key reading between the lines standard...

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JUNIOR SCHOLASTIC • APRIL 3, 2017

Read each story on pp. 2-3, then complete this graphic organizer. In the second column, write an inference you made while reading. (An inference is a conclusion based on evidence or reasoning.) In the next column, cite a detail from the text that supports your inference. In the last column, explain your answer.

MAKING INFERENCES

Reading Between the Lines

SKILLS SHEET Name: Date:

KEY STANDARD

RI.6-8.1

ARTICLE INFERENCE DETAIL FROM TEXT EXPLANATION

Jumbo JacketsTo the Rescue!

Printable Body Parts

What Does the American Dream Look Like?

Junior Scholastic®

Synthesize It Write a paragraph analyzing how the transplanting of species is affecting the U.S. Include some of the causes and effects mentioned above.

KEY STANDARD

RI.6-8.5 Understanding cause-and-effect relationships in an informational text can help you understand the story. After reading “Running Wild” (pp. 4-5), complete this graphic organizer by identifying the missing causes and effects.

UNDERSTANDING CAUSE AND EFFECT

The Species Transplant

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Junior Scholastic®


CAUSE EFFECT

Someone dumps a few pet goldfish into a creek in

Australia.1.

Species are introduced to a place without the

predators, climate, or diseases that would normally

limit their growth.

2.

3. Marsh rabbits are at risk of disappearing because

they’re now prey for an unwelcome newcomer, the

Burmese python.

The Asian longhorned beetle arrived in the U.S.

accidentally, in wooden shipping crates.4.

5. At major international airports, the U.S. government

operates special facilities for checking imported goods to

ensure that they’re pest-free before entering the U.S.

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Junior Scholastic®


Read the article on pp. 6-9, then answer these questions.

TEST PREP

Know the News: Trump’s Travel Ban

1. Which is a central idea of the article? A Americans are increasingly fearful about the

threat of terrorist attacks in the United States. B President Donald Trump’s executive order

temporarily barring immigrants from certain countries, and all refugees, has caused debate.

C Many Muslim-Americans are stereotyped as terrorists.

D Mustafa may not be able to travel to the U.S.

2. Which sentence best illustrates that central idea? A “Some people gathered at airports to protest

the order, while others said the ban made them feel safer.”

B “Mustafa underwent years of investigations into his background.”

C “Trump’s order has its roots in a campaign promise.”

D “Terrorists staged a series of attacks in Europe over the past year.”

3. Why was Iraq removed from the list of countries affected by the travel ban?

A Iraqis promised never to travel to the U.S. B The U.S. decided that Iraqis do not need to be

vetted before coming to the U.S. C Iraq’s government agreed to cooperate on

vetting Iraqis traveling to the U.S. D Civil liberties groups won a lawsuit.

4. According to James Jay Carafano, why are stronger security checks of some people entering the U.S. needed?

A Many people from the targeted countries have carried out deadly attacks against the U.S.

B The U.S. has mistakenly accepted too many refugees this year.

C Foreign fighters may try to enter the U.S., perhaps posing as refugees.

D Currently, there are no security checks on people entering the U.S.

5. How does the section “Unintended Consequences” contribute to the article?

A It describes Trump’s position on the ban. B It reports on the lawsuits against the ban. C It explains why the travel ban is necessary. D It details potential negative effects of the ban.

6. What does vulnerable mean in this sentence? “Trump’s order could leave the nation more vulnerable.”

A protected C united B fearful D open to attack

7. Which of these statements is an opinion? A Trump issued a revised executive order. B The travel ban will increase hate crimes. C The nations cited in the executive order are

predominantly Muslim. D Some people support the travel ban.

8. What is the main purpose of the cartoons on p. 8? A to show how cartoonists with different points

of view have addressed the travel ban B to prove that the travel ban is necessary C to highlight how humorous the travel ban is D to encourage readers to protest at airports

9. What conclusion can you draw from the article? A Mustafa will soon be living in the U.S. B The revised ban will likely face legal challenges. C Most people are protesting the travel ban. D The U.S. will never let refugees in again.

10. Which sentence best supports your answer to question 9?

A “There is a real threat that this nation faces from terrorism.”

B “Certain visas . . . can’t simply be renewed.” C “Opponents of the order said they planned to

fight the new version in court.” D “Trump issued a revised travel ban.”

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Junior Scholastic®


In “Trump’s Travel Ban” (pp. 6-9), the author quotes a variety of people. Are these sources biased or neutral? To complete the table below, consider each speaker’s background. (Use outside research if necessary.) For example, does the speaker work for a conservative or liberal organization that might influence his or her perspective? Then explain what the quote means and why the author might have included it. Finally, answer the synthesis question.

CLOSE READING

Analyzing SourcesKEY

STANDARD

RH.6-8.6

Speaker

Speaker’s Background or Political Affiliation

Quote Quote’s Meaning Why the Author

Might Have Included the Quote

President Donald Trump

“We want to ensure that we are

not admitting into our country

the very threats our soldiers are

fighting overseas.” (p. 8)

James Jay Carafano,

the Heritage Foundation

The order is an effort to “get

ahead of the threat.”(p. 8)

Senator Ben Cardin

“This executive order . . . will be

used as a recruitment tool by

terrorist organizations.” (p. 8)

Nihad Awad, the Council

on American-Islamic

Relations

The executive order could

cause an “increase in hate

crimes, discrimination, and

bigotry against ordinary

law-abiding American

Muslims.” (p. 9)

Synthesize It Does the author use a well-balanced mix of sources to inform readers about the travel ban, or does the author reveal an agenda by quoting only sources that lean toward one side? Explain.

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Junior Scholastic®


After reading “Hidden Ad-gendas” (pp. 10-11), answer each question below, citing evidence from the text. Then indicate where in the article you found that evidence.

CITING TEXTUAL EVIDENCE

Take a Second Look

Synthesize It Write a paragraph in response to question 4. Use evidence from the text, including direct quotations, to support your response.

KEY STANDARD

RI.6-8.1

QUESTIONANSWER

(cite evidence from the text)LOCATION

(page, column number)

1. Why did the group

TruthInAdvertising

.org (TINA) consider

Selena Gomez’s

Coca-Cola Instagram

post an example

of deceptive

advertising?

2. Why might a

company choose

to pay to place its

products in a TV

show rather than

pay for a regular

commercial?

3. Why does Bonnie

Patten of TINA think

it’s a problem that

a celebrity’s social

media “followers

may not realize

they’re looking at

an ad”?

4. Why has it become

more difficult for

the Federal Trade

Commission to

enforce advertising

regulations?

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Junior Scholastic®


In “China’s Time Crunch” (pp. 12-13), you read about the worldwide system of 24 standard time zones—one for each hour of the day. The United States spans six of them: Eastern, Central, Mountain, Pacific, Alaska, and Hawaii-Aleutian. Each time zone is one hour earlier than the one to its east. The map below shows the range of each U.S. time zone. Study the map, then answer the questions that follow.

READING A MAP

U.S. Time ZonesKEY

STANDARD

RH.6-8.7

1. In which time zone do you live? ___________________________________________

2. If it’s 6:30 a.m. in Seattle, Washington, what time is it in Atlanta, Georgia?

___________________________________________

3. Missouri is in which time zone? ___________________________________________

4. Would a person traveling from Denver, Colorado, to Anchorage, Alaska, set her watch forward or back, and by how many hours?

___________________________________________

5. If a 5:30 p.m. Los Angeles Dodgers home game starts 90 minutes late, what time would the live broadcast begin on TV in Illinois?

___________________________________________

Questions

Alaska and Hawaii are not drawnto scale or placed in their propergeographic positions.

HAWAII-ALEUTIAN

ALASKA MOUNTAIN EASTERNCENTRALPACIFIC

OR

UT

ID

MT

WY

ND

SD

NE

MN WI

MI

PA

NY

MD

DENJ

CT

RI

MAVT ME

AZ

CO

IA

IL INOH

WVVA

KY

TN

MOKS

OK AR

MSAL GA

NH

CA

TXHI

AK

LA

SC

NC

FL

NV

WA

NM

Boston

LosAngeles

Austin

Atlanta

Miami

Washington,D.C.

Chicago

Denver

Honolulu

Anchorage

Seattle

National capital State capital City Time zone border

Chicago

MinneapolisMinneapolis

Atlanta

Note: This map reflects standard time,not daylight saving time (DST), whichwent into e ect March 12. Hawaii andmost of Arizona don’t follow DST.

MAP: JIM MCMAHON/MAPMAN®

KEY STANDARD

RH.6-8.9

Historians say that the fight for women’s rights in the United States began in July 1848 with the Women’s Rights Convention in Seneca Falls, New York. The convention’s Declaration of Sentiments and Resolutions, written primarily by Elizabeth Cady Stanton, is a landmark document in U.S. history. Signed by 68 women and 32 men, it set forth a series of demands for equal treatment for women. Read this brief adaptation of the Declaration, then answer the questions that follow.

ANALYZING A PRIMARY SOURCE

“All Men and Women Are Created Equal”

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Junior Scholastic®


1. On what historic document did Stanton base the Declaration? Why do you think she did so?

2. How would you describe the tone of the Declara-tion? Why do you think it was written this way?

3. Give three examples of the “tyranny” of men toward women, according to the Declaration.

4. How might the general public have reacted to this document in 1848 and why?

5. With what parts of the Declaration do you agree or disagree and why? Do you think modern society has met its demands? Explain.

Questions

We hold these truths to be self-evident: That

all men and women are created equal. That

they are endowed by their Creator with certain

inalienable rights. That among these are life,

liberty, and the pursuit of happiness. That to secure

these rights governments are instituted, deriving

their just powers from the consent of the governed.

Whenever any form of government becomes

destructive of these ends, it is the right of those who

suffer from it to refuse allegiance to it, and to insist

upon the institution of a new government.

Such has been the patient sufferance of women

under this government, and such is now the

necessity which [compels] them to demand the

equal station to which they are entitled.

The history of mankind is a history of repeated

injuries on the part of man toward woman, having

in direct object the establishment of an absolute

tyranny over her. To prove this, let facts be

submitted to a candid world.

He has never permitted her to exercise her

inalienable right to the elective franchise [the vote],

thereby leaving her without representation in the

halls of legislation.

He has compelled her to submit to laws, in the

formation of which she had no voice.

He has taken from her all right in property, even

to wages she earns.

In the covenant [solemn agreement] of marriage,

she is compelled to promise obedience to her

husband, he becoming, to all intents and purposes,

her master.

He has so framed the laws of divorce, as to

what shall be the proper causes, and in case of

separation, to whom the guardianship of the

children shall be given.

He has monopolized nearly all the profitable

employments, and from those she is permitted to

follow she receives but a scanty [payment].

He has endeavored, in every way that he could,

to destroy her confidence in her own powers, to

lessen her self-respect, and to make her willing to

lead a dependent life.

Now, in view of this entire disfranchisement*

of one-half the people of this country; in

view of the unjust laws above mentioned; and

because women do feel themselves aggrieved,

oppressed, and fraudulently deprived of their

most sacred rights, we insist that they have

immediate admission to all the rights and

privileges which belong to them as citizens of

the United States.

*the state of being deprived of a right

KEY STANDARD

RI.6-8.7

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Junior Scholastic®


In the decades since the Equal Rights Amendment was first written, American women have made some great strides. (See “They’re Fighting for Women’s Equality,” pp. 14-15.) But when it comes to salaries, women still have a long way to go to achieve equality. On average, female workers today earn about 79 percent of what their male counterparts make for similar work. That means that for every dollar a man earns, a woman in the same occupation earns just 79 cents.

This bar graph compares women’s earnings with men’s for selected jobs. As you can see, the wage gap varies widely by industry. Study the graph, then answer the questions.

READING A GRAPH

The Wage Gap

1. A female accountant earns about how much for every dollar a male accountant makes?

A 71 cents C 87 cents B 81 cents D 97 cents

2. Which of these jobs has the largest pay gap? A chief executive C middle school teacher B lawyer D personal financial adviser

3. For which of these jobs do women earn more than men, on average?

A cook C real estate agent B chief executive D stock clerk

4. For every dollar a male police officer earns, a female police officer earns about how much less?

A 14 cents C 42 cents B 29 cents D 71 cents

5. Which can you conclude based on this graph? A Female workers today earn less than they did

in 1923. B The gender pay gap is about the same for

physicians and cooks. C The gender pay gap varies by industry. D A female stock clerk earns more than a female

real estate agent.

Questions

Writing Prompt Women’s rights advocates often say that the gender pay gap isn’t just a “women’s issue.” What do you think they mean? How might the gender pay gap affect men and children in today’s society? On a separate sheet of paper, write two paragraphs explaining your answer.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 110%

Women’s Earnings as a Percentage of Men’s

Occ

upat

ion

PERSONAL FINANCIAL ADVISER

PHYSICIAN

CHIEF EXECUTIVE

POLICE OFFICER

REAL ESTATE AGENT

ACCOUNTANT

LAWYER

MIDDLE SCHOOL TEACHER

COOK

STOCK CLERK SOU

RC

E: U

.S. B

urea

u o

f La

bo

r S

tati

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014

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Junior Scholastic®

In 1776, John Adams—who would later become the second U.S. president—and other colonial leaders met in Philadelphia, Pennsylvania, to debate independence from Great Britain. At the time, Adams’s wife, Abigail, was at home in Braintree, Massachusetts, with the couple’s young children. In a letter dated March 31, 1776, Abigail wrote to her husband, encouraging him to “remember the ladies” while writing a “new code of laws.” (See “They’re Fighting for Women’s Equality,” pp. 14-15.) Below is an excerpt from that letter. Read it, then answer the questions.


“Remember the Ladies”

1. What was John Adams doing when his wife wrote this letter?

2. In your own words, what was Abigail Adams trying to persuade her husband to do?

3. Why might Abigail have pressed for women’s rights at that particular moment in history?

4. Abigail wrote that men are “naturally tyrannical . . . a truth so thoroughly established.” What kinds of “truths” did many people probably hold about women at the time?

5. Based on the article and your knowledge of history, what effect, if any, do you think Abigail’s plea for women’s rights had? Explain.

Questions

KEY STANDARD

RH.6-8.9

I long to hear that you have declared an independency. And, by the way, in the new code of laws, which I suppose it will be necessary for you to make, I desire you would remember the ladies, and be more generous and favorable to them than your ancestors. Do not put such unlimited power into the hands of the husbands. Remember, all men would be tyrants if they could. If particular care and attention is not paid to the ladies, we are determined to [encourage] a rebellion, and will not hold ourselves bound by any laws in which we have no voice, or representation. That your sex are naturally tyrannical is a truth so thoroughly established as to admit of no dispute.

KEY STANDARD

RI.6-8.4 Here are a few clues for you to puzzle over. Answers to starred clues are in the article on pp. 16-19 of JS. For the rest, you’re on your own!

BUILDING VOCABULARY

Crossword Puzzle

Across *1 Jackie Robinson’s

team: Brooklyn _____

*4 Rosa Parks helped integrate these.

*6 A term used to belittle black men

*7 Players hurled the most _____ insults at Robinson.

*11 Robinson’s first position in the field

12 International Monetary Fund (abbr.)

*15 Brooklyn’s general manager: Branch _____

*16 Robinson started his baseball career in the _____ Leagues.

17 To miss the ball on three pitches (abbr.)

*18 Monte Irvin’s team: New York _____

Down *2 Fred Walker’s nickname

*3 Brooklyn’s baseball stadium: _____ Field

*4 The _____ of 4 Across in Montgomery, Alabama, was a civil rights milestone.

5 An edible sea crustacean

*8 Nine black students integrated Central High School in _____, Arkansas. (2 words)

*9 The first integrated American League team: Cleveland _____

*10 Robinson broke this in baseball. (2 words)

13 A low-lying, heavy mist

*14 Robinson’s 1947 award: _____ of the Year

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Junior Scholastic®

KEY STANDARD

RH.6-8.2

Jackie Robinson hated not being able to fight back against bigotry. But not retaliating is what he agreed to do when he joined the Brooklyn Dodgers. (See pp. 16-19.) By the time Robinson retired from baseball in January 1957, he was determined to stand up for African-American equality in a public way.

Later that year, nine black teenagers attempted to integrate all-white Central High School in Little Rock, Arkansas. Governor Orval Faubus ordered the Arkansas National Guard to block the students from entering the school. Black leaders called for President Dwight D. Eisenhower to use his federal power to make Faubus back down. Eisenhower hesitated at first, calling on all parties to be patient—much to Robinson’s scorn.

In the end, the president did mobilize troops to protect the students. But his caution at Little Rock was still fresh in everyone’s minds on May 12, 1958, as Eisenhower addressed a meeting of black leaders. Again, the president advised them to be patient in demanding equal rights. The next day, Robinson sent the following letter to the White House. Read it, then answer the questions that follow.


“We Have Been the Most Patient of All People”

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Junior Scholastic®


My dear Mr. President:

I was sitting in the audience at the Summit Meeting of Negro Leaders yesterday when you said we must have patience. On hearing you say this, I felt like standing up and saying, “Oh no! Not again.”

I respectfully remind you, sir, that we have been the most patient of all people. When you said we must have self-respect, I wondered how we could have self-respect and remain patient considering the treatment accorded us through the years.

17 million Negroes cannot do as you suggest and wait for the hearts of men to change. We want to enjoy now the rights that we feel we are entitled to as Americans. This we cannot do unless we pursue aggressively goals which all other Americans achieved over 150 years ago.

As the chief executive of our nation, I respectfully suggest that you unwittingly crush the spirit of freedom in Negroes by constantly urging [patience] and give hope to those pro-segregation leaders like Governor Faubus who would take from us even those freedoms we now enjoy. . . .

In my view, [a clear] statement backed up by action such as you demonstrated you could take last fall . . . would let it be known that America is determined to provide . . . the freedoms we are entitled to under the Constitution.

Respectfully yours,

Jackie Robinson

1. What event was on everybody’s minds during President Eisenhower’s speech to black leaders in May 1958?

2. What did Robinson mean by calling blacks “the most patient of all people”?

3. According to Robinson, how did Eisenhower’s call for patience “crush the spirit of freedom in Negroes”?

4. How would you describe Robinson’s tone in the letter? Use details to support your answer.

5. Why might such a letter from Robinson have had special influence? How could Robinson’s reputation have been negatively affected by sending it?

Questions

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Junior Scholastic®

Read the article on pp. 16-19, then answer these questions.

TEST PREP

Know the News: Civil Rights Slugger

1. Which is a central idea of the article? A Branch Rickey convinced Jackie Robinson he

shouldn’t retaliate against racist abuse. B Robinson was chosen Rookie of the Year after

a difficult season. C Seventy years ago, Robinson integrated major

league baseball and helped the cause of civil rights in the U.S.

D Some of Robinson’s teammates threatened to quit if he joined the Dodgers.

2. Which quote best supports that central idea? A “As a batter, Robinson was thrown at almost

daily.” B “He pushed that door open just a little wider for

the rest of us who were waiting to get through.” C “He is everything Branch Rickey said he was.” D “Mr. Rickey, are you looking for a Negro who is

afraid to fight back?”

3. Which is a characteristic that Rickey must have valued in Robinson?

A friendliness C perseverance B loneliness D vengefulness

4. Which is the best explanation of why Rickey thought Robinson’s fighting back against racist abuse might set back the cause of integration?

A It would distract the team from the game. B People might dismiss blacks as troublemakers. C Robinson might get injured. D White players would be angry.

5. Which statement is an opinion? A Many black people looked up to Robinson. B Robinson brought a new, aggressive style of

running the bases to the game. C Robinson was nearly as important to the civil

rights movement as Martin Luther King Jr. D Even teammates who had opposed his joining

the team came to accept him as their own.

6. How does the section “Still Divided by Race” contribute to the article?

A It explains why Robinson was such a great player.

B It explains that, despite Robinson’s breakthrough, African-Americans still lack full equality in the U.S.

C It gives a history of housing discrimination against African-Americans in the U.S.

D It shows how brief Robinson’s career was.

7. What was historically significant about the experience of black soldiers in World War II?

A They served in historically low numbers. B They served in integrated units for the first time. C Many of them returned to the U.S. determined

to erase discrimination. D Most of them were able to find good jobs when

they returned home.

8. Which area of American life did President Harry S. Truman desegregate?

A the armed forces C lunch counters B interstate travel D public schools

9. Rosa Parks is associated with the civil rights struggle in which city?

A Little Rock, Arkansas B Montgomery, Alabama C Pasadena, California D Washington, D.C.

10. Which of these events happened last? A Black college students staged a sit-in at a

whites-only Woolworth’s lunch counter. B The Supreme Court outlawed segregation on

public buses. C President Lyndon B. Johnson signed the Civil

Rights Act. D National Guard troops protected nine black

students who were integrating a high school.

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Junior Scholastic®

Read “Should Supreme Court Justices Continue to Serve for Life?” (pp. 22-23), then use the prompts below to analyze each author’s claim and decide who you think makes a stronger case.

EVALUATING ARGUMENTS

Analyzing Authors’ ClaimsKEY

STANDARD

RI.6-8.8

AUTHOR: Neil RichardsProfessor of law, Washington University School of Law

AUTHOR: Paul D. CarringtonRetired professor of law, Duke University School of Law

Author’s main claim or argument in the debate: Author’s main claim or argument in the debate:

REASON 1: Cite one reason the author gives for his claim.

List evidence the author gives to support REASON 1.

REASON 1: Cite one reason the author gives for his claim.


REASON 2: Cite another reason the author presents.


REASON 2: Cite another reason the author presents.


Which persuasive devices does the author use?

_____ Appeals to emotions

_____ Uses data or scholarly research

_____ Explains why the other side’s argument is weak

_____ Other: __________________________________________

Which persuasive devices does the author use?

_____ Appeals to emotions

_____ Uses data or scholarly research

_____ Explains why the other side’s argument is weak

_____ Other: __________________________________________

Evaluate Which author do you think makes his case more effectively? Do you spot any weaknesses—such as bias or missing information—in either author’s argument? Explain your answers on a separate sheet of paper.


KEY STANDARD RI.6-8.4 RI.6-8.2 RH6-8.8 RH.6-8.5 Quiz Wizard How much do you know about what’s

in this issue? Take this quiz to find out.

CONTEXT CLUES Trump’s Travel Ban (pp. 6-9)

Fill in the letter of the best meaning of each boldfaced word. 1. But his hopes were dashed, at

least for now, when President Donald Trump issued an executive order on January 27 temporarily barring admission of all refugees.

A heightened B renewed C ruined

2. Around the globe, refugees like Mustafa and many other people found their lives thrown into limbo by the executive order.

A a state of danger B a state of excitement C a state of uncertainty

3. After it was first signed in January, refugees, immigrants, and other travelers . . . were detained at U.S. airports.

A granted entrance B held back C moved forward

4. The executive order, he says, could cause an “increase in hate crimes, discrimination, and bigotry against ordinary law-abiding American Muslims.”

A a strong and unfair dislike of other people or ideas

B unusual behavior C a violent attack against an

individual

5. Some people have speculated that Trump left out certain nations, such as the United Arab Emirates, because he has business ties there.

A guessed B had doubts C proved

FACT OR OPINION? Hidden Ad-gendas (pp. 10-11)

Label each statement F for fact or O for opinion.___ 6. Selena Gomez’s

Coca-Cola photo became one of Instagram’s most popular images.

___ 7. Celebrities should be more responsible about indicating paid endorsements.

___ 8. Some celebrities earn a great deal of money by posting advertisements on social media.

___ 9. It isn’t fair to bury the #ad disclosure notice at the end of a post.

___ 10. People aren’t watching as much traditional TV as they used to.

CENTRAL IDEA OR DETAIL? China’s Time Crunch (pp. 12-13)

Label each statement CI for central idea or D for detail.___ 11. Most of the world’s

countries follow the standard time zone system.

___ 12. Samoa changed its time zone to make communication with New Zealand easier.

___ 13. Despite being such a large country, China runs on only one time zone.

___ 14. The prime meridian is an imaginary line that runs through Greenwich, England.

___ 15. In the early days of railroad travel, differing local times led to confusion for travelers and railroad operators.

CHRONOLOGICAL ORDER Civil Rights Slugger (pp. 16-19)

Number these events in the order in which they occurred, from 1st to 5th.___ 16. Jackie Robinson signs

with the National League’s Brooklyn Dodgers.

___ 17. The U.S. Civil War comes to an end.

___ 18. Robinson wins a spot playing shortstop in the Negro Leagues.

___ 19. Robinson’s number 42 is permanently retired by Major League Baseball.

___ 20. The Cleveland Indians sign the American League’s first black player.

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Junior Scholastic®


Read the following definitions and example sentences of vocabulary words from this issue. Then find two other words from the issue to define and give an example for each.

Words to KnowKEY

STANDARD

RH.6-8.4

Junior Scholastic®

1. advocate (n): a person who argues for or supports

a cause or policy

• example: Frances Perkins, the first woman to hold a

Cabinet post, was a leading advocate for safe working

conditions and other rights for workers.

2. asylum (n): a protection given to someone who

has had to leave his or her native country as a

political refugee

• example: Jews fleeing from Nazi Germany sought

asylum in the United States and other countries.

3. integration (n): the act of making public facilities

and other places open to people of all races

• example: In 1957, nine courageous black students

paved the way for the integration of public schools in

Little Rock, Arkansas.

4. nationalism (n): strong devotion to the country

in which one lives; it can also mean a desire for

independence among a group of people

• example: One example of nationalism in France is an

official institution that tries to keep English words and

other foreign terms out of the French language.

5. Negro (n): an African-American; once a standard

term, it’s now considered dated and often offensive

• example: The United Negro College Fund, founded in

1944, raises money for scholarships that help young

African-Americans attend college.

6. ratify (v): to give legal or formal approval, as with

an amendment or treaty

• example: The first 10 amendments to the U.S.

Constitution, known as the Bill of Rights, were

ratified on December 15, 1791.

7. species (n): a group of closely related plants,

animals, or other living things

• example: The many different dog breeds all belong

to the same species, Canis lupus familiaris.

8. suffragist (n): someone who works in support

of suffrage—voting rights, especially for women

• example: American suffragists rejoiced when women

were able to vote in the 1920 presidential election.

9. vet (v): to evaluate for possible approval or acceptance

• example: Before publishing an article about auto

racing, the editors asked a noted NASCAR driver to

vet the manuscript.

10. visa (n): an official authorization in a passport or

similar document permitting entry into and travel

within a particular country

• example: If you’re planning to travel to Brazil, you’ll

need a tourist visa to enter the country.

11. word: _____________________________________ ( ):

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

• example: __________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

12. word: _____________________________________ ( ):

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

• example: __________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

BUILDING VOCABULARY


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JUNIOR SCHOLASTIC

Choose any two articles in this issue of JS and complete each graphic organizer below by filling in the central idea and three details. (The central idea is what an article is mainly about. Details support the central idea.)

DETERMINING THE CENTRAL IDEA

What’s It All About?


Junior Scholastic®

TIP: A central idea is not necessarily the article’s first sentence. You can find the central idea by reading the text closely and asking yourself, “What does the author most want me to know?”

Putting It All Together Choose one of the articles you examined above and summarize it in three to four sentences on a separate sheet of paper.

ARTICLE 1

CENTRAL IDEA

DETAIL 1 DETAIL 2 DETAIL 3

ARTICLE 2

CENTRAL IDEA

DETAIL 1 DETAIL 2 DETAIL 3

KEY STANDARD

RH.6-8.2

Critical Thinking Are any of your W questions still unanswered? If so, which ones? How might you go about finding the answers? Explain.

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

KEY STANDARD

RI.6-8.10 When you read an article, you might already be familiar with the topic, or it might be the first time you’ve ever heard of it. A KWL chart is a useful tool for reflecting on your own background knowledge of a topic or an event, so you can prepare to learn more and deepen your understanding.

Choose any article in this issue of JS. Before reading it, complete the K and W columns as best you can. After reading the article, fill out the L column. Then answer the critical-thinking question at the bottom of the page.

ASSESS PRIOR KNOWLEDGE

Charting Your Knowledge

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JUNIOR SCHOLASTIC

KWhat I Know

WWhat I Want to Know

LWhat I’ve Learned


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JUNIOR SCHOLASTIC

Reading an article closely involves thinking critically about the text—plus any photos, maps, graphics, and other elements—and considering how the author presents information. It often requires you to read a text multiple times. Reading closely will help you gain a deeper understanding of an article. But how do you do that? Choose any article in this issue of JS. Then use this guide to read it closely.

CLOSE READING

Close Reading Checklist

¨ STEP 1: Number each paragraph of the article. This will help you cite evidence from the text when answering questions or participating in a class discussion.

¨ STEP 2: Annotate the text. Jot down any comments or questions in the margins. Marking up the article as you read will help you pause, observe, and think critically rather than rushing through it.

* Place a star next to anything that seems important.

? Write a question mark next to words, phrases, or concepts

you don’t understand.

! Put an exclamation point next to anything you find surprising or interesting.

¨ STEP 3: Write a brief summary of each chunk or subsection of the article. (Ask yourself: What is being said?)

¨ STEP 4: Write a brief analysis of each chunk or subsection of the article. (Ask yourself: What does this section add to the article? What might have been the author’s purpose for including it? Why does the author use particular words and phrases? What inferences can I make?)

¨ STEP 5: Examine the visuals. Write a brief explanation of what any photos, maps, graphics, and other visuals show. (Ask yourself: Why might the author have included them? What do they add to the information provided in the text?)

¨ STEP 6: Dig a little deeper. Reread the article and revise your analysis as necessary. Sometimes a text is like a puzzle, and you need to read it multiple times before you can see how all the pieces fit together.

RI.6-8.1

KEY STANDARD


Junior Scholastic®

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Authors often incorporate quotes and statistics into their articles to support a claim or illustrate a point. Looking closely at these details and considering why they were included can help you understand the article—and the topic—on a deeper level.

Choose any feature article in this issue of JS. Then select three of its quotes or statistics to analyze using the table below.

CLOSE READING

Digging Into the DetailsKEY

STANDARD

RI.6-8.1

Quote or statistic (Include the page number.)

Summarize the quote or statistic in your own words.

Why might the author have included it?

Putting It All Together What other types of quotes or statistics could have been included to support this article? Explain.

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

JUNIOR SCHOLASTIC


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JUNIOR SCHOLASTIC

Photos and graphics are powerful tools that help convey information that words alone cannot. As a reader, you’ll get more out of an article if you think about the visuals not as mere artistic elements but as additional sources of information. Choose any feature article in this issue of JS. Then select three of its visuals to analyze using the table below.

INTEGRATING VISUALS

Close Reading of Photos and Graphics

RI.6-8.7

KEY STANDARD

Page Number

Summarize what the visual shows.

Choose a detail from the visual and explain what makes

it interesting or surprising.

Explain how this visual adds to or enhances the information

provided in the text.

Putting It All Together 1. Why do you think the editors chose to include these visuals?

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

2. What other types of photos or graphics could have been included to support this article? Explain.

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________


Junior Scholastic®

Putting It All Together On a separate sheet of paper, write two to three paragraphs explaining these similarities and differences. Be sure to use compare-and-contrast transition words and phrases. Key words and phrases commonly used to express comparison include similarly, both, also, as well as, in the same way, and likewise. Key words and phrases commonly used to express contrast include although, while, but, as opposed to, however, and on the other hand.

KEY STANDARD

RI.6-8.5

Choose two people, events, or ideas from any article in this issue of JS. Compare and contrast them using the Venn diagram below. List at least two differences on each side, and write any similarities in the overlapping section. Then respond to the writing prompt at the bottom of the page.

COMPARE AND CONTRAST

Understanding Similarities and Differences

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JUNIOR SCHOLASTIC

(Name of a person, event, or idea)

(Name of a person, event, or idea)


Junior Scholastic®

JUNIOR SCHOLASTIC

Welcome to do-it-yourself vocabulary! We’re leaving it to you to teach yourself the meanings of unfamiliar words you encounter in any JS article. In the space provided below, write the title of the article you’re working on. Then find three words in that piece whose meanings you’re unsure of. Write each word in one of the gray tabs, followed by the number of the page on which it appears. Then write what you think the word means based on context clues. Next, look up the word in a dictionary and write down its definition. Last, use the word in a sentence.

BUILDING VOCABULARY

DIY Vocabulary

ARTICLE:

word: page:

What I think the word means based on context clues:

Dictionary definition:

Example sentence:

word: page:



Example sentence:

word: page:



Example sentence:

KEY STANDARD

RI.6-8.4

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Junior Scholastic®

Did the author provide sufficient evidence? (Is it enough to support the claim, or is more information needed?) Explain.

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

Is the author’s reasoning sound? (Is it accurate and logical? Is it based on facts, not opinions?) Explain.

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

Overall, does the author successfully support his or her claim? Explain.

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

KEY STANDARD

RI.6-8.8When writing an argument, authors include reasons and evidence to support their claims. Choose a claim presented in this issue of JS. Then use the following prompts to analyze it.

EVALUATING ARGUMENTS

Are You Convinced?

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JUNIOR SCHOLASTIC

Supporting EvidenceIs this piece of evidence relevant?

(In other words, does it relate to this particular claim and help to support it?) Explain.

1.

2.

Author/Speaker’s Name: _______________________________________________________________________________________________

Claim: ____________________________________________________________________________________________________________________


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JUNIOR SCHOLASTIC

An effective presentation has interesting content that’s delivered in an engaging way. The presenter should capture the audience’s attention by making eye contact and speaking at an appropriate volume. Any accompanying visuals should also be appealing, without too much text or any unnecessary details. Below is a checklist of five things to keep in mind when giving a presentation. Study this list before you give a presentation to remind yourself what to practice or include. Use it again after your presentation to assess how well you did. (You may want to ask a classmate to help you evaluate your performance.)

PRESENTATION SKILLS

Presentation Self-Assessment

SL.6-8.4

KEY STANDARD

Comments 1. Explain one thing you think you did particularly well.

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2. Explain one thing you think you should work to improve for next time.

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¨ Did I speak at an appropriate pace and volume?

¨ Did I make eye contact with the audience?

¨ Did I refrain from fidgeting, pacing, and other distracting body language?

¨ Did I use relevant visuals (poster, video, etc.)that enhanced my presentation?

¨ Did my visuals contain an appropriate amount of information that helped the audience understand the topic?


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KEY STANDARD

WHST.6-8.8 When you incorporate information from other sources into your writing, you may choose to quote the material or paraphrase it. A quotation is an exact copy of the words an author or speaker uses. A quotation should be surrounded by quotation marks. You should quote a source when the language is powerful and you want to retain the exact wording. To paraphrase is to put something written or spoken by someone else into your own words. Something that’s paraphrased is not surrounded by quotation marks. You should paraphrase when you need to summarize a quote’s meaning or the exact language isn’t critical. When paraphrasing, be sure to rewrite the whole sentence; don’t just swap out a word or two.

WRITING SKILLS

Quote vs. Paraphrase

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Example—quote: According to the Library of

Congress, “Abraham Lincoln was the second

speaker on November 19, 1863, at the dedication

of the Soldiers’ National Cemetery at Gettysburg.

Lincoln was preceded on the podium by the

famed orator Edward Everett, who spoke to the

crowd for two hours. Lincoln followed with his

now immortal Gettysburg Address.”

Example—paraphrase: President Abraham

Lincoln delivered his now-famous Gettysburg

Address on November 19, 1863. He spoke

to the crowd at the dedication of the Soldiers’

National Cemetery. Edward Everett, a famous

orator, addressed the audience first, delivering

a two-hour speech.

Choose any feature article in this issue of JS. Write a summary of the article on the lines below. Include at least two quotations from the article and two passages that you’ve paraphrased.

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JUNIOR SCHOLASTIC

The internet is full of useful information—as well as a lot of information that’s incorrect or biased. Sometimes telling the difference is harder than you might think.

When conducting research, it’s important to check whether your sources are credible and accurate. That’s especially true for online sources, because the web makes it easy for anyone to publish just about anything. (Remember: You should always have more than one source for any fact you use.) Here are some questions to help you determine whether your online source is trustworthy.

EVALUATING SOURCES

Not All Sources Are Created Equal

WHST.6-8.8

KEY STANDARD

WEBSITE 1: __________________________________________

Author or agency/group and credentials: _______________

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Purpose of site: _______________________________________

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When was it last updated? _____________________________

Is it a reliable source? Explain. _________________________

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WEBSITE 2: __________________________________________

Author or agency/group and credentials: _______________

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Purpose of site: _______________________________________

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When was it last updated? _____________________________

Is it a reliable source? Explain. _________________________

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1. Who created the website? The site’s URL can help you figure this out. Sites that end in .gov, for example, were created by the federal government. Typically, .edu means the site is affiliated with a college or university, and .org means that an organization, such as a nonprofit, is behind the site.

2. What are their credentials? What qualifies this organization or individual to provide information on this topic? If a person runs the site, consider his or her occupation, years of experience, and education. If an organization runs the site, consider how long that group has been around, and if it exists only locally or has a national or worldwide presence.

3. What is the site’s purpose? Does the site exist solely to inform or teach, or is it selling a product or advocating for a particular cause? Is there evidence that the site is biased or prejudiced in favor of a certain outcome? (For example, a website that’s dedicated to attacking a specific political candidate will not be objective.)

4. Is the site current and functional? Try to find the date when the web page or site was last updated. (If it’s old, the data may no longer be accurate.) Are the links working properly? Broken links, spelling mistakes, and other errors are signs that a site may not be trustworthy.

Choose a topic in this issue of JS to examine further. Then pick two sources from your research to analyze below.

Putting It All Together See if you can verify the information your online sources provide through a non-web-based source, such as a book, map, or other reference.


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KEY STANDARD

RI.6-8.2

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JUNIOR SCHOLASTIC

A summary is a short statement or paragraph that tells what an article is mainly about. An objective summary does not include your opinions. (Remember that summarize means to sum up. When writing a summary, you’re summing up what an article says, not weighing in on it. An objective summary is different from a review, which includes your opinions.)

Writing an objective summary can help you comprehend what you’ve read and teach other people about a topic. After all, if you can accurately explain the gist of an article to someone else in just a few sentences, it’s likely that you’ve understood what it’s about.

How do you craft an objective summary? Choose any article in this issue of JS. Then follow the steps below to summarize it.

WRITING AN OBJECTIVE SUMMARY

Summarizing 101

Challenge On a separate sheet of paper, turn your objective summary into a review of the article. How do an objective summary and a review differ in terms of purpose, tone, and content?

Step 1: Write the main idea of the article here.

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Step 2: Find three key details from the article that support that main idea. Write them in your own words in two to three sentences here. (Hint: Avoid choosing minor details from just one section of the article. Instead, pick key details that support the article’s overall main idea.)

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Step 3: Combine your answers to steps 1 and 2 to form one cohesive paragraph. Make sure your sentences are free of opinions. Revise as necessary.

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JUNIOR SCHOLASTIC

News stories should convey information in a clear, precise way. Review the elements of a news story below. Then look closely at any feature story in JS to answer the questions that follow.

IDENTIFYING TEXT FEATURES

Anatomy of a News Story RI.6-8.5

Headline: This is the main title of the story. A good headline attracts readers’ attention and suggests what the story is about.

Deck: This appears below or next to the headline. It is usually a one- or two-sentence summary of what the story is about.

Lead (pronounced leed): This is the first sentence or paragraph of the story. A good lead piques readers’ interest so that they want to read more. It should connect quickly to the story’s main idea.

Nut graph: This paragraph sums up what the story is about. It usually follows the lead.

Subheads: These are mini-headlines that separate sections of the story. Subheads break the story into shorter, more readable segments.

Graphic elements: Photographs, charts, maps, drawings, and diagrams are visual aids that help illustrate the story and provide extra information.

Caption: This is a phrase or a short explanation of what is shown in a photograph, illustration, chart, or map.

Sidebar: This is a short article that relates to, but is separate from, the main story. It may help put the main story in context—by providing historical background, for example—or present additional information about the topic of the main story.

1. Find an example of a headline. After you’ve read the story, write a new headline for it.

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2. Find an example of a subhead. What does the subhead tell you about the section that follows it?

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3. Describe a graphic element that appears with the story. How does it help illustrate the main text?

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4. Find an example of a caption. What does it tell you about the graphic element it accompanies?

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5. Does the lead of the story pique your interest? Why or why not? After you’ve read the story, write a new lead.

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KEY STANDARD

Questions


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JUNIOR SCHOLASTIC

When journalists write about a news event, they gather the most important information by answering the group of questions known as the five Ws and one H: Who? What? Where? When? Why? How? Choose any article in this issue of JS. Then use the graphic organizer below to record the answers to these questions.

ANALYZING TEXT STRUCTURES

Investigate the News

Putting It All Together Where in the text did you find the answers to these questions? Which ones were answered first? Why might the author have addressed them in that order? Explain.

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RI.6-8.5

KEY STANDARD

EVENT_________________________________________

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WHO?

WHEN?

WHAT?HOW?

WHERE?WHY?


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