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10 SpringBoard® English Language Arts Grade 11
ACTIVITY 1.3
continued
America’s Promise
TEACHER
GRAMMAR USAGE
Placement of Modifiers
Writers are careful to place phrases as near as possible to the words they modify, especially when they are writing complex sentences with multiple-word modifiers. In this sentence from Roosevelt’s speech, it’s clear that the underlined phrase modifies I: “Looking down this great harbor I like to think of the countless numbers of inbound vessels that have made this port.” Roosevelt is looking down into the harbor.
Look for other descriptive phrases in the speech and make sure you understand what is being modified in each case.
strained: used intense effort steerage: section of a ship for low-fare passengers devotion: loyalty, strong attachment
retain: continue to have affection: fondness, liking destiny: an experience in the future
My Notes
Speech
Address on the Occasion of the
Fiftieth Anniversary of the Statue of Liberty
October 28, 1936
by President Franklin D. Roosevelt
1 “ ... It is the memory of all these eager seeking millions that makes this one of America’s places of great romance. Looking down this great harbor I like to think of the countless numbers of inbound vessels that have made this port. I like to think of the men and women who, with the break of dawn off Sandy Hook, have strained their eyes to the west for a first glimpse of the New World.
2 They came to us—most of them—in steerage. But they, in their humble quarters, saw things in these strange horizons which were denied to the eyes of those few who traveled in greater luxury.
3 They came to us speaking many tongues—but a single language, the universal language of human aspiration.
4 How well their hopes were justified is proved by the record of what they achieved. They not only found freedom in the New World, but by their effort and devotion, they made the New World’s freedom safer, richer, more far-reaching, more capable of growth.
5 Within this present generation, that stream from abroad has largely stopped. We have within our shores today the materials out of which we shall continue to build an even better home for liberty.
6 We take satisfaction in the thought that those who have left their native land to join us may still retain here their affection for some things left behind—old customs, old language, old friends. Looking to the future, they wisely choose that their children shall live in the new language and in the new customs of this new people. And those children more and more realize their common destiny in America. That is true whether their forebears came past this place eight generations ago or only one.
7 The realization that we are all bound together by hope of a common future rather than by reverence for a common past has helped us to build upon this continent a unity unapproached in any similar area or population in the whole world. For all our millions of square miles, for all our millions of people, there is a unity in language and speech, in law and in economics, in education and in general purpose, which nowhere finds its match.
8 It was the hope of those who gave us this Statue and the hope of the American people in receiving it that the Goddess of Liberty and the Goddess of Peace were the same.
9 The grandfather of my old friend the French Ambassador and those who helped him make this gift possible, were citizens of a great sister Republic established on the principle of the democratic form of government. Citizens of all democracies unite in their desire for peace. Grover Cleveland recognized that unity of purpose on this spot fifty years ago.
10 He suggested that liberty enlightening the world would extend her rays from these shores to every other Nation.
11 Today that symbolism should be broadened. To the message of liberty which America sends to all the world must be added her message of peace.
12 Even in times as troubled and uncertain as these, I still hold to the faith that a better civilization than any we have known is in store for America and by our example,
ACTIVITY 1.3 continued
TO TEACHER
You may want students to work
in pairs to analyze President Roosevelt’s speech. To encourage students to an independent understanding, consider reviewing and using the SOAPSTone strategy with students.
5 Based on the observations you made during the first reading, you may want to adjust the reading mode. For example, you may decide for the second reading to read aloud certain complex passages, or you may group students differently.
6 SECOND READ: During the second reading, students will be returning to the text to answer the text- dependent comprehension questions. You may choose to have students reread and work on the questions in a variety of ways:
• independently • in pairs
• in small groups
7 Have students answer the text-dependent questions. If they have difficulty, scaffold the questions by rephrasing them or breaking them down into smaller parts. See the Scaffolding the Text-Dependent Questions boxes for suggestions.
10 SpringBoard® English Language Arts Grade 11
SCAFFOLDING THE TEXT-DEPENDENT QUESTIONS
unity. What commonalities does Roosevelt see among the millions of Americans? What hope do they share?
3. Craft and Structure (RI.11–12.4) What is the meaning of the word rich in paragraph 12? Think about the many meanings of the word rich. Consult a dictionary or thesaurus if necessary. What synonym could be substituted for the word rich here without changing the meaning of the sentence?
1. Craft and Structure (RI.11–12.5) What is 9781457304675_TCB_SE_G11_U1_B1.indd 10
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Roosevelt’s purpose in the first paragraph of his speech? Look for repeated words and phrases. What does Roosevelt “like to think of”? What images does Roosevelt evoke? What do they suggest about his purpose for speaking?
2. Key Ideas and Details (RI.11–12.1) In paragraph 7, Roosevelt asserts that Americans are bound together by what? Scan paragraph 7 for the words together, common, millions, and
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.