Glencoe Literature

Teacher Wraparound Edition

Program Consultants

Jeffrey D. Wilhelm, Ph.D.

Douglas Fisher, Ph.D.

Beverly Ann Chin, Ph.D.

Jacqueline Jones Royster, DA

TEACHER EDITION

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Acknowledgments

Grateful acknowledgment is given authors, publishers, photographers, museums,

and agents for permission to reprint the following copyrighted material. Every

effort has been made to determine copyright owners. In case of any omissions, the

Publisher will be pleased to make suitable acknowledgments in future editions.

Acknowledgments continued on page R110.

Copyright © 2009 by the McGraw-Hill Companies, Inc. All rights reserved. Except

as permitted under the United States Copyright Act, no part of this publication may

be reproduced or distributed in any form or by any means, or stored in a database

or retrieval system, without prior permission of the publisher.

TIME © Time, Inc. TIME and the red border design are trademarks of Time, Inc. used

under license.

Send all inquiries to:

Glencoe/McGraw-Hill

8787 Orion Place

Columbus, OH 43240-4027

ISBN: (student edition) 978-0-07-877980-0

MHID: (student edition) 0-07-877980-4

ISBN: (teacher edition) 978-0-07-877987-9

MHID: (teacher edition) 0-07-877987-1

Printed in the United States of America.

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Jeffrey D. Wilhelm, PhD, a former middle

and secondary school English and reading

teacher, is currently Professor of Education

at Boise State University. He is the author

or coauthor of numerous articles and several

books on the teaching of reading and literacy,

including award-winning titles such as You

Gotta BE the Book and Reading Don’t Fix No

Chevys. He also works with local schools as

part of the Adolescent Literacy Project and

recently helped establish the National Writing

Project site at Boise State University.

Douglas Fisher, PhD, is Professor of

Language and Literacy Education and Director

of Professional Development at San Diego

State University, where he teaches English lan￾guage development and literacy. He also serves

as Director of City Heights Educational Pilot,

which won the Christa McAuliffe Award from

the American Association of State Colleges

and Universities. He has published numerous

articles on reading and literacy, differentiated

instruction, and curriculum design. He is coau￾thor of the book Improving Adolescent Literacies:

Strategies That Work and coeditor of the book

Inclusive Urban Schools.

Beverly Ann Chin, PhD, is Professor of

English, Director of the English Teaching

Program, former Director of the Montana

Writing Project, and former Director of

Composition at the University of Montana in

Missoula. She currently serves as a Member at

Large of the Conference of English Leadership.

Dr. Chin is a nationally recognized leader in

English language arts standards, curriculum,

and assessment. Formerly a high school teacher

and an adult education reading teacher, Dr.

Chin has taught in English language arts edu￾cation at several universities and has received

awards for her teaching and service.

Jacqueline Jones Royster, DA, is

Professor of English and Senior Vice Provost

and Executive Dean of the Colleges of Arts and

Sciences at The Ohio State University. She is

currently on the Writing Advisory Committee

of the National Commission on Writing and

serves as chair for both the Columbus Literacy

Council and the Ohioana Library Association.

In addition to the teaching of writing, Dr.

Royster’s professional interests include the rhe￾torical history of African American women and

the social and cultural implications of literate

practices. She has contributed to and helped to

edit numerous books, anthologies, and journals.

Program Consultants

Senior Program Consultants

Consultants

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Mary A. Avalos, PhD

Assistant Department Chair,

Department of Teaching

and Learning

Research Assistant

Professor, Department of

Teaching and Learning

University of Miami

Coral Gables, Florida

Wanda J. Blanchett, PhD

Associate Dean for Academic

Affairs and Associate

Professor of Exceptional

Education

School of Education

University of Wisconsin–

Milwaukee

Milwaukee, Wisconsin

William G. Brozo, PhD

Professor of Literacy

Graduate School of Education

College of Education and

Human Development

George Mason University

Fairfax, Virginia

Nancy Drew, EdD

LaPointe Educational

Consultants

Corpus Christi, Texas

Susan Florio-Ruane, EdD

Professor

College of Education

Michigan State University

East Lansing, Michigan

Sharon Fontenot O’Neal, PhD

Associate Professor

Texas State University

San Marcos, Texas

Nancy Frey, PhD

Associate Professor of Literacy

in Teacher Education

School of Teacher Education

San Diego State University

San Diego, California

Victoria Ridgeway Gillis, PhD

Associate Professor

Reading Education

Clemson University

Clemson, South Carolina

Kimberly Lawless, PhD

Associate Professor

Curriculum, Instruction

and Evaluation

College of Education

University of Illinois

at Chicago

Chicago, Illinois

William Ray, MA

Lincoln-Sudbury Regional

High School

Sudbury, Massachusetts

Janet Saito-Furukawa, MEd

English Language Arts

Specialist

District 4

Los Angeles, California

Bonnie Valdes, MEd

Independent Reading

Consultant

CRISS Master Trainer

Largo, Florida

Glencoe National Reading and Language Arts Advisory Council

Special Consultants

Donald R. Bear, PhD

Professor, Department of

Curriculum and Instruction.

Director, E. L. Cord Foundation

Center for Learning and Literacy

at the University of Nevada,

Reno. Author of Words Their

Way and Words Their Way with

English Learners.

Jana Echevarria, PhD

Professor, Educational

Psychology, California State

University, Long Beach.

Author of Making Content

Comprehensible for English

Learners: the SIOP Model.

Dinah Zike, MEd,

was a classroom

teacher and a consultant for

many years before she began to

develop Foldables®—a variety of

easily created graphic organizers.

Zike has written and developed

more than 150 supplemental

books and materials used in

classrooms worldwide. Her Big

Book of Books and Activities won

the Teachers’ Choice Award.

Advisory Board

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The following teachers contributed to the review of Glencoe Literature.

Teacher Reviewers

Bridget M. Agnew

St. Michael School

Chicago, Illinois

Monica Anzaldua Araiza

Dr. Juliet V. Garcia Middle School

Brownsville, Texas

Katherine R. Baer

Howard County Public Schools

Ellicott City, Maryland

Tanya Baxter

Roald Amundsen High School

Chicago, Illinois

Danielle R. Brain

Thomas R. Proctor Senior High

School

Utica, New York

Yolanda Conder

Owasso Mid-High School

Owasso, Oklahoma

Gwenn de Mauriac

The Wiscasset Schools

Wiscasset, Maine

Courtney Doan

Bloomington High School

Bloomington, Illinois

Susan M. Griffi n

Edison Preparatory School

Tulsa, Oklahoma

Cindi Davis Harris

Helix Charter High School

La Mesa, California

Joseph F. Hutchinson

Toledo Public Schools

Toledo, Ohio

Ginger Jordan

Florien High School

Florien, Louisiana

Dianne Konkel

Cypress Lake Middle School

Fort Myers, Florida

Melanie A. LaFleur

Many High School

Many, Louisiana

Patricia Lee

Radnor Middle School

Wayne, Pennsylvania

Linda Copley Lemons

Cleveland High School

Cleveland, Tennessee

Heather S. Lewis

Waverly Middle School

Lansing, Michigan

Sandra C. Lott

Aiken Optional School

Alexandria, Louisiana

Connie M. Malacarne

O’Fallon Township High School

O’Fallon, Illinois

Lori Howton Means

Edward A. Fulton Junior High

School

O’Fallon, Illinois

Claire C. Meitl

Howard County Public Schools

Ellicott City, Maryland

Patricia P. Mitcham

Mohawk High School (Retired)

New Castle, Pennsylvania

Lisa Morefi eld

South-Western Career Academy

Grove City, Ohio

Kevin M. Morrison

Hazelwood East High School

St. Louis, Missouri

Jenine M. Pokorak

School Without Walls Senior

High School

Washington, DC

Susan Winslow Putnam

Butler High School

Matthews, North Carolina

Paul C. Putnoki

Torrington Middle School

Torrington, Connecticut

Jane Thompson Rae

Cab Calloway High School of

the Arts

Wilmington, Delaware

Stephanie L. Robin

N. P. Moss Middle School

Lafayette, Louisiana

Ann C. Ryan

Lindenwold High School

Lindenwold, New Jersey

Pamela Schoen

Hopkins High School

Minnetonka, Minnesota

Megan Schumacher

Friends’ Central School

Wynnewood, Pennsylvania

Fareeda J. Shabazz

Paul Revere Elementary School

Chicago, Illinois

Molly Steinlage

Brookpark Middle School

Grove City, Ohio

Barry Stevenson

Garnet Valley Middle School

Glen Mills, Pennsylvania

Paul Stevenson

Edison Preparatory School

Tulsa, Oklahoma

Kathy Thompson

Owasso Mid-High School

Owasso, Oklahoma

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TEACHER EDITION OVERVIEW

Table of Contents for the Student Edition

and Teacher Edition ................................................................... T10

Correlations by Standard ............................................................. T44

Correlations by Selection ............................................................ T48

How to Use Glencoe Literature ................................................... T52

American Literature Scope and Sequence............................ T56

Essential Course of Study ......................................................... T60

Teacher Edition Walk-Through .............................................. T64

Guide to Readability .................................................................. T72

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The Headless Horseman Pursuing Ichabod Crane, 1858. John Quidor. Oil on canvas. Smithsonian

American Art Museum, Washington, DC.

African American Vernacular English .................................. T73

Language Transfers ..................................................................... T76

Classroom Resources

Print Resources .......................................................................... T88

Technology Resources ................................................................. T91

Library Resources ....................................................................... T95

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Book Overview

How to Use Glencoe Literature .............................................................. T44

Be Cyber Safe and Smart ............................................................................ 3

Early America Beginnings–1800 .................................................... 5

Part 1: The Sacred Earth and the Power of Storytelling ...................................... 19

Part 2: Life in the New World .............................................................................. 55

Part 3: The Road to Independence ..................................................................... 103

American Romanticism 1800–1860 .......................................... 173

Part 1: Individualism and Nature ........................................................................ 187

Part 2: The Dark Side of Romanticism ............................................................... 237

The Civil War Era 1850–1880 ................................................... 329

Part 1: Resistance to Slavery ............................................................................... 343

Part 2: The Civil War: A Nation Divided .......................................................... 373

Part 3: A Poetic Revolution ................................................................................ 407

Regionalism and Realism 1880–1910 ....................................... 481

Part 1: Regionalism and Local Color .................................................................. 495

Part 2: Realism and Naturalism .......................................................................... 535

UNIT ONE

UNIT TWO

UNIT THREE

UNIT FOUR

The Jolly Flatboatmen,

1877–78. George

Caleb Bingham. Oil on

canvas, 261/16 x 363/8 in.

Daniel J. Terra

Acquisition Endowment

Fund, 1992. Terra

Foundation for

American Art, Chicago,

IL.

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Book Overview

Beginnings of the Modern Age 1910–1930s ........................... 645

Part 1: Modern Poetry ......................................................................................... 659

Part 2: Modern Fiction ........................................................................................ 739

Part 3: The Harlem Renaissance ......................................................................... 785

From Depression to Cold War 1930s–1960s .......................... 851

Part 1: The New Regionalism and the City ....................................................... 865

Part 2: The United States and the World .......................................................... 969

Into the 21st Century 1960s–Present .................................... 1137

Part 1: An Era of Protest ................................................................................... 1151

Part 2: Nature and Technology ......................................................................... 1213

Part 3: Extending and Remaking Traditions ..................................................... 1263

Reference Section

Literary Terms Handbook .......................................................................... R1

Foldables® ........................................................................................... R22

Functional Documents ............................................................................ R24

Writing Handbook .................................................................................. R30

Reading Handbook ................................................................................ R40

Language Handbook .............................................................................. R42

Logic and Persuasion Handbook ............................................................... R62

Glossary/Glosario .................................................................................. R66

Academic Word List ............................................................................... R89

Index of Skills ....................................................................................... R92

Index of Authors and Titles .....................................................................R107

Acknowledgments ................................................................................R110

UNIT FIVE

UNIT SIX

UNIT SEVEN

R oom in New York, 1932.

Edward Hopper. Oil on

Canvas, 28½ x 35½ in.

F.M. Hall Collection.

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Contents

Timeline ......................................................................................... 6

By the Numbers.............................................................................. 8

Being There .................................................................................... 9

Historical, Social, and Cultural Forces ........................................ 10

Big Ideas ....................................................................................... 11

ANONYMOUS I Have Killed the Deer .....................Song ...... 1 3

W I L L I A M B R A D F O R D

from Of Plymo uth Plantation ................................. Memoir ...... 15

B E N J A M I N F R A N K L I N

from The Autobiography..............................Autobiography ...... 17

Wrap-Up ...................................................................................... 18

Literary History Native American Mythology ................................. 20

J AMES MOONEY How the World Was Made ........ Myth ...... 22

“There is another

world under this,

and it is like ours

in everything . . .”

—Cherokee Myth

Tlingit Raven Rattle, ca. 1850. Native American. The Lowe Art Museum,

The University of Miami.

Cultural Perspective

N . S C O T T M O M A DAY

f rom The Way to Rainy Mountain ......................... Memoir ...... 27

Skills and Standards

Archetype, Identify Sequence

UNIT ONE

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Contents

Comparing Literature Across Time and Place ..................................................33

JOSEPH BRUCHAC The Sky Tree .......................... Myth ...... 34

C H I N UA A C H E B E A N D J O H N I R OA G A N AC H I

How the Leopard Got His Claws ............................... Myth ...... 38

LESLIE MARMON SILKO

Prayer to the Pacific ...................................................Poem ...... 44

D E K A N A W I DA

from The Iroquois Constitution ..............Public Document ...... 47

Vocabulary Workshop Academic Vocabulary ............................... 53

ÁLVAR NÚÑEZ CABEZA DE VACA

from La Relación ...................................................... Memoir ...... 56

WILLIAM BRADFORD

from Of Plymouth Plantation ................................. Memoir ...... 62

OLAUDAH EQUIANO

from The Life of Olaudah Equiano .............Autobiography ...... 69

“I had never seen among any people

such instances of brutal cruelty . . .”

—Olaudah Equiano

M A R Y R O W L A N D S O N

from A Narrative of the Captivity

and Restoration of Mrs. Mary Rowlandson .......... Memoir ...... 80

Grammar Workshop Sentence Combining ................................... 87

Oral Tradition, Question

Author’s Purpose,

Draw Conclusions

About Culture

Point of View, Recognize Bias

Diction,

Monitor Comprehension

The Slave Narrative, Respond

Allusion,

Analyze Historical Context

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A N N E B R A D S T R E E T

Upon the Burning of Our House ...............................Poem ...... 89

To My Dear and Loving Husband ..............................Poem ...... 92

J O N AT H A N E D WA R D S

from Sinners in the Hands of an Angry God .......... Speech ...... 95

Vocabulary Workshop Dictionary Usage ..................................... 102

BENJAMIN FRANKLIN

from The Autobiography

of Benjamin Franklin ...................................Autobiography .... 104

from Poor Richard’s Almanac ................................. Proverb .... 110

Literary History The Rhetoric of Revolution ................................ 112

PATRICK HENRY

Speech to the Second Virginia Convention ............ Speech .... 114

THOMAS JEFFERSON

The Declaration of Independence ...........Public Document .... 120

W A LT E R I S A AC S O N

How They Chose These Words ................................ .... 128

Vocabulary Workshop Word Origins:

Understanding Political and Historical Terms ............................... 131

THOMAS PAINE

from The Crisis, No. 1 .............................Public Document .... 132

“. . . the harder the conflict, the

more glorious the triumph.”

—Thomas Paine

Washington Crossing the Delaware, 1851. Emanuel Gottlieb Leutze.

Oil on canvas, 122/5 x 211/4 in. Metropolitan Museum of Art, NY.

Metaphor,

Draw Conclusions About

Author’s Beliefs

Imagery, Examine Connotation

Autobiography, Analyze Voice

Aphormism, Connect

Rhetorical Question,

Analyze Figures of Speech

Text Structure,

Evaluate Argument

Tone, Summarize

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Contents

P H I L L I S W H E AT L E Y

To His Excellency, General Washington ...................Poem .... 139

ABIGAIL ADAMS Letter to John Adams ................ Letter .... 144

Grammar Workshop Commas: Missing Commas with

Nonessential Elements ................................................................ 149

Historical Perspective

DAV I D M C C U L LO U G H

from John Adams ................................................. Biography .... 150

Writing Workshop Writing a Persuasive Speech .......................... 154

Prof essional Model

B E C K Y C A I N

from Proposals for Electoral College Reform .......... Speech .... 155

Speaking, Listening, and Viewing Workshop Delivering a

Persuasive Speech ....................................................................... 162

Independent Reading ................................................................ 164

Assessment ................................................................................ 166

BENJAMIN FRANKLIN

from The Whistle ........................................................ Essay .... 166

UNIT TWO

Timeline ...................................................................................... 174

By the Numbers .......................................................................... 176

Being There ................................................................................ 177

Historical, Social, and Cultural Forces ....................................... 178

Big Ideas ...................................................................................... 179

RALPH WALDO EMERSON

from Self-Reliance ....................................................... Essay .... 181

Couplet, Analyze Structure

Description,

Recognize Author’s Purpose

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HENRY DAVID THOREAU

from The Journal ...................................................... Journal .... 183

EDGAR ALLAN POE

from The Fall of the House of Usher ............... Short Story .... 185

Wrap-Up .................................................................................... 186

RALPH WALDO EMERSON

from Nature ................................................................. Essay .... 188

from Self-Reliance ....................................................... Essay .... 194

MICHAEL D. LEMONICK

The Biology of Joy ............................Science Article .... 198

MARGARET FULLER

from Woman in the Nineteenth Century ................... Essay .... 203

“All men are

privately

influenced by

women.”

—Margaret Fuller

The Morning Bell (a.k.a. The Old Mill), 1871. Winslow Homer. Oil on canvas, 24 x 381/8 x 1 in.

Yale University Art Gallery.

Literary History The Fireside Poets ............................................. 210

HENRY DAVID THOREAU from Walden ........... Memoir .... 212

Theme,

Recognize Author’s Purpose

Figurative Language,

Draw Conclusions

Thesis, Summarize

Metaphor and Connect

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