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perhaps, for the world. Here destiny seems to have taken a long look. Into this continental reservoir there has been poured untold and untapped wealth of human resources. Out of that reservoir, out of the melting pot, the rich promise which the New World held out to those who came to it from many lands is finding fulfillment.
13 The richness of the promise has not run out. If we keep the faith for our day as those who came before us kept the faith for theirs, then you and I can smile with confidence into the future. It is fitting therefore, that this should be a service of rededication, rededication to the liberty and the peace which this statue symbolizes.
Second Read
• Reread the speech to answer these text-dependent questions.
• Write any additional questions you have about the text in your Reader/Writer Notebook.
1. Craft and Structure: What is Roosevelt’s purpose in the first paragraph of his speech?
Roosevelt’s purpose is to paint a romantic picture of the Statue of Liberty as a place that millions of eager immigrants have wanted to be. RI.11–12.5
2. Key Ideas and Details: In paragraph 7, Roosevelt asserts that Americans are bound together by what?
Roosevelt asserts Americans are bound together by a common hope. Other places are bound together by a reverence for a common past. RI.11–12.1
3. Craft and Structure: What is the meaning of the word rich in paragraph 12? It means “abundant” and “deep.” RI.11–12.4
Working from the Text
4. With a partner, share your annotations and make connections between the speech and the illustration. Together, narrow your notes down to the two most significant and relevant connections. Find another pair of partners, share your connections, and identify the two most significant and relevant details to write a combined conclusion.
Check Your Understanding
Share your combined conclusion with the class. Listen as others present and note which evidence is strongest.
Writing to Sources: Explanatory Text
Write a short essay that draws on details in both the illustration and the speech to create a definition of America’s promise. Use the strategy of definition by exemplification. Be sure to:
• begin with a clear thesis that defines the promise of America.
• use the most significant and relevant details from the illustration and the speech to give examples of what that promise means.
• include transitions between points and a concluding statement that ties together your essay.
WORD CONNECTIONS
Content Connections
Historically, the term melting pot referred to the viewpoint that the immigrants who came to the United States from many countries and cultures would combine, or melt, into one American people and culture. The term can be traced back to 1782, but a 1908 play called The Melting Pot popularized it. The playwright, Israel Zangwill, was a Jewish immigrant from Great Britain.
My Notes
ACTIVITY 1.3 continued
8 Form pairs and ask students to work through the Working from the Text activity. After students have responded, regroup and have pairs read their conclusions. Create an anchor chart that defines significant and quality details and outlines some criteria for future use. For example, details should be clearly understood, but not obvious; examples demonstrate that the person understood the texts; ideas can stand up against a challenge.
9 Complete the Check Your Understanding activity and have students respond to the writing prompt independently. Then form discussion groups and share and respond, using the bulleted requirements as a guide.
TO TEACHER
If this is the class’s first discussion group related to writing, go over
the procedure with students. Information about discussion groups can be found in the Resources section of this guide.
Unit 1 • The American Dream 11
ACTIVITY 1.3
continued
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If students need additional help with comparing sources, have them create a T-chart with the columns labeled “Image” and “Speech.” Students should write details and descriptions from each source that define “America’s Promise.” Have students use the information in the chart in their short essays. Consider including “The New Colossus” by Emma Lazarus to extend learning.
TEACHER
ASSESS
As you listen to students share
the conclusions they wrote in the Working from the Text and Check Your Understanding activities, evaluate the strength of the evidence they are presenting. Students should revise their responses throughout the discussion to indicate new thinking.
Review responses to the writing prompt to determine how well students are able to provide evidence and structure their ideas.
ADAPT
Unit 1 • The American Dream 11
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.