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TRANSCRIPT
JUNIOR SCHOLASTIC • OCTOBER 10, 2016
KEY STANDARD
SL.6-8.1
Follow the three steps below to prepare for your Eyewitness to History interview. (See p. 5 of JS for more information about the contest. Go to junior.scholastic.com to download the entry form.)
PREPARING FOR AN INTERVIEW
Interview Tips and Planning Sheet
Now you’re ready for the interview! Remember: • Listen and take notes. Give the interviewee plenty of time to answer each question and don’t interrupt. Take notes
while he or she is speaking. If possible, record the interview so you can listen to it later.
• Ask follow-up questions. If the interviewee brings up something that grabs your attention or that you don’t fully understand, ask about it. Don’t be afraid to ask questions that weren’t on your original list.
• Say thank you! Thank your interviewee for taking the time to share his or her story.
STEP 1: Gather information. Conduct research so you will have background knowledge of the event that your interviewee will talk about. Write what you learn from your research on a separate sheet of paper.
STEP 2: Prepare your questions. Start with basic questions about the person’s role in the event and move to deeper questions about how the person felt at the time. Remember that interview questions should require more than a simple yes or no answer. The best stories include many details to help a reader imagine what it was like to be part of that event or time period in history. Use the prompts below to help you begin brainstorming questions to ask during the interview. You can also create your own questions.
1. What ____________________________________________________________________________________________________________
2. When ___________________________________________________________________________________________________________
3. Where __________________________________________________________________________________________________________
4. Why ____________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
5. How _____________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
6. Explain __________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
7. Describe ________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
8. [Your own prompt] _____________________________________________________________________________________________
__________________________________________________________________________________________________________________
9. [Your own prompt] _____________________________________________________________________________________________
__________________________________________________________________________________________________________________
10. [Your own prompt] _____________________________________________________________________________________________
__________________________________________________________________________________________________________________
STEP 3: Review your questions. Make changes as needed. On a separate sheet of paper, write a clean draft of your final interview questions. You may need to reorder them so one question will flow into the next.
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SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC • CONTEST ENTRY FORM
Eyewitness to History Contest Entry Form
Interview someone who experienced a historic event in person. (Watching one on TV doesn’t count!) Then send us the 500- to 800-word interview in Q&A form,
plus a paragraph explaining what you learned from talking with the person.
One grand-prize winner will receive $1,000 and have his or her entry published in JS. Two runners-up will each receive $200.
My name: _____________________________________________________________________________________________________
My grade: ________________ My home phone number: _________________________________________________________
Teacher’s name: _______________________________________________________________________________________________
Teacher’s email address: _______________________________________________________________________________________
School name: __________________________________________________________________________________________________
School address: ________________________________________________________________________________________________
City: _____________________________________________________ State: ______________ ZIP code: ____________________
School phone number: _________________________________________________________________________________________
Parent’s or guardian’s signature: _______________________________________________________________________________
Mail this form and your entry to:JS Eyewitness to History Contest, 557 Broadway, 4th floor, New York, NY 10012
Entries will be judged on:• descriptive details • organization
• grammar, spelling, and punctuation
Entries must be postmarked by January 6, 2017!
Junior Scholastic®
JUNIOR SCHOLASTIC • CONTEST RULES
Complete RulesEyewitness to History Contest
NO PURCHASE NECESSARY TO ENTER OR WIN. To enter, submit a 500- to 800-word interview (in Q&A form) with someone who experienced a historic event in person, plus a paragraph explaining what you learned from talking with the person. Entries must be submitted with the contest entry form (including your name, grade, and teacher’s name—along with your school’s name, address, and phone number). Please print clearly.
Completed entries should be mailed to JS Eyewitness to History Contest, 557 Broadway, 4th floor, New York, NY 10012. All entries must be postmarked by January 6, 2017. The winner will be announced on the Junior Scholastic website (junior.scholastic.com) on or about April 24, 2017. All entries, including rights therein of winning entries, become the property of Junior Scholastic and will not be returned. Scholastic Inc. is not responsible for late, lost, stolen, misdirected, damaged, mutilated, postage-due, or incomplete mail or for illegible entries.
Contest is open to legal residents of the United States who are enrolled in grades 5-10. Employees, and members of their families living in the same household, of Scholastic Inc., its parent, subsidiaries, brokers, distributors, dealers, retailers, affiliates, and its advertising, promotion, and production agencies are not eligible to enter. Void where prohibited by law.
One entry per person. By entering, entrants agree to abide by these rules, warrant and represent that their entry is their original work, and grant to Scholastic the right to edit, publish, promote, and otherwise use their entries without further notice or compensation.
Entries will be judged on the following equally weighted criteria: descriptive details; organization; and grammar, spelling, and punctuation.
One (1) grand-prize winner will receive $1,000 and have his/her entry published in JS. Two (2) runners-up will each receive $200.
All entrants, as a condition of entry, agree to release Scholastic, its affiliates, subsidiaries, distributors, and agencies from any and all liability for injuries or damages of any kind sustained in connection with participation in this contest or through use of a prize once accepted.
No cash substitutions, transfers, or assignments of prizes allowed, except by Scholastic in case of unavailability, in which case a prize of equal or greater value will be awarded.
Each winner grants to Scholastic the right to use his or her name, likeness, biographical information, and entry for purposes of advertising and promotion without further notice or compensation, except where prohibited by law.
For a complete list of winners, send a self-addressed stamped envelope after April 24, 2017, and before June 5, 2017, to: Winners List—JS Eyewitness to History Contest, 557 Broadway, 4th floor, New York, NY 10012.
Contest Sponsor: Scholastic Inc., 557 Broadway, New York, NY 10012
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JUNIOR SCHOLASTIC • OCTOBER 10, 2016
Read each story on pp. 2-4, then complete this graphic organizer. In the second column, write an inference you made while reading. (An inference is a conclusion based on evidence or reasoning.) In the next column, cite a detail from the text that supports your inference. In the last column, explain your answer.
MAKING INFERENCES
Reading Between the Lines
SKILLS SHEET Name: Date:
KEY STANDARD
RI.6-8.1
ARTICLE INFERENCE DETAIL FROM TEXT EXPLANATION
"The River Is Everything"
Another Earth?
What $100 Is Really Worth
Junior Scholastic®
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JUNIOR SCHOLASTIC • OCTOBER 10, 2016
Read the article on pp. 6-7, then answer these questions.
TEST PREP
Know the News: Anthem Uproar
SKILLS SHEET NAME: DATE:
1. Which is a central idea of the article? A Colin Kaepernick’s refusal to stand for the
national anthem has sparked intense debate and highlighted the anthem’s importance to people and to sports in the U.S.
B “The Star-Spangled Banner” was written during the War of 1812.
C Athletes have long used the playing of the national anthem as a moment to protest.
D Kaepernick’s critics have accused him of being disrespectful to the flag.
2. Which statement best illustrates this idea? A “Most other countries don’t have this type of
tradition.” B “When . . . national symbols are called into
question, it makes people angry.” C “I want to help make America better.” D “We’re the most sports-obsessed society in
the history of the world.”
3. What is the main purpose of the article’s first two paragraphs?
A to explain what Kaepernick did and the reasons he gave for his actions
B to detail the response to Kaepernick’s protest C to stop readers from rooting for the 49ers D to show that people support Kaepernick
4. What does legitimate mean in this quote? “I think [Kaepernick] cares about some real, legitimate issues that have to be talked about.”
A unfair C not important B valid D illegal
5. Which statement most accurately summarizes Drew Brees’s comments?
A Protesting during the national anthem is disrespectful to the flag.
B Kaepernick’s protest is insulting to members of the military.
C Football players should not protest during televised games.
D Most athletes don’t support Kaepernick.
6. Which U.S. sport first began playing “The Star-Spangled Banner” at games?
A football C baseball B basketball D hockey
7. What can you infer about why newer sports leagues, such as Major League Soccer, are playing the national anthem at games?
A Newer sports leagues were ordered to play the national anthem.
B Fans have demanded that every sporting event include the national anthem.
C Playing the national anthem at sporting events is a tradition in the U.S.
D Athletes have refused to take the field unless the national anthem is played.
8. Which of these is an opinion? A National symbols such as the flag have deep
significance to many Americans. B Kaepernick should be kicked off the 49ers for
his protest. C Some people have supported Kaepernick for
taking a principled stand. D Kaepernick’s jersey became a top seller after
his protest.
9. How does the sidebar “Olympics Protest” contribute to the article?
A It describes what inspired Kaepernick to begin protesting.
B It details why more athletes protest during the Olympics than during football games.
C It proves that all athletes are criticized when they protest during the national anthem.
D It shows that other athletes have used the anthem as a moment to protest.
10. What is one effect of Kaepernick’s protest? A The national anthem is no longer being played
before football games. B Kaepernick is no longer on the 49ers. C Other athletes have started protesting during
the national anthem. D Fans have stopped attending 49ers games.
Junior Scholastic®
JUNIOR SCHOLASTIC • OCTOBER 10, 2016
Complete the graphic organizer below, based on “Anthem Uproar” (pp. 6-7). Using evidence from the text, write your answer to each question in the middle column. In the right-hand column, record where you found the evidence. (Use a separate sheet of paper if necessary.)
CITING TEXTUAL EVIDENCE
Locate the Answer
QuestionAnswer
(cite evidence from the text)
Location(page & column
numbers)
1. Why do the flag and the national anthem have so much significance in the U.S.?
2. How did the tradition of playing “The Star-Spangled Banner” at sporting events begin?
3. In the past, how have athletes other than Colin Kaepernick protested during the playing of the national anthem?
4. How have some fans and players shown their support for Kaepernick?
5. Why does Kaepernick believe his protest is supportive of the U.S.?
KEY STANDARD
RI.6-8.1
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SKILLS SHEET Name: Date:
Junior Scholastic®
KEY STANDARD
RI.6-8.4 Here are a few clues for you to puzzle over. Answers to starred clues are in the article on pp. 8-13 of this issue of JS. For the rest, you’re on your own!
BUILDING VOCABULARY
Crossword Puzzle
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Junior Scholastic®
JUNIOR SCHOLASTIC • OCTOBER 10, 2016
Across *1 Protection from
a government for people escaping war or persecution
*3 Like many refugees, Ahmad Dandoush has fled his nation’s _____ war.
5 Member of a European traveling people or one who wanders
*6 Dandoush competed on _____ Idol.
*8 A sport that has helped refugees make friends
*11 Country that’s a first stop in Europe for many refugees
*13 Country where Dandoush is from
14 Unwanted email
*15 Country where Dandoush has settled
Down *1 Sea with dangerous waters that is an arm
of the Mediterranean
*2 Greek island of refuge in the 1 Down Sea
*3 The U.S. took in 120,000 refugees from this country in 1980.
*4 Terrorist group that has attacked European cities
6 Very old, as in _____ Egypt
*7 Some European countries are sealing these to keep out 9 Down.
*9 People who move from one country to another, especially to find work
10 City in 13 Across currently under siege
11 A gadget
*12 Country from which many 9 Down set off to Europe
JUNIOR SCHOLASTIC • OCTOBER 10, 2016
Read the article on pp. 8-13, then answer the questions.
TEST PREP
Know the News: Desperate for a New Life
1. Which is a central idea of the article? A The European Union made a deal with Turkey
to send some migrants back to that country. B ISIS targets the Yazidi religious minority. C Cell phones are critical devices for refugees,
because they serve as a way to stay in touch with family and friends.
D Muslim refugees who have recently escaped from the war-torn Middle East are trying to build new lives in Europe.
2. Which statement best supports that idea? A Nearly 500,000 people have died in Syria’s civil
war since the fighting began there in 2011. B From the moment Ahmad Dandoush crossed
the border into Germany last October, he has been trying to assimilate into German culture.
C Adapting to a new culture is generally easier for young people than for their parents.
D Militants have enslaved Yazidi women and girls and forced them to marry ISIS fighters.
3. How does the section “They Call Us Terrorists” contribute to the article?
A It provides information on some of the recent attacks on refugee shelters that have occurred in Germany.
B It discusses how Dandoush felt the need to flee Syria to avoid being drafted into President Bashar al-Assad’s army.
C It explains why adapting to a new culture is generally easier for younger people.
D It describes the discrimination that some Muslim refugees experience in Europe.
4. What is the tone of the last two paragraphs? A fearful C relieved B pessimistic D hopeful
5. What does Germany provide for every refugee who is an unaccompanied minor?
A a monthly allowance C a soccer jersey B a cell phone D a scholarship
6. Which happened most recently? A Dandoush worked odd jobs in Turkey trying to
save money. B Dandoush fled Syria. C Dandoush crossed the border into Germany. D Dandoush traveled across the Aegean Sea in a
rubber boat.
7. Which of these statements is an opinion? A Some politicians worry that terrorists could be
let into the U.S. along with refugees. B The U.S. used to let in tens of thousands of
refugees at a time. C The U.S. should accept more than 10,000
Syrian refugees. D Security concerns following the September 11,
2001, terrorist attacks in the U.S. led to a steep drop in refugee admissions.
8. What is one effect of Germany’s integration law? A Refugees receive health care. B Refugees are moved into segregated areas. C Refugees are sent back to their home countries. D Refugees are encouraged to join a sports team.
9. What is the main purpose of the map on p. 13? A to encourage readers to learn more about Syria B to show the route a refugee took to Germany C to highlight country borders D to point out where the Greek island of Lesbos is
in relation to Athens
10. Which conclusion can you draw from the article? A Government officials hope all the refugees in
Germany will live close to one another so they can preserve their own laws and customs.
B Sweden had more applications for asylum in 2015 than any other European country.
C Although they have escaped war and violence in their homelands, many refugees will continue to face daily struggles in Europe.
D Nearly all Germans welcome refugees to their country.U
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Junior Scholastic®
JUNIOR SCHOLASTIC • OCTOBER 10, 2016
When an author writes about a topic, he or she purposely pieces together relevant, interesting details that help develop the key concept or idea. As a reader, you’ll deepen your comprehension if you read each detail closely and think about how it’s supporting the overall point of the article.
After reading “Desperate for a New Life” (pp. 8-13), identify the central idea of the article. Then explain how each excerpt below supports or develops that central idea.
ANALYZING THE CENTRAL IDEA
How Do the Pieces Fit Together?
KEY STANDARD
RI.6-8.5
What is the central idea?
__________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
How do the following excerpts support that idea? 1. Last year, Ahmad Dandoush, 22, along with two dozen others, crammed into a rubber boat designed for eight people. They
set off from Turkey, heading across the dangerous waters of the Aegean Sea—an arm of the Mediterranean Sea—for Greece.
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
2. Dandoush is one of more than 440,000 migrants who made their way to Germany last year and applied for asylum—protection given by a government to someone who has left his or her country to escape war or persecution. They’re part of the biggest refugee crisis Europe has experienced since the end of World War II (1939-1945).
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
3. Fears of Muslim newcomers have been heightened by recent terrorist attacks carried out in Europe by the radical Islamist group ISIS—the Islamic State of Iraq and Syria, also known as the Islamic State or ISIL.
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
4. Most [young refugees] come from conservative Muslim countries with male-dominated societies. In Germany, Muslim boys are often confronted for the first time with women in positions of authority. And Muslim girls have to balance their families’ expectations of modesty with the couples they see holding hands on the streets and German girls wearing shorts at school.
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
5. Back in Weimar, Dandoush has also discovered that soccer is a good way to make friends. He plays with a group of refugees and Germans once a week. The rest of his free time is devoted to improving his German.
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
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SKILLS SHEET Name: Date:
Junior Scholastic®
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JUNIOR SCHOLASTIC • OCTOBER 10, 2016
Read the article on pp. 14-17, then answer these questions.
TEST PREP
Know the News: The Quest for Women’s Equality
SKILLS SHEET NAME: DATE:
1. Which is a central idea of the article? A Hillary Clinton lost her first important election,
for senior class president. B Clinton’s breakthrough as a major party
presidential candidate was possible because of hard-fought gains for women in the past.
C The Declaration of Sentiments and Resolutions was modeled on the Declaration of Independence.
D The 19th Amendment to the Constitution finally guaranteed women the right to vote.
2. Which quote best supports that idea? A “Hurrah, and vote for suffrage!” B President Woodrow Wilson came to endorse
suffrage, which he called “vitally essential” to the war effort.
C “Tonight’s victory . . . belongs to generations of women and men who struggled and sacrificed and made this moment possible.”
D “[Women] will not hold ourselves bound by any laws in which we have no voice.”
3. According to the article, the national effort for women’s equality was forced into the open . . .
A at the Continental Congress of 1776. B at the convention in Seneca Falls in 1848. C during the American Revolution. D with the ratification of the 19th Amendment
in 1920.
4. What encouraged President Woodrow Wilson to support women’s suffrage?
A He valued women’s contributions to the war effort.
B His mother gave him a red rose, representing the suffrage movement.
C His wife pressured him to “remember the ladies.”
D Female protesters at the White House changed his mind.
5. According to the article, the 19th Amendment faced its greatest difficulty . . .
A being accepted by the state of Wyoming. B getting ratified by three-fourths of state
legislatures. C receiving President Wilson’s approval. D winning passage in Congress.
6. Judging by her nickname and image, where did Rosie the Riveter probably work?
A at home C in a factory or shipyard B in a bank D in an office
7. Sandra Day O’Connor was the first woman to become what?
A an NFL coach C a U.S. Supreme Court justice
B a presidential D a U.S. senator candidate
8. Which of the following is implied by the term glass ceiling?
A something easily broken B something invisible but still hard to break
through C something clearly seen D something always out of reach
9. Which best explains why Ruth B. Mandel believes that the 19th Amendment “began to change everything”?
A Women began to work on railroads. B Women started to earn as much as men. C Women started to run for office. D Women’s roles in society overall began to
expand.
10. What has Hillary Clinton called “the unfinished business of the 21st century”?
A electing a woman president B lifting all remaining barriers to women’s equality C making the Supreme Court half female D making sure that all women can vote
Junior Scholastic®
JUNIOR SCHOLASTIC • OCTOBER 10, 2016
In 1937, the Gallup public opinion polling organization asked a group of Americans whether they would vote for a woman for president if she were qualified. Sixty-four percent of them said no. In other words, for many Americans, being a woman was a deal breaker.
Since then, Gallup has periodically polled Americans on that same question. The results of some of these answers are found below on this line graph—a graph that shows change over time. How have Americans’ opinions on the matter shifted? What might voters think this election season, during which the U.S. may actually elect its first female president? (See pp. 14-17.) Study the graph, then answer the questions that follow.
READING A GRAPH
Is America Ready for a Female President?
1. What general trends does the graph show in the Yes and No responses?
2. About what percent of people responded Yes and No in 1983?
3. Which response changed least after 1955? Why might that be?
4. Looking at the graph as a whole, what changes
in society do you think it reflects? How do you think your grandparents might have answered the question? Why?
5. What other question about American life can you think of that might show a significant change over time? Why do you think attitudes changed as they did?
Questions
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RI.6-8.7
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Would You Vote for a Woman for President?
SOURCE: Gallup
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JUNIOR SCHOLASTIC • OCTOBER 10, 2016
Historians say that the fight for women’s rights in the United States began in July 1848 with the Women’s Rights Convention in Seneca Falls, New York. (See pp. 14-17.) The convention’s Declaration of Sentiments and Resolutions, written primarily by Elizabeth Cady Stanton, is a landmark document in U.S. history. Signed by 68 women and 32 men, it set forth a series of demands for equal treatment for women. Read this brief adaptation of the Declaration, then answer the questions that follow.
ANALYZING A PRIMARY SOURCE
“All Men and Women Are Created Equal”
KEY STANDARD
RH.6-8.9
1. On what historic document did Stanton base the Declaration? Why do you think she did so?
2. How would you describe the tone of the Declara-tion? Why do you think it was written this way?
3. Give three examples of the “tyranny” of men toward women, according to the Declaration.
4. How might the general public have reacted to this document in 1848 and why?
5. With what parts of the Declaration do you agree or disagree and why? Do you think modern society has met its demands? Explain.
Questions
We hold these truths to be self-evident: That all men and women are created
equal. That they are endowed by their Creator with certain inalienable rights. That among these are life, liberty, and the pursuit of happiness. That to secure these rights governments are instituted, deriving their just powers from the consent of the governed. Whenever any form of government becomes destructive of these ends, it is the right of those who suffer from it to refuse allegiance to it, and to insist upon the institution of a new government.
Such has been the patient sufferance of women under this government, and such is now the necessity which [compels] them to demand the equal station to which they are entitled.
The history of mankind is a history of repeated injuries on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her. To prove this, let facts be submitted to a candid world.
He has never permitted her to exercise her inalienable right to the elective franchise [the vote], thereby leaving her without representation in the halls of legislation.
He has compelled her to submit to laws, in the
formation of which she had no voice.He has taken from her all right in property,
even to wages she earns.In the covenant [solemn agreement] of
marriage, she is compelled to promise obedience to her husband, he becoming, to all intents and purposes, her master.
He has so framed the laws of divorce, as to what shall be the proper causes, and in case of separation, to whom the guardianship of the children shall be given.
He has monopolized nearly all the profitable employments, and from those she is permitted to follow she receives but a scanty [payment].
He has endeavored, in every way that he could, to destroy her confidence in her own powers, to lessen her self-respect, and to make her willing to lead a dependent life.
Now, in view of this entire disfranchisement* of one-half the people of this country; in view of the unjust laws above mentioned; and because women do feel themselves aggrieved, oppressed, and fraudulently deprived of their most sacred rights, we insist that they have immediate admission to all the rights and privileges which belong to them as citizens of the United States.
*the state of being deprived of a right
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SKILLS SHEET Name: Date:
Junior Scholastic®
Synthesize It Write a one- or two-paragraph plan that includes suggestions for making polls more accurate, reliable, and useful.
KEY STANDARD
RI.6-8.1 The article “According to the Latest Poll . . .” (pp. 18-19) details some of the reasons that polls can be inaccurate and unreliable. Think critically about these problems by completing the table below. In the left-hand column, you’ll see four details from the article. In the right-hand column, explain why each is a problem. Then answer the question at the bottom.
CRITICAL THINKING
The Problems With Polls
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JUNIOR SCHOLASTIC • OCTOBER 10, 2016
THE PROBLEM WHY THIS IS A PROBLEM
1. How questions are worded and the order in which they are asked can vary, even in polls on the same topic.
2. Many people no longer have landline phones.
3. People decide for themselves whether to take an internet poll.
4. People may not tell the truth on the phone.
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JUNIOR SCHOLASTIC • OCTOBER 10, 2016
Read the article on pp. 18-19, then answer these questions.
TEST PREP
Know the News: According to the Latest Poll . . .
SKILLS SHEET NAME: DATE:
1. Which is a central idea of the article? A Opinion polls are highly unreliable. B Opinion polls can be useful, but they’re only
estimates of public sentiment at a particular time.
C Pollsters select people at random from an entire population.
D Very low response rates to polls are now common.
2. Which statement from the article best supports that central idea?
A The fewer people who respond, the higher the chance that a poll’s results will be inaccurate.
B How questions are worded—and the order in which they’re asked—can sway results.
C Most reputable political polls rely on a method called “probability sampling.”
D A poll tells us about the present, not the future.
3. Why do you suppose the authors cited the results of three different polls at the beginning of the article?
A to be amusing B to persuade readers that polls are accurate C to show that poll results vary D to suggest that polls should always be trusted
4. Which best serves as an interpretation of the cartoon on p. 18?
A A majority of Americans distrusts politicians. B A majority of Americans distrusts polls. C Nobody takes poll results seriously. D People are interested in poll results, whether
they believe them or not.
5. What does sentiment mean in this sentence: “[A poll is] not a crystal ball, but a snapshot of public sentiment at a particular moment”?
A anger or resentment B arguments or complaints C belief, feeling, or attitude D fear, worry, or suspicion
6. Which of these statements is an opinion? A Creating random samples using cell phones or
the internet is harder than was the case when nearly everyone had a landline phone.
B Internet polls are largely voluntary. C People tend to think that poll results are more
precise than they actually are. D More Americans should be willing to
participate in opinion polls.
7. Based on the p. 19 graph, which statement is most accurate?
A Hillary Clinton is most likely to win the presidential election.
B Donald Trump is most likely to win the presidential election.
C According to the September 8 Rasmussen poll, neither candidate had a clear lead.
D Only 18 percent of people polled favored a third-party candidate.
8. Which of the following is a technique that “gives each person in a group an equal chance of being chosen” to participate in a poll?
A probability sampling C margin of error B online polling D response rates
9. Which statement best summarizes the “Technology Troubles” section?
A It’s important to know a poll’s margin of sampling error.
B People feel more anonymous online. C People largely tell the truth while being polled. D Changes in how people are polled are making
results less accurate than in the past.
10. Why did Robert M. Groves say “we should expect more failed predictions based on surveys”?
A because very low response rates to polls are now common
B to discourage people from responding to polls C to explain what margin of error means D all of the above
Junior Scholastic®
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SKILLS SHEET Name: Date:
Junior Scholastic®
Read “Should Sodas Have Warning Labels?” (pp. 22-23), then use the prompts below to analyze each author’s claim and decide who you think makes a stronger case.
EVALUATING ARGUMENTS
Analyzing Authors’ ClaimsKEY
STANDARD
RI.6-8.8
AUTHOR: Elizabeth VeltenDirector of State Policy, Public Health Advocates
AUTHOR: Lisa D. KaticRegistered dietitian, K Consulting
Author’s main claim or argument in the debate: Author’s main claim or argument in the debate:
REASON 1: Cite one reason the author gives for her claim.
List evidence the author gives to support REASON 1.
REASON 1: Cite one reason the author gives for her claim.
List evidence the author gives to support REASON 1.
REASON 2: Cite another reason the author presents.
List evidence the author gives to support REASON 2.
REASON 2: Cite another reason the author presents.
List evidence the author gives to support REASON 2.
Which persuasive devices does the author use?
_____ Appeals to emotions
_____ Uses data or scholarly research
_____ Explains why the other side’s argument is weak
_____ Other: __________________________________________
Which persuasive devices does the author use?
_____ Appeals to emotions
_____ Uses data or scholarly research
_____ Explains why the other side’s argument is weak
_____ Other: __________________________________________
Evaluate Which author do you think makes her case more effectively? Do you spot any weaknesses—such as bias or missing information—in either author’s argument? Explain your answers on a separate sheet of paper.
JUNIOR SCHOLASTIC • OCTOBER 10, 2016
JUNIOR SCHOLASTIC • OCTOBER 10, 2016
FACT OR OPINION? Anthem Uproar (pp. 6-7)
Label each statement F for fact or O for opinion.____ 1. Not standing during the
national anthem is a valid way to express what you believe in.
____ 2. All four major U.S. sports leagues ask players to stand during the anthem.
____ 3. Colin Kaepernick was unfairly switched from starting quarterback to backup quarterback after the protest.
____ 4. Many Americans were outraged over Kaeper-nick’s refusal to stand during the playing of the national anthem.
____ 5. Kneeling during the national anthem is a more respectful way to show opposition than sitting.
COMPARE AND CONTRAST Desperate for a New Life (pp. 8-13)
Fill in the letter of the best response to each question. 6. How has U.S. policy changed
in recent years? A The U.S. doesn’t take in
refugees because they could be terrorists.
B The U.S. takes in fewer refugees than it used to because of safety concerns.
C The U.S. takes in more refugees than ever before because of the crisis in Syria.
7. Which is true of Shakir Yakoupi and Loreena?
A Both Shakir and Loreena arrived in Germany alone.
B Shakir came to Germany alone; Loreena arrived with her parents.
C Shakir came to Germany with his parents; Loreena arrived alone.
8. Which is true of Greece? A About 50,000 refugees are
stranded in camps there. B It is letting in more
migrants than it used to. C It is letting in more
migrants than Germany.
9. Which is true of both Ahmad Dandoush’s and Shakir Yakoupi’s reasons for migrating to Germany?
A Dandoush wanted a chance to become a TV star; Shakir wanted to go to college.
B Dandoush was avoiding the draft in Syria; Shakir’s family was protecting him from the Taliban in Afghanistan.
C Dandoush was avoiding joining ISIS; Shakir was avoiding joining the Taliban.
10. Compared with Austria, which was true of Germany in 2015?
A Germany had about the same number of applicants for asylum.
B Germany had fewer applicants for asylum.
C Germany had more applicants for asylum.
CHRONOLOGICAL ORDER The Quest for Women’s Equality (pp. 14-17)
Number these events in the order in which they occurred, from 1st to 5th.____ 11. The U.S. Department of
Defense removed the remaining restrictions on women in combat.
____ 12. For the first time, a woman was appointed to the Supreme Court.
____ 13. The 19th Amendment was ratified, guaranteeing women the right to vote.
____ 14. Democrats chose the first female major-party presidential nominee.
____ 15. Activist Susan B. Anthony was arrested for voting in a presidential election.
CENTRAL IDEA OR DETAIL? According to the Latest Poll . . . (pp. 18-19)
Label each item CI for central idea or D for detail.____ 16. Opinion polls tell us about
the present but can’t predict the future.
____ 17. A poll’s margin of error shows by how much the results could vary.
____ 18. Many opinion polls use probability sampling to reflect broader public opinion.
____ 19. Polls in the U.S. typically have low response rates.
____ 20. Polls are widely used during campaign seasons but have limitations.
TEST PREP
Quiz Wizard How much do you know about what’s in this issue? Take this quiz to find out.
KEY STANDARDS RI.6-8.8 RH.6-8.3 RI.6-8.5 RH.6-8.2
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JUNIOR SCHOLASTIC • OCTOBER 10, 2016
Read the following definitions and example sentences of vocabulary words from this issue. Then find two other words from the issue to define and give an example for each.
Words to Know
SKILLS SHEET Name: Date:
KEY STANDARD
RH.6-8.4
Junior Scholastic®
1. activist (n): one who campaigns vigorously for one side of a controversial issue• example: The activist protesting nuclear power
chained himself to the fence of the power plant.
2. anthem (n): a religious or national song, or a song that expresses the ideas of a particular group• example: Many fans consider Jay Z and Alicia Keys’s
“Empire State of Mind” an anthem of New York City and of hip-hop culture.
3. anthropology (n): the scientific study of human origins, beliefs, and cultures• example: When Betsy took a course in anthropology,
she studied traditions of courtship and marriage in an Appalachian town.
4. assimilate (v): to become fully part of a different culture or society• example: When Rocco successfully conducted an
entire conversation in Spanish at the grocery store, he felt he’d finally assimilated into his new neighborhood.
5. glass ceiling (n): an unfair system or set of attitudes that serves as a barrier preventing women or minorities from acquiring the most powerful jobs• example: After the male intern was promoted over
her, Rebecca realized that she had hit a glass ceiling at work.
6. migrant (n): a person who goes from one place to another, especially to find work• example: A group of migrants from Mexico arrived in
California in August to work the grape harvest.
7. patriotic (adj): having or expressing great love of and pride in one’s country• example: Joey took part in a Veterans Day parade to
honor the military and show that he’s patriotic.
8. refugee (n): a person forced to flee his or her country because of danger or persecution• example: High homicide rates in such violent Central
American countries as Honduras and El Salvador have led to a steady stream of refugees to the U.S.
9. segregated (adj): separated by race, class, or ethnic group• example: In its 1954 Brown v. Board of Education
decision, the U.S. Supreme Court ruled that racially segregated public schools violated the Constitution.
10. taxonomist (n): a scientist who practices taxonomy, the classification of organisms• example: Some scientists say that the first taxonomist
was Aristotle, a philosopher in ancient Greece, who was ahead of his time in recognizing that whales and dolphins were mammals, not fish.
11. tributary (n): a stream or river that feeds into a larger river or a lake• example: The Ohio River, flowing out of western
Pennsylvania, is a tributary of the mighty Mississippi River.
12. word: _____________________________________ ( ):
__________________________________________________________
__________________________________________________________
__________________________________________________________
• example: __________________________________________________
__________________________________________________________
__________________________________________________________
13. word: _____________________________________ ( ):
__________________________________________________________
__________________________________________________________
__________________________________________________________
• example: __________________________________________________
__________________________________________________________
__________________________________________________________
BUILDING VOCABULARY
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JUNIOR SCHOLASTIC
Choose any two articles in this issue of JS and complete each graphic organizer below by filling in the central idea and three details. (The central idea is what an article is mainly about. Details support the central idea.)
DETERMINING THE CENTRAL IDEA
What’s It All About?
SKILLS SHEET Name: Date:
Junior Scholastic®
TIP: A central idea is not necessarily the article’s first sentence. You can find the central idea by reading the text closely and asking yourself, “What does the author most want me to know?”
Putting It All Together Choose one of the articles you examined above and summarize it in three to four sentences on a separate sheet of paper.
ARTICLE 1
CENTRAL IDEA
DETAIL 1 DETAIL 2 DETAIL 3
ARTICLE 2
CENTRAL IDEA
DETAIL 1 DETAIL 2 DETAIL 3
KEY STANDARD
RH.6-8.2
Critical Thinking Are any of your W questions still unanswered? If so, which ones? How might you go about finding the answers? Explain.
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
KEY STANDARD
RI.6-8.10 When you read an article, you might already be familiar with the topic, or it might be the first time you’ve ever heard of it. A KWL chart is a useful tool for reflecting on your own background knowledge of a topic or an event, so you can prepare to learn more and deepen your understanding.
Choose any article in this issue of JS. Before reading it, complete the K and W columns as best you can. After reading the article, fill out the L column. Then answer the critical-thinking question at the bottom of the page.
ASSESS PRIOR KNOWLEDGE
Charting Your Knowledge
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JUNIOR SCHOLASTIC
KWhat I Know
WWhat I Want to Know
LWhat I’ve Learned
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JUNIOR SCHOLASTIC
Reading an article closely involves thinking critically about the text—plus any photos, maps, graphics, and other elements—and considering how the author presents information. It often requires you to read a text multiple times. Reading closely will help you gain a deeper understanding of an article. But how do you do that? Choose any article in this issue of JS. Then use this guide to read it closely.
CLOSE READING
Close Reading Checklist
SKILLS SHEET Name: Date:
Junior Scholastic®
¨ STEP 1: Number each paragraph of the article. This will help you cite evidence from the text when answering questions or participating in a class discussion.
¨ STEP 2: Annotate the text. Jot down any comments or questions in the margins. Marking up the article as you read will help you pause, observe, and think critically rather than rushing through it.
* Place a star next to anything that seems important.
? Write a question mark next to words, phrases, or concepts
you don’t understand.
! Put an exclamation point next to anything you find surprising or interesting.
¨ STEP 3: Write a brief summary of each chunk or subsection of the article. (Ask yourself: What is being said?)
¨ STEP 4: Write a brief analysis of each chunk or subsection of the article. (Ask yourself: What does this section add to the article? What might have been the author’s purpose for including it? Why does the author use particular words and phrases? What inferences can I make?)
¨ STEP 5: Examine the visuals. Write a brief explanation of what any photos, maps, graphics, and other visuals show. (Ask yourself: Why might the author have included them? What do they add to the information provided in the text?)
¨ STEP 6: Dig a little deeper. Reread the article and revise your analysis as necessary. Sometimes a text is like a puzzle, and you need to read it multiple times before you can see how all the pieces fit together.
RI.6-8.1
KEY STANDARD
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SKILLS SHEET NAME: DATE:
Junior Scholastic®
Authors often incorporate quotes and statistics into their articles to support a claim or illustrate a point. Looking closely at these details and considering why they were included can help you understand the article—and the topic—on a deeper level.
Choose any feature article in this issue of JS. Then select three of its quotes or statistics to analyze using the table below.
CLOSE READING
Digging Into the DetailsKEY
STANDARD
RI.6-8.1
Quote or statistic (Include the page number.)
Summarize the quote or statistic in your own words.
Why might the author have included it?
Putting It All Together What other types of quotes or statistics could have been included to support this article? Explain.
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_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
JUNIOR SCHOLASTIC
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JUNIOR SCHOLASTIC
Photos and graphics are powerful tools that help convey information that words alone cannot. As a reader, you’ll get more out of an article if you think about the visuals not as mere artistic elements but as additional sources of information. Choose any feature article in this issue of JS. Then select three of its visuals to analyze using the table below.
INTEGRATING VISUALS
Close Reading of Photos and Graphics
SKILLS SHEET Name: Date:
RI.6-8.7
Junior Scholastic®
KEY STANDARD
Page Number
Summarize what the visual shows.
Choose a detail from the visual and explain what makes
it interesting or surprising.
Explain how this visual adds to or enhances the information
provided in the text.
Putting It All Together 1. Why do you think the editors chose to include these visuals?
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2. What other types of photos or graphics could have been included to support this article? Explain.
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Putting It All Together On a separate sheet of paper, write two to three paragraphs explaining these similarities and differences. Be sure to use compare-and-contrast transition words and phrases. Key words and phrases commonly used to express comparison include similarly, both, also, as well as, in the same way, and likewise. Key words and phrases commonly used to express contrast include although, while, but, as opposed to, however, and on the other hand.
KEY STANDARD
RI.6-8.5
Choose two people, events, or ideas from any article in this issue of JS. Compare and contrast them using the Venn diagram below. List at least two differences on each side, and write any similarities in the overlapping section. Then respond to the writing prompt at the bottom of the page.
COMPARE AND CONTRAST
Understanding Similarities and Differences
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SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC
(Name of a person, event, or idea)
(Name of a person, event, or idea)
JUNIOR SCHOLASTIC
Welcome to do-it-yourself vocabulary! We’re leaving it to you to teach yourself the meanings of unfamiliar words you encounter in any JS article. In the space provided below, write the title of the article you’re working on. Then find three words in that piece whose meanings you’re unsure of. Write each word in one of the gray tabs, followed by the number of the page on which it appears. Then write what you think the word means based on context clues. Next, look up the word in a dictionary and write down its definition. Last, use the word in a sentence.
BUILDING VOCABULARY
DIY Vocabulary
SKILLS SHEET Name: Date:
ARTICLE:
word: page:
What I think the word means based on context clues:
Dictionary definition:
Example sentence:
word: page:
What I think the word means based on context clues:
Dictionary definition:
Example sentence:
word: page:
What I think the word means based on context clues:
Dictionary definition:
Example sentence:
KEY STANDARD
RI.6-8.4
Junior Scholastic®
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JUNIOR SCHOLASTIC
The internet is full of useful information—as well as a lot of information that’s incorrect or biased. Sometimes telling the difference is harder than you might think.
When conducting research, it’s important to check whether your sources are credible and accurate. That’s especially true for online sources, because the web makes it easy for anyone to publish just about anything. (Remember: You should always have more than one source for any fact you use.) Here are some questions to help you determine whether your online source is trustworthy.
EVALUATING SOURCES
Not All Sources Are Created Equal
SKILLS SHEET Name: Date:
WHST.6-8.8
Junior Scholastic®
KEY STANDARD
WEBSITE 1: __________________________________________
Author or agency/group and credentials: _______________
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Purpose of site: _______________________________________
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When was it last updated? _____________________________
Is it a reliable source? Explain. _________________________
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WEBSITE 2: __________________________________________
Author or agency/group and credentials: _______________
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Purpose of site: _______________________________________
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When was it last updated? _____________________________
Is it a reliable source? Explain. _________________________
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1. Who created the website? The site’s URL can help you figure this out. Sites that end in .gov, for example, were created by the federal government. Typically, .edu means the site is affiliated with a college or university, and .org means that an organization, such as a nonprofit, is behind the site.
2. What are their credentials? What qualifies this organization or individual to provide information on this topic? If a person runs the site, consider his or her occupation, years of experience, and education. If an organization runs the site, consider how long that group has been around, and if it exists only locally or has a national or worldwide presence.
3. What is the site’s purpose? Does the site exist solely to inform or teach, or is it selling a product or advocating for a particular cause? Is there evidence that the site is biased or prejudiced in favor of a certain outcome? (For example, a website that’s dedicated to attacking a specific political candidate will not be objective.)
4. Is the site current and functional? Try to find the date when the web page or site was last updated. (If it’s old, the data may no longer be accurate.) Are the links working properly? Broken links, spelling mistakes, and other errors are signs that a site may not be trustworthy.
Choose a topic in this issue of JS to examine further. Then pick two sources from your research to analyze below.
Putting It All Together See if you can verify the information your online sources provide through a non-web-based source, such as a book, map, or other reference.
Did the author provide sufficient evidence? (Is it enough to support the claim, or is more information needed?) Explain.
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Is the author’s reasoning sound? (Is it accurate and logical? Is it based on facts, not opinions?) Explain.
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Overall, does the author successfully support his or her claim? Explain.
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KEY STANDARD
RI.6-8.8When writing an argument, authors include reasons and evidence to support their claims. Choose a claim presented in this issue of JS. Then use the following prompts to analyze it.
EVALUATING ARGUMENTS
Are You Convinced?
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SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC
Supporting EvidenceIs this piece of evidence relevant?
(In other words, does it relate to this particular claim and help to support it?) Explain.
1.
2.
Author/Speaker’s Name: _______________________________________________________________________________________________
Claim: ____________________________________________________________________________________________________________________
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JUNIOR SCHOLASTIC
An effective presentation has interesting content that’s delivered in an engaging way. The presenter should capture the audience’s attention by making eye contact and speaking at an appropriate volume. Any accompanying visuals should also be appealing, without too much text or any unnecessary details. Below is a checklist of five things to keep in mind when giving a presentation. Study this list before you give a presentation to remind yourself what to practice or include. Use it again after your presentation to assess how well you did. (You may want to ask a classmate to help you evaluate your performance.)
PRESENTATION SKILLS
Presentation Self-Assessment
SKILLS SHEET Name: Date:
SL.6-8.4
Junior Scholastic®
KEY STANDARD
Comments 1. Explain one thing you think you did particularly well.
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2. Explain one thing you think you should work to improve for next time.
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Did I speak at an appropriate pace and volume?
Did I make eye contact with the audience?
Did I refrain from fidgeting, pacing, and other distracting body language?
Did I use relevant visuals (poster, video, etc.)that enhanced my presentation?
Did my visuals contain an appropriate amount of information that helped the audience understand the topic?
KEY STANDARD
RI.6-8.2
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SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC
A summary is a short statement or paragraph that tells what an article is mainly about. An objective summary does not include your opinions. (Remember that summarize means to sum up. When writing a summary, you’re summing up what an article says, not weighing in on it. An objective summary is different from a review, which includes your opinions.)
Writing an objective summary can help you comprehend what you’ve read and teach other people about a topic. After all, if you can accurately explain the gist of an article to someone else in just a few sentences, it’s likely that you’ve understood what it’s about.
How do you craft an objective summary? Choose any article in this issue of JS. Then follow the steps below to summarize it.
WRITING AN OBJECTIVE SUMMARY
Summarizing 101
Challenge On a separate sheet of paper, turn your objective summary into a review of the article. How do an objective summary and a review differ in terms of purpose, tone, and content?
Step 1: Write the main idea of the article here.
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Step 2: Find three key details from the article that support that main idea. Write them in your own words in two to three sentences here. (Hint: Avoid choosing minor details from just one section of the article. Instead, pick key details that support the article’s overall main idea.)
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Step 3: Combine your answers to steps 1 and 2 to form one cohesive paragraph. Make sure your sentences are free of opinions. Revise as necessary.
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JUNIOR SCHOLASTIC
News stories should convey information in a clear, precise way. Review the elements of a news story below. Then look closely at any feature story in JS to answer the questions that follow.
IDENTIFYING TEXT FEATURES
Anatomy of a News Story
SKILLS SHEET Name: Date:
RI.6-8.5
Junior Scholastic®
Headline: This is the main title of the story. A good headline attracts readers’ attention and suggests what the story is about.
Deck: This appears below or next to the headline. It is usually a one- or two-sentence summary of what the story is about.
Lead (pronounced leed): This is the first sentence or paragraph of the story. A good lead piques readers’ interest so that they want to read more. It should connect quickly to the story’s main idea.
Nut graph: This paragraph sums up what the story is about. It usually follows the lead.
Subheads: These are mini-headlines that separate sections of the story. Subheads break the story into shorter, more readable segments.
Graphic elements: Photographs, charts, maps, drawings, and diagrams are visual aids that help illustrate the story and provide extra information.
Caption: This is a phrase or a short explanation of what is shown in a photograph, illustration, chart, or map.
Sidebar: This is a short article that relates to, but is separate from, the main story. It may help put the main story in context—by providing historical background, for example—or present additional information about the topic of the main story.
1. Find an example of a headline. After you’ve read the story, write a new headline for it.
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2. Find an example of a subhead. What does the subhead tell you about the section that follows it?
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3. Describe a graphic element that appears with the story. How does it help illustrate the main text?
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4. Find an example of a caption. What does it tell you about the graphic element it accompanies?
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5. Does the lead of the story pique your interest? Why or why not? After you’ve read the story, write a new lead.
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KEY STANDARD
Questions
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JUNIOR SCHOLASTIC
When journalists write about a news event, they gather the most important information by answering the group of questions known as the five Ws and one H: Who? What? Where? When? Why? How? Choose any article in this issue of JS. Then use the graphic organizer below to record the answers to these questions.
ANALYZING TEXT STRUCTURES
Investigate the News
SKILLS SHEET Name: Date:
Junior Scholastic®
Putting It All Together Where in the text did you find the answers to these questions? Which ones were answered first? Why might the author have addressed them in that order? Explain.
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RI.6-8.5
KEY STANDARD
EVENT_________________________________________
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WHO?
WHEN?
WHAT?HOW?
WHERE?WHY?