Longman Academic

Reading Series
Mumm READING SKILLS FOR COLLEGE aea!

Robert F. Cohen « Judy L. Miller

ALWAYS LEARNING
 Longman Academic
Reading Series
mum READING SKILLS FOR COLLEGE

Robert F. Cohen
Judy L. Miller
 Dedication

In loving memory of my mother, Lillian Kumock Cohen, and my uncle, Julian Kumock.
Robert F. Cohen

To my daughter, Ariana Miller, with love.

Judy L. Miller

Longman Academic Reading Series 4: Reading Skills for College

Copyright © 2014 by Pearson Education, Inc.

All rights reserved.

No part of this publication may be reproduced, stored in a retrieval system, or

transmitted in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior permission of the publisher.

Pearson Education, 10 Bank Street, White Plains, NY 10606

Staff Credits: The people who made up the Longman Academic Reading Series 4
team, representing editorial, production, design, and manufacturing, are Pietro Alongi,
Margaret Antonini, Rosa Chapinal, Aerin Csigay, Ann France, Francoise Leffler,
Amy McCormick, Liza Pleva, Massimo Rubini, and Robert Ruvo.

Cover image: The Loupe Project/Shutterstock

Text Composition: TSI Graphics

Library of Congress Cataloging-in-Publication Data

Bottcher, Elizabeth.
Longman Academic Reading Series / Elizabeth Bottcher.
volumes cm
Includes index.
ISBN 978-0-13-278664-5 (Level 1)—ISBN 978-0-13-278582-2 (Level 2)—
ISBN 978-0-13-276059-1 (Level 3)—ISBN 978-0-13-276061-4 (Level 4)—
ISBN 978-0-13-276067-6 (Level 5)
1. English language— Textbooks for foreign speakers. 2. Reading
comprehension—Problems, exercises, etc. 3. College readers. |. Title.
PE1128.B637 2013
428.6’4—dc23
2013007701

ISBN 10: 0-13-276061-4

ISBN 13: 978-0-13-276061-4

Printed in the United States of America

56789 10—V082—18171615
 CONTENTS ~
Downe Teacher.) dx taint iA Boceie Neen ities Lect Sauer eth Eben «chen ope ned Vv
Os LEVON (EVES AWCT NETGTWY Pitt ae oa cen i pc et poe RENE Oe ean Sete OEY viii
SCOPE ano Sequence ee AAO YS ntact xviii
Favor asta (clelstveicigisc~..| 11s Wa ek Be RS ae ok yo) ED Zac) 8 Ee en! eR Xxvi

V !)CHAPTER 1 SOCIOLOGY: Home and the Homeless..................... 1

Reading One Home andeiavel aia ee ee ne eee 2
HeaGme TWO HOMmeless!. 6 Aerws cewek einen See ere ete ore ees 8
Reading Three Helping and Hating the Homeless ................ 20h. Meee 15

/ MSCHAPTER 2 HISTORY: Robber Barons Then and Now............ 25

Heading: One. tho Robber Barons2..72).Alee Cee ee P 26
meadging, 1wo: [he Politics Of ProgressiViStt aviv. aesncussseeesy
senna eeneiee tee 34
Reading Three Message to Wall Street... ccc cccccsccscssesscsscscsecsecsesscseesecseeseees 42

MS CHAPTER 3 FILM STUDIES:

is Cinema an Art or a Business? 56
Reading One One Hundred Years of Cinema ..........cccceceeceseeeeseeeseteeeeeeseeeeeeeaeeeees 58
Reading Two A Conversation with Leo Tolstoy on Film .............0+ ee 67
Reading Three An Interview with James Cameron... ccccceeereeeseeeeeeeeeeeeeeeeees 74

MS CHAPTER 4 MEDIA STUDIES:

The Internet and Social Media... 83
Reading One Mind Control and the Internet... ccc ee cseeseeneteneaeeteneneneens 84
Reading Two The Positive Effects of Social Networking Sites... 93
Reading Three The Use of Social Media in the Arab Spring..............:::c 101

UV “CHAPTER 5 NEUROSCIENCE: The Brain and Memory........... 110

Reading One in:Search.of MOmory tsccsecce. cesses cect ssescestins evs titans, es seetesuepthecdtaeste 111
Reading Two The Brain and HUMAN MEMOLY ...........ccccccccesseesteseeceseseeneseeeneeens 120
Reading hres. MUSIC ANG ANE Brain in: oi scsuacissspacvessnemeiees dares tasebyrins 127
 J MS CHAPTER 6 ZOOLOGY:
Animals and Language ....000.0.c ccc eeteeteee 139
Reading One Bridges to HUMAN LANQuage ..........cccccscscscssssescsesssesssseeeeseseeenees 140
Reading Two Speaking to the Relatives... 2...40:.0
ee eee 149
Reading Three Language and Morality ............:ccccscssssesesessscsensssersessesesessesereesecees 158

"CHAPTER 7 POLITICAL SCIENCE:

The Rulers and the Ruled... 165
Reading One The Morals of the PrinCe ...........cccccccccecssessescscescssesssscsseecstesssecsseaes 167
Reading Two The Declaration of INdeDeENdeNCe.............cccccceesscesecseeeeteeseteeseeees 175
Reading Three Two Cheers for DEMOCraCy..........cccccscsscscsssscscsesssesseescseseseessaeees 185

- CHAPTER 8 PSYCHOLOGY: Aggression and Violence............. 195

Reading One Civilization and Its DisContents ...........0.cccccccccsccsscseseccesceesesecseeaees 197
Reading Two Reflections on Natural HiStOry.............ccccccccscccsseseseeseeeeseeseeeeseeeees 202
Reading Three A Neuroscientist Uncovers a Dark SeCret.........ccccccccsceeseeeees 210

./ @ACHAPTER 9 ETHICS:
Resistance to Evil in the 20th Century..................... 221
Reading One The Ghosts of:Mrss Gandhi. c6sy....5.Geche
ct oetabed ates eseoscnees 223
Readingalwoi Denmark in World Ware Wie. 2 Ges vccccsecssesoosesescrsecascansoceteetesccccovennvee 232
Reading Three Three Ways to Meet Oppression .............cccccccesccsecsecseeseeeeseesees 241

~ CHAPTER 10 WOMEN’S STUDIES: Reaching for Equality. ....252

Reading One The Declaration of Sentiments (1848)............ccccceeeeeeseeteeeeeeees 254
Reading Two Speech on Women’s Rights (1888)..............ccccccscseseesseseeseeseeaee 260
Reading Three The Day the Women Got the Vote...........ccccccccseesesseseesesecseeeees 272

VOGADUSATY, IDO OX.cosssscee cares sceseete eres Cae sete et es ete te Oe aah og ES ace 283
Gg
216||ky at em Ng erent cs ne gS en A LR ia Emam Sevaneehie tells Ru ead Ra 286

iv. Contents
 TO THE TEACHER
Welcome to the Longman Academic Reading Series, a five-level series that prepares
English language learners for academic work. The aim of the series is to make
students more effective and confident readers by providing high-interest readings
on academic subjects and teaching them skills and strategies for
° effective reading
¢ vocabulary building
* note-taking
* critical thinking
Last but not least, the series encourages students to discuss and write about the
ideas they have discovered in the readings, making them better speakers and writers
of English as well. .

High-iInterest Readings On Academic Subjects

Research shows that if students are not motivated to read, if reading is not in some
sense enjoyable, the reading process becomes mechanical drudgery and the potential
for improvement is minimal. That is why high-interest readings are the main feature
in the Longman Academic Reading Series.

Varied High-interest Texts

Each chapter of each book in the series focuses on an engaging theme from a wide
range of academic subjects such as art history, nutrition studies, American literature,
and forensics. The reading selections in each chapter (two readings in Level 1 and
three in Levels 2-5) are chosen to provide different and intriguing perspectives on the
theme. These readings come from a variety of sources or genres — books, textbooks,
academic journals, newspapers, magazines, online articles — and are written by a
variety of authors from widely different fields. The Level 4 book, for instance, offers
a memoir by anthropologist Margaret Mead, a case history by neurologist Oliver
Sacks, an essay by writer Susan Sontag, a conversation with novelist Leo Tolstoy, an
interview with movie director James Cameron, a speech by social reformer Frederick
Douglass, and a book excerpt from political scientist Niccolo Machiavelli — all
challenging reading selections that spark students’ interest and motivate them to
read and discuss what they read. |

Academic Work

The work done in response to these selections provides students with a reading
and discussion experience that mirrors the in-depth treatment of texts in academic
coursework. Although the readings may be adapted for the lower levels and
excerpted for the upper levels, the authentic reading experience has been preserved.
The series sustains students’ interest and gives a sample of the types of content and
reasoning that are the hallmark of academic work.

To The Teacher V
 Skills and Strategies
To help students read and understand its challenging readings, the Longman
Academic Reading Series provides a battery of skills and strategies for effective
reading, vocabulary building, note-taking, and critical thinking.

Effective Reading

The series provides students with strategies that will help them learn to skim, scan,
predict, preview, map, and formulate questions before they begin to read. After
they read, students are routinely asked to identify main ideas as well as supporting
details, progressing through the chapter from the “literal” to the “inferential.”
Students using this series learn to uncover what is beneath the surface of a reading
passage and are led to interpret the many layers of meaning in a text. Each text is an
invitation to dig deeper.

Vocabulary Building
In all chapters students are given the opportunity to see and use vocabulary in many
ways: guessing words in context (an essential skill, without which fluent reading is
impossible), identifying synonyms, recognizing idioms, practicing word forms as
well as using new words in their own spoken and written sentences. At the same
time, students learn the best strategies for using the dictionary effectively, and have
ample practice in identifying roots and parts of words, recognizing collocations,
understanding connotations, and communicating in the discourse specific to certain
disciplines. The intentional “recycling” of vocabulary in both speaking and writing
activities provides students with an opportunity to use the vocabulary they have
acquired.

Note-Taking
As students learn ways to increase their reading comprehension and retention,
they are encouraged to practice and master a variety of note-taking skills, such as
highlighting, annotating, paraphrasing, summarizing, and outlining. The skills
that form the focus of each chapter have been s tically aligned with the skills
practiced in other chapters, so that scaffolding improves overall reading competence
within each level.

Critical Thinking
At all levels of proficiency, students become more skilled in the process of analysis
as they learn to read between the lines, make inferences, draw conclusions, make
connections, evaluate, and synthesize information from various sources. The aim of
this reflective journey is the development of students’ critical thinking ability, which
is achieved in different ways in each chapter.

In addition to these skills and strategies, Level 4 and Level 5 of the series
include a Grammar for Reading activity in each chapter. Grammar for Reading
presents a short review and practice of a grammar structure often encountered
in academic texts, such as the passive or parallel forms. This activity helps
| students realize how their understanding of a particular grammar point will

vi To The Teacher,
Speaking and Writing
The speaking activities that frame and contribute to the development of each chapter
tap students’ strengths, allow them to synthesize information from several sources,
and give them a sense of community in the reading experience. In addition, because
good readers make good writers, students are given the opportunity to express
themselves in a writing activity in each chapter.
‘\

The aim of the Longman Academic Reading Series is to provide “teachable” books
that allow instructors to recognize the flow of ideas in each lesson and to choose
from many types of exercises to get the students interested and to maintain their
active participation throughout. By showing students how to appreciate the ideas
that make the readings memorable, the series encourages students to become more
effective, confident, and independent readers.

The Online Teacher’s Manual

The Teacher’s Manual is available at www.pearsonelt.com/tmkeys. It includes general teaching

notes, chapter teaching notes, answer keys, and reproducible chapter quizzes.

To The Teacher Vii

CHAPTER OVERVIEW
All chapters in the Longman Academic Reading Series, Level 4
have the same basic structure.

Objectives READING THREE: [+ reading title]

A. Warm-Up
BEFORE YOU READ
B. Reading Strategy
A. Consider These Questions/Facts/etc. [Reading Three]
B. Your Opinion [varies; sometimes only
Consider activity]
COMPREHENSION
A. Main Ideas
READING ONE: [+ reading title] B. Close Reading
A. Warm-Up VOCABULARY [not necessarily in this order;
B. Reading Strategy other activities possible]
[Reading One] A. Guessing from Context
COMPREHENSION B. Synonyms
A. Main Ideas C. Using the Dictionary
B. Close Reading D. Word Forms

VOCABULARY [not necessarily in this order; GRAMMAR FOR READING [in one reading
other activities possible] section per chapter]
A. Guessing from Context NOTE-TAKING [in two reading sections per
B. Synonyms chapter]
C. Using the Dictionary CRITICAL THINKING
NOTE-TAKING [in two reading sections
per chapter] AFTER YOU READ
CRITICAL THINKING BRINGING IT ALL TOGETHER
WRITING ACTIVITY
READING TWO: [+ reading title]
DISCUSSION AND WRITING TOPICS
A. Warm-Up
B. Reading Strategy
Vocabulary
[Reading Two]
Self-Assessment
COMPREHENSION
A. Main Ideas
B. Close Reading
VOCABULARY [not necessarily in this order;
other activities possible]
A. Guessing from Context
B. Synonyms
C. Using the Dictionary
CRITICAL THINKING
LINKING READINGS ONE AND TWO

viii Chapter Overview

 Each chapter starts with a definition of the chapter’s academic
subject matter, objectives, and a Before You Read section.

A short definition of the academic subject mentioned

in the chapter title describes the general area of
knowledge explored in the chapter.

CHAPTER PSYCHOLOGY:
8 Aggression and Violence

PSYCHOLOGY: the systematic, scientific study of behavior and

mental processes

To read academic texts, you need

to master certain skills.
The Before You Read activities introduce the subject
in this chapter, you will:

* Predict the content of a matter of the chapter, using a mix of information and
text from the title or the first
Paragraph questions to stimuiate students’ interest.
* Understand the most important

;
idea of a text from the first and
last paragraphs
© Guess the meaning of words
from the context
* Use dictionary entries to learn BEFORE YOU READ : : ,
the meanings of words
° Understand and use © Consider These Questions
synonyms, phrases and idioms,
collocations, and different word Discuss the questions with a partner.
forms 1. Is aggressive behavior sometimes necessary in a society? In what situations?
* Identify adjective clauses and en
When is aggression dangerous for society?
the reasons for their use
3: Do you ever feel that you would like to do violence to something or someone?
* Take notes to identify the In what situations? What makes you control yourself?
author's assertions and
What helps society control violence?
supporting explanations
Are people naturally violent, or is violence learned through culture?
* Complete outlines to focus on
the sequence of events and . What is the difference between being aggressive and being assertive?
main discoveries

@ Consider These Quotes

Read the following quotes about aggression and violence. With a partner, discuss
what each one means. Which one expresses your feelings on the matter?
In psychology
and other social sciences, “aggression” refers
tobehavior ile “Tf its natural to kill, how come men have to 8g
go into training8 to learn how?”
between members of the same species that is intended to cause pain or harm.
—Joan Baez, American folk singer and political activist, born 1941
i) “Violence, naked force has settled more
issues in history than has any other
factor.”
—Robert Heinlein, American science
fiction writer, 1907-1988
“Tf we don’t end war, war will end us.”
—H,G, Wells, English science fiction
writer, 1866-1946
“Tam a violent man who has learned
not to be violent and regrets his
violence.”
—John Lennon, English singer and
songwriter, member of the Beatles,
Chapter objectives provide clear goals 1940-1980

“Tn each of us there is a Mr. Hyde.' The

for students by listing the skills they will point is to prevent the conditions that
would allow the monster to emerge.”
practice in the chapter. —Amin Maalouf, Lebanese-born French Poster of the 1931 movie based on
author, born 1949 Robert Louis Stevenson's novel

‘Mr Hyde: the embodiment of the dark side of the good Dr. Jekyll; Mr. Hyde is released as an
experiment and gradually takes over in Robert Louis Stevenson's Dr, Jekyll and Mr. Hyde

196 CHAPTER 8

Chapter Overview IX
 Each of the three reading sections in a chapter starts with a
Warm-Up activity and a Reading Strategy presentation and
practice, followed by the reading itself.

The Warm-Up activity presents discussion

questions that activate students’ prior knowledge
and help them develop a personal connection
with the topic of the reading.
Reading One sets the theme and presents the
basic ideas that will be explored in the chapter.
: Like all the readings in the series, it is an example
: of a genre of writing (here, a book excerpt).
(A) Warm-Up
Sigmund Freud (1856-1939) was an Austrian
medical doctor and neurologist who began
seeing patients with emotional problems. He
wrote about his patients and about his theory
of the unconscious mind, where passions
and hidden desires fought for expression.
His work in psychoanalysis with the “talking
cure” began the modern movement to
understand our mind and behavior.

In the years before the outbreak of World War

Civilization and Its Discontents
I, Freud wrote Civilization and Its Discontents By Sigmund Freud

Discuss the question with a partner. Homo homini lupus. (Man is a wolf to man.] Who, in the face of all his
experience of life and of history, will have the courage to dispute this
Do you think we always make rational and assertion? As a rule, this cruel aggressiveness waits for some provocation
reasonable decisions, or do we sometimes or puts itself. at the service of some higher purpose, whose goal might
wonder why we do things? Can you give have been reached by milder measures. Anyone who calls to mind the
examples of this? Are we often influenced by atrocities committed during the invasions of the Huns,' or by the people
unconscious desires? known as the Mongols* under Genghis Khan and Tamerlane, or at the
capture of Jerusalem by the pious Crusaders,* or even the horrors of the
recent World War — anyone who calls these things to mind will have to
(B) Reading Strategy accept the truth of this view.
The existence of this inclination to aggression, which we can detect
Predicting Content from First Paragraph in ourselves and justly assume to be present in others, is the factor which
Reading the first paragraph of a text can help you to understand the most disturbs our relations with our neighbor and which forces civilization into
important idea of the passage before you read the entire reading. such a high expenditure of energy. . . . Civilization has to use its utmost
efforts in order to set limits to man’s aggressive instincts.
The meaning of the evolution of civilization is no longer obscure to us.
Read the first paragraph of “Civilization and Its Discontents.” Then read each E
It must present the struggle between Eros and Thanatos,* between the
statement and check (/) Yes or No.
instinct of life and the instinct of destruction, as it works itself out in the
Yes No human species. This struggle is what all life essentially consists of, and the
evolution of civilization may therefore be simply described as the struggle
1. The reading will say that violence is inborn in human beings. QO fi for the life of the human species,
The fateful question for the human species seems to me to be whether
2. The reading will be optimistic about man’s fate in the future. ah ies) and to what extent their cultural development will succeed in mastering
the disturbance of their communal life by the human instinct of aggression
Now read the text and decide if your answers were correct. and self-destruction, It may be that in this respect precisely the present
time deserves a special interest. Men have gained control over the forces
of nature to such an extent that with their help they would have no
difficulty in exterminating one another to the last man. They know this,
and from this comes a large part of their current unrest, their unhappiness
and their mood a And now it is to be expected that the other ISME
PR
of the two “Heavenly Powers,” eternal Eros, will make an effort to assert
himself in the struggle with his equally immortal adversary. But who can AC
RO
foresee with what success and with what result?

‘Huns: a group of nomadic people from central Asia who attacked and controlled parts'of
Europe during the 4th and 5th centuries .v,
2 Mongols: a group of nomadic people from northeast and central Asia who conquered
Psychology: Aggression and Violence 197 Asia, the Middle East, and eastern Europe in the 13th and 14th centuries, resulting in a
vast Mongol empire under Genghis Khan and a descendant known as Tamerlane
* Crusaders: people who took part in the wars fought in the 11th, 12th, and 13th centuries
by Christian armies trying to take Palestine from the Muslims; the crusaders’ conquest
of Jerusalem in 1099 was accompanied by massacres of Muslims and Jews
‘Eros and Thanatos were Greck gods — Eros was the god of love, Thanatos the god
of death.

The Reading Strategy box gives a general

description of a reading strategy, such as
198 CHAPTER 8
predicting content from first paragraph, and
the reasons for using it. The activity below
the box shows students how to apply that
strategy to the reading.

xX Chapter Overview
 Reflections on <— Reading Two addresses the same theme as
Natural History . Reading One, but from a compietely different
By Stephen Jay Gould
perspective. In most cases, it is also an example
Stephen Jay Gould (1941-2002) was o respected American
paleontologist, evolutionary biologist, and historian of science
of a different genre of writing (here, a magazine
He taught at Harvard University and New York University
and also worked at the American Museum of Natural History. article).
He contributed articles to many academic journals and also
wrote, among other books, The Mismeasure of Man, Bully for
Brontosaurus, and Dinosaur in a Haystack
How often have we been told that unending series of unpleasantnesses
man is, by nature, aggressive and — that 50 percent or more of human
selfishly acquisitive? Such claims encounters are stressfulor aggressive.
make no sense to me — in a purely But think about it seriously for a
empirical way, not as a statement moment. Such levels of nastiness
about hope or preferred morality cannot possibly be sustained
What do we see on any ordinary day Society would devolve to anarchy
on the streets or in the homes of any in an instant if half our overtures to
American city — even in the subways another human being were met with
of New York? Thousands of tiny and a punch in the nose
insignificant acts of kindness and
:
consideration. We step aside to let No, nearly every encounter with
&
someone pass, smile at a child, chat another person is at least neutral
aimlessly with an acquaintance, and usually pleasant enough. Homo
or even with a stranger At most sapiens* is a remarkably genial
moments, on most days, in most species. Ethnologists consider other
places, what do you ever see of the animals relatively peaceful if they see t Reading Three addresses the same theme as
dark side— perhaps a parent slapping but one or two aggressive encounters
a child or a teenager on a skateboard
cutting off an old lady? Look, I’m no
while observing an organism for, say, 'é Readings One and Two, but again from a different
tens of hours. But think of how many Q
ivory-tower' Pollyanna,* and I did
grow up on the streets of New York
millions of hours we can log for most
people on most days without noting
t
: perspective from the first two. And in most cases,
I understand the unpleasantness and
danger of crowded cities. I’m only
anything more threatening than a
raised third finger* once a week or so. i
it is also an example of a different genre of writing
trying to make a statistical point /Fs
Why, then, do most of us have (here, an online article).
Many people are under the the impression that people are so
impression that daily life is an aggressive, and intrinsically so?
Unfortunately, one incident — of
‘ivory tower: Universities are sometimes violence can undo a thousand acts
referred to as “ivory towers,” meaning
places that are insulated from the difficulties (continued on next page)
of ordinary life and therefore, unable to
understand them. > Homo sapiens: the Latin scientific name for
* Pollyanna; an excessively or blindly the human species
optimistic person, based on the novel ‘raised third finger: an insulting gesture in
Pollyanna by Elearor Hodgman Porter
aes
many cultures

RN RO RST NTE STEIN EH CELE SCAR A OR NEO T

| A Neuroscientist Uncovers a Dark Secret
Psychology: Aggression and Violence 203 By Barbara Bradley

The criminal brain has always held

a fascination for James Fallon, For
nearly 20 years, the neuroscientist at
the University of California-Irvine has
studied the brains of psychopaths.’ He
Most readings have glosses and footnotes studies the biological basis for behavior,
and one of his specialties is to try to
to help students understand difficult words figure out how a killer's brain differs
from yours and mine.

and names. About four years ago, Fallon made a

ing discovery. It happened during
conversation with his then 88-year-old
mother, Jenny, at a family barbecue.
“| said, ‘Jim, why don’t you find out
about your father's relatives?” Jenny
Fallon recalls. “| think there were some
All readings have numbered paragraphs (with the cuckoos? back there.” Fallon investigated. “There's a whole lineage of very violent
people — killers,” he says. One of his direct great-grandfathers, Thomas Cornell,

exception of literary readings that have numbered i}

}
was hanged in 1667 for murdering his mother. That line of Cornells produced
seven other alleged murderers, including Lizzy Borden. “Cousin Lizzy," as Fallon
wryly calls her, was accused (and controversially acquitted) of killing her father
lines) for easy reference. The target vocabulary and stepmother with an axe in Fall River, Massachusetts, in 1882.

A little spooked? by his ancestry, Fallon set out to see whether anyone in his family
that students need to know in order to read | possesses the brain of a serial killer. Because he has studied the brains of dozens
i1 of psychopaths, he knew precisely what to look for. To demonstrate, he opened his
academic texts is set in boldface blue for easy i
| laptop and called up an image of a brain on his computer.

| “Here is a brain that’s not normal,” he says. There are patches of yellow and red.
recognition. Target vocabulary is recycled through Then he points to another section of the brain, in the front part of the brain, just
behind the eyes. “Look at that — there’s almost nothing here,” Fallon says. This is the
the chapter and the level. | orbital cortex, the area that Fallon and other scientists believe is involved with ethical

|
behavior, moral decision-making and impulse control. “People with low activity [in the
orbital cortex] are either free-wheeling types or psychopaths,” he says.
| 6 He's clearly oversimplifying, but Fallon says the orbital cortex puts a brake on
another part of the brain called the amygdala, which is involved with aggression
and appetites. But in some people, there’s an imbalance — the orbital cortex isn't
H
doing its job — perhaps because the person had a brain injury or was born that
| way. “What's left? What takes over?” he asks. “The area ofthe brain that drives
|
i
your id-type behaviors,* which are rage, violence, eating, sex, drinking.”
(continued on next page)
‘psychopath: someone who has a personality disorder characterized by a lack of empathy and
remorse, shallow emotion, and extremely violent behavior
;
cuckoo: (informal) someone who is mentally ill; crazy or silly
‘spooked: (informal) frightened
‘jd-type behaviors: In Freud's theory of the mind, the id represents the uncontrolled instincts,
the ego is the organized, realistic part, and the superego is the critical and moralizing part

Psychology: Aggression and Violence

Chapter Overview Xi
 Each reading in the chapter is followed by Comprehension and
Vocabulary activities.

COMPREHENSION The Comprehension activities help students

Q Main Ideas identify and understand the main ideas of the
Read each statement. Decide if it is True or False according to the reading. Check (/)
the appropriate box. If it is false, change it to make it true. Discuss your answers with reading and their supporting details.
a partner.

True Fatse

1. The author cannot understand how the oppressed can resign Oo a

themselves to their fate.

2. The author sees nothing good about violence. ia) (a)

3. Nonviolence allows the oppressed minority to appeal o o

to the majority’s moral conscience.

4, Violence leaves a chance for the oppressors to change their a Oo

minds and see the error of their ways.

5. According to the author, hatred is part of the struggle to a Oo

change society.

© Close Reading The Vocabulary activities focus on the target

Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner. vocabulary in the reading, presenting and
1, “A few years ago in the slum areas of Atlanta, a Negro guitarist used to sing
almost daily: ‘Been down so long that down don’t bother me.” (paragraph 2) practicing skills such as guessing meaning from
The guitarist could have said these words:
a. “I've become so used to my poverty that it doesn’t upset me anymore.”
context or from synonyms, understanding word
b. “My poverty is not as bad as it seems.” forms, and using a dictionary.
2. “The oppressed must never allow the conscience of the oppressor to slumber.”
(paragraph 3)
a. The oppressed must not let the oppressors trouble their conscience.
b. The oppressed must make the oppressors ashamed of what is being done.

3. “[Violence] leaves society in monologue rather than dialogue.” (paragraph 5)

a. With violence, there is no discussion or exchange of ideas.
VOCABULARY
b. No one listens when violence speaks.
; : . : ; : : [A] Guessing from Context
4. “Nonviolent resistance is not aimed against oppressors but against oppression.
Under its banner consciences, not racial groups, are enlisted.” (paragraph 7) Read each quote from the reading. Try to guess the meaning of the words in bold
+ q 5 A from the context. Then consult a dictionary and write the definition.
a. With nonviolent resistance, there is a moral outcome.
b. Racial consciousness remains strongest with nonviolence. 1. “Many people are under the impression . . . that 50 percent or more of human
encounters are stressful or aggressive. But think about it seriously for a moment.
Such levels of nastiness cannot possibly be sustained.” (paragraph 2)

244 CHAPTER 9 nastiness Guess: meanness

Dictionary: unpleacantness, cpitefulnecs cruelty

sustain Guess:

Dictionary:

2. “Society would devolve to anarchy in an instant if half our overtures to another

human being were met with a punch in the nose.” (paragraph 2)

Guessing from Context helps students guess the devolve Guess:

meaning of the target vocabulary by encouraging Dictionary:

them to go back to the reading to find clues in the are ie
ictionary:
context and base their guesses on these clues. 3. “Unfortunately, one incident of violence can undo a thousand acts of kindness,
and we easily forget the predominance of kindness over aggression by confusing
effect with frequency.” (paragraph 4)

predominance Guess:

Dictionary:

4. “Kindness is so fragile, so easy to efface; violence is so powerful.” (paragraph 4)

efface Guess:

Dictionary:

5. “Obviously, both kindness and violence lie within the bounds of our nature
because we perpetuate both, in spades.” (paragraph 4)

perpetuate Guess:

Dictionary:

6. “Flexibility may well be the most important determinant of human

consciousness.” (paragraph 5)

determinant Guess:

Dictionary:
206 CHAPTERS

xii Chapter Overview

 @ Synonyms Synonyms also helps students understand the
Complete the essay with the words or phrases from the box. Use the synonym in
parentheses to help you select the correct word. Compare answers with a partner. meaning of the target vocabulary in the reading,
abstract binding in retrospect sever ultimate but here for each target word students are given
afflicted
bewildering
coherent
humiliating
luminous
persists
transmitted
traumatic
synonyms to match or choose from.

Freud’s theory of mind was a lum milestone

1. (briltiant)
in the history of science because it provided a way to understand the

hidden processes of the brain, Despite their faults,

2. (confusing)
Freud’s theories offered a humane way to treat people
3. (tormented)
by mental problems or suffering from _ memories.
4. (painful)
Freud felt that by appealing to the rational mind, unconscious fears and

obsessions would diminish in intensity, If people could

5. (demeaning)
be brave and their emotional ties to painful memories
6. (cut)
of the past, they could forma and realistic picture of
7. (understandable)
their future.

many of Freud’s insights aimed at linking

8, (Looking backward)
psychology to physiology — the workings
9. (connecting)
of the mind to the workings of the brain — have proven fruitful. Only an

interdisciplinary approach linking psychology to biology can answer the

questions about the meaning of consciousness.

10. (theoretical)
In the 1980s, cognitive neuroscience made enormous progress with the invention

of brain imaging, a technology that allows scientists to realize their dream of looking

into the human brain. The activity of different parts of the brain is measured and

to a computer screen. As people perceive a visual

11. (communicated)
image, think about a spatial route, or start a voluntary action, scientists can see the

activity that in various parts of the brain. Eventually,

12. (continues)
scientists hope to address the questions of how we @ Word Forms
13. (final)
think, feel, learn, and remember. 1 Fill in the chart with the correct word forms. Some categories can have more
than one form. Use a dictionary if necessary. An X indicates there is no form in
118 CHAPTER 5 that category.

ADJECTIVE ADVERB

charitable

eral |
3. | deception / deceiver |deceive | ; |
4. |hypocrite / | x | |
5. |manipulator / manipulate | |

Complete the sentences with the correct form of the words from the chart. Each item
follows the order in which the words appear in the chart.

1. People who live in loving communities treat each other with

barity and respect. Such charitabl

behavior cultivates feelings of loyalty and trust in the society.

2. Sometimes it is dangerous to show too much

toward others. people do not always understand

Word Forms helps students expand their
that their kind actions may make the people they are helping forget that they
vocabulary by encouraging them to guess or find must learn how to help themselves. Treating people

out the different forms some of the target words may therefore have unexpected negative consequences.

can have. Then students are challenged to use the 3. may be useful for a while, but sooner or later

the is revealed for who he or she is. We can only

forms correctly.
people for so long before we get caught.

4. A is someone who pretends to do one thing

and does the other, This attitude is often seen in

politicians, who are often criticized for their

5. Some people others in order to get what

they want. Their behavior may hide their

selfishness for a while, but eventually those who are the victims of their

learn to see them for who they are.

172 CHAPTER7
 @ Using the Dictionary

Read the dictionary entry for faculty.

Using the Dictionary shows students how to
faculty n. plural faculties 1 all the teachers in a particular school or college, or ina
particular department of a school or college: Both students and faculty have protested. /
understand a dictionary entry for one of the
Saculty members / the Faculty of Social Sciences 2a particular skill that someone has +
for She has a great facu!ty for absorbing information. 3a natural ability, such as the
ability to see, hear, or think clearly: the patient's mental faculties / + of the faculty of
target words. Students choose the appropriate
hearing / Mrs. Darwin is no longer in full possession of all her faculties.
meaning of the word as it is used in the
reading and in other contexts.
1 Now read each sentence. Decide which meaning of faculty is being used. Write the
number of the appropriate definition.
a. The faculty of the women’s studies program encourage both men and
women to take their courses.
—— b. Learning that there are women with an inborn faculty of thinking
mathematically and men with an inborn faculty of writing poetically is an
important lesson.
—— ¢. Our individual faculties should not be defined according to gender
stereotypes.
—— d. The ninety-five-year-old man was still in the possession of all his faculties,
and it was fascinating to hear his detailed accounts of his childhood in the
segregated South.
e. The faculty of the history department invited him to come speak at its
seminar on the civil rights movement.
—— f. Ayoung student with a faculty for looking at a reading passage once and
remembering everything in it was one of the few students who was able to
keep up with the heavy reading load.

2 Complete the sentences with the words faculty or faculties.

1. Freedom cannot be fully enjoyed in a society unless the majority of people are

given the opportunity to develop their

2. That is why the of our college are so special.

3. Only teachers with a great for inspiring students

will succeed in this college.

4. The interdisciplinary focus of the first-year curriculum allows students to take a

variety of courses in the of liberal arts, education,

and engineering.
@ Phrasal Verbs with crack and step
Read the dictionary entries of phrasal verbs with crack and step.

268 CHAPTER 10 crack down phr. v. to become more strict in dealing with a problem and punishing the
people involved: We have to crack down on software pirates.

crack up pphr. v. INFORMAL 1 crack sb up to laugh a lot at something or to make someone

laugh a lot: That joke still cracks me up. 2 to have a mental breakdown: If I don’t get
some time off soon, I'll crack up. 3 sth’s not all it’s cracked up to be something is not
as good as people say it is: The movie was OK, but it’s not all it’s cracked up to be.

step down phr. v. to leave your job or official position, to resign: + as Arnez is stepping
down as chairman. / + from She’s stepping down from the committee.

step in phr. v. to become involved in a discussion, disagreement, etc., especially in order to

stop trouble: The police stepped in to break up the fight.

step up phr v. 1 step sth up to increase the amount of an activity or the speed of a
process in order to improve a situation: They have stepped up security at the airport.
2step up (to the plate) to agree to help someone or to be responsible for doing
something: Residents will have to step up if they want to rid this area of crime.

Now complete each sentence with the correct form of the appropriate phrasal verb.

1. The women the pressure on the White House

during World War I because they hoped they would finally get the vote.

2. Many men at the ridiculous idea that women

would ever be able to participate in the political process,

3. However, some men and did what they could to

Phrasal Verbs shows students how phrasal support women’s rights.

4. Carrie Chapman Catt as president of the National

verbs are formed and how to check their American Woman Suffrage Association before the war but resumed its leadership
meanings in a dictionary. Then students are in 1917.

challenged to use the correct forms of the 5. She to resolve the arguments about tactics.

appropriate phrasal verbs. 6. The police on the demonstrators and arrested them

because they wouldn’t move.

7. Although the demonstrations were always peaceful, the police

security at future events.

8. In order for the women’s rights movement to be successful, men as well as

women needed to and show their support.

278 CHAPTER 10

xiv Chapter Overview

 Each chapter has a Grammar for Reading activity and two Note-Taking
activities. These can be in any of the three reading sections.

The Grammar for Reading activity leads students

through a short review and practice of a grammar
structure often encountered in academic texts,
GRAMMAR FOR READING: Adjective Clauses
such as the passive, parallel forms, and adjective
An adjective clause tells you something about the noun or pronoun it
follows. An adjective clause begins with a word like who, whom, whose, that,
clauses. Understanding this type of grammar
which, when, where, why.
point enhances students’ general reading
In academic English, sentences can become long and complicated. It’s
important to remember that an adjective clause describes the noun or pronoun comprehension ability.
that comes right before it.
EXAMPLE:
* He's clearly oversimplifying, but Fallon says the orbital cortex puts a brake on another

noun adjective clause

Part of the brain called the amygdala, whichisinvolved with aggression andappetites.
The word which and the entire adjective clause that follows refer to the noun
amygdala.” The amygdala is involved with aggression and appetites
The Note-Taking activity teaches students to use
Work with a partner. Read each sentence and identify which noun the adjective
clause refers to. Circle the correct answer.
skills such as circling, underlining, writing margin
1, “[Itis] the area of the brain that drives your id-type behaviors, which are rage,
violence, eating, sex, drinking.” (paragraph 5)
notes, categorizing, completing an outline, and
a. id-type behaviors b. brain summarizing information to increase their reading
2, “Along with brain scans, Fallon also tested each family member's DNA for genes
that are associated with violence.” (paragraph 8)
comprehension.
a. DNA b. genes

3. “As for the psychopaths he studies, Fallon feels some compassion for these people
who, he says, got ‘a bad roll of the dice.’” (paragraph 11)
a. people (psychopaths) b. Fallon

4, “Asa rule, this cruel aggressiveness waits for some provocation or puts itself
at the service of some higher purpose, whose goal might have been reached by NOTE-TAKING: Completing an Outline with the Necessary Details
milder measures.” (Reading One, paragraph 1)
Go back to the reading and read it again. Using the cues given here, fill in the
a. aggressiveness b. purpose necessary details of the outline with notes in your own words.

5. “The existence of this inclination to aggression, which we can detect in ourselves

I. Argument about Bonobos’ Language Ability
and justly assume to be present in others, is the factor which disturbs our relations
with our neighbor and which forces civilization into such a high expenditure of A. Chomsky and some linguists
energy.” (Reading One, paragraph 2)
a. inclination b. existence 1. humans: language is spoken only by human

a. others b. factor 2. chimps/other relatives: do not have the brain structure te creat:
a. neighbor b. factor
languaa

B. Rumbaugh-Savage and other researchers

1. few apes:
216 CHAPTER 8 2. modern research and bias:

Il. Research with Apes and Language

oe EEE EE EET EEE EEE EEE EEE EEE
A. Lab experiments

1. sign language:

2. keyboard:

3, Kanzi:

B. Experiments with apes in the wild

1, difficulties for researchers: —_

2. predators/marking of trails:

C. Skeptics

1. Skeptics’ argument: —

2. Rumbaugh’s response: —

156 CHAPTER 6

Chapter Overview XV
 All three reading sections end with a Critical Thinking activity. The
Linking Readings One and Two activity comes at the very end of
the Reading Two section.

The Critical Thinking activity encourages students

CRITICAL THINKING
&i
to analyze and evaluate the information in the
1 Agree or Disagree
ee reading. This activity develops students’ critical
Read each statement. Decide if you Agree or Disagree. Check (/) the appropriate
box. Discuss your answers with a partner. thinking skills and their ability to express their
Acree DisaGree
opinions coherently.
1. Machiavelli is immoral. o o

2. When Machiavelli says a ruler should be a “fox,” he means oO ia)

the ruler should be an intellectual.

3. Machiavelli is an optimist. Oo 0

4. According to Machiavelli, men are born to be subjects of a Oo o

ruler, not citizens of a republic.

What Would Machiavelli Say?

Machiavelli has been assigned reading in some U.S. business schools. Books such as
Antony Jay’s Management and Machiavelli and Stanley Bing’s What Would Machiavelli
Do? apply Machiavelli's writings to a business context.
The Linking Readings One and Two activity
Here is a list of business decisions. Work with a small group. Decide whether
Machiavelli would “probably agree” (Yes) or “probably disagree” (No) with these
leads students to compare and contrast the
decisions. If there is not enough information to decide, write Can’t tell. Explain your
answers by referring to the reading.
ideas expressed in the first two readings. It helps
1. The head of a company decides to put a new business plan to students make connections and find correlations
a vote among employees.

. The directors of an insurance company saved from

between the two texts.
bankruptcy by taxpayers’ bailout dollars decide to give
millions of dollars in bonuses to their managers.

. Businesses use advertising to encourage people to buy their

products regardless of the usefulness of these products.

. The head of the company involves all workers in discussion

sessions to solve a company problem. LINKING READINGS ONE AND TWO
. The company director decides to increase production. Work with a partner. Fill in the chart with notes comparing the robber barons’
practices with the progressives’ proposals to get rid of these practices.
. Acompany decides to recall consumer products that have
proven to be unsafe even though it costs them a lot of money. Reapine ONE Reapinc Two
Rosser Barons’ Practices Proaressives’ PRoposaLs
- Companies contribute a small percentage of their profits to
support a charity for poor children and use this fact in their |1. kept wages very low pass minimum Wage laws
publicity.
—— “= 1|
2. | institute regulation tor workplace
satety and respect tor Workers
a =
174 CHAPTER7 3. | created monopolies

— ——— —t

SI
create cooperation and more
opportunities for small business growth

f— — ——

6. |prevented freedom in the workplace

—
—
=

READING THREE: Message to Wall Street _ : ee

@ warm-up
1 Wall Street Today

Discuss the questions with a partner.

“Occupy Wall Street” became an international movement after the financial crisis
of 2008.
1, Why did people want to “occupy” Wall Street?
2. What was the purpose of the demonstrations?

42 CHAPTER 2

xvi Chapter Overview

, Each chapter ends with an After You Read section, a Vocabulary chart,
and a Self-Assessment checklist.

The After You Read activities go back to the

theme of the chapter, encouraging students to
discuss and write about related topics using the
target vocabulary of the chapter.
BRINGING IT ALL TOGETHER
Work in groups of four. Role-play an interview with Sigmund Freud, Stephen Jay
Gould, and James Fallon about men's aggressiveness and violence. The journalist
will ask questions of the others. Freud, Gould, and Fallon will express their opinions.
Use some of the vocabulary you studied in the chapter (for a complete list, go to
Page 220).

Topic: Men’s aggressiveness and violence

ROLEs:
* Journalist * Stephen Jay Gould
¢ Sigmund Freud * James Fallon

QUESTIONS:
* Are humans a very violent species?
¢ Is violence in our genes?
* How can we control and prevent the expression of violence? The Vocabulary chart, which lists all the target

WRITING ACTIVITY vocabulary words of the chapter under the

Write a three-paragraph essay about how an important event or lesson in childhood appropriate parts of speech , provides students
shaped your ethical behavior and moral sense. Use more than five of the words or : A
idioms you studied in the chapter. : with a conven ient reference.
* Introduction: Tell the reader about yourself as a child.
* Body Paragraph: Describe the situation and the lesson you learned.
* Conclusion: Discuss how it affected your later life.

DISCUSSION AND WRITING TOPICS

Discuss these topics in a small group. Choose one of them and write a paragraph or =
two about it. Use the vocabulary from the chapter. VOCABULARY
1. Why do you think people, even scientists and writers of popular entertainment Nouns Verbs Adjectives Adverb
for movies and TV, are so interested in serial killers: their lack of empathy, fear, or adversary caution acquisitive * intrinsically *
remorse? Is it that they are a lot like us or very much unlike us? ResenHOn devolve disturbing
2, What are some ways we can reduce aggression in today’s society? atrocities efface fateful ae and
3. Do you think violent movies and video games contribute to violence among, determinant exterminate genial a‘bad rollof the
young people? expenditure master pious dice
pan yet ne ts z a
4. “The fault is not in our stars but in ourselves.” — William Shakespeare inclination perpetuate startling free-wheeling
A 2 : lineage predispose utmost
Do you think the fault is in our genes or in our environment? Is aggression the : i" put a brake on
=
result of Pa
“nature”wu (inborn qualities)
2
or i” “nurture” ” (the result
a Par
of experience)? nastiness reiterate
tongue-in-cheek
: nurture sustain *
5. How cana belief in biological determinism affect our future and our concept of A varnubes
freedom? Does biologicalts determinism excuse a violent criminal? y
predominance * Phrasal Verbs
dote on
zero in on
Psychology: Aggression and Violence 219
se
+ = AWL (Academic Word List) item

LLLP LOOLOLOOLEDD SELF-ASSESSMENT :

In this chapter you teamed te
O Predict the content of atext fro the oo
title or the first paragraph oes
O Understand the most impor
text from the first and last para ap!
O Guess the meaning of wordsfrom
context ‘ ae
© Use dictionary entries t
meanings of words :
O Understand and use synonyms, phrases_
The Self-Assessment checklist encourages and idioms, collocati ons, and CG
word forms : :
students to evaluate their| own progress. O lzentiyacoctv
Identify adjective clauses ae t
clauses and -
Have they mastered the skills listed in the © Take notes to identify the author's
assertions and supporting explanations _
chapter obj ectives? Complete outlinestofocuson
the sequence of events and Tain ea
discoveries:

What can you do well? J

What do you need to practicemore?go

220 CHAPTER 8

Chapter Overview XV
SCOPE AND SEQUENCE
SOCIOLOGY: ® Understand and practice different Guess the meaning of words from
Home and reading strategies the context
the Homeless Think about the title of a text and Use dictionary entries to learn the
Theme: The meaning of home; what it predict its content meanings of words
means not to have one; our reactions Predict the subject of a text and the Understand and use synonyms,
to people who are homeless author’s motivation from the first two different word forms, and the suffix
Reading One: sentences -en and prefix en-
Home and Travel Make up your own questions based Use the Vocabulary list at the end
(a book excerpt) on the title of a text of the chapter to review the words,
Reading Two: ® Identify the main ideas of a text phrases, and idioms learned in the
Homeless chapter
® Understand the details that support
(a magazine article) the main ideas Use this vocabulary in the After You
Reading Three: Read speaking and writing activities
Helping and Hating the Homeless GRAMMAR: Identify the passive and
(an online article) the reasons for its use

HISTORY: Understand and practice different Guess the meaning of words from
Robber Barons reading strategies the context
Then and Now Scan a text to find specific Understand and use synonyms,
Theme: The power of money and information collocations, and different word
business in the Gilded Age and today; Scan the first paragraph of a text forms and idioms
the popular movements against that for definitions and background Use the Vocabulary list at the end
power information of the chapter to review the words,
Reading One: Predict the content of a text from phrases, and idioms learned in the
The Robber Barons the first and last paragraphs chapter
(a textbook excerpt) Identify or complete the main ideas Use this vocabulary in the After You
Reading Two: of a text Read speaking and writing activities
The Politics of Progressivism Understand the details that support GRAMMAR: Identify parallel forms
(a textbook excerpt) the main ideas and the reasons for their use
Reading Three:
Message to Wall Street
(an online article)

FILM STUDIES: Understand and practice different Guess the meaning of words from
Is Cinema an Art reading strategies the context
or a Business? Find the thesis statement in an essay Use dictionary entries to learn the
Theme: Is making movies an art, Skim an interview for the general meanings of words
a business, or both? idea Understand and use synonyms,
Reading One: Scan an interview for the idioms, connotations, and increase/
One Hundred Years of Cinema interviewee’s attitude towards the decrease verbs
(an essay) subject Use the Vocabulary list at the end
® identify the main ideas of a text of the chapter to review the words,
Reading Two:
A Conversation with phrases, and idioms learned in the
Understand the details that support
Leo Tolstoy on Film chapter
the main ideas
(a newspaper article) Use this vocabulary in the After You
Reading Three: Read speaking and writing activities
An Interview with James Cameron GRAMMAR: Recognize and use
(a magazine article) parallel structure for emphasis and
contrast

Xvili Scope and Sequence

y NOTE-TAKING CRITICAL THINKING — SPEAKING/WRITING
® Fill out an organizer to review © Express your opinions and support U Role-play a discussion about the
details to help you remember them with examples from a text or from homeless between Margaret Mead,
© Use questions as “organizers” your own experience and culture Anna Quindlen, Peter Marin, and
for notes ® Analyze and evaluate information a taxpayer

® Infer information not explicit in a text ¥ Write a three-paragraph essay

explaining and illustrating a saying
® Draw conclusions
about home
® Hypothesize about someone else’s A
Discuss in a small group a number of
point of view
topics related to the homeless and
® Find correlations between two texts homelessness
© Make connections between ideas e Choose one of the topics and write
® Synthesize information and ideas a paragraph.
or two about it

® Use an organizer to identify ® Express your opinions and support e Role-play a discussion about Wall
important biographical details them with examples from a text or from Street between Jeffrey Sachs, an old
® Use note-taking to summarize your own experience and culture robber baron, a new one, and an
an argument Analyze and evaluate information “Occupy Wall Street” protester
Infer information not explicit in a text Write a paragraph or two explaining the
meaning of a quote and your opinion
Draw conclusions
Discuss in a small group a number of
Find correlations between two texts
topics about the power of the mega-
Make connections between ideas rich and whether protest movements
Synthesize information and ideas do any good
Understand the use of irony for social he Choose one of the topics and write
criticism a paragraph or two about it

© Take notes to identify the ® Express your opinions and support e Role-play a discussion about cinema
main ideas of a text and the them with examples from a text or from between a journalist, Susan Sontag,
supporting details your own experience and culture Leo Tolstoy, and James Cameron
® Take margin notes, organize ® Analyze and evaluate information e Write a three-paragraph essay about
the notes, and write a © Infer information not explicit in a text your favorite movie
summary of the text
® Draw conclusions : Discuss in a small group a number of
topics about movies
® Hypothesize about someone else’s 5
point of view Choose one of the topics and write
a paragraph or two about it
® Identify the concerns of two authors —
same or different?
Make connections between ideas
Synthesize information and ideas

Scope and Sequence XiX

 MEDIA STUDIES: ® Understand and practice different ® Guess the meaning of words from
The Internet and reading strategies the context
Social Media ® Predict the content of a text from ® Use dictionary entries to learn the
Theme: Do the Internet and social the title meanings of words
media have positive or negative effects ® Skim the first paragraph of a text to ®@ Understand and use synonyms,
on people and society? preview the most important idea collocations, different word forms,
Reading One: ® Understand scholarly references and the prefix anti-
Mind Control and the Internet (in-text citations, bibliography) @ Use the Vocabulary list at the end
(a newspaper article) ® Identify or complete the main ideas of the chapter to review the words,
Reading Two: of a text phrases, and idioms learned in the
The Positive Effects of chapter
® Understand the details that support
Social Networking Sites the main ideas ®@ Use this vocabulary in the After You
(a textbook excerpt) Read speaking and writing activities
Reading Three: ®© GRAMMAR: Identify imperatives
The Use of Social Media used as illustrative devices and
In the Arab Spring the reasons for their use
(an online article)

NEUROSCIENCE: ® Understand and practice different © Guess the meaning of words from
The Brain and Memory reading strategies the context
Theme: The importance of memory; ® Visualize the content of a text to ® Use dictionary entries to learn the
the different types of memory and how understand it better meanings of words
they relate to different parts of ® Scan a chart to find specific ® Understand and use synonyms,
the brain information collocations, different word forms,
Reading One: © Skim the first two paragraphs of a and words of Greek or Latin origin
In Search of Memory text to get an idea of what it will ® Identify and interpret figurative
(a book excerpt) discuss language
Reading Two: © Match the different types of memory @ Use the Vocabulary list at the end
The Brain and Human Memory with their functions and the parts of of the chapter to review the words,
(a textbook excerpt) the brain directly involved phrases, and idioms learned in the
Reading Three: ® Identify or complete the main ideas chapter
Music and the Brain of a text @ Use this vocabulary in the After You
(a book excerpt) ® Understand the details that support Read speaking and writing activities
the main ideas ® GRAMMAR: Recognize and use
rhetorical questions

ZOOLOGY: ® Understand and practice different ® Guess the meaning of words from
Animals and Language reading strategies the context
Theme: Do animals have the capability ® Scan a text for specific information ® Understand and use synonyms,
of communicating with one another @ Find the link between the title of a collocations, phrasal verbs, and
and with humans? Are there animal text and the first paragraph different word forms
languages? @ Predict the author’s point of view ® Use the Vocabulary list at the end
Reading One: from the first paragraph of a text of the chapter to review the words,
Bridges to Human Language phrases, and idioms learned in the
@ |dentify or complete the main ideas
(a book excerpt) chapter
of a text
Reading Two: ® Use this vocabulary in the After You
®@ Understand the details that support
Speaking to the Relatives Read speaking and writing activities
the main ideas
(an online article) @© GRAMMAR: Recognize and use
Reading Three: hedging language
Language and Morality
(a book excerpt)

XX Scope and Sequence

 NOTE-TAKING CRITICAL THINKING — SPEAKING/WRITING
® Complete an outline ® Express your opinions and support ® Organize a debate about government
® Take notes to identify the them with examples from a text or from control of the Internet and social media
details that support the main your own experience and culture (in groups of four: two students are for,
ideas of a text Analyze and evaluate information two are against)
Infer information not explicit in a text Write a three-paragraph essay on the
Internet service or type of social media
Draw conclusions
that is the most interesting or
Hypothesize about someone else’s worrisome to you
point of view
Discuss in a small group a number of
® Make connections between ideas topics related to the Internet and social
® Synthesize information and ideas media
Choose one of the topics and write
a paragraph or two about it

® Make lists ® Express your opinions and support Role-play an interview with Eric Kandel
® Use keywords as a study tool them with examples from a text or from and Oliver Sacks about the different
your own experience and culture types of memory and memory loss
Infer information not explicit in a text Write a three-paragraph essay about
Draw conclusions your most important memory
Hypothesize about someone else’s Discuss in a small group a number of
point of view topics about memory
® Find correlations between two texts Choose one of the topics and write
a paragraph or two about it
Make connections between ideas
Synthesize information and ideas

®@ Take notes to identify the ® Express your opinions and support Role-play a discussion between
arguments for or against the them with examples from a text or from a skeptic and the four authors or
author’s thesis your own experience and culture researchers encountered in the chapter
® Complete an outline with the Analyze and evaluate information about the work they have done
necessary details Infer information not explicit in a text Write a short essay about how you
have experienced learning a second
Draw conclusions
language
Hypothesize about someone else’s
Discuss in a small group a number of
point of view
topics related to animals and language
Find correlations between two texts
Choose one of the topics and write
Make connections between ideas a paragraph or two about it
Synthesize information and ideas

Scope and Sequence XxXi

 POLITICAL SCIENCE: ® Understand and practice different © Guess the meaning of words from
The Rulers and the Ruled reading strategies the context
Theme: Monarchy vs. democracy; Skim a text to identify the author’s e Use dictionary entries to learn the
how and why they work; how to go point of view meanings of words
from one to the other Highlight the important information in ®@ Understand and use synonyms,
Reading One: a text different word forms, figurative
The Morals of the Prince Think about the title of a text and language, and expressions of
(a book excerpt) predict its content similarity and contrast
Reading Two: Identify or complete the main ideas Match types of government
The Declaration of Independence of a text vocabulary with their definitions
(a historical document) Use the Vocabulary list at the end
Understand the details that support
Reading Three: the main ideas of the chapter to review the words,
Two Cheers for Democracy phrases, and idioms learned in the
(a book excerpt) chapter
Use this vocabulary in the After You
Read speaking and writing activities
GRAMMAR: Use a dash or dashes
to isolate and emphasize a point

PSYCHOLOGY: Understand and practice different e Guess the meaning of words from
Aggression and Violence reading strategies the context
Theme: Is mankind doomed to Predict the content of a text from e Use dictionary entries to learn the
destruction by its aggressive and the first paragraph meanings of words
violent nature or do human beings Understand the most important idea ® Understand and use synonyms,
have a gentler side that can master of a text from the first and last phrases and idioms, collocations,
these base instincts? paragraphs and different word forms
Reading One: Predict the content of a text from e Use the Vocabulary list at the end
Civilization and Its Discontents the title of the chapter to review the words,
(a book excerpt) Identify or complete the main ideas phrases, and idioms learned in the
Reading Two: of a text chapter
Reflections on Natural History Understand the details that support Use this vocabulary in the After You
(a journal article) the main ideas Read speaking and writing activities
Reading Three: GRAMMAR: Identify adjective
A Neuroscientist Uncovers clauses and the reasons for their use
a Dark Secret
(an online article)

XXii Scope and Sequence

a NOTE-TAKING CRITICAL THINKING SPEAKING/WRITING
© Take notes to identify what a Express your opinions and support ® In a small group, explain one of the
prince should or shouldn’t do them with examples from the text or quotes from three famous political
and why from your own experience and culture philosophers, and compare it with the
®@ Take notes to compare and Analyze and evaluate information main ideas of the readings
contrast the ideas of two Infer information not explicit in a text Write an essay explaining your opinion
thinkers about one of the main ideas of the
Draw conclusions
readings
Hypothesize about someone else’s
Discuss in a small group a number of
point of view
topics related to government
Find correlations between the ideas of
Choose one of the topics and write
two thinkers through the lens of
an essay about it
another thinker
Synthesize information and ideas

@ Take notes to identify the Express your opinions and support Role-play an interview with Sigmund
author’s assertions and them with examples from the text or Freud, Stephen Jay Gould, and James
supporting explanations from your own experience and culture Fallon about men’s aggressiveness and
® Complete outlines to focus on Analyze and evaluate information violence
the sequence of events and Infer information not explicit in a text Write a three-paragraph essay about
main discoveries how an important event or lesson in
Draw conclusions
childhood shaped your ethical behavior
Find correlations between two texts and moral sense
Hypothesize about someone else’s Discuss in a small group a number of
point of view topics related to human aggression and
® Make connections between ideas violence
® Synthesize information and ideas Choose one of the topics and write
a paragraph or two about it

Scope and Sequence Xxiil

 ETHICS: ® Understand and practice different ® Guess the meaning of words from
Resistance to Evil reading strategies the context
in the 20th Century ® Predict the content of a text from ® Use dictionary entries to learn the
Theme: Nonviolent civil disobedience the subheadings meanings of words
movements in India, Denmark, and the ® Preview a text using an Editor’s © Understand and use synonyms,
United States in the 20th century Insert collocations, and different word
Reading One: ® Predict the content of a text from forms
The Ghosts of Mrs. Gandhi the title © Use the Vocabulary list at the end
(a magazine article) ® Identify the main ideas of a text of the chapter to review the words,
Reading Two: phrases, and idioms learned in the
® Understand the details that support
Denmark in World War II chapter
the main ideas
(a book excerpt) ® Use this vocabulary in the After You
Reading Three: Read speaking and writing activities
Three Ways to Meet Oppression © GRAMMAR: Identify noun clauses
(a book excerpt) and the reasons for their use

1 WOMEN’S STUDIES: ® Understand and practice different ® Guess the meaning of words from
Reaching for Equality reading strategies the context
Theme: The history of women’s rights ® Predict the content of a text from © Use dictionary entries to learn the
and their struggle to achieve equality in the first two paragraphs meanings of words
the United States ® Use paraphrasing to identify the @ Understand and use synonyms,
Reading One: main ideas of a text collocations, phrasal verbs, and
The Declaration of Sentiments (1848) ® Scan a text for dates to understand different word forms
(a speech) the sequence of events ® Use the Vocabulary list at the end
Reading Two: ® Identify or complete the main ideas of the chapter to review the words,
Speech on Women’s Rights (1888) of a text phrases, and idioms learned in the
(a speech) chapter
®@ Understand the details that support
Reading Three: the main ideas ® Use this vocabulary in the After You
The Day the Women Got the Vote Read speaking and writing activities
(a book excerpt) ® GRAMMAR: Recognize the use of
repetition for emphasis in speeches

Xxiv Scope and Sequence

I NOTE-TAKING CRITICAL THINKING SPEAKING/WRITING
© Take notes to identify the ® Express your opinions and support ® Role-play an interview with Amitav
main details of the actions them with examples from a text or from Ghosh, Hannah Arendt, and Martin
® Complete a chart to identify your own experience and culture Luther King, Jr. about resisting evil
the main points of the ® Infer information not explicit in a text Write a three-paragraph essay about
author’s arguments ® Draw conclusions a time when you or your family were
caught up in a political or historical
® Hypothesize about someone else’s
event of some importance
point of view
Discuss in a small group a number of
® Find correlations between two texts
topics related to nonviolent resistance
®@ Make connections between ideas
Choose one of the topics and write
® Synthesize information and ideas a paragraph or two about it

@ Fill out an organizer with ® Express your opinions and support Role-play a discussion about women’s
notes describing supporting them with examples from a text or from rights between Elizabeth Cady Stanton,
details and your reaction your own experience and culture Frederick Douglass, someone living in
® Fill out a timeline detailing the Analyze and evaluate information 1919, and someone living today
events for each date _ Infer information not explicit in a text Write a three-paragraph essay about
something you had to fight for —
Draw conclusions
a time you had to struggle to gain
Hypothesize about someone else’s recognition for yourself and your
point of view abilities
® Find correlations between two texts Discuss in a small group a number of
Make connections between ideas topics related to women’s rights and
equality
Synthesize information and ideas
Choose one of the topics and write
a paragraph or two about it

Scope and Sequence XXV

 ACKNOWLEDGMENTS
Our heartfelt thanks go first and foremost to Massimo Rubini. Without his vision,
this project would never have gotten off the ground. Not only did we have the
advantage of his insight and directives as a fellow “architect” of the series, but we
also benefited from his warmth and kindness in every way.
We owe another great debt of gratitude to our editor extraordinaire, Francoise
Leffler. We gained immeasurably from her broad understanding of the project, her
professional expertise, and her keen sense of precision in all stages of the writing
process. Having such a creative editor and patient collaborator was a great gift.

Our sincere thanks also go to Amy McCormick, for her support and executive
decision-making during many trying moments; to Rosa Chapinal, for her patience
and devoted efforts throughout the permissions process; to Jill Krupnik, for her work
in negotiating complex permissions contracts; and to Jane Lieberth, for her very
thorough and close reading of our manuscript in the production phase.

We thank our colleagues at the American Language Program at Columbia University

and the Department of Language and Cognition at Eugenio Maria de Hostos
Community College for their enduring professional support and friendship.
Finally, we remember our students, from whom we continue to learn every day and
who remain in our hearts our true teachers.

Robert F. Cohen and Judy L. Miller

Reviewers

The publisher would like to thank the following reviewers for their many helpful
comments.

Jeff Bette, Naugatuck Valley Community College, Waterbury, Connecticut; Kevin

Knight, Japan; Melissa Parisi, Westchester Community College, Valhalla, New York;
Jason Tannenbaum, Pace University, Bronx, New York; Christine Tierney, Houston
Community College, Stafford, Texas; Kerry Vrabel, GateWay Community College,
Phoenix, Arizona.

XXVi Acknowledgments
 SOCIOLOGY:
Home and the Homeless

SOCIOLOGY: the scientific study of societies and the behavior

of people in groups

To read academic texts, you need

to master certain skills.

In this chapter, you will:

e Think about the title of a text
and predict its content
e Predict the subject of a text and
the author’s motivation from the
first two sentences

e Make up your own questions

based on the title of a text
® Guess the meaning of words
from the context
e Use dictionary entries to learn
the meanings of words
e Understand and use synonyms,
different word forms, and the
prefix en- and the suffix -en
e Identify the passive and the
reasons for its use
e Fil] out an organizer and use
questions as “organizers” for
notes
BEFO
YOURE
READ _ Pee ee er Oe ee ee

@ Consider These Sayings

Read the sayings. What do they mean? Discuss with a partner. Be ready to report to
the whole class on your insights. Add any other sayings from other languages that
deal with the definition of “home.”
1. “A house is not a home.”
2. “Anywhere I hang my hat is home.”
3. “You can’t go home again.”
4. “Home is where the heart is.”
5 . “To go forward, we must keep leaving home.”

Others:

@ Your Personal Experience

Discuss the questions with a partner.

1. Which saying(s) do you agree with?

2. What is your definition of “home”?
3. Is “home” the place where you live or the place where you were born? Is it your
“hometown” or a personal place?
4. What would you do if you lost your home and could never go back?

bales ONE: Rell oe rae

ate
Ap ee ER ye ee

@ Warm-Up
Discuss the question in a small group. Share your answers with the class.

Do you think our idea of home changes at different times of our lives and in different
cultures?

@ Reading Strategy

MBalin diarem-leeleimiat-m Mii(-m-lalem ageclel(ertialem@xeyaic-ial'

To understand academic texts, you may have to read them more than once. You can
prepare for your first reading by looking at the title.

The title of a text is the first “contact” we have with the author. It can inspire us to
enter into a dialogue with the author even before reading one word of the text. It can
also help us predict (guess) the content of the text.

2 CHAPTER 1
 Answer the questions about the title of the reading: Home and Travel.
1. Are these two ideas contradictory? In what way? Can they be combined:
a home while traveling?
2. What do you think this reading will be about?

Now read the text to find out if your guess was correct.

Home and Travel

By Margaret Mead

1 The need to define who you are by

the place in which you live remains
intact, even when that place is defined
by a single object, like the small blue
vase that used to mean home to one of
my friends, the daughter of a widowed
trained nurse who continually moved
from one place to another. The Bushmen U
of the Kalahari Desert in Africa often *
: ee
build no walls when they camp in the
Anthropologist Margaret Mead on a
desert. They simply hollow out a small
field trip in New Guinea SS
SG
Re

space in the sand. But then they bend

a slender young tree into an arch to make a doorway, an entrance to a
dwelling as protected from invasion as the walled estates of the wealthy
are or as Makati* in Manila is, where watchmen guard the rich against
the poor.
2 I realized how few things are needed to make a “home” when I took my
seven-year-old daughter on her first sea voyage. The ship — a converted
troop ship — was crowded with over a thousand students. They were
bunked below where the troops had slept, while Cathy and I shared one
cabin with six other members of the staff. Cathy climbed into her upper
berth, opened the little packages that had been given to her as going-
away presents, and arranged them in a circle around her. Then she leaned
over the side of the berth and said, “Now I am ready to see the ship.”
3 Home, I learned, can be anywhere you make it. Home is also the place
to which you come back again and again. The really poignant parting is
the one that may be forever.
4 In all my years of fieldwork, each place where I have lived has become
home. Each small object I have brought with me, each arrangement on a
shelf of tin cans holding beads or salt for trade or crayons for the children
becomes the mark of home. When it is dismantled on the last morning —
a morning that is marked by the greed of those who have little and hope
for a share of whatever is left behind, as well as by the grief of feeling
that someone is leaving forever — on that morning I weep. I, too, know
that this departure, unlike my forays from home as a child, is likely to
be forever.

1 Makati: a district in metropolitan Manila; the financial center of the Philippines

Sociology: Home and the Homeless 3

COMPREHENSION

® Main Ideas
Check (/) the statements that best express the main ideas in the reading. Discuss
your answers with a partner.

O 1. Making a home is a way of marking off your private space.

O 2. Ahome has to have a defense system.
O 3. A home can be temporary.
O 4. Ahome is a happy place.
O 5. Avery simple thing can symbolize home.

© Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.

1. “The need to define who you are by the place in which you live remains intact,
even when that place is defined by a single object.” (paragraph 1)
a. Even an object can represent (or symbolize) home.
b. When you have no home, you have no objects.
c. Objects are essential to identity.

2. “But then [the people of the Kalahari] bend a slender young tree into an arch
to make a doorway, an entrance to a dwelling as protected from invasion as the
walled estates of the wealthy are... against the poor.” (paragraph 1)
a. Social customs protect privacy.
b. The rich have more protection than the poor.
c. Invasion often occurs in the desert.

3. “I, too, know that this departure, unlike my forays from home as a child, is likely
to be forever.” (paragraph 4)
a. The author is sad about losing a home.
b. The author never leaves home.
c. The author is sad about childhood.

VOCABULARY
NSH A Ta A A Te SS, Bas AEN Se Sa Tp Pa eS eS 5 STS 2s ae eee ae Sr ee ee eee SS eee

@ Guessing from Context

Looking up every word in the dictionary as you read is not an effective way to
read. It is much better to guess the meaning of unfamiliar words from the
rest of the sentence or paragraph (the context) and keep reading. You can
use the dictionary after you get the main idea of the reading. No one guesses
correctly all the time. But practice makes all the difference.

4 CHAPTER 1
1 Read each quote from the reading. Try to guess the meaning of the words in bold
from the context. Write your guess. Then consult a dictionary and write the definition.

1. “When [the arrangement of shelves and cans] is dismantled on the last morning
_:+- on that morning I weep.” (paragraph 4)

dismantle Guess: take apart — the pieces

arrangement
of the are no longer
koa Steen : | ar Gees Cee

Dictionary: to take a machine or piece of equipment apartso

that it is in separate
pieces

2. “They bend a slender young tree into an arch to make a doorway, an entrance to
a dwelling as protected from invasion as the walled estates of the wealthy are.”
(paragraph 1)

dwelling Guess:

Dictionary:

estate Guess:

Dictionary:

3. “The really poignant parting is the one that may be forever.” (paragraph 3)

poignant Guess:

Dictionary:

2 Now answer the questions. Compare answers with a partner.

1. What is the difference between dismantle and destroy?

When something is dismantled, the pieces are no longer together, but

they remain. When something is destroyed, nothing may remain.

2. What is the difference between a house and a dwelling?

3. What is the difference between an estate and a home?

4, What is the difference between sad and poignant?

Sociology: Home and the Homeless 5

 @ Using the Dictionary
Read the dictionary entry for the noun foray.

foray n. [C] 1a short attempt at doing a particular job or activity, especially one that is
very different from what you usually do 2a short sudden attack by a group of soldiers,
LT
especially in order to get food or supplies 3a short trip somewhere in order to get
something or do something
EGE
SES EE RI cn RIN gE arc ra arma TRO a ES toe oy

Now read each sentence. Decide which meaning of foray is being used. Write the
number of the appropriate meaning on the line.

a. It was Mead’s first foray into the village since she arrived.

—__— b. After an unsuccessful foray into theology, she decided to make her career in
cultural anthropology.
c. The raiding party made nightly forays into the enemy camp.
Which meaning is used in the reading?

Synonyms
Complete the essay with the words from the box. Use the synonym in parentheses to
help you select the correct word. Compare answers with a partner.

converted dwellings fieldwork grief mark

dismantle estates forays intact poignant

Margaret Mead was born into a family of educators in 1901. Her original major

was theology, but her friend Ruth Benedict convinced her to change her major to

anthropology. They both later became famous anthropologists.

Mead’s fieldwork was done in Samoa and New Guinea,

1. (research)
where she often lived for years at a time doing research on culture. Although she

made frequent to the South Pacific, her intellectual

2. (trips)
base was the Museum of Natural History in New York. In her autobiography,

Blackberry Winter, she writes about her tower office in a

3. (modified)
attic of the museum. She kept this office for decades, unwilling to

her files and displays to transport them elsewhere. She

4, (take apart)
never cared much about money or ; she lived in several
5. (mansions)
modest in New York City, where she taught at many
6. (homes)
universities. Although some of her research findings have been challenged through
6 CHAPTER 1
 the years, her major insights remain : gender roles are
7. (unchanged)
influenced by culture and are not the unchangeable result of biological destiny. The

of her success came when other scientists voted her

~
8. (symbol)
president of the American Association for the Advancement of Science in 1973.

Told as a young woman that she could never have children, Mead carried this

for many years, but she and her third husband,

9. (mental suffering)
Gregory Bateson, had a daughter. Mary Catherine Bateson, also an educator, has

written a __ memoir of life with her parents.

10. (nostalgic)

NOTE-TAKING: Filling Out an Organizer

SL IN EEE IEA NN OTC ALE LEE LOA LEG LOT WBE ELE SBE GEG LEELA, TOE GERD ES MERLE LGA BONG! DIET, ELENA ASE SPE RSL CNEL IAD IE STETTIC,

Go back to the reading and read it again. Then fill out the organizer with the names
of the people mentioned in the reading and a short description of their situation, the
objects connected to these people, and what these objects meant to them.

Peopte / Situation ©) 28]=e § (e 2 NV TePANTIN emo)gin@]=5]=e g (-)]

ie) si od0)28

| Mead’ friend / moved | asmall blue vase | symbolized home and

| from place to place | gave her a sense of
| belonging

CRITICAL THINKING
(RONAN are nna mR nN A PI RE TE EAN TE OTE oT EMS SOE OE Le EE LE Te SR AS Rh REIS

Discuss the questions in a small group. Be prepared to share your points of view
with the class.
1. Look back at the sayings at the beginning of the chapter (page 2). Which one(s)
would Mead agree with?
2. Why did gifts come to symbolize “home” for Mead’s daughter? What other things
came to symbolize home for other people in the reading?
3. How can people who must leave their homes to study or live in other countries
build a new or temporary home for themselves?

Sociology: Home and the Homeless 7

 'wO: Homeless

cA) Warm-Up
Discuss the questions with a partner.

1. Are there homeless people where you live? Have you ever had a conversation
with a homeless person?

2. What would you ask him or her if you had to write an article about the homeless?

@ Reading Strategy

edgcvel(eqitace M@celalc-lalm@icelii Mall e-)am

ile M-y-10)
(-)1(e)-\-
The first two sentences of a text can help you predict (guess) what the subject of the
text is and what motivated the author to explore this subject.

Look at the first two sentences in the reading. Answer the question on the line.

Do you think this will be a personal view of the homeless or a reading providing
general information about this social problem?

Now read the rest of the text to find out if your prediction was correct.

Homeless
By Anna Quindlen
1 Her name was Ann, and we met in (2M "| 3 |
the Port Authority Bus Terminal several i
Januaries ago. I was doing a story on
homeless people. She said I was wasting
my time talking to her; she was just
passing through, although she'd been
passing through for more than two
weeks. To prove to me that this was true,
she rummaged through a tote bag and
a manila envelope and finally unfolded
a sheet of typing paper and brought out
her photographs.

8 CHAPTER 1
2 They were not pictures of family, 4 Home is where the heart is. There’s
or friends, or even a dog or cat, its no place like it. I love my home with
eyes brown-red in the flashbulb’s a ferocity totally out of proportion Cy
LIA
gs

light. They were pictures of a house. to its appearance or location. I love

It was like a thousand houses in a dumb things about it: the hot-water
hundred towns, not suburb, not city, heater, the plastic rack you drain
but somewhere in between, with dishes in, the roof over my head,
aluminum siding and a chain-link which occasionally leaks. And yet
fence, a narrow driveway running it is precisely those dumb things
up to a one-car garage and a patch that make it what it is — a place of
of back yard. The house was yellow. certainty, stability, predictability,
I looked on the back for a date or a privacy, for me and for my family. It
name, but neither was there. There is where I live. What more can you
was no need for discussion. I knew say about a place than that? That is
what she was trying to tell me, for it everything.
was something I had often felt. She
was not adrift, alone, anonymous, It has been customary to take
although her bags and her raincoat people’s pain and lessen our own
with the grime shadowing its creases participation in it by turning it into
had made me believe she was. She had an issue, not a collection of human
a house, or at least once upon a time beings. We turn an adjective into a
had had one. Inside were curtains, a noun: the poor,” not poor people; the
couch, a stove, potholders. You are homeless, not Ann or the man who
where you live. She was somebody. lives in the box or the woman who
sleeps on the subway grate.
I've never been very good at looking
at the big picture, taking the global Sometimes I think we would be
view, and I’ve always been a person better off if we forgot about the
with an overactive sense of place, the broad strokes and concentrated on
legacy of an Irish grandfather. So, it is the details. Here is a woman without
natural that the thing that seems most a bureau. There is a man with no
wrong with the world to me right now mirror, no wall to hang it on. They
is that there are so many people with are not the homeless. They are people
no homes. I’m not simply talking about who have no homes. No drawer that
shelter from the elements or three holds the spoons. No window to look
square meals a day or a mailing address out upon the world. My God. That is
to which the welfare people! can send everything.
the check — although I know that all
these are important for survival. I’m
talking about a home.

‘welfare people: government agents who send aid to the poor to help them survive
* the poor: Some adjectives can be changed into nouns using “the”: the poor, the rich, the homeless.
These nouns are plurals: The homeless have no shelter. You can never say “a homeless.” It should be
“a homeless person.”
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Sociology: Home and the Homeless 9

COMPREHENSION
SOMO 2 SE” SLD REN ARE OS LRT SR Re a
RS SS

A) Main Ideas
Check (/) the statements that Anna Quindlen would agree with according to the
reading. Compare answers with a partner. Explain your choices.

C1 1. We should see the homeless as individuals.

O) 2. We should build more homeless shelters.
O) 3. When we turn people into social “problems,” we become indifferent to them.
O 4. We should think about how we would feel if we lost our home.

'B) Close Reading

Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.
1. “[Ann] said I was wasting my time talking to her; she was just passing through,
although she’d been passing through for more than two weeks.” (paragraph 1)
a. Ann was ashamed to admit that she lived in the bus station.
b. Ann wanted to take a train to leave the city.
c. Ann didn’t want to waste her time talking to Quindlen.

2. “I’ve never been very good at looking at the big picture, taking the global view.”
(paragraph 3)
a. There are a lot of things I don’t understand.
b. I see individual people and not abstract problems.
c. I don’t know how this problem appears elsewhere.

3. “Tlove my home with a ferocity totally out of proportion to its appearance or

location.” (paragraph 4)
a. My home is beautiful, and I love it.

b. My home is in a fashionable location, but I don’t really love it

c. My home is not beautiful or in a fashionable location, but I love it.

4, “We turn an adjective into a noun: the poor, not poor people; the homeless, not
Ann or the man who lives in the box or the woman who sleeps on the subway
grate.” (paragraph 5)
a. We use language to erase personal suffering and allow ourselves to become
indifferent.
b. Anoun is more personal than an adjective.
c. We use language to protect the homeless from suffering.

10 CHAPTER 1
MOA
IE ES
SSP a Pe \2i os ae) se a he ee ee

@ Guessing from Context

1 Read each quote from the reading. Try to guess the meaning of the words in bold
from the context. Write your guess. Then consult a dictionary and write the definition.

1. “She said I was wasting my time talking to her; she was just passing through,
although she’d been passing through for more than two weeks.” (paragraph 1)

pass through Guess: _on her wayto another place

Dictionary: te walk througha place on your Way to another place

2. “To prove to me that this was true, she rummaged through a tote bag and a
manila envelope and finally unfolded a sheet of typing paper and brought out her
photographs.” (paragraph 1)

rummage Guess:

Dictionary:

3. “It was like a thousand houses in a hundred towns, not suburb, not city, but
somewhere in between, with aluminum siding and a chain-link fence, a narrow
driveway running up to a one-car garage and a patch of back yard.” (paragraph 2)

patch Guess:

Dictionary: -

4. “I love my home with a ferocity totally out of proportion to its appearance or

location.” (paragraph 4)

ferocity Guess:

Dictionary:

2 Now answer the questions. Compare answers with a partner.

1. What is the difference between passing through and traveling?

“Traveling” implies a destination while “passing through” could be

aimless
Wandering.

2. Was she just looking through her bag ina leisurely manner? How does a person
rummage?

3. How does a patch of backyard compare to an acre of land? Which is smaller?

(continued on next page)

Sociology: Home and the Homeless 11

 4. How is ferocity different from intensity? Why do you think Quindlen uses such a
word of violent passion?

@ Synonyms
Complete the essay with the words from the box. Use the synonym in parentheses to
help you select the correct word. Compare answers with a partner.

adrift grime lessen patch rummage

ferocity legacy passing through predictable shelter

Losing a job, health problems, domestic violence, fire, and other problems can lead to

homelessness. The worldwide financial crisis did not lessen the

1. (diminish)
problem; on the contrary, it has made it much worse. Never has unemployment been so

high for so long in the United States. Many families are

2. (floating out of control)
in the world, not knowing where to turn. Sometimes they double up with family

or friends; sometimes they lead a life of homeless

3. (moving through)
shelters trying to stay together. But what happens when the shelters are full? In

central Florida, unemployment is so acute that some families live in their cars. They

through shopping bags and suitcases to find their clothes

4. (search frantically)
every morning and wash off the of the streets in gas station
5. (dirt)
bathrooms. This is the of the great recession of 2008.
6. (gift)
What should be done? The experience of recent years has led to the conclusion that

permanent housing is the key to a stable and life for a

7. (expected)
family. is not enough; people need a home. Just a room
8. (protection from the elements)
ora of land is enough to make a difference. Without a
9. (small piece)
home, families cannot do all the other things they need to do: reenter the job market, find

schooling, stabilize their health, and find other services. Some families and individuals will

need lifelong support to prevent future homelessness. The

10. (intensity)
of competition in our society means that many people will need help. Is it not more socially

productive to avoid masses of homeless people in our cities?

12 CHAPTER 1
@ Suffix -en and Prefix en-: Making Adjectives and Nouns into Verbs

When the suffix -en is attached to certain adjectives and nouns, a verb
is created. -
less adj.
lessen v. to make something less
strength n.
strengthen v. to make strong

En- can also be a prefix.

able adj.
enable v. to give someone what he/she needs in order to be able to do something
force n.
enforce v. to give power to something, as the law: enforce the law

A word can have en as a prefix or a suffix, and sometimes both at the

same time.
light adj.
lighten v. to make light
enlighten v. to bring “light” or knowledge: Education has enlightened the masses.

1 Make these nouns and adjectives into verbs using the suffix -en.

Sociology: Home and the Homeless 13

CRITICAL THINKING
RS a pe pr eree

Discuss the questions in a small group. Be prepared to share your answers with
the class.
1. The author and the main character in the reading have similar names. Do you
think this is by accident? Why do you think the author chose to give the homeless
woman a name close to her own? Native Americans have an expression: “Don’t
judge someone until you have walked a mile in his shoes.” Do you think Anna
Quindlen would agree?
2. Can you explain why Ann keeps a picture of the house she used to have and
shows it to Quindlen?
3. Quindlen says that a lot of “dumb things” make up a home. What does she mean?
Do you have dumb things that help make a place home for you? Are they really
so foolish (dumb)?
4. Why does Quindlen say that losing a home means losing “everything”? Do you
agree or disagree?
5. Why did Anna Quindlen write this article: To inform us about the homeless? To
entertain us about the homeless? To persuade us to help the homeless? Does she
say exactly what we should do? Why not?

LINKING READINGS ONE AND TWO

Your city is debating how to help the homeless. Some people want to build a shelter
to give everyone a bed in a huge room overnight. Other people want to build a place
where each person can have his or her own little room with a door and a window.
Use evidence from Reading One and Reading Two to support the idea that a person
needs a private space in order to maintain his or her identity and mental stability.

EVIDENCE To SuPPORT A PERSON’s NEED FOR PRIvATE SPACE

Reading One | © The idea of home is so important that people will use
symbols of home to give them that same warm and safe
eeling (blue vase), but this is impossible in a shelter.

_ Reading Two
© Giving shelter to a human being may be enough for
| survival, but it’s not enough for a decent life.

14 CHAPTER 1
READING THREE: Hel Take and Hating the Homeless
cratte’ am sahpa eS

A) Warm-Up
Discuss the questions with a partner.
1. The title of this reading is “Helping and Hating the Homeless.” Why does the author
think we are “helping” the homeless and “hating” them at the same time? What reason
would we have for helping them? What reason would we have for hating them?
2. What does society owe the homeless in your opinion?

An advocate
for the homeless talking to a homeless man about staying safe

'B) Reading Strategy

WEL diate mOjome@l'(-1-1 c(elatom =f-l-y-le Mela tal- aBit(=)

Making up your own questions about a text is the sign of an active reader. It puts
you more in charge of the reading process. This strategy is possible when the title
of the text is as provocative as the title of this reading.

Look at the titie of the reading. Make up questions about information that you would
like to Know about the homeless. Here are some suggestions:

1. Who are the homeless?

2. Why are they homeless?
3. Whose fault is it?
4. Who should fix this?

Your Questions:
a
6
Tie
8

Now read the text and take notes on any information that might help you answer
these questions.

Sociology: Home and the Homeless 15

 eee

Helping and Hating the Homeless

By Peter Marin

1 The trouble begins with the word “homeless.” It has become such
an abstraction, and is applied to so many different kinds of people,
with so many different histories and problems, that it is almost
meaningless.

nN Homelessness, in itself, is nothing more than a condition visited upon'

men and women (and, increasingly, children) as the final stage of a
variety of problems about which the word “homelessness” tells us
almost nothing. Or, to put it another way, it is a catch basin into which
pour all of the people disenfranchised or marginalized or scared off
by processes beyond their control, those which lie close to the heart of
American life. Here are the groups packed into the single category of
“the homeless”:
| e Veterans, mainly from the war in Vietnam. In many American cities, vets make up
close to 50 percent of all homeless males.
e The mentally ill. In some parts of the country, roughly a quarter of the homeless
| would, a couple of decades ago, have been institutionalized.?
e The physically disabled or chronically ill, who do not receive any benefits or
whose benefits do not enable them to afford permanent shelter.
e The elderly on fixed incomes, whose funds are no longer sufficient for their needs.
e Men, women, and whole families pauperized by the loss of a job. |
e Single parents, usually women, without the resources or skills to establish
new lives.
e Runaway children, many of whom have been abused.
e Alcoholics and those in trouble with drugs (whose troubles often begin with one
of the other conditions listed here).
e Immigrants, both legal and illegal, who often are not counted among the homeless.
e Traditional tramps, hobos, and transients, who have taken to the road or the
streets for a variety of reasons and who prefer to be there.

3 You can quickly learn two things about the homeless from this list. First, you can
learn that many of the homeless, before they were homeless, were people more or
less like ourselves: members of the working or middle class. And you can learn that
the world of the homeless has its roots in various policies, events, and ways of life
| for which some of us are responsible and from which some of us actually prosper. |

4 We decide, as a people, to go to war, we ask our children to kill and to die, and the
result, years later, is grown men homeless on the street.

5 We change, with the best intentions, the laws pertaining to the mentally ill, and |
| then, without intention, neglect to provide them with services; and the result, in our
| streets, drives some of us crazy with rage.

‘visited upon: inflicting on, as punishment

?When new drugs were developed to combat the symptoms of mental disease, most mental
hospitals were closed to save tax money. Patients were sent out with their medications;
however, if they do not have a family, they often get confused, stop taking the medications,
and become homeless.

16 CHAPTER 1
 6 We cut taxes and prune budgets, we modernize industry and shift the balance of
trade, and the result of all these actions and errors can be read, sleeping form by
sleeping form, on our city streets.

7 The liberals cannot blame the conservatives. The conservatives cannot blame
the liberals. Homelessness is the sum total of our dreams, policies, intentions,
errors, omissions, cruelties, kindnesses, all of it recorded, in flesh, in the life of
the streets.

8 The central question emerging from all this is, What does a society owe to its
members in trouble, and how is that debt to be paid? A society owes its members
whatever it takes for them to regain their places in the social order. And when it
comes to specific remedies, one need only read backward the various processes
which have created homelessness and then figure out where help is likely to do
the most good. But the real point here is not the specific remedies required —
affordable housing, say — but the basis upon which they must be offered, the
necessary underlying ethical notion we seem in this nation unable to grasp: that
those who are the inevitable casualties of modern industrial capitalism and
the free market system are entitled, by right, and by the simple virtue of their
participation in that system, to whatever help they need. They are entitled to help
to find and hold their places in the society whose social contract they have, in
effect, signed and observed.

9 Look at that for just a moment: the notion of a contract. The majority of homeless
Americans have kept,\insofarjas they could, to the terms of that contract. In any
shelter these days you can find men and women who have worked ten, twenty,
forty years, and whose lives have nonetheless come to nothing. These are
people who cannot afford a place in the world they helped create. And in return?
Is it life on the street they have earned? Or the cruel charity we so grudgingly
grant them?

COMPREHENSION in Ba eee A
RE ORL Cale PNEe ee SS SP om z est i

@ Main Ideas
Read each statement. Decide if it is True or False according to the reading. Check (V)
the appropriate box. If it is false, change it to make it true. Discuss your answers with
a partner.

According to the author: True FALsE

1. The homeless have been marginalized in society. oO 0

2. Homelessness probably increases with unemployment. O oO

3. Conservatives are responsible for creating the homeless O O

problem.

4. A society shaped by a free market economy has no oO O

ethical responsibility to help the homeless.
Sociology: Home and the Homeless 17
 © Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.

1. “Homelessness, in itself, is nothing more than a condition visited upon men and
women (and, increasingly, children) as the final stage of a variety of problems
about which the word ‘homelessness’ tells us almost nothing.” (paragraph 2)
a. Homelessness comes at the end of a long line of problems.
b. Saying someone is homeless tells the whole story.
c. Homelessness is a syndrome representing many conditions.

2. “And you can learn that the world of the homeless has its roots in various
policies, events, and ways of life for which some of us are responsible and from
which some of us actually prosper.” (paragraph 3)
Homelessness is like an act of God; no one is responsible.
b. Many of us are responsible for the decisions that lead to homelessness, and
some profit from the pain of others.
c. The homeless people we see on the streets make us want to examine what
responsibilities we have to make others more prosperous.

3. “Homelessness is the sum total of our dreams, policies, intentions, errors,

omissions, cruelties, kindnesses, all of it recorded, in flesh, in the life of the
streets.” (paragraph 7)
a. All the good and bad actions of modern society are reflected in the faces of the
homeless.

b. There is both good and bad in the life of homeless people on the streets.
c. The reality of life on the streets is seen in its raw form in the flesh of homeless
people.

4, “They are entitled to help to find and hold their places in the society whose social
contract they have, in effect, signed and observed.” (paragraph 8)
The homeless will be worthy of respect only when they join society.
b. The homeless need our charity.
c. The homeless are people who helped build our country and have earned the
right to our assistance.

5. “Is it life on the streets they have earned? Or the cruel charity we so grudgingly
grant them?” (paragraph 9)
a. The author is criticizing the homeless.
b. The author is criticizing our heartlessness.
c. The author is asking us to contribute to charity.

18 CHAPTER 1
VOCABULARY

@ Word Forms
1 Fill in the chart with the correct word forms. Use a dictionary if necessary.
An X indicates there is no form in that category.

ADJECTIVE ADVERB

ate ss fetes
ye

aa
ee
a
[eae resources

2 Complete the essay with the correct form of the words from the chart. The first
letter of each missing word has been given to you as a clue. Compare answers with
a partner.

Peter Marin wants us to realize that the homeless are stripped of everything and

disenfranc ee in our society. He tells the story of Alice, a former

Chicago aan school teacher, who suffered a nervous breakdown after being

attacked. As a result, she had to be i for three months.

Z
When she was released from the mental institution, all the modest signs of her former

middle-class p had been taken away from her: Her

“3
landlord had sold all her belongings in order to cover the rent that she hadn’t paid,

and the school had terminated her employment. Depressed and without any financial

r , she no longer wanted to be a burden to the friends

4.
who had taken her in for a while. To r the situation, she
5.
decided to go to Los Angeles, where she has been a homeless person for years.

One tragic attack, resulting in a nervous breakdown, hospitalization, and

depression, led to a life on the streets for Alice, even though she should be

e to help from the rest of society. The

m of Alice is just one story among many.

Sociology: Home and the Homeless 19

 @ Synonyms

Complete the text with the words or phrases from the box. Use the synonym in
parentheses to help you select the correct word or phrase. Compare answers with a
partner.

casualties grudgingly pertaining to policies prune shift

Homelessness involves all the problems pertaining to the

1. (relating to)
human condition. Human beings often give to charity _
2. (unwillingly)
especially during tough economic times. During economic crises, the government has

to its budget. Sometimes, in so doing, it must choose to

3. (trim)
the direction of its social
4. (change) 5, (programs)
Those who are in great need of the government's help are less likely to receive it. The

homeless are without a doubt the in such a situation.

6. (ones who suffer)

GRAMMAR FOR READING: The Passive |

When we use the passive instead of the active, we do so to change the focus:
e From the action to the result of the action

action
ACTIVE: Society has disenfranchised the homeless.

result
PassIvE: The homeless have been disenfranchised by society.

e From the agent to the receiver

agent receiver
ACTIVE: Society has disenfranchised the homeless.

receiver agent
PassIvE: The homeless have been disenfranchised by society.

In many cases, we do not mention the agent; the agent is just implied:
e When the agent is not important or not known
[no agent mentioned]
PASSIVE: The homeless have been institutionalized.

e When we want to avoid blaming the agent

[no agent mentioned]
Passive: Mistakes have been made when dealing with the homeless.

20 CHAPTER 1
1 Work with a partner. Discuss these passive sentences from the reading. Answer the
questions that follow. Tho Nome
{Lowe les Woue bev AS ERTYAQU
|

1. “[The word homeless] is applied to so many different kinds of people, with so 8a

different histories and problems, that it is almost meaningless.” (paragraph 1)

Q: Who is the implied agent? Why is it not mentioned?

A: implied
The agentis allof us who use “homeless”
the word without being

To. { ummm
2. “Homelessness, in itself, is nothing more than a condition [that is[visited upon
men and women.” (paragraph 2)

Q: Does this sentence imply that the homeless are to blame or that society is
to blame?
f : | / |
A oy yy Cprn+pre are UN pea ot lan a7 1) nme te [hoa
A: — aoe ES Ve PR ISDN TNS SOU J vx) AYR TV) lan g Uy 7

3. “They are entitled to help to find and hold their places in the society whose social
contract they have, in effect, signed and observed.” (paragraph 8)

Q: According to Marin, they are entitled by what? What gives them the right to
ask for help?

4. “When it is dismantled on the last morning — a morning that is marked by the

greed of those who have little and hope for a share of whatever is left behind, as
well as by the grief of feeling that someone is leaving forever — on that morning
I weep.” (Reading One, paragraph 4)

Q: Who is the agent here?

J - Nh roth or \\ 1-2 hx OF \\ , On gly Dpwnlp ha avo lwih ee y¢
A: CTA y ATTY 2 ANG O42) WROCK val WM Ye A INIA) OL WIR Mitac

2 Put yourself into Peter Marin’s shoes. Consider why he chose to use the passive
voice in his essay. Check (/) the statements that he might have made about his style.
O 1. [use the passive voice to show that the homeless have not been proactive
enough to prevent these bad things from happening to them. ‘
O 2. I don’t always include an agent because | am afraid to blame anyone. x no
O 3. I don’t always include an agent because my primary goal is to get everyone to
join together and do something positive rather than just blame others.
f

{i 4. I don’t always include an agent because I want my readers to realize that we

(that is, the whole society) are all at fault for many of the conditions that cause
homelessness.
O 5. I use the passive voice to sound more formal.

Sociology: Home and the Homeless 21

NOTE- TAKING: Using Questions as “Organizers” for Notes
SoS. SS SE I EES20 a (eS +g ei Ce> na RN ET TE

Go back to the questions on page 15. Read “Helping and Hating the Homeless”
again, and take notes by writing answers to the questions suggested.

QUESTIONS ANSWERS

. | Who are the homeless? The homeless can be veterans, the

mentally ill,the physically disabled, the |
chronically ill, the elderly, substance
abusers, ‘indie mothers and children,
| runaways, immigrants, and transients. |
| Why are they homeless? |

| Whose fault is it?

4, | Who shouldfixthis?

beier thar
peoa™:

CRITICAL THINKING
Discuss the questions in a small group. Be prepared to share your opinions with
the class.
1. Marin writes: “The solution of [the homeless problem] depends on a drama
occurring at the heart of the culture: the tension between the
generosity we owe
to life and the darker tendencies of the human psyche — our fear of strangeness,
our hatred of deviance, our love of order and control. How we balance between
those contrary forces will determine not only the destinies of the homeless but
also something crucial about the nation, and perhaps — let me say it — about our
own souls.”
¢ Why does Marin think we “hate” the homeless?
e Can you think why he says it is essential not just for the homeless but for our
own souls that we help these people?
2. Do you agree with Marin that we are responsible for the development of
homelessness? Are we also responsible for substance abusers? SELON
Is Marin making us responsible for too much? Oleyhols
‘a
arog thy
3. How could cutting taxes contribute to homelessness?

22 CHAPTER 1
AFTER
YOU READ
BRINGING IT ALL TOGETHER
SETLIST SE LE TF RSI SINS 6 EISSN SIGS AU GE. NL AES EEG EARS URE JE EE AEE SP

Work in groups of five. Role-play a discussion organized by Public Radio between

people with different opinions about the homeless.

Toric: The meaning of home and the problem of being homeless

ROLEs:
¢ Journalist from Public Radio e Peter Marin
¢ Margaret Mead e Taxpayer who disagrees
e Anna Quindlen with Quindlen and Marin

QUESTIONS:
¢ Can the idea of home ever be symbolized by just one thing?
¢ Why do people need a home? Why is home important to them?
e Who are the homeless?
¢ Why is society responsible for solving the homeless problem?
The journalist will ask questions of the others. Mead, Quindlen, Marin, and the
taxpayer will express their opinions. Use some of the vocabulary you studied in the
chapter (for a complete list, go to page 24).

WRITING ACTIVITY
Write a three-paragraph essay explaining and illustrating one of the sayings about
home at the beginning of the chapter. Use more than five of the words or idioms you
studied in the chapter.
¢ Introduction: Choose and explain the saying you chose. It can be a saying you
agree with or one you disagree with. Say why you agree or disagree with it.
¢ Body Paragraph: Give examples that illustrate your opinion. The examples can
come from your life or reading.
¢ Conclusion: Briefly discuss what it would be like to lose your home.

DISCUSSION AND WRITING TOPICS

Discuss these topics in a small group. Choose one of them and write a paragraph or
two about it. Use the vocabulary from the chapter.
1. Describe homelessness in another country you may be familiar with. Are the
causes of homelessness there similar to those in the United States?

2. The “Housing First” movement believes that the homeless need housing first of
all. Do you agree or disagree? What other services do you think homeless people
might need?
3. What can a local community do to help the homeless? Build homes like Habitat
for Humanity? Provide services? What are the advantages and disadvantages of
such programs?

Sociology: Home and the Homeless 23

 VOCABULARY
Nouns Verbs Adjectives Adverb
casualty * disenfranchise + adrift ' grudgingly '
dwelling . dismantle * converted *
estate * institutionalize * , entitled » Phrases
; and
Idioms
ferocity lessen intact ‘
fieldwork marginalize * poignant . ek ues
prosper pertain to
foray »
grief prune
grime * rummage
legacy + shift *
mark
patch 5
policy *
predictability *
remedy +
resource *
shelter
= AWL (Academic Word List) item

| SELF-ASSESSMENT _

In this chapter you learned to:

o Think about the title of a text and predict
its content
O) Predict the subject of a text and the
author’s motivation from the first two
sentences
-O Make up your own questions based on
_ the title of a text
@ Guess the meaning of words from the
~ context
_O Use dictionary entries to learn the
meanings of words
O Understand and use.synonyms, different
word forms, and the prefix en- and the
_ suffix -en
O Identify the passive and the reasons for
its use
O Fill out an organizer and use questions
as “organizers” for notes

What can you do well? & ©

What do you need to practice more? oO}

24 CHAPTER 1
CHAPTER > , ‘ HISTORY: Robber Baro Ns
Then and Now

Y: the study of all the things that happened in the past,

including political, social, and economic developments
OBJECTIVES _
To read academic texts, you need
to master certain skills.
VOL. LXVIL. No. 1718 PUCK BUILDING, New York, February 2nd, 1910. PRICE TEN CENTS.

In this chapter, you will:

® Scan a text to find specific
information
e Scan the first paragraph of
a text for definitions and
background information
® Predict the content of a
text from the first and last
paragraphs none
¢ Guess the meaning of words HEROS be

PADoAgeOnT
: 4

from the context

e Understand and use synonyms,
coliocations, and different word
forms and idioms
e Identify parallel forms and the
reasons for their use

e Use an organizer to identify

important biographical! details
e Use note-taking to summarize
an argument

Comelann, WO, by Kegehes & Rabeamrssaon, Rmweres an MY. RO ow

THE CHRPRAL BANK.
Way Snoutp Uncre Sam Esrastisn One, Woes 9ijecre Prereont 1s ALREADY ON THE Jor?
 BEFORE YOUREAD
@ Consider These Quotes
Read the quotes. What do they mean? Do you agree or disagree with them? Be ready
to report to the whole class on your insights.
1. “History is philosophy taught by examples.”
—Thucydides, Greek historian, probably lived between 460 and 400 B.c.
2. “History is an account (mostly false) of events (mostly unimportant) which are
brought about by rulers (mostly unscrupulous) and soldiers (mostly fools).”
—Ambrose Bierce, American author, 1842-1913.“ VSMC
3. “Those who cannot remember the past are condemned to repeat it.”
—George Santayana, American writer born in Spain, 1863-1952

@ Your Opinion
Discuss the questions with a partner.
1. What is your favorite definition of history? Did you enjoy studying history
in school?
2. Why is it important for history to be reliable?
3. Do governments try to “rewrite” history for their people? Do you know any
examples of this?
4. If one of the purposes of history is to learn from the past, why do people and
countries keep making the same mistakes?

READING ONE: The Robber Barons

@ Warm-Up
1 Who were the “robber barons”?

Read this introduction and discuss the questions with a partner.

“Robber barons” is a term historians applied to businessmen who used questionable

business practices to become wealthy at the end of the 19th century in America. eS
The term combines the idea of a criminal (robber) and an illegitimate aristocracy
(barons). Other historians argued that while Rockefeller and others may have
engaged in unethical and illegal business practices, this should not_overshadow their
contributions to order and stability in competitive business. Called the Gilded Age
by Mark Twain, the period from 1870 to 1898 was marked by the growth of industry,
great wealth, and political corruption.
1. What would you agree to do in order to become rich?
2. Is there anything you wouldn’t do?

26 CHAPTER 2
 2 Wall Street Vocabulary

To read about the “robber barons,” you need to brush up on your Wall Street
vocabulary. Work with a partner. Try to match the words or phrases with their
definitions. Consult-a dictionary if necessary.

_d_ 1, broker a. profits you receive from your shares in a

4.2. dividends earth
Paes inrenealeegaviisions b. economic recessions and depressions
@ 4. monopoly c. shares in the ownership of a company

=e. stocks
d. someone who buys and sells stocks and
bonds for someone else
—|__ 6. stockholder
: e. exclusive control of the market so that prices
=o 7. bonds can be manipulated in
favorof one company
nN : Sabo muneston and competition is eliminated

f. payment to an agent for buying or selling

stocks or for other financial operations
g. owner of shares (stocks) in a company
h. official documents promising that a
government or company will pay back
money that it has borrowed, often with
interest

@® Reading Strategy

Scanning
Scanning a text means looking quickly at the text to find specific information. This
can be useful on standardized tests when you may not have time to read everything.
You just look quickly to find the answer to the question. Scanning can also help
you when you have many pages to read; you can learn to look for the essential
information.

From the title of the reading, it is clear that the text is going to discuss certain people.
Scan the reading to find the names of the three people discussed. Circle them in the
reading and write them on the lines.
i
a
3:

Do you know these people? Do you recognize their names?

Now read the text to find out more about these people.

History: Robber Barons Then and Now 27

 The Robber Barons
By Howard Zinn

father had written to him that “a man

may be a patriot without risking his own
life or sacrificing his health. There are
plenty of lives less valuable.”

While making his fortune, Morgan

brought rationality and organization
to the national economy. He kept the
system stable. He said, “We do not
want financial Sonvuleiony and have
one thing one day and another thing
another day.” He linked railroads to one
another, all of them to banks, and banks
to insurance companies. By 1900, he
controlled 100,000 miles of railroad, half
the country’s mileage.

1
J. P. Morgan started his career before
the Civil War,! as the son of a banker who
began selling stocks for the railroad for
good commissions. During the Civil War,
he bought five thousand rifles for $3.50
each from an army axsenak* and sold
them to a general in the field for $22 each.
The rifles were @@feetime, and would
shoot off the thumbs of the soldiers using
them. A congressional committee noted
this in the small print of an obscures
report, but a federal judge s#pheld=the
deal as the fulfillment,of a valid legal
contract.

Morgan had escaped military service

in the Civil War by paying $300 to John D. Rockefeller started as a
a substitute. So did other wealthy bookkeeper in Cleveland, became a
businessmen like John D. Rockefeller, merchant, | money, and
Andrew Carnegie, Philip Armour, Jay decided that, in the new industry of oil,
Gould, and James Mellon. Mellon’s whoever controlled the oil refineries
controlled the industry. He bought his
‘the Civil War: the war that was fought from first oil refinery in 1862, and by 1870 set
1861 to 1865 in the United States between the up Standard Oil Company of Ohio, made
northern and southern states over whether it secret agreements with railroads to ship
was right to own slaves his oil with them if they gave him rebates
arsenal: a building where weapons are — discounts — on their prices, and thus
stored; an armory drove competitors out of business.
SSIES TE EIEIO ME PUIG SUISopesptreensedanaeenee nee senceeraronsai 1aterosescranogapereenesrennpennnmesa
nieprenopep one enna

28 CHAPTER 2
5 By 1899, Standard Oil Company was 1900, he agreed to sell his steel company
a holding company? which controlled to J. P. Morgan for $492 million. ,),//9/
the stock of many other companies. The
capital was $110 million, the profit was Morgan then formed the U.S. Steel
$45 million a year, and John D. Rockefeller Corporation, combining Carnegie’s
had amassed a fortune estimated at $200 corporation with others. He sold
million.{Before long] he would move into stocks and bonds for $1,300,000,000
iron, copper, coal, shipping, and banking ($400 million more than the combined
(Chase Manhattan Bank). worth of the two companies). How
could dividends be paid to all those
stockholders and bondholders? By
making sure Congress passed tariffs
keeping out foreign steel; by closing off
competition and maintaining the price at
$28 a ton; and by working 200,000 men
twelve hours a day for wages that barely
kept their families alive.

And, “SsO™ dt went asin “industry

after industry — efficient
businessmen building empires, choking
out competition, maintaining high prices,
Keeping wages low, using government
subsidies. These industries were the
first pepetintanics! of the “welfare
state" By the turn ‘of the’ century,
American Telephone and Telegraph had
a monopoly® of the nation’s telephone
system, International Harvester made
EISELE
ITE
ESE
EEE
SET
ER
TE
85% of all farm machinery, and in
6 Andrew Carnegie was a telegraph every other industry resources became
clerk at seventeen, then secretary to the concentrated and _ controlled. The
head of the Pennsylvania Railroad, then banks had interests in so many of these
broker in Wall Street selling railroad monopolies as to create an interlocking
bonds for huge commissions, and was network of powerful corporation
soon to be a millionaire. He went to directors, each of whom sat on the boards
London in 1872, saw the new Bessemer of many other corporations.
method of producing steel, and returned
to the U.S. to build a million-dollar steel ‘welfare state: the system by which the
government provides money, free medical
plant. Foreign competition was kept
care, etc. for people who are old, do not have
out by a high thamuffy conveniently set by
jobs, are sick, etc.
Congress, and by 1880, Carnegie was
> monopoly: the control of all or most of a
producing 10,000 tons of steel a month
business activity by a single company. Later
making $1 % million a year aempyrofit?In laws prohibited monopolies because they
were “in restraint of trade” — an obstacle to
3holding company: a company that owns and competition and innovation.
controls other companies
SITIES
MEISE
SIL
STIS
SIL
SESS
SSIES
ET
SLIME
EET
SEE
TT
ISSIR
ESOE

History: Robber Barons Then and Now 29

COM PREHENSION

@ Main Ideas
Read each statement. Decide if it is True or False according to the reading. Check (V)
the appropriate box. If it is false, change it to make it true. Discuss your answers with
a partner.

True FALse

1. All the “robber barons” started off as poor or middle-class Oo O

people.

2. The first beneficiaries of welfare were not poor people but A O

large corporations.

3. The robber barons believed in competition. O 0

4. These men made a great deal of money and took care of fe) Oo
their workers.

Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.
1. “A congressional committee noted [that the rifles were defective] in the small
print of an obscure report, but a federal judge upheld the deal as the fulfillment of
a valid legal contract.” (paragraph 1)
a. The federal courts considered that selling broken guns to the army was
acceptable.
b. The federal courts considered that selling broken guns to the army was illegal.
c. J. P. Morgan was punished for what he did.

2. “There are plenty of lives less valuable.” (paragraph 2)

a. Leta poor man’s son die in the place of a rich man’s son.
b. The lives of all soldiers are equally precious.
c. Military service is a patriotic duty for every citizen.

3. “He bought his first oil refinery in 1862, and by 1870 set up Standard Oil
Company of Ohio, made secret agreements with railroads to ship his oil with
them if they gave him rebates — discounts — on their prices, and thus drove
competitors out of business.” (paragraph 4)
a. These agreements were secret so that competitors would also sign up for
rebates.
Ds These agreements were secret so that other businesses wouldn't know that
Standard Oil was paying lower prices.
c. Competitors didn’t care about these secret agreements.

30 CHAPTER 2
 4. “[How could he make a profit?] By making sure Congress passed tariffs keeping
out foreign steel; by closing off competition and maintaining the price at $28 a ton;
and by working 200,000 men twelve hours a day for wages that barely kept their
families alive.” (paragraph 7)
a. Profits came from free market competition.
b. Profits came from keeping wages down and getting the government to stop
competition.
c. Profits came from producing excellent products.

“These industries were the first beneficiaries of the ‘welfare state.”” Vi

(paragraph 8)
a. Only poor people received welfare from the government.
b. The robber barons’ industries were able to function on their own.
c. The robber barons’ wealth was subsidized by the government.

“The banks had interests in so many of these monopolies as.to create an

interlocking network of powerful corporation directors, each of whom sat on the
boards of many other corporations.” (paragraph 8)
a. Wealth was concentrated in very few hands.

b. Banks, railroads, and corporations were all separate from each other.

c. Government actually owned some companies.

VOCABULARY
eee TENT SPAT EE SSE EE EE RP RE REE a EE
ETS Se

@ Collocations

Remember that collocations are “word partners.” They are words or phrases
that are paired together frequently.
EXAMPLES:
® make a mistake ® eradicate a disease
¢ take a test e destroy someone’s hopes

Check (/) the words that are often paired together. Then answer the question below.
Discuss your answers with a partner.
COUNRt On AGU
1. accumulate possessions ie ya. uphold an argument
2. accumulate people q¢t 4 ' Ov 8. uphold a decision
3. amass a fortune O 9. a defective machine
4, amass an army 4.10. a defective person ((\\'
5. asteel factory QO) 11. defective reasoning
6. asteel plant

Which word — accumulate or/amass|— can be used with both things and people?

mass Media.
History: Robber Barons Then and Now 31
 @ Synonyms
Complete the essay with the words from the box. Use the synonym in parentheses to
help you select the correct word. Compare answers with a partner.

accumulated barely convulsions obscure shrewd upheld

amassed beneficiary defective plant tariffs

Andrew Carnegie, an immigrant from Scotland, never passed up an opportunity

to find a way to make money, even in bad times. He had the shrewd
1. (calculating)
street smarts shared by most of the robber barons. However, when the American

economy faced the of an economic downturn, even the

2. (contractions)
vast fortune he had was not immune.
3. (acquired)

Carnegie Steel was a huge company; it wasn’t a complete monopoly, but

it controlled most of the market. Carnegie had lobbied Congress to agree to

that would condemn foreign competitors. His

4. (import duties)
company was the pn of of government protection.
5. (recipient)
Carnegie’s plan, carried out by general manager Henry C. Frick, was to use the

recession to cut wages and break the union of skilled workers in Homestead, near

Pittsburgh, Pennsylvania. In spring 1892, the union called a strike.

Frick refused to negotiate with the union, locked out the workers at the

,and threw them out of company housing. He

6. (factory)
p th a private army of security agents called the Pinkertons
Talgatiered)
to fight the workers. He and Carnegie thought the workers would just give in,

but they clearly suffered from + reasoning. Three

8. (faulty)
thousand workers turned out to defend their jobs. The governor of Pennsylvania

p hela Frick’s decisions and sent the state militia into Homestead.
9. (supported)

Although the entire Strike Committee was arrested and accused of treason

against the state, sympathetic juries refused to convict. Frick became the “most

hated man in America.” He was later the target of an assassination attempt by a

previously {{ anarchist, Alexander Berkman. Frick

10. (unknown)
survived. Carnegie’s reputation never recovered.
11. (with difficulty)
32 CHAPTER 2
NOTE-TAKING: Identifying Biographical Details
Go back to the reading and read it again. Then fill out this biographical organizer.
Take notes on the three robber barons mentioned in the reading: how they
began their careers, what industries they developed, and how they behaved as
businessmen.

Name How Dip His Wuat INbusTRIES How Dip He Do

Career Start? Dip He Devetop? Tuis?
i P. Morgan |

ye ee
atallar nas
| John D. Rock

|Andrew Carnegie

CRITICAL THINKING
Discuss the questions in a small group. Be prepared to share your answers with
the class.
1. “Congress conveniently enacted tariffs.” What effect did tariffs have on
competition? Did these early industrialists want to engage in competition or to
build monopolies? What is the irony_in the use of the word conveniently? Why do
you think Congress did everything to help business? Why didn’t they help workers
at this time?
2. Is the author of the reading “neutral” about the industrialists he discusses? What
do you think his opinion of them is? Refer back to the reading. Does the author
say anything good about these leaders of industry?
3. Carnegie’s life was a “rags-to-riches” story: his father was a factory worker, and
his mother fixed shoes. He started with nothing and amassed a vast fortune. Do
you think this is possible today? Can you think of some examples? What are the
qualities needed for such a life?
4. Carnegie and Rockefeller controlled hundreds of millions of dollars in their day.
Today Bill Gates and Warren Buffett control billions. Due to low tax rates for the
rich, these businessmen get to decide what they want to do with vast sums of
money that are sometimes greater than the GDP (Gross Domestic Product) of
whole nations. Should this situation be allowed?
History: Robber Barons Then and Now 33
 READING TWO: The Politics of Pro ressivism

@ Warm-Up
Read these quotes from Theodore Roosevelt.
Discuss what they mean with a partner. What
is President Roosevelt asking Americans to
do? What is he warning against?
1. “Let the watchwords of all our people be
the old familiar watchwords of honesty,
decency, fair-dealing, and common
sense. ... We must treat each man on his
worth and merits as a man. We must see
that each is given a square deal, because
he is entitled to no more and should
receive no less. ... The welfare of each of
us is dependent fundamentally upon the Theodore Roosevelt
welfare of all of us.” (President from 1901-1909)
— Speech at New York State Fair, Syracuse, September 7, 1903
2. “Our government, National and State, must be freed from the sinister influence
or control of special interests. . . The great special business interests too often
control and corrupt the men and methods of government for their own profit. We
must drive the special interests out of politics. ... The Constitution guarantees
protection to property, and we must make that promise good. But it does not give
the right of suffrage to any corporation.”
— Speech on the Square Deal, “The New Nationalism,” August 31, 1910

@© Reading Strategy

Jers
Talaliale Mall a1! Paragraph foal PT ali(Colate-latom arte Cole ule uicelduil-licel
Scanning the first paragraph of a text for definitions and background information
can give you an understanding of the subject and prepare you for the rest of the
reading.

Work with a partner. Answer the questions.

1. Look at the title of the essay and read the first two sentences. What was

progressivism a response to?

2. Then scan the rest of the first paragraph to find out the following:

a. the time period involved:

b. the different places where progressivism took root:

c. the idea for a new “social economy”:

34 CHAPTER 2
 THE POLITICS OF PROGRESSIVISM
By Eric Foner, from Give Me Liberty: An American History

American reformers came to believe

they had a lot to learn from the Old
World. The term “social legislation,”
meaning governmental action to
address urban problems and _ the
insecurities of working-class _ life,
originated in Germany but soon
entered the political vocabulary of the
United States.
Progressives believed that the modern
era required a fundamental rethinking
of the functions of political authority,
whether the aim was to combat the
The 1902 coal strike in Pennsylvania power of giant corporations, protect
1 consumers, civilize the marketplace,
Progressivism_ was an international
movement. In the early 20th century, or guarantee industrial freedom at
cities|throughouffthe world experienced the workplace. Progressives sought to
similar social strains arising from
reinvigorate the idea of an activist,
socially conscious government. Even
rapid industrialization and urban
in South Carolina, with its strong
growth. In 1850, Paris and London
tradition of belief in local autonomy,
were the only cities whose population
exceeded, 1 million. By 1900, there Governor Richard I. Manning urged
his constituents to modify their view
were twelve — New York, Chicago, and
of government as a “threat to individual
Philadelphia in the United States, and
liberty,” to see it instead as “a means
others in Europe, Latin America, and
for solving the ills of the body politic.”
Asia. Facing similar social problems,
reformers across the globe exchanged Progressives could. reject. the
ideas and envisioned new social traditional assumption that powerful
policies. Sun Yat-Sen, the Chinese government posed a threat to freedom
leader, was influenced by the writings because their understanding of
of Henry George and Edward Bellamy.! freedom was itself in flux. “Effective
The mayor of Osaka, Japan, called for freedom,” wrote the philosopher John
a new “social economy” that replaced Dewey, was far different from the
competition with cooperation. “highly formal and limited concept
of liberty’ as protection from outside
As governments in Britain,
restraint. Freedom was a positive, not
France, and. Germany instituted
a negative, concept — “the power to
old age pensions, minimum wage
do specific things.” “Freedom,” wrote
laws, unemployment insurance, and
Dewey's brilliant young admirer, the
the regulation of workplace safety,
writer Randolph Bourne, “means a
democratic cooperation in determining
1 Henry George (1839-1897), who wrote Progress
the ideals and purposes and industrial
and Poverty, and Edward Bellamy (1850-1898),
who wrote Looking Backward, were two and social institutions of a country.”
19th-century critics of capitalism.

History: Robber Barons Then and Now 35

COMPREHENSION
PPP SEE SE SF = Ms Sepia Sees

@ Main ideas
Complete this summary of the reading with some of the choices from the box. There
are four extra choices. Compare answers with a partner.

Because of the that industrialization caused,

1.
reformers all over the world started to discuss policies that could benefit workers

and counterbalance the great power of corporations. The British, French, and German

workers were the first to be entitled to such benefits as old age pensions, minimum

wage regulations, and unemployment insurance because their governments had

passed laws that Germans were the first to call “ yy

2.
Inspired by what was happening in Europe, progressives in the United States

called for a government that would be more . To

some extent, there was a fear that would be lost.

4.
But American educator and philosopher John Dewey responded to this concern

by “effective freedom,” which he said would exist

5.
when government insured that all citizens would be able to live a decent life in a

democratic society.

a. legislation d. coining the term g. individual freedom

b. social legislation e. socially conscious h. social strains
C cities f. urban growth i. social policies

Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.
1. “As governments in Britain, France, and Germany instituted old age pensions,
minimum wage laws, unemployment insurance, and the regulation of workplace
safety, American reformers came to believe they had a lot to learn from the Old
World.” (paragraph 2)
a. The New World always had something to teach the Old World.

b. Britain, France, and Germany were the first countries to pass old age pensions,
minimum wage laws, unemployment insurance, and the regulation of
workplace safety.
c. Social reform in the United States was inspired by policies that had first been
established in Europe.

36 CHAPTER 2
 2; “Progressives believed that the modern era required a fundamental rethinking
of the functions of political authority, whether the aim was to combat the power
of giant corporations, protect consumers, civilize the marketplace, or guarantee
industrial freedom at the workplace.” (paragraph 3)
a. Progressives wanted to help the workers and limit the corporations.
b. Progressives wanted to help the workers and the corporations.
c. Progressives wanted to help the corporations but not the workers.

“Even in South Carolina, with its strong tradition of belief in local autonomy,
Governor Richard I. Manning urged his constituents to modify their view of
government as a ‘threat to individual liberty,’ to see it instead as a ‘means for
solving the ills of the body politic.’” (paragraph 3)
a. Even conservatives believed in individual liberty.
b. Even conservatives saw it was necessary to give some rights to workers.
c. Even conservatives thought everyone was free to be exploited.

VOCABULARY
22: Oe eee en ee Raa ee IS Sea OR Meee ei ame ne cock ie)MEIN nie Ue Vere ge mee Weer cnn a tren) na |

@ Guessing from Context

Read each quoie from the reading. Try to guess the meaning of the words in bold
from the context. Write your guess. Then consult a dictionary and write the definition.

Ai “In 1850, Paris and London were the only cities whose population exceeded
1 million.” (paragraph 1)

exceed Guess: _be over

Dictionary: te be more than a particular number, amount, etc.

“Facing similar social problems, reformers across the globe exchanged ideas and
envisioned new social policies.” (paragraph 1)

envision Guess:

Dictionary:

“As governments in Britain, France, and Germany instituted old age pensions,
minimum wage laws, unemployment insurance, and the regulation of workplace
safety .. .” (paragraph 2)

institute Guess:

Dictionary:

“The term ‘social legislation,’ meaning governmental action to address urban

problems and the insecurities of working-class life .. .” (paragraph 2)

address Guess:

Dictionary:

History: Robber Barons Then and Now 37

 @ Synonyms
Complete the essay with the words or idioms from the box. Use the synonym in
parentheses to help you select the correct word or idiom. Compare answers with
a partner.

address envisioned in flux reinvigorated strains

constituents’ exceeded institute restraints urged

Theodore Roosevelt and Trust-Busting

When Theodore Roosevelt, often known as the first of the progressive presidents,

became president of the United States in 1901, he envisioned

1. (imagined)
a “Square Deal” that would “the three Cs”: control
2. (do something about)
over corporations, consumer protection, and conservation. To deal with the first

concern, he would soon have to more government

3. (establish)
regulation of conflicts between large corporations and their workers. Although

big business had played a key role in building America, particularly through the

creation of monopolies, Roosevelt believed these trusts had acquired too much

control over people’s lives and even over the government itself with hardly any

. The growing between

4. (limitations) 5. (signs of tension)
workers and corporations could no longer be ignored. Nor could the need for greater

competition to ensure innovation and change.

Roosevelt's first major challenge came in 1902, with the anthracite coal strike

in Pennsylvania, when he was able to activate his belief in “speak[ing] softly and

carry[ing] a big stick.” At this time, 140,000 miners had gone on strike and demanded

a 20% pay increase and a reduction in the workday from 10 to 9 hours. When

winter approached, and the strike had still not been settled, Roosevelt intervened

because the greatly diminished coal supply had put the nation at risk. Taking the

side of the miners, he the mine owners to negotiate

6. (strongly encouraged)
with the workers. But when they refused, he threatened to seize the mines and

operate them with federal troops. The result of this unprecedented government

38 CHAPTER 2
intervention in a labor dispute, in which the executive power of the presidency had

far its normal limits, was a 10% increase in salary and

7. (gone beyond)
a reduction of the workday from 10 to 9 hours.

This victory for labor, which was engineered by a president who had sided

with the unions, made Roosevelt more and more the “people’s president” and

reinforced his confidence in him. Roosevelt’s success

8. (voters’)
here also his belief in his mission as the country’s first
9. (gave renewed energy to)
“trust-buster.” He soon took on large corporations that had engaged in corrupt and

unlawful business practices, such as J. P. Morgan’s Northern Securities Company,

J. D. Rockefeller’s Standard Oil Trust, and James B. Duke’s tobacco trust, by starting

lawsuits against them.

The accepted definition of the relationship between government and business

and government and the people is still today.

10. (changing)
However, beginning with President Theodore Roosevelt and the other progressive

presidents who followed him, Howard Taft and Woodrow Wilson, the office of

the president assumed greater authority as people began to expect more from the

executive branch.

Garment workers on strike,

New York City circa 1913

History: Robber Barons Then and Now 39

 @ Word Forms: Dictionary Work
1 Some words can be used either as a noun or as a verb. Read the different meanings
for the noun and verb forms of address, institute, and strain.

Noun VerB

| address | 1 the number of the building and | 1 to write on an envelope the

| the name of the street where | name and address of the person
| someone lives or works | you are sending it to
| 2a formal and important speech | 2 to make a speech to a large
| made to a group of people | group of people
| 3 the title or name that you use for | 3 to use a particular title or name
| someone when you speak to him | when speaking or writing to
| or her | someone
| 4 if you address a problem, you
| start trying to solve it

an organization that has a |to introduce or start a system,

| particular purpose such as | rule, legal process, etc.
| scientific or educational work, or
| the building where this
|organization is based

| 1 worry caused by having to deal | 1 to try very hard to do

| with a problem or having to work |something, using all your physical
|hard over a long period of time | or mental strength
| 2a problem or difficulty when |2 to force something to be used
| something is used too much | too much
| 3 an injury to a muscle or part of | 3 to injure a muscle or part of
| your body, caused by using it too | your body by making it work too
| much | hard
|4 problems that develop in | 4 strain relations: to cause
| relations between two people or | problems between people,
| groups; tension |countries, etc.

2 Complete the sentences with the correct word in the correct form. In parentheses,
write whether it is a noun or a verb and the number of its meaning (if it has more than
one meaning).

1. A_strain (noun, 4) in the relationship between government and

business leaders existed during Theodore Roosevelt’s presidency.

2. In order to certain policies that would make the

quality of life better for laborers, many changes in the workplace were proposed

and implemented during this period.

40 CHAPTER 2
 . These policies were established after people with a conscience had started to

conditions in the workplace that were totally

unacceptable. =-

For instance, it was surely unfair to see factory workers

to get a job done without being able to take a break.

In an to veterans, President Roosevelt said: “A man

who is good enough to shed his blood for his country is good enough to be given

a square deal afterwards. More than that no man is entitled, and less than that no

man shall have.”

Today, in a more global economy, there are many public and private

that fund research projects on important topics such

as business ethics and finance.

Go back to the reading and see in what form (noun or verb) the words address,
strain, and institute are used.

CRITICAL THINKING
PL PRLS EL MEP EL RC NED FEN ETL EE III SA EMEA Ee CP ee I

Discuss the questions in a small group. Be prepared to share your points of view with
the class.
iUs Why did progressivism become an international movement? How was its
presence in so many different cultures proof that people do have a lot in common
with each other? What do they have in common?
The “social economy” proposed by the mayor of Osaka was meant to replace
“competition with cooperation.” Which one — competition or cooperation
— do you think is more important? In what situations? Are competition and
cooperation mutually exclusive? That is, are they separate, independent forces
that have nothing to do with each other? Or, do competitors sometimes need to
cooperate with the individuals that they are competing against?
Do you believe the progressives’ hope for help from the government was realistic
or unrealistic? Is that the role of government in your opinion?
The writer says that progressives’ “understanding of freedom was . . in flux.”
Pe EWE

Some people felt that corporations should have the “freedom” to do as they
wanted, and others thought the government should have the “freedom” to help
workers. How can a definition of something as essential to life as freedom be “in
flux”? Shouldn’t this definition be the same for everybody? Why after all these
centuries do we still not agree with one another on what freedom is?

History: Robber Barons Then and Now 41

LINKING READINGS ONE AND TWO
BR TRS Fr DPR ORS Sa lb IIT GE GE ET A TRE RA REE a LO ETT IE IT a

Work with a partner. Fill in the chart with notes comparing the robber barons’
practices with the progressives’ proposals to get rid of these practices.

READING ONE READING Two

Rosser BARONS’ PRACTICES PROGRESSIVES’ PROPOSALS

pass minimum wage laws

institute regulation for workplace

safety and respect for workers

create cooperation and more

opportunities for small business growth

READING THREE: Message to Wall Street

@ Warm-Up
1 Wall Street Today

Discuss the questions with a partner.

“Occupy Wall Street” became an international movement after the financial crisis
of 2008.
1. Why did people want to “occupy” Wall Street?
2. What was the purpose of the demonstrations?

42 CHAPTER 2
 2 More Wall Street Vocabulary

Work with a partner. Try to match the words and phrases with their definitions.
Consult a dictionary if necessary.

—9— 1. deregulation a. investment funds now in excess of $2 billion

eo Shedeetunde and open only to certain institutions and
very wealthy people
erm MEO eREe: b. investments for which there is no longer any
—___— 4. securities laws market because their value is so low
= Seshorting c. loans to buy houses
—___ 6. toxic assets d. entering into a contract where the investor
age i ce will profit from a fall in the value of an asset

8 . bailout mone e. money, usually from the government, to save

y a company from a difficult situation

f. government regulation of investments to

insure legal activity
g. withdrawal of legislation by government
that lets investors do what they want
h. financial penalties for wrongdoing

@® Reading Strategy
Predicting Content from First and Last Paragraphs
Before you read a text, skim the first and last paragraphs to get a general idea of
what will be discussed. In newspaper articles, the first and last paragraphs often
summarize the main points of the text. Reading the first and last paragraphs of an
article often allows you to predict (guess) the content of the article.

Read the first and last paragraphs of “Message to Wall Street.” Answer
the questions.

1. What is this reading going to explain?

2. Is the reading a defense of Wall Street or a criticism?

Now read the rest of the article to find out if your predictions were correct.

History: Robber Barons Then and Now 43

 6 .©

Message to Wall Street

By Jeffrey Sachs

Jeffrey Sachs is an American economist

and the director of the Earth Institute at
Columbia University. This article appeared in
the Huffington Post online at the time of the
Occupy Wall Street movement.

—_t The Wall Street elite seems completely

befuddled by the Occupy Wall Street
movement. The demonstrators are called
“unsophisticated” or “misguided,” or much
worse. Here’s a short note to the Titans’ of
Wall Street to help them understand what’s
happening.

is) Let me start with the Wall Street Journal, which seems to be the most confused of all.
In its Friday edition, the Journal editorial board couldn’t understand why the protesters
would want to protest JPMorgan? and hedge-fund manager John Paulson.

(ee) The protesters are annoyed with JPMorgan because it, like its fellow institutions on
the street, helped to bring the world economy to its knees through unprincipled and
illegal actions. The Journal editorial board apparently missed the news carried in the
Journals own business pages that JPMorgan recently paid $153.6 million in fines for
violating securities laws in the lead-up to the 2008 financial collapse. JPMorgan, like
other Wall Street institutions, connived with hedge funds to peddle toxic assets to
unsuspecting investors, allowing the hedge funds to make a killing at the expense of
their “mark” and the world economy.

BSS The protesters are not very fond of Mr. Paulson either, since he played this role
together with Goldman Sachs.* Paulson made a fortune by teaming up with
Goldman to bundle failed mortgages, which Goldman then peddled to its customers,
in this case, some unsuspecting German banks. Paulson shorted these assets
and thereby profited as the bank’s investments collapsed. For this little maneuver,
Goldman paid $560 million to the government Securities and Exchange Commission
in fines. Of course this is a small amount compared to the profits that Goldman
reaped for years playing in toxic assets. On Wall Street, misbehavior pays, at least up
until now.

oO Mr. Paulson actually made some extraordinary statements in the New York Times
on Friday (hard even to believe the nonsensical quotations are correct, but there
they are, in the paper of record). He too expressed befuddiement about the protests
against his business dealings. Didn't the protesters know he created 100 high-paying
jobs in New York City? 100?

‘Titans: a generation of Greek gods that ate their young. They were supplanted by a revolt of their
children, the Olympians.
2 JPMorgan: the bank, not the man
3 Goldman Sachs: an investment bank

runs siciLaDo pbbeApeCpi i Diatdaie sonal onanepssip Di Sepapea ip tee

44 CHAPTER 2
6 What the protesters do know is that Mr. Paulson’s success in shorting toxic assets
bundled for gullible investors has netted him billions. In 2007, he reportedly took
home $3.7 billion by betting against the U.S. mortgage market. And the protesters can
also do their arithmetic. Paulson’s take-home pay was enough to cover not just 100
jobs at $50,000 a year but rather approximately 70,000 jobs at $50,000 a year. Nice
try, Mr. Paulson, but the people at Liberty Plaza‘ don’t think your hedge-fund play is
really worth the compensation of 70,000 people. Nor do they understand why hedge-
fund managers pay a top rate of 15% on their hedge-fund earnings.®

The Wall Street Journal, Paulson, and others who accuse the protesters of being
“unsophisticated” somehow have forgotten a basic point. It’s not just Paulson or
Goldman or JPMorgan that parlayed their unethical behavior into vast fortunes at
the expense of hapless investors. Just name any big name of Wall Street in the past
decade, scratch the surface, and uncover a financial scandal. Bank of America,
Goldman, JPMorgan, AIG, Merrill Lynch, Countrywide Finance, Lehman Brothers are
only the start of the list.

The protesters are not envious of wealth, but sick of corporate lies, cheating, and
unethical behavior. They are sick of corporate lobbying® that led to the reckless
deregulation of financial markets; they are sick of Wall Street and the Wall Street
Journal asking for trillions of dollars of near-zero interest loans and bailout money for
the banks, but then fighting against unemployment insurance and health coverage for
those drowning in the wake of the financial crisis. They are sick of absurdly low tax
rates for hedge-fund managers.

Here then, Wall Street and Big Oil, is what it comes down to. The protesters are
no longer giving you a free ride, in which you can set the regulations, set your
mega-pay, hide your money in tax havens,’ enjoy sweet tax rates at the hands of
ever-willing politicians, and await your bailouts as needed. The days of lawlessness
and greed are coming to an end. Just as the Gilded Age turned into the Progressive
Era, just as the Roaring Twenties and its excesses turned into the New Deal,® be sure
that the era of mega-greed is going to turn into an era of renewed accountability,
lawfulness, modest compensation, honest taxation, and government by the people
rather than by the banks.

10 That, in short, is why Wall Street is filled with protesters and why you should wake up,
respect the law rather than try to write it, and pay your taxes to a government that is
ruled by the people rather than by corporate power.

* Liberty Plaza: the crossroads on Wall Street where the demonstrations took place
>This refers to taxes. Compare this with the following: secretaries who earned $35,000 a year in
2011 paid 25% of their income in taxes; the highest income tax bracket is 35% for those who earn
from $350,000 to a billion a year.
° lobbying: seeking to influence the decisions of government officials
7 tax haven: a place, such as Switzerland or the Cayman Islands, where companies or individuals
can secretly put their money while paying little or no taxes in the haven and none in their home
countries
® The Roaring Twenties (the 1920s) were a time when great fortunes were made on the stock
market with very little oversight by government regulations. This was followed by the 1929 crash
and the Great Depression, when millions of people were plunged into desperate poverty. The New
Deal policies of President Franklin Roosevelt gave relief to the poor, protected savings in banks,
and regulated business to insure honesty.

History: Robber Barons Then and Now 45

COMPREHENSION
RR LEEPER ey ES SE
ae eS PO aaa Se SR LL

TA) Main Ideas

Check (/) the main ideas of the reading. Discuss your answers with a partner.

—_ 1. Hedge-fund operations and other Wall Street practices must be changed.

—__— 2. Wall Street leaders are out of touch with what people think of them.
—__ 3. Wall Street must be protected because it is the heart of the economy.
—__— 4. Lawless financiers are undermining democracy.

@® Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.
1. “JPMorgan, like other Wall Street institutions, connived with hedge funds to
peddle toxic assets to unsuspecting investors, allowing the hedge funds to make a
killing at the expense of their ‘mark’ and the world economy.” (paragraph 3)
a. JPMorgan sold worthless assets and then lost a lot of money while their clients
and the economy gained.
b. JPMorgan sold worthless assets and made a great deal of money while their
clients and the economy lost.
c. JPMorgan sold worthless stock and made a lot of money for their clients.

2. “On Wall Street, misbehavior pays, at least up until now.” (paragraph 4)

a. The law is too weak to punish Wall Street.
b. Wall Street is going to behave now.
c. Up to now, the laws have been effective.

3. “They are sick of Wall Street and the Wall Street Journal asking for trillions
of dollars of near-zero interest loans and bailout money for the banks, but
then fighting against unemployment insurance and health coverage for those
drowning in the wake of the financial crisis.” (paragraph 8)
a. Banks would prefer that the government help the poor.
b. Banks want zero-interest help from the government but refuse it to the poor.
c. Banks don’t want government help.

4. “Just as the Gilded Age turned into the Progressive Era, just as the Roaring
Twenties and its excesses turned into the New Deal, be sure that the era of mega-
greed is going to turn into an era of renewed accountability, lawfulness, modest
compensation, honest taxation, and government by the people rather than by the
banks.” (paragraph 9)
a. In the future, corporations will run the government.
b. In the future, the government will agree with the banks.
c. In the future, the people will force the government to control Wall Street’s
risky behavior.

46 CHAPTER 2
VOCABULARY

© Guessing from Context

1 Read each quote from the reading. Try to guess the meaning of the words in bold
from the context. Write your guess. Then consult a dictionary and write a short
definition.

hs “JPMorgan . . . allow[ed] the hedge funds to make a killing at the expense of their
‘mark’ and the world economy.” (paragraph 3)

mark Guess: _victim

Dictionary: someone that a criminal has chosen to steal from or to trick

. “The Wall Street elite seems completely befuddled by the Occupy Wall Street
movement.” (paragraph 1)

befuddled Guess:

Dictionary:

. “JPMorgan, like other Wall Street institutions, connived with hedge funds to
peddle toxic assets to unsuspecting investors.” (paragraph 3)

connive Guess:

Dictionary:

peddle Guess:

Dictionary:

. “What the protesters do know is that Mr. Paulson’s success in shorting toxic assets
bundled for gullible investors has netted him billions.” (paragraph 6)

gullible Guess:

Dictionary:

net Guess:

Dictionary:

. “It’s not just Paulson or Goldman or JPMorgan that parlayed their unethical
behavior into vast fortunes at the expense of hapless investors.” (paragraph 7)

parlay Guess:

Dictionary:

hapless Guess:

Dictionary:

History: Robber Barons Then and Now 47

 Now answer the questions. Compare answers with a partner.

l. What's the difference between a mark and a victim?

_chosen for someone else's profit.

2. When you read the word befuddled, what is the image that comes to mind? How
is it different from confused?

3. Peddlers sell cheap merchandise on the street. Why did the author use peddle
rather than sell?

4. What kind of person is gullible? What word is similar in this reading?

5. When you earn something, you have worked for it. Why did the author use
netted a lot of money rather than earned a lot of money?

6. Parlay is a gambler’s term. Why is the word parlay used for shorting assets?

Synonyms
Read the sentences. Match each word in bold with its synonym in the box below.
Compare answers with a partner.

1. Ina time of large-scale unemployment, compensation and bonuses for Wall

Street managers can amount to millions of dollars.
2. Pity the hapless students who have to pay more than 6% interest on student
loans while Wall Street bankers got free loans of billions of dollars.
3. The problems of Wall Street were brought on by their own reckless
behavior.
4. Some people blame the lobbying tactics of bankers; they think investment
bankers connived with legislators to make it legal to peddle toxic
derivatives and encourage excessive risk-taking in world financial markets.
5. This makes people like Jeffrey Sachs hope that new legislation will bring
some accountability to investment banking.

a. unlucky c. risky e. salaries

b. personal responsibility d. plotted

48 CHAPTER 2
 @ Expressions and Idioms
Read the expressions from the reading. Match them with their meanings.

er. bring to its knees a. the main point is

give (someone) a free ride b. make it easy for someone to get away
make a killing with something unethical or harmful
c. make a lot of money at someone else’s
scratch the surface
expense
teamup with
P d. almost destroy
OP
oe
aes
a what it comes down to : : xe
e. give something a superficial look

f. work with

GRAMMAR FOR READING: Parallel Forms

‘= ELI SNMy SPAREN Ee RET ES HT EARS AN ee AE ALN (AS TERM
AE EM OE REE BSP MET MII ORME

Jeffrey Sachs is a master stylist. He uses parallel forms (repetitive patterns)

internally, within paragraphs, in order to make his point clearly as he
summarizes and concludes.
EXAMPLE:
adjective + prep. adj. + prep.
¢ The protesters are not envious of wealth, but sick of corporate lies. . .

Q: What grammatical structure is repeated?

A: adjective + preposition combination

Q: Why did the author use this repetition?

A: To focus on the feelings of the protesters
When you want to connect ideas, you use parallel forms. That is, you put all
items in a series in the same grammatical form — matching nouns with nouns,
verbs with verbs, adjectives with adjectives, and so on.

Work with a partner. Underline the parallel forms in each excerpt from the reading.
Discuss and answer the questions that follow.

1. “They are sick of corporate lobbying that led to the reckless deregulation of
financial markets; they are sick of Wall Street and the Wall Street Journal asking
for trillions of dollars of near-zero interest loans and bailout money for the banks,
but then fighting against unemployment insurance and health coverage for those
drowning in the wake of the financial crisis.” (paragraph 8)

Q: What grammatical structures are repeated?

A:

Q: Why did the author use these repetitions?

A:
(continued on next page)

History: Robber Barons Then and Now 49

 2. “The protesters are no longer giving you a free ride, in which you can set the
regulations, set your mega-pay, hide your money in tax havens, enjoy sweet tax
rates at the hands of ever-willing politicians, and await your bailouts as needed.”
(paragraph 9)

Q: What part of speech is repeated? Noun? Verb? Adjective?

A:

Q: What does the author want to show with this repetition?

A:

3. “Just as the Gilded Age turned into the Progressive Era, just as the Roaring
Twenties and its excesses turned into the New Deal, be sure that the era of mega-
greed is going to turn into an era of renewed accountability, lawfulness, modest
compensation, honest taxation, and government by the people rather than by the
banks.” (paragraph 9)

Q: There are three types of repetitions. What parts of speech are they?

JNS

Q: What does the author want to emphasize with this repetition?

A:

NOTE-TAKING: Summarizing the Argument

1 Go back to the reading and read it again. Then fill out the organizer with short notes
giving Professor Sachs’s response to each point made by Wall Street. Use your own
words; do not copy the text.

Wat Street’s Point _. ProFessor SAcHs’s ARGUMENT

- | We did nothing wrong. | Their unethical actions almost

| crashed the world economy.

| We don’t understand the criticism.

: |We were just selling funds.

50 CHAPTER 2
 It’s just some bad apples. Many, if not all, of the companies
| have financial scandals.

_ The protesters are jealous because

| we're rich.

We are good citizens.

_ We don’t have to learn from history.

2 Write a brief summary of Sachs’s argument. Then write another paragraph with your
opinion of what he claims.

[Your Opinion]

History: Robber Barons Then and Now 51

CRITICAL THINKING

Using Irony for Social Criticism

People who want to criticize the rich and powerful often use irony: They
use language that normally signifies the opposite of what they really mean,
typically for humorous or dramatic effect. Social criticism in the United States
is often put in humorous form.

With a partner, discuss the irony in these statements from the reading. Answer the
questions following each statement.
1. “The Wall Street elite seems completely befuddled by the Occupy Wall Street
movement. ... Here’s a short note to the Titans of Wall Street to help them
understand what’s happening.” (paragraph 1)
¢ Do the leaders of Wall Street not understand criticism of their behavior,
or do they simply refuse to accept it?
¢ What is Sachs offering to do for them?
¢ How is calling them “Titans” of Wall Street related to calling others
“robber barons”?
2. “The Journal editorial board apparently missed the news carried in the Journal’s
own business pages that JP Morgan recently paid $153.6 million in fines
for violating securities laws in the lead-up to the 2008 financial collapse.”
(paragraph 3)
¢ What did the Journal “miss”?
e Did they really overlook these facts? Why doesn’t the newspaper mention
these facts?
3. “Didn’t the protesters know he [Paulson] created 100 high-paying jobs in
New York City? 100?” (paragraph 5)
¢ Creating 100 jobs is a good thing, isn’t it? So why is Sachs making fun of
Paulson’s “generosity”?
e Why did Sachs choose this example? What was he trying to show?
4. “|The protesters] are sick of Wall Street and the Wall Street Journal asking for
trillions of dollars of near-zero interest loans and bailout money for the banks,
but then fighting against unemployment insurance and health coverage for
those drowning in the wake of the financial crisis.” (paragraph 8)
¢ When does the Journal ask the government to give money? When does it
ask the government not to give money?
e What does the author want to show?

52 CHAPTER 2
AFTER YOU READ
BRINGING IT ALL TOGETHER
EES LEE I SE TLIC LIES AILERON BELLO ICE Bg SE gE BEESLEY POET RE OLE RELI EE TEN LE ARS

Work in groups of four. Role-play a discussion about Wall Street between Jeffrey
Sachs, two robber barons, and an “Occupy Wall Street” protester. Professor Sachs
will ask questions of the others. He will also express his own opinions. Use some of
the vocabulary you studied in the chapter (for a complete list, go to page 55).

Toric: The Wall Street of yesterday and of today

ROLES:
¢ Jeffrey Sachs
¢ An old robber baron (J. P. Morgan, John D. Rockefeller, or Andrew Carnegie)
A new robber baron (JPMorgan CEO, Goldman Sachs CEO, or John Paulson)
An “Occupy Wall Street” protester

QUESTIONS:
How did you make your money?
Do you believe your business practices were necessary? Ethical?
Do you agree with the progressive era legislation?
Why did you behave in such a risky manner with toxic assets?
Why were you protesting Wall Street in the “Occupy” movement?
What should be done to prevent this kind of situation from happening again?
Higher taxes for the rich? Stricter laws governing Wall Street activities? Limiting
massive profits for investment bankers?
What do you think should be done to help the economy today? To help the
unemployed?

WRITING ACTIVITY
Choose one of the quotes. Write a paragraph or two explaining the meaning of the
quote. Do you agree or disagree? Give examples to illustrate your opinion of the
quote. Use more than five of the words and idioms you studied in the chapter.
1. “The truth is we are all caught in a great economic system which is heartless.”
— Woodrow Wilson, 28th president of the United States, 1856-1924
2. “Moneymakers are the benefactors of humanity.”
— P. T. Barnum, American showman, businessman, and entertainer, 1810-1891

History: Robber Barons Then and Now 53

DISCUSSION AND WRITING TOPICS
Ta

Discuss these topics in a small group. Choose one of them and write a paragraph or
two about it. Use the vocabulary from the chapter.
rf What were the errors of the Gilded Age? Have we repeated the mistakes of the
past today? In what ways?
. Do you agree or disagree with Sachs’s condemnation of Wall Street hedge-fund
managers? Why or why not?
. Do the mega-rich help society with their philanthropy, or do they drain resources
and create unemployment? Today, certain individuals have power over billions of
dollars. They decide what charities to support and how to use their money. Is this
positive for our society?
. Do demonstrations like “Occupy Wall Street” do any good? Why do people
join them?
. In “The Deserted Village,” 18th-century British poet Oliver Goldsmith wrote:
Ill fares the land, to hastening ills a prey,
Where wealth accumulates, and men decay:
Princes and lords may flourish, or may fade;
A breath can make them, as a breath has made;
But a bold peasantry, their country’s pride,
When once destroyed, can never be supplied.
In Goldsmith’s poem, princes and lords may come and go, but the nation’s true
stability comes from ordinary people, its hard-working and confident farmers.
How could what the poet says be applied to the difficulties of capitalism today
described in this chapter?
. Go back to the quotes on pages 26 and 53 and discuss how the readings may have
clarified or changed your point of view.

54 CHAPTER 2
VOCABULARY
Nouns Verbs Adjectives Adverb
accountability accumulate* befuddled barely
beneficiary* address defective
compensation” Phrases and
amass gullible
Idioms
constituent* connive hapless
bring sb to their
convulsion envision obscure
knees
mark exceed* reckless
give sb a free
plant institute* shrewd
ride
restraint* net
: in flux
strain parlay
make a killing
tariff peddle
scratch the
reinvigorate
surface
uphold
team up with
urge
what it comes
down to
* = AWL (Academic Word List) item

SELF-ASSESSMENT

In this chapter you learned to:

O Sean a text to find specific information
QO Scan the first paragraph of a text for
definitions and background information
©) Predict the content of a text from the
first and last paragraphs
©) Guess the meaning of words from the
context
©) Understand and use synonyms,
collocations, and different word forms
and idioms

O) Identify parallel forms and the reasons

for their use
© Use an organizer to identify important
biographical details
O) Use note-taking to summarize an
argument

What can you do well? 4

What do you need to practice more? CO}

History: Robber Barons Then and Now 55

 FILM STUDIES: Is Cinema
an Art or a Business?

an academic discipline that explores the

economic, cultural, and artistic implications of the cinema

To read academic texts, you need

to master certain skills.

In this chapter, you will:

e Find the thesis statement in an
essay
@ Skim an interview for the
general idea and scan for the
interviewee’s attitude towards
his subject
e Guess the meaning of words
from the context
e Use dictionary entries to learn
the meanings of words
e Understand and use synonyms,
idioms, connotations, and
increase/decrease verbs

e Recognize and use parallel

structure for emphasis and
contrast
e Take notes to identify the
main ideas of a text and the
supporting details
e Take margin notes, organize the
notes, and write a summary of
the text
BEFORE YOUREAD
@® Consider These Questions
Discuss the questions in a small group. Share your answers with the class.
1. What are your favorite types of movies: action films, romantic films, comedies,
science fiction, fantasy? Why do they appeal to you?
2. Do you like to see old movies made many years ago? Do you like to see movies
from other countries?
3. What are the characteristics of a good film?
4. What is your favorite movie? Why?

© What Are the World’s Best Films?

Every decade the British magazine Sight and Sound publishes its best movies list.
These are the best movies chosen by movie directors. Read the list. Then answer the
questions. Discuss your answers with a partner.

The 2012 List from Sight and Sound — Directors’ Choices

. Tokyo Story (1953) Yasujiro Ozu (Japan)
. 2001: A Space Odyssey (1968) Stanley Kubrick (U.S.)
. Citizen Kane (1941) Orson Welles (U.S.)
. 81/2 (1963) Federico Fellini (Italy)
. Taxi Driver (1976) Martin Scorsese (U.S.)
. Apocalypse Now (1979) Francis Ford Coppola (U.S.)
. The Godfather (1972) Francis Ford Coppola (U.S.)
. Vertigo (1958) Alfred Hitchcock (U.S.)
H . The
FF
OF
NY
ON
o
W Mirror (1975) Andrei Tarkovsky (U.S.S.R.)
ren(=). Bicycle Thieves (1948) Vittorio De Sica (Italy ) ve

. Have you seen any of these movies?

. Are you interested in the history of cinema?
. Do you think it is a good idea to have a “top ten” list? Why or why not?
. Why do you think this list includes no film made in the last 30 years?
NY
WO
Pr

Film Studies: Is Cinema an Art or a Business? 57

READING ONE: One Hundred Years ofCinema
o Warm-Up
Discuss the question in a small group. Share your answers with the class.

It has been said that movies combine all the other arts: photography, dance, music,
theater, poetry, painting, and architecture. What do you think?

Reading Strategy

Finding the Thesis Statement of an Essay

An academic essay aims to persuade readers of an idea based on evidence.

In academic essays, the thesis statement contains the main idea of the entire essay.
It is usually found in the last sentence of the first paragraph.

Find the thesis statement in “One Hundred Years of Cinema.” What is the main idea
of this essay? Write it on the lines.

Now read the whole essay. Were you right about the main idea?

One Hundred Years of Cinema

By Susan Sontag

Susan Sontag wrote novels, short

stories, and essays, including Against
Interpretation, On Photography,
Illness as Metaphor, and Regarding
the Pain of Others. She was also an
occasional filmmaker, playwright,
and theater director. Her cultural
studies were the voice of a generation.

Cinema’s history seems to have the

shape of a life cycle: a birth, a steady
accumulation of glories, and then the
irreversible decline. It’s not that you
can’t look forward to new films that
you can admire. But such films are exceptions. Ordinary films, films made
purely for entertainment (that is, commercial) purposes, are astonishingly
foolish. Cinema, once heralded as the art of the 20th century, seems now to
be a decadent! art.

1 decadent: ina state of deterioration and decline

F3EE
EEE
EEE
ie
EE
EE
EEE
LE
EEE
EEE
EEE
EEE
EET
ESSE
aE
De

58 CHAPTER 3
2 In the past, it was from a weekly visit to the cinema that you learned (or
tried to learn) how to walk, to smoke, to kiss, to fight, to grieve. Movies gave
you tips about how to be attractive. But whatever you took home was only
a part of the larger experience of losing yourself in other people’s lives and
faces. You wanted to be kidnapped by the movie — and to be kidnapped
was to be overwhelmed by the image. The experience of “going to the
movies” was part of it. To see a great film only on television isn’t to have
really seen that film. It’s not only a question of how big the image is. To be
kidnapped, you have to be in a movie theater, seated in the dark among
anonymous strangers.
3 In the mid-1950s, a dazzling
number of original, passionate films
of the highest seriousness got made.
It was at this specific moment in the
history of cinema that going to movies,
thinking about movies, talking about
movies became a passion among
university students and other young
&
people. You fell in love not just =” } Aa:
with actors but with cinema itself. The 400 Blows (1959—-France)
Cinephilia” had first become visible in the 1950s in France: its forum was
the legendary film magazine Cahiers du Cinéma (followed by similarly
fervent magazines in Germany, Italy, Great Britain, Sweden, the United
States, and Canada). Its meeting places were the many cinémathéques® and
clubs specializing in films from the past. For some 15 years there were new
masterpieces every month. How far away that era seems now.
4 To be sure, there was always a conflict between cinema as an industry
and cinema as an art, cinema as routine and cinema as experiment. But the
conflict was not such as to make impossible the making of wonderful films.
Now the balance has tipped decisively in favor of cinema as an industry.
The catastrophic rise in production costs meant the imposition of industry
standards on a far more coercive, this time truly global scale. (Soaring
production costs means that a film has to make a lot of money right away,
in the first month of its release, if it is to be profitable at all — a trend that
favors the blockbuster* over the low-budget film. Movie theaters continued
to close — many towns no longer have even one — as movies became,
mainly, one of a variety of habit-forming home entertainments.)
5 Predictably, the love of cinema has waned. People still like going to the
movies, and some people still care about and expect something special
from a film. And wonderful films are still being made. But you hardly find
anymore, at least among the young, the distinctive cinephilic love of movies
that is grounded in an appetite for seeing and reseeing as much as possible
of cinema’s glorious past. If cinephilia is dead, then movies are dead too — no
matter how many movies, even very good ones, go on being made. If cinema
can be resurrected, it will only be through the birth of a new kind of cine-love.

> cinephilia: love of movies

> cinémathéque: a film archive with small screening rooms showing cinema classics
‘blockbuster: a high-budget film with a massive advertising campaign aimed at J
achieving a great commercial success all over the world :

Film Studies: /s Cinema an Art or a Business? 59

COMPREHENSION
TN LLL He ER sR a eR a a ete a a a NT a SD eT ae Te ee TO

(A) Main Ideas

Check (/) the main idea of each paragraph. Compare answers with a partner.

PARAGRAPH 1:

O a. Movies are better now than they used to be.

O b. Movies are worse now than they used to be.

O c. Some movies today can be admired.

PARAGRAPH 2:
O a. Movies are not able to teach us much about life anymore.
0 b. Movies are in decline on home screens.

1 c. Movies are no longer a social experience shared with others.

PARAGRAPH 3:
O a. Today there are hardly any great films being produced.
Ob. The love of film, or cinephilia, first surfaced in France in the film magazine
Cahiers du Cinéma.
O c. The 1950s in France and in other countries marked the beginning of a 15-year
period in which the passion for great films was at its height.

PARAGRAPH 4:

O a. Because of the rising costs of producing a film, a major trend today is to pay
more attention to the business side of films than to the artistic side.
O b. The saying, “Money talks,” explains the reason why many towns in America
no longer have even one movie theater.
Oc. The movie industry has changed a great deal because there,are no more low-
budget films.
PARAGRAPH 5:
O a. Because young people no longer like going to the movies, cinema is in decline.
Ob. Because cinephilia is dead, wonderful movies can never be made.

Oc. Without a new kind of cine-love, the cinema cannot be revived.

60 CHAPTER 3
© Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.

1. “To be kidnapped, you have to be in a movie theater, seated in the dark among
anonymous strangers.” (paragraph 2)
a. Seeing a film in the darkness of a movie theater helps you to be in a dreamlike
State.
. Seated with strangers in the darkness of a movie theater is the best way to
fully experience a film.
Cc. Entering the world of a film is the only possible way to be kidnapped.

2. “For some 15 years there were new masterpieces every month. How far away that
era seems now.” (paragraph 3)
a. There are no cinematic masterpieces being created today.
. Fifteen years ago the movie industry was very different from what it is now.
There are fewer masterpieces today than in the fifteen years when cinema was
at its height.

3. “The catastrophic rise in production costs meant the imposition of industry

standards on a far more coercive, this time truly global scale.” (paragraph 4)
a. The pressures of production costs have determined the nature of films that are
produced.
The pressures of production costs have made industry standards rise
dramatically.
The pressures of the global economy on the movie industry have favored
Hollywood. ;

4. “But you hardly find anymore, at least among the young, the distinctive cinephilic
love of movies that is grounded in an appetite for seeing and reseeing as much as
possible of cinema’s glorious past.” (paragraph 5)
a. Most young people today are not cinephiles.
b. Most cinephiles want to see and resee the films of the past.
Cc. The cinephiles of the past are not like the cinephiles of the present.

Film Studies: Is Cinema an Art or a Business? 61

VOCABULARY
QRS
DS PORE EE LS EEL Sa SET SPS SR SR RL ES PD TS TE Ee EA

@ Synonyms
Complete each paragraph with the words from the box. Use the synonym in
parentheses to help you select the correct word. Compare answers with a partner.

astonishingly fervent irreversible overwhelmed

era heralded masterpieces resurrected

The films of the silent era are

1. (period) 2. (surprisingly)
moving, even today, with a visual beauty that time has not destroyed. Despite

the occasional overacting, Metropolis, Potemkin, Napoleon, and Intolerance

are that still speak to our minds and hearts.

3. (classics)
Movies freed from talk have the strange effect of making us even more

by the visual images and the music. These films about

4. (deeply affected)
revolution and change the coming of a new art form
5. (proclaimed)
and still find admirers today. In 2012, the French
6. (passionate)
film The Artist won the Academy Award as a tribute to the great art of the past.

It the silent film in modern form and showed for a

7. (revived)
moment that in art the march of time is not
8. (unchangeable)

dazzling grounded | soaring tip trend waned

The need for special effects in today’s movies

9. (awesome)
is as always in the desire to tell stories in ever more
10. (based)
exciting ways. But these special effects are a part of what has sent the production

costs of movies . The

11. (skyrocketing) 12. (tendency)
is for studios to invest in blockbuster movies that appeal to the widest

possible audiences in order to cover their costs. Interest in small, intimate

films has . Screenwriters and directors give this

13. (declined)
to young people wanting to break into the business:
14. (piece of advice)
Write what will be produced.

62 CHAPTER 3
© Using the Dictionary
Read the dictionary entries for the word tip.

tip n. 1 the end of something, especially something pointed 2.asmall amount of

additional money that you give to someone 3a helpful piece of advice

tip v. 1 to lean at an angle instead of being level or straight; to make something do this
2 to give an additional amount of money to someone 3 to give a slight but important
advantage to someone or something
SL LH gee rere err aecr cee

Read each sentence. Decide which word form is being used and what its specific
meaning is. Write the name of the word form and the number of the appropriate
definition.

noun (1) a. The writer of the screenplay had the secrets of all future
projects hidden in the tip of his pen.
b. The publisher gave the budding writer a tip on the kinds of
stories that would now sell in the mass market.
c. In Hollywood these days, the balance is tipping in favor of
the demands of the financiers.
d. The tourist tipped the waiter in the restaurant very
generously in order to help finance his acting lessons.
e. Whenever he sat down, the heavy-set director made his chair
tip backward.

@ Verbs Showing Increase or Decrease

IncREASE | DECREASE THINGS USED FOR EXAMPLES

soar |
|plummet) prices/costs/values | Sales plummeted last month.
plunge
| The company’s profits plunged
by 60%.
It is hoped that, in the future, with
an improved economy, both sales
| and profits will soar.

| the moon | The moon waxes and wanes every

month.*
enthusiasm / passion / The critic waxed eloquent about the
love/ power director’s genius.**
* wax and wane: usually used in connection with the moon: when the moon waxes, it grows larger;
when the moon wanes, you gradually see less of it.
** wax eloquent: used when someone talks about something enthusiastically
(continued on next page)

Film Studies: /s Cinema an Art or a Business? 63

 Work with a partner. Complete each sentence with the correct form of one of the
verbs in the chart.

1. Usually, as production costs 7 ucket prices rise.

2. When ticket prices rise, people’s enthusiasm for buying movie tickets often

3. Movie ticket sales may dramatically

when the economy is weak and prices for the basic necessities of life

Idioms with ground/grounded

Read the sentences. Each one uses an idiom with ground or grounded. Match the
idiom used in each sentence with one of the meanings from the box below. Use a
dictionary if necessary. Compare answers with a partner.

<1. Movies can be fertile ground for breeding both tolerance and intolerance in
our society.
— 2. Movies can also help opposing parties in a dispute find common ground.
— 3. Screenwriters who take the moral high ground and refuse to write violent
blockbusters may not often be successful.
—— 4. To geta film off the ground, its creative directors need to be assured of the
producer’s financial backing.
—— 5. When a mega-hit is in the planning stages, potential investors immediately
compete to get in on the ground floor.
— 6. Inepic dramas that span many centuries, the story line covers a lot of
ground.
—— 7. Obviously, a film can be a success only when everyone involved in it —
actors, directors, costume designers, and so on — works himself into the
ground.
—— 8. Their dedication to the task at hand is grounded in their belief in the value
of cinema as an art form.

an opinion that is regarded as morally better than others

. works too hard to the point of exhaustion
a situation in which it is easy for something to develop
. includes a great deal of material in time and space
start to be successful
an area of opinion that two people or groups share
be there at the beginning when something is created or started
eo
Sidon
a
=e.
ee. based on

64 CHAPTER 3
GRAMMAR READING: Parallel Structure for Emphasis and Contrast
REI LER AS.

Most of the time, we try to avoid repeating words and phrases in writing. But
sometimes an author’s use of parallel structure (repetition of certain forms)
is necessary and effective. The repetition keeps the reader focused on the
main points of the argument and also contributes to a pleasant rhythm in
the sentences.

Work with a partner. Examine the quotes from the reading. Underline the repeated
forms in each. Answer the questions that follow.

1. “To be sure, there was always a conflict between cinema as an industry and
cinema as an art, cinema as routine and cinema as experiment. . . Now the
balance has tipped decisively in favor of cinema as an industry.” (paragraph 4)

Q: Why did the author repeat the expressions you have underlined?

A:

Q: Do you think the repetition gives a pleasing rhythm to the sentences?

A:

2. “Predictably, the love of cinema has waned. People still like going to the movies,
and some people still care about and expect something special from a film.
And wonderful films are still being made. But you hardly find anymore . . the
distinctive cinephilic love of movies .. . ” (paragraph 5)

Q: Why does the author repeat the word “still”?

AXE

Q: What is the purpose of the word “but”?

A:

3. “If cinephilia is dead, then movies are dead, too. . . . If cinema can be resurrected,
it will only be through the birth of a new kind of cine-love.” (paragraph 5)

Q: How do the two “if” sentences at the very end of the essay permit the reader to
focus on the author’s main point?

A:

Q: How does the word “resurrected” justify the author’s repetition of the word
“dead” in the first “if” sentence?

A:

Film Studies: Is Cinema an Art or a Business? 65

NOTE-TAKING: Identifying Main Idea and Supporting Details
Go back to the reading and read it again. Then fill out the chart. For each paragraph,
write the details that support the main idea. Share your answers with a partner.

| Paragraph 1 | Main Idea: Movies are worse now than they used to be. hf

| Support: glorious past/some exceptions today / but mostly |

| foolish junk

| Paragraph 2 |Main Idea: Movies are no longer a social experience shared by

| others.

| Support:

| Paragraph 3 |Main Idea: |e 1950s - France and other Bowatries marked the
beginning of a 15-year period in Which the passion for great films
was at its height.

| Support:

|Paragraph 4 | Main Idea: 3 ecause of the Hsing costs of producing a film, a |

| major trend today is to pay more attention to the business side of
| films than to the artistic side. |
| Support:

Paragraph 5 | Main Idea: Withouta new kind of cine-love, the cinema cannot |
| | be revived.

| Support:

CRITICAL THINKING
ES FST
SE es ES Ta ¥ b ae

Discuss the questions in a small group. Be prepared to share your answers with
the class.
1. Do you agree with Sontag’s opinion that movies are in decline? Do you think
she liked blockbusters? Do you? What would she think of Computer Generated
Imagery (CGI)?
2. Would Sontag agree with showing her favorite films on a cell phone or tablet?
Why or why not?
3. Do you prefer to see movies in a theater? Is there any advantage to being able to
see movies at home when you can fast forward them and go back and forth at
will? Are international movies more available today?

66 CHAPTER 3
FERED OCs TWO: a Conversation with Lea Tolsto)y -
on Film
yi: SUS Rages rhe a eS

rA) Warm-Up
Leo Tolstoy

Discuss the question with a partner.

Leo Tolstoy (1828-1910) was the celebrated Russian author of War and Peace and
Anna Karenina.

Tolstoy was a Russian aristocrat who, after a moral awakening, became a social
reformer, opening a school for the children of serfs on his property, criticizing social
privilege, and defending non-violence. His work inspired the ideas of Gandhi and
Martin Luther King, Jr. Many of his novels have been repeatedly made into movies.
What do you think a great writer like Tolstoy thought of movies when he first
saw them as an older person? Do you think he dismissed them as foolish popular
entertainment, or recognized them as a new art form?

Reading Strategy

Scanning for an Interviewee’s Attitude toward His Subject

When a text is based on an interview, scanning the beginning paragraphs can help
you to understand the attitude of the interviewee (person who was interviewed)
toward his subject before you read about all the details.

Scan the first two paragraphs of the reading and find the answer to the question.
Write it on the lines.

What did Tolstoy think of movies?

Now read the rest of the article to find out what Tolstoy thought about cinema as
business and art.

Film Studies: Is Cinema an Art or a Business? 67

 A Conversation with Leo Tolstoy on Film
By David Bernstein

of the businessmen and art is weeping!

But the businessmen are everywhere.”
And he began to tell one of those little
parables for which he is famous.
“A little while ago, I was standing on
the banks of our pond. There on the
shore by the reeds! I saw an insect with
little lavender spots on its wings. It would
flutter about, obstinately, and its circles
became smaller and smaller. In among
the reeds sat a green toad with staring eyes
on each side of his flat head. The toad
looked up, opened his mouth wide and
— remarkable! — the butterfly flew in
willingly! The toad snapped his jaws shut
This article is based on remarks made
quickly, and the butterfly disappeared.
by Tolstoy on his 80th birthday when
“Then I remembered that thus
cameramen came to take pictures of the
event. A news reporter asked Tolstoy
the insect reaches the stomach of the
about the movies. toad, leaves its seed there to develop
and become a larva,’ a caterpillar.
“You will see that this little clicking The caterpillar becomes a chrysalis,?
contraption with the revolving handle and out of the chrysalis springs a new
[the movie camera] will make a butterfly. And then the creating of new
revolution in our life — in the life of life begins all over again.
writers. It is a direct attack on the old “It is the same way with the cinema.
methods of literary art. We shall have to In the reeds of film art sits the toad —
adapt ourselves to the shadowy screen the businessman. Above him hovers
and to the cold machine. A new form of the insect — the artist. A glance,
writing will be necessary. I have thought and the jaws of the businessman
of that and I can feel what is coming. devour the artist. But that doesn’t
But I rather like it. This swift change mean destruction. In the belly of the
of scene, this blending of emotion and businessman is carried on the process
experience — it is much better than the of impregnation and the development
heavy, long-drawn-out type of writing of the seeds of the future. These seeds
we are used to. It is closer to life. In life, will come out on God’s earth and will
too, changes and transitions flash by begin their beautiful, brilliant lives all
before our eyes, and emotions of the over again.”
soul are like a hurricane. The films are
wonderful! Drr! and a scene is ready! ‘reed: a type of tall plant like grass that
Drr! and we have another scene! The grows in wet places
cinema has captured the mystery of * larva: the immature form of animals
motion and that is greatness.” like insects, when they look completely
different from the adult that they will
Someone spoke of the domination
become; the larva of the butterfly is the
of the films by businessmen interested caterpillar
only in profits. “Yes, I know, I’ve been
*chrysalis: an insect pupa that holds a
told about that before,” Tolstoy replied. butterfly before it’s ready to come out
“The films have fallen into the clutches

68 CHAPT ER3
COMPREHENSION

@ Main Ideas
Check (/) the main ideas in the reading. Compare answers with a partner.

According to Tolstoy’s remarks about the cinema:

O1 1. The movie camera will have a great influence on writers’ approach to writing.
O) 2. Business and art have nothing in common.
OU 3. Business and art are interdependent.
O) 4. Business will destroy the hopes of all artists.
El Se, he toad 1s to the butterfly as the businessman is to the artist.

© Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.
1. “You will see that this little clicking contraption with the revolving handle [the
movie camera] will make a revolution in our life — in the life of writers. It is a
direct attack on the old methods of literary art.” (paragraph 1)
a. The camera will change the way writers write.
b: The camera will be a threat to writers.
c. The camera will make writing less realistic.

2. “The toad looked up, opened his mouth wide and — remarkable! — the butterfly
flew in willingly! The toad snapped his jaws shut quickly, and the butterfly
disappeared.” (paragraph 4)
a. The toad hunted the butterfly.
b. The butterfly accepted the toad’s invitation.
c. The butterfly escaped the toad in the end.

3. “A glance, and the jaws of the businessman devour the artist. But that doesn’t
mean destruction. In the belly of the businessman is carried on the process of
impregnation and the development of the seeds of the future.” (paragraph 6)
a. The artist understands that from destruction comes creation.
b. The artist has no hope but to be eaten up and exploited by the businessman.
c. The artist needs the businessman to realize his art.

Film Studies: [s Cinema an Art or a Business? 69

VOCABULARY

@ Guessing from Context

Read each quote from the reading. Try to guess the meaning of the words in bold
from the context. Write your guess. Then consult a dictionary and write the definition.

1. “You will see that this little clicking contraption with the revolving handle
[the movie camera] will make a revolution in our life — in the life of writers.”
(paragraph 1)

contraption Guess: —a machine that looks strange or funny

Dictionary: strange-looking
—a piece of machinery —__

2. “This swift change of scene, this blending of emotion and experience — it is

much better than the heavy, long-drawn-out type of writing we are used to. It
is closer to life. In life, too, changes and transitions flash by before our eyes, and
emotions of the soul are like a hurricane. The films are wonderful! Drr! and a
scene is ready! Drr! and we have another scene! The cinema has captured the
mystery of motion and that is greatness.” (paragraph 2)

swift Guess:

Dictionary:

blending Guess:

Dictionary:

long-drawn-out Guess:

Dictionary:

3. “Someone spoke of the domination of the films by businessmen interested only

in profits. “Yes, I know, I’ve been told about that before,’ Tolstoy replied. ‘The
films have fallen into the clutches of the businessmen and art is weeping! But the
businessmen are everywhere.” (paragraph 3)

domination Guess:

Dictionary:

4. “A glance, and the jaws of the businessman devour the artist. But that doesn’t
mean destruction.” (paragraph 6)

devour Guess:

Dictionary:

70 CHAPTER 3
® Synonyms
Complete the sentences with the words from the box. Use the synonym in
parentheses to help you select the correct word. Compare answers with a partner.

blending devoured flutter long-drawn-out parables

contraption domination hovers obstinately swift

1. It is interesting to see how a like the motion-picture

(strange-looking machine)
camera has revolutionized the world of art.

2. The movies we see today represent a of two

(mixture)
seemingly “opposite” but interrelated forces: art and business.

3. Yet the spirit of Susan Sontag over the debate even

(floats)
today: Have films degenerated because of the pressure of money?

4. Although many people believe that modern-day finances have

(consumed)
the world of art by destroying the creative spirit, such a perception is not

necessarily accurate.

5. With a deadline, screenwriters know there is an end in sight to the

creative process, and they become more efficient

(time-consuming)
about getting their work done.

6. Without a deadline, artists might continue to seek

(stubbornly)
perfection, and their work would never be produced.

7. The film industry has enjoyed its unrivaled over

(control)
the public imagination because moving pictures can tell fabulous stories in

amazing ways.

8. The succession of images and visual stimulation

(rapid)
have given motion pictures a universal power of communication.

9. Animals can make tools, but as far as we know, human beings are the only

storytelling animals. From the beginning of language, people have told

to teach the young people of the next generation.

(simple stories with lessons)
10. Like butterflies that around a flower, people seem
(fly up and down) 7
to dance around movie stars looking for some sign of the good life.

Film Studies: /s Cinema an Art or a Business? 71

 @& Connotations

A connotation is a feeling or an idea that a word makes you think of. This
feeling can be positive or negative.

1 Look at each word. Decide if it generally has mainly Positive, Negative, or Neutral
connotations. Check (/) the appropriate box. Discuss your answers with a partner.
PosITIvE NEGATIVE NEUTRAL

1. obstinate O O

2. persistent

3. stubborn

4. devour

Seat

6. contraption

7. machine

8. dominate

9. control she
ies
Shel
acl?
Fe
fall
Sal
Reels
ed A
prt
iS
AR
Jf
te eerie
SEE:
PN
Py)
ital
al.

2 Complete the sentences with the appropriate words. Choose from the two words in
parentheses. Compare answers with a partner.

1. The writing student’s obstinate attitude made his teacher

(persistent / obstinate)
stop sending him what she considered to be constructive criticism.

2. Because of the actor’s efforts to learn the accent of

(persistent / stubborn)
his character, his speech coach was very pleased.

3. The director lunch on the set just like all the crew
(ate / devoured)
members and the actors.

4. The angry businessman every word of the artist’s

(ate / devoured)
explanation, with eyes to kill.

5. Anearly computer called the ENIAC was a complicated and impractical

using vacuum tubes that looked like light bulbs.

(contraption / machine)

72 CHAPTER 3
 6. Anew special-effects can make even imaginary
(contraption / machine)
people look real.

7. Itis hard for small independent films to avoid the

(domination / control)
of the market by big Hollywood studios.

8. Creative of the final cut should always stay with the

(domination / control)
director, not with the studios.

CRITICAL THINKING
SAE! RTA TT ERR SE PR, SP EL * TE ANS SAE UR ae Se) Lo PV TS Ly TSE TE RO

Discuss the questions in a small group. Be prepared to share your answers with
the class.
1. Do you think that Tolstoy is successful in getting his point across with the parable
he tells? Why did he use such a story?
2. Do you prefer books or movies? When you read a book and then see the movie,
which one do you like best? Can you think of some books that were better than
the movies? Can you think of some movies that were better than the books? What
does the book provide that the film does not provide? What does the film provide
that the book does not provide?
3. Tolstoy was enthusiastic about the new technology of cinema even though he was
a very old man at the time. Do most older people usually like technology? Why or
why not? How do you think Tolstoy would feel about movies today?

LINKING READINGS ONE AND TW

© FES ENS 3 ® ORD TI RE AS EAT SEARS YINT RT eaeoP
ete PLD

The author of Reading One, Susan Sontag, and the writer featured in Reading Two, Leo
Tolstoy, both expressed their concerns about cinema. Which concerns do they share?
Work with a partner. Write S/T next to the concerns that Sontag and Tolstoy had in
common. Write S next to concerns that were Sontag’s only, and T next to concerns
that were Tolstoy’s only.

==
=s = 4; cinema's history

2. the joy of going to the movies

3. the current state of cinema

4. business and the arts

5. the love of cinema

6. technology and the writer’s art

7. hope for cinema’s future

Film Studies: Is Cinema an Art or a Business? 73

 READING THREE:
An Interview with James Cameron

A] Warm-Up
4 Can you match the director with the correct movie?
2 A. Sie Lord, ofthe Kings a. James Cameron
Beer ar ine Goapfatver b. Michael Hazanavicius
eee 3, Uessics ork c. Steven Spielberg
—_ 4. Inception d. Peter Jackson
= Osi tiantc e. George Lucas
—__— 6. Gangs of New York f. Francis Fort Coppola
eee er Artist g. Christopher Nolan
=== 4S..9tan Wars h. Martin Scorsese
Where do you think directors get their ideas for their movies? Check (“) your answers
and discuss them with a partner.

O a. from books or stories

Ob. from history

Oc. from their imagination

O d. from the desire to use special effects

Reading Strategy

Skimming an Interview
Before you read an interview, you can skim it to get a quick general idea of what will
be discussed by looking at the questions asked by the interviewer.

Reading Three is an interview with James Cameron, the director of Titanic and
Avatar. To get a general idea of what Cameron will discuss, skim the interview. Look
at the questions asked by the interviewer and find a keyword for each question. Write
the keywords on the line.

QUESTION 1:

QUESTION 2:

QUESTION 3:

Now read the whole interview to find out how James Cameron answered these three
questions.

9 '€ 4 °S Ph
TL dfQ)-WHyvAA YO4 SHAMSNY

74 CHAPTER 3
 An Interview with -
~ James Cameron

James Cameron is a film director, film producer, screenwriter, visual artist, and editor.
Inspired by Star Wars, Cameron left his job as a truck driver and began working in special
effects. His dream was to unite science and art. He began by making miniature models for
films and worked his way up to art director, production designer, and finally director. His
films include The Abyss, the Terminator films, Aliens, Titanic, and Avatar, as well as films
about deep-sea exploration. In 2012, he dove 7 miles down to the bottom of the Pacific
Ocean by himself in a 24-foot submarine. In the future, he hopes to mine asteroids of their
valuable minerals in a commercially built rocket ship.

1 INTERVIEWER: When you make a “OK, what kind of movie can I make
movie, how involved are you in the as a first-time director? Should it
fiscal aspect and the marketing? involve effects? Because I know
effects and I can sell that. But it’s got
2 CAMERON: I don’t want to be overly
to be shot in the streets of L.A. on
involved because selling movies is
the cheap, so that’s my setting. So
what the studio does 24/7.! I want
how do I get effects into that setting?
them to do their job and I want to
Well, something comes from space or
do my job. My job is to make the
it comes from the future. Space has
movie and make it as excellent a film
been done so lets do the future...
experience as you can have and let
So I have these very mercenary
them figure out how to sell it based on
things that drove me to a story, then
what they know about selling movies.
I came up with a story that fit those
3 INTERVIEWER: How did the concept of parameters.
r to you? : none:
Beene y 5 Avatar is very similar in that I was
4 CAMERON: How you decide to make the CEO of Digital Domain, which
a film is different for each one. For overnight had sprung to being the
Terminator, for example, I thought, second-best visual effects house in
the world, and I didn’t want to be
124/7: every hour of the day and every day of (continued on next page)
the week
SSSA SEER
Sis

Film Studies: Is Cinema an Art or a Business? 75

 second-best. ILM (Industrial Light this strong, visceral reaction to it,
and Magic) had a big lead, having and you know Stan and I had been
done the Jurassic Park films. And friends and partners for a long time,
Stan Winston, with whom I founded so I actually listened to that. I looked
the company, and I wanted to really at Avatar and I thought, “Well hmm,
push the art of CGI? character maybe the time is right.”
creation, creature creation, all of that.
So I collected every bit of character INTERVIEWER: Do you see _ political
creation that ’'d done as an illustrator, parallels in Avatar?
just doodling around since I was Cameron: What I was doing with
in middle school, hunkered down Avatar — by the way Avatar was
behind the textbooks in class. written long before even the First
I had thousands and thousands of Gulf War? — was more in response
drawings, lots and lots of ideas, so I to a kind of human history at large
just worked it all up into one big story. and the way the history of the human
But the consensus was that the idea race has been written in blood by
of doing photo-realistic expressive technically or militarily superior
characters in CGI was not possible, people taking from those who are
at that time. So I thought, “Alright less capable. That's how Rome
guys, 'm giving you fair warning: worked, that’s how Greece worked,
I’m going to go make Titanic. When I that’s how China worked, you name
come back let’s talk again.” it — name your empire. You couldn't
get people to come to a movie theater
But of course, if you don't have a and watch a film about the conquest
project driving the technology, it just of New Spain* and how the Aztecs
lies dormant. Everything is done for were slaughtered by the Spaniards
a reason. I came back two years later for their gold. But you can get them
and nothing had happened. And then to come to a movie theater and see
I started thinking, “Well, I want to how the Pandoran Na’vi are being
make my next feature in 3-D. Avatar’s slaughtered for [the fictional element]
probably not a good choice for that unobtanium. It’s the same story.
because it’s just way too complicated,
I've got to do something simpler 3 First Gulf War (January—February 1991):
A coalition force of 34 nations led by the United
first.” And Stan said, “No, no, no. If
States invaded Iraq in response to the Iraqi
you want to do Avatar, do Avatar.” invasion and annexation of Kuwait.
He said, “You do your biggest and * New Spain (1521-1821): This name was given
your best idea in 3-D because that’s to the Spanish colonial empire in North
what this deserves.” He just had America, which was ruled from Mexico City
after the conquest of the Aztecs and their
* CGI: Computer Generated Imagery — virtual enslavement. Silver and gold were
a method of making animated movies using the “unobtanium” that the colonial empires
computers wanted.

76 CHAPTER 3
COMPREHENSION
Tees
Sw le es

® Main Ideas
Read each statement. Decide if it is True or False according to the reading. Check (/)
the appropriate box. If it is false, change it to make it true. Discuss your answers with
a partner.

Truce FALSE

1. Cameron’s original inspiration comes from literature. O O

2. Using cutting-edge technology is important to his vision of O O

filmmaking.

3. He was inspired by current events to do the movies he directed. Oo fl

4. Cameron is not competitive with other filmmakers. oO O

5. Cameron writes as well as directs his films. oO O

© Close Reading

In a paraphrase, you express the meaning of the writer or speaker in your

own words. Paraphrases are usually shorter than the original statement.
Paraphrasing what you read helps to ensure understanding of the material.

Read the quotes from the reading. Write a paraphrase that best explains each quote.
Share your answers with a partner.

1. “My job is to make the movie and make it as excellent a film experience as you
can have and let them figure out how to sell it based on what they know about
selling movies.” (paragraph 2)

Paraphrase: Cameron worries about making the movie, not selling if

2. ““OK, what kind of movie can I make as a first-time director? Should it involve
effects? Because I know effects and I can sell that. But it’s got to be shot in
the streets of L.A. on the cheap, so that’s my setting.’ . ..So I have these very
mercenary things that drove me to a story, then I came up with a story that fit
those parameters.” (paragraph 4)

Paraphrase:

3. “But of course, if you don’t have a project driving the technology, it just lies
dormant.” (paragraph 7)

Paraphrase:
(continued on next page)

Film Studies: [s Cinema an Art or a Business? 77

 4. “What I was doing with Avatar ... was more in response to . . . the way the
history of the human race has been written in blood by technically or militarily
superior people taking from those who are less capable.” (paragraph 9)

Paraphrase:

5. “You couldn’t get people to come to a movie theater and watch a film about the
conquest of New Spain and how the Aztecs were slaughtered by the Spaniards
for their gold. But you can get them to come to a movie theater and see how the
Pandoran Na’vi are being slaughtered for [the fictional element] unobtanium.
It’s the same story.” (paragraph 9)

Paraphrase:

VOCABULARY

A) Synonyms
Read the sentences about James Cameron. Match each word or phrase in bold with
its synonym in the box below. Compare answers with a partner.

__ 1. Because he began his career in special effects, Cameron was always

interested in making movies that push technology forward.
2. He never accepted the conventional parameters that dictate what could and
could not be done on film.
3. Computer-Generated Imagery (CGI) is difficult to use in movies because
you need a very successful movie to make the expense worthwhile. CGI
can’t be made on the cheap.
4. Even though most specialists thought that expressive human faces were
impossible to do in CGI, Cameron wanted to disprove the consensus in the
profession and do it successfully.
5. Cameron was always a very visual person; even as a child he was always
doodling around in class, hunkering down behind his book to hide from
the teacher.
6. Fiscal considerations are very important in his career.
7. Cameron is very honest about the limits of his inspiration: He has very
mercenary reasons to choose certain stories, but then he weaves emotion
into the film.
8. He wants the viewer to have a very visceral reaction to his movies.
9. Avatar was a fictional story, but it reminded us of the slaughter of native
peoples in the Americas.

a. unity of opinion f. at bargain prices

b. sketching g. limitations
c. financial h. propel
d. crouching i. massacre
e. money-oriented j. emotional and instinctive

78 CHAPTER 3
 @ Using the Dictionary
Read the dictionary entry for the verb push.

push v.
1 move to make someone or something move by pressing with your hands, arms, shoulders,
etc.: Help me push the car into the garage.
2 TRY TO GET Past sB to use your hands, arms, shoulders, etc. to make someone move,
especially so that you can get past them: Stop pushing and wait your turn.
3 ENcouRAGE/PERSUADE tO encourage or try to persuade someone to accept or do something:
My boss is pushing me to work more overtime.
4 increase/pecrease to increase an amount, number, or value: Inflation has pushed up
prices by 35%.
5 apvertise to try to sell more of a product by advertising it a lot: We need new ways to push
our products.

Now read each sentence. Decide which meaning of push is being used. Write the
number of the appropriate definition.

—t_ a. James Cameron pushed the capacities of CGI in Avatar.

—_— b. In her essay, Susan Sontag tried to push young people into learning more
about the history of cinema.
—_—c. The studio is pushing this film as science fiction, but it’s really a horror
movie.
—— d. Star Wars was the highest grossing movie until Titanic pushed ahead of the
competition.
—__ e. Tolstoy felt that films would push writers to write in a more modern and
exciting way.
__— f. Inthe second film, the Terminator pushed the evil cyborg into a vat of acid.

NOTE-TAKING: Organizing Notes to Write a Summary

1 Go back to the reading and read it again. Take notes by underlining the Keywords and
writing a few comments in the margin. Then use the chart to organize your notes.

Question Topic - Cameron’s ANSWER

| Involvement with finances Not involved. Not my job. Studio's job.

Political aspects of Avatar

Film Studies: /s Cinema an Art or a Business? 79

 2 Using your notes in the organizer, complete this short summary of the interview with
James Cameron.

CRITICAL THINKING
SS a RE DS FEEL Se eae EE ae ee

Discuss the questions in a small group. Be prepared to share your opinions with
the class.

iM First-time filmmakers have to be successful; otherwise, they won't get to make

another major film. How did Cameron make sure his Terminator movie was a
success?
Tolstoy tries to get his point across to the reader by using a parable. How does
Cameron use a parable in Avatar?
Why is technology so important in films today? Did Cameron succeed in blending
science and art?
Is Cameron a money-maker or an artist? Has he succeeded in blending business
and art?
Cameron was an illustrator before he was a director. How do you think that
helped him in his career?

80 CHAPTER 3
AFTER
YOU READ
BRINGING IT ALL TOGETHER
a a a SR ee

Work in groups of four. Role-play a discussion about cinema between a journalist,

Susan Sontag, Leo Tolstoy, and James Cameron. The journalist will ask questions of
the others. Sontag, Tolstoy, and Cameron will express their opinions. Use some of the
vocabulary you studied in the chapter (for a complete list, go to page 82).

Toric: Movies: Art or Business?

ROLEs:
¢ Journalist ¢ Leo Tolstoy
¢ Susan Sontag ¢ James Cameron

QUESTIONS:
¢ What do you think of movie-making: Is it an art or business?
¢ What do you think of modern movies with Computer Generated Imagery?
¢ Movies are now a billion-dollar entertainment. Is this a good thing?
¢ Should young people know more about the history of cinema?
e Should we continue seeing movies in theaters?

WRITING ACTIVITY Te EE SOE ETO CAD Re Le EES ye | RT Se EI ieee ee ae

Write a three-paragraph essay about your favorite movie. Use more than five of the
words and idioms you studied in the chapter.
e Introduction: Give the name of the movie, and tell what it is about.
¢ Body Paragraph: Give three reasons why you think it is a good movie. Refer to
specific scenes as support for your opinion.
¢ Conclusion: Explain how the movie illustrates any of the ideas a Sontag,
Tolstoy, or Cameron.

DISCUSSION AND WRITING TOPICS

CSP SSeS NS Ee ES RSsPe

Discuss these topics in a small group. Choose one of them and write a paragraph or
two about it. Use the vocabulary from the chapter.

1. Movie stars and film celebrities are constantly in the news. Why do people like to
read about them? Are they role models for young people? Should they be?
2. Do you like to see movies like Avatar on cell phones or tablets? Why or why not?
3. Do you read the reviews of movie critics in newspapers? Online? Do you follow
their recommendations? What should be the role of a movie critic?
4. Do you like to see movies from many countries? Or just Hollywood movies?
Just movies from your country? Do you think it’s fair that Hollywood movies
dominate world entertainment?

Film Studies: /s Cinema an Art or a Business? 81

 VOCABULARY
Nouns Verbs Adjectives Adverbs
blending devour dazzling astonishingly
consensus flutter fervent obstinately
contraption herald fiscal
domination* hover grounded Phrases
; and
Idioms
era overwhelm irreversible Fae 4
; oodle aroun
masterpiece push long-drawn-out
on the cheap
parable resurrect mercenary
parameters* slaughter soaring
tip wane swift
trend* visceral
Phrasal Verb
hunker down
= AWL (Academic Word List) item

SELF-ASSESSMENT
In this chapter you learned to: ©
O Find the thesis statement in an essay
O Skim an interview for the general idea,
and scan for the interviewee’s attitude | :
towards his subject
O Guess the meaning of words cor the
context
O) Use dictionary entries to learn ihe
meanings of words
O Understand and use synonyms, idioms, :
connotations, and increase/decrease
verbs
_ © Recognize and use parallel structure for —
emphasis and contrast
O Take notes to identify the main ideas of —
a text and the supporting details
O Take margin notes, organize the notes,
and write a summary of the text
What can you do well? @%
What do you need to practice more? O)

82 CHAPTER 3
 MEDIA STUDIES: The
Internet and Social Media

an academic discipline that deals with

in coo renie history, and effects of various mass media of
communication

To read academic texts, you need

fo master certain skills.

In this chapter, you will:

-e Predict the content of a text
3 from the title

e Skim the first paragraph of

a text to preview the most
important idea
_¢ Understand scholarly references
e Guess the meaning of words
from the context
-e Use dictionary entries to learn
the meanings of words
_e Understand and use synonyms,
collocations, different word
forms, and the prefix anti-
¢ Identify imperatives used as
illustrative devices and the
reasons for their use

@ Take notes to identify the details

that support the main ideas of a
text, and complete an outline

i
laSe
SS
BEFORE YOU READ

Consider These Questions

Discuss the questions with a partner.

1. Do you have a Facebook page? Why do people use Facebook? Should they worry
about putting so much personal information on the Internet?
2. Do you use Twitter? Why do you think people like it?
3. Do you use Internet services on a computer or a telephone or a tablet? Which do
you prefer?
4. Do you check your email many times a day? What are the positive and negative
consequences of always being available for contact through email?
5. How do you think social media have changed society?

READING ONE: Mind Control and the Internet a AL GMT ALG Ay reel UR a eee

& Warm-Up
Discuss the questions in a small group.
1. How does the Internet affect your life?
2. Do you see any dangers in the Internet?

Reading Strategy

Predicting Content from Title |

Predicting or getting some idea of a text before you start reading it will help you
improve your reading speed and comprehension. The title of a text can often help
you predict or guess the author’s most important idea and guide you through the
reading with the prope? focus.

Look at the title of the reading. Do you think the author will focus on the positive or
the negative aspects of the Internet? Check (“) your answer.
O the positive aspects of the Internet
O the negative aspects of the Internet

What do you expect to learn in this article? Write your answer on the lines.

Now read the article to find out if your guess was correct.

84 CHAPTER 4
 Mind Control and the Internet
=m By Sue Halpern

need to know not only your current

interests, but what you have liked
before, how old you are, your gender,
where you live, how much education
you have, and on and on. There are
something like five hundred companies
that are able to track every move you
make on the Internet, gimingsthe raw
material of the Web and selling it to
marketers. That you are overweight,
have missed a car payment or two, read
historical novels, support Republicans
In itsq@WSHFaY days, the Web was a and spend a lot of time on airplanes is
strange, eclectic collection of personal not only known to people other than
homepages, a kind of digital wall yourself, it is of great monetary value
art that did not rely on mainstream to them as well. So, too, where you are
media companies or corporate cash, and where you've been, as we recently
and was not driven by commercial learned when it was revealed that both
interests. But then commerce moved Apple and Google have been tracking
in, almost by accident. when Larry mobile phone and tablet users and
Page and Sergey Brin, thesdw@ who storing that information as well. Even
started Google, reluctantly paired reading devices like Amazon’s Kindle
small ads with their masterful search pay attention to what users are doing:
engine as a way to fund it. It was highlight a passage in a Kindle book
not their intent, at first, to create the and the passage is sent back to Amazon.
largest global advertising Clearly the potential for privacy and
in the history of the world. But that other civil liberty? abuses here is vast.
is what happened. Write the word And if marketing companies can do
“blender” in an email and the next this, why not political candidates, the
set of ads yourre likely to see will be government, or companies that want
for Waring and Oster.’ Search for tolSway public opinion?
information on bipolay disease, and Facebook users who click on the
drug ads will pop up when you are “like” button for a product may trigger}
reading baseball scores. the appearance of an ad for that
Targeted ads may seem harmless product on the pages of their “friends.”
enough — after all, if there is going Companies like Twitanalyzer and
to be advertising, isn’t it better if Klout analyze data from Twitter,
it is for products and services that Facebook, and LinkedIn to determine
might be useful? But to pull you into (continued on next page )
a transaction, companies believe they
2 civil liberties: our freedoms, our First
‘Waring and Oster: two famous kitchen Amendment rights — to say and write what
appliance companies we believe, to think what we want, etc.

LLY, PO” 0.4500

ve iaDs
ae

Media Studies: The Internet and Social Media 85

 who has the most influence online and 5 The point of ad hominem attacks*
sell that information to businesses that is to take a swipe at* someone else’s
the influencers to pitch? their character, to undermine their integrity.
products. The “hive mind” created through our
The of personalization electronic connections necessarily
and the self-expression promoted obviates® the individual — indeed, that’s
by the Internet through Twitter, what makes it a collective consciousness.
Facebook, and even Chatroulette is Anonymity, which flourishes when there
|
that it SiiifAWeGHSI diminishes the is no individual accountability, is one of |

value of personhood and individuality. its key features, and behind it, meanness, |
Read the comments that accompany antipathy, and cruelty have a tendency
many blog posts and articles, and it is to rush right in. |
evident that violating
dignity — someone else’s and therefore, ‘ad hominem attacks: arguments based
one’s own — is a cheap and widely on the personal facts or failings of the
opponent rather than on the merits of the
circulated currency. This is not only case; personal attacks
true for subjects that might ordinarily
> take a swipe at: to criticize someone
incite partisanship and passion, like publicly
sports or politics, but for pretty much ‘obviate: to remove; to prevent or dispose of
anything. effectively

° pitch: to sell

COMPREHENSION

@ Main Ideas
Complete the sentences according to your understanding of the reading. Discuss
your answers with a partner.

1. The Internet began as an informal group of homepages without any connection to

business, but today

2. A great deal of data collection occurs on the Web, such as

3. This data collection seems harmless, but

4. People’s activities are tracked on computers and other devices. The author worries

about these records because

5. Although the Internet seems to encourage individualism, it

86 CHAPTER 4
@® Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.
1. “But then commerce moved in, almost by accident, when Larry Page and
Sergey Brin, the duo who started Google, reluctantly paired small ads with their
masterful search engine as a way to fund it.” (paragraph 1)
a. Google founders Larry Page and Sergey Brin were not really happy about
having to finance Google with small ads.
b. The Internet was a business proposition right from the beginning.

c. It was a coincidence that business started to flood the Internet at the same time
that Google founders Larry Page and Sergey Brin decided to finance Google
with small ads.

2. “Targeted ads may seem harmless enough — after all, if there is going to be
advertising, isn’t it better if it is for products and services that might be useful?
But to pull you into a transaction, companies believe they need to know not
only your current interests, but what you have liked before, how old you are,
your gender, where you live, how much education you have, and on and on.”
(paragraph 2)
a. Targeted ads are harmless.
b. Companies shouldn’t be allowed to know anything about us.
c. Companies know too much about us.

3. “Companies like Twitanalyzer and Klout analyze data from Twitter, Facebook,
and LinkedIn to determine who has the most influence online and sell that
information to businesses that entice the influencers to pitch their products.”
(paragraph 3)
a. Based on information that they receive from companies like Twitanalyzer and
Klout, businesses get in touch with social networks.

b. Based on the data that they receive from companies like Twitanalyzer and
Klout, businesses offer deals to individuals who will agree to recommend the
business products to their friends and contacts online.
c. Based on information that they receive from sites like Twitter and Facebook,
businesses decide what products to market.

4. “The ‘hive mind’ created through our electronic connections necessarily obviates
the individual — indeed, that’s what makes it a collective consciousness.”
(paragraph 5)
a. The “hive mind” created by electronic media reflects an individual
consciousness rather than a collective one.
b. The “hive mind” created by electronic media gives the individual a critical role
in collective consciousness-raising.
c. The “hive mind” created by electronic media reflects a collective
consciousness, not an individual one.

Media Studies: The Internet and Social Media 87

VOCABULARY
Se
A) ee Re

@ Guessing from Context

Read each quote from the reading. Try to guess the meaning of the words in bold
from the context. Write your guess. Then consult a dictionary and write the definition.

1. “In its inaugural days, the Web was a strange, eclectic collection of personal
homepages, a kind of digital wall art that did not rely on mainstream media
companies or corporate cash, and was not driven by commercial interests. But
then commerce moved in.” (paragraph 1)

inaugural Guess: _first

Dictionary: _the first in a series

mainstream Guess: _regular

Dictionary: the most usual or normal ina society

2. “Clearly the potential for privacy and other civil liberty abuses here is vast. And if
marketing companies can do this, why not political candidates, the government,
or companies that want to sway public opinion?” (paragraph 2)

sway Guess:

Dictionary:

3. “The paradox of personalization and the self-expression promoted by the Internet

through Twitter, Facebook, and even Chatroulette is that it simultaneously
diminishes the value of personhood and individuality.” (paragraph 4)

paradox Guess:

Dictionary:

simultaneously Guess:

Dictionary:

4, “Read the comments that accompany many blog posts and articles, and it is
overwhelmingly evident that violating dignity — someone else’s and therefore,
one’s own — is a cheap and widely circulated currency.” (paragraph 4)

accompany Guess:

Dictionary:

5. “This is not only true for subjects that might ordinarily incite partisanship and
passion, like sports or politics, but for pretty much anything.” (paragraph 4)

incite (Guess: =

Dictionary:

88 CHAPTER 4
© Synonyms
Read each paragraph. Match each word in bold with its synonym in the box below.
Compare answers with a partner.

In these days of advanced technology, the Internet is__ flourishing all over
1.
the world. With all the powerful tools at our disposal, we can order products from

faraway countries and speak to people all over the globe. However, we have to be

careful that the new online world does notUndermine _ our personal freedoms.
2)
When we purchase an item on the Web, we are Simultaneously being monitored
3
and spied on by businesses that keep a record of what we are doing. Knowing our

personal information is only one item in an ___eclectic _list of things businesses

4.
can know: they can find out what schools we went to, what newspapers and books

we read, even what we like when we highlight a passage in an e-book. Some people

say this spying can eae scan our every move on the Internet. We’d like to

take a swipe at these companies, but we don’t usually even know who or what they

are. Ouraimisnotto____!melte___ paranoia and fear but to increase people’s

awareness of what is going on in the online community.

a. follow c. at the same time Lortre. doing well

fae D.vertse == CU provone pe i weaken

In this era of mass media, we face a scary paradox . It’s very easy
fi
to communicate with many people on blogs, for example, but in order to

eu ay. opinions, many Internet users resort to insults. Somehow,

the innocence of the __!maugural days of the Web has been lost. Even on
a
mainstream _ sites like YouTube, people are often insulting each other in cruel
4.
comments that express antipathy _ rather than understanding. Cyberbullying
5.
is another problem. Young people gang up on some of their peers and insult them

without mercy. Undoubtedly, we need to encourage less heartless behavior.

a. beginning c. dislike e. influence

== b contradiction ______ d. _well-established

Madia Studies: The Internet and Social Media 89

 Word Forms: Dictionary Work

ea, Some words can be used either as a noun or as a verb. Read the different meanings
for the noun and verb forms of mine.

1
|
mine | 1 a deep hole or series of holes in 1 to dig into the ground in order to
the ground from which coal, gold, | get gold, coal, etc.
| |etc. is dug |
| 2 A type of bomb that is hidden | 2 (often passive: to be mined) to hide |
| below the surface of the ground or | bombs in the ocean or under the
| in the water, which explodes when | ground
_touched
|3 someone or something that can _| 3 to get information, ideas etc. from |
| give you a lot of information about | something
| a particular subject |
CES hs Ree ees ee na TT re rina

Read each sentence. Decide which word form is being used (noun or verb) and
what its specific meaning is. Write the name of the word form and the number of the
appropriate definition.

____verb
(2) a. The Internet is mined with all kinds of temptations to get
consumers to go on buying sprees.

b. Finding the reasons for the students’ cruel behavior was like
digging deep in a mine without finding anything to show for
the hard work done.

c. Rather than go to the library, the students often mine the

Internet first in order to get the information they need.

d. The mother of five children was a mine of information about

child rearing.

® Prefix: anti-

Anti- is a prefix meaning against or opposite.

EXAMPLE:
antipathy a strong feeling of dislike (pathos is a Greek root meaning “feeling,”
as in “sympathy”)

Based on an understanding of the root of the word and the prefix, what do you think
these words mean?
1.antibacterial. (7d) eee
2 antiseptic)

2. antisocial (adj.) ee Se pA antiieeze (1)

Now look the words up in the dictionary.

90 CHAPTER 4
GRAMMAR FOR READING: Using an Imperative to Illustrate a Point
RSET APA Shy FAS CLARA ELRT HE EE ETERS REE RESIS

There are many ways of illustrating what would happen in certain conditions:
EXAMPLES:
condition result
¢ Use a mobile phone, and Appie will know where you are at all times.
* If you use a mobile phone, Apple will know where you are at all times.
¢ When you use a mobile phone, Apple knows where you are at all times.

Q: Do these three sentences say the same thing?

A: Yes. All three express the same condition and result.

Q: Which sentence is the most direct and the most economical in language?
A: The first one, which starts with an imperative.

When you want to illustrate in the most direct and precise way what would
happen in certain conditions, use an imperative. It creates a strong link
between the writer and the reader. Note that the imperative clause (condition)
is linked to the other clause (result) with and.

1 Work with a partner. Go back to the reading and find the three paragraphs where
imperatives are used. Identify each paragraph here, and write the sentences with
imperatives on the lines.

PARAGRAPH: ___

PARAGRAPH:

PARAGRAPH:

2 Discuss the questions.

1. Why does the writer use this construction?

2. Does the sentence pattern serve the same purpose in all three paragraphs?

Media Studies: The Internet and Social Media 91

NOTE-TAKING: Completing an Outline
=" ans ae oe a DARLIN CES MI

Go back to the reading and read it again. Working with a partner, complete the
outline showing the main ideas and supporting details.

. The Internet has become a huge commercial enterprise.

1. It began as an alternative to big media.

2. Then Brin and Page started taking ads to finance Google

a by money interests.

. Targeted ads are dangerous to privacy.

1. Companies collect
2. Apple, Google, Kindle

3. There is the danger that

. Facebook

1. What you click on will lead to ads popping up.

2. People with many friends
. Anonymity seems like freedom, but it’s not.

1. The paradox is that there’s a lot of self-expression on the web...

2- But

1. The “hive-mentality” destroys individual responsibility.

2. Italso encourages Meanness.

CRITICAL THINKING

Discuss the questions in a small group. Be prepared to share your points of view with
the class.

1. Do you think the Web would have developed as much as it has today if it had
remained in its original state, without the influence of commerce? Why or
why not?

2. Why is the title of the reading perfect for the content? What danger to individual
liberties does “mind control” pose? How does this control operate in a commercial
environment? Why is it dangerous in a government context?
3. Cyberbullying has become a problem on the Web, especially for children and
teenagers. How does this problem reflect the power of the “hive mind” and the
potential loss of respect for the individual that it causes? What other problems
make us more aware of our “meanness, antipathy, and cruelty” as human beings?

92 CHAPTER 4
RUN BRS
EW: ioFOSive.
SS NSCtsJot Social NewarkingJ Sites
=
@ Warm-Up
Discuss the question in a small group.

Some people think that the Internet keeps us locked up in our rooms, interacting
only with machines.
Do you agree? Does the Internet isolate us from society, or does it make us more a
part of society?

© Reading Strategy

UTaTe(-Te-)
clave late mover aleltelah] References
In-Text Citations:
References to the work of scholars and researchers are a vital part of academic texts.
Citations are essential in order to give credit to other professionals and to assure
readers that your study or article is following best professional practices.
¢ Modern media practices have evolved significantly from their traditional forms, with the
key concepts of the new media being participation and interactivity (O’Reilly, 2005, p. 1
and Anderson, 2007).
This means that the new media concepts can be found on page 1 of a study written in
2005 by a researcher named O’Reilly and also in a study written in 2007 by a researcher
named Anderson. The concepts are paraphrases in the writer’s own words of what she
_ read in the two researchers’ works. Even though the report writer does not use the exact
words of the academic studies, the ideas are used and have to be cited.
* As Boyd and Ellison (2007) reveal, “While the key technological features are fairly
consistent, the cultures that emerge around [social networking sites] are varied.”
The use of quotation marks means that the writer is using the exact words of
researchers Boyd and Ellison, from their study written in 2007.

Bibliography or References:
To find the exact names of the studies referred to and the names of the publications
in which they appeared, you must look at the bibliography or references at the end of
each chapter or in the back of the book. In that way, you can identify the sources of
the facts and look up the publications to get further information.

Work with a partner. Find three different citations in the reading. Write them on the
lines. Then explain each one.

Examine the bibliography at the end of the reading. Where did the writer do most of
her research?

Now read the text to find out more about the positive effects of social networking
sites according to different scholars and researchers.

Media Studies: The Internet and Social Media 93

 THE POSITIVE EFFECTS OF
SOCIAL NETWORKING SITES
By Ebony Wheeldon, Curtin University of Technology, Australia

networks, but others help strangers

connect based on shared interests,
political views, or activities.”

The significance placed on

interaction and participation within
these social networking sites is evident
in the numerous ways in which
communication is encouraged. For
example, some social networking sites
such as MySpace and Facebook offer
users the ability to create sub-groups
(or message boards) of people based
on similar interests. These can vary
from support groups, to fan groups,
to community organizations or school
groups, analogous to clubs in the
offline world. Apart from using these
groups to interact, people have the
ability (depending on privacy settings)
to comment and respond to “status
updates” and statements or comments
that others have posted, thereby
initiating communication. On sites
such as YouTube, people may even
give a video response. By allowing
1 such feedback, there is the prospect
Modern media _ practices have
of conversation, of debate, of sharing
evolved — significantly from _ their
information or perceiving new ideas.
traditional forms, with the key concepts
of the new media being participation By forming groups of people with
and interactivity (O’Reilly, 2005, p. 1 similar interests (particularly if the
and Anderson, 2007). This paper interest or hobby is not mainstream),
aims to look at the positive effect that the proliferation of social networking
interaction through social networking sites can create a sense of unity
sites has on today’s society. and belonging in people who might
previously have felt alienated in
A social networking site is described
society. Particularly in areas with
as “a website where individuals can set
smaller populations, the chance
up an online profile, describing his/her
of discovering others with similar
interests” (Hawkins, n.d.'!). However,
interests is infrequent, but by removing
as Boyd and Ellison (2007) reveal,
these location barriers through
“While the key technological features
online communication, the chance of
are fairly consistent, the cultures that
meeting people with the same interests
emerge around [social networking
is greatly increased. Social networking
sites] are varied. Most sites support
sites give the impression that it is a
the maintenance of pre-existing social
much smaller world.
1y.d. = “no date” known for the reference

94 CHAPTER 4
5 Social networking sites also offer allows people more control over what
the chance of communication in cases information they disclose.
where mobility is often a hindrance to
social interaction. Elderly people and For all the benefits of social
those with physical disabilities who networking sites in today’s society, it is
are unable to leave their house are able evident that any impact they have is due
to stay in touch with existing relations not merely to the sites themselves but
and friends, as well as get in touch “the communication layer embedded
with people who have similar issues within them” (Young, 2006). According
(Lecky-Thompson, 2009). The ability to Siegler (2009), they are “simply an
to incorporate blogging in social extension of social networking in the
networking can also be therapeutic. real world.” At different points in time,
“Blogging is a form of journal therapy Siegler (2009) asserts, “It has been said
and,” according to renowned therapist that [social networking] would be both
Kathleen Adams, “studies indicate that the downfall of mankind, and the thing
the release offered by writing has a that would bring the planet together
direct impact on the body's capacity to [but] the truth is that social networking,
withstand stress and fight off infection while great in many respects, does not
and disease” (Market Wire, 2008). fulfill a fundamental human desire:
People find it easier to reach out online To be in the actual presence of other
because it can be anonymous and it people.”

Bibliography
Anderson, T. (2007). “Web 2.0 and New Media Definitions.” Retrieved April 22, 2010,
from http://www.newcommbiz.com/web-20-and-new-media-definitions/

Boyd, D. & Ellison, N. (2007). “Social Network Sites: Definition, History, and
Scholarship.” Journal of Computer-Mediated Communication, 13(1), article 11.
Retrieved March 10, 2010, from http://jcmc.indiana.edu/vol 13/issue1/boyd.ellison.
html

Hawkins, K. (n.d.). “What Is a Social Networking Site?” Retrieved April 21, 2010,
from http://www.wisegeek.com/what-is-a-social-networking-site.htm

Lecky-Thompson, G. (2009). “Facebook: Good or Bad for Communication.”

Retrieved March 10, 2010, from http://social-networking-tagging.suite101.com/
article.cfm/facebook_good_or_bad_for_communication

Market Wire. (Ed.). (2008). “Can Social Networking Benefit Your Mental Health?”
Retrieved April 1, 2010, from __http://findarticles.com/p/articles/mi_pwwi/
is_200804/ai_n25368225/

O'Reilly, T. (2005). “Design Patterns and Business Models for the Next Generation
of Software.” Retrieved April 2, 2010, from http://oreilly.com/web2/archive/what-
is-web-20. html

Siegler, M. (2009). “Location Is the Missing Link between Social Networks and the
Real World.” Retrieved March 10, 2010, from http://techcrunch.com/2009/1 1/18/
location-is-the-missing-link-between-social-networks-and-the-real-world/

Young, R. (2006). “The Future of Social Networks — Communication.” Retrieved

March., 10, 2010, from _ http://gigaom.com/2006/10/09/the-future-of-social-
networks-communication/

IRIE CES BSL SLES EASE ESS SEE EES EERE ATA NUTT ENE

Mecia Studies: The Internet and Social Media 95

COMPREHENSION
£ PUSS EDN.
De NONE a SE La A LS NN NN RN a OIE NT LD

@ Main Ideas
Check (/) the statements that best express the main ideas in the reading. Discuss
your answers with a partner.
O 1. Interaction and participation are the main features of social networking sites.
O 2. Real communication between individuals is not possible on social
networking sites.

O 3. The negative effects of social networking sites are many and varied.
O 4. Social networking sites can lessen the alienation felt by some people.
O 5. Participating in social networking sites yields therapeutic benefits.
O 6. Social networking satisfies a basic human need, to be in the company of others.

© Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.

1. “By forming groups of people with similar interests (particularly if the interest or
hobby is not mainstream), the proliferation of social networking sites can create a
sense of unity and belonging in people who might previously have felt alienated
in society.” (paragraph 4)
a. Getting people of common interests together on social networking sites makes
them feel more mainstream.
b. Social networking sites can bring together people with minority interests and
make them feel more mainstream.
c. The spread of social networking sites has helped to reduce the number of
outsiders.

2. “Social networking sites give the impression that it is a much smaller world.”
(paragraph 4)
a. The world seems smaller because people from all over can communicate with
each other.
b. The world seems smaller because the traditional customs have been overcome.
c. The world seems smaller because the larger world is no longer as impressive
as it once was.

3. “Blogging is a form of journal therapy and,’ according to renowned therapist

Kathleen Adams, ‘studies indicate that the release offered by writing has a direct
impact on the body’s capacity to withstand stress and fight off infection and
disease.’” (paragraph 5)
a. Therapist Kathleen Adams believes that we should blog when we are ill.
b. Therapist Kathleen Adams believes that self-expression can reduce stress.
c. Therapist Kathleen Adams believes that writing can provide release.

96 CHAPTER 4
VOCABULARY
TAL
TM MS LET A LN YT OI ISIS ANY TL NR PITA 2s 3 ae aee™ PRT Ta ae ie) LING aie a)

TA) Word Forms

1 Fillin the chart with the correct word forms. Some categories can have more than
one form. Use a dictionary if necessary. An X indicates there is no form in that
category.

alienation

4. X
a
[6riteaton
therapy /
aay al
therapeutic

2 Complete the sentences with the correct form of the words. Choose from the two
forms in parentheses. Compare answers with a partner.

1. Society often alienates people who are very different from

(alienation / alienates)
the average person.

. Inevery culture, this unfortunate habit of isolating others has been

evident across the globe for centuries.

(consistent / consistently) i

. Being cut off from others can be to being dead.

(analogy / analogous)

. When people are marginalized, they are from

(hindrance / hindered)
participating fully in society.

. What can also from such a situation is a society that

(emerge / emerging)
is prone to discrimination and injustice.

. The of social networking has lessened the

(proliferation / proliferate)
alienation felt by some.

. Ithas provided a link to others with common

(therapeutic / therapeutically)
interests that will hopefully benefit society as a whole.

Media Studies: The Internet and Social Media 97

 @® Synonyms
Complete the essay with the words from the box. Use the synonym in parentheses to
help you select the correct word. Compare answers with a partner.

alienation embedded initiate therapeutic

analogous emerges proliferation withstand
consistently hindrance prospect

Blogs and Healing

Research findings throughout the world about the

1. (healing)
effects of blogging have shown that the process of
2. (always)
writing a personal diary provides a release from emotional distress. This is especially

true for teens who write blogs. What constantly in

3. (comes out)
the literature is the fact that writing public blogs (even more than writing private

diaries) helps teens find ways to cope with their lives. Problems with self-esteem,

social anxiety, and emotional distress have become

4. (implanted)
in our current world. For some young people, these problems can become a[n]

to living a happy life. In many ways, blogging helps

5. (obstacle)
teens to overcome their social
6. (estrangement)

In her study “The Therapeutic Value of Adolescent Blogging about Social-

Emotional Difficulties,” Dr. Meyran Boniel-Nissim of the University of Haifa

reports that those teens who wrote blogs in which they talked about the difficulties

that they could no longer ended up seeing positive

7. (endure)
changes in their behavior. Many of these changes came as a result of the supportive

comments they received from strangers on their blogs, once they had the courage to

contact and reach out to others. On the other hand,

8. (begin)
teens who wrote private diaries that were not open to comments saw no progress.

Dr. Alice Flaherty, a neuroscientist at Harvard University and Massachusetts

General Hospital, also notes that blogging might trigger dopamine release, which

is to the kinds of stimulants that people who listen to

S. (similar)
music, run, and look at works of art enjoy.

98 CHAPTER 4
 With the of blogging all over the
10. (spread)
world, such information bodes well for our future. Knowing that the

of making people feel better about themselves is

11. (hope)
inherent in the sharing of expressive writing with others is something that we

cannot ignore.

Using the Dictionary

Read the dictionary entries for the word prospect.

prospect n. 1 something that is possible or likely to happen in the future: The idea of
traveling in Europe was an exciting prospect. 2a person, job, plan that has a good
chance of success in the future: Wilder is considered a good prospect for the next election.
3 [usually plural] chances of future success: You can’t marry a man with no job and
no prospects! 4 [usually singular] a view of a wide area of land, especially from a high
place: a fine prospect of the valley below

prospect v. 1 to examine an area of land or water in order to find gold, silver, oil, etc.:
prospecting for gold 2 to look for something, especially business opportunities: The
charity is prospecting for new donors.

Read each sentence. Decide which word form is being used and what its specific
meaning is. Write the name of the word form and the number of the appropriate
definition.

ple Sapig (% porn oa You can’t get involved with a company that has no
prospects.

. The prospect is that when the company goes public, all the
people who own shares in it will make a lot of money.

In 1848, many people came to California to prospect for gold.

. Today they come to Silicon Valley to get a job with Internet

start-ups that have a prospect of future success.

From the Santa Cruz Mountains, you can look down at the
beautiful prospect of the Santa Clara Valley, now called
Silicon Valley, with its more than 6,000 high technology
companies.

The beautiful setting is all the more impressive because

finding a job in this location is a more likely prospect.

. It is not unusual for recent college graduates to prospect for

career opportunities there.

. Few areas in the country offer as many prospects in the

computer industry as Silicon Valley does.

Media Studies: The /nternet and Social Media 99

NOTE-TAKING: Identifying DDetails That Support Main Ideas
SAISS a RIpe SAO I RI ore Pet he

Go back to the reading and read it again. Then for each main idea, write down in your
own words the details that support it. Share your answers with a partner.

Main IDEA SupportinG DETAILS

. | Interaction and participation are the lee Communication encouraged
_ main features of social networking through subgroups, message
_ Sites. boards, people who share
interests ..

| Social networking sites canlessen |

|
_ the alienation felt by some people. |
|
|

: "Participating in social networking |@

| sites yields therapeutic benefits.

CRITICAL THINKING 7 | |
Discuss the questions in a small group. Be prepared to share your points of view with
the class.

1. The author’s purpose is to write about the positive effects of social networking
communication. However, she ends her paper with a quote from another
researcher that says: “[But] the truth is that social networking, while great in
many respects, does not fulfill a fundamental human desire: To be in the actual
presence of other people.” Has the author weakened or strengthened her
argument with this ending?
2. Why did this paper need a scholarly bibliography? What did the references bring
to the paper?
3. Does social networking provide the answer to all human ills? For instance, if shy
people spend all their time online without ever putting themselves in real contact
with people, has this “interactivity” been worth it? Why or why not?
4. Bloggers usually talk about their problems anonymously, and to anonymous
strangers. Why is it easier for us to discuss our problems with people we do
not know? Would you recommend this as the first step to take in resolving the
problems that often emerge in our relationships with the people we do know?
Why or why not?
5. How is using social media different from calling someone on the telephone?
6. The writer says that through social media the world has become smaller. Do you
agree? Why or why not?

100 CHAPTER 4
LINKING READINGS ONE AND TWO
Work with a partner. Look at the three themes. What would Sue Halpern and Ebony
Wheeldon, the authors of the two readings, say about each one? Read their possible
answers for the first theme. Then try to imagine their answers for the other two
themes, and write them in the chart.

. Sue HALPERN Egony WHEELDON

(Reapinc One) (READING Two)

The Power of The Internet has taken The Internet has taken
| the Internet over our lives. Businesses over out lives. It has given
dominate, and all kinds of | people the potential to
privacy and civil liberties | participate and interact
issues are now becoming a | with each other online.
concern. (negative) (positive)

2. Anonymity

Individuality

READING THREE: The Use of Social Media in the Arab Spring

@ Warm-Up
Read a brief explanation of the term “Arab Spring” and then answer the question
that follows.

The term “Arab Spring” is used to describe the protest movements that began in
Tunisia in 2011 and spread to many countries in the Middle East and North Africa.
The aim of these movements was to overthrow dictators or authoritarian monarchies.
The “spring” was in contrast to the “winter” of oppression that people in many of
these countries had experienced in the past.
What role do you think social media played in such movements?

Media Studies: The Internet and Social Media 101

 @ Reading Strategy

Skimming First Paragraph for Most Important Idea :

Skimming (reading quickly) the first paragraph of a news article can give you a
preview of the most important idea explored in the text.

Skim the first paragraph of the reading and answer the questions. Check (/) the
appropriate box.

1. What is the most important idea of the article?

O a. International discussions in social media contributed to the protests.
Ob. The Arab Spring contributed to increased interest in social media.
2. What is the support for this idea?
O a. Analysis of televised stories
Ob. Analysis of 3 million tweets, YouTube videos, and blogs

Now read the rest of the article. Were your guesses correct?

The Use of Social Media in the Arab Spring

By Catherine O’Donnell, UW News and Information

1 In the 21st century, the revolution

may not be televised — but it likely
will be tweeted, blogged, texted
and organized on Facebook,
recent experience suggests. After
analyzing more than 3 million
tweets, gigabytes of YouTube
content and thousands of blog
posts, a new study finds that social
media played a central role in
shaping political debates in the
Arab Spring. Conversations about
revolution often preceded major
events, and social media has
carried inspiring stories of protest
Young woman tweeting during
across international borders.
an Arab Spring demonstration
N “Our evidence suggests that social media carried a cascade of messages about
freedom and democracy across North Africa and the Middle East, and helped
raise expectations for the success of political uprising,” said Philip Howard,

102 CHAPTER 4
 the project lead and an associate professor in communication at the University
of Washington. “People who shared interest in democracy built extensive social
networks and organized political action. Social media became a critical part of
the toolkit for greater freedom.” During the week before Egyptian president Hosni
Mubarak’s resignation, forexample, the total rate of tweets from Egypt — and
around the world — about political change in that country om 2,300 ge yivek.
a day to 230,000 a day. Videos featuring protest and political commentary went
‘viral— the top 23 videos received nearly 5.5 million views. The amount of content be fe
hit
produced online by opposition groups, in Facebook and political blogs, increased
dramatically.

“Twitter offers us the clearest evidence of where individuals engaging in

democratic conversations were located during the revolutions,” Howard said.
“Twitter provides a window into the broader world of digital conversations, many
of which probably involved cell phones to send text, pictures or voice messages,”
he said. In Tunisia, for example, less than 20 percent of the population uses social
media, but almost everyone has access to a mobile phone.

Political discussion in blogs presaged the turn of popular opinion in both Tunisia
and Egypt. In Tunisia, conversations about liberty, democracy and revolution on
blogs and on Twitter often immediately preceded mass protests. Twenty percent
of blogs were evaluating Ben Ali’s leadership the day he resigned from office
(Jan. 14), up from just 5 percent the month before. Subsequently, the primary topic
for Tunisian blogs was “revolution” until a public rally of at least 100,000 people
eventually forced the old regime’s remaining leaders to relinquish power.

In the case of both Tunisia’s and Egypt's revolutions, discussion spanned borders.
In the two weeks after Mubarak’s resignation, there was an average of 2,400
tweets a day from people in neighboring countries about the political situation in
Egypt. In Tunisia after Ben Ali's resignation, there were about 2,200 tweets a day.

“In other words,” Howard said, “people throughout the region were drawn into
an extended conversation about social uprising. The success of demands for
political change in Egypt and Tunisia led individuals in other countries to pick up
the conversation. It helped create discussion across the region.” Howard said that
although social media did not cause the upheaval in North Africa, they altered
the capacity of citizens to affect domestic politics. Online activists created a virtual
ecology of civil society, debating contentious issues that could not be discussed
in public. lronically, government efforts to crack down on social media may have
incited more public activism, especially in Egypt. “People who were isolated by
efforts to shut down the Internet, mostly middle-class Egyptians, may have gone
to the streets when they could no longer follow the unrest through social media,”
Howard said.

“Recent events show us that the public sense of shared grievance and potential
for change can develop rapidly,” he said. “These dictators for a long time had
many political enemies, but they were fragmented. So opponents used social
media to identify goals, build solidarity and organize demonstrations.”

Media Studies: The Internet and Social Media 103

COMPREHENSION
fA) Main Ideas
Read each statement. Decide if it is True or False according to the reading.
Check (/) the appropriate box. If it is false, change it to make it true. Discuss your
answers with a partner.
TRuE FALSE

1. Social media were responsible for the Arab Spring. oO O

2. Social media brought together people with an interest oO O

in democracy.

3. Social media restricted people’s views to one country. O a)

4. When governments shut down the social media, the political ig O

movement died.

5. According to the article, an increase in activity in social O [ral

media came after all the large demonstrations.

6. Social media defeated censorship for a certain time. O O

7. Most people in the Middle East have a computer O O

to access social media.

Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.

1. “After analyzing more than 3 million tweets, gigabytes of YouTube content and
thousands of blog posts, a new study finds that social media played a central role
in shaping political debates in the Arab Spring.” (paragraph 1)
a. Social media gathered crowds for demonstrations.
b. Social media contributed to clarifying ideas.

2. “Ironically, government efforts to crack down on social media may have incited
more public activism, especially in Egypt.” (paragraph 6)
a. Governments weren’t able to block social media.
b. Blocking social media may have backfired on governments.

3. “These dictators for a long time had many political enemies, but they were
fragmented.” (paragraph 7)
a. “They” refers to the enemies.
b. “They” refers to the dictators.

104 CHAPTER 4
VOCABULARY

@ Guessing from Context

Read each quote from the reading. Try to guess the meaning of the words in bold
from the context. Write the clues that helped you guess and your guess. Then consult
a dictionary and write the definition.

1. “Political discussion in blogs presaged the turn of popular opinion in both Tunisia
and Egypt. In Tunisia, conversations about liberty, democracy and revolution on
blogs and on Twitter often immediately preceded mass protests.” (paragraph 4)

presage Clues: _preceded(came before)

Guess:

Dictionary: to be a warning that something is going to happen —

2. “Twenty percent of blogs were evaluating Ben Ali’s leadership the day
he resigned from office (Jan. 14), up from just 5 percent the month before.
Subsequently, the primary topic for Tunisian blogs was “revolution” until a public
rally of at least 10,000 people eventually forced the old regime’s remaining leaders
to relinquish power.” (paragraph 4)

relinquish Clues:

Guess:

Dictionary:

3. “Online activists created a virtual ecology of civil society, debating contentious

issues that could not be discussed in public.” (paragraph 6)

contentious Clues:

Guess:

Dictionary:

4, “These dictators for a long time had many political enemies, but they were
fragmented. So opponents used social media to identify goals, build solidarity
and organize demonstrations.” (paragraph 7)

fragmented Clues:

Guess:

Dictionary:

Media Studies: The /nternet and Social Media 105

 @ Synonyms
Complete each sentence with a word or phrase from the box. Use the synonym in
parentheses to help you select the correct word. Compare answers with a partner.

ballooned critical fragmented presaged spans

cascade dramatically go viral relinquish upheavals
contentious expectations grievances solidarity

. Censorship of the Internet is a very contentious issue in some

(controversial)
countries; blogs often criticize politicians online, but some people think such

criticism is too dangerous.

. People have against corruption or other issues and

(complaints)
have nowhere else to go to protest.

. The opposition was into small groups.

(split)
. Communicating with others through social media raises
(hopes)
that by joining together, change can happen.

. Social media like YouTube, Facebook, and Twitter also develop feelings of

for the victims of oppression all over the world.

(empathy)
. YouTube videos of government repression can ina
(become extremely popular)
matter of minutes.

. Governments are afraid of if opponents gather too

(rebellions)
many allies online.

. Insome countries, controlling the Internet is a

(very important)
function of the secret services of the police.

. Censorship of the Internet borders when countries

(spreads across)
pressure Google, Yahoo, and Facebook to refuse content that the government

doesn’t like.

10. In their defense, governments say that the Internet has to obey the laws of their

country and, if those laws forbid criticism of politicians, the Internet companies

must power to governments.

(give up)

106 CHAPTER 4
 11. Businesses also monitor our logins: Information from our Internet activities has

increased in recent years.

J (greatly)
12. At first, the Internet had no profit motive, but the early ads on Google

a change.
(warned about)
13. Advertisements on the Web have in the past few
(expanded)
years to the point that ads are everywhere.

14. There has been a of programs that show businesses

(series)
where and when we have logged in, what sites and browsers we use, what news

we are interested in, and what products we buy.

( Collocations
Check (v/) the words that are often paired together. Discuss your answers with a
partner and the meaning of the collocations.
O 1. raise expectations
O) 2. increase expectations
O 3. lower expectations

O 4. contentious issues

O gn. contentious details

O 6. contentious expectations

O 7. relinquish power
O G0. relinquish energy
O 9. relinquish control

CRITICAL THINKING
Discuss the questions in a small group. Be prepared to share your ideas with the rest
of the class.
1. Why are universities interested in an academic study of social media?
2. Some people say that without social media the Arab Spring wouldn’t have
happened. What do you think?
3. Should governments have control of the Internet? Or should the Internet be
entirely free? What about dangerous content?
4. Huge media giants have been created by the Internet: Google, Amazon, iTunes.
Is this a good thing or something to be worried about?

Media Studies: The Internet and Social Media 107

BRINGING IT ALL TOGETHER
aneCe Mas a LO SAL TR Aa ar Pe Sea i

Work in groups of four. Organize a debate about the Internet and social media.
Follow the instructions.

Topic: Should the Internet and social media be free of government control?

INSTRUCTIONS:
e Each group decides which two students will defend the idea of government
control of the Internet and social media and which two students will argue
against government control of the Internet and social media. (Social media
would be Facebook, YouTube, Twitter, and blogs.)
* Before you begin, each team of two people should brainstorm the ideas they
will need to express, and make a list (FOR government control or AGAINST
government control). Use information from all three readings in this chapter.
During the debate, use some of the vocabulary you studied in the chapter (for a
complete list, go to page 109).

WRITING ACTIVITY
CREENE PTC
AROCLD MY ELL PENG
LOS LIE IN,
AGEa fia PEI EN SeeLONG
le ET LL Ba Cte SDS PE RS |

Write a three-paragraph essay on the Internet service or type of social media that is
the most interesting or worrisome to you. Use more than five of the words and idioms
you studied in the chapter.
¢ Introduction: Explain what services the Internet company or social media site
provides for the public.
¢ Body Paragraph: Give three reasons for your opinion (for or against)
maintaining these services.
¢ Conclusion: Explain how life will change in the future if most people adopt the
opinion you have expressed in the essay.

DISCUSSION AND WRITING TOPICS

IO A ace I Grae La Naa ee Re MNS Re 5 MCR a a i a gi te

Discuss these topics in a small group. Choose one of them and write a paragraph or
two about it. Use the vocabulary from the chapter.
1. Some governments wanted to block Internet content from controversial sites,
such as WikiLeaks, which leaked information about corruption, the treatment of
prisoners, and the conduct of the Afghan war on the part of several governments,
including the United States. Should some content on the Internet be blocked or
not? Is it really possible to block the Internet completely?
2. Some employers are requiring job seekers to give them their Facebook password.
Why are they doing this? Would you give your password? Should employers be
allowed to ask for it?
3. Do you think it’s a good idea for universities to use students’ Facebook pages to
introduce people to each other? Why or why not?

108 CHAPTER 4
VOCABULARY
Nouns Verbs Adjectives Adverbs
antipathy accompany ; alienated dramatically *
cascade balloon analogous * simultaneously
grievance emerge? consistent *
hindrance flourish contentious Phrases and
Idioms
paradox incite critical
go viral
proliferation initiate * eclectic
raise
prospect * mine embedded
expectations
solidarity presage fragmented
upheaval relinquish inaugural
span mainstream
sway therapeutic
undermine
withstand
*= AWL (Academic Word List) item

SELF-ASSESSMENT

In this chapter you learned to:

O Predict the content of a text from the
title

O Skim the first paragraph of a text to

preview the most important idea
O Understand scholarly references
O) Guess the meaning of words from the
context

O Use dictionary entries to learn the

meanings of words
O ‘Understand and use synonyms,
collocations, different word forms, and
the prefix anti-
O Identify imperatives used as illustrative
devices and the reasons for their use
O Take notes to identify the details that
support the main ideas of a text, and
complete an outline

What can you do well? &

What do you need to practice more? Y

Media Studies: The Internet and Social Media 109

 CHAPTER

NEUROSCIENCE: the scientific study of the nervous system

and the brain
OBJECTIVES
To read academic texts, you need >
to master certain skills.

In this chapter, you will:

e Visualize the content of a text to
understand it better

e Scan a chart to find specific

information
e Skim the first two paragraphs of
a text to get an idea of what it
will discuss
e Guess the meaning of words
from the context

e Use dictionary entries to learn

the meanings of words
e Understand and use synonyms,
callocations, different word
forms, and words of Greek or
Latin origin
e Recognize and use figurative
language and rhetorical |
questions
e Take notes by making lists and
using keywords as study tools
BEFORE YOU READ a
Consider These Questions

Discuss the questions with a partner.

1. What are the best memories of your childhood? Are these memories important to
you? What people do you remember best?
2. How can we avoid remembering painful and hurtful things?
3. What do you do to help yourself remember? How do you memorize material
for school? aN

READING ONE: InSearch ofMemory

(A) Warm-Up
Consider the question. Check (/) the reasons that are relevant to you. Discuss your
answers with a partner.

Why are memories so important to people?

O a. to relive a lost love
Ob. to recall a wonderful vacation
Oc. to remember those who have died
0 d. to remember time spent with family
O e. to remember one’s roots
O f. to define one’s identity

@ Reading Strategy

Visualizing Content
Visualizing the pictures the author creates with words can help you understand
the emotional meaning of a text.

Read the first paragraph of “In Search of Memory”. Discuss the questions with a
partner.

1. What pictures come to mind as you read?

2. Why do you think these images have stayed in the author’s mind?
3. Why is he telling these stories to the reader?

Now read the text to see how the author’s childhood memories are linked to his
further interest in memory in his professional life.

Neuroscience: The Brain and Memory 111

 In Search of Memory
By Eric Kandel

Eric Kandel is a Nobel Prize winner and

University Professor of Neuroscience
and co-director of the Center for Brain
Science at Columbia University. He
began his career with psyéhoanalysis,
studying Freud’s insights. Later,
he decided to study neurology to
understand more about how the mind
works. In addition to major textbooks in
the field, his recent publications include
In Search of Memory: The Emergence
of a New Science of Mind and The Age
of Insight: The Quest to Understand
the Unconscious Mind in Art, Mind,
and Brain.
Memory has always fascinated me.
Mental time travel allows me to leave the
writing of this sentence in my study at
home overlooking the Hudson River and project myself baékward sixty-
seven years and eastward across the Atlantic Ocean to Vienna, Austria,
where I was born and where my parents owned a small toy store. The
memories of those days — hearing the| bangs on the door being ordered
by the Naz@pGlicenien to go to a stranger’s apartment, finding ourselves
fobbed of our belongings, the disappearance and reappearance of my
father — are the most powerful memories of my early life. Inmetmeaspeet,
my family was fortunate. After one humiliating and frightening year,
Ludwig, then fourteen, and I were able to he United
States to live with our grandparents in New York. Our parents joined
us six months later. The B@WH@EFMENT, poverty, huniilidtion;-and fear I
experienced that last year in Vienna made it a defining period’ in my life.
I cannot help but link my later interest in mind — in how people behave,
the unpredictability
of motivation, and the persistence
of memory — to
my last year in Vienna.
The insights provided by the new science of mind are most evident
in our understanding of the molecular mechanisms the brain uses to
store memories. Memory — the ability to acquire and store information
BoC nblo. tie sntinseie alsofantl nee complex as abstract
of raphy or — is one of the most remarkable

‘defining period: a time in yout life that determined the direction of your future

112 CHAPTER 5
 aspects of human behavior. Memory enables us to solve the problems we
confront in everyday life by gathering several facts at once, an ability that
is Vital] to problem solving. In a larger sense, memory provides our lives
with continuity. It gives us a picture of the past that puts current
experience in perspective. The picture may not be rational or accurate,
but it persists. Without the binding force of memory, experience would
be broken into as many fragmentsas there are moments in life. Without
the mental time travel provided by memory, we would have no awareness
of our personal history, no way of remembering the joys that serve as the
‘luminous milestones of our life. We are who we are because of what we
learn and remember.
3 Our memory processes serve us best when we can easily recall the
joyful events of our lives and diminish
the painful impact of traumatic— ERED
EEE
TE
RE
ETE
SEE
OO
EEN
TAG
TET
IEE
esnenaORT
eRe
ENN
0eet
GLee

events and disappointments. But sometimes, horrific memories persist

and damage people’s lives, as happens in ress disorder,”
a condition suffered by some people who have experienced first-hand the
terrible events of mangaicey >" rape, or natural disasters.
4 Memory is essential not only for the continuity of individual identity,
but also for the [transmission of culture jand for the evolution and |
continuity of societies over centuries. Although the size and structure of
the human brain have not changed since s first appeared in
we East Africa some 150,000 years ago, the learning capabilities of individual
human beings and their historical memory have grown over the centuries
_ through shared learning — that is, through the transmission of culture.

a ze’ memory destroys It severs fhe connection with the ypcoA

of past and with other peop. roa‘and if can afflict the developing infant as
yy se “| well as the mature adult. Down’s syndrome,* Alzheimer’s disease,* and STENTRE
RREGOP
LARUE
UE
EDR
POR
EEE
EE
REISE
ISERIES

at age-related memory loss are familiar examples of the many diseases that
. affect memory.
6 The new science of mind holds out the hope that greater understanding
of the science of memory will lead to better treatments for both memory
loss and persistent painful memories. Yet it goes beyond a search for
solutions te illnesses. The new science of mind attempts to
consciousness, including the ultimate mystery:
how each person’s brain creates the consciousness of a unique self and
the sense of free will. COMP, yr Guy : our of\\ae
About
a' !
of Ty

Divi MAY? YAVise \)AK yoyt

P.T.S.D.): a mental illness that can'develop Wace a very da ye
bad experience, such as fighting in a war
3 Down's syndrome: a condition that some people are born with, that stops them from
developing in a normal way, both mentally and physically
4 Alzheimer’s disease: an illness that attacks and gradually destroys parts of the brain, |
especially in older people, so that they forget things and lose their ability to take care of
themselves
f
LLL TEDL EE EE DEDEDE E LLL EE IESLIN ESTEE TNE ENTTT TT TTT ET TTT

Neuroscience: The Brain and Memory 113

 @ Main Ideas
Complete the sentences based on the main ideas of the reading. Use your
own words.

1. The events in Austria affected the author’s mind because

2. Storing memories is essential to human life because

3. Knowing more about the way the brain functions can help us

Close Reading
Read the quoies from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.
1. “In retrospect, my family was fortunate.” (paragraph 1)
a. It didn’t seem that way at the time.
b. Other families didn’t suffer as much.
c. His family suffered a lot.

2. “The bewilderment, poverty, humiliation, and fear I experienced that last year
in Vienna made it a defining period in my life. I cannot help but link my later
interest in mind — in how people behave, the unpredictability of motivation, and
the persistence of memory — to my last year in Vienna.” (paragraph 1)
a. I can’t help the unpredictability of art and the persistence of memory.
b. Ican’t help how people behave or the facts of my last year in Austria.
c. What happened to me as a child determined my scientific career.

3. “Without the binding force of memory, experience would be broken into as many
fragments as there are moments in life.” (paragraph 2)
a. If we didn’t have memory, every experience would be an isolated event.
b. With the help of memory, every moment in life is experienced separately.
c. Without memory, there would be no experiences.

114 CHAPTER 5
 4. “Although the size and structure of the human brain have not changed since
Homo sapiens first appeared in East Africa some 150,000 years ago, the learning
capabilities of individual human beings and their historical memory have grown
over the centuries through shared learning — that is, through the transmission of
culture.” (paragraph 4)
a. Culture has increased the size and structure of the human brain.
b. The human brain hasn’t changed over the years.
c. Shared learning has increased our knowledge and historical memory.

5. “The new science of mind holds out the hope that greater understanding of
the science of memory will lead to better treatments for both memory loss
and persistent painful memories. Yet it goes beyond a search for solutions to
devastating illnesses.” (paragraph 6)
“Tt” refers to “the hope.”
b. “Tt” refers to “the new science of mind.”
c. “It” refers to “greater understanding.”

6. “Yet it goes beyond a search for solutions to devastating illnesses. The new
science of mind attempts to penetrate the mystery of consciousness, including the
ultimate mystery: how each person’s brain creates the consciousness of a unique
self and the sense of free will.” (paragraph 6)
a. The insights of brain science relate only to the secrets of devastating illnesses.
b. The insights of brain science can unlock the mysteries of a unique person.
c. The insights of brain science relate to philosophical questions as well as
medical issues.

VOCABULARY
CLD
AI OEM OES NP FE EE DE Ca NTTCERN

@ Guessing from Context

Read each quote from the reading. Try to guess the meaning of the words in bold
from the context. Write the clues that helped you guess and your guess. Then consult
a dictionary and write the definition.

1. “Memory — the ability to acquire and store information as simple as the routine
details of daily life and as complex as abstract knowledge of geography or
algebra — is one of the most remarkable aspects of human behavior.” (paragraph 2)

abstract Clues: complex

/algebra
Guess: _theoretical

Dictionary: —existing only as an idea rather than something you

_can see or touch _

(continued on next page)

Neuroscience: The Brain and Memory 115

 . “Ina larger sense, memory provides our lives with continuity. It gives us
a coherent picture of the past that puts current experience in perspective.”
(paragraph 2)

coherent Clues:

Guess:

Dictionary:

. “Without the binding force of memory, experience would be broken into as many
fragments as there are moments in life.” (paragraph 2)

binding Clues:

Guess:

Dictionary:

. “Without the mental time travel provided by memory, we would have no

awareness of our personal history, no way of remembering the joys that serve as
the luminous milestones of our life. We are who we are because of what we learn
and remember.” (paragraph 2)

luminous Clues: [

Guess:

Dictionary:

. “Our memory processes serve us best when we can easily recall the joyful
events of our lives and diminish the painful impact of traumatic events and
disappointments. But sometimes, horrific memories persist and damage people’s
lives.” (paragraph 3)

traumatic Clues:

Guess:

Dictionary:

. “Much as shared memory enriches our lives as individuals, loss of memory

destroys our sense of self. It severs the connection with the past and with other
people, and it can afflict the developing infant as well as the mature adult.”
(paragraph 5)

sever Clues:

Guess:

Dictionary:

116 CHAPTER 5
© Word Forms
1 Fill in the chart with the correct word forms. Some categories can have more than
one form. Use a dictionary if necessary. An X indicates there is no form in that
category.

ADJECTIVE ADVERB

2 Complete the sentences with the correct form of the words from the chart. The first
letter of each word has been given to you as a clue. Compare answers with a partner.

1. Asa child, Kandel was b ewildered by the political changes in

his native Vienna, Austria.

2. The hw\16 of having all his things taken away is difficult

for a child to endure.

Semandel wast. = by his experiences, butiioriunatelyahe

and his family were able to escape to America.

4. Sometimes the trenam itso m is so painful that people can never

forget.

5. The piss of his memories led him not to bitterness but

to a career in biology.

6. Asa researcher, he worked p with the neural system

of a simple animal called Aplysia, a snail with very large nerve cells.

7. His work will teach us more about the way the brain works and will help people

who suffer from the many a of the brain.

$.. [heb changes brought about by advanced age may

one day find a solution.

Neuroscience: The Brain and Memory 117

 & Synonyms
Complete the essay with the words or phrases from the box. Use the synonym in
parentheses to help you select the correct word. Compare answers with a partner.

abstract binding in retrospect sever ultimate

afflicted coherent luminous transmitted
bewildering humiliating persists traumatic

Freud’s theory of mind was a luminous milestone

1. (brilliant)
in the history of science because it provided a way to understand the

hidden processes of the brain. Despite their faults,

2. (confusing)
Freud's theories offered a humane way to treat people
3. (tormented)
by mental problems or suffering from Lu memories.
4. (painful)
Freud felt that by appealing to the rational mind, unconscious fears and

| obsessions would diminish in intensity. If people could

5. (demeaning)
be brave and : their emotional ties to painful memories
6. (cut)
of the past, they could form a and realistic picture of
7. (understandable)
their future.

IN Vaio , many of Freud’s insights aimed at linking

8. (Looking backward) ’
psychology to physiology — the workings
bons 9. (connecting)
A of the mind to the workings of the brain — have proven fruitful. Only an

interdisciplinary approach linking psychology to biology can answer the

DSTIOC questions about the meaning of consciousness.

10. (theoretical)

In the 1980s, cognitive neuroscience made enormous progress with the invention

of brain imaging, a technology that allows scientists to realize their dream of looking

into the human brain. The activity of different parts of the brain is measured and

| to a computer screen. As people perceive a visual

11. (communicated)
image, think about a spatial route, or start a voluntary action, scientists can see the

activity that in various parts of the brain. Eventually,

12. (continues)
scientists hope to address the Worms questions of how we
13. (final)
think, feel, learn, and remember.

118 CHAPTER 5
 ® Collocations
Check (V) the collocations (words that are often paired together). Discuss your
answers with a partner.
p
van 0\N py Obiem
O71. confront a problem

0/2. confront an issue

© 3. confront the inevitable. _

o/ 4. sever ties

7/5. sever contact

6. sever discussion

O 7. binding ties
8. binding contracts
es] 9. binding events

NOTE-TAKING: Making Lists

ee ET ES RN I ATR MOI oP EEE ES IN TEN IS PPR LCA DETR ES GIES EDEL ECL TED,

Go back to the reading. As you read it again, make a list of all the reasons given for
the importance of memory. Make another list of the ways we can benefit from future
discoveries in the science of mind.

Wary Memory Is Important How Brain Science Can Hetp Us

1. is essential for problem solving and 1. helps us understand how the brain
reasoning functions

\ Uy yy
J

CRITICAL THINKING .
SOT SMITE LI SLE AO LL LTR I eT LS a EF Ac PE DE OS

Discuss the questions in a small group. Be prepared to share your answers with
the class.
1. Sometimes forgetting is a blessing, and remembering is a curse. Explain why this
could be true. Has this ever happened to you?
2. Why are childhood memories so important?
3. Why is it so hard to study the way the brain functions?
4. How would you feel if a close relative lost his or her memory? How would you
feel if you realized that you were losing your memory?

Neuroscience: The Brain and Memory 119

 ey =y-VB) (eye (Orem walt sie-llalciatelnltlait:lamivciaate

Al Warm-Up
Discuss the question in a smail group. Share your answers with the class.

Which of these are easier to remember? Why?

O how to ride a bike
0 how to do algebra
O how to play an instrument
O how to dance
O how to remember vocabulary words

Reading Strategy

Tor-Talaliale m= mOCtat-las
Many textbooks use a chart to summarize the important information presented in
each chapter. The chart is therefore a valuable reading and study tool. Knowing how
to read a chart — by first scanning (examining) its general layout (structure) and
then studying its contents — is a skill that all students need to master.

Scan the layout of the chart in the reading. Then answer the questions. Write your
answers on the lines.
1. To which column of the chart (1, 2, or 3) would you go to read about how the
amygdala functions?

2. Identify five different kinds of memory referred to in the chart. Where did you
find this information?

3. Which region of the brain is responsible for processing spatial memory?

4, What kind of memory is processed by the amygdala?

Now, as you read the text, you will be able to learn more about how the brain helps
humans remember things.

120 CHAPTER 5
 THE BRAIN AND HUMAN MEMORY eae

The human brain has about

100 billion cells. Most of these EISLE
ITE

cells are neurons or nerve cells.

A neuron is either in a resting
state or shooting an electrical
impulse down an axon. A
neuron has a cell body and a
long little thread or fiber called
an axon; at the very end it
shoots out a chemical called a
transmitter. This chemical goes
across a gap (synapse) where it
triggers, another neuron to send a message. This is the biological basis of the
functioning of the brain in all its activities, including memory.

Thalamus Frontal Grey matterof

\ cies _____ cerebral cortex
\ = MEE nN

\ : | Thalamus . al =
SN Ge a
a
Re gy,
YY Nee
.
\.)

J,
tS y)
a 7)
cas 4

Sa |
Ney EG = E f)

IC
i ar 2 ag
mao
Occipital Se ¥ J
lobe Temporal SAmygdaloid S oe wf
; lobe nucleus Cerebellar =< ‘ White matter
Hippocampus hamispheres = of cerebrum

The brain is responsible for human memory. This phenomenon of remembering iis
a complex one that calls upon the work of several regions of the brain.

REGIONS OF THE BRAIN. VP Wre)- Mm@)-1-7-Vailnte} Kinps o—f Memory

FUNCTIONS wd=o Yer c1;) =]

The pre-frontal lobe: 4 It allows humans to | SHORT-TERM MEMORY

| It is located at the very hold on to a piece of (WORKING MEMORY) —
| front of the brain. | information temporarily related to what a person
_ while they complete a task. is currently aware of or
2 Its intense activity in thinking about — is made
matters related to thinking possible by the pre-
_ and decision-making frontal lobe.
explains why human
| foreheads are so much
| higher than those of their
| primate relatives, the apes,
oa es whose pre-frontal lobes
are much less5 developed. — |

(continued on next page)

Neuroscience: The Brain and Memory 121

 REGIONS OF THE BRAIN Mavor OPERATING Kinps oF Memory
FUNCTIONS PROCESSED

| The hippocampus: 1 It helps humans DECLARATIVE MEMORY —

|It is located in the inner transfer information from the memory of facts and
| fold of the temporal lobe their short-term memory events — is made
and has been given its to their long-term possible by the
| name because it memory (memory put hippocampus, the
| resembles the curved tail into storage). structures surrounding it,
_ of a seahorse (hippokampos 2 Because data and the neural pathways
| in Greek). communicated in the connected to the cortex.
various sensory areas of For instance, all the
the cortex’ converge in _ elements of an “episode”
the hippocampus, it can _ such as a friend’s
be thought of as a sorting | birthday party — the
center that compares new _ people’s faces, the
sensations with _ conversations, the gifts,
| previously recorded ones. | the cake, the music
_ 3 Humans sometimes try | played — are all stored in
_ to remember new facts by | the hippocampus. Each
creating mnemonic ' element can act alone as
| devices, associations in | an index entry that will
the form of poems or | fettieveto one’s
_ riddles or letters or | consciousness the
_ numbers that assist the | memory of all the other
_ learning process. This _ elements related to the
| kind of repetitiveractivity _experience. In other
takes place in the _ words, one reference —
_ hippocampus. | the music played — will
| automatically “cross-
_ 4 The hippocampus
| creates associations of
_ refer” and trigger a
memory of the other
| objects’ various
properties.* When such
_ elements of the episode.
| associations have finally
| been recorded in the
| hippocampus, the cortex
| is able to reconstitute the
| associations into what we |
' call memory.
|The right hippocampus | Its “place cells” help SPATIAL MEMORY — the
_ create space maps in the _ memory that records
_ mind. | information about one’s
environment — is
to the right
|hippocampus alone.

‘cortex: the outer layer of the brain

? properties: qualities or powers that belong naturally to something

122 CHAPTER 5
 REGIONS OF THE BRAIN Mayor OPERATING Kinps oF Memory
FUNCTIONS PROCESSED

The amygdala: 1 It brings emotional EMOTIONAL MEMORY —

| It is part of the dimibie» memory into play. | the memory of events
| system.? 2 It also helps humans | evoking particularly
manage fear. | strong emotions — is
| made possible by the
| amygdala.
we basal These regions are all | PROCEDURAL MEMORY —
ganglia, motor involved with motor motor memory of skills
cortex: The cerebellum is |control. | that require practice such
located in the back of the | _ as knowing how to ride a
brain stem and is | bicycle — is established
attached to the midbrain; | | in these regions.
the basalrgangliais | (Amnesia caused by
located in the forebrain; | lesions* to the
the motor cortex is | hippocampus does not
located in the back region | _ affect a person’s
of the frontal lobe. | procedural memory.)

> limbic system: includes brain structures concerned with emotion, behavior, motivation, and memory,
including the hippocampus, amygdala, anterior thalamic nuclei, septum, limbic cortex, and fornix
‘lesion: an abnormal change or scar in a part of someone's body such as their lungs or brain, caused by
injury or illness

COMPREHENSION

@ Main Ideas
Match the different types of memory with their functions and the parts of the brain
directly involved. Compare answers with a partner.

Type oF Memory FUNCTION PaRT OF THE BRAIN

_f,v. 1. short-term . encoding information . amygdala and limbic

memory to remember at a later system
time
aS 2elong-term . right hippocampus
memory . amental map
i. hippocampus
pete Sdeciarative . remembering motor
. cerebellum
memory skills
. pre-frontal lobe
___— 4. spatial memory . intense personal
experiences
—___- 5. emotional
memory . remembering episodes
=~ =. 0,< procedural . holding information
memory temporarily

Neuroscience: The Brain and Memory 123

 @ Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.
1. “[The pre-frontal lobe’s] intense activity in matters related to thinking and
decision-making explains why human foreheads are so much higher than
those of their primate relatives, the apes, whose pre-frontal lobes are much less
developed.” (Major Operating Functions, pre-frontal lobe, 2)
a. The physical development of the pre-frontal lobe in both humans and apes is
directly related to higher-level thinking abilities.
b. The physical development of the pre-frontal lobe is more advanced in apes
than in humans.
c. The physical development of the pre-frontal lobe is the same in humans
and apes.

2. “Declarative memory — the memory of facts and events — is made possible by

the hippocampus, the cortical structures surrounding it, and the neural pathways
connected to the cortex.” (Kinds of Memory Processed, hippocampus)
a. For declarative memory to be activated, the hippocampus works all by itself.
b. For declarative memory to be activated, the hippocampus receives help from
the surrounding cortex and nerves.
c. For declarative memory to be activated, the cortex plays a more prominent role
than the hippocampus.

3. “Amnesia caused by lesions to the hippocampus does not affect a person's

procedural memory.” (Kinds of Memory Processed, the cerebellum, basal ganglia, and
motor cortex)
a. Damage to one part of memory implies damage to all other parts of memory.
b. Damage to one part of the brain doesn’t mean all types of memory are
impossible.
c. Damage to motor skills implies damage to higher-level thinking skills.

VOCABULARY
SIRI SET EGE AD Bt BEIT ENE ES ORES,bee RSS SR SSS SS RTS ESE RI REISE

TA) Synonyms
Read the sentences about brain science. Match each word or phrase in bold with its
synonym in the box below. Compare answers with a partner.
—a2_— 1. Functional magnetic resonance imaging (fMRI) is a relatively new
procedure that brings into play the magnetic properties of blood flow in
the brain.
—___ 2. With the fMRI, scientists can reconstitute on a computer the brain
processes related to perception and motor activity.
___ 3. The use of this machine is not restricted to research; it is also used to
diagnose the effects of strokes and Alzheimer’s disease.

124 CHAPTER 5
—— 4. To improve long-term memory, mnemonic devices are used to make
memorization easier.
—— 5. Memory aids can be poems or easy-to-remember visual or auditory clues
that allow people to retrieve the information they need.
—— 6. Anexample of a mnemonic device can be found in musical notation: the
lines in the treble clef represent the notes EGBDF — Every Good Boy
Deserves Fun — which resembles a little poem.
—— 7. These memory aids work over long periods of time because it is easier to
hold on to meaningful information as opposed to arbitrary sequences.
—— 8. The brain sorts information and stores it in different places.
—— 9. Many memory functions converge in the hippocampus.
——— 10. The phenomenon of neuroplasticity means that the brain can adapt and
change even into old age.

a. makes use of f. reassemble

b. come together g. is similar to
c. retain h. limited
d. memory aids i. recall
Gwe \istcmce j- classifies

Singular and Plural of Words of Greek or Latin Origin

Worps oF GREEK or Latin OriciN SINGULAR

|
_ Human memory is a complex phenomenon. phenomenon | phenomena
|This part of the brain has a single stratum of stratum
| cells.
eeeeeeeEeEeEeEeEeEeeEeEEeEeeeeeEee————————eeeEeEeEeEeEeEeEeEeeee ——

_ Each of these elements alone could act as an index indices

| index entry.
This is the biological basis of the functioning of
the brain.

Look at the list of words of Greek or Latin origin. What are their plural forms? Write
them on the lines.
SINGULAR PLURAL SINGULAR PLURAL

1. criterion pre rivet == Se 6. parenthesis

2. datum 7. synthesis

3. analysis 8. medium

4. bacterium 9. appendix

5. matrix 10. addendum

Neuroscience: The Brain and Memory 125

CRITICAL THINKING
2 SSSR ES EESTI SPL SR ES AP SR EL I AR SLE A SD

Discuss the questions with a partner.

1. What would happen if someone’s amygdala were injured in an accident?
2. What would happen to someone if that person’s hippocampus were injured?
3. What would happen if someone’s cerebellum were injured?

LINKING READINGS ONE AND TWO

Fill in the chart linking what Kandel discussed in Reading One with the different types
of memory and parts of the brain presented in Reading Two. Compare answers with
a partner.

Be ON |) 6s B)Yet) 0) Type oF Memory AND

Part oF BRAIN INVOLVED

2. | Post-traumatic stress disorder

y Acquiring/storing abstract knowledge

4 : Continuity
|

7
6. |Alzheimer’s disease

126 CHAPTER 5
READING THREE: Music and the Brain
A) Warm-Up _
Discuss the questions in a small group. Share your answers with the class.

Based on the information communicated in Reading Two:

1. Where do you think the ability to play music is stored in the brain?
2. Does it involve one or more than one part of the brain?

@© Reading Strategy

Skimming First Two Paragraphs

‘Skimming the first two paragraphs «ofa text and circling keywords Heedyoutohave a
clearer idea of what the text willdiscuss)§ = ey
’ €

Skim the first two paragraphs of the reading and circle one or two keywords you find
in each paragraph. Then write them on the lines.

PARAGRAPH 1:

PARAGRAPH 2:

Now read the text. Did you circle the most appropriate keywords?

Music and the Brain

By Oliver Sacks

Oliver Sacks is a_ world-renowned

neurologist and professor of neurology
and psychiatry at Columbia University.
His work was depicted in the film
Awakenings. He has written many
best-selling books, including The Man
Who Mistook His Wife for a Hat, An
Anthropologist on Mars, Musicophilia,
and the autobiographical study Uncle
Tungston.

In the following excerpt from his book

Musicophilia, Oliver Sacks describes
what happened to a well-known British
musician and musicologist, Clive EEEEBORE
ESR
ST
SESE
ESSEPISEF
S.
DEES
EDI
EES

Wearing.
(continued on next page)
RE EEN HI CORREA ER

Neuroscience: The Brain and Memory 127

 Clive Wearing suffered
an___infection. (herpes
encephalitis) in 1985,
which affected parts of
his brain concerned
with memory. He was
left with a memory span
of only seconds, which
Oliver Sacks calls “the
most devastating case of
amnesia ever recorded.”
Here, Sacks examines how
Clive and his wife struggle
to cope with his condition.

Clive Wearing’s life as an eminent musician and musicologist was over.

To imagine the AEE was no more possible than to remember the past —
both were engulfed in amnesia. Yet somehow he always recognized
Deborah as his wife every time she visited. Hows when he recognized no
one else with any consistency,
There are clearly many sorts of memory and emotional memory is one
of the deepest and least understood. His passionate relationship with
Deborah, a relationship that began before theencephalitis infection and
one that centers, in part, on their shared love for music, has engraved |
itself in him so deeply in areas of his brain unaffected by the disease that
the worst amnesia ever recorded cannot eradicate it.
The other miracle was the discovery Deborah made early on that his
musical powers were totally intact. Clive could sit down at the organ and
play with both hands on the keyboard, as if this were easier than riding
a bicycle. He retained his remarkable knowledge of music, his ability
to sight-read,’.to play the piano and organ, sing, conduct a choir,in the
masterful way he did before he became ill.
It’s very clear that two different sorts of memory can exist: a conscious
memory of events (episodic memory) and an unconscious memory for
sbrgcedures, pndthat such procedural memory is unimpairedin amnesia.
5 is is dramatically clear with Clive, too, for he can shave, shower,
look after his toilet, and dress elegantly with taste and style, he moves
confidently and is fond of dancing. He talks fluently and abundantly,
using a large vocabulary; he can read and write in several languages. He
is good at calculation. If he is asked how to do these things, he cannot
say, but he does them. Whatever involves a sequence or pattern of action, |
he does fluently, unhesitatingly.
But Can*Clive’sbeautiful playing and singing, his masterly conducting, i
his powers of improvisationbe adequately characterized simple“skills?
as
or
“procedure”? His playing is filled with intelligence and feeling. ‘Cany
anywartistioworncreativesperformance)of this caliber be explained by, (
“procedural memory”? ;
‘sight-read: to play or sing written music when you look at it for the first time, without
practicing it first
ete
ence
ren
ROLS ROLLE ERESE TELNET ICIS SPOON TILED EGE IIEY

128 CHAPTER 5
 is Each time Clive sings or plays the piano or conducts a choir, automatism
comes to his aid. But what comes out in an artistic or creative performance,
though it depends on automatisms, is anything but automatic. The actual
performance reanimates him, engages him asa creative person; it becomes
fresh and alive, perhaps contains new novations
Clive’s performance self seems, to those who know him, tisces
aseuivict and
complete as it was before his illness.
8 The rope that is let down from heaven for Clive comes not with
recalling the past but with performance — and it holds only as long as
the performance lasts. Without performance, i and he
is thrown back once again into the abyss. It is not the of
things past,” the “once” that Clive yearns for, but can never achieve. It is
the filling of the present, the now, and this is only possible when he is
totally immersed in the successive moments of an act. It is the “now” that
bridges the abyss. ase

“remembrance of things past: an allusion to French author Marcel Proust's novel

A la recherche du temps perdu (Remembrance of Things Past/In Search of Lost Time)

COMPREHENSION
Nn ae led a cee RR SO a in ae aN Ser rae an SS ne Sa a a

(A) Main Ideas

Read each statement. Decide if it is True or False according to the reading. Check (V)
the appropriate box. If it is false, change it to make it true. Discuss your answers with
a partner.

True FALSE

1. Despite his amnesia, Clive’s musical genius has not O ie)

disappeared.

2. Episodic memory explains how the unconscious is working O O

these days in Clive’s life. ,

3. Clive hesitates to do anything that has a pattern to it. O O

4. When Clive plays music, he goes beyond automatic recall oO O

and becomes creative.

5. Clive has to keep performing in order to find his O Oo

connection to the past.

Neuroscience: The Brain and Memory 129

 @ Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.

1. “His passionate relationship with Deborah, a relationship that began before the
encephalitis infection and one that centers, in part, on their shared love for music,
has engraved itself in him so deeply in areas of his brain unaffected by the disease
that the worst amnesia ever recorded cannot eradicate it.” (paragraph 2)
“It” at the end of the sentence refers to...
a. the disease.
b. his passionate relationship with Deborah.
c. the worst amnesia.

2. “Whatever involves a sequence or pattern of action, he does fluently,

unhesitatingly.” (paragraph 5)
a. He can do anything that involves a series of logical steps, without any
difficulty.
b. He can do anything that involves fluency and confidence, without any
difficulty.
c. He can do anything that involves a pattern with fluency and hesitation.

3. “Can any artistic or creative performance of this caliber be explained by

‘procedural memory’?” (paragraph 6)
With this question, the author is wondering . . .
a. if procedural memory can explain such great creativity.
b. if procedural memory will allow other creative performances.
c. if procedural memory has such a caliber.

4. “The rope that is let down from heaven for Clive comes not with recalling the
past but with performance — and it holds only as long as the performance lasts.”
(paragraph 8)
a. Performing saves Clive from the feeling of being lost.
b. Performing leaves Clive hanging by a thread in space and time.
c. Performing well depends on the strength of the rope Clive holds on to.

5. “It is the ‘now’ that bridges the abyss.” (paragraph 8)

a. The present causes the emptiness.
b. It is through the present that he finds the past.
c. The present is lost in the abyss of the past.

130 CHAPTER 5
VOCABULARY

Al Synonyms
Read the sentences. Match each word or phrase in bold with its synonym in the box
below. Compare answers with a partner.

eafie ik Brain diseases can plunge patients into an abyss that isolates them from
friends and family.
. For example, a patient with Alzheimer’s, an incurable brain disease, will
not even recognize members of the family with any consistency.
. As the patient becomes more and more engulfed in the devastating
effects of the illness, participation in normal social interactions becomes
impossible.
. The caregivers themselves, usually family members, become immersed
in the treatment of their loved ones and forget that there is a “normal” life
beyond the sickroom.
. Fronto-temporal dementia is different from Alzheimer’s disease because
patients usually retain their memory at first, but fall into long periods of
silence, showing indifference and odd personality changes.
. Avivid picture of the disease at work could be the following scenario.
. Adistinguished gentleman, once an eminent cook, burns every pot in the
house, and sits withdrawn and silent, no longer speaking to his wife at dinner.
. Although he seems unimpaired when you look at him, his inability to
communicate has affected all his work relationships to such an extent that
he has lost his job.
. In one respect, knowing the unfortunate diagnosis of fronto-temporal
dementia at least explains to the confused wife how a man of this
caliber — her intelligent, kind, and hard-working husband — has
become responsible for such troubling behavior.
. Nevertheless, she yearns for a cure, but with very little hope.
a be Yet, there may eventually be a way to eradicate this disease.
12, Recently, thanks to innovations in science and technology, researchers have
identified drugs that may treat the accumulation of abnormal proteins in the
brain, which is a biochemical and genetic defect that causes some forms of
the disease. Tests on human subjects are expected to start soon.

a. eliminate g. undamaged
b. of this quality h. keep
c. new methods i. desperately desires
d. swallowed up by j. regularity
e. completely involvedin k. well-known
=. deep emptiness ]. dramatic

Neuroscience: The Brain and Memory 131

 @ Using the Dictionary
Read the dictionary entries for eminent, immanent, and imminent.

eminent aqj. famous and admired by many people: an eminent anthropologist

immanent adj. 1 a quality that is immanent seems to be naturally present: Hope seems
immanent in human nature. 2 God or another spiritual power that is immanent is
present everywhere.

imminent adj. an event that is imminent is an event that will happen very soon: A new
trade agreement is imminent.

Now complete each sentence with the appropriate word.

ee _e__throushout the medical protession isine nope to

find cures for certain diseases.

2. When researchers say that the discovery of a cure for any disease is

, people become very optimistic.

3. Ironically, the brain surgeon was now suffering

from the disease that he had studied all his life.

4. Even if danger was Ss ns Se the doctor made light of it so as

not to get his patients into a panic.

5 Everyone hoped ‘that this =

22 = ae statesman would receive

the best medical treatment possible.

Collocations

Check (/) the collocations (words that are often paired together). Discuss your
answers with a partner.

O 1. yearn to be free
O 2. yearn to see her
O 3. yearn to have dinner

O 4. a vivid color

O on. a vivid vocabulary

O 6. a vivid personality

O 7. eradicate a disease

O oo. eradicate a person

O 9. eradicate an issue

132 CHAPTER 5
® Figurative Language

With figurative language, writers are able to get their point across more
dramatically and effectively by means of the pictures that they draw
with words.
EXAMPLE:
® Night’s candles are burned out. (Shakespeare, Romeo and Juliet)

INTERPRETATION:
Here Shakespeare uses figurative language. His “night’s candles” refer to the
stars. The “candles” are “burned out” because the day is beginning and the
stars are disappearing from the sky.

In paragraph 8 of the reading, the author uses figurative language. Reread the
paragraph. Pay attention to the underlined words and discuss their meaning with
a partner.

The rope that is let down from heaven for Clive comes not with recalling the past
but with performance — and it holds only as long as the performance lasts. Without
performance, the thread is broken and he is thrown back once again into the abyss. It
is not the remembrance of things past, the “once” that Clive yearns for, but can never
achieve. It is the filling of the present, the now, and this is only possible when he is totally
immersed in the successive moments of an act. It is the “now” that bridges the abyss.

"INTERPRETATION

a heavenly gift; a chance to climb up |

| from deep emptiness

oe | thrown back into the abyss

4. _ yearning for the past

Neuroscience: The Brain and Memory 133

GRAMMAR FOR READING: Rhetorical Questions
a age ee SE OR <6 SS ee

A rhetorical question may look like a question, but it is a way of making

a statement or introducing a new idea without expecting a reply. Unlike
questions of fact, rhetorical questions often have no answer or no universally
accepted answer. Rhetorical questions often serve as a way to prepare the
reader for the author’s opinions.

EXAMPLE:
Question of Fact: When was the new law passed?
Rhetorical Question: What could that law possibly mean?

1 Identifying Rhetorical Questions

Work with a partner, Read the questions and decide if they are rhetorical questions
(R) or questions of fact (F). Discuss the reasons for your answers.

__— 1. What caused Clive’s amnesia?

oe 2. Is procedural memory an unconscious memory?
sO .3. Isn’t music a universal language?
RR 4. Has Clive been able to sight-read since his amnesia set in?
pats 5. Can there be anything worse than not having a way to remember the past
and look into the future?
ol Ses 6. Does love conquer all?
7. Does Clive still have a large vocabulary?

BAe
i 3
Are Clive’s piano performances merely a sign of—_——_
rote learning? ’
(KR ONVL |
2 Considering the Author’s Point of View

Go back to the reading. Underline the three rhetorical questions asked by the author.
Then write each one on the lines and answer the questions that follow.

ue

Q: What answer does the author give to this question? Is his opinion clearly stated?

A:

Q: What answer does the author give to this question? Is his opinion clearly stated?

A:

Q: What answer does the author give to this question? Is his opinion clearly stated?

A:

134 CHAPTER 5
NOTE-TAKING: Using Keywords as a Study Tool

Go back to the reading and read it again. For each paragraph, write down the
keywords and a few notes next to each one. You should try to predict the questions
the teacher will ask. For each paragraph, write a possible question.

a Keywords
ee ee, .

Notes: _recognized
Deborah, noone else

Question: Asa patient with amnesia, how many people did Clive recognize? _
. Keywords:

Notes:

Question:

. Keywords » __Ptohed
his pimarkable, Rrowijedlee | muctcod pow-t
Notes: peas AA behres M0! beeing get oa eS
Question: Co hose dhitety | momorye, Abe pot ofuectech byinertcom , Why
. Keywords:

Notes:

Question:

. Keywords:

Notes:

Question:

. Keywords:

Notes:

Question:

. Keywords:

Notes:

Question:

. Keywords:

Notes:

Question:

Now ask a partner your questions. Writing questions and answering them is a good
way to prepare for an exam.

Neuroscience: The Brain and Memory 135

CRITICAL THINKING
LST a Ta LAE DE

1 Discuss the questions in a small group. Be prepared to share your answers with
the class.

1. Which parts of Wearing’s brain were affected by memory loss? Which parts were
not?
2. Some people say that love conquers all. Do you think the story of Clive Wearing
supports this idea?
3. Who do you believe suffers more from Clive’s amnesia, Clive or Deborah?

4. Dr. Oliver Sacks writes with great sympathy and humanity about people affected
by brain disorders. In paragraph 3, he calls Wearing’s ability to still play music
“a miracle” because Dr. Sacks understands how important music was to this man.
Look at the word choices in paragraphs 7 and 8. How does the author’s choice of
words show his compassion and feeling for Clive Wearing?

2 Read this list of events and decide whether they are directed by the conscious
episodic memory (E) or the unconscious procedural memory (P).

Be tel) 4A young man remembers the first time he had a piano lesson.
mes 2. A woman always combs her hair after using the dryer.
atias 3. After many years, a man goes into the ocean and remembers how to swim.
_Z_ 4. Awoman returns to a restaurant she went to on her honeymoon and
remembers what she ordered.
ee 5. Aman remembers how to make an omelet.
_E_ 6. Awoman remembers her first kiss.

aC
BRINGING IT ALL TOGETHER
Work in groups of three. Role-play an interview with Eric Kandel and Oliver Sacks
about memory and memory loss. The journalist will ask questions of the others.
Kandel and Sacks will express their opinions. Use some of the vocabulary you
studied in the chapter (for a complete list, go to page 138).

Toric: The different types of memory and memory loss

ROLEs:
¢ Journalist
e Eric Kandel
e Oliver Sacks

136 CHAPTER 5
 QUESTIONS:
¢ Professor Kandel: How was your life affected by events in your childhood?
¢ Professor Sacks: What does the case of Clive Wearing tell us about the
functioning of the brain?
¢ Professor Kandel: What is your opinion about this case?
¢ Professor Sacks: How does what Professor Kandel say about memory make
us appreciate all the more the tragic condition in which Clive Wearing finds
himself?

Add your own questions:

WRITING ACTIVITY
Write a three-paragraph essay about your most important memory — a memory
that was a “defining moment” for you. How did your attitude toward love, studies,
a career, or life values change as result of this experience? Use more than five of the
words or idioms you studied in the chapter.

¢ Introduction: Explain the moment to the reader.

¢ Body Paragraph: Tell the reader how this event or situation affected your life and
the choices you have made.
¢ Conclusion: Discuss the future.

DISCUSSION AND WRITING TOPICS

Discuss these topics in a small group. Choose one of them and write a paragraph or
two about it. Use the vocabulary from the chapter.
1. What do you do to help yourself remember? How do you memorize material for
school? For professional purposes?
2. Oliver Sacks’s books deal with very extreme cases of neurological difficulties.
Why do people find it very interesting to learn about cases like that of Clive
Wearing? What do such cases teach us? Do you find these studies interesting?
Useful?
3. Eric Kandel calls memory “mental time travel.” Why does he say this? Do you
agree or disagree? Can you give examples from your life?
4. Kandel calls understanding individual consciousness and free will the “ultimate
mystery.” How does his thinking seem to be close to philosophy or religion? Do
you think that science can or should deal with these problems?

Neuroscience: The Brain and Memory 137

 _ VOCABULARY
Nouns Verbs Adjectives Phrases and
abyss afflict abstract * Idioms

bewilderment converge binding bring sth into

consistency * eradicate coherent * play
innovation * persist * eminent eppuiledsy
phenomenon * reconstitute humiliating hold on to
transmission * resemble luminous immersed in
retain * restricted * in retrospect
retrieve sorting mnemonic
sever traumatic device
ultimate of this caliber
unimpaired yearn for
ne,

vivid
= AWL (Academic Word List) item

_SELF-ASSESSMENT
In this ohaple: you lean
¥ & Visualize the content ofa textto
understanditbetter
~ O Scana chart to find specific information
~ O Skim the first two paragraph: ofa text.
to get an idea of what it will discuss - 2
v © Guess the meaning ofwordsfromthe
context

¥ O Use dictionary entries tolear th

meanings ofwords —.
gz Understand and use synony ms,
- gollocations, different word forms,and
_words of Greek orLatin ori

O Take notes o making isteaadusing .

keywords as study tools
~ What can youdo well? J
m mS
What do you need to practice more

138 CHAPTER 5
To read academic texts, you need
to master certain skills.

In this chapter, you will:

e Scan a text for specific
information
e Find the link between the title of
a text and the first paragraph
e Predict the author’s point of
view from the first paragraph of
a text
e Guess the meaning of words
from the context
e Understand and use synonyms,
collocations, phrasal verbs, and
different word forms
e Recognize and use hedging
language
® Take notes to identify the
arguments for or against the
author’s thesis
© Complete an outline with the
necessary details
 EFORE YOU READ |
seats
Mig =A PR NeeS eee es
RAE
Pat
ES
‘ a
eS
Ee aoa
z aya
ie Pet ok
SIS TE
tee
as.
Sieg pr

Consider These Questions

Discuss the questions with a partner.

1. What kinds of animal sounds are you used to hearing? Do you understand some
of them?

2. Wh ngs from the ocean and elephant sounds from the jungle are available on
the Web. Have you ever heard them? How do scientists obtain these sounds?

3. Why do you think scientists want to study animal sounds?

4. Can some animals understand human language?
5. Can some animals imitate human language and communicate with humans?

READING ONE: Bridges to Human Language 0

@® Warm-Up
Discuss the question in a small group.

Both animals and humans communicate with sounds. What is the difference between
animal sounds and human language?

© Reading Strategy
Va |pores
) kal wor ais? rYorsTalaliare mie)mes)el=celi
item(alcelenarslice)al

i new words Scanning a text means reading it quickly and superficially to find specific
2 information like names, dates, places, definitions, etc.

~ Lao
=) Non : cagh. Scan the reading to find out (1) the name of the animal it focuses on, and (2) the kind
gee Y of information this animal needs to communicate. Write the name and information on
£ the lines.

ais

Dy

Now read the text to learn more about this animal and its “language.”

140 CHAPTER 6
 Bridges to Human Language
By Jared Diamond

Jared Diamond, currently professor of geography at the University of

California, Los Angeles, is an American scientist and the author of The
Third Chimpanzee: The Evolution and Future of the Human Animal,
Collapse: Why Societies Choose to Fail or Succeed, and Guns, Germs, and
Steel. This text is an excerpt from The Third Chimpanzee.

Human language origins constitute the most important mystery in

unbnidgeahle ie understanding how we became uniquely human. Between human language
: and the vocalizations of any animal lies a ‘Seemingly unbridgeable gulf.
Daly 1S Unfortunately, the origins of language prove harder to trace than the
signer? origins of the human pelvis,’ skull,? tools, and art. All those latter things
may survive, and can be recovered /and dated, but spoken—werd—
the
“vanishes
in an instant.
2 Many wild animals communicate with each other by sounds, of.
which bird songs and the barking of dogs are especially familiar to us.
Despite this long history of intimate association, our understanding of
these ubiquitous familiar sounds has suddenly exploded because of the
application of new techniques: the use of modern tape recorders to record
animal calls, electronic analysis of the calls to detect subtle variations
‘impefceptible to the unaided human ear, broadcasting recorded calls/
back to animals to observe /how they react, and observing/their reactions
to electronically /reshuffled calls. These methods are revealing animal
communication to be much more language-like than anyone would have
guessed thirty years ago.
3 The most sophisticated |“animal language”/studied to date is that of a /
common cat-sized African monkey known as the vervet. Equally at home
in trees and on the ground of savanna and rain forest, vervets are among
the monkey species|that visitors/to East African game parks /are most
likely to see.
4 About three quarters /of wild vervet deaths/are caused by predators. If
you're a vervet, it’s essential to know/the differences between a martial
eagle, one of the leading killers of vervets, and a white-backed vulture,
an equally large soaring bird that eats carrion® and is no danger to live
monkeys. It’s essential to ‘act appropriately jwhen the eagle appears, and
to tell your relatives. Besides these problems/posed by predators,
have complex/social relationships with each other. For all these reasons,
vervets would efficient
profit from ways jof communicating about and
representing their world.
(continued on next page)

‘yelvis: the set of large, wide curved bones at the base of the spine, to which the legs
are joined
* skull: the bones of a person's or animal’s head
>carrion: dead flesh that is decaying

Zoology: Animals and Language 141

 5 When they see a large broad-
winged soaring hawk, vervets
usually respond with the eagle
call if the hawk is a martial
eagle or crowned eagle, their .
two most dangerous avian .
predators. They usually do not _
respond if the hawk is a black-
chested snake eagle or white-
backed vulture, which do not
prey on vervets. Seen from
below, black-chested snake
eagles look rather similar to
martial eagles in their shared |
‘pale underparts, banded tail,
and black head and_ throat.
Vervets rate as good bird-watchers, because their lives depend on it!
These examples demonstrate that _vervet alarm are not
expressions of They have an external referent* that
may be quite exact.
Skeptics go on to dispute proposed analogies between animal sounds
and human speech on the further grounds that? human speech is learned,
but that many animals are born with the instinctive ability to utter the
sounds characteristic of their species. However, young vervets qaneasioy
TE
R
RL
L
S

to utter and respond to sounds appropriately, just as do human

infants. The grunts of an infant vervet sound different from those of an
adult. “Pronunciation” gradually improves with age. Infant vervets don’t
learn reliably to give the correct response to an adult’s call until the age
of six or seven months. Not until the age of two years does the infant
consistently emit each alarm call in the correct context.
Unfortunately, vocal communication by wild chimps and other apes
has never been studied by the methods applied to vervets, because of
logistical problems.® Several groups of scientists have nevertheless spent
years training captive gorillas, common chimps, and pygmy chimps to
understand and use artificial languages based on plastic chips of different
sizes and colors, or on hand signs similar to those used by deaf people,
or on consoles like typewriters with each key bearing a different symbol.
At a minimum, these studies of trained apes reveal that they possess
the intellectual capabilities for mastering large vocabularies, begging
the obvious question’? whether they have evolved such vocabularies in
the wild.

‘ referent: reference
>on the grounds that: because
° logistical problem: practical problem
’beg the question: If something begs the question, it avoids dealing with the question
discussed.
| | AS
ET
ROR
EN
AU
neaTO
RL
E
ITI
TN
EII

142 CHAPTER 6
 8 Humans don’t just have vocabularies of thousands of words with
different meanings. We also combine those words and vary their forms
in ways prescribed by grammatical rules (such as rules of word order)
that determine the meaning of the word combinations. Grammar thereby
lets us construct a potentially infinite number of sentences from a finite
number of words. Most linguists would not dignifyan animal’s system of
vocal communication with the name of language, no matter how large its
vocabulary, unless it also involved grammatical rules.
9 No hint of syntax has been discovered in the studies of vervets to date.
Most of their grunts and alarm calls are single utterances. In short, while
the gulf between animal and human vocal communication is surely large,
scientists are rapidly gaining understanding of how that gulf has been
partly bridged from the animal side.
: GY
SLL a aT RE SE Dee Te ee SSO TREY NE SEE LIEEDLE TBE TELE SU BE OIE SILI SPIER EROS

COMPREHENSION

TA) Main Ideas

Read each statement. Decide if it is True or False according to the reading. Check (/)
the appropriate box. If it is false, change it to make it true. Discuss your answers with
a partner.

True FaALse

1. The use of modern tape recorders in the wild has confirmed oO Oj

the ideas researchers had about animal language 30 years ago.

2. Vervets vocalize special calls that alert each other to fF 2

specific dangers.

3. Evidence seems to point to the fact that vervets’ sound patterns g Na)
are instinctive rather than learned. }

4. Although chimps and wild apes in captivity seem capable of O O

learning human language, we know that they do not develop V
large vocabularies on their own in the wild. \/_

5. For the majority of linguists a system of communication cannot O O

be considered a language unless it depends on grammatical rules. ~

6. Animals communicate with each other by using sounds ral O

that are more “language-like” than we thought. ),

7. It is not hard to trace human language origins. O O

SPo x

Zoology: Animals and Language 143

 @ Close Reading
Read the quotes from the reading. Circle the answer that best explains each quote.
Share your answers with a partner.

1. “If you're a vervet, it’s essential to know the differences between a martial eagle,
one of the leading killers of vervets, and a white-backed vulture, an equally large
soaring bird that eats carrion and is no danger to live monkeys. It’s essential to act
appropriately when the eagle appears, and to tell your relatives.” (paragraph 4)

Acting appropriately means...

a. ignoring the eagle and telling others what to do.

\b. realizing it is an eagle and telling others what to do.

. “Seen from below, black-chested snake eagles look rather similar to martial
eagles in their shared pale underparts, banded tail, and black head and throat. wy

(paragraph 5)

The author’s purpose in writing this statement is .. .

a. to tell you about the characteristics of eagles.
b. to make you see how carefully vervets must look at eagles.

. “These examples demonstrate that vervet alarm calls are not involuntary
expressions of either fear or intent. They have an external referent that may be
quite exact.” (paragraph 5)

The author’s purpose in writing this statement is...

(a; to clarify that vervet sounds are very specific and not just the result of emotion
or chance.
b. to clarify that the argument about how vervets have the beginnings of real
language is false.

. “Not until the age of two years does the infant consistently emit each alarm call in
the correct context.” (paragraph 6)

The author’s purpose in writing this statement is...

a. to show that vervet sounds are inborn and instinctive.

‘b, to show that vervet sounds are learned like language.

. “Most linguists would not dignify an animal’s system of vocal communication

with the name of language, no matter how large its vocabulary, unless it also
involved grammatical rules.” (paragraph 8)

This statement emphasizes that . .

‘a) the essence of human language is the ability to understand and use grammar.
b. the essence of human language is the ability to understand and use
vocabulary.

144 CHAPTER 6
VOCABULARY

@ Guessing from Context

Read each quote from the reading. Try to guess the meaning of the words in bold
from the context. Write the clues that helped you guess and your guess. Then consult
a dictionary and write the definition.

i “Unfortunately, the origins of language prove harder to trace than the origins of
the human pelvis, skull, tools, and art. All those latter things may survive, and
can be recovered and dated. . .” (paragraph 1)

trace Clues: —origins / recovered and dated

Guess: discover_
Dictionary: _to study the history, orprogress, of something __

. “Many wild animals communicate with each other by sounds, of which bird
songs and the barking of dogs are especially familiar to us. Despite this long
history of intimate association, our understanding of these ubiquitous familiar
sounds has suddenly exploded.” (paragraph 2)

ubiquitous Clues:

Guess: ——

Dictionary:

. “Skeptics go on to dispute proposed analogies between animal sounds and

human speech on the further grounds that human speech is learned, but
that many animals are born with the instinctive ability to utter the sounds
characteristic of their species.” (paragraph 6)

skeptic Clues:

Guess:

Dictionary:

utter Clues:

Guess:

Dictionary:

. “Humans don’t just have vocabularies of thousands of words with different

meanings. We also combine those words and vary their forms in ways prescribed
by grammatical rules (such as rules of word order) that determine the meaning of
the word combinations.” (paragraph 8)

prescribe Clues:

Guess:

Dictionary:

Zoology: Animals and Language 145

 @ Synonyms
Complete each sentence with a word from the box. Use the synonym in parentheses
to help you select the correct word. Compare answers with a partner.

artificial imperceptible skeptics ubiquitous

emit predators subtle utter
gulf prescribe trace

The Secret Language of Elephants

For 20 years Andrea Turkalo has studied a group of wild elephants in the Congo
basin rain forest, collecting an archive of elephant behavior and sounds.

1. In the Dzanga Clearing, elephants are ubiquitous ; the clearing

(everywhere)
is a watering hole, a spa, and a sanctuary of peace for all of them.

2. In this area, the elephants can be studied in their natural habitat, not in an

setting like a zoo.

(unnatural)
3. Humans are the only ie ' for forest elephants, but in
(natural enemies)
this rain forest, the elephants are safe.

4. Elephants aa complicated, sophisticated sounds that

(make)
scientists are trying to record along with videos of the specific behavior that

accompanies the sound.

5. Researchers use cutting-edge acoustic devices to record

(slight)
changes in pitch in elephant sounds.

6. Once or twice a year, Andrea Turkalo takes her recordings to Cornell University,

where researchers are collecting the early stages of a dictionary on elephant

vocalizations. To facilitate this process, the researchers are following rules that

PYRO proper sound classification techniques.

(set down)
7.. Researchers find it diffieult to. = 1YOQQ0 = ee elephant
(follow)
vocalizations by ear because most elephant sounds are at very low frequencies,

below what humans can hear.

'Old elephants or weak baby elephants can be killed by lions or tigers.

146 CHAPTER 6
 8. Although the sounds elephants fy are almost
(give voice to)
to the human ear, these vocalizations carry far to
(inaudible) -
other elephants in the dense forest.

ai b od may refuse to call elephant vocalizations a

(doubters)
language, but the sounds have a meaning in the social life of elephants.

10. Many countries want to protect elephants but don’t have enough money for

guards to protect the sanctuaries. There is a

(gap)
between theory and practice, between the law and the manpower to enforce it.

‘C) Word Usage: prescribe vs. proscribe

Use the verb prescribe:

1. to officially say what medicine or treatment a sick person should have
e Doctors prescribe medication to help their patients get better.

2. to state officially what should be done in a particular situation

e Federal law prescribes a jail sentence of four years for this type of crime.

Use the verb proscribe:

to officially say that something is not allowed to exist or be done
e Their religion proscribes gambling.

Complete each sentence with the correct word form. Choose from the two forms in
parentheses. Compare answers with a partner.

1. The guidelines PYOS Of insulting people because of their

(prescribe / proscribe)
origins, religious affiliation, or sexual orientation.

2. The law pros animal abuse.

(prescribes / proscribes)
3. The law pK fair treatment for animals and punishes
(prescribes / proscribes)
animal abuse with fines or jail time.

4, Some medicines that are allowed in one state in the United States may be

in another.
(prescribed / proscribed)
5. Bed rest is often is ned for a sprained ankle.
(prescribed / proscribed)

Zoology: Animals and Language 147

NOTE-TAKING: Identifying Arguments for or against the Author’s Thesis
a eI OT OR ec as De

Go back to the reading and read it again, taking notes on the implied arguments.
Then fill in the chart with information from each side.

AutHor’s Tuesis: Animal communication is much more language-like than anyone

would have guessed.

AGAINST

l. |Vervets communicate about eagles. | No, it’s just involuntary sounds of

fear.

CRITICAL THINKING
Discuss the questions in a small group. Be prepared to share your points of view with
the class.
1. Why would vervets have evolved such sophisticated communication? Do you
think the author proved his point that animals are capable of developing a
vocabulary in the wild?
2. Why is this reading called “Bridges to Human Language”?
3. Many people want us to treat animals more kindly than we do. Why would
discussing animal language help this movement?
4. If you know the vocabulary of a language, is it enough? Why do linguists think
that grammar is more important?

148 CHAPTER 6
paLSeitalacd
aAACE
LVRS: SDSS Jo une}Soto tt

@ Warm-Up
Discuss the question with a partner.

How would you set up an experiment to see if chimps or apes could learn human
language? Remember, they are not physically able to reproduce all the sounds of any
human language.

'B) Reading Strategy

Finding the Link between Title and First Paragraph

There is often a direct link between the title of a text and the contents of its
introductory paragraph. Understanding this link helps the reader focus with more
confidence on the rest of the text.

Look at the title of the reading. Then read the first paragraph and the first word of the
second paragraph. Discuss the questions with a partner.
1. What does the title imply? Who are the “relatives,” and whose relatives are they?
2. How does the first paragraph clarify the subject of the text? What do linguists
sharing Chomsky’s point of view think?
3. The second paragraph begins with “But.” What do you think it will discuss?

Now read the whole text to find out if your predictions were correct.

. 9 Poa =

Speaking to the Relatives

From the Why Files

1 Where did our capacity for language originate? Many linguists, echoing the
influential Noam Chomsky,’ arguesthatit's.a.uniquely human gift. According to this
school, chimpanzees and other close relatives could not use language because
they lack the human brain structures that create language.

2 But other researchers disagree, pointing out that a few apes can use, at least to
some extent, symbolic communications systems — languages — like American
Sign Language. E. Sue Savage-Rumbaugh,? a Georgia State University biology
professor, says the accepted wisdom reflects a long-standing bias and that
modern studies are refuting it.
(continued on next page)

‘Noam Chomsky: linguist, philosopher, cognitive scientist, and political activist; has taught at
MIT for 50 years and has been described as the father of modern linguistics
2 Dr. Sue Savage-Rumbaugh: originally based at Georgia State University’s Language Research
Center in Atlanta, and now serves as executive director and head scientist at Great Ape Trust
in Des Moines, lowa

SE ee ne
ee ee OST eran Tee ee eT eT NNR TTT

Zoology: Animals and Language 149

 3 Savage-Rumbaugh studies
bonobos — a relative of ours that,
like chimpanzees, shares 98 to 99
percent of human genes. When you
spend all day with bonobos, she
says, “the differences don’t loom
very large. . . . They look like us, care
like us, smell like us, think like us.
They are like us.” Speaking at the
recent American Association for the
Advancement of Science meeting
in Philadelphia, Savage-Rumbaugh
observed that since apes don’t have
~avocal tract, they can’t make the
sounds of human language. Previous researchers have tried to overcome that liability
by teaching apes sign language. Savage-Rumbaugh, however, uses a “keyboard”?
consisting of 400 symbols, and what she finds is controversial.“Ifyou talk to apes and
point to little symbols, they learn to understand language just as I’m talking to you.”

aS Instead of using behaviorism — rewarding the apes with food each time they
use a word correctly — she allows the animals to pick up words in “normal”
conversation. : “Watching Kanzi [an experimental bonobo] in
casual ‘conversation,’ one is
struckby the intense give-and-take,” wrote journalist
Stephen Hart, author of The Language of Animals. Furthermore, the researchers
found Kanzi’s understanding of new sentences to be about equal to that of a two-
and-a-half-year-old child, Hart found.

5 Savage-Rumbaugh suspects that bonobos are using language |in the wild, but .
since they congregate in trees in groups of about 100, “it’s almost impossible |
to study them.” And on the ground, they are silent to avoid predators. Savage- q
Rumbaugh contends that wild bonobos — only an estimated 4,000 to 40,000
survive in Congo, formerly Zaire — have a second communication system. This
one resembles road signs built of smashed plants rather than steel.

6 The finding grew from the observation that troops of bonobos hang out in various
locations during the day. When bonobos go foraging on the ground, the small
groups must maintain “radio silence” to evade predators. Savage-Rumbaugh
began wondering how one group manages to follow another to the next hangout.
—_—_——

7 In 1995, Savage-Rumbaugh spent two months studying bonobos at a research

station operated by Takayoshi Kano, a Japanese primate researcher in the
Congo forest. During two days of following troops with local bonobo trackers, she
observed that their trails were clearly marked by smashed plants and branches
planted at an angle to the direction of travel.

8 Although skeptics could counter that she was just seeing trampled plants,
she contends they actually were road signs since they occurred only at trail
intersections. “These clues are not left at arbitrary points in the vegetation but
rather at locati he l litan individual following might be :
confused as to the correct direction to take’ While the finding has not been
replicated in other primates, Savage-Rumbaugh suspects'thatitmight represent
the kind of symbolic communication system humans rely on.

> keyboard: also referred to as a “lexigram’” in the literature on this topic

df

150 CHAPTER 6
COMPREHENSION

TA) Main Ideas

Read each statement. Decide if it is True or False according to the reading. Check (/)
the appropriate box. If it is false, change it to make it true. Discuss your answers with
a partner.

TRUE FALSE

1. Bonobos can speak human languages. O ene

2. Some bonobos can use sign language or communication es O

symbols to some extent.

3. Kanzi can listen and respond in conversation. eel O

4, All scientists believe that bonobos use communication O JA

symbols in the wild. Y

5. Savage-Rumbaugh is a famous scientist working with O

bonobos and sign language. |
, oy
eA
@ Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.

1. “Many linguists, echoing the influential Noam Chomsky, argue that [the capacity
for language] is a uniquely human gift. According to this school, chimpanzees and
other close relatives could not use language because they lack the human brain
structures that create language.” (paragraph 1)
a. According to Chomsky, chimps and bonobos cannot use language.
b. Chomsky is the only one who believes that chimps eel bonobos cannot
use language. rn WwW peov

2. “’Watching Kanzi [an experimental bonobo] in casual “conversation,” one is

struck by the intense give-and-take,’ wrote journalist Stephen Hart, author of
The Language of Animals.” (paragraph 4)

The “give-and-take” Stephen Hart refers to is .

(a) the turn-taking that humans share in their SRT IK,another.
one
b. the mutual sharing and bonding that seems to be occurring in the
conversations between bonobos and humans.

3. “Although skeptics could counter that [Savage-Rumbaugh] was just seeing

trampled plants, she contends they actually were road signs since they occurred
only at trail intersections.” (paragraph 8)
a) Savage-Rumbaugh thinks the animals are signaling to each other.
b. Skeptics don’t believe the road signs occurred only at trail intersections.
(continued on next page)

Zoology: Animals and Language 151

 4. “Savage-Rumbaugh suspects that bonobos are using language in the wild, but
since they
congregate in trees in groups of about 100, ‘it’s almost impossible to
study them.’ And on the ground, they are silent to avoid predators.” (paragraph 5)
a. Savage-Rumbaugh can prove that bonobos communicate with each other in
the wild, not just with humans in the laboratory.
b, Savage-Rumbaugh thinks bonobos communicate with each other in the wild,
not just with humans in the laboratory.

VOCABULA RY
eo Rs a Poet Se OTS RS é SR MLS IES

A) Word Forms
1 Fillin the chart with the correct word forms. Use a dictionary if necessary.
An X indicates there is no form in that category.

refute

2 Complete the sentences with the correct form of the words from the chart. The first
letter of each word has been given to you as a clue. Compare answers with a partner.

Ne Although bonobos congregate ____.___in trees, they often walk on

two legs on the ground. Their closeness to the human genome and their peaceful

social life are what attracts researchers to their habitat in the Congo.

. Savage-Rumbaugh’s work is a r° of the idea that

bonobos cannot use human language to some degree.

. Although the animals cannot speak, Savage-Rumbaugh’s omaha eS

is that they can understand words and use them to communicate.

. Her critics, on the other hand, cémtes that knowing words

is not enough; they ech

0 Chomsky in saying that

animals cannot have language because they don’t know grammar and syntax.

152 CHAPTER 6
 5. We may try toeya (ssh issue and say that grammar and

syntax are not everything in language; linguists, however, maintain that without

grammar, language does not exist.

6. Still, itis hard torgue CCCs e fact that specially trained

bonobos can have conversations with humans using the keyboard.

@ Synonyms
Complete each paragraph with the words or phrases from the box. Use the synonym
in parentheses to help you select the correct word or phrase. Compare answers with
a partner.

congregate contend evade forage

Bonobos and the natural habitat where they Gongreqate

1. (gather)
are endangered. Bonobos have been all but destroyed by hunters. Many of the

villagers living in the area the rules about entering

2. (get around)
the sanctuary park because they want to for ag * for food.
3. (search for)
Researchers that greater education is needed in the
4. (claim)
remote villages along with better signs indicating the park boundaries.

bias counter — echoing loom pick up refute uniquely

Kanzi is a _ talented male bonobo who lives at the Great

5. (very especially)
Ape Trust of Iowa. He has demonstrated a great ability to Pick
6. (learn)
language. Skeptics of bonobo research eT UH the validity of
7. (argue against)
some of the research team’s conclusions. They CS strat
8. (answer)
Kanzi’s sentence structure is very simple, 0/9 Chomsky’s
9. (repeating)
concerns about grammar. Most of the work done with Kanzi concerns comprehension

rather than production of language. Savage-Rumbaugh claims that there is a

against realizing that animals can use language. No one

10. (prejudice)
knows what research findings on the horizon that will
11. (are likely to appear)
confirm either point of view.

Zoology: Animals and Language 153

 @& Phrasal Verbs with pick

A phrasal verb is a combination of a verb and particle

a (or two). The
combination has a special meaning, different from the meaning of the verb.

Pick up is a phrasal verb with many different meanings, including the

meaning used in the reading: “to learn.”
¢ She allows the animals to pick up words in “normal” conversation.

Pick is also used with other particles, like at, out, up on, etc. The resulting
phrasal verbs have many different meanings.

Read the dictionary entries for the phrasal verbs pick at, pick out, pick up, and
pick up on. The entries give some of these verbs’ many meanings.

pick at phr. v. 1 to eat something by taking small bites but without much interest 2 to
touch something repeatedly with your fingers, often pulling it slightly

pick out phr. v. 1 to choose someone or something carefully 2 to recognize someone or

something in a group of people or things

pick up phr. v. 1 to lift someone or something up from a surface 2toimprove $3 to learn

something without much effort or without being taught inaclass 4 to begin something
(a conversation, a meeting, a life) again, starting from the point where it stopped earlier
5 to find someone and take him/her to the police station for questioning

pick up on phr v. 1 to notice something, especially when it is difficult 2 to return toa

point or an idea that has been mentioned and discuss it more

Now read each sentence. Decide which meaning of the verb is being used. Write the
number of the appropriate meaning.

_1l_— a. The dog just picked at his tray of dog food. It didn’t seem hungry.
_—~ b. The dog’s owner picked at a scar on her arm because it itched badly.
ST. Following his master’s orders, the dog picked out a doll from the pile of
toys in the other room.
_1_— d. It was hard to pick out the one dog in the animal shelter that they would
take home with them because all the dogs were adorable.
—__ e. Many people believe that an animal’s understanding of words picks up as
it hears the words over and over again.
Lee Might it be easier for dogs to pick up their master’s language than for their
masters to pick up their dogs’ language?
—_— g. The young girl picked the puppy up from the ground and held him in her
arms when he refused to walk any more.
_.___ h. A dog’s learning speed will pick up with a trainer who knows how to
gradually increase the difficulty of challenges.
Pee dog can pick up on his master’s anxiety and will show compassion by
rubbing his head against the master’s leg.
_— j. People discussed the newspaper article again and picked up on the part
about the dog understanding so many commands in English.
154 CHAPTER 6
GRAMMAR FOR READING: Hedging Language
SSO PRR aa:

When we hedge, we avoid giving an absolute answer or using strong

language. We do not use words like “is,” “declare,” “maintain,” and “insist on.”
We use:

MopDats: may, might, could, must

¢ The research may help us understand the origins of language.

VERBS: appear to, seem to, tend to; suspect that, contend that,
suggest that, propose that, argue that, claim that
¢ The results appear to support the scientists’ hypothesis.

ADVERBS: probably, seemingly, generally, perhaps

¢ Perhaps linguists will revise their theories.

By using hedging language, researchers leave room for further interpretations

and findings. Although their statements are based on evidence, they realize that
the evidence they present is not always absolute; it suggests possibilities but
not 100% certitude.

1 Check (/) the sentences that use hedging language.

O 1. The languages that animals speak do not seem to follow grammatical rules.
2. Jared Diamond’s discussion may give us insights into the origin of language.
& 3. The vervets are among the monkey species that visitors to East African game
parks usually see.
0 4. The Great Ape Trust, where Kanzi and his sister, mother, nephew, and four
other bonobos now reside, is North America’s largest great ape sanctuary.
O 5. Psychologist Sue Savage-Rumbaugh suggests that the uniqueness of human
language may now come under question as we learn more and more about
other species’ language ability.

2 Find three sentences in Reading One using seemingly, may, and appear. Write them
on the lines.

1;

Pa

3:

3. Find three sentences in Reading Two using argue that, seem to, and suspect that.
Write them on the lines.

ie

Zoology: Animals and Language 155

NOTE-TAKING: Completing an Outline with the Necessary Details
Sa A a Sa PRES RSE SE ae eeeeeeeee a tal |

Go back to the reading and read it again. Using the cues given here, fill in the
necessary details of the outline with notes in your own words.

I. Argument about Bonobos’ Language Ability

A. Chomsky and some linguists

1. humans: _language
is spoken only byhumans
2. chimps/other relatives: _do not have the brain structure to create

_language

B. Rumbaugh-Savage and other researchers

1. few apes:

2. modern research and bias:

II. Research with Apes and Language

A. Lab experiments

1. sign language:

2. keyboard:

B. Experiments with apes in the wild

1. difficulties for researchers:

2. predators/marking of trails:

C. Skeptics

1. Skeptics’ argument:

2. Rumbaugh’s response:

156 CHAPTER 6
CRITICAL THINKING
RELI LEN LITT ELT EIS ITOP OT ERENT TAleSh NFAY DOES TERE! THR ERTIES SINE I REGION, TATU PD BET FRSIUEIEES

Discuss the questions in a small group. Be prepared to share your answers with
the class. -
1. Why do you think universities in many countries give money to programs about
animal life? What can we learn from them?
2. In the experiments at the Great Ape Trust, Savage-Rumbaugh’s bonobos are
learning to respond to human language. Are Savage-Rumbaugh’s findings
important for what we would like to know about bonobos in the wild? Does her
research give us an idea of how they communicate in their natural setting? Why
or why not?
3. Is the fact that Kanzi can learn words in the give-and-take of “normal”
conversation important for Savage-Rumbaugh’s experiment? Why or why not?
4. Does the information we learned about vervets strengthen or weaken what
Savage-Rumbaugh claims about bonobos communicating among themselves in
the wild? Why?

LINKING READINGS ONE AND TWO

II OL DI DL EE ILE ROG NERS LOPE DED ESL SLPS FELL TEEN SE IRN LOSE SRT TREE ENTE OES NE IAT IRE.

Go back to Readings One and Two and read them again. Compare vervets and
bonobos regarding their ability to use language.

1 Put acheck (V) under Vervets or Bonobos if the corresponding reading provides
significant information about the topic. Put an X in the box if no significant
information is given about the topic.

-VERVETS |=fo \ (0)={0}<4

(READING ONE) (READING Two)
| Life in the wild

4%ieee asa voluntary tool

| (i.e., wanting to communicate So ane)

| Artificial language

ede
:

- Natural language
7 =

Zoology: Animals and Language 157

 2 Complete this short summary of what Readings One and Two teach us about animals
and language.

READING THREE: Language and Morali oe

A )

(A) Warm-Up
Discuss the questions with a partner.

Can animals understand right and wrong? Fair and unfair?

© Reading Strategy

edd-xolCoatiate AVC) dare) aM adeliai mel m(-\MigelaiM lei Mof-le-(e

le] ela)
The first paragraph of a text often helps us to predict the author’s point of view or
opinion about the topic he or she is writing about.

Read the first paragraph of the reading. Then answer the questions. Discuss your
answers with a partner.

1. Do the authors think animals have moral behavior?

2. Is it the same moral behavior as in humans?

Now read the rest of the text to find out if your predictions were correct.

158 CHAPTER 6
 By Marc Bekoff and Jessica Pierce
Mark Bekoff is professor emeritus of ecology and evolutionary biology at the
University of Colorado, Boulder. He is an ethologist, a scientist who studies
animal behavior, and believes that we can understand the origin of goodness by
studying the ethical behavior of animals. Jessica Pierce is a writer and bioethicist
who is concerned about the ethical treatment of animals.

Examples of Moral Behavior?

e An older female elephant sees that a younger female elephant with an
injured leg has been knocked over by a young male elephant. She
chases the male away and goes back to the younger female and touches
the hurt leg with her trunk.
e A rat in a cage refuses to push a lever for food when it sees another rat
receive an electric shock as a result.

¢ Ina group of chimpanzees, individuals punish others who are late for
dinner because no one eats until everyone is present.

Do these éxamples show that animals display moral behavior: that they
can be kind, altruistic, and fair?

We've argued that humans share

with other social mammals the same
basic group of moral behaviors, namely
fairness, cooperation, and empathy.

But humans appear to have evolved

an unusually high level of moral
complexity.

The human _ prefrontal cortex,

the area of the brain responsible for
judgment and rational thought, is more
highly developed in humans than in them responsible. We don’t hold them
other animals. With judgment and morally culpable for following their
rational thought (what is often called strongest impulses.
reason), Wwe gain self-consciousness
about the grounds of our actions and Humans use language to articulate
gain a corresponding capacity for self- and enforce moral norms, another
governance and conscious control. It is potential difference in kind. As Robin
because animals lack this capacity for Dunbar’s work on gossip and reputation
reflective self-control that we don’t hold suggests, language and morality are

Zoology: Animals and Language 159

 inextricably bound. Dunbar, who The use of words has changed our brain
works at the Institute of Cognitive over time. Deacon notes, “[T]he first
and Evolutionary Anthropology at the use of symbolic reference by some
University of Oxford in the United distant ancestors changed how natural
Kingdom, argues that language has selection processes have affected
been evaluative from its origins; it has hominid! brain evolution ever since.”
been used to communicate socially
important information about each other, If our brains are significantly
such as who is trustworthy and who different, and morality is essentially
will reciprocate. Our words express a product of the brain, then wouldn’t
anger, contempt, and approval in our we possibly be unique in this respect?
public utterances. But does language Animals communicate about morality,
separate humans from other animals? but not with language. This would be an
Anthropologist Terrence Deacon thinks important subject for comparative work.
itdoes. Inhis book The Symbolic Species,
Deacon argues that although there is ‘hominid: member of a group of animals that
includes humans
undoubtedly an unbroken continuity
between human and nonhuman minds,
there is also a singular discontinuity:
humans use language to communicate.

COMPREHENSION

rA) Main Ideas

Complete the paragraph based on the main ideas of the reading. Use your
own words.

Bekoff and Pierce believe that we can understand the origin of goodness by

studying the ethical behavior of animals. Human morality is much more complex

because

Human beings use language to strengthen morality. Robin Dunbar argues that

language has always been about

P4,
Terrence Deacon thinks that although human minds and animal minds exist along a

continuum,

160 CHAPTER 6
 © Close Reading
Read the quotes from the reading. Circle the answer that best explains each quote.
Share your answers with a partner.
abs “We've also suggested that morality may exist along a continuum, from simpler
to more complex patterns of behavior. But humans appear to have evolved an
unusually high level of moral complexity.” (paragraph 1)
a. The authors think that animals and humans have the same morality.
b. The authors think that human morality is superior because animals and
humans have a completely different sense of morality.
c. The authors think that animals and humans share some aspects of morality,
but human morality is more complicated.

. “It is because animals lack this capacity for reflective self-control that we don’t
hold them responsible.” (paragraph 2)
a. If animals had more self-control, they could be held responsible for what
they do.
b. Animals are too self-centered.

c. Animals have no sense of responsibility.

. “{Language] has been used to communicate socially important information about

each other, such as who is trustworthy and who will reciprocate.” (paragraph 3)
a. Language is not a social activity.
b. Language gives us information about others.
c. Language is not reliable communication.

VOCABULARY

@ Synonyms
Cross out the word that is NOT a synonym for the word in bold. Compare answers
with a partner.

a altruistic selfish generous self-sacrificing

. articulate express communicate silence
. cognitive learning _instinetive— understanding
. contempt cowardice disrespect scorn
. continuum range spectrum continuation —

. culpable capable guilty blameworthy

. discontinuity break _ connection gap
. empathy apathy) te understanding compassion
. inextricably
FPF
oO
HD
DS
ON
©
W completely incapably— totally
. reciprocate keep exchange - give back
—© . self-governance
ee voting self-control independence

Zoology: Animals and Language 161

 Collocations

Check (/) the collocations (words that are often paired together). Discuss your
answers with a partner.

1. inextricably bound
O 2. inextricably chained
M1 3. inextricably linked
1 4. cognitive psychology
OQ 5. cognitive neuroscience
6. cognitive emotion
7. culpable homicide })
0 «8. culpable story
“9. culpable neglect
@ 10. culpable behavior

CRITICAL THINKING
Discuss the questions in a small group. Be prepared to share your ideas with
the class.
1. Do you think that language is on a continuum — that animals and humans
engage in language behavior but in different ways — or do you think language is
uniquely human? What evidence can you point to for your opinion?
2. It is said that everyone has bad thoughts and impulses, but self-governance is
having the control not to act on them. Where do humans get this capacity for self-
control? Do animals have it?
3. Can animals feel empathy? Bekoff and Pierce gave some examples. Are they
convincing? What moral behavior have you noticed in animals?

Sr EEC Toh
BRINGING IT ALL TOGETHER
Work in groups of five. Role-play a discussion between a skeptic and the four
authors or researchers you’ve encountered in the chapter. The skeptic will question
the others about the work they have done. Use some of the vocabulary you studied
in the chapter (for a complete list, go to page 164).

ROLEs:
¢ Skeptic e Marc Bekoff
e Jared Diamond e Jessica Pierce
¢ Sue Savage-Rumbaugh

162 CHAPTER 6
 QUESTIONS:
¢ Professor Diamond: You write that vervets communicate about eagles and
that their language is learned. How can you call that language if they are only
reacting to their fear of predators?
Dr. Savage-Rumbaugh: Your research shows how bonobos can respond to
human language in the laboratory by using a keyboard. But you have not been
able to study bonobos’ communications with one another in the wild. How,
then, can you justify your belief that bonobos use “language”?
Professor Bekoff: You have observed rats in experiments protecting other rats
from receiving an electric shock. Why do you think this gives us proof of
animal morality?
e Ms. Pierce: You have written about elephants seeming to give one another love
and empathy. Is it possible that you are being fooled by these “appearances”?

Add your own questions:

WRITING ACTIVITY
ASG a Re a ES. PORT BE OE SES ELPA SNS SEO SQ IE TDS WE OL a ee I BS I ETI AEN RGR ae OE Sate

This chapter is about language and animals. Write a short essay about how you have
experienced learning a second language. Answer the questions. Use more than five
of the words or idioms you studied in the chapter.
¢ What was more difficult for you: grammar or vocabulary? What other
difficulties did you have?
¢ How did you solve the problem of learning a new language?
¢ What were the enjoyable aspects (if any)?

DISCUSSION AND WRITING TOPICS

e EP LT PSs, SE alae ee ee EAE BSG ASEae Sse SE

Discuss these topics in a small group. Choose one of them and write a paragraph or
two about it. Use the vocabulary from the chapter.
1. What can we learn about language from studying how animals communicate?
2. Why does language make human beings unique? What else is unique about
humans?
3. What might be the danger in considering human beings to be completely unique?
How can such thinking affect the way in which we treat animals?
4. Do you think animals have rights that humans should respect? What are some
animal rights?
5. Why do people want to prove that animals have some capacity for moral
behavior?

Zoology: Animals and Language 163

 VOCABULARY
Adjectives Adverbs
articulate altruistic inextricably
contempt congregate ar tific ial uniquely *
continuum contend cogni tive
discon u i culpable
*
counter
empathy echo imperce Pptible
If emi t subtle
predator evade ubiqu itous
skeptic forage
self-governance loom
prescrib e
reciproca te
refute
trace

Qo.S t=©ms
7) ri) > © is)

AWL (Academic Word List) item

7
”Y Lu wudLL. ” ” Lu Y) 2) = Lu = —

164 CHAPTER 6
CHAPTER POLITICAL SC NC
The Ru lers and th

POLITICAL SCIENCE: a social science that studies the _

principles of government and political institutions =

n this chapter, you will:

e Skim a text to identify the
author’s point of view
@ Highlight the important
information in a text
© Think about the title of a text
and predict its content
© Guess the meaning of words
from the context
e Use dictionary entries to learn
the meanings of words
e Understand and use synonyms,
different word forms, figurative
language, and expressions of
similarity and contrast
e Use a dash or dashes to isolate
and emphasize a point
e Take notes to compare and
- contrast the ideas of two
_ thinkers

The Statue of Liberty

oo. (Liberty Enlightening the World)
BEFORE
YOU READ
TA) Consider These Statements
Read the statements and decide whether you Agree or Disagree. Check (V) your
choice. Discuss your answers and your reasons for them with a partner.
AGREE DISAGREE

1. Governments exist to ensure O O

the happiness of their people.

2. Politicians are mostly liars. O 0

3. Kings and princes make good leaders. O O

4. Voting is a good way to choose a leader. O O

@ Types of Governments

Many different kinds of governments have existed in human history. Working with a
partner, match the types of governments with their defining characteristics.
TyPEs OF GOVERNMENTS DEFINING CHARACTERISTICS
—_. 1. democracy a. an individual without hereditary claims
2. dictatorship to power rules; either absolute rule by one
person or by a group unrestricted by law
——— 3. monarch :
y b. power belongs to a small elite part of society,
—__— 4. oligarchy usually wealthy, privileged, and powerful
pee ed. teoctacy: families
c. aruler, usually from a hereditary dynasty
(family), holds power for his or her lifetime

d. the leaders of the state are the same as the

religious leaders; government leaders take
orders from religious leaders
e. citizens choose their own leaders and their
rights are protected by law

oak
iSHAMSNY

166 CHAPTER7
READING ONE: The Moralsof the Prince |
A) Warm-Up
Look at the timeline. Read the information about the Italian Renaissance (1400-1550),
the Scientific Revolution (1550-1700), and the Enlightenment (1700s).

1400 1500 1600 1700 1800

eeee ae ee

1400-1550 1550-1700 1700s

The Italian Renaissance The Scientific Revolution The Enlightenment
e a rediscovery or “rebirth” of e development of the scientific | e applied reason to all life
interest in Greek and Roman method using observation, decisions
philosophy, art, and science experimentation, and e supported reason rather
e anew respect for learning reason — laws of nature than religion
understood better
e a change from religious e valued political freedom,
subjects to the human and inspired by Copernicus religious tolerance, and
natural world (the sun is the center of the humanism
solar system, not the earth)
e the growing importance of | e included Diderot (the
EE
HN
NRE
BS
AS
LETT

and Galen (the circulation of

the artist; Leonardo da Vinci | Encyclopedia), Montesquieu
blood in the body), Galileo
and Michelangelo : (separation of powers to
(astronomy and physics),
e changes that affected avoid dictatorship), Rousseau
and Newton (the laws
mainly the elites (the “social contract”
of gravity, optics, and
underlying government),
mathematics)
Voltaire (religious tolerance,
* positive effect on business, liberty), and Adam Smith
education, careers in science ' (free trade and capitalism)
"iL LET ETT LO LE

Now discuss the questions with a partner.

1. What changed during the Renaissance?
2. Niccolo Machiavelli wrote a book of advice for political leaders during the
Renaissance. What form of government did he probably have to deal with at
that time?

3. How did the Scientific Revolution change people’s views on human nature?
4. What kind of government would probably be favored by the philosophers of
the Enlightenment?

Political Science: The Rulers and the Ruled 167

 @ Reading Strategy

Skimming for the Author’s Point of View

Being able to identify the author’s point of view by skimming a reading selection
can help you read the text with more confidence and purpose.

Skim the reading. Look at the title, the author’s name, and the section headings and
answer the question. Write your answer on the line.

Does Machiavelli think a ruler should be a moral person?

Now, as you read the text, you will be able to compare your ideas with the author’s.
In what ways do you agree? In what ways do you disagree?

The Morals of the Prince

By Niccolo Machiavelli

Niccolo Machiavelli (1469-1527), the son

ofa lawyer, lived in Florence during the
Italian Renaissance. It was a very chaotic
time, when many foreign governments
were trying to take over the city-states
of Italy. Machiavelli was an official of
the Florentine Republic. He was also a
philosopher, diplomat, writer, playwright,
and politician, and is considered one of
the founders of modern political science.
He was a true “Rendissance man” because
he excelled in so many areas. In 1513, he
wrote The Prince, which was intended to
be advice to the Medici rulers of Florence.
Niccolo Machiavelli

Anyone who tries to follow a_ perfect

standard of goodness must inevitably be
ruined among the many who are not good.
Hence, it is essential for a prince who wants
to maintain his position to learn how not to
be good.

Whether It Is Better to Be Loved or Feared

The question is whether it is better to

be loved than feared, or feared rather than
loved. We might wish to be both but since
love and fear cannot exist together, if we Lorenzo di Medici, Duke of Urbino
must choose, it is far safer to be feared than (1492-1519)
aeee
‘ren

168 CHAPTER 7
 loved. Men are generally thankless and fickle, liars and deceivers, wanting
to avoid danger, and greedy of gain. Men are less careful how they offend
a man who makes himself loved than a man who makes himself feared.
Since men are a sorry breed and love is a tie of obligation, they will break
this tie every time they see it to be in their own interest. But fear is bound
by the dread of punishment, which never relaxes its grasp.
3 Nevertheless, a prince should inspire fear in such a way that if he does
not win love he may escape hate. For a man may very well be feared and
yet not hated, and this will be the case so long as he does not meddle!
with the property or with the women of his subjects. If forced to put
anyone to death, he should do so only when there is manifest cause? or
reasonable justification. But, above all, he must abstain from confiscating
the property of others. For men will sooner forget the death of their father
than the loss of their patrimony.

The Way Princes Should Keep Their Word

4 We see from what has taken place in our own days that princes who
have set little store by® their word, but have known how to manipulate
men, have accomplished great things, and in the end, got the better of4
those who trusted to honest dealing.
5 Since a prince should know how to use the nature of beasts wisely, he
ought to imitate both the lion and the fox. The lion cannot guard himself
from traps and the fox cannot protect himself from wolves. The prince
must therefore be a fox to recognize traps and a lion to drive off wolves.
A prudent prince neither can nor should keep his word when to keep
it is not to his advantage. If all men were good, this would not be good
advice, but since they are dishonest and do not keep faith with you, you
in return need not keep faith with them. No prince was ever at a loss to
find ways to hide his bad faith and deceitfulness.
6 The man who plays the fox has the best chance of success. To play this
part, it is necessary to be a good liar and a hypocrite. Men are so simple,
and governed so absolutely by their immediate needs, that the man who
wishes to deceive will always find people willing to believe him. A new
prince is often forced, in order to preserve the state, to act in opposition
to good faith, charity, humanity, and religion. He must therefore keep his
mind ready to shift as the winds of Fortune turn. As I have already said,
he should not quit the good way if he can help it, but should know how
to follow evil ways if he must.
7 A prince should appear to be the embodiment of compassion, good
faith, integrity, humanity, and religion. There is no virtue more necessary
for him to seem to possess than this last. Everyone sees what you seem, but
few know what you are, and these few dare not oppose themselves to the
power of the state. In the actions of all men, and most of all princes, we look
to the end result. If a prince succeeds in maintaining his authority over the .
E

state, the means he uses will always be judged honorable and be approved
by everyone because the masses are always taken in by appearances.

' meddle [in/with]: to intrude in other people’s affairs

2 manifest cause: an obvious cause or reason
3 set little store by [their word]: not to care about breaking a promise c=
‘ get the better of: to defeat someone or deal successfully with a problem .

:&
Su Le Sea RUS SSA SESS

Political Scien ce: The Rulers and the Ruled 169

COMPREHENSION

A) Main Ideas
What does Machiavelli recommend a prince should do (or not do) and why? Fill in the
chart. Use your own words.

Wuat A Prince SHoutp Do Wuy

| A prince should make himself feared.| Only the fear of punishment will
make men obey. Otherwise, they are
| changeable and “a sad lot.”

Wuat A Prince SHoutp Not Do Wuy

1 A prince shouldn't confiscate a He will never be forgiven.

ek family’s property.

@ Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.
1. “If forced to put anyone to death, he should do so only when there is manifest
cause or reasonable justification.” (paragraph 3)
a. Violence is good.
b. Violence must be avoided.
c. Violence needs an excuse.

2. “For men will sooner forget the death of their father than the loss of their
patrimony.” (paragraph 3)
a. People love property more than people.
b. People love their family more than money.
c. People can forget their losses quickly.

170 CHAPTER 7
 3. “A prudent prince neither can nor should keep his word when to keep it is not to
his advantage.” (paragraph 5)
a. A prince should keep his word because it will serve his interests.
b. A prince should not keep his word.
G A prince should think only of his own interests.

In the actions of all men, and most of all princes, we look to the end result.”
Ms

(paragraph 7)
a. The ends justify the means.
b. The means justify the ends.
ic The ends are their own reward.

If a prince succeeds in maintaining his authority over the state, the means he
Ms

uses will always be judged honorable.” (paragraph 7)

a. The primary aim of the prince is to insure the welfare of his people; as long as
he is successful, no matter how he does it, people won’t criticize him.
b. The primary aim of the prince is to make sure he stays in power; as long as he
is successful, no matter how he does it, people won’t criticize him.
The primary aim of the prince is to insure material prosperity; as long as he is
successful, no matter how he does it, people won’t criticize him.

VOCABULARY
a aaa a aS Sy ea Se ee ee ee ear ae iS i BOT Hs PVE LE RLNR OT te a a i neal

@ Synonyms
Cross out the word thai is NOT a synonym for the word in bold. Compare answers
with a partner.

i charity generosity intolerance love

compassion empathy kindness modesty
confiscate appropriate seize contribute
deceiver debater manipulator liar
dread refusal horror fear
fickle disloyal fun-loving changeable
hence thus because SO
hypocritical frank lying insincere
we
ND
PP
w integrity honesty morality sympathy.
manipulate mislead mishandle fool
. patrimony estate economy money

me
pe
=oO. prudent
NF devious careful cautious

Political Science: The Rulers and the Ruled 171

 @ Word Forms
1 Fill in the chart with the correct word forms. Some categories can have more
than one form. Use a dictionary if necessary. An X indicates there is no form in
that category.

ADJECTIVE ADVERB

charity charitable

Eenrei ae z
_ See ee
2 Complete the sentences with the correct form of the words from the chart. Each item
follows the order in which the words appear in the chart.

1. People who live in loving communities treat each other with

pe
eGharity
SS = ©) = Shand respects Such charitable

behavior cultivates feelings of loyalty and trust in the society.

2. Sometimes it is dangerous to show too much

toward others. =- people do not alwaysanderstand

that their kind actions may make the people they are helping forget that they

must learn how to help themselves. Treating people

may therefore have unexpected negative consequences.

3. ee may pe userul for agywnilesbut soonemor later

he Fis
= tevealed for whoheorshe is; We canonly

people for so long before we get caught.

4. A is someone who pretends to do one thing

and does the other. This attitude is often seen in

politicians, who are often criticized for their

5. Some people others in order to get what

they want, [heir = ee eS behavior may, bide there

selfishness for a while, but eventually those who are the victims of their

learn to see them for who they are.

172 CHAPTER7
© Figurative Language: Metaphors, Similes, and Analogies

Figurative language uses images and unusual comparisons to make things

clearer and more interesting.
EXAMPLES:
¢ The prince must therefore be a fox to recognize traps and a lion to drive off wolves.
¢ The man who plays the fex has the best chance of success. To play this part, it is
necessary to be a good liar and a hypocrite.

By making these references to the “character of beasts,” Machiavelli paints a

picture with figurative language. For Machiavelli, human nature was not
very far removed from the animal world.

Here are three ways to use figurative language:

METAPHOR: Stephen King is a literary lion. (a famous writer)

SIMILE: Like a lion, the soldier is strong and brave. / He is as brave as a lion.

ANALOGY: Just like a lion who has no fear or remorse, the prince destroyed his former
friends without mercy.

Work with a partner. Identify what kind of figurative language is used in the
sentences: M (metaphor), S (simile), or A (analogy). Then explain what the
sentence means.
—M 1. AsIwas reading The Prince, the light dawned on me, and I thought of a
plan to succeed.
“Light” = {i Lae: li } t { ned on mee | t {72

___— 2. Just as the sunrise brings the hope of a new day, so the crowning of a new
king or queen brings the hope of better times.

__—. 3. Like a father to his children, a king brings protection and guidance to his
people.

___ 4. The prince was as stubborn as a mule.

__ 5. The revolution burned as bright as the sun, dazzling everyone with its
radiance. But it burned those who came too close.

____ 6. The strongest noble got the lion’s share of the good farmland in the region.

Political Science: The Rulers and the Ruled 173

CRITICAL THINKING

1 Agree or Disagree

Read each statement. Decide if you Agree or Disagree. Check (/) the appropriate
box. Discuss your answers with a partner.
Acree DISAGREE

1. Machiavelli is immoral. O O

2. When Machiavelli says a ruler should be a “fox,” he means O O

the ruler should be an intellectual.

3. Machiavelli is an optimist. O O

4. According to Machiavelli, men are born to be subjects of a O O

ruler, not citizens of a republic.

What Would Machiavelli Say?

Machiavelli has been assigned reading in some U.S. business schools. Books such as
Antony Jay’s Management and Machiavelli and Stanley Bing’s What Would Machiavelli
Do? apply Machiavelli's writings to a business context.
Here is a list of business decisions. Work with a small group. Decide whether
Machiavelli would “probably agree” (Yes) or “probably disagree” (No) with these
decisions. If there is not enough information to decide, write Can’t tell. Explain your
answers by referring to the reading.

1. The head of a company decides to put a new business plan to

a vote among employees.

2. The directors of an insurance company saved from

bankruptcy by taxpayers’ bailout dollars decide to give
millions of dollars in bonuses to their managers.

3. Businesses use advertising to encourage people to buy their

products regardless of the usefulness of these products.

4. The head of the company involves all workers in discussion

sessions to solve a company problem.

5. The company director decides to increase production.

6. Acompany decides to recall consumer products that have

proven to be unsafe even though it costs them a lot of money.

7. Companies contribute a small percentage of their profits to

support a charity for poor children and use this fact in their
publicity.

174 CHAPTER 7
READING
ING TWO:ae ne Seat auon oftebe endence

TA) Warm-Up -
You are about to read the Declaration of Independence, the document written by
Thomas Jefferson that officially announced the separation of the thirteen American
colonies from Britain. Discuss the questions with a partner.
1. We all seek “independence” in our lives. What does the word “independence”
mean to you?
2. At what stage in life does a person seek independence? What must he or she do
to prepare for this independence?
3. What potential risks or dangers exist when an individual or country seeks
independence?

'B) Reading Strategy

altelalitelalcuare| |
Highlighting important information in a text is a very useful reading strategy that
helps you remember the important points.

As you read the Declaration of Independence, highlight the rights all people are
entitled to and what they should do if these rights are not respected.

The Declaration of Independence

The Declaration of Independence officially announced
the separation of the thirteen American colonies from
Britain. The Continental Congress, made up of elected
representatives from each of the colonies, approved the
Declaration on July4,1776. The Declaration was mainly
written by Thomas Jefferson, who was inspired byy the
political philosophers of the European
He was one of the Founding Fathers and later became the
third president of the United States. This selection from
the Declaration deals with the theoretical justification
of independence. The rest of the Declaration provides
examples of the abuses of the English king. The colonies
fought for their freedom for seven years before the
Revolutionary War ended with independence.

eM n aa sttD Ph atete ei an alae ecco Ne

Political Science: The Rulers and the Ruled 175

 ee

Jefferson presenting the draft of

the Declaration of Independence a
to Congress

1 When in the Course of human events it becomes necessary for one people to
dissolve the political bands which have connected them with another, and to assume
among the powers of the earth, the separate and equal station to which the Laws of
Nature and of Nature’s God entitle them, a decent respect to the opinions of mankind
requires that they should declare the causes which impel them to the separation.

2 We hold these truths to be self-evident, that all men are created equal, that they are
endowed by their Creator with certain unalienable’ Rights, that among these are
Life, Liberty and the pursuit of Happiness. That to secure these rights, Governments
are instituted among Men, deriving their just powers from the consent of the
governed. That whenever any Form of Government becomes destructive of these
ends, It is the Right of the People to alter or to abolish it, and to institute new
Government, laying its foundation on such principles and organizing its powers in
such form, as to them shall seem most likely to effect? their Safety and Happiness.
Prudence, indeed, will dictate that Governments long established should not be
changed for light and transient causes; and accordingly all experience hath shewn?
that mankind are more disposed to suffer, while evils are sufferable than to right
themselves by abolishing the forms to which they are accustomed. But when a long
train of abuses and usurpations,* pursuing invariably the same Object evinces a
design® to reduce them under absolute Despotism,° it is their right, it is their duty, to
throw off such Government, and to provide new Guards for their future security. —
Such has been the patient sufferance’ of these Colonies; and such is now the
necessity which constrains them to alter their former Systems of Government.®

‘unalienable [in modern English “inalienable”]: cannot be taken away

* effect: to produce, cause to happen
3hath shewn: has shown [in modern English]
‘abuses and usurpations: injustices and illegal actions
° design: a plan, an intention
° despotism: absolute rule (sometimes involving cruel and harsh punishment) by a despot or
tyrant; tyranny
’sufferance: suffering [in modern English]
‘It is important to note here that Thomas Jefferson included a condemnation of slavery in the
original version of the Declaration. But the representatives of the southern states, where slavery
was customary, refused to sign the Declaration of Independence unless that part was taken out.

176 CHAPTER 7
COMPREHENSION
SN a IEE DT RN ME ae CE Se AES

TA) Main Ideas

1 Using the information in the Declaration of Independence, complete the sentences
by matching their beginnings with their endings given in the box below. Compare
answers with a partner.

—_c 1. Anation that has been united with another nation for a period of time
should explain why it wants to break up this union if...

—— 2. All people should have the right to...

—— 3. To protect these rights, governments should be established . . .
——_— 4. When the government that has been created is no longer successful in
protecting these rights, .. .

——— 5. A government that does not guarantee the people’s ...

—__ 6. Although people get used to all kinds of abuses, it is time for them to
demand a new form of government when they live under total . . .

. tyranny.
. life, liberty, and the pursuit of happiness.
. itis no longer desired.
. safety and happiness cannot possibly be a good government.
. it must be changed.
. with the agreement of the population.

2 In your own words summarize the main ideas of the Declaration as if you were
explaining its meaning to a 10-year-old child. Work with a partner.

Political Science: The Rulers and the Ruled 177

 @ Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.

1. “When in the Course of human events it becomes necessary for one people to
dissolve the political bands which have connected them with another . . ., a decent
respect to the opinions of mankind requires that they should declare the causes
which impel them to the separation.” (paragraph 1)
a. Important political changes must be explained to the world.
b. Important national decisions don’t concern the international community.
c. People must make their decisions to please others.

. “All men are created equal.” (paragraph 2)

a. All men are the same.
b. All men have the same rights.
c. All men are brothers.

. “That to secure these rights, Governments are instituted among Men.. .”

(paragraph 2)
a. The role of government is to assure the stability of the state.
b. The role of government is to guarantee material prosperity.
c. The role of government is to guarantee people’s rights.

. “[Governments derive] their just powers from the consent of the governed.”
(paragraph 2)
a. Only an elected government is legitimate.
b. A legitimate government has to be powerful.
c. People must obey the government.

. “That whenever any Form of Government becomes destructive of these ends, it is

the Right of the People to alter or to abolish it.” (paragraph 2)
a. The people have a right to revolution.
b. The people need to change leaders very often.
c. The people may have to eliminate all governments.

. “[AIl] experience hath shewn that mankind are more disposed to suffer, while
evils are sufferable than to right themselves by abolishing the forms to which they
are accustomed.” (paragraph 2)
a. People like change and wili change governments easily.
b. Change is difficult and revolutions happen only when people can’t tolerate
their situation anymore.
c. People want to suffer and that’s why they don’t change their government.

178 CHAPTER 7
VOCABULARY
. 4 Sete Pens LL Ce ae oe SE Ee | ee ee er

@® Guessing from Context

Read each quote from the reading. Try to guess the meaning of the words in bold
from the context. Write your guess. Then consult a dictionary and write the definition.

1. “When in the Course of human events it becomes necessary for one people to
dissolve the political bands which have connected them with another, and to
assume among the powers of the earth, the separate and equal station to which
the Laws of Nature and of Nature’s God entitle them, .. .” (paragraph 1)

dissolve Guess: connection)

_undo (the

Dictionary: te formally end, to make weaker, to make disappear

2. “To secure these rights [i.e., Life, Liberty and the pursuit of Happiness],
Governments are instituted among Men, deriving their just powers from the
consent of the governed.” (paragraph 2)

secure Guess:

Dictionary:

derive Guess:

Dictionary:

consent Guess:

Dictionary:

3. “Whenever any Form of Government becomes destructive of these ends, it is the

Right of the People to alter or to abolish it, and to institute new Government,
laying its foundation on such principles and organizing its powers in such
form, as to them shall seem most likely to effect their Safety and Happiness.”
(paragraph 2)

alter Guess:

Dictionary:

4. “Prudence, indeed, will dictate that Governments long established should not be
changed for light and transient causes.” (paragraph 2)

transient Guess: -

Dictionary:

Political Science: The Rulers and the Ruled 179

 a} Synonyms
Complete the essay with the words or phrases from the box. Use the synonym in
parentheses to help you select the correct word or phrase. Compare answers with
a partner.

alter dissolve impelled secure

constrained endowed with invariably transient

In a democratic country, most citizens feel that they are entitled to a minimum

of economic prosperity. However, in a democracy with capitalism as its economic

system, inequality and competition threaten to dissolve the ties

1. (break up)
that should bind citizens together. Rich families derive political power from their

wealth while the poor are powerless.

2. (always)

Plato suggested that a government should institute a rule limiting the total

wealth of any citizen. All citizens would have a basic amount of money allowing

them to live a decent life, and then they could make more. But no one would

be allowed to possess more than five times the basic amount. People who

accumulated more than that would be to give up

3. (forced)
the excess, which would be used for the public good. Thus, no family would be

great wealth or political influence, but some people

4. (given)
could have more money than others in return for their work.

To some extent, society has already agreed to

5. (modify)
the operation of purely economic laws. Many developed countries have social

security, health benefits, and income tax payments that increase with the amount

of money people earn. In some European countries, for example, political leaders,

by a desire to create greater equality, have proposed

6. (driven)
tax codes that would oblige the wealthy to contribute more than 50% of their income

to taxes in order to help society as a whole. These laws have taken us in the direction

of a more compassionate society, allowing us to

7. (obtain)
more protection from or even lasting misfortunes.
8. (short-lived)
Nevertheless, in our society, there are still homeless people sleeping in the streets.

180 CHAPTER 7
@ Word Forms
1 Fill in the chart with the correct word forms. Some categories can have more than
one form. Use a dictionary if necessary. An X indicates there is no form in that
category.

ADJECTIVE ADVERB

‘aa ETE Oi
abolition / abolitionist xX

i
faevanon7 eee
ec ccciakaeaas a
2 Complete the sentences with the correct forms of the words from the chart. Each
item follows the order in which the words appear in the chart.

1. Many people who wanted to ____abolich _ slavery joined the

Abolitionist Movement. The abolition of

slavery came only in 1865 at the end of the Civil War with the 13th Amendment to

the Constitution.

Pee atieranekiiv1l VWWar, it was necessary (0 Saaeeeesee

-——= eee = the

Constitution with three new amendments. These

provided citizenship for former slaves and equal protection under the law for all

citizens.

3. We have certain social rights and duties that are defined by common

.We to them if we

believe they will improve our lives.

4. Some people pleasure from dominating others.

Pleasure in this way can, in the extreme, lead to

violence and brutality.

5. Asociety where everyone is is an egalitarian

society. Most people feel that of opportunity is a

very important element of a democracy.

Political Science: The Rulers and the Ruled 181

CRITICAL THINKING
aie e Oe ER Te ee

Discuss the re in a small group. Be prepared to share your ideas with

the class.
1. According to the Declaration of Independence, all men are created equal. Do you
think this is true? People are all different; how can they be equal?
2. The French Declaration of the Rights of Man and of the Citizen was written
during the French Revolution, thirteen years after the American Declaration of
Independence. In it was written: “Men are born free and remain free and equal
in rights. . . The aim of all political association is the preservation of the natural
and imprescriptible [cannot be taken away] rights of man. These rights are liberty,
property, security, and resistance to oppression.” How are these concepts similar
to those of the Declaration of Independence? How are they different?
3. The Declaration of Independence insists that people have the right to “the pursuit
of happiness.” What do you think the document means by this phrase? What does
it mean to you?
4. The Declaration of Independence discusses certain rights. Do you think there are
other rights that should be recognized, such as the right to an education? Discuss
what rights you think are essential today and why.
5. The Declaration of Independence was written by Thomas Jefferson, a slave
owner, and many slave owners signed it. Is there a contradiction between theory
and practice in this Declaration? How could such a contradiction be resolved?
In the United States, the resolution required 100 years of arguing and finally, a
bloody Civil War (from 1861 to 1865) to free the slaves in the name of “all men are
created equal.” In your opinion, does this contradiction destroy the significance of
the Declaration?

NOTE- ‘TAKING: Comparing and Contrasting the Ideas of Two Thinkers

24 RS PUSS Tea be, See.

1 Work with a partner. Go back to Readings One and Two and read them again. Then
fill out the chart with short notes about the ideas of Niccolo Machiavelli and Thomas
Jefferson on certain topics.

Machaven? sioe Jireeneantesiocke

Human Nature | men are not good: they ||all men are created
: || are liars, deceivers, |equal and have the
| | ungrateful, greedy, ability to fulfill their
eee | unfaithful, cowardly, || needs according to
|
| | |not very smart their talents and
| | interests
Ee LR oe TTeT | eee ee
|ef
2. The Rights of Man 7|
| |

|
| 1
|iy
| }

i]
|
|___Screen |
SEIN) LN ce cal (OSE EE a cra CO veces EEE

182 CHAPTER7
 FERSON’S IDEAS

| Government

| The Best Type of

Leadership

The Importance of |
Political Stability

| Other Topic

2 Working with your partner, use the notes you took to write a summary comparing
and contrasting the ideas of Machiavelli and Jefferson. For assistance with this task,
review the Expressions of Similarity and Contrast. You may use these expressions
or others of your choice as many times as you like.

Expressions of Similarity and Contrast

SIMILARITY CONTRAST
Similarly, In contrast (to)...
Likewise, On the other hand,
in the same way, While (+ clause)
Just as (+ clause) Whereas (+ clause)
Like X, Unlike X,

EXAMPLES:
@ Like Machiavelli, Jefferson was concerned about defining the best possible
government.
¢ Machiavelli was very concerned about advising the ruler while Jefferson was
more concerned about advising the people.
@ In Machiavelli’s writings, power and control remained with the prince.
For Jefferson, on the other hand, power belonged to the people.

(continued on next page)

Political Science: The Rulers and the Ruled 183

LINKING READINGS ONE AND TWO
a i a i |

Read some statements made by Nicolas de Condorcet, an Enlightenment

philosopher from France, explaining the new ideas that emerged in the 18th century.
¢ For philosophers, the rights of man are derived from the fact that man is a
thinking being, capable of reasoning and morality.
¢ Men no longer dare to divide humanity into two races: one destined to rule and
the other to obey, one to deceive and the other to be deceived.
e All men have an equal right to be informed about what concerns them. No one
who governs them has the right to hide from them one single truth.
¢ All philosophers embrace reason, tolerance, and humanity. These principles are
shared by all those who are neither Machiavellians nor fools.

184 CHAPTER 7
 Now answer the questions in a small group.

1. According to Condorcet, what qualities do human beings have that animals

do not? Why do these qualities give them the right to democracy and self-
government? Would Machiavelli agree or disagree? Explain your answer.
2. What do you imagine Condorcet thought about Machiavelli?
3. In the Declaration of Independence, Jefferson wrote that it was obvious (“self-
evident”) that men are equal. How does Condorcet explain the idea of “all men
are created equal”? What other ideas in the Declaration of Independence does
Condorcet support?
4. According to Condorcet, why is freedom of the press or freedom of information so
important to a democracy? What would Machiavelli say?

[READING THREE:
THRE Two Cheers foreS

A) Warm-Up
Discuss the question in a small group.

For the French philosopher Condorcet, the most important qualities were “reason,
tolerance, and humanity.” What are the three most important qualities that you
respect and admire?

@ Reading Strategy

Thinking about the Title and Predicting Content

The title of a text is the first contact we have with the author. It can inspire us to
enter into a dialogue with the author even before reading one word of the text. Itcan
also help us predict (guess) the content of the text.

Work with a partner. Answer the question about the title of the reading: “Two Cheers
for Democracy.” Write your answer on the line.

In British tradition, people make three cheers for something they like:
“Hip Hip Hooray, Hip Hip Hooray, Hip Hip Hooray!
{7

E. M. Forster gives only two cheers for democracy. Why do you think he does that?

Now read the text to find out if your guess was correct.

Political Science: The Rulers and the Ruled 185

 Two Cheers
for Democracy
By E. M. Forster
E. M. Forster (1879-1970) is an English writer famous
for his novels A Room with a View, Howard’s End, and
A Passage to India. He also wrote a few short biographies,
some essays, and literary criticism. Today many people
know of him because of the many film adaptations of
his work.

1 Tolerance, good temper and sympathy — they are what really matter,
and if the human race is not to ‘ they must come to the front before
long.! Where do I start? With personal relationships. They are something
comparatively solid in a world full of violence and . One must be fond
of people and trust them if one is not Mea ites an dh and it is therefore
essential that they should not let one down. They often do. The moral of
which is that I must, myself, be as reliable as possible, and this I try to be. But
reliability is not a matter of contract — that is the main difference between the
world of personal relationships and the world of business*relationships. It is a
matter for the heart, which signs no documents. In other words, reliability is
impossible unless there is a natural h. Most men possess this warmth,
though they often have bad luck and get chilled. Most of them, even when they
are politicians, want to keep faith. And one can, at all events, show one’s own
little hght here, one’s own poor little flame, with the knowledge that F
it is not the only light that is hin sree and not the only one
which the darkness does not comprehend. F

2 Personal relations are despised today. They are regarded as luxuries, as :

products of a time of faix/weather which is now past, and we are urged to get ;
rid of them, and to dedicate ourselves to some movement or cause instead. |
hate the idea of causes, and if I had to choose between betraying my country
and betraying my friend, I hope I should have the guity to betray my country.
Such a choice may scandalize the modern reader, and he may stretch out his
‘patriotic hand to the telephone at once and ring up the police. It would not have
shocked Dante,” though. Dante places Brutus? and Cassius‘ in the lowest circle
of Hell because they had chosen to betray their friend Julius Caesar rather than
their country, Rome. Probably one will not be asked to make such an @@6nizine
choice. Love and loyalty to an individual can run counter to the claims of the
State. When they do — down with the State, say I, which means that the State
would down me.

‘they must come to the front before long: they must start to be given priority (be respected) soon
? Dante: an Italian poet (1265-1321), also known as Dante Alighieri; wrote The Divine Comedy
> Brutus: Roman politician and military leader (85?-42 B.c.); participated in the assassination of his
friend Julius Caesar because he thought Caesar would become a dictator and destroy the Republic
* Cassius: Roman politician and conspirator (died 42 B.c.); participated in the assassination of Caesar
eae
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eee aaeea eae aeaaaeee aaa eeaaeaaeehlWWwWwwhLgy°*™£QhwWl i hn in ph hhroororowarnhabhbaww Fr T*7s»El»EBF"F. SSS Weg CC Fai SEE Ss

186 CHAPTER 7
 3 This brings me along to democracy. Democracy is not a beloved Republic
really, and never will be. But it is less hateful than other contemporary forms
of government, and to that extent it deserves our support. It does start from the
assumption that the individual is important, and that all types are needed
to make a civilization. It does not divide its citizens into the bosses and they
as an efficiency-regime tends to do. The people I admire most are
those who are sensitive and want to create something or discover something,
and do not see life in terms of power, and such people get more of a chance
under a democracy than elsewhere. They found religions, great or small, or
they produce literature and art, or they do disinterested scientific research, or
they may be what is called “ordinary people,” who are creative in their private
lives, bring up their children decently, for instance, or help their neighbours.
All these people need to express themselves; they cannot do so unless society
allows them lberty to do so, and the society which allows them most liberty is
a democracy.

4 Democracy has another miérity It allows criticism, and if there is not public
criticism, there are bound to be hushed-up scandals. That is why I believe in
the press, despite all its lies andwulgarityjyand why I believe in Parliament.>
Parliament is often sneered at because it is a Talking Shop. I believe in it
because it is a talking shop. I believe in the Private Member who makes himself
a nuisance. He gets snubbed and is told that he is bers ict ill-informed, but
he does expose abuses which would otherwise never have been mentioned,
and very often an abuse gets put right just by being mentioned. Whether
is either a representative body or an efficient one is questionable,
but I value it because it criticizes and talks, and because its
chatter gets widely
reported. So two cheers for Democracy: @newbecause it admits variety and twoy
becauseit permits criticism. Two cheers are quite enough: there is nojoccasion,
to give three.
> Parliament: the main law-making institution in some countries, such as the United Kingdom

COMPREHENSION

@ Main Ideas
Work with a partner. Complete the summary of the main ideas in the reading.

0 bm pen aa
Forster admires tolerance,
4c
AVN
y
rather than violence and cruelty. For him, personal
| ee
relationships are PC ent) Ou in life. Because he believes in the
3.
individual, Forster chooses democracy because it _ic AY RY and
4, J
D CNC SY . But he has no illusions that it is a perfect system.
5. ;

Political Science: The Rulers and the Ruled 187

 @® Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.
1. “In other words, reliability is impossible unless there is a natural warmth. Most
men possess this warmth, though they often have bad luck and get chilled.”
(paragraph 1)

Based on what Forster says, one example of “bad luck” could be...
a. a fatal disease.
b. the loss of a job.
c. a betrayal in personal relationships.

2. “And one can, at all events, show one’s own little light here, one’s own poor little
trembling flame, with the knowledge that it is not the only light that is shining in
the darkness, and not the only one which the darkness does not comprehend.”
(paragraph 1)

Forster communicates the idea that...

a. good people are not alone even in the darkness of bad times.
b. we shouldn’t be afraid of the darkness or the light.
c. darkness and ignorance play a large role in our lives.

3. “Love and loyalty to an individual can run counter to the claims of the State.
When they do — down with the State, say I, which means that the State would
down me.” (paragraph 2)
a. Forster knows the state will agree with him if he is loyal to a friend against
the state.
b. Forster knows the state will punish him if he protects a friend against the state.
c. Forster always agrees with the state.

4. “|Democracy] does start from the assumption that the individual is important,
and that all types are needed to make a civilization.” (paragraph 3)

In this statement, “types” refers to...

a. kinds of individuals.
b. kinds of governments.
c. kinds of civilizations.

5. “Two cheers [for democracy] are quite enough: there is no occasion to give three.”
(paragraph 4)

One can infer from this statement that Forster feels . . .

a. people shouldn’t believe democracy is perfect.
b. people shouldn’t choose democracy.
c. people shouldn’t change democracy.

188 CHAPTER 7
VOCABULARY

AL Synonyms
Read the sentences. Match each word or phrase in bold with its synonym in the box
below. Compare answers with a partner.
|S eM | With the pressures of contemporary society consuming all our time and
energy, we often turn away from thinking about politics.
=a) De ae However, being passive is bound to make things worse.
ee Sts We shouldn’t live with the mistaken assumption that we will always enjoy
the good things we have without any effort.
ae a It’s easy to be concerned only with one’s own private life, but sometimes
this leads to a thoughtless tolerance of injustice.
= is} We hope that all politicians will be ethical, fair, and disinterested people,
concerned to serve the community. ObFLEH Ve

SEL . The goals of politicians who think only about having money and power
run counter to the ethics of government service.

i bw vs. Reading the newspapers, one gets the impression that the country is full of
cranky citizens who complain about demonstrators and people who try to
change society.
Pmt Ey.. The fear of being sneered at should not get in the way of protesting
against social injustice.
K 9, We must keep faith with those who depend on our sympathy and need
our help.
10; Since our ability to interact in society is first learned in the home, parents
aaa
will be letting their children down ifthey do not teach them to stand up
for what is right. NE CIIAG
= 11 . Children must learn to accept diversity and not despise or fear those who
are different.

ee . In addition, parents must tell their children about what is going on in

the world around them; otherwise, they will never be scandalized by
injustices and will never do anything to change them.

a. Opinion g. neglecting
b. likely to h. are incompatible with
c. modern i. shocked
d. irritable j. insulted by others
e. hate k. be loyal to
f. objective 1. acceptance

Political Science: The Rulers and the Ruled 189

 @ Using the Dictionary
Read the dictionary entries for disinterested and uninterested.

disinterested adj. not personally involved in a situation, and therefore able to judge the
situation fairly; objective: a disinterestedrcs ai
YO C
uninterested aoj. not interested; i.e., Mot giving a lot of attention to something: J was
uninterested in traveling when I was young.

Do the following actions reflect the person’s disinterested or uninterested behavior?

Write D or U next to each one. Discuss your answers with a partner.
_D_ a. a research scientist evaluating data Arcintere sted

_\\_ b. a woman saying no to a man who asks her out on a date

ae c. ajudge who doesn’t know any of the people involved in his decision
A d. an employer considering applicants’ abilities and not their physical looks
—_\\ e. a person deciding not to try out for the chess team
Sle Piaman refusing to watch a romantic movie

GRAMMAR FOR READING: The Dash.) | een eee

ee
weanes ta ae WW oyRES tl iansomrance: POLS PEL, OS

The dash (—) is a punctuation mark that writers use instead of __

parentheses, and sometimes commas, when they want to “isolate”
a point and give it prominence. If the point to be “isolated” comes in
the middle of the sentence, two dashes are needed. If it comes at the
end of the sentence, only one dash is needed. The dash should not be
overused. peer
EXAMPLES:

Parentheses:
e E. M. Forster’s positive view of democracy
and
people’s right to criticize) is defined in “Two Cheers for Democracy.”
* Not everyone agrees with E. M. Forster’s positive view of democracy (that it)

Commas:
e E. M. Forster’s positive view of democracy
and
people’s right tocriticize, is defined in “Two Cheers for Democracy.”
* Not everyone agrees with E. M. Forster’s positive view of democracy, that it)

Dashes:
oF ESM Forster'sSees view of democracy — Ale ty of
1 le’s ri > — is defined in “Two Cheers for
Democracy.” ;
e¢ Not everyone agrees with E. M. Forster’s positive view of democracy —

190 CHAPTER 7
1 Go back to the reading and highlight the points that the author isolates with dashes.
Compare answers with a partner. Discuss why the use of dashes in these instances
is/is not effective.

2 Rewrite these sentences about E. M. Forster’s life and art by putting dashes in the
appropriate places.

1. E. M. Forster, the English writer known for five wonderful novels (among them,
A Room with a View, Howard's End, and A Passage to India), was born in London
in 1879.

2. Ina period of 20 years (between 1905 and 1924), he published most of the works
for which he is known.

3. Because his father died of consumption soon after he was born, Forster lived with
his mother, a difficult and demanding woman, for the first 66 years of life, until
his mother’s death in 1945. ae
4) / f
hg | : / iil { . ; hy) Ly
NHL h| Lily aan foxq lon
(DOK ~ j }
(Sere Sik tpeas ? UT \_» WWI , mB) SUN { pez | KE WES PAYA : rs!

4. When writing Howard's End (his first major success) in 1910, Forster was part
of the Bloomsbury group, a circle of British thinkers and writers (among them,
Virginia Woolf, John Maynard Keynes, Dora Carrington, and Lytton Strachey).

5. Although Forster believed that novels could not be adapted into stage or film (in
his opinion, the individual experience of reading a book could not be captured
in another media form), many of the film adaptations of his work were Academy
Award winners.

Political Science: The Rulers and the Ruled 191

CRITICAL THINKING
TOR BOETE HE PNG TTS PARE GF DRS NEL ETE RN Re PML Y ST ENG a ART A OE ND IE IE Ne OE FT

Discuss these questions in a small group. Refer to your notes on the readings to
support your views. Be prepared to share your answers with the class.

1. Forster says that most men possess a “natural warmth.” He goes further to
explain that “reliability” is more prominent in personal relationships than in
business relationships because in personal relationships, which are (doses
nurtured by
man’s “natural warmth,” there are no contracts.
J Ms

Do you agree with the distinction Forster makes between personal relationships
and business relationships? Why or why not? Would you agree that reliability
and man’s natural warmth are also essential qualities for successful business
relationships? Why or why not?
. Forster implies that patriotism — the love of one’s country — can often get in
the way of personal relationships. In this conflict, Forster would choose personal
relationships over the demands of the state. What do you think of his choice?
. Forster says that democracy is the system that best suits the needs of ordinary people.
Why? How do “ordinary people” become creative in his opinion? Do you agree?
. We sometimes say, “The squeaky wheel gets the grease,” meaning, the one who
complains or protests the loudest gets the most attention. How does this saying
apply to what Forster says about parliamentary discussions?
. If given a choice, some people might prefer living in a dictatorship. Why do you
think they would prefer such a system? Is freedom sometimes frightening?
. Forster gives two cheers for democracy. How many would you give and why?

AFTER YOU READ

BRINGING IT ALL TOGETHER
Divide into three groups and explain in simple language one of the quotes from
famous political philosophers of the Enlightenment. Does the quote support or
oppose the main ideas in the three readings in this chapter? Refer to specific
statements in the readings. Use some of the vocabulary you studied in the chapter
(for a complete list, go to page 194).
1. “Nature has made men so equal in the abilities of body and mind that even if one
man is sometimes clearly stronger in body or quicker in thought than another, yet
when all is taken together, the difference between one man and another is not so
great that any man should be entitled to any special privileges.”
—Thomas Hobbes, “Of the Natural Condition of Mankind as concerning their Felicity
and Misery,” chapter 13 in Leviathan, 1585-1679

. “The freedom of men under government means having laws to live by, common
to everyone in the society, and made by the legislature of the society. . . . This
freedom from absolute, arbitrary power, is so necessary to, and closely joined
with, a man’s preservation, that he cannot part with it.”

—John Locke, “Of Slavery,” chapter 4 in An Essay Concerning the True, Original,
Extent, and End of Civil Government, 1632-1704

192 CHAPTER 7
 3. “The people have to obey the laws, so they ought to be the ones who write the
laws. The conditions of society ought to be regulated only by those who come
together to form it. ... How cana blind multitude, which often does not know
what it wants because it rarely knows what is good for it, carry out so great and
difficult a task as a system of laws? . .. This is what makes a legislator necessary.”
—Jean-Jacques Rousseau, “Law,” chapter 6 in The Social Contract, 1712-1778

WRITING ACTIVITY
SEND AES, SIN EE LEIA OEE EOE Nin PLE LEG SEE ERD SBE LG LG LEBREET A GMO EEG BERONCE RRCMBLS OGI TS

Write an essay explaining your opinion about one of the main ideas of the readings.
1. In politics, the ends justify the means.

2. The right to freedom (the right to choose)

3. The pursuit of happiness

Write at least three paragraphs.

¢ Introduction: Express your opinion (thesis statement).
¢ Body Paragraphs: Give information that best supports your opinion.
¢ Conclusion: Summarize your thesis and predict how future situations might
confirm it.

Use more than five of the words and idioms you studied in the chapter.

DISCUSSION AND WRITING TOPICS

Discuss these topics in a small group. Choose one of them and write an essay in
response. Use the vocabulary from the chapter.

1. Choose a leader who, in your opinion, followed the ideas of Machiavelli (such
as the ends justify the means and it is necessary to lie to people and make them afraid).
What kind of government did the person lead? What happened?
2. Compare and contrast the ideas of Machiavelli, Jefferson (as expressed in the
Declaration of Independence), and E. M. Forster.

3. We all need to become “leaders” if we want to make life better. Despite your busy
schedule, what kind of contribution could you make to your community?
4. President Franklin D. Roosevelt elaborated four freedoms: freedom from fear,
freedom from want (poverty), freedom of worship, and freedom of speech.
Explain these freedoms. Which is the most important to you? What does freedom
mean to you?
5. Many countries have declarations and constitutions. Do you think these
documents serve a purpose? Why or why not? .

Political Science: The Rulers and the Ruled 193

 Wofey\:it]/0)\-\ am
Nouns Verbs Adjectives Adverbs
assumption * abolish contemporary * hence *
charity alter * cranky invariably
compassion confiscate disinterested
Phrases and
consent * constrain * equal
Idioms
deceiver derive * fickle
bound to
dread despise prudent
endow with
hypocrite dissolve transient
keep faith
integrity * impel
let sb down
patrimony manipulate *
run counter to
tolerance scandalize
sneer at
secure *
* = AWL (Academic Word List) item

SELF-ASSESSMENT

194 CHAPTER 7
 PSYCHOLOGY:
Aggression and Violence

PSYGHOLOGY: the systematic, scientific study of behavior and

/ mental processes

To read academic texts, you need

to master certain skills.

In this chapter, you will:

@ Predict the content of a

text from the title or the first
paragraph
e Understand the most important
idea of a text from the first and
last paragraphs
e Guess the meaning of words
from the context
e Use dictionary entries to learn
the meanings of words
e Understand and use
synonyms, phrases and idioms,
collocations, and different word
forms
© Identify adjective clauses and
the reasons for their use

e Take notes to identify the

author’s assertions and
supporting explanations
e Complete outlines to focus on
the sequence of events and
main discoveries

In psychology and other social sciences, “aggression” refers to behavior

between members of the same species that is intended to cause pain or harm.
 BEFORE YOU READ ia see ;
LEE ERLE,” REECBeAr eeigesSatie ieee ee ae 7 c
Phe Se eee E CESDE
ea eesey
erin arake
geors

A) Consider These Questions

Discuss the questions with a partner.
Be Is aggressive behavior sometimes necessary in a society? In what situations?
pe When is aggression dangerous for society?
3 Do you ever feel that you would like to do violence to something or someone?
In what situations? What makes you control yourself?
»®
What helps society control violence?

Are people naturally violent, or is violence learned through culture?

What is the difference between being aggressive and being assertive?

@® Consider These Quotes

Read the following quotes about aggression and violence. With a partner, discuss
what each one means. Which one expresses your feelings on the matter?
is “Tf it’s natural to kill, how come men have to go into training to learn how?”
—Joan Baez, American folk singer and political activist, born 1941

. “Violence, naked force has settled more

issues in history than has any other
factor

—Robert Heinlein, American science

fiction writer, 1907-1988
. “If we don’t end war, war will end us.”

—H.G. Wells, English science fiction

writer, 1866-1946
. “Tama violent man who has learned
not to be violent and regrets his
violence.”

—John Lennon, English singer and

songwriter, member of the Beatles,
1940-1980
. “In each of us there is a Mr. Hyde.’ The
point is to prevent the conditions that
would allow the monster to emerge.”

—Amin Maalouf, Lebanese-born French Poster of the 1931 movie based on

author, born 1949 Robert Louis Stevenson's novel

"Mr Hyde: the embodiment of the dark side of the good Dr. Jekyll; Mr. Hyde is released as an
experiment and gradually takes over in Robert Louis Stevenson’s Dr. Jekyll and Mr. Hyde.

196 CHAPTER 8
READ
ONE: Civiliza
IN tionG
and Its Discontents
@ Warm-Up
Sigmund Freud (1856-1939) was an Austrian
medical doctor and neurologist who began
seeing patients with emotional problems. He
wrote about his patients and about his theory
of the unconscious mind, where passions
and hidden desires fought for expression.
His work in psychoanalysis with the “talking
cure” began the modern movement to
understand our mind and behavior.
In the years before the outbreak of World War
Il, Freud wrote Civilization and Its Discontents.

Discuss the question with a partner.

Do you think we always make rational and

reasonable decisions, or do we sometimes
wonder why we do things? Can you give
examples of this? Are we often influenced by
unconscious desires?

Reading Strategy

ede=rel(eatiale M@relalc-lsiMigelim gig) Paragraph

Reading the first paragraph of a text can help you to understand the most
important idea of the passage before you read the entire reading.

Read the first paragraph of “Civilization and Its Discontents.” Then read each
statement and check (V) Yes or No.
Yes No

1. The reading will say that violence is inborn in human beings. oO O

2. The reading will be optimistic about man’s fate in the future. or Sl

Now read the text and decide if your answers were correct.

Psychology: Aggression and Violence 197

 Civilization and Its Discontents
By Sigmund Freud

Homo homini lupus. |Man is a wolf to man.] Who, in the face of all his |
experience of life and of history, will have the courage to dispute this
assertion? As a rule, this cruel aggressiveness waits for some provocation
|
or puts itself at the service of some higher purpose, whose goal might
|
have been reached by milder measures. Anyone who calls to mind the
atrocities committed during the invasions of the Huns,! or by the people |
known as the Mongols? under Genghis Khan and Tamerlane, or at the
capture of Jerusalem by the pious Crusaders,* or even the horrors of the
recent World War — anyone who calls these things to mind will have to
|
|
accept the truth of this view.
The existence of this inclination to aggression, which we can detect
in ourselves and justly assume to be present in others, is the factor which
:
disturbs our relations with our neighbor and which forces civilization into
:
|
such a high expenditure of energy. . . . Civilization has to use its utmost
efforts in order to set limits to man’s aggressive instincts.
The meaning of the evolution of civilization is no longer obscure to us.
It must present the struggle between Eros and Thanatos,* between the
instinct of life and the instinct of destruction, as it works itself out in the
|
human species. This struggle is what all life essentially consists of, and the
evolution of civilization may therefore be simply described as the struggle
for the life of the human species.
The fateful question for the human species seems to me to be whether
and to what extent their cultural development will succeed in mastering
the disturbance of their communal life by the human instinct of aggression
and self-destruction. It may be that in this respect precisely the present
time deserves a special interest. Men have gained control over the forces
of nature to such an extent that with their help they would have no
difficulty in exterminating one another to the last man. They know this,
and from this comes a large part of their current unrest, their unhappiness
and their mood of anxiety. And now it is to be expected that the other
of the two “Heavenly Powers,” eternal Eros, will make an effort to assert
himself in the struggle with his equally immortal adversary. But who can
foresee with what success and with what result?

‘Huns: a group of nomadic people from central Asia who attacked and controlled parts of
Europe during the 4th and 5th centuries a.D.
? Mongols: a group of nomadic people from northeast and central Asia who conquered
Asia, the Middle East, and eastern Europe in the 13th and 14th centuries, resulting ina
vast Mongol empire under Genghis Khan and a descendant known as Tamerlane.
> Crusaders: people who took part in the wars fought in the 11th, 12th, and 13th centuries
by Christian armies trying to take Palestine from the Muslims; the crusaders’ conquest
of Jerusalem in 1099 was accompanied by massacres of Muslims and Jews
*Eros and Thanatos were Greek gods — Eros was the god of love, Thanatos the god
of death.
DL iesSear ESTEE EAE EE EEE E GEE ETE EEE EE EEE EEE:

198 CHAPTER 8
COMPREHENSION

@® Main Ideas
Complete the sentences based on the main ideas of the reading. Use your
own words.

1. According to Freud, people have committed terrible acts of cruelty against other

human beings, especially in certain situations, such as

2. Civilization (cultural development) tries very hard to

3. Inside man are two warring instincts, one representing

and the other

4. Scientific and technological development have made it possible

, which makes this a time of potential

© Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.
1. “Homo homini lupus. [Man is a wolf to man.]” (paragraph 1)
In this saying, .. .
a. “wolf” is a metaphor for cruelty.
b. “wolf” is a metaphor for wildness.

2. “As arule, this cruel aggressiveness waits for some provocation or puts itself
at the service of some higher purpose, whose goal might have been reached by
milder measures.” (paragraph 1)
a. Aggression prevents peaceful conflict resolution.
b. A higher purpose provokes others into fighting.

3. “The existence of this inclination to aggression, which we can detect in ourselves

and justly assume to be present in others, is the factor which disturbs our relations
with our neighbor and which forces civilization into such a high expenditure of
energy.” (paragraph 2)
a. Civilization has to work hard to get us to admit our aggressive instincts.
b. Civilization has to work hard to control our aggressive instincts.
(continued on next page)

Psychology: Aggression and Violence 199

 4, “This struggle is what all life essentially consists of, and the evolution of
civilization may therefore be simply described as the struggle for the life of the
human species.” (paragraph 3)
According to Freud,...
a. civilization evolves in order to give life to the human species.
b. civilization evolves in order to protect humans from themselves.

“The fateful question for the human species seems to me to be whether and to
what extent their cultural development will succeed in mastering the disturbance
of their communal life by the human instinct of aggression and self-destruction.”
(paragraph 4)
a. The effort to control aggression will decide man’s fate.
b. Cultural development will master communal life.

“And now it is to be expected that the other of the two ‘Heavenly Powers,’
eternal Eros, will make an effort to assert himself in the struggle with his equally
immortal adversary. But who can foresee with what success and with what
result?” (paragraph 4)
a. The life instinct will win against the death instinct.

b. The life instinct and the death instinct will fight it out.

VOCABULARY

fA) Synonyms
1 Cross out the word that is NOT a synonym for the word in bold. Compare answers
with a partner.

i adversary supporter foe opponent

. assertion statement claim ‘controversy
. atrocity barbarism cruelty «attack
. expenditure spending exposure » exertion
. exterminate massacre arrest » kill
. fateful intense most important crucial
. inclination attraction tendency dislike »
master surrender . control overcome
7 pious
Sm
ih
“or
CO
SS religious spiritual content +
=S utmost best better + greatest

200 CHAPTER 8
2 Complete the sentences with the words from the box. Use the synonym in
parentheses to help you select the correct word. Compare answers with a partner.

adversary expenditure inclination pious

assertion extermination master utmost

atrocities fateful

1. For Freud, man is divided between the inclination to

(impulse)
aggression and the need for love.

2. Aggression can lead to self-destruction and even the Cre Mindy 17

(annihilation)
of the entire human race.

3. Love, a life-giving force, is the (NMVATS AY Y _ of the tendency to

(enemy)
violence and destruction.

4. Cruelty and aggressive instincts, according to Freud, have produced many

rn nya]
LQUTY in the history of mankind.
(monstrous actions)

5. Freud’s KY ( is that mankind’s civilized life, cultural

(belief)
development, and MS behavior are all efforts to
(spiritual) ;
the death instinct within.
(control) po
6. The rewards of civilized life justify the enormous LX PEN TUL of
(output)
effort mankind has made. .

7. Freud had the. MiB respect for his patients, and he used
iqreateat)
the knowledge gained from their treatment to make the inner workings of the

mind less obscure to human beings.

8. At the end of his life, he asked a roe Tu question: Can

(crucial)
mankind survive the terrible weapons that their brains, working with their

aggressive instincts, have invented?

@ Collocations
Check (/) the collocations (words that are often paired together). Discuss your
answers with a partner.

1 1. fateful moment 3. master

a language M 5. anatural inclination
2. fateful disaster 4. master a person 6. a false inclination

Psychology: Aggression and Violence 201

CRITICAL THINKING
+o SESE

Discuss the questions in a small group. Be prepared to share your answers with
the class.
1. Is there anything in the reading that leads you to believe that Freud is pessimistic
about the future? What sentences or references in the reading may cause you to
draw that conclusion?
2. Ifa person were motivated mostly by love, what would his or her behavior be?
Do we see much of this behavior in everyday life? If so, when?
3. If a person were motivated mostly by aggression and the death wish, what would
his or her behavior be? Do we see much of this behavior in everyday life? If so,
when?

4. Aggression doesn’t always have to be physical. For example, lying about a

person’s character can be an aggressive act. In what other ways can aggression
be manifested in a person’s life (e.g., verbally, psychologically, morally,
financially, etc.)?

BEADING DS Sine cUOne G0 tantolasiy

SE
EEE
SEG eee
RAT OO RET IE TO NS AE
a ee
Os ie a TN RT La 5

@ Warm-Up
Discuss the question with a partner. Share your answers with the class.

Some people have said that mankind is the most violent species on earth. Do you
think they are correct? Why or why not?

Reading Strategy

OTavel-Te-) c-Talellate Miar-miucor-j man) elelacclajm@(e(-t-Mice)iim ale) a-lacem Mr:1-1a at-]e-lele-]

e)at
Reading the first (introduction) and last (conclusion) paragraphs of a text first is
sometimes a very effective way of seeing where the author is going with his story or
his argument. It can be very helpful in understanding the most important idea of
a text.

Read the first and last paragraphs of the reading. Then check (/) the answer to
the question.

Does Stephen Jay Gould agree or disagree with Freud’s pessimism about the future
of mankind?
BiAgree
0 Disagree

Now read the text and find out if you were correct, and in what ways Gould supports
his argument.

202 CHAPTER 8
 Reflections on
Natural History
By Stephen Jay Gould
Steohen Jay Gould (1941-2002) was a respected American
paleontologist, evolutionary biologist, and historian of
science. He taught at Harvard University and New York
University and also worked at the American Museum of
Natural History. He contributed articles to many academic
journals and ne wrote, among other books, The Mismeasure
of Man, Bully for Brontosaurus, and Dinosaur in a Haystack.
How often have we been told that unending series of unpleasantnesses
man is, by nature, aggressive and — that 50 percent or more of human
selfishly acquisitive? Such claims encounters are stressful or aggressive.
make no sense to me — in a purely But think about it seriously for a
empirical way, not as a statement moment. Such levels of nastiness
about hope or preferred morality. cannot possibly be _ sustained.
What do we see on any ordinary day Society would devolve to anarchy
on the streets or in the homes of any in an instant if half our overtures to
American city — even in the subways another human being were met with
of New York? Thousands of tiny and a punch in the nose.
insignificant acts of kindness and
consideration. We step aside to let No, nearly every encounter with
someone pass, smile at a child, chat another person is at least neutral
aimlessly with an acquaintance, and usually pleasant enough. Homo
or even with a stranger. At most sapiens? is a remarkably genial
moments, on most days, in most species. Ethnologists consider other
places, what do you ever see of the animals relatively peaceful if they see
dark side — perhaps a parent slapping but one or two aggressive encounters
a child or a teenager on a skateboard while observing an organism for, say,
cutting off an old lady? Look, I’m no tens of hours. But think of how many
ivory-tower! Pollyanna,? and I did millions of hours we can log for most
grow up on the streets of New York. people on most days without noting
I understand the unpleasantness and anything more threatening than a
danger of crowded cities. I’m only raised third finger* once a week or so.
trying to make a statistical point.
Why, then, do most of us have
Many people are under the the impression that people are so
impression that daily life is an aggressive, and intrinsically so?
Unfortunately, one incident of
‘ivory tower: Universities are sometimes violence can undo a thousand acts
referred to as “ivory towers,” meaning
places that are insulated from the difficulties (continued on next page)
of ordinary life and therefore, unable to
understand them. >Homo sapiens: the Latin scientific name for
? Pollyanna: an excessively or blindly
the human species
optimistic person, based on the novel ‘raised third finger: an insulting gesture in
Pollyanna by Eleanor Hodgman Porter many cultures
es a ares

Psychology: Aggression and Violence 203

 of kindness, and we easily forget the permits us to be aggressive or peaceful,
predominance of kindness over dominant or submissive, spiteful
aggression by confusing effect with or generous? Violence, sexism, and
frequency. Kindness is so fragile, so general nastiness are biological
easy to efface; violence is so powerful. since they represent one subset of
I am not asserting that humans are a possible range of behaviors. But
either genial or aggressive by inborn peacefulness, equality, and kindness
biological necessity. Obviously, both are just as biological — and we may
kindness and violence lie within the see their influence increase if we can
bounds of our nature because we create social structures that permit
perpetuate both, in spades.5 them to flourish.

The central feature of our biological The long and intense debate
uniqueness also provides the major surrounding biological determinism’
reason for doubting that our behaviors has arisen as a function of its social
are directly coded by specific genes. and political message. But I reiterate
That feature is, of course, our large my statement that no _ evidence
brain. The increase in our brain added exists to support it, that the crude
enough neural connections to convert versions of past centuries have been
an inflexible and rigidly programmed conclusively disproved, and that its
device into a labile’ organ. Endowed continued popularity is a function
with sufficient logic and memory, of social prejudice among those who
the brain may have substituted non- benefit most from the status quo.’ We
programmed learning for direct are both similar to and different from
specification as the ground of social other animals. Our biological nature
behavior. Flexibility may well be the does not stand in the way of social
most important determinant of reform.
human consciousness.
biological determinism: the hypothesis that
Why imagine that specific genes biological factors such as genes (as opposed to
social factors or the environment) completely
for aggression, dominance, or spite determine how a person behaves or changes
have any importance when we know over time. Those who believe in biological
that the brain’s enormous flexibility determinism may not want to help the poor
because they feel their situation cannot be
°in spades: definitely, unquestionably changed.
‘labile: open to change [in this case, from * status quo: the way things are now
experience]

COMPREHENSION

A) Main Ideas
Read each statement and check (/) the ones that are main ideas of the reading.

O 1. Human nature is primarily violent.

O 2. Kindness is statistically more characteristic of relations between people than

violence.
OF 3. Biology is not destiny for human beings.
O 4. Our biological nature has many aspects, and it’s up to us to encourage positive
behavior in society.

204 CHAPTER 8
'B) Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.
L “Society would devolve to anarchy in an instant if half our overtures to another
human being were met with a punch in the nose.” (paragraph 2).
a. Social encounters would be impossible with such a high level of violence.

b. Anarchy would lead to violence.

“Unfortunately, one incident of violence can undo a thousand acts of kindness,

and we easily forget the predominance of kindness over aggression by confusing
effect with frequency.” (paragraph 4)
a. Gould is saying that one violent act has a great impact, and we forget that it’s
not very frequent.
b. Gould is saying that one violent act has a great impact, and we realize that it’s
very frequent.

“Endowed with sufficient logic and memory, the brain may have substituted non-
programmed learning for direct specification as the ground of social behavior.”
(paragraph 5)
a. The human brain replaced programmed behavior with non-programmed
learning.
b. The human brain replaced non-programmed learning with programmed
behavior.

“Why imagine that specific genes for aggression, dominance, or spite have any
importance when we know that the brain’s enormous flexibility permits us to
be aggressive or peaceful, dominant or submissive, spiteful or generous?”
(paragraph 6)
a. The author agrees with a genetic explanation for behavior.
b. The author does not agree with a genetic explanation for behavior.

“But peacefulness, equality, and kindness are just as biological — and we may
see their influence increase if we can create social structures that permit them to
flourish.” (paragraph 6)
a. Social structure can encourage the expression of positive biological behavior.
b. Positive behavior is biological.

“Our biological nature does not stand in the way of social reform.” (paragraph 7)

a. Social reforms won't change anything because biology determines our

behavior.
b. People who don’t want social reform cannot use biology as an excuse.

Psychology: Aggression and Violence 205

vo CABULARY
be
ne

© Guessing from Context

Read each quote from the reading. Try to guess the meaning of the words in bold
from the context. Then consult a dictionary and write the definition.

1. “Many people are under the impression . . . that 50 percent or more of human
encounters are stressful or aggressive. But think about it seriously for a moment.
Such levels of nastiness cannot possibly be sustained.” (paragraph 2)

nastiness Guess: _meanness —

Dictionary: unpleasantness,
spitefulness, cruelty

sustain Guess:

Dictionary:

. “Society would devolve to anarchy in an instant if half our overtures to another

human being were met with a punch in the nose.” (paragraph 2)

devolve Guess:

Dictionary:

overtures Guess: —

Dictionary:

. “Unfortunately, one incident of violence can undo a thousand acts of kindness,

and we easily forget the predominance of kindness over aggression by confusing
effect with frequency.” (paragraph 4)

predominance Guess:

Dictionary:

. “Kindness is so fragile, so easy to efface; violence is so powerful.” (paragraph 4)

efface Guess:

Dictionary:

. “Obviously, both kindness and violence lie within the bounds of our nature
because we perpetuate both, in spades.” (paragraph 4)

perpetuate Guess:

Dictionary:

. “Flexibility may well be the most important determinant of human

consciousness.” (paragraph 5)

determinant Guess:

Dictionary:
206 CHAPTER 8
@ Word Forms
1 Fill in the chart with the correct word forms. Some categories can have more than
one form. Use a dictionary if necessary. An X indicates there is no form in that
category.

ADJECTIVE ADVERB

eo ciareiananal
acquisitiveness | acquisitive

a
fa[reimnne
|
SS Ee
a
2 Complete the sentences with the correct forms of the words from the chart. The first
letter (or letters) of each word has been given to you as a clue. Compare answers
with a partner.

1. Gould does not think that human nature is perpetually

selfish, a , and cruel.

2. On the contrary, he r _ several times that most of the

time, kindness and consideration pr

3. For Gould, there is no biological determinism: the brain is so flexible that genetic

predispositions can be diminished or even e by

experience and learning.

4. In humans, our choices are important; we are

capable of violence but, if the right conditions can be

S. , peace and solidarity

can pr in human relations.

Psychology: Aggression and Violence 207

 cy Synonyms
Read the essay about the theories of Albert Bandura. Match each word or phrase in
bold with its synonym in the box below. Compare answers with a partner.

The Theories of Albert Bandura

Albert Bandura is a respected psychologist, professor emeritus of social science

in psychology at Stanford University. His theories consider that people acquis

violent behavior by learning it from the people around them in the family, the

community, and the wider society. Family influence is a major eeteraunant because

growing up ina violent or abusive environment can lead to aggressive behavior in

the next generation. Violent behavior can then become a _Per ee vicious cycle.

However, nothing is inevitable. According to Bandura, negative influences can be

partially or totally __effaced__ by the actions of positive adult role models in school
4
or other areas. Their Sustained care and attention can allow a child to flourish. A
5:

genial role model can motivate a young person to control aggressive impulses.
6. :
In his writings, Bandura _Tetterates _that social learning can change behavior and
2
that positive overtures must be made to try to reform violent young people.
8. i
He refutes the idea that people are intrinsically evil, But he puts us on guard
9,
against allowing violent videos, games, and movies to predominate jn a child’s life.
10.
Although he doesn’t believe society will inevitably devolve _ into _nastiness
; Xs 12.
and chaos, he has done important work warning us against the dehumanizing effects

of violence.

= 4a. erased —___ g._ take a huge place

_
== Decruelty —__— h. genetically (inherently)
pee Cn factor === si rerepeats
1 d. learn —__._ j.. never-ending
—_—. e. imiendly os hy Constant
i Teoress =. Kh vapproaches

208 CHAPTER 8
NOTE-TAKING: Identifying the Author’s Assertions and Explanations

Work with a partner. Go back to the reading and read it again. Then fill in the chart.
First, complete Gould’s assertions or statements communicating his beliefs. Then
take notes on the explanations he gives in support of these assertions.

Goutp’s ASSERTIONS = Goutp’s EXPLANATIONS

Man is by nature aggressive and many acts of kindness in any
American city ona given day

It is impractical to say that 50 percent | such a situation would not be

of hurnan reactions are sustainable — would lead to chaos

stressful Or aggressive _,

Man iS 1s 2 se 2 secies:

Humans are both

and

remember

The large human brain allows for

more

The concept of biological |

determinism has no

CRITICAL THINKING
Discuss the questions in a small group. Be prepared to share your answers with
the class.
ce Freud wrote Civilization and Its Discontents in the 1930s, and Gould wrote
Reflections on Natural History in the 1990s. Would these different time periods have
an impact on their assertions? Does the historical context have an influence on our
way of viewing man’s nature?
. Why is the flexibility of the brain so important for Gould? Why does it make
humans so different from animals?

. What sentences in Gould’s text make you believe Gould is optimistic about the
future of mankind?
. Gould says we can “create social structures” that allow kindness to flourish.
What could we do as a society to reduce the despair and violence and help more
compassion and generosity to enter our lives?

Psychology: Aggression and Violence 209

LINKING READINGS ONE AND TWO
Work with a partner. Go back to Readings One and Two and read them again. Then
read each statement and decide if Freud or Gould would have agreed with it. Write
F/G if both would have agreed, F if only Freud would have agreed, and G if only
Gould would have agreed.

____. 1. The future looks dark.

—___— 2. We can be optimistic about the future.

—__— 3. Human beings have an innate potential for violence.

___— 4. Kindness predominates in human beings.

—_— 5. Human behavior can be affected by social structures in a positive way.

READING THREE: A Neuroscientist Uncovers a Dark Secret

AL Warm-Up
Discuss the question with a partner.

Do you think there is such a thing as a person destined by nature to be a killer?

Reading Strategy

edd=\e[foadlate M@xvelalcclalmicelatmalil=
Predicting or getting some idea of a text before you start reading will help you
improve your reading speed and comprehension. The title of a text can often help
you predict or guess the author’s most important idea and guide you through the
reading with the proper focus.

Examine the title of the reading: “A Neuroscientist Uncovers a Dark Secret.”

Check (/) the statements that you think apply.

O a. This is a dramatic title, probably from the news media.

Ob. The article concerns someone in the medical profession.

Oc. Asecret will be revealed in the reading.

With a partner, discuss these questions.

1. Do you think this is a pleasant or unpleasant secret?

2. Who do you think the secret is about? About us? About the neuroscientist? About
the writer of the article?

Now read the text, taking notes in the margin so that you can follow the sequence of
events. Then go back and see if your predictions were correct.

210 CHAPTER 8
| ANeuroscientist Uncovers a Dark Secret in
By Barbara Bradley

1 The criminal brain has always held

a fascination for James Fallon. For
nearly 20 years, the neuroscientist at
the University of California-Irvine has
studied the brains of psychopaths.’ He
studies the biological basis for behavior,
and one of his specialties is to try to
figure out how a killer’s brain differs
from yours and mine.

2 About four years ago, Fallon made a

Startling discovery. It happened during
a conversation with his then 88-year-old
mother, Jenny, at a family barbecue.
“| said, ‘Jim, why don’t you find out
about your father’s relatives?” Jenny
Fallon recalls. “I think there were some
cuckoos? back there.” Fallon investigated. “There’s a whole lineage of very violent
people — killers,” he says. One of his direct great-grandfathers, Thomas Cornell,
was hanged in 1667 for murdering his mother. That line of Cornells produced
seven other alleged murderers, including Lizzy Borden. “Cousin Lizzy,” as Fallon
wryly calls her, was accused (and controversially acquitted) of killing her father
and stepmother with an axe in Fall River, Massachusetts, in 1882.

Ww A little spooked? by his ancestry, Fallon set out to see whether anyone in his family
possesses the brain of a serial killer. Because he has studied the brains of dozens
of psychopaths, he knew precisely what to look for. To demonstrate, he opened his
laptop and called up an image of a brain on his computer.

4 “Here is a brain that’s not normal,” he says. There are patches of yellow and red.
Then he points to another section of the brain, in the front part of the brain, just
behind the eyes. “Look at that — there’s almost nothing here,” Fallon says. This is the
orbital cortex, the area that Fallon and other scientists believe is involved with ethical
behavior, moral decision-making and impulse control. “People with low activity [in the
orbital cortex] are either free-wheeling types or psychopaths,” he says.

5 He’s clearly oversimplifying, but Fallon says the orbital cortex puts a brake on
another part of the brain called the amygdala, which is involved with aggression
and appetites. But in some people, there’s an imbalance — the orbital cortex isn’t
doing its job — perhaps because the person had a brain injury or was born that
way. “What's left? What takes over?” he asks. “The area of the brain that drives
your id-type behaviors,’ which are rage, violence, eating, sex, drinking.”
(continued on next page)
‘psychopath: someone who has a personality disorder characterized by a lack of empathy and
remorse, shallow emotion, and extremely violent behavior
2 cuckoo: (informal) someone who is mentally ill; crazy or silly
3 spooked: (informal) frightened
*id-type behaviors: In Freud's theory of the mind, the id represents the uncontrolled instincts,
the ego is the organized, realistic part, and the superego is the critical and moralizing part.
vif

>

ners eerie Arner emer

hat es ere eee etna i see ermine et ete nee RT

Psychology: Aggression and Violence 211

 op) After learning his violent family history, Fallon persuaded 10 of his close relatives
to submit to a PET brain scan® and give a blood sample. He examined the images
and compared them with the brains of psychopaths. His wife’s scan was normal.
His mother: normal. His siblings: normal. His children: normal. “And | took a look
at my own PET scan and saw something disturbing that | did not talk about,”
he says. What he didn’t want to reveal was that his orbita! cortex looks inactive.
“If you look at the PET scan, | look just like one of those killers.”

“NI Fallon cautions that this is a young field. Scientists are just beginning to study this
area of the brain — much less the brains of criminals. Still, he says the evidence
is accumulating that some people’s brains predispose them toward violence
and that psychopathic tendencies may be passed down from one generation to
another.

ee) And that brings us to the next part of Jim Fallon’s family experiment. Along
with brain scans, Fallon also tested each family member’s DNA for genes that
are associated with violence. He looked at 12 genes related to aggression and
violence and zeroed in on the MAO-A gene (monoamine oxidase A). This gene,
which has been the target of considerable research, is also known as the “warrior
gene” because it regulates serotonin in the brain. Serotonin® affects your mood
and many scientists believe that if you have a certain version of the warrior gene,
your brain won't respond to the calming effects of serotonin.

o Everyone in Fallon’s family has the low-aggression variant of the MAO-A gene,
except for one person. “You see that? I’m 100 percent. | have the pattern, the
risky pattern,” he says, then pauses. “In a sense, I’m a born killer.” Fallon’s being
tongue-in-cheek — sort of. He doesn't believe his fate or anyone else’s is entirely
determined by genes. They merely tip you in one direction or another. Brain
patterns and genetic makeup are not enough to make anyone a psychopath.
You need a third ingredient: abuse or violence in one’s childhood.

10 Jim Fallon says he had a terrific childhood; he was doted on by his parents and
had loving relationships with his brothers and sisters and entire extended family.
Significantly, he says this journey through his brain has changed the way he thinks
about nature’ and nurture. He once believed that genes and brain function could
determine everything about us. But now he thinks his childhood may have made
all the difference. “We'll never know, but the way these patterns are looking in the
general population, had | been abused, we might not be sitting here today,” he says.

= _— As for the psychopaths he studies, Fallon feels some compassion for these people
who, he says, got “a bad roll of the dice.” “It’s an unlucky day when all of these
three things come together in a bad way,” he says.

° PET brain scan: Positron Emission Tomography can show images of what is happening inside
the brain.
° serotonin: a neurotransmitter (a natural chemical in the body) carrying impulses between
nerve cells
“nature: biological or genetic influences through heredity as opposed to influences from the
individual's experience or environment

212 CHAPTER 8
COMPREHENSION

‘A) Main Ideas

Read each statement. Decide if it is True or False according to the reading. Check (/)
the appropriate box. If it is false, change it to make it true. Discuss your answers with
a partner.

TRUE FaALse

. The battle between nature and nurture is not an oO O

important part of Fallon’s discussion.

. Aperson’s brain patterns and genetic make-up U O

determine whether he will be a criminal or not.

. Some people may be more naturally inclined to O fe

commit violence than others.

. Current evidence suggests that the tendency to O O

engage in criminal behavior may be passed down
from generation to generation.

© Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.

1. “He’s clearly oversimplifying, but Fallon says the orbital cortex puts a brake on
another part of the brain called the amygdala, which is involved with aggression
and appetites. But in some people, there’s an imbalance — the orbital cortex isn’t
doing its job.” (paragraph 5)
People who are violent have...
a. an overactive orbital cortex.

b. an overactive amygdala.

. “But in some people, there’s an imbalance — the orbital cortex isn’t doing its
job — perhaps because the person had a brain injury or was born that way.
‘What's left? What takes over?’ he asks. “The area of the brain that drives your
id-type behaviors, which are rage, violence, eating, sex, drinking.” (paragraph 5)

a. Killers have something wrong with their brains due to genetics or injury.
b. Killers don’t have enough id-like behavior.
(continued on next page)

Psychology: Aggression and Violence 213

 3. “Serotonin affects your mood and many scientists believe that if you have a
certain version of the warrior gene, your brain won’t respond to the calming
effects of serotonin.” (paragraph 8)
a. Violent people respond too much to serotonin.
b. Normal people calm down with serotonin.

4. “’We'll never know, but the way these patterns are looking in the general
population, had I been abused, we might not be sitting here today,’ he says.’ YE

(paragraph 10)
a. Childhood abuse activates negative patterns in the brain.
b. Childhood abuse is not a part of the pattern.

VOCABULARY
SRA SS EE = SESS FE 8 EES
EE a SE RL EL

A) Phrases and Idioms

Read the phrases and idioms found in the reading. Match them with their meaning.

—_ 1. a bad roll of the dice a . carefree; irresponsible

___ 2. free-wheeling b. to slow down
—___._ 3. tongue-in-cheek €: to give something your full attention
—__._ 4. zero inon d . an unlucky occurrence, due to chance
—__. 5. puta brake on e. to care very much about someone
—__ 6. dote on f. humorous

@ Using the Dictionary

Read the dictionary entry for disturb.

disturb v. 1 to annoy someone or interrupt what they are doing by making noise, asking
a question, etc.: If she’s sleeping, don’t disturb her. 2 to make someone feel worried
or upset: What disturbs you most about this decision? 3 to do something that changes
the position or condition of things, usually in a bad way: I was careful not to disturb
anything in his office.
A Ua a aa A eS eSNG Sao carter SS

Now read each sentence. Decide which meaning of disturb is being used. Write the
number of the appropriate definition.

a. The results of the tests, which showed that the scientist had the brain
patterns and DNA common to most serial killers, disturbed him a bit.
__— b. He kept the information to himself because he did not want to disturb his
family members with the news.
__ ¢. Loud music in the lab disturbed the work of the scientists.

__ d. The discovery about the paternity of the royal child disturbed the status of
the other people in line to the throne.

214 CHAPTER 8
c Synonyms
Read the essay about biology and destiny. Match each word or phrase in bold with
its synonym in the box below. Compare answers with a partner.

Biology and Destiny

For many centuries people thought that biology was destiny: If, through a

bad roll of the dice you were born a girl, you were doomed to an inferior life. The
1.
same was true for anyone whose nuleape wasn’t noble. An aristocratic birth

meant a free-SAL aS life of Pena An inferior birth puta make On a person’s

ambition and seein achievement. eee parents would cautiontheir

children to accept reality because those dit went outside aacieonal roles were

punished.

Then came the disturbing rise of capitalism, and traditional society was changed

forever in terns nae In the 19th century, an unknown Corsican rose to become

emperor of the josie (Napoleon), and the man who presided over the end of

slavery in America was himself born in a one-room log cabin (Abraham Lincoln). The

old conservative ideas gave way to a new idea: People could make their own destiny.

The debate between nature (genetics) and ee has always been difficult

to decide. Although genes may pier eo eae to some advantages or

disadvantages, the environment they Bre Ae with as a child and adult on activate

or deactivate their potential. Today we have Sse On.many aspects of the brain,

but the most important is that it is constantly remodeling itself based on experience.

Without seeming too tongue-in-cheek , we can say that “Hope springs eternal.”
12;

partie a. upsetting eg “plocked

2 Dwain p= =n. hetecity,
Bee tOcised.on =eev 1, irvesponsivie
==. Iporineine. _1_ j. chance occurrence
ae. esilly ___— k. amazing and strange
=== ei loving, oS Imake- likely to have

Psychology: Aggression and Violence 215

GRAMMAR FOR READING: Adjective Clauses Toh € Se ee Sie Se

An adjective clause tells you something about the noun or pronoun it

follows. An adjective clause begins with a word like who, whom, whose, that,
which, when, where, why.

In academic English, sentences can become long and complicated. It’s

important to remember that an adjective clause describes the noun or pronoun
that comes right before it.
EXAMPLE:
e He’s clearly oversimplifying, but Fallon says the orbital cortex puts a brake on another

noun adjective clause

part of the brain called the amygdala, WhiGhisTAVONEE withaggression nd ppRtites:

The word which and the entire adjective clause that follows refer to the noun
“amygdala.” The amygdala is involved with aggression and appetites.

Work with a partner. Read each sentence and identify which noun the adjective
clause refers to. Circle the correct answer.
1. “[It is] the area of the brain that drives your id-type behaviors, which are rage,
violence, eating, sex, drinking.” (paragraph 5)
a. id-type behaviors b. brain

2. “Along with brain scans, Fallon also tested each family member’s DNA for genes
that are associated with violence.” (paragraph 8)
a. DNA b. genes

3. “As for the psychopaths he studies, Fallon feels some compassion for these people
who, he says, got ‘a bad roll of the dice.’” (paragraph 11)
a. people (psychopaths) b. Fallon

4. “As a rule, this cruel aggressiveness waits for some provocation or puts itself
at the service of some higher purpose, whose goal might have been reached by
milder measures.” (Reading One, paragraph 1)
a. aggressiveness b. purpose

5. “The existence of this inclination to aggression, which we can detect in ourselves

and justly assume to be present in others, is the factor which disturbs our relations
with our neighbor and which forces civilization into such a high expenditure of
energy.” (Reading One, paragraph 2)
a. inclination b. existence

a. others b. factor

a. neighbor b. factor

216 CHAPTER 8
NOTE-TAKING: Focusing on Sequence of Events and Main Discoveries

1 Sequence of Events |

Work with a partner. In each of the boxes below, recapture the sequence of events
that led to Fallon’s realization about himself and others. Write notes to complete the
information in each box.

1. University of California: for 20 years researching criminal minds and

biological basis for behavior Seine

Y
2. About four years ago, his mother...

3. Fallon found out...

Y
4, Fallon persuaded 10 close relatives...

5. The results of the tests were...

Psychology: Aggression and Violence 217

 2 Main Discoveries in Brain and Genetic Research

Write notes next to each cue about a discovery in brain and genetic research
mentioned in the reading.

_ Orbital cortex A low activity in orbital cortex not good — doesn't

inhibit activity of amygdala

| Amygdala | “ip |

_ Warrior gene

_ Nature and nurture |

| (Fallon’s views)

CRITICAL THINKING
Discuss the questions in a smal! group. Be prepared to share your answers with
the class.
1. How important is childhood in Fallon’s opinion? Why? Was he a “natural-born
killer”?
2. Can society prevent people from becoming killers?
3. Fallon says he has more compassion today for those who have become
psychopaths. Why? Would you?
4. Would you want to know about your brain and your family history to see if you
were in the same situation as Fallon? Why or why not?

218 CHAPTER 8
AFTER
YOU READ
BRINGING IT ALL TOGETHER -
SEES RE ENE So SR re ae

Work in groups of four. Role-play an interview with Sigmund Freud, Stephen Jay
Gould, and James Fallon about men’s aggressiveness and violence. The journalist
will ask questions of the others. Freud, Gould, and Fallon will express their opinions.
Use some of the vocabulary you studied in the chapter (for a complete list, go to
page 220).

Topic: Men’s aggressiveness and violence

ROLEs:
¢ Journalist ¢ Stephen Jay Gould
¢ Sigmund Freud ¢ James Fallon

QUESTIONS:
¢ Are humans a very violent species?
¢ Is violence in our genes?
¢ How can we control and prevent the expression of violence?

WRITING ACTIVITY
Write a three-paragraph essay about how an important event or lesson in childhood
shaped your ethical behavior and moral sense. Use more than five of the words or
idioms you studied in the chapter.
¢ Introduction: Tell the reader about yourself as a child.
¢ Body Paragraph: Describe the situation and the lesson you learned.
¢ Conclusion: Discuss how it affected your later life.

DISCUSSION AND WRITING TOPICS

~ LENE YO, TR Le SORELLE A LS PTT EE EL NF I a EE DL EES SEER,

Discuss these topics in a small group. Choose one of them and write a paragraph or
two about it. Use the vocabulary from the chapter.

1. Why do you think people, even scientists and writers of popular entertainment
for movies and TV, are so interested in serial killers: their lack of empathy, fear, or
remorse? Is it that they are a lot like us or very much unlike us?
2. What are some ways we can reduce aggression in today’s society?
3. Do you think violent movies and video games contribute to violence among
young people?
4. “The fault is not in our stars but in ourselves.” — William Shakespeare
Do you think the fault is in our genes or in our environment? Is aggression the
result of “nature” (inborn qualities) or “nurture” (the result of experience)?
5. How cana belief in biological determinism affect our future and our concept of
freedom? Does biological determinism excuse a violent criminal? »

Psychology: Aggression and Violence 219

 VOCABULARY
Nouns Verbs Adjectives Adverb
adversary caution acquisitive * intrinsically *
assertion devolve disturbing
atrocities efface fateful Phrases and
Idioms
determinant exterminate genial
a bad roll of the
expenditure master pious
dice
inclination * erpetuate startlin :
P Ps 6 free-wheeling
lineage predispose utmost
; ; put a brake on
nastiness reiterate :
tongue-in-cheek
nurture sustain *
overtures
Phrasal Verbs
predominance *
dote on
zero in on
= AWL (Academic Word List) item

SELF-ASSESSMENT __ _
In this chapter you learned to:
O) Predict the content of a text from the
title or the first paragraph
O) Understand the most important idea of a
text from the first and last paragraphs
O Guess the meaning of words from the ©
context
O Use dictionary entries to learn the |
meanings of words
©) Understand and use synonyms,; phrenes
and idioms, collocations, and ane
word forms
_O Identify adjective clauses and ae
reasons for their use
O Take notes to identify the author’s
assertions and supporting explanations
O Complete outlines to focus on _
the sequence of events and main
SS

: What can youdo well?G

What do you need to praciice more?
) 2S

220 CHAPTER 8
CHAPTER ETHICS: Resistance to
Evil in the 20th Century

ETHICS: the study of the moral rules and principles of behavior

in society, and how they influence the choices people make

To read academic texts, you need

to master certain skills.

In this chapter, you will:

-@ Predict the content of a text
from the title or from the
subheadings
_e Preview a text using an Editor’s
Insert .
_e@ Guess the meaning of words
from the context
e Use dictionary entries to learn
the meanings of words
e Understand and use synonyms,
collocations, and different word
forms
e Identify noun clauses and the
reasons for their use
e Take notes to identify the main
details of the action
- Complete a chart to identify
the main points of the author’s
arguments

Mahatma Gandhi used nonviolent civil disobedienceto lead India to

independence from Britain in 1947. He inspired the leaders of nonviolent
resistance movements across the world.
 BEFORE
YOU READ
@ Ethical Philosophers
Some famous philosophers have written about morality. Read the short and very
simplified summary of their ideas.

Aristotle (384 B.c.-322 B.c.): You should decide what kind of person you want to
be. Then you make moral choices based on whether they will help you become
that person.
Emmanuel Kant (1724-1804): When you have a moral question, you should
ask yourself, “What would happen if everyone behaved this way?” For
Kant, morality was an absolute. For example, lying was forbidden in all
circumstances because it manipulated people and destroyed their dignity.

Jeremy Bentham (1748-1832): For Bentham, it is the greatest happiness of the

greatest number of people that is the measure of right and wrong. Happiness
is pleasure rather than pain. Morality is based on consequences and “the
greater good.”

Now answer the questions. Discuss your answers with a partner.

1. Which philosopher’s ideas do you agree with?

2. How would you react...
a. if someone followed Aristotle’s idea and decided to be selfish?
b. if someone followed Kant’s idea and refused to lie to save a life?
c. if someone followed Bentham’s idea and harmed a minority of innocent
people to help “the greater good” of the majority?

Consider These Questions

Check (/) your answers. Then discuss your answers with a partner.
1. How do you decide what is right or wrong?
Oa. My feelings tell me what is right or wrong.
Ob. My conscience tells me what is right or wrong.
Oc. My religious beliefs tell me what is right or wrong.
Od. The law tells me what is right or wrong.
2. Would any of your replies to the above change...
Oa. if your feelings were anger or fear?
Ob. if the law dictated discrimination toward some people?
Oc. if your society accepted things you think are wrong?

222 CHAPTER 9
READIN
ONE: G
The Ghos
of Mrs.ts
Gandhi
TA) Warm-Up
Indira Gandhi (no relation to Mahatma Gandhi)
was the first woman prime minister of India.
In 1984, she sent troops to invade the Golden
Temple, sacred to the Sikh religion, in order
to capture rebels hiding there. She was later
assassinated by two of her Sikh bodyguards.
This act sparked murderous riots of Hindus
against any Sikhs they could find. Millions of
Sikhs were made homeless, and 5,000 were
burned alive according to government figures.
Discuss the questions with a partner.

1. What should we do when we see terrible

things happening to others? Something?
Nothing?
2. Some people have performed heroic deeds
trying to protect others. What do you think
motivates such people?

@ Reading Strategy

edacioiCoatiare m@xolal(-lal@ice)timellelal-y-Lellarets
Reading the subheadingsin a text can give you a fuller idea of what the text will be
about. They can help you predict or guess its content.

Read the subheadings in “The Ghosts of Mrs. Gandhi.” With a partner, decide if these
statements are True or False. Check (/) the appropriate box.
True FAaAtse

1. The reading will discuss two separate incidents during the riots. O O

2. The author was present during both incidents. oO Oo

3. The author is writing a personal memoir. oO oO

Now read the text and decide if your predictions were correct.

Ethics: Resistance to Evil in the 20th Century 223

 ‘The Ghosts ofMrs. Gandhi
By Amitav Ghosh

Amitav Ghosh was born in Calcutta and grew up in India, Bangladesh, and Sri Lanka.
He studied in Delhi, Oxford, and Alexandria and is the author of many award-winning
novels, including Sea of Poppies and River of Smoke, about the opium trade in India
and China.

First day of the riots — on a bus going in his seat. She ied at him in Hindi,
home from the university telling him to get down and keep out of
sight.
As the bus made its way down New
Delhi’s broad tree-lined avenues, official- The man started in surprise and
looking cars overtook us, speeding squeezed himself into the narrow foot-
toward the hospital. As we drew nearer, space between the seats. Minutes later,
it became evident that a large number of our bus was intercepted by a group of
people had gathered there. But this was young men dressed in bright, sharp
no ordinary crowd: it seemed to consist symthetits. Several had bicycle chains
of red-eyed young men in half-buttoned wrapped around their wrists. They ran
shirts. It was now that I noticed that my alongside the bus as it slowed to a halt.
Sikh’ fellow passenger was showing We heard them call out to the driver
signs of increasing anxiety: sometimes through the open door, asking if there
standing up to look out, sometimes were any Sikhs on the bus.
glancing at the door. It was too late to get
off the bus; thugs were everywhere. The driver shook his head. No, there
were no Sikhs on the bus.
The bands of young men grew more
and more menacing as we approached A few rows ahead of me the crouching,
the hospital. Some were armed with turbaned figure had gone completely
steel rods and bicycle chains; others had still.
fanned out across the busy road and
were stopping cars and buses. Outside, some of the young men were
jumping up to look through the windows,
A stout woman wearing a Sari was the asking if there were any Sikhs on the bus.
first to understand what was going on. There was no anger in their voices; that
Rising to her feet, she gestured urgently was the most chilling thing ofall.
at the Sikh, who was sitting hunched
No, someone said, and immediately
' Sikh: Sikh men are recognizable by their other voices picked up the Soon
distinctive turbans (a turban is a long piece all the passengers were shaking their
of cloth that you wind tightly around your
heads and saying, No, no, let us go now,
head).
we have to get home.
ERRSEDE ERS SESS ARIS ESS ASSES STR RRSSSER FEE OOS SRE EST ORD

224 CHAPTER 9
9 Eventually, the thugsy stepped back 13 And then something happened that
and waved us through. I have never completely understood.
Nothing was said: there was no signal,
10 Nobody said a word as we sped away nor was there any break in the rhythm of
down Ring Road. our chanting. But suddenly all the women
in our group — and the women made up
Second day of the riots — in a march more than half of the group’s number —
against violence stepped out and surrounded the men;
their saris and kameezes’ became a thin,
11 The march headed first for Laipat Nagar, fluttering barrier, a wall around us. They
a busy commercial area a mile or so away. turned to face the approaching men,
We were shouting slogans as we marched: challenging them, daring them to attack.
old Gandhian slogans? of peace and
brotherhood from half a century before. 14 The thugs took a few more steps
Then, suddenly we were confronted with toward us and then faltered, confused.
a starkly familiar spectacle, a twentieth- A moment later, they were gone.
century urban horror: burned-out cars,
@ebrisiand rubble everywhere. The scene 15 In the next couple of hours, an
my memory preserved is of a moment organization was created, and its work
when it seemed inevitable that we would — to bring relief to the injured and the
be attacked. bereft, and to shelter the homeless
— began the next morning. Food and
12 Rounding a corner, we found ourselves clothing were needed and camps had
facing a crowd that was larger and more to be established to accommodate
i than any other the thousands of people with nowhere
crowds we had encountered. On each to sleep. And by the next day we were
previous occasion, we had prevailed overwhelmed — literally. The large
by marching at the thugs and engaging compound was crowded with vanloads
them directly, in dialogues that turned of blankets, second-hand clothing, shoes,
quickly into extended shouting matches. sacks of flour, sugar and tea. Previously
In every instance, we had succeeded in unsentimental businessmen sent cars
facing them down. But this particular and trucks. There was barely room to
mob was intent on confrontation. As its move.
members advanced on us, waving knives
and steel rods, we stopped. Our voices >kameeze: a piece of clothing like a long
grew louder as they came toward us. We shirt, worn by many people from the Indian
subcontinent
braced for the attack, leaning forward
as though into a wind.

2 Gandhian slogans: phrases used by

Mahatma Gandhi and his followers during
the struggle for independence

Ethics: Resistance to Evil in the 20th Century 225

COMPREHENSION

@ Main ideas
Read each statement. Decide if it is True or False according to the reading. Check (V)
the appropriate box. If it is false, change it to make it true. Discuss your answers with
a partner.

True FALSE

. People took a long time to decide to help others. O O

. The people who helped victims were policemen. O O

. People used nonviolence to try to stop the revenge killings. O O

. The Sikh in the bus had killed Indira Gandhi. O O

. After the fact, more people made contributions Oo [

to help the victims.

Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.
1. “But this was no ordinary crowd: it seemed to consist of red-eyed young men in
half-buttoned shirts.” (paragraph 1)
a. The author is suggesting that these men were half-asleep.
b. The author is suggesting that these men were dangerous.

. “Outside, some of the young men were jumping up to look through the windows,
asking if there were any Sikhs on the bus. There was no anger in their voices; that
was the most chilling thing of all.” (paragraph 7)
a. The author is communicating the cold-blooded nature of this violence.
b. The author is communicating the idea that the mob is moved by emotion.

. “On each previous occasion, we had prevailed by marching at the thugs and
engaging them directly, in dialogues that turned quickly into extended shouting
matches. In every instance, we had succeeded in facing them down. But this
particular mob was intent on confrontation.” (paragraph 12)
a. In other circumstances, the rioters talked with the demonstrators, but not
this time.

b. In other circumstances, the rioters refused to talk with the demonstrators, but
now they would.

. “The large compound was crowded with vanloads of blankets, second-

hand clothing, shoes, sacks of flour, sugar and tea. Previously unsentimental
businessmen sent cars and trucks.” (paragraph 15)
a. People felt bad about what had happened.
b. People wanted to encourage business.
226 CHAPTER 9
VOCABULARY
Se EERE OOS SRE EF RABE BOE ETE EI ER REITER

@® Guessing from Context

Read each quote from the reading. Try to guess the meaning of the words in bold
from the context. Write the clues that helped you guess and your guess. Then consult
a dictionary and write the definition.

1. “The bands of young men grew more and more menacing as we approached the
hospital. Some were armed with steel rods and bicycle chains; others had fanned
out across the busy road and were stopping cars and buses.” (paragraph 2)

menacing Clues: _armed / steel rods / chains

Guess: _<cary

Dictionary: threatening,
making you expect something bad _
fan out Clues:

Guess:

Dictionary:

2. “On each previous occasion, we had prevailed by marching at the thugs

and engaging them directly, in dialogues that turned quickly into extended
shouting matches. In every instance, we had succeeded in facing them down.”
(paragraph 12)

prevail Clues:

Guess:

ICH
OM ONY tes
ee

3. “Our voices grew louder as they came toward us. We braced for the attack,
leaning forward as though into a wind.” (paragraph 12)

brace for Clues:

Guess:

Dictionary:

4. “Food and clothing were needed and camps had to be established to

accommodate the thousands of people with nowhere to sleep.” (paragraph 15)

accommodate Clues:

Guess:

Dictionary:

Ethics: Resistance to Evil in the 20th Century 227

 @® Synonyms
Complete the essay with the words or phrases from the box. Use the synonym in
parentheses to help you select the correct word or phrase. Compare answers with
a partner.

accommodate chilling intent on stark

bereft faltering menacing started
braced for fanning out prevail thugs

More about the Riots

“Throughout the city, Sikh

homes were being looted and set

on fire, often with their occupants

still inside.” Ghosh reports the

testimony of a Sikh woman, her voice

as
1. (stumbling)
she spoke of her husband and three

sons burned alive by the mob. They had been hiding in a nearby house. “There was

treachery in people’s hearts. Someone must have told the crowd they were there.” A

[ONL + survivor, her testimony was a living condemnation of

2. (grief-stricken)
the barbarism of the mobs and a symbol of the thousands of people, overwhelmingly

Sikh males, dead in the riots.

Some people were saved by their friends and associates. Ghosh tells the story of a

wealthy Sikh couple, who were UNTER ON sitting out the crisis in
3. (set on) -
their home. They found it difficult to understand the ILC
4. (grim)
reality of the riots. The crowds had become so MLAO that
5. (threatening)
their lives were in danger. Yet they kept saying that they had no sympathy with

Sikh terrorists and were totally committed to the Indian state. Although they

wanted to believe that calm would DYOY QU | , their friends

6. (be victorious)
finally persuaded them to flee. They were hidden by neighbors in a place that could

iC on Wp a or all their needs and keep them safe.

7. (take care of)

228 CHAPTER 9
 They left just in time. Minutes after their departure, their cook Harte
8. (jumped)
at the sound of the mob coming down the street. He PY OLS
= 9. (prepared for)
the inevitable confrontation. The +hy Ss were at the gates
: 10. (criminals)
of the house, Th ine across the garden, holding knives
Pin acrentinas
and torches. The mob asked him if his employers were Sikhs and whether they

were in the house. They wanted to know who owned the house — Hindus

or Sikhs? The cook told them his employers were Sikhs, but they’d left town.

They were only renting from a Hindu, who owned the house. There was a

Chal \Ing
a silence as he waited to see what would happen. Did
12. (gravely/disturbing) ]
they know he was lying? What would be his fate? But the mob believed him.

Of this time, Ghosh writes, “I had witnessed the risks that perfectly ordinary

people were willing to take for one another.”

Using the Dictionary

edt, Read the dictionary entries for crowd and mob.

crowd n. a large group of people in a public place: The crowd cheered.

mob nr. a large noisy crowd, especially one that is angry and violent: Police officers fired at
the mob of unruly protesters.

What would you call these people? Decide if they are a crowd or a mob. Check (Vv)
the appropriate box.
Crowd Mos

1. a group of peaceful demonstrators Oo

2. a group of people going to the movies

3. a group of people carrying chains and knives

4. a group of people trying to loot a store and take things

5. a group of people registering for a course at the university

6. a group of people threatening the authorities with es

ON
BA
(i
Ete py
ay
sh
A
physical harm

7. a group of people joining the discussion ol O

Ethics: Resistance to Evil in the 20th Century 229

 2 Read the dictionary entries for start, startle, startled, and startling.

start v. 1 [T*] to begin doing something: They’re starting construction next spring.
2 [I**] to move your body suddenly, especially because you are surprised or afraid:
A loud knock at the door made her start.

startle v. [T] to make someone feel suddenly surprised or slightly shocked, often so that
they make a sudden movement: A loud knock at the door startled her.

startled agj. feeling suddenly surprised or slightly shocked: J was startled to see her there. /
his startled look

startling adj. very unusual or surprising: a startling change in attitudes

*T = Transitive: A transitive verb carries action to another noun.

“I = Intransitive: An intransitive verb carries no action; it applies only to the subject.

Now complete each sentence with the correct word: start, startled, startling

ieee ees (oi, ee city awoke to news of terrible riots.

2. The loud shouts of the rioters as they came down the streets made everyone

Serr 4WP) with fear.

N

ct HRS In )
3. The committee Ghosh worked with wrotea —__SWiTiiAy
SC CCCCCCCeexpposé
J

of those responsible for the riots.

4. We hoped that things would STAT to get better after that.

NOTE-TAKING: Identifying Main Details of the Action

Work with a partner. Go back to the reading and read it again. Then fill in the chart
with short notes identifying the main details of the action: the dangers and solutions
found on the bus and on the street.

| orey-vale)y BIN ec}4-1 Yo)

HUH ge), Mlnd<0)
-J =ealo)
e)\|p)

| © The Sikh passenger was in | © A woman told him to hide.

danger of being taken by the |
rioters and killed.

| On the street |

230 CHAPTER 9
CRITICAL THINKING
Sey a RE

Discuss the questions in a small group. Be prepared to share your answers with
the class. ¥
1. Do you think the woman on the bus was a hero? Why do you think she tried to
save the man? Why did the others go along? If she hadn’t spoken up, what might
have happened? Did the people also help themselves by hiding the man? Did
they risk anything? Why does Ghosh include this incident in his essay?
2. Although the state authorities acted promptly against the violence in some cities,
they did not always do so in northern India. In New Delhi, people waited and
waited for the army to be called in or for the police to act. Finally, some people
decided to march against the rioters themselves in order to try to stop them. Why
would they risk their lives to do that? What view of ethical behavior do you think
they had?
3. Can you imagine what made the women come forward during the confrontation
with the mob? |
4. Why do you think the rioters turned away from the women? Ghosh wrote: “When
[I think of the women staring down the mob, I am not filled with writerly wonder.
[am reminded of my gratitude for being saved from injury.” What did he mean
by that comment?
5. Ghosh has written: “Our organization formed a team to investigate the riots.
I thought an investigation would be a waste of time. Iwas wrong. A document
produced by this team — a slim pamphlet entitled ‘Who Are the Guilty?’ — has
become a classic, an indictment of the politicians who encouraged the riots and
the police who allowed the rioters to have their way.” Why at first did Ghosh
think the report would be a waste of time? Do you think such pamphlets are
important? Why or why not?

Women in a nonviolent demonstration in India

Ethics: Resistance to Evil in the 20th Century 231

 READING TWO: Denmark in World il

@ Warm-Up
Discuss the question with a partner.

In Reading One (“The Ghosts of Mrs. Gandhi”), people had to act alone; their
government and police didn’t help them or protect the victims.

What do you think could happen if a whole people, including their government,
resisted evil orders?

ra
1942, Denmark — Danes overturn a German prison van and release fellow citizens.

@ Reading Strategy
Previewing Using an Editor’s Insert
Reading an editorial insert — a preliminary paragraph written by the editor — gives
you important information that helps you appreciate the context of the text it
precedes. Reading it where it usually appears, right before the text itself, in the form
of a preface, puts you at a great advantage and prepares you for the challenges of
the text.

Work with a partner. Read the Editor’s Insert before the text of “Denmark in World
War Il” and answer the questions.

1. When did the Germans invade Denmark?

2. What did the Danes do when the Germans announced their plans?

3. What do you think the text will show?

Now read the text and decide if the information provided in the Editor’s Insert gave
you a good preview of the text.

232 CHAPTER 9
 Denmark in
World War II
By Hannah Arendt
Hannah Arendt (1906-1975) was a political scientist
and philosopher born in Hanover, Germany. When
Hitler came to power, she was forced to leave Germany
and came to the United States in 1940. She continued
her academic career by lecturing and teaching at
various colleges, including The New School for Social
Research in New York City. Among the many books she
wrote were Eichmann in Jerusalem, On Revolution,
and The Origins of Totalitarianism.

Editor’s Insert

During the Second World War, the Germans invaded Denmark

in April, 1940. In the beginning of her essay, Hannah Arendt
explains that of the four countries almost completely immune to
anti-Semitism — Denmark, Sweden, Italy, and Bulgaria — only
Denmark challenged its German masters directly. As soon as the
German authorities talked about forcing Jews to wear the yellow
badge,’ the Danes replied that all Danish citizens, including the
King, would be wearing it the next day if the policy were carried
out. In addition, all Danish government officials threatened
the German authorities with their immediate resignation if
the Germans started to implement any anti-Jewish actions. The
following excerpt from Eichmann in Jerusalem shows how
the Danes sabotaged the German plan to carry out the mass
extermination of the Jews.

j
What happened then was truly amazing; compared with what took place
in other European countries, everything went topsy-turvey. In August,
1943 —- after the German offensive in Russia had failed, the Afrika Korps
had surrendered in Tunisia, and the Allies had invaded Italy — the Swedish
government canceled its 1940 agreement with Germany which had
permitted German troops the right to pass through the country. Thereupon,
the Danish workers decided that they could help a bit in hurrying things
up; riots broke out in Danish shipyards, where the dock workers refused
to repair German ships and then went on strike. The German military
commander proclaimed a state of emergency and imposed martial law,
and Himmler’ thought this was the right moment to tackle the Jewish
(continued on next page)

' yellow badge: a yellow star that Jews were forced to wear on their clothing to identify
themselves as Jews
2 Heinrich Himmler (1900-1945): chief of the German police (including the Gestapo —
secret police), and overseer of the concentration camps
SS FREER FESO TEBE LEG BELTED ES ELE EDS ESTE EL TLE EE EEL LEE SIE ELLE I LED ELL LEE LILO EE ERS
a
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ACSA
OREN
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TAA
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Ethics: Resistance to Evil in the 20th Century 233

 question, whose “solution” was overdue.
long What he did not reckon
with was that — quite apart from the Danish resistance — the German
officials who had been living in the country for years were no longer the
same. Not only did General von Hannecken, the military commander,
refuse to put troops at the disposal of the Reich plenipotentiary, Dr.
Werner Best;> the special S.S. units (Einsatz-kommandos) employed in
Denmark very frequently objected to “the measures they were ordered
to carry out by the central agencies” — according to Best’s testimony
O And Best himself, an old Gestapo man and former legal
adviser to Heydrich,* author of a then famous book on the police, who
had worked for the military government in Paris to the entire satisfaction
of his superiors, could not longer be trusted, although it is doubtful that
Berlin ever learned the extent of his unreliability.
Best went to Berlin and obtained a promise that all Jews from Denmark
would be sent to Theresienstadt®? regardless of their category — a very
important concession, from the Nazis’ point of view. The night of October 1
was set for their seizure and immediate departure — ships were ready in
the harbor — and since neither the Danes nor the Jews nor the German
troops stationed in Denmark could be relied on to help, police units
arrived from Germany for a door-to-door search. At the last moment, Best
told them that they were not permitted to break into apartments, because
the Danish police might then interfere, and they were not supposed to
“fight it out with the Danes. Hence they could seize only those Jews who
voluntarily opened their doors. They found exactly 477 people,® out of a
total of more than 7,800, at home and willing to let them in. A few days
before the date of doom, a German shipping agent, Georg F. Duckwitz,
having probably been tipped off by Best himself, had revealed the whole
plan to Danish government officials, who, in turn, had hurriedly informed
the heads of the Jewish community. They, in marked contrast to Jewish
leaders in other countries, had then communicated the news openly in
the synagogues on the occasion of the New Year services. The Jews had
just time enough to leave their apartments and go into hiding, which
was very easy in Denmark, because, in the words of the judgment, “all
sections of the Danish people, from the King down to simple citizens,”
stood ready to receive them.

3 Dr. Werner Best (1903-1989) served as civilian administrator of France and Denmark
while these countries were under Nazi occupation during World War II. At the
Nuremberg trials after the war, Best referred to his complicated “dual role.” Although he
was extradited to Denmark and originally given the death penalty, he was soon released
from prison after an appeal based on the idea that “he had done his best.”
* Reinhart Heydrich was a high-ranking Nazi official during World War II, known as “the
hangman.” He was one of the main architects of the Holocaust and was assassinated by
members of the Czech resistance in 1942.
> Theresienstadt, Czechoslovakia: a transit camp, in Nazi propaganda billed as a “spa”
for elderly Jews. More than 33,000 people were killed there, and 90,000, including
children, were sent from there to death camps further east.
6 These 477 people went to Theresienstadt, and most of them were saved because of the
intervention of the Danish government and King Christian, who insisted they be seen by
the Red Cross.
EPL
LOE LL LLL OLLEOLALIOLLODLDRWDELRLDEL
LON OLE LILLE OMELODE

234 CHAPTER 9
COMPREHEN SION
A) Main Ideas
Read each statement and check (V/) the ones that are main ideas of the reading.
(4 1. .Anation’s solidarity in dangerous times can be strengthened when the
government takes a courageous action that its citizens willingly follow.
2. Even when some people do the right thing, it may be difficult to follow their
example.
ie 3. Organized resistance by a people opposed in principle to an evil plan can
sometimes influence even their oppressors.
o 4. [tis important to resist the preparations for persecution as soon as they occur.

Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.

. “Everything went topsy-turvey. In August, 1943 — after the German offensive

in Russia had failed, the Afrika Korps had surrendered in Tunisia, and the Allies
had invaded Italy — the Swedish government canceled its 1940 agreement with
Germany which had permitted German troops the right to pass through the
country.” (paragraph 1)
Based on the description of events given, “everything went topsy-turvey” means
Lore) ena
a. no one knew what was happening.

b. things were no longer going well for the Germans.

. “Thereupon, the Danish workers decided that they could help a bit in hurrying
things up; riots broke out in Danish shipyards, where the dock workers refused to
repair German ships and then went on strike.” (paragraph 1)

What “things” did the Danish workers want to “help ...in hurrying... up”?
a. defeating the German military machine
b. challenging the Danish government

. “The German officials who had been living in the country for years were no
longer the same. Not only did General von Hannecken, the military commander,
refuse to put troops at the disposal of the Reich plenipotentiary, Dr. Werner
Best; the special S.S. units (Einsatz-kommandos) employed in Denmark very
frequently objected to ‘the measures they were ordered to carry out by the central
agencies’ — according to Best's testimony of Nuremberg.” (paragraph 1)
a. Living in Denmark far away from the authorities in Germany had changed the
attitude of the German officials in Denmark.
b. The German officials living in Denmark didn’t care about the Danes’ objections
to German orders.

Ethics: Resistance to Evil in the 20th Century 235

VOCABULARY
oe gee > suet re peg
nr peg oe ca

A] Synonyms
Complete the essay with the words or phrases from the box. Use the synonym in
parentheses to help you select the correct word or phrase. Compare answers with
a partner.

concessions reckon with seizure tipping off

immune sabotage tackled took measures

The Heroism of an Ordinary Man

Genocide, the systematic killing of everyone in a particular ethnic group or

nation, did not stop after World War II. The systematic extermination of people has

happened again in several places in the world. It is clear that we humans are not

Maing to repeating the mistakes of the past over and over again.
1. (resistant)
We have to YECRI WX this grim reality when considering the
2. (come to terms with)
tragic events that occurred in Rwanda in 1994. Sadly, these events were ignored by

the world community at the time. The film Hotel Rwanda discusses an episode from

this period, when one man tried to SH doTeO4 the murderous

3. (disrupt)
plans of the killers.

The film tells the true story of Paul Rusesabagina, a family man and manager of

the Hétel des Mille Collines, a luxury hotel in Kigali, Rwanda’s capital, run by the

Belgian company Sabena. On April 6, 1994, when Rwanda’s president Habyarumana

was assassinated along with the president of Burundi, the Tutsis' were blamed

for the assassinations. The government __ 004 Ro WEA to get rid of

4. (made preparations)
the Tutsis. From the radio, the only source of communication in the country at the

time, words telling Hutus to kill the Tutsi “infestation” blasted 24 hours a day. As a

result, ina period of 100 days up to 800,000 Tutsis were killed, with the burning and

RVI of their homes and businesses becoming the norm.

5, (taking possession)

'The Tutsis are the second largest group in Rwanda after the Hutus. The two groups share the same
language and religion. There are few, if any, basic differences between them.

236 CHAPTER 9
 As manager of the Hétel des Mille Coliines, Mr. Rusesabagina, the son of a Hutu

father and a Tutsi mother married to a Tutsi wife, TOR! od the

- 6. (dealt with)
problem as best he could by finding ways to convert the hotel into a shelter for more

than a thousand refugees escaping persecution. They, like Mr. Rusesabagina and

his family, were eventually able to escape from Rwanda. When he found refuge in

Belgium in 1996, he resigned from the hotel business.

Mr. Rusesabagina, who now lives in Belgium, was awarded the Lantos Human

Rights Award in Washington, D.C., in November 2011, because he had risked his life

during the Rwandan genocide to save many others. Although he has been criticized

for straddling two worlds and sometimes Lr

the Hutu
Din fh 4}

if (giving information to)

rebels with blood on their hands, he responds to his critics in his book, An Ordinary

Man, with the explanation that in order to achieve his results, he sometimes had to

take advantage of the influence the hotel business had given him and seek certain

Lvl P34 by negotiating with the Hutus.

8. (special agreements)

Using the Dictionary

Read the dictionary entry for resignation.

resignation n. 1 the act of resigning (officially and permanently leaving your job because
you want to), or a written statement to say you are doing this: a letter of resignation
2 the act of calmly accepting a bad situation that cannot be changed: He watched his
children argue with resignation.
LL LLLOOOLOOOLDOLDOSRA OLD 0 Oo® LOLOL oO PARDO OO DODO OL ODO. oO OO ® OQL®LQ®D®®® vO VOL

Now read each sentence. Decide which meaning of resignation is being used. Write
the number of the appropriate meaning.
/
a. The lieutenant’s resignation from his post in the army reflected his lack of
faith in the high command’s struggle.
_/ b.. He had thought about the consequences of this resignation long before he
made it known.
_< ¢. However, he imagined that remaining in that army position much longer
would have made him feel the kind of apathy and resignation that brings
one closer and closer to a living death.
__.2. d. Tosome people, living a life of total resignation is a sign of strength, but for
him behaving that way would have been a sign of weakness.

Ethics: Resistance to Evil in the 20th Century 237

 @ Word Forms
1 Fill in the chart with the correct word forms. Some categories can have more than
one form. Use a dictionary if necessary. An X indicates there is no form in that
category.

ADJECTIVE
A concession concede X

- Eea ee
Cn 5. | resignation

Complete the sentences with the correct form of the words from the chart. The first
letter of each word has been given to you as a clue. Compare answers with a partner.

1. It’s not easy to re ~Ron with man’s potential for evil.

2. Sometimes it emerges as an effort to s Lui other people’s

goods or take away what is perceived as their privileges.

3. No one is i2iWyWhe to prejudice; we can all find someone to

dislike, but we need to rise above our worst instincts.

4, Anyone who studies history will readily c 2c e 2 that

prejudice can be dangerous.

5. Sometimes, as Arendt points out about the Danish government officials, people

have to be ready tor eSign_ from their jobs rather than

participate in evil.

® Collocations
Check (/) the collocations (words that are often paired together). Discuss your
answers and the meaning of the collocations with a partner.

O 1. tackle the problem O 4. take emergency measures

O 2. tackle the question O #5. take drastic measures

O 3. tackle the answer O 6. take false measures

238 CHAPTER 9
GRAMMAR FOR READING: Noun Clauses
EST ACT NGS ISS Sea Ee PERS SSE SSI SaaS

Noun clauses function the same way that nouns do ina sentence: as
subjects, objects of verbs, or complements. The following words often
introduce noun clauses: that, what, who, whom, whether, why, where,
how, whatever, whoever, whomever, wherever, however.

That can be omitted when it introduces an object noun clause or a

complement noun clause.

EXAMPLES:
+ essay.
Whatthe!Danies'did during World WaFllis the subject of Hannah Arendt’
* Most people would agree (that)theDanes Were Verycourageous during)
Writers use noun clauses in order to introduce a topic. A noun clause
can often be considered as a “frame” or structural device that alerts the
reader to information that is to follow. Being aware of noun clauses in a
text can therefore help you improve your note-taking skills.
EXAMPLE:
* As we grew nearer, it became evident that a large number of people had
gathered there. But this was no ordinary crowd: it seemed to consist of red-
eyed young men in half-buttoned shirts.

The author tells us that there was a crowd (“the large number of people
gathered there”), but then further information is given. It is not an
“ordinary crowd,” but one with violence on its mind (“red-eyed young
men in half-buttoned shirts”).

1 Go back to the reading and underline all the noun clauses. Discuss with a partner
how these noun clauses contribute to the reading experience.

2 Examine the underlined noun clauses in these sentences from Readings One and
Two and explain how they provide a frame (the general idea) for the information that
is to follow (the details).
1. “It was now that I noticed that my Sikh fellow passenger was showing signs of
increasing anxiety: <OMGHINGS ELEiinpUpraTOE CEOS ae
the door. It was too late to get off the bus; thugs were everywhere.” (Reading One,
paragraph 1)

(continued on next page)

Ethics: Resistance to Evil in the 20th Century 239

 “A stout woman wearing a sari was the first to understand what was going on.
Rising to her feet, she gestured urgently at the Sikh, who was sitting hunched
in his seat. She hissed at him in Hindi, telling him to get down and keep out of
sight.” (Reading One, paragraph 3)

“Himmler thought [that] this was the right moment to tackle the Jewish question,
whose “solution” was long overdue. What he did not reckon with was that —
quite apart from the Danish resistance — the German officials who had been
living in the country for years were no longer the same. Not only did General von
Hannecken, the military commander, refuse to put troops at the disposal of the
Reich plenipotentiary, Dr. Werner Best; the special S.S. units (Einsatz-kommandos)
employed in Denmark very frequently objected to ‘the measures they were
ordered to carry out by the central agencies’ — according to Best’s testimony of
Nuremberg.” (Reading Two, paragraph 1)

CRITICAL THINKING
WITS SP SE

Discuss the questions in a small group. Be prepared to share your answers with
the class.
af: Do you believe Dr. Werner Best was a hero? Why or why not?

2. Why do you think Hannah Arendt tells this story about Denmark? What is her
aim? In this narrative, who showed ethical behavior?

The Nazis considered the Danes and other Scandinavians a part of their “racially
superior” Europe. Does this view play any role in explaining why the German
command in Denmark was so sensitive to Danish concerns? Would they have
felt the same way about moral opposition in other countries in Europe? Was it
important that this opposition was mainly nonviolent and that it was supported
by the vast majority of people?
As Arendt shows, the Danes were unique in their heroism during World War II.
Despite the danger, they worked in concert with one another to defy the Germans.
Is there any way to prepare people to be so united that they take actions that are
potentially at their own risk? If so, what kind of education is needed in order to
cultivate ethical behavior in the citizens of a nation?

240 CHAPTER 9
LINKING READINGS ONE AND TWO
PEG
ae DUR EEE SEE Sey IS ae GRC eS ES Se ES ee PRY Se eS rae RR SS PIT Se Fee

1. Work with a partner. Compare and contrast the content of Readings One and Two by
answering the questions in the chart.

QUESTIONS

' |What are the victims

_ being threatened with?

|2. | Are the threats age oe | ; a

"carried out? | |

|3. What role do ‘the! Pas ana ins -_

|authorities play? | ris
$$$ _______ id =s eee
“iWhat kind of success ||

is enjoyed?
SE Ee Oe EO i nr aL amas

2 Discuss with a partner if people in both readings demonstrated an understanding of

ethics. Did their respect for ethical behavior contribute to their resistance to evil?

oseeeee NG THREE: Three Ways Xe) bak

OR TA Ae tt nner

@ Warm-Up
Discuss the questions with a partner.

1. What are the advantages and disadvantages of fighting for your rights without
using violence?
2. Is it important to you to fight in an ethical way? Could circumstances make it
necessary to use violence?

@ Reading Strategy

edezol(oqdiare M@zelaitcicl mice mnt

Predicting or getting some idea of a text before you start reading it will help you
improve your reading speed and comprehension. The title of a text can often help
you predict or guess the author’s most important idea and guide you through the
reading with the proper focus.

Work with a partner. Look at the title of Reading Three—“Three Ways to Meet
Oppression” — and guess what the three ways to deal with oppression are.

Now read the essay to find out if your guesses were correct.

Ethics: Resistance to Evil in the 20th Century 241

 Three Ways to
Meet Oppression
By Martin Luther King, Jr.
Martin Luther King, Jr. (1929-
1968) was an American clergyman,
activist, and leader of the American
civil rights movement. He became
a proponent of nonviolence
through his experience with the
Montgomery bus boycott and his
readings of Mahatma Gandhi,
Henry David Thoreau, and others.
He received the Nobel Peace Prize
in 1964 because of his work
to end racial segregation and
racial discrimination through
civil disobedience. At the time of
his assassination in Memphis,
Tennessee, on April 4, 1968, he was
working tirelessly to put an end to
poverty and the U.S. involvement in
the Vietnam War. He was awarded
the Presidential Medal of Freedom
posthumously in 1977 and _ the
Congressional Gold Medal in 2004. His birthday, January 15th, was
established as a U.S. federal holiday in 1986. The reading comes from
Stride toward Freedom, King’s first book.

Oppressed people deal with their oppression in three characteristic

ways. One way is acquiescence: the oppressed resign themselves to their
doom. They tacitly adjust themselves to oppression and thereby become
conditioned to it.
There is such a thing as the freedom of exhaustion. Some people are so
worn down by oppression that they give up. A few years ago in the slum
areas of Atlanta, a Negro guitarist used to sing almost daily: “Been down
so long that down don’t bother me.” This is the type of negative freedom
and resignation that often engulfs the life of the oppressed.
But this is not the way out. To accept passively an unjust system is to
cooperate with that system; thereby the oppressed become as evil as the
oppressor. Non-cooperation with evil is as much a moral obligation as is
cooperation with good. The oppressed must never allow the conscience
of the oppressor to slumber.
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242 CHAPTER 9
 A second way that oppressed people sometimes deal with oppression
is to resort to physical violence and corroding hatred. Violence often
brings about momentary results. Nations have frequently won their
independence in battle. But in spite of temporary victories, violence never
brings permanent peace. It solves no social problem; it merely creates
new and more complicated ones.
Violence is immoral because it thrives on hatred rather than love. It
destroys community and makes brotherhood impossible. It leaves society
in monologue rather than dialogue. Violence ends by defeating itself. It
creates bitterness in the survivors and brutality in the destroyers. Violence
is not the way.
The third way open to oppressed people in their quest for freedom
is the way of nonviolent resistance. The nonviolent resister agrees with
the person who acquiesces that one should not be physically aggressive
toward his opponent; but he balances the equation by agreeing with the
person of violence that evil must be resisted. He avoids the nonresistance
of the former and the violent resistance of the latter. With nonviolent
resistance, no individual or group need submit to any wrong, nor need
anyone resort to violence in order to right a wrong.
By nonviolent resistance, the Negro can also enlist all men of good will
in his struggle for equality. The problem is not a purely racial one, with
Negroes set against whites. In the end, it is not a struggle between people
at all, but a tension between justice and injustice. Nonviolent resistance
is not aimed against oppressors but against oppression. Under its banner
consciences, not racial groups, are enlisted.

Photos: (left) Martin Luther King giving his “I have a dream”

speech at the March on Washington (1963); (above) leading the
March from Selma to Montgomery (1965)
OR
POOP OO EOCOCOWOWOOWO!}W}®hRhR] HH MILL OLE LONE LAO ee
GOOD

Ethics: Resistance to Evil in the 20th Century 243

COMPREHENSION
ba se al a a rt

@ Main Ideas
Read each statement. Decide if it is True or False according to the reading. Check (V)
the appropriate box. If it is false, change it to make it true. Discuss your answers with
a partner.
TRUE FALSE

1. The author cannot understand how the oppressed can resign O O

themselves to their fate.

2. The author sees nothing good about violence. O O

3. Nonviolence allows the oppressed minority to appeal O O

to the majority’s moral conscience.

4. Violence leaves a chance for the oppressors to change their 0 O

minds and see the error of their ways.

5. According to the author, hatred is part of the struggle to O oO

change society.

@ Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.
1. “A few years ago in the slum areas of Atlanta, a Negro guitarist used to sing
almost daily: ‘Been down so long that down don’t bother me.” (paragraph 2)
The guitarist could have said these words:
a. “I’ve become so used to my poverty that it doesn’t upset me anymore.”
b. “My poverty is not as bad as it seems.”

2. “The oppressed must never allow the conscience of the oppressor to slumber.”
(paragraph 3)
a. The oppressed must not let the oppressors trouble their conscience.
b. The oppressed must make the oppressors ashamed of what is being done.

3. “[Violence] leaves society in monologue rather than dialogue.” (paragraph 5)

a. With violence, there is no discussion or exchange of ideas.
b. No one listens when violence speaks.

4, “Nonviolent resistance is not aimed against oppressors but against oppression.

Under its banner consciences, not racial groups, are enlisted.” (paragraph 7)
a. With nonviolent resistance, there is a moral outcome.

b. Racial consciousness remains strongest with nonviolence.

244 CHAPTER 9
VOCABULARY

© Guessing from Context

Read each quote from the reading. Try to guess the meaning of the words in bold
from the context. Write your guess. Then consult a dictionary and write the definition.

1. “Oppressed people deal with their oppression in three characteristic ways.

One way is acquiescence: the oppressed resign themselves to their doom.”
(paragraph 1)

acquiescence Guess: —agreemenl=

=

Dictionary: quality
the of being too ready to agree With

_someone or do what they want without arguing or —

ee

2. “They tacitly adjust themselves to oppression and thereby become conditioned to

it.” (paragraph 1)

conditioned Guess:

Dictionary:

3. “A few years ago in the slum areas of Atlanta, a Negro guitarist used to sing
almost daily: ‘Been down so long that down don’t bother me.”” (paragraph 2)

slum (SUGSS) 252) Se

Dictionary:

4. “This is the type of negative freedom and resignation that often engulfs the life of
the oppressed.” (paragraph 2)

engulf Guess:

Dictionary:

5. “Violence is immoral because it thrives on hatred rather than love.” (paragraph 5)

thrive Guess: SS

Dictionary:

6. “The third way open to oppressed people in their quest for freedom is the way of
nonviolent resistance.” (paragraph 6)

quest Guess:

Dictionary:

Ethics: Resistance to Evil in the 20th Century 245

 © Synonyms
Read the essay. Match each word or phrase in bold with its synonym in the box
below. Compare answers with a partner.

Rosa Parks and Martin Luther King

In the days when black people were

forced to _submitto_ the power of the

a
white supremacist system whose unfair

practices totally conditioned their

2:

lives, Rosa Parks refused to give up her

seat to a white man on a Montgomery,

Alabama, bus. Her action began a mass

movement that made the nation rethink its

pol acceptance of racial injustice.

When she was a child, Parks’s family had sent ae to the Industrial School for

Girls run by two white women reformers from the North for black girls ages 5 to 14.

The school had a difficult relationship with the southern white community and had

been burned twice by arsonists. Despite the Son giag influence of segregation,’

Parks later obtained a high school diploma, ner by her husband. Together

the couple followed the os for their rights by joining the NAACP. When

World War II Siguline the eet Parks worked at Maxwell Air Force base,

a federal area where eal discrimination was not allowed. She wrote that this

experience opened her eyes to the wider world. Later, she attended the Highlander

Folk School in Tennessee, a place that trained people who wanted to lead their

community to freedom. She ___thrived __ there; in her Autobiography, she said it was
re
the first time she had been at meetings where black people and white people worked

together as equals.

‘segregation: a system of legalized separation of the races that began in the defeated southern states
after the Civil War (1861-1865) and lasted until the 1960s
> NAACP: The National Association for the Advancement of Colored People, an integrated organization
of black and white people, begun in 1909, to gain equal rights for all Americans

246 CHAPTER 9
 Rosa Parks was a well-known and respected member of her church and the civil

rights organizations in her community. She was not just the stubborn dressmaker

the policeman saw on the bus when he resorted to arresting her like a common

criminal on December 1, 1955. The women of hee church and the Montgomery

Women’s Political Council were shocked. They worked all night making leaflets

calling people to refuse to go on the buses. They described how they stayed by

their windows in the morning and watched as the buses went by empty. They were

themselves amazed that the moment had come when people awoke from their

Seid — “people just weren’t going to take it any more.” That night the

eee Martin Luther King, Jr., the new minister in town, made his first speech to

encourage the continuation of a bus boycott he had no part in planning or foreseeing.

As he himself said, the people were leading him.

As a younger man, he had wondered how America would ever change without

violence, even though as a clergyman, he could not aed eees to such a solution.

But in Montgomery he realized that ordinary people Aone for their rights could

change a nation. The boycott continued for more than a year. On December 20,

1956, the Supreme Court declared that the law requiring segregated buses was

unconstitutional.* All that King had learned about the power of mass movement and

nonviolence he took everywhere in the country, from the farms to the cities, from

the Slums _to the nation’s capital, working for the disenfranchised, joining the
45
antiwar movement, and fighting for economic equality.

a. destructive e. poorest neighborhoods — i. was successful

=== (beactee ==; t. determined —__. j.. overwhelmed
Ceuuspoxen "_.__. -e.“strupels ===» ks inactivity
to d. give in to —__— h. ended up

3 King’s mature philosophy included civil disobedience, the refusal to obey unjust laws, just as Rosa
Parks had refused to obey the law on segregation of the buses. Disobeying the law often meant arrest
and jail for King and his followers, but they practiced self-control so that they would never respond to
violence with violence.
*This decision was a major blow to the segregation system that was officially ended in 1964.

Ethics: Resistance to Evil in the 20th Century 247

NOTE-TAKING: Identifying Main Points of Author’s Argument
Work with a partner. Go back to the reading and read it again. Then fill out the chart
with short notes identifying Martin Luther King’s attitudes toward the three ways of
dealing with oppression. For each way, check whether King accepts or rejects it.
Then give his reasons for doing so.

THREE Ways Martin LuTHeR Kina’s REASONS

OF DEALING to)-W Vere! ja] (cMle)- 1)a1-4]egg]\(e}
WITH OPPRESSION THis APPROACH

' Acquiescence Accepts O Rejects

- passive acceptance of injustice makes you
complicit in the system

Accepts C1 Rejects

- no permanent peace

oe Nonviolent resistance Accepts C1 Rejects

t

Iwao physical harm to anyone

Now discuss these questions.

According to Martin Luther King:

1. What's good about violence?
2. What’s better about nonviolence?
3. Do you agree? Why or why not?

248 CHAPTER 9
CRITICAL THINKING
SIE ES YY LE ES ALT EO SEPT ETOE ES EL GE He IE ES EIS EE PLA ER PEE ES BTR

Discuss the questions in a small group. Be prepared to share your answers with
the class. in

1. The civil rights movement wasn’t a fight just for black people’s rights but for the
rights of all Americans. How does King explain this in the reading?
2. The poet Emma Lazarus, whose poem, “The New Colossus,” is on the Statue
of Liberty, wrote: “Until we are all free, we are none of us free.” What does this
statement mean? How does the freedom or lack of freedom of others affect us?
Why is it important to resist any discrimination against other people as soon as it
begins?
3. African Americans are a minority (about 11% of the population) in the United
States. How is a nonviolent struggle more suited to winning allies in the
majority? Why is it easier to involve large numbers of ordinary people in a
nonviolent movement than in a violent struggle?

AFTER YOU READ |

BRINGING IT ALL TOGETHER
Work in groups of four. Role-play an interview with the three authors in this chapter
about resisting evil. The journalist will ask questions of the others about some of the
issues listed below. Ghosh, Arendt, and King will express their opinions and give
examples. Use some of the vocabulary you studied in the chapter (for a complete list,
go to page 251).

Topic: Resisting evil

ROLEs:
¢ Journalist
e Amitav Ghosh
e Hannah Arendt
¢ Martin Luther King, Jr.

ISSUES:
¢ how to counter violence
¢ how to help and protect people
e how to fight with dignity
¢ how to get people over to one’s side
¢ how to live a good life

Ethics: Resistance to Evil in the 20th Century 249

WRITING ACTIVITY
I

Write a three-paragraph essay about a time when you or your family were caught up
in a political or historical event of some importance. Use more than five of the words
or idioms you studied in the chapter.
¢ Introduction: Give a general portrait of your family.
¢ Body Paragraph: Explain what historical events influenced you or your family
and what the consequences were for your lives.
¢ Conclusion: Tell what lessons can be learned.

DISCUSSION AND WRITING TOPICS

Discuss these topics in a small group. Choose one of them and write a paragraph or
two about it. Use the vocabulary from the chapter.
aks Give examples of nonviolent change (the fall of the Berlin Wall and the end of
the Soviet bloc, for example). When can nonviolence work? Does it work in
democratic regimes? In dictatorial regimes?
Comment on these quotes about ethical behavior, using the information from this
chapter or from your own experience or reading.
e “You can’t let people be treated in an inhuman way around you. Otherwise you
start to become inhuman.” —Hetty Votite
e “The heart has reasons that reason knows not of.” —Blaise Pascal
e “We need to know people who have made choices that we, too, can make to
turn us into human beings.” —Richard Bach
. According to Philip Zimbardo, a social psychologist at Stanford University, we
have to tell our children that ordinary everyday people can do the right thing in
difficult situations. In this sense, comic book heroes are not good role models for
children because their “superpowers” allow them to do good deeds. Zimbardo
believes that we must teach children to be heroes waiting for a chance to act. “One
day you will be in a new situation. Path one, you're going to be a perpetrator of
evil. You're going to steal, cheat, allow bullying. Path two, you become guilty
of the evil of passive inaction. Path three, you become a hero. The point is, are
we ready to take the path to celebrating ordinary heroes, waiting for the right
situation to come along to put heroic imagination into action?”
Do you think this is a good way to educate our children? Why or why not?
Amitav Ghosh’s story is a personal narrative while Hannah Arendt’s work is not.
Which style has more of an impact on you? Why?
Martin Luther King, Jr., said that violence “leaves society in monologue rather
than dialogue.” In his autobiography, An Ordinary Man, Paul Rusesabagina says:
“Tf anybody tried to threaten me, |would simply look him in the eye and ask him
in a firm but friendly voice, ‘Why?’ The bully would have no choice but to engage
me verbally, and this made violence next to impossible. I learned that it is very
difficult to fight someone with whom you are already talking.”
Do you think we can do something to encourage nonviolence in interpersonal
relationships? Why or why not?

250 CHAPTER 9
VOCABULARY
Nouns Verbs Adjectives Adverbs
acquiescence accommodate * bereft starkly
concession engulf chilling tacitly
measures falter conditioned
Phrases and
mob prevail corroding
Idioms
quest sabotage immune
be intent on
resignation slumber menacing
brace for
seizure start
submit to *
slum tackle
thug thrive

Phrasal Verbs
fan out
reckon with
resort to
tip off
*= AWL (Academic Word List) item

SELF-ASSESSMEN

Ethics: Resistance to Evil in the 20th Century 251

 CHAPTER WOMEN’S STUDIES:
10 Reaching for Equality

WOMEN’S STUDIES: academic courses in sociology, history,

literature, and psychology that focus on the roles, experiences,
and achievements of women in society
OBJECTIVES
To read academic texts, you need
to master certain skills.

In this chapter, you will:

e Predict the content of a text

from the first two paragraphs
e Use paraphrasing to identify the
main ideas of a text
e Scan a text for dates to
understand the sequence of
events
¢ Guess the meaning of words
from the context
e Use dictionary entries to learn
the meanings of words
e Understand and use synonyms,
collocations, phrasal verbs, and
different word forms
e Recognize the use of repetition
for emphasis in speeches
e Fill out an organizer and a
timeline with notes describing
details, reactions, or events
BEFORE YOU READ

Famous Women

Many men have become famous in history. Here is a very partial list of some women
who have achieved fame for their work. Match the names with their achievements
and the century in which they lived. See answers below.
—— 1. Florence Nightingale a. 19th-century author of Jane Eyre
—— 2. Georgia O’Keefe b. 20th-century prime minister of Britain
—— 3. Lady Murasaki Shikibu c. 20th-century American painter
——— 4. Charlotte Bronté d. 19th-century author of Pride and Prejudice
—— 5. Margaret Thatcher e. 16th-century queen of England
—— 6. Marie Curie f. 11th-century member of Japanese
soaren ty sodesruElicabeihil nobility; wrote Tale of Genji, the world’s
first novel
es casi) 08y Aust
PSE ENE g. 19th-century nurse and administrator;
—— 9. Maria Montessori established nursing as a profession
—— 10. Sojourner Truth h. 20th-century scientist; received two Nobel
(Isabella Baumfree) prizes, for physics and chemistry
i. 20th-century Italian physician and
educator of children
j. 19th-century abolitionist; first black
woman to speak out against slavery

Consider These Questions

oh, What conclusions can you draw from the above list of names? Check (VY) all the
possible conclusions.

O a. Before the 19th century, the only women to achieve fame were from aristocratic
families.
Ob. Incertain very limited circumstances, women born into royal families were
allowed to rule.

O c. Women begin to appear in the historical record in considerable numbers in the

19th century.

Discuss the questions with a partner.

1. Why did many women start to appear in literature, art, and the professions only
in the 19th century? What had changed?
2. If women were so absent from history before the 19th century, do you think this
was because they were inferior, or because they were not allowed to participate?

eee aor 8 ah
:SHSAMSNY NSNWOAA SNOWV-4

Women’s Studies: Reaching for Equality 253

 READING ONE: The Declaration of Sentiments (1848

TA) Warm-Up
During the French Revolution, the Declaration of the Rights of Man was passed in
1789. In 1790 Nicolas de Condorcet and Etta Palm d’Aelders unsuccessfully called
on the National Assembly to extend civil and political rights to women. Condorcet
declared that “whoever votes against the right of another, whatever the religion,
color, or sex of that other, has henceforth given up his own rights.”

However, the French Revolution did not lead to a recognition of women’s rights, and
this prompted Olympe de Gouges to publish the Declaration of the Rights of Woman
and the Female Citizen in early 1791.

Discuss the questions with a partner.

1. The Declaration of the Rights of Man began: “Men are born free and remain free
and equal in right.” How do you think de Gouges began her Declaration?
2. In the United States, Elizabeth Cady Stanton modeled her Declaration of
Sentiments after the Declaration of Independence. How do you think her
Declaration began?

Reading Strategy

edg=\el(oatlace MOxolaic-al Mm
icelsim gle-) au
eM t-le-(e1¢-]
0)ar
The first two paragraphs of a text often summarize the main points of the text.
By reading the beginning of a text and taking a moment to think about it, the reader
can become familiar with the topic and begin to predict what will follow.

Read the first two paragraphs of the reading. Then check (/) the appropriate answers
to the question.

What rights do you think women wanted in 1848?

O the right to divorce
O the right to own property
0 the right to vote
O the right to an education

Now read the rest of the text to find out if your

predictions were correct.

Elizabeth Cady Stanton

254 CHAPTER 10
 _ The DeclarationofSentiments (1848)
| By Elizabeth Cady Stanton

Elizabeth Cady Stanton (1815-1902) was an American social activist. With her
husband and seven children, she worked as an abolitionist against slavery and
became a leading figure of the early women’s rights movement. The first women’s
rights convention in the United States was held in Seneca Falls, New York, in July, |
1848. The Declaration of Sentiments, asking for the vote and full rights for women, |
was read at the convention.

—_ When, in the course of human events, it becomes necessary for one portion of the
family of man to assume among the people of the earth a position different from
that which they have hitherto occupied, but one to which the laws of nature and
of nature’s God entitle them, a decent respect to the opinions of mankind requires |
|
that they should declare the causes that impel them to such a course.
|
2 We hold these truths to be self-evident: that all men and women are created equal. |
|
|
3 The history of mankind is a history of repeated injuries on the part of man toward
woman, establishing an absolute tyranny over her. To prove this, let facts be |
submitted to a candid world.

4 Having deprived her of the elective franchise,’ the first right of a citizen, he has |
oppressed her on all sides.

5 He has made her, if married, civilly dead in the eyes of the law. He has taken from
her all right to any property, even to the wages she earns.

6 In the covenant of marriage, she is compelled to promise obedience to her

husband, he becoming, to all intents and purposes, her master— the law giving
him power to deprive her of her liberty, and to administer punishment. |

7 He has monopolized nearly all the profitable employments, and from those she
is permitted to follow, she receives very little remuneration. He closes against
her all the careers that lead to wealth and distinction. As a teacher of theology,
medicine, or law, she is not Known.
|
8 He has denied her any way of obtaining a thorough education, all colleges being ||
closed against her. |
|
|
| 9 He has given the world a different code of morals for men and for women. Moral
failures which exclude women from society are not only tolerated, but considered
| of little importance in man.

|
10 He has tried, 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 |
and abject life.

11 Now, in view of this complete disenfranchisement of one-half the people of this

country and 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.

‘franchise: the legal right to vote in your country’s elections

LL mk

Women’s Studies: Reaching for Equality 255

COMPREHENSION

A) Main Ideas
Read each statement. Decide if it is True or False according to the reading. Check (V)
the appropriate box. If it is false, change it to make it true. Discuss your answers with
a partner.

TRueE FALSE

1. According to Stanton, marriage is a contract that was O O

unfavorable to women.

2. According to the Declaration, women at this time were not O O

allowed to work outside the home.

3. Women were not allowed to learn to read and write. Bi O

4. Men profited from the dependency of women. oO oO

5. Women enjoyed the rights of American citizens. O O

Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.
1. “He has made her, if married, civilly dead in the eye of the law. He has taken from
her all right to any property, even to the wages she earns.” (paragraph 5)
a. Married women have more rights than single women.
b. All the property and money of a married woman belong to her husband.

2. “In the covenant of marriage, she is compelled to promise obedience to her

husband, he becoming, to all intents and purposes, her master.” (paragraph 6)
a. Traditional marriage is conceived as an equal partnership.
b. Traditional marriage gives men power over women.

3. “He has monopolized nearly all the profitable employments, and from those she
is permitted to follow, she receives very little remuneration. He closes against her
all the careers that lead to wealth and distinction.” (paragraph 7)
a. Women are excluded from most careers, especially professional careers.
b. Women cannot work at all outside of the home.

4, “He has tried, 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
and abject life.” (paragraph 10)
a. Men have tried to undermine women’s desire for independence.

b. Men have tried to undermine women’s respect.

256 CHAPTER 10
VOCABULARY
Rie
ee ae See OE AS SS eee

(A) Word Forms

71 Fillin the chart with the correct word forms. Some categories can have more
than one form. Use a dictionary if necessary. An X indicates there is no form in
that category.

ADJECTIVE ADVERB

compelled / compelling /

“5 NS ee
| Ee
2 Complete the sentences with the correct form of the words from the chart. The first
letter of each word has been given to you as a clue. Compare answers with a partner.

1. In traditional societies, most women were compelled sito

remain in the home in order to do the work the family needed.

2 ere = fromisocietyswas explamed by the need for

someone to take care of the house, cook, wash, and raise the children.

3. But as the Industrial Revolution changed the context of the family with

department stores, washing machines, plentiful food, and easier transportation

and communication, confining women to the home was increasingly seen as

d them of their rights.

4. Women were particularly active in education, leading to c

education laws for both boys and girls.

5, It became clear that women needed to have just r———__»_»_»__ fr

their work outside the home.

6. People gradually realized that a husband’s appropriation of his wife’s property

was a f interpretation of the marriage contract.

7. However, very few divorces were granted in the first part of the 19th century,

and custody of the children was given to the husband. Being d

of their children was agonizing for women who wanted to be free.

Women’s Studies: Reaching for Equality 257

 @ Synonyms
Complete each paragraph with the words or phrases from the box. Use the synonym
in parentheses to help you select the correct word or phrase. Compare answers with
a partner.

compelled covenant deprived of exclude

In the 19th century, marriage was viewed asa____ covenant

1. (contract)
between two people that was not supposed to be broken. Although women could

not be to marry, it was the only way to have a family

2. (forced)
and be accepted by society. Unmarried women could own property, but when they

married, they were this right. All property, real estate,

3. (kept from having)
and wages belonged to their husband. The husband, on the other hand, had to

support his wife and, in some states, could not her

4. (bar)
from inheriting one-third of his property after his death.

abject aggrieved distinction remunerated

Although women in the United States were not kept in

5. (hopeless)
ignorance, they were not able to pursue university degrees until well into the second

half of the 19th century. Women were by this exclusion,

6. (angered)
which prevented them from embarking on careers of
7. (importance)
The first colleges for women were teaching seminaries; some of the first

jobs for women were as teachers. Most of the well-

8. (paid)
known women’s colleges opened in the 1870s and 1880s.

candid fraudulently obtain submitted thorough

Elizabeth Blackwell was an exception to almost every rule. She was

very about her desire to study medicine. She

9. (frank)
her application to the admissions committees of
10. (gave)
seventeen schools for their consideration. Sixteen schools rejected her before she

258 CHAPTER 10
 found a place. She endured the teasing and meanness of the other students, who

believed she was taking up a place designed for a man.

— 11. (dishonestly)
Against all odds, she was the first woman to graduate from

medical school in the United States in 1849. Blackwell joined

the antislavery movement and the women’s rights movement.

She opened a school for women doctors, where women could

a
12. (get) 13. (rigorous) US POSTACE I Oc :
medical education. She eventually founded a hospital for
Stamp issued to honor
women and children staffed by female doctors in New York. Elizabeth Blackwell

CRITICAL THINKING
a oe

Discuss the questions in a small group. Be prepared to share your answers with
the class.
ae Was it a good idea to make a declaration asking for the vote and full rights for
women, as Stanton did in the Declaration of Sentiments? Why or why not?
. What do you think Stanton might have meant when she said men undermined
women’s confidence?

. The great women novelists of the 19th century began writing either anonymously,
like Jane Austen, or under male pseudonyms. Charlotte Bronte wrote as Currer
Bell; her sister Emily, the author of Wuthering Heights, wrote as Ellis Bell;
Amandine Lucie Aurore Dupin used the name George Sand, and Mary Ann
Evans wrote as George Eliot.
It was not illegal for women to publish books. Nevertheless, what might have
been their reasons for choosing male names?
. Do you think things have changed for women today? In what ways? Why?
What would Elizabeth Stanton think if she came back today?

. Have women asked for too much? Is the vote important, or is economic and
educational opportunity more important? Do women lose their femininity when
they ask to be equal?

Women’s Studies: Reaching for Equality 259

 READING TWO: S
Dp uah Choe cea Sons eR
ey
Dee(eeeoe“ef
er

@ Warm-Up
Work with a partner. Read the quote by Margaret Mead, a famous anthropologist who
lived in the 20th century, and the quote by Abraham Lincoln, 16th president of the
United States, who served during the Civil War. Then discuss the questions.

Every time we liberate a woman, we liberate a man. —Margaret Mead

All are free or none are free. —Abraham Lincoln

What do these quotes mean? Lincoln wrote about slaves and free men; Mead wrote
about women and men. How are these two ideas similar?

Reading Strategy

ex-le-]elale-t-Jialemcom lel-valciaaiut-liam (est:ty

A paraphrase is a statement that expresses in a shorter way something someone has
said or written. When a text is difficult, stopping to think after each paragraph may be
useful on the first or second reading. It may be useful also to write a one-sentence
paraphrase for each paragraph. It will help you identify the main ideas.

Example Paragraph:
| have been thinking of the scene presented forty years ago at the Seneca Falls
convention, and the manner in which this organized suffrage movement was born. It was a
very small thing then. Few of those who saw it had any notion that the little thing would live.

Example Paraphrase:
It is hard to imagine that the womens suffrage movement has grown So
much since it began at the Seneca Falls convention 40 years ago.

Work with a partner. Read the paragraph and write a one-sentence paraphrase for it.

It was a great thing for the friends of peace to organize in opposition to war; it was
a great thing for humane people to organize in opposition to slavery; but it was a
much greater thing, in view of all the circumstances, for woman to organize herself in
opposition to her exclusion from participation in government. Men took for granted
all that could be said against war and slavery. But no such advantage was found in
the beginning of the cause of suffrage for women. On the contrary.

As you read the text, write a one-sentence paraphrase in the margin next to each
paragraph, starting with paragraph 3.

260 CHAPTER 10
POOOOLLOOOOOOOOOOOOOOOOOOOOOOOOO
Me
OD
Speech on
QOOOOOK
OOO SOAS
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OOOOOOOOOOOOOOOOOOOOK
WOODS NSN IDAABABALNS

Frederick Douglass (1818-1895) was

an American social reformer. He was
born a slave, escaped to freedom, and
became a leader in the abolitionist
movement. Douglass was one of the
few men present at the first women’s
rights convention, held at Seneca
Falls, New York, in July 1848. He
remained a champion of the right
of women to vote. In April 1888, in
a speech before the International
Council of Women, in Washington,
D.C., Douglass recalls his role at the
Seneca Falls convention, although he
insists that women rather than men
should be the primary spokespersons
for the movement.

1 I have been thinking of the scene

presented forty years ago at the
Seneca Falls convention, and the
manner in which this organized
suffrage’ movement was born. It was
a very small thing then. Few of those
who saw it had any notion that the
little thing would live.

Nh It was a great thing for the friends of peace to organize in opposition to war; it
was a great thing for humane people to organize in opposition to slavery; but it
was a much greater thing, in view of all the circumstances, for woman to organize
herself in opposition to her exclusion from participation in government. Men took
for granted all that could be said against war and slavery. But no such advantage
was found in the beginning of the cause of suffrage for women. On the contrary.

3 Everything in her condition was supposed to be lovely, just as it should be. She
floated along on the tide of life as her mother and grandmother had done before
her, as in a dream of Paradise. It required a daring voice and a determined hand
to awake her from this delightful dream and call the nation to account for the
rights and opportunities of which it was depriving her. It was well understood at
the beginning that woman would not thank us for disturbing her by this call to duty,
and it was well known that man would denounce and scorn us for such a daring
innovation upon the established order of things.
(continued on next page)

' suffrage: the right to vote in the democratic process

Women’s Studies: Reaching for Equality 261

 4 Then who were we, for I count myself in, who did this thing? We were few in
numbers, moderate in resources, and very little known in the world. There are
few facts in my humble history to which I look back with more satisfaction than
to the fact, recorded in the history of the woman-suffrage movement, that I was
sufficiently enlightened at that early day, and when only a few years from slavery,
to support your resolution for woman suffrage. When I ran away from slavery, it
was for myself; when I advocated emancipation, it was for my people; but when
I stood up for the rights of woman, self was out of the question, and I found a little
nobility in the act.

5 Timeisa conservative power — avery conservative power. Man has been so long
the king and woman the subject — man has been so long accustomed to command
and woman to obey — that both parties to the relation have been hardened into their
respective places, and thus has been piled up a mountain of iron against woman’s
enfranchisement.

6 The universality of man’s rule over woman is another factor in the resistance to
the woman-suffrage movement. We are pointed to the fact that men have not only
always ruled over women, but that they do so everywhere, and they easily think that
a thing that is done everywhere must be right. Though the fallacy of this reasoning
is too transparent to need refutation, it still exerts a powerful influence.

7 All good causes are mutually helpful. The benefits accruing from this movement
for the equal rights of woman are not confined or limited to woman only. They
will be shared by every effort to promote the progress and welfare of mankind
everywhere and in all ages.

8 Ido not forget the thoughtful remark of our president in the opening address to
this International Council, reminding us of the incompleteness of our work. The
remark was wise and timely. But, however this may be and whatever the future may
have in store for us, one thing is certain — this new revolution in human thought
will never go backward. When a great truth once gets abroad in the world, no power
on earth can imprison it, or prescribe its limits, or suppress it. It is bound to go
on till it becomes the thought of the world. Such a truth is woman’s right to equal
liberty with man. She was born with it. It was hers before she comprehended it. It
is inscribed upon all the powers and faculties of her soul, and no custom, law or
usage can ever destroy it. Now that it has gotten fairly fixed in the minds of the few,
it is bound to become fixed in the minds of the many, and be supported at last by a
great cloud of witnesses? which no man can number and no power can withstand.3

*cloud of witnesses: from the Bible; witnesses to the faith

3 Although Douglass’s support of women’s rights never wavered, in 1869 he publicly disagreed with
Elizabeth Cady Stanton and Susan B. Anthony. Douglass urged the acceptance of the post-Civil
War Fifteenth Amendment to the Constitution, giving black men the right to vote, even though he
agreed with Stanton and Anthony that the amendment unfairly excluded white and black women.
SSS GRAN SE RE ERR

262 CHAPTER 10
Be ee ENSIONY ELI IE LG ODL TLR LE ENGL LOT EAE ELE I GO CLG, RELI EEE MERE GH

@ Main Ideas :
1 Work with a partner. Compare the paraphrases you have written in the margin of the
text. Then, for paragraphs 2 through 4, circle the best paraphrase.
PARAGRAPH 2:

a. For women to demand equality for themselves was more difficult than speaking
out in favor of antislavery or antiwar causes.
b. It was a worthier goal for women to ask for their freedom than for people to
campaign against war and slavery.
PARAGRAPH 3:

a. People were disturbed by the women’s movement because it tried to change the
established order in society.
b. It was very difficult to convince many women that they deserved more in life
because they had been told for centuries that whatever they had was all they
needed.
PARAGRAPH 4:
a. Douglass felt that all slaves should support the women’s movement.
b. To Douglass, standing up for the rights of women was a selfless and noble act.

2 Now, for paragraphs 5 through 8, write your paraphrases on the lines.

PARAGRAPH 5:

PARAGRAPH 6:

PARAGRAPH 7:

PARAGRAPH 8:

Women’s Studies: Reaching for Equality 263

 © Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.

1. “Few of those who saw it had any notion that the little thing would live.”
(paragraph 1)
a. Not enough people were at the convention to give life to the idea.
b. The idea took hold despite the few people who supported it at first.

2. “Everything in her condition was supposed to be lovely, just as it should be. She
floated along on the tide of life as her mother and grandmother had done before
her, as ina dream of Paradise. It required a daring voice and a determined hand to
awake her from this delightful dream and call the nation to account for the rights
and opportunities of which it was depriving her.” (paragraph 3)
a. Women were fooled into thinking their lives were perfect.
b. The nation realized that women were being deprived of their rights.

3. “Then who were we, for I count myself in, who did this thing? We were few
in numbers, moderate in resources, and very little known in the world.”
(paragraph 4)
a. The few people who started the movement were not very rich but famous.
b. The few people who started the movement were unknown and not very rich.

4. “Though the fallacy of this reasoning is too transparent to need refutation, it still
exerts a powerful influence.” (paragraph 6)
a. Although it is clear that the reasoning is sound, it doesn’t exert much
influence.

b. Although it is clear that the reasoning is not sound, many people believe it.

5. “I do not forget the thoughtful remark of our president in the opening address to
this International Council, reminding us of the incompleteness of our work. The
remark was wise and timely. But, however this may be and whatever the future
may have in store for us, one thing is certain — this new revolution in human
thought will never go backward.” (paragraph 8)
a. The president is right in thinking that our work is not done, but we should
take courage that victory will come.
b. The president made a wise and timely statement in her opening speech, and
we still have a long way to go.

6. “Such a truth is woman’s right to equal liberty with man. She was born with
it. It was hers before she comprehended it. It is inscribed upon all the powers
and faculties of her soul, and no custom, law or usage can ever destroy it.”
(paragraph 8)
a. Women, like men, have a natural right to be free even if they don’t realize it at
a certain moment.

b. Women have the right to change the customs and laws of society.

264 CHAPTER 10
VOCABULARY
FERED
S PAPEL TS SE DRO EAS SEIT CA ISS SISTA:

(A) Guessing from Context

Read each quote from the reading. Try to guess the meaning of the words in bold
from the context. Write your guess. Then consult a dictionary and write the definition.

1. “It was a great thing for the friends of peace to organize in opposition to war;
it was a great thing for humane people to organize in opposition to slavery;
but it was a much greater thing, in view of all the circumstances, for woman to
organize herself in opposition to her exclusion from participation in government.”
(paragraph 2)

humane Guess: kind, generous _

Dictionary: treating people ot animals in a way that is kind __

2. “It was well understood at the beginning that woman would not thank us
for disturbing her by this call to duty, and it was well known that man would
denounce and scorn us for such a daring innovation upon the established order of
things.” (paragraph 3)

denounce Guess:

Dictionary:

3. “There are few facts in my humble history to which I look back with more
satisfaction than to the fact, recorded in the history of the woman-suffrage
movement, that I was sufficiently enlightened at that early day, and when only
a few years from slavery, to support your resolution for woman suffrage. When I
ran away from slavery, it was for myself; when I advocated emancipation, it was
for my people; but when I stood up for the rights of woman, self was out of the
question, and I found a little nobility in the act.” (paragraph 4)

enlightened Guess:

Dictionary:

advocate Guess:

Dictionary:

4. “They will be shared by every effort to promote the progress and welfare of
mankind everywhere and in all ages.” (paragraph 7)

promote Guess:

Dictionary:

5. “When a great truth once gets abroad in the world, no power on earth can
imprison it, or prescribe its limits, or suppress it.” (paragraph 8)

suppress Guess:

Dictionary:

Women’s Studies: Reaching for Equality 265

 @ Synonyms
1 Read the paragraph. Match each word or phrase in bold with its synonym in the box
below. Compare answers with a partner.

World Anti-Slavery Convention

History proves that the efforts devoted to the enfranchisement of one group often

lend energy to other groups’ struggles for social justice. Famous women’s rights

activists Lucretia Mott and Elizabeth Cady Stanton first discussed organizing a

women’s rights convention when they met in London, England in 1840, at the World

Anti-Slavery Convention. Just before the conference began, it was decided that the

six American women delegates agyceatns an end to slavery would be excluded

from participating and would have to sit in a separate area. Antislavery leaders were

afraid that the women’s rights issue would take attention away from their cause of

ending slavery worldwide. Wasn’t there a eS in their reasoning? Weren’t

both groups fighting to end a kind of slavery that was manifested in different forms?

Along with several other men attending the convention, William Lloyd Garrison,

the prominent abolitionist and founder of the American Anti-Slavery Society,

denvuniced the women’s exclusion and sat with them in the segregated area. For

Canrieen and his colleagues to ally themselves with the women in such a way at that

period of time was truly a refutation of everything people said about the inferiority

of women. This was a courageous and necessary stand against the conservative
4.
thinking that had prevailed in society for too many years.

1 a. publicly supporting
__ b. publicly expressed disapproval of
—__ c._ preferring to keep things the way they are
ee ys ean) 3

266 CHAPTER 10
2 Complete each paragraph with the words or phrases from the box. Use the synonym
in parentheses to help you select the correct word or phrase. Compare answers with
a partner.

called ... to account promote suppress

The Seneca Falls convention was not only the first public women’s rights meeting

in the United States, but also the first time that women and men came together to

promote women’s right to vote. Among the participants at

1. (Support)
this meeting, which was organized by members of a radical Quaker group in Seneca

Falls, were Lucretia Mott, Elizabeth Cady Stanton, and Frederick Douglass.

After two days of discussions, the group produced the Declaration of Sentiments,

which the nation for women’s

2. (made . . . responsible)
lack of rights in many areas of life. At first, Lucretia Mott and others wanted to

avoid talking about the right to vote for women because they were afraid that such

a radical idea would lead to demands to the whole

3. (put an end to)
movement. However, the suffrage resolution remained in the document after

Frederick Douglass spoke eloquently in support of it.

accrued enlightened faculties humane humble

Frederick Douglass was an American social reformer, statesman, writer,

and orator, who was born into slavery in the South of the United States. This

eloquent, cultured, and individual, coming from

4. (wise)
a background, realized that education was the
5. (lowly)
“pathway to freedom” when he taught himself to read as a child. The most important

benefit from his ability to read was the knowledge

6. (gained)
of the abolitionist movement in the North fighting against slavery. This knowledge

allowed him to escape from the South and pursue a life in which he would have

the opportunity to develop all his . One of these was

7. (abilities)
compassion for the suffering of others. In his view, all human beings deserved to

receive the most treatment.

8. (kind-hearted)

Women’s Studies: Reaching for Equality 267

 C) Using the Dictionary
Read the dictionary entry for faculty.

faculty n. plural faculties 1 all the teachers in a particular school or college, or ina
particular department of a school or college: Both students and faculty have protested. /
faculty members / the Faculty of Social Sciences 2a particular skill that someone has +
for She has a great faculty for absorbing information. 3 anatural ability, such as the
ability to see, hear, or think clearly: the patient’s mental faculties / + of the faculty of
hearing / Mrs. Darwin is no longer in full possession of all her faculties.

1 Now read each sentence. Decide which meaning of faculty is being used. Write the
number of the appropriate definition.

a. The faculty of the women’s studies program encourage both men and
women to take their courses.
___ b. Learning that there are women with an inborn faculty of thinking
mathematically and men with an inborn faculty of writing poetically is an
important lesson.
c. Our individual faculties should not be defined according to gender
stereotypes.
___ d. The ninety-five-year-old man was still in the possession of all his faculties,
and it was fascinating to hear his detailed accounts of his childhood in the
segregated South.
e. The faculty of the history department invited him to come speak at its
seminar on the civil rights movement.
—__. f. A young student with a faculty for looking at a reading passage once and
remembering everything in it was one of the few students who was able to
keep up with the heavy reading load.

2 Complete the sentences with the words faculty or faculties.

1. Freedom cannot be fully enjoyed in a society unless the majority of people are

given the opportunity to develop their

2.) Lihat iswhy the ot

== our college are so.special:

3. Only teachers with a great for inspiring students

will succeed in this college.

4. The interdisciplinary focus of the first-year curriculum allows students to take a

variety of courses in the ____ of liberal arts, education,

and engineering.

268 CHAPTER 10
GRAMMAR FOR READING: Repetition for Emphasis |in Speeches
ye

Both Readings One (declaration) and Two (speech) were written to be

delivered orally. Their authors intended not only to move the audience but
to persuade listeners to adopt their point of view. Stanton and especially
Douglass were good orators — they were skilled at making powerful speeches.

One way you can make powerful speeches that move and persuade your
audience is to use repetition for emphasis. For example, you can use the
following techniques:
. Repeat words.
. Focus on “gradations of intensity” of words (like great, greater, greatest
or few, fewer, fewest).
. Repeat phrases in well-constructed sentences.
4. Use parallel structures.

Good writers use these techniques as well in their writing.

pies
w,in
viewOf this complete disenfranchisement of one-half the people of this
ae and eg —— Uns laws above mentioned, and| because women do
feel themselves ag ppressed, deprived of their most
sacred rights, we insist that 1h fave immediate admission to all the rights and
privileges which belong to them as citizens of the United States.

This is the concluding sentence of Stanton’s Declaration of Sentiments

(Reading One). “In view of” is repeated (technique #1) and, with “because,”
explains why equal rights are needed. The three-part construction at the
beginning of the sentence (technique #3 — yellow highlight) is echoed in
the three adjectives (technique #4 — blue highlight) that follow.

1 Frederick Douglass was a master at using repetition for emphasis in speeches. Go

back to his “Speech on Women’s Rights” and highlight at least five places where you
see repetition of words and structures.

2 Work with a partner. Examine these passages of Douglass’s speech and discuss which
techniques he used. Write the number of the technique(s) on the line (#1, 2, 3, or 4).

a. “It was a very small thing then. Few of those who saw it had any notion
that the little thing would live.
It was a great thing for the friends of peace to organize in opposition to
war; it was a great thing for humane people to organize in opposition to
slavery; but 1t was a much greater thing, in view of all the circumstances, for
woman to organize herselfin opposition to her exclusion from participation
in government.” (paragraphs 1 and 2)
“When I ran away from slavery, it was for myself; when I advocated
emancipation, it was for my people; but when | stood up for the rights of
woman, self was out of the question, and I found a little nobility in the act.”
(paragraph 4)

Women’s Studies: Reaching for Equality 269

NOTE-TAKING: From Main Ideas to Support to Reaction
Go back to the reading and read it again. Then fill out the organizer. Next to the main
idea for each paragraph, write down the details that support the main idea. Then give
your reaction: write why you agree or disagree with the author’s argument.

PARAGRAPH Main IDEA SuPPORT Your REACTION

| 2 | Women’s movement few people

| had a difficult start agreed — harder

To fight for women

| | than for peace or
a the antislavery
; | cause

| Women didn’t realize |women asleep

| the truth of their through
| situation centuries — fooled
— hard to convince
women to fight and
men to agree

| For Douglass, it was

| an unselfish effort

It is hard to convince
society to change

| Freedom movements
| intersect

Now work with a partner. Make an oral summary of Douglass’s main ideas and
discuss which points you agree with and which points you disagree with.

270 CHAPTER 10
CRITICAL THINKING
TR CS I RE LIGA ETI IND NOE GOR EOC IO LOC EBON ET EIEIO I i PEE SE = ae ea See SP,

Discuss the questions in a small group. Be ea to share yourBe ints of view with
the class.
il Douglass says that when he “stood up for the rights of woman, self was out of the
question, and [he] found a little nobility in the act.” Why did he think this was
noble? Can you think of other examples of this kind of nobility?
. There is optimism in Douglass’s remark that once a good idea is expressed, “it is
bound to become fixed in the minds of the many” and eventually be embraced.
Are there changes in history that you know of that support his assertion?
. The women’s suffrage movement was connected to the antislavery movement.
Do you agree with Douglass that “all good causes are mutually helpful”? Why or
why not? You may want to refer to issues in modern times to defend your point
of view.
. Douglass explains that in “time” (a long tradition) and “space” (all countries in
the world), women had always been deprived of their rights. What did he mean?
How do you think women could eventually win their emancipation?
. Douglass is being ironic when he says, “Everything in her condition was
supposed to be lovely, just as it should be. She floated along on the tide of life
as her mother and grandmother had done before her, as in a dream of Paradise.”
Were women’s lives really “lovely”? Why was it difficult to change women’s
minds about fighting for their rights?

LINKING READINGS ONE AND TWO

FE
RN EE Ee ENEESS AS NE EE 2 REISS

Work with a partner. Go back to Readings One and Two, and read them again. Then
read each imaginary statement and decide if Stanton or Douglass could have made
it. Write S/D if both could have made it, S if only Stanton could have made it, and D
if only Douglass could have made it.
___ 1. The list I have written points to the specific abuses that women have
suffered.
____ 2. History pervades my writing because I refer to historical texts and events.
____ 3. I would like to explain why the progress of the women’s movement has
been so slow.
__ 4. ITwant women to have the right to vote and to be men’s equals in every
respect.
____ 5. Women feel oppressed and angry about their status in society.
____ 6. Faulty thinking, despite its apparent lack of logic, can often shape human
attitudes.
___ 7. This is the beginning of the women’s suffrage movement.

Women’s Studies: Reaching for Equality 271

 READING THREE: The Day the Women Got the Vote

fA) Warm-Up
There had to be a constitutional amendment for women to obtain the vote in the
United States. Reading Three tells the story of the final struggle to get the vote,
62 years after the Seneca Falls convention.
Discuss the questions with a partner.

1. Why do you think “the vote” was so important to the women’s movement?

2. Why do you think it took so long to achieve the vote for women?

HOW LONG
MUST
K
4 a z 2 4 od oS
WHAT GR
BRA

| WOMEN WAIT ie ay WILL You po [iam

FOR LIBERTY

Women suffragists picketing in front of the White House (1917)

@ Reading Strategy

Tor: Talaliale mie) BF-)¢ct-m CoM Olale(-1e-1c-lalemes-ve

[Uc aler-)
Some texts are organized by dates and the respective events associated with them.
Scanning such a text for dates allows you to understand the sequence (order) of
events it describes. It can also help you get an overview of the development of the
main idea of the text.

Scan the reading for dates and answer the questions.

1. What is the earliest date mentioned?

2. What is the latest date mentioned?

Now read the text to find out what happened between these two dates.

272 CHAPTER 10
The Day the Women Got the Vote
By George Sullivan
by Emmeline Pankhurst and the British
suffragists who did not hesitate to use LEE
LSS
SE

extreme methods to achieve their goals."

Blatch organized suffrage parades in
New York City, the first demonstrations
by American suffragists. After the United
States entered World War I in 1917, Alice
Paul and the Women’s party stepped up
their campaign. They stood in silent vigil
in front of the White House and outside
President Wilson’s Washington home.
Suffragists marching in New York (1913) Their signs accused the president of
terrible deceit in fighting a war that was
1
During the early 1900s, a new supposed to secure democratic principles
generation of feminists launched a final in foreign lands, while at the same time
push for women’s suffrage. The struggle denying democratic rights to American
they waged eventually led to the passage women.
of the Nineteenth Amendment to the
RS
eSe

Constitution in 1920, giving women After the protesting and picketing” had
voting rights equal to men. gone on for several months, police began
cracking down and making arrests. At
These women were inspired at least first the women were released without
in part by what was happening in state being sentenced. But subsequently when
legislatures in the West. Between 1910 they returned to the picket line, they
and 1914, the states of Washington, were arrested again. This time they were
California, Oregon, Arizona, Kansas, found guilty of blocking the sidewalk
Montana, Nevada, Illinois, and _ the traffic and given prison sentences.
territory of Alaska passed legislation (continued on next page)
granting women suffrage. In 1916, Carrie
Chapman Catt took over the presidency 1Emmeline Pankhurst (1858-1928): a leader of
of the National American Woman the British suffragist movement along with
Suffrage Association and developed her daughters Christabel, Sylvia, and Adela.
what she called her “Winning Plan,” In 1908, 500,000 women marched for the vote
which was intended to win ratification in London. Faced with the indifference of the
of the suffrage amendment by 1920. government and the abusive tactics of the
police, the Women’s Social and Political Union
resorted to breaking windows and attacking
Other women, including Alice Paul and policemen; it was even accused of setting fires.
Harriet Stanton Blatch, the daughter of
? nicketing: a group of people, usually with
Elizabeth Cady Stanton, were influenced
signs, stationed outside a location in order to
protest

Women’s Studies: Reaching for Equality 273

 win the support of the rank and file of

TORTURING WOMENinPRISON me AS
ordinary people paid off. On January
10, 1918, Jeannette Rankin of Montana,
who, when elected to the House of
Representatives in 1916, had become
the first female member of Congress,
introduced the suffrage amendment on
the floor of the House. One Congressman
left his wife’s death bed — at her behest
— to vote for the amendment. Another
Congressman was brought in on a
stretcher. The final vote was 274 in favor
of the amendment and 136 opposed.
The amendment had passed by one vote
more than the majority required.*

It took another year and a half for

the amendment to win passage in the
= ai

VOTEAGAINSTnsGOVERVNEN
Senate. In June 1919, the amendment was
submitted to the states for ratification.
On August 26, 1920, after Tennessee
had delivered the last needed vote, the
Nineteenth Amendment became a part
5 In prison, many of the women joined of the Constitution.
in a hunger strike. The authorities tried
to force-feed them.’ The public, horrified In the years that followed, the
at this harsh treatment, began to look Women’s party set a new goal: full
with sympathy on the cause of suffrage. equality for women under the law. The
When Paul and others were eventually organization began campaigning for
released from prison, they were greeted an Equal Rights Amendment to the
as heroes. Constitution. The struggle to win passage
of that amendment continues to this day.°
The dramatic demonstrations staged
by Alice Paul and the Women’s party *amendment: All 27 amendments to the U.S.
combined with Catt’s hard work to Constitution were ratified after two-thirds of
the House of Representatives and two-thirds
* force-feeding: When the women protested of the Senate approved of each amendment
their harsh treatment in prison by going on and sent it to the states; three-quarters of the
hunger strikes, feeding tubes were pushed states had to ratify each amendment.
down their throats or up their noses, causing °The Equal Rights Amendment (ERA) called
great pain and vomiting, and pneumonia and for equality for women in all aspects of life,
pleurisy if the vomit was aspirated. Sylvia not just voting. It was approved by the House
Pankhurst described being held down with and Senate in 1972 but was not ratified by
a steel gag in her mouth until her gums bled. three-quarters of the states.
Her mother described the screams of the
women in Holloway prison in Britain. This
practice was stopped in 1913.

274 CHAPTER 10
COMPREHENSION
I a a a ee EE Oe ET IE = et Se Oe)

TA) Main Ideas

Check (V) the main ideas of the reading. Compare answers with a partner.

O 1. Men overwhelmingly supported women’s right to vote.

0 2. If you want your rights, you have to fight for them.
O 3. Different tactics helped bring the cause to the attention of the public.
O 4. The effort for equal rights is not over.

© Close Reading
Read the quotes from the reading. Circle the statement that best explains each
quote. Share your answers with a partner.

1. “The struggle they waged eventually led to the passage of the Nineteenth
Amendment to the Constitution in 1920, giving women voting rights equal to
men.” (paragraph 1)
a. Women achieved equal rights in 1920.
b. Women were able to vote in 1920.

2. “Their signs accused the president of terrible deceit in fighting a war that was
supposed to secure democratic principles in foreign lands, while at the same time
denying democratic rights to American women.” (paragraph 3)
a. To the women, the president was a hypocrite.
b. To the women, the president was the leader of the free world.

3. “One Congressman left his wife’s death bed — at her behest — to vote for the
amendment. Another Congressman was brought in on a stretcher.” (paragraph 6)
a. These men knew the vote was going to be a close one.
b. These men knew the amendment would win.

4. “The organization began campaigning for an Equal Rights Amendment to the

Constitution. The struggle to win passage of that amendment continues to this
day.” (paragraph 8)
a. Women are still fighting for the vote.
b. Women are still fighting for full equality.

Women’s Studies: Reaching for Equality 275

VOCABULARY

@ Guessing from Context

Read each quote from the reading. Try to guess the meaning of the words in bold
from the context. Write your guess. Then consult a dictionary and write the definition.

1. “The struggle they waged eventually led to the passage of the Nineteenth
Amendment to the Constitution in 1920, giving women voting rights equal to
men.” (paragraph 1)

wage Guess: _participate in

Dictionary: actively
_to be involved in a war, struggle,
orfight —

2. “In 1916, Carrie Chapman Catt took over the presidency of the National American
Woman Suffrage Association and developed what she called her “Winning Plan,”
which was intended to win ratification of the suffrage amendment by 1920.”
(paragraph 2)

ratification Guess:

Dictionary:

3. “They stood in silent vigil in front of the White House and outside President
Wilson’s Washington home.” (paragraph 3)

vigil Guess:

Dictionary:

4. “After the protesting and picketing had gone on for several months, police began
cracking down and making arrests.” (paragraph 4)

crack down Guess:

Dictionary:

5. “At first the women were released without being sentenced. But subsequently
when they returned to the picket line, they were arrested again.” (paragraph 4)

subsequently Guess:

Dictionary:

6. “In the years that followed, the Women’s party set a new goal: full equality for
women under the law. The organization began campaigning for an Equal Rights
Amendment to the Constitution.” (paragraph 8)

set a goal Guess:

Dictionary:

campaign for Guess:

Dictionary:

276 CHAPTER 10
@ Synonyms
Complete the paragraph with the words or phrases from the box. Use the synonym
in parentheses to help you select the correct word or phrase. Compare answers with
a partner.

behest feminists set their goals vigils

campaigned rank and file step up waged
cracked down on ratification subsequently

The “Angel” in the House

It’s clear that men have to change in order to accept equal rights for women.

But despite what some extreme feminists believe, women, too

1. (advocates of women’s rights)
must change. As Mary Wollstonecraft wrote in the 18th century, women have got to

and give up the fluttery childish persona they have

2. (accept responsibility)
often adopted at the of men. In the early part of the
3. (request)
20th century, Virginia Woolf metaphorically the “Angel
4. (attacked)
of the House.” The “Angel” was completely unselfish, thought only of securing the

happiness of others in the family, and never contradicted a man. “Be sympathetic,

flatter, deceive, use all the arts and wiles of our sex,” whispers the Angel into the ears

of women. But if women based on this traditional

5. (established their future objectives)
version of womanhood, they would never be free to think for themselves. In her

essay “Professions for Women,” Woolf to kill the

6. (made a public effort)
Angel in herself whenever she appeared, and called on other women to be real and

express their true thoughts. , in the 1960s, Simone

7. (Later)
de Beauvoir also wrote about how women must free themselves from the false

notions of femininity that make it impossible for the

8. (majority)
of women to express their true faculties. Women picketed, participated in

and a struggle
9. (silent night protests) 10. (engaged in)
for three generations and more than 70 years until they could get the

of their right to equal citizenship. The effort to make

11. (passage)
men and women understand each other, respect each other, and help each other as

equals still goes on.

Women’s Studies: Reaching for Equality 277
 @ Phrasal Verbs with crack and step
Read the dictionary entries of phrasal verbs with crack and step.

crack down phr. v. to become more strict in dealing with a problem and punishing the
people involved: We have to crack down on software pirates.

crack up phr. v. INFORMAL 1crack sb up to laugh a lot at something or to make someone

laugh a lot: That joke still cracks me up. 2 to have a mental breakdown: If I don’t get
some time off soon, I'll crack up. 3 sth’s not all it’s cracked up to be something is not
as good as people say it is: The movie was OK, but it’s not all it’s cracked up to be.

step down prr v. to leave your job or official position, to resign: + as Arnez is stepping
down as chairman. / + from She’s stepping down from the committee.

step in phr v. to become involved in a discussion, disagreement, etc., especially in order to

stop trouble: The police stepped in to break up the fight.

step upphr v. 1 step sth up to increase the amount of an activity or the speed of a
process in order to improve a situation: They have stepped up security at the airport.
2 step up (to the plate) to agree to help someone or to be responsible for doing
something: Residents will have to step up if they want to rid this area of crime.

Now complete each sentence with the correct form of the appropriate phrasal verb.

1. The women the pressure on the White House

during World War I because they hoped they would finally get the vote.

Pe NAGI AIC ee =eee Se erat the fidicu Ousndca at women

would ever be able to participate in the political process.

3. However, some men and did what they could to

support women’s rights.

4. Carrie Chapman Catt as president of the National

American Woman Suffrage Association before the war but resumed its leadership

je ASW

5. She to resolve the arguments about tactics.

6. The police on the demonstrators and arrested them

because they wouldn’t move.

7. Although the demonstrations were always peaceful, the police

security at future events.

8. In order for the women’s rights movement to be successful, men as well as

women needed to and show their support.

278 CHAPTER 10
 © Collocations
Check (V) the words that are often paired together. Discuss your answer with a
partner and the meaning of the collocations.
O 1. wage a struggle O1 5. set an example
O 2. wage a war O) 6. set a task
O 3. wage a possibility O 7. set an agenda
O 4. wage a campaign O) 8. set an accomplishment

NOTE-TAKING: Filling Out a Timeline

Se Ee EEL OTE OT ER REE EE RI A RP OS EE OR

Go back to the reading and read it again. Then fill out the timeline with your notes
detailing the event(s) for each date.

Date(s) What Happened

1910-1914 Western
states gave the vote to women

1916

1917

1918

1919

1920

CRITICAL THINKING
Discuss the questions in a small group. Be prepared to share your answers with
the class.
1. What factors do you think contributed to women being granted the vote after
World War I in most European countries? The war? The desire for change? The
women’s own struggle?
2. Why do you think women were given the vote in the new western states of the
United States before they got the vote in the old eastern states? Is it relevant that
the first countries to grant women the vote were New Zealand in 1893 and South
Australia in 1894? In what ways were these countries similar to the West in the
United States?
3. In Britain in 1918 the Representation of the People Act eliminated property
restrictions for men and, at the same time, granted the right to vote only to
women over 30 (the voting age for men was 21) who owned property or were
married to a man who owned property. Why do you think only women over 30
were given the vote?
4. When you change laws, do you really change attitudes? Did women get more
respect when they got the vote? Did men change their minds?

Women’s Studies: Reaching for Equality 279

AFTER YOU READ.

BRINGING IT ALL TOGETHER

SS Sa SSIES PO A ATR SS EOD
BEE ROS TEE a ETE Ee ee ee

Work in groups of four. Role-play a discussion about women’s rights between

Elizabeth Cady Stanton, Frederick Douglass, a woman or man living in 1919, and
someone living today.

Topic: Looking back on the struggle for women’s rights in the past and evaluating
what has been achieved

ROLEs:
¢ Elizabeth Cady Stanton
¢ Frederick Douglass
¢ Man/woman living in 1919
¢ Man/woman living today

QUESTIONS:
¢ Was the struggle for women’s rights worth it?
e Are men and women better off now? Why or why not?
e What still needs to be done?
e Has too much been done for women?

Each person in your group asks one of the questions. The others try to answer,
expressing opinions Stanton, Douglass, and people living in 1919 or today might
have had. Use some of the vocabulary you studied in the chapter (for a complete list,
go to page 282).

WRITING ACTIVITY ©
EE IHS RE TD ms ee CSO SSS OL SE SE SS Ps ee a eee Oe ee ee SES eee

Write a three-paragraph essay about something you had to fight for — a time when
you had to struggle to gain recognition for yourself and your abilities. Use more than
five of the words or idioms you studied in the chapter.
¢ Introduction: Explain what you wanted to achieve.
¢ Body Paragraph: Tell the reader how you finally achieved it (or didn’t).
¢ Conclusion: Describe what effect the effort had on you.

280 CHAPTER 10
DISCUSSION AND WRITING TOPICS
TL IL I TEE LENE IPERS EREPYLE COG EE LEE LORE EEL ATR IESE NOES, EE LONER SDE EE BELTE SG BTR SLES CLIENT RED

Discuss these topics in a small group. Choose one of them and write a paragraph or
two about it. Use the vocabulary from the chapter.
1. Comment on these quotes. What do they mean? Do you agree or disagree?
e “Never let the hand you hold hold you down.”
—Author Unknown
“T do not wish women to have power over men, but over themselves.”
—Mary Wollstonecraft, early defender of women’s rights (18th century)
“And here I believe is the clue to the feelings of those men who have a real
antipathy to the equal freedom of women. I believe they are afraid not that
women should be unwilling to marry, but that they should insist that marriage
should be on equal conditions; that all women of spirit and capacity should
prefer doing almost anything else not in their own eyes degrading, rather than
marry, when marrying is giving themselves a master.”
—John Stuart Mill, On the Subjection of Women, British philosopher (19th century)
“Tt was we, the people; not we, the white male citizens; nor yet we, the male
citizens; but we, the whole people, who formed the Union. . . . Men, their rights
and nothing more; women, their rights and nothing less.”
—Susan B. Anthony, leader of the women’s movement in the U.S. (19th century)
e “Any woman born with a great gift in the sixteenth century would certainly
have gone crazed, shot herself, or ended her days in some lonely cottage
outside the village, half witch, half wizard, feared and mocked at. For it needs
little skill in psychology to be sure that a highly gifted girl who had tried to use
her gift for poetry would have been so thwarted and hindered by other people,
so tortured and pulled apart by her own contrary instincts, that she must have
lost her health and sanity to a certainty.”
—Virginia Woolf, A Room of One’s Own, British novelist and essayist (20th century)
2. In your opinion, what still needs to be done to make men and women equal?
Eliminate differences in pay? Offer more affordable child care? Grant paternity
leave for fathers of new babies? Other points?

Women’s Studies: Reaching for Equality 281

 ~ VOCABULARY
Nouns Verbs Adjectives Adverbs
covenant accrue abject fraudulently
distinction advocate * agerieved subsequently *
faculties denounce candid
Phrases and
fallacy exclude * enlightened
Idioms
feminist obtain * humane
at the behest of sb
rank and file promote * humble
be compelled to
ratification submit thorough
; call sb to account
remuneration suppress ;
ae campaign for
vigil wage
set a goal
Phrasal Verbs
crack down
deprive sb of
step up

= AWL (Academic Word List) item

: SEL ASSESSMENT

:in
this
s chapteryou
! learnedto::

"ideas ofLoey |
e@ Scan a textfor dates tounderstand the
‘sequence of events |
- O Guess the > meaning of‘words fromtne:
context |
O Use dictionary entries to learnthe
meanings of words
| ie)Understand and use synonyms,
-collocations, phrasal verbs, and eae
word forms 2
e Recognize the use of repetition for
emphasis: in‘Speeches :
— O Fill out an organizer and a timeline with—
: notes describing oe. reactions, or

bn
n you dow
well?1S
What ao you need to practice more?g

282 CHAPTER 10
 Weley\=
16] Vy all\1B)=.
The number following each entry is the page where the word, phrase, or idiom first
appears. Words followed by an asterisk (**) are on the Academic Word List (AWL).
The AWL is a list of the highest-frequency words found in academic texts.
J TO

A brace for 225 D

abject 255 bring into play 123 dazzling 59
abolish 176 bring sb to their knees 44 deceiver 169
abstract* 112 defective 28
abyss 129 denounce 261
accommodate* 225 C deprive of 255
accompany 86 call sb to account 261 derive** 176
accountability 45 campaign for 274 despise 186
accrue 262 candid 255 determinant 204
accumulate* 28 cascade 102 devolve 203
acquiescence 242 casualty 17 devour 68
acquisitive 203 caution 212 discontinuity 160
address 35 charity 169 disenfranchise 16
adrift 9 chilling 224 disinterested 187
adversary 198 cognitive 160 dismantle 3
advocate* 262 coherent** 113 dissolve 176
afflict 113 compassion 169 distinction 255
aggrieved 255 compensation™ 45 disturbing 212
alienated 94 concession 234 domination* 68
alter* 176 conditioned 242 doodle around 76
altruistic 159 confiscate 169 dote on 212
amass 29 congregate 150 dramatically* 103
analogous 94 connive 44 dread 169
antipathy 86 consensus 76 dwelling 3
articulate 159 consent** 176
artificial 142 consistency 128
assertion 198 consistent** 94 =
assumption 187 constituent* 35 echo 149
astonishingly 58 constrain** 176 eclectic 85
at the behest of sb 274 contemporary** 187 efface 204
atrocities 198 contempt 160 embedded 95
contend 150 emerge* 94
contentious 103 eminent 128
B continuum 159 emit 142
bad roll of the dice 212 contraption 68 empathy 159
balloon 103 converge 122 endow sb with 176
barely 29 converted** 3 engulf 242
be compelled to 255 convulsion 28 engulfed in 128
befuddled 44 corroding 243 enlightened 262
beneficiary 29 counter 150 entitled 17
bereft 225 covenant 255 envision 35
bewilderment 112 crack down 273 equal 176
bias** 149 cranky 187 era 59
binding 113 critical 103 eradicate 128
blending 68 culpable 159 estate 3
bound to 187 evade 150

Vocabulary Index 283

exceed* 35 humiliating 112 masterpiece 59
exclude** 255 hunker down 76 measures 234
expenditure 198 hypocrite 169 menacing 224
exterminate 198 mercenary 75
mine 85
mnemonic device 122
F immersed in 129 mob 225
faculties 262 immune 233
fallacy 262 impel 176
falter 225 imperceptible 141 N
fan out 224 in flux 35 nastiness 203
fateful 198 in retrospect 112 net 45
feminist 273 inaugural 85 nurture 212
ferocity 9 incite 86
fervent 59 inclination* 198
fickle 169 inextricably 160 O
fieldwork 3 initiate* 94 obscure 28
fiscal 75 innovation* 129 obstinately 68
flourish 86 institute* 35 obtain 255
flutter 68 institutionalize* 16 of this caliber 129
foraging 150 intact 3 on the cheap 75
foray 3 integrity 169 overtures 203
fragmented 103 intent on 225 overwhelm 59
fraudulently 255 intrinsically 203
free-wheeling 211 invariably 176
irreversible 58 P
parable 68
G paradox 86
genial 203 K parameters* 75
give sb a free ride 45 keep faith with 186 parlay 45
go viral 103 pass through 8
grief 3 patch 9
grievance 103 L patrimony 169
grime 9 legacy 9 peddle 44
grounded 59 lessen 9 perpetuate 204
grudgingly 17 let sb down 186 persist™ 113
gulf 141 lineage 211 pertaining to 16
gullible 45 long-drawn out 68 phenomenon* 121
loom 150 pick up 150
luminous 113 pious 198
H plant 29
hapless 45 poignant 3
hence* 168 M policy* 16
herald 58 mainstream 85 predator 141
hindrance 95 make a killing 44 predictability* 9
hold on to 121 manipulate 169 predispose 212
hover 68 marginalize* 16 predominance* 204
humane 261 mark 3, 44 presage 103
humble 262 | master 198 prescribe 143

284 Vocabulary Index

prevail 225 scratch the surface 45 tolerance 186
proliferation 94 secure** 176 tongue-in-cheek 212
promote* 262 seizure 234 trace** 141
prospect** 94 self-governance 159 transient 176
prosper 16 set a goal 274 transmission** 113
prudent 169 sever 113 traumatic 113
prune 17 shelter 9 trend** 59
push 76 shift 17
put a brake on 211 shrewd 29
simultaneously 86 U
skeptic 142 ubiquitous 141
Q slaughter 76 ultimate 113
quest 243 slum 242 undermine 86
slumber 242 unimpaired 128
sneer at 187 uniquely* 149
R soaring 59 upheaval 103
raise expectations 102 solidarity 103 uphold 28
rank and file 274 sorting 122 urge 35
ratification 273 span 103 utmost 198
reciprocate 160 starkly 225 utter 142
reckless 45 start 224
startling 211
reckon with 234
reconstitute 122
step up 273 V
strain 35 vigil 273
refute 149
reinvigorate 35 submit 255 visceral 76
submit to* 243 vivid 129
reiterate 204
relinquish 103
subsequently 273
subtle 141
remedy 17
suppress 262
remuneration 255 W
sustain’ 203
resemble 122 wage 273
resignation 233
sway 85
wane 59
swift 68
resort to 243 what it comes down to 45
resource* 16 withstand 95
restraint 35 T
restricted* 122
tacitly 242
resurrect 59 Y
retain* 128 tackle 233 yearn for 129
retrieve 122 tariff 29
rummage 8 team up with 44
run counter to 186 therapeutic 95
thorough 255 Zz
zero in on 212
thrive 243
thug 224
S
Hp. 3?
sabotage 233
tip off 234
scandalize 186

Vocabulary Index 285

 CREDITS

TEXT CREDITS

Page 3 Excerpt from pp. 12-13 (387 words) from Blackberry Winter by Margaret Mead, Copyright © 1972 by
Margaret Mead. Reprinted by permission of HarperCollins Publishers; Page 8 “Homeless,” copyright ©
1987 by Anna Quindlen, from Living Out Loud by Anna Quindlen. Used by permission of Random House,
Inc; Page 16 Peter Marin, “Helping and Hating the Homeless,” Harpers Magazine, January 1987. Copyright
© 1987 by the Harpers Foundation. All rights reserved. Reproduced by permission; Page 28 Excerpt from
pp. 255-258 from A People’s History Of The United States. Copyright © 1998 by Howard Zinn. Reprinted by
permission of HarperCollins Publishers; Page 35 From Give Me Liberty! An American History by Eric Foner.
Copyright © 2005 by Eric Foner. Used by permission of W. W. Norton & Company, Inc; Page 44 “Message
to Wall Street” by Jeffrey Sachs, originally published in The Huffington Post. Copyright © 2011 by Jeffrey
Sachs, used by permission of The Wylie Agency LLC; Page 58 Susan Sontag, “A 100 Years of Cinema,”
Southern Cross Review. Copyright Susan Sontag 1997. Permission from the Wylie Agency; Page 68 David
Bernstein, “Tolstoy on the Cinema,” The New York Times, January 13, 1937; Page 75 “An Interview with
James Cameron” Copyright © 2011 Condé Nast. All rights reserved. Originally published in Vanity Fair/
The Hollywood Blog Reprinted by permission; Page 85 “Tracking Us on the Internet” from The New York
Review of Books, © 2011 Sue Halpern; Page 94 “The Positive Effects of Social Networking Sites” Ebony
Wheeldon, from A Social Society: The Positive Effects of Communicating through Social Networking Sites, Curtin
University of Technology, Australia Online Conference on Networks and Communities, April 25, 2010.
Copyright © 2010 by Ebony Wheeldon. All rights reserved. Reproduced by permission; Page 102 “The Use
of Social Media in the Arab Spring” Catherine O’Donnell, “New study quantifies use of social media in
Arab Spring,” UW Today, September 12, 2011. © The University of Washington. All rights reserved.
Reproduced by permission; Page 112 From In Search Of Memory: The Emergence Of a New Science Of Mind
by Eric Kandel. Copyright © 2006 by Eric R. Kandel. Used by permission of W. W. Norton & Company;
Page 127 From Musicophilia: Tales Of Music And The Brain by Oliver Sacks, copyright © 2007, 2008 by Oliver
Sacks. Used by permission of Alfred A. Knopf, a division of Random House, Inc. Any third party use of
this material, outside of this publication, is prohibited. Interested parties must apply directly to Random
House, Inc. for permission; Page 141 “Bridges to Human Language” (pp. 141-153) from The Third
Chimpanzee by Jared Diamond. Copyright © 1992 by Jared Diamond. Reprinted by permission of
HarperCollins Publishers; Page 149 “The Sounds of Language: Speaking to the Relatives” whyfiles.org/
058language/ape_talk.html [The Why Files: A NISE Project funded by NSF]; Page 159 Marc Bekoff and
Jessica Pierce, from Wild Justice, The Moral Lives of Animals. Chicago: University of Chicago Press, 2009.
pp. 139-140. Copyright © 2009 by the University of Chicago Press. All rights reserved. Reproduced by
permission; Page 168 Niccolo Machiavelli, “The Morals of the Prince”; Page 175 “The Declaration of
Independence”; Page 186 “Two Cheers for Democracy” from Two Cheers For Democracy by E.M. Forster.
Copyright 1939 by E.M. Forster. Copyright © Renewed 1967 by E.M. Forster. Reprinted by permission of
Houghton Mifflin Harcourt Publishing Company. All rights reserved. E.M. Forster, “Two Cheers for
Democracy,” from Two Cheers for Democracy, Harcourt Brace, 1951. OR Foote (G.W.) and Co. Ltd., June 1999.
The Provost and Scholars of King’s College, Cambridge and The Society of Authors as the E.M. Forster
Estate; Page 198 From Civilization And Its Discontents by Sigmund Freud, translated by James Strachey.
Copyright © 1961 by James Strachey, renewed 1989 by Alix Strachey. Used by permission of W. W. Norton
& Company; From Civilization And Its Discontents taken from The Complete Psychological Works Of Sigmund
Freud translated and edits by James Strachey. Published by Hogarth Press. Reprinted by permission of The
Random House Group Limited; Page 203 From Eight Little Piggies: Relections In Natural History by Stephen
Jay Gould. Copyright © 1993 by Stephen Jay Gould. Used by permission of W. W. Norton & Company, Inc;
Stephen Jay Gould, “Biological Potential vs. Biological Determinism,” In The Sociobiology Debate. ed. Arthur
L. Caplan. New York: Harper & Row, Publishers. 1978. pp. 248-251. By permission of Rhonda R. Shearer.
All rights reserved. Reproduced by permission; Page 211 Barbara Bradley Hagerty, National Public Radio,
June 29, 2010. Copyright © 2010 by National Public Radio. All rights reserved. Reproduced by permission;

286 Credits
 Page 224 “The Ghosts of Mrs. Gandhi,” by Amitav Ghosh. Copyright © 1995 by Amitav Ghosh. Originally
published in The New Yorker. Reproduced by permission of The Karpfinger Agency; Page 233
“Deportations from Western Europe”, from Eichmann In Jerusalem by Hannah Arendt, copyright © 1963,
1964 by Hannah Arendt, copyright renewed © 1991, 1992 by Lotte Kohler. Used by permission of Viking
Penguin, a division of Penguin Group (USA) Inc.; Page 242 Martin Luther King, Jr., “Three Ways of
Meeting Oppression,” from Strive Toward Freedom. New York: Harper & Row, Publishers. 1958; Page 254
Elizabeth Cady Stanton, “The Declaration of Sentiments”; Page 261 Frederick Douglass, “Speech On
Women’s Rights”; Page 273 George Sullivan, “The Day the Women Got the Vote” Copyright 1994 by
George Sullivan; Dictionary Entries From Longman Advanced American Dictionary 2nd Ed Paper and CD
ROM Pack. Copyright © Pearson Education. Reprinted with permission. All rights reserved.

PHOTO CREDITS

Page 1 David Papazian/Corbis/Glow Images; p. 3 AP Images/ Associated Press; p. 8 David Grossman/

Alamy; p. 15 ZUMA Press, Inc./Alamy; p. 16 David Grossman/Alamy; p. 25 Everett Collection Inc/
Alamy; p. 28 (left) Everett Collection Inc/Alamy, (right) Everett Collection Historical/Alamy; p. 29 Pictorial
Press Ltd/Alamy; p. 34 Everett Collection Inc/Alamy; p. 35 Everett Collection Inc/Alamy; p. 39
Buyenlarge/Getty Images; p. 44 David Grossman/Alamy; p. 56 Pictorial Press Ltd/Alamy; p. 58 Marilyn
K. Yee/New York Times Co./Getty Images; p. 59 Everett Collection/Everett Collection; p. 67 CBW /Alamy;
p. 68 ITAR-TASS Photo Agency/Alamy; p. 75 AP Images/Fa Zhi/Color China Photo; p. 83 Ryan McVay /
Getty Images; p. 85 carlos castilla/Fotolia; p. 94 NetPics/Alamy; p. 102 Megapress/Alamy; p. 110
pixologic/Fotolia; p. 112 Henrik Montgomery/epa/Newscom,; p. 121 (top) adimas/ Fotolia, (left) Peter
Gardiner /Science Source, (right) Peter Gardiner/Science Source; p. 127 Kathy deWitt/Alamy; p. 128 Ros
Drinkwater /Alamy; p. 139 imagebroker/Alamy; p. 142 pwollinga/Fotolia; p. 150 Anna Clopet/Corbis;
p- 159 catolla/Fotolia; p. 165 MasterLu/ Fotolia; p. 168 (left) INTERFOTO/Alamy, (right) Erich Lessing / Art
Resource, NY; p. 175 lawcain/ Fotolia; p. 176 Lebrecht Music and Arts Photo Library /Alamy; p. 186
Pictorial Press Ltd/Alamy; p. 195 igorigorevich/ Fotolia; p. 196 AF archive/Alamy; p. 197 Mary Evans
Picture Library/Alamy; p. 203 Wally McNamee/Corbis; p. 207 Gina Sanders/ Fotolia; p. 211 Courtesy of
the University of California, Irvine; p. 221 INTERFOTO/Alamy; p. 223 Keystone Pictures USA/Alamy;
p. 228 Jacques Langevin/Sygma/Corbis; p. 231 NOAH SEELAM/AFP/Getty Images/Newscom; p. 232
Corbis; p. 233 Pictorial Press Ltd/Alamy; p. 242 UPI Photo Service/Newscom; p. 243 akg-images/
Newscom; p. 246 Underwood Archives/Getty Images; p. 252 Everett Collection Inc/Alamy; p. 254
Napoleon Sarony/Picture History /Newscom; p. 259 air/Fotolia; p. 261 AP Images/ Associated Press;
p. 272 Everett Collection Historical/Alamy; p. 273 Everett Collection Inc/Alamy; p. 274 Mary Evans
Picture Library /Alamy.

Credits 287
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Longman Academic
Reading Series
Mumm EE ADING SKILLS FOR COLLEGE
rT

The Longman Academic Reading Series is a five-level series that prepares English language
learners for academic work. The aim of the series is to make students more effective and
confident readers by providing high-interest readings on academic subjects and by teaching
them skills and strategies for effective reading, vocabulary building, note-taking, and critical
thinking. The series also encourages students to discuss and write about the ideas they
discovered in the readings, making them better speakers and writers of English as well.
Features
e Readings based on academic sources — Every reading in the text focuses on an academic
subject and is chosen with the intent of providing different and intriguing perspectives on
the theme.
e Multiple reading genres— Readings come from a variety of sources or genres, from textbooks
to on-line articles, and are written by a variety of experts from widely different fields.
e Explicit academic skills — From critical reading to vocabulary building, note-taking, and
critical thinking, the Longman Academic Reading Series provides students with a holistic
approach to effective reading.
e Corpus-Informed approach to vocabulary (AWL) — Students build vocabulary and acquire
skills that will help them become more confident and successful in preparing for their
academic work.
e A Grammar for Reading section in each chapter presents a short review and practice of
a grammar structure often encountered in academic texts.
e A Teacher’s Manual at www.pearsonelt.com/tmkeys provides teaching suggestions,
answer keys, and quizzes.

ISBN-13: 978-0-13-276061-4
ISBN-10: 0-13-276061-4
|99000 >

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