Tag: Collections: Grade 11, 9780544569546

Analyzing the Text

Line 83, 161, 281. The ambiguity makes the meaning unclear. Just as the characters within the story do not truly know what the Black Veil means, the reader is not allowed to know completely either. In such, the Black Veil comes to mean what the reader feels, and so takes on various meanings.

Their conversation tells us that Mr. Hooper is a somber/solemn man. His lack of fear about the possibility of scandal tells us he is a confident man, certain in his action, “gentle but unconquerable obstinacy”( 282). But he is also frightened, as shown by his outburst when Elizabeth gets up to leave.

The veil symbolizes the secret sin, the ones you do not speak out loud. This is first mentioned in the sermon Mr. Hooper gives, “those sad mysteries which we hide from our nearest and dearest” (83-4). All people have these as Mr Hooper suggests when he says, “If I cover it for secret sin, what mortal might not do the same?” (280-1). The discomfort his veil gives all of his congregation indicates that they in some way know this and are forced, through his wearing of the veil, to face their own flaws.

His last words suggest that all people wear a Black Veil upon their face, hiding their sins beneath a facade. It suggests that people believe openness to be true if they can see it, but that this is not so. We see this in the line “the mystery… has made this piece of crape so awful” (450). As Mr. Hooper covered his face in mystery, others are unable to read it and so distrust it — but he argues that everyone has a Black Veil which hides their identity and sins. The final image, of his face decomposing beneath the Black Veil, suggests that even in Death, we cannot know everything about a person.

Analyzing the Text

“Or I guess” audibly ties together stanzas 3, 4 and 5. Each time “Or I guess” is repeated the idea of what grass is becomes more abstract and undefined. It begins as a product of God, then it becomes the child of nature and it ends as a free thing moving independently across race.

Making it a list emphasizes the sound of “old men and mothers” (24), “you and old men” (25), “women and children” (26). The repetition and listing drills these words into the reader’s mind so that the conclusion of 27-32 makes sense. The change in form emphasizes a solution to the problem posed above.

The grass can be any number of things, but one of those things is life itself. The poet/speaker tell us “the smallest sprout shows there is really no death”(27) and in such, the continuance of life beyond the boundaries of time, race, location and situation. We see here the universal quality of grass/life.

Analyzing the Text

“rudderless wreck” (3), “Death chasing” (4), “knuckled tight” (5), “We will not desert you” (7), “ would not give it up” (9). Whitman opens with this because it is the story of a hero, which is the focus of this poem. This anecdote literally tells the reader everything that the next lines will be about.

“breast-bone broken” (26), “buried me” (27), “heat and smoke” (28), “shouts (28), “distant clicks” (29), “red” (31) “hush” (31), “white” (33), “fades…light” (34). This passage is ripe with sensory detail. The beginning creates a feeling of oppression and claustrophobia, this is followed by auditory details which creates a feeling of helplessness and distance. Then colors come in to visually create a contrast between the red of the fireman (blood) and the white faces. All these senses then begin to fade with the light. Whitman uses sensory details to make the reader intimately feel the fireman/hero’s plight.

Analyzing the Text

He uses “untranslatable” to reference the speaker’s voice, in other words, this poem. He then uses “barbaric yawp” to suggest that that is what the speaker’s message sounds like, untranslated. It suggests that Whitman understands his poetry is different from other poetry.

This section (4-8) is full of movement words, “holds” (4), “flings” (5), “coaxes” (6), “depart” and “shake” (7), “effuse” and “drift” (8). Furthermore, the line arrangements suggest transformation, or movement from one thing into another (like in line 6). The sense of movement creates vitality as the passage is full of energy.

Analyzing the Text

It is an appropriate introduction because it emphasizes the individual and the universal (2-3) as well as introduces the theme of localized identity (6). In the last stanza the poet defines what his poetic vision will be, “I permit to speak at every hazard,/ Nature without check with original energy” (12-3). These are the essential themes of the entire poem.

These lines suggest the impact of the poem, that his message, which is “untranslatable” (2), will spread nonetheless and be good for America, “You will hardly know who I am or what I mean,/ But I shall be good health to you nevertheless” (11-12). It reinforces the poet’s ties to nature as, “I effuse my flesh in eddies” (8). It is a fitting end to the poem as it addresses the poet’s message’s impact on the audience, or the significance of the entire poem.

In section 6, the large theme introduced is the universality of American life and experience which can be nurtured by the poet. In section 52, the main theme has to do with the message’s (created from the grass introduced in section 6) impact on the reader. They offer insight on the process of poetry, from the tools used to the product’s impact.

Section 1 and Section 33 communicate Whitman’s idea that “what I assume you shall assume,/ for every atom belonging to me as good belongs to you” (Section 1: 2-3). There is a bond which unites all humanity, the bond of experience and empathy. In Section 33, Whitman shows this through his account of different heroes and then saying, “All this I swallow, it tastes good, I like it well, it becomes mine” (10). In such, what belongs to the one, belongs to the other and therefore unites everyone.

Lines 8-12 of section 6 clearly show this voice when the speaker uses lines like, “in broad and narrow zones” (9), “growing among black…as among white” (10) and “I give them the same” (11). The voice here is inclusive of all races and ages, it is “uniform” (8). In lines 14-25 of Section 33, this voice is shown when the poet says, “All these I feel or am” (16). The poet lists heroes and martyrs across gender, race, age and class, which is highly democratic. The poet takes on the suffering of those listed and makes them his own, “I do not ask the wounded person how he feels, I myself become the wounded person” (24).

Free verse is the best vehicle because it allows the poet to move freely, naturally from theme to theme. Nature is big topic of Whitman’s and so that his poetry should be unconstrained and organic, makes sense. The reason for this is seen in Section 1, the last line “Nature without check with original energy” (13). His poetry therefore must be unconstrained by rhyme or rhythm

In section 1, the poet says “My tongue…form’d from this soil” (6) and then “born here of parents born here from parents the same, and their parents the same” (7). This indicates that the poet (Whitman) is from this place here (America) and that his tongue (poetry) is made up of America. Then the poet indicates the transcendental nature of his being, going into the past and bringing it into something new. We see also the focus on geography. In section 6, the poet says “sprouting alike in broad zones and narrow zones,/ growing among black folks as among white” (9/10). This suggests the equalizing role taken on by the poet. In section 52, the speaker makes himself one with nature, suggesting the incarnation of nature in the poet, “I bequeath myself to the dirt to grow from the grass I love” (9).

Analyzing the Text

Her Asian identity (what her face looks like).

The third paragraph uses alien in the sense of different and unfamiliar, “We have indeed been seen as other and alien” (24-5). The fourth paragraph uses it in the sense of legal alienness, “aliens, ineligible for citizenship” (34-5). This contributes to the power of Noda’s essay as it reinforces the confusion of identity as even the terms used against her have different meanings.

It summarizes her argument by placing the identity of the community and her past above her own desires for individual identity. It recalls the inside face (20), or the “grounding in community and a connection with culture and history” (16-17).

The scene with her uncle shows that Noda understands that the California Japanese are not “victims” (83) or “passive” (92), but rather that they pick and choose their battles. She is not devastated by her uncle’s anger because his anger makes him active and vocal, the opposite of what frightens her (89).

It is the most difficult part because it meant accepting her connection to her mother (171). In her mother Noda saw “all that I feared most in myself” (172-3). This goes back to the beginning of the story which mentions Noda’s fear of silence and passivity (89).

Noda means that her mother’s ‘feminism’ is neither white not black; it is different and so takes on a different form. When Noda looks for a “model of strength” (173-4) she does not see it in her mother (at first) and instead finds examples in black and white feminist. Therefore this ties into her larger point about coming to understand her parents better, since as she grows older she sees that her mother is an example of strength (through the anecdote about the grandmother).

Her identity as a Japanese American woman includes her racially Japanese identity (the cultural aspect as shown by the folk tale (224-231)) and her identity as Japanese American (the external aspect, as shown by the emphasis on geography). She takes these ideas and consolidates them with her feminine identity.

She uses this folk song to show how her mother is the link between different identities, “the nursemaid is the intersection of heaven and earth, the intersection of the human, the natural world, the body, and the soul” (132-4). In such, in claiming these qualities for her mother, Noda connects them to herself. Through understanding her mother, Noda is able to understand herself.

Noda’s purpose for writing this is twofold. It helps her reach acceptance with her own identity as a Japanese American woman (as shown in the concluding line). The story also helps characterize the struggle of Japanese Americans and portrays the racial tensions in America (as shown in the introductory paragraph).

Critical Vocabulary

When almost all of the neighbors on the block had small children, many of them continually asked me to babysit. Requests for my services abounded.

At my mother”s college graduation, the ceremon was opened with an invocation.

I showed timidity when I met President Barack Obama beause he is such an influential and intelligent world leader, I was awestruck.

I used subtlety when I asked my dad for a raise because I wanted him to see for himself that it was a good idea.

Analyzing the Text

The preamble uses formal, legal language to place the Constitution strictly in an official role. It does not call to emotion but rather reason. The purpose of the Constitution is to restrict the power of the government, “abuse of its powers”(13).

The Preamble restricts the power of the government to infringe upon the rights of the people. It clearly states that it wants to “extend the ground of public confidence” (15), and to prevent to “misconstruction or abuse of its powers” (13). Lastly it clearly labels itself as the “House of Representatives” which directly implies representative democracy.

The Bill of Rights gives more rights to the people, that had not been originally included in the Constitution. It relates directly to the Preamble in the Amendments I and II, which restricts the power of Congress and allows the people to bear arms, giving them the ability to remove the government should it abuse its authority.

Amendment V lists the rights of people undergoing a criminal trial: they keep their rights, cannot be forced to testify against themselves, and cannot be accused of the same offense, twice. This law gives citizens important protection from an abusive government if 1. the government wants to deprive an opponent of their rights, by placing them on trial 2. killing off adversaries by willful sentencing and 3. Using the same crime to convict many people.

Citizens make up the government so the government should not have excessive power.

The government does not have power in our homes nor can determine our fate without reasonable trial.

It is separated by Amendment, or right. It is effective because it is organized efficiently, so the reader can jump forward or ahead and each right is clear.

The rights guaranteed in the first Amendment, such as religious liberty, freedom of press and the right to peacefully assemble, may be stated as the right to liberty: it protects the right of people to live with liberty and freedom. It also allows them to restrict Congress’s power, though peaceful assembly and redressing grievances.

Analyzing the Text

The Declaration of Independence states that we are our own country, not the property of Britain. This is important because it identifies the United States as self-governing. The Preamble to the Constitution functions to state the purpose for all of these measures. The Bill of Rights makes it clear that the government in the U.S. cannot have the power that Britain previously had over the people in the colonies.

It is a government for the people, rather than the people slaving away for the government (Democracy rather than Monarchy).

Both are written in formal academic prose, which is to say that they are written professionally and without rhyme. The Declaration is more about the U.S.A.’s relationship with other countries while the Constitution is about the government and its people within the country.

It fulfills his vision because his vision is of an independent nation and an independent nation must have laws for its people. In addition, the Bill of Rights gives freedoms to citizens which they did not have under the King, which is Jefferson’s criticism in the Declaration.

Critical Vocabulary

It is difficult because there are multiple options to choose from.

I would be grateful because they would be giving me needed help.

I quit because I am giving the boss my resignation.

The would be different because I would have a number of asssorted type of shoes.

It is more like a plan to meet at a specific predetermined location.

They are more like a security guard because they are keeping watch.

I travel along the shore because I am going around in a circular path.

It determined where they would go because it described what land or property they owned.

Vocabulary Strategy: Archaic

It means previously. I can tell because it references a drink they had in the past prior to bein thirsty.

It means before the expected or usual time for something to occur.

It is used basically the way we use took in modern usage.

It means cause them to rouse themselves.

It means stuck together.

Analyzing the Text

He says existing governments are corrupt and abuse their power, but that the U.S. will not be able to do this because of the Constitution/ Bill of Rights.

They are harmful because they rise against others, wanting to keep them from rights. They create instability and divide in the country.

Protesters and groups that are against the government are allowed to exist in the United States because of freedom given to its citizens. In totalitarian governments the citizens do not have liberty and if they are caught in factions they are severely punished or killed.

This type of government has many people judge others, for example, by jury. Therefore, corruption cannot easily exist. He continues to explain how representatives would run everything. The United States runs on a checks and balances system.

There are always people who desire oppression. There are always people who desire to be powerful, and there are always people who have a different perspective. Religious sects may become political factions. These are effective because they cannot be changed or prevented.

He implies that democracy cannot prevent the effects of faction, leading to a government/ nation’s collapse, but that a republic’s system of checks and balances prevents a faction from taking over.

He says that a large republic rather than a small republic is the same as a Union and its states (federal versus state laws, etc).

Analyzing the Text

The words “villages,” “suburban,” and “camps” have strong connotations. These words cause the reader to think of Indian settlements and lifestyles in terms that we picture modern society having. It makes us rethink inaccurate beliefs about Indians wandering and not really needing or using the land when the Europeans arrived and began to take it.

It creates an impression of a bountiful land that was cared for and cultivated by conscientious Indians with the same sensibilities that we have today toward the land.

The quote from William Wood describing the Indian homes is used to show the excellent craftsmanship employed by the Indians, contrasting it favorably with homes in Europe. The quote from Gookin about the ground maize is used to show the agricultural and culinary skills of the Indians, such that even Europeans found the food delicious. When Wood describes that Indians are stoic in the face of pain or even torture, it conveys a sense of the superior character of the Indians. Williams description of Indian wars being far less bloody and cruel is used to highlight a moral superiority of the Indian.

He includes ecological historian Cronin’s observation of the tremendous variety in ecosystems. The author also cites ethnohistorian Thomas regarding the nature of the various groups along the coastal regions and their relationships with each other. These scientific citations serve to ground the author’s narrative in facts, rather than just a seeming biased or fantastical account designed to convince the reader of the general superiority of Indian populations.

His purpose is to cause us to rethink behavior that seems to be nomadic. The simile reminds us that such behavior is commonplace in our own times among people who have the money to do so. It highlights the desirability of such behavior.

The central idea is that Indians in that time frame were not savages, that they were making use of the land that was claimed by Europeans, and that Indian society was smart and adaptive.

He cites the total population, and the fact that as the population grew, the indian groups had to develop new strategies for allocating resources and interacting with each other. He also notes that Indian society was responsive to the climate and ecology of the areas where they lived.

Mann’s overall purpose appears to be to cause the reader to rethink stereotypical ideas about Indian society and their relationship to each other and to the land. It forces us to understand the gravity of what was later taken from the Indians by imagining that they were uncivilized and did not share our values. In this piece the author highlights the coziness of home life, and the warmth of family to make us understand the Indians’ similarity to our own society. The author also describes the ways that the Indians cultivated the land and smartly adapted to the environment, so that we realize that the Indians had permanence and attachment to the land that was claimed by Europeans. He also describes the moral character of the Indian in enduring and tolerating adversity, as well as their lack of greed and desire to fight and war with others. This contrasts with images of heartless Indians as savages rampaging out of evilness or cruelty against Europeans.

Critical Vocabulary

Their circumstances and values are not the same.

There are some issues that we all share.

Passions can help form opinions, and opinions can focus and inflame passions.

It would state the new government’s beliefs and tenets for all to read.

They believed that it was fair for those who own the most to benefit the most from tax dollars.

There are less competing groups, ideas, and values to address and overcome.

A greater number of individuals results in more variety.

They each feel that they can easily relate to the other members of the group.

Vocabulary Strategy: Evaluating Nuances in Meaning

Declamation has a connotation of being strong and negative. Madison notes that adversaries of liberty (which he holds dear) make specious (or misleading and false) declaration.

The word alarm heightens the concern to the status of being something that is very dire. He uses this and other words to inflame the passion of the reader.

He uses the word contending because these are cerebral disputes, not physical altercations or fights. He is discussing competing ideas, but they are not the common enemy.

He uses the word cabal to ascribe a bad and secretive intent to the group. He also mentions the word sinister, and the idea of corruption to convey the same idea.

Critical Vocabulary

The Indian hoped to convey and make the others see him as brave and unmoving.

The sachem would worry that he would lose some of the groups of people he oversaw and they would leave to become part of another sachem’s group.

During a time of change and debate, new and different ways of looking at something may develop.

Young Indians needed to show that they were brave enough and ready to be seen as competent.

Analyzing the Text

Hamilton advocated for a “vigorous central government” (22) and Jefferson “favored states” rights’ (27). This affected their roles as members in the Cabinet as Hamilton took office zealously and Jefferson rather hesitantly.

The conflict between them began over the debt left over from the American Revolution and as to who should profit from the interest of securities (p. 143). This conflict escalated with the argument over the creation of a central bank (99) which was then heightened by the publication of a series of aggressive papers.

Revealing words: “brilliant, brash and charming” “intelligent” “one-man army” “self-reliant” “wits.” This gives us the image of a powerful man with many capabilities.

Hamilton ‘“served up his opinions promiscuously” (49) whereas Jefferson was more soft-spoken (54). Jefferson preferred private correspondence (55) whereas Hamilton loved debates (50). This affected the medium through which their feud would take place — Jefferson would publish papers and Hamilton, speeches.

Hamilton was not a land-owner and so, while he knew agriculture would remain important for America’s economy, he wanted to develop a trading, commercial economy (90). Jefferson owned land and “retained the landed gentry’s disdain for the vulgar realities of trade, commerce” (89-90). In such, Jefferson did not want a central bank and Hamilton did, because a central bank would create a new economy, one that would not rely so heavily on agriculture.

They were similar because they were both excessively ambitious, and hid potent hedonism behind an intellectual facade, as shown in their two great sex scandals (152-3).

Hamilton’s scandal was that he had maintained a long term affair while married. He responded by confessing in great detail and length. Jefferson’s scandal was that he had had a relationship with one of his slaves, and fathered children with her. He neither confirmed or denied this. This is consistent with their personalities because Hamilton is out-spoken and confrontational, but Jefferson preserves the ‘nobility’s disdain for vulgar things’ and is more soft-spoken.

It enhances the ‘irony’ of Hamilton helping Jefferson achieve presidency — it shows also that when one comes to power, as Jefferson did, that previous statements as to how much power should be controlled, change: “Hamilton said he had long suspected that as President, Jefferson would develop a keen taste for… federal power” (188-189). This makes their differences, as pointed out by Chernow, far more ironic.

Chernow is very effective. By the time the text ends, we have a clear image of how these two men differed and why. Through this structure, it seems obvious that due to their backgrounds, personalities, and events, they were destined to be mortal foes.