UNIT

5 INTRODUCTION

LAUNCH TEXT  |  ARGUMENT MODEL

This selection is an example

of an argumentative text, a
type of writing in which the
author presents a claim and
organizes evidence and reasons
to support that claim. This is
the type of writing you will
develop in the Performance-
Based Assessment at the end of
the unit.
As you read, notice how the
writer uses relevant evidence
to develop the claim. Mark the
text to answer this question:
What is the writer’s position,
and what evidence supports it?

Is It Foolish to Fear?

NOTES
1

F ear of falling, fear of flying, fear of snakes and spiders—sometimes

it seems that we humans are controlled by our fears. Some of us
may seek professional help to rid ourselves of fears. However, fear
plays an important role in life. It is not foolish to fear—it is a matter of
survival.
2 Fear may feel negative, because it is an emotion that can be
painful. The physical responses we have to objects or situations that © Pearson Education, Inc., or its affiliates. All rights reserved.
we fear are often grouped together and characterized as a “fight
or flight” instinct. Something alarms you, and instantly your brain
causes a number of chemicals to be released into your bloodstream.
Those chemicals race through the body, causing your heart to race,
your muscles to tense, and your breathing to quicken. Your pupils
dilate, so bright light hurts, but you can see more clearly. Your surface
veins constrict, making your skin feel cold.
3 Long ago, such responses made it easier for early humans to
escape from predators. Dilated pupils meant that they could see
better in dim light. Quick breathing and tense muscles allowed them
to run faster or leap higher than they normally could. Their skin grew
cold as blood flowed to the major muscles, letting arms and legs
move more rapidly. The entire body became an instrument focused

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 ESSENTIAL QUESTION: How do we respond when challenged by fear?

on surviving danger. If flight was possible, the person would run. If it

was not, he or she would fight. Either way, fear stimulated the brain NOTES

and primed the body for a response.

4 This response to fear was good for everyone who displayed it. The
humans who felt and responded to fear most strongly were likely to
be the ones who survived, whether the fear stimulus was a tiger, an
earthquake, or a violent storm.
5 Today, our fear stimulus might be a dark alley, a swaying rope
bridge, or a barking dog. We sense danger, and our bodies react. We
may feel foolish when the alley proves to be empty, the bridge safe,
and the dog friendly. Nevertheless, that initial rush of fear serves as
our protector and should never be ignored.
6 Today, modern psychotherapies may include conditioning—a
stimulus-response learning process—that helps people rid themselves
of fears. After just a few sessions, nearly anyone can stop being afraid
of speaking in public or driving through a tunnel. So why shouldn’t
we all condition ourselves to become braver?
7 First, there is a difference between fear and phobia. A phobia is
an unnecessary fear of something that is unlikely to cause harm.
For example, some people are afraid of clowns, but the odds of a
clown’s being harmful are small. Second, without fear, one would be
in constant danger. It is important to be afraid of an oncoming car, a
flying brick, or the rattling tail at the end of an unfamiliar snake. In
such cases, fear is a matter of self-preservation.
8 Few of us enjoy being afraid. It is physically and mentally
uncomfortable, and once any danger has passed, we may feel that
our fears were unwarranted. It is worth remembering, however, that
ever since you were a small child perched at the top of a staircase or
toddling near a hot stove, a logical, sensible, inbred fear has protected
you from harm. ❧

  WORD NETWORK FOR FACING OUR FEARS

Vocabulary  A Word Network
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is a collection of words related

to a topic. As you read the unit
selections, identify interesting
words related to the idea of fear, alarms  calms
and add them to your Word
Network. For example, you might
begin by adding words from FEAR
the Launch Text, such as alarms.
For each word you add, note a
related word, such as a synonym
or an antonym. Continue to add
words as you complete this unit.

Tool Kit 
Word Network Model

Is It Foolish to Fear?  549

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 UNIT
5 INTRODUCTION

Summary
Write a summary of “Is It Foolish to Fear?” A summary is a concise,
complete, and accurate overview of a text. It should not include a
statement of your opinion or an analysis.

Launch Activity
Record “Popular” Fears  As a class, brainstorm for a list of fears that
you have read about or seen portrayed in movies or television shows. Have © Pearson Education, Inc., or its affiliates. All rights reserved.
a volunteer write each fear along the bottom of the chalkboard, another
display area in your classroom, or a large piece of paper. Try to develop a row
of ten to twelve fears.
• Now, work together to construct a bar graph. Take three sticky notes,
and write your name on each one.
• Take turns going to the board (or other display location). Place one note each
above a fear that you think actually afflicts many people. Make sure to place
your notes above any that are already there so that you build columns.
• When you have all finished placing your notes, stand back and look at
the graph you have constructed.
• Based on the graph, draw a conclusion about the fears that are commonly
portrayed in books and entertainment media. Do these fears accurately
represent those of regular people in real life? Discuss these questions, and
come to a consensus. Write your consensus at the top of your bar graph.

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 ESSENTIAL QUESTION: How do we respond when challenged by fear?

QuickWrite
Consider class discussions, the video, and the Launch Text as you think about
the prompt. Record your first thoughts here.
PROMPT: Is fear always a harmful emotion?

 EVIDENCE LOG FOR FACING OUR FEARS

Review your QuickWrite.
© Pearson Education, Inc., or its affiliates. All rights reserved.

Summarize your thoughts in Title of Text: Date:

one sentence to record in your
CONNECTION TO PROMPT TEXT EVIDENCE/DETAILS ADDITIONAL NOTES/IDEAS
Evidence Log. Then, record textual
details or evidence from “Is It
Foolish to Fear?” that supports
your initial position.
Prepare for the Performance-
Based Assessment at the end
of the unit by completing the How does this text change or add to my thinking? Date:

Evidence Log after each selection.

Tool Kit
Evidence Log Model

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