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PDF - Common Core

Vol. 22 No. 5 ISSN 1068-0292
FEBRUARY/MARCH 2015
storyworks.scholastic.com
Journey
Into a
Great Book
For quizzes and activities, go to storyworks.scholastic.com.
Corbis (Children); Meg Eastman/Virginia Historical Society (Booker T. Washington); Granger, NYC/The Granger Collection (School)
Narrative Nonfiction/History
How Booker T. Washington
SLAVE
UP
From
10
s t o r y w o r k s
helped
Don’t
miss our
time
machine
video!
millions of former slaves
ERY
By Lauren Tarshis
go to school
s t o r y w o r k s . s c h o l a s t i c . c o m • F E B R U ARY / m a r c h 2 0 1 5
11
Character
Traits As you
read, look for
the traits that
helped Booker
T. Washington
overcome great
challenges to achieve
success.
Look for
Word Nerd’s 6
termS IN BOLD
O
n a cold October night in 1872,
a 16-year-old boy named Booker
Washington walked through the
dark streets of Richmond, Virginia.
The howls of wild dogs echoed
through the cold air. Thieves lurked in snaking
alleys. Booker shivered in his ragged clothes.
He was hundreds of miles from his home
stagecoach. But then he ran out of money. So
in West Virginia, and he knew not one soul
he walked. He walked and walked and walked
in Richmond. He had no money, no food, and
until finally he arrived in Richmond. But now
nowhere to spend the night. Walking fast was
he was stranded, and he still had 82 miles to go.
a good trick for keeping warm. But sometime
If anyone noticed the ragged boy sleeping
around midnight, Booker’s
under the sidewalk, they
tired muscles started to
would have assumed he
ache so badly he couldn’t
was just another former
take another step.
slave, starving and without
He found a spot where
hope.
the wooden sidewalk was
Nobody would have
raised up off the ground.
guessed that one day,
Underneath was a space
Booker T. Washington
just big enough for a
would be one of the most
skinny boy like Booker
famous men on Earth.
to curl up for the night.
He crawled into the dark,
A Piece of Property
dank opening. He closed
Booker was born
his eyes, trying not to think
in Virginia sometime
about the rats and snakes
in 1856. (Like most
that might be curled up all
Americans who were
around him.
slaves, he never knew his
Two weeks before,
actual birthday.) For his
Booker had left home with
owners, Elizabeth and
A
CHILDHOOD
IN
SLAVERY
Like
this
enslaved
a few dollars in his pocket
James Burroughs, the
woman and her children, Booker faced much
and a dream in his heart:
birth of a new slave was
hardship and suffering growing up.
to go to school. Not just
no more important than
any school—the Hampton Institute, one of the
the arrival of a new calf. Booker wasn’t legally
only boarding schools in the world for a boy
a person, after all. He was a piece of property to
like Booker: a former slave. The school was
be used and sold when his owners didn’t want
500 miles from Booker’s hometown in West
him anymore. Booker’s mother, Jane, loved her
Virginia. The first part of the journey wasn’t so
three children fiercely. But she had no control
bad—a long train ride and a bumpy trip on a
over what happened to any of them. Where
12
s t o r y w o r k s
Schomburg Library/NYPL (Slaves)
UP
CLOSE
Granger, NYC/The Granger Collection (All images)
Booker lived, what he ate, and how he spent
every minute of every day was up to his owners.
This was the reality for the 4 million enslaved
people in America’s Southern states.
Booker was luckier than many. The
Burroughses rarely whipped or beat their slaves.
Still, life was harsh.
Booker’s family lived in a tiny shack that
was roasting in the summer and freezing in
the winter. They slept on a bed made of filthy
rags spread across the dirt floor. Supper was
sometimes leftover pig slop.
One of Booker’s first jobs was to stand in
the Burroughses’ dining room and swat away
flies so they wouldn’t set their sticky feet
upon the food. Booker’s mouth watered as he
breathed in the delicious smells of juicy meats
and buttery potatoes. But the flies had a
better chance of tasting that food than
Booker did.
Actually, though, it wasn’t his owners’
food that Booker hungered for most. It
was an education. If only he could learn
to read! He’d caught glimpses of school
when he carried the Burroughses’ daughters’
books to their schoolhouse. He’d gaze through
the window, watching the kids at their desks,
straining to hear the teacher calling out
spelling words and math problems. To him, it
seemed like paradise.
Booker didn’t dare set foot into that school.
It was illegal for a slave to learn to read or
write in Virginia and other Southern states.
An education gives a person power, and the
last thing a slave owner wanted was a powerful
slave: a slave who could read a map and plot
his escape to the North, a slave who could
read books filled with ideas and inspiration.
Booker knew what happened to slaves caught
just glancing at a newspaper. They were sold, or
whipped, or even killed.
Day after day, Booker walked the Burroughs
HAMPTON INSTITUTE, 1899
Students at the Hampton Institute learned
skills that would enable them to find jobs.
Here, students learn cheese-making.
Above: Hampton students perform in a
musical group.
13
girls to school, struggling to keep his eyes off
the forbidden books he carried in his arms. He
prayed for the day that his life would change.
As it would turn out, that day was not so
far away.
In 1861, when Booker was about 5, a brutal
war broke out in America. The Civil War
pitted America’s Northern states against the
South. Booker heard about the war as
he swatted flies in the Burroughses’
dining room—about brutal battles
that left thousands of men dead on
blood-soaked fields. He learned that
the Southern states wanted to rip
themselves away from America and
form a new country of their own.
What amazed Booker was that all of
this terrible fighting was mainly about
him—about slaves. Northern states
had banned slavery decades before, and
most Northerners believed it should be
abolished in the South too.
Southerners violently disagreed,
and many were willing to fight to the
death to keep their slaves.
A FAMILY MAN Washington (center) with his wife, Margaret (left),
The Civil War would rage for
his daughter, Portia, and his sons Ernest (left) and Booker Jr.
four years and kill as many as 750,000
men from the North and South. In 1863,
were working there too. A school opened in
when Booker was 7, President Abraham
a nearby town, but Booker and his brother
Lincoln signed a law called the Emancipation
couldn’t go. The family needed every penny. So
Proclamation, which officially freed all of the
instead of going to school, Booker spent long
slaves in the states fighting against the North,
days in the dark mine. Instead of learning to
including Virginia.
read and write, he learned how to shovel salt
Two years later, when the war ended,
into barrels. It was the kind of work that broke
Booker and his family were free.
a person’s body and spirit. Yet this was the only
kind of work available to most former slaves.
Broken Bodies
Without an education, Booker realized, he’d
But life for most freed black people in the
never be truly free.
South was little better than life as a slave. The
And so even in the dark and sweaty mine,
family moved to Malden, West Virginia, where
Booker began to educate himself.
Booker’s stepfather had found a job in a salt
He learned to recognize the numbers etched
mine. Within weeks, Booker and his brother
into the sides of the barrels. As he shoveled,
14
s t o r y w o r k s
Courtesy of Tuskegee University Archives (Family)
The Civil War
A FAMOUS MAN
During a time of great prejudice against
African-Americans, Washington gained
the respect and friendship of some of the
most powerful people in America, including
President Theodore Roosevelt (left).
Theodore Roosevelt Collection/Harvard College Library (Theodore Roosevelt)
he whispered his ABCs. His mother scraped
together some pennies and bought Booker an
old spelling book. Booker memorized it. When
the school started to offer classes at night,
Booker would rush over from the mine, his
stomach empty, his skin crusted with sweat
and salt. The tiny schoolhouse was always
packed, and not only with kids. There were
grandmothers, mothers with babies, old men
hunched over from decades of picking cotton.
Across the South, former slaves were starving
for education. Yet there were not nearly enough
schools and teachers to teach them.
A Fire Inside
But one day, Booker heard two men talking
about the Hampton Institute, a special school
created to train black students to become
teachers or get jobs in other trades. Booker held
his breath as he listened to the men talk. Their
words were like sparks that lit a fire inside him.
It didn’t matter that the school was 500 miles
away and that it cost $70 a year, a fortune for
Booker’s family.
Booker had to go to Hampton.
For two years, Booker worked and worked,
saving every cent he could. The day he left,
half the town of Malden showed up to send him
off. They pressed pennies and nickels into his
hands, hugged him tight, and told him they had
no doubts that he would achieve his dream.
Those voices whispered in Booker’s dreams
as he slept under the sidewalk. He woke up
hungry and aching but determined. He found
a job helping unload a ship, and within a few
days he’d earned enough to buy food for the last
part of his journey to Hampton.
Booker finally made it to the school. He
became a star student, paying his school fees by
working as the school’s janitor. After Hampton,
he returned to Malden to teach, and then he
went to college.
In 1881, he founded the Tuskegee Institute,
which became a celebrated college for black
students. But Booker didn’t stop there. Over
the next three decades, he became one of the
best-known people in the U.S., a writer and
speaker who inspired people around the world.
He used his fame to raise money for thousands
of schools for black students across the South.
As Booker wrote, “If you want to lift
yourself up, lift someone else up.”
No wonder Booker T. Washington
rose up so high.
write to win
Booker T. Washington overcame incredible challenges to achieve his dream. What
character traits helped him succeed? Write your answer in a paragraph using
at least three examples from the article. Send your entries to “Booker T.
Contest” by March 15, 2015. Ten winners will each receive a copy of
find an
activity
Hand in Hand by Andrea Davis Pinkney. See page 2 for details.
online!
15
Lesson
2
Nonfiction, pp. 10-15
Up From Slavery
Ç
Featured
Skill:
Character
Traits
How Booker T. Washington educated himself—and millions
• Preview: This inspiring story of
Booker T. Washington’s relentless
pursuit of learning includes background
information about the horrendous
conditions of slavery.
• Learning Objective: Students will
infer the traits that helped Washington
achieve so much for himself and others.
• Content-Area Connections:
Social studies: U.S. history, biography
• Other Key Skills: vocabulary,
close reading, interpreting text,
supporting details, key detail,
character’s motivation, literary device,
explanatory writing
¾
Step-by-Step Lesson Plan
Close Reading, Critical Thinking, and Skill Building
1. Preparing to Read
Watch a Video (10 minutes, activity sheet online)
• Project or distribute the video discussion
questions and preview them with students.
• Show our “Time Machine” video, which
introduces the era of Reconstruction and previews
the article.
• Have students work in pairs to answer the
questions. Review them briefly as a class.
Set a Purpose for Reading (2 minutes)
• Have students look at the opening of the article
on pages 10 and 11. Ask: What do these pages tell
you the article will be about? What character traits
do you think Booker might have had?
• Select a volunteer to read aloud the Up Close
box on page 12. Prompt students to look for clues
that will help them infer the traits that helped
Booker T. Washington succeed.
Vocabulary (10 minutes, activity sheet online)
• In this article, we have highlighted a
combination of challenging academic and
domain-specific vocabulary words. Distribute the
vocabulary activity and have students complete it,
using context clues to help them figure out word
meanings. Review the activity as a class.
• Highlighted words: dank, stagecoach, enslaved,
abolished, etched, celebrated
2. Close Reading
First Read: Get to Know the Text (20 minutes)
• Read the article together as a class, or play our
audio version as students read along.
Second Read: Unpack the Text (30 minutes)
• Have students read the article in small groups,
answering the close-reading questions. Discuss the
critical-thinking question as a class.
Close-Reading Questions
(activity sheet online)
• The beginning of the article describes scary,
dangerous conditions in Richmond. Why was
Booker there? What does this tell you about
him? (character trait) Booker was in Richmond
on his way to the Hampton Institute, where he was
determined to go no matter what. This tells you how
important education was to him.
• Reread the sentence “Booker wasn’t legally
a person, after all,” on page 12. Is this the
author’s view or someone else’s? Explain.
(interpreting text) It is not the author’s view. The
author is stating the way slaves were seen by slave
owners and how they were treated by the law.
• On page 13, the article says “life was
harsh” for Booker. What details support this
statement? (supporting details) Booker and his
family lived in a tiny shack and slept on rags on a dirt
floor. They sometimes ate pig slop for dinner. Booker
had to stand and swat flies while the Burroughses ate
delicious food. He was not allowed to go to school,
but he longed to learn to read and write.
MINH UONG
• What did the Emancipation Proclamation do?
(key detail) It freed the slaves in the states that were
fighting against the North in the Civil War.
• Once his family moved to West Virginia, why
did Booker want to educate himself? What did
he do to try to learn? (character’s motivation)
Booker realized that without an education, his life
would never be better than it was during slavery. He
learned numbers and letters any way he could. When
the school started offering night classes, he went even
after working all day in the salt mine.
• Reread this sentence from page 15: “Their
words were like sparks that lit a fire inside
him.” What does it mean? What did Booker do
as a result? (literary device) The sentence means
that hearing about a school for black students created
a feeling for Booker that he absolutely had to go there.
He worked and saved money for two years to be able
to go.
• Reread the paragraph that starts “Those
voices whispered . . .” What does it tell you
about Booker? (character traits) It tells you that
Booker was determined and resourceful. He would
not give up on his dream of getting to the Hampton
Institute.
• What did Booker do with his education once
he got it? What does this tell you about him?
(character traits) Booker went back to Malden to
teach others. He founded the Tuskegee Institute,
a college for black students, and raised money for
schools for African-Americans. This tells you that he
was generous and committed to helping others.
Critical-Thinking Questions
(activity sheet online)
• What does the quote in the second-to-last
paragraph mean? (interpreting text) It means that
helping someone else achieve something or get ahead is
fulfilling; it’s a way of becoming a better person.
3. Skill Building
Featured Skill:
Character Traits
• Distribute our character traits
activity sheet to help students
respond to the writing prompt on
page 15.
Connect to social studies! Use our article,
lesson, and video when you teach the Civil
War, to build your students’ understanding of
the conditions of slavery and its aftermath.
Turn the page for
differentiation and more!
6
b
b
Differentiation
For Struggling
Readers
Booker’s journey is not told in
chronological order here. Help
students understand the article by
guiding them to make a timeline of
events, starting with Booker’s
birth in 1856.
For Advanced
Readers
This article focuses on Booker
T. Washington’s early life. Have
students do research to report
on how he started the Tuskegee
Institute and other schools for
African-Americans.
Note from Lauren: Booker T. Washington’s
autobiography, Up From Slavery, is a must-read.
It’s short, captivating, and accessible. You can
share portions of it with your students too.
Video: “Time Machine: The
Reconstruction Era”
Differentiation: Lower-Lexile
version of this article; audio
recordings of on-level and lowerLexile articles
Activities to print or project
•Video Discussion Questions
•Vocabulary
•C
lose-Reading and CriticalThinking Questions
•Character Traits
•C
ore Skills Workout: Text
Features, Summarizing, Making
Inferences, Text Structures
•C
omprehension Quiz—Now on
two levels!
storyworks.scholastic.com
Complexity Factors
See how this story will challenge
your students.
Purpose: “Up From Slavery” tells the story of Booker T.
Washington’s transformation from an enslaved child to a
famous, successful man. It provides details about the lives
of American slaves in the 1800s and about the Civil War.
Structure: The story opens with a scene from
Washington’s teen years, jumps back in time to his earlier
life, and is mainly chronological after that.
Language: The story contains challenging academic
and domain-specific vocabulary, as well as metaphors,
similes, and numerous figures of speech.
Knowledge Demands: Prior knowledge of slavery and
the Civil War will aid comprehension.
Lexile Level: 890L
Guided Reading Level: T DRA Level: 50
Common Core State Standards
This article and lesson support the following College and
Career Readiness (CCR) anchor standards: R.1, R.2,
R.3, R.4, R.5, R.7, R.10, W.2, W.10, SL.1, SL.2, L.4,
L.5, L.6
Go online to find specific grade-level correlations for
grades 3 through 6.
TO ORDER, CALL 1-800-SCHOLASTIC OR VISIT WWW.SCHOLASTIC.COM/BUY-STORYWORKS
LANCE LEKANDER
Online Resources
Summarizing
Core Skills Workout–HL
Workout
“Up From Slavery”
February/March 2015
Name: ____________________________________________ Date: ________________
Writing a Summary
A summary is a short retelling of the most important parts of a story.
It should include the information that someone would need to know
to understand the story, without small details or your own opinion.
Directions: Complete the summary below. Think about what was most important in the article.
Summary of “Up From Slavery”
“Up From Slavery” is about ______________________________________________________________
___________________________________________________________________________________ .
During his childhood as a slave, Washington didn’t learn to read or write because _______________
__________________________________________________________________________________
_________________________________________________________________________________.
After slavery ended, Washington still couldn’t go to school because ___________________________
__________________________________________________________________________________
Still, Washington was determined to learn, so he _________________________________________
__________________________________________________________________________________
____________________________________________________________________________________.
After hearing about the Hampton Institute, Washington __________________________________________
____________________________________________________________________________________________________
___________________________________________________________________________________________________
Washington succeeded in school and went on to __________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________.
© 2015 Scholastic Inc. Teachers may make copies of this page to distribute to their students.
Summarizing
Core Skills Workout–LL
Workout
February/March 2015
Name: ____________________________________________ Date: ________________
Writing a Summary
A summary is a short retelling of the most important parts of a story.
It should include the information that someone would need to know
to understand the story, without small details or your own opinion.
Directions: Complete the summary below, using the prompts in the margins to help you.
Summary of “Up From Slavery”
“Up From Slavery” is about _______________________________________________
___________________________________________________________________________________.
2.What
could
happen to
slaves who
learned to
read?
4. How did
he start
to educate
himself?
During his childhood as a slave, Washington didn’t learn to read or write because
___________________________________________________________________.
After slavery ended, Washington still couldn’t go to school because ___________
___________________________________________________________________
Still, Washington was determined to learn, so he ___________________________
3. Why was
Washington
still unable to
get an education after
the war?
___________________________________________________________________
After hearing about the Hampton Institute, Washington ___________________________
____________________________________________________________________________________
Washington
accomplish
after he
graduated
from
Hampton?
a topic sentence that
tells who the
article is
mainly about.
___________________________________________________________________
______________________________________________________________________.
6. What did
1. Begin with
____________________________________________________________________________________
Washington succeeded in school and went on to _________________________________
____________________________________________________________________________________
___________________________________________________________________________________.
5. How did
Washington
manage to
get an education at the
school?
Inferencee
February/March 2015
Name: ____________________________________________ Date: ________________
Making Inferences
An inference is something you can figure out from clues in a text,
even though the text doesn’t say it directly.
Directions: The chart below lists clues from “Up From Slavery” on the left and inferences you can make from
them on the right. Fill in the blanks on the chart with clues or inferences from the article.
Clues
Consider these lines from the article:
• “On a cold October night in 1872, a 16-year-old
boy named Booker Washington walked through
the dark streets of Richmond, Virginia.”
1
• “He closed his eyes, trying not to think about the
rats and snakes that might be curled up all around
him.”
• “Two weeks before, Booker had left home with a
few dollars in his pocket and a dream in his heart:
to go to school.”
Inferences
What can you infer about Washington’s
determination to receive an education?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Write two lines from the article that support the
inference on the right.
_____________________________________________________
_____________________________________________________
2
_____________________________________________________
_____________________________________________________
Booker T. Washington was a naturally bright and
curious person.
_____________________________________________________
_____________________________________________________
Continued on next page >
Inference
February/March 2015
Name: ____________________________________________ Date: ________________
Making Inferences, p. 2
Clues
• “But life for most freed black people in the South
was little better than life as a slave.”
• “A school opened in a nearby town, but Booker
and his brother couldn’t go. The family needed
every penny.”
3
• Write one more line from the article that supports
the inference on the right.
Inferences
What can you infer about how the end of the Civil
War changed the lives of slaves?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
____________________________________________________
_______________________________________________________
____________________________________________________
_______________________________________________________
____________________________________________________
_______________________________________________________
____________________________________________________
_____________________________________________________
_____________________________________________________
4
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Write your own inference from the article.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_____________________________________________________
Inferencee
February/March 2015
Name: ____________________________________________ Date: ________________
Making Inferences
An inference is something you can figure out from clues in a text,
even though the text doesn’t say it directly.
Directions: The chart below lists clues from “Up From Slavery” on the left and inferences you can make from
them on the right. Fill in the blanks on the chart with clues or inferences from the article.
Clues
• “On a cold October night in 1872, a 16-year-old
boy named Booker Washington walked through
the dark streets of Richmond, Virginia.”
1
• “He closed his eyes, trying not to think about the
rats and snakes that might be curled up all around
him.”
• “Two weeks before, Booker had left home with a
few dollars in his pocket and a dream in his heart:
to go to school.”
Inferences
What can you infer about Washington’s
determination to receive an education?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_____________________________________________________
_____________________________________________________
2
_____________________________________________________
_____________________________________________________
Booker T. Washington was a naturally bright and
curious person.
_____________________________________________________
_____________________________________________________
Inference
February/March 2015
Name: ____________________________________________ Date: ________________
Making Inferences, p. 2
Clues
Inferences
What can you infer about how the end of the Civil
War changed the lives of slaves?
• “But life for most freed black people in the South
was little better than life as a slave.”
3
• “A school opened in a nearby town, but Booker
and his brother couldn’t go. The family needed
every penny.”
• “Across the South, former slaves were starving
for education. Yet there were not nearly enough
schools and teachers to teach them.”
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_____________________________________________________
_____________________________________________________
4
_____________________________________________________
Booker T. Washington inspired people even before he
became famous.
_____________________________________________________
_____________________________________________________
_____________________________________________________
Text Features
February/March 2015
Core Skills Workout
Name: ____________________________________________ Date: ________________
Looking at Text Features
Directions: Answer the questions below to help you explore the photos, captions, and subheads in the
nonfiction article “Up From Slavery.”
1. Look at the small photo of Booker T. Washington on page 10. Notice his facial expression and clothing. What
can you infer about his character from this photo? ______________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. Study the facial expressions of the children on pages 10-11. What do they tell you about the lives of children
who were coming out of slavery? ____________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________
3. How do the words and pictures on pages 10-11 work together to tell an interesting story? _______________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
4. Read the section headers in red on pages 12-15. Choose any two and write new section headers for
those sections. _____________________________________________________________________________________________
_____________________________________________________________________________________________________________
5. W
hat are the Hampton Institute students doing in the photos on page 13? How could this help them later
in life? ______________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
6. L
ook at the photo and caption on pages 14-15 (A Famous Man). What do they tell you about Booker T.
Washington? _______________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
7. C
ompare the photo on page 12 with the one on page 14. What do they tell you about how Washington’s life
changed? ___________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Text Structures
February/March 2015
Core Skills Workout
Name: ____________________________________________ Date: ________________
Understanding Text Structures
Directions: Text structure is the way an author organizes information in a piece of writing. Authors use
different text structures to achieve different purposes. Common text structures are listed in the boxes on the
right. Use the information in these boxes to help you answer the questions below about “Up From Slavery.”
1. What is the main purpose of the article? _____________________________________________
___________________________________________________________________________________________________
Which text structure does the author use overall to achieve this purpose?
__________________________________________________________________________
Description
includes details to help
you picture or get to know
a person, place, thing, or
idea.
2. Reread the section “A Piece of Property.” What text structure does the
author mainly use in this section? Explain your answer using examples.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Cause and Effect
explains why something
happened (cause) and
what happened as a result
(effect).
Why do you think the author uses this text structure? ____________________
___________________________________________________________________________
___________________________________________________________________________
3. What text structure does the author use in the section “The Civil War”?
Problem and Solution
presents a problem and
explains how it is solved.
Explain your answer using examples. _____________________________________
___________________________________________________________________________
___________________________________________________________________________
4. What is the section “Broken Bodies” mainly about? ______________________________
___________________________________________________________________________
The text structure follows a sequence of events. What additional text
structure does the author use here? Explain your answer using examples.
___________________________________________________________________________
___________________________________________________________________________
Compare and Contrast
presents the similarities
and/or differences between
two items, such as events,
time periods, or places.
Sequence of Events
describes events in the
order in which they
happen. This is also called
chronological order.
___________________________________________________________________________
Vocabulary
February/March 2015
Name: ____________________________________________ Date: ________________
Word Preview
Directions: Read each sentence below from “Up From Slavery,” then write what you think the word in
bold means, based on context. We’ve provided a few hints for you. The words are in the order in which they
appear in the article.
1.dank: “He crawled into the dark, dank opening.” (Hint: How might a space under a wooden sidewalk feel?)
I think this word means ________________________________________________________________________________
2.stagecoach: “The first part of the journey wasn’t so bad—a long train ride and a bumpy trip on a
stagecoach.”
3.enslaved: “Where Booker lived, what he ate, and how he spent every minute of every day was up to his
owners. This was the reality for the 4 million enslaved people in America’s Southern states.”
4.abolished: “Northern states had banned slavery decades before, and most Northerners believed it
should be abolished in the South too.” (Hint: The words “banned” and “too” give you a big clue.)
5.etched: “ He learned to recognize the numbers etched into the sides of the barrels.” (Hint: What does the
word “into” tell you about how the numbers appeared on the barrels?)
6.celebrated: “In 1881, he founded the Tuskegee Institute, which became a celebrated college for black
students.”
Your turn! On a separate sheet of paper, write a sentence for each pair of words below.
1. enslaved, dank
2. abolished, celebrated
Close Reading & Critical Thinking
February/March 2015
Name: ____________________________________________ Date: ________________
Think About It!
Close-Reading Questions: After reading “Up From Slavery,” go back and reread sections to
answer the questions below.
1. The beginning of the article describes scary, dangerous conditions in Richmond. Why
was Booker there? What does this tell you about him?
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
2. Reread the sentence “Booker wasn’t legally a person, after all,” on page 12. Is this the
author’s view or someone else’s? Explain
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
3. On page 13, the article says “life was harsh” for Booker. What details support this
statement?
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
February/March 2015
Name: ____________________________________________ Date: ________________
Think About It! p. 2
4. What did the Emancipation Proclamation do?
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
5. Once his family moved to West Virginia, why did Booker want to educate himself? What
did he do to try to learn?
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
6. Reread this sentence from page 15: “Their words were like sparks that lit a fire inside
him.” What does it mean? What did Booker do as a result?
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
February/March 2015
Name: ____________________________________________ Date: ________________
Think About It! p. 3
7. Reread the paragraph that starts “Those voices whispered . . .” What does it tell you about
Booker?
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
8. What did Booker do with his education once he got it? What does this tell you about him?
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
Critical-Thinking Question: After answering the close-reading questions, answer the
critical-thinking question below, thinking about the meaning of the whole article.
9. What does the quote in the second-to-last paragraph mean?
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
Character Traits
February/March 2015
Name: ____________________________________________ Date: ________________
Understanding Booker
Directions: Below are two adjectives that describe Booker T. Washington. Find examples from the article that
support each description. Then write two other things Booker did and tell what character traits these actions suggest.
Booker was . . .
determined.
respected.
I know this because
I know this because
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
✺
Another thing Booker did was Another thing Booker did was ___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
This tells me he was ___________________.
This tells me he was ___________________.
Write Now! Use your answers above to help you respond to the writing prompt on page 15: Booker T.
Washington overcame incredible challenges to achieve his dream. What character traits helped him succeed?
Video Discussion
February/March 2015
Name: ____________________________________________ Date: ________________
In the Time of Booker T. Washington
I. Vocabulary Preview: As you watch the video “In the Time of Booker T. Washington,” you will hear some
words that might be new to you. Look at their meanings here. They are listed in the order in which they come
up in the video.
• obstacles: things that get in your way or prevent you from doing something
• plantation: a large farm found in warm climates where a crop such as cotton or
tobacco is grown
• prejudice: an unfair opinion about someone based on the person’s race, religion, or
other characteristic
• discrimination: unjust treatment or behavior toward others based on their race,
religion, gender, age, or other factor
II. Timeline: The video gives you important information about what was happening in the United States
during Booker T. Washington’s early life. Find the answers to the questions in the timeline as you watch
the video.
Year or Time Period
What happened?
1856
Booker T. Washington was born. What was life like for black people in the South?
What made Booker’s life especially hard?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
1850s
What issue were people in the United States arguing about?
__________________________________________________________________
__________________________________________________________________
1861
What did 11 Southern states do? Why? How did President Abraham Lincoln
respond?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Video Discussion
February/March 2015
Name: ____________________________________________ Date: ________________
In the Time of Booker T. Washington, p. 2
The Civil War ended. What happened to slavery? What were conditions like in
the South?
1865
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Five days after the end
of the Civil War
What major event occurred?
__________________________________________________________________
__________________________________________________________________
Give two examples of positive changes that former slaves enjoyed in this time
period. Give two examples of hard realities they faced.
The years right after
the war
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Within 10 years of the
war’s end
How did conditions change for former slaves? Why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
III. As You Read: At the end of the video, the narrator says that Booker T. Washington achieved his dreams
and helped change history. As you read the article “Up From Slavery,” look for how he did this.
Assessment
February/March 2015
LL
Name:
Date:
Teacher e-mail (optional):
“Up From Slavery” Quiz
Directions: Read the article “Up From Slavery” in the February/March 2015 issue
of Storyworks. Then fill in the bubble next to the best answer for each question below.
1. Which of the following is a main idea of the
article “Up From Slavery”?
A Working in a salt mine is very tiring.
B The Civil War left thousands of people dead.
C Through education, Booker T. Washington
changed his life and the lives of others.
D As a boy, Booker T. Washington was very
skinny.
2.On his trip to the Hampton Institute, Booker
traveled in all of the following ways EXCEPT
______.
A by ship
B by train
C by stagecoach
D on foot
3.In the sentence that ends “most Northerners
believed [slavery] should be abolished in
the South too,” the word abolished means
______.
A continued B made legal
C ended completely
D ignored
4.Which line from the story supports the
answer to question 3?
A “The Civil War pitted America’s Northern
states against the South.”
B “But life for most freed black people in
the South was little better than life as a
slave.”
C “Northern states had banned slavery
decades before . . .”
5.When the author writes that Booker
T. Washington “rose up so high,” she
means that he ______.
A grew very tall B often traveled by airplane
C traveled to the North to escape slavery
D became a huge success in work and in life
6.The photos and captions on pages 14
and 15 show that Booker ______.
A played an instrument at Hampton
B had three sons
C earned the respect of well-known people
D continued to struggle throughout his life
Constructed Response
Directions: On a separate piece of paper, write your answer to each question in two to three well-written
sentences. Make sure you support your answers with information and details from the article.
7. On his way to Hampton, Booker ran
out of money. He was hungry and
tired. Why didn’t he give up?
8. In what ways did Booker follow his own
advice: “If you want to lift yourself up,
lift someone else up”?
Assessment
February/March 2015
HL
Name:
Date:
Teacher e-mail (optional):
“Up From Slavery” Quiz
Directions: Read the article “Up From Slavery” in the February/March 2015 issue
of Storyworks. Then fill in the bubble next to the best answer for each question below.
1. Which of the following is a main idea of the
article “Up From Slavery”?
A Working in a salt mine is very tiring.
B The Civil War left thousands of people dead.
C Through education, Booker T. Washington
changed his life and the lives of others.
D As a boy, Booker T. Washington was skinny.
2.The article says that life as a slave was
“harsh” for Booker. One example is that he
______.
A was cruelly whipped every day
B had to carry heavy schoolbooks for many kids
C was forced to work in a salt mine D lived in a very uncomfortable home
A “Booker’s mouth watered as he breathed in the
delicious smells of juicy meats . . .”
B “Booker was luckier than many.”
C “Booker’s family lived in a tiny shack that was
roasting in the summer and freezing in the
winter.”
D “If only he could learn to read!”
4.Booker traveled to the Hampton Institute in
all of the following ways EXCEPT ______.
A by ship
Cby train
B by stagecoach
D on foot
5.In the sentence that ends “most
Northerners believed [slavery] should be
abolished in the South too,” the word
abolished means ______.
A discouraged Cmade popular
B ended
Dmade legal
A “The Civil War pitted America’s Northern
states against the South.”
B “But life for most freed black people in the
South was little better than life as a slave.”
C “Northern states had banned slavery
decades before . . .”
7. Why did Booker want to go to the
Hampton Institute?
A He believed the education he’d get there
would give him choices in life.
B He disliked living with his family.
C He hoped he would get a job there.
D His stepfather urged him to go.
8.The photos and captions on pages 14
and 15 show that Booker ______.
A played an instrument at Hampton
B had three sons
C earned the respect of well-known people
D continued to struggle throughout his life
Constructed Response
Directions: On a separate piece of paper, write your answer to each question in a well-organized paragraph.
Make sure you support your answers with information and details from the article.
9. In what ways did Booker follow his own
advice: “If you want to lift yourself up,
lift someone else up”?
10. T
he author writes that education gives
a person power. Give two examples from
the story that support this statement.
Video Discussion
February/March 2015
Name: ____________________________________________ Date: ________________
In the Time of Booker T. Washington
I. Vocabulary Preview: As you watch the video “In the Time of Booker T. Washington,” you will hear some
words that might be new to you. Look at their meanings here. They are listed in the order in which they come
up in the video.
• obstacles: things that get in your way or prevent you from doing something
• plantation: a large farm found in warm climates where a crop such as cotton or
tobacco is grown
• prejudice: an unfair opinion about someone based on the person’s race, religion, or
other characteristic
• discrimination: unjust treatment or behavior toward others based on their race,
religion, gender, age, or other factor
II. Timeline: The video gives you important information about what was happening in the United States
during Booker T. Washington’s early life. Find the answers to the questions in the timeline as you watch
the video.
Year or Time Period
What happened?
1856
Booker T. Washington was born. What was life like for black people in the South?
What made Booker’s life especially hard?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
1850s
What issue were people in the United States arguing about?
__________________________________________________________________
__________________________________________________________________
1861
What did 11 Southern states do? Why? How did President Abraham Lincoln
respond?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Video Discussion
February/March 2015
Name: ____________________________________________ Date: ________________
In the Time of Booker T. Washington, p. 2
The Civil War ended. What happened to slavery? What were conditions like in
the South?
1865
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Five days after the end
of the Civil War
What major event occurred?
__________________________________________________________________
__________________________________________________________________
Give two examples of positive changes that former slaves enjoyed in this time
period. Give two examples of hard realities they faced.
The years right after
the war
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Within 10 years of the
war’s end
How did conditions change for former slaves? Why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
III. As You Read: At the end of the video, the narrator says that Booker T. Washington achieved his dreams
and helped change history. As you read the article “Up From Slavery,” look for how he did this.

PDF - Common Core

Transcription

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