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1 P r e s t w i c k H o s e, i n c. Central Ideas and Themes Central Ideas and Themes Reading Informational Texts: Nonfiction Passages and Exercises Based on the Sample Common Core State Standards Nonfiction Passages and Exercises Based on the Common Core State Standards Reading Informational Texts: Nonfiction Passages and Exercises Based on the Common Core State Standards Point of View Point of View Point o Logical Inferences Strctral Analysis Logical Inferences Strctral Analysis Logical Inferenc and Themes Technical, Connotative, and Figrative Meanings Technical, Connotative, and Figrative Meanings Technical, Connotat The Impact of Word Choices on Meaning and Tone The Impact of Word Choices on Meaning and Tone II Delineating and Evalating Argments Delineating and Evalating Argments Delineating and Evalatin Click here to learn more abot this By Magedah Shabo and Elizabeth Osborne title! Learn more abot or Reading Informational Texts series. More from Prestwick Hose Literatre Literary Tochstone Classics Literatre Teaching Units Grammar and Writing College and Career Readiness: Writing Grammar for Writing Vocablary Vocablary Power Pls Vocablary from Latin and Greek Roots Reading Reading Informational Texts Reading Literatre

2 Reading Informational Texts: Nonfiction Passages and Exercises Based on the Common Core State Standards II

3 Reading Selection Reading Informational Texts: Nonfiction Passages and Exercises Based on the Common Core State Standards II TABLE OF CONTENTS READING SELECTIONS... 1 Mark Twain: Taming the Bicycle...2 Introdction... 4 Text...5 Vocablary...13 Exercises...15 Barack Obama: 2009 Inagral Address Introdction Text Vocablary...28 Exercises...29 Abraham Lincoln: The Gettysbrg Address...32 Introdction...34 Text Vocablary...36 Exercises Franklin Delano Roosevelt: 1941 State of the Union Address ( For Freedoms Speech ) Introdction...42 Text...43 Vocablary Exercises US Spreme Cort: Majority Opinion in the Case of Gideon v. Wainwright...56 Introdction...58 Text Vocablary...70 Exercises...72 BIBLIOGRAPHY iii

4 Reading Selection: 2009 Inagral Address 2009 Inagral Address My fellow citizens: I stand here today hmbled by the task before s, gratefl for the trst yo ve bestowed, mindfl of the sacrifices borne by or ancestors. I thank President Bsh for his service to or nation as well as the generosity and cooperation he has shown throghot this transition. Forty-for Americans have now taken the presidential oath. The words have been spoken dring rising tides of prosperity and the still waters of peace. Yet, every so often, the oath is taken amidst gathering clods and raging storms. At these moments, America has carried on not simply becase of the skill or vision of those in high office, bt becase we, the people, have remained faithfl to the ideals of or forebears and tre to or fonding docments. So it has been; so it mst be with this generation of Americans. That we are in the midst of crisis is now well nderstood. Or nation is at war against a far-reaching network of violence and hatred. Or economy is badly weakened, a conseqence of greed and irresponsibility on the part of some, bt also or collective failre to make hard choices and prepare the nation for a new age. Homes have been lost, jobs shed, bsinesses shttered. Or health care is too costly, or schools fail too many and each day brings frther evidence that the ways we se energy strengthen or adversaries and threaten or planet. These are the indicators of crisis, sbject to data and statistics. Less measrable, bt no less profond, is a sapping of confidence across or land; a nagging fear that America s decline is inevitable, that the next generation mst lower its sights. Today I say to yo that the challenges we face are real. They are serios and they are many. They will not be met easily or in a short span of time. Bt know this, America: They will be met. On this day, we gather becase we have chosen hope over fear, nity of prpose over conflict and discord. On this day, we come to proclaim an end to the petty grievances and false promises, the recriminations and The first sentence of this address incorporates two different rhetorical devices: asyndeton and parallelism. Asyndeton: joining parts of a sentence in series withot sing conjnctions Parallelism: the repetition of similarly constrcted phrases, clases, or sentences within a short section of writing Note the metaphor Obama ses. What elements are being compared? Metaphor: a comparison of two things that are basically dissimilar in which one is described in terms of the other This sentence wold more traditionally be worded, It is well nderstood that we are in the midst of crisis. That order pts the most important word crisis at the end. This sentence s strctre deemphasizes the term crisis. Obama directly addresses America s citizens throgh apostrophe. Apostrophe: directly addressing a person, place, thing, or abstraction, living, dead, or absent from the work This is the first of the main points Obama makes: despite America s recent sapping of confidence, its ftre greatness is assred. 21

5 Reading Selection: 2009 Inagral Address Exercises Short-Answer Qestions Answer each of the following qestions in a few sentences, based on the text yo have jst read. Briefly explain each of yor answers. 1. Look p the following words in a dictionary: petty, recriminations, and dogma. What do they mean? What connects them and how are they also different? When Obama ses these words, to what is he referring? 2. Obama says, For s, they packed p their few worldly possessions and traveled across oceans in search of a new life. For s, they toiled in sweatshops, and settled the West, endred the lash of the whip, and plowed the hard earth. For s, they foght and died in places like Concord and Gettysbrg, Normandy and Khe Sahn. How is his point made? Who does he mean by s? To what incidents is he referring? What is the point he is trying to make in this section? 29

6 BOOK II Reading Informational Texts: Nonfiction Passages and Exercises Based on the Common Core State Standards Introdction The Gettysbrg Address On November 19, 1863, Abraham Lincoln, the sixteenth president of the United States, began what was to be his most famos speech with the words for score and seven years ago. President Lincoln was in the midst of the American Civil War and the Union s mission to free the slaves in the Sothern states. After Lincoln released the Emancipation Proclamation, which called for the slaves to be freed in ten of the eleven Confederate states, the Union won the Battle of Gettysbrg in Jly of It was, however, the bloodiest battle of the Civil War, with casalties in the tens of thosands on both sides. In November, Lincoln traveled to Gettysbrg to deliver this address as part of the dedication of the Soldiers National Cemetery. Abraham Lincoln Abraham Lincoln was born in 1809, in a small log cabin in Kentcky. He was elected to his first pblic office in 1834, when he joined the Illinois legislatre as a Whig. Lincoln served several terms in the Illinois Hose of Representatives before being elected to the US Hose of Representatives, where he co-athored a bill to abolish slavery in the District of Colmbia. In 1858, the Repblican Party nominated Lincoln for an office in the US Senate. Lincoln delivered his famos Hose Divided Speech dring his Senate campaign. In 1860, Lincoln became the first Repblican to be elected president of the United States. Shortly after the election, Soth Carolina led the Sothern states in seceding from the Union. Seven of these states then adopted a constittion and declared themselves a sovereign nation, the Confederate States of America. For additional states wold later join them. President James Bchanan and President-elect Lincoln refsed to recognize the Confederacy, declaring secession illegal. On April 12, 1861, the American Civil War began. In 1863, Lincoln released the Emancipation Proclamation, which declared freedom to the slaves of ten Sothern states not nder the Union s control. The Union won the Battle of Gettysbrg in Jly of 1863, and Lincoln delivered the Gettysbrg Address in November of that year. In 1865, the Civil War ended and slaves throghot the nation were freed. On April 14 of that year, however, Lincoln was assassinated at Ford s Theatre by John Wilkes Booth. 34

7 Reading Selection: The Gettysbrg Address Essay Qestion Identify a literary device that is inclded in the Gettysbrg Address. Evalate how the passage s langage affects the overall tone of the work. 39

8 BOOK II Reading Informational Texts: Nonfiction Passages and Exercises Based on the Common Core State Standards Roosevelt catalogs the wars and conflicts in which America has been involved in the past as a point of comparison for the crrent conflict. In his mention of Versailles, Roosevelt refers to the peace treaty that ended World War I; many of its provisions pnished Germany greatly for that war, and nmeros historians blame the treaty for the rise of Hitler. Mnich is a city in Germany in which Neville Chamberlain, England s prime minister, essentially pacified Hitler by pledging British non-interference in Germany s annexation of the Sdetenland. This phrasing recalls the Old Testament: God is often said to have set His face against Israel. Rhetorically, how does Roosevelt make the point that the sitation is serios and rgent? This qotation is from Article II, Section 3 of the Constittion. real threat against or ftre or against the ftre of any other American nation. Except in the Maximilian interlde in Mexico, no foreign power soght to establish itself in this hemisphere. And the strength of the British fleet in the Atlantic has been a friendly strength; it is still a friendly strength. Even when the World War broke ot in 1914, it seemed to contain only small threat of danger to or own American ftre. Bt as time went on, as we remember, the American people began to visalize what the downfall of democratic nations might mean to or own democracy. We need not overemphasize imperfections in the peace of Versailles. We need not harp on failre of the democracies to deal with problems of world reconstrction. We shold remember that the peace of 1919 was far less njst than the kind of pacification which began even before Mnich, and which is being carried on nder the new order of tyranny that seeks to spread over every continent today. The American people have nalterably set their faces against that tyranny. I sppose that every realist knows that the democratic way of life is at this moment being directly assailed in every part of the world assailed either by arms or by secret spreading of poisonos propaganda by those who seek to destroy nity and promote discord in nations that are still at peace. Dring 16 long months this assalt has blotted ot the whole pattern of democratic life in an appalling nmber of independent nations, great and small. And the assailants are still on the march, threatening other nations, great and small. Therefore, as yor President, performing my constittional dty to give to the Congress information of the state of the nion, I find it nhappily necessary to report that the ftre and the safety of or contry and of or democracy are overwhelmingly involved in events far beyond or borders. Armed defense of democratic existence is now being gallantly waged in for continents. If that defense fails, all the poplation and all the resorces of Erope and Asia, and Africa and Astral-Asia will be dominated by conqerors. And let s remember that the total of those poplations in those for continents, the total of those 44

9 BOOK II Reading Informational Texts: Nonfiction Passages and Exercises Based on the Common Core State Standards Vocablary Note: All definitions are based on the context in which the term is sed in this reading selection. acqiesce: to consent to or comply relctantly, bt withot protest antithesis: a direct opposite appeasement: the act of making concessions to an enemy armament: military weapons and eqipment assailed: attacked; assalted disarmament: the redction of weapons or military forces discord: disagreement foothold: a secre position from which progress can be made; a fondation gallantly: bravely; with spirit immnity: protection from being harmed innmerable: too many to be conted oppression: crelty throgh excessive athority; sppression pacification: the act of forcibly sppressing a poplation partisanship: an inclination to favor one grop, view, or opinion over alternatives propaganda: information sed to promote a certain idea and discredit another treachery: a deceptive action or manner; betrayal tyranny: crel and excessive power; nrestrained governmental rle nprecedented: withot any previos occrrence; nknown vindicate: to jstify; to prove to have been right or correct 52

10 BOOK II Reading Informational Texts: Nonfiction Passages and Exercises Based on the Common Core State Standards Jstice Black begins by explaining what happened in Gideon s original trial. Here, the word petitioner refers to Gideon. What does the word consel mean in this context? How is this definition different from the common sage? The Defendant also refers to Gideon. The main point of this cort opinion will be to declare whether a defendant s right to have a lawyer dring a federal trial is also a garanteed right in a state trial. US Spreme Cort Majority Opinion in the Case of Gideon v. Wainwright MR. JUSTICE BLACK delivered the opinion of the Cort. Petitioner was charged in a Florida state cort with having broken and entered a poolroom with intent to commit a misdemeanor. This offense is a felony nder Florida law. Appearing in cort withot fnds and withot a lawyer, petitioner asked the cort to appoint consel for him, wherepon the following colloqy took place: The Cort: Mr. Gideon, I am sorry, bt I cannot appoint Consel to represent yo in this case. Under the laws of the State of Florida, the only time the Cort can appoint Consel to represent a Defendant is when that person is charged with a capital offense. I am sorry, bt I will have to deny yor reqest to appoint Consel to defend yo in this case. The Defendant: The United States Spreme Cort says I am entitled to be represented by Consel. Pt to trial before a jry, Gideon condcted his defense abot as well as cold be expected from a layman. He made an opening statement to the jry, cross-examined the State s witnesses, presented witnesses in his own defense, declined to testify himself, and made a short argment emphasizing his innocence to the charge contained in the Information filed in this case. The jry retrned a verdict of gilty, and petitioner was sentenced to serve five years in the state prison. Later, petitioner filed in the Florida Spreme Cort this habeas corps petition attacking his conviction and sentence on the grond that the trial cort s refsal to appoint consel for him denied him rights garanteed by the Constittion and the Bill of Rights by the United States Government. Treating the petition for habeas corps as properly before it, the State Spreme Cort, pon consideration thereof bt withot an opinion, denied all relief. Since 1942, when Betts v. Brady was decided by a divided Cort, the problem of a defendant s federal constittional right to consel in a state cort has been a 60