Unit 5
A More Perfect Union:
Voices for Civil Rights in America
Activity Book
GRADE 8 Core Knowledge Language Arts®
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Unit 5
A More Perfect Union:
Voices for Civil Rights in America
Activity Book
GRADE 8
Core Knowledge Language Arts®
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ISBN: 978-1-68380-963-0
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Unit 5
A More Perfect Union: Voices for Civil Rights in America
Activity Book
is Activity Book contains activity pages that accompany the lessons from the Unit 5
Teacher Guide. e activity pages are organized and numbered according to the lesson
number and the order in which they are used within the lesson. For example, if there
aretwo activity pages for Lesson 3, the rst will be numbered 3.1 and the second 3.2.
eActivity Book is a student component, which means each student should have an
Activity Book.
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Core Knowledge Language Arts | Grade 8 Activity Book | Unit 5 1
NAME:
DATE:
TAKE-HOME
Our class will begin a unit in language arts
in which students will read selections from
A More Perfect Union: Voices for Civil Rights
in America. is Reader is a collection of
speeches, memoirs, interviews, letters, and
other documents produced by people who
spoke out and acted for civil rights in the
United States.
e many dierent perspectives, ideas, and
opinions represented in the Reader will
allow us the opportunity to explore the
diverse viewpoints, objectives, and tactics of
people who struggled to obtain their rights.
rough the real-life experiences of people
who have worked hard to make the United
States a more equitable and just country,
students will come away with a better
understanding of their fellow citizens and
of what it means to be an American.
In addition, the topic of civil rights addressed in the Reader is a timely one, as it is
frequently the topic of public discourse. rough this unit, students will also have an
opportunity to explore the history of civil rights in the United States since its founding
through the present. Students will come to understand that much progress has been made
in creating a society that is fair and equal for all Americans—and may realize that more
work is yet to be done.
If you have any questionsorconcerns, please do not hesitate to contact me.
1.1
Letter to Family
Unit 5
Unit 5
A More Perfect Union:
Voices for Civil Rights in America
Activity Book
Unit 5
A More Perfect Union:
Voices for Civil Rights in America
Activity Book
GRADE 8
GRADE 8 Core Knowledge Language Arts®
CKLA® Grade 8 • Unit 5 • A More Perfect Union: Voices for Civil Rights in America•
ISBN: 978-1-68380-964-7
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1.2
Vocabulary for “Plessy v. Ferguson: Separate But Equal”
1. stereotypes, n. widely held but oversimplied images or ideas, especially toward a
group of people (11)
2. setback, n. an event that stops progress (11)
3. abridge, v. to reduce; to lessen (12)
4. immunities, n. protections (12)
5. bluntly, adv. in a direct manner (13)
6. enforce, v. to make sure laws and rules are followed (14)
7. assert, v. to state something with condence and force (asserts) (18)
8. undercut, v. to weaken; to damage (18)
Word Pronunciation Page
Plessy /ple*see/ 11
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1.3
Writing Prompt for “Plessy v. Ferguson: Separate But Equal”
In the space below, discuss how the Plessy v. Ferguson case and the doctrine of “separate but
equal” compares to the idea of building a “more perfect union.”
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2.1
Vocabulary for “A. Philip Randolph and the Desegregation
of the Armed Forces”
1. desegregation, n. the ending of a policy of racial segregation (27)
2. exceptions, n. people or things that are not included in a general rule or do not
behave in the usual way (27)
3. coordinate, v. to organize or bring order to something (coordinated) (29)
4. resent, v. to feel hurt and angry toward something (31)
5. frank, adj. open, honest, and direct (31)
6. bitter, adj. angry and unhappy, especially about something that has happened (32)
7. spontaneously, adv. voluntarily; without being directed (32)
Word Pronunciation Page
Roosevelt /roe*zә *vә lt/ 28
Mohandas Gandhi /moe*hon*dә s/ /gon*dee/ 30
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2.2
Guided Questions for “A. Philip Randolph and the Desegregation
of the Armed Forces”
Answer the following questions in complete sentences.
1. Who was A. Phillip Randolph?
2. What angered Randolph as World War II began?
3. Why did Randolph call for a march on Washington, D.C., in 1941? Why did President
Roosevelt want him to call o the march?
4. Were Randolph’s tactics successful? Explain.
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5. Did Executive Order 8802 desegregate the military? Explain.
6. To whom is Randolph referring when he mentions “Negroes in Uncle Sam’s uniform”?
What does he say is happening to these people?
7. To what is Randolph referring when he asks, “Why has a man got to be Jim Crowed to
die for democracy?” How would you dene the verb to be Jim Crowed?
8. What is Randolph’s basic argument?
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2.2
continued
9. Why do you think Randolph brings up slavery in his argument? How is his argument
similar to that of Justice Harlan in the case of Plessy v. Ferguson?
10. Why did Randolph and other civil rights leaders meet with President Truman in
March 1948? Was the meeting successful?
11. What would Truman’s “universal military training” proposal have done? How did
Randolph respond to this proposal?
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12. How was Randolph’s proposal similar to the actions taken by Homer Plessy?
13. How did Randolph think segregation in the military would impact other aspects of
American life?
14. Who was Mohandas Gandhi,?
15. Based on the text, dene the term civil disobedience.
16. In the rst paragraph on page 31, to what does Randolph compare segregation? To what
does he contrast it? Why do you think he makes these comparisons and contrasts?
17. Why does Randolph mention Gandhi in his argument? What is the “higher law” to
which Randolph refers?
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2.2
continued
18. Do you think Randolph is arguing here just for the desegregation of the military or
for the desegregation of American society in general? Explain.
19. Why do you think Randolph calls on both white and Black people to resist the dra
and protest segregation?
20. Why does Randolph quote the words from a religious song (a spiritual) in
his argument?
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21. How do you think the elimination of Jim Crow would “save the soul of America”?
22. What reason is given in the executive order for the desegregation of the military?
23. Did the executive order result in the immediate desegregation of the
military? Explain.
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2.3
Writing Prompt for “A. Philip Randolph and the Desegregation
of the Armed Forces”
In the space below, reflect on whether President Truman’s executive order desegregating the
armed forces represented a victory for A. Philip Randolph’s argument.
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2.4
Vocabulary for “The Internment of Japanese Americans: ‘You Feel
You Were Betrayed’”
1. betray, v. to treat disloyally or have one’s trust broken (betrayed) (36)
2. infamy, n. the state of being well known for being wicked (36)
3. exclude, v. to deny access to something (excluded) (37)
4. haste, n. excessive speed or urgency; hurry (39)
5. harass, v to attack or bother constantly (harassed) (41)
6. relieve, v. to soothe or ease (relieved) (42)
7. mess hall, n. a dining area where military personnel eat as a group (42)
8. barren, adj. bleak; lifeless; desolate (43)
Word Pronunciation Page
internment /in*tern*mint/ 36
hysteria /his*te*ree*ә/ 39
reparations /rәp*ә *rae*shunz/ 39
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2.5
Guided Questions for “The Internment of Japanese Americans:
‘You Feel You Were Betrayed’”
Answer the following questions in complete sentences.
1. What happened on December 7, 1941. How did Americans react to this event?
2. What was life like for Japanese Americans before the attack on Pearl Harbor? What
was it like aer the attack?
3. Why did Japanese Americans in particular bear the brunt of anger aer Pearl Harbor?
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4. What did Executive Order 9066 do?
5. What do most Americans today think about the internment of Japanese Americans
during World War II? Explain.
6. Why did Congress pass the Civil Liberties Act in 1988?
7. What do you think John Tateishi wanted to accomplish by publishing interviews with
Japanese Americans who had been interned?
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2.5
continued
8. Is the interview with Yuri Tateishi a primary source? Why or why not?
9. What were people feeling about the Tateishi family on the day of the Pearl Harbor
attack? How do you know?
10. Why do you think Yuri Tateishi is emphasizing how new the furniture in their home
was? How does this impact your understanding of what happened to them?
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11. What happened on the family’s rst day at the camp? What do these details contribute
to the story?
12. Find some adjectives on page 43 that Yuri Tateishi uses to describe the camp.
13. How would you describe Yuri Tateishi’s attitude toward being sent to the camp? Who
do you think betrayed Yuri Tateishi and other Japanese Americans?
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2.6
Writing Prompt for “The Internment of Japanese Americans: ‘You
Feel You Were Betrayed’”
In the space below, reflect on what it means to be “betrayed” by the nation. How do you think
Japanese Americans expected to be treated after the attack on Pearl Harbor, and how did
that compare to reality?
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3.1
Vocabulary for “Jackie Robinson Breaks Baseball’s Color Barrier”
1. color line, n. a set of social or legal barriers that segregates people of color from white
people (45)
2. brilliantly, adv. in an extremely skillful or intelligent way (47)
3. champion, n. someone who strongly supports someone else (48)
4. crazy quilt, n. a type of quilt with patches of randomly varying sizes, shapes,
and colors (49)
5. fanfare, n. showy activity meant to draw attention to someone or something (49)
6. pioneers, n. people who are among the rst to do something (50)
7. steeds, n. horses (52)
Word Pronunciation Page
extraordinary /ex*stror*din*e*ree/ 45
Eisenhower /ie*zen*hou*er/ 53
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3.2
Guided Questions for “Jackie Robinson Breaks Baseball’s
Color Barrier”
Answer the following questions in complete sentences.
1. What does it mean to say that Jackie Robinson “broke the color line in major
league baseball”?
2. How does the situation about Robinson and the military bus recall the situation
involving Homer Plessy? Why do you think Robinson was found not guilty of
insubordination?
3. Why did Branch Rickey think Robinson would be verbally abused by fans and other
players? What do you think Rickey meant when he said he wanted a player “with guts
enough not to ght back”?
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4. Was Robinson accepted by fans and players when he joined the Dodgers? Explain.
5. Why do you think Robinson’s number was retired? Why do players across the league
wear his number on April 15?
6. Why is a “crazy quilt” a good metaphor for America? Why do you think Smith uses
this image in his article? Why does he mention Wendell Wilkie’s book One World?
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3.2
continued
7. Why does Smith mention the deep South on page 50? Why does he depict Robinson’s
deep southern teammates praising him on page 51?
8. Do you think Jackie Robinson was as overwhelmingly accepted by his teammates and
the crowd as Smith suggests? Explain.
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9. What are some adjectives that describe Jackie Robinson’s demeanor as described by
Wendell Smith?
10. What happened in Arkansas in 1957? Does this inuence your impression of Wendell
Smith’s description of Jackie Robinson’s acceptance by fans and teammates? Explain.
11. Why did Jackie Robinson think, “Oh no! Not again,” when he heard President
Eisenhower ask for patience? Who are the “we” Robinson refers to at the top of
page 53?
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3.2
continued
12. Why does Robinson oppose Eisenhower’s urging of “patience”?
13. What are some adjectives that describe Jackie Robinson’s demeanor in his letter
to President Eisenhower? How do these compare with the way Wendell Smith
describes Robinson?
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3.3
Writing Prompt for “Jackie Robinson Breaks Baseball’s
Color Barrier”
In the space below, reflect on whether Jackie Robinson’s status as a prominent person
breaking down barriers was helpful for a wider movement to gain civil rights. Are there any
current-day examples of celebrities and/or sports figures who have done similar things?
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3.4
Vocabulary for “Mendez v. Westminster: A Ruling for Social
Equality in Schooling”
1. agricultural, adj. related to farming (55)
2. citrus groves, n. orchards where citrus fruits such as oranges and lemons
are grown (56)
3. personal hygiene, n. practices relating to the cleanliness of one’s body and clothing,
especially to preserve health and prevent disease (57)
4. applicable, adj. relevant or appropriate (61)
5. institutions, n. established organizations, especially those that are important for
society to function (61)
6. ideals, n. models of excellence or perfection; standards (61)
Word Pronunciation Page
Felícitas /fe*lee*see*tos/ 55
Gerónimo /hae*ron*ee*moe/ 55
unanimous /ue*na*nә *mus/ 59
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3.5
Guided Questions for “Mendez v. Westminster: A Ruling for Social
Equality in Schooling”
Answer the following questions in complete sentences.
1. How is the Mendez v. Westminster case similar to Brown v. Board of Education?
How is it dierent?
2. Were the Mendez children victims of Jim Crow laws? Explain.
3. Why do you think Gonzalo Mendez was allowed to attend Westminster school but his
children were not?
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4. Were the “Mexican schools” the same as white schools?
5. What reasons did school ocials give for creating separate schools for Mexican
American children? Do you think these were the real reasons? Explain.
6. How was David Marcus’s argument in the Mendez case similar to the argument used
by the lawyers in the Plessy case?
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3.5
continued
7. How did the appeals court ruling dier from the original court ruling? Did the
appeals court ban Jim Crow–type laws?
8. How did the Mendez case help lay the foundation for the later ruling in Brown v.
Board of Education?
9. What does the rst sentence in the court’s opinion state? Do you agree with this
assertion? Why or why not?
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10. Compare and contrast this decision in the Mendez case regarding the notion of social
equality with the earlier decision in the Plessy case.
11. What does it mean to commingle (page 61)? Is commingling possible in a segregated
society? In the opinion of the court, why is commingling so important? What would
the majority of the justices in the Plessy case have thought about this claim?
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3.6
Writing Prompt for “Mendez v. Westminster: A Ruling for Social
Equality in Schooling”
In the space below, discuss how the Fourteenth Amendment was interpreted in the Mendez
decision and how this interpretation would be useful in later court challenges.
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4.1
Vocabulary for “Brown v. Board of Education: No Place for
‘Separate But Equal’”
1. fashion, n. how something is done (70)
2. urge, v. to argue or advocate for something (70)
3. submit, v. to present or put forward (70)
4. consideration, n. careful thought (72)
5. denote, v. to indicate; to signify (denoting) (74)
Word Pronunciation Page
multitudinous /mul*tu*too*din*us/ 70
compulsory /kum*pul*ser*ee/ 73
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4.2
Guided Questions for “Emmett Till: Memories of a Murder
in Mississippi”
Answer the following questions in complete sentences.
1. What events led to the murder of Emmett Till?
2. An “open casket funeral” is a funeral in which the deceased person is visible to
mourners who attend the funeral. Why did Emmett Till’s mother hold this kind of
funeral for her son? Did she achieve her goal?
3. What was the “Evil Spirit” that Anne Moody’s mother and aunts warned her about?
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4. What do you think Anne’s mother was singing the evening she heard about Emmett
Till’s murder?
5. Why does Anne’s mother think Anne and her friends will be in trouble for talking
about Emmett Till’s murder, rather than the murderers themselves?
6. What does Anne’s mother mean when she says Emmett Till is “a lot better o in
heaven than he is here?”
7. What does Mrs. Burke mean when she says Emmett Till “got out of his place” with a
white woman?
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4.2
continued
8. Reread the nal two paragraphs. How does Anne Moody’s identity as a Black woman
impact her life?
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4.3
Vocabulary for “Rosa Parks Sits Down
and a Community Rises Up”
1. determined, adj. having made a rm decision and being resolved not to
change it (85)
2. means, n. a method; a way of doing something (86)
3. hastily, adv. hurriedly; urgently (87)
4. rearmation, n. the act of stating something again; a conrmation of belief (88)
5. indignity, n. an injury to one’s dignity or self-esteem; humiliation (92)
6. publicize v. to make something widely known (publicizing) (95)
7. just, adj. fair; morally right (98)
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4.4
Guided Questions for “Rosa Parks Sits Down and a Community
Rises Up”
Answer the following questions in complete sentences.
1. How did the Black community of Montgomery try to end segregation on the city
buses? Why do you think this tactic had the potential to be very successful?
2. What were some potential problems with the plan Montgomery’s Black community
came up with to protest segregation on the city buses?
3. What similarities do you see between the plan Montgomery’s leaders devised with the
plan Black citizens used to protest segregation on train cars in the Plessy case?
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4. How were the tactics used by the Montgomery Improvement Association (MIA)
similar to tactics proposed by A. Philip Randolph as he fought to desegregate the
military? Why do you think civil rights leaders used these particular tactics?
5. How was the situation in Montgomery resolved? On what basis did the courts make
their decision?
6. Besides sparking the Montgomery bus boycott, how else did Rosa Parks work to help
people gain civil rights?
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4.4
continued
7. Why do you think Parks believed Black people needed some white people on their
side to succeed? How is this remark similar to A. Philip Randolph’s remark about
white participation in the proposed boycott of the dra?
8. Did Rosa Parks intend to start a city-wide boycott of buses when she refused to give
up her seat to a white rider? Explain.
9. How many of the bus company’s customers in Montgomery were Black? How did this
put the company at economic risk?
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10. Why did Parks think the best plainti would be a woman who was “above
reproach”? How does her comment about having a good reputation relate to Branch
Rickey’s comment to Jackie Robinson that he needed a player who was strong
enough not to ght back?
11. Recall Jackie Robinson’s comments to President Eisenhower about expecting Black
people to “be patient.” Would Parks have agreed with Robinson? Explain.
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4.4
continued
12. Why does Parks refer to the events of her arrest as an “accident”?
13. How does Jo Ann Robinson emphasize the economic aspect of the bus boycott? How
does Robinson suggest the Black community deal with the inconvenience of not
riding the bus?
14. Why does the MIA’s resolution include the statement that Black people comprise most
of the bus company’s customers?
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4.5
Writing Prompt for “Rosa Parks Sits Down and a Community
Rises Up”
In the space below, discuss how individual acts of bravery can support a wider movement.
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5.1
Vocabulary for “Daisy Bates and the Little Rock Nine” and “Sit-Ins
and the Power of Youth Protest”
“Daisy Bates and the Little Rock Nine”
1. defy, v. to refuse to obey (deed) (99)
2. superintendent, n. a person who manages an organization (100)
3. rmly, adv. in a determined way (101)
4. anxious, adj. worried (102)
5. reluctant, adj. hesitant or unwilling (103)
“Sit-Ins and the Power of Youth Protest”
6. bigotry, n. intolerance, especially regarding race relations (108)
7. activists, n. people who are working for social or political change (108)
8. passive resistance, adj. nonviolent opposition to authority, especially done in
protest (112)
9. passing fad, n. an activity or fashion that is popular only a short time (112)
10. lyric, n. the words of a song (113)
11. discipline, n. self-control (113)
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5.2
Guided Questions for “Daisy Bates and the Little Rock Nine” and
“Sit-Ins and the Power of Youth Protest”
Answer the following questions in complete sentences.
“Daisy Bates and the Little Rock Nine”
1. Why do you think the superintendent of Little Rock schools planned to introduce
integration “gradually”? Recall earlier lessons in which Black people were urged to
wait patiently to gain the full use of their civil rights.
2. Which personal qualities did the Little Rock Nine have (see page 101)? How are these
personal qualities similar to Jackie Robinson’s and Rosa Parks’s? Why were these
qualities thought to be desirable?
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3. Examine the illustration and read the caption on page 105. How does this image
make you feel? How do you think it impacted the feelings of Americans toward the
integration of public schools?
4. Why did Elizabeth Eckford think the guards were present that morning? Why were
they really there?
5. Which adjectives would you use to describe Elizabeth Eckford and the rest of the
Little Rock Nine?
“Sit-Ins and the Power of Youth Protest”
6. Why do you think civil rights leaders such as Martin Luther King Jr. used nonviolent
protests to ght for civil rights?
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5.2
continued
7. Why was the sit-in movement needed despite court rulings such as Brown v. Board of
Education that legally eliminated segregation?
8. Why do you think the sit-in protestors purchased a few small items before sitting
down at the lunch counters?
9. Why was it important for white students to join the Black students in the sit-ins?
Which people from earlier lessons also called for young white people to join the push
for desegregation?
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10. What was the Student Nonviolent Coordinating Committee (SNCC)? What role did
the SNCC play in the civil rights movement?
11. Who were the “outsiders” some people accused of being responsible for the
sit-in movement?
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5.3
Guided Questions for “CORE and the Freedom Riders”
Answer the following questions in complete sentences.
1. In 1961, how was the distribution of a 60-page pamphlet a good way to encourage
people to join the civil rights movement?
2. Robert makes a reference to an alleged action taken by the local government in
Jackson. What does he accuse them of, and what does he suggest as a consequence?
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3. Why was Robert asked so many questions about Communism?
4. How was it so relatively easy for some people in some locations to ignore two
Supreme Court rulings on segregation?
5. Consider the emotions of the people who questioned Robert as he simply attempted
to board a bus. Besides contempt, what other emotions might have been present in
those doing the questioning?
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6. According to the account James Farmer gives, who of the Freedom Riders started the
singing in jail rst? How did the jailer respond initially?
7. Why would some white people look at the actions of other white people and call them
“traitors to their race”?
8. Why do you think the jailer asked if the imprisoned Freedom Riders would listen
to a preacher?
5.3
continued
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9. How could the preacher see no contradiction in his acceptance of a statement
that Jesus preached all men are “born of one blood” yet Black Christians were not
welcome in his church?
10. e jailer clearly believed that what was being done to the Freedom Riders was
wrong. If this was his understanding, how and why did he continue to behave as
he did?
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5.3
continued
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5.4
Morphology: Greek/Latin Roots aequus, dominus, and rego
Use your knowledge of this lesson’s word roots and context clues to match the underlined word in each sen-
tence to its denition in the list below. en write the denition in the blank space following the sentence.
control overpowered stronger ocial balance
a permanent unit of an army pertaining to a ruler mostly
lack of fairness having the same rights not good enough
the same social standing as everyone else kingdom
1. ree traditional things desired by citizens of a democracy are liberty, fraternity,
and equality.
2. e home team completely dominated the visitors, beating them 21 to 3.
3. e purpose of a thermostat is to regulate the temperature of a house.
4. Members of the lower class oen suered from inequity of property, power,
and status.
5. My right hand is dominant, so I always throw a ball with my right hand.
6. I received a regulation size basketball for my birthday.
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7. My trainer thought my performance was inadequate, so she assigned me
extra practice.
8. In the British military, each regiment has its own distinctive necktie.
9. e queen made an appropriately regal impression on all she met.
10. Eventually, the rocking chair achieved a state of equilibrium and stopped moving.
11. e queen sent a proclamation throughout her entire domain.
12. e bird population was predominantly seagulls with a few terns and sandpipers.
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5.5
Plan: Features of a Persuasive Essay
Use the chart to capture notes from your class discussion about the features of a persuasive
essay. You may also revisit this chart to add ideas at any time during the unit.
Feature Important Ideas to Remember
Thesis
Reasons
Evidence
Reasoning
Structure
Counterargument
Conclusion
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5.6
Plan: Brainstorm Ideas for a Persuasive Essay
Use the chart to begin brainstorming ideas for your persuasive essay. Remember that your
essay should take a position on an issue related to justice and equality. Make sure to choose
an issue that you and your peers can act on. Brainstorm two or three ideas. Then choose the
best idea.
Idea #1:
How does the issue affect
people?
What is your position on the
issue?
What are positions others
may have on the issue?
Idea #2:
How does the issue affect
people?
What is your position on the
issue?
What are positions others
may have on the issue?
Idea #3:
How does the issue affect
people?
What is your position on the
issue?
What are positions others
may have on the issue?
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6.1
Vocabulary for “Martin Luther King Jr.: Birmingham and the
Power of Nonviolence” and “A Powerful Speech for Civil Rights,
and a Tragic Loss for the Movement”
“Martin Luther King Jr.: Birmingham and the Power of Nonviolence”
1. philosophy, n. guiding principles on which one’s thoughts and actions are
based (128)
2. theology, n. the study of religious beliefs (128)
3. draw, v. to attract toward (drawn) (128)
4. potent, adj. strong; powerful (129)
5. commitment, n. dedication or loyalty; devotion, especially to a cause (130)
6. assassin, n. a murderer, especially someone who kills an important leader (130)
7. idly, adv. lazily; aimlessly (132)
8. inescapable, adj. impossible to avoid (132)
“A Powerful Speech for Civil Rights, and a Tragic Loss for the Movement”
9. fulll, v. to put into eect (136)
10. white supremacist, n. someone who believes that white people are superior to people
of other races and ethnicities (138)
11. urgent, adj. demanding immediate attention (139)
12. accommodation, n. housing; living space (140)
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13. enact, v. to order or carry out (142)
14. legislation, n. laws (142)
15. decency, n. the quality of goodness and morality (142)
Word Pronunciation Page
Ebenezer /e*bә *nee*zer/ 128
philosophy /fi*lo*sә *fee/ 128
theology /thee*o*lә *jee/ 128
Mahatma /mә*hot*mә / 128
noncooperation /non*coe*op*er*ae*shun/ 129
satyagraha /sә *tee*o*grә *hә / 129
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6.2
Guided Questions for “Martin Luther King Jr.: Birmingham
and the Power of Nonviolence” and “A Powerful Speech for Civil
Rights, and a Tragic Loss for the Movement”
Answer the following questions in complete sentences.
“Martin Luther King Jr.: Birmingham and the Power of Nonviolence”
1. How were Henry David oreau’s actions similar to actions taken by Homer Plessy
and Rosa Parks?
2. How did Gandhi’s concept of satyagraha inuence not only Martin Luther King Jr. but
the entire civil rights movement? What personal characteristics did both Gandhi and
Dr. King think were necessary to eectively practice nonviolent resistance?
3. How do you think Dr. King would contrast passivity with nonviolent resistance?
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4. Summarize the events that occurred in Birmingham, Alabama, in April 1963.
To whom did Dr. King write the “Letter from Birmingham Jail”?
5. What words would you use to describe the photo on page 132? Why do you think the
protestors in this photo were willing to be treated like this?
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6.2
continued
6. How does Dr. King respond to the argument that “outside agitators” had come to
Birmingham to stir up trouble?
7. In their article, the white clergymen condemned the demonstrations in Birmingham.
How does Dr. King counter them?
8. Why does Dr. King believe Black people cannot gain their full civil rights through
negotiation? Who are the “city fathers” Dr. King refers to on page 133? Who are the
“privileged groups”?
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9. Why does Dr. King provide such a long list of examples of how segregation impacts
Black people? Is this an eective technique?
10. Why do you think Dr. King makes a point about the importance of obeying just laws?
In what way is breaking an unjust law an expression of respect for the law?
“A Powerful Speech for Civil Rights, and a Tragic Loss for the Movement”
11. e events in Birmingham in April 1963 and those discussed on page 136 occurred
nearly ten years aer the Brown v. Board of Education decision to desegregate public
schools. Does this fact prove Dr. King’s point that privileged groups do not give up
power willingly? Explain.
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6.2
continued
12. How did President Kennedy respond to the events that occurred in Alabama in 1963?
13. Who was Medgar Evers? Summarize the major events of his life.
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14. How was President Kennedy’s stance toward civil rights dierent than that of Martin
Luther King Jr. at the beginning of Kennedy’s presidency? What accounted for
this dierence?
15. How are President Kennedy’s comments in the rst paragraph on page 140 similar to
Dr. King’s comments on page 132?
16. In his “Letter from Birmingham Jail,” Dr. King placed great emphasis on various
things Black people could not do. Compare and contrast this approach with
Kennedy’s comments on pages 140 and 141. Which approach is more eective:
Kennedy’s or King’s? Explain.
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6.2
continued
17. What is Kennedy’s stance toward legislation as a way to bring about change? What
does Kennedy’s point of view seem to be toward demonstrations? Do you think
Dr. King would agree?
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6.3
Guided Questions for “The March on Washington:
‘I Have a Dream’”
Answer the following questions in complete sentences.
1. Bayard Rustin was the main organizer of the March on Washington. Who was Rustin,
and what actions had he already taken for civil rights?
2. Why do you think the phrase “I have a dream” was so powerful when Dr. King
repeated it in his speech?
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3. Why was the March on Washington focused on jobs and freedom as the
overall theme?
4. Only a part of the speech given by Martin Luther King Jr. is quoted in the text. Why
do you think this is the most remembered and quoted portion?
5. Why did Martin Luther King Jr. use the statement that “America has given the Negro
people a bad check”?
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6.3
continued
6. How did Dr. King’s call for unity between Black and white people show careful
wording and careful timing?
7. What are some specic words and phrases in the speech that suggest not only equality
and freedom but reconciliation between people formerly acting in opposition to
one another?
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8. What are some ways a march on Washington was powerful then and might still be
powerful today?
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6.4
Morphology: Greek/Latin Roots aequus, dominus, and rego
Use your knowledge of this lesson’s word roots and context clues to identify the meaning of
the underlined word in each sentence. Then write a definition in the blank space following
the sentence.
1. Visitors to the island resort were predominantly those who enjoyed kayaking or
shing.
2. ere is a dierence of opinion about whether government regulation of big business
is desirable.
3. My sister has an equable personality: steady, calm, and tending to avoid extremes.
4. e CEO had a domineering personality. He was always lording it over other people.
5. e captain would not tolerate any irregularities among the soldiers.
6. Many people do not receive an adequate amount of vitamin D in their diets.
7. Regicide has traditionally been considered one of the worst crimes a person can
commit.
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8. Countries near the equator stay warm the entire year.
9. e dominion of the British Empire was once vast and far ung.
10. Many people have strong opinions about what appropriate regal behavior involves.
11. e resistance ghters were celebrated for their indomitable spirit.
12. e equanimity of the judge was remarkable: she quietly listened to the lawyers
bluster and then pronounced her ruling.
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6.5
Plan: Persuasive Essay Structure
Use this graphic organizer to plan your persuasive essay.
Reason 1:
What evidence supports
the reason?
Reason 2:
What evidence supports
the reason?
Reason 3:
What evidence supports
the reason?
Introduction
Background information about the topic and your thesis/claim
Reasoning
How does the evidence support
the reason and claim?
Reasoning
How does the evidence support
the reason and claim?
Reasoning
How does the evidence support
the reason and claim?
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Counterargument
What objection or disagreement might someone have to your argument?
What can you say to show them their position is awed?
Conclusion
Restate thesis, and add a concluding thought or call to action.
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7.1
Vocabulary for “Fannie Lou Hamer and Freedom Summer” and
“From the Civil Rights Act to Bloody Sunday in Selma”
“Fannie Lou Hamer and Freedom Summer”
1. eligible, adj. having the right to do something (150)
2. hesitancy, n. uncertainty; doubt (151)
3. obscure, adj. uncertain or unclear (152)
4. intimidate, v. to frighten someone, especially to make them do something (152)
5. licks, n. punches; blows (159)
“From the Civil Rights Act to Bloody Sunday in Selma”
6. stirring, adj. causing great excitement (161)
7. promptly, adv. on time; with little or no delay (161)
8. tear gas, n. an irritating gas that makes the eyes ll with tears, used to control or break
up a crowd (163)
Word Pronunciation Page
intimidate /in*tim*ә*daet/ 152
Ivesta /ә*veh*stә / 159
Hosea /hoe*zae*ә / 165
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7.2
Guided Questions for “Fannie Lou Hamer and Freedom Summer”
and “From the Civil Rights Act to Bloody Sunday in Selma”
Answer the following questions in complete sentences.
“Fannie Lou Hamer and Freedom Summer”
1. Do the details on page 150 support Martin Luther King Jr.’s statement that people in
power rarely give up power willingly? Explain.
2. How do you think Fannie Lou Hamer’s life experiences inuenced her decision to
become involved in the voter registration drive?
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3. What else did Hamer do to encourage Black people to vote? What happened to her in
June 1963 as a result of her activities?
4. Recall complaints from southerners about “outside agitators,” which you have read
about in previous lessons. How do you think white southerners might have felt
about white college students from the North coming into the South during the
Freedom Summer?
5. How do you feel when you read that the bus driver was charged with “driving a bus
the wrong color”? Do you think this is really why the bus was stopped?
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7.2
continued
6. What do you think is Fannie Lou Hamer’s purpose in telling her story?
7. How does Hamer conclude her testimony? What does her treatment say about
America and the ideals it is supposed to represent?
“From the Civil Rights Act to Bloody Sunday in Selma”
8. Why did some people fear that President Johnson might not support the civil
rights bill?
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9. What does “Americans were lulled into complacency” mean? Why do you think many
Americans became complacent about civil rights aer passage of the Civil Rights Act
of 1964?
10. Which event sparked the Selma to Montgomery march? What did the march
organizers hope to accomplish?
11. Why do you think Sheyann Webb describes the police ocers on the bridge as a “blue
picket fence”? Is this an eective metaphor?
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7.2
continued
12. What evidence on page 169 suggests that some Black people may have begun losing
faith in the tactics of nonviolence?
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7.3
Guided Questions for “From Selma to the Voting Rights Act”
Answer the following questions in complete sentences.
1. What were the goals of President Johnson’s Special Message to Congress in 1965?
2. In some ways, Johnson’s speech has echoes of Martin Luther King Jr.’s speech at the
March on Washington. What universal and patriotic appeals did he make?
3. What kind of language did President Johnson draw on to call out tactics used to deny
voting rights?
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4. ere had been previous laws that guaranteed the rights that President Johnson was
addressing yet again. How did he plan to ensure compliance with voting rights?
5. Why would literacy tests continue to be a problem for Black people in 1965?
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7.3
continued
6. President Johnson gave this speech a week aer Bloody Sunday in Selma, Alabama.
Why might that have been good timing?
7. How was President Johnson’s overall understanding of racial injustice a rst step in
solving it?
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7.4
Grammar: Transitions
In the sentences below, identify each underlined transitional word, phrase, or clause as
supporting (S), contrasting (C), or cause and effect (CE).
1. Against all odds, the coin landed balanced perfectly on its edge.
2. Due to the arrival of an atmospheric river, the parched landscape was suddenly
deluged with rain.
3. Add four drops of gentian blue to the mixture. en slowly heat the mixture to
104 degrees Fahrenheit.
4. I was hoping to go swimming today. Unfortunately, the temperature dropped to
minus 18, and the lake froze.
5. I don’t feel like doing yard work today. In fact, I don’t feel like doing anything
at all.
6. You didn’t take the time to research the topic properly. Consequently, your paper
contained multiple inaccuracies.
7. To the surprise of everyone in the room, the committee chair opened the meeting by
giving a juggling demonstration.
8. Arriving precisely on schedule, the train opened its doors, and we continued our
journey.
9. Warmed by the sun, the snowman soon became a muddy puddle.
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10. Because the weather was so bad, we decided to nd an indoor activity.
11. Although Emmet studied hard for the test, he ended up not doing very well
on it.
12. Ayeesha arrived early so that she could meet the members of the committee before
the hearing began.
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7.5
Plan: Develop a Counterargument
Use the sentence starters to begin brainstorming ideas for your counterargument.
Idea #1:
Counterargument:
Some people believe that . . .
Concession:
While it is true that . . .
Refutation:
However, . . .
Idea #2:
Counterargument:
Some would argue that . . .
Concession:
I agree that . . .
Refutation:
This argument does not hold
up because . . .
Idea #3:
Counterargument:
People who oppose
this say . . .
Concession:
I respect that . . .
Refutation:
The problem with this
perspective is . . .
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8.1
Vocabulary for “From Malcolm X to Black Power: ‘By Any Means
Necessary’” and “Black Power”
“From Malcolm X to Black Power: ‘By Any Means Necessary’”
1. inuential, adj. having great impact on someone or something (177)
2. impose, v. to force something on somebody (imposed) (178)
3. foster homes, n. temporary homes for children who cannot live with their
family (178)
4. pilgrimage, n. a trip to a sacred place made for religious reasons (179)
5. mature, adj. fully developed; grown-up (182)
“Black Power”
6. commission, n. a group of people in charge of something (187)
7. turmoil, n. a state of great confusion or uncertainty (187)
8. controversial, adj. likely to cause public disagreement (188)
Word Pronunciation Page
Elijah Muhammad /ә*lie/jә / /mә*ho*mә d/ 177
Mecca /me*kә / 179
dillydallying /di*lee*da*lee*ing/ 184
Stokely Carmichael /stoe*klee/ /kar*mie*kul/ 186
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8.2
Writing Prompt for “From Malcolm X to Black Power: ‘By Any
Means Necessary’” and “Black Power”
Think about the modern Black Lives Matter (BLM) movement. Which person do you think
best symbolizes BLM: Malcolm X or Martin Luther King Jr.? Or do you think BLM can best
be seen as an assimilation of both men’s ideals? Explain your answer.
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8.3
Grammar: Transitions
Using a pencil, fill in the blank in each sentence below with a transitional word, phrase, or
clause from the ones listed. Use each transition only once. Adjust capitalization as needed.
HINT: You may need to revise some answers that you chose in earlier sentences as you
complete all of the sentences.
indeed as a result despite the fact fortunately
much to my
embarrassment
weakened by termite
damage
warning of runaway
inflation
the direct cause of the
recession
as a result of the
sudden rainstorm
after heating the
solution to boiling
because no one in the
other party voted for it
in light of the discovery
of water, ice and
possible life-forms
there
1. , no one thought the joke I made was funny.
2. , the baseball game was cancelled.
3. , stir into it 50 grams of salt.
4. It looked as though our hike was going to be rained out; ,
the weather took a sudden turn for the sunny.
5. e senator doesn’t seem to care about passing this bill. ,
she doesn’t seem to care about passing legislation of any kind.
6. You have proposed a project that will cost more than twice what our budget allows.
, we will be forced to vote against it.
7. , NASA should
make exploration of the new exoplanet a top priority.
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indeed as a result despite the fact fortunately
much to my
embarrassment
weakened by termite
damage
owing to supply
problems
as a result
as a result of the
sudden rainstorm
after heating the
solution to boiling
because no one in the
other party voted for it
in light of the discovery
of water, ice and
possible life-forms
there
8. , the old house collapsed quickly when subjected to
strong wind.
9. e old administration’s scal policy caused a recession. ,
they lost the next election.
10. , prices continued to rise.
11. , the amendment did not pass.
12. that the bill had wide popular support, the legislature voted
against it.
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8.4
Plan: Find Evidence Through Research
Use the chart to collect evidence for your persuasive essay. Remember that your evidence
should be relevant and sufficient and should come from credible, reliable sources. Remember
to cite each source.
Evidence and Source
How will it support your
argument?
Why is it convincing?
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9.1
Vocabulary for “Cesar Chavez and Dolores Huerta:
Fighting for Farmworkers’ Rights”
1. migrant workers, n. people who move from one region to another to nd
employment, especially seasonal or temporary work (190)
2. empower, v. to make someone stronger and more condent (191)
3. exclude, v. to deny access to something (excluded) (191)
4. implements, n. tools (193)
5. pesticides, n. substances used to kill insects or other organisms that harm plants or
animals (194)
6. legislators, n. the people who are elected to make laws (194)
7. proclamation, n. a public or ocial announcement (194)
8. exile, n. banishment; exclusion (195)
9. humane, adj. having or showing kindness (195)
10. patrons, n. customers (197)
11. fast, n. a period in which one does not eat (198)
12. commonplace, adj. ordinary; not unusual (200)
13. adequate, adj. satisfactory or acceptable; good enough (200)
14. foreman, n. a worker who supervises other workers (203)
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Word Pronunciation Page
Cesar Chavez /sae*zar/ /sha*vez/ 190
Dolores Huerta /doe*loe*raez/ /hoo*er*tә / 190
Filipino /fi*li*pee*noe/ 192
pesticides /pe*stu*siedz/ 194
insomnia /in*som*nee*ә / 201
tetraethyl pyrophosphate /tet*rә*eth*әl/ /pie*roe*fos*faet/ 202
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9.2
Guided Questions for “Cesar Chavez and Dolores Huerta:
Fighting for Farmworkers’ Rights”
Answer the following questions in complete sentences.
1. Aer a few years in the U.S. Navy and some other jobs, what work did Cesar Chavez
take on with the Community Service Organization (CSO)?
2. How were the owners of big farms able to pay the migrant workers so little?
3. According to the text, what motivated Dolores Huerta to join with Cesar Chavez to
found the National Farm Workers Association (NFWA)?
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4. What action did Cesar Chavez take in March 1966 to gain support for farmworkers
from other citizens?
5. In the 1969 Proclamation of the Delano Grape Workers, there is this statement:
“We have been farm workers for hundreds of years and pioneers for seven.” How did
this echo the demands for economic justice that Black people had been making in
the 1960s?
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9.2
continued
6. Another sentence in the proclamation states: “It was four years ago that we threw
down our plowshares and pruning hooks.” Why would this resonate with many
people at the time?
7. Why do you think the boycott was ultimately more successful that striking alone
might have been?
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8. Why did Chavez go on a second fast, called the Fast for Life, in 1988?
9. In his testimony before the Migratory Labor Subcommittee in the Senate in 1969, why
might Cesar Chavez have started his speech with the sentence he chose?
10. Chavez states that in California the agricultural industry at that time had the highest
occupational disease rate. How does he emphasize the signicance of this fact?
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9.2
continued
11. Do you think the example of a three-year-old dying from drops of just one pesticide is
a powerful, persuasive argument? Explain.
12. Why would Chavez list a long paragraph full of lesser health issues as well as citing
statistics regarding serious pesticide injury and death?
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TAKE-H OM E
9.3
Guided Questions for “Native American Activism:
The Occupation of Alcatraz”
Answer the following questions in complete sentences.
1. In what ways were almost all Native American reservations unsuitable for people
to inhabit?
2. A policy of forced assimilation was in place from 1945 until 1970. How was this
another double bind for Native Americans at the time?
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3. Why was discrimination such an issue for Native Americans in the 1970s
and beyond?
4. Point to examples of sarcasm in “e Alcatraz Proclamation” of 1969.
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9.3
continued
5. How did the actions of the 1969 and 1970 occupants of Alcatraz show they had
serious, long-term plans?
6. Why was the end of the termination policy not more helpful to Native Americans?
7. Why was the Trail of Broken Treaties in 1972 such an eective demonstration?
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8. What might be helpful to bring about a more long-term reclamation of land for
Native Americans?
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9.4
Draft: Persuasive Essay
Use this page to begin drafting your persuasive essay.
Body paragraphs:
• Use sucient relevant
evidence to support
reasons.
• Use a strong and
persuasive tone.
• Use transitions to
connect ideas.
Conclusion: Restate thesis
in a fresh way and include
a call to action.
Introduction: State your
thesis clearly.
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9.5
Draft: Use Transitions
The left column shows examples of transitions you may use for different parts of your essay.
In the right column, add sentences from your draft using these transitions.
Introducing your thesis
In my opinion . . .
My view is . . .
It is clear that . . .
Introducing a reason
One reason is . . .
A second point . . .
Finally, . . .
Introducing evidence
For example, . . .
For instance, . . .
To illustrate, . . .
Including a counterargument
Some may disagree, . . .
Opponents believe . . .
Another point of view is . . .
Transitioning to a conclusion
In conclusion, . . .
Overall, . . .
Clearly, . . .
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10.1
Vocabulary for “Feminism and the Equal Rights Amendment” and
“John Lewis: The Power to Make a Difference”
“Feminism and the Equal Rights Amendment”
1. fulllment, n. the achievement of something desired (213)
2. ambition, n. a strong desire to do or achieve something (214)
3. ultimate, adj. nal; last (215)
4. birthright, n. a natural or moral right possessed by everyone (217)
5. calculated, adj. deliberate; planned (219)
6. evolutionary, adj. relating to the gradual development of something (221)
7. reform, n. improvement (222)
“John Lewis: e Power to Make a Dierence”
8. mourners, n. people who are sad that a person has died (223)
9. embody, v. to represent something (embodied) (223)
10. backgrounds, n. the circumstances and experiences people have had (225)
11. compassion, n. pity; sympathy (225)
12. readily, adv. easily (227)
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Word Pronunciation Page
feminism /fem*ә*ni*zәm/ 213
Friedan /free*dan/ 213
mystique /mis*teek/ 213
comparable /kom*per*ә*bul/ 214
Chisholm /chi*zum/ 217
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10.2
Guided Questions for “Feminism and the Equal Rights
Amendment” and “John Lewis: The Power to Make a Difference”
Answer the following questions in complete sentences.
“Feminism and the Equal Rights Amendment”
1. What cultural myth did Betty Friedan question in her 1963 book, e Feminine
Mystique?
2. Many women worked outside the home in the 1970s. What problems did they face?
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3. Consider these comments made by Phyllis Schlay in 1972: “e women’s libbers
don’t understand that most women want to be wife, mother, and homemaker—and
are happy in that role.” Do you think she was completely correct, partly correct, or
incorrect regarding what most women want?
4. Who was Shirley Chisholm?
5. Why was the question “Do you type?” considered an inappropriate question for a
young woman with a college degree in 1969?
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10.2
continued
6. When discussing unfair treatment of women, why does Chisholm reference Black
people enslaved on a plantation?
7. As a Black woman in the 1960s, did Shirley Chisholm state that she had faced more
prejudice in the political world as a Black person or as a woman?
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8. Chisholm notes that one argument against the Equal Rights Amendment is that it
would “throw the marriage and divorce laws into chaos.” How does she address
this point?
“John Lewis: e Power to Make a Dierence”
9. How did John Lewis develop and accrue the moral authority to earn the reputation
later as “the conscience of the Congress”?
10. In 1963, John Lewis urged the crowd at the March on Washington to “get in and stay
in the streets of every city, every village and hamlet of this nation until true freedom
comes.” In 1986, more than twenty years later, he was elected to serve in Congress.
Why do you think Lewis chose a political path aer his activism?
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11. In his essay “Together, You Can Redeem the Soul of Our Nation,” Lewis connects
events from the 1950s and 1960s to ongoing struggles that many people face. Based
on what you know so far, do you think his point of view regarding civil rights will
build mainly on what Martin Luther King Jr. said or on the thinking of Malcolm X?
12. Whom is John Lewis addressing, posthumously, when he refers in his essay to people
who inspired him, stating, “I want you to know that in the last days and hours of
my life you inspired me. You lled me with hope about the next chapter of the great
American story.”
10.2
continued
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13. Would Lewis likely make exceptions as to who he thinks ought to take part in actively
working against injustice?
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10.3
Writing Prompt for “Feminism and the Equal Rights Amendment”
and “John Lewis: The Power to Make a Difference”
In the space below, reflect on the lessons you have learned from reading the different
perspectives on civil rights struggles in the Reader. Then pick one key lesson you have learned
that you believe to be the most relevant or important.
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Write a Persuasive Essay Rubric
Exemplary Strong Developing Beginning
Thesis
esis is clearly
stated and is
an arguable
claim that can
be debated.
esis is
stated and is
an arguable
claim that can
be debated.
esis is not
clearly stated
but is debatable.
esis is missing
or is simply a
fact that cannot
be debated.
Organization
and Format
Reasons and
supporting
evidence
are grouped
logically
and clearly.
Reasons and
supporting
evidence are
mostly grouped
logically
and clearly.
Reasons and
supporting
evidence
are grouped
somewhat
logically.
Reasons are
unclear, and
supporting
evidence is
not connected
logically
to reasons.
All evidence
is relevant
and sucient
to fully and
convincingly
support
all reasons.
Most evidence
is relevant and
sucient to
fully support
the reasons.
Some evidence
is relevant and
sucient. Some
reasons are
unsupported
or have very
weak support.
Evidence is
insucient
and irrelevant.
Sources
All sources
are credible
and reliable.
Sources are
cited correctly.
Most sources
are credible and
reliable. Sources
are cited.
Some sources
are credible
and reliable.
Most sources
are cited.
Sources are
missing or are
not reliable
or credible.
10.4
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Conclusion
e essay
concludes with
a compelling
call to action
that ows
naturally and
logically from
the argument.
e essay
concludes with
a call to action
that is related to
the argument.
e essay
concludes with
a call to action
that is somewhat
related to
the argument.
e essay does
not conclude
with a call
to action.
Language
Transitional
words, phrases,
and clauses are
used to make
connections
between
ideas clear.
Some
transitional
words, phrases,
and clauses are
used to make
connections
between ideas.
Few transitional
words, phrases,
and clauses
are used to
connect ideas.
Very few or
no transitional
words, phrases,
or clauses
are used.
Style is
consistently
formal and
appropriate
to the task
and audience.
Style is mostly
formal and
appropriate
to the task
and audience.
Style is
somewhat
formal and
mostly
appropriate
to the task
and audience.
Style is informal
and not
appropriate
to the task
and audience.
Excellent
spelling,
grammar, and
punctuation
are used.
Spelling,
grammar, and
punctuation are
mostly correct.
Spelling,
grammar, and
punctuation
have several
errors.
Spelling,
grammar, and
punctuation
have many
errors, and
this interferes
with the
reader’s ability
to understand
meaning.
You may correct capitalization, punctuation, and grammar errors while you are revising.
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10.5
Write a Persuasive Essay Peer Review Checklist
Complete this checklist as you read the draft of the persuasive essay written by a classmate.
Author’s Name:
Reviewer’s Name:
_____ e persuasive essay presents a strong and convincing argument.
_____ e persuasive essay clearly states a thesis.
_____ e persuasive essay is well structured, grouping reasons, evidence, and reasoning
in a logical way.
_____ e persuasive essay has sucient relevant evidence to support the reasons
and thesis.
_____ e persuasive essay uses credible sources for evidence.
_____ e persuasive essay uses precise language to make ideas clear.
_____ e persuasive essay is written in a formal style.
_____ e persuasive essay uses transitional words, phrases, and clauses to make clear
connections between ideas.
_____ e persuasive essay comes to a conclusion that sums up the argument and makes
the reader want to agree with the author’s position or take some kind of action.
Use the checklist above to help you complete the Peer Feedback on the back of this
Activity Page.
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Peer Feedback #1: Please select ONE prompt below to provide specific, constructive feedback to
your partner. CIRCLE the prompt you select, and RESPOND with your feedback below.
Writing Power: What was
the greatest strength of
this dra? Why was it so
powerful? How did it add to
the dra as a whole?
Writing Inspiration:
What aspect of this dra
inspired you? What did
you like about it? How can
you incorporate it into
your writing?
Writing Innovation: What
part of the dra was most
original? What made it so
inventive? How can it be
included in other writings?
Feedback #1:
Peer Feedback #2: Please select ONE prompt below to provide specific, constructive feedback to
your partner. CIRCLE the prompt you select, and RESPOND with your feedback below.
Building Stamina: What
information was missing
from the dra? Where
would more details
strengthen the writing?
Building Technique: What
aspect of this dra needs
reworking? How would
this revision strengthen
the dra?
Building Clarity: What part
of the dra was unclear?
What can be adjusted to
provide clarity in the dra?
Feedback #2:
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10.6
Spelling Activity
Read the following paragraph. Use a dictionary, an online resource, or your own knowledge
of spelling to correct the spelling errors. Rewrite the paragraph with the correct spellings.
Equality is the belief that all peaple should be treated fairley and with the same
oppurtunities reguardless of there race, gender, or religion or any other differances. It
means that everone should have the same chance to succed and be treated with respect.
Everyone should have the chance to live a happy life. It is important to work toward
equality even if it is a chalange.
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11.1
Write a Persuasive Essay Editing Checklist
Persuasive Essay Editing Checklist
After reviewing for each
type of edit, place a check
mark here.
Vocabulary
• I have used precise language.
• I have used strong verbs.
Format
• I have inserted paragraph breaks at logical places in
the narrative.
• I have titled my writing.
• I have included the proper heading, including my
name, my teacher’s name, the class title, and the date.
• I have formatted citations and bibliographies correctly.
Grammar
• I have used complete, correctly formed sentences.
• I have maintained a formal style.
• I have used verb tenses and participles correctly.
• I have used verbals, including gerunds and innitives,
correctly.
• I have corrected misplaced and dangling modiers.
Spelling
• I have used resources to check my spellings.
• I have used commonly confused words correctly.
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Persuasive Essay Editing Checklist
After reviewing for each
type of edit, place a check
mark here.
Punctuation
• I have used end marks correctly.
• I have used a comma aer introductory words,
phrases, and clauses.
• I have punctuated quotations correctly.
• I have used hyphens, ellipses, and dashes correctly.
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ASSESSMENT
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12.1
Unit Assessment—A More Perfect Union:
Voices for Civil Rights in America
Today you will read two selections. After reading the first selection, you will answer several
questions based on it. Then, you will read the second selection and answer several questions
based on it. Some of the questions have two parts. You should answer Part A of the question
before you answer Part B.
“Youth in the Civil Rights Movement”
1 At its height in the 1960s, the Civil Rights Movement drew children, teenagers, and
young adults into a maelstrom of meetings, marches, violence, and in some cases,
imprisonment. Why did so many young people decide to become activists for social
justice? Joyce Ladner answers this question in her interview with the Civil Rights
History Project, pointing to the strong support of her elders in shaping her future
path: “e Movement was the most exciting thing that one could engage in.I oen
say that, in fact, I coined the term, the ‘Emmett Till generation.’I said that there was
no more exciting time to have been born at the time and the place and to the parents
that movement, young movement, people were born to . . . I remember so clearly
Uncle Archie who was in World War I, went to France, and he always told us, ‘Your
generation is going to change things.’”
2 Several activists interviewed for the Civil Rights History Project were in elementary
school when they joined the movement. Freeman Hrabowski was 12 years old when
he was inspired to march in the Birmingham Children’s Crusade of 1963. While
sitting in the back of church one Sunday, his ears perked up when he heard a man
speak about a march for integrated schools. A math geek, Hrabowski was excited
about the possibility of competing academically with white children. While spending
many days in prison aer he was arrested at the march, photographs of police and
dogs attacking the children drew nationwide attention. Hrabowski remembers that at
the prison, Dr. King told him and the other children, “What you do this day will have
an impact on children yet unborn.” He continues, “I’ll never forget that. I didn’t even
understand it, but I knew it was powerful, powerful, very powerful.”
3 As a child, Marilyn Luper Hildreth attended many meetings of the NAACP Youth
Council in Oklahoma City because her mother, the veteran activist Clara Luper, was
the leader of this group. She remembers, “We were having an NAACP Youth Council
meeting, and I was eight years old at that time. at’s how I can remember that I was
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not ten years old. And I – we were talking about our experiences and our negotiation –
and I suggested, made a motion that we would go down to Katz Drug Store and just
sit, just sit and sit until they served us.” is protest led to the desegregation of the
drug store’s lunch counter in Oklahoma City.
4 While some young people came into the movement by way of their parents’ activism
and their explicit encouragement, others had to make an abrupt and hard break in
order to do so, with some even severing familial ties. Joan Trumpauer Mulholland
was a young white girl from Arlington, Virginia, when she came to realize the
hypocrisy of her segregated church in which she learned songs such as “Jesus loves
the little children, red and yellow, black and white.” When she le Duke University
to join the movement, her mother, who had been raised in Georgia, “thought I had
been sort of sucked up into a cult . . . it went against everything she had grown up
and believed in. I can say that a little more generously now than I could have then.”
Phil Hutchings’s father was a lifetime member of the NAACP, but couldn’t support his
son when he moved toward radicalism and Black Power in the late 1960s. Hutchings
reects on the way their dierent approaches to the struggle divided the two men, a
common generational divide for many families who lived through those times: “He
just couldn’t go beyond a certain point. And we had gone beyond that . . . and the
fact that his son was doing it . . . the rst person in the family who had a chance to
complete a college education. I dropped out of school for eleven years. . . . He thought
I was wasting my life. He said, ‘Are you … happy working for Mr. Castro?’”
Questions
1. What do you think Joyce Ladner means when she describes herself and her peers as
the “Emmett Till generation”?
A. Emmett Till’s leadership in the civil rights movement inspired young people to join the
civil rights movement.
B. Ladner and her peers admired Till’s advocacy of nonviolent resistance to achieve civil
rights goals.
C. White society treated Ladner and most of her peers exactly the way Emmett Till was
treated.
D. e treatment of Till and other Black people spurred Ladner and her peers into action.
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2. What evidence does Joyce Ladner give to support the claim that older people
supported her participation in the civil rights movement?
A. She says she is the person who coined the term the “Emmett Till generation.”
B. She recalls that her Uncle Archie believed that her generation would change things.
C. She says there was no more exciting time to be born than during the civil rights
movement.
D. She remembers the rst time she participated in a civil rights protest.
3. Read paragraph 2.
Several activists interviewed for the Civil Rights History Project were in
elementary school when they joined the movement. Freeman Hrabowski was
12years old when he was inspired to march in the Birmingham Children’s
Crusade of 1963. While sitting in the back of church one Sunday, his ears perked
up when he heard a man speak about a march for integrated schools. A math
geek, Hrabowski was excited about the possibility of competing academically with
white children. While spending many days in prison after he was arrested at the
march, photographs of police and dogs attacking the children drew nationwide
attention. Hrabowski remembers that at the prison, Dr. King told him and
the other children, “What you do this day will have an impact on children yet
unborn.” He continues, “I’ll never forget that. I didn’t even understand it, but I
knew it was powerful, powerful, very powerful.”
PART A: Based on this passage, what is one reason why Freeman Hrabowski was drawn
to the civil rights movement?
A. He believed in the civil disobedience tactics used by Martin Luther King Jr.
B. He became angry when he was jailed for participating in a protest march.
C. He wanted to prove that he could perform on the same level as white students.
D. He was shocked by the murder of young Black people such as Emmett Till.
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PART B: Underline words in this passage that agree with Uncle Archie’s point of view in
the rst paragraph.
4. Which statement is supported by the article?
A. Many young people were inspired to join the civil rights movement based on their
own experiences.
B. Older Black people discouraged their children from participating in the civil rights
movement.
C. e philosophy of Black Power was the main reason why young people joined the civil
rights movement.
D. Young people joined the civil rights movement mainly because they thought of it as a
great adventure.
5. Read paragraph 3.
As a child, Marilyn Luper Hildreth attended many meetings of the NAACP Youth
Council in Oklahoma City because her mother, the veteran activist Clara Luper,
was the leader of this group. She remembers, “We were having an NAACP Youth
Council meeting, and I was eight years old at that time. That’s how I can remember
that I was not ten years old. And I – we were talking about our experiences and
our negotiation – and I suggested, made a motion that we would go down to Katz
Drug Store and just sit, just sit and sit until they served us.” This protest led to the
desegregation of the drug store’s lunch counter in Oklahoma City.
Which inferences are supported by this passage? Select two answers.
A. Marilyn Luper Hildreth was inspired to join the civil rights movement by her mother.
B. Marilyn Luper Hildreth supported the tactics of nonviolence and civil disobedience.
C. Marilyn Luper Hildreth was arrested many times for participating in protests.
D. Marilyn Luper Hildreth admired the teachings and leadership of Malcolm X.
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6. Read this portion of paragraph 4.
While some young people came into the movement by way of their parents’ activism
and their explicit encouragement, others had to make an abrupt and hard break in
order to do so, with some even severing familial ties. Joan Trumpauer Mulholland
was a young white girl from Arlington, Virginia, when she came to realize the
hypocrisy of her segregated church in which she learned songs such as “Jesus loves
the little children, red and yellow, black and white.” When she left Duke University
to join the movement, her mother, who had been raised in Georgia, “thought I had
been sort of sucked up into a cult . . . it went against everything she had grown up
and believed in. I can say that a little more generously now than I could have then.”
PART A: Circle the text in this passage that describes why Joan Trumpauer Mulholland
became involved in the civil rights movement.
PART B: Explain how Joan Trumpauer Mulholland’s point of view diers from her
mother’s. Cite evidence from the text in your answer.
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7. Read this portion of paragraph 4.
Phil Hutchings’ father was a lifetime member of the NAACP, but couldn’t support
his son when he moved toward radicalism and Black Power in the late 1960s.
Hutchings reflects on the way their different approaches to the struggle divided
the two men, a common generational divide for many families who lived through
thosetimes: “He just couldn’t go beyond a certain point. And we had gone beyond
that . . . and the fact that his son was doing it . . . the first person in the family who
had a chance to complete a college education. I dropped out of school for eleven
years . . . He thought I was wasting my life. He said, ‘Are you … happy working for
Mr. Castro?’”
PART A: Based on this passage, which is a reasonable inference about Phil
Hutchings’s father?
A. He strongly disapproved of the civil rights movement.
B. He supported the tactics of Martin Luther King Jr.
C. He never personally experienced racial discrimination.
D. He believed in the philosophy of “by any means necessary.”
PART B: Underline words in this passage that show how Phil Hutchings’s views about the
civil rights movement diered from his father’s.
8. What is the author’s purpose in writing this article?
A. To argue that the civil rights movement would have failed without young people’s
participation
B. To describe the tactics of nonviolent protest used by many civil rights protestors
C. To document examples of segregation and racism experienced by minorities
D. To explain why so many young people became involved in the civil rights movement
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“Dissents in Korematsu v. United States”
1 In December 1944, the Supreme Court ruled that internment camps for Japanese
Americans during World War 2 were constitutional. A Japanese American man, Fred
Korematsu, challenged the legality of the camps. Korematsu was a brave man. His
case went all the way to the Supreme Court. In a 6-3 decision, the Court ruled against
Korematsu. However, three judges dissented from the majority opinion.
2 Justice Owen J. Roberts wrote:
3 “is is not a case of keeping people o the streets at night . . . nor a case of temporary
exclusion of a citizen from an area for his own safety or that of the community.
. . . On the contrary, it is the case of convicting a citizen as a punishment for not
submitting to imprisonment in a concentration camp, based on his ancestry, and
solely because of his ancestry, without evidence or inquiry concerning his loyalty and
good disposition towards the United States. If this be a correct statement of the facts
disclosed by this record, and facts of which we take judicial notice, I need hardly labor
the conclusion that Constitutional rights have been violated.”
4 Justice Frank Murphy wrote:
5 “I dissent, therefore, from this legalization of racism. Racial discrimination in any
form and in any degree has no justiable part whatever in our democratic way of life.
It is unattractive in any setting, but it is utterly revolting among a free people who
have embraced the principles set forth in the Constitution of the United States. All
residents of this nation are kin in some way by blood or culture to a foreign land.
Yet they are primarily and necessarily a part of the new and distinct civilization of
the United States. ey must, accordingly, be treated at all times as the heirs of the
American experiment, and as entitled to all the rights and freedoms guaranteed by
the Constitution.”
6 Justice Robert H. Jackson wrote:
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7 “Korematsu was born on our soil, of parents born in Japan. e Constitution makes
him a citizen of the United States by nativity and a citizen of California by residence.
No claim is made that he is not loyal to this country. ere is no suggestion that apart
from the matter involved here he is not law abiding and well disposed. Korematsu,
however, has been convicted of an act not commonly a crime. It consists merely of
being present in the state whereof he is a citizen, near the place where he was born,
and where all his life he has lived. . . . [H]is crime would result, not from anything
he did, said, or thought, dierent than they, but only in that he was born of dierent
racial stock. . . .[H]ere is an attempt to make an otherwise innocent act a crime merely
because this prisoner is the son of parents as to whom he had no choice, and belongs
to a race from which there is no way to resign. If Congress in peace-time legislation
should enact such a criminal law, I should suppose this Court would refuse to
enforce it.”
Questions
9. Read paragraph 1
In December 1944, the Supreme Court ruled that internment camps for Japanese
Americans during World War 2 were constitutional. A Japanese American man,
Fred Korematsu, challenged the legality of the camps. Korematsu was a brave man.
His case went all the way to the Supreme Court. In a 6-3 decision, the Court ruled
against Korematsu. However, three judges dissented from the majority opinion.
Underline a sentence in this passage that is an opinion.
10. Which statement best summarizes Justice Roberts’s opinion about the case?
A. If Korematsu was imprisoned based solely on his race, then there is no need to argue
whether his civil rights have been violated.
B. ere may be times when it would be acceptable to jail Korematsu simply because of
his race, but this is not one of those times.
C. It is never appropriate for authorities to stop citizens for any reason other than that
they are suspected of committing a crime.
D. Korematsu is probably not loyal to the United States, but since there is no evidence to
prove it, he should not be imprisoned.
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11. How does Justice Murphy disagree with the majority opinion?
A. He believes that Japanese Americans are not actually U.S. citizens but are nevertheless
being treated unfairly.
B. He thinks Japanese Americans who have been imprisoned are entitled to reparations.
C. He believes that racial discrimination in and of itself violates the very principles of the
Constitution.
D. He thinks there should be a time limit on how long Japanese Americans are kept in
internment camps.
12. Read these sentences from paragraph 5.
All residents of this nation are kin in some way by blood or culture to a foreign land.
Yet they are primarily and necessarily a part of the new and distinct civilization of
the United States.
Which statement best summarizes this passage?
A. Everyone who lives in the United States has ancestors from overseas, but they are
considered Americans, not foreigners.
B. U.S. citizens must earn rights by showing their loyalty to America, not to the country
they came from.
C. ere is a dierence between the United States and other nations, and the United States
is superior.
D. People with relatives in other countries are not true Americans unless they have been
in the United States for many years.
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13. Read paragraph 7.
“Korematsu was born on our soil, of parents born in Japan. The Constitution makes
him a citizen of the United States by nativity and a citizen of California by residence.
No claim is made that he is not loyal to this country. There is no suggestion that
apart from the matter involved here he is not law abiding and well disposed.
Korematsu, however, has been convicted of an act not commonly a crime. It consists
merely of being present in the state whereof he is a citizen, near the place where he
was born, and where all his life he has lived. . . . [H]is crime would result, not from
anything he did, said, or thought, different than they, but only in that he was born
of different racial stock. . . .[H]ere is an attempt to make an otherwise innocent act
a crime merely because this prisoner is the son of parents as to whom he had no
choice, and belongs to a race from which there is no way to resign. If Congress in
peace-time legislation should enact such a criminal law, I should suppose this Court
would refuse to enforce it.”
PART A: Why is it relevant for Justice Jackson’s argument to mention that Korematsu was
born in the United States?
A. Because Korematsu was born in the United States, he is a citizen of the country.
B. Because Korematsu was born in the United States, he is loyal to American ideals.
C. Because Korematsu was born in the United States, he is eligible to serve in the
U.S. military.
D. Because Korematsu was born in the United States, he cannot be sent back to Japan.
PART B: According to Justice Jackson, what is Korematsu’s “crime”? Would this have been
considered a crime before the war began? Explain.
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14. What point do all of these dissenting opinions make about Korematsu’s case?
Reading Comprehension Score: _____ of 14 points.
12.1
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Writing Prompt: Write a short answer that compares how civil rights issues are raised and
discussed in the two passages.
Writing Prompt Score: _____ of 4 points.
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Grammar
Fill in the blank in each sentence below with a transitional word, word pair, phrase, or clause
from the ones listed. Use each transition only once. Adjust capitalization as needed.
unfortunately in place of the
applause I expected
in fact because of the high
price of paper
during the cooling
process
consequently worried that the wall
would collapse
accompanying the
discovery of a new
planet
therefore while firefighters
on the ground dug
trenches
even though the
authorities prepared
extensively
1. , I only got boos and catcalls.
2. , the company decided to send
notices electronically.
3. , the molten glass becomes less
easy to mold.
4. We were looking forward to a walk in the woods; ,
the forest preserve closed at sunset.
5. I want to buy a piano. , I want to buy all
your pianos.
6. Vera was always careful to save 10 percent of her income. ,
she was prepared when she had an emergency need for money.
7. was the discovery of its
seven moons.
8. , the carpenter reinforced it
with crossbeams.
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9. Eliminating light pollution was impossible, ,
a trip to the countryside was a high priority for the astronomy club.
10. , planes dropped ame retardant
on the wildre.
11. , the snowstorm overwhelmed
it completely.
Grammar Score: _____ of 11 points.
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Morphology
Fill in the blank after each numbered definition with the matching word from the list below.
deregulation regimen regiment regime
dominate domain indomitable predominantly
equate equinox equation equanimity
1. mainly or mostly
2. a mathematical statement in which two sides are separated by an equal sign
3. an area over which someone has authority
4. a permanent part of a regular army
5. to establish power over
6. a regulated course of something, such as diet, exercise, or medicine
7. the removal of control
8. to assert that two things are equal
9. the times of the year when the day and the night are of equal duration
12.1
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10. unconquerable
11. a particular type of government or a particular government administration
12. the quality of calmness, steadiness, and level-headedness
Morphology Score: _____ of 12 points.
Total Score for Unit Assessment: _____ of 37 points.
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12.2
Unit Feedback Survey
Unit : A More Perfect Union: Voices for Civil Rights in America
Please use a scale of 1–5, with 1 being “Not at All,” 3 being “OK,” and 5 being “Very Much.”
Circle the number that best describes your opinion. Then answer the remaining questions.
How much did you like reading the selections in this unit?
1 2 3 4 5
What, if anything, did you like about the selections?
What, if anything, did you not like about the selections?
Were you able to read and understand most of the texts on your own, or did you
have diculty?
Would you recommend these texts to your friends or other students? YES NO
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In your opinion, how well did your teacher teach this unit?
1 2 3 4 5
What kind of activities did you like best?
What kind of activities did you like least?
What could your teacher have done dierently in teaching the unit to improve your
experience with this unit?
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ENRICHMENT
NAME:
DATE:
Sources for Presentation of a Contemporary
Civil Rights Movement
Use this worksheet to record the sources you used to create your presentation about a
contemporary civil rights movement.
E.1
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ENRICHMENT
NAME:
DATE:
Playlist of Songs of the Civil Rights Movement
Use this worksheet to list the songs you have selected for your playlist and to write one or two
paragraphs about the song you found most compelling or inspirational.
E.2
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ENRICHMENT
NAME:
DATE:
Movie Review
Use this worksheet to compare/contrast the film 42: The Jackie Robinson Story with the
selection about Robinson in the Reader. Conclude by writing a short paragraph explaining
which version you preferred and why.
Film Reader
E.3
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ENRICHMENT
NAME:
DATE:
Civil Rights Art
Use this space to sketch a rough draft of a protest sign or poster for a civil rights issue OR of a
collage about civil rights movements and the people involved.
E.4
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ENRICHMENT
NAME:
DATE:
News Report
Use this space to take notes and record ideas for a news report about a current civil rights
movement in another country.
E.5
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Grammar: Transitions
Transitions are words or phrases that stand between two ideas and show how they are
related. Transitions can show that ideas support one another or contradict one another
orthat the ideas have a cause-and-effect relationship. For each sentence below, identify
theunderlined transition word or phrase as S (supports), C (contradicts), or CE
(cause and effect).
1. I read that book because I was interested in the subject.
2. My teacher is helpful, and I have learned a lot from her.
3. e movie was well acted, but the plot was boring.
4. I will try to get there on time; however, I may not make it.
5. I dropped my phone, which resulted in expensive repairs.
6. I want to learn to play guitar; also, I want to learn piano.
7. e game was called due to rain.
8. Although we were tired, we nished cleaning up before going to bed.
9. I want to get t, so I run every day.
10. I’m not lazy. On the contrary, I work very hard.
11. I lost my wallet; consequently, I don’t have my identication with me.
12. Pour the drink mix into the water, then stir it well.
PP.1
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Core Knowledge Language Arts | Grade 8 Activity Book | Unit 5 183
Morphology: Greek/Latin Roots aequus, dominus, and rego
Review the list of word roots and their meanings. Then, underline the word in each sentence
that contains the root.
aequus: equal, level, calm, just
dominus: lord, master
rego: rule, control
1. e equator divides the globe into two halves.
2. e math teacher wrote an equation on the board.
3. People learn to regulate their own behavior.
4. Irregular verbs have unpredictable past tense forms.
5. Our football team dominated the eld.
6. Le-handed people have a dominant le hand.
7. What is the domain name of the school website?
8. e debate team was made up predominantly of people who like to argue.
9. e civil rights movement sought to eliminate inequity.
10. e civil rights movement also sought to promote equality.
11. e appearance of the king was regal in every way.
12. A regent rules in place of a king or queen when the king or queen cannot.
PP.2
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RESOURCES
NAME:
DATE:
Student Resources
In this section you will nd:
• SR.1—Glossary for A More Perfect Union: Voices for Civil Rights in America
• SR.2—Pronunciation Guide for A More Perfect Union: Voices for Civil Rights
inAmerica
• SR.3—e Writing Process
• SR.4—Write a Persuasive Essay Rubric
• SR.5—Write Persuasive Essay Peer Review Checklist
• SR.6—Write a Persuasive Essay Editing Checklist
• SR.7—Proofreading Symbols
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RESOURCES
NAME:
DATE:
Glossary for A More Perfect Union: Voices for Civil Rights in America
SR.1
A
abridge, v. to reduce; to lessen
accommodation, n. housing; living space
activists, n. people who are working for social or
political change
adequate, adj. satisfactory or acceptable;
good enough
agricultural, adj. related to farming
ambition, n. a strong desire to do or achieve
something
anxious, adj. worried
applicable, adj. relevant or appropriate
assassin, n. a murderer, especially someone who
kills an important leader
assert, v. to state something with confidence and
force (asserts)
B
backgrounds, n. the circumstances and
experiences people have had
barren, adj. bleak; lifeless; desolate
betray, v. to treat disloyally or have one’s trust
broken (betrayed)
bigotry, n. intolerance, especially regarding race
relations
birthright, n. a natural or moral right possessed
by everyone
bitter, adj. angry and unhappy, especially about
something that has happened
bluntly, adv. in a direct manner
brilliantly, adv. in an extremely skillful or
intelligent way
C
calculated, adj. deliberate; planned
champion, n. someone who strongly supports
someone else
citrus groves, n. orchards where citrus fruits such
as oranges and lemons are grown
color line, n. a set of social or legal barriers that
segregates people of color from white people
commission, n. a group of people in charge
of something
commitment, n. dedication or loyalty; devotion,
especially to a cause
commonplace, adj. ordinary; not unusual
compassion, n. pity; sympathy
consideration, n. careful thought
controversial, adj. likely to cause public
disagreement
coordinate, v. to organize or bring order to
something (coordinated)
crazy quilt, n. a type of quilt with patches of
randomly varying sizes, shapes, and colors
D
decency, n. the quality of goodness and morality
defy, v. to refuse to obey (defied)
denote, v. to indicate; to signify (denoting)
desegregation, n. the ending of a policy of racial
segregation
determined, adj. having made a firm decision
and being resolved not to change it
discipline, n. self-control
draw, v. to attract toward (drawn)
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E
eligible, adj. having the right to do something
embody, v. to represent something (embodied)
empower, v. to make someone stronger and
more confident
enact, v. to order or carry out
enforce, v. to make sure laws and rules are
followed
evolutionary, adj. relating to the gradual
development of something
exceptions, n. people or things that are not included
in a general rule or do not behave in the usual way
exclude, v. to deny access to something
(excluded)
exile, n. banishment; exclusion
F
fanfare, n. showy activity meant to draw attention
to someone or something
fashion, n. how something is done
fast, n. a period in which one does not eat
firmly, adv. in a determined way
foreman, n. a worker who supervises other
workers
foster homes, n. temporary homes for children
who cannot live with their family
frank, adj. open, honest, and direct
fulfill, v. to put into effect
fulfillment, n. the achievement of something
desired
H
harass, v. to attack or bother constantly (harassed)
haste, n. excessive speed or urgency; hurry
hastily, adv. hurriedly; urgently
hesitancy, n. uncertainty; doubt
humane, adj. having or showing kindness
I
ideals, n. models of excellence or perfection;
standards
idly, adv. lazily; aimlessly
immunities, n. protections
implements, n. tools
impose, v. to force something on somebody
(imposed)
indignity, n. an injury to one’s dignity or
self-esteem; humiliation
inescapable, adj. impossible to avoid
infamy, n. the state of being well known for
being wicked
influential, adj. having great impact on someone
or something
institutions, n. established organizations,
especially those that are important for society
to function
intimidate, v. to frighten someone, especially
to make them do something
J
just, adj. fair; morally right
L
legislation, n. laws
legislators, n. the people who are elected to
makelaws
licks, n. punches; blows
lyric, n. the words of a song
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Core Knowledge Language Arts | Grade 8 Activity Book | Unit 5 189
RESOURCES
NAME:
DATE:
M
mature, adj. fully developed; grown-up
means, n. a method; a way of doing something
mess hall, n. a dining area where military
personnel eat as a group
migrant workers, n. people who move from one
region to another to find employment, especially
seasonal or temporary work
mourners, n. people who are sad that a person
has died
O
obscure, adj. uncertain or unclear
P
passing fad, n. an activity or fashion that is
popular only a short time
passive resistance, adj. nonviolent opposition to
authority, especially done in protest
patrons, n. customers
personal hygiene, n. practices relating to the
cleanliness of one’s body and clothing, especially
to preserve health and prevent disease
pesticides, n. substances used to kill insects or
other organisms that harm plants or animals
philosophy, n. guiding principles on which one’s
thoughts and actions are based
pilgrimage, n. a trip to a sacred place made for
religious reasons
pioneers, n. people who are among the first to
do something
potent, adj. strong; powerful
proclamation, n. a public or official
announcement
promptly, adv. on time; with little or no delay
publicize, v. to make something widely known
(publicizing)
R
readily, adv. easily
reaffirmation, n. the act of stating something
again; a confirmation of belief
reform, n. improvement
relieve, v. to soothe or ease (relieved)
reluctant, adj. hesitant or unwilling
resent, v. to feel hurt and angry toward
something
S
setback, n. an event that stops progress
spontaneously, adv. voluntarily; without
being directed
steeds, n. horses
stereotypes, n. widely held but oversimplified
images or ideas, especially toward a group
of people
stirring, adj. causing great excitement
submit, v. to present or put forward
superintendent, n. a person who manages
an organization
T
tear gas, n. an irritating gas that makes the eyes
fill with tears, used to control or break up a crowd
theology, n. the study of religious beliefs
turmoil, n. a state of great confusion or
uncertainty
SR.1
continued
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190 Unit 5 | Activity Book Grade 8 | Core Knowledge Language Arts
U
ultimate, adj. final; last
undercut, v. to weaken; to damage
urge, v. to argue or advocate for something
urgent, adj. demanding immediate attention
W
white supremacist, n. someone who believes that
white people are superior to people of other races
and ethnicities
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Core Knowledge Language Arts | Grade 8 Activity Book | Unit 5 191
RESOURCES
NAME:
DATE:
Pronunciation Guide for A More Perfect Union: Voices for Civil
Rights in America
Word Pronunciation Page
Plessy /ple*see/ 11
Roosevelt /roe*zә *vә lt/ 20
Mohandas Gandhi /moe*hon*dәs/ /gon*dee/ 30
internment /in*tern*mint/ 36
hysteria /his*te*ree*ә/ 39
reparations /rәp*ә*rae*shunz/ 39
extraordinary /ex*stror*din*e*ree/ 45
Eisenhower /ie*zen*hou*er/ 53
Felícitas /fe*lee*see*tos/ 55
Gerónimo /hae*ron*ee*moe/ 55
unanimous /ue*na*nә *mus/ 59
multitudinous /mul*tu*too*din*us/ 70
compulsory /kum*pul*ser*ee/ 73
Ebenezer /e*bә *nee*zer/ 128
philosophy /fi*lo*sә *fee/ 128
theology /thee*o*lә *jee/ 128
noncooperation /non*coe*op*er*ae*shun/ 129
Mahatma /mә*hot*mә / 129
satyagraha /sә *tee*o*grә *hә / 129
intimidate /in*tim*ә *daet/ 152
Ivesta /ә *veh*stә / 159
Hosea /hoe*zae*ә / 165
SR.2
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192 Unit 5 | Activity Book Grade 8 | Core Knowledge Language Arts
Elijah Muhammad /ә*lie/jә/ /mә *ho*mә d/ 177
Mecca /me*kә/ 179
dillydallying /di*lee*da*lee*ing/ 184
Stokely Carmichael /stoe*klee/ /kar*mie*kul/ 186
Cesar Chavez /sae*zar/ /sha*vez/ 190
Dolores Huerta /doe*loe*raez/ /hoo*er*tә / 190
Filipino /fi*li*pee*noe/ 192
pesticides /pe*stu*siedz/ 194
insomnia /in*som*nee*ә / 201
tetraethyl pyrophosphate /tet*rә *eth*ә l/ /pie*roe*fos*faet/ 202
feminism /fem*ә *ni*zә m/ 213
Friedan /free*dan/ 213
mystique /mis*teek/ 213
comparable /kom*per*ә *bul/ 214
Chisholm /chi*zum/ 217
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Core Knowledge Language Arts | Grade 8 Activity Book | Unit 5 193
RESOURCES
NAME:
DATE:
SR.3SR.3
The Writing Process
Share
Evaluate
Revise
Plan
Draft
Edit
Publish
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194 Unit 5 | Activity Book Grade 8 | Core Knowledge Language Arts
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Core Knowledge Language Arts | Grade 8 Activity Book | Unit 5 195
RESOURCES
NAME:
DATE:
Write a Persuasive Essay Rubric
Exemplary Strong Developing Beginning
esis
A thesis is clearly
stated and is
an arguable
claim that can
be debated.
A thesis is
stated and is
an arguable
claim that can
be debated.
A thesis is not
clearly stated but
is debatable.
A thesis is
missing or is
simply a fact
that cannot
be debated.
Organization
and Format
Reasons and
supporting
evidence
are grouped
logically
and clearly.
Reasons and
supporting
evidence are
mostly grouped
logically
and clearly.
Reasons
and supporting
evidence
are grouped
somewhat
logically.
Reasons are
unclear, and
supporting
evidence is
not connected
logically
to reasons.
All evidence
is relevant and
sucient to fully
and convincingly
support
all reasons.
Most evidence
is relevant and
sucient to
fully support
the reasons.
Some evidence
is relevant and
sucient. Some
reasons are
unsupported
or have very
weak support.
Evidence is
insucient
and irrelevant.
Sources
All sources
are credible
and reliable.
Sources are
cited correctly.
Most sources
are credible and
reliable. Sources
are cited.
Some sources
are credible and
reliable. Most
sources are cited.
Sources are
missing, or are
not reliable
or credible.
Conclusion
e essay
concludes with
a compelling
call to action
that ows
naturally and
logically from
the argument.
e essay
concludes with
a call to action
that is related to
the argument.
e essay
concludes with
a call to action
that is somewhat
related to
the argument.
e essay does
not conclude
with a call
to action.
SR.4
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196 Unit 5 | Activity Book Grade 8 | Core Knowledge Language Arts
Language
Transitional
words, phrases,
and clauses are
used to make
connections
between
ideas clear.
Some
transitional
words, phrases,
and clauses are
used to make
connections
between ideas.
Few transitional
words, phrases,
and clauses
are used to
connect ideas.
Very few or
no transitional
words, phrases,
or clauses
are used.
Style is
consistently
formal and
appropriate
to the task
and audience.
Style is mostly
formal and
appropriate
to the task
and audience.
Style is
somewhat
formal and
mostly
appropriate
to the task
and audience.
Style is informal
and not
appropriate
to the task
and audience.
Excellent
spelling,
grammar, and
punctuation
are used.
Spelling,
grammar, and
punctuation are
mostly correct.
Spelling,
grammar, and
punctuation
have
several errors.
Spelling,
grammar, and
punctuation
have many
errors, and
this interferes
with the
reader’s ability
to understand
meaning.
You may correct capitalization, punctuation, and grammar errors while you are revising.
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Core Knowledge Language Arts | Grade 8 Activity Book | Unit 5 197
RESOURCES
NAME:
DATE:
Write a Persuasive Essay Peer Review Checklist
Complete this checklist as you read the draft of the persuasive essay written by a classmate.
Author’s Name:
Reviewer’s Name:
_____ e persuasive essay presents a strong and convincing argument.
_____ e persuasive essay clearly states a thesis.
_____ e persuasive essay is well structured, grouping reasons, evidence, and reasoning
in a logical way.
_____ e persuasive essay has sucient relevant evidence to support the reasons
and thesis.
_____ e persuasive essay uses credible sources for evidence.
_____ e persuasive essay uses precise language to make ideas clear.
_____ e persuasive essay is written in a formal style.
_____ e persuasive essay uses transitional words, phrases, and clauses to make clear
connections between ideas.
_____ e persuasive essay comes to a conclusion that sums up the argument and makes
the reader want to agree with the author’s position or take some kind of action.
Use the checklist above to help you complete the Peer Feedback on the back of this
Activity Page.
SR.5
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198 Unit 5 | Activity Book Grade 8 | Core Knowledge Language Arts
Peer Feedback #1: Please select ONE prompt below to provide specific, constructive feedback to
your partner. CIRCLE the prompt you select, and RESPOND with your feedback below.
Writing Power: What was
the greatest strength of
this dra? Why was it so
powerful? How did it add to
the dra as a whole?
Writing Inspiration:
What aspect of this dra
inspired you? What did
you like about it? How can
you incorporate it into
your writing?
Writing Innovation: What
part of the dra was most
original? What made it so
inventive? How can it be
included in other writings?
Feedback #1:
Peer Feedback #2: Please select ONE prompt below to provide specific, constructive feedback to
your partner. CIRCLE the prompt you select, and RESPOND with your feedback below.
Building Stamina: What
information was missing
from the dra? Where
would more details
strengthen the writing?
Building Technique: What
aspect of this dra needs
reworking? How would
this revision strengthen
the dra?
Building Clarity: What part
of the dra was unclear?
What can be adjusted to
provide clarity in the dra?
Feedback #2:
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Core Knowledge Language Arts | Grade 8 Activity Book | Unit 5 199
RESOURCES
NAME:
DATE:
Write a Persuasive Essay Editing Checklist
Persuasive Essay Editing Checklist
After reviewing for each
type of edit, place a check
mark here.
Vocabulary
• I have used precise language.
• I have used strong verbs.
Format
• I have inserted paragraph breaks at logical places in
the narrative.
• I have titled my writing.
• I have included the proper heading, including my
name, my teacher’s name, the class title, and the date.
• I have formatted citations and bibliographies correctly.
Grammar
• I have used complete, correctly formed sentences.
• I have maintained a formal style.
• I have used verb tenses and participles correctly.
• I have used verbals, including gerunds and innitives,
correctly.
• I have corrected misplaced and dangling modiers.
Spelling
• I have used resources to check my spellings.
• I have used commonly confused words correctly.
SR.6
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200 Unit 5 | Activity Book Grade 8 | Core Knowledge Language Arts
Persuasive Essay Editing Checklist
After reviewing for each
type of edit, place a check
mark here.
Punctuation
• I have used end marks correctly.
• I have used a comma aer introductory words,
phrases, and clauses.
• I have punctuated quotations correctly.
• I have used hyphens, ellipses, and dashes correctly.
CKLA_G8U5_AB.indb 200 16/06/23 7:07 PM
Core Knowledge Language Arts | Grade 8 Activity Book | Unit 5 201
RESOURCES
NAME:
DATE:
Proofreading Symbols
Insert
Insert period
Insert comma
Insert apostrophe
Insert space
New paragraph
No new paragraph
Close up the space
Capitalize
Make lowercase (small letter)
Delete
Reword
Move according to arrow direction
Transpose
Move to the left
Move to the right
Add a letter
SR.7
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202 Unit 5 | Activity Book Grade 8 | Core Knowledge Language Arts
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Core Knowledge Language Arts | Grade 8 Activity Book | Unit 5 203
Core Knowledge Language Arts®
President
Linda Bevilacqua
Editorial Staff
Sue Herndon
CKLA_G8U5_AB.indb 203 16/06/23 7:07 PM
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CKLA_G8U5_AB.indb 204 16/06/23 7:07 PM
Illustration and Photo Credits
Alpha Historica / Alamy Stock Photo: Cover B, Cover C, Title Page B, Title Page C, 1B, 1C
Everett Collection Inc / Alamy Stock Photo: Cover D, Title Page D, 1D
Glasshouse Images / Alamy Stock Photo : Cover A, Cover E, Title Page A, Title Page E,1A, 1E
MediaPunch Inc
/ Alamy Stock Photo: Cover F, Title Page F, 1F
CKLA_G8U5_AB.indb 205 16/06/23 7:07 PM
02 CKLA_G8U5_AB_Web.indd 5 16/06/23 7:04 PM
Unit 5
A More Perfect Union:
Voices for Civil Rights in America
Activity Book
GRADE 8
ISBN: 978-1-68380-963-0
02 CKLA_G8U5_AB_Web.indd 6 16/06/23 7:04 PM
