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Unit Planning Organizer

Grade: 9

Unit: 4

Created By:Jacquelyn Daters, Central

Community SchoolsKathleen Learn, MBAEA

1Updated: August 1, 2015

Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.

Note: Teachers are strongly encouraged to look at the UPO for the context of assessments

Table of Contents

Step 1: Unit Standards …………………………………………………….…………………………………………………………………….. p. 3Iowa Core Standards- Priority Standards ……………………………………………….……………………………………... p. 3Iowa Core Standards- Support Standards ……………………………………………………………………………..………. p. 3Reading Standards Unwrapped and Depth of Knowledge ……………………………………………………………... p. 4Speaking/Listening Standards Unwrapped and Depth of Knowledge …………………………………………….. p. 4Unit Essential Questions and Big Ideas ………………………..………………………………………………………………... p. 5

Step 2: Standards-Based Unit Assessments ……………………………………………………………………………………………. p. 5Assessment and Performance Task Alignment of Unit Standards ………………………………………………….. p. 5Standards-Based Common Formative Post-Assessment (CFA)

Teacher Directions, Student Directions and Answers ..……………………………………………………. p. 5Standards-Based Common Formative Pre-Assessment (CFA)

Teacher Directions, Student Directions and Answers ……………………………………………………… p. 11

Step 3: Standards-Based Performance Tasks …………………………………………………………………………………………. p. 16Performance Task Synopses ……………………………………………………………………………………………………….... p. 16Performance Task 1- In Detail ………………………………………………………………………………………………………. p. 16Performance Task 2- In Detail ………………………………………………………………………………………………………. p. 18Performance Task 3- In Detail …………………………….………………………………………………………………………… p. 20

Student Materials …………………………………………………………………………………………………………………………………. p. 23

Notes: Supporting standards may be embedded in performance tasks. If they are not embedded, they must

be assessed through teacher-designed classroom measure. Supporting standards will not be embedded in common formative pre/post assessments.

Unit Planning Organizer2

Updated: August 1, 2015Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.

Subject(s) ELAGrade/Course Grade 9Title of Standards-Based Unit

World literature and Point of View

Estimated Duration of Unit

6 + 1

Unit Placement in Scope & Sequence 1 2 3 4 5 6

Step 1: Unit Standards

Iowa Core Standards- Priority Standards (to be instructed and assessed)RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences,

paragraphs, or larger portions of a text (e.g., a section or chapter).RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside

the United States, drawing on a wide reading of world literature.RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to

advance that point of view or purpose.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussion (one-on-one, in groups, and

teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate to the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Iowa Core Standards- Support Standards (to be instructed and assessed)Note: Not all supporting standards will be measured through Standards-Based CFA or Performance Task listed

below.RL.9-10.7, SL.9-10.6, L.9-10.1, L.9-10.2, L.9-10.3, L.9-10.4

Reading Standards



Priority Standard

“Unwrapped” Skills(students need to be able to do)

(verbs and verb phrases)

“Unwrapped” Concepts(students need to know)

(noun/noun phrases)

Depth of Knowledge

RL.9-10.6

Analyze

Draw

A particular point of view or cultural experience reflected in a world of literature from outside the United States

On a wide reading of world literature

3, 4

RI.9-10. 6

Determine

Analyze

An author’s point of view or purpose in a text

How an author uses rhetoric to advance that point of view or purpose

2, 3, 4

RI.9-10.5

Analyze In detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

2, 3

Speaking/Listening StandardsPriority

Standard“Unwrapped” Skills

(students need to be able to do)(verbs and verb phrases)

“Unwrapped” Concepts(students need to know)

(noun/noun phrases)

Depth of Knowledge

SL.9-10.1

Initiate/participate

ComeHave read and researched(explicitly) DrawRefer

Work

Effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on other’s ideas and expressing their own clearly and persuasively

To discussions prepared Material under study On that preparation To evidence from texts and other

research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas

With peers to set rules for collegial discussions and decision-making (e.g., informal consensus), take votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

1, 2, 3

Unit Essential Question and Big IdeasEssential Questions Big Ideas

How does point of view or cultural experience influence A particular point of view or cultural experience of a 4


a literary work? literary work influences the theme.How important are specific passages in a text in relation to the whole text?

Particular sentences, paragraphs or larger portions of a text can develop and refine an author’s claims or ideas.

Why is it necessary to work with others? Working collaboratively enriches discussions, deepens understanding, and clarifies one’s thinking.

Step 2: Standards-Based Unit Assessments

Assessment and Performance Task Alignment of Unit StandardsAssessment/Performance Task Assessed Standards

Pre CFA RI.9-10.5, RI.9-10.6Performance Task #1 RL.9-10.6Performance Task #2 RL.9-10.6, SL.9-10.1Performance Task #3 RI.9-10.5, RI.9-10.6, SL.9-10.1Post CFA RL.9-10.5, RL.9-10.6

Standards-Based Common Formative Post-Assessment (CFA)Part I – LiteratureStandards: RL.9-10.6Teacher Directions: Students will read the excerpt from Jane Austen’s Pride and Prejudice and answer the questions following it.Student Directions: read the excerpt from Jane Austen’s Pride and Prejudice and answer the questions following it.

Pride and Prejudice – Jane Austen (excerpt from Chapter 1) Note: Austen lived from 1775-1817 in England.

It is a truth universally acknowledged, that a single man in possession of a good fortune must be in want* of a wife.

However little known the feelings or views of such a man may be on his first entering a neighbourhood, this truth is so well fixed in the minds of the surrounding families, that he is considered as the rightful property of some one or other of their daughters.

``My dear Mr. Bennet,'' said his lady to him one day, ``have you heard that Netherfield Park* is let* at last?''

Mr. Bennet replied that he had not.

``But it is,'' returned she; ``for Mrs. Long has just been here, and she told me all about it.''

Mr. Bennet made no answer.

``Do not you want to know who has taken it?'' cried his wife impatiently.

``You want to tell me, and I have no objection to hearing it.''



http://www.pemberley.com/janeinfo/ppdrmtis.html#MrBennet

http://www.pemberley.com/janeinfo/ppdrmtis.html#MrsLong


http://www.pemberley.com/janeinfo/ppjalmap.html#netherfield


This was invitation enough.

``Why, my dear, you must know, Mrs. Long says that Netherfield is taken by a young man of large fortune from the north of England; that he came down on Monday in a chaise and four* to see the place, and was so much delighted with it that he agreed with Mr. Morris immediately; that he is to take possession before Michaelmas,* and some of his servants are to be in the house by the end of next week.''

``What is his name?''

``Bingley.''

`Ìs he married or single?''

`Òh! single, my dear, to be sure! A single man of large fortune; four or five thousand a year. What a fine thing for our girls!''

``How so? How can it affect them?''

``My dear Mr. Bennet,'' replied his wife, ``how can you be so tiresome! You must know that I am thinking of his marrying one of them.''

`Ìs that his design in settling here?''

``Design! nonsense, how can you talk so! But it is very likely that he may fall in love with one of them, and therefore you must visit him as soon as he comes.''

`Ì see no occasion for that. You and the girls may go, or you may send them by themselves, which perhaps will be still better; for, as you are as handsome as any of them, Mr. Bingley might like you the best of the party.''

``My dear, you flatter me. I certainly have had my share of beauty, but I do not pretend to be anything extraordinary now. When a woman has five grown up daughters, she ought to give over thinking of her own beauty.''

`Ìn such cases, a woman has not often much beauty to think of.''

``But, my dear, you must indeed go and see Mr. Bingley when he comes into the neighbourhood.''

`Ìt is more than I engage for, I assure you.''

``But consider your daughters. Only think what an establishment it would be for one of them. Sir William and Lady Lucas are determined to go, merely on that account, for in general, you know they visit no newcomers. Indeed you must go, for it will be impossible for us to visit him, if you do not.''

``You are over-scrupulous*, surely. I dare say Mr. Bingley will be very glad to see you; and I will send a few lines by you to assure him of my hearty consent to his marrying whichever he chooses of the girls; though I must throw in a good word for my little Lizzy.''

`Ì desire you will do no such thing. Lizzy is not a bit better than the others; and I am sure she is not half so handsome as Jane, nor half so good humoured as Lydia. But you are always giving her the preference.''

``They have none of them much to recommend them,'' replied he; ``they are all silly and ignorant like other girls; but Lizzy has



http://www.pemberley.com/janeinfo/ppdrmtis.html#ElizabethBennet

http://www.pemberley.com/janeinfo/ppdrmtis.html#LydiaBennet

http://www.pemberley.com/janeinfo/ppdrmtis.html#JaneBennet



http://www.pemberley.com/janeinfo/ppdrmtis.html#CharlesBingley

http://www.pemberley.com/janeinfo/ppdrmtis.html#LadyLucas

http://www.pemberley.com/janeinfo/ppdrmtis.html#SirWilliamLucas





http://www.pemberley.com/janeinfo/pptopics.html#class

http://www.pemberley.com/janeinfo/ppchron.html#michaelmas

http://www.pemberley.com/janeinfo/ppdrmtis.html#MrMorris

http://www.pemberley.com/janeinfo/pptopics.html#chaise



something more of quickness than her sisters.''

``Mr. Bennet, how can you abuse your own children in such way? You take delight in vexing me. You have no compassion on my poor nerves.''

``You mistake me, my dear. I have a high respect for your nerves. They are my old friends. I have heard you mention them with consideration these twenty years at least.''

``Ah! you do not know what I suffer.''

``But I hope you will get over it, and live to see many young men of four thousand a year come into the neighbourhood.''

``It will be no use to us if twenty such should come, since you will not visit them.''

``Depend upon it, my dear, that when there are twenty I will visit them all.''

Want – needNetherfield Park – an estate made up of a large house, stable, etc.Let – boughtChaise and four – carriageMichaelmas – festival celebrated on September 29 in honor of the archangel MichaelOver-scrupulous – careful, strict regard for what is considered correct

1. What is Austen’s point of view or purpose in this text? How do you know? Cite and discuss textual evidence to support your position? (RL.9-10.6)

Possible response: Austen’s purpose is to show the culture of the late 18th century in England. Mrs. Bennet wants to marry off one of her daughters to a new rich neighbor, Mr. Bingley. We see this when Mrs. Bennet says about the new neighbor, “A single man of large fortune; four or five thousand a year. What a fine thing for our girls!” She is worried that others will visit Mr. Bingley first. She warns her husband, “But consider your daughters. Only think what an establishment it would be for one of them. Sir William and Lady Lucas are determined to go, merely on that account….”

2. Analyze how Austen uses the 17th century cultural experience in England to advance that purpose. (RL.9-10.6)

Possible response: Austen shows the culture of the times by her use of use of language. She says, “My dear Mr. Bennet” when addressing her husband. This formality was typical of families of their social class. She also feels she cannot visit Mr. Bingley without her husband. “Indeed you must go, for it will be impossible for us to visit him, if you do not.” Austen uses sarcasm in the exchanges between Mr. and Mrs. Bennet. For example, she says: “It will be no use to us if twenty such should come, since you will not visit them.” He replies, “Depend upon it, my dear, that when there are twenty I will visit them all.” Of course, this is not what he means.

Scoring Guide RL.9-10.6 #1Exemplary Proficient Close to Far from




Proficient ProficientAll proficient criteria plus:o NA

o Analyzes a particular point of view or cultural experience reflected in a work of literature from outside the United States

o Meets none of the proficient criteria.

o NA

Comments:

Scoring Guide RL.9-10.6 #2Exemplary Proficient Close to

ProficientFar from

ProficientAll proficient criteria plus:o NA



o NA

Comments:

Part II – Informative TextStandard: RI.9-10.6Teacher Directions: Students will read the informational text, “Role Saudi Women Can Play” and answer the questions following it.Student Directions: read the informational text, “Role Saudi Women Can Play” and answer the questions following it.Source: http://www.arabnews.com/columns/news/623406

Role Saudi women can playTALAL ALHARBIPublished — Monday 1 September 2014Talking about Saudi Arabia, international reports and analyses usually raise the issue of Saudi women being deprived* of their rights. In fact, these reports and analyses are written in accordance with the western perception of human rights that they think are suitable for every country. Unfortunately, that is not correct. Social, traditional and religious values play a role in determining the rights and responsibilities of individuals in every country. Those who write reports about rights deprivation in Saudi Arabia do not understand our society and traditions.

We can also say that women in the West are treated as subordinates* to men. We all remember the feminist movements that advocated women’s freedom but fizzled out because their noble cause was hijacked by human traders who exploited women as sex commodity*. There are many examples to support our claim. What the initiators of these subjective* reports do not understand is that every society has its unique system; as such we can’t tailor the Western standards to fit our society.

These people must also understand that our religion gives due respect to women and protects their rights and dignity as human beings. We acknowledge that there may be malpractices* and they are because of the wrong application of rules by



some ignorant people.

To those who do not know, we say Saudi Arabia has unique societal conditions that are not limited to our women, but to all classes of the society. However, we cannot deny the fact that we are not an ideal society. We have problems and conditions that need to be addressed and solved. But what is more important is the correct assessment of the problem without exaggerating or belittling it. In other words, we have to take into account the whole picture — to see the forest and not only a few trees.

As such, when we deal with any problem we should do so by taking into consideration interests of the society as a whole and not the interest of one party at the cost of others. This is our logic when dealing with the issue of Saudi women. Before considering any idea or suggestion, we try to improve women’s conditions to make the whole society productive and enable our women to help themselves and the society.

There are some issues that prevent Saudi woman from playing a major role in society. These include the nature of the woman and how she wants to be seen at home and abroad. We have to admit that the Saudi woman is an active and positive member of our society and that she has proven herself in many fields, including education, workplace or in other activities.

However, negative portrayal of women affects their condition. Unfortunately, Arab and the foreign media present Saudi women as backward, lacking human qualities and violating customs and traditions. These negative stereotyping has sullied* her image. The good thing is that the Saudi society has rejected these and is countering the practice to protect the integrity of women. There are women who take to media in a way not in accordance with their tradition or religion.

Personally, I do not object to women presenting themselves on the media, but I reject their claim that they represent the typical Saudi woman. What I am calling for is not to ban these women from appearing on TV, but to show the other picture of Saudi women.

What is needed is that women should play their role in demanding their rights, diversify* their methods, accept what is possible and wait until the society is convinced with their demands. Take the issue of car driving, for example. In fact, there is no law that prohibits women from being behind the wheel, but it is a widely accepted norm* that they don’t drive. As such, women should accept simple things. First, they should be allowed to drive in certain conditions such as taking their children to school or sick family members to hospitals. This is a wise thing women could do at this stage. Being stubborn won’t support their cause.

*deprived: suffering a lack of a specified benefit that is considered important*subordinates: those who are less than others (not equal)*commodity: something/someone who can be bought or sold*subjective: not objective; based on personal feelings, ideas, or beliefs*malpractices: problems, mistakes*sullied: damaged, stained*diversify: use other*norm: practice, guideline

1. What is Talal Alharbi’s point of view or purpose in this text? How do you know? Cite and discuss textual evidence to support your position. (RI.9-10.6)



Possible Answer: Alharbi’s purpose seems to be to refute (disagree with) the traditional United States’ view of Saudi Arabian women as second-class citizens. At the end of the first paragraph, he writes, “Those who write about rights deprivation in Saudi Arabia do not understand our society and tradition.” In the second paragraph, Alharbi calls these negative reports “these subjective reports do not understand that every society has its unique system; as such we can’t tailor the Western standards to fit our society.” Alharbi acknowledges that Saudi Arabia has some “problems and conditions that need to be addressed and solved.” (4th paragraph) He continues by writing, “As such, when we deal with any problem we should do so by taking into consideration interests of the society as a whole and not the interest of one party at the cost of others.” In the sixth paragraph, Alharbi states that the “nature of the woman and how she wants to be seen at home and abroad” may prevent Saudi women from playing a major role in society. Clearly, Alharbi wants to clarify what he considers the negative/wrong view of Saudi women by westerners.

2. Analyze how Alharbi uses rhetoric to advance that purpose. (RI.9-10.6)Possible Answer: Alharbi uses language to equate Saudi treatment of women with other countries. He says in the first paragraph: “Social, traditional and religious values play a role in determining the rights and responsibilities of individual in every country.” He declares that some “…do not understand our society and traditions.” He writes about the hijacking (a sensitive word in this era of terrorism) of women in the west by human traders who exploited them as sex commodity at the end of the second paragraph. His position rests on language such as “unique societal conditions” (fourth paragraph), “interests of the society as a whole” (fifth paragraph) and “These negative stereotyping has sullied he image.” (seventh paragraph). The choice of this language is clear in its support of his purpose – refuting Western images of Saudi women.

3. Analyze how Alharbi’s use of the words “west” and “western” contribute to the author’s claim about Saudi women. (RI.9-10.5)

Possible answer: Alharbi uses the words “west” and “western” to show the great contrast between the cultures of Saudi Arabia and nations that are critical of how women are treated. The phrase “the western perception of human rights that they think are suitable for every country” in the first paragraph characterizes western views as all-knowing and encompassing all cultures. The author uses the phrase “women in the West are treated as subordinates to men” in the second paragraph to show that the West is not as supportive of women as it proclaims it is. The author uses the phrase “we can’t tailor the Western standards to fit our society” at the end of the second paragraph to again state the differences in culture. The author is making and supporting the claim that the West should not impose its standards on Saudi Arabia.

Scoring Guide RI.9-10.6Exemplary Proficient Close to

ProficientFar from

ProficientAll proficient criteria plus:o Analyze how style

and content contribute to the power, persuasiveness, or beauty of the text.

o Determines an author’s point of view or purpose in a text

o Analyzes how an author uses rhetoric to advance that point of view or purpose

o Meets __1_ of the proficient criteria.

o Meet none of the proficient criteria.

Comments:

Scoring Guide RI.9-10.5Exemplary Proficient Close to Far from



Proficient ProficientAll proficient criteria plus:o Analyze the effectiveness of the

structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

o Analyzes in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter)



Comments:

Standards-Based Common Formative Pre-Assessment (CFA)Standards: RL.9-10.6 LiteratureTeacher Directions: Students will read the excerpts from Aidoo’s short story “The Girl Who Can” and answer the questions following it.

Student Directions and Possible Answers: Read the excerpts from Aidoo’s short story “The Girl Who Can” and answer the questions following it.

The Girl Who Can -- by Ama Ata Aidoo (Excerpts)

They say that I, Adjoa, was born in Hasodzi; and it is a very big village in the central region of our country, Ghana. They also say that when all of Africa is not choking under a drought, Hasodzi lies in a very fertile lowland in a district known for its good soil. Maybe that is why any time I don’t finish eating my food, Nana says, “you Adjoia, you don’t know what life is about . . . you don’t know what problems there are in this life . . . “As far as I could see, there was only one problem. And it had nothing to do with what I knew Nana considered as “problems,” or what Maami thinks of as “the problem.” Maami is my mother. Nana is my mother’s mother. And they say I am seven years old.. . .Like all this business with my legs. I have always wanted to tell them not to worry. I mean Nana and my mother. It did not have to be an issue for my two favorite people to fight over. . . . When I think back on it now, those two, Nana and my mother, must have been discussing my legs from the day I was born. What I am sure of is that when I came out of the land of sweet, soft silence into the world of noise and comprehension, the first topic I met was my legs.

That discussion was repeated very regularly.

Nana: “Ha, ha you know, Kaya. I thank my God that your very first child is a female. But Kaya. I m not sure about her legs. Hm.. hm… hm…”

And Nana would shake her head.

Maami: Mother, why are you always complaining about Adjoia’s legs? If you ask me…”

Nana: “They are way too thin. And I am not asking you!”11


Nana has many voices. There is a special one she uses to shut everyone up.“Some people have no legs at all,” my mother would try again with all her small courage.

“But Adjoa has legs,” Nana would insist: “except that they are too thin. And also too long for a woman. Kaya, listen Once in a while, but only once in a very long while, somebody decides – nature, a child’s spirit mother, an accident happens, and somebody gets born without arms, legs of both sets of limbs. And then let me touch wood; it is a sad business. And you know, such things are not for talking about every day. But if any female child decides to come into this world with legs, then they might as well be legs.”

“What kind of legs?” And always at that point, I knew from her voice her mother was weeping inside.

Nana never heard such inside weeping. Not that it would have stopped Nana even if she had heard it. Which always surprised me. Because, about almost everything else apart from legs, Nana is such a good grown-up. In any case, what do I know about good grown-ups and bad grown-ups? How could Nana be a good grown-up when she carried on so about my legs? All I want to say is that I really liked Nana except for that.

Nana: “As I keep saying, if any woman decides to come into this world with two legs, then she should select legs that have meat on them: with good calves. And a woman must have solid hips to be able to have children.”

“Oh, Mother.” That’s how my mother would answer. Very, very quietly. And the discussion would end or they would move on to something else.. . .“Legs that have meat on them with good calves to support solid hips . . . to be able to have children.” [Nana]

So I wished that one day I would see, for myself, the legs of any woman who had had children. But in our village, that is not easy. The older women wear long wrap-arounds* all the time. Perhaps if they let me go bathe in the river in the evening, I could have checked. But I never had a chance. It took a lot of begging just to get my mother and Nana to let me go splash around in the shallow end of the river with my friends, who were other little girls like me. For proper baths, we used the small bathhouse behind our hut. Therefore, the only naked female legs I have ever really seen are those of other little girls like me, or older girls in the school. And those of my mother and Nana: two pairs of legs which must surely belong to the approved kind; because Nana gave birth to my mother and my mother gave birth to me. In my eyes, all my friends have legs that look like legs, but whether the legs have got meat on them to support the kind of hips that … that I don’t know.…

*wrap-arounds: a type of garment that is open down the side and is wrapped around the body

Author information: Ama Ata Aidoo was born in Saltpond in Ghana's Central Region in 1940. Aidoo is a Ghanaian author, poet, playwright and academic, who is also a former Minister of Education in the Ghana government. She currently lives in Ghana, where in 2000 she established the Mbaasem Foundation to promote and support the work of African women writers.

1. What is the particular point of view that Aidoo is showing in this text selection? Explain by citing and discussing textual evidence. (RL.9-10.6)

Possible answer: The point of view in this text selection relates to the ideas and beliefs of Ghanaian women. The role 12


http://en.wikipedia.org/wiki/Ghana

of mother and daughter (Nana and Maami) shows a dominance by the older woman which may be cultural. Maami is interrupted by Nana: “If you ask me….” Also Maami tries to differ with her mother “my mother would try again with all her small courage.” In addition, Nana does not acknowledge her daughter’s discomfort: “Nana never heard such inside weeping.” Maami would end the conversations with “Oh, Mother” very, very quietly.

2. What cultural experience is reflected in this text? Explain by citing and discussing textual evidence. (RL.9-10.6)

Possible answer: The role of women as child bearers is also apparent in this text selection. The continued focus on Adjoa’s thin legs shows this. “When I think back on it now, those two, Nana and my mother, must have been discussing my legs from the day I was born.” “That discussion was repeated very regularly.” The legs are connected to child bearing: “As I keep saying, if any woman decides to come into this world with her two legs, then she should select legs that have meat on them: with good calves. Because you are sure such legs would support solid hips. And a woman with solid hips has to be able to have children.” Adjoa longs to see “…the legs of any woman who had had children.”

Bathing is another cultural experience touched upon in this text selection. It seems to be highly regulated – who goes where and with whom. It appears that only older women bathe in the river in the evening. Children bath in the bathhouse behind the hut.

Scoring Guide # 1 (RL.9-10.6)Exemplary Proficient Close to

ProficientFar from

ProficientAll proficient criteria plus:o

o Analyzes a particular point of view reflected in a work of literature from outside the United States


o

Comments:


ProficientFar from


o Analyzes a cultural experience reflected in a work of literature from outside the United States


o

Comments:

Pre-Assessment – Part II Informational Text

Standard: RI.9-10.6



Teacher Directions: Students will read the informational text, “Living in Saudi Arabia” and answer the questions following it.

Student Directions: Read the informational text, “Living in Saudi Arabia” and answer the questions following it.

Source: http://www.internations.org/saudi-arabia-expats/guide/living-in-saudi-arabia-15364

Living in Saudi Arabia

Culture

Cultural life in Saudi Arabia rests strongly within the confines of strict interpretations of the Quran*. In practice, this means that the visual arts, for example, are limited to geometric, floral or abstract designs, as representations of humanity are forbidden. Although there are some cinemas in larger cities, relinquishing* the joys of theater comes with the territory.

Music, dance, and Bedouin poetry form an important part of Arab culture. Literature in general is, however, kept in check by strict censorship rules. Westerners in Saudi Arabia will quickly become aware that not only is there no freedom of religion but freedom of expression is also repressed* to the extent that it is non-existent.

You may be surprised at the lack of religious heritage sites in the cradle of Islam*. This absence can be explained by the fear of idolatry* in Wahhabism (or Salafism), the form of Islam which dominates life in Saudi Arabia.

Women

Women who live in Saudi Arabia have a defined legal status –they have fewer rights than men in many respects and play a very limited role in public. However, the country is making slow progress toward some form of gender equality. King Abdullah has endeavored* to grant women a larger role in Saudi society. The very structure of government itself has changed under his reign, with female suffrage* and the right to run in municipal elections beginning in earnest in 2015.

Moreover, the strength of the guardianship law, which dictates that all women regardless of age must have a male guardian to either accompany her in public, grant permission to travel, attend school or marry and if needed identify her in the eyes of the public, will be reduced. National identity cards will be issued at this time, meaning women can identify themselves and be recognized as individual citizens in the eyes of the law.

Driving is strictly forbidden for women. Outside the typical compound, gender segregation* is common in all areas of the public sphere, from the more obvious places, like swimming pools, to the less obvious, such as restaurants. However, Western women do have more freedoms than their Saudi Arabian counterparts in the Kingdom. For example, while foreign women can book themselves into a resort on their own, Saudi women enjoy no such luxury.

*Quran: the central religious text of Islam, which Muslims believe to be a revelation from God (Allah). Muslims believe that the Quran was verbally revealed by God to Muhammad through the angel Gabriel.

*relinquishing: giving up

*repressed: restrained, inhibited



http://www.internations.org/saudi-arabia-expats/guide/living-in-saudi-arabia-15364

*Islam: A religion, founded by Muhammad, whose members worship the one God of Jews and Christians (God is called Allah in Arabic) and follow the teachings of the Quran.

*idolatry: worshipping false idols

*endeavored: worked

*suffrage: the right to vote

*gender segregation: separation of men and women

3. What is the author’s point of view or purpose in this text? How do you know? Cite and discuss textual evidence to support your position. (RI.9-10.6)

Possible Answer: The author appears to be providing an objective view of cultural life and the lives of women in Saudi Arabia. He presents information without providing an opinion about it. For example, in the first paragraph, he says that “representations of humanity are forbidden” without commenting if this is a good thing or a bad thing. He makes similar observations about music, dance, and poetry – again without personal commentary. He relates the current status of women – “they have fewer rights than men…” Another example of his objectivity: “The very structure of government itself has changed under his reign…” without commentary or personal opinion.

4. Analyze how the author uses rhetoric to advance that point of view or purpose. (RI.9-10.6)

Possible Answer: The lack of incendiary or vivid, colorful language supports the author’s objective presentation of facts. He begins with: “Cultural life in Saudi Arabia rests strongly within the confines of strict interpretations of the Quran.” It is a straightforward statement about the situation in an Islam country. It does not provide any negative or positive connotations/opinions.

Scoring Guide # 3 (RI.9-10.6)Exemplary Proficient Close to

ProficientFar from




o

Comments:


ProficientFar from


o Analyzes how the author uses rhetoric to advance that point of view or purpose

o Meets __0_ of the proficient

o



criteria.Comments:

Step 3: Standards-Based Performance Tasks

Performance Task SynopsesTask 1: RL.9-10.6 (RL.9-10.2) Synopsis: Consider the cultural views of marriage in wealthy Renaissance families and its role in Romeo and Juliet.Task 2:RL.9-10.6, SL.9-10.1 (RL.9-10.1) Synopsis: Students consider important questions raised by the play.Task 3: (Priority Standards codes) (Include Support Standards codes if applicable) SynopsisTask 4: (Priority Standards codes) (Include Support Standards codes if applicable) Synopsis

Performance Task # 1- In DetailPriority Standards: RL.9-10.6Supporting Standards (if applicable): RL.9-10.1Big Idea/s: A particular point of view or cultural experience influences the theme of a literary work.Essential Question/s: How does a point of view or cultural experience a literary work?DOK: 3, 4

Synopsis: Consider the cultural views of marriage in wealthy Renaissance families and its role in Romeo and Juliet.

Teacher Directions: After reading Act II, scene 3, students will examine the cultural view of marriage in wealthy Renaissance families.

Student Directions: You are an investigative reporter looking into arranged marriages in Renaissance times. You have discovered that the culture of the Renaissance demanded that wealthy Renaissance families relied upon clearly defined roles as well as arranged marriages to ensure family stability and power. Typically, families were led by strong fathers who arranged marriages for their children so that the family remained strong and powerful. Wives were expected to produce children, preferably males, in order to secure an heir to the family’s fortunes. They were also expected to support their husband’s choice of mates for their children. In addition, children were expected to obey their parents without question. (Adapted from Literature, Grade 9, Holt McDougal, 2012)

How do responsibilities and actions demanded by the Capulet and Montague families conflict with those of the Romeo and Juliet? Your investigative report should include text references and discussion of them in support of your position. Also, how does Shakespeare’s use of Renaissance culture unveil a theme? Explain. Write a well- organized, well-supported report (essay).



Scoring Guide RL.9-10.6Exemplary Proficient Close to

ProficientFar from


o Analyzes a particular cultural experience reflected in a work of literature from outside the United States


o NA

Comments:


ProficientFar from

ProficientAll proficient criteria plus:o Determines two

or more themes

o Determines a theme of a texto Analyzes in detail theme’s development over

the course of the text, including how it emerges and is shaped and refined by specific details

o Meets one of the proficient criteria.

o NA

Comments:

Performance Task # 2- In Detail

Priority Standards: RL.9-10.6, SL.9-10.1Supporting Standards (if applicable): RL.9-10.1, RL.9-10.2Big Idea/s: A particular point of view or cultural experience influences the theme of a literary work.Essential Question/s: How does a point of view or cultural experience influence a literary work?DOK: 3, 4



Synopsis: Determine the antagonist/s of the play.Teacher Directions: After students complete their reading of the play, they will research a question by analyzing the text. Then they will participate in a structured group discussion of their findings.

Possible questions:1. If Romeo and Juliet are the protagonists of the play, who or what is the protagonist? Include text evidence

in your discussion of this question.2. In this play, does loyalty to family take precedence over love? Include text evidence in your discussion of

this question.3. Is Friar Laurence guilty of anything in this play? Include text evidence in your discussion of this question.

Group Discussion options:

Students are put into small groups. Each group selects one of the questions provided by the teacher. As a group, students determine a position for their question. Individually, students examine the play and find text evidence to support their position. Students share their findings in the small group. They ask questions, incorporate others into the discussion and

clarify, verify, or challenge ideas and conclusions from their group members. Students respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and

when warranted, qualify or justify their own views and understanding and make new connections. It is suggested that groups are videotaped so teacher can view each one and provide feedback.

Student Directions: The play Romeo and Juliet is full of intrigue, duels, and mystery. It examines important questions about how to live. In a small group, you will consider such a question. This will involve a careful review of the play to locate specific text evidence to support your position. After this support has been identified, you will engage in a small group discussion of your findings.

Possible questions (Your teacher may have others):1. If Romeo and Juliet are the protagonists of the play, who or what is the antagonist? Include text

evidence in your discussion of this question.2. In this play, does loyalty to family take precedence over love? Include text evidence in your discussion

of this question.3. Is Friar Laurence guilty of anything in this play? Include text evidence in your discussion of this question.

Group Discussion Guidelines: You will be assigned to a small group. Your group selects one of the questions provided by the teacher. As a group, you determine a position for your question. Individually, students examine the play and find text evidence to support their position. Students share their findings in the small group. As you share and discuss your findings, ask questions,

incorporate others into the discussion and clarify, verify, or challenge ideas and conclusions from their group



members. Group members should respond thoughtfully to diverse perspectives, summarize points of agreement and

disagreement, and when warranted, qualify or justify their own views and understanding and make new connections.

Scoring Guide RL.9-10.6Exemplary Proficient Close to Proficient Far from



o Meets _zero__ of the proficient criteria.

o NA.

Comments:

Scoring Guide SL.9-10.1Exemplary Proficient Close to

ProficientFar from

ProficientAll proficient criteria plus:o Determines what

additional information or research is required to deepen the investigation or complete the task

o Comes to discussions prepared, having read and researched material under study

o Explicitly draws on that preparation by referring to evidence from text to stimulate a thoughtful, well-reasoned exchange of ideas

o Propesl conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

o Actively incorporates others into the discussiono Clarifies, verifies, or challenges ideas and

conclusionso Responds thoughtfully to diverse perspectiveso Summarizes points of agreement and

disagreement, and, when warranted, qualify or justify their own views and understanding

o Makes new connections in light of the evidence and reasoning presented

o Meets __5-7_ of the proficient criteria.

o Meets fewer than _5__ of the proficient criteria.

Comments:

Performance Task # 3- In Detail

Priority Standards: RI.9-10.5, RI.9-10.6, SL.9-10.1Supporting Standards (if applicable): RI-10.1, RI.9-10.2,Big Idea/s: A particular point of view or cultural experience influences the theme.Essential Question/s: How does a point of view or cultural experience influence a written work?DOK: 3, 4Synopsis: Students will examine informational text by writers outside the United States and identify purpose and context of that culture.



Teacher Directions:Students will research a global topic and read an article about the same topic. Students will identify the central idea of the article, determine the author’s point of view or purpose and analyze how the author uses rhetoric to advance that point of view or purpose.It is suggested that students be assigned to groups of three. Each student in the group will be given a different topic and article. Students will research the topic briefly using some guiding questions. After the brief research and after reading the assigned article, students will determine the central idea of the article. Then students will determine how the information researched provides context for the author’s point of view or purpose of the assigned article. Finally, students will identify specific examples of rhetoric that advance that point of view or purpose.

Suggested articles and topics for research:1. “Princess Diana Speech: Responding to Landmines”

Research: Angola’s situation in the 1990s, the perils of landmines, the anti-landmine movement, and the role of Princess Diana.

2. “Malala Yousafzai’s speech at the Youth Takeover of the United Nations”Research: the Taliban in Pakistan in 2012, why Malala was shot, how Jesus, Lord Buddha, Martin Luther King, Jr., Nelson Mandela influenced Malala, the Taliban’s view of women and education.

3. “Never Give In” by Winston ChurchillResearch: how WWII is going in England in 1941, describe the feeling of the nation and explain why, how do the English view Winston Churchill?

Students write a short written report that summarizes their research findings. They prepare an oral presentation (to share with their group) that explains a brief summary of the article and the research findings, the central idea of the article, the author’s point of view or purpose, and selected passages where the rhetoric advances the point of view or purpose.

Student Directions:

To expand your view of the world and informational text, research the assigned topic and article.1. Prepare a written summary of your research topic.2. Write a short summary of the article.3. Determine the central idea of the article and the main support.4. Determine the author’s point of view or purpose.5. Select several (at least 5) passages (words/phrases/sentences) where the rhetoric advances the point of

view or purpose.



6. Prepare and deliver an oral presentation to your group that combines items 1-5 above.


ProficientFar from


o Analyzes in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of text (e.g., a section of chapter)


o NA.

Comments:


ProficientFar from




o Meets _1__ of the proficient criteria.

o Meets zero of the proficient criteria.

Comments:


ProficientFar from


additional information or





Comments:



research is required to deepen the investigation or complete the task

o Propels conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas







Supporting Documents and

Student Materials

Name ________________________________ Date _______________

Unit 4 – Standards-Based Common Formative Post Assessment

Student Directions: read the excerpt from Jane Austen’s Pride and Prejudice below

and answer the questions following it.

Pride and Prejudice – Jane Austen (excerpt from Chapter 1) Note: Austen lived from 1775-1817 in England.

It is a truth universally acknowledged, that a single man in possession of a good fortune must be in want* of a wife.



However little known the feelings or views of such a man may be on his first entering a neighbourhood, this truth is so well fixed in the minds of the surrounding families, that he is considered as the rightful property of some one or other of their daughters.

``My dear Mr. Bennet,'' said his lady to him one day, ``have you heard that Netherfield Park* is let* at last?''

Mr. Bennet replied that he had not.

``But it is,'' returned she; ``for Mrs. Long has just been here, and she told me all about it.''

Mr. Bennet made no answer.

``Do not you want to know who has taken it?'' cried his wife impatiently.

``You want to tell me, and I have no objection to hearing it.''

This was invitation enough.

``Why, my dear, you must know, Mrs. Long says that Netherfield is taken by a young man of large fortune from the north of England; that he came down on Monday in a chaise and four* to see the place, and was so much delighted with it that he agreed with Mr. Morris immediately; that he is to take possession before Michaelmas,* and some of his servants are to be in the house by the end of next week.''

``What is his name?''

``Bingley.''

`Ìs he married or single?''

`Òh! single, my dear, to be sure! A single man of large fortune; four or five thousand a year. What a fine thing for our girls!''

``How so? How can it affect them?''

``My dear Mr. Bennet,'' replied his wife, ``how can you be so tiresome! You must know that I am thinking of his marrying one of them.''

`Ìs that his design in settling here?''

``Design! nonsense, how can you talk so! But it is very likely that he may fall in love with one of them, and therefore you must visit him as soon as he comes.''

`Ì see no occasion for that. You and the girls may go, or you may send them by themselves, which perhaps will be still better; for, as you are as handsome as any of them, Mr. Bingley might like you the best of the party.''

``My dear, you flatter me. I certainly have had my share of beauty, but I do not pretend to be anything extraordinary now. When a woman has five grown up daughters, she ought to give over thinking of her own beauty.''

`Ìn such cases, a woman has not often much beauty to think of.''

``But, my dear, you must indeed go and see Mr. Bingley when he comes into the neighbourhood.''







http://www.pemberley.com/janeinfo/pptopics.html#class

http://www.pemberley.com/janeinfo/ppchron.html#michaelmas

http://www.pemberley.com/janeinfo/ppdrmtis.html#MrMorris

http://www.pemberley.com/janeinfo/pptopics.html#chaise








`Ìt is more than I engage for, I assure you.''

``But consider your daughters. Only think what an establishment it would be for one of them. Sir William and Lady Lucas are determined to go, merely on that account, for in general, you know they visit no newcomers. Indeed you must go, for it will be impossible for us to visit him, if you do not.''

``You are over-scrupulous*, surely. I dare say Mr. Bingley will be very glad to see you; and I will send a few lines by you to assure him of my hearty consent to his marrying whichever he chooses of the girls; though I must throw in a good word for my little Lizzy.''

`Ì desire you will do no such thing. Lizzy is not a bit better than the others; and I am sure she is not half so handsome as Jane, nor half so good humoured as Lydia. But you are always giving her the preference.''

``They have none of them much to recommend them,'' replied he; ``they are all silly and ignorant like other girls; but Lizzy has something more of quickness than her sisters.''

``Mr. Bennet, how can you abuse your own children in such way? You take delight in vexing me. You have no compassion on my poor nerves.''

``You mistake me, my dear. I have a high respect for your nerves. They are my old friends. I have heard you mention them with consideration these twenty years at least.''

`Àh! you do not know what I suffer.''

``But I hope you will get over it, and live to see many young men of four thousand a year come into the neighbourhood.''

`Ìt will be no use to us if twenty such should come, since you will not visit them.''

``Depend upon it, my dear, that when there are twenty I will visit them all.''

Want – needNetherfield Park – an estate made up of a large house, stable, etc.Let – boughtChaise and four – carriageMichaelmas – festival celebrated on September 29 in honor of the archangel MichaelOver-scrupulous – careful, strict regard for what is considered correct

1. What is Austen’s point of view or purpose in this text? How do you know? Cite and discuss textual evidence to support your position? (RL.9-10.6)


ProficientFar from

Proficient





http://www.pemberley.com/janeinfo/ppdrmtis.html#LydiaBennet

http://www.pemberley.com/janeinfo/ppdrmtis.html#JaneBennet






http://www.pemberley.com/janeinfo/ppdrmtis.html#SirWilliamLucas

All proficient criteria plus:o NA



o NA

Comments:

2. Analyze how Austen uses the 17th century cultural experience in England to advance that purpose. (RL.9-10.6)


ProficientFar from


o Analyzes a particular point of view or cultural experience reflected in a work of literature from outside the united states


o NA

Comments:

Part II. Read the informational text below and answer the questions following it.

Student Directions: Read the informational text, “Role Saudi Women Can Play,” and answer the questions following it.

Role Saudi women can playTALAL ALHARBIPublished — Monday 1 September 2014Talking about Saudi Arabia, international reports and analyses usually raise the issue of Saudi women being deprived* of their rights. In fact, these reports and analyses are written in accordance with the western perception of human rights that they think are suitable for every country. Unfortunately, that is not correct. Social, traditional and religious values play a role in



determining the rights and responsibilities of individuals in every country. Those who write reports about rights deprivation in Saudi Arabia do not understand our society and traditions.

We can also say that women in the West are treated as subordinates* to men. We all remember the feminist movements that advocated women’s freedom but fizzled out because their noble cause was hijacked by human traders who exploited women as sex commodity*. There are many examples to support our claim. What the initiators of these subjective* reports do not understand is that every society has its unique system; as such we can’t tailor the Western standards to fit our society.

These people must also understand that our religion gives due respect to women and protects their rights and dignity as human beings. We acknowledge that there may be malpractices* and they are because of the wrong application of rules by some ignorant people.

To those who do not know, we say Saudi Arabia has unique societal conditions that are not limited to our women, but to all classes of the society. However, we cannot deny the fact that we are not an ideal society. We have problems and conditions that need to be addressed and solved. But what is more important is the correct assessment of the problem without exaggerating or belittling it. In other words, we have to take into account the whole picture — to see the forest and not only a few trees.

As such, when we deal with any problem we should do so by taking into consideration interests of the society as a whole and not the interest of one party at the cost of others. This is our logic when dealing with the issue of Saudi women. Before considering any idea or suggestion, we try to improve women’s conditions to make the whole society productive and enable our women to help themselves and the society.

There are some issues that prevent Saudi woman from playing a major role in society. These include the nature of the woman and how she wants to be seen at home and abroad. We have to admit that the Saudi woman is an active and positive member of our society and that she has proven herself in many fields, including education, workplace or in other activities.

However, negative portrayal of women affects their condition. Unfortunately, Arab and the foreign media present Saudi women as backward, lacking human qualities and violating customs and traditions. These negative stereotyping has sullied* her image. The good thing is that the Saudi society has rejected these and is countering the practice to protect the integrity of women. There are women who take to media in a way not in accordance with their tradition or religion.

Personally, I do not object to women presenting themselves on the media, but I reject their claim that they represent the typical Saudi woman. What I am calling for is not to ban these women from appearing on TV, but to show the other picture of Saudi women.

What is needed is that women should play their role in demanding their rights, diversify* their methods, accept what is possible and wait until the society is convinced with their demands. Take the issue of car driving, for example. In fact, there is no law that prohibits women from being behind the wheel, but it is a widely accepted norm* that they don’t drive. As such, women should accept simple things. First, they should be allowed to drive in certain conditions such as taking their children to school or sick family members to hospitals. This is a wise thing women could do at this stage. Being stubborn won’t support their cause.

*deprived: suffering a lack of a specified benefit that is considered important*subordinates: those who are less than others (not equal)*commodity: something/someone who can be bought or sold*subjective: not objective; based on personal feelings, ideas, or beliefs



*malpractices: problems, mistakes*sullied: damaged, stained*diversify: use other*norm: practice, guideline

4. What is Talal Alharbi’s point of view or purpose in this text? How do you know? Cite and discuss textual evidence to support your position. (RI.9-10.6)


ProficientFar from

ProficientAll proficient criteria plus:o Analyze how style

and content contribute to the power, persuasiveness, or beauty of the text.





Comments:

5. Analyze how Alharbi uses rhetoric to advance that purpose. (RI.9-10.6)

Scoring Guide RI.9-10.528


Exemplary Proficient Close to Proficient

Far from Proficient

All proficient criteria plus:o Analyzes the effectiveness

of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging

o Analyzes in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter)



Comments:

6. Analyze how Alharbi’s use of the words “west” and “western” contribute to the author’s claim about Saudi women. (RI.9-10.5)

Name ________________________ Date _____________

Standards-Based Common Formative Pre-Assessment (CFA)

Student Directions and Possible Answers: Read the excerpts from Aidoo’s short story “The Girl Who Can” and answer the questions following it.

The Girl Who Can -- by Ama Ata Aidoo (Excerpts)

They say that I, Adjoa, was born in Hasodzi; and it is a very big village in the central region of our country, Ghana. They also say that when all of Africa is not choking under a drought, Hasodzi lies in a very fertile lowland in a district known for its good soil. Maybe that is why any time I don’t finish eating my food, Nana says, “you Adjoia, you don’t



know what life is about . . . you don’t know what problems there are in this life . . . “As far as I could see, there was only one problem. And it had nothing to do with what I knew Nana considered as “problems,” or what Maami thinks of as “the problem.” Maami is my mother. Nana is my mother’s mother. And they say I am seven years old.. . .Like all this business with my legs. I have always wanted to tell them not to worry. I mean Nana and my mother. It did not have to be an issue for my two favorite people to fight over. . . . When I think back on it now, those two, Nana and my mother, must have been discussing my legs from the day I was born. What I am sure of is that when I came out of the land of sweet, soft silence into the world of noise and comprehension, the first topic I met was my legs.

That discussion was repeated very regularly.

Nana: “Ha, ha you know, Kaya. I thank my God that your very first child is a female. But Kaya. I m not sure about her legs. Hm.. hm… hm…”

And Nana would shake her head.

Maami: Mother, why are you always complaining about Adjoia’s legs? If you ask me…”

Nana: “They are way too thin. And I am not asking you!”

Nana has many voices. There is a special one she uses to shut everyone up.“Some people have no legs at all,” my mother would try again with all her small courage.

“But Adjoa has legs,” Nana would insist: “except that they are too thin. And also too long for a woman. Kaya, listen Once in a while, but only once in a very long while, somebody decides – nature, a child’s spirit mother, an accident happens, and somebody gets born without arms, legs of both sets of limbs. And then let me touch wood; it is a sad business. And you know, such things are not for talking about every day. But if any female child decides to come into this world with legs, then they might as well be legs.”

“What kind of legs?” And always at that point, I knew from her voice her mother was weeping inside.

Nana never heard such inside weeping. Not that it would have stopped Nana even if she had heard it. Which always surprised me. Because, about almost everything else apart from legs, Nana is such a good grown-up. In any case, what do I know about good grown-ups and bad grown-ups? How could Nana be a good grown-up when she carried on so about my legs? All I want to say is that I really liked Nana except for that.

Nana: “As I keep saying, if any woman decides to come into this world with two legs, then she should select legs that have meat on them: with good calves. And a woman must have solid hips to be able to have children.”

“Oh, Mother.” That’s how my mother would answer. Very, very quietly. And the discussion would end or they would move on to something else.. . .“Legs that have meat on them with good calves to support solid hips . . . to be able to have children.” [Nana]



So I wished that one day I would see, for myself, the legs of any woman who had had children. But in our village, that is not easy. The older women wear long wrap-arounds* all the time. Perhaps if they let me go bathe in the river in the evening, I could have checked. But I never had a chance. It took a lot of begging just to get my mother and Nana to let me go splash around in the shallow end of the river with my friends, who were other little girls like me. For proper baths, we used the small bathhouse behind our hut. Therefore, the only naked female legs I have ever really seen are those of other little girls like me, or older girls in the school. And those of my mother and Nana: two pairs of legs which must surely belong to the approved kind; because Nana gave birth to my mother and my mother gave birth to me. In my eyes, all my friends have legs that look like legs, but whether the legs have got meat on them to support the kind of hips that … that I don’t know.…

*wrap-arounds: a type of garment that is open down the side and is wrapped around the body

Author information: Ama Ata Aidoo was born in Saltpond in Ghana's Central Region in 1940. Aidoo is a Ghanaian author, poet, playwright and academic, who is also a former Minister of Education in the Ghana government. She currently lives in Ghana, where in 2000 she established the Mbaasem Foundation to promote and support the work of African women writers.

1. What is the particular point of view that Aidoo is showing in this text selection? Explain by citing and discussing textual evidence. (RL.9-10.6)


ProficientFar from

ProficientAll proficient criteria plus:

o Analyzes a particular point of view reflected in a work of literature from outside the United

o Meets __0_ of the

o NA



http://en.wikipedia.org/wiki/Ghana

o NA States proficient criteria.

Comments:

2. What cultural experience is reflected in this text? Explain by citing and discussing textual evidence. (RL.9-10.6)


ProficientFar from


o Analyzes a particular point of view reflected in a work of literature from outside the United States


o NA

Comments:

Part II Informational Text

Directions: Read the informational text, “Living in Saudi Arabia,” and answer the questions following it.

Source: http://www.internations.org/saudi-arabia-expats/guide/living-in-saudi-arabia-15364

Living in Saudi Arabia

Culture

Cultural life in Saudi Arabia rests strongly within the confines of strict interpretations of the Quran*. In practice, this means that the visual arts, for example, are limited to geometric, floral or abstract designs, as representations of humanity are forbidden. Although there are some cinemas in larger cities, relinquishing* the joys of theater comes with the territory.

Music, dance, and Bedouin poetry form an important part of Arab culture. Literature in general is, however, kept in check by strict censorship rules. Westerners in Saudi Arabia will quickly become aware that not only is there no freedom of religion but freedom of expression is also repressed* to the extent that it is non-existent.



http://www.internations.org/saudi-arabia-expats/guide/living-in-saudi-arabia-15364

You may be surprised at the lack of religious heritage sites in the cradle of Islam*. This absence can be explained by the fear of idolatry* in Wahhabism (or Salafism), the form of Islam which dominates life in Saudi Arabia.

Women

Women who live in Saudi Arabia have a defined legal status –they have fewer rights than men in many respects and play a very limited role in public. However, the country is making slow progress toward some form of gender equality. King Abdullah has endeavored* to grant women a larger role in Saudi society. The very structure of government itself has changed under his reign, with female suffrage* and the right to run in municipal elections beginning in earnest in 2015.

Moreover, the strength of the guardianship law, which dictates that all women regardless of age must have a male guardian to either accompany her in public, grant permission to travel, attend school or marry and if needed identify her in the eyes of the public, will be reduced. National identity cards will be issued at this time, meaning women can identify themselves and be recognized as individual citizens in the eyes of the law.

Driving is strictly forbidden for women. Outside the typical compound, gender segregation* is common in all areas of the public sphere, from the more obvious places, like swimming pools, to the less obvious, such as restaurants. However, Western women do have more freedoms than their Saudi Arabian counterparts in the Kingdom. For example, while foreign women can book themselves into a resort on their own, Saudi women enjoy no such luxury.

*Quran: the central religious text of Islam, which Muslims believe to be a revelation from God (Allah). Muslims believe that the Quran was verbally revealed by God to Muhammad through the angel Gabriel.

*relinquishing: giving up

*repressed: restrained, inhibited

*Islam: A religion, founded by Muhammad, whose members worship the one God of Jews and Christians (God is called Allah in Arabic) and follow the teachings of the Quran.

*idolatry: worshipping false idols

*endeavored: worked

*suffrage: the right to vote

*gender segregation: separation of men and women

5. What is the author’s point of view or purpose in this text? How do you know? Cite and discuss textual evidence to support your position. (RI.9-10.6)


ProficientFar from

Proficient33


All proficient criteria plus:o NA



o NA

Comments:

6. Analyze how the author uses rhetoric to advance that point of view or purpose. (RI.9-10.6)


ProficientFar from

ProficientAll proficient criteria plus:o N



o NA

Comments:

Name ____________________________ Date _____________________

Performance Task # 1

Directions: You are an investigative reporter looking into arranged marriages in Renaissance times. You have discovered that the culture of the Renaissance demanded that wealthy Renaissance families relied upon clearly defined roles as well as arranged marriages to ensure family stability and power. Typically, families were led by strong fathers who arranged marriages for their children so that the family remained strong and powerful. Wives were expected to produce children, preferably males, in order to secure an heir to the family’s fortunes. They were also expected to support their husband’s choice of mates for their children. In addition, children were expected to obey their parents without question. (Adapted from Literature, Grade 9, Holt McDougal, 2012)



How do responsibilities and actions demanded by the Capulet and Montague families conflict with those of the Romeo and Juliet? Your investigative report should include text references and discussion of them in support of your position. Also, how does Shakespeare’s use of Renaissance culture unveil a theme? Explain. Write a well- organized, well-supported report (essay).


ProficientFar from


o Analyzes a particular cultural experience reflected in a work of literature from outside the United States


o NA

Comments:


ProficientFar from

ProficientAll proficient criteria plus:o Determines two

or more themes

o Determines a theme of a texto Analyzes in detail theme’s development over

the course of the text, including how it emerges and is shaped and refined by specific details

o Meets one of the proficient criteria.

o NA

Comments:

Name ___________________________ Date ____________________


Directions: The play Romeo and Juliet is full of intrigue, duels, and mystery. It examines important questions about how to live. In a small group, you will consider such a question. This will involve a careful review of the play to locate specific text evidence to support your position. After this support has been identified, you will engage in a small group discussion of your findings.

Possible questions (Your teacher may have others):1. If Romeo and Juliet are the protagonists of the play, who or what is the antagonist? Include text

evidence in your discussion of this question.2. In this play, does loyalty to family take precedence over love? Include text evidence in your discussion of



this question.3. Is Friar Laurence guilty of anything in this play? Include text evidence in your discussion of this question.

Group Discussion Guidelines:

You will be assigned to a small group. Your group selects one of the questions provided by the teacher. As a group, you determine a position for your question. Individually, students examine the play and find text evidence to support their position. Students share their findings in the small group. As you share and discuss your findings, ask questions,

incorporate others into the discussion and clarify, verify, or challenge ideas and conclusions from their group members.

Group members should respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and when warranted, qualify or justify their own views and understanding and make new connections.


ProficientFar from




o NA.

Comments:


ProficientFar from










Comments:





Name _________________________________ Date _____________________


Directions:

To expand your view of the world and informational text, research the assigned topic and article.

1. Prepare a written summary of your research topic.2. Write a short summary of the article.3. Determine the central idea of the article and the main support.4. Determine the author’s point of view or purpose.5. Select several (at least 5) passages (words/phrases/sentences) where the rhetoric advances the point of

view or purpose.6. Prepare and deliver an oral presentation to your group that combines items 1-5 above.




ProficientFar from


o Analyzes in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of text (e.g., a section of chapter)


o NA.

Comments:


ProficientFar from




o Meets _1__ of the proficient criteria.

o Meets zero of the proficient criteria.

Comments:


ProficientFar from








disagreement, and, when warranted, qualify or



Comments:



justify their own views and understandingo Makes new connections in light of the evidence

and reasoning presented

Princess Diana Speech: Responding To Landmines

Princess Diana SpeechResponding To Landmines

June 12, 1997

Ladies and Gentlemen,I must begin by saying how warmly I welcome this conference on landmines convened by the Mines Advisory Group and the Landmines Survivors' Network. It is so welcome because the world is too little aware of the waste of life, limb and land which antipersonnel landmines are causing among some of the poorest people on earth. Indeed, until my journey to Angola early this year on which I am going to speak this morning I was largely unaware of it too.

For the mine is a stealthy killer. Long after conflict is ended, its innocent victims die or are wounded singly, in countries of which we hear little. Their lonely fate is never reported. The world, with its many other preoccupations, remains largely unmoved by a death roll of something like 800 people every month many of



them women and children. Those who are not killed outright and they number another 1,200 a month suffer terrible injuries and are handicapped for life. I was in Angola in January with the British Red Cross a country where there are 15 million landmines in a population, Ladies and Gentlemen, of 10 million withthe desire of drawing world attention to this vital, but hitherto largely neglected issue.

Some people chose to interpret my visit as a political statement. But it was not. I am not a political figure. As I said at the time, and I'd like to reiterate now, my interests are humanitarian. That is why I felt drawn to this human tragedy. This is why I wanted to play down my part in working towards a worldwide ban on these weapons. During my days in Angola, I saw at first hand three aspects of this scourge. In the hospitals of Luanda, the capital, and Huambo, scene of bitter fighting not long ago, I visited some of the mine victims who had survived, and saw their injuries. I am not going to describe them because in my experience it turns too many people away from the subject. Suffice to say, that when you look at the mangled bodies, some of them children, caught by these mines, you marvel at their survival. What is so cruel about these injuries, is that they are almost invariably suffered, where medical resources are scarce.

I observed for myself some of the obstacles to improving medical care in most of these hospitals. Often there is a chronic shortage of medicine, of pain killers, even of anesthetics. Surgeons constantly engaged in amputating shattered limbs, never have all the facilities we would expect to see here. So the human pain that has to be borne is often beyond imagining. This emergency medical care, moreover, is only the first step back to a sort of life. For those whose living is the land, loss of an arm or leg, is an overwhelming handicap which lasts for life. I saw the fine work being done by the Red Cross and other agencies to replace lost limbs. But making prostheses is a costly as well as a complicated business. For example; a young child will need several different fittings as it grows older. Sometimes, the severity of the injury makes the fitting of an artificial limb impossible. There are never enough resources to replace all the limbs that are lost.

As the Red Cross have expressed it: "Each victim who survives, will incur lifetime expenses for surgery and prosthetic care totaling between 2,000 and 3,000." That is an intolerable load for a handicapped person in a poor country. That is something to which the world should urgently turn its conscience.

In Angola, one in every 334 members of the population is an amputee! Angola has the highest rate of amputees in the world. How can countries which manufacture and trade in these weapons square their conscience with such human devastation?

My third main experience was to see what has been done, slowly and perilously, to get these mines out of the earth. In the Kuito and Huambo region, I spent a morning with small team from Halo Trust, which is training Angolans to work on the pervasive minefields and supervising their work. I speak of "our team" because men of the Mines Advisory group or, in this instance, the Halo Trust who volunteer for this hazardous work are usually former members of our own Services. I take this opportunity to pay my tribute to the work these men do on our behalf the perils they encounter are not just confined to mines. Two members of the Mines Advisory Group team in Cambodia, Chris Howes and Houn Horth, were kidnapped by the Khmer Rouge a year ago and their fate is uncertain. We can only pray for their safe return.

Much ingenuity has gone into making some of these mines. Many are designed to trap an unwary de-miner. Whenever such tricky mines appear, the de-miner will call in one of the supervising team, who will then take over. That is what keeps their lives perpetually at risk. It might be less hazardous, I reflected, after my visit to Angola, if some of the technical skills used in making mines had been applied to better methods of removing them. Many of these mines are relatively cheap; they can be bought for 5 apiece, or less. Tracing them, lifting them, and disposing of them costs far more sometimes as much as a hundred times more.



Angola is full of refugees returning after a long war. They present another aspect of this tragedy. The refugee turns towards home, often ignorant of conditions in his homeland. He knows of mines, but homeward bound, eagerness to complete the journey gets the better of him. Or he finds mines on what was once his land, and attempts to clear them. There were many examples of that in Angola. These mines inflict most of their casualties on people who are trying to meet the elementary needs of life. They strike the wife, or the grandmother, gathering firewood for cooking. They ambush the child sent to collect water for the family

I was impressed to see the work being done by many of the world's agencies on "Mine Awareness." If children can be taught at school, if adults can be helped to learn what to do, and what not to do in regions that have been mined, then lives can be saved and injuries reduced.

There are said to be around 110 million mines lurking somewhere in the world and over a third of them are to be found in Africa! Angola is probably more heavily mined than anywhere else, because the war went on for such a long time, and it invaded so much of the country. So that country is going to be infested with mines, and will suffer many more victims. And this brings me to one of the main conclusions I reached after this experience.

Even if the world decided tomorrow to ban these weapons, this terrible legacy of mines already in the earth would continue to plague the poor nations of the Globe. "The evil that men do, lives after them.”

And so, it seems to me, there rests a certain obligation upon the rest of us. One of my objectives in visiting Angola was to forward the cause of those, like the Red Cross, striving in the name of humanity to secure an international ban on these weapons. Since then, we are glad to see, some real progress has been made. There are signs of a change of heart at least in some parts of the world. For that we should be cautiously grateful. If an international ban on mines can be secured it means, looking far ahead, that the world may be a safer place for this generation's grandchildren.

But for this generation in much of the developing world, there will be no relief, no relaxation. The toll of deaths and injuries caused by mines already there, will continue.This tracing and lifting of mines, as I saw in Angola, is a desperately slow business. So in my mind a central question remains. Should we not do more to quicken the de-miners' work, to help the injured back to some sort of life, to further our own contribution to aid and development?

The country is enriched by the work done by its overseas agencies and nongovernmental organizations who work to help people in Africa and Asia to improve the quality of their lives. Yet mines cast a constant shadow over so much of this work. Resettlement of refugees is made more hazardous. Good land is put out of bounds. Recovery from war is delayed. Aid workers themselves are put at risk. I would like to see more done for those living in this "no man's land" which lies between the wrongs of yesterday and the urgent needs of today.

I think we owe it. I also think it would be of benefit to us, as well as to them. The more expeditiously we can end this plague on earth caused by the landmine, the more readily can we set about the constructive tasks to which so many give their hand in the cause of humanity.



Malala Yousafzai’s speech at the Youth Takeover of the United NationsIntroduction: On July 12 2013, the first ever Youth Takeover of the UN took place, organized by the President of the UN General Assembly, UN Special Envoy for Global Education Gordon Brown and A World at School. A World at School and partners brought together hundreds of young education advocates from around the world, including Malala Yousafzai, who made her first public speech since being attacked by the Taliban in Pakistan. We worked with more than 100 organizations to bring together the world's leading young education champions - including Malala - and organise the unprecedented Youth Takeover of the UN.

At the same time there were parallel Youth Takeovers in many other countries around the world. Read more about this partnership in action, and the global Youth Takeovers, -

Read Malala's speech below to the UN Youth Takeover that got the world's attention:

In the name of God, The Most Beneficent, The Most Merciful.Honourable UN Secretary General Mr Ban Ki-moon,Respected President General Assembly Vuk JeremicHonourable UN envoy for Global education Mr Gordon Brown,Respected elders and my dear brothers and sisters;



Today, it is an honour for me to be speaking again after a long time. Being here with such honourable people is a great moment in my life.

I don't know where to begin my speech. I don't know what people would be expecting me to say. But first of all, thank you to God for whom we all are equal and thank you to every person who has prayed for my fast recovery and a new life. I cannot believe how much love people have shown me. I have received thousands of good wish cards and gifts from all over the world. Thank you to all of them. Thank you to the children whose innocent words encouraged me. Thank you to my elders whose prayers strengthened me.

I would like to thank my nurses, doctors and all of the staff of the hospitals in Pakistan and the UK and the UAE government who have helped me get better and recover my strength. I fully support Mr Ban Ki-moon the Secretary-General in his Global Education First Initiative and the work of the UN Special Envoy Mr Gordon Brown. And I thank them both for the leadership they continue to give. They continue to inspire all of us to action.

Dear brothers and sisters,do remember one thing. Malala day is not my day. Today is the day of every woman, every boy and every girl who have raised their voice for their rights. There are hundreds of Human rights activists and social workers who are not only speaking for human rights, but who are struggling to achieve their goals of education, peace and equality. Thousands of people have been killed by the terrorists and millions have been injured. I am just one of them.

So here I stand... one girl among many.

I speak – not for myself, but for all girls and boys.

I raise up my voice – not so that I can shout, but so that those without a voice can be heard.

Those who have fought for their rights:

Their right to live in peace.

Their right to be treated with dignity.

Their right to equality of opportunity.

Their right to be educated.

Dear Friends, on the 9th of October 2012, the Taliban shot me on the left side of my forehead. They shot my friends too. They thought that the bullets would silence us. But they failed. And then, out of that silence came, thousands of voices. The terrorists thought that they would change our aims and stop our ambitions but nothing changed in my life except this: Weakness, fear and hopelessness died. Strength, power and courage was born. I am the same Malala. My ambitions are the same. My hopes are the same. My dreams are the same.

Dear sisters and brothers, I am not against anyone. Neither am I here to speak in terms of personal revenge against the Taliban or any other terrorists group. I am here to speak up for the right of education of every child. I want education for the sons and the daughters of all the extremists especially the Taliban.

I do not even hate the Talib who shot me. Even if there is a gun in my hand and he stands in front of me. I would not shoot him. This is the compassion that I have learnt from Muhammad-the prophet of mercy, Jesus Christ and Lord Buddha. This is the legacy of change that I have inherited from Martin Luther King, Nelson Mandela and Muhammad Ali Jinnah. This is the philosophy of non-violence that I have learnt from Gandhi Jee, Bacha Khan and Mother Teresa. And this is the forgiveness that I have learnt from my mother and father. This is what my soul is telling me, be peaceful and love everyone.



Dear sisters and brothers, we realise the importance of light when we see darkness. We realise the importance of our voice when we are silenced. In the same way, when we were in Swat, the north of Pakistan, we realised the importance of pens and books when we saw the guns.

The wise saying, “The pen is mightier than sword” was true. The extremists are afraid of books and pens. The power of education frightens them. They are afraid of women. The power of the voice of women frightens them. And that is why they killed 14 innocent medical students in the recent attack in Quetta. And that is why they killed many female teachers and polio workers in Khyber Pukhtoon Khwa and FATA. That is why they are blasting schools every day. Because they were and they are afraid of change, afraid of the equality that we will bring into our society.

I remember that there was a boy in our school who was asked by a journalist, “Why are the Taliban against education?” He answered very simply. By pointing to his book he said, “A Talib doesn't know what is written inside this book.” They think that God is a tiny, little conservative being who would send girls to the hell just because of going to school. The terrorists are misusing the name of Islam and Pashtun society for their own personal benefits. Pakistan is peace-loving democratic country. Pashtuns want education for their daughters and sons. And Islam is a religion of peace, humanity and brotherhood. Islam says that it is not only each child's right to get education, rather it is their duty and responsibility.

Honourable Secretary General, peace is necessary for education. In many parts of the world especially Pakistan and Afghanistan; terrorism, wars and conflicts stop children to go to their schools. We are really tired of these wars. Women and children are suffering in many parts of the world in many ways. In India, innocent and poor children are victims of child labour. Many schools have been destroyed in Nigeria. People in Afghanistan have been affected by the hurdles of extremism for decades. Young girls have to do domestic child labour and are forced to get married at early age. Poverty, ignorance, injustice, racism and the deprivation of basic rights are the main problems faced by both men and women.

Dear fellows, today I am focusing on women's rights and girls' education because they are suffering the most. There was a time when women social activists asked men to stand up for their rights. But, this time, we will do it by ourselves. I am not telling men to step away from speaking for women's rights rather I am focusing on women to be independent to fight for themselves.

Dear sisters and brothers, now it's time to speak up.

So today, we call upon the world leaders to change their strategic policies in favour of peace and prosperity.

We call upon the world leaders that all the peace deals must protect women and children's rights. A deal that goes against the dignity of women and their rights is unacceptable.

We call upon all governments to ensure free compulsory education for every child all over the world.

We call upon all governments to fight against terrorism and violence, to protect children from brutality and harm.

We call upon the developed nations to support the expansion of educational opportunities for girls in the developing world.

We call upon all communities to be tolerant – to reject prejudice based on cast, creed, sect, religion or gender. To ensure freedom and equality for women so that they can flourish. We cannot all succeed when half of us are held back.



We call upon our sisters around the world to be brave – to embrace the strength within themselves and realise their full potential.

Dear brothers and sisters, we want schools and education for every child's bright future. We will continue our journey to our destination of peace and education for everyone. No one can stop us. We will speak for our rights and we will bring change through our voice. We must believe in the power and the strength of our words. Our words can change the world.

Because we are all together, united for the cause of education. And if we want to achieve our goal, then let us empower ourselves with the weapon of knowledge and let us shield ourselves with unity and togetherness.

Dear brothers and sisters, we must not forget that millions of people are suffering from poverty, injustice and ignorance. We must not forget that millions of children are out of schools. We must not forget that our sisters and brothers are waiting for a bright peaceful future.

So let us wage a global struggle against illiteracy, poverty and terrorism and let us pick up our books and pens. They are our most powerful weapons.

One child, one teacher, one pen and one book can change the world.

Education is the only solution. Education First.

Never Give In by Winston Churchill

October 29, 1941Harrow School

When Churchill visited Harrow on October 29 to hear the traditional songs again, he discovered that an additional verse hadbeen added to one of them. It ran:

"Not less we praise in darker daysThe leader of our nation,And Churchill's name shall win acclaimFrom each new generation.For you have power in danger's hourOur freedom to defend, Sir!Though long the fight we know that rightWill triumph in the end, Sir!

Almost a year has passed since I came down here at your Head Master's kind invitation in order to cheer myself and cheer the hearts of a few of my friends by singing some of our own songs. The ten months that have passed have seen very terrible catastrophic events in the world ups and downs, misfortunes but can anyone sitting here this afternoon, this October afternoon, not feel deeply thankful for what has happened in the time that has passed and for the very great improvement in theposition of our country and of our home? Why, when I was here last time we were quite alone, desperately alone, and we had been so for five or six months. We were poorly armed. We are not so poorly armed today; but then we were very poorly armed.



We had the unmeasured menace of the enemy and their air attack still beating upon us, and you yourselves had had experience of this attack; and I expect you are beginning to feel impatient that there has been this long lull with nothing particular turning up! But we must learn to be equally good at what is short and sharp and what is long and tough. It is generally said that the British are often better at the last. They do not expect to move from crisis to crisis; they do not always expect that each day will bring up some noble chance of war; but when they very slowly make up their minds that the thing has to be done and the job put through and finished, then, even if it takes months if it takes years they do it.

Another lesson I think we may take, just throwing our minds back to our meeting here ten months ago and now, is that appearances are often very deceptive, and as Kipling well says, we must "…meet with Triumph and Disaster. And treat those two impostors just the same." You cannot tell from appearances how things will go. Sometimes imagination makes things out far worse than they are; yet without imagination not much can be done. Those people who are imaginative see many more dangers than perhaps exist; certainly many more than will happen; but then they must also pray to be given that extra courage to carry this far reaching imagination. But for everyone, surely, what we have gone through in this period I am addressing myself to the School surely from this period of ten months this is the lesson: never give in, never give in, never, never, never in nothing, great or small, large or petty never give in except to convictions of honour and good sense. Never yield to force; never yield to the apparently overwhelming might of the enemy. We stood all alone a year ago, and to many countries it seemed that our account was closed, we were finished. All this tradition of ours, our songs, our School history, this part of the history of this country, were gone and finished and liquidated.

Very different is the mood today. Britain, other nations thought, had drawn a sponge across her slate. But instead our country stood in the gap. There was no flinching and no thought of giving in; and by what seemed almost a miracle to those outside these Islands, though we ourselves never doubted it, we now find ourselves in a position where I say that we can be sure that we have only to persevere to conquer. You sang here a verse of a School Song: you sang that extra verse written in my honour, which I was very greatly complimented by and which you have repeated today. But there is one word in it I want to alter I wanted to do so last year, but I did not venture to. It is the line: "Not less we praise in darker days."

I have obtained the Head Master's permission to alter darker to sterner. "Not less we praise in sterner days."

Do not let us speak of darker days: let us speak rather of sterner days. These are not dark days; these are great days the greatest days our country has ever lived; and we must all thank God that we have been allowed, each of us according to our stations, to play a part in making these days memorable in the history of our race.

