ALL PRINTABLES FOR December 14, 2015

Transcription

ALL PRINTABLES FOR
December 14, 2015
QUIZZES
Multiple-choice comprehension questions about the following articles:
•W
omen Warriors
•S
ocial Arabia
• 1 905: How We Got Football
CORE SKILLS PAGES
•H
ow Women Served
Analyzing a Sequence of Events: Students complete a chronology of women in the U.S. military.
•C
entral Ideas
Students record central ideas and key details for the article “Attack on Paris.”
•U
p Close
Writing prompts for close reading to help students better understand how technology
is changing life in Saudi Arabia
• ‘No Better Sport Than Football’
Primary Source: Theodore Roosevelt’s 1893 essay on the value of football
•A
nalyzing Authors’ Claims
A skills sheet to help students understand the different points of view on the debate
on mandatory voting
•W
ord Watch
Determine word meanings through context. For use with the articles “Social Arabia”
and “1905: How We Got Football.”
ore Ideas
•C
Common Core skills pages to use with any Upfront article
GRAPH
Who’s the Most Social?
Students answer questions about a bar graph showing social media use in different countries.
CARTOON ANALYSIS
Students answer questions about a political cartoon on voting in the U.S.
PHOTO ANALYSIS
Students answer questions about a photograph showing a woman in the military.
DISCUSSION QUESTIONS
Class discussion prompts to get students thinking more critically about the articles
upfrontmagazine.com
Name Class QUIZ
For use with “Women Warriors” on p. 6 of the magazine
Women Warriors
Choose the best answer for each of the following questions.
CHECK COMPREHENSION
ANALYZE THE TEXT
1.
5.
The author’s main purpose in the article is to
a
argue that combat positions should be open to women.
b
explore concerns that some people have about women
First Lieutenant Shaye Haver and Captain Kristen
Uses: copy machine, opaque projector, or transparency master for overhead projector. Scholastic Inc. grants teacher-subscribers to The New York Times Upfront permission to reproduce this Skills Sheet for use in their classrooms. ©2015 by Scholastic Inc. All rights reserved.
Griest made news this year as the first women
a
to serve in Marine combat positions.
b
to earn spots in the Army’s 75th Ranger Regiment.
c
to graduate from the Army’s Ranger School.
d
to testify before U.S. government officials on the issue
of women in combat.
serving in combat roles.
c
report on the latest developments on women’s role in
the U.S. military and the history of that role.
d
compare the role women play in the U.S. military with
the role they play in other countries’ armed forces.
2.
Who will make the final decision on which combat
jobs will be open to women, according to the article?
6.
The article notes that “opponents say women will
disrupt unit cohesion and distract the men in their
a
the Secretary of Defense
b
the President
c
the U.S. Congress
a
scheduling.
d
the heads of the individual branches
b
equality.
of the armed forces
c
fitness.
d
unity.
7.
What does Second Lieutenant Michael Janowski
3.
ranks.” You can infer that cohesion means
Which branch of the U.S. military is expected
to seek to keep some jobs closed to women?
a
the Army
b
the Navy
c
the Air Force
d
the Marines
mean when he says at the end of the article,
“I probably wouldn’t be sitting here right now
if it wasn’t for Shaye”?
a
Shaye saved his life in Afghanistan.
b
Shaye helped him successfully get through his training.
How did some women in the military get fighting
c
Shaye selected him for promotion to second lieutenant.
experience during the wars in Afghanistan and Iraq?
d
none of the above
a
Some got special exemptions to join infantry units.
b
Hundreds of women disguised themselves as men.
8.
Janowski’s tone in the quotation cited above can
c
Many in noncombat positions had to defend
4.
d
best be described as
themselves in firefights and ambushes.
a
complimentary.
The women were serving in the elite Army Rangers unit.
b
apologetic.
c
surprised.
d
concerned.
IN-DEPTH QUESTIONS Please use the other side of this paper for your responses.
9.
Based on evidence in the text, how would you describe Ranger training? What qualities do you think soldiers
need to complete the course?
10.
Should combat experience be required for top military posts? Why or why not?
DECEMBER 14, 2015 • UPFRONTMAGAZINE.COM • 9
DEC E M B E R 1 4, 20 1 5 • UP F R O N T M AGA ZI N E .CO M
Name Class QUIZ
For use with “Social Arabia” on p. 8 of the magazine
Social Arabia
CHECK COMPREHENSION
ANALYZE THE TEXT
1.
5.
Which of these is NOT a central idea of the article?
According to the article, a main reason for
Saudi Arabia’s influence in the Middle East is
a
Some Saudis are meeting spouses on social media.
a
its vast oil reserves.
b
Some Saudis are using social media to make money.
b
its Western-style government.
c
Social media is bringing democratic liberalization
c
its alliance with China.
d
its booming manufacturing industry.
2.
Laws in Saudi Arabia are largely based on
a
a 250-year-old democratic constitution.
b
to Saudi Arabia.
d
Social media is giving Saudis a window to the
outside world.
6.
Which conclusion can you draw from the article?
the Koran and the teachings of the
a
Saudi Arabia is on the verge of a religious civil war.
Prophet Muhammad.
b
The Saudi economy is built on the technology industry.
c
the whims of the near-absolute monarch, King Salman.
c
Islam as practiced in Saudi Arabia is more rigid than
d
none of the above
3.
Saudi Arabia is slowly moving away from Islamic law.
7.
Select the sentence from the text that best
Which of these is NOT one of the rules that women
in Saudi Arabia must live by?
a
in many Muslim countries.
d
supports your answer to question 6.
They must be accompanied by a male relative when
outside the home.
b
They must wear a head-to-toe covering when in public.
c
They may not drive a vehicle.
d
They may not attend college or work outside the home.
a
media boom . . .”
b
a
It blocks most social media sites, including Facebook.
b
It permits use of social media sites but is quick to crack
down on anti-government commentary.
“A strict fundamentalist interpretation of Islam known
as Wahhabism governs all aspects of life.”
Which statement best describes the Saudi Arabian
government’s stand on social media?
“Many young Saudis remain committed to and proud
of their culture . . .”
c
4.
“The nation has the ideal conditions for a social
d
“. . . it’s the birthplace of Islam and the guardian of its
two most sacred sites, in Mecca and Medina.”
8.
The author mentions that movie theaters are
banned in Saudi Arabia to show
c
It embraces social media as a tool for Westernization.
d
It has created its own social media sites that are in
a
that social media isn’t the only banned media.
keeping with Islamic teachings.
b
that Saudis have little interest in Western pop culture.
c
one reason Saudis are flocking to the Internet.
d
one reason young Saudis are leaving the country.
9.
What kind of changes has social media brought to Saudi Arabia so far?
10.
The author writes that “the power of social media is limited in a society lacking political rights.” What do you
think he means, and do you agree?
8 •
UPFRONT • UPFRONTMAGAZINE.COM
Name Class QUIZ
For use with “How We Got Football” on p. 18 of the magazine
How We Got Football
CHECK COMPREHENSION
ANALYZE THE TEXT
1.
5.
You can infer from the article that football probably
a
is safer than most other popular sports, including soccer.
b
would not have become as popular as it is today
The year 1905 was a pivotal one for football because
it was the year that
a
the sport first arrived in the U.S. from Europe.
b
the first football-related death in the U.S. occurred.
c
a movement to ban the sport over safety concerns
if safety reforms had not been made.
c
came to a head.
d
for Teddy Roosevelt.
players were required to wear helmets and pads
d
for the first time.
2.
According to the article, the first games
a
by professional athletes.
b
on the White House lawn.
c
on Ivy League campuses.
d
at suburban high schools.
3.
Which is true of Teddy Roosevelt?
6.
a
He did not play football but firmly believed the sport
built character.
c
d
4.
“. . . there’s little sign that Americans want to let go
of football . . .”
b
“The changes helped appease football’s critics and
pave the way for the sport’s rise to mass popularity.”
“They soon joined with other schools to form the
precursor to the N.C.A.A.”
d
“In 1905, at least 18 high school and college boys died
playing the sport.”
college team.
b
Select the sentence from the text that best
supports your answer to question 5.
c
He played football in high school but failed to make his
is likely to be banned in high schools and colleges
in the coming decade.
of American football were played
a
continues to be played today out of a deep respect
7.
Someone who subscribed to the idea of “muscular
Christianity” in the 19th century would say that
He staunchly opposed football after his son was injured
playing the sport.
a
violence in sports is a sin.
none of the above
b
a quiet, contemplative life is preferable to physical activity.
c
athleticism brings a person closer to God.
d
people should use their bodies for work, not for sport.
8.
The article quotes Teddy Roosevelt as saying that
According to the article, one of the most important
football rule changes that ultimately resulted from
the 1905 White House meeting was
“football is on trial.” Roosevelt was
a
the allowing of forward passes.
b
the elimination of punting.
a
making a literal reference to an upcoming court case.
c
the requirement that coaches receive
b
employing the literary device of irony.
concussion training.
c
employing the literary device of metaphor.
the widening of the standard football field.
d
none of the above
d
9.
Why was “manliness” such a concern in the Victorian era?
10.
In the article, book author Sally Jenkins says that the contemporary controversy over football concussions has
made fans “queasier.” Do you agree? Explain. Do you think this controversy will spell the end of football?
10 •
Name Class ANALYZING A SEQUENCE OF EVENTS
How Women Served
Use information in the article “Women Warriors” to complete the following chronology of important
events in the history of women in the U.S. military. Then answer the questions that follow.
YEARS
1775 to 1783
1800
1825
1861 to 1865
1850
1875
1939 to 1945
1900
1994
1925
2012
1950
The U.S. military lifts the ban on women
in combat. The new policy is supposed
to be implemented by 2016.
1975
Summer 2015
2000
2001 to present
During the wars in Afghanistan (2001
to present) and Iraq (2003 to 2010),
women engage in fighting while
technically serving in non-combat roles.
January 2016
2025
The U.S. military is expected to
announce which combat positions in
each branch will be open to women.
SYNTHESIZE: Looking at the chronology, do you see instances in which one event may have caused or significantly shaped
a later event? Explain. What events do you think might be added to this chronology in the decade to come?
12 •
1775
IDENTIFY CENTRAL IDEAS
For use with “Attack on Paris” on p. 12 of the magazine
Attack on Paris
After reading “Attack on Paris,” use the graphic organizer below to record the article’s central ideas
and key supporting details. Use the topics in the column on the left as a guide.
TOPIC
STATE THE CENTRAL IDEA
RELATED TO THIS TOPIC
CITE KEY SUPPORTING DETAILS
WHO WAS BEHIND
THE ATTACKS?
WHY WASN’T THE
PLOT DETECTED?
IS ISIS A BIGGER
THREAT THAN WE
THOUGHT?
HOW HAS
THE WORLD
RESPONDED?
WILL THE U.S.
SEND TROOPS
TO SYRIA?
SYNTHESIZE: Based on your notes above, write a brief summary of the news on a separate piece of paper. Then list three
questions you still have about the attacks and do research to find the answers.
DEC E M B E R 1 4, 20 1 5 • UP F R O NT M AGAZI N E .CO M
Name CLOSE READING
Class For use with “Social Arabia” on p. 8 of the magazine
Social Arabia
Read the article closely, then answer each question below. Write three to five sentences for each
response, using evidence from the text to support your answers. Use a separate sheet of paper
if you need more space.
1. S
ummarize the author’s purpose in the first three paragraphs of the article.
2. Use evidence from the text to explain why social media use has become so widespread in Saudi Arabia.
3. H
ow does the author support the claim that “some of the biggest changes brought by technology have been in how young Saudis find a spouse”?
4.In the article, Hoda Abdulrahman al-Helaissi, a female adviser to the king, says that technology is a “window to the outside world.” What do you think she means, and why might
Saudi Arabia need such a window?
5. Predict whether social media will lead to democratic reforms in Saudi Arabia in the next 10 years. Support your response with evidence from the text.
6. Read the sidebar, “A Push for Women’s Rights.” What does it add to your understanding of Saudi Arabia?
DECEMBER 14, 2015 • U P F R O N T M AG A Z I N E .CO M
Up Close
Name
PAIRING A PRIMARY & SECONDARY SOURCE
Class
For use with “Hard Knocks” on p. 14 and “How We Got Football” on p. 18 of the magazine
President Teddy Roosevelt’s football “summit” at the White House in 1905 ushered in new safety rules, ultimately keeping
the sport from being banned. But Roosevelt’s passion for football began long before his presidency. In 1893, he penned an
essay for Harper’s Weekly magazine titled “The Value of an Athletic Training” in which he praised football as a manly sport.
Read this portion of Roosevelt’s essay along with the two Upfront articles about football.
Excerpt from Teddy Roosevelt’s essay, December 23, 1893
W
men who have influence in athletic sports, and who share
the game of football, we are equally emphatic in our belief
my belief in them. What I have to say with reference to all
that these sports are good things for the men taking part in
sports refers especially to football. The brutality must be
them, and for our people generally, and that in particular
done away with and the danger minimized. If necessary,
it would be a real misfortune to lose the game of football.
the college faculties must take a hand, and those of the
Much of the feeling against this game, and against athletics
different colleges must cooperate. The rules for football
too, has been stirred up by the persistent and very foolish
ought probably to be altered so as to do away with the
attacks upon them made by various newspapers. . . .
present mass play, and, I think, also the present system of
hile thus utterly opposed to certain of the tendencies
that have crept into our athletics, and notably into
Granting that athletic sports do good, it remains to be
considered what athletic sports are the best. The answer
In closing I wish to say one word very seriously to the
interference, while the umpires must be made to prevent
slugging or any kind of foul play by the severest penalties.
to this is obvious. They are those sports that call for the
One final word as to the element of danger. . . .
greatest exercise of fine moral qualities, such as resolution,
There are very few sports, indeed, where it does not exist.
courage, endurance, and capacity to hold one’s own and
. . . But after every precaution has been taken, then it is
to stand up under punishment. . . . Laborious work in the
mere unmanliness to complain of occasional mishaps.
gymnasium, directed towards the fulfilling of certain tests
Among my many friends who have played football I know
of skill or strength, is very good in its way; but the man who
of few who have met with serious, and none who have
goes through it does not begin to get the good he would
met with fatal, accidents; but more than one has been
in a season’s play with an eleven or a nine on the gridiron
killed, and many have been injured, in riding to hounds,
field or the diamond. . . . Gymnastics and calisthenics are
in polo, and in kindred pastimes. The sports especially
very well in their way when nothing better can be obtained,
dear to a vigorous and manly nation are always those
but the true sports for a manly race are sports like running,
in which there is a certain slight element of risk.
rowing, playing football and baseball, boxing and wrestling,
Every effort should be made to minimize this risk, but
shooting, riding, and mountain-climbing. Of all these sports,
it is mere unmanly folly to try to do away with the sport
there is no better sport than football. . . .
because the risk exists.
Questions
1. Why do you think Roosevelt chose to write his essay
at this time? To what does he seem to be responding?
2.
Why
does Roosevelt argue that certain sports,
including football, are better than others?
3.
How
would you describe the tone of Roosevelt’s
writing?
4.
What
message does Roosevelt have for football
officials?
5. Based on this source and the Upfront articles,
what stand do you think Roosevelt would take
in the current debate over whether football
is too dangerous? Explain your answer.
DEC E M B E R 1 4, 20 1 5 • UP F R O NT M AGAZI N E .CO M
‘No Better Sport Than Football’
Name EVALUATE ARGUMENTS
Class For use with “Should Voting Be Mandatory?” on p. 22 of the magazine
Analyzing Authors’ Claims
AUTHOR: William Galston
AUTHOR: Rick Pildes
Fellow, the Brookings Institution
Professor, New York University School of Law
Author’s main claim or argument in the debate:
Author’s main claim or argument in the debate:
REASON 1: Name one reason the author gives for his claim.
REASON 1: Name one reason the author gives for his claim.
List any evidence the author gives to support Reason 1.
List any evidence the author gives to support Reason 1.
REASON 2: Name another reason the author presents.
REASON 2: Name another reason the author presents.
List evidence the author gives to support Reason 2.
REASON 3: Name a third reason the author presents.
REASON 3: Name a third reason the author presents.
What persuasive devices does the author use?
What persuasive devices does the author use?
___ Appeals to emotions
___ Appeals to emotions
___ Uses data or scholarly research
___ Uses data or scholarly research
___ Tells why the other side’s argument is weak
___ Tells why the other side’s argument is weak
___ Other: ___ Other: EVALUATE: Which author do you think makes his case more effectively? Do you spot any weaknesses—like a bias or missing
information—in either argument? Explain on a separate sheet of paper.
Read “Should Voting Be Mandatory?” on p. 22, then follow the directions below to analyze each author’s claims.
Name
Class
Determine Word Meaning
Word Watch
Use context clues to figure out the meanings of unfamiliar words as you read the article, and jot down
your inferred meanings. After reading the article, use a dictionary to check meanings and write those
down too. Note each word’s part of speech and origin, if available.
WORD:
Page:
Part of speech:
Page:
Part of speech:
Page:
Part of speech:
Page:
Part of speech:
Inferred meaning:
Dictionary definition:
Word origin or root:
WORD:
Inferred meaning:
WORD:
Inferred meaning:
WORD:
Inferred meaning:
PA G E 1 O F 2
Name
Class
Word Watch (continued)
WORD:
Page:
Part of speech:
Page:
Part of speech:
Page:
Part of speech:
Page:
Part of speech:
Inferred meaning:
WORD:
Inferred meaning:
WORD:
Inferred meaning:
WORD:
Inferred meaning:
PA G E 2 O F 2
CORE IDEAS
Common Core skills pages to use with any Upfront article
Dear Teachers,
The Common Core State Standards require high school students to analyze “informational texts,” like Upfront.
Students must be able to identify central ideas, determine the figurative, connotative, and technical meanings
of unfamiliar words and phrases, understand and evaluate an author’s point of view, and compare accounts
of the same topic in a variety of formats or media.
To help you satisfy the Common Core, we’re pleased to offer the following reproducible.
“Core Ideas” can be used with any article in the magazine: You may choose to assign a specific article
or let students pick one.
Because the Common Core calls on students to analyze and compare topics from different
points of view, we suggest using “Core Ideas” with articles that feature sidebars, timelines,
historical-document excerpts, and/or infographics. You might also want to use “Core Ideas”
with supplementary online content, such as videos, slideshows, or audio interviews available
at upfrontmagazine.com.
“Core Ideas” addresses these Reading Standards for Informational Literacy:
1. Cite textual evidence to support analysis of the text.
2. Determine and analyze the central ideas of a text; provide an objective summary.
4. Determine the meaning of words and phrases as they are used in a text.
6. Determine an author’s point of view or purpose in a text.
7. Analyze various accounts of a subject told in different media or formats.
“Core Ideas” addresses these Reading Standards for Literacy in History/Social Studies:
1. Cite specific textual evidence to support analysis of primary and secondary sources.
2. Determine the central ideas of a primary or secondary source; provide an accurate summary.
4. Determine the meaning of words and phrases as they are used in a text.
7. Compare the point of view of two or more authors on the same or similar topics.
9. Compare and contrast treatments of the same topic in several sources.
We hope this material challenges your students and assists you in meeting your curriculum goals
throughout the year.
Best Regards,
Ian Zack
Executive Editor, The New York Times Upfront
UPFRONTMAGAZINE.COM
PRINT THIS OUT
CORE IDEAS
Article title and page number: ___________________________________________________________________
Answer the following questions.
1. Share the central ideas and key details of the article in a brief summary.
2. How is this issue or event relevant today? Is it particularly relevant to young people?
Cite evidence from the article to support your response.
PA G E 1 O F 2
CORE IDEAS (continued)
3. Identify two words or phrases in the text that are unfamiliar to you. Write the meaning of each
and cite any context clues from the text that help you determine their meanings.
4. Describe the author’s point of view and/or purpose in writing this article.
Cite evidence from the text.
5. Consider an accompanying element that supports the main text, such as a graph, timeline,
separate article, or video. (Videos and other digital content are available at upfrontmagazine.com.)
How does the second source contribute to your understanding of the topic?
Compare and contrast the main text and accompanying element.
PA G E 2 O F 2
Name Class GRAPH
For use with “Social Arabia” on p. 8 of the magazine
Who’s
the Most
Social?
Y
ou may think you and your
5.0
0.0
everyday, “nondigital” lives
JAPAN
CHINA
CANADA
0.5
and social codes that govern their
UNITED KINGDOM
in contrast to the rigid religious
1.0
GLOBAL AVERAGE
themselves and interact online—
1.5
ITALY
young people to express
INDIA
where social media sites allow
2.0
RUSSIA
ultraconservative Saudi Arabia,
U.S.
of time on social media is
2.5
SAUDI ARABIA
countries where users spend a lot
3.0
SOUTH AFRICA
the United States do. One of the
MALAYSIA
social media more than people in
3.5
THAILAND
number of other countries use
4.0
MEXICO
but check out the graph at right.
It turns out that people in a
4.5
ARGENTINA
Snapchat, Twitter, and WhatsApp,
HOURS SPENT ON SOCIAL MEDIA PER DAY
friends spend a lot of time on
SOURCE: GLOBALWEB INDEX, Q4 2014 (WE ARE SOCIAL) *NOTE THAT THE GLOBAL AVERAGE WAS CALCULATED
USING A STUDY OF 30 COUNTRIES REPRESENTING ABOUT HALF OF THE WORLD’S POPULATION.
This bar graph shows the amount of time social media users spend on social media
each day in selected countries. It also includes a global average for social media use.
COUNTRY
(see article, p. 8).
ANALYZE THE GRAPH
1. Social media
2. Social media
3. According to the
4.
The time users
5. Which conclusion
users in Saudi
users in the U.S.
graph, the global
spend on social
can you draw from
Arabia spend
spend more time
average for time
media in
the graph?
about ___ hours
on social media
users spend on
Argentina is
a day on social
than users in
social media
about __.
media.
___.
each day is ___.
2.7
a
China
a
2 hours
b
3.0
b
Mexico
b
2 hours,
c
3.2
c
South Africa
d
3.4
d
all of the above
2 hours,
b
3 hours
b
c
continents.
c
equal to the time
none of these
People in Spain
spend little time
spent in Malaysia
d
Social media is
used across many
triple the time
spent in Japan
25 minutes
d
double the time
spent in Canada
5 minutes
c
Social media use
is starting to drop.
a
a
a
on social media.
d
all of the above
DISCUSSION QUESTIONS
1. Argentina currently has more people ages 15 to 24 than it’s had at any other time in its history. How might that
“youth bubble” be connected to the data you see on the graph?
2. Aside from the age demographics of a nation’s population, what factors might affect the popularity of social media
in a country? Why?
3. What’s one thing you find surprising or interesting about the graph? Why does this grab your attention?
D E C E M B E RDEC
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UP
CARTOON ANALYSIS
For use with “Should Voting Be Mandatory” on p. 22 of the magazine
NATE BEELER • THE COLUMBUS DISPATCH • POLITICALCARTOONS.COM
Analyze the Political Cartoon
1. Why do you think the cartoonist divides this cartoon into two panels? What’s the connection between them?
2. When is the news broadcast shown on the right taking place? How do you know?
3. Who is about to win the election? According to the announcer’s remarks, how has this happened?
4. How is the cartoonist depicting the American electorate in the cartoon? Do you think this depiction is fair?
Why or why not?
5. What questions does this cartoon raise about mandatory voting?
U.S. ARMY/HANDOUT/REUTERS
PHOTO ANALYSIS
Analyze the Photo
(See p. 6 in magazine.)
1. What details do you notice in this photo of Ranger School graduate Kristen Griest
(center, standing) and her classmates?
2. C
an you conclude anything about Griest’s readiness to be a Ranger, based on the photo?
3. What questions, if any, does the photo raise for you about women in combat?
ESSAY
Does this photo affect your views on whether all military positions should be open to women? Explain.
Name Class DISCUSSION QUESTIONS
Women Warriors For use with “Women Warriors” on p. 6 of the magazine
At least 161 women have been killed
in action since 2001. And more than
1,000 have been wounded.
Supporters of opening all positions
to women say the policy has prevented
female soldiers from moving up in the
ranks, since top military jobs often
require combat experience.
Ray Mabus, head of the Navy and
Marine Corps, insists that if women
can meet the physical and mental
requirements for a job, they should be
allowed to apply. “Gender alone is not
a justification for prohibiting a Marine
from serving in a position for which
she is qualified,” he recently wrote in
The Washington Post.
Proponents also point to countries
like Canada, France, Germany, and
Israel, where women have served in
combat roles for years.
But many other people worry that
allowing female soldiers to take part in
the fighting will weaken our military.
They say studies show that women
aren’t as naturally strong as men and
are more prone to injuries.
“We need our combat units to be
the most lethal fighting force our tax
dollars can buy,” says retired female
Marine Jude Eden. “Adding women creates more danger for everyone and risks
compromising missions.”
Critics are also concerned that physical standards will be lowered to make
it easier for women to compete with
men—something military leaders insist
won’t happen. Even if some female soldiers are strong enough, opponents say
women will disrupt unit cohesion and
distract the men in their ranks.
Second Lieutenant Michael Janowski,
Haver’s training partner during Ranger
School, disagrees. He says there’s no
question women are capable of serving
in combat positions. In fact, he credits
Haver with helping him graduate. During
a particularly grueling training exercise,
Haver volunteered to help Janowski
carry his heavy gear up a rocky cliff.
“I probably wouldn’t be sitting here
right now if it wasn’t for Shaye,” he says.
“I would trust her with my life.” •
BY THE
NUMBERS
161
NUMBER of
military women
killed since 2001
in the wars in Iraq
and Afghanistan;
1,016 have been
wounded.
15%
PERCENTAGE
of active-duty
military who are
women.
Kristen Griest during Ranger School
training at Fort Benning, Georgia
Three women just graduated from the Army’s elite
Ranger School. But will they be allowed to go on
missions with their male classmates? BY REBECCA ZISSOU
L
ast summer, 96 soldiers completed one of the most grueling training programs in the
world: the U.S. Army’s prestigious Ranger School at Fort
Benning, Georgia. During the 62-day
program, they scaled cliffs in the middle
of the night, crawled through muddy
trenches covered with barbed wire, and
marched for miles—all while carrying
gear weighing up to 100 pounds.
Those who finish—only about
3 percent of active-duty Army soldiers—
can try out for the 75th Ranger Regiment,
an elite combat unit that’s sent on some of
the military’s most dangerous missions.
Women were allowed to attend the
school for the first time this year, and
in August First Lieutenant Shaye Haver
and Captain Kristen Griest made history
as its first female graduates. (A third
woman, Major Lisa Jaster, finished the
Watch a video on women soldiers in Iraq at upfrontmagazine.com
6
course in October.) But despite having
met all the same requirements as their
male classmates, they aren’t allowed to
compete for a spot in the regiment—
because they’re women.
About 240,000 combat positions in
the U.S. military—20 percent of military
jobs overall—are currently off-limits
to female soldiers, mainly in infantry,
armor, and special forces units.
But that’s about to change. Next
month, the Pentagon is expected to open
most—if not all—combat positions to
Women Warriors
WOMEN
WARRIORS
1. W
hy do people argue that not being able to serve in combat has hurt women’s
military careers?
2.What are some of the main arguments people make against women being allowed
to serve in combat?
3.Why have women found themselves in combat situations in the wars in Iraq and
Afghanistan even though they were officially barred from combat?
4.Why do you think the issue of putting women in combat sparks such intense debate?
2,931
NUMBER of
women enrolled
in U.S. military
academies.
Shaye Haver trains with heavy gear
in the Georgia mountains
SOURCE: DEPARTMENT OF
DEFENSE
women. The move comes nearly three
years after the military’s momentous
decision to lift the 1994 ban on women
in combat. The Army, Navy, Air Force,
and Marines had until this fall to recommend which jobs, if any, should remain
closed to women. (Officials say only the
Marines asked for exemptions.) U.S.
Secretary of Defense Ashton Carter is
reviewing their recommendations and
will make the final call.
“I do hope that with our performance
in Ranger School, we’ve been able to
inform that decision as to what they
can expect from women in the military,”
Griest recently told reporters. “That we
can handle things physically and mentally on the same level as men.”
Women have served in the military since the nation’s founding. They
were nurses, spies, and cooks during
the American Revolution (1775-83). In
the Civil War (1861-65), some women
disguised themselves as men to fight.
During World War II (1939-45), hundreds of thousands of women took jobs
as pilots, mechanics, and radio operators.
Tough Enough?
Today, more than 200,000 women
serve in the U.S. armed forces. They
make up nearly 15 percent of activeduty military personnel, working as
medics, intelligence officers, military
police, and in other non-combat roles.
Regardless of their job titles, women
have often been involved in fighting,
especially during the recent wars in
Iraq and Afghanistan. In those conflicts, traditional front lines didn’t exist.
Firefights could occur anywhere and at
any time. As a result, female soldiers
routinely dodged bullets, shot back during ambushes, and were threatened by
roadside bombs—even though they
weren’t officially allowed in combat.
7
DECEMBER 14, 2015
1. W
hy do people argue that not being able to serve in combat has hurt women’s military careers?
Social
Social Arabia For use with “Social Arabia” on p. 8 of the magazine
INTERNATIONAL
Arabia
Social media is transforming the lives
of young people in Saudi Arabia, one of the
most conservative societies in the world
BY BEN HUBBARD
CYPRUS
Mediterranean LEBANON
Sea
SYRIA
IRAQ
ISRAEL
AFGHANISTAN
IRAN
JORDAN
KUWAIT
SAUDI
ARABIA
EGYPT
LIBYA
Persian
Gulf
BAHRAIN
QATAR
Medina
Riyadh
Jeddah
PAKISTAN
OMAN
U.A.E.
N
E
W
OMAN
Mecca
S
ASIA
AFRICA
Area of
detail
SUDAN
Red
Sea
ERITREA
YEMEN
0
0
F
or many young Saudis, life is
all about their apps.
They don’t have free speech,
so they debate on Twitter. They
can’t flirt at the mall, so they
do it on WhatsApp and Snapchat. Since
women are banned from driving, they
get rides from car services like Uber and
Careem. And in a country where shops
close for Muslim prayers five times a day,
there are apps that not only issue a call
to prayer from your pocket but also calculate whether you can reach, say, the
nearest Dunkin’ Donuts before it shuts.
Confronted with an austere version of
Smartphone
society: Saudi
women using their
phones on the
streets of Riyadh
Arabian
Sea
100 MI
200 KM
Islam and rigid social codes that sharply
restrict their lives, young people in Saudi
Arabia are increasingly relying on social
media to express themselves, make
money, and even meet potential spouses.
Many of the country’s 31 million people, in fact, have multiple smartphones
and spend hours online each day.
This explosion of digital communication has been revolutionary because it’s
taking place in one of the world’s most
tradition-bound places.
“On one level, it looks like any modern city,” says Janet Breslin Smith, who
lived in the capital, Riyadh, for five years
when her husband was the U.S. ambassador. “But as your eyes gaze down to
people walking, it almost takes you back
to biblical times. People are dressed as
they have for thousands of years.”
One of the most powerful nations
in the Middle East, Saudi Arabia is an
important U.S. ally in the region. Its influence comes from two factors: It has more
than 25 percent of the world’s known oil
reserves; and it’s the birthplace of Islam
and the guardian of its two most sacred
sites, in Mecca and Medina.
A strict fundamentalist interpretation
of Islam known as Wahhabism governs
all aspects of life, with the Koran and
the teachings of the Prophet Muhammad
effectively serving as a constitution.
Unrelated men and women are completely segregated from one another. Girls
and boys attend separate schools, and
separate classes in college. Females must
wear black head-to-toe coverings called
abayas in public once they hit puberty.
When they go out, they must be accompanied by a male relative. Religious police
zealously enforce these rules, arresting
and sometimes flogging violators.
JIM MCMAHON (MAP); FAISAL AL NASSER/STRINGER/REUTERS (RIYADH)
1. Why has social media become so popular and widespread in Saudi Arabia?
2.Hoda Abdulrahman al-Helaissi says that technology is a “window to the outside world.”
What does she mean by that?
3.What are some of the restrictions that Saudi women face?
4.How has social media changed the way some Saudi men and women interact?
resulted in local council elections being
held for the first time in 2005, but the
councils are largely symbolic and have
no real power. Women, who in recent
years have been pushing for basic rights
like driving, will be allowed to vote in
local elections this month (see “A Push
for Women’s Rights,” p. 10).
But it’s technology rather than political reform that’s rocking the conservative culture of Saudi Arabia.
The nation has the ideal conditions for
a social media boom: speedy Internet,
disposable income from oil wealth, and
a youthful population—more than half of
Saudis are under age 30—with few social
options. Unlike China and Iran, Saudi
2. What are some of the main arguments people make
against women being allowed to serve in combat?
Attack on Paris For use with “Attack on Paris” on p. 12 of the magazine
Watch a video on love in Saudi Arabia at upfrontmagazine.com
8
Some Freedom on Twitter
The nation is a near-absolute monarchy led by King Salman, a member of
the Al Saud family that has ruled Saudi
Arabia since 1932. A push for reform
Arabia hasn’t blocked sites like Facebook
and Twitter, although it doesn’t tolerate
commentary against the government or
Islam. The Saudi monarchy appears to
have decided that the benefits of social
media as an outlet for young people
outweigh the risk that it will be used to
mobilize political opposition.
For now, some of the biggest changes
brought by technology have been in how
young Saudis find a spouse. In a society
where dating—or even friendship between
boys and girls—is forbidden, marriages
have long been arranged by families. In
fact, most Saudi girls have traditionally
met their husbands for the first time when
they became engaged. Now, social media
DECEMBER 14, 2015
NORWAY
ESTONIA
SWEDEN
INTERNATIONAL
1. Who was behind the terrorist attacks in Paris?
2.How did France react to the terrorist attacks? How did the U.S. react?
3.How did the Paris attacks change world leaders’ views of ISIS?
4.Do you think the U.S. should send troops to Syria?
ATTACK ON
O
3. Why have women found themselves in combat
situations in the wars in Iraq and Afghanistan even
though they were officially barred from combat?
Watch a video on the response of refugees at upfrontmagazine.com
12
Hard Knocks For use with “Hard Knocks” on p. 14 of the magazine
police. Most of the suspects were either
French citizens or had grown up in France
or Belgium. The attacks are the biggest
that ISIS has carried out in the West.
Why wasn’t the
2 plot
detected?
American and European intelligence
officials thought ISIS was planning an
attack in France but didn’t have specifics.
Paris
FRANCE
SLOVENIA
UKRAINE
SLOVAKIA
RUSSIA
MOLDOVA
AUSTRIA
SWITZ.
HUNGARY
ROMANIA
CROATIA
BOSNIA AND SERBIA
HERZEGOVINA
ITALY
SPAIN
MONTENEGRO
KOSOVO
Bl
BULGARIA
MACEDONIA
T
ALBANIA
N
E
W
ac
Countries
where ISIS
controls
territory
ea
k S
U R
K E
Y
GREECE
S
Raqqa
ALGERIA
MOROCCO
0
0
TUNISIA
200 MI
tions. Just a couple of weeks earlier, ISIS
claimed responsibility for the downing of
a Russian passenger plane over Egypt,
which killed all 224 people aboard.
But the Paris attacks were “a game
changer,” in the words of one senior
American intelligence official, who adds,
“This clearly shows ISIS is . . . capable of
carrying out large-scale attacks outside
Iraq and Syria. There will be a greater
sense of urgency in how we go about
trying to combat these kinds of attacks.”
The U.S. and its allies have long
treated ISIS as a group whose primary
goal is to conquer territory and impose
Islamic law; it wasn’t seen as a global
threat. In fact, in an interview that aired
hours before the Paris attacks, President
Obama told ABC News that “we have
contained them” in Iraq and Syria.
The Paris attacks weren’t, however, the
first inkling that ISIS has broader ambi-
SYRIA IRAQ
CYPRUS
MALTA
LEBANON
Mediterranean Sea
200 KM
ISRAEL
JORDAN
SAUDI
ARABIA
ISIS is based (see map). And the U.S.
stepped up its own attacks, striking a
convoy of ISIS trucks in Syria that were
carrying oil. ISIS controls oil fields in
Iraq and Syria and uses the money from
the sale of that oil to fund its operations.
“France is at war,” French President
François Hollande told reporters. “But
we’re not engaged in a war of civilizations, because these assassins do not
represent any. We are in a war against
jihadist terrorism, which is threatening
the whole world.”
How has the
4 world
Will the U.S. send
responded?
5 troops
to Syria?
The global outpouring of sympathy
for and solidarity with the traumatized
people of Paris was immediate—as
were offers of help from world leaders.
But the response quickly went beyond
grief and words. French warplanes
bombed the Syrian city of Raqqa, where
JIM MCMAHON (MAP); GARY VARVEL/INDYSTAR/CREATORS SYNDICATE (CARTOON)
beheaded several Western journalists and
Christians and used a sophisticated online
campaign to recruit tens of thousands of
fighters to wage jihad (holy war).
Authorities say three teams of terrorists carried out the Paris attacks. Seven
attackers were killed that day, either by
their own suicide bombs or by French
THIERRY ORBAN/GETTY IMAGES
was behind
1Who
the attacks?
taking hostages. Suicide bombers and shooters struck several
other sites, including restaurants and outside a soccer stadium.
The attacks came less than a year after terrorists in Paris
killed 16 people, including 12 at the office of the satirical
French newspaper Charlie Hebdo (see “Terror in Paris,” Upfront,
Feb. 23, 2015).
Here’s what you need to know about the attacks and what
they mean for France, the U.S., and the world.
CZECH
REPUBLIC
LUX.
ATLANTIC
OCEAN
PORTUGAL
Is ISIS a bigger
than we
3 threat
thought?
PARIS
POLAND
GERMANY
BELGIUM
“We did not have enough information to
take action to disrupt it,” one official said.
France has had trouble keeping tabs
on would-be terrorists within its borders.
ISIS and other groups have had success
recruiting in the ghetto-like suburbs of
Paris, where many of France’s 5 million
Muslims live. There’s high unemployment and deep resentment at feeling
segregated from the larger society.
Europe’s migrant crisis is complicating the security situation: Hundreds
of thousands of refugees, many fleeing the war in Syria, have flooded into
Europe in recent months. News that
one of the bombers may have entered
France through Greece, along with the
migrants, seemed to confirm fears that
terrorists could be slipping in undetected among the refugees.
What you need to know about the terrorist assault
on the French capital BY PATRICIA SMITH AND VERONICA MAJEROL
The terrorist group ISIS immediately
claimed responsibility. ISIS (the Islamic
State of Iraq and Syria) is a radical
Sunni Muslim group that has taken over
large parts of Syria and Iraq since 2014
and imposed strict Islamic law. ISIS has
LATVIA
UNITED
KINGDOM NETHERLANDS
Mourning the victims
at the site of one of the
November attacks
n the night of November 13, Paris was rocked by a
series of coordinated terrorist attacks that killed
at least 129 people and injured more than 350.
It was the worst bloodshed on French soil since
World War II (1939-45).
The brunt of the massacre took place at a concert given by
the U.S. rock group Eagles of Death Metal. Gunmen with assault
weapons stormed the concert hall, firing into the crowd and
9
The U.S. already has 3,500 troops in
Iraq. But the Obama administration, wary
of getting bogged down in another Middle
East ground war, has long opposed sending large numbers of troops to battle ISIS.
Obama’s handling of ISIS and national
security is now certain to be a major issue
in the 2016 presidential race. “Once you’ve
gotten a place like Iraq under control, you
don’t withdraw, which leaves an incredible
vacuum and allows for the development
of things like ISIS,” Republican candidate
Ben Carson said after the Paris attacks.
Whether or not Obama shifts his ISIS
policy, says Matthew Olsen, a former
director of the National Counterterrorism
Center, the attack on Paris “increases
pressure on the U.S. and the West to
respond more aggressively.” •
With reporting by Jim Yardley, Katrin
Bennhold, Michael D. Shear, Adam Nossiter,
Michael S. Schmidt, Peter Baker, and Eric
Schmitt of The New York Times.
DECEMBER 14, 2015
13
HARD KNOCKS
SPORTS
Football is one of America’s
most iconic sports.
But is it just too dangerous?
4. Why do you think the issue of putting women in combat sparks such intense debate?
Watch a video about football and concussions at upfrontmagazine.com
DECEMBER 14, 2015
15
TIMES PAST
1905
A Pennsylvania-Michigan game, circa 1900
Chicago Sunday Tribune article from 1905;
modern sources use slightly different statistics.
HOW WE GOT
FOOTBALL
The game that exploded in popularity after the Civil War
grew so violent it was nearly banned. Then President
Theodore Roosevelt stepped in to rescue it. BY VERONICA MAJEROL
A
football crisis was consuming America.
In 1905, at least 18 high
school and college boys died
playing the sport, and more
than 150 were seriously hurt. At the time,
protective gear was rarely worn, and the
game’s loose rules permitted gang tackles
and pileups that led to countless concussions and broken limbs and spines. There
were passionate cries to ban the sport,
met with equally ferocious shouts supporting football and its virtues. One of the
game’s most powerful fans was President
Theodore Roosevelt. A firm advocate of
the “strenuous life,” he believed in the
game’s ability to make men out of boys.
But by 1905, he also understood that it
would need to be reformed if it had any
chance of surviving.
“Football is on trial,” he told a group of
Ivy League college presidents at the White
House that year. “Because I believe in the
game, I want to do all I can to save it.”
To understand how football arrived at
that crisis point in 1905—and how it has
since evolved into America’s most popular sport, with a record 114 million fans
Download President Roosevelt’s 1893 essay about football
at upfrontmagazine.com
18
tuning in to the Super Bowl last January—
it’s important to first understand where
football comes from. Some experts say
the game is as old as humankind, with
traces of it evident in prehistoric societies.
A ‘Primal Game’
“Football is a primal game,” says
Sally Jenkins, author of The Real All
Americans, which charts football’s history. “It’s existed ever since Celtic invaders* were kicking around the skulls of the
defeated armies.”
The more modern incarnation of football traces to early 19th-century England.
Playing soccer with his schoolmates one
afternoon in 1823, a 16-year-old named
*The Celts dominated Northern Europe from 750 b.c. to 12 b.c.
and often clashed with Greek and Roman warriors.
CHICAGO TRIBUNE/TRIBUNE CONTENT AGENCY (ARTICLE); TRANSCENDENTAL GRAPHICS/GETTY IMAGES (THEODORE ROOSEVELT)
1. Why was there a “football crisis” in 1905?
2.What do you think Sally Jenkins means when she calls football a “primal” game?
3.Why did football and other sports explode in popularity after the Civil War?
4.How did President Theodore Roosevelt help to save football?
Aledo High School battles
Brenham High School in Texas, 2014
BY GABRIEL CHARLES TYLER
ryce Monti was about to make public spotlight on football and the
a routine tackle when he repeated head trauma that’s a routine
knocked heads with one of part of the game. The National Football
his teammates and fell onto League (NFL) for years denied there was
the football field at Hortonville a link between the sport and brain damHigh School in Hortonville, Wisconsin.
age, but in 2009, it acknowledged pub“When I got back up, I saw two score- licly for the first time that concussions
boards,” he recalls of the 2014 game. suffered while playing football can lead
“I was out of it completely.”
to long-term negative health effects. Last
Monti, then a 17-year-old Hortonville year, the NFL revealed that it expects
junior, says he knew the helmet-to- nearly a third of retired players to
helmet collision was a hard hit. But he develop permanent brain impairments.
shook it off and played the rest of the
Medical researchers at Boston
game. He had no idea that he’d sustained University recently confirmed that 88 of
a concussion until his parents took him 92 former NFL players who donated their
to the emergency room later that night.
brains for research suffered from chronic
Monti followed the doctraumatic encephalopathy
tor’s orders and sat out a
‘I don’t think (C.T.E.), a brain disease
game. But eager to help his
induced by repetitive
my life
team, he returned after a
head trauma and linked
will ever be
week and quickly sustained
to depression, aggression,
the same.’
another concussion. A year
impulse-control problems,
later, he’s still struggling
memory loss, and demen—BRYCE MONTI
with painful headaches and
tia. Several former playhe faces the possibility of
ers—all found to have had
permanent brain damage.
C.T.E.—have committed
“I wanted to get back out
suicide, and hundreds more
there, not only for myself,
continue to suffer from irrebut for my team,” Monti
versible brain damage.
says. “I never really thought
Concern over concusgoing back would cost me
sions has filtered down
in the long run.”
from the NFL to colleges,
H i s s t o r y, w h i c h
high schools, and youth
received a lot of local
leagues, with more parmedia attention, is just
ents becoming fearful of a
one example of the recent
sport that’s long been tied
WALTER CHAUNCEY CAMP PAPERS, 1870-1983 (INCLUSIVE), 1870-1925
(BULK). MANUSCRIPTS & ARCHIVES, YALE UNIVERSITY
How We Got Football For use with “How We Got Football” on p. 18 of the magazine
14
MATT STRASEN/AP IMAGES (ALEDO HIGH SCHOOL); SCIENCE PICTURE CO/GETTY IMAGES (HELMET); ALEXIS HYDE (BRYCE MONTI)
1. Why did Bryce Monti return to the field after missing one game following a concussion?
2.According to the article, why do many football players continue to play through
injuries?
3.What are some of the things lawmakers and sports organizations have done to address
growing concerns about concussions and player safety?
4.Why do you think the love of football still runs deep in America?
B
William Webb Ellis caught the ball and
ran with it toward the opponent’s goal.
It violated soccer’s rules, but it also gave
birth to a new game called rugby—a
direct ancestor of American football.
By the mid-19th century, rugby-like
versions of “football” were sprouting up
at Ivy League campuses in the northeastern U.S.—rough-and-tumble games with
few rules and little uniformity among the
various schools. It was the dawn of the
industrial age, and the notion that sports
trained young men to be strong physically and morally—an English concept
known as “muscular Christianity”—was
taking hold in the U.S. The idea became
even more widespread after the Civil
War (1861-65). In the absence of real
combat, sports became a new proving
ground for men, with baseball, boxing,
and football exploding in popularity.
“There’s sort of this pervasive anxiety
about manliness from the 1870s through
the Victorian era [1837-1901],” says
Jenkins. “Football evolves partly because
there’s a big concern that young men are
spending too much time in parlors, that
the world is becoming too mechanized
and urbanized, and that there needs
to be some artificial means of training
young men in games of power.”
By the late 1870s, football had gained
the reputation of a “blood sport,” according to John J. Miller, the author of The
Big Scrum: How Teddy Roosevelt Saved
Football. “Instead of helmets, the men
went bareheaded or put on [ornamental] stocking caps,” he writes. “They did
not use pads. . . . Ordinary roughness
frequently turned to violence as players
heaved each other to the ground, threw
elbows, and piled on top of one another.”
A social and political movement to ban
football, which began in the 1870s, reached
a boiling point in 1905. The New York
Times criticized football’s trend toward
“mayhem and homicide.” Prominent politicians condemned the sport.
“There was not a boy in the game
who did not run the risk of receiving an
injury that would send him through life a
hopeless cripple,” Congressman Charles
Landis of Indiana said in 1905 after watching a game. “Should an alleged sport that
necessitates taking such chances receive
the sanction and encouragement of sane
and sensible people?”
Meeting at the White House
President Roosevelt, who fell in love
with football as a boy, decided to intervene. A sickly child who grew up in
New York City, he never actually played
football. But he believed the game built
character and was happy to see his son
Teddy Jr. play for Harvard. (Teddy Jr.
sustained a broken nose and a deep gash
that required stitches.) In response to the
football crisis the nation faced, Roosevelt
invited the presidents of Harvard, Yale,
and Princeton—then the big three football schools—to the White House.
Roosevelt demanded that they commit
to creating new rules to make the sport
safer, or the government would outlaw
the sport. The college presidents agreed
to address the wanton brutality. They
soon joined with other schools to form
the precursor to the N.C.A.A. (National
Collegiate Athletic Association), which
‘Because I believe in
the game, I want to do
all I can to save it.’
—PRESIDENT THEODORE ROOSEVELT
made key rules changes. One of the most
important was allowing the forward pass.
“It opened up the game, so you didn’t
have everyone massed into these running plays right at the line,” says Mark
Bernstein, author of Football: The Ivy
League Origins of an American Obsession.
The changes helped appease football’s critics and pave the way for the
sport’s rise to mass popularity. But the
question remains as to whether those
reforms—or any other safety measures,
including the pads and helmets used
today—can really protect football players from serious injuries like concussions (see “Hard Knocks,” p. 14).
And yet for all the problems with
the sport, Jenkins says, there’s little
sign that Americans want to let go of
football—a game that to many feels
ingrained in the nation’s DNA.
“The concussion crisis hasn’t killed
audience interest in the game,” she says.
But “it’s made everyone queasier.” •
DECEMBER 14, 2015
19
NATIONAL

ALL PRINTABLES FOR December 14, 2015

Transcription

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