still, if bird or devil! — Whether Tempter sent, or whether tempest tossed thee here ashore, Desolate yet all undaunted, on this desert land enchanted — On this home by Horror haunted —tell me truly, I implore — Is there —is there balm in Gilead? —tell me —tell me, I implore!” Quoth the Raven “Nevermore.” “Prophet!” said I, “thing of evil!— prophet still, if bird or devil! By that Heaven that bends above us —by that God we both adore — Tell this soul with sorrow laden if, within the distant Aidenn, It shall clasp a sainted maiden whom the angels name Lenore — Clasp a rare and radiant maiden whom the angels name Lenore.” Quoth the Raven “Nevermore.” “Be that word our sign of parting, bird or fiend!” I shrieked, upstarting — “Get thee back into the tempest and the Night’s Plutonian shore! Leave no black plume as a token of that lie thy soul hath spoken! Leave my loneliness unbroken! —quit the bust above my door! Take thy beak from out my heart, and take thy form from off my door!” Quoth the Raven “Nevermore.” And the Raven, never flitting, still is sitting, still is sitting On the pallid bust of Pallas just above my chamber door; And his eyes have all th e seeming of a demon’s that is dreaming, And the lamp-light o’er him streaming throws his shadow on the floor; And my soul from out
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that shadow that lies floating on the floor Shall be lifted —nevermore! Dickinson, Emily. “We Grow Accustomed to the Dark.” The Complete Poems of Emily Dickinson. Boston: Little, Brown, 1960. (1890) We grow accustomed to the Dark, When Light is put away, As when the Neighbor holds the Lamp To witness her Goodbye. A Moment —We uncertain step For newness of the night, APPENDIX B 161 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Then fit our Vision to the Dark, And meet the Road erect. And so of larger Darknesses, Those Evenings of the Brain, When not a Moon disclose a sign, Or Star, come out, within. The Bravest grope a little And sometimes hit a Tree Directly in the Forehead, But as they learn to see, Either the Darkness alters Or something in the sight Adjusts itself to Midnight, And Life steps almost straight. Houseman, A. E. “Loveliest of Trees.” A Shropshire Lad . New York: Penguin, 1999. (1896) Loveliest of Trees, the cherry now Is hung with bloom along the bough, And stands about the woodland ride Wearing white for Eastertide. Now, of my threescore years and ten, Twenty will not come again, And take from seventy springs a score, It only leaves me fifty more. And since to look at things in bloom Fifty springs are little room, About the woodlands I will go To see the cherry hung with snow. Johnson, James Weldon. “Lift Every Voice and Sing.” Lift Every Voice and Sing. New York: Penguin, 1993. (1900) Lift every voice and sing, Till earth and heaven ring, Ring with the harmonies of Liberty, Let our rejoicing rise High as the list’ning skies, Let it resound loud as the rolling sea. Sing a
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song full of the faith that the dark past has taught us Sing a song full of the hope that the present has brought us APPENDIX B 162 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Facing the rising sun of our new day begun, Let us march on till victory is won. Stony the road we trod Bitter the chast’ning rod, Felt in the days when hope unborn had died; Yet with a steady beat Have not our weary feet Come to the place for which our fathers sighed? We have come over a way that with tears has been watered We have come, treading our path thro’ the blood of the slaughtered, Out from the gloomy past, till now we stand at last Where the white gleam of our bright star is cast. God of our weary years, God of our silent tears, Thou who hast brought us thus far on the way; Thou who hast by Thy might, Led us into the light, Keep us forever in the path, we pray. Lest our feet stray from the places, our God, where we meet Thee, Lest our hearts, drunk with the wine of the world we forget Thee; Shadowed beneath Thy hand, may we forever stand, True to our God, true to our native land. Cullen, Countee. “Yet Do I Marvel.” The Norton Anthology of African American Literature. Edited by Henry Louis Gates, Jr., and Nellie Y. McKay. New York: Norton, 1997. (1925) Auden, Wystan Hugh. ”Musée des Beaux Arts.” The Collected Poetry of W. H. Auden. New York: Random House, 1945. (1938) Walker, Alice. “Women.” Revolutionary Petunias and Other Poems. New York: Harcourt Brace, 1973. (1970) Baca, Jimmy Santiago. “I Am Offering This Poem to
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You.” Immigrants in Our Own Land and Selected Early Poems. New York: New Directions, 1977. (1977) I am offering this poem to you, since I have nothing else to give. Keep it like a warm coat when winter comes to cover you, or like a pair of thick socks the cold cannot bite through, APPENDIX B 163 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects I love you, I have nothing else to give you, so it is a pot full of yellow corn to warm your belly in winter, it is a scarf for your head, to wear over your hair, to tie up around your face, I love you, Keep it, treasure this as you would if you were lost, needing direction, in the wilderness life becomes when mature; and in the corner of your drawer, tucked away like a cabin or hogan in dense trees, come knocking, and I will answer, give you directions, and let you warm yourself by this fire, rest by this fire, and make you feel safe I love you, It’s all I have to give, and all anyone needs to live, and to go on living inside, when the world outside no longer cares if you live or die; remember, I love you By Jimmy Santiago Baca, from IMMIGRANTS IN OUR OWN LAND, copyright © 1979 by Jimmy Santiago Baca. Reprinted by permission of New Directions Publishing Corp. # Sample Performance Tasks for Stories, Drama, and Poetry Students analyze how the character of Odysseus from Homer’s Odyssey —a “man of twists and turns”— reflects conflicting motivations through his interactions with other characters in the epic poem. They articulate how his conflicting loyalties during his long and complicated journey home from
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the Trojan War both advance the plot of Homer’s epic and develop themes . [RL.9 – 10.3] Students analyze how Michael Shaara in his Civil War novel The Killer Angels creates a sense of tension and even surprise regarding the outcome of events at the Battle of Gettysburg through pacing, ordering of events, and the overarching structure of the novel. [RL.9 –10.5] Students analyze in detail the theme of relationships between mothers and daughters and how that theme develops over the course of Amy Tan’s The Joy Luck Club. Students search the text for APPENDIX B 164 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects specific details that show how the theme emerges and how it is shaped and refined over the course of the novel . [RL.9 –10.2] Students analyze how the Japanese filmmaker Akira Kurosawa in his film Throne of Blood draws on and transforms Shakespeare’s play Macbeth in order to develop a similar plot set in feudal Japan. [RL.9 –10.9] Students analyze how artistic representations of Ramses II (the pharaoh who reigned during the time of Moses) vary, basing their analysis on what is emphasized or absent in different treatments of the pharaoh in works of art (e.g., images in the British Museum) and in Percy Bysshe Shelley’s poem “Ozymandias.” [RL.9 –10.7] # Informational Texts: English Language Arts Henry, Patrick. “Speech to the Second Virginia Convention.” (1775) MR. PRESIDENT: No man thinks more highly than I do of the patriotism, as well as abilities, of the very worthy gentlemen who have just addressed the House. But different men often see the same subject in different lights; and, therefore, I hope it will not be thought disrespectful to those gentlemen if, entertaining as I do, opinions
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of a character very opposite to theirs, I shall speak forth my sentiments freely, and without reserve. This is no time for ceremony. The question before the House is one of awful moment to this country. For my own part, I consider it as nothing less than a question of freedom or slavery; and in proportion to the magnitude of the subject ought to be the freedom of the debate. It is only in this way that we can hope to arrive at truth, and fulfill the great responsibility which we hold to God and our country. Should I keep back my opinions at such a time, through fear of giving offence, I should consider myself as guilty of treason towards my country, and of an act of disloyalty toward the majesty of heaven, which I revere above all earthly kings. Mr. President, it is natural to man to indulge in the illusions of hope. We are apt to shut our eyes against a painful truth, and listen to the song of that siren till she transforms us into beasts. Is this the part of wise men, engaged in a great and arduous struggle for liberty? Are we disposed to be of the number of those who, having eyes, see not, and, having ears, hear not, the things which so nearly concern their temporal salvation? For my part, whatever anguish of spirit it may cost, I am willing to know the whole truth; to know the worst, and to provide for it. I have but one lamp by which my feet are guided; and that is the lamp of experience. I know of no way of judging of the future but by the past. And judging by the past, I wish to know what there has been in the conduct
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of the British ministry for the last ten years, to justify those hopes with which gentlemen have been pleased to solace themselves, and the House? Is it that insidious smile with which our petition has been lately received? Trust it not, sir; it will prove a snare to your feet. Suffer not yourselves to be betrayed with a kiss. Ask yourselves how this gracious reception of our petition comports with these war-like preparations which cover our waters and darken our land. Are fleets and armies necessary to a work of love and reconciliation? Have we shown ourselves so unwilling to be reconciled, that force must be called in to win back our love? Let us not deceive ourselves, sir. These are the implements of war and subjugation; the last arguments to which kings resort. I ask, gentlemen, sir, what means this martial array, if its purpose be not to force us to submission? Can gentlemen assign any other possible motive for it? Has Great Britain any enemy, in this quarter of the world, to call for all this APPENDIX B 165 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects accumulation of navies and armies? No, sir, she has none. They are meant for us; they can be meant for no other. They are sent over to bind and rivet upon us those chains which the British ministry have been so long forging. And what have we to oppose to them? Shall we try argument? Sir, we have been trying that for the last ten years. Have we anything new to offer upon the subject? Nothing. We have held the subject up in every light of which it is capable; but it has been all in vain. Shall we
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resort to entreaty and humble supplication? What terms shall we find which have not been already exhausted? Let us not, I beseech you, sir, deceive ourselves. Sir, we have done everything that could be done, to avert the storm which is now coming on. We have petitioned; we have remonstrated; we have supplicated; we have prostrated ourselves before the throne, and have implored its interposition to arrest the tyrannical hands of the ministry and Parliament. Our petitions have been slighted; our remonstrances have produced additional violence and insult; our supplications have been disregarded; and we have been spurned, with contempt, from the foot of the throne. In vain, after these things, may we indulge the fond hope of peace and reconciliation. There is no longer any room for hope. If we wish to be free, if we mean to preserve inviolate those inestimable privileges for which we have been so long contending, if we mean not basely to abandon the noble struggle in which we have been so long engaged, and which we have pledged ourselves never to abandon until the glorious object of our contest shall be obtained, we must fight! I repeat it, sir, we must fight! An appeal to arms and to the God of Hosts is all that is left us! They tell us, sir, that we are weak; unable to cope with so formidable an adversary. But when shall we be stronger? Will it be the next week, or the next year? Will it be when we are totally disarmed, and when a British guard shall be stationed in every house? Shall we gather strength by irresolution and inaction? Shall we acquire the means of effectual resistance, by lying supinely on our backs, and hugging the delusive phantom of hope, until our enemies shall have
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bound us hand and foot? Sir, we are not weak if we make a proper use of those means which the God of nature hath placed in our power. Three millions of people, armed in the holy cause of liberty, and in such a country as that which we possess, are invincible by any force which our enemy can send against us. Besides, sir, we shall not fight our battles alone. There is a just God who presides over the destinies of nations; and who will raise up friends to fight our battles for us. The battle, sir, is not to the strong alone; it is to the vigilant, the active, the brave. Besides, sir, we have no election. If we were base enough to desire it, it is now too late to retire from the contest. There is no retreat but in submission and slavery! Our chains are forged! Their clanking may be heard on the plains of Boston! The war is inevitable and let it come! I repeat it, sir, let it come. It is in vain, sir, to extenuate the matter. Gentlemen may cry, Peace, Peace but there is no peace. The war is actually begun! The next gale that sweeps from the north will bring to our ears the clash of resounding arms! Our brethren are already in the field! Why stand we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty or give me death! Washington, George. “Farewell Address.” (1796) Against the insidious wiles of foreign influence (I conjure you to believe me, fellow-citizens)
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the jealousy of a free people ought to be constantly awake, since history and experience prove that foreign influence is one of the most baneful foes of republican government. But that jealousy to be useful must be impartial; else it becomes the instrument of the very influence to be avoided, instead of a defense APPENDIX B 166 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects against it. Excessive partiality for one foreign nation and excessive dislike of another cause those whom they actuate to see danger only on one side, and serve to veil and even second the arts of influence on the other. Real patriots who may resist the intrigues of the favorite are liable to become suspected and odious, while its tools and dupes usurp the applause and confidence of the people, to surrender their interests. The great rule of conduct for us in regard to foreign nations is in extending our commercial relations, to have with them as little political connection as possible. So far as we have already formed engagements, let them be fulfilled with perfect good faith. Here let us stop. Europe has a set of primary interests which to us have none; or a very remote relation. Hence she must be engaged in frequent controversies, the causes of which are essentially foreign to our concerns. Hence, therefore, it must be unwise in us to implicate ourselves by artificial ties in the ordinary vicissitudes of her politics, or the ordinary combinations and collisions of her friendships or enmities. Our detached and distant situation invites and enables us to pursue a different course. If we remain one people under an efficient government. the period is not far off when we may defy material injury
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from external annoyance; when we may take such an attitude as will cause the neutrality we may at any time resolve upon to be scrupulously respected; when belligerent nations, under the impossibility of making acquisitions upon us, will not lightly hazard the giving us provocation; when we may choose peace or war, as our interest, guided by justice, shall counsel. Why forego the advantages of so peculiar a situation? Why quit our own to stand upon foreign ground? Why, by interweaving our destiny with that of any part of Europe, entangle our peace and prosperity in the toils of European ambition, rivalship, interest, humor or caprice? It is our true policy to steer clear of permanent alliances with any portion of the foreign world; so far, I mean, as we are now at liberty to do it; for let me not be understood as capable of patronizing infidelity to existing engagements. I hold the maxim no less applicable to public than to private affairs, that honesty is always the best policy. I repeat it, therefore, let those engagements be observed in their genuine sense. But, in my opinion, it is unnecessary and would be unwise to extend them. Lincoln, Abraham. “Gettysburg Address.” (1863) Fourscore and seven years ago, our fathers brought forth upon this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We are met to dedicate a portion of it as the final resting-place of those who here gave their lives that that nation might live. It is altogether fitting and proper that we should
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do this. But in a large sense we cannot dedicate, —we cannot consecrate, —we cannot hallow this ground. The brave men, living and dead, who struggled here, have consecrated it far above our power to add or detract. The world will little note, nor long remember, what we say here, but it can never forget what they did here. It is for us, the living, rather to be dedicated here to the unfinished work that they have APPENDIX B 167 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects thus far so nobly carried on. It is, rather for us to be here dedicated to the great task remaining before us, that from these honored dead we take increased devotion to that cause for which they here gave the last full measure of devotion; that we here highly resolve that these dead shall not have died in vain; that this nation, under God, shall have a new birth of freedom, and that Government of the people, by the people and for the people, shall not perish from the earth. Lincoln, Abraham. “Second Inaugural Address.” (1865) Fellow-Countrymen: At this second appearing to take the oath of the Presidential office there is less occasion for an extended address than there was at the first. Then a statement somewhat in detail of a course to be pursued seemed fitting and proper. Now, at the expiration of four years, during which public declarations have been constantly called forth on every point and phase of the great contest which still absorbs the attention and engrosses the energies of the nation, little that is new could be presented. The progress of our arms, upon which all else chiefly depends, is as well known to the
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public as to myself, and it is, I trust, reasonably satisfactory and encouraging to all. With high hope for the future, no prediction in regard to it is ventured. On the occasion corresponding to this four years ago all thoughts were anxiously directed to an impending civil war. All dreaded it, all sought to avert it. While the inaugural address was being delivered from this place, devoted altogether to saving the Union without war, urgent agents were in the city seeking to destroy it without war —seeking to dissolve the Union and divide effects by negotiation. Both parties deprecated war, but one of them would make war rather than let the nation survive, and the other would accept war rather than let it perish, and the war came. One-eighth of the whole population were colored slaves, not distributed generally over the Union, but localized in the southern part of it. These slaves constituted a peculiar and powerful interest. All knew that this interest was somehow the cause of the war. To strengthen, perpetuate, and extend this interest was the object for which the insurgents would rend the Union even by war, while the Government claimed no right to do more than to restrict the territorial enlargement of it. Neither party expected for the war the magnitude or the duration which it has already attained. Neither anticipated that the cause of the conflict might cease with or even before the conflict itself should cease. Each looked for an easier triumph, and a result less fundamental and astounding. Both read the same Bible and pray to the same God, and each invokes His aid against the other. It may seem strange that any men should dare to ask a just God’s assistance in wringing their bread from the sweat of other men’s
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faces, but let us judge not, that we be not judged. The prayers of both could not be answered. That of neither has been answered fully. The Almighty has His own purposes. “Woe unto the world because of offenses; for it must needs be that offenses come, but woe to that man by whom the offense cometh.” If we shall suppose that American slavery is one of those offenses which, in the providence of God, must needs come, but which, having continued through His appointed time, He now wills to remove, and that He gives to both North and South this terrible war as the woe due to those by whom the offense came, shall we discern therein any departure from those divine attributes which the believers in a living God always ascribe to Him? Fondly do we hope, fervently do we pray, that this mighty scourge of war may speedily pass away. Yet, if God wills that it continue until all the wealth piled by the bondsman’s two hundred and fifty years of unrequited toil shall be sunk, and until every drop of blood drawn with the APPENDIX B 168 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects lash shall be paid by another drawn with the sword, as was said three thousand years ago, so still it must be said “the judgments of the Lord are true and righteous altogether.” With malice toward none, with charity for all, with firmness in the right as God gives us to see the right, let us strive on to finish the work we are in, to bind up the nation’s wounds, to care for him who shall have borne the battle and for his widow and his orphan, to
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do all which may achieve and cherish a just and lasting peace among ourselves and with all nations. Roosevelt, Franklin Delano. “State of the Union Address.” (1941) For there is nothing mysterious about the foundations of a healthy and strong democracy. The basic things expected by our people of their political and economic systems are simple. They are: Equality of opportunity for youth and for others. Jobs for those who can work. Security for those who need it. The ending of special privilege for the few. The preservation of civil liberties for all. The enjoyment of the fruits of scientific progress in a wider and constantly rising standard of living. These are the simple, basic things that must never be lost sight of in the turmoil and unbelievable complexity of our modern world. The inner and abiding strength of our economic and political systems is dependent upon the degree to which they fulfill these expectations. Many subjects connected with our social economy call for immediate improvement. As examples: We should bring more citizens under the coverage of old-age pensions and unemployment insurance. We should widen the opportunities for adequate medical care. We should plan a better system by which persons deserving or needing gainful employment may obtain it. I have called for personal sacrifice. I am assured of the willingness of almost all Americans to respond to that call. A part of the sacrifice means the payment of more money in taxes. In my Budget Message I shall recommend that a greater portion of this great defense program be paid for from taxation than we are paying today. No person should try, or be allowed, to get rich out of this program; and the principle of tax payments in accordance with ability to pay should be constantly before our eyes
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to guide our legislation. APPENDIX B 169 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects If the Congress maintains these principles, the voters, putting patriotism ahead of pocketbooks, will give you their applause. In the future days, which we seek to make secure, we look forward to a world founded upon four essential human freedoms. The first is freedom of speech and expression —everywhere in the world. The second is freedom of every person to worship God in his own way —everywhere in the world. The third is freedom from want —which, translated into world terms, means economic understandings which will secure to every nation a healthy peacetime life for its inhabitants —everywhere in the world. The fourth is freedom from fear —which, translated into world terms, means a world-wide reduction of armaments to such a point and in such a thorough fashion that no nation will be in a position to commit an act of physical aggression against any neighbor —anywhere in the world. Hand, Learned. “I Am an American Day Address.” (1944) We have gathered here to affirm a faith, a faith in a common purpose, a common conviction, a common devotion. Some of us have chosen America as the land of our adoption; the rest have come from those who did the same. For this reason we have some right to consider ourselves a picked group, a group of those who had the courage to break from the past and brave the dangers and the loneliness of a strange land. What was the object that nerved us, or those who went before us, to this choice? We sought liberty; freedom from oppression, freedom from want, freedom to be ourselves. This we then sought; this we
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now believe that we are by way of winning. What do we mean when we say that first of all we seek liberty? I often wonder whether we do not rest our hopes too much upon constitutions, upon laws and upon courts. These are false hopes; believe me, these are false hopes. Liberty lies in the hearts of men and women; when it dies there, no constitution, no law, no court can even do much to help it. While it lies there it needs no constitution, no law, no court to save it. And what is this liberty which must lie in the hearts of men and women? It is not the ruthless, the unbridled will; it is not freedom to do as one likes. That is the denial of liberty, and leads straight to its overthrow. A society in which men recognize no check upon their freedom soon becomes a society where freedom is the possession of only a savage few; as we have learned to our sorrow. What then is the spirit of liberty? I cannot define it; I can only tell you my own faith. The spirit of liberty is the spirit which is not too sure that it is right; the spirit of liberty is the spirit which seeks to understand the mind of other men and women; the spirit of liberty is the spirit which weighs their interests alongside its own without bias; the spirit of liberty remembers that not even a sparrow falls to earth unheeded; the spirit of liberty is the spirit of Him who, near two thousand years ago, taught mankind that lesson it has never learned but never quite forgotten; that there may be a kingdom where the least shall be heard and considered side by side with the greatest. And
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now in that spirit, that spirit of an America which has never been, and which may never be; nay, which never will be except as the conscience and courage of Americans create it; yet in the spirit of that America which lies hidden in some form in the aspirations of us all; in the spirit of that America for which our young men are at this APPENDIX B 170 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects moment fighting and dying; in that spirit of liberty and of America I ask you to rise and with me pledge our faith in the glorious destiny of our beloved country. Smith, Margaret Chase. “Remarks to the Senate in Support of a Declaration of Conscience.” (1950) Mr. President: I would like to speak briefly and simply about a serious national condition. It is a national feeling of fear and frustration that could result in national suicide and the end of everything that we Americans hold dear. It is a condition that comes from the lack of effective leadership in either the Legislative Branch or the Executive Branch of our Government. That leadership is so lacking that serious and responsible proposals are being made that national advisory commissions be appointed to provide such critically needed leadership. I speak as briefly as possible because too much harm has already been done with irresponsible words of bitterness and selfish political opportunism. I speak as briefly as possible because the issue is too great to be obscured by eloquence. I speak simply and briefly in the hope that my words will be taken to heart. I speak as a Republican. I speak as a woman. I speak as a United States Senator. I speak as
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an American. The United States Senate has long enjoyed worldwide respect as the greatest deliberative body in the world. But recently that deliberative character has too often been debased to the level of a forum of hate and character assassination sheltered by the shield of congressional immunity. It is ironical that we Senators can in debate in the Senate directly or indirectly, by any form of words, impute to any American who is not a Senator any conduct or motive unworthy or unbecoming an American —and without that non-Senator American having any legal redress against us —yet if we say the same thing in the Senate about our colleagues we can be stopped on the grounds of being out of order. It is strange that we can verbally attack anyone else without restraint and with full protection and yet we hold ourselves above the same type of criticism here on the Senate Floor. Surely the United States Senate is big enough to take self-criticism and self-appraisal. Surely we should be able to take the same kind of character attacks that we “dish out” to outsiders. I think that it is high time for the United States Senate and its members to do some soul-searching —for us to weigh our consciences —on the manner in which we are performing our duty to the people of America —on the manner in which we are using or abusing our individual powers and privileges. I think that it is high time that we remembered that we have sworn to uphold and defend the Constitution. I think that it is high time that we remembered that the Constitution, as amended, speaks not only of the freedom of speech but also of trial by jury instead of trial by accusation. Whether it be a criminal prosecution
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in court or a character prosecution in the Senate, there is little practical distinction when the life of a person has been ruined. APPENDIX B 171 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Those of us who shout the loudest about Americanism in making character assassinations are all too frequently those who, by our own words and acts, ignore some of the basic principles of Americanism: The right to criticize; The right to hold unpopular beliefs; The right to protest; The right of independent thought. The exercise of these rights should not cost one single American citizen his reputation or his right to a livelihood nor should he be in danger of losing his reputation or livelihood merely because he happens to know someone who holds unpopular beliefs. Who of us doesn’t? Otherwise none of us could call our souls our own. Otherwise thought control would have set in. The American people are sick and tired of being afraid to speak their minds lest they be politically smeared as “Communists” or “Fascists” by their opponents. Freedom of speech is not what it used to be in America. It has been so abused by some that it is not exercised by others. The American people are sick and tired of seeing innocent people smeared and guilty people whitewashed. But there have been enough proved cases, such as the Amerasia case, the Hiss case, the Coplon case, the Gold case, to cause the nationwide distrust and strong suspicion that there may be something to the unproved, sensational accusations. I doubt if the Republican Party could —simply because I don’t believe the Americ an people will uphold any political party that puts political exploitation above national interest. Surely we Republicans
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aren’t that desperate for victory. I don’t want to see the Republican Party win that way. While it might be a fleeting victory for the Republican Party, it would be a more lasting defeat for the American people. Surely it would ultimately be suicide for the Republican Party and the two-party system that has protected our American liberties from the dictatorship of a one party system. As members of the Minority Party, we do not have the primary authority to formulate the policy of our Government. But we do have the responsibility of rendering constructive criticism, of clarifying issues, of allaying fears by acting as responsible citizens. As a woman, I wonder how the mothers, wives, sisters, and daughters feel about the way in which members of their families have been politically mangled in the Senate debate —and I use the word “debate” advisedly. As a United States Senator, I am not proud of the way in which the Senate has been made a publicity platform for irresponsible sensationalism. I am not proud of the reckless abandon in which unproved charges have been hurled from the side of the aisle. I am not proud of the obviously staged, undignified countercharges that have been attempted in retaliation from the other side of the aisle. APPENDIX B 172 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects I don’t like the way the Senate has been made a rendezvous for vilification, for selfish political gain at the sacrifice of individual reputations and national unity. I am not proud of the way we smear outsiders from the Floor of the Senate and hide behind the cloak of congressional immunity and still place ourselves beyond criticism on the Floor of the Senate. As
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an American, I am shocked at the way Republicans and Democrats alike are playing directly into the Communist design of “confuse, divide, and conquer.” As an American, I don’t want a Democratic Administration “whitewash” or “cover -up” any more than a want a Republican smear or witch hunt. As an American, I condemn a Republican “Fascist” just as much I condemn a Democratic “Communist.” I condemn a Democrat “Fascist” just as much as I condemn a Republican “Communist.” They are equally dangerous to you and me and to our country. As an American, I want to see our nation recapture the strength and unity it once had when we fought the enemy instead of ourselves. It is with these thoughts that I have drafted what I call a “Declaration of Conscience.” I am gratified that Senator Tobey, Senator Aiken, Senator Morse, Senator Ives, Senator Thye, and Senator Hendrickson have concurred in that declaration and have authorized me to announce their concurrence. King, Jr., Martin Luther. “Letter from Birmingham Jail.” Why We Can’t Wait. New York: Signet Classics, 2000. (1963) My Dear Fellow Clergymen: While confined here in the Birmingham city jail, I came across your recent statement calling my present activities “unwise and untimely.” Seldom do I pause to answer criticism of my work and ideas. If I sought to answer all the criticisms that cross my desk, my secretaries would have little time for anything other than such correspondence in the course of the day, and I would have no time for constructive work. But since I feel that you are men of genuine good will and that your criticisms are sincerely set forth, I want to try to answer your statements in what I hope will be patient and reasonable terms. I think I should indicate why I
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am here In Birmingham, since you have been influenced by the view which argues against “outsiders coming in.” I have the honor of serving as president of the Southern Christian Leadership Conference, an organization operating in every southern state, with headquarters in Atlanta, Georgia. We have some eighty-five affiliated organizations across the South, and one of them is the Alabama Christian Movement for Human Rights. Frequently we share staff, educational and financial resources with our affiliates. Several months ago the affiliate here in Birmingham asked us to be on call to engage in a nonviolent direct-action program if such were deemed necessary. We readily consented, and when the hour came we lived up to our promise. So I, along with several members of my staff, am here because I was invited here I am here because I have organizational ties here. But more basically, I am in Birmingham because injustice is here. Just as the prophets of the eighth century B.C. left their villages and carried their “thus saith the Lord” far beyond the boundaries of their home towns, and just as the Apostle Paul left his village of Tarsus and carried the gospel of Jesus Christ to the far corners of the Greco-Roman world, so am I. compelled to carry the gospel of freedom beyond my own home town. Like Paul, I must constantly respond to the Macedonian call for aid. APPENDIX B 173 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Moreover, I am cognizant of the interrelatedness of all communities and states. I cannot sit idly by in Atlanta and not be concerned about what happens in Birmingham. Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality,
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tied in a single garment of destiny. Whatever affects one directly, affects all indirectly. Never again can we afford to live with the narrow, provincial “outside agitator” idea. Anyone who lives inside the United States can never be considered an outsider anywhere within its bounds. License granted by Intellectual Properties Management, Atlanta, Georgia, as exclusive licensor of the King Estate. King, Jr., Martin Luther. “I Have a Dream: Address Delivered at the March on Washingt on, D.C., for Civil Rights on August 28, 1963.” (1963) Angelou, Maya. I Know Why the Caged Bird Sings . New York: Random House, 1970. (1969) From Chapter 14 She said she was going to give me some books and that I not only must read them, I must read them aloud. She suggested that I try to make a sentence sound in as many different ways as possible. “I’ll accept no excuse if you return a book to me that has been badly handled.” My imagination bog gled at the punishment I would deserve if in fact I did abuse a book of Mrs. Flowers’. Death would be too kind and brief. The odors in the house surprised me. Somehow I had never connected Mrs. Flowers with food or eating or any other common experience of common people. There must have been an outhouse, too, but my mind never recorded it. The sweet scent of vanilla had met us as she opened the door. “I made tea cookies this morning. You see, I had planned to invite you for cookies and lemonade so we could have this little chat. The lemonade is in the icebox.” It followed that Mrs. Flowers would have ice on an ordinary day, when most families in our town bought ice late on Saturdays only a few times during the
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summer to be used in the wooden ice-cream freezers. She took the bags from me and disappeared through the kitchen door. I looked around the room that I had never in my wildest fantasies imagined I would see. Browned photographs leered or threatened from the walls and the white, freshly done curtains pushed against themselves and against the wind. I wanted to gobble up the room entire and take it to Bailey, who would help me analyze and enjoy it. Wiesel, Elie. “Hope, Despair and Memory.” Nobel Lectures in Peace 1981 –1990 . Singapore: World Scientific, 1997. (1986) It is with a profound sense of humility that I accept the honor - the highest there is - that you have chosen to bestow upon me. I know your choice transcends my person. Do I have the right to represent the multitudes who have perished? Do I have the right to accept this great honor on their behalf? I do not. No one may speak for the dead, no one may interpret their mutilated dreams and visions. And yet, I sense their presence. I always do - and at this moment more APPENDIX B 174 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects than ever. The presence of my parents, that of my little sister. The presence of my teachers, my friends, my companions... This honor belongs to all the survivors and their children and, through us to the Jewish people with whose destiny I have always identified. I remember: it happened yesterday, or eternities ago. A young Jewish boy discovered the Kingdom of Night. I remember his bewilderment, I remember his anguish. It all happened so fast. The ghetto. The deportation. The sealed cattle car. The fiery altar
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upon which the history of our people and the future of mankind were meant to be sacrificed. I remember he asked his father: “Can this be true? This is the twentieth century, not the Middle Ages. Who would allow such crimes to be committed? How could the world remain silent?” And now the boy is turning to me. “Tell me,” he asks, “what h ave you done with my future, what have you done with your life?” And I tell him that I have tried. That I have tried to keep memory alive, that I have tried to fight those who would forget. Because if we forget, we are guilty, we are accomplices. And then I explain to him how naïve we were, that the world did know and remained silent. And that is why I swore never to be silent whenever wherever human beings endure suffering and humiliation. We must take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented. Sometimes we must interfere. When human lives are endangered, when human dignity is in jeopardy, national borders and sensitivities become irrelevant. Wherever men and women are persecuted because of their race, religion, or political views, that place must —at that moment — become the center of the universe. Reagan, Ronald. “Speech at Moscow State University.” The American Reader: Words that Moved a Nation, 2nd Edition . Edited by Diane Ravitch. New York: HarperCollins, 2000. (1988) From “Ronald Reagan: Speech at Moscow State University” But progress is not foreordained. The key is freedom —freedom of thought, freedom of information, freedom of communication. The renowned scientist, scholar, and founding father of this university, Mikhail Lomonosov , knew that. “It is common knowledge,” he said, “that the achievements of science are considerable and rapid, particularly once
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the yoke of slavery is cast off and replaced by the freedom of philosophy.” *…+ The explorers of the modern era are the entrepreneurs, men with vision, with the courage to take risks and faith enough to brave the unknown. These entrepreneurs and their small enterprises are responsible for almost all the economic growth in the United States. They are the prime movers of the technological revolution. In fact, one of the largest personal computer firms in the United States was started by two college students, no older than you, in the garage behind their home. Some people, even in my own country, look at the riot of experiment that is the free market and see only waste. What of all the entrepreneurs that fail? Well, many do, particularly the successful ones; often several times. And if you ask them the secret of their success, they’ll tell you it’s all that they learned in their struggles along the way; yes, it’s what they learned from failing. Like an athlete in competition or a scholar in pursuit of the truth, experience is the greatest teacher. *…+ APPENDIX B 175 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects We Americans make no secret of our beli ef in freedom. In fact, it’s something of a national pastime. Every 4 years the American people choose a new President, and 1988 is one of those years. At one point there were 13 major candidates running in the two major parties, not to mention all the others, including the Socialist and Libertarian candidates —all trying to get my job. About 1,000 local television stations, 8,500 radio stations, and 1,700 daily newspapers —each one an independent, private enterprise, fiercely independent of the Government —report
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on the candidates, grill them in interviews, and bring them together for debates. In the end, the people vote; they decide who will be the next President. But freedom doesn’t begin or end with elections. Go to any American town, to take just an example, and you’ll see dozens of churches, representing many different beliefs— in many places, synagogues and mosques —and you’ll see families of every conceivable nationality worshiping together. Go into any schoolroom, and there you will see children being taught the Declaration of Independence, that they are endowed by their Creator with certain unalienable rights —among them life, liberty, and the pursuit of happiness —that no government can justly deny; the guarantees in their Constitution for freedom of speech, freedom of assembly, and freedom of religion. Go into any courtroom, and there will preside an independent judge, beholden to no government power. There every defendant has the right to a trial by a jury of his peers, usually 12 men and women — common citizens; they are the ones, the only ones, who weigh the evidence and decide on guilt or innocence. In that court, the accused is innocent until proven guilty, and the word of a policeman or any official has no greater legal standing than the word of the accused. Go to any university campus, and there you’ll find an open, sometimes heated discussion of the problems in American society and what can be done to correct them. Turn on the television, and you’ll see the legislature conducting the business of government right there before the camera, debating and voting on the legislation that will become the law of the land. March in any demonstration, and there are many of them; the people’s right of assembly is guaranteed in the Constitution and protected by th
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epolice. Go into any union hall, where the members know their right to strike is protected by law. But freedom is more even than this. Freedom is the right to question and change the established way of doing things. It is the continuing revolution of the marketplace. It is the understanding that allows us to recognize shortcomings and seek solutions. It is the right to put forth an idea, scoffed at by the experts, and watch it catch fire among the people. It is the right to dream —to follow your dream or stick to your conscience, even if you’re the only one in a sea of doubters. Freedom is the recognition that no single person, no single authority or government has a monopoly on the truth, but that every individual life is infinitely precious, that every one of us put on this world has been put there for a reason and has something to offer. Quindlen, Anna. “A Quilt of a Country.” Newsweek September 27, 2001. (2001) America is an improbable idea. A mongrel nation built of ever-changing disparate parts, it is held together by a notion, the notion that all men are created equal, though everyone knows that most men consider themselves better than someone. “Of all the nations in the world, the United States was built in nobody’s image,” the historian Daniel Boorstin wrote. That’s because it was built of bits and pieces that APPENDIX B 176 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects seem discordant, like the crazy quilts that have been one of its great folk-art forms, velvet and calico and checks and brocades. Out of many, one. That is the ideal. # Sample Performance Tasks for Informational Texts: English Language Arts
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Students compare George Washington’s Farewell Address to other foreign policy statements, such as the Monroe Doctrine, and analyze how both texts address similar themes and concepts regarding “entangling alliances.” * RI.9 –10.9] Students analyze how Abraham Lincoln in his “Second Inaugural Address” unfolds his examination of the ideas that led to the Civil War, paying particular attention to the order in which the points are made, how Lincoln introduces and develops his points , and the connections that are drawn between them. [RI.9 –10.3] Students evaluate the argument and specific claims about the “spirit of liberty” in Learned Hand’s “I Am an American Day Address,” assessing the relevance and sufficiency of the evidence and the validity of his reasoning. [RI.9 –10.8] Students determine the purpose and point of view in Martin Luther King, Jr.’s, “I Have a Dream” speech and analyze how King uses rhetoric to advance his position. [RI.9 –10.6] # Informational Texts: History/Social Studies Brown, Dee. Bury My Heart at Wounded Knee: An Indian History of the American West . New York: Holt Rinehart Winston, 1970. (1970) From Chapter 1: “Their Manners Are Decorous and Praiseworthy” The decade following establishment of th e “permanent Indian frontier” was a bad time for the eastern tribes. The great Cherokee nation had survived more than a hundred years of the white man’s wars, diseases, and whiskey, but now it was to be blotted out. Because the Cherokees numbered several thousands, their removal to the West was planned to be in gradual stages, but the discovery of Appalachian gold within their territory brought on a clamor for their immediate wholesale exodus. During the autumn of 1838, General Winfield Scott’s soldiers rou nded them up and concentrated them into camps. (A few hundred escaped to the Smoky Mountains and many years later were
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given a small reservation in North Carolina.) From the prison camps they were started westward to Indian Territory. On the long winter trek, one of every four Cherokees died from the cold, hunger, or disease. They called the march their “trail of tears.” The Choctaws, Chickasaws, Creeks, and Seminoles also gave up their homelands in the South. In the North, surviving remnants of the Shawnees, Miamis, Ottawas, Hurons, Delawares, and many other once mighty tribes walked or traveled by horseback and wagon beyond the Mississippi, carrying their shabby goods, their rusty farming tools, and bags of seed corn. All of them arrived as refugees, poor relations, in the country of the proud and free Plains Indians. Scarcely were the refugees settled behind the security of the “permanent Indian frontier” when soldiers began marching westward through Indian country. The white men of the United States —who talked so much of peace but rarely seemed to practice it —were marching to war with the white men who had conquered the Indians of Mexico. When the war with Mexico ended in 1847, the United States took APPENDIX B 177 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects possession of a vast expanse of territory reaching from Texas to California. All of it was west of the “permanent Indian frontier.” Connell, Evan S. Son of the Morning Star: Custer and the Little Bighorn . New York: Harper Perennial, 1985. (1984) Sitting Bull. Sitting Bull. In English this name sounds a little absurd, and to whites of the nineteenth century it was still more so; they alluded to him as Slightly Recumbent Gentleman Cow. Exact Translation from the Sioux is impossible, but his name may be better understood if one realizes how plains
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Indians respected and honored the bull buffalo. Whites considered this animal to be exceptionally stupid. Col. Dodge states without equivocation that the buffalo is the dullest creature of which he has any knowledge. A herd of buffalo would graze complacently while every member was shot down. He himself shot two cows and thirteen calves while the survivors grazed and watched. He and others in his party had to shout and wave their hats to drive the herd away so the dead animals could be butchered. Indians, however, regarded buffalo as the wisest and most powerful of creatures, nearest to the omnipresent Spirit. Furthermore if one says in English that somebody is sitting it means he is seated, balanced on the haunches; but the Sioux expression has an additional sense, not equivalent to but approximating the English words situate and locate and reside . Thus from an Indian point of view, the name Sitting Bull signified a wise and powerful being who had taken up residence among them. As a boy, he was called Slow, Hunkesni, because of his deliberate manner, and it has been alleged that his parents thought him ordinary, perhaps even a bit slow in the head. Most biographies state that he was known also as Jumping Badger; but Stanley Vestal, after talking to many Indians who knew his, said that none of them nor any member of Sitting Bull’s family could remember his being called Jumping Badger. In any event, Slow he was called, and Slow would suffice until he distinguished himself. Gombrich, E. H. The Story of Art, 16th Edition . London: Phaidon, 1995. (1995) From Chapter 27: “Experimental Art: The First Half of the Twentieth Century” In one of his letters to a young painter, Cézanne had advised him to look at nature in terms
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of spheres, cones and cylinders. He presumably meant that he should always keep these basic solid shapes in mind when organizing his pictures. But Picasso and his friends decided to take this advice literally. I suppose that they reasoned somewhat like this: ‘We have long given up claiming that we represent things as they appear to our eyes. That was a will-o’ -the-wisp which it is useless to pursue. We do not want to fix on the canvas the imaginary impression of a fleeting moment. Let us follow Cézanne’s example, and build up the picture of our motifs as solidly and enduringly as we can. Why not be consistent and accept the fact that our real aim is rather to construct something, rather than to copy something? If we think of an object, let us say a violin, it does not appear before the eye of our mind the way it would appear before APPENDIX B 178 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects our bodily eyes. We can, and in fact do, think of its various aspects at the same time. Some of them stand out so clearly that we feel we can touch them and handle them; others are somehow blurred. And this strange medley of images represe nts more of the “real” violin than any single snapshot or meticulous painting could ever contain.’ This, I suppose, was the reasoning which led to such paintings as Picasso’s still life of a violin, figure 374. In some respects, it represents a return to what we have called Egyptian principles, in which an object was drawn from the angle from which its characteristic form came out most clearly. [Figure 374] Pablo Picasso, Violin and Grapes, 1912 Oil
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on canvas, 50.6 x 61 cm, 20 x 24 in; The Museum of Modern Art, New York Mrs. David M. Levy Bequest Kurlansky, Mark. Cod: A Biography of the Fish That Changed the World . New York: Walker, 1997. (1997) From Chapter 1: “The Race to Codlandia” A medieval fisherman is said to have hauled up a three-foot-long cod, which was common enough at the time. And the fact that the cod could talk was not especially surprising. But what was astonishing was that it spoke an unknown language. It spoke Basque. This Basque folktale shows not only the Basque attachment to their orphan language, indecipherable to the rest of the world, but also their tie to the Atlantic cod, Gadus morhua , a fish that has never been found in Basque or even Spanish waters. The Basques are enigmatic. They have lived in what is now the northwest corner of Spain and a nick of the French southwest for longer than history records, and not only is the origin of their language unknown, but also the origin of the people themselves remains a mystery also. According to one theory, these rosy-cheeked, dark-haired, long-nosed people where the original Iberians, driven by invaders to this mountainous corner between the Pyrenees, the Cantabrian Sierra, and the Bay of Biscay. Or they may be indigenous to this area. They graze sheep on impossibly steep, green slopes of mountains that are thrilling in their rare, rugged beauty. They sing their own songs and write their own literature in their own language, Euskera. Possibly Europe’s oldest living language, Euskera is one of only four European languages— along with Estonian, Finnish, and Hungarian —not in the Indo-European family. They also have their own sports, most notably jai alai, and even their own hat, the Basque beret,
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which is bigger than any other beret. Haskins, Jim. Black, Blue and Gray: African Americans in the Civil War . New York: Simon & Schuster, 1998. (1998) From “Introduction: A ‘White Man’s War?’” In 1775 the first shots were fired in the war between the thirteen American colonies and Great Britain that ended in a victory for the colonists and the founding of a new nation, the United States of America. APPENDIX B 179 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Only eighty-five years later, in 1861, the first shots were fired in a different war —a war between the states that became known as the Civil War. It was a war fought between the Confederate States of America and the states that remained in the Union —each side representing a distinct economy, labor system, and philosophy of government. The southern states that formed the Confederacy had agricultural economies that depended on a slave workforce and believed that any rights not granted to the federal government by the United States Constitution belonged to the states. The northern states were undergoing rapid industrialization, which depended on wage labor, and while northerners disagreed among themselves about slavery, most believed it represented a direct challenge to their own rights and freedoms. Most also believed that a strong federal government, with the ability to legislate behavior in areas not specifically set forth in the Constitution, was key to the growth and strength of the American republic. It was inevitable that these two very distinct societies would clash. For the Confederates, nicknamed Rebels, the Civil War was a new war of Independence. For the Unionists, nicknamed Yankees, it was a war to preserve the Union that had been so dearly won in
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the American Revolution. In the eyes of the four and an half million African Americans, enslaved and free, it was a war about slavery; and they wanted to be part of the fight. But many northern whites did not want blacks to serve in the northern military. They called it a “white man’s war” and said that slavery was not the main point of the conflict. At first, northern generals actually sent escaped slaves back to their southern masters. Eventually, the Union did accept blacks into its army and navy. A total of 178,895 black men served in 120 infantry regiments, twelve heavy artillery regiments, ten light artillery batteries, and seven cavalry regiments. Black soldiers constituted twelve percent of the North’s fighting forces, and they suffered a disproportionate number of casualties. Dash, Joan. The Longitude Prize . New York: Farrar, Straus and Giroux, 2000. (2000) From Chapter 1: “A Most Terrible Sea” At six in the morning I was awaked by a great shock, and a confused noise of the men on deck. I ran up, thinking some ship had run foul of us, for by my own reckoning, and that of every other person in the ship, we were at least thirty-five leagues distant from land; but, before I could reach the quarter-deck, the ship gave a great stroke upon the ground, and the sea broke over her. Just after this I could perceive the land, rocky, rugged and uneven, about two cables’ length from us…the masts soon went overboard, carrying some men with them…notwithstanding a most terrible sea, one of the [lifeboats] was launched, and eight of the best men jumped into her; but she had scarcely got to the ship’s stern when she was hurled to the bottom, and every soul in her perished. The rest of
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the boats were soon washed to pieces on the deck. We then made a raft…and waited with resignation for Providence to assist us. —From an account of the wreck of HMS Litchfield off the coast of North Africa, 1758 The Litchfield came to grief because no one aboard knew where they were. As the narrator tells us, by his own reckoning and that of everyone else they were supposed to be thirty-five leagues, about a hundred miles, from land. The word “reckoning” was short for “dead reckoning”— the system used by ships at sea to keep track of their position, meaning their longitude and latitude. It was an intricate APPENDIX B 180 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects system, a craft, and like every other craft involved the mastery of certain tools, in this case such instruments as compass, hourglass, and quadrant. It was an art as well. Latitude, the north-sou th position, had always been the navigator’s faithful guide. Even in ancient times, a Greek or Roman sailor could tell how far north of the equator he was by observing the North Star’s height above the horizon, or the sun’s at noon. This could be done with out instruments, trusting in experience and the naked eye, although it is believed that an ancestor of the quadrant called the astrolabe —“star -measurer”— was known to the ancients, and used by them to measure the angular height of the sun or a star above the horizon. Phoenicians, Greeks, and Romans tended to sail along the coasts and were rarely out of sight of land. As later navigators left the safety of the Mediterranean to plunge into the vast Atlantic —far from shore, and from the shorebirds that
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led them to it —they still had the sun and the North Star. And these enabled them to follow imagined parallel lines of latitude that circle the globe. Following a line of latitude —“sailing the parallel”— kept a ship on a steady east-west course. Christopher Columbus, who sailed the parallel in 1492, held his ships on such a safe course, west and west again, straight on toward Asia. When they came across an island off the coast of what would later be called America, Columbus compelled his crew to sign an affidavit stating that this island was no island but mainland Asia. Thompson, Wendy. The Illustrated Book of Great Composers . London: Anness, 2004. (2004) From “Composition through the Ages” Music as a Language Music as a language is the most mysterious of all art forms. People who can easily come to terms with a work of literature or a painting are still often baffled by the process by which a piece of music – appearing in material form as notation – must then be translated back into sound through the medium of a third party – the performer. Unlike a painting, a musical composition cannot be owned (except by its creator); and although a score may be published, like a book, it may remain incomprehensible to the general public until it is performed. Although a piece may be played thousands of times each repetition is entirely individual, and interpretations by different players may vary widely. Origins of musical notation The earliest musical compositions were circumscribed by the range of the human voice. People from all cultures have always sung, or used primitive instruments to make sounds. Notation, or the writing down of music, developed to enable performers to remember what they had improvised, to preserve what they had created,
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and to facilitate interaction between more than one performer. Musical notation, like language, has ancient origins, dating back to the Middle East in the third millennium BC. The ancient Greeks appear to have been the first to try to represent variations of musical pitch through the medium of the alphabet, and successive civilizations all over the world attempted to formulate similar systems of recognizable musical notation. Neumatic notation The earliest surviving Western European notational system was called “neumatic notation ”— a system of symbols which attempted to portray the rise and fall of a melodic line. These date back to the 9 th century AD, and were associated with the performance of sacred music particularly plainsong —in monastic institutions. Several early manuscript sources contain sacred texts with accompanying notation, although there was no standard system. The first appearance of staff notation, in which pitch was indicated by noteheads on or between lines with a symbol called a clef at the APPENDIX B 181 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects beginning to fix the pitch of one note, was in the 9 th century French treatise Musica enchiriadis . At the same time music for instruments (particularly organ and lute) was beginning to be written down in diagrammatic form known as tablature, which indicated the positions of the player’s fingers. Mann, Charles C. Before Columbus: The Americas of 1491 . New York: Atheneum, 2009. (2009) From Chapter 2 If you asked modern scientists to name the world’s greatest achievements in genetic engineering, you might be surprised by one of their low-tech answers: maize. Scientists know that maize, called “corn” in the United States, was created more than 6,000 years ago. Although exactly how this well-know plant was
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invented is still a mystery, they do know where it was invented —in the narrow “waist” of southern Mexico. This jumble of mountains, beaches, wet tropical forests, and dry plains is the most ecologically diverse part of Mesoamerica. Today it is the home of more than a dozen different Indian groups, but the human history of these hills and valleys stretches far into the past. From Hunting to Gathering to Farming About 11,500 years ago a group of Paleoindians was living in caves in what is now the Mexican state of Puebla. These people were hunters, but they did not bring down mastodons and mammoths. Those huge species were already extinct. Now and then they even feasted on giant turtles (which were probably a lot easier to catch than the fast-moving deer and rabbits.) Over the next 2,000 years, though, game animals grew scarce. Maybe the people of the area had been too successful at hunting. Maybe, as the climate grew slowly hotter and drier, the grasslands where the animals lived shrank, and so the animal populations shrank, as well. Perhaps the situation was a combination of these two reasons. Whatever the explanation, hunters of Puebla and the neighboring state of Oaxaca turned to plants for more of their food. # Informational Texts: Science, Mathematics, and Technical Subjects Euclid. Elements . Translated by Richard Fitzpatrick. Austin: Richard Fitzpatrick, 2005. (300 BCE) From Elements, Book 1 Definitions 1. A point is that of which there is no part. 2. And a line is a length without breadth. 3. And the extremities of a line are points. 4. A straight-line is whatever lies evenly with points upon itself. 5. And a surface is that which has length and breadth alone. APPENDIX B 182 > OREGON COMMON CORE STATE STANDARDS FOR English Language
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Arts > & Literacy in History/Social Studies, Science, and Technical Subjects 6. And the extremities of a surface are lines. 7. A plane surface is whatever lies evenly with straight-lines upon itself. 8. And a plane angle is the inclination of the lines, when two lines in a plane meet one another, and are not laid down straight-on with respect to one another. 9. And when the lines containing the angle are straight then the angle is called rectilinear. 10. And when a straight-line stood upon (another) straight-line makes adjacent angles (which are) equal to one another, each of the equal angles is a right-angle, and the former straight-line is called perpendicular to that upon which it stands. 11. An obtuse angle is greater than a right-angle. 12. And an acute angle is less than a right-angle. 13. A boundary is that which is the extremity of something. 14. A figure is that which is contained by some boundary or boundaries. 15. A circle is a plane figure contained by a single line [which is called a circumference], (such that) all of the straight-lines radiating towards [the circumference] from a single point lying inside the figure are equal to one another. 16. And the point is called the center of the circle. 17. And a diameter of the circle is any straight-line, being drawn through the center, which is brought to an end in each direction by the circumference of the circle. And any such (straight-line) cuts the circle in half. 18. And a semi-circle is the figure contained by the diameter and the circumference it cuts off. And the center of the semi-circle is the same (point) as the (center of) the circle. 19. Rectilinear figures are those figures contained by straight-lines: trilateral figures being contained by three straight-lines,
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quadrilateral by four, and multilateral by more than four. 20. And of the trilateral figures: an equilateral triangle is that having three equal sides, an isosceles (triangle) that having only two equal sides, and a scalene (triangle) that having three unequal sides. 21. And further of the trilateral figures: a right-angled triangle is that having a right-angle, an obtuse-angled (triangle) that having an obtuse angle, and an acute-angled (triangle) that having three acute angles. 22. And of the quadrilateral figures: a square is that which is right-angled and equilateral, a rectangle that which is right-angled but not equilateral, a rhombus that which is equilateral but not right-angled, and a rhomboid that having opposite sides and angles equal to one another which is neither right-angled nor equilateral. And let quadrilateral figures besides these be called trapezia. APPENDIX B 183 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects 23. Parallel lines are straight-lines which, being in the same plane, and being produced to infinity in each direction, meet with one another in neither (of these directions). Postulates 1. Let it have been postulated to draw a straight-line from any point to any point. 2. And to produce a finite straight-line continuously in a straight-line. 3. And to draw a circle with any center and radius. 4. And that all right-angles are equal to one another. 5. And that if a straight-line falling across two (other) straight-lines makes internal angles on the same side (of itself) less than two right-angles, being produced to infinity, the two (other) straight-lines meet on that side (of the original straight-line) that the (internal angles) are less than two right-angles (and do not meet on the other side). Common Notions 1. Things equal to the same
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thing are also equal to one another. 2. And if equal things are added to equal things then the wholes are equal. 3. And if equal things are subtracted from equal things then the remainders are equal. 4. And things coinciding with one another are equal to one another. 5. And the whole [is] greater than the part. Proposition 1 To construct an equilateral triangle on a given finite straight-line. Let AB be the given finite straight-line. So it is required to construct an equilateral triangle on the straight-line AB .APPENDIX B 184 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Let the circle BCD with center A and radius AB have been drawn [Post. 3], and again let the circle ACE with center B and radius BA have been drawn [Post. 3]. And let the straight-lines CA and CB have been joined from the point C, where the circles cut one another, to the points A and B (respectively) [Post. 1]. And since the point A is the center of the circle CDB , AC is equal to AB [Def. 1.15]. Again, since the point B is the center of the circle CAE , BC is equal to BA [Def. 1.15]. But CA was also shown to be equal to AB .Thus, CA and CB are each equal to AB . But things equal to the same thing are also equal to one another [C.N.1]. Thus, CA is also equal to CB . Thus, the three (straight-lines) CA , AB , and BC are equal to one another. Thus, the triangle ABC is equilateral, and has been constructed on the given finite straight-line AB .(Which is) the very thing it was required to do. Media Text Translator
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Robert Fitzpatrick’s complete version of Euclid’s Elements of Geometry, in bookmarked PDF form, with side-by-side Greek and English text: Cannon, Annie J. “Classifying the Stars.” The Universe of Stars. Edited by Harlow Shapeley and Cecilia H. Payne. Cambridge, Mass.: Harvard Observatory, 1926. (1926) Sunlight and starlight are composed of waves of various lengths, which the eye, even aided by a telescope, is unable to separate. We must use more than a telescope. In order to sort out the component colors, the light must be dispersed by a prism, or split up by some other means. For instance, sunbeams passing through rain drops, are transformed into the myriad-tinted rainbow. The familiar rainbow spanning the sky is Nature’s most glorious demonstration that light is composed of many colors. The very beginning of our knowledge of the nature of a star dates back to 1672, when Isaac Newton gave to the world the results of his experiments on passing sunlight through a prism. To describe the beautiful band of rainbow tints, produced when sunlight was dispersed by his three-cornered piece of glass, he took from the Latin the word spectrum , meaning an appearance. The rainbow is the spectrum of the Sun. *…+ In 1814, more than a century after Newton, the spectrum of the Sun was obtained in such purity that an amazing detail was seen and studied by the German optician, Fraunhofer. He saw that the multiple spectral tings, ranging from delicate violet to deep red, were crossed by hundreds of fine dark lines. In other words, there were narrow gaps in the spectrum where certain shades were wholly blotted out. We must remember that the word spectrum is applied not only to sunlight, but also to the light of any glowing substance when its rays are sorted out by
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a prism or a grating. Bronowski, Jacob, and Millicent Selsam. Biography of an Atom . New York: Harper, 1965. (1965) The birth began in a young star. A young star is a mass of hydrogen nuclei. Because the star is hot (about thirteen million degrees at the center), the nuclei cannot hold on to their electrons. The electrons wander around. The nuclei of hydrogen —that is, the protons —are moving about very fast too. From APPENDIX B 185 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects time to time one proton runs headlong into another. When this happens, one of the protons loses its electric charge and changes into a neutron. The pair then cling together as a single nucleus of heavy hydrogen. This nucleus will in time capture another proton. Now there is a nucleus with two protons and one neutron, called light helium. When two of these nuclei smash into each other, two protons are expelled in the process. This creates a nucleus of helium with two protons and two neutrons. This is the fundamental process of fusion by which the primitive hydrogen of the universe is built up into a new basic material, helium. In this process, energy is given off in the form of heat and light that make the stars shine. It is the first stage in the birth of the heavier atoms. Walker, Jearl. “Amusement Park Physics.” Roundabout: Readings from the Amateur Scientist in Scientific American. New York: Scientific American, 1985. (1985) From “Amusement Park Physics: Thinking About Physics While Scared to Death (on a Falling Roller Coas ter)” The rides in an amusement park not only are fun but also demonstrate principles of physics. Among them are rotational dynamics and energy
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conversion. I have been exploring the rides at Geauga Lake Amusement Park near Cleveland and have found that nearly every ride offers a memorable lesson. To me the scariest rides at the park are the roller coasters. The Big Dipper is similar to many of the roller coasters that have thrilled passengers for most of this century. The cars are pulled by chain to the top of the highest hill along the track, Released from the chain as the front of the car begins its descent, the unpowered cars have almost no speed and only a small acceleration. As more cars get onto the downward slope the acceleration increases. It peaks when all the cars are headed downward. The peak value is the product of the acceleration generated by gravity and the sine of the slope of the track. A steeper descent generates a greater acceleration, but packing the coaster with heavier passengers does not. When the coaster reaches the bottom of the valley and starts up the next hill, there is an instant when the cars are symmetrically distributed in the valley. The acceleration is zero. As more cars ascend the coaster begins to slow, reaching its lowest speed just as it is symmetrically positioned at the top of the hill. A roller coaster functions by means of transfers of energy. When the chain hauls the cars to the top of the first hill, it does work on the cars, endowing them with gravitational potential energy, the energy of a body in a gravitational field with respect to the distance of the body from some reference level such as the ground. As the cars descend into the first valley, much of the stored energy is transferred into kinetic energy, the energy of motion. Preston, Richard. The Hot Zone: A
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Terrifying True Story . New York: Anchor, 1995. (1995) From “Something in the Forest” 1980 New Year’s Day Charles Monet was a loner. He was a Frenchman who lived by himself in a little wooden bungalow on the private lands of the Nzoia Sugar Factory, a plantation in western Kenya that spread along the Nzoiz Rover within sight of Mount Elgon, a huge, solitary, extinct volcano that rises to a height of fourteen thousand feet near the edge of the Rift Valley. Mo net’s history is a little obscure. As with so many APPENDIX B 186 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects expatriates who end up in Africa, it is not clear what brought him there. Perhaps he had been in some kind of trouble in France. Or perhaps he had been drawn to Kenya by the beauty of the country. He was an amateur naturalist, fond of birds and animals but not of humanity in general. He was fifty-six years old, of medium height and medium build with smooth, straight brown hair; a good-looking man. It seems that his only close friends were women who lived in towns around the mountain, yet even they could not recall much about him for the doctors who investigated his death. His job was to take care of the sugar factory’s water -pumping machinery, which drew water from the Nzoia River and delivered it to many miles of sugar-cane fields. They say that he spent most of his day inside the pump house by the river as if it pleased him to watch and listen to the machines doing their work. Devlin, Keith. Life by the Numbers . New York: John Wiley & Sons, 1999. (1999) From Chapter 3:
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“Patterns of Nature” Though animals come in many shapes and sizes, there are definite limits on the possible size of an animal of a particular shape. King Kong simply could not exist, for instance. As Labarbara has calculated, if you were to take a gorilla and blow it up to the size of King Kong, its weight would increase by more than 14,000 times but the size of its bones would increase by only a few hundred times. Kong’s bones would simply not be able to support his body. He would collapse under his own weight! And the same is true for all those giant locusts, giant ants, and the like. Imagining giants —giant people, giant animals, or giant insects —might prove the basis for an entertaining story, but the rules of science say that giants could not happen. You can’t have a giant anything. If you want to change size, you have to change to overall design. The reason is quite simple. Suppose you double the height (or length) of any creature, say, a gorilla. The weight will increase 8 times (i.e., 2 cubed), but the cross section of the bones will increase only fourfold (2 squared). Or, if you increase the height of the gorilla 10 times, the weight will increase, 1,000 times (10 cubed), but the cross-sectional area of the bones will increase only 100 times (10 squared). In general, when you increase the height by a certain factor, the weight will increase by the cube of that factor but the cross section of the bone will increase only by the square of that factor. Hoose, Phillip. The Race to Save Lord God Bird . New York: Farrar, Straus and Giroux, 2004. (2004) Hakim, Joy. The Story of Science: Newton at the Center . Washington, D.C.: Smithsonian
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Books, 2005. (2005) Probability, a branch of mathematics, began with gambling. Pierre de Fermat (of the famous Last Theorem), Blaise Pascal, and the Bernoullis wanted to know the mathematical odds of winning at the card table. Probability didn’t tell them for certain that they would or wouldn’t draw an ace; it just told them how likely it was. A deck of 52 cards has 4 aces, so the odds of the first drawn card being an ace are 4 in 52 (or 1in 13). If 20 cards have been played and not an ace among them, those odds improve to 4 in 32 (1 in 8). Always keep in mind that probability is about the likelihood of outcomes, not the certainty. If there are only 4 APPENDIX B 187 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects cards left in the deck, and no aces have been played, you can predict with certainty that the next card will be an ace —but you’re not using probability; you’re using fact. Probability is central to the physics tha t deals with the complex world inside atoms. We can’t determine the action of an individual particle, but with a large number of atoms, predictions based on probability become very accurate. Nicastro, Nicholas. Circumference: Eratosthenes and the Ancient Quest to Measure the Globe . New York: St. Martin’s Press, 2008. (2008) From “The Astrolabe” The astrolabe (in Greek, “star reckoner”) is a manual computing and observation device with myriad uses in astronomy, time keeping, surveying, navigation, and astrology. The principles behind the most common variety, the planispheric astrolabe, were first laid down in antiquity by the Greeks, who pioneered the notion of projecting three-dimensional images on flat surfaces. The device reached a
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high degree of refinement in the medieval Islamic world, where it was invaluable for determining prayer times and the direction of Mecca from anywhere in the Muslim world. The astrolabe was introduced to Europe by the eleventh century, where is saw wide use until the Renaissance. The fundamental innovation underlying the astrolabe was the projection of an image of the sky (usually the northern hemisphere, centered on Polaris) on a plane corresponding to the earth’s equator. This image, which was typically etched on a brass plate, was inserted into a round frame (the mater ) whose circumference was marked in degrees or hours. Over the plate was fitted a lattice-work disk, the rete ,with pointers to indicate the positions of major stars. A metal hand, similar to those on a clock, was hinged with the rete at the center of the instrument, as was a sighting vane (the alidade ) for determining the angular height of the stars or other features, such as mountaintops. The entire device was usually not more than six to eight inches in diameter and half an inch thick. One common use of the astrolabe was to determine the time of day, even after dark. Other uses included determination of sunrise, and sunset times for any date past or future, predicting eclipses, finding important stars or constellations, and measuring the height of earthbound objects and the circumference of the earth. For this and other reasons, the astrolabe has been called “the world’s first personal computer.” U.S. Environmental Protection Agency/U.S. Department of Energy. Recommended Levels of Insulation . 2010. (2010) Recommended Levels of Insula tion Insulation levels are specified by R -Value. R -Value is a measure of insulation’s ability to resist heat traveling through it. The higher the R -Value the better the thermal performance
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of the insulation. The table below shows what levels of insulation are cost -effective for different climates and locations in the home. Recommended insulation levels for retrofitting existing wood -framed buildings APPENDIX B 188 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Zone Add Insulation to Attic Floor Uninsulated Attic Existing 3 –4 Inches of Insulation 1 R30 to R49 R25 to R30 R13 2 R30 to R60 R25 to R38 R13 to R19 3 R30 to R60 R25 to R38 R19 to R25 4 R38 to R60 R38 R25 to R30 5 to 8 R49 to R60 R38 to R49 R25 to R30 Wall Insulation: Whenever exterior siding is removed on an Uninsulated wood -frame wall: Drill hole s in the sheathing and blow insulation into the empty wall cavity before installing the new siding, and Zones 3 –4: Add R5 insulative wall sheathing beneath the new siding Zones 5 –8: Add R5 to R6 insulative wall sheathing beneath the new siding. Insulated wood -frame wall: For Zones 4 to 8: Add R5 insulative sheathing before installing the new siding. APPENDIX B 189 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects # Sample Performance Tasks for Informational Texts: History/Social Studies & Science, Mathematics, and Technical Subjects Students compare the similarities and differences in point of view in works by Dee Brown and Evan Connell regarding the Battle of Little Bighorn, analyzing how the authors treat the same event and which details they include and emphasize in their respective accounts. [RH.9 –10.6] Students analyze the role of African American soldiers in the Civil War by comparing and contrasting primary source materials
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against secondary syntheses such as Jim Haskins’s Black, Blue and Gray: African Americans in the Civil War . [RH.9 –10.9] Students determine the meaning of words such as quadrant , astrolabe , equator , and horizon line in Joan Dash’s The Longitude Prize as well as phrases such as “ dead reckoning” and “ sailing the parallel” that reflect social aspects of history. [RH.9 –10.4] Students cite specific textual evidence from Annie J. Cannon’s “Classifying the Stars” to support their analysis of the scientific importance of the discovery that light is composed of many colors. Students include in their analysis precise details from the text (such as Cannon’ s repeated use of the image of the rainbow) to buttress their explanation. [RST.9 –10.1] . Students determine how Jearl Walker clarifies the phenomenon of acceleration in his essay “Amusement Park Physics,” accurately summarizing his conclusions regarding the physics of roller coasters and tracing how supporting details regarding the processes of rotational dynamics and energy conversion are incorporated in his explanation . [RST.9 –10.2] Students read in Phillip Hoose’s Race to Save Lord God Bird about the attempts scientists and bird-lovers made to save the ivory-billed woodpecker from extinction and assess the extent to which the reasoning and evidence Hoose presents supports his scientific analysis of why protecting this particular species was so challenging. [RST.9 –10 .8] # Grades 11 –CCR Text Exemplars # Stories Chaucer, Geoffrey. The Canterbury Tales . Translated into modern English by Neville Coghill. Harmondsworth: Penguin, 1951. (Late 14 th Century) From The General Prologue When in April the sweet showers fall That pierce March's drought to the root and all And bathed every vein in liquor that has power To generate therein and sire the flower; When Zephyr also has with his sweet breath, Filled again, in
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every holt and heath, The tender shoots and leaves, and the young sun His half-course in the sign of the Ram has run, And many little birds make melody That sleep through all the night with open eye (So Nature pricks them on to ramp and rage) APPENDIX B 190 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Then folk do long to go on pilgrimage, And palmers to go seeking out strange strands, To distant shrines well known in distant lands. And specially from every shire's end Of England they to Canterbury went, The holy blessed martyr there to seek Who helped them when they lay so ill and weak It happened that, in that season, on a day In Southwark, at the Tabard, as I lay Ready to go on pilgrimage and start To Canterbury, full devout at heart, There came at nightfall to that hostelry Some nine and twenty in a company Of sundry persons who had chanced to fall In fellowship, and pilgrims were they all That toward Canterbury town would ride. The rooms and stables spacious were and wide, And well we there were eased, and of the best. And briefly, when the sun had gone to rest, So had I spoken with them, every one, That I was of their fellowship anon, And made agreement that we'd early rise To take the road, as I will to you apprise. But none the less, whilst I have time and space, Before yet further in this tale I pace, It seems to me in accord with reason To describe to you the state of every one Of each of them, as it appeared to me, And who they were, and what was their degree,
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And even what clothes they were dressed in; And with a knight thus will I first begin. de Cervantes, Miguel. Don Quixote: The Ormsby Translation, Revised Backgrounds and Sources Criticism . New York: W. W. Norton, 1981. (1605) In a village of La Mancha, the name of which I have no desire to call to mind, there lived not long since one of those gentlemen that keep a lance in the lance-rack, an old buckler, a lean hack, and a greyhound for coursing. An olla of rather more beef than mutton, a salad on most nights, scraps on Saturdays, lentils on Fridays, and a pigeon or so extra on Sundays, made away with three-quarters of his income. The rest of it went in a doublet of fine cloth and velvet breeches and shoes to match for holidays, while on week-days he made a brave figure in his best homespun. He had in his house a housekeeper past forty, a niece under twenty, and a lad for the field and market-place, who used to saddle the hack as well as handle the bill-hook. The age of this gentleman of ours was bordering on fifty; he was of a hardy habit, spare, gaunt-featured, a very early riser and a great sportsman. They will have it his surname was Quixada or Quesada (for here there is some difference of opinion among the authors who write on the subject), although from reasonable conjectures it seems plain that he was called Quexana. This, APPENDIX B 191 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects however, is of but little importance to our tale; it will be enough not to stray a hair's breadth from the truth in the telling of it. You must
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know, then, that the above-named gentleman whenever he was at leisure (which was mostly all the year round) gave himself up to reading books of chivalry with such ardour and avidity that he almost entirely neglected the pursuit of his field-sports, and even the management of his property; and to such a pitch did his eagerness and infatuation go that he sold many an acre of tillageland to buy books of chivalry to read, and brought home as many of them as he could get. But of all there were none he liked so well as those of the famous Feliciano de Silva's composition, for their lucidity of style and complicated conceits were as pearls in his sight, particularly when in his reading he came upon courtships and cartels, where he often found passages like "the reason of the unreason with which my reason is afflicted so weakens my reason that with reason I murmur at your beauty;" or again, "the high heavens, that of your divinity divinely fortify you with the stars, render you deserving of the desert your greatness deserves." Over conceits of this sort the poor gentleman lost his wits, and used to lie awake striving to understand them and worm the meaning out of them; what Aristotle himself could not have made out or extracted had he come to life again for that special purpose. He was not at all easy about the wounds which Don Belianis gave and took, because it seemed to him that, great as were the surgeons who had cured him, he must have had his face and body covered all over with seams and scars. He commended, however, the author's way of ending his book with the promise of that interminable adventure, and many a time was he tempted to take
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up his pen and finish it properly as is there proposed, which no doubt he would have done, and made a successful piece of work of it too, had not greater and more absorbing thoughts prevented him. Many an argument did he have with the curate of his village (a learned man, and a graduate of Siguenza) as to which had been the better knight, Palmerin of England or Amadis of Gaul. Master Nicholas, the village barber, however, used to say that neither of them came up to the Knight of Phoebus, and that if there was any that could compare with him it was Don Galaor, the brother of Amadis of Gaul, because he had a spirit that was equal to every occasion, and was no finikin knight, nor lachrymose like his brother, while in the matter of valour he was not a whit behind him. In short, he became so absorbed in his books that he spent his nights from sunset to sunrise, and his days from dawn to dark, poring over them; and what with little sleep and much reading his brains got so dry that he lost his wits. His fancy grew full of what he used to read about in his books, enchantments, quarrels, battles, challenges, wounds, wooings, loves, agonies, and all sorts of impossible nonsense; and it so possessed his mind that the whole fabric of invention and fancy he read of was true, that to him no history in the world had more reality in it. He used to say the Cid Ruy Diaz was a very good knight, but that he was not to be compared with the Knight of the Burning Sword who with one back-stroke cut in half two fierce and monstrous giants. He thought more of Bernardo del Carpio
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because at Roncesvalles he slew Roland in spite of enchantments, availing himself of the artifice of Hercules when he strangled Antaeus the son of Terra in his arms. He approved highly of the giant Morgante, because, although of the giant breed which is always arrogant and ill-conditioned, he alone was affable and well-bred. But above all he admired Reinaldos of Montalban, especially when he saw him sallying forth from his castle and robbing everyone he met, and when beyond the seas he stole that image of Mahomet which, as his history says, was entirely of gold. To have a bout of kicking at that traitor of a Ganelon he would have given his housekeeper, and his niece into the bargain. In short, his wits being quite gone, he hit upon the strangest notion that ever madman in this world hit upon, and that was that he fancied it was right and requisite, as well for the support of his own honour as for the service of his country, that he should make a knight-errant of himself, roaming the world over APPENDIX B 192 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects in full armour and on horseback in quest of adventures, and putting in practice himself all that he had read of as being the usual practices of knights-errant; righting every kind of wrong, and exposing himself to peril and danger from which, in the issue, he was to reap eternal renown and fame. Already the poor man saw himself crowned by the might of his arm Emperor of Trebizond at least; and so, led away by the intense enjoyment he found in these pleasant fancies, he set himself forthwith to put his scheme into execution. The first
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thing he did was to clean up some armour that had belonged to his great-grandfather, and had been for ages lying forgotten in a corner eaten with rust and covered with mildew. He scoured and polished it as best he could, but he perceived one great defect in it, that it had no closed helmet, nothing but a simple morion. This deficiency, however, his ingenuity supplied, for he contrived a kind of half-helmet of pasteboard which, fitted on to the morion, looked like a whole one. It is true that, in order to see if it was strong and fit to stand a cut, he drew his sword and gave it a couple of slashes, the first of which undid in an instant what had taken him a week to do. The ease with which he had knocked it to pieces disconcerted him somewhat, and to guard against that danger he set to work again, fixing bars of iron on the inside until he was satisfied with its strength; and then, not caring to try any more experiments with it, he passed it and adopted it as a helmet of the most perfect construction. He next proceeded to inspect his hack, which, with more quartos than a real and more blemishes than the steed of Gonela, that "tantum pellis et ossa fuit," surpassed in his eyes the Bucephalus of Alexander or the Babieca of the Cid. Four days were spent in thinking what name to give him, because (as he said to himself) it was not right that a horse belonging to a knight so famous, and one with such merits of his own, should be without some distinctive name, and he strove to adapt it so as to indicate what he had been before belonging to a knight-errant, and
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what he then was; for it was only reasonable that, his master taking a new character, he should take a new name, and that it should be a distinguished and full-sounding one, befitting the new order and calling he was about to follow. And so, after having composed, struck out, rejected, added to, unmade, and remade a multitude of names out of his memory and fancy, he decided upon calling him Rocinante, a name, to his thinking, lofty, sonorous, and significant of his condition as a hack before he became what he now was, the first and foremost of all the hacks in the world. Having got a name for his horse so much to his taste, he was anxious to get one for himself, and he was eight days more pondering over this point, till at last he made up his mind to call himself "Don Quixote," whence, as has been already said, the authors of this veracious history have inferred that his name must have been beyond a doubt Quixada, and not Quesada as others would have it. Recollecting, however, that the valiant Amadis was not content to call himself curtly Amadis and nothing more, but added the name of his kingdom and country to make it famous, and called himself Amadis of Gaul, he, like a good knight, resolved to add on the name of his, and to style himself Don Quixote of La Mancha, whereby, he considered, he described accurately his origin and country, and did honour to it in taking his surname from it. So then, his armour being furbished, his morion turned into a helmet, his hack christened, and he himself confirmed, he came to the conclusion that nothing more was needed now but to look out for a lady to be in love
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with; for a knight-errant without love was like a tree without leaves or fruit, or a body without a soul. As he said to himself, "If, for my sins, or by my good fortune, I come across some giant hereabouts, a common occurrence with knights-errant, and overthrow him in one onslaught, or cleave him asunder to the waist, or, in short, vanquish and subdue him, will it not be well to have some one I may send him to as a present, that he may come in and fall on his knees before my sweet lady, and in a APPENDIX B 193 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects humble, submissive voice say, 'I am the giant Caraculiambro, lord of the island of Malindrania, vanquished in single combat by the never sufficiently extolled knight Don Quixote of La Mancha, who has commanded me to present myself before your Grace, that your Highness dispose of me at your pleasure'?" Oh, how our good gentleman enjoyed the delivery of this speech, especially when he had thought of some one to call his Lady! There was, so the story goes, in a village near his own a very good-looking farm-girl with whom he had been at one time in love, though, so far as is known, she never knew it nor gave a thought to the matter. Her name was Aldonza Lorenzo, and upon her he thought fit to confer the title of Lady of his Thoughts; and after some search for a name which should not be out of harmony with her own, and should suggest and indicate that of a princess and great lady, he decided upon calling her Dulcinea del Toboso —she being of El Toboso —a
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name, to his mind, musical, uncommon, and significant, like all those he had already bestowed upon himself and the things belonging to him. Austen, Jane. Pride and Prejudice . New York: Oxford University Press, 1990. (1813) From Chapter 1 It is a truth universally acknowledged that a single man in possession of a good fortune, must be in want of a wife. However little known the feelings or views of such a man may be on his first entering a neighbourhood, this truth is so well fixed in the minds of the surrounding families that he is considered as the rightful property of someone or other of their daughters. “My dear Mr. Bennet,” said his lady to him one day, “have you heard that Netherfield Park is let at last?” Mr. Bennet replied that he had not. “But it is,” returned she; “for Mrs. Long has just been here, and she told me all about it.” Mr. Bennet made no answer. “Do not you want to know who has taken it?” cried his wife impatiently. “You want to tell me, and I have no objection to hearing it.” This was invitation enough. “Why, my dear, you must know, Mrs. Long says that Netherfield is taken by a young man of large fortune from the north of England; that he came down on Monday in a chaise and four to see the place, and was so much delighted with it, that he agreed with Mr. Morris immediately; that he is to take possession before Michaelmas, and some of his servants are to be in the house by the end of next week.” “What is his name?” “Bingley.” APPENDIX B 194 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects “Is
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he married or single?” “Oh! single, my dear, to be sure! A single man of large fortune; four or five thousand a year. What a fine thing for our girls!” “How so? how can it affect them?” “My dear Mr. Bennet,” replied his wife, “how can you be so tir esome! You must know that I am thinking of his marrying one of them.” “Is that his design in settling here?” “Design! nonsense, how can you talk so! But it is very likely that he may fall in love with one of them, and therefore you must visit him as soon a s he comes.” “I see no occasion for that. You and the girls may go, or you may send them by themselves, which perhaps will be still better, for as you are as handsome as any of them, Mr. Bingley might like you the best of the party.” “My dear, you flatter me. I certainly have had my share of beauty, but I do not pretend to be anything extraordinary now. When a woman has five grown-up daughters she ought to give over thinking of her own beauty.” “In such cases a woman has not often much beauty to think of.” “But, my dear, you must indeed go and see Mr. Bingley when he comes into the neighbourhood.” “It is more than I engage for, I assure you.” “But consider your daughters. Only think what an establishment it would be for one of them. Sir William and Lady Lucas are determined to go, merely on that account, for in general, you know, they visit no new-comers. Indeed you must go, for it will be impossible for us to visit him if you do not.” “You are over -scrupulous surely. I dare say Mr. Bingley will be very glad
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to see you; and I will send a few lines by you to assure him of my hearty consent to his marrying whichever he chooses of the girls: though I must throw in a good word for my little Lizzy.” “I desire you will do no such thing. Lizzy is not a bit better th an the others; and I am sure she is not half so handsome as Jane, nor half so good-humoured as Lydia. But you are always giving her the preference.” “They have none of them much to recommend them,” replied he; “they are all silly and ignorant, like other g irls; but Lizzy has something more of quickness than her sisters.” “Mr. Bennet, how can you abuse your own children in such a way! You take delight in vexing me. You have no compassion on my poor nerves.” APPENDIX B 195 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects “You mistake me, my dear. I have a high respect f or your nerves. They are my old friends. I have heard you mention them with consideration these twenty years at least.” “Ah! you do not know what I suffer.” “But I hope you will get over it, and live to see many young men of four thousand a year come into the neighbourhood.” “It will be no use to us if twenty such should come, since you will not visit them.” “Depend upon it, my dear, that when there are twenty, I will visit them all.” Mr. Bennet was so odd a mixture of quick parts, sarcastic humour, reserve, and caprice, that the experience of three-and-twenty years had been insufficient to make his wife understand his character. Her mind was less difficult to develop.
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She was a woman of mean understanding, little information, and uncertain temper. When she was discontented she fancied herself nervous. The business of her life was to get her daughters married; its solace was visiting and news. Poe, Edgar Allan. “The Cask of Amontillado.” Complete Stories and Poems of Edgar Allen Poe. New York: Doubleday, 1984. (1846) The thousand injuries of Fortunato I had borne as I best could, but when he ventured upon insult I vowed revenge. You, who so well know the nature of my soul, will not suppose, however, that gave utterance to a threat. At length I would be avenged; this was a point definitely, settled --but the very definitiveness with which it was resolved precluded the idea of risk. I must not only punish but punish with impunity. A wrong is unredressed when retribution overtakes its redresser. It is equally unredressed when the avenger fails to make himself felt as such to him who has done the wrong. It must be understood that neither by word nor deed had I given Fortunato cause to doubt my good will. I continued, as was my in to smile in his face, and he did not perceive that my smile now was at the thought of his immolation. He had a weak point --this Fortunato --although in other regards he was a man to be respected and even feared. He prided himself on his connoisseurship in wine. Few Italians have the true virtuoso spirit. For the most part their enthusiasm is adopted to suit the time and opportunity, to practise imposture upon the British and Austrian millionaires. In painting and gemmary, Fortunato, like his countrymen, was a quack, but in the matter of old wines he was sincere. In this respect I did not differ from him materially;
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--I was skilful in the Italian vintages myself, and bought largely whenever I could. It was about dusk, one evening during the supreme madness of the carnival season, that I encountered my friend. He accosted me with excessive warmth, for he had been drinking much. The man wore motley. He had on a tight-fitting parti-striped dress, and his head was surmounted by the conical cap and bells. I was so pleased to see him that I thought I should never have done wringing his hand. I said to him --"My dear Fortunato, you are luckily met. How remarkably well you are looking to-day. But I have received a pipe of what passes for Amontillado, and I have my doubts." APPENDIX B 196 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects "How?" said he. "Amontillado, A pipe? Impossible! And in the middle of the carnival!" "I have my doubts," I replied; "and I was silly enough to pay the full Amontillado price without consulting you in the matter. You were not to be found, and I was fearful of losing a bargain." "Amontillado!" "I have my doubts." "Amontillado!" "And I must satisfy them." "Amontillado!" "As you are engaged, I am on my way to Luchresi. If any one has a critical turn it is he. He will tell me --" "Luchresi cannot tell Amontillado from Sherry." "And yet some fools will have it that his taste is a match for your own." "Come, let us go." Brontë, Charlotte. Jane Eyre . Oxford: Oxford University Press, 2000. (1848) From Chapter 1 There was no possibility of taking a walk that day. We had been wandering, indeed, in the leafless shrubbery an hour in the morning; but since dinner (Mrs. Reed,
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when there was no company, dined early) the cold winter wind had brought with it clouds so sombre, and a rain so penetrating, that further out-door exercise was now out of the question. I was glad of it: I never liked long walks, especially on chilly afternoons: dreadful to me was the coming home in the raw twilight, with nipped fingers and toes, and a heart saddened by the chidings of Bessie, the nurse, and humbled by the consciousness of my physical inferiority to Eliza, John, and Georgiana Reed. The said Eliza, John, and Georgiana were now clustered round their mama in the drawing-room: she lay reclined on a sofa by the fireside, and with her darlings about her (for the time neither quarrelling nor crying) looked perfectly happy. Me, she had dispensed from joining the group; saying, “She regretted to be under the necessity of keeping me at a distance; but that until she heard from Bessie, and could discover by her own observation, that I was endeavouring in good earnest to acquire a more sociable and childlike disposition, a more attractive and sprightly manner —something lighter, franker, more natural, as it were —she really must exclude me from privileges intended only for contented, happy, little children.” “What does Bessie say I have done?” I asked. APPENDIX B 197 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects “Jane, I don’t like cavillers or questioners; besides, there is something truly forbidding in a child taking up her elders in that manner. Be seated somewhere; and until you can speak pleasantly, remain silent.” A breakfast-room adjoined the drawing-room, I slipped in there. It contained a bookcase: I soon possessed myself of a volume, taking care that it should be
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one stored with pictures. I mounted into the window-seat: gathering up my feet, I sat cross-legged, like a Turk; and, having drawn the red moreen curtain nearly close, I was shrined in double retirement. Folds of scarlet drapery shut in my view to the right hand; to the left were the clear panes of glass, protecting, but not separating me from the drear November day. At intervals, while turning over the leaves of my book, I studied the aspect of that winter afternoon. Afar, it offered a pale blank of mist and cloud; near a scene of wet lawn and storm-beat shrub, with ceaseless rain sweeping away wildly before a long and lamentable blast. Hawthorne, Nathaniel. The Scarlet Letter: A Romance . New York: Penguin, 2003. (1850) From Chapter 16 The road, after the two wayfarers had crossed from the Peninsula to the mainland, was no other than a foot-path. It straggled onward into the mystery of the primeval forest. This hemmed it in so narrowly, and stood so black and dense on either side, and disclosed such imperfect glimpses of the sky above, that, to Hester's mind, it imaged not amiss the moral wilderness in which she had so long been wandering. The day was chill and sombre. Overhead was a gray expanse of cloud, slightly stirred, however, by a breeze; so that a gleam of flickering sunshine might now and then be seen at its solitary play along the path. This flitting cheerfulness was always at the further extremity of some long vista through the forest. The sportive sunlight--feebly sportive, at best, in the predominant pensiveness of the day and scene--withdrew itself as they came nigh, and left the spots where it had danced the drearier, because they had hoped to find them bright. "Mother," said little Pearl,
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"the sunshine does not love you. It runs away and hides itself, because it is afraid of something on your bosom. Now, see! There it is, playing a good way off. Stand you here, and let me run and catch it. I am but a child. It will not flee from me--for I wear nothing on my bosom yet!" "Nor ever will, my child, I hope," said Hester. "And why not, mother?" asked Pearl, stopping short, just at the beginning of her race. "Will not it come of its own accord when I am a woman grown?" "Run away, child," answered her mother, "and catch the sunshine. It will soon be gone." Pearl set forth at a great pace, and as Hester smiled to perceive, did actually catch the sunshine, and stood laughing in the midst of it, all brightened by its splendor, and scintillating with the vivacity excited by rapid motion. The light lingered about the lonely child, as if glad of such a playmate, until her mother had drawn almost nigh enough to step into the magic circle too. "It will go now," said Pearl, shaking her head. "See!" answered Hester, smiling; "now I can stretch out my hand and grasp some of it." APPENDIX B 198 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects As she attempted to do so, the sunshine vanished; or, to judge from the bright expression that was dancing on Pearl's features, her mother could have fancied that the child had absorbed it into herself, and would give it forth again, with a gleam about her path, as they should plunge into some gloomier shade. There was no other attribute that so much impressed her with a sense of new and
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untransmitted vigor in Pearl's nature, as this never failing vivacity of spirits: she had not the disease of sadness, which almost all children, in these latter days, inherit, with the scrofula, from the troubles of their ancestors. Perhaps this, too, was a disease, and but the reflex of the wild energy with which Hester had fought against her sorrows before Pearl's birth. It was certainly a doubtful charm, imparting a hard, metallic lustre to the child's character. She wanted--what some people want throughout life--a grief that should deeply touch her, and thus humanize and make her capable of sympathy. But there was time enough yet for little Pearl. "Come, my child!" said Hester, looking about her from the spot where Pearl had stood still in the sunshine--"we will sit down a little way within the wood, and rest ourselves." Dostoevsky, Fyodor. Crime and Punishment . Translated by Constance Black Garnett. New York: Dover, 2001. (1866) On an exceptionally hot evening early in July a young man came out of the garret in which he lodged in S. Place and walked slowly, as though in hesitation, towards K. bridge. He had successfully avoided meeting his landlady on the staircase. His garret was under the roof of a high, five-storied house and was more like a cupboard than a room. The landlady who provided him with garret, dinners, and attendance, lived on the floor below, and every time he went out he was obliged to pass her kitchen, the door of which invariably stood open. And each time he passed, the young man had a sick, frightened feeling, which made him scowl and feel ashamed. He was hopelessly in debt to his landlady, and was afraid of meeting her. This was not because he was cowardly and abject, quite the contrary; but
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for some time past he had been in an overstrained irritable condition, verging on hypochondria. He had become so completely absorbed in himself, and isolated from his fellows that he dreaded meeting, not only his landlady, but anyone at all. He was crushed by poverty, but the anxieties of his position had of late ceased to weigh upon him. He had given up attending to matters of practical importance; he had lost all desire to do so. Nothing that any landlady could do had a real terror for him. But to be stopped on the stairs, to be forced to listen to her trivial, irrelevant gossip, to pestering demands for payment, threats and complaints, and to rack his brains for excuses, to prevaricate, to lie —no, rather than that, he would creep down the stairs like a cat and slip out unseen. This evening, however, on coming out into the street, he became acutely aware of his fears. "I want to attempt a thing like that and am frightened by these trifles," he thought, with an odd smile. "Hm... yes, all is in a man's hands and he lets it all slip from cowardice, that's an axiom. It would be interesting to know what it is men are most afraid of. Taking a new step, uttering a new word is what they fear most.... But I am talking too much. It's because I chatter that I do nothing. Or perhaps it is that I chatter because I do nothing. I've learned to chatter this last month, lying for days together in my den APPENDIX B 199 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects thinking... of Jack the Giant-killer. Why am I going there now? Am I capable
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of that? Is that serious? It is not serious at all. It's simply a fantasy to amuse myself; a plaything! Yes, maybe it is a plaything." The heat in the street was terrible: and the airlessness, the bustle and the plaster, scaffolding, bricks, and dust all about him, and that special Petersburg stench, so familiar to all who are unable to get out of town in summer —all worked painfully upon the young man's already overwrought nerves. The insufferable stench from the pot-houses, which are particularly numerous in that part of the town, and the drunken men whom he met continually, although it was a working day, completed the revolting misery of the picture. An expression of the profoundest disgust gleamed for a moment in the young man's refined face. He was, by the way, exceptionally handsome, above the average in height, slim, well-built, with beautiful dark eyes and dark brown hair. Soon he sank into deep thought, or more accurately speaking into a complete blankness of mind; he walked along not observing what was about him and not caring to observe it. From time to time, he would mutter something, from the habit of talking to himself, to which he had just confessed. At these moments he would become conscious that his ideas were sometimes in a tangle and that he was very weak; for two days he had scarcely tasted food. He was so badly dressed that even a man accustomed to shabbiness would have been ashamed to be seen in the street in such rags. In that quarter of the town, however, scarcely any shortcoming in dress would have created surprise. Owing to the proximity of the Hay Market, the number of establishments of bad character, the preponderance of the trading and working class population crowded in
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these streets and alleys in the heart of Petersburg, types so various were to be seen in the streets that no figure, however queer, would have caused surprise. But there was such accumulated bitterness and contempt in the young man's heart, that, in spite of all the fastidiousness of youth, he minded his rags least of all in the street. It was a different matter when he met with acquaintances or with former fellow students, whom, indeed, he disliked meeting at any time. And yet when a drunken man who, for some unknown reason, was being taken somewhere in a huge waggon dragged by a heavy dray horse, suddenly shouted at him as he drove past: "Hey there, German hatter" bawling at the top of his voice and pointing at him —the young man stopped suddenly and clutched tremulously at his hat. It was a tall round hat from Zimmerman's, but completely worn out, rusty with age, all torn and bespattered, brimless and bent on one side in a most unseemly fashion. Not shame, however, but quite another feeling akin to terror had overtaken him. Jewett, Sarah Orne. “A White Heron.” A White Heron and Other Stories . Boston: Houghton Mifflin, 1886. (1886) Half a mile from home, at the farther edge of the woods, where the land was highest, a great pine-tree stood, the last of its generation. Whether it was left for a boundary mark, or for what reason, no one could say; the woodchoppers who had felled its mates were dead and gone long ago, and a whole forest of sturdy trees, pines and oaks and maples, had grown again. But the stately head of this old pine towered above them all and made a landmark for sea and shore miles and miles away. Sylvia knew it
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well. She had always believed that whoever climbed to the top of it could see the ocean; and the little girl had often laid her hand on the great rough trunk and looked up wistfully at those dark boughs that the wind always stirred, no matter how hot and still the air might be below. Now she thought of the tree with a new excitement, for why, if one climbed it at break of day, could not one see all the world, and easily discover from whence the white heron flew, and mark the place, and find the hidden nest? APPENDIX B 200 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects What a spirit of adventure, what wild ambition! What fancied triumph and delight and glory for the later morning when she could make known the secret! It was almost too real and too great for the childish heart to bear. All night the door of the little house stood open and the whippoorwills came and sang upon the very step. The young sportsman and his old hostess were sound asleep, but Sylvia's great design kept her broad awake and watching. She forgot to think of sleep. The short summer night seemed as long as the winter darkness, and at last when the whippoorwills ceased, and she was afraid the morning would after all come too soon, she stole out of the house and followed the pasture path through the woods, hastening toward the open ground beyond, listening with a sense of comfort and companionship to the drowsy twitter of a half-awakened bird, whose perch she had jarred in passing. Alas, if the great wave of human interest which flooded for the first time this dull little life
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should sweep away the satisfactions of an existence heart to heart with nature and the dumb life of the forest! There was the huge tree asleep yet in the paling moonlight, and small and silly Sylvia began with utmost bravery to mount to the top of it, with tingling, eager blood coursing the channels of her whole frame, with her bare feet and fingers, that pinched and held like bird's claws to the monstrous ladder reaching up, up, almost to the sky itself. First she must mount the white oak tree that grew alongside, where she was almost lost among the dark branches and the green leaves heavy and wet with dew; a bird fluttered off its nest, and a red squirrel ran to and fro and scolded pettishly at the harmless housebreaker. Sylvia felt her way easily. She had often climbed there, and knew that higher still one of the oak's upper branches chafed against the pine trunk, just where its lower boughs were set close together. There, when she made the dangerous pass from one tree to the other, the great enterprise would really begin. She crept out along the swaying oak limb at last, and took the daring step across into the old pine-tree. The way was harder than she thought; she must reach far and hold fast, the sharp dry twigs caught and held her and scratched her like angry talons, the pitch made her thin little fingers clumsy and stiff as she went round and round the tree's great stem, higher and higher upward. The sparrows and robins in the woods below were beginning to wake and twitter to the dawn, yet it seemed much lighter there aloft in the pine-tree, and the child knew she must hurry if her project were to be of
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any use. The tree seemed to lengthen itself out as she went up, and to reach farther and farther upward. It was like a great main-mast to the voyaging earth; it must truly have been amazed that morning through all its ponderous frame as it felt this determined spark of human spirit wending its way from higher branch to branch. Who knows how steadily the least twigs held themselves to advantage this light, weak creature on her way! The old pine must have loved his new dependent. More than all the hawks, and bats, and moths, and even the sweet voiced thrushes, was the brave, beating heart of the solitary gray-eyed child. And the tree stood still and frowned away the winds that June morning while the dawn grew bright in the east. Sylvia's face was like a pale star, if one had seen it from the ground, when the last thorny bough was past, and she stood trembling and tired but wholly triumphant, high in the tree-top. Yes, there was the sea with the dawning sun making a golden dazzle over it, and toward that glorious east flew two hawks with slow-moving pinions. How low they looked in the air from that height when one had only seen them before far up, and dark against the blue sky. Their gray feathers were as soft as moths; they seemed only a little way from the tree, and Sylvia felt as if she too could go flying away among the clouds. Westward, the woodlands and farms reached miles and miles into the distance; here and there were church steeples, and white villages, truly it was a vast and awesome world. APPENDIX B 201 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and
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Technical Subjects Melville, Herman. Billy Budd, Sailor . New York: Penguin, 1986. (1886) From Chapter 26 At sea in the old time, the execution by halter of a military sailor was generally from the fore-yard. In the present instance, for special reasons the main-yard was assigned. Under an arm of that lee-yard the prisoner was presently brought up, the Chaplain attending him. It was noted at the time and remarked upon afterwards, that in this final scene the good man evinced little or nothing of the perfunctory. Brief speech indeed he had with the condemned one, but the genuine Gospel was less on his tongue than in his aspect and manner towards him. The final preparations personal to the latter being speedily brought to an end by two boatswain's mates, the consummation impended. Billy stood facing aft. At the penultimate moment, his words, his only ones, words wholly unobstructed in the utterance were these -- "God bless Captain Vere!" Syllables so unanticipated coming from one with the ignominious hemp about his neck -- a conventional felon's benediction directed aft towards the quarters of honor; syllables too delivered in the clear melody of a singing-bird on the point of launching from the twig, had a phenomenal effect, not unenhanced by the rare personal beauty of the young sailor spiritualized now thro' late experiences so poignantly profound. Without volition as it were, as if indeed the ship's populace were but the vehicles of some vocal current electric, with one voice from alow and aloft came a resonant sympathetic echo -- "God bless Captain Vere!" And yet at that instant Billy alone must have been in their hearts, even as he was in their eyes. At the pronounced words and the spontaneous echo that voluminously rebounded them, Captain Vere, either thro' stoic self-control
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or a sort of momentary paralysis induced by emotional shock, stood erectly rigid as a musket in the ship-armorer's rack. The hull deliberately recovering from the periodic roll to leeward was just regaining an even keel, when the last signal, a preconcerted dumb one, was given. At the same moment it chanced that the vapory fleece hanging low in the East, was shot thro' with a soft glory as of the fleece of the Lamb of God seen in mystical vision, and simultaneously therewith, watched by the wedged mass of upturned faces, Billy ascended; and, ascending, took the full rose of the dawn. In the pinioned figure, arrived at the yard-end, to the wonder of all no motion was apparent, none save that created by the ship's motion, in moderate weather so majestic in a great ship ponderously cannoned. Chekhov, Anton. “Home.” Translated by Constance Garnett. Early Short Stories 1883 –1888 . New York: Modern Library, 1999. 352 –361. (1887) ‘Somebody came from the Grigorievs’ to fetch a book, but I said you were not at home. The postman has brought the newspapers and two letters. And, by the way, sir, I wish you would give your attention to Seriozha. I saw him smoking today and also the day before yesterday. When I told him how wrong it was he put his fingers in his ears, as he always does, and began to sing loudly so as to drown my voice.’ APPENDIX B 202 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Eugene Bilovsky, an attorney of the circuit court, who had just come home from a session and was taking off his gloves in his study, looked at the governess who was making this statement and laughed.
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"title": "from dpo"
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‘So Seriozha has been smoking!’ he said with a shrug of his shoulders. ‘Fanc y the little beggar with a cigarette in his mouth! How old is he?’ ‘Seven years old. It seems of small consequence to you, but at his age smoking is a bad, a harmful habit; and bad habits should be nipped in the bud.’ ‘You are absolutely right. Where does he get the tobacco?’ ‘From your table.’ ‘He does? In that case, send him to me.’ When the governess had gone, Bilovsky sat down in an easy-chair before his writing-table and began to think. For some reason he pictured to himself his Seriozha enveloped in clouds of tobacco smoke, with a huge, yard-long cigarette in his mouth, and this caricature made him smile. At the same time the earnest, anxious face of the governess awakened in him memories of days long past and half-forgotten, when smoking at school and in the nursery aroused in masters and parents a strange, almost incomprehensible horror. It really was horror. Children were unmercifully flogged, and expelled from school, and their lives were blighted, although not one of the teachers nor fathers knew exactly what constituted the harm and offence of smoking. Even very intelligent people did not hesitate to combat the vice they did not understand. Bilovsky called to mind the principal of his school, a highly educated, good-natured old man, who was so shocked when he caught a scholar with a cigarette that he would turn pale and immediately summon a special session of the school board and sentence the offender to expulsion. No doubt that is one of the laws of society —the less an evil is understood the more bitterly and harshly it is attacked. The attorney thought of the two or three boys who had been
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{
"page_id": null,
"source": 6820,
"title": "from dpo"
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expelled and of their subsequent lives, and could not but reflect that punishment is, in many cases, more productive of evil than crime itself. The living organism possesses the faculty of quickly adapting itself to every condition; if it were not so man would be conscious every moment of the unreasonable foundations on which his reasonable actions rest and how little of justice and assurance are to be found even in those activities which are fraught with so much responsibility and which are so appalling in their consequences, such as education, literature, the law — And thoughts such as these came floating into Bilovsky’s head; light, evanescent thoughts such as on ly enter weary, resting brains. One knows not whence they are nor why they come; they stay but a short while and seem to spread across the surface of the brain without ever sinking very far into its depths. For those whose minds for hours and days together are forced to be occupied with business and to travel always along the same lines, these homelike, untrammelled musings bring a sort of comfort and a pleasant restfulness of their own. It was nine o’clock. On the floor overhead someone was pacing up and d own, and still higher up, on the third storey, four hands were playing scales on the piano. The person who was pacing the floor seemed, from his nervous strides, to be the victim of tormenting thoughts or of the toothache; his footsteps and APPENDIX B 203 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects the monotonous scales added to the quiet of the evening something somnolent that predisposed the mind to idle reveries. In the nursery, two rooms away, Seriozha and his governess were
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{
"page_id": null,
"source": 6820,
"title": "from dpo"
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talking. ‘Pa–pa has come!’ sang the boy. ‘Papa has co–ome! Pa! Pa! Pa!’ ‘Votre père vous appelle, allez vite!’ cried the governess, twittering like a frightened bird. ‘What shall I say to him?’ thought Bilovsky. But before he had time to think of anything to say his son Seriozha had already entered the study. This was a little person whose sex could only be divined from his clothes —he was so delicate, and fair, and frail. His body was as languid as a hot-house plant and everything about him looked wonderfully dainty and soft —his movements, his curly hair, his glance, his velvet tunic. ‘Good evening, papa,’ he said in a gentle voice, climbing on to his father’s knee and swiftly kissing his neck. ‘Did you send for me?’ ‘Wait a bit, wait a bit, master,’ answered the lawyer, putting him aside. ‘Before you and I kiss each other we must have a talk, a serious talk. I am angry with you, and I don’t love you any more; do you understand that, young man? I don’t love you, and you are no son of mine.’ Seriozha looked steadfastly at his father and then turned his regard to the table and shrugged his shoulders. ‘What have I done?’ he asked, perplexed, and blinked. ‘I didn’t go into your study once today, and I haven’t touched a thing.’ ‘Miss Natalie has just been complaining to me that you have been smoking; is that so? Have you been smoking?’ ‘Yes, I smoked once. That is so.’ ‘There! So now you have told a lie into the bargain!’ said the lawyer, disguising his smile by a frown. ‘Miss Natalie saw you smoking twice. That means that you have been caught doing three naughty things: smoking, taking tobacco that doesn’t belong to you off
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{
"page_id": null,
"source": 6820,
"title": "from dpo"
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my table, and telling a lie. Three accusations!’ Fitzgerald, F. Scott. The Great Gatsby . New York: Scribner, 2000. (1925) From Chapter 3 There was music from my neighbor’s house through the summer nights. In his blue gardens men and girls came and went like moths among the whisperings and the champagne and the stars. At high tide in the afternoon I watched his guests diving from the tower of his raft, or taking the sun on the hot sand of his beach while his two motorboats slit the waters of the Sound, drawing aquaplanes over cataracts of APPENDIX B 204 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects foam. On week ends his Rolls-Royce became an omnibus, bearing parties to and from the city between nine in the morning and long past midnight, while his station wagon scampered like a brisk yellow bug to meet all trains. And on Mondays eight servants, including an extra gardener, toiled all day with mops and scrubbing brushes and hammers and garden shears, repairing the ravages of the night before. Every Friday five crates of oranges and lemons arrived from a fruiterer in New York —every Monday these same oranges and lemons left his back door in a pyramid of pulpless halves. There was a machine in the kitchen which could extract the juice of two hundred oranges in half an hour if a little button was pressed two hundred times by a butler’s thumb. At least once a fortnight a corps of caterers came down with several hundred feet of canvas and enough colored lights to make a Christmas tree of Gatsby’s enormous garden. On buffet tables, garnished with glis tening hors d’oeuvres, spiced baked hams crowded against salads of
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{
"page_id": null,
"source": 6820,
"title": "from dpo"
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harlequin designs and pastry pigs and turkeys bewitched to a dark gold. In the main hall a bar with a real brass rail was set up, and stocked with gins and liquors and with cordials so long forgotten that most of his female guests were too young to know one from another. Faulkner, William. As I Lay Dying . New York: Vintage, 1990. (1930) From “Darl” Jewel and I come up from the field, following the path in single file. Although I am fifteen feet ahead of him, anyone watching us from the cottonhouse can see Jewel’s frayed and broken straw hat a full head above my own. The path runs straight as a plumb-line, worn smooth by feet and baked brick-hard by July, between the green rows of laidby cotton, to the cottonhouse at four soft right angles and goes on across the field again, worn so by feet in fading precision. The cottonhouse is of rough logs, from between which the chinking has long fallen. Square, with a broken roof set at a single pitch, it leans in empty and shimmering dilapidation in the sunlight, a single broad window in two opposite walls giving onto the approaches of the path. When we reach it I turn and follow the path which circles the house. Jewel, fifteen feet behind me, looking straight ahead, steps in a single stride through the window. Still staring straight ahead, his pale eyes like wood set into his wooden face, he crosses the floor in four strides with the rigid gravity of a cigar store Indian dressed in patched overalls and endued with life from the hips down, and steps in a single stride through the opposite window and into the path again just as I come around the corner. In single file and
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{
"page_id": null,
"source": 6820,
"title": "from dpo"
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five feet apart and Jewel now in front, we go on up the path toward the foot of the bluff. Tull’s wagon stands beside the spring, hitched to the rail, the reins wrapped about the seat stanchion. In the wagon bed are two chairs. Jewel stops at the spring and takes the gourd from the willow branch and drinks. I pass him and mount the path, b eginning to hear Cash’s saw. When I reach the top he has quit sawing. Standing in a litter of chips, he is fitting two of the boards together. Between the shadow spaces they are yellow as gold, like soft gold, bearing on their flanks in smooth undulations the marks of the adze blade: a good carpenter, Cash is. He holds the two planks on the trestle, fitted along the edges in a quarter of the finished box. He kneels and squints along the edge APPENDIX B 205 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects of them, then he lowers them and takes up the adze. A good carpenter. Addie Bundren could not want a better one, a better box to lie in. It will give her confidence and comfort. I go on to the house, followed by the Chuck. Chuck. Chuck. of the adze. Hemingway, Ernest. A Farewell to Arms . New York: Scribner, 1995. (1929) Sometimes in the dark we heard the troops marching under the window and guns going past pulled by motor-tractors. There was much traffic at night and many mules on the roads with boxes of ammunition on each side of their pack-saddles and gray motor trucks that carried men, and other trucks with loads covered with canvas that moved slower in the traffic. There were
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{
"page_id": null,
"source": 6820,
"title": "from dpo"
}
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big guns too that passed in the day drawn by tractors, the long barrels of the guns covered with green branches and green leafy branches and vines laid over the tractors. To the north we could look across a valley and see a forest of chestnut trees and behind it another mountain on this side of the river. There was fighting for that mountain too, but it was not successful, and in the fall when the rains came the leaves all fell from the chestnut trees and the branches were bare and the trunks black with rain. The vineyards were thin and bare-branched too and all the country wet and brown and dead with the autumn. There were mists over the river and clouds on the mountain and the trucks splashed mud on the road and the troops were muddy and wet in their capes; their rifles were wet and under their capes the two leather cartridge-boxes on the front of the belts, gray leather boxes heavy with the packs of clips of thin, long 6.5 mm. cartridges, bulged forward under the capes so that the men, passing on the road, marched as though they were six months gone with child. Hurston, Zora Neale. Their Eyes Were Watching God . New York: Harper Perennial, 1990. (1937) From Chapter 1 Ships at a distance have every man’s wish on board. For some they come in with the tide. For others they sail forever on the horizon, never out of sight, never landing until the Watcher turns his eyes away in resignation, his dreams mocked to death by Time. That is the life of men. Now, women forget all those things they don’t want to remember, and remember everything they don’t want to forget. The dream is the truth. Then they act
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{
"page_id": null,
"source": 6820,
"title": "from dpo"
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and do things accordingly. So the beginning of this was a woman and she had come back from burying the dead. Not the dead of sick and ailing with friends at the pillow and the feet. She had come back from the sodden and the bloated; the sudden dead, their eyes flung wide open in judgment. The people all saw her come because it was sundown. The sun was gone, but he had left his footprints in the sky. It was the time for sitting on porches beside the road. It was the time to hear things and talk. These sitters had been tongueless, earless, eyeless conveniences all day long. Mules and other brutes had occupied their skins. But now, the sun and the bossman were gone, so the skins felt powerful and APPENDIX B 206 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects human. They became lords of sounds and lesser things. They passed nations through their mouths. They sat in judgment. Seeing the woman as she was made them remember the envy they had stored up from other times. So they chewed up the back parts of their minds and swallowed with relish. They made burning statements with questions, and killing tools out of laughs. It was mass cruelty. A mood come alive, Words walking without masters; walking altogether like harmony in a song. Borges, Jorge Luis. “The Garden of Forking Paths.” From Labyrinths: Selected Stories and Other Writings . New York: New Directions, 1964. (1941) "Before unearthing this letter, I had questioned myself about the ways in which a book can be infinite. I could think of nothing other than a cyclic volume, a circular one. A book whose last page was identical with the
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{
"page_id": null,
"source": 6820,
"title": "from dpo"
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