ELA Unit 2 G8

I

were. Mom had to chase them home at supper time. As they left they shook
me:Grandpa's hand again and said to
l

"Martin, he's really great!" I

zoo "Yeah, man! Don't blame you for keeping him to yourseff."

@"Can we come back?" l o CENTRAL
CHARACTER
But after they left, Mom said, "No more visitors for a whil., Martin. Why is Martin proud of
his grandfather?
Grandpa won't admit it, but his strength hasn't returned. He likes having
company, but it tires him." O CENTRAL

That evening Grandpa called me to his room before he 5vent to sleep, CHARACTER
How have Martin's
"Tomorrow," he said, "when you come home, it will be tirrle to give you the feelings about receiving
the medicine bag
medicine bag." changed?

I felt a hard squeeze from where my heart is supposed tp be and was scared, LanguageGoach
but I answered, "OK, Grandpa."
Etymology The
2ro All night I had weird dreams about thunder and lightnlng on a high hill. history of a word is its
etymology. The words
From a distance I heard the slow beat of a drum. \7hen Ilwoke up in the quest and question
both come from the
morning I felt as if I hadn't slept at all. At school it seeme[ as if the day would Latin verb quoerere,
which means "to ask
,r.r., ..rd and, when it finally did, I ran home. Q i or seek." Use this
etymology and context
Grandpa was in his room, sitting on the bed. The shades were down and the clues to help you figure
out the meaning of
place was dim and cool. I sat on the floor in front of Grandpa, but he didn't quest in line zzo.

even look at me. After what seemed a long time he spokef
"I sent your mother and sister away. -What you will hear today is only for a

man's ears. \7hat you will receive is only for a mant han$s." He fell silent and
I felt shivers down my back.
l

220 "My father in his early manhoodl" Grandpa began, '1made a vision quest

to find a spirit guide for his life. You cannot understan$ how it was in that

time, when th."g..rt Teton Sioux were first made to stay on the reservation.

There was a strong need for guidance from WakantanA,a, the Great Spirit.

But too many of the young men were filled with despalir and hatred. They

thought it was hopeless to search for a vision when thelglorious life was gone

and only the hated confines of a reservation lay ahead.j But my father held to
the old ways.
l

"He carefully prepared for his quest with a purifyingJr*r.", bath and then

he went alone to a high butte3 top to fast and pray. Aft(r three days he received

zro his sacred dream-in which he found, after long r.ar.lii.rg, the white mant

iron. He did not understand his vision of finding ro*.ihirrg belonging to

the white people, for in that time they were the enemy.i\When he came down

from the butte to cleanse himself at the stream below $e.found the remains
of a campfire and the broken shell of an iron kettle. Tliis was a sign which

reinforced his dream. He took a piece of the iron for his medicine bag, which

he had made of elk skin years b.ior., to prepare for hiq quesr.
"He returned to his village, where he told his dream lo the wise old men of the

tribe. They gave him the name lron Shell, but neither d![ th.y understand the

254 uNrr 2: cHARACTER AND poINT oF vlEtir I
]

meaning of the dream. This first Iron Shell kept piece of iron with him at all

z4o times and believed it gave him protection from t evils of those unhappy days.

"Then a terrible thing happened to Iron Shel He and several other young

men were taken from their homes by the soldi and sent far away to a white

man's boarding school. He was engry and lo for his parents and the young

girl he had wed before he was taken away. At firs Iron Shell resisted the teachers'

attempts to change him and he did not try to rn. One day it was his turn to

work in the school's blacksmith shop. As he into the place he knew that

his medicine had brought him there to learn and with the white mant iron.

"Iron Shell became a blacksmith and worked the trade when he returned to

the reservation. A11 of his life he treasured the icine bag. \When he was old,

zso and I was a man, he gave it to me, for no one the vision quest any more..-

Grandpa quit talking and I stared in disbeli as he covered his face with his

hands. His shoulders were shaking with quiet bs and I looked away until he

began to speak again.

"I kept the bag until my son, your mother's ther, was a man and had to

leave us to fight in the war across the ocean. I ve him the bag, for I believed

it would protect him in battle, but he did not it with him. He was afraid
,r@
that he would lose it. He died in a farawav CENTRAL
CHARACTER
Again Grandpa was still and I felt his grief a und me. What is Martin learning
about his heritage?
"My son," he went on after clearing his th "had only a daughter and it
o CENTRAL
zoo is not proper for her to know of these things." CHARACTER
He unbuttoned his shirt, pulled out the leat pouch, and lifted it over his What does Martin's
return to the reservation
head. He held it in his hand, turning it over an over as if memorizing how it suggest about his
attitude toward his
looked. two objects, "is the heritage?
butte, and a piece ofthe
"In the bag," he said as he opened it and re dust drifted down.
broken shell of the iron kettle, a pebble from t prairie sage within and never

sacred sage." He held the pouch upside down a
'After the bag is yours you must put a piece

open it again until you pass it on to your son." replaced the pebble and the

piece of iron and tied the bag.

270 I stood up, somehow knowing I should. Gra dpa slowly rose from the bed

and stood upright in front of me holding the before my face. I closed my
eyes and waited for him to slip it over my head But he spoke.

"No, you need not wear it." He placed the t leather bag in my right hand
and closed my other hand over it. "It would be right to wear it in this time

and place where no one will understand. Put it Fely away until you are again

on the reservation. \Vear it then, when you the sacred sage."

Grandpa turned and sat again on the bed. rily he leaned his head

against the pillow. "Go," he said. "I will sleep

"Thank you, Grandpa," I said softly and le with the bag in my hands.

zsl That night Mom and Dad took Grandpa to hospital. Two weeks later

I stood alone on the lonely prairie of the ion and put the sacred sage

in my medicine bag. cs,, Q

THE MEDICINE BAG 255

Who

Wrfa

J ud ith O rtiz Cofer

Zf b.r.tr' knocks on my bedroom door. She has come to my room this !$#i3,",
I t morning to watch me choose my outfit for lMho You Are Day at school.
Based on the details
This is a day when we are allowed to dress in clothes thag we think tell the in this painting, what
world who we really are. (\flithin reason, our principal r.1.arned-no extremes impression do you get
will be tolerated. I hope that her definition of the word i,xtremr is the same as of the girl?
my friend \Thoopee's. Nothing that she will put on this morning has ever been
consplracy
seen on this planet, much less at school.) (ken-spir'e-se) n. an

Abuela makes herself comfortable on my bed as I pution my costume of agreement to perform
together an illegal or
myself made up of pieces of my life. I thought about my \fho You Are Day wrongful act
@ CENTRAL
ro outfit a lot. Mr. Golden told us in English class to think about our choices: CHARACTER
are you going to walk around as a joke or as a poem? I have a suspicion that What can you infer
our teachers have allowed us this chance to dress up as ourselves for a reason. about the community in
which Maria lives?
Our school is already a united nations, a carnival, and a parade all at once.

There are students from dozens of different countries, dnd we do not always
get along. Most of us are too shy to talk to others outside our little circles, and

so misunderstandings come up. The principal has tried almost everything.
The lilflho You Are Day is another of her crazy ideas to get us to communicate.

In each of my classes, the teacher said, let us know something about what has
made you who you areby what you wear to school tomorrow. It all sounds like
zo a conspiracy to me. But I like dressing up so I do not complain like the boys

have been doing. Most of them hate the idea! @
Abuela looks at my choices hanging on the door and shakes her head,

smiling, like she did when we went ro see Cats.It is a smile that says, I do not
understand, but if it is important to Maria, I will bear it the best i can. She is
elegant even at 7:00 e.rt. in her embroidered silk robe land red velvet slippers.
She has wrapped a shawl over her shoulders because slie is always cold in our

cueuA,Z as she calls the apartment. The shawl was handmade by her mother
and it is Abuela's most prized possession. As a little girl, I liked to put it over

1. Abuela (ii-bwa'ldl Spa nish : grandmother. Frida (2004) , Mar(a Sanchez.
Acrylic on canvas. C. Perez
) cueva (kw6'va) Spanish: cave.
Collection. @ Maria Sanchez.
2s6 UNIT 2: CHARACTER AND POINT OF VIE'W



mv head because the pattern of sequins made a night sky ll of stars and o CENTRAL
bi"r'.,.I*",frere.cl loiatslrseitimttfl,weellietshdtramlinkYhlgeret'cirAth'tbcbouotiuchpteealtlsota,'bsf' whe@ceihnaigfwc€^hoci.nroeanrmewrl:eyhcehurnen3deearsws-erh-aerwina CHARACTER
What can You
d'""-"p with it since I was ri 'infer about Maria's
relationshiP with her
p*r'"tiv'i' is the kind of skirt that opens J
.;;";Ifiilil;:;f;.fi i;;;i;J *l*,::;i,l7lllr";;;.i'"nt..J-uo me. grandmother?

of her and go

in a musical PlaY

years old, but it

ke an umbrella when

you turn in circles' f^rom an rorld . Uma's mothe was going to throw
'"l';;ilewed together
saria

,'b;i**ltig?f:*l;;o.'o;ln.;,i,;mi;isie;';,tb;ui',urqit,uriof';i"s;"J"b;'luJiurne;d'""uew"rpri'i'sttthhIh'ewtielPlii.lglII:*ph*li't't:'"sd:iait:vi::sc--1hvi-at Tnircsga^e:sl,h1:sree-:-cra:..o,st["l:ofs.o'hr5srf,"lda1k: in5 suit jacket-it's
i",i,;;;; ;,.
to wear when he
seems to come alive
ing; you don't even

"^';'\;f?itliii"iprlalyr,t ""I-..i'o" n,fkAiiencrb.eotu"idwo-elansa'Pswoau+hert,atyfnetirtes(str.h.o' etItpaotteshllildtnseapwtateliladfomateftseo.h\hnrTtmiBtoh' emnoinfsooeshpramtoeaenetyesses.'hmcwcaeloeeoncsnldlfaeteo;ntctuhstassnhanaedtadyniwsbactyinijqoulryluimesteht-t",idnelf_|i-s'n*:ghT:eo-e'e^vtIsJl in \ThooPee's closet,
go with her science
who asks. No one

h \7hooPee.
an actor in a PIaY,

int to each Piece of

-yA"b"u,efrlat'sr,f."d..."yih"a,'ngatms ea:sYsh'eTbt'efg'nints'uto,Tu1nd1e:r:s1ta-nYd-1t ' meaning of mY

I:T 'ldfashion statement. puedes ser' si s. Wn acd, rni dmon"
'Ahora sd quidn eres, Marid' 7 quien
,"yt that she knows *ht be if I choose.
iUr.i. *!o
hen or where' Abuela
I have heard those words before but I dont remem-1ber Puerto Rican thing'
kisses my face
;;r;.., me and several times' This is I suddenlY inhale a

for while' I close my eyes to walt lt out anc Abuela has Put her
soes;ffi;;;;. \r;;"Itona I oPen mY I see a starrY skY
e,es'

oo shawl over mY head' quien u":,*i.!t!::-':::'- lls me. Son'tething of
'Algo mio pard ru
dia d'e se.r borrow her mother's

*i;;"i;;t"lr day of beingwho'you are' She is letting -O CENTRAL
CHARACTER
-beautiful shawll@ I feel elegant' \Thenever *y"i:-l to make fun of mY Reread lines 55-63' What
to me: I bnow who you is Maria's attitude toward
Aff day atschool,
."r..r-", I think of the words my grandmother quote o Mr. Golden's class her grandmother's
be if rou choose by the waY I walk in, Puerto Rican customs
"w o'o Mv o u t o d' aY'
today I am a Poem' and clothing?
1"*:h:iare and. who youmay ar ia ? r,I w?:,i1tl

:; ;; :;;' ;;' i cvhead heli high,t^hJa,t

*.on3. leche (k5-fa k6n l6ch'a) Spanish: coffee with milk'

4. sari (sii're): a traditional lndian women's garment'
5. sharkskin:asyntheticfabricwithasmooth'shinysurface'

258 uNrT 2: cHARACTER AND PoINT oF vIE\s

Afier Reoding

Comprehension i COMMONCORE

1. Recall ln "The Medicine Bag,"why does 's grandfather come to visit? RL 1 Cite textual evidence to
support inferences drawn from
2. Recall What does the medicine bag contain the text. RL 3 Analyze how
dialogue or incidents in a story
3. Represent Create a sketch of Marfa in her W You Are Day outfit. Make sure revea I aspects of character.
your sketch reflects the details in the se

Text Analysis

4. Make lnferences ln "The Medicine Bag," h do Martin's mother,father, and

sister each feel about Grandpa? Cite details om the story to support your

anSwer.

O 5. Oraw Conclusions About a Central Character How are Martin's feelings about

his grandfather and his Sioux heritage affec by the kind of neighborhood

he lives in?

5. lnterpret ldeas ln "Who Are You Today, Mari what do you think Maria's

English teacher means in line rr when he ask "are you going to walk around
as a joke or as a poem"?

! Z. Compare and Contrast Characters Compare rtin's relationship with

Crandpa to Maria's relationship with Abuela. Which relationship creates more
conflict within the central character? Explai

8. Analyze Theme What message about does each story contain?

Comparing Characters both stories, finish filling in
wer it, too.
! g. Set a Purpose for Reading Now that you've

your chart. Then add the final question and

I ' l/ta"r+in

How does his or her
environment a{fect hirvt or her?

What is his or her relationship

* "?:* d P::e!+ t &!l

::.!.

What is his or her attftude I

toward eultural herltage?

Does the character change ln
anr1 watl? Explain.

What shows others \[IHO w are?

How has reading these two selections infl ced your ideas about
your own identity?

THE MEDrcrNp sac / wHo ARE you roDAY, ltenie? 259

Vocabulary in Context

A vocasurARY PRAcncE

For each item, choose the word that differs most in meanin! from
the other words. Refer to a dictionary if you need help.

l. (a) uprising, (b) commotion, (c) calmness, (d) racket

2. (a) unseemly, (b) crude, (c) rude, (d) proper
3. (a) phony, (b) factual, (c) real, (d) authentic
4. (a) heir, (b) descendant, (c) parent, (d) child

5. (a) shyly, (b) self-consciously, (c) sheepishly, (d) boldly
5. (a) conspiracy, (b) loyalty, (c) plot, (d) trickery

ACADEMIC VOCABULARY IN WRITING
. appropriate . assess . intelligence . motive . role

What is Joe lron Shell's motive for coming to visit Martin's farfily in lowa? Write
a paragraph in response to this question, using at least one of the ncademic

Vocabulary words.

VOCABU tARY STRATEGY: ANALOG I E5 i COttUtfOXCOne

An analogy is a relationship between pairs of words. To c$mplete an analogy, L5b Usethe relationship between
identify the relationship between the words in the first p4ir. The second pair of particular words to better
words must relate to each other in the same way. For exaimple, if the first pair understand each ofthe words.
describes a function,the second pair should also describela function. lf the first L 6 Acquire and use accurately
pair of words describes an object,the second pair should pescribe an object,too. academic words; gather
vocabulary knowledge when
Analogies are often written as follows-pen : paper rt crhalk : blackboard. lf the considering a word important to
analogy is read aloud, you would say, "pen is to paper as (halk is to blackboard." comprehension and expression.

PRACTICE Choose a word from the box to complete eachr analogy.

hard slice slippery fasten

1. pebble : smooth :: oil : Go to thinkcentral.com.
2. scissors : cut :: stapler :
3. kitten: soft :: baseball : KEYWORD: HML8-260
4. wrench : tighten :: knife :

260 uNrr 2: cHARACTER AND poINT oF vlErir

Writing for Assessment i COMMONCORE RLl,W9,W9A

ln writing assessments, you will often be asked to lompare and contrast main
cha racters from different selections.

In four or five paragraphs, compare and con I staateatEs tN Acrrou
the main characters in "The Medicine Bag"
and "'il/ho Are You Today, Maria?" Consider l. I need to discuss the sirnilarities

the environments they came from, their atd differences between the two
relationships with their grandparents, and t
chara-cters,
attitudes toward their cultural heritage. In yo[r
Z. ) need to give exauples to show
conclusion, explain whether the characters h ow t h e ch a.r acters' etv I ra n mertts,
change in any important ways. Support your relationships, and herftage are alike
response with details from the nvo stories. or different,,

?. )n the conclusion, ) need to describe
whether the characters change, and
lf so, how.

Review the chart you filled out on page 259. Use e chart to :.8

help you identify the characters' similarities and nces. +:i htroductron
:'t LMironuetts
Then think about how you will set up the body of ur essay. :ri t,tJ. theu
:rs
::.I t
caae
. Doyou want to compare the characters' envir frorui: rr

{?

J::3
:+ .ts

.1: .'

drl
rn one ///, Re/ationships wrth

paragraph, relationsh ips with thei r gr andpare in the next l,V. grandparents
Attftudes toward
paragraph, and attitudes toward their cultural ritage in a ,i:l

third paragraph? :1 7:;:E:*,0.,"
:i-:t
. Do you want to describe the characters in separa paragraphs :: -l

and then discuss their similarities and diffe in a third

paragraph?

Once you have decided on an organization, create n outline.

Then write a thesis statement that describes the idea or purpose ofyour essay.

lntroduction Provide the titles and authors of selections as well as a sentence

telling what each is about. lnclude your thesis nt.

Body Discuss characters' similarities and diffe es, using your outline as a guide.

Support your ideas with evidence from the text.

Conclusion Remind readers of yourthesis s nt. End by noting whether either

character changed in any important way.

Revision Make sure your essay answers the ques on in the writing prompt.

THF, MEDICINE BAG / wuo AREYou roDAY, uenfe? 26',

fromWhale Rider

Film Clip on Media$Smart ovo-noaa

Wkm€- ffiffi€-ffi ffi

CHAMCTER €rc #mmwffiw

i cot*r,toN coRe Think about your favorite fictional characters. What is it that draws
you to them? ls it the things they say, the way they behave, the lives
RL 7 Analyze a filmed production, they lead? As you read about or watch these characters, perhaps
you imagine how you would act if you were in their shoes. ln this
evaluating the choices made by lesson, you'll view two clips f rom Whale Rider to explore the tools
the director or actors. filmmakers use to create believable characters.

Background

Out with the Old ln Whale Rider, a young native New Zealand
girl named Paikea, or Pai, must challenge the old ways of her tribe
to fulfill her destiny. For over r,ooo years, Paikea's tribe has been

ruled by a male. The current chief is Koro, Paikea's grandfather.
When Paikea's father refuses his rightful place as chief, Koro must
decide who will take his place. Although Paikea is descended
from the chief, Koro doesn't believe a girl can lead.

Koro starts a school to train the young men of the
tribe in the old ways of their people. He willchoose
one among them to succeed him. You'll watch the
conflict that arises between the determined Paikea
and her stubborn grandfather when she tries to
join the school.

: .l:':l:lii-. ::

1lr,::;i', lii'

Media Literacy: Characters in M ies

The best books and movies develop characters feel like real people. You

laugh with them and cry with them. You're dravjvn into their stories and you

truly care what happens to them. An author prgvides detail and background

Camera Shots Nolice how close-ups focus on facial expressions.
Ask yourself what the character might be feeling.
. A close-up shot provides a detailed Waich how long shots can reveal relationships. A shot
of tyro people standing apart can show emotional
view ofa person or object. dis{ance. A long shot of one character can single him
or der out from a eroup.
. A long shot provides a wide view of a
' Wafch for reaction shots. What does the character's
scene. lt can show distance between
characters and establish location. resfonse to an event say about his or her feelings?

. A reaction shot shows a person react , Pay] attention to how a main character's appearance

to what occurred in the previous shot. pro[rides clues about his or her personality.

Performance , Waltch a character's posture and facial expressions'

. Physical appearance, including height, Th{se can convey feelings, reactions, or self-image.

weight, hairstyle, and clothing , Listen to the dialogue. ls the character's tone of voice

. Behavior, including facial expressions hafrRV, calm, or angry? what does speech reveal about
a cl]raracter's background and intelligence?
and body language
. Notice the different types of shots the editor uses.
. Dialogue, both what the character
Uofru ao they reflect the emotion of the scene?
says and how he or she says it
. wJt.f, for reaction shots that are edited into a scene.
Editing
Editing is the process of choosing ffof, ao they reveal characters'thoughts and feelings?
and arranging shots in a sequence.
Filmmakers combine the shots they've . t',tofice how long each shot stays on the screen. How
filmed to create an overall effect on
the audience. dofs shot length change as emotion rises in a scene?

MEDIA sruDY 263

Media@Smart DvD-Ronn
. Film: Whale Rider
. Director: Niki Caro
. Genre: Drama
. Running Time: 4 minutes

Write or Discuss i COMMONCORE

Evaluate Film ln this lesson,you learned some irf the techniques filmmakers R[ 7 Analyze a filmed production,
use to create believable characters. Think aboult Paikea's predicament. She evaluating the choices made by
believes she can be a leader, but she has to defry her grandfather to prove it. the director or actors. W 3b Use
Write a paragraph describing how the filmmaklng techniques you learned
were used in the scene. ln your opinion, were tf e filmmakers successful in narrative techniques, such as
making Paikea into a believable character? Thilk about dialogue, pacing, description, to
develop events and characters.
. the types of shots the filmmakers use
. the appearance and performance of the actof playing Paikea Go to thinkcentral.com.
. the editing of the scene
KEYWORD: HML8-255
Produce Your Own Media
Tech Tip
Plan a Scene lmagine you're a movie director. fou're planning a scene that
is designed to show the relationship between iwo characters. Create a shot- lf a camera is available,
by-shot description of a two-person scene. Vol can choose a scene from a shoot photographs of your
story you've read or create your own. Your desSription should include a brief classmates acting out your
overall description of what happens in the scertre, a list of shots describing scene in place ofthe sketches.
what happens in each, and a sketch of each sh1t.

HERE'S HOW Use these tips to help you plan yf ur scene:

. Remember that conflict drives a story. Consi]der creating a scene in which

your two characters are in a disagreement.

. lnclude any dialogue that will be spoken in ygur description of each shot.
. ldentify each type of shot you will use. Closd-up shots are perfect for

capturing facial expressions in reaction shoti. long shots work better
for showing body language and distance belween characters.

STUDEIUT iAODEL

Lona shot o{ Koro dta other tribe ueubers'
Korb statas atd satlstoPatkeq"Whdt did lsa4?'

Close-up sho+ ofPlikea, She refuses to uove

/$oeoakgtpornousdh/qr1+ ofPfiileay grattdtwther She
on allPalkeds deteruited stafu,

MEDrA sruDY 255

Before Reading

from Harriet Tubmoh: Conductor
on the Underground Railroad

Biography by Ann Petry

Wfowm €w ffi

RISK wffimffih %mffiffircryF

i COMMONCORE Some people risk their lives needlessly looking for a thrill. Others hold

Rl 1 Cite thetextual evidence themselves back from accomplishment because they are afraid to take
that most strongly supports an a chance. How can you be sure when it's right to put your safety or
analysis of what the text says reputation on the line? ln the biography you are about to read, you will
explicitly. Rl 3 Analyze how a meet a woman who took enormous risks to help others because she
text makes connections between believed all people have the right to freedom.
individuals, ideas, or events.
QUICKWRITE Think about a time when you took a risk. ln a brief

paragraph, describe the risk and whyyou took it. What were the

results? Looking back, was the risk worth taking?

O rExr ANArYsrs: cHARAcrERtzATtoN Ann Petry

Whether they are describing fictional characters or real people, tgoS-r997
skillful writers can make you feel as if you've met the person
you're reading about. To bring figures to life in this way, writers Making History Speak
use the following methods of characterization: The descendant of a runaway slave from
Virginia, Ann Petry grew up in a comfortable
. describing the person's physical appearance middle-class household in Old Saybrook,
. presenting the person's own thoughts, speech, and actions Connecticut. Hers was the only African-
. revealing other people's reactions to the person American family in town. Despite her
. directly commenting on the person father's respected position as the town's
pharmacist, Petry experienced racism
As you read, pay attention to the methods Ann Petry uses to growing up. Much of her writing describes
create a portrait of the biography's subject, Harriet Tubman. the struggles of African Americans against
prejudice in New England and in Harlem,
I neaorruG STRATEGY: ASK qUESTIONS where she moved in the r93os. After Petry
had a daughter of her own, she became
Have you ever found yourself reading without fully interested in writing for young readers.
understanding the words in front of you? If so, pause and ask ln addition to her biography of Harriet
yourself questions about confusing parts. When you read to Tubman, Petry wrote four other books for
find the answers, you will probably find that more information young people and four books for adults.
stays with you. She said that writing about the lives of real
people helped her "make history speak
As you read this biography, take time to note places where across the centuries." She wanted to remind
you become confused or lose track of ideas. Use a chart like the readers of the important contributions that
one shown to record your questions and their answers. African-American men and women have
made to American history.
t{l Questiots , Ansutqs
BACKGROUND TO THE BIOGRAPHY
How does Harriet Tubuan avord
getting caugft? The Underground Railroad
ln the period before and during the Civil War,
A vocABULARY rN coNTExr many people enslaved in the South fled north
to freedom using a secret network of escape
The boldfaced words help Ann Petry tell about one of Harriet routes known as the Underground Railroad.
Tubman's journeys for freedom. Try to figure out what each The "conductors" on the Underground
word means in the context of its sentence. Railroad were brave men and women who
provided the escaping people with food,
l. After days of wear, his shirt was wrinkled and disheveled. hiding places, and guidance to the next
"station." HarrietTubman was one of the
2. A good leader can instill a feeling of confidence in others. most famous of these conductors.
3. Music can often evoke a pleasant memory.

4. Days on their feet made them long to linger at each stop.

5. She used clever stories to cajole them to take risks.

6. His sullen attitude discouraged others in the group.

7. Her positive attitude helped dispel their fears.

8. Her eloquence helped convince them to follow her.

& Complete the activities in your Reader/writer Notebook.

frrbrnan:

THE UruorncRouND
RRnnoRo

J Tr--f" s*=:-:
--

- Ann Petry

The Railroad Runs to Canada

A long the Eastern Shore of Maryland, in Dorchester county, in caroline 'r"$lli3,"
J1l Cor'ty, the masrers kept hearing whispers about the man named Moses,
What symbols do you
who was running off slaves. At first they did not believe in his existence. The notice in this painting?

stories about him were fantastic, unbelievable. Yet they watched for him. They 6 ASK QUESTiONS
What are you wondering
offered rewards for his capture. [t about Moses?

They never saw him. Now and then they heard whispered rumors to the o cHARACTERIZATTON
effect that he was in the neighborhood. The woods were searched. The roads Reread lines 6-13. What
does the author tell you
were watched. There was never anything to indicate his whereabouts. But about Moses'actions?

a few days afterward, a goodly number of slaves would be gone from the

ro plantation. Neither rhe masrer nor the overseer had heard or seen anything

unusual in the quarrer.l Sometimes one or the other would vaguely remember

having heard a whippoorwill call somewhere in the woods, close by, late at

night. Though it was the wrong season for whippoorwills. @
Sometimes the masters thought they had heard the cry of a hoot owl,

repeated, and would remember having thought that the intervals between

the low moaning cry were wrong, that it had been repeated four times in

succession instead of three. There was never anything more than that to

suggest that all was nor well in the quarter. Yet when morning came, they

invariably discovered that a group ofthe finest slaves had taken to their heels.

z0 Unfortunately, the discovery was almosr always made on a Sunday. Thus a

whole day was lost before the machinery of pursuit could be set in motion. The

posters offering rewards for rhe fugitives "o.rld ,,o, be printed until Monday.

'1. quarter: the area in which enslaved people Iived. Harriet Tubman (1945), 'Sfilliam H. Johnson.
Oil on paperboard, shcer, 29%" x 23%". Smithsonian
268 UNIT 2: CHARACTER AND POINT OF VIE\r
American Art Muscum, \(/ashington, D.C.



The men who made a living hunting for runaway slaves were out of reach, off o ASK QUESTIONS
in the woods with their dogs and their guns, in pursuit of four-footed game, or Why does Moses choose
they were in camp meetings saying their prayers with their wives and families Saturday night to help
enslaved people escape?
beside them. @
Harriet Tubman could have told them that there was far more involved in o AsK QUESTTONS
What is Harriet
this matter of running off slaves than signaling the would-be runaways by Tubman's relationship
imitating the call of a whippoorwill, or a hoot owl, far more involved than a to Moses?
30 matter of waiting for a clear night when the North Star was visible.
'tr"slgf:,"
In December, 1851, when she started out with the band of fugitives that
she planned to take to Canada, she had been in the vicinity of the plantation Consider the colors,
for days, planning the trip, carefully selecting the slaves that she would take shapes, and figures in
with her. this painting. What
mood do they convey?
She had announced her arrival in the quarter by singing the forbidden
spiritual-"Go down, Moses, 'way down to Egypt land"2-5inging it softly
outside the door of a slave cabin, late at night. The husky voice was beautiful
even when it was barely more than a murmur borne3 on the wind. @

Once she had made her presence known, word of her coming spread from
+o cabin to cabin. The slaves whispered to each other, ear to mouth, mouth to eat

2. "Go down, Moses, 'way down to Egypt Land": a line from an African-American folk song.
3. borne: carried.

Through Forest, Through Riuers, Up Mountairts (1967), Jacob Lawrence. Tempera, gouache and pencil on paper,
l5tt/re; ,26%". Smithsonian Institution, Hirshhorn Museum and Sculpture Garden. @ 2007 The Jacob and
Gwendolyn Lauence l-oundation, Seattle/Artists Rights Society (ARS), New York.

UNIT 2: CHARACTER AND POINT OF VIETT

,.Moses is here." "Moses has come." "Get ready. Moses is back agann." The ones o CHARACTERIZATION
who had agreed to go North with her put ashcake and salt herring-in an old What do Tubman's
b"rd".rna,-hasdly tied it into a bundle, and then waited patiently for the signal words to the runaways
tell you about her?
that meant it was time to start'
There were eleven in this party, including one of her brothers and his wife. * #RAtutfirl&E 3lU
CO&ITEHT
It was the largest group thatihe had ever conducted, but she was determined Notice in line 6t that
the author begins a
thaSthme ohraed"t^odta-koer.thselmaveasllsthhoeulwdakyntoowCwanhaadtaf.reTehdeomFuwgaitsivleikeS'lave Lawa was sentence with the
dependent clause "lf
no longer a greatmany incomprehensible words written down on the country's they were caught."

io la*boJkr. Th. new law had become a reality.It was Thomas Sims, a boy, o A5K QUESTIONS
picked up on the streets of Boston at night and shipped back to Georgia. It was What questions do You
have about the journeY?
Jerry and Shadrach, arrested and jailed with no warning.
She had never been in Canada. The route beyond Philadelphia was strange disheveled (dY-shev'eld)
adj. messy; untidy
to her. But she could not let the runaways who accompanied her know this'
As they walked along she told them stories of her own first flight, she kept

painting vivid word pictures of what it would be like to be free. @

But,h... *... so many of them this time. She knew moments of doubt

when she was half-afraid, and kept looking back over her shoulder, imagining
that she heard the sound of pursuit. They would certainly be pursued' Eleven
eo of them. Eleven thousand dollars'worth of flesh and bone and muscle that
belonged to Maryland planters. If they were caught, the eleven runaways

*o,rlib. whipped and sold south, but she-she would probably be hanged. $

They triedio rle.p during the day but they never could wholly relax
into sleep. She coulJ tetl by the positions they assumed, by their resdess
movements. And they walked at night. Their Progress was slow. It took them
three nights of walking to reach the first stop. She had told- them about the

p1".. *i'.r. they would stay, promising warmth and good food, holding these

things out to them as an incentive to keep going. @
Wh.r, she knocked on the door of a farmhouse, a place where she and her

70 parties of runaways had always been welcome, always been given shelter and
pl.n,y ro ear, theie was no answer. She knocked again, softly. A voice from

within said, "\fho is it?" There was fear in the voice'

She knew instantly from the sound of the voice that there was something
wrong. She said, 'A friend with friends," rhe password on the Underground

Railroad.

The door opened, slowly. The man who stood in the doorway looked at
her coldly, looked with unconcealed astonishment and fear at the eleven
disheveled runaways who were standing near her. Then he shouted, "Too
many, roo many. ItL not safe. My place was searched last week' It's not safe!"

ao and slammed the door in her face.
She turned away from the house, frowning. She had promised her

passengers food and rest and warmth, and instead of that, there would be

4. Fugitive Slave Law: a law by which enslaved people who escaped could be recovered 271

by their owners.

HARRIET TUBMAN: CONDUCTOR ON THE UNDERGROUND RAILROAD

hunger and cold and more walking over the frozen ground. Somehow she instill (Yn-stYl') v.
to supply gradually
would have to instill courage into these eleven people, most of them strangers,
dispel (dY-spEl') v.
would have to feed them on hope and bright dreams of freedom instead of the to drive away
fried pork and corn bread and milk she had promised them.
X{T 9OCIAL sT[JDtE5
They stumbled along behind her, hal[dead for sleep, and she urged them on, CONNECTIChI

though she was as tired and as discouraged as they were. She had never been ln the years leading
up to the Civil War,
in Canada but she kept painting wondrous word pictures of what it would be the United States was
bitterly divided about
so like. She managed to dispel their fear of pursuit, so that they would not become slavery. Many enslaved
people in the South
hysterical, panic-stricken. Then she had to bring some of the fear back, so that escaped all the way
to Canada to reach
they would stay awake and keep walking though they drooped with sleep. freedom.
Yet during the day, when they lay down deep in a thicket, they never really

slept, because if a twig snapped or the wind sighed in the branches of a pine
tree, they jumped to their feet, afraid of their own shadows, shivering and
shaking. It was very cold, but they dared not make fires because someone

would see the smoke and wonder about it.
She kept thinking, eleven of them. Eleven thousand dollars'worth of slaves.

And she had to take them all the way to Canada. Sometimes she told them
roo about Thomas Garrett, in \Tilmington. She said he was their friend even

though he did not know them. He was the friend of all fugitives. He called
them God's poor. He was a Quakers and his speech was a little different
from that of other people. His clothing was different, too. He wore the wide-

brimmed hat that the Quakers wear.
She said that he had thick white hair, soft, almost like a baby's, and the

kindest eyes she had ever seen. He was a big man and strong, but he had never

used his strength to harm anyone, always to help people. He would give all of
them a new pair of shoes. Everybody. He always did. Once they reached his
house in \Wilmington, they would be safe. He would see to it that they were.

10r She described the house where he lived, told them about the store where he

sold shoes. She said he kept a pail of milk and a loaf of bread in the drawer of his
desk so that he would have food ready at hand for any of Godt poor who should
suddenly appear before him, fainting with hunger. There was a hidden room in

the store. A whole wall swung open, and behind it was a room where he could

hide fugitives. On the wall there were shelves filled with small boxes-boxes of

shoes-so that you would never guess that the wall actually opened.
\X/hile she talked, she kept watching them. They did not believe her. She

could tell by their expressions. They were thinking, New shoes, Thomas
Garrett, Quaker,'W'ilmingtol-ryfix6 foolishness was this? \7ho knew if she
rzo told the truth? \fhere was she taking them anyway?

That night they reached the next stop-a farm that belonged to a German.

She made the runaways take shelter behind trees at the edge of the fields
before she knocked ar rhe door. She hesitated before she approached the door,
thinking, suppose that he, too, should refuse shelter, suppose- Then she

5. Quaker: a member of a religious group called the Society of Friends.

272 uNrr 2: cHARACTER AND poINT oF vIE\r

thought, Lord, I'm going to hold steady on to You and Youve got to see me o CHARACTERIZATION
What do Tubman's
through-and knocked softly. @ thoughts suggest about
She heard the familiar guttural voice say, "\fho's there?" the way she deals with
She answered quickly, 'A friend with friends."
He opened the door and greeted her warmly. "How many this dme?" he asked. hardship?

r30 "Eleven," she said and waited, doubting, wondering.

He said, "Good. Bring them in."

He and his wife fed them in the lamplit kitchen, their faces glowing, as they

offered food and more food, urging them to eat, saying there was plenty for
everybody, have more milk, have more bread, have more meat.

They spent the night in the warm kitchen. They really slept, all that
night and until dusk the next day. 'Sfhen they left, it was with reluctance.
They had all been warm and safe and well-fed. It was hard to exchange the
security offered by that clean warm kitchen for the darkness and the cold of

a December night.

"Go On or Die" linger (lYng'ger) v.
to remain or stay longer
140Hilift:*3:t:*::1;:1ff J,t::',r.};:f-fr ::flf ,:l;'li sulten (sUl'en) adl.
showing silent
to carry in them a measure of contentment; some of the serenity and the resentment; sulky
cleanliness of that big warm kitchen lingered on inside them. But as they
walked farther and farther away from the warmth and the light, the cold B ASK QUESTIONS

and the darkness entered into them. They fell silent, sullen, suspicious. She Why does Tubman
waited for the moment when some one of them would turn mutinous. It did tell stories of how
other enslaved people
not happen that night.
Two nights later she was aware that the feet behind her were moving slower esca ped ?

and slower. She heard the irritability in their voices, knew that soon someone

rro would refuse to go on.

She started talking about \filliam Still and the Philadelphia Vigilance

Committee.6 No one commented. No one asked any questions. She told them
the story of -William and Ellen Craft and how they escaped from Georgia.

Ellen was so fair that she looked as though she were white, and so she dressed
up in a man's clothing and she looked like a wealthy young planter. Her

husband, \7illiam, who was dark, played the role of her slave. Thus they
traveled from Macon, Georgia, to Philadelphia, riding on the trains, staying

at the finest hotels. Ellen pretended to be very ill-her right arm was in a

sling, and her right hand was bandaged, because she was supposed to have
16o rheumarism. Thus she avoided having to sign the register at the hotels for she

could not read or write. They finally arrived safely in Philadelphia, and then

went on to Boston. @
No one said anything. Not one of them seemed to have heard her.

6. philadelphia Vigilance Committee: fundraising organization that helped people who escaped

enslavement.

HARRIET TUBMAN: CONDUCTOR ON THE UNDERGROUND RAILROAD 273

She told them about Frederick Douglass,T the most famous of the escaped eloquence
slaves, of his eloquence, of his magnificent appearance. Then she told them (51'e-kwens) n. an ability
of her own first vain effort at running away, evoking the memory of that to speak powerfully and
miserable life she had led as a child, reliving it for a moment in the telling. persuasively
evoke (Y-vok') v. to call
But they had been tired too long, hungry too long, afraid too long, footsore
too long. One of them suddenly cried out in despair, "Let me go back. It is forth;to summon
rzo better to be a slave than to suffer like this in order to be free."
o cHARACTERTZATTON
She carried a gun with her on these trips. She had never used it-except as Why does Tubman take
a threat. Now as she aimed it, she experienced a feeling of guilt, remembering such a drastic action?
Consider what this tells
that time, years ago, when she had prayed for the death of Edward Brodas, the you about her character.
Master, and then not too long afterward had heard that great wailing cry that
came from the throats of the field hands, and knew from the sound that the o cHARACTERTZATTON
How does Tubman's
Master was dead. statement reflect her
One of the runaways said, again, "Let me go back. Let me go back," and stood attitude about the
journey?
sdll, and then turned around and said, over his shoulder, "I am going back."
She lifted the gun, aimed it at the despairing slave. She said, "Go on with us cajole (ke-j6l') v. to urge
gently; to coax
rso or die." The husky low-pitched voice was grim. Q

He hesitated for a moment and then he joined the others. They started

walking again. She tried to explain to them why none of them could go back
ro the plantation. If a runaway returned, he would turn traitor, the master and
the overseer would force him to turn traitor. The returned slave would disclose
the stopping places, the hiding places, the cornstacks they had used with the
full knowledge of the owner of the farm, the name of the German farmer who
had fed them and sheltered them. These people who had risked their own
security to help runaways would be ruined, fined, imprisoned.

She said, "\fle got to go free or die. And freedom's not bought with dust." Q

1e0 This time she told them about the long agony of the Middle Passage8 on the

old slave ships, about the black horror of the holds, about the chains and the
whips. They too knew these stories. But she wanted to remind them of the long
hard way they had come, about the long hard way they had yet to go. She told
them about Thomas Sims, the boy picked up on the streets of Boston and sent
back to Georgia. She said when they got him back to Savannah, got him in
prison there, they whipped him until a doctor who was standing by watching

said, "You will kill him if you strike him again!" His master said, "Let him die!"

Thus she forced them to go on. Sometimes she thought she had become
nothing but a voice speaking in the darkness, cajoling, urging, threatening.
zoo Sometimes she told them things to make them laugh, sometimes she sang to
them, and heard the eleven voices behind her blending softly with hers, and
then she knew that for the moment all was well with them.

She gave the impression of being a short, muscular, indomitable woman who
could never be defeated. Yet at any moment she was liable to be seized by one
of those curious fits of sleep, which might last for a few minutes or for hours.

7. Frederick Douglass: African-American leader who worked to end slavery.
8. Middle Passage: sea route along which enslaved Africans were transported to the Americas

274 uNIT 2: cHARACTER AND poINT oF vlE\ir

Even on this trip, she suddenly fell asleep in the woods. The runaways, ragged, @ cHARACTERTZATION

dirty, hungry, cold, did not steal the gun as they might have, and set off by What do the runaways'

themselves, or turn back. They sat on the ground near her and waited patiently actions tellyou about
until she awakened. They had come to trust her implicitly, totally. They, too,
zro had come to believe her repeated statement, "\7e got to go free or die." She was Tubman?

leading them into freedom, and so they waited until she was ready to go on. @
Finally, they reached Thomas Garrert's house in \X/ilmington, Delaware.

Just as Harriet had promised, Garrem gave rhem all new shoes, and provided
carriages to take them on to the next stop.

By slow stages they reached Philadelphia, where \William Still hastily

recorded their names, and the plantations whence they had come, and

something of the life they had led in slavery. Then he carefully hid what he
had written, for fear it might be discovered. In 1872he published this record

An Underground Railroad (1967), Jacob Lawrence. Gouache and rempera on papet 74%" x 13". @ 2007
The Jacob and Gwendolyn Lawrence Foundation, Seattle/Artists Rights Society (ARS), New York.

'*.$lgi:,"

What can you infer
about the people in
the painting?

HARRIET TUBMAN: CoNDUCToR oN THE UNDERGROUND RAILROAD 275

in book form and called r The [Inderground Railroad.In the foreword to his o ASK QUESTIONS
What do you want to
zzo book he said: "'While I knew the danger of keeping strict records, and while know about the people
I did not then dream that in my day slavery would be blotted out, or that the who help the escapees?
time would come when I could publish these records, it used to afford me
great satisfaction to take them down, fresh from the lips of fugitives on the

way to freedom, and to preserve them as they had given them." !

Villiam Still, who was familiar with all the station stops on the

Underground Railroad, supplied Harriet with money and sent her and her

eleven fugitives on to Burlington, New Jersey.
Harriet felt safer now, though there were danger spots ahead. But the biggest

part of her job was over. As they went farther and farther north, it grew colder;
z:o she was aware of the wind on the Jersey ferry and aware of the cold damp in

New York. From New York they went on to Syracuse, where the temperature

was even lower.

In Syracuse she met the Reverend J. \f. Loguen, known as "Jarm" Loguen.

This was the beginning of a lifelong friendship. Both Harriet and Jarm Loguen
were to become friends and supporters of Old John Brown.e

From Syracuse they went north again, into a colder, snowier city-

Rochester. Here they almost certainly stayed with Frederick Douglass, for he

wrote in his autobiography:

On one occasion I had eleven fugitives at the same time under my roof IranguageCoach

z4o and it was necessary for them to remain with me until I could collect Word Definitions
The word fastidious
sufficient money to get them to Canada. It was the largest number I ever means "difficult to
had at any one time, and I had some difficulty in providing so many with please." Reread lines
241-245. What were
food and shelter, but, as may well be imagined, they were not very fastidious the fugitives not
in either direction, and were well content with very plain food, and a strip fastidious about?
of carpet on the floor for a bed, or a place on the straw in the barnloft.
@) cHARACTERTZATION
Late in December, 1851, Harriet arrived in St. Catharines, Canada Vest (now How does Tubman help
Ontario), with the eleven fugitives. It had taken almost a month to complete this the fugitives?
journey; most of the time had been spent getting out of Maryland.

That first winrer in St. Catharines was a terrible one. Canada was a strange
250 frozeflland, snow everywhere, ice everywhere, and a bone-biting cold the like of

which none of them had ever experienced before. Harriet rented a small frame
house in the town and set to work to make a home. The fugitives boarded with
her. They worked in the forests, felling trees, and so did she. Sometimes she took
other jobs, cooking or cleaning house for people in the town. She cheered on
these newly arrived fugitives, working herself, finding work for them, finding
food for them, praying for them, sometimes begging for them. @

Ofren she found herself thinking of the beauty of Maryland, the mellowness
of the soil, the richness of the plant life there. The climate itself made for an
ease of living rhar could never be duplicated in this bleak, barren countryside.

9. Old John Brown: anti-slavery leader who was executed
276 UNIT 2: CHARACTER AND POINT OF VIE\T

Harriet and the Promised Land No. l5: Canada Bound (1967), Jacob Lawrence. Gouache and tempera ^Fr$Iffi:r"
on paper, 16/2" x 28Ys". The University of Michigan Museum of Art. @ 2007 The Jacob and Gwendolyn
Lawrence Foundation, Seattle/Artists Rights Society (ARS), New York. What details do you
notice in this painting
In spite of the severe cold, the hard work, she came to love St. Catharines, that portraythe
and the other towns and cities in Canada where black men lived. She esca pees'journey?
discovered that freedom meant more than the right to change jobs at will,
more than the right to keep the money that one earned. It was the right to o cHARACTERTZATION
yote and to sit on juries. It was the right to be elected to office. In Canada What does the way
there were black men who were county officials and members of school Tubman lives her life
boards. St. Catharines had a large colony of ex-slaves, and they owned their tell you about her?
own homes, kept them neat and clean and in good repair. They lived in
whatever part of town they chose and sent their children to the schools.

'S7'hen spring came she decided that she would make this small Canadian
city her hsrns-25 much as any place could be said to be home to a woman who

traveled from Canada to the Eastern Shore of Maryland as often as she did.
In the spring of 1852, she went back to Cape May, NewJersey. She spent

the summer there, cooking in a hotel. That fall she returned, as usual, to
Dorchester County, and brought out nine more slaves, conducting them all
the way to St. Catharines, in Canada \7est, to the bone-biting cold, the snow-
covered forests-and freedom.

She continued to live in this fashion, spending the winter in Canada, and
the spring and summer working in Cape May, New Jersey, or in Philadelphia.
She made two trips a year into slave territory, one in the fall and another in
280 the spring. She now had a definite crystallized purpose, and in carrying it
out, her life fell into a pattern which remained unchanged for the next six

years. cw O

HARRIET TUBMAN: CONDUCTOR ON THE UNDERGROUND RAILROAD 2t7

LETTER Frederick Douglass, a vocal African-American statesman and journalist, had
a very different style of leadership than Harriet Tubman did. Douglass wrote the
following letter when the first biography of Tubman was about to be published.

August 29,7868

Dear Harriet:

I am glad to know that the storv of your
eventful life has been written by a kind
lady, and that the sarne is soon to be
published. You ask for what 1,ou do not
need uhen you call upon me for a word
of commendation.l I need such u.ords
frorn you far more than you can need
them from me, especiallv u,'here your

superior labors and devotion to the cause
of the latel1, enslaved of our land are known

as I know them. The difference between us
is verv marked. Nlost that I have done and
suffered in the service of our cause has been in public, and I have received rnuch
encouragerlent at everv step of the wal,. You" on the other hand, have labored in a
private s.a-y. I have wrouglrt in the da1'-1,ou in the night. I have had the applause
of the crowd and the satisfaction that comes of being approved by the rnultitude,
while the most that you have done has been witnessed by a f'ew trembling, scarred,

and footsore bondmen and women, v,hom vou have led out of the house of bondage,
and whose heartfelt "Cod bless vou" has been your onlv reu.ard. The midnight skv
and the silent stars have been the witnesses of vour devotion to freedorn and of your

heroisrn. Excepting John Brown-of sacred memor\'-I know of no one who has
*,illinglv encountered more perils and hardships to serve our enslaved people than

vou have. Much that you have done u,-ould seem improbable to those n'ho do not
knou, you as I know- you. It is to me a great pleasure and a great privilege to bear
testimonv to your character and vour works, and to say to those to whom you may
come-. that I regard you in everv wav truthful and trustx'orthr'.

Your friend,

fi*e 8**u,u-

Frederick Douglass

1. commendation(kbm'en-da'shen): anexpressionofpraiseorrecommendation.

278 uNrr 2: cHARACTER AND porNT oF vrE1ig

Comprehension i comaloN coRe

1. Recall What is the purpose of Harriet Tubman's trips to Maryland? Rl 1 Citethetextual evidence
that most strongly supports
2. Clarify Why does the man at the first stop on the Underground Railroad an analysis of what the text
turn away the group of runaways? saysexplicitly. Rl 3 Analyze
how a text makes connections
3. Summarize How does life for the runaways change in Canada? between individuals, ideas, or

Text Analysis events. W9 Drawevidencefrom
! 4. Examine Questions Review the chart of questions and answers you made
informational texts to support
as you read. Which questions added the most to your understanding of the analysis, reflection, and research.
selection? WhyT

O 5. fxamine Characterization Review the four methods of characterization.

Which method of characterization does Petry use the most in her biography?

Tell what you learn about Tubman through this method.

6. Analyze a Character Complete a character map for Fezlinq' Appura.rca
fear of pur*,rt
Harriet Tubman like the one shown. Then create a Penonalittl
one-sentence description of her. HarrietTubnrut Traits,

7. Make Judgments Read the "Letter to Harriet Tubman" behavior
by Frederick Douglass. Why does Douglass believe
that Harriet Tubman is "superior" to him? Decide why
Douglass might have felt this way, and support your
opinion with details from the biography and the letter.

Extension and Challenge Harriet Tubman's route
from Maryland to Canada
8. Readers'Circle Based on the information in the selection, would you have
been willing to trust Harriet Tubman with your life? Discuss which of

Tubman's qualities make her a good leader and whyyou might be hesitant
to follow her.

,. SoctAL sruDtEs coNNECTioN Because the Fugitive slave Law allowed
O-f, slave owners to recover enslaved people who escaped, Harriet Tubman

led escapees on Underground Railroad routes to Canada, where they reached
freedom. Research more about the approximately r8 other trips to Canada
that Tubman led and present your findings to the class. Consider what
continued to motivate her to risk her life to help others.

lf,Fhen is a RISK warth taking?

How has reading this selection affected your thoughts about taking
risks in life?

HARRIET TUBMAN: CoNDUCTOR ON THE UNDERGROUND RAILROAD 279

Vocabulary in Context

A VOCABUTARY PRACTICE

Choose the word from the list that makes the most sense in each

sentence.

l. Harriet had to make sure that they didn't too long in any

one place.

2. She had to work hard to a sense of hope.

to3. At times, it was difficult for Harriet _ feelings of despair.

4. When she saw the looks on people's faces, she knew it

was time for another encouraging story.

5. When they arrived at a destination, they were hungry and their appearance

5. Harriet often had to the fugitives into moving toward their next stop.

7. Harriet said that Frederick Douglass was a man of great

8. Harriet tried to in the fugitives a sense of responsibility.

ACADEMIC VOCABULARY IN WRITING
. appropriate . assess . intelligence . motive . role

What responsibilities did Harriet Tubman have in the Underground Railroad?
Using at least one of the Academic Voca bu Iary words, write a paragraph describing
her role.

VOCABUTARY STRATEGY: SYNONYMS AS CONTEXT CTUES I COMMONCORE

Context clues are often found in the words and sentences that surround an L4a Use context (e.g.,the
unfamiliar, ambiguous, or novel word. These clues can help you figure out the overall meaning of a sentence
meaning of the word. A synonym, or a word that has a similar definition, can or paragraph) as a clue to the
be a context clue. For example, a sentence from the selection refers to "a voice meaningof aword. L5b Usethe
speaking in the darkness, cajoling, urging...." lf you know the word urging,you relationship between particular
can figure out what cajoling means because they are synonyms. words to better understand each
ofthe words.

PRACTICE ldentify the synonyms of each boldfaced word. Then define the word. Go to thinkcentral.com.

1. They had come to trust her implicitty, just as they believed in her totally. KEYWORD: HMLS-280
2. She was considered indomitable because of her undefeatable spirit.
3. Harriet longed for contentment. Like most, she wanted to feel ease and

happiness. However, she would never be satisfied until the journey ended.
4. The Broup was not fastidious or fussy about what they ate or where they slept.
5. In the end, the lure of freedom was its own incentive. lt was the reason to

endure the hardship.
5. The escape was unimaginable, and the journey almost incomprehensible.

28O uNrr 2: CHARAcTER AND porNT oF vrEw

Language I commoxconr
S c*annnnA* tH coN?ExT: Avold Clauses as Fragments
L 1 Demonstrate command of
Review the Grammar in Context note on page 27. A clause is a group of the conventions of standard
words that contains a subject and a verb. An independent, or main, clause English grammar and usage
expresses a complete thought and can stand alone as a sentence. A dependent, when writing.
or subordinate, clause cannot. Dependent clauses begin with words such as
although, before, because, so that, when, while, and that. To avoid a sentence Go to thlnkcentral.com.
fragment, join a dependent clause (shown in yellow)to an independent clause,
which will be the main clause in the combined sentence. KEYWORD: HMLS-281

Original: Harriet Tubman was willing to take risks. Because she

wanted everyone to be free.

Revised: Harriet Tubman was willing to take risks because she
wanted everyone to be free.

PRACTICE Find four fragments in the following par"agraph. Then fix the
fragments by combining independent and dependent clauses.

HarrietTubman would be hanged. lf slaveholders caught her. Tubman was
willing to kill. 5o that the Underground Railroad would remain a secret.
It made Tubman happy. When former slaves had the right to vote. Although
her work was dangerous. She did not ask for any reward.

For more help with clauses, see page R6z in the Grammar Handbook.

REA&I NC.\f,'RETI I{G (ON N EC?ION
Y()UR Demonstrate your understanding of "Harriet Tubman: Conductor on

@ the Underground Railroad" by responding to this prompt. Then use

TURN the revising tip to improve your writing.

@

Extended Constructed Response: Write a Character Review your character

Sketch sketch. Haveyou

AnnYou learned about Harriet Tubman from the way included any sentences

sv'Petry characterized her. Now it's your turn to describe that combine a
dependent clause with
this historic figure for an elementary school audience.

thatWrite a two- or three-paragraph character sketch an independent clause?

theuses various methods of characterization to capture lf not, revise.

personality of Harriet Tubman. l

HARRIET TUBMAN: CONDUCTOR ON THE UNDERGROUND RAILROAD 28r

Before Reading

The Mysterious Mr. Lincoln lH y;i,?ll[,:1.",

Biography by Russell Freedman

Wkm$- ffitr# &fuw mR6mw ffiff

GREATNESS?

i COMMONCORE People can be noticed for a variety of reasons. A brilliant mind,
confident personality, strong work ethic, or generous spirit can make
Rl 2 ldentifya central idea ofa someone shine. When people use these qualities to improve the world
and inspire others, they are said to have greatness. The biography
text and analyze its development you are about to read describes the complicated personality-and
over the course of the text, extraordinary leadership-of one of the greatest U.S. presidents,
including its relationship to Abraham Lincoln.
supporting ideas. Rl 3 Analyze
how a text makes connections WEB lT Think of two or three people you consider to have continued ln the
between individuals, ideas, or qualities of greatness. You can include public figures, friends, face of threats
events. Rl 5 Analyze in detailthe or family members. For each person, create a web like the
structure ofa specific paragraph one shown to show the qualities that make him
in a text, including the role of or her great. Then compare your web with
particular sentences in developing your classmates' webs. What qualities
and refining a key concept.
come up more than once?

'/dr

\e

,

i

a TEXT ANATYS IS: BIOG RAPHY Russell Freedman

Real people often inspire fascinating pieces of writing. A true borntgzg
account of a person's life that's written by someone else is
called a biography. Writers of biographies The Art of Nonfiction
Russell Freedman's father worked for a
. use the third-person point of view publishing company and often brought
authors home to have dinner with
o preseot facts and opinions from a variety of sources the family. "l wanted to be like them,"
Freedman says. To improve his writing
. provide an interpretation of a person's character skills, he got a job as a news reporter. His
interest in writing biographies started
As you read this biography, watch for ways Russell Freedman when he learned about a blind r6-year-
highlights President Lincoln's strengths and weaknesses. old boy who had invented a Braille
typewriter. Fascinated bythe boy's story,
a READING SKILL: IDENT!FY MAIN IDEAS AND DETAItS Freedman wrote his first book, Teenagers
Who Made History (r96r). When asked
Nonfiction writing is usually organized around main ideas, why he specializes in writing nonfiction
which are the most important ideas a writer wants to convey foryoung readers, Freedman says he
about a topic. The writer develops the main ideas through enjoys the challenge of conveying "the
supporting details, which can include spirit and essence of a life."

. facts: statements that can be proven BACKGROUND TO THE BIOCRAPHY
. anecdotes: brief stories that reveal important points
. quotations: direct statements from relevant people Abraham Lincoln
Despite being born into a poor family
Sometimes writers state their main ideas clearly, often at the with few opportunities, Abraham Lincoln
managed to educate himself. He became
beginning or end of paragraphs. Other times, you must infer a successful lawyer and state politician,
but he had even greater ambitions. ln
the main ideas from the details provided. As you read, note the 186o, he achieved them; he won the
presidency. He steered the country
main ideas and details on a rough outline like the one shown. through the long and bloody CivilWar
(186r-1865), which resulted in an end to
- i slavery in the United States. ln April t865,
I Linco/n had a- distlnctr've, changing oOpuror)r"u Lincoln was assassinated by John Wilkes
Booth, a southerner who wanted slavery
A. Ta.l/ with long /egs to continue. Lincoln has held an enduring
fascination for historians who often find
b. new facets of his personality to examine.
As Russell Freedman has pointed
)) out, "Every ten years Lincoln changes
character dramatically."
A VOCABUTARY !N CONTEXT

The following phrases could have been headlines at the time
Abraham Lincoln lived. Replace each boldfaced term with a
word or words that means something similar.

l. Southern States Denounce the War

2. A Melancholy Nation Faces Civil War
3. Soldiers Defythe Odds

4. Lincoln to Patronize Local Business

5. Exhausted Generals Crow Listless as War Rages On
5. Senators Meddle in Lincoln's War Plans

f ra$.

il5fr, Complete the activities in your Reader/Writer Notebook.

Russell Freedman

"If any personal description of me is thought desirable, it may be said, I am, ts$Ii3r"'
in height, sixfeet, four inches, nearly; lean inflesh, weighing, 0n Aaerdg€, one
Look at this photograph
hundred and eighty pounds darh complexion, taitb coarse black hair and grey of Lincoln. How would
q)es-no other marks or brands recollected." you describe the
expression on his face?
braham Lincoln wasn't the sort of man who could lose himself in a
crowd. After all, he stood six feet four inches tall, and to top it off, he E MAIN IDEAS AND
DETAILS
wore a high silk hat. Reread lines 7-rr.
What type of detail
His height was mostly in his long bony legs. \fhen he sat in a chair, he does the author use to
help convey Lincoln's
seemed no taller than anyone else. It was only when he stood up that he appearance? Add this to
your outline.
towered above other men.
At first glance, most people thought he was homely. Lincoln thought so too, listless (list'lYs) adl.
lacking energy
referring once to his "poor, lean, lank face." As a young man he was sensitive
about his gawky looks, but in time, he learned to laugh at himself. \When a O BIOGRAPHY
ro rival called him "two-faced" during a political debate, Lincoln replied: "I leave
Who thinks Lincoln is
it to my audience. If I had another face, do you think I'd wear this one?" @ "a man of many faces"?
According to those who knew him, Lincoln was a man of many faces. In Tellhowyou knowthis.

repose,l he often seemed sad and gloomy. But when he began to speak, his
expression changed. "The dull, listless features dropped like a mask," said
a Chicago newspaperman. "The eyes began to sparkle, the mouth to smile,

the whole countenance2 was wreathed in animation, so that a stranger would

have said'tMhy, this man, so angular and solemn a moment ago, is really
handsome!"'6

l. repose (ri-poz'): the act of resting.

2. countenance (koun'te-nens): the face; expression of theface.

284 UNIT 2: CHARACTER AND POINT OF VIE\T



Lincoln was the most photographed man of his time, but his friends insisted Language Coach

20 that no photo ever did him justice. Itt no wonder. Back then, cameras required ldioms An idiom is
a phrase that has a
long exposures. The person being photographed had to "freeze" as the seconds meaning different
from its individual
ticked by. if he blinked an eye, the picture would be blurred. Thatt why Lincoln words. The phrase
"do justice to" means
looks so stiff and formal in his photos. \7e never see him laughing or joking. "treat fairly or with
full appreciation."
Artists and writers tried to capture the "real" Lincoln that the camera What is the author
suggesting with this
missed, but something about the man always escaped them. His changeable idiom in line zo?

features, his tones, gestures, and expressions, seemed to de& description. defy (dY-fi') v. to boldly
oppose or resist
Today it's hard to imagine Lincoln as he really was. And he never cared to
o MAIN rDEAS AND
reveal much about himselfl In company he was witty and talkative, but he rarely DETAILS
betrayed his inner feelings. According to \Milliam Herndon, his law partner, he What is the main idea
30 was "the most secretive-reticent-shut-mouthed man that ever lived." in this paragraph? Add
it to your outline.
In his own time, Lincoln was never fully understood even by his closest friends.
patronize (p5'tre-niz') v.
Since then, his life story has been told and retold so many times, he has become to go to as a customer
as much a legend as a flesh-and-blood human being. \7hile the legend is based on
truth, it is only partly true. And it hides the man behind it like a disguise. @ o MArN rDEAS AND
DETAILS
The legendary Lincoln is known as Honest Abe, a humble man of the Note the details about
people who rose from a log cabin to the \White House. There's no doubt that Lincoln's words and
actions. What main idea
Lincoln was a poor boy who made good. And it's true that he carried his do they support?
folksy manners and homespun speech to the \White House with him. He said
"howdy" to visitors and invited them to "stay a spell." He greeted diplomats melancholy
+o while wearing carpet slippers, called his wife "mother" at receptions, and told (mEl'en-k6l'6) adj.
sad; depressed
bawdy3 jokes at cabinet meetings.

Lincoln may have seemed like a common man, but he wasn't. His friends

, agreed that he was one of the most ambitious people they had ever known.

Lincoln struggled hard to rise above his log-cabin origins, and he was proud

of his achievements. By the time he ran for president he was a wealthy man,
earning a large income from his law practice and his many investments. As for
the nickname Abe, he hated it. No one who knew him well ever called him
Abe to his face. They addressed him as Lincoln or Mr. Lincoln.

Lincoln is often described as a sloppy dresser, careless about his dtppearance. In

50 faat, h. pafrqalzed the best tailor in Springfield, Illinois, buying two suits ayear.
That was at a time when many men lived, died, and were buried in the same suit.

Itt true that Lincoln had little formal "eddication," as he would have

pronounced it. Almost everything he "larned" he taught himself, All his life he
said "thar" for tltere, "gtt" fot get, "kin" for can. Even so, he became an eloquent

public speaker who could hold a vast audience spellbound, and a great writer
whose finest phrases still ring in our ears. He was known to sit up late into the
night, discussing Shakespearet plays with \Mhite House visitors. @

He was certainly a humorous man, famous for his rollicking stories. But he

was also moody and melancholy, tormented by long and frequent bouts of

oo depression. Humor was his therapy. He relied on his yarns,4 a friend observed,
to "whisde down sadness."

3. bawdy (b6'de): vulgar.
4. yarn: an entertaining tale.

286 uNrr 2: cHARACTER AND poINT oF vIEv

He had a cool, Iogical mind, trained in the courtroom, and a practical, O BIOGRAPHY

commonsense approach to problems. Yet he was deepiy superstitious, a believer Which of the qualities
described would you
in dreams, omens, and visions. @ expect a great leader to
have, and which would
\7e admire Lincoln today as an American folk hero. During the Civil \Var, you not?
however, he was the most unpopular president the nation had ever known. His
critics called him a tyrant, a hick, a stupid baboon who was unfit for his office. denounce (dY-nouns') v.
As commander in chief of the armed forces, he was denounced as a bungling to condemn; to criticize
amareur who meddled in military affairs he knew nothing about. But he also
zo had his supporters. They praised him as a farsighted statesman, a military meddle (mEd'l)v.
to intrude or interfere
mastermind who engineered the Union victory'
Lincoln is best kntwn as the Great Emancipator, the man who freed the

slaves. Yet he did not enter the war with that idea in mind. "My paramount
object in this struggle zi to saye the Union," he said in 1852, "and is not either
to save or destroy slavery." As the war continued, Lincoln's attitude changed.
Eventually he came to regard the conflict as a moral crusade to wipe out the

sin ofslavery.
No black leader was more critical of Lincoln than the fiery abolitionist'

writer and editor Frederick Douglass. Douglass had grown up as a slave'

ao He had won his freedom by Allan Pinkerton, President Abraham Lincoln, and Major CeneralJohn A'
escaping to the North. Early in
the war impatient with Lincoln's McClernand at Antietam Battle 5ite, Maryland. October 3,t86z'

cautious leadershiP, Douglass

called him "preeminently the
white man's president, entirely
devoted to the welfare of white

men." Later, Douglass changed his
mind and came to admire Lincoln.

Several years after the war, he said

yo this about the sixteenth president:

"His greatest mission was to

accomplish two things: first, to save

his country from dismemberment

and ruin; and, second, to free his
country from the great crime of
slavery. . . . taking him for all in

all, measuring the tremendous
magnitude of the work before him,
considering the necessary means to
roo ends, and surveying the end from

the beginning, infinite wisdom has
seldom sent any man into the world
better fitted for his mission than
Abraham Lincoln." c\,,

5- abolitionist (5b'e-lish'e-nYst): one who
advocated the end of slaverY.

THE MYsrERIous MR. LINCoLN 287

Comprehension i COM,TONCORE

1. Recall According to the author, why does Abraham Lincoln look "so stiff Rl 2 ldentiff a central idea of a
and formal" in photographs? text and analyze its development
over the course ofthe text,
2. Recall What was Lincoln's original reason for entering into the Civil War? including its relationship to
supporting ideas. Rl 3 Analyze
3. Clarify What caused Frederick Douglass to change his opinion of Lincoln? how a text makes connections

Text Analysis between individuals, ideas, or
)q. ldentify Main ldeas and Details Review the outline you filled in as you read. events. Rl 5 Analyze in detailthe
structure of a specific paragraph
Based on the main ideas and details you noted, what do you think is the in a text, including the role of
overall main idea of the selection? particular sentences in developing
and refining a key concept.

Analyze Characterization One method of characterization is to present
the way a person talks. Review the quotations from Lincoln that Freedman
includes in this biography. ln what way do Lincoln's words add to your
understanding of his character? Cite one or two specific quotations to
support your answer.

6. Make Judgments What signs of greatness did Lincoln exhibit in his life?
Support your response with evidence from the text.

Ot. Evaluate Biography List the strengths Wea*nes*s

and weaknesses of Lincoln in a chart like

the one shown. ln your opinion, does the
author provide a balanced portrait of his

subject? Explain.

Extension and Challenge

8. Readers'Circle People often say that Abraham Lincoln would have
a difficult time winning an election today. Why do you think they
say that? Discuss the question with your group. Then decide
whether or not you agree. Support your opinion with
examples from the biography.

9. toa'ot sruDtEs coNNECTloN tn r9zz, president Lincoln Memorial

Ql Harding dedicated the Lincoln Memorial, a magnificent

structure built in Washington D.C. to honor Abraham Lincoln.
Research the memorial to find out what is included within it
and what it stands for.

What are the signs of GREfi,TNESS?

Review your response to the activity on page z8z. What qualities did
Lincoln have in common with the people you consider to be great?

288 UNIT 2: CHARACTER AND POINT OF VIE]UT

Vocabulary in Context COMMONCORE
L 4a Use context (e.g., a word!
A vocneuLARY PRAcncE position orfunction in a sentence)
as a clue to the meanlng of
For each sentence, choose the vocabulary word that has a similar meaning a word. L 6 Acquire and use
to the boldfaced word or phrase. accurately academic words;
gather vocabulary knowledge
l. lt's easy now, after the fact, to say that you condemn the awful crime. when considering a word
important to comprehension and
2. I shop regularly at the corner grocery. expression.
3. Why must you always interfere in things that are not your business?
4. He thought it was wrong to oppose his parents. Go to thinkcentral.com.
5. That particular music made them feel sad.
5. Because he felt so tired, he began taking vitamins. KEYWORD: HML8-289

ACADEM!C VOCABUTARY !N SPEAKING

. appropriate . assess . intelligence . motive . role

How appropriate is Frederick Douglass's remark that "infinite wisdom has
seldom sent any man into the world better fitted for his mission than Abraham
Lincoln"? Use at least one of the Academic Vocabulary words in your response.

VOCABULARY STRATEGY: MUtTIPtE-MEANING WORDS

Many English words have more than one meaning. The vocabulary word
patronize is one of these words. ln the selection,patronize means"to visit as
a customer," but another definition is "to treat in a condescending manner."
You can usually figure out which meaning the writer intended by looking at the
context in which the word appears.

PRACTICE Each boldfaced word below has multiple meanings. Read the
sentence and figure out the meaning of the boldfaced word based on context
clues. Use a dictionary to check your answer. Then find another meaning for
the word and use the word in a new sentence.

l. My grandmother knit a sweater using yellow yarn.

2. I can sink the basketball in the net even when l'm nervous.
3. The pipe below the sink was rusty from age.
4. When I am hungry, I gorge myself on pancakes and eggs.

THE MYsrERrous MR. LINcoLN 289

Barbara Frietchie

Poem by John Creenleaf Whittier

John Henry

Traditional Poem

Ks g& #ar#P rtgh& &*

GIVE UP?

i COMMONCORE Think of a time when you kept trying something without success.
Did you get discouraged, or did the experience make you try harder?
RL I Cite textual evidence When some of us might give up, other people find the strength to
persevere. ln the poems you are about to read, you will meet two
to support inferences drawn characters who refuse to take no for an answer.
from thetext. RL3 Analyze
how dialogue or incidents QUICKWRITE Think of a situation in which you gave up doing
reveal aspects of character. something-perhaps playing an instrument or being on a team.
Write a brief paragraph explaining the positive and negative
RL 4 Analyze the impact consequences of your decision.

of specific word choices on
meaning.

O rrxr ANAtYsrs: cHARAcrERtzATtoN IN PoETRY John Greenleaf

The two works you are about to read are narrative Poems, Whittier
which means they tell a story. Like short stories, narrative
poems always feature characters. Poets can bring their r8o7-r892
characters to life, or characterize them, in just a few words.
A telling image, a carefully chosen scrap of dialogue, or a Fiery Abolitionist
striking detail can suggest a great deal about a character's Although John Creenleaf Whittier had
traits, behavior, and values. little formal schooling, he was naturally
drawn to poetry. His career began in 18z6
As you read "Barbara Frietchie" and "John Henry," pay when a newspaper published one of his
attention to what the poets' language suggests about the poems, which his sister had submitted
characters. Then note information about each main character without his knowledge. William Lloyd
in the appropriate part of a graphic like the one shown. Carrison, a noted abolitionist, was the
newspaper's editor, and his passion for
Details ending slavery affected Whittier. Whittier's
poems about the evils of slavery were
Dia.logue lmages published in r846 under the titleVoices of

! nenorruc sKtLL: REcocNrzE SouND DEvtcEs Freedom.

One way that narrative poems differ from short stories is the BACKGROUND TO THE POEMS
extent to which they use sound devices to add meaning and
interest. The three Rs of sound devices are "Barbara Frietchie" and the Civil War
As an abolitionist, John Greenleaf
. Rhyme: the repetition of sounds at the ends of words Whittier strongly supported the Union
side in the Civil War. He wrote "Barbara
Over the mountains winding down, Frietchie" to honor a legendary act of
Horse and foot, into Frederick town. courage. Barbara Frietchie was a citizen
of Frederick, Maryland, who was fiercely
. Rhythm: the pattern of stressed and unstressed syllables loyal to the Union. According to legend, as
Confederate soldiers marched through the
in the lines of a poem town, she defiantly waved a Union flag.

vrvrrvf John Henry
It is not known if John Henry actually
She leaned far out on the window-sill existed, but the character may have been
based on a real steel driver in the early
. Repetition: repeated sounds, words, or phrases that are r87os. Steel drivers used hammers and
steel drills to pound holes into mountains.
used for emphasis Then explosives blasted deeper into the
mountains to create tunnels for railroads.
You must be a steel driving man like me, The speed and efficiency of machines like
You must be a steel driving man like me. steam drills eventually threatened the
livelihood of steel drivers. John
Reading a poem aloud can help you appreciate the sound Henry's story is often sung as
devices. As you read "Barbara Frietchie" and "John Henry," a ballad.
notice the effect the devices have on the sound and sense
of the poem.

re

{;p Complete the activities in your Reader/writer Notebook.

Barbara

Frletchle

John Greenleaf Whittier

Up from the meadows rich with corn, t€lli3'" 'This union flag flew
Clear in the cool September morn,
during the Civil War.
The clustered spires of Frederick stand What conclusions can
Green-walled by the hills of Maryland. you draw about why
the flag looks the way it
I Round about them orchards sweep,
does?
Apple and peach tree fruited deep,
6 souND DEVTCES
Fair as the garden of the Lord Which sound devices do
To the eyes of the famished rebel horde,l you notice in lines t-rz?

On that pleasant morn of the early fall
ro \7hen Lee2 marched over the mountain wall;

Over the mountains winding down,
Horse and foot, into Frederick town. @

1. horde: a large grouporcrowd.
2. Lee: a general for the Confederate army during the Civil War.

292 uNrr 2: cHARACTER AND porNT oF vrENs



Forry flags with their silver stars, O CHARACTERIZATION
Forry flags with their crimson bars,
Reread lines r7-zz.
r Flapped in the morning wind: the sun What do you learn
about Barbara Frietchie?
Of noon looked down, and saw not one.
B soUND DEVlcEs
Up rose old Barbara Frietchie then, A poet's use of words
Bowed with her fourscore years and ten;3 that almost rhyme,
iilrri";;;::."i:;:'jt'
Bravest of all in Frederick town, lines z9-36 and find an
zo She took up the flag the men hauled down.
: example of two lines
In her attic window the staff she set,
that end with a slant
To show that one heart was loyal yet. @ rhyme' Tellwhat effect
this has on your reading
Up the street came the rebel tread, of the poem'
Stonewall Jacksona riding ahead.

zl Under his slouched hat left and right
He glanced; the old flag met his sight.

("H'fla1lst!l""---6-tuhet dust-brown ranks stood fast.

blazed the rifle-blast.

It shivered the window, pane and sash;
eo It rent5 the banner with seam and gash.

staffQuick, as it fell, from the broken

gDame Barbara snatched the silken scarfl

She leaned far out on the window-sill,
And shook it forth with a royal will.

35 "Shoor, if you must, rhis old gray head,

But spare your countryt flag," she said.

3. fourscore years and ten: ninetyyears.
4. Stonewall Jackson: a general forthe Confederate army

during the Civil War.

, 5. rent; tore apart.

294 uNrr 2: cHARACTER AND poINT oF vrE!?

A shade of sadness, a blush of shame, o CHARACTER!ZATION
Over the face of the leader came; ln lines 35-4z,what
traits and behavior does
The nobler nature within him stirred Barbara Frietchie display
<o To life at that woman's deed and word; that make Stonewall
Jackson feel shame?
"\7ho touches a hair ofyon gray head
Dies like a dog! March on!" he said. O B SOUND DEVICES

All day long through Frederick street Reread lines 43-46.
Sounded the tread of marching feet: What does the
repetition emphasize
+s Nl day long that free flag tost about the events in

Over the heads of the rebel host. @ Frederick?

Ever its torn folds rose and fell
On the loyal winds that loved it well;

And through the hill-gaps sunset light
;o Shone over it with a warm good-night.

Barbara Frietchie's work is o'er,
And the Rebel rides on his raids no more.

Honor to her! and let a tear
Fall, for her sake, on Stonewallk bier.6

t: Over Barbara Frietchie's grave,

Flag of Freedom and Union, wave!

Peace and order and beauty draw
Round thy symbol of light and law;

And ever the stars above look down
eo On thy stars below in Frederick town!

6. bier (bir): a stand on which a coffin is placed before a burial.

BARBARA FRIETCHIE 295

:J[il( G,5
:fliF
ffi ,,frp-, EEstre qpffi;
:;gr:E* €: €-; ffi
i:E: ,::E: :E 5r=
'g:,
-€EF n,f,,r

ffiffirftry

\7hen John Henry was a little boY, tr SOUND DEVICES
Sitting upon his father's knee, What part of John
His father said, "Look here, mY boY, Henry's life does the
You must be a steel driving man like me, repetition in lines 4-5
emphasize?
5 You must be a steel driving man like *.." O
o cHARACTERIZATION
John Henry went uP on the mountain, How would you describe
Just to drive himself some steel. John Henry's attitude?
The rocks was so tall and John Henry so small,
He said lay down hammer and squeal,
ro He said lay down hammer and squeal.

John Henry had a little wife,
And the dress she wore was red;
The last thing before he died,
He said, "Be true to me when I'm dead,

u Oh, be true to me when I'm dead."

John Henry's wife ask him for fifteen cents,
And he said he didn't have but a dime,
Said, "If you wait till the rising sun goes down,

I'll borrow it from the man in the mine,
zo I'll borrow it from the man in the mine."

John Henry started on the right-hand side,
And the steam drill started on the left'
He said, "Before I'd let that steam drill beat me down,
I'd hammer my fool self to death,

6zl Oh, I'd hammer my fool self to death."

295 UNIT 2: CHARACTER AND POINT OF VIEW

The steam drill started at half-past six, o cHARACTERTZATTON
John Henry started the same time. Why do you think it is
John Henry struck bottom at half-past eight, important to John Henry
And the steam drill didn't bottom till nine, that his son follows in
And the steam drill didn't bottom till nine. his footsteps?

John Henry said to his captain, o SouND DEVTCES
"A man, he ain't nothing but a man, Read lines 56-57 aloud
Before I'd let that steam drill beat me down, with a natural rhythm.
I'd die with the hammer in my hand, Which syllables are
a: Oh, I'd die with the hammer in my hand." st ressed ?

John Henry said to his shaker, 1
"Shaker, why dont you sing just a few more rounds?
And before the setting sun goes down,
You're gonna hear this hammer of mine sound,
40 You're gonna hear this hammer of mine sound."

John Henry hammered on the mountain,

He hammered till half-past three,
He said, "This big Bend Tunnel on the C. Sa O. roadz

Is going to be the death of me,
ts Lordt. is going to be the death of me."

John Henry had a little baby boy,
You could hold him in the palm of your hand.
The last words before he died,
"Son, you must be a steel driving man,
5o Son, you must be a steel driving man." @

John Henry had a little woman,
And the dress she wore was red,
She went down the railroad track and never come back,
Said she was going where John Henry fell dead,
ss Said she was going where John Henry fell dead.

John Henry hammering on the mountain,
As the whistle blew for half-past two,
The last word I heard him say,
"Captain, I've hammered my insides in two,

oo Lord, I've hammered my insides in two." !

shaker: the person who holds the steel drill for the steel driving man
and shakes the drill to remove it from the rock.

') big Bend . . . road: Construction work on the Big Bend Tunnel on the
Chesapeake & Ohio Railroad in West Virginia took place from t87o to t873.

JoHN HENRY 297

cOMIC STRIP John Henry has been the subject of ballads, children's books,
feature films, and more. ln this comic, cartoonist John Steventon shows one
of the ways he's been inspired by this American folk hero.

SICTION B 'I'HE STAR JOURNAJ-

Cartoon Tribute to

John Henr),

f ohn Henrv was a childhood hero of boss that he was the right man for it. And
when that job of Steel Driving Man was
Jbig-gienst..in"flruredn'hce. swoasn probably one of the threatened by automation, he challenged

who I am and how that Steam Drill to a contest and won.
Sure, he died in the process, but that just
I live my life. To me, the legend and the
adds to his legend. The point is, he said he
man are the same; I still see him as a regular would win and did, against all odds. \7hat

guy who was confident in himseif and who a role model for young and old alikel

nevet ever gave up. \(hen he needed a

job, he went and got one, convincing the

298 uNrr 2: cHARACTER AND porNT oF vrE-w

Comprehension i COMMONCORE

1. Recall What causes Barbara Frietchie to hold a flag out her window? RLI Citetextual evidence
2. Clarify Why does John Henry have a contest with the steam drill? to support inferences drawn
fromthetext. RL3 Analyze
Text Analysis how dialogue or incidents

3. Make f nferences Reread lines z3-42 of "Barbara Frietchie." Why do you think reveal aspects of character.
Stonewall Jackson decides to protect the woman who defied him?
RI4 Analyze the impact of

specific word choices on meaning.

4. lnterpret Symbol What do you think John Henry's victory over the steam drill
symbolizes, or stands for beyond its usual meaning?

Anafyze Couplets "Barbara Frietchie" is written in couplets, rhymed pairs of
lines that usually have the same or a similar number of syllables. Think about
the characteristics of these couplets and the effect they help create. Then tell
what purpose couplets serve in the poem.

6. Analyze Ballad 'tohn Henry" is a ballad, a poem that tells a story and was
originally meant to be sung. What elements of the poem make it songlike?

Compare and Contrast Using a Venn diagram like Frietchic Hqry
the one shown, compare and contrast the characters
of Barbara Frietchie and John Henry. Are they more
similar or different?

Oa. Anatyze Characterization Review the character maps

you created as you read. Based on the information
you collected, describe each character in detail.
What are they like? What do they believe in?

! 9. Evaluate Sound Devices Read several stanzas ofeach poem aloud. For each

poem, tell whether you think the rhythm, rhyme, or repetition affects the
meaning most. Explain your answer.

10. Compare Texts ln the "Cartoon Tribute to John Henry," how does Bobby's
encounter with Dr. Dampflok parallel John Henry's experience in the poem?

Extension and Challenge

11. Readers'Circle Why do you think Barbara Frietchie and John Henry captured
the American imagination? Think about why Americans value
the traits these characters display in the poems.

Is it ever right to GIVE UP?

Considering the outcome, do you think John Henry was right to
persevere at his work on the railroad? Explain.

BARBARA FRTETcHTE / JonN HENRv 299

Critical Review

"That's not how I pictured her character." You may have made a remark like this
after watching a film based on a familiar story or novel. ln this workshop, you
will write an argument in which you explain why a movie adaptation of literature
does or does not live up to the original, supporting your opinion with reasons and
evidence.

{# Complete the workshop activities in your Reader/Writer Notebook.

wFrttt{G TAsK l. orvetoPmENr oF ,DEAI
. includes an introduction that
Write a critical review of a movie based on a favorite story.
Evaluate the effectiveness ofthe choices the director and actors presents a claim, or position
made about how to portray the plot, setting, and characters. Draw
a conclusion about whether the film version is as good as or better . provides clear reasons and
than the literature.
relevant evidence to support the
ldea Starters
claim
. FlowersJar Algernon t Charly
. Holes . addresses opposing claims, or
, LittteWomen
different views
fHE E''EN7'AL'
. offers a conclusion that follows
Here are some common purposes, audiences, and formats for
writing a critical review. from the argument presented

to compare a classmates essay for class 2. oncarutzATroN oF tDEAI
film version of and teacher movie review in . organizes reasons and evidence
a story to the school or local
originaltext friends newspaper in a logicalway
and family
to convince members online movie review . uses transitions, such as however
others to agree class debate
with your newsPaper andfor example,to show
evaluation of a readers relationships among claim,
movie
Web users reasons, and evidence

3. taneuaoE FActLtrY AND

coNvENf toNs

. maintains a formal style

appropriate for an academic

essay

. uses the subjunctive mood to

achieve particular effects

. employs correct grammar,

mechanics, and spelling

Go to thinkcentral.com.

KEYWORD: HML8N-300

300 UNIT 2: CHARACTER AND POINT OF VIE\7

Planning/Prewriting ;i commox W la-e Write arguments to support claims with clear
reasons and relevant evidence. W 5 Develop writing
CORE by planning. W 9a (Rt 1, 7) Cite textual evidence;

analyze the extent to which a filmed production stays
faithful to the text.

CHOOSE A MOV'E What lUke Wnat I Dislike
. sa!.4e basic plot as in . the uding, whrch is
List movies you have seen that are based on
stories you have read. lf you need help, look at the ttrnl di.ffereti frorn the storrq
ldea Starters on page 3oo. Then choose the movie
on your list to which you have the strongest . the actors who p/a4 . the wal Charlie appears
positive or negative reaction. Jot down brief the chara.cters
notes about what you like or don't like about the violeft at tiws
film, including differences between the film and . tpw charatter ofthe
the original text. Consider elements such as the . tndle is confusrng in
portraya I of the cha racters, the setti n g, the plot, laMlanq atrd her dog parts
the ending, and the filmmaking techniques.

S?ATE YOUR CLA'M AND REASON|- ]

about the movie. Overall, do you think the film is {ori Claim' The awie Charl,,l, based on F/owers i
better or worse than the original text? State yoLr thei A/qertot bq Daniel Ke/s, aoes nat lue up to
opinion as your claim, or position. Then return i
to your list. ldentify the major reasons why your *i!-':y,** ;
I
tothink as you do. These reasons must relate
l dark, lt:
a C.t harlti,e is portrLa4ed, as ht aving a II
your claim and support it. lf you have difficulty I i
Reasoa
identifying reasons to support your claim, you
may need to rephrase it or try a new approach. ii.*R*u**n*a*"X,* T he etding happws too abruptlq.
For example, reverse your original opinion to seg
if you can come up with more or better reasonsi : Reasol ?: Soue of the sceiles a.re confusrng,

i

Your purpose in this argument is to convince your ASK YOURSELF!
audience to agree with your claim. To accompli h
this purpose you need to first identify who will . Who will read my argument?
be reading your review. Then you need to choope . lf my audience has not seen the movie, what
the reasons that will be most convincing to thqse
readers. Finally,you should think about how do they need to know about its plot, characters,
much your audience already knows about the and other elements in order to follow my
movie and original text, and how much you will
need to tell them. argument?

. What details do I need to include about the

story upon which the movie is based?

vRrrrNG voRKSHoP 301

Pla n n in gl Prewriti n g conti n ued

WHAT DOES IT LOOK LI KE?

To makeyour reasons convincing,you need to ', Reasotts Evido*e
support them with evidence. When you are . shows atger tn buuper
presenting a critical review of a movie,your ln the movie, Charlie has
evidence includes quotations; examples of car scehe, slanut'ng tnto
a dark, violent side that children's cars
events or characters' actions; and description
co nt r al t'ct s h is geat I euess
of setting, actors'expressions, or special in the ston1.
techniques used by the filmmaker. Watch
The ending is . shows Chailie a.lone rn
the movie again; this time, record details that his rooa atd then back
underdeveloped, in the park pla4ing
support your reasons. wfth the chtldren and

. quotations-'(!futfigpsver you feel like telling laughtng

me to go, just let me know." Some parts are confusing . director's techntgue of
and distracting. showing quick series of
. example-Charlie smashes into bumper cars
iua7es, for exauple,
filled with children.
when Charlie"finds
. description-The director includes a quick hiuself"

series of images that shows Charlie riding a
motorcycle, growing a beard, and spending
time with "hippies."

CONSIDER OPPOSING CLAI M5 1pposiag Claiu'The dlrector's technique o{ inserting

When you write your argument, you must quick sertes of t'aa.ges to fill rn deta.il about Charlre
anticipate what opposing claims, or different
opinions,your readers might have about the after his surgenl is helpful.
movie. To convince readers of your claim,you
should offer counterclaims, or reasons that CovntenlaimtThe laa4es don't have a clear connection
address their views while showing that your to the rest o{ the uovie and ther1 are coufusing.
position is more valid.

I'IilT,t{ili@, Review your claim and reasons with a peer. Discuss evidence in support of each reason.

Then ask: Have I anticipated valid opposing views of my audience? Are my counterclaims
convincing? lf not, how else might I address these opposing views?

YOUR ln your Reader/Writer Notebook, state your claim and your reasons. Then

@ gatheryour evidence in a chart similar to the one on ?age 3o2making
sure to use various types of details. Finally, list possible opposing views
TURN
and you r cou nterclaims.

3OZ uNIT 2: cHARACTER AND porNT oF vrEw

Drafting COMMON W4 Produceclearand
CORE coherent writing appropriate to
The following chart shows how to organize your draft to
create a clear and coherent critical review. task, purpose, and audience.

L 1 Demonstrate command of
the conventions of standard

English grammar and usage.

INf RODUCTION

. Use a challenging question or insightful comment to catch the audience's attention.
. Give the title of the movie, the title and author of the story upon which it is based, and

necessary background information about plot and character.

. State your opinion in a strong claim.

V

BODV

. Present your reasons in logical order, such as order of importance.
. Support each reason with evidence, including quotations, examples, and descriptions.
. ldentify possible opposing claims and explain your counterclaims to each.
. Use transitions, such as in addition, in contrast, and finally, to show the relationships among the

claim, reasons, evidence, opposing claims, and counterclaims.

. Maintain a formal style by avoiding slang and using correct grammar.

V

CONCLUDING SECfION

. Restate your claim and summarizeyour reasons. lnclude a recommendation for your audience.

The relative pronouns who and whom are used in adjective clauses to connect the clause back to
the person being described. To help you decide whether to use who or whom,follow these rules:

trc,rfe $xuerple

Use who as the subject of a fu The actor who plat4s Charlie in the nrovre is verr,1
verb in an independent or
adjective clause. talented, [Who is the subject of the verb plays
in the adjective clause.]

Usewhom as the object of P Alice Klnnlan ls a persoil for whon Charlp has

a verb or preposition in an strong fee/ugs, [Whom is the object of the
i ndependent or adjective preposition for in the adjective clause.]
clause.

YOUR Develop a draft of your argument, following the plan outlined in the chart above.
Use the relative pronouns who or whom in clauses that help to describe actors,
ffi characters, or other people associated with the film.

TURN

\irRrrING woRKSHoP 303