academic reading and writing unit

8/8/2019 Academic Reading and Writing Unit

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Academic Reading and Writing Unit 1

Running head: ACADEMIC READING AND WRITING UNIT

Academic Reading and Writing Unit

Final Project Reading/Writing Unit

Eman M. Eltukri

University of Southern California

EDHP 586- Teaching Reading and Writing in a Second Language for the Literate Student

April 15th, 2009

Academic Reading and Writing Unit


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With the growing number of Libyan students granted scholarships to study in the United

States, students in Libya need assistance in academic English reading and writing. Providing

a course that aims at developing better understanding of the complex nature of academic

readings, improving their writing skills and enhancing their critical thinking is a crucial phase

for those students to succeed in their academic studies. From this perspective, this paper

demonstrates a specific unit from a reading and writing class in which reading and writing

activities are integrated together through authentic samples of academic texts that are related

to the American history and culture.

Context

The prospective students are adult Libyans who are either teaching assistants and/or

master's degree holders from different majorsat the University of Garyounis in Benghazi,

Libya. They all have scholarships to study towards their different degrees in the United

States. Their levels of English proficiency are upper intermediate and their first language is

Arabic. The class has an approximate number of 20 students. It consists of males and females

whom ages range between 24 to 30 years. The class is a two hour daily session for 2 months.

The learning goals of the present unit are (a) to practice the following reading strategies:

speed reading, note taking, visualizing the main ideas, scanning, skimming, and reading for

the main idea vs. reading for details; (b) to build students' vocabulary; and (c) to practice

writing academic texts to describe a group of tendencies, summary and reflections.

The curriculum consists of 5 units. Each unit has 2 chapters. The current unit is unit 4

which consists of chapter 7 and 8. In the previous units, students have already been

introduced to some of the reading strategies such as skimming and scanning as well as some

writing strategies such as summarizing, writing an outline and compare and contrast. In the

current unit students will be reviewing and doing more practice for some of the strategies

they have already learned in the previous classes as well as learning new strategies.


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Therefore, the present unit, for example, starts by reviewing speed-reading strategies and

applying them to the new introduced text.

Reading Instruction

For the reading part, this material (Williams, 2007) has been chosen because it provides a

variety of reading strategies via authentic academic reading passages that are related to the

American history and culture which might be of help for those students who are going to

study in the US. Also, the activities in the material prepare students to standardized tests such

as TOFEL and GRE readings and writings. Moreover, the material has pre-reading and post-

reading activities. Pre-reading activities are activities that introduce students to new

vocabulary, discussion questions or writing reflections that activate students' schema or

surveying the content of the chapter, so that they can get an overall idea about the topic and

what they expect to learn. Post-reading activities are tasks that ask students to demonstrate

their understanding of the text in such ways as answering reading comprehension questions

or looking for the main idea.

The methodology that will be used in order to teach this unit is to have students, in most of

the activities, work individually at first and then work either in pairs or groups in order to

share their strategies together (Grabe & Stoller, 2002). For instance, in the pre-reading tasks

like understanding the content of the topic from pictures; students examine each picture

individually and then they discuss them and answer the questions for comprehension related

to the pictures either in pairs or in groups. In this way, students will have the opportunity to

share different viewpoints and learn from one another different thinking skills.

The types of assessment that will be conducted are class activities which are tasks like

scanning to find specific information, surveying and visualizing the main ideas. Also,

participation and updating the vocabulary notebook will be considered as a type of


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After having given information about the target students, the reading and writing

instruction, the following part will be demonstrating the weekly plan for the reading and

writing unit of week 13 and 5 lesson plans.


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Reading and Writing Weekly PlanWeek 13

Time Class content

Sat.10:00 Chapter 7: American Values from the PastText(1) The Roots of the American Values (page 145) Surveying Speed reading Building new vocabulary Proverbs In-class essay "comparison"

Assignment: Write new vocabulary in the vocabulary notebookSun.10:00

Chapter 7: American Values from the Past

Text(2) The American West (page 150) Understanding the text via pictures Finding support for the main ideas Building new vocabulary Reflection

Assignment: Write new vocabulary in the vocabulary notebookMon.10:00


Text(3) The Market Place (page 155) Taking notes using maps Scanning to find specific information Building new vocabulary Summarizing

Assignment: Prepare for the following day reading test.Tue.10:00


Text(4) Education for All (page 160) Skimming Note-taking Building new vocabulary Building new vocabulary Writing academic texts to describe group oftendencies

* Reading TestAssignment: Prepare for the following day writing test.

Wed.10:00Chapter 8: American Values TodayText(1)The Individual and Society: Rights and Responsibilities (page 167)

Visualizing the main ideas Understanding the function of different parts of thetext Building new vocabulary Outlining

*Reading Test


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Lesson Plan (1)

DATE05/02/09

LESSON NO.25

UNIT4

CHAPTER7

TIME2 hours (20 min break)

Topic(s( American Values from the Past: (1)The Roots of the AmericanValue (App. B(

Lesson Objective

1)Students review speed-reading strategies2)Build students' vocabulary3)Students learn new proverbs4)Students compose in-class compare and contrast essay

Teaching Aids Blackboard, book

Teaching Procedures Time

Previewing the unit:1. Teacher introduces the new unit.2. Students survey the content of chapter 7 "The Roots of the AmericanValues" and chapter 8 "The American Values Today".3. Students discuss in groups what they expect to learn in this unit.

Preparing to read:1. Teacher reviews the strategies for increasing reading speed

(App. A).2. Students practice speed-reading strategies by reading,

calculating time and answering questions for comprehension (App. A).

3. Now, students read the text "The Roots of American Values"again (App. B).

Post-reading Tasks:1. Teacher discusses the reading and new vocabulary2. Individually, students answer (a) Match key words with their definitionexercise, (b) Fill in the missing words in the sentence using the words exercise.In pairs, students review the answers (App. C)3. Individually, students (a) highlight the proverbs encountered in the text. In

pairs, students (b) discuss the value each proverb carries. (c) Share with theclass.

Writing:1. In-class essay: students choose any 3 proverbs from the text "Comparethem to similar proverbs in your culture." (App. D)2. Teacher collects the papers and gives feedback.

Assignment:* Students write the new vocabulary in their vocabulary notebook.

10 min

30 min

30 min

30 min


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Lesson Plan (2)

DATE05/03/09

LESSON NO.26

UNIT4

CHAPTER7


Topic(s( American Values from the Past: (2)The American West (App. F(

Lesson Objective

1) Students understand the content of the topic frompictures2) Students learn reading to find support for main ideas3) Building students' vocabulary4) Students write reflections



Preparing to read:1. Students examine the pictures (App. E) from the American West.2. Students discuss in groups of four the following questions (App. E).3. Now, students read the text "The American West" (App. F).

Post-reading Tasks:1. Teacher discusses the reading and new vocabulary2. Students reread the text to find support for the main ideas.3. Individually, students highlight evidence in the text that supports each ofthe following values (then each student checks with a partner):

Self-reliance

Optimism Taking risks Egalitarianism

Writing:1. Students review the diary entries in the boxed text (App. G).2. Students write reflections on what they think life was like for pioneerfamilies:

For men For women

For children3. Teacher collects the papers and provides feedback.

Assignment:* Students write the new vocabulary in their vocabulary notebook.

30 min

40 min

30 min


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Lesson Plan (3)

DATE05/04/09

LESSON NO.27

UNIT4

CHAPTER7


Topic(s( American Values from the Past: (3)The Market Place (App. I(

Lesson Objective

1)Students learn to take notes using maps2)Students practice scanning to find specific information3)Building students' vocabulary4)Students practice summarizing.



Preparing to read:1. Teacher introduces the "map" strategy for taking notes.2. Students examine the beginning of a map of the text (App. H) and discussin pairs what they think the text "The Market place" will be about.3. Now, students read the text "The Market place" (App. I).

Post-reading Tasks:1. After reading the text, students finish the map by adding more lines andcircles ( App. H).2. Students compare with a partner their notes.3. Students answer some questions about the text in order to make sure that

their notes are complete and accurate. If not, students go back to the text andfind the missing information and add it to their notes (App. J).4. Teachers provide sentences that describe a key term introduced in the text(App. J).5. Students scan the text and write the name of the terms in the blanks (App.J).

Writing:

1. Students summarize the reading passage using their notes.2. Students check their summaries in group of three.

Assignment:* Students prepare for the following day reading test.

30 min

40 min

30 min


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Lesson Plan (4)

DATE05/06/09

LESSON NO.28

UNIT4

CHAPTER7


Topic(s( American Values from the Past: (4)Education for All (App. L(

Lesson Objective

1) Students practice skimming2) Students practice note-taking3) Building students' vocabulary4) Students practice writing academic texts to describe groupof tendencies



Preparing to read:1. Teacher builds background knowledge of the reading by providing aquotation by a politician figure "Horace Mann"(App. K).2. Students discuss questions analyzing the quotation (App. K).3. Now, students read the text "Education for All" (App. L).

Post-reading Tasks:1. Students skim the text (the headings, the introduction and the first sentenceof each paragraph) and think about the best way to take notes on the text.2. Students can choose one of the note-taking techniques they studied in the

earlier chapters: using a chart, highlighting, outlining or using a map.3. Students reread the text and take notes using the technique each haschosen.4. Students review their notes and organize the information into categories.

Writing:1. Teacher introduces common words that are used frequently in academicwriting to describe trends and make generalizations about beliefs or behaviorsthat are no too strong. E.g. tend (not) to, be(un)likely to

2. Teacher explains the use and provides examples:- Voters in cities tend to vote for Democrats.

- Voters in farming communities tend not to vote forDemocrats.- Today, women are morelikely to go to college than man.- Today, women are less likely to go to college than man.

3. Students write a paragraph to describe group of tendencies that they haveobserved in their own lives.

Assessment* Reading test (App. M, 'Rubric' App. N)

Assignment:* Students prepare for the following day writing test.

20 min

20 min

30 min

40 min


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Lesson Plan (5)

DATE05/07/09

LESSON NO.29

UNIT4

CHAPTER8


Topic(s(

American Values Today: (1)The Individual and Society: Rights andResponsibilities (App. P(

Lesson Objective

1)Students learn visualizing the main ideas.2)Students understand the function of different parts of the text.3)Building students' vocabulary4)Students practice writing an outline



Preparing to read:

1. Students read the title of the text and the titles of theheadings (App. O).2. Students in pairs discuss the questions (App. O).3. Now, students read the text " The Individual andSociety: Rights and Responsibilities " (App. P).

Post-reading Tasks:1. Visualizing the main ideas: students examine the drawings on (App. Q).2. Students fill in the blanks the appropriate terms that illustrate the main ideain the text on (App. Q).3. Share with a partner.

4. Teacher provides a list that includes the function of different parts of thetext (App. Q):a.Establishes and explains the main idea.

b. Provides and explains an example.c.Reviews previous information about the topic and provides backgroundfor the main idea.d. Brings the topic into the present time.

5. Students match each function to a paragraph in the text.

Writing:1. Students write an outline for the reading passage.

2. Students trade their outlines with one another and check for thesequences of the ideas.

Assessment:* Writing test (App. R, 'Rubric' App. S)

20 min

30 min

20 min

40 min


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References

Grabe, W. and Stoller, F. (2002). Teaching and researching reading. Edinburgh

Gate, England: Longman Pearson Education Ltd.

Hyland, K. (2002). Teaching and researching writing. Edinburgh Gate, England: Longman,

Pearson Education Ltd.

Williams, J. (2007).Academic Encounters: American Studies Reading, Study Skills, Writing.

USA: Cambridge University Press.


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Appendix A

Pre-reading TaskStrategies for Increasing Reading Speed(Williams, 2007, p.144(

Academic courses often require a lot of reading. However, there

is not always time to read every text slowly and carefully.Reading speed can be as important as reading comprehension.Here are some strategies for increasing your reading speed:

Read the text straight through. Do not go back toany parts of it.

Do not stop to look up any words.

Skip over words you do not know if they do not seemtoo important.

Try to guess the meaning of words that seemimportant.

Slow down a little to understand important parts

such as definitions and main ideas.

Now1.Enter your starting time. Then read "The Roots of American Values,"

using the speed-reading strategies. Starting

time___________ :2.Fill in the time finished Finishing

time__________ :3.Then calculate your reading speed:

Number of words in the text (562) Number of minutes in took you toread the text = your Reading Speed Reading

speed: __________

4. Check your reading comprehension by trying to answer these questionswithout look at

the text.1. In the list below, check () the items that are basic American

values according to the

text._____a hard work

_____b the importance of freedom_____c the importance of your family's position in society_____d self-reliance_____e individual rights_____fself-discipline_____g the belief that good things will happen_____h the quality of all individuals_____I the belief that you will never get a second chance to

succeed


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2. Decide whether the statements below are true or falseaccording to the text. Put T(True) ofF(False) in the blank beforeeach statement.

_____a The authors pf the Declaration on Independence and theConstitution got

their ideas for these documents from Europeantraditions.

_____b In its early days, the US did not have a strong classsystem.

_____c The settlers who came to the US saw endless naturalresources.

_____d The values that the text discusses are only American.People from other

countries do not share these values

Now read the text "The Roots of American Values."

Appendix B

American Values from the Past (Ch. 7(

Text (1) The Roots of the American Values (Williams, 2007, p.145(

There are consistent themes in many areas of American social andpolitical life as well as in the personal behavior and attitudes ofAmericans. Many people believe that these themes are based onfundamental American values. However, it is important toremember that although these values do reflect the historicalexperiences and beliefs of many Americans, they have not always

reflected the real lives of all Americans.

Many American values have their origins in the early history of thecountry and the people who settled it. They include the importance offreedom, hard work, self-discipline, and self-reliance. They stress thesignificance of individual rights, responsibility, and choice; the powerindividuals to control their own lives; and the basic equality of allindividuals. There is a deep belief in the equality of opportunity, that is,the idea that all people should have an equal chance to succeed an dthat everyone should have an equal say in what the country does.Indeed, this is at the root of the American idea of democracy. Finally,Americans are often seen as full of energy, optimism, and the willing -

ness to take risks in order to succeed.

Certainly, these values are not exclusively American, but there arehistorical reasons for the presence of these consistent themes inAmerican society, and they have consequences in public and privatelife. The founders of the nation, the men who wrote the Declaration ofIndependence and the Constitution, put their egalitarian beliefs intothese documents. They believed in the fundamental equality of allmen, and that individuals should be judged by their achievements. Atthat time in Europe, family background and class were more importantthan individual achievement. If you were from an upper-class family,

your world was secure and comfortable; if you were poor, you had littlechance of success. In the New World, the settlers found a societywithout a strong class system that would limit their dreams. Many of


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the first settlers were Protestants, who shared a belief in the power ofhard work and self-reliance. They believed these were ways of improv -ing themselves in the eyes of God, who would reward them for theirdiscipline. This attitude toward life is sometimes referred to as "theProtestant work ethic." The significance of individualism was alsoapparent in many aspects of Americans' lives, in their desire to maketheir own choices, in their wish for privacy, and in their wish for others,including the government, to stay out of their lives. Finally, the settlerscame to a land that seemed to have endless resources, such as land,food, wood, and water. This natural wealth encouraged their optimism

and made them feel confident of success in their new country.

All of these circumstances came together to make American soci etysomewhat different from the societies that preceded it. Because oftheir faith in the basic equality of all men and in the equality ofopportunity in America, the early settlers believed that they controlledtheir own lives. This idea - that with hard work and courage, all people

can achieve their goals - is often called "the American Dream." Thisview has both positive and negative consequences. Americans believethat individuals are responsible for their own success; they also tend tobelieve that those who fail simply have not worked hard enough.However, they don't see failure as an end; there is always a second

chance, and there is always a way forward if you keep trying.

Appendix C

Post-reading TaskBuilding Vocabulary: Key Terms (Williams, 2007, p.147(

1. Match the key words from the text in with their meanings. Write theappropriate word in the blank below its meaning.

Values Risks Self-discipline individualism egalitarianism Self-reliance optimism

1. ability to make yourself do things that you should even when you

don't want to ___________________

2. hopefulness and belief that good things will happen

___________________3. belief in the importance of individual and personal independence

___________________

4. beliefs about what is right and wrong and what is important in life

___________________

5. actions or situations that might turn out badly___________________

6. belief that all people are equally important ___________________

7. ability to succeed without help or support of

others___________________


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2. Fill in the missing words in the following sentences. Use thewords from the left column in step 1 .

1.The settlers were famous for their _________. They lived alone in

the wilderness and rarely asked for help from their neighbors.

2.The men who wrote the Constitution believed in _______, that is,

the fundamental equality of all men.

3.Many new Americans had to take _________in their efforts to make

a new life. Some found success; some failed.

4.The immigrants who landed on Ellis Island were filled with

_________about starting a new life in a new country.

5.Many Americans believe that hard work and ___________ are the

keys to success. Many new Americans have done work they do

not like in order to succeed.

6.Americans' belief in _________means they think people should

make their own choices. It also means that each person's

independence is very important.

7._________such as hard work and self-discipline were especially

typical of the Christians who were the majority in the first waves

of immigrants.

Appendix D

Writing Task

Proverbs and sayings that illustrate traditional American values

(Williams, 2007, p.146(

1.Choose any 3 proverbs from the box

2.Compare them to similar proverbs in your culture.

The early bird gets the worm.

God helps those who help the

Idle hands are the devil's workshop.

The show must go on.


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If you can't stand the heat, get out of the kitchen.

Today is the first day of the rest of your life.

Little strokes fell mighty oaks.

If life hands you lemons, make lemonade.

Where there's a will, there's a way.

There is no free lunch.

Appendix E

Pre-reading TaskThinking About the Topic before You Read(Williams, 2007, p.149)

Look at the picture on page 145, and look at these pictures. All three picturesare of the American West in the early days of the country. Then discuss thequestions below:

1. What do these pictures make you think of?2. Have you seen films or television programs that use similarimages?3. Do you think these pictures show what life was really like in the oldAmerican West?


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BUILDING VOCABULARY: PREVIEWING KEY TERMS

The words in bold are from the text. Find the definition for ach word inbold, and write the word in the blank after its definition.

o The pioneers left their towns in the east and began to move west,where the country was still wild.

o Only a few white people lived on the western frontier.o The pioneers believed it was their destiny to develop and live onthe new land.o The pioneers built homes in the wilderness, which was full offorests and animals.o The idea of the western frontier is part myth and part truth.

1. a border between developed land where white people live and undevelopedland where Native American live ________________

2. an idea that is incorrect but that many people believe is true ________________3. people who are among the first to do something ________________4. events that are going to happen in the future; events that no one can

control________________5. land that has not been farmed or developed ________________

Now read the text "The American West."

Appendix F

American Values from the Past (Ch.7(

Text (2)The American West (Williams, 2007, p.150(

Few images have as powerful a place in the American imagination asthe symbols of the American West, such as the covered wagon, the log

cabin, and the cowboy. Why are these images so powerful? One reasonis that these images of the West are deeply connected with the tradi -


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tional values that many Americans believe give their nation strengthand character. It is important to remember, however, that the idea ofthe western frontier is partly a myth; it includes what Americans wantto believe happened. What really happened as Americans moved west

was not always what they would like to remember.

Large numbers of pioneers from Europe and the Eastern part of theUnited States began moving west in the nineteenth century. For thesepeople, the West, which meant land west of the Mississippi River,seemed to be a place of unlimited opportunity and resources:excellent farmland and land rich in minerals, thick forests, and lots ofanimals for hunting. The land and the sky seemed to stretch withoutend, wait ing for them. Many people also moved west to get away from

the cities. They dreamed of a freer life in a wilder place.

However, this search for a new life had a cost. The journey west andlife in the West were difficult. There were many physical hardships and

few comforts or conveniences. Only the toughest and most self-reliantpioneers did well in these circumstances. They had to be able to buildhouses for themselves, farm, raise animals, hunt for food, and protectthemselves and their property. A final important characteristic of thefrontier was its social equality. In the struggle to survive, successdepended on individual strength and resourcefulness, not on money or

family background.

Throughout the nineteenth century, the pioneers moved west. Thepioneers and the American government believed it was the destiny ofAmericans to populate the land from one coast to the other. They

believed they were bringing civilization to the wilderness. However,this movement westward - often called the westward expansion - hadsome terrible consequences. It contributed to the death of thousandsof Native Americans and the destruction of native communities. (See"America's First People," page 53.) Furthermore, as more peoplemoved west, the frontier became less and less like the wilderness oftheir dreams, and more and more like the communities they had left

back in the east.

Over time, Americans developed a romantic, but limited and notalways accurate, picture of the old West. This picture is of strong,tough, and independent pioneers; of wide open spaces; of freedomand endless opportunity. Although the western frontier disappearedlong ago, these ideas have been kept alive in books, art, movies, and

advertising.

Appendix G


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Writing Task

1. Review the diary entries in the boxed text (Williams, 2007, p.151)2. Write reflections on what they think life was like for pioneer families:

For men For women For children

Pioneer Diaries

Many of the pioneers kept diaries of their experiences onthe journey west. This is from the diary of Amelia StewartKnight, on her journey to Oregon in 1853. She waspregnant with her eighth child.

May 17th

We had a dreadful storm of rain ... It killed two oxen. Inever saw such a storm. The wind was so high that Ithought it would tear the wagon to pieces. The rain beatinto the wagons so that everything was wet. In less thantwo hours, the water was a foot deep all over our campgrounds. We could pitch no tents at all so we all had tocrowd into the wagons and sleep in wet beds with wetclothes, without supper.

June 6thStill in camp, husband and myself being sick (caused wesupposed by drinking the river water).

June 11th

We crossed this afternoon over the roughest . . . piece ofground that was ever made. Not a drop of water, not aspear of grass to be seen. Nothing but ... bare and brokenrock, sand and dust.

July 4thIt has been very warm today. I never saw mosquitoes asbad as they are here. Sick all day with fever, partly causedby mosquito bites.

July 25thA calf took sick today and died before breakfast. Soon after... one of our best cows was taken sick and died in a shorttime. Cattle are dying off very fast all along this road.


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Appendix H

Pre-reading TaskNote Taking: Using a Map(Williams, 2007, p.154)

Some people take notes by making a "map." One way to do this is todraw lines and circles to show relationships between parts of the text.

1. Look at the illustration below. It is the beginning of a map of the textyou are going to read, "The Marketplace." Notice that the circle in thecenter is large and its content is general. As the circles move awayfrom the center, they become smaller and their content becomesmore specific.

Read the content of the circles, and discuss what you think the text willbe about.

2. As you read the text, finish the map by adding more lines and circles.

Now read the text "The Marketplace".


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Appendix I

American Values from the Past (Ch.7(

Text (3)The Marketplace (Williams, 2007, p.155(

Americans admire people who take risks. Throughout the nation's his -tory, the biggest success stories have been about people who tookrisks. These people started with very little and, with a good idea andhard work, became successful. In the business world, we call such

people entrepreneurs.

The rise of big business

In the middle of the nineteenth century, the United States seemed tobe a land of endless opportunity for someone with a good idea and thewillingness to take risks and to work hard to make the idea successful.The country was rich in natural resources such as coal, iron, oil, andwood. The Industrial Revolution, which began in Europe in the lateeighteenth century, had reached the United States, and there weresmall factories all across the country. It was a time of opportunity forentre preneurs. Two entrepreneurs who were extremely successfulduring this period have become known as symbols of American big

business. These men were Andrew Carnegie and John D. Rockefeller.

Andrew Carnegie came to the United States from Scotland when he 3was 12. His family was very poor. His first job was working in a fac toryfor $1.20 a week. He saved his money carefully, invested it in variousbusinesses, and made more money. While he was still in his thirties,Carnegie decided that the future of the country was in steel. He learnedabout a new process of manufacturing steel. He built a factory andbegan production using this new process. His business was verysuccessful, but Carnegie was not satisfied. He knew that if he reducedhis competition, he would make even more money, and so he boughtother steel companies. He also used a strategy called vertical integration

to control all aspects of steel production: he bought iron mines thatsupplied the steel mills, and he bought railroad companies that shippedthe steel. In this way he could control and profit from all parts of themanu facturing process. Carnegie's company was the first to achievethis level of vertical integration. His profits rose, and he became the

richest man in America.

The life of John D. Rockefeller offers a similar "rags-to-riches" 4 (poorto rich) story. At the age of 16, he started to work for a shippingcompany. He saved his money and invested it in the oil business. LikeCarnegie, he understood the importance of vertical integration and ofreducing competition. He controlled all phases of the oil industry: drill -

ing, refining, and transportation. He wanted to decrease competitionand increase his profit, and so he bought every small oil company that


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he could. By 1877, when Rockefeller was only 38 years old, hiscompany, Standard Oil, controlled 90 percent of the oil industry in the

country.

Industries that are controlled almost entirely by one company, such

as the steel industry (controlled mainly by Carnegie's company) andthe oil industry (controlled mainly by Rockefeller's company), are calledmonopolies. Inthe 1890s, the federal government took action to limit thepower of monopolies. However, the businesses of Carnegie,Rockefeller, and other important entrepreneurs still remained large andsuccessful. These huge industries were partly responsible for helping tomake the United States the most important economic power of the

twentieth century.

Workers' rights: The rise of trade unions

The rise of big business in the nineteenth century was often at theworkers' expense. Many successful industrial entrepreneurs of the timebelieved that any business strategy was fair in the race for higher prof -its. Frequently they did not treat their workers well, demanding long

hours and paying low wages.

One aspect of the Industrial Revolution was new technology thatallowed machines to take the place of skilled craftsmen who had donemuch of the work by hand. The machines needed fewer and less-skilledworkers to operate them, which meant that factories hired fewerpeople, and wages usually decreased when new technology wasintroduced. The large number of immigrants coming into the United

States and looking for factory work increased the competition for jobsand also helped to keep wages low.

Low wages were not the only problem facing work ers. Industrialworkplaces were often dangerous: hot metal in the steel factories anddust in the mills caused injuries and disease. Workers had no protectionand lost their jobs if they became sick and could not work. Inthe secondhalf of the nineteenth century, the com bination of these dangerous anddifficult conditions and low wages encouraged the establishment of thelabor movement, that is, the creation of trade unions to fight for andprotect workers. The struggle to cre ate unions and expand their power

was difficult and sometimes violent. Factory owners were often opposedto the unions because they knew that strong unions would demandbetter pay and working conditions for their members, and better pay for

workers would lower the company's profits.

In spite of the opposition of owners, however, unions continued tofight for the rights and protection of workers against powerfulbusinesses. They won many of these battles, increasing pay andbenefits, such as health insur ance and pensions, and makingworkplaces safer. Many of the favorable workplace conditions in the

United States today are a result of the efforts of trade unions.


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Appendix J

Post-reading TaskNote Taking: Checking Your Notes(Williams, 2007, p.157)

Your notes will only help you if they are complete and accurate.One way to check your notes is to ask yourself questions aboutthe text. If your notes do not provide the answers, go back to

the text, find the missing information, and add it to your notes.

1.Look at the questions below. Can you answer them with informationfrom your map? If not, find the necessary information in the text andadd it to your map.

1. What are two main reasons for the success of entrepreneurslike Carnegie and Rockefeller?2. What were some of the difficulties that workers faced as aresult of the Industrial Revolution?3. How was the success of big business related to

these difficulties?4. What were some of the positive effects of bigbusiness?5. What were some of the negative effects?

2.Compare your answers to step 1 with a partner or in a small group.

3.Each sentence below describes a key term introduced in the text.Write the

name of the terms in the blanks.

1. Control of all stages of a manufacturing process, from rawmaterials to shipping of the finished product ________________


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2. An organization or company that has complete control of thesale of a product, for example, oil________________3. An organization that represents and protectsworkers________________4. A person who starts a new business, especially one that

involves risk________________5. Something extra besides money that workers receive as partof their job________________

Appendix K

Pre-reading TaskBuilding Background Knowledge of the Topic(Williams, 2007, p.159(

Horace Mann was a politician in the early nineteenth century. He helped tochange education system in the United States, starting in one state-Massachusetts. In the quotation below, he contrasts European values regardingeducation with new ideas in the United States.

1. Read the quotation from Horace Mann:

According to European theory, men are divided into classes-some to toil and earn, others to seize and enjoy. Accordingto the Massachusetts theory, all are to have an equalchance for earning, and equal security in the enjoyment ofwhat they earn.

- Horace Mann, Report No. 12 of the Massachusetts SchoolBoard, 1848

2. Discuss the following questions:

1. What differences does Horace Mann describe between the European

tradition and the ideas in Massachusetts?


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2. How do you think these differences could affect education?

a. What do you think education was like for the toil and earn class in

Europe?

b. What do you think education was like for the seize and enjoy class?

3. What clues in the quotation helped you answer 2a and 2b?

4. How do you think education could help to promote equality?

5. How are Horace Manns ideas connected to some of the basic themes that

were introduced in The Roots of American Values, page 145?

Now read the textEducation for All.

Appendix L

American Values from the Past (Ch. 7(

Text (4) Education for All (Williams, 2007, p.160(

In the early nineteenth century, education in urban areas was mostly for therich. The public did not want to pay to educate poor children; only churches

were willing to provide schools for the poor. These schools were generally openfor just a few hours and a few months a year.

Gradually this situation changed. One reason for the change was necessity. Thecities were filled with thousands of uneducated poor children, and people wereafraid that the children would make trouble if they were left alone. In addition,immigrants were pouring into the cities from all over the world. They needed tolearn the new language and c_. -_ People began to see schools as the solution tothese problems. In school, children learned not only reading and arithmetic butmoral and cultural lessons as well.

The first public schools


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By the middle of the nineteenth century, a new kind of school was establishedin some eastern cities, and these schools soon spread to other parts of thecountry. The education in these schools was based on several important ideasthat are at the heart of American values. First, education is essential fordemocracy. Only the educated can participate as full citizens in a democratic

society; therefore, it is essential that all citizens receive a basic education.Another central principle was the belief that education could provide a reliableworkforce and contribute to the strength and stability of the nation.

The general public's view of the power and function education was alsobeginning to change. People began understand that without an education, itwould be difficult for children to succeed. They saw education as a way ofproviding equal opportunity to all citizens. It was the ladder to economicsuccess, but just as importantly, it was a way for individuals to have somecontrol over their own future. It was a path to the American Dream. This wasthe beginning of American public schools that were free for all children.

Supporters of public education saw these schools as a reflection of a democraticsociety. All children in the community went to school together. It is important tonote, however, that this did not include African Americans, who were mostlyexcluded from public education. There were also some rich parents who did notwant their children to go to school with poor children and instead, sent theirchildren to private schools, that is, schools that charge tuition. Despite someopposition, public schools soon became an established part of American society.

Today, most American children still get their education in public schools.

Higher education

Higher education, that is, college and university education, also reflects thebroad, egalitarian value that all people are equally important and have equalrights. The United States has a system of state and local colleges with low-costtuition that has encouraged a large percentage of Americans to get a collegeeducation. The goal of this system has been to provide a college education to asmany people as possible. Many older adults, as well as recent high schoolgraduates, take advantage of these educational opportunities. The result hasbeen a continuing rise in the number of people attending colleges anduniversities.

Today, a college degree is increasingly necessary for success. Fifty 7 years ago,there were good jobs in factories for workers without a college education;

however, many of those factories have now closed because manufacturing ischeaper in countries where workers earn less money. Most good jobs in thetwenty-first century in the United States require at least some higher education.

Therefore, more Americans are going to college than ever before. In 2004, 18.34million high school graduates enrolled in college, a rate more than nine timeshigher than in 1950.

The average pay for a college graduate is more than 60 percent 8 higher than fora high school graduate. Lifetime earnings for a person with at least a collegedegree are $1 million more than the lifetime earnings of a worker with no collegeeducation. Statistics suggest that there are also differences in many other

measures of success. People with more education tend to have better health, areless likely to become unemployed or go to prison, and are more likely to voteand participate in their community. The difference affects the next generation,


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too; children of college graduates tend to do better in school than children ofhigh school graduates. Finally, children of college graduates are far more likelyto complete their own college degree. As in the nineteenth century, education isa major factor in success. A difference in today's world is the increasingimportance of higher education.

Appendix M

Assessment (1(

Student's Name ________________________________________________

1.Skim the following reading for one minute to answer the two questions below:


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What is the topic about?

What two businesses does it discuss?

THE TWENTY-FIRST CENTURY MARKETPLACE

American business has changed a great deal since the days of Andrew Carnegie

and John D. Rockefeller. Monopolies are prohibited, and the government has

passed laws to make sure that workplaces are safe. Trade unions continue to

protect workers' rights, although these unions are not as strong as they were in the

past. Some in the business world argue that these changes have made it more

difficult for entrepreneurs to be successful. Yet there have been many examples of

extremely suc cessful entrepreneurs in recent years. Surprisingly, the factors in their

success are not very different from the factors in the success of the business

leaders in the past. The founders of these modern businesses all had good ideas for

a new product or service or simply a new and better way of running an old business.

They combined their ideas with a good education, hard work, and an understanding

that their busi ness would have to adjust constantly to changes in the market and in

technology. Not surprisingly, many modern success stories involve technology.

Three modern entrepreneurs

Larry Page and Sergey Brin met when they were students at Stanford University in the

1990s. They realized that many of the Internet search engines that were available at

that time did not deliver the information that people were looking for. They also realized

that the most popular Web pages were usually the most useful. Therefore, they created

a new system: They put the Web sites that people visit the most first on the search

results page.

Page and Brin worked out of a friend's garage and borrowed money from friends

and family to develop their business. In 1998, they for mally introduced their search

engine, Google. When it began, Google got about 10,000 inquiries a day; the number of

inquiries quickly grew to more than 200 million a day. Today Google is the most

successful search engine in the world, and it performs an enormous variety of searches

in dozens of languages. It has also begun to offer other services, such as shopping

guides, news, satellite maps, e-mail, photo sharing, translation, and even help with

dating.

Sam Walton's success story is different. Walton did not even have a specific product or

service to sell. He had a concept - discount ing - which he applied to a huge variety of


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products. With this concept, he created Wal-Mart, a discount retail chain. Walton also

used new business practices: He bought products in such large quantities that he could

demand very low prices from his suppliers; he bought directly from manufacturers all

over the world; he built enormous stores that sold everything from toys to light bulbs at

such low prices that smaller stores could not compete. Finally, Wal-Mart was one of thefirst retail businesses to completely computerize its operations, significantly increasing

efficiency. The only computer system in the country that is larger than Wal-Matt's belongs

to the U.S. Department of Defense. Wal- Mart was so successful that Sam Walton became

one of the r ic h e s t m e nin the country. Many people say that Wal-Mart has hurt small businesses

and has not always treated its workers and suppliers fairly; however, it very successful in

the United States and around the world.

Superstores versus small business

Until recently, stores in the United States were small stores. Even after the success of big

business in the time of Carnegie and Rockefeller the majority of businesses remained

small. Often a family owned a small store, and it was passed from the parents to the

children. In smaller cities and towns, the owners often knew all their customers. Large

stores like Wal-Mart are relatively new, but their numbers have grown quickly. Today

there are many of these "superstores," such as Best Buy, Home Depot, and Office Max.

These kinds of stores are different because of their size and the relatively low cost of their

products. Many of them follow Wal-Mart's example of buying in large quantities so theycan offer low prices. Unlike Wal-Mart, many specialize in one particular kind of product,

for example, computers, products for pets, or office supplies.

Superstores are convenient for customers because they can find everything they need

in one place. However, they do not offer the personal connection between the salespeople

and the customers that was common in the days of small, family-owned stores. The small

stores' have struggled since the appearance of superstores because small stores cannot

compete. They cannot match the prices or the variety of the products in the superstores.

Many shoppers have gradually stopped going to the small stores, and as a result, many of

these business have had to close. Some Americans regret these changes, and today there

are communities that have decided they do not want superstores. They prefer the personal

connection and service they get at small stores, even if the prices are higher.

2.Name three important factors for success in the twenty-first century marketplace.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________


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3. Give two reasons why customers prefer Wal-Mart over small stores.

____________________________________________________________________

____________________________________________________________________

4. Reading for details: read the phrases in the left column. Put a check ( ) under the name ofthe company that the phrase describes. In some cases, the phrase applies to bothcompanies.

Google Wal-Mart

1. started with a good idea2. pioneered new business practices

3. began in a garage with borrowed money

4. uses computer technology5. can help you find a date6. has been very successful

7. has many stores

8. is used more than 200 million times a day

9. offers services in many languages

Appendix N

Assessment (1) Rubric

Reading Test Key Answers

)Max. 15 Points(

1. What is the topic about? (1 point)


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It is about extremely suc cessful entrepreneurs in recent years.

What two businesses does it discuss? (1 point)

Google and Wal-Mart.

2. Name three important factors for success in the twenty-first century marketplace. (5points)

Good education .

Hard work.

Understanding that the busi ness would have to adjust constantly to changes

in the market and in technology.

3. Give two reasons why customers prefer Wal-Mart over small stores. (3 points)

Customers can find everything they want in one place.

Low cost and variety of products.

4. Reading for details: read the phrases in the left column. Put a check ( ) under the name ofthe company that the phrase describes. In some cases, the phrase applies to bothcompanies. (5 points)

Google Wal-Mart

1. started with a good idea 2. pioneered new business practices

3. began in a garage with borrowed money

4. uses computer technology

5. can help you find a date 6. has been very successful

7. has many stores

8. is used more than 200 million times a day 9. offers services in many languages

Appendix O

Pre-reading Task Building Vocabulary: Previewing Key Terms(Williams, 2007, p.166(

1. Read the title of the text and the titles of the heading.

2. Discuss the following questions with a partner:

1. What right and responsibilities do you think the title refers to?


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2. Both headings contain the word versus. What does this term

mean?

3. What do you think the text under each heading will be about?

THINKING ABOUT THE TOPIC BEFOE YOU READ

Discuss the following questions with your partner:

1. What is an example of a situation in which rights of an individual

might conflict with the interests of a larger group of people?

2. Most people agree that individuals should show some self-reliance

and not always depend on the assistance of others. Are there some

situations in which this is nottrue? Discuss some examples.

3. Are there some situations in which individuals should expect the

assistance of other people? Discuss some examples.

4. Are there some situations in which individuals should expect the

assistance of their government? Discuss some examples.

Now Read the text The Individual and Society: Rights and

Responsibilities.

Appendix P

American Values Today (Ch. 8(

Text (1) The Individual and Society: Rights and


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Responsibilities (Williams, 2007, p.167(

Individual rights are so important to Americans and so fundamental tothe nation that they are part of the Bill of Rights, which was written toprotect and defend the rights of individuals against their own govern -ment and against the rule of the majority. Yet a nation that allows all

individuals to do whatever they want will soon fall apart. The good ofthe whole society must also be considered. Therefore individuals have

rights but they also have responsibilities.

A balance between the rights of individuals and the good of society,that is, the good of the whole nation, has been required throughoutAmerican history. Sometimes, however, circumstances make it impos -sible for individuals to accept their responsibilities, and society must

act to help those individuals who cannot help themselves. This is one

of the most important functions of government. Thus, the United

States government has had to find a balance in two situations: (1)between protecting the rights of the individual and protecting thegood of society, and (2) between encouraging self-reliance and

providing support and assistance to people who need them.

Individual rights versus the good of society

Two situations in which the rights of the individual have conflicted 3with the good of society involve eminent domain and national security. The principle of eminent domain states that private individuals may berequired to sell their property, including their homes, if the land isneeded for a project that is for the good of society. For instance, thegovernment might want to build a railroad, a school, or a park on landwhere there are homes. The owners of those homes receive a

payment, but they must give up their property.

The second situation concerns the balance between the need toprotect national security and people's freedom of speech and theirexpec tation of privacy. Most citizens do not expect the government toread their e-mail or listen to their telephone conversations. By law, ifgovern ment officials want to do this, they must first persuade a judgeto give them permission. Since September 11, 2001, however, thegovernment has limited individual rights in these areas in order to

allow for greater protection of national security. Today, whengovernment officials think there is a danger to national security, theymay sometimes read or listen to communications without first getting

permission from a judge.

Self-reliance versus government support and assistance

An important example of the need to balance self-reliance and govern -ment assistance is the federal government's response to the problemsof the Great Depression (1929-1940). During this time, almost a quar -ter of the population was unemployed. People lost their farms, their

businesses, and even their homes. They could not rely on themselves:they needed help from the government. In 1933, President Franklin


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Roosevelt established the New Deal, which included many programsand new laws to provide economic security for all members of societyespecially the retired, the unemployed, and the poor. To provide jobsthe government paid unemployed workers to build roads, schools, andgovernment buildings; it paid unemployed artists to paint, take

photographs, write books, and perform plays and music.

Thirty years after the Great Depression, there were still peoplestruggling to succeed. Once again, the government helped people whowere unable to help themselves. In the 1960s, the aim of the GreatSociety programs, under President Lyndon Johnson, was to end pov ertyin the United States by providing jobs, health care, housing, and bettereducation for the poor - especially for African Americans, who hadlimited access to these services. The Great Society programs had some

success but did not reach the goal of ending poverty.

The New Deal and the Great Society programs increased

government assistance to individuals, but they also increased people'sreliance on the government. Today there has been a return to supportfor the value of self-reliance and a growing opposition to the high costof government assistance, which relies on tax dollars. Today'sgovernment assistance programs are more likely to provide trainingfor those who want to improve their job skills and assistance for thosewho want to complete or continue their education - in other words, for

those who have shown some self-reliance.


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Appendix Q

Post-reading TaskVisualizing the Main Ideas(Williams, 2007, p.169(

Sometimes visualizing difficult or complicated ideas can help you tounderstand them better

1. The drawings below show two situations that illustrate the main ideas in

the text. Fill in the blanks with the appropriate terms.

1_______________versus

_________________

2_______________versus_________________

2. Work with a partner. Take turns explaining one example from the

text for each of the situations illustrated above.

3. Look through the previous text in the book, and find a least two

situations that involve a conflict between the individual and society.

As a class, discuss what happened in each situation. Was the

conflict resolved? Explain.

UNDERSTANDING THE FUNCATION OF DIFFERENT PARTS OF THE

TEXT


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Read the functions listed below. Match each one to a paragraph in the

text. Write the paragraph number in the blank before each function. In

one case, several paragraphs match a single function.

_____1Established and explains the main idea_____2Provides and explains an example

_____3Reviews previous information about the topic and provides

background for the

main idea

_____4Brings the topic into the present time

Appendix R

Assessment (2(

Student's Name ________________________________________________

Theme chosen _________________________________________________

1. Choose one theme of the following to write about

Equal opportunity

Self-reliance

Optimism

Hard work

Risk taking

Individual achievement

Basic equality of all individuals

2. Write a four-paragraph essay (introduction, body, conclusion) answers the

following question: "In what areas of American life and history has the theme you

chose had a strong influence?"

3. Choose two examples of evidence that can help you illustrate the influence of

your theme.


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4. Start each paragraph with a topic sentence that connects your theme with your

example.

5. Include some details to support how your examples show the importance of the

theme.

6. Make sure to provide

a) an introduction that states a claim, or position statement and providesthe examples you will explain,

b) two body paragraphs, each with different examples of evidence tosupport your position,

c) an appropriate topic sentence for each of the two supportingparagraphs,

d) a concluding paragraph that restates your claim and summarizes themain points as well as your opinion,

e) accurate grammar, transitions, punctuations and correct spelling.Appendix S

Assessment (2) Rubric

Writing Test

Name: ______________________________________ Final Grade___________ :

5=Excellent 4 = Very Good 3 = Good 2 = Needs Improvement 1 = Poor 0 =Missing

Content Total

1.Introduction:

____Hook

____Relevant to topic

____Thesis statement


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2.Body:Paragraph 1

____Topic Sentence

____Example

____Support

____Concluding sentence or transition

Paragraph 2

____Topic Sentence

____Example

____Support

____Concluding sentence

3.Conclusion:

____Transition____Restate claim, summarize main points

____Opinion

4.Overall:____Coherence

____Transition

____Grammar

____Punctuations

____Spelling

Comments:

academic reading and writing unit

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