ANSWER KEY

This Unit Answer Key includes answers for the Teacher Resources available for each
selection. Please consult the Teacher's Edition Planning pages for a list of resources
available with each text. Answers for Selection Tests are available online in Assessments.

WHOLE CLASS LEARNING

The Metamorphosis
Franz Kafka...................................................................................................................2
Franz Kafka and Metamorphosis
BBC............................................................................................................................. 12

SMALL GROUP LEARNING

The Doll’s House
Katherine Mansfield....................................................................................................14
Sonnet, With Bird • Elliptical • Fences
Sherman Alexie • Harryette Mullen • Pat Mora...........................................................21
Revenge of the Geeks
Alexandra Robbins......................................................................................................29
Encountering the Other: The Challenge for the 21st Century
Ryszard Kapuscinski...................................................................................................35

INDEPENDENT LEARNING
The Orphan Boy and the Elk Dogs
Blackfoot.....................................................................................................................43
from By Any Other Name
Santha Rama Rau.......................................................................................................45
Outsider’s Art Is Saluted at Columbia, Then Lost Anew
Vivian Yee...................................................................................................................47
Fleeing to Dismal Swamp, Slaves and Outcasts Found Freedom
Sandy Hausman..........................................................................................................49

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ANSWER KEY

The Metamorphosis
Franz Kafka

ANSWERS STANDARDS

1. Gregor seems confused and inconvenienced by his RL.9-10.1

transformation, but not distressed. In paragraph 2, he wonders,
“What’s happened to me,” but in paragraph 3, he decides to go
back to sleep and “forget all of this foolishness.” He tries to
position himself so that he can sleep, but he keeps rolling onto
his back. While he attempts to reposition himself, he closes his
eyes so that he does not have to see his “wriggling legs.” In
paragraph 4, he thinks about the difficulties of his job, as if these
are his greatest worries. Then, he has an itch. He touches the
spot with his leg but quickly pulls his leg away because “the
contact felt like a cold shower all over him.” He does not
understand his new body, but he does not seem worried about
how he has changed.

2. (a) Students should identify a plausible theme of "The RL.9-10.2

Metamorphosis."
Possible response: One theme in “The Metamorphosis” is that
people are often alienated and isolated in the modern world. The
development of this theme begins with the earliest descriptions
of Gregor. He is a traveling salesman who hates his job and
makes no meaningful connections to people through his work.
The picture of a woman in his room is not his girlfriend or wife.
Gregor clipped it from a magazine. The theme continues to be
developed after Gregor is transformed into a bug and is, as a
result, unable to get to work on time. Gregor’s manager calls at
the family home—not out of concern for Gregor, but because he
suspects that Gregor is neglecting his duties. At first, Gregor’s
family seems to care for him and his predicament, but family
members begin to distance themselves from him and eventually
come to view his very existence as a burden on the family. His
isolation and alienation from those who once loved him
eventually end in his death, which frees his family of the burden
of his condition.
(b) Students should accurately summarize “The Metamorphosis”
by Franz Kafka. In their summaries, they should
• include the author and title.
• focus on the key events and details in the story, including
Gregor’s transformation into a bug and his family’s response to
his plight; the financial hardships the family faces as a result of
Gregor’s condition; the family’s withdrawal from Gregor; the
emotional effect on Gregor, including his growing isolation;
Gregor’s death; and his family’s reaction to his death.
• remain objective and focus on key events and details in the story
rather than on their judgment or opinions.

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 3. (a) At the beginning of the story, Gregor is the family’s provider, RL.9-10.3
a role he takes pride in. The family depends on him for their
income. But, after his transformation, he becomes totally reliant
on his family to take care of him. At first, he is ashamed and
hides when family members come into the room, but later he
becomes resentful of his isolation and their decreasing concern
for his well-being.
(b) Before the transformation, Grete and Gregor had been close,
and Gregor had planned to one day send her to music school.
After the transformation, Grete tries to show Gregor kindness
and consideration, such as in paragraph 49, when she brings
him different foods to sample and leaves quickly because she
knows that Gregor does not want to eat in front of her. But she
grows distant as time passes. For example, in paragraph 89, the
narrator explains that “the sister now kicked some food or other
very quickly into his room in the morning and at noon.”
Eventually she becomes resentful of Gregor. In paragraph 108,
she says, “If it were Gregor, he would have long ago realized
that a communal life among human beings is not possible with
such an animal and would have gone away voluntarily.” Gregor
is wounded by this and returns to his isolation. After Gregor
dies, Grete notices how thin his corpse is and seems to
experience some sadness. But she soon recovers and is
described at the end of the story as “animated” and as a
“beautiful” young woman who has “blossomed.”
4. (a) Plague has a negative connotation that suggests that Gregor RL.9-10.4
has been the cause of continual trouble or pain. This word
indicates that Gregor’s condition torments his family and
negatively affects many aspects of their lives.
(b) Words and phrases in this paragraph, such as “relatively
content,” “pains…would go away completely,” “deep feeling and
love,” “empty and peaceful reflection,” dawning, sank, and
“flowed out” suggest that Gregor has accepted his fate and is at
peace with it.

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 5. In their written responses or discussion, students should identify RL.9-10.5
how the author’s choices related to structure and order of events
help create the sense of ambiguity, the dream-like quality, and
the sense of alienation characteristic of Modernist literature.
• Students should identify the ambiguous elements of the story:
Gregor is transformed into a bug, but how this happens is never
explained. Gregor’s death is also not fully explained—its exact
cause is left open-ended.
• Students should identify the dream-like qualities of the text:
Gregor seems trapped in a kind of nightmare, and he remains
logical and practical in his reactions to circumstances that are
illogical and fantastic.
• Students should explain the theme of alienation that revolves
around Gregor. Even before his transformation, he is isolated
from most people because of his job. The transformation
isolates him more each day, with his room becoming a prison.
His family becomes distant from him, and eventually, even Grete
abandons him, leaving him completely alone. These events help
represent how alienated and isolated people
can feel.
• Students should explain the significance of the order of events:
The most surprising part of story, Gregor’s transformation,
happens first. This allows subsequent events to show Gregor’s
growing alienation.

ANSWER KEY
LITERARY MOVEMENT: MODERNISM

The Metamorphosis
Franz Kafka
Possible answers:

1. It is fantastical because an average man, Gregor Samsa, awakes to find

that he is turned into a giant bug. Despite this incredible event, he seems to take it
rather nonchalantly.
2. The story is ambiguous because not only is the reason for Gregor’s
transformation unexplained, but the conclusion of the story itself leaves much to
the imagination and does not drive the reader in any particular direction
emotionally.
3. The story “The Metamorphosis” is the epitome of the alienation story,
because although this average working man is still among his family and society,
he couldn’t be more removed from their experience and they from his new position
in the world.
4. The story is like a dream in that the most unbelievable things, often
nightmarish, happen without causing overmuch vexation or comment. The
narration of this story is very matter-of-fact, but the events are completely
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 unrealistic.

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RETEACH ANSWER KEY

LITERARY MOVEMENT: MODERNISM

Responses will vary. Possible responses:

1. b. The b story line is ambiguous in that we don’t know what happened to

Joe and the others on the bus, or even who really disappeared or why. The story
starts out seeming like a realistic narrative about boys riding the bus to school, but
the borders between real and unreal get muddled when the bus turns.
2. The sentence could be Modernist because it focuses on the impact of the
industrial revolution on the environment.
3. Modernist stories feature ambiguity, and unstated themes can add to the
reader’s uncertainty about the author’s intent.

PRACTICE ANSWER KEY

LITERARY MOVEMENT: MODERNISM

Possible responses:

1. ambiguity, themes of alienation, fantastic, dreamlike elements

2. A factory would be a more likely setting because it is realistic, and it
alludes to industrial development.
3. A Modernist would use a matter-of-fact or realistic approach to tell about
the fantastical events.
4. No. In the interests of ambiguity, the Modernist author would leave
readers wondering about the vines.
5. My characters would not recognize that the strange events were strange.
They would react as if this kind of event happened normally.

ANSWER KEY

The Metamorphosis
Franz Kafka

A. Possible responses:
1. David’s mood would be sad and unhappy, since he lost something he
really liked.
2. No; an aversion means that I avoid broccoli because I dislike it.
3. No; if she walked listlessly then she walked without enthusiasm or energy.
4. True. They would be looking to ameliorate, or improve, the condition of
their town by cleaning it up.
5. No; the person will have lost the ability to breathe.
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 6. No; if it was a travail then it was a very difficult thing to go through.
B. Possible responses:

1. bold; daring; fearless

2. timid; fearful; terrified
RETEACH ANSWER KEY
DENOTATION AND CONNOTATION

A. 1. C
2. B
3. A
4. A

B. 1. smell- “a quality perceived by the nose”

2. devastated- “greatly upset”
3. elated- “very happy and excited”
4. excruciating- “intensely painful”
PRACTICE ANSWER KEY
DENOTATION AND CONNOTATION

A. Answers may vary. Possible answers:

1. damaged; ruined; shattered

The window shattered when the ball flew through it.
2. unhappy; heartsick; distraught
I was distraught when my diorama fell and broke into pieces.
3. improve; recuperate; rally
I knew my uncle could rally from his illness.
4. calm; undisturbed; tranquil
It was very tranquil sitting by the secluded lake.
B. Answers may vary. Possible responses:
1. cry-“to shed tears, especially as an expression of distress or pain”
2. scare-“to cause great fear or alarm”
3. happy-“feeling or showing pleasure or contentment”
4. amuse-“to cause (someone) to think something is funny”
C. Answers may vary. Possible responses:
1. I was heartbroken when our dog died.
2. The pounding on the door scared me.
3. I was elated to see all my friends at the party!
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ANSWER KEY
TYPES OF PHRASES

The Metamorphosis
Franz Kafka
A. 1. yes
2. yes
3. no
4. yes
5. no

B. 1. “But I must not stay in bed uselessly,” said Gregor to himself.

2. Could the alarm have failed to ring?
3. If I were to try that with my boss, I’d be thrown out on the spot.
4. He would’ve fallen right off his desk!
5. Besides, by then someone from the office will arrive to inquire about me,
because the office will open before seven o’clock.
6. At the moment he was lying right there on the carpet, and no one who
knew about his condition would’ve seriously demanded that he let the manager in.
7. But the manager must have suspected something, because he made a leap
down over a few stairs and disappeared, still shouting, “Huh!”
RETEACH ANSWER KEY
TYPES OF PHRASES

1. My uncle has lived on an island all his life.

2. Gary will wait half an hour for the bus.
3. Karen is visiting her relatives in Iowa.
4. Are you listening to the explanation?
5. The speaker had paused for the moment.
6. She has drawn many cartoons for the village paper.
7. Ms. Padilla has been coaching the soccer team since last season.
8. Amy had not remembered to pack a flashlight.
9. We have been planning a number of surprises.
10. Usually, these musicians do not play contemporary music.

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RETEACH ANSWER KEY
TYPES OF PHRASES

A. 1. Barbara should have filled the fish tank with fresh water.
2. The president is holding a press conference tomorrow.
3. My brother could be enrolling in college in the fall.
4. Have the judges announced the winner?
5. This sweater will definitely shrink in the wash.
6. The head chef does not personally prepare every dish.
7. The first guests will have arrived by seven o’clock.
8. We are planning a trip to Yellowstone Park next summer.
9. Steve has been driving me home every day after work.
10. I am calling Dr. Johnson tomorrow.

B. 1. lived
2. discussing
3. exercising
4. agreed
5. speak
6. performed
7. attempting
8. promised
9. practicing
10. suggest

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ANSWER KEY
DEBATE

The Metamorphosis
Franz Kafka
Responses will vary. Students should show that they understand how to argue a
position, even though they personally may not agree with the position. Students should
state clearly what their position is and should give two or three specific reasons that
support their chosen position.
For example, if their chosen position is Con, or no, the short story should not be read in
high school, their reasons should be something other than that the story is too long, too
hard to read, or too boring. Students should have concrete details from the novel or from
their research to support their reasons. Students taking this position should be able to
explain why the themes or details from the story are in some way inappropriate,
irrelevant, or unteachable for high school students. In making these connections, students
should be able to argue how a required reading of the story would or would not be
beneficial to them. Students should show that they understand what a rebuttal with
counterargument is, what a summary (or closing) statement is, and how they differ.
RETEACH ANSWER KEY
DEBATE

Possible responses:
Answers will vary.
Students should show that they can think of arguments,
reasons, and evidence for either side of a question. Completing the chart will give
students practice in thinking of the counterarguments and then refining their arguments.
PRACTICE ANSWER KEY
DEBATE

Possible responses:
A. Answers will vary.
Students should continue to hone their debate skills by learning
how to argue against specific arguments, not just argue in general against an opponent.
Students show that they have given thought to additional opposing reasons and specific
counterarguments against those reasons.
B. Answers will vary.
Students should complete the chart and show that they have
practiced their debate with their partners.
C. Answers will vary.
Student response will vary based on the side to which they
have been assigned. However, students should show that they can pull their arguments
into a closing statement that makes a strong impression on an audience.

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 ANSWER KEY
MOVIE PITCH

The Metamorphosis
Franz Kafka
Students should show that they understand the essentials of a
Responses will vary.
movie pitch by completing the chart and demonstrating that they have carefully
considered how the story could be made into a film. Story-into-film chart responses will
vary by individual student. Outlines for a persuasive argument will also vary by
individual student. However, the movie pitch should have specific reasons and evidence
to show that the story is worth making into a movie because it will generate large
revenues. A sample chart appears below:

Genre of film: Horror? Thriller? Drama. Character study of Gregor Samsa’s physical
change symbolizing a change in status within his
community

Theme: What aspects of the story would Cultural study of how Gregor thinks of himself as
interest a film audience? family provider and how his family considers him

Plot points: What are the most interesting The alternating between comic and tragic scenes:
events in the plot? Gregor’s absurd reaction to his physical change; the
touching kindness of his sister at first; the comic
scene when the manager comes to the apartment;
Gregor’s matter-of-fact but also tragic gradual
transformation into “insecthood”; the cleaning of his
room; the comic lodgers; Gregor’s decline and death;
the family’s transformation; the family moves on

Scenes to build tension: How will the audience The challenge is to make Gregor Samsa’s change
be engaged? believable to an audience and make the audience
care about Gregor.

Visual look to film: The Future? Twentieth- Costume drama, set in twentieth-century Europe;
century Europe? Gregor Samsa is an exaggerated figure; huge insect
and costumes should be realistic, a little stark, or
slightly off—no computer-generated images

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RETEACH ANSWER KEY
MOVIE PITCH

Responses will vary.

A. Students should discuss the narrative elements in a story and translate them to a film.
Students may show creativity in their choices for the film. For example, students may
want to set the story not in 20th-century Germany as a costume drama, but in the future, as
a Matrix-like story. Students may also make choices to limit the number of characters, to
use only part of the story, or to turn the film into a comedy. Allow for variations in
student choices as long as the students seem to understand that film has narrative
elements.
B. Responses will vary. Students should put together an argument for making a film of a
short story, such as “The Metamorphosis.” The persuasive argument should be a
statement advocating that the film should be made. The reasons and evidence should
explain why the film is important enough to be made.
PRACTICE ANSWER KEY
MOVIE PITCH

according to the story students use. Sample answers, based on

A. Responses will vary
“The Metamorphosis” appear below as a general guide to the kinds of ideas students
might cover.

1. The story is interesting because of the irrational and fantastic event of a

man becoming an insect.
2. The audience would be interested in Gregor as a successful young man
who supports his family. Then he changes dramatically, but has a matter-of-fact
attitude toward the change. His family changes in their attitudes toward Gregor.
They isolate him, as Gregor gradually comes to accept his fate. The family
members learn not to depend on him and find ways to solve their own financial
problems.
3. Some plot events should be the discovery of his condition, his family’s
reactions, his boss’s arrival, feeding Gregor garbage, cleaning out of his room, his
attraction to the lady in fur, the lodgers, and then Gregor’s death and the family’s
move.
4. The film should end with the family walking toward their new apartment
and Gregor looking out the window and then scuttling back into the dark.
5. Somber, limit the CGI, but with some humor that turns dark.
6. that we are all basically selfish and use other people; that we are only
interested in people for what they can do for us; that independence comes at a
dear price
B. Answers will vary. Students should give evidence that they can write a thesis and an
introductory paragraph that tells the main points of their arguments.

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ANSWER KEY

Franz Kafka and Metamorphosis

BBC

ANSWERS STANDARDS

1. (a) According to Dr. Müller, Kafka is exploring what happens when a RI.9-10.1
person loses what’s familiar to him or her. Dr. Müller explains that
Kafka is exploring a person’s “fall out of the social order he was
used to and he was familiar with.” She explains that Gregor is “used
to being in this deadpan, terrible job” and that “all of a sudden that is
taken away from him.”
(b) I can infer that people might be fearful of losing control when
things change. The commentator says that people have a sense
of being “swept up” in change. This suggests that change is
something that can happen to someone, rather than something
they bring about, and I think people are fearful of what they
cannot control.
2. Two key ideas about change developed in connection with “The RI.9-10.3
Metamorphosis” and The Strange Case of Dr. Jekyll and Mr.
Hyde are that change is frightening and that change happens or
comes about in different ways. Change can simply happen to
something or someone, or it can be created by someone.
Change is frightening in both texts, but change occurs in each
text in a different way. In “The Metamorphosis,” the change that
occurs in Gregor Samsa’s life is unchosen and unwelcome. In
The Strange Case of Dr. Jekyll and Mr. Hyde, the change that
occurs in Dr. Jekyll’s life is one he brings about himself.

3. (a) The comparison does not accurately explain why caterpillars RI.9-10.8
change their bodies. They do not will their bodies to change in SL.9-10.3
order to fly. Their bodies change as a function of their natural
biology.
(b) The male commentator suggests that humans and locusts
can both change their behaviors, but he emphasizes a key
difference—that humans are the authors of their own
transformation. This helps emphasize that humans have the
ability to create change, rather than simply undergo change.

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ANSWER KEY

Franz Kafka and Metamorphosis

BBC
Answers may vary. Possible responses:

A. 1. You could use old pictures and footage of the Wright Brothers’ airplane.
You could also have a montage of airplanes from every decade from stock footage.
2. A good way to use silhouettes would be to have or show an airplane flying
against the sun, so we see the filled in outline of the plane. But all details would be
in shadow.
3. I would want to have an expert on aerospace history. The historian could
give a perspective of what tangential events were happening at the advent of the
airplane’s inception. The commentator could also discuss the different models of
airplanes throughout history.
4. I would use celebratory, triumphal background music to enhance the
excitement of the feat.
5. I would edit a series of the early planes and first attempts at flight.
Answers may vary. Possible responses:

B. I would use an upbeat pop song like “Gloria” for the background music. For the
footage, I would cut different scenes like stretching and learning choreography all on
different days to show how long the process is. Then I would show the final
performance as a culminating event.

ANSWER KEY
VISUAL ANALYSIS

Franz Kafka and Metamorphosis

BBC
Answers will vary.Students should show some insight into the film by the image
or scene they select. Their answers to the questions will depend upon the selected scenes.
All students should be able to describe the image or scene with particular attention paid
to its details. Students should give specific evidence that shows they understand how
description differs from analysis and should be able to both describe and analyze the
selected image or scene from the film. Students should be able to articulate why they
chose the image or scene they did. They should also be able to explain the relationship of
the image or scene to the rest of the video.

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ANSWER KEY

Franz Kafka and Metamorphosis

BBC
A. Partners should choose one or more examples to discuss and
Answers will vary.
complete the chart to give evidence of their discussion. Students’ responses for the
Explain section of the chart should give specific reasons for their rating the example as
positive or negative.
Sample response:

Example of Positive change? Negative change? Explain

metamorphosis

1.caterpillar into a yes       The butterfly is the

butterfly next natural stage
of the caterpillar’s
life, and it can fly
and procreate, while
the caterpillar
cannot.

ANSWER KEY

The Doll’s House

Katherine Mansfield

ANSWERS STANDARDS

1. (a) Kezia asks her mother to let the Kelveys see the doll’s house RL.9-10.3
even though she knows she is not supposed to talk to them or
interact with them. She is challenging not only a rule that her mother
has set forth but also an established class division in their
neighborhood. This interaction shows that Kezia is beginning to
question the class division. It also shows that she is becoming more
assertive and outspoken than she was earlier in the story.
(b) In this paragraph, Kezia is struggling over whether to break
her mother’s rule and talk to the Kelveys. She decides to talk to
them, and to invite them to see the doll’s house. Because of this
decision, the Kelveys finally see the doll’s house, and Aunt Beryl
chases them away—the climax of the story.

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 2. (a) As it is used here, frightfully means “extremely or intensely.” RL.9-10.4
The word’s connotation, the idea that something is so extreme
as to be almost unmanageable, suggests that Kezia is
overflowing with fondness for the lamp and can hardly contain
her excitement about it.
(b) The wording “the line had to be drawn somewhere” shows
that a class distinction is being made. When the kids walk past
the Kelveys “with their heads in the air,” they are showing
snobbery. The teacher’s “special” voice for the Kelveys shows
her condescension toward them. The flowers that the Kelveys
bring are described as “dreadfully common-looking” to show that
they are perceived as poor and pathetic children. All of these
words and phrases help show that everyone considered the
Kelveys so far beneath them socially that they openly treated
them with disdain.
3. In their written responses or discussion, students should RL.9-10.2
• identify two symbols and tell what they represent. For example,
students might identify the lamp as a symbol of enlightenment or
kindness, the doll’s house as a symbol of wealth and status, or
the Kelvey sisters as a symbol of social exclusion.
• identify a theme from the story, such as “Younger generations
can help society become more inclusive” or “People should treat
others with warmth and kindness regardless of their social
class.”
• explain how symbols help develop the theme. For example,
since the doll’s house represents wealth and status, the
excitement the Burnell children feel about it shows how
desirable it is to be wealthy. The way all the girls try to get to go
see it shows how everyone wants to be included. When Kezia
defies the rules to show the doll’s house to the Kelvey girls, she
is saying, symbolically, that she wishes people would be kinder
to others even if they are different, or in a different
socioeconomic class.

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ANSWER KEY

The Doll’s House

Katherine Mansfield
Possible responses:

1. Once the sacking was taken off, the narrator was able to see the doll’s house
and was amazed by all of its details. She thought the little house was perfect. DOK 2
2. Kezia asks her mother if the Kelvey girls can come to the Burnells’ house so
that they might see the doll’s house, too. DOK 2
3. (a) The author is showing that Kezia is moving in a secret or hidden way,
trying to slip off the gate unnoticed; the same way you would try to slip out of a house
or yard if you were running away. DOK 3 (b) Kezia has made up her mind that she is
going to show the Kelveys the doll’s house, despite the fact that she has been told not
to talk to or associate with the family. DOK 3
4. (a) The schoolgirls’ mood is the same as Aunt Beryl’s mood after both have
treated the Kelveys poorly: both feel a sense of light-hearted elation. The text says that
the schoolgirls had never skipped so high or run so fast as they did after treating the
Kelveys poorly. As well, the text says that Aunt Beryl’s heart felt lighter and that a
“ghastly pressure” had been relieved after scolding Kezia and the Kelveys. DOK 3
(b) Both the Kelveys and Aunt Beryl get relief and satisfaction from being mean to
those who are judged to be “below” them socially, even these young children. DOK 4

ANSWER KEY
SYMBOL AND THEME

The Doll’s House

Katherine Mansfield
1. The doll’s house symbolizes the level of privilege that the one family has
over the Kelveys.
2. They respond to it with glee and curiosity, or with doting preciousness.
3. The overall theme is the pain caused by massive disparities in society, and
how we train our children to maintain it from a young age.
4. A doll’s house, in its very essence, represents the ornateness and
emptiness of great wealth while also serving perfectly as the kind of highly
desired object that little girls—rich or poor—all over the world want for
themselves.

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RETEACH ANSWER KEY
SYMBOL AND THEME

1. The picture is a symbol of their friendship.

2. The author is trying to express the theme of a dear friendship gone
irreparably wrong.
PRACTICE ANSWER KEY
SYMBOL AND THEME

A. Possible responses:
1. Poison
2. Patriotism
3. Love
4. Bravery
B. Possible responses:
1. The roads symbolize a personal or existential dilemma, or the two separate
choices one may come across in one’s life where one must decide and leave the
other behind.
2. The theme of life and choice.
C. Possible responses:
Lydia’s locket is a symbol of strength and hope and family support.

ANSWER KEY

The Doll’s House

Katherine Mansfield

A. Possible responses:
1. No; if she were shunned, she would be ignored, ostracized, or even
expelled from a community.
2. No; the boys were sneering, which means they were mocking him
contemptuously.
3. No; Kendra was laughing with disdain and glee at her sister’s pain.

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18
B. Answers may vary
1. fruitfully
2. defiantly
3. hatefully
4. theatrically
5. massively
6. tirelessly
7. actively
RETEACH ANSWER KEY
WORDS WITH MULTIPLE SUFFIXES

A. 1. ive + ness = possessiveness

2. ive + ly = productively
3. al + ly = musically
4. ive + ly = alternatively
5. al + ly = emotionally

B. 1. E
2. C
3. B
4. D
5. A
PRACTICE ANSWER KEY
WORDS WITH MULTIPLE SUFFIXES

A. 1. amateurishly
2. carelessness
3. understandably
B. Possible responses:
1. urgently
2. harmfulness
3. annoyingly
4. noiselessly

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19
C. 1. emotion = emotionally
2. fright = frightfully
3. conversation = conversationalist
4. care = carelessness
5. self = selfishness
ANSWER KEY
DICTION AND SYNTAX

The Doll’s House

Katherine Mansfield
A. 1. a.
2. b.
B. 1. The diction of paragraph 15 is informal and informative.
2. Answers may vary. Sample answer: The syntax of paragraph 15 is
mostly complex syntax, with one or two simple sentences as well.
3. Answers may vary. Sample answer: The syntax reveals the author’s
attitude toward the Burnells. The syntax makes the sentences, and the Burnells,
sound snobbish and haughty.
RETEACH ANSWER KEY
DICTION AND SYNTAX

1. a.
2. c.
3. b.
4. b.
PRACTICE ANSWER KEY
DICTION AND SYNTAX

A. 1. a.
2. b.

B. 1. 1
2. Answers can include, but are not limited to: totally, awesome, believe it or
not
3. Answers can include, but are not limited to: fascinating, draining, I found,
awe-inspiring
4. Answers may vary. Sample answer: impressed

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ANSWER KEY
RESPONSE TO LITERATURE

The Doll’s House

Katherine Mansfield
Responses will vary, depending on the writing option students choose.
Students’ outlines should begin with a clearly stated claim that reflects the writing option
they have chosen. The claim should be supported with two reasons for making the claim,
and each reason should be supported with at least two story details as evidence that the
reason is valid. All reasons and evidence should be relevant to the argument.

RETEACH ANSWER KEY

RESPONSE TO LITERATURE

Answers will vary. Students should select one of the three types of responses to literature
and complete the chart for that type. Students should include enough information in their
charts so that they may use the specific information as the basis of their responses to
literature.
For example, for the character analysis, students list characteristics and then tell what
each shows about the character.
For the comparison/contrast composition, students should identify specific aspects of the
story they choose and then compare and contrast them with the same aspects of life today.
For the critical response, students should identify a statement about the story, state their
claim for or against the statement, and then follow the outline as they would for preparing
an argument.

PRACTICE ANSWER KEY

RESPONSE TO LITERATURE

Responses will vary.After choosing a type of response to literature, students should write
an opening claim sentence, develop a supporting paragraph that includes reasons and
evidence, and sum up in a strong conclusion.

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21
ANSWER KEY

Sonnet, With Bird • Elliptical • Fences

Sherman Alexie • Harryette Mullen • Pat Mora

ANSWERS STANDARDS

1. (a) The speaker’s childhood friend is both surprised and delighted to RL.9.10.1
see the speaker sitting in the pub. The poem states that the friend
said, “I thought I was the only Indian in London,” which implies his
surprise. The fact that he “leapt over the bar” suggests both surprise
and delight.
(b) The mother is chastising the little sister for running along the
beach that is for tourists. Line 17 states that the mother “roared,”
which shows that she is upset. The mother says, “It’s their
beach,” referring to the turistas (tourists) from the first stanza.
2. “Sonnet, With Bird” differs from a traditional Shakespearean RL.9-10.9
sonnet in its overall structure and in its meter and rhyme
scheme. A traditional sonnet has 14 lines with a clear meter and
a rhyme scheme. “Sonnet, With Bird” is a free-verse prose
poem. It groups a varying number of sentences into each of 14
numbered sections, but each section is much longer than one
line in a traditional sonnet and does not follow an established
meter or a rhyme scheme. Because of this form, the poem
sounds more like natural speech. In many ways, it sounds more
like prose than like traditional poetry.

3. In their written responses or discussion, students should include RL.9-10.5

the following:
• Students should explain that the poem is free verse and has no
regular pattern or rhyme scheme.
• Students should explain that the author uses only one stanza
and groups together many unfinished sentences. They should
describe the effect that this structure has. For example, students
may note that the structure helps emphasize that the ideas in
each line are connected. Taken together, the unfinished lines
communicate something about whoever “they” are.
• Students should note the effect that the ellipses have on
meaning. They might note that the unfinished sentences and
use of ellipses help show the sense of separation between
“they” and “we” and develop a tone of accusation.

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ANSWER KEY

Sonnet, With Bird • Elliptical • Fences

Sherman Alexie • Harryette Mullen • Pat Mora
Possible responses:

1. The definition “Aren’t we a miracle” refers to the speaker and the speaker’s
friend having both traveled to England from the reservation where they knew each
other when they were younger. The miracle could be either that they traveled so far
away or that they were in England at the same time and found each other. The
definition “Goodbye” refers to the speaker saying his final goodbye to that same friend
who has died at the hospital there. DOK 3
2. (a) The speaker seems to want the people being spoken about to be more like
the speaker: to fit in better, to know how things are done and should be done. DOK 3
(b) The ellipses are used to show that any number of complaints or suggestions could
fit each statement, so the ellipses are included to show that the blank space can be filled
in with any number of different descriptions. DOK 3
3. Students may respond that “Fences” as the title of the poem symbolizes the
divide between the people who live near the beach and the tourists who go to the beach
for vacation. “Fences” could also symbolize the divide between people who have the
money to travel to a beach for a nice vacation and those who do not. DOK 3
4. The speaker depicts them as happy and carefree. DOK 2

ANSWER KEY
AUTHOR’S CHOICE: POETIC FORM

Sonnet, With Bird • Elliptical • Fences

Sherman Alexie • Harryette Mullen • Pat Mora
1. “Fences” and “Sonnet, With Bird”
2. They are prose poems because the lines of text run like prose, and the
poems are not written in a specific form of verse, whether free verse or with a
regular rhyme scheme, rhythm, or line length.
3. The end-stopped lines show the ends of sentences and emphasize the
sound of natural speech in this poem.
4. Possible response: The ellipsis points represent ends of the sentences,
which have been dropped. Exchanging the ellipsis points for words would not
improve the poem. The incomplete sentences clearly all set the speaker apart from
the people referred to as “they.” It doesn’t matter what the complete sentences
say.

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23
RETEACH ANSWER KEY
AUTHOR’S CHOICE: POETIC FORM

1. enjambed
2. enjambed
3. enjambed
PRACTICE ANSWER KEY
AUTHOR’S CHOICE: POETIC FORM

Possible responses:
A. 1. End-stopped lines usually indicate the end of a complete thought, so they
help organize ideas and cause a reader to pause.
2. To get readers to see the line for itself and also in the context of a more
complete thought

B. 1. The line breaks create the effect that the words describe things in nature
rising and falling and continuing in their circular pattern of life.
2. formal- It has very definite patterns of rhyme and rhythm.
3. The first three are enjambed, the last one end-stopped.
4. formal verse- The first and third lines rhyme and have similar rhythm; the
second and fourth lines have a similar rhythm.
ANSWER KEY

Sonnet, With Bird • Elliptical • Fences

Sherman Alexie • Harryette Mullen • Pat Mora
A. 1. No- Possible response: In this instance it means “a particular attitude, or
way of regarding something.”
2. No- Possible response: He felt he had a right to an answer and should not
have to give anything in return for it.
3. Yes- Possible response: However, their previous encounters had been
unpleasant.

B. 1. entreat- Possible response: I had to entreat my mother to keep the light

on at night because I was afraid of the dark.
2. enable- Possible response: My mother gave me a flashlight which
enabled me to see in the dark.
3. endear- Possible response: My mother stayed with me until I went to
sleep, which endeared her to me even more.

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24
RETEACH ANSWER KEY
LATIN PREFIX EN-

A. 1. D encamp
2. A enjoy
3. C encrypt
4. E encircle
5. B enamored
6. F encourages

B. 1. E take delight or pleasure in

2. A be filled with a feeling of love for
3. F convert into code
4. D settle in or establish camp
5. C form a circle
6. B give support or confidence
PRACTICE ANSWER KEY
LATIN PREFIX EN-

A. 1. entrusted
2. enlist
3. encapsulate
4. enflame
Responses will vary. Possible responses:

B. 1. The dress code was so ridiculous that no one was able to enforce it.
2. Once the fire hit the gas line the building became engulfed in flames.
3. I had a lot of furniture to move so I had to enlist my friends to help.
4. Not being able to choose sides because they were both my friends, I
became enmeshed in Carla and Adam’s fight.

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C. 1. envision – “to imagine as a future possibility”
I envisioned a beautiful, outdoor ceremony in spring for my wedding next May.
2. ensnared – “caught in a trap”
The mouse, not seeing the cat, became ensnared its claws.
3. encroaching – “intruding on a person’s space”
My neighbor’s fence line kept encroaching on my property.
4. enchanted – “put someone under a spell”
The prince was enchanted and turned into a frog.
5. enveloped - “wrapped up or surround completely”
A blanket of snow enveloped the house.
ANSWER KEY
POETIC FORM

Sonnet, With Bird • Elliptical • Fences

Sherman Alexie • Harryette Mullen • Pat Mora
1. It differs from a sonnet because it does not rhyme or have a specific
rhythm or line length. It is not a couplet.
2. It has 14 “lines”—although these are not rhymed lines nor do they scan.
But the final two lines do redefine the theme, as in a traditional Shakespearean
sonnet. The poem uses some repetition, but not regularly.
3. You would have to make it fourteen lines, each in iambic pentameter, and
give it a rhyme scheme (abab, cdcd, etc.). It would mean cutting away most of the
prose poetry.
RETEACH ANSWER KEY
POETIC FORM

1. b
2. a
3. b
PRACTICE ANSWER KEY
POETIC FORM

1. a/b/a/b
c/d/c/d
e/f/e/f
g/g
2. And every humor hath his adjunct pleasure,
All these I better in one general best.
3. birth, or social standing; skill; wealth; clothing; hunting; riding horses
4. thy love

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26
 5. that the woman he loves will stop loving him, and therefore make him
wretched

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27
 ANSWER KEY
POETRY READING

Sonnet, With Bird • Elliptical • Fences

Sherman Alexie • Harryette Mullen • Pat Mora
Answers will vary.Allow for personal variations of the charts. Some possible responses
follow for each poem.

Poem (title) Notes

Elliptical

Speaker 1st person

Formal Structure 1. Prose

1. Prose (paragraph) or lines of poetry 2. One long paragraph of the beginnings of

sentences, with ellipses indicating missing words
2. Number of lines
(separating breath groups of words for the reciter.)
3. Rhyme
3. No rhyme
4. Rhythm
4. Informal, conversational rhythm happens because
5. Parallelism of long and short phrases and pauses for ellipses

6. Repetition 5. Yes, especially at the beginning where most

sentences begin with They

6. Yes, repetition of they in the first sentences builds

the parallels

Imagery No imagery, metaphors, or similes. The phrases are

all vague snatches of what might be heard as gossip.
Metaphor

Simile

Theme The they in the poem is The Other—someone

different from the speakers, or dominant class of
people. They are the ones talked about, not listened
to.

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28
Poem (title) Notes

Sonnet, with Bird

Speaker 1st person, Poet/speaker is an Osage American Indian

displaced in England

Formal Structure 1. Prose style but 14 numbered “lines” to mimic

sonnet form
1. Prose (paragraph) or lines of poetry
2. No lines as in verse. Form is prose; each line
2. Number of lines
follows from preceding one.
3. Rhyme
3. None
4. Rhythm
4. Yes, short and long sentences provide rhythm.
5. Parallelism
5. No parallel words or phrases used for effect, but
6. Repetition parallel situations between displaced Indian
friends, and Indian and quail; songs of bird and
Indian

6. Yes, repetition of words and phrases: quarters,

lonely, the only Indian, afraid of paintings of and by
white men, England

Imagery “the intensity of a conversation measured by a

dwindling stack of quarters” metaphor for constraints
Metaphor
or money and time
Simile
gathering—used to describe friends reunited and then
separated at death

Images of connections between Indians and quail

Theme Grief expressed in loneliness and separation and

death is mirrored in nature by the behavior of quails.

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Poem (title) Notes

Elliptical

Speaker 1st person, a young child, could be a girl or a boy

Formal Structure 1. Has 19 lines of free verse

1. Prose (paragraph) or lines of poetry 2. 19

2. Number of lines 3. No, but some assonance and alliteration

3. Rhyme 4. Yes, short lines, roughly about four beats each

4. Rhythm 5. Not really parallels but comparisons between the

“haves” and the “have nots”
5. Parallelism
6. Yes, “no” and “It’s their beach” are repeated.
6. Repetition
Repetition increases the gulf between the two
classes of people.

Imagery Imagery:

Metaphor • With a wooden board he smooths away all

footprints
Simile
• children jump waves or sip drinks from long straws,

• coconut white, mango yellow

• ran barefoot across the hot sand

Simile: roared like the ocean -loud and angry

“Oil sweeter than honey” is a comparison to show how

rich the women are.

Theme On the beach in Mexico, a gulf exists between the rich

and poor.

RETEACH ANSWER KEY

POETRY READING

Responses will vary. Students should address the listed steps to understand the poem of
their choice and plan how they would read their poem most effectively. In the last step,
students should pull together what they have learned from their analysis to actually plan
how they will read or recite the poem.
PRACTICE ANSWER KEY
POETRY READING

Responses will vary. Students should show an understanding of the poem of their choice
and be able to identify elements listed in the chart as they appear in the poem. In the last
row of the chart, students should use what they have learned from their analysis to
actually plan how they will read or recite the poem.
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30
ANSWER KEY

Revenge of the Geeks

Alexandra Robbins

ANSWERS STANDARDS

1. (a) The central idea is that the traits that cause some high school RI.9-10.2
students to be isolated will lead those students to success in
adulthood. The author begins by citing specific examples, such as
Taylor Swift’s and J.K. Rowling’s experiences. Then she adds
expert opinions from a psychology professor, quotes an interview
with an eighth-grade boy, and discusses recent social phenomena
such as Comic Con. She also includes references to sociological
research. Each type of support helps fill out the central idea in an
engaging way.
(b) In “Revenge of the Geeks,” Robbins states that the traits that
make students outcasts in high school will help them succeed
after graduation. The high school environment is very
conformist. Differences are pointed out and even ridiculed, so
students who seem different can feel like outcasts. However,
those students’ differences can make them more innovative and
can help them excel in specific areas. Their creativity and their
focus on certain specialties can give them an edge as they enter
the adult world. Often they make great contributions and lead
happy, fulfilling lives.
2. (a) In this paragraph, the word rabidly means “in an extreme, RI.9-10.4
violent, or furious manner.” The word has negative connotations.
It seems to suggest potential danger.
(b) The author uses rabidly because she does not see
conformity as a good thing. This word choice reinforces the idea
that in high school conformity is taken to unhealthy extremes.
The connotation helps create a tone of disapproval about high
school culture.

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31
 3. In their written responses or discussion, students should RI.9-10.8
• identify a specific claim from the selection. Students might focus
on Robbins’s claim that the traits that make students “different”
in high school will often help them after they graduate.
• identify the evidence for the claim. Students might mention that
the author provides anecdotal evidence, such as the
experiences of Tim Gunn and J.K Rowling, and examples of
how specific types of outcasts, such as “geeks,” “emos,” and
“gamers,” eventually benefit from the very qualities that make
them different.
• evaluate the evidence in terms of its relevance, and explain their
judgment. Students might point out that the anecdotal examples
are current, as are the references to “geeks,” “emos,” and so on.
All of the evidence relates directly to the claim, and the
connections seem clear. Some students might say that the
evidence is contrary to their own experiences.
• evaluate the sufficiency of the evidence, and explain their
evaluation. Students’ evaluations may vary but should be
supported. Most students will conclude that there is a sufficient
variety of types of evidence to fully support the claim, but some
students may point out that the examples in paragraph 10 are
not based on research. It makes sense that geeks might often
become successful in technical fields, and so on, but there is no
data to back up the statements.

ANSWER KEY

Revenge of the Geeks

Alexandra Robbins
Possible responses:

1. As high school students, all three were all outcasts. As adults, all three are
successful and well known. DOK 2
2. (a) LaFontana says that being different can make someone unpopular in high
school. DOK 2 (b) In high school, the qualities that make people different make them
targets. In adulthood, the qualities that make people different make them compelling.
DOK 3
3. Research shows that students who are more popular in high school are more
likely to conform rather than innovate, to be both targets and instigators of aggression,
and to drink and engage in risky behaviors. DOK 3
4. The forms of bigotry mentioned are all based on exclusionary behavior which
is similar to the clique behavior demonstrated in high school.

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32
ANSWER KEY

REASONING AND EVIDENCE

Revenge of the Geeks

Alexandra Robbins
Possible responses:

1. Often, people who were social outcasts, or “geeks” in high school, turn out
to be more successful adults than the people who were popular in high school.
2. She provides examples from real life. Taylor Swift, JK Rowling, and Tim
Gunn were all unpopular in school but became very successful as adults.
3. The evidence is credible because it provides examples from the lives of
real people with whom most readers would be familiar. However, Robbins does not
provide sources for these examples, so while they are believable, they could be
inaccurate. The examples are very relevant because they are current and exemplify
exactly what her argument is about.
4. First she quotes an expert in adolescent peer relationships, then she quotes
an eighth grade boy talking about his experiences. She offers a relatively long
explanation of how geeks benefit from their different strengths. This seems like
common sense and observation. Robbins credits unnamed “research” as the source
in a paragraph on what happens to some popular kids after high school, and then
ends with more common sense and personal observation and an appeal to emotion.

RETEACH ANSWER KEY

REASONING AND EVIDENCE

1. The first sentence: Jogging is more than exercise.

2. Jogging can also help build confidence.
3. Jogging releases endorphins; jogging can increase self-esteem; jogging
improves a person’s ability to complete a task.
PRACTICE ANSWER KEY
REASONING AND EVIDENCE

A. 1. The claim is that commerce is disfiguring the look of the once beautiful
town, and that this is unacceptable.
2. All 57 trees were cut down to make room for a new shopping area.
B. Possible responses:
1. Cell phones are popular and necessary, but cell towers are a nuisance and
a solution is needed.
2. 140,000 cell towers have been erected so far in the United States, and
many more are needed.
3. It is a moderately successful idea, but the argument itself is not strong. Is
the writer advocating for a specific action or just highlighting the need for one?
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33
ANSWER KEY

Revenge of the Geeks

Alexandra Robbins
Possible responses:
A. 1. No; they shunned the kids and “treated them as insignificant.”
2. False; being treated as a pariah is being treated as an outcast, and many
people do not like to befriend outcasts.
3. No; bigotry is “intolerance toward others.”

B. 1. b. chugged- Possible response: Daryl chugged the entire quart of milk.

2. a. dazzling- Possible response: The dazzling sunlight danced on the
water.
3. c. rushed- Possible response: Camille rushed to the hospital where her
mother had just been admitted.
RETEACH ANSWER KEY
DENOTATION AND CONNOTATION

A. 1. positive; Possible response: My cousin Ralph is a heinous painter.

2. positive; Possible response: Raul trudged up the steps, eager to start his
first day on the job.
3. positive; Possible response: Sofia was horrified by the enormity of the
task.
4. negative; Possible response: Dean praised his neighbor for an hour!

B. 1. crept
2. starless
3. destitute
4. twitter
5. demolished
PRACTICE ANSWER KEY
DENOTATION AND CONNOTATION

Possible responses:
A. 1. precocious; Possible response: Cara was such a smart little girl; she could
count to one hundred by the time she was two!
2. noshing; Possible response: Crispin’s horse loves eating apples.
3. aroma; Possible response: There was a strong smell emanating from the
kitchen.

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34
Responses will vary. Possible responses:

B. 1. The burnt toast left a nasty taste in my mouth.

2. Maw-maw’s tropical print moo-moo was a garish sight to behold.
3. Katie turned off the light while I was still in the room just to be spiteful.
C. Responses will vary. Possible response:

Juan was ten years old when he realized he yearned to be a musician. He begged his
mother for a guitar every daily. One day, after scraping together all the extra money she
could, she bought Juan his first guitar. Juan was eternally grateful and pledged to make
her proud.
ANSWER KEY
PARALLEL STRUCTURE

Revenge of the Geeks

Alexandra Robbins
A. 1. Robbins profiles the experiences of three successful celebrities who were
rejected, mocked, and bullied in high school because they were different.
2. Runners, swimmers, and basketball players are all athletes, just different
kinds.
3. Alexandra Robbins says that geeks can have character traits—such as
empathy, intelligence, and creativity—that serve them well later in life.
4. Robins says that popular students might instigate aggression, belong to
cliques, and exhibit exclusionary behavior.
5. The argument suggests that students who are popular may not do as well
in school and may not succeed as well after graduation.
RETEACH ANSWER KEY
PARALLEL STRUCTURE

1. They like to play soccer, to surf, and to swim.

2. correct
3. Most people prefer eating corn to eating broccoli.
4. Museums, theaters, and parks make Boston a great place to visit.
5. I prefer going to concerts to visiting museums.
6. correct

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35
PRACTICE ANSWER KEY
PARALLEL STRUCTURE

1. He asked us for money and for advice.

2. You can get to the shore either by train or by bus.
3. Carla was waiting for a talent scout to discover her and take her to
Hollywood.
4. My uncle’s work consisted of sitting at a desk for eight hours a day and
giving orders.
5. I went to Chicago because of its football team rather than its history.
6. The city can disturb some people with its crowds, confusion, and noise.
7. The radio is small, compact, and inexpensive.
8. The coach sat at the desk to make the game plan and to give feedback to
the players.
9. I prefer reading a book to watching television.
10. This weekend I am going to study math, practice guitar, and watch a
movie with my friends.
ANSWER KEY
MULTIMEDIA PRESENTATION

Revenge of the Geeks

Alexandra Robbins
Responses will vary. Students should complete the chart to show that they have carefully
thought through the argument they will present in their multimedia presentation. The
choice of the multimedia presentation depends on the skills and equipment resources
available. Students should plan a strong argument, and the media choices should reflect
imagination and understanding of the topic and of the main points of the presentation.
RETEACH ANSWER KEY
MULTIMEDIA PRESENTATION

Responses will vary. Students should complete the charts for each of the three types of
presentation. Students’ responses should be specific to the kind of presentation under
consideration and reflect logical, creative, and informed ideas about each presentation.
PRACTICE ANSWER KEY
MULTIMEDIA PRESENTATION

Answers will vary. Students should present a clear claim about a topic and show that they
can support the claim through the choices they have made for their multimedia presentation.
Students should complete the outline to help them think through the assignment and to
develop some ideas about adding visuals and sound to their presentation. They should also
consider what equipment they would need. Finally, students should write an introduction to
focus their ideas and to shape the direction of the multimedia presentation.

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36
ANSWER KEY

Encountering the Other: The Challenge for the 21st Century

Ryszard Kapuscinski

ANSWERS STANDARDS

1. (a) A central idea in this section is that different cultures need to RI.9-10.2
interact peaceably in an increasingly globalized world. Kapuscinski
says there are three ways a culture can respond to encountering
another culture: war, isolation, or cooperation. He includes historical
references to illustrate each of these, and then he uses deductive
reasoning to explain why the first two options will not work in our
modern world. Since isolation and war are not options, we must
learn to be more open and kind to “the Other.”
(b) In “Encountering the Other: The Challenge for the 21 st
Century,” Ryszard Kapuscinski argues that in the modern,
globalized world, people from different cultures must learn to
understand one another and get along. Because of
globalization, the other historical responses to unfamiliar
cultures—war and isolationism—will lead to destruction,
negativity, and fearfulness. In the modern world, we have more
opportunities for dialogue and understanding among cultures,
and we should use those opportunities wisely and learn to
interact with each other fairly, openly, and equally.
2. (a) The author introduces the concept of the Other by talking RI.9-10.3
about the earliest human groups, which were small family-tribes
that were not aware that there were any other people anywhere.
He says it must have seemed like a “momentous discovery”
when a tribe suddenly came across another tribe (“the Other”),
and what a major decision they would have to make about how
to interact. I think he begins this way to show that the question
of “the Other” is timeless—something humanity has been
dealing with throughout all of its existence.
(b) These paragraphs reflect the idea from the first four
paragraphs by pointing out that just as early tribes had to
choose how to react to “the Other,” we humans today also must
make that choice. Then, they build upon that idea by moving into
later eras of time and going into more detail about the results of
each choice. The author uses examples from history,
representing a variety of cultures. For example, he points out
that the literature of most countries contains descriptions of war,
that the Great Wall of China resulted from isolationism, and that
the remains of trade routes such as the Silk Road are evidence
of the choice to cooperate that some cultures made.

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 3. In their written responses or discussion, students should RI.9-10.5
• identify the author’s claim: Different cultures can and must learn
to interact peaceably in an increasingly globalized world.
• name the three thinkers whom Kapuscinski includes in his
discussion (Cyprian Norwid, beginning in paragraph 15;
Emmanuel Levinas, beginning in paragraph 17; and Bronislaw
Malinowski, beginning in paragraph 20).
• identify the main ideas of the three thinkers and explain how
each man’s ideas help Kapuscinski develop his argument. For
example, Norwid writes about the belief in ancient Greek culture
that gods could assume human form. This meant strangers were
treated with hospitality because they could be gods in disguise.
Kapuscinski says that respecting the divinity in “the Other” is
important to peaceful coexistence because it can lead to
opening doors and welcoming others, instead of building walls or
starting wars.

ANSWER KEY

Encountering the Other: The Challenge for the 21st Century

Ryszard Kapuscinski
Possible responses:

1. (a) Answers include the Great Wall of China, the towers and gates of
Babylon, the Roman limes, and the stone walls of the Inca. DOK 1
2. Answers will vary. Students may respond that it is important for people
who are different to listen to each other and attempt to understand each other.
Everyone is “the Other” to someone else, so people should consider each other’s
language, culture, and beliefs, among other things that make them different from
each other. DOK 3
3. Answers will vary. Students should state an opinion about Kapuscinski’s
statement and back up their opinions with valid reasons. DOK 3
4. (a) The quote is hopeful for humanity’s future encounters with conflict. It
states that all people are the same, and we should keep that in mind when dealing
with each other. DOK 2 (b) Kapuscinski ends his speech with this quote to
conclude his argument that we need to strive to find peaceful resolutions to our
international squabbles, and that war should never be the first solution at which we
arrive.
DOK 3

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ANSWER KEY
LITERARY NONFICTION

Encountering the Other: The Challenge for the 21st Century

Ryszard Kapuscinski
Possible responses:
1. What is the appropriate response when we come across a person or group
of people whose culture is radically different from our own?
2. There is a limited number of options when cultures collide (Kapuscinski
names three), and all throughout history humanity has wavered between them.
Kapuscinski concludes that we should continue to seek dialogue, as he regards
war and isolationism as destructive.
3. The repetition drives home the point that these methods of acclimating or
assimilating new cultures have been used throughout mankind’s history and that
the effect of them will never change. The natural conclusion, then, is to go for the
one option with the best chances of success: dialogue, rather than war or
isolationism.
4. It concludes with a question and quotation from Joseph Conrad that
stresses the importance of finding commonalities with the other and thus
fellowship and solidarity among all people, which “binds together all humanity.”
RETEACH ANSWER KEY
LITERARY NONFICTION

Possible responses:
1. Aren’t actors supposed to act and aren’t directors supposed to direct?
2. The speaker makes the point that the film was neither acted nor directed
very well, but that these are basic expectations of a good film.
3. “This movie was advertised as ‘full of adventure.’ It isn’t. This movie was
advertised as ‘full of stunning action.’ It isn’t.”
4. The speaker drives home the point that the film does not live up to its
advertising, and that the viewer shouldn’t expect much.

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PRACTICE ANSWER KEY
LITERARY NONFICTION

Possible responses:
A. 1. What should a mayor do for his city—lead the people or play a lot of golf
with his pals?
2. The opening rhetorical question is a veiled insult to the mayor, and it starts
the audience questioning how good a mayor Flaherty is. It gets the audience on
the speaker’s side.
3. The repetition makes it clear that the current mayor is ineffective.
B. 1. Why will Spirit Week be so great?
2. The structure of the rest of the speech consists of answers to the opening
question.
ANSWER KEY

Encountering the Other: The Challenge of the 21st Century

Ryszard Kapuscinski
Possible responses:
A. 1. Yes; because a doctrine is a “stated principle of government policy.”
2. A dictatorship; because it requires “complete subservience.”
3. No; because Peter would not agree with their “system of ideas and ideals.”

B. 1. f.
2. b.
3. a.
4. c.
5. d.
6. e.
Answers may vary. Possible responses:
1) I couldn’t wait for summer; my dad was taking us to Greece so we could go to an
archaeological dig which promised to unearth clues about Atlantis.
2) I was honored to be asked to eulogize my neighbor at her funeral.

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RETEACH ANSWER KEY
GREEK ROOT -LOG-

A. 1. apologetic
2. epilogue
3. analogous
4. mythology
5. prologue
6. log
B. 1. a.
2. e.
3. d.
4. b.
5. c.
6. f.
PRACTICE ANSWER KEY
GREEK ROOT -LOG-

A. 1. dialogue
2. logic
3. eulogy
4. chronological
Answers may vary. Possible responses:

B. 1. The logistics of moving the entire school outside made sense on paper. In
reality, it was a little more difficult.
2. One of my favorite books is my father’s anthology of 19th-century poetry.
3. The main character in the play is a pathological liar because she never
tells the truth.
4. The coach’s plan to change every player’s position for the next game
sounded completely illogical to the team.

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C. Answers may vary. Possible response:
Justin-Hi.
Jason-Hi. You ready to go?
Justin-Yeah, just…you know.
Jason-I get it. Too bad you have to move.
Justin-Yep. My sister just keeps crying. It’s SO annoying!
Jason-Sisters…
Justin-So anyway, gotta go. Good bye. Hope you’ll come and visit me next summer!
Jason-Yeah. Me too! See ya.
ANSWER KEY
TYPES OF PHRASES

Encountering the Other: The Challenge of the 21st Century

Ryszard Kapuscinski
1. . . . he did not know how, or did not want, to reach an understanding with
Others.
to reach an understanding with Others
2. These philosophers attempted to salvage what they regarded as the
paramount value, . . . .
to salvage what they regarded as the paramount value
3. To judge something, you have to be there.
to judge something; to be there
4. He himself, as if to spite all colonial customs, pitched his tent in the
middle of a local village and lived among the local people.
to spite all colonial customs
5. To learn about his neighbor’s customs and language, and to see how he
lived.
to learn about his neighbor’s customs and language, to see how he lived
RETEACH ANSWER KEY
TYPES OF PHRASES

1. Rudolf wanted to play hockey this winter.

to play hockey this winter
2. Beverly started to cook the peas and carrots.
to cook the peas and carrots
3. To err is human, but I would rather be right.
4. My dog likes to swim in the lake.
to swim in the lake
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42
 5. To create a work of art, you first need to get an idea.
to create a work of art; to get an idea
6. We hoped to travel this summer.
to travel this summer
7. A good way to get exercise is to bicycle.
to get exercise
8. The whole family wants to see Mount McKinley.
to see Mount McKinley
9. I want to succeed in high school.
to succeed in high school
10. Her desire to act is very strong.
PRACTICE ANSWER KEY
TYPES OF PHRASES

A. 1. Her goal, to write a novel, was never realized.

2. The purpose of the class was to teach conversation skills.
3. To achieve the highest grade, the students created a multimedia
presentation.
4. Alex and Anna wanted to ride their bikes fast.
5. Felix began to paint the house last summer.
6. This new novel is easy to read.
7. They are too lazy to walk the long way home.
8. Her idea of breakfast is to have a glass of juice.

B. 1. All the campers wanted to swim in the lake. adverb

2. The tailor made a dress to fit the princess. adjective
3. The sound vibrations caused the table to shake. adjective
4. Ethan was excited to fish in the lake. adverb
5. The student artists began to paint with watercolors. adverb
6. Jerry likes to play golf every day. noun
7. We went to hear the choir concert. adverb
8. To tell scary stories around a campfire is my favorite summer activity.
noun

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ANSWER KEY
DIGITAL PRESENTATION

Encountering the Other: The Challenge of the 21st Century

Ryszard Kapuscinski
Answers will vary. The students should fill out the chart completely, demonstrating their
understanding of the project and of what is needed to design and present a digital
presentation. They should indicate how each visual listed in the chart (photographs,
illustrations, charts, videos) will fit into the presentation in logical progression to help
make their point. All sources should be cited correctly.
RETEACH ANSWER KEY
DIGITAL PRESENTATION

Responses will vary. Students should fill out the chart completely with their group,
including the text details that they plan to include and descriptions of images that support
the text. Citations should be accurate and thorough.
PRACTICE ANSWER KEY
DIGITAL PRESENTATION

A. Responses will vary. Students should fill out the chart completely, listing verbal and
visual material in the order indicated in the outline.
B. Responses will vary. Students should fill out the chart completely, indicating specific
action, if any, that still need to be done.

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INDEPENDENT LEARNING
ANSWER KEY

The Orphan Boy and the Elk Dogs

Blackfoot
Possible responses:
1. Long Arrow was deaf and therefore the tribe considered him no better than
a mangy dog.
2. Good Running suggests Long Arrow go on a quest to bring back an Elk
Dog.
3. Long Arrow finds the Elk Dogs in a meadow, at the bottom of the faraway
lake.
4. All the magical things in it are gone, and only fish are left.
5. Possible summary: A deaf orphan boy named Long Arrow is abandoned
by his tribe. After he magically gains the sense of hearing, he finds his way back
to the tribe and is adopted by a chief. Long Arrow becomes strong and skilled and
goes on a quest to bring back mystical creatures known as Elk Dogs, and
ultimately succeeds.
RESEARCH
Research to Clarify If students struggle to come up with a detail to research, you
may want to suggest that they focus on one of the following topics: Blackfoot
beliefs, Blackfoot history, horses in Native American myths and folk tales.
Research to Explore If students aren’t sure how to go about formulating a
research question, suggest that they use their findings from Research to Clarify as
a starting point. For example, if students researched horses in Native American
myths and folk tales, they might formulate a question about what horses
symbolize in some Native American cultures.

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ANSWER KEY

The Orphan Boy and the Elk Dogs

Blackfoot
Possible responses:

1. Long Arrow displays perseverance throughout the story, from the time he
had to follow his people’s tracks in order survive up until he journeys to find the
Elk Dogs and brings them back to his tribe. Long arrow has changed in that he has
become brave leader who can teach others the skills he has learned. DOK 2
2. Unlike the other boys, Long Arrow had to learn very quickly. Long Arrow
had to fend for himself as an outcast, so he was eager to please and brave in taking
chances. DOK 3
3. Answers will vary. Students may respond that Long Arrow should help
the tribe, since Good Running took him in and helped him. Others may respond
that since the tribe left Long Arrow for dead, he owes them nothing. DOK 3
4. (a) Students may respond that the values distinguished as important are
perseverance under hardship, forgiveness, and community. DOK 3 (b) Long Arrow
characterizes perseverance and forgiveness; Good Running exemplifies
community. DOK 3
5. Answers will vary. Students might answer that everyone has unique
qualities and strengths and does not have to be like everyone else in order to feel
they have a place where they belong.

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ANSWER KEY

from By Any Other Name

Santha Rama Rau
Possible responses:
1. This story takes place in a town called Zorinabad in northern India.
2. The headmistress changes the girls’ names to “Pamela” and “Cynthia.”
3. Santha says she doesn’t know her name.
4. Premila and Santha bring traditional Indian food for lunch while the other
children are eating sandwiches.
5. When Premila’s class is to take their first test, her teacher makes all the
Indian children sit separate from the others, saying that it was because “Indians
cheat.” This leads Premila to take herself and Santha out of the school, back to
their home, for good.
6. Summaries will vary, but students should include major events of the
selection, including Premila and Santha’s home and family life as well as their
experiences at the school.
RESEARCH
Research to Clarify If students struggle to come up with a detail to research, you
may want to suggest that they focus on one of the following topics: Anglo-Indian
schools, Santha Rama Rau, or Northern India.
Research to Explore If students aren’t sure how to go about formulating a
research question, suggest that they use their findings from Research to Clarify as
a starting point. For example, if students researched Santha Rama Rau, they might
formulate a question about experiences the author had that inspired her writing.

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ANSWER KEY

from By Any Other Name

Santha Rama Rau
Possible responses:

1. Students should cite that Santha’s life outside of school is not only more
relaxed, but most importantly she and her Indian peers are discouraged from being
themselves—being Indian—within the walls of the school. DOK 2
2. (a) Students may respond that Santha is timid and unsure of herself at the
new school, but she is also curious and observant. DOK 3 (b) Answers will vary.
Students may respond that Santha probably wouldn’t have wanted to leave the
school so soon and might not have said anything to her mother. Since Santha is
young and doesn’t quite understand why she is being treated differently at school,
she might have just accepted it. DOK 3
3. (a) Possible responses include: their names being changed by the
headmistress, other Indian children trying to assimilate by wearing different clothes
and eating different foods, and the teacher making the Indian children sit apart from
the other students during the test. DOK 2 (b) Answers will vary. The story seems
to suggest this was the right thing to do, but some students may disagree, stating
that Premila could have first told her mother about what happened before taking
action on her own. DOK 3
4. Santha mentions earlier in the selection that “if one’s name is changed,
one develops a curious form of dual personality.” Since the teacher sees her as
Cynthia and not Santha, Santha means that what happened to her at that school was
somehow from a parallel life and would not have lasting impact. DOK 3
5. Answers will vary. Students may respond that to a certain extent it’s
important to fit in at school, but not if you are treated unfairly or forced to be
someone you’re not.

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ANSWER KEY

Outsider’s Art Is Saluted at Columbia, Then Lost Anew

Vivian Yee
Possible responses:
1. It takes place at Columbia University in New York City.
2. Steinberg’s main employment was selling candy on the campus of
Columbia.
3. People affectionately referred to Steinberg’s paintings at the “Sams.”
4. More than sixty of Steinberg’s original paintings were lost.
5. Responses will vary, but students should note the major events of the
selection.
RESEARCH
Research to Clarify If students struggle to come up with a detail to research, you
may want to suggest that they focus on one of the following topics: Sam
Steinberg, Columbia University, Jean Debuffet, or folk art.
Research to Explore If students aren’t sure how to go about formulating a
research question, suggest that they use their findings from Research to Clarify as
a starting point. For example, if students researched Jean Debuffet, they might
formulate a question about why the artist embraced so-called “low art.”

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ANSWER KEY

Outsider’s Art Is Saluted at Columbia, Then Lost Anew

Vivian Yee
Possible responses:

1. (a) Answers will vary. Students may respond that the article does not go
into great detail, but it can be inferred that Steinberg’s paintings were made with
low-quality paints, and were perhaps akin to caricature. DOK 2 (b) Possible
answers may include that students and faculty bought the paintings because of
Steinberg’s memorable personality, or because although the paintings were crude,
the people who bought them genuinely appreciated them. DOK 3
2. Steinberg never learned to read or write, which meant that he wouldn’t
have had many opportunities to pursue art school or a professional path in life if
that’s what he had wanted to do. DOK 2
3. Answers will vary. Students might infer that while Steinberg was a
creature of habit because of necessity, his poor upbringing and illiteracy would
have afforded him few opportunities to do something else. Some students might
add that Steinberg enjoyed the company of those who stopped to buy his paintings.
DOK 2
4. (a) Low art is art that is not considered culturally significant by the
mainstream art world. High art is considered culturally significant. DOK 2 (b)
Answers will vary, but should be supported. DOK 4
5. Answers will vary. Students may respond that outsiders, while often
seeming not to fit into mainstream society, can still make contributions and possess
unique gifts that make them stand out in positive and impressive ways.

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ANSWER KEY

Fleeing to Dismal Swamp, Slaves and Outcasts Found Freedom

Sandy Hausman
Possible responses:

1. The Great Dismal Swamp spans across southeastern Virginia and

northeastern North Carolina.
2. Escaped slaves, Native Americans who had been driven off their land, and
whites who were shunned by mainstream society were believed to have hidden out
in the Great Dismal Swamp.
3. Some of the things archaeologists have found are clay tobacco pipe
remains, nails, gunflints, lead shot, and traces of cabins.
4. Student summaries should highlight the main points of the broadcast.
RESEARCH
Research to Clarify If students struggle to come up with a detail to research, you
may want to suggest that they focus on one of the following topics: The
Underground Railroad, The Great Dismal Swamp, British Colonization of the
Americas.
Research to Explore If students aren’t sure how to go about formulating a
research question, suggest that they use their findings from Research to Clarify as
a starting point. For example, if students researched The Great Dismal Swamp,
they might formulate a question about its history or chronology.

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ANSWER KEY

Fleeing to Dismal Swamp, Slaves and Outcasts Found Freedom

Sandy Hausman
Possible responses:

1. Students may respond that the Great Dismal Swamp was a good place for
outcasts to hide out because it was deep within a forest, full of wild animals,
snakes, and stinging insects, and difficult to navigate because of its boggy terrain.
The swamp also had a reputation for being haunted. This difficult and unappealing
environment provided the people in the swamp a good degree of protection from
discovery by people from the outside. DOK 2
2. (a) Yes, the items found are substantial. The nails in particular led
archaeologists to the conclusion there were many cabins that stood inside the
wetlands. Clay pipes would have been fashioned out of the clay in the swamp.
Gunflint and lead shot are evidence of a possible arsenal. DOK 3 (b) They used the
artifacts found in the swamp as well as the account of Moses Grandy to explain
some people’s motivations for living in the swamp. The remains of ammunition
were evidence to them that, as Daniel Sayers said, “These were resistance
communities.” DOK 3
3. Answers will vary. Students may respond that Grandy may have returned
to the swamp after gaining freedom because he had lived and worked there so long
that it was familiar. He was happy to live and work there on his own terms. DOK 2
4. Answers will vary. Students may respond that finding artifacts like those
in the Great Dismal Swamp should inspire African Americans to explore their
roots. These finds are windows to the past, and “answering the call” might mean
some people learn about their own ancestry. DOK 3
5. Answers will vary. Students may respond that outsiders who have been
persecuted for one reason or another sometimes spend their lives fleeing society,
hiding out, or seeking asylum in order to survive or just to live a better life.

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