Unit 1: Literature with a Purpose Study Guide

Read the passage. excerpt from The Red Badge of Courage by Stephen Crane The Red Badge of Courage is a novel set during the Civil War, about a teenager named Henry Fleming, who enlists in the Union Army, and the hardships he endures. The youth was in a little trance of astonishment. So they were at last going to fight. On the morrow, perhaps, there would be a battle, and he would be in it. For a time he was obliged to labor to make himself believe. He could not accept with assurance an omen that he was about to mingle in one of those great affairs of the earth. He had, of course, dreamed of battles all his life—of vague and bloody conflicts that had thrilled him with their sweep and fire. In visions he had seen himself in many struggles. He had imagined peoples secure in the shadow of his eagle-eyed prowess. But awake he had regarded battles as crimson blotches on the pages of the past. He had put them as things of the bygone with his thought—images of heavy crowns and high castles. There was a portion of the world's history which he had regarded as the time of wars, but it, he thought, had been long gone over the horizon and had disappeared forever. From his home his youthful eyes had looked upon the war in his own country with distrust. It must be some sort of a play affair. He had long despaired of witnessing a Greeklike struggle. Such would be no more, he had said. Men were better, or more timid. Secular and religious education had effaced the throat-grappling instinct, or else firm finance held in check the passions. He had burned several times to enlist. Tales of great movements shook the land. They might not be distinctly Homeric, but there seemed to be much glory in them. He had read of marches, sieges, conflicts, and he had longed to see it all. His busy mind had drawn for him large pictures extravagant in color, lurid with breathless deeds. But his mother had discouraged him. She had affected to look with some contempt upon the quality of his war ardor and patriotism. She could calmly seat herself and with no apparent difficulty give him many hundreds of reasons why he was of vastly more importance on the farm than on the field of battle. She had had certain ways of expression that told him that her statements on the subject came from a deep conviction. Moreover, on her side, was his belief that her ethical motive in the argument was impregnable. At last, however, he had made firm rebellion against this yellow light thrown upon the color of his ambitions. The newspapers, the gossip of the village, his own picturings, had aroused him to an uncheckable degree. They were in truth fighting finely down there. Almost every day the newspapers printed accounts of a decisive victory. One night, as he lay in bed, the winds had carried to him the clangoring of the church bell as some enthusiast jerked the rope frantically to tell the twisted news of a great battle. This voice of the people rejoicing in the night had made him shiver in a prolonged ecstasy of excitement. Later, he had gone down to his mother's room and had spoken thus: "Ma, I'm going to enlist." "Henry, don't you be a fool," his mother had replied. She had then covered her face with the quilt. There was an end to the matter for that night. Nevertheless, the next morning he had gone to a town that was near his mother's farm and had enlisted in a company that was forming there. When he had returned home his mother was milking the brindle cow. Four others stood waiting. "Ma, I've enlisted," he had said to her diffidently. There was a short silence. "The Lord's will be done, Henry," she had finally replied, and had then continued to milk the brindle cow. When he had stood in the doorway with his soldier's clothes on his back, and with the light of excitement and expectancy in his eyes almost defeating the glow of regret for the home bonds, he had seen two tears leaving their trails on his mother's scarred cheeks. Still, she had disappointed him by saying nothing whatever about returning with his shield or on it. He had privately primed himself for a beautiful scene. He had prepared certain sentences which he thought could be used with touching effect. But her words destroyed his plans. She had doggedly peeled potatoes and addressed him as follows: "You watch out, Henry, an' take good care of yerself in this here fighting business—you watch out, an' take good care of yerself. Don't go a-thinkin' you can lick the hull rebel army at the start, because yeh can't. Yer jest one little feller amongst a hull lot of others, and yeh've got to keep quiet an' do what they tell yeh. I know how you are, Henry." One theme that emerges over the course of the novel is that war is a savage, ugly affair that permanently changes those soldiers who survive it. How does this section of the novel work to develop that theme? By focusing primarily on the life of the main character before he enlists to serve in the army, the novel establishes the idea that, even though he does not realize it, Henry's experiences on the farm have prepared him for the harsh realities of war. By intentionally depicting Henry's mother, who lives her life in safety, in such a negative fashion, the novel suggests that those who do not personally experience war often tend to have unrealistic or incorrect conceptions of it. By showing the internal struggle that Henry endures as he decides whether or not to enlist in the army, the novel creates a scenario in which Henry is shown to have an instinctive understanding of the dangers of war from the very start. By establishing that Henry initially views war as wholly noble and soldiers as entirely gallant and heroic, the novel creates a situation in which Henry's actual experiences as a soldier in a war will fundamentally change his understanding of it.

By establishing that Henry initially views war as wholly noble and soldiers as entirely gallant and heroic, the novel creates a situation in which Henry's actual experiences as a soldier in a war will fundamentally change his understanding of it.

Read the passage. Surrender Speech by Black Hawk 1832 Black Hawk was a chief of the Sauk Indians. Though the Sauk had forfeited their lands east of the Mississippi in an 1804 treaty, Black Hawk believed the treaty to be invalid. Angered by the loss of their lands and by incoming white settlers, Black Hawk led a brief war against U.S. forces. While Black Hawk won an initial victory, his warriors were defeated. Black Hawk surrendered fifteen weeks after the conflict began. You have taken me prisoner with all my warriors. I am much grieved, for I expected, if I did not defeat you, to hold out much longer, and give you more trouble before I surrendered. I tried hard to bring you into ambush, but your last general understands Indian fighting. The first one was not so wise. When I saw that I could not beat you by Indian fighting, I determined to rush on you, and fight you face to face. I fought hard. But your guns were well aimed. The bullets flew like birds in the air, and whizzed by our ears like the wind through the trees in the winter. My warriors fell around me; it began to look dismal. I saw my evil day at hand. The sun rose dim on us in the morning, and at night it sunk in a dark cloud, and looked like a ball of fire. That was the last sun that shone on Black Hawk. His heart is dead, and no longer beats quick in his bosom. He is now a prisoner to the white men; they will do with him as they wish. But he can stand torture, and is not afraid of death. He is no coward. Black Hawk is an Indian. He has done nothing for which an Indian ought to be ashamed. He has fought for his countrymen, the squaws and papooses, against white men, who came, year after year, to cheat them and take away their lands. You know the cause of our making war. It is known to all white men. They ought to be ashamed of it. The white men despise the Indians, and drive them from their homes. But the Indians are not deceitful. The white men speak bad of the Indian, and look at him spitefully. But the Indian does not tell lies; Indians do not steal. An Indian who is as bad as the white men, could not live in our nation; he would be put to death, and eat [sic] up by the wolves. The white men are bad school-masters; they carry false looks, and deal in false actions; they smile in the face of the poor Indian to cheat him; they shake them by the hand to gain their confidence, to make them drunk, to deceive them, and ruin our wives. We told them to let us alone; but they followed on and beset our paths, and they coiled themselves among us like the snake. They poisoned us by their touch. We were not safe. We lived in danger. We were becoming like them, hypocrites and liars, adulterers, lazy drones, all talkers, and no workers. We looked up to the Great Spirit. We went to our great father. We were encouraged. His great council gave us fair words and big promises, but we got no satisfaction. Things were growing worse. There were no deer in the forest. The opossum and beaver were fled; the springs were drying up, and our squaws and papooses without victuals to keep them from starving; we called a great council and built a large fire. The spirit of our fathers arose and spoke to us to avenge our wrongs or die . . . . We set up the war-whoop, and dug up the tomahawk; our knives were ready, and the heart of Black Hawk swelled high in his bosom when he led his warriors to battle. He is satisfied. He will go to the world of spirits contented. He has done his duty. His father will meet him there, and commend him. Black Hawk is a true Indian, and disdains to cry like a woman. He feels for his wife, his children and friends. But he does not care for himself. He cares for his nation and the Indians. They will suffer. He laments their fate. The white men do not scalp the head; but they do worse—they poison the heart, it is not pure with them. His countrymen will not be scalped, but they will, in a few years, become like the white men, so that you can't trust them, and there must be, as in the white settlements, nearly as many officers as men, to take care of them and keep them in order. Farewell, my nation. Black Hawk tried to save you, and avenge your wrongs. He drank the blood of some of the whites. He has been taken prisoner, and his plans are stopped. He can do no more. He is near his end. His sun is setting, and he will rise no more. Farewell to Black Hawk. Part A How have Black Hawk's cultural experiences shaped his view about the nature of the danger Native Americans face in their conflict with white people? His experiences have given him confidence that the conflict will continue without him, and that Native Americans will prevail due to their moral superiority. His experiences have led him to believe that to save their culture, Native Americans must oppose and defeat white people to avoid becoming like them. His experiences have made him feel that the only victory available to Native Americans is to choose death over a life of immorality and weakness. His experiences have caused him to conclude that Native Americans and white men become more similar as they fight, and that there is no hope for Native Americans. Part B How does Black Hawk's rhetoric in this excerpt advance the viewpoint selected in Part A? We told them to let us alone; but they followed on and beset our paths, and they coiled themselves among us like the snake. They poisoned us by their touch. We were not safe. We lived in danger. We were becoming like them, hypocrites and liars, adulterers, lazy drones, all talkers, and no workers. He uses a simile and figurative language to convey the idea that white people morally corrupt Native Americans. He uses repetition and a dramatic tone to emphasize his point that white people are evil by nature. He uses compare and contrast to demonstrate how Native Americans are different than white people. He uses a paradoxical statement to reveal a surprising truth about how Native Americans are changing.

Part A: His experiences have led him to believe that to save their culture, Native Americans must oppose and defeat white people to avoid becoming like them. Part B: He uses a simile and figurative language to convey the idea that white people morally corrupt Native Americans.

Read the passage. excerpt from Federalist No. 78 by Alexander Hamilton In 1787 and 1788, Alexander Hamilton, John Jay, and James Madison wrote the Federalist Papers to persuade voters to ratify the proposed Constitution of the United States of America. These papers included essays about all three branches of government: executive, legislative, and judicial. In Federalist No. 78, Hamilton focused specifically on the judicial branch. Whoever attentively considers the different departments of power must perceive, that, in a government in which they are separated from each other, the judiciary, from the nature of its functions, will always be the least dangerous to the political rights of the Constitution; because it will be least in a capacity to annoy or injure them. The Executive not only dispenses the honors, but holds the sword of the community. The legislature not only commands the purse, but prescribes the rules by which the duties and rights of every citizen are to be regulated. The judiciary, on the contrary, has no influence over either the sword or the purse; no direction either of the strength or of the wealth of the society; and can take no active resolution whatever. It may truly be said to have neither FORCE nor WILL, but merely judgment; and must ultimately depend upon the aid of the executive arm even for the efficacy of its judgments. This simple view of the matter suggests several important consequences. It proves incontestably, that the judiciary is beyond comparison the weakest of the three departments of power; that it can never attack with success either of the other two; and that all possible care is requisite to enable it to defend itself against their attacks. It equally proves, that though individual oppression may now and then proceed from the courts of justice, the general liberty of the people can never be endangered from that quarter; I mean so long as the judiciary remains truly distinct from both the legislature and the Executive. For I agree, that "there is no liberty, if the power of judging be not separated from the legislative and executive powers.'' And it proves, in the last place, that as liberty can have nothing to fear from the judiciary alone, but would have every thing to fear from its union with either of the other departments; that as all the effects of such a union must ensue from a dependence of the former on the latter, notwithstanding a nominal and apparent separation; that as, from the natural feebleness of the judiciary, it is in continual jeopardy of being overpowered, awed, or influenced by its co-ordinate branches; and that as nothing can contribute so much to its firmness and independence as permanency in office, this quality may therefore be justly regarded as an indispensable ingredient in its constitution, and, in a great measure, as the citadel of the public justice and the public security. The complete independence of the courts of justice is peculiarly essential in a limited Constitution. By a limited Constitution, I understand one which contains certain specified exceptions to the legislative authority; such, for instance, as that it shall pass no bills of attainder, no ex-post-facto laws, and the like. Limitations of this kind can be preserved in practice no other way than through the medium of courts of justice, whose duty it must be to declare all acts contrary to the manifest tenor of the Constitution void. Without this, all the reservations of particular rights or privileges would amount to nothing. How does Hamilton support and advance his purpose by using the words sword and purse in this excerpt from Paragraph 1? The Executive not only dispenses the honors, but holds the sword of the community. The legislature not only commands the purse, but prescribes the rules by which the duties and rights of every citizen are to be regulated. -Using these words lets Hamilton demonstrate to readers that he is willing to concede certain points that go against his argument, which makes him appear reasonable and makes his position seem more measured. -Using these words allows Hamilton to describe the powers of these branches of government in familiar terms so that he can then contrast them with the powers he envisions for an independent judiciary. -Using these words lets Hamilton associate the executive and legislative branches with war and taxes, both of which will be viewed negatively by readers, so that his argument in favor of a strong judicial branch will be viewed positively. -Using these words allows Hamilton to depict the personality of these branches of government in rather unflattering terms so that he can then depict the personality of an independent judiciary in a more positive way.

Using these words allows Hamilton to describe the powers of these branches of government in familiar terms so that he can then contrast them with the powers he envisions for an independent judiciary.

What is the connotative meaning of the word childlike in this sentence? Liam asked his new boss questions about the job with childlike interest. acting silly or juvenile showing uninhibited curiosity revealing detrimental ignorance displaying a lack of maturity

showing uninhibited curiosity

Read the passage. excerpt from Federalist No. 78 by Alexander Hamilton How does Hamilton use rhetoric in Paragraph 2 to define the role of the judiciary? By using repetition to stress his points, Hamilton expresses his view that the judiciary can and should play the most important role of any branch in the federal government. By comparing and contrasting the judiciary to the other branches of government, Hamilton establishes how its role is similar to and different from the roles of those branches. By using hypophora, Hamilton asks questions about the role of the judiciary and then answers those questions to spell out specifics about its role in the government. By presenting the judiciary as the opposite of the executive branch, Hamilton suggests that the judiciary's role is very similar to that of the legislative branch.

By comparing and contrasting the judiciary to the other branches of government, Hamilton establishes how its role is similar to and different from the roles of those branches.

Select the dangling modifier in the paragraph. Sitting outside yesterday, I noticed a hawk far overhead. Circling slowly in the sky, I watched intently. Based on its movements, the hawk had likely spotted prey.Select the misplaced modifier in the paragraph.

Circling slowly in the sky,

How does Crane's depiction of the way information was spread in the nineteenth century affect the novel? Crane seeks to use the novel as a way to criticize the journalists of the time for how they glorified war as a means of Union propaganda. By depicting the extent to which newspapers were circulated, Crane seeks to expose the lack of unbiased reporting at the time. Crane captures the power of journalistic reports at a time when it was the primary means of transmitting information to a broad audience by showing its influence on Henry. By giving newspapers a major role in the novel, Crane seeks to make a connection between the increasing role of the military in national affairs and the decline of farming.

Crane captures the power of journalistic reports at a time when it was the primary means of transmitting information to a broad audience by showing its influence on Henry.

How does Hamilton convey his ideas about judicial independence in Paragraph 3? He states that, since the Constitution contains "exceptions" that limit what type of laws or bills can be passed, the judicial branch must be independent so that none of those exceptions apply to it. He gives examples of the types of laws or bills that the Constitution forbids the legislature from passing, and he asserts that only independent courts can defend the Constitution and declare such laws void. He argues that, since the Constitution already limits the types of laws or bills that the legislative branch can pass, the role of the courts is secondary and its independence need not be guaranteed. He claims that the limitations imposed on the legislature by the Constitution demand that the courts of justice face similar limitations on its independence if the branches of government are to be considered truly equal.

He gives examples of the types of laws or bills that the Constitution forbids the legislature from passing, and he asserts that only independent courts can defend the Constitution and declare such laws void.

What does the fact that Henry imagines battles as involving "heavy crowns and high castles" reveal? Henry believes that war will not be a serious life event but rather a dreamlike state of being. Henry's idea of warfare has been heavily influenced not by experience or reality but by the heroic tales he has grown up with. Henry cares more about the spoils of war—the wealth and property he might accumulate—than about its dangers. Henry wants to live the life of a simple farmer, but feels as though his country needs him to be a heroic warrior.

Henry's idea of warfare has been heavily influenced not by experience or reality but by the heroic tales he has grown up with.

Refer to Explorations in Literature for a complete version of this narrative. Based on her descriptions in "The Light of Gandhi's Lamp," how did her experiences as a young adult in apartheid-era South Africa affect Hilary Kromberg Inglis? Inglis's experiences taught her that, even in times of great political tumult, the police can be trusted to be honest, fair, and humane. Inglis's experiences taught her that no matter how dramatically one's circumstances may change, other people rarely do. Inglis's experiences taught her that a commitment to nonviolent resistance will earn one the respect of one's enemies. Inglis's experiences taught her that even people with warm and friendly dispositions can behave in immoral and manipulative ways.

Inglis's experiences taught her that even people with warm and friendly dispositions can behave in immoral and manipulative ways.

Refer to Explorations in Literature for a complete version of this narrative. Read this excerpt from "The Light of Gandhi's Lamp," in which Hilary Kromberg Inglis describes some of the ways in which anti-apartheid activists were said to have died while in police custody. Like other people detained by the police for anti-apartheid activities, the details of his "suicide" were odd and suspicious—a detainee had "slipped on a bar of soap" or "jumped from the tenth floor." How does this passage affect the text? It helps convey the fragility of life in this part of the world, and it captures the sense that those who fought against apartheid were dealing with forces beyond their control or comprehension. It helps convey how dubious the official explanations of these deaths were, and it conveys the deep distrust that anti-apartheid activists felt towards the authorities. It helps convey that Inglis, though she was an anti-apartheid activist herself, recognized the humanity of the police and believed that some were appalled by these "odd and suspicious" deaths. It helps convey the sense among many white South Africans that the deaths of anti-apartheid activists were the sad but unavoidable costs that must be paid in order to achieve equality.

It helps convey how dubious the official explanations of these deaths were, and it conveys the deep distrust that anti-apartheid activists felt towards the authorities.

Refer to Explorations in Literature for a complete version of this narrative. In "The Light of Gandhi's Lamp," Hilary Kromberg Inglis describes her experiences as an anti-apartheid activist: It was 1985. I had run from the sjamboks (whips), rubber bullets and teargas on Wits University campus. I'd been arrested and photographed, mug-shot style, for being part of a peaceful "illegal gathering." What does this passage suggest about Inglis's view of the events described? It suggests that, even though she disagreed with the police and their treatment of her, she understood that the officers were just doing their jobs. It suggests that, with the benefit of time and hindsight, she now recognizes that her actions in 1985 were foolhardy and risky to the point of recklessness. It suggests that, despite the dangers she faced, she never felt as though she was truly at risk of being hurt or permanently affected by her behavior. It suggests that, while she accepts that what she did to protest apartheid was illegal, she rejects the idea that she did anything that was morally wrong.

It suggests that, while she accepts that what she did to protest apartheid was illegal, she rejects the idea that she did anything that was morally wrong.

Surrender Speech By Black Hawk 1832 Part A How does Black Hawk use rhetoric in this line to advance his purpose? His heart is dead, and no longer beats quick in his bosom. He uses hyperbole, exaggerating his feelings of defeat by describing the experience as death, indicating to the audience that the two feelings carry similar weight. He uses ethos, demonstrating his willingness to die for what is ethical and good to express to his audience the importance of sacrifice. He uses repetition, reinforcing his experience as a doomed captive by repeatedly referring to the fate he assumes he will soon meet. He uses logos, stating his feelings in a way that requires his audience to make a logical connection between experiencing defeat and experiencing death. Part B How does the phrase "his heart is dead" affect the tone of the statement in Part A? It sets a severe tone about the extent of the impact. It sets a frank tone about physical malfunctions. It establishes a hopeful tone about compromise. It establishes a weak tone about compliance.

Part A: He uses hyperbole, exaggerating his feelings of defeat by describing the experience as death, indicating to the audience that the two feelings carry similar weight. Part B: It sets a severe tone about the extent of the impact.

Surrender Speech By Black Hawk 1832 Part A How did the experience of witnessing the "white men, who came, year after year, to cheat [Native Americans] and take away their lands" shape Black Hawk's viewpoint? It led him to believe that violent resistance to white people is both necessary and justified. It encouraged him to embrace his own death so he can serve as a moral beacon to guide fellow Native Americans. It solidified his prior belief that Native Americans are good and incorruptible at their core. It created a sense of apathy, leading him to believe that nothing can be done to reverse the damage. Part B How does Black Hawk use rhetoric in this excerpt to advance the viewpoint selected in Part A? Things were growing worse. There were no deer in the forest. The opossum and beaver were fled; the springs were drying up, and our squaws and papooses without victuals to keep them from starving; we called a great council and built a large fire. He uses allusion, referencing an event, person, or literary work that justifies his actions by demonstrating precedent. He uses ethos, suggesting his behavior was an ethical and just reaction against the deceitful and immoral behavior of the white men. He presents an antithetical statement, making a connection between two opposite ideas to use contrast as a means for justification. He appeals to emotions and sentiment to distract his audience from the need for justification in favor of angering them so they agree with his actions.

Part A: It led him to believe that violent resistance to white people is both necessary and justified. Part B: He uses ethos, suggesting his behavior was an ethical and just reaction against the deceitful and immoral behavior of the white men.

Which revision fixes the dangling modifier in the sentence? Reading my favorite magazine, my cat snuggled next to me on the couch. While I was reading my favorite magazine, my cat snuggled next to me on the couch. My cat snuggled next to me on the couch while reading my favorite magazine. My cat snuggled next to me on the couch, reading my favorite magazine. While reading my favorite magazine, my cat snuggled next to me on the couch.

While I was reading my favorite magazine, my cat snuggled next to me on the couch.

Select the dangling modifier in the paragraph. When I find myself in a stressful situation, there are some strategies that I have learned to use. If there is a test coming up, I envision the test that I will take in my mind. If I am getting worked up, I take slow, deep breaths. I also relieve some of the stress by exercising.

in my mind

Based on its use in this sentence, what is the connotative meaning of the word prudent? The newspaper called the mayor prudent for avoiding a controversial issue during an election year. wise evasive careless cowardly

wise