1 Student Study Guide Name: ________________ Mr. Valentin English 10 Regents Fall 2014 2 Glossary Pre-reading information Anticipation guide Vocabulary Allegorical interpretations Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 NYT article: The Age of Reason NYT article: A Cadet Hopes Post Card Project 3-5 6-7 8-9 10 11 15 20 22 27 32 35 37 40 43 45 49 51 57 63 3 Lord of the Flies Reading Guide About the Author: William Golding is a Nobel Prize winning author. Golding studied at Braesnose College, Oxford studying natural sciences; subsequently, he switched majors to English two years later. Unlike other authors, William Golding led a mostly private life with little information here and there. He was married, he was in the Royal Navy and he had a successful writing career. He won two major awards: the Nobel Prize of literature and the prestigious Booker Prize. He wrote 13 books of fiction, 3 non-fiction texts and had published a book of poems and a play. His first book, Lord of the Flies, is his most famous and most popular text. About the text: Lord of the Flies is categorized as a dystopian text. While many dystopian texts recall a destroyed society with a totalitarian government (think The Hunger Games or Divergent), Lord of the Flies is an entirely different type of dystopia. When, for some reason, a plane carrying all boys crashes on an island, they attempt to start a civilization. What starts off as a fun time away from parents quickly divulges into chaos. What awaits these young boys is not an adventure as much as it is survival from the wilderness and each other as two warring factions fight for control of the island. Setting and Atmosphere: Time: unknown. During some type of potential Nuclear War. Post World War II Place: unknown. An uninhabited tropical island somewhere in the Pacific Ocean. I always kind of got an inland Puerto Rico vibe to it. It has crystal blue beaches and stunning vistas, but it also has a mountainous area and an impenetrable jungle. Note to the Reader: This text is, at times, quite challenging. Often times events unfold but are unexplained, and it is up to the reader to glean understanding. The reader should also be aware that these are children and boys and act as such. To judge them as full functioning and articulate adults is ridiculous. The reader needs to evaluate them as children to understand their motives which often seem unwieldy and irrational. The book also deals with symbols with each character representing a different part of society. When reading, you should make note as to what characters could represent. 4 Point of view: In this text, we have an omniscient narrator. The role of the omniscient narrator is to chronicle the events of a story in an impartial way. He or she has full access to the events and dialogue occurring in the narrative, rendering his or her account the most complete and accurate. This all-knowing, all-seeing narrator type jumps from scene to scene, following characters throughout a story and assessing the progress of the narrative (Source: Georgetown). Characters: Ralph: Jack: Piggy: Themes and Motifs: Motifs are recurring symbols, ideas, or extensions of the themes. The major motifs in the novel include: Heroism Human Strength and Weakness Good vs. Evil Friendship Loneliness Hope Dreams Family Education Innocence Literary Terms: Literary terms are words used in class discussion, classification and criticism of the novel. Setting, exposition, climax, characterization, conflict, plot, theme, irony, foreshadowing, flashback, symbolism, point of view, onomatopoeia, metaphor, simile, allusion, protagonist, antagonist and the sublime. The first leader and protagonist. The antagonist and leader of the hunters. A scientific and rational individual who is often picked on because of his weight, asthma, and glasses. Remains close to Ralph throughout the novel. Simon A shy individual who is one of the first characters to start acting a bit peculiar. Roger: The first character to show a more aggressive attitude. Friends with Jack throughout the novel.. Sam and Eric: (Samneric) Twins who remain close with Ralph Littleluns: A group of children much younger than the aforementioned individuals. They are often oblivious to the action going on around them. 5 Essential Question: What makes a hero? Goals: Students will understand: Golding’s message and lesson to the reader. The trajectory of Lord of the Flies. How to do a close reading of a text and how that differentiates between everyday reading. Annotation is a necessity for complete synthesis of a text. That annotation and close reading will help with comprehension and answering multiple choice questions. How to decipher vocabulary and how to use context clues to explore difficult words. The structure of a story. The characters, plot and themes of Lord of the Flies. 6 Lord of the Flies Anticipation Guide Read the following statements. Circle the number on the scale that fits your opinion the best. Write at least two sentences explaining your thoughts about each statement. There are no right or wrong answers! 1 always true 2 sometimes true 3 depends 4 sometimes false 5 always false 1. The younger we are, the more selfish we are. 1 2 3 4 5 ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Adult supervision is necessary in every context. 1 2 3 4 5 ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Man is born good. 1 2 3 4 5 ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 7 4. A person’s physical appearance determines whether he or she is liked or disliked. 1 2 3 4 5 ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 5. Most people are followers, not leaders. 1 2 3 4 5 ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 6. People often misjudge things they don’t understand. 1 2 3 4 5 ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 7. Intellect cannot survive a savage environment. 1 2 3 4 5 ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Personal question: Being stranded on an island would be paradise. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 8 Vocabulary Chapter 1 Part of speech Page Definition: efflorescence Noun 12 Blooming of flowers, state of flowering enmity Noun 14 Deep seated hatred; State of being an enemy decorous Adj 15 Exhibiting appropriate behavior or conduct timidly Adv 21 Shy or bashful chorister Noun 22 A singer or leader of a choir bastion Noun 29 A stronghold or fortification; similar to a stronghold hiatus Noun 31 A gap or interruption in continuity; a break or pause Noun 38 Zestful or spirited enthusiasm recrimination Noun 43 The act of accusing in return; opposing another charge tumult Noun 43 Commotion of a great crowd; disorder tirade Noun 45 A long angry or violent speech; a diatribe oppressive Adj 49 Using power unjustly; burdensome inscrutable Adj 49 Difficult to understand, mysterious vicissitudes Noun 49 A change or variation; unexpected changes in life antagonism Noun 51 Active hostility opaque Adj/ Noun 53 Not able to be seen through; not transparent declivities Noun 54 Downward slopes, as of a hill tacit Adj 55 Not spoken; implied by actions or statements blatant Adj 58 Totally or offensively obtrusive; very obvious taboo Adj 62 Excluded or forbidden from use or mention sinewy Adj 64 Lean and muscular; stringy and tough baffled Verb 71 Bewildered; perplexed malevolently Adv 71 Having an ill will or wishing harm to others; malicious 75 Feeling or showing desire to someone else or an attribute of someone else Chapter 2 ebullience Chapter 3 Chapter 4 envious Adj Chapter 5 apex Noun 77 Highest point of something ludicrous Adj 78 Laughably and obviously absurd; foolish reverence Noun 78 Deep respect for someone or something 9 solemnity Noun 78 The state of being serious and dignified ineffectual Adj 79 Insufficient to produce an effect; useless jeer Verb 84 to abuse vocally; taunt or mock inarticulate Adj 89 Incomprehensible; unable to speak with clarity leviathan Noun 105 Something very large; giant sea creature in the Bible clamor Noun 108 A loud outcry; great expression of discontent mutinously Adv 108 Unruly; insubordinate or constituting a mutiny Chapter 6 Chapter 7 Page crestfallen Adj 117 Dispirited and depressed; dejected impervious Adj 121 Incapable of being penetrated or affected. enterprise Noun 122 An undertaking or business organization; industrious glowered Verb 127 Looked at or stared angrily or sullenly rebuke Verb 128 To criticize sharply; check or repress demure Adj 133 Modest and reserved in manner or behavior fervor Noun 133 Great intensity of emotion; intense heat corpulent Adj 146 Excessively fat derision Noun 149 Contempt or mockery sauntered Verb 150 To walk at a leisurely pace; stroll Verb 167 To force or drive; exert a strong, irresistible force on luminous Adj 169 Emitting light; full of light myopia Noun 169 Nearsightedness sniveling Verb 170 To sniffle; complain or whine tearfully quavered Verb 174 Trembled, or spoke in a trembling voice parried Verb 179 Deflected or warded off; avoided talisman Noun 180 An object with magical power Chapter 8 Chapter 9 Chapter 10 compelled Chapter 11 Chapter 12 Page acrid Adj 186 Unpleasantly sharp or bitter taste or smell cordon Noun 191 A line of people or ships stationed to guard elephantine Adj 194 The size of an elephant; enormous size/strength epaulettes Noun 200 A fringed strap worn on military uniforms 10 Lord of the Flies Island Beastie Conch Broken Conch Makeup All the kids on the island Allegorical Interpretation 11 Chapter 1: Directions: Be sure to answer all questions in complete sentences. You must answer all parts of the question for credit. Words to remember: “We may stay here till we die.” The Least You Should Know: Literary Terms: Allusion Assonance Exposition Foreshadowing Metaphor Setting Simile Protagonist Antagonist 1. List at least three descriptions of the island. 2. What does the fat boy reveal about the plane? 3. The text states, “An expression of pain and inward concentration altered the pale contours of his face.” What is happening to the boy? 12 4. How would you describe Ralph’s physique? According to the narrator, what sport might he play? Why is this important? 5. What is the other boy’s name? Give three physical descriptions of him. 6. What does Ralph reveal about his father? 7. Who raised Piggy? Why is this the case, and how did his auntie treat him? 8. What does Piggy reveal about what he thinks happened, and what is this an allusion to? 9. What do the boys find? What is its use? What might be its purpose? 10. What might the color pink represent. 11. Who comes to the assembly marching together? 13 12. What is the leader’s name? What does he want to go by? Why is this important? 13. How does Jack treat Piggy? 14. Who should be the leader? Why? Provide a quote from the text to support this. 15. Who gets picked as leader? Why is he picked? 16. What is Ralph’s first action as chief? 17. Why is Piggy upset with Ralph? 18. What animal do the boys see? What happens with Jack and the animal? 14 Themes: In this section for two boxes write a sentence about the theme in regards to the book, and for one of the boxes, find a quote from the text which shows one of themes from this chapter Strength Intelligence Trouble Vocabulary: Look at the chapter list on page 8. Write a complete sentence for each word. Efflorescence ______________________________________________________________________________ ______________________________________________________________________________ Enmity ______________________________________________________________________________ ______________________________________________________________________________ Decorous ______________________________________________________________________________ ______________________________________________________________________________ Timidly ______________________________________________________________________________ ______________________________________________________________________________ Chorister ______________________________________________________________________________ ______________________________________________________________________________ Bastion ______________________________________________________________________________ ______________________________________________________________________________ Hiatus ______________________________________________________________________________ ______________________________________________________________________________ 15 Chapter 2: Directions: Be sure to answer all questions in complete sentences. You must answer all parts of the question for credit. Words to remember: “We may stay here till we die.” The Least You Should Know: Literary Terms: Inciting Incident Complication 1. At the beginning of the chapter, what time is it on the island: A.10am B. Noon C. 3pm D. 6pm E. 11pm. How might the reader know this? 2. Why is it important to establish that the boys are on an island? 3. How does Ralph demonstrate leadership abilities? 16 Read the following passage, and then answer the questions in bold: Ralph felt the conch lifted from his lap. Then Piggy was standing cradling the great cream shell and the shouting died down. Jack, left on his feet, looked uncertainly at Ralph who smiled and patted the log. Jack sat down. Piggy took off his glasses and blinked at the assembly while 5 he wiped them on his shirt. “You’re hindering Ralph. You’re not letting him get to the most important thing.” He paused effectively. “Who knows we’re here? Eh?” 10 “They knew at the airport” “The man with a trumpet-thing-” “My dad.” Piggy put on his glasses. “Nobody knows where we are,” said Piggy. He was 15 paler than before and breathless. “Perhaps they knew where we was going to; and perhaps not. But they don’t know where we are ‘cos we never got there.” He gaped at them for a moment, then swayed and sat down. Ralph took the conch from his hands. 20 “That’s what I was going to say,” he went on, “when you all, all. . . .” He gazed at their intent faces. “The plane was shot down in flames. Nobody knows where we are. We may be here a long time.” The silence was so complete that they could hear the 25 unevenness of Piggy’s breathing. The sun slanted in and lay golden over half the platform. The breezes that on the lagoon had chased their tails like kittens were finding then-way across the platform and into the forest. Ralph pushed back the tangle of fair hair that hung on his forehead. 30 “So we may be here a long time.” From the context of the passage, define the word hindering (line 7). Be sure to include the part of speech. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 17 How are the kids aware that their parents don’t know where they are? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ What literary term is in line 28? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4. Identify an allusion on page 34. 5. What does the small boy think he sees? How do the others treat the boy? 6. What might the beastie represent? 7. What idea do the boys come up with to be rescued? How do the boys act when they hear this idea? 18 8. How do the boys start a fire? 9. On page 41 the text states, “The boys lay, panting like dogs.” What literary term is this? Why is this comparison made? 10. Explain in 3-4 sentences Jack and Piggy’s relationship. 11. What is the inciting incident of the story? 12. At the end of the chapter, how does Piggy feel? Does he make a good point? Explain. 19 Themes: In this section for two boxes write a sentence about the theme in regards to the book, and for one of the boxes, find a quote from the text which shows one of themes from this chapter Leadership Fear Discrimination Vocabulary: Look at the chapter list on page 8. Write a complete sentence for each word. Ebullience ______________________________________________________________________________ ______________________________________________________________________________ Recrimination ______________________________________________________________________________ ______________________________________________________________________________ Tumult ______________________________________________________________________________ ______________________________________________________________________________ Tirade ______________________________________________________________________________ ______________________________________________________________________________ 20 Chapter 3: Directions: Be sure to answer all questions in complete sentences. You must answer all parts of the question for credit. Words to remember: “So we need shelters as a sort of …” “home” The Least You Should Know: 1. In the opening paragraphs Jack is compared to several animals. Name two. Why might he be compared to these animals? 2. Why aren’t the shelters being completed? 3. Why are the shelters necessary? 4. Explain Jack and Ralph’s relationship in 4-5 sentences. 5. Why might Simon go off on his own? 21 Themes: In this section for two boxes write a sentence about the theme in regards to the book, and for one of the boxes, find a quote from the text which shows one of themes from this chapter Leadership Blood Isolation Vocabulary: Look at the chapter list on page 8. Write a complete sentence for each word. Oppressive ______________________________________________________________________________ ______________________________________________________________________________ Inscrutable ______________________________________________________________________________ ______________________________________________________________________________ Vicissitudes ______________________________________________________________________________ ______________________________________________________________________________ Antagonism ______________________________________________________________________________ ______________________________________________________________________________ Opaque ______________________________________________________________________________ ______________________________________________________________________________ Declivities ______________________________________________________________________________ ______________________________________________________________________________ Tacit ______________________________________________________________________________ ______________________________________________________________________________ 22 Chapter 4: Directions: Be sure to answer all questions in complete sentences. You must answer all parts of the question for credit. Words to remember: “For hunting… like in the war.” Read the following passage and then answer the questions in bold: The first rhythm that they became used to was the slow swing from dawn to quick dusk. They accepted the pleasures of morning, the bright sun, the whelming sea and sweet air, as a time when play was good and life so full that hope was not necessary and therefore forgotten. To5 ward noon, as the floods of light fell more nearly to the perpendicular, the stark colors of the morning were smoothed in pearl and opalescence; and the heat-as though the impending sun’s height gave it momentum- became a blow that they ducked, running to the shade and lying there, 10 perhaps even sleeping. Strange things happened at midday. The glittering sea rose up, moved apart in planes of blatant impossibility; the coral reef and the few stunted palms that clung to the more elevated parts would float up into the sky, would 15 quiver, be plucked apart, run like raindrops on a wire or be repeated as in an odd succession of mirrors. Sometimes land loomed where there was no land and flicked out like a bubble as the children watched. Piggy discounted all this learnedly as a “mirage”; and since no boy could reach even 20 the reef over the stretch of water where the snapping sharks waited, they grew accustomed to these mysteries and ignored them, just as they ignored the miraculous, throbbing stars. At midday the illusions merged into the sky and there the sun gazed down like an angry eye. Then, 25 at the end of the afternoon, the mirage subsided and the horizon became level and blue and clipped as the sun declined. That was another time of comparative coolness but menaced by the coming of the dark. When the sun sank, darkness dropped on the island like an extinguisher and 30 soon the shelters were full of restlessness, under the remote stars. Nevertheless, the northern European tradition of work, play, and food right through the day, made it impossible for them to adjust themselves wholly to this new rhythm. The 35 littlun Percival had early crawled into a shelter and stayed there for two days, talking, singing, and crying, till they thought him batty and were faintly amused. Ever since then 23 he had been peaked, red-eyed, and miserable; a littlun who played little and cried often. The smaller boys were known now by the generic title of “littluns.” The decrease in size, from Ralph down, was gradual; and though there was a dubious region inhabited by Simon and Robert and Maurice, nevertheless no one had any difficulty in recognizing biguns at one end and littluns at the other. The undoubted littluns, those aged about six, led a quite distinct, and at the same time intense, life of their own. They ate most of the day, picking fruit where they could reach it and not particular about ripeness and quality. They were used now to stomach-aches and a sort of chronic diarrhoea. They suffered untold terrors in the dark and huddled together for comfort. Apart from food and sleep, they found time for play, aimless and trivial, in the white sand by the bright water. They cried for their mothers much less often than might have been expected; they were very brown, and filthily dirty. They obeyed the summons of the conch, partly because Ralph blew it, and he was big enough to be a link with the adult world of authority; and partly because they enjoyed the entertainment of the assemblies. But otherwise they seldom bothered with the biguns and their passionately emotional and corporate life was their own. 40 45 50 55 60 From the context of the passage, define the word opalescence (line 8). Be sure to include the part of speech. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 24 Identify two literary terms in the second paragraph (lines 12-32). ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ How do the others feel about Percival? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ How can you differentiate littluns and biguns? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Why might the narrator call the littluns life corporate (line 62)? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 25 The Least You Should Know: 1. What does Roger do to Percival? 2. What does Roger do to Henry? Why? 3. What does Jack apply to himself? 4. In 3-4 sentences, explain Piggy and Ralph’s relationship. 5. Explain the incident with the sighting of the boat. 6. What is Jack’s news? 7. What does Jack do to Piggy? 8. Is Jack actually sorry for letting the fire go out? 26 9. What phrase do the boys sing as they recount the story of killing the pig? Themes: In this section for two boxes write a sentence about the theme in regards to the book, and for one of the boxes, find a quote from the text which shows one of themes from this chapter Violence Fear Disorder Vocabulary: Look at the chapter list on page 8. Write a complete sentence for each word. Blatant ______________________________________________________________________________ ______________________________________________________________________________ Taboo ______________________________________________________________________________ ______________________________________________________________________________ Sinewy ______________________________________________________________________________ ______________________________________________________________________________ Baffled ______________________________________________________________________________ ______________________________________________________________________________ Malevolently ______________________________________________________________________________ ______________________________________________________________________________ Envious ______________________________________________________________________________ ______________________________________________________________________________ 27 Chapter 5: Directions: Be sure to answer all questions in complete sentences. You must answer all parts of the question for credit. Words to remember: “What I mean is… maybe it’s only us” The Least You Should Know: Literary Terms: Ellipses 1. Find one ellipses in the opening paragraphs and explain who has the moment and what it demonstrates. 2. Name three things Ralph covers in his speech. What does this show about Ralph? Read the following passage, and then answer the questions in bold: “When you done laughing perhaps we can get on with the meeting. And if them littluns climb back on the twister again they’ll only fall off in a sec. So they might as well sit on the ground and listen. No. You have doctors for everything, even the inside of your mind. You don’t really 5 mean that we got to be frightened all the time of nothing? Life,” said Piggy expansively, “is scientific, that’s what it is. In a year or two when the war’s over they’ll be traveling to Mars and back. I know there isn’t no beast-not with claws and all that, I mean-but I know there isn’t no fear, 10 either.” Piggy paused. “Unless-” Ralph moved restlessly. “Unless what?” 15 “Unless we get frightened of people.” A sound, half-laugh, half-jeer, rose among the seated boys. Piggy ducked his head and went on hastily. “So lets hear from that littlun who talked about a beast 28 and perhaps we can show him how silly he is.” The littluns began to jabber among themselves, then one stood forward. “What’s your name?” “Phil.” For a littlun he was self-confident, holding out his hands, cradling the conch as Ralph did, looking round at them to collect their attention before he spoke. “Last night I had a dream, a horrid dream, fighting with things. I was outside the shelter by myself, fighting with things, those twisty things in the trees.” He paused, and the other littluns laughed in horrified sympathy. “Then I was frightened and I woke up. And I was outside the shelter by myself in the dark and the twisty things had gone away.” The vivid horror of this, so possible and so nakedly terrifying, held them all silent. The child’s voice went piping on from behind the white conch. “And I was frightened and started to call out for Ralph and then I saw something moving among the trees, something big and horrid.” He paused, half-frightened by the recollection yet proud of the sensation he was creating. “That was a nightmare,” said Ralph. “He was walking in his sleep.” The assembly murmured in subdued agreement. The littlun shook his head stubbornly. “I was asleep when the twisty things were fighting and when they went away I was awake, and I saw something big and horrid moving in the trees.” Ralph held out his hands for the conch and the littlun sat down. “You were alseep. There wasn’t anyone there. How could anyone be wandering about in the forest at night? Was anyone? Did anyone go out?” There was a long pause while the assembly grinned at the thought of anyone going out in the darkness. Then Simon stood up and Ralph looked at him in astonishment “You! What were you mucking about in the dark for?” 20 25 30 35 40 45 50 55 29 What literary term is found in line 9? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ According to Piggy, what should people fear? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ From the context of the passage, define the word vivid (line 36). Be sure to include the part of speech. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ What does Phil describe? Who does it turn out to be? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 30 3. What happens when Percival starts talking? How do the other littluns react? 4. What does Simon say about the beast? 5. During the assembly, what happens with Jack? 6. Jack says, “shut up, you fat slug!” What literary term is this? 7. What does Piggy say about Jack and Ralph’s relationship? 8. Why might this chapter be title “Beast from Water.” Who or what is the beast? 31 Themes: In this section for two boxes write a sentence about the theme in regards to the book, and for one of the boxes, find a quote from the text which shows one of themes from this chapter Fear Leadership Disorder Vocabulary: Look at the chapter list on page 8 and 9. Write a complete sentence for each word. Apex ______________________________________________________________________________ ______________________________________________________________________________ Ludicrous ______________________________________________________________________________ ______________________________________________________________________________ Reverence ______________________________________________________________________________ ______________________________________________________________________________ Solemnity ______________________________________________________________________________ ______________________________________________________________________________ Ineffectual ______________________________________________________________________________ ______________________________________________________________________________ Jeer ______________________________________________________________________________ ______________________________________________________________________________ Inarticulate ______________________________________________________________________________ ______________________________________________________________________________ 32 Chapter 6: Directions: Be sure to answer all questions in complete sentences. You must answer all parts of the question for credit. Words to remember: “But a sign came down from the world of grownups…” The Least You Should Know: Literary Terms: Personification 1. What falls from the sky? 2. Who do Samneric refer to as “wacky”? 3. What do the boys see? Provide a quote from the text, then explain what they actually see. 4. What was Ralph dreaming about? 5. What literary term is the following quote? “Soon the darkness was full of claws, full of the awful unknown and menace.” 6. The text states, “The rest of the boys were looking from Jack to Ralph, curiously.” What does this show? 33 7. According to the boys, why are they unable to track the beast? 8. Find 4 literary terms in the following passage: Underline and identify them. Ralph shuddered. The lagoon had protected them from the Pacific: and for some reason only Jack had gone right down to the water on the other side. Now he saw the landsman’s view of the swell and it seemed like the breathing of some stupendous creature. Slowly the waters sank 5 among the rocks, revealing pink tables of granite, strange growths of coral, polyp, and weed. Down, down, the waters went, whispering like the wind among the heads of the forest. There was one flat rock there, spread like a table, and the waters sucking down on the four weedy sides 10 made them seem like cliffs. Then the sleeping leviathan breathed out, the waters rose, the weed streamed, and the water boiled over the table rock with a roar. There was no sense of the passage of waves; only this minute-long fall and rise and fall. 9. How does Jack react to Castle Rock? 15 34 Themes: In this section for two boxes write a sentence about the theme in regards to the book, and for one of the boxes, find a quote from the text which shows one of themes from this chapter Fear Escapism Adventure Vocabulary: Look at the chapter list on page 9. Write a complete sentence for each word. Leviathan ______________________________________________________________________________ ______________________________________________________________________________ Clamor ______________________________________________________________________________ ______________________________________________________________________________ Mutinously ______________________________________________________________________________ ______________________________________________________________________________ 35 Chapter 7: Directions: Be sure to answer all questions in complete sentences. You must answer all parts of the question for credit. Words to remember: “The darkness seemed to float around them like a tide” The Least You Should Know: Literary Terms: Sublime Flashback 1. How does Ralph feel about his current appearance? 2. When Simon says, “No, I’m not. I just think you’ll get back all right.” Why might Simon emphasize these words? 3. Why does Jack get angry at Ralph? 4. Explain the incident between the boys and Robert. 5. Why does Simon volunteer to go see Piggy? 36 Themes: In this section for two boxes write a sentence about the theme in regards to the book, and for one of the boxes, find a quote from the text which shows one of themes from this chapter Friendship Isolation Anger Vocabulary: Look at the chapter list on page 9. Write a complete sentence for each word. Crestfallen ______________________________________________________________________________ ______________________________________________________________________________ Impervious ______________________________________________________________________________ ______________________________________________________________________________ Enterprise ______________________________________________________________________________ ______________________________________________________________________________ 37 Chapter 8: Directions: Be sure to answer all questions in complete sentences. You must answer all parts of the question for credit. Words to remember: “Fancy thinking the Beast was something you could hunt and kill.” The Least You Should Know: Literary Terms: Climax Illusion 1. When Jack asks for a recount to be chief, what happens? 2. What is Piggy’s idea now that the top of the mountain is off-limits. How does the narrator feel about this? 3. What are the boys perception of Simon? Are they correct? 4. Once the hunters kill the pig, what do they plan to do with all the meat? 5. What kind of pig do they kill? Why might this matter? 38 6. What does Simon call the pig’s head? What literary term is this? Why is this important? 7. What is Jack’s offer to Ralph’s tribe? 8. What does the Lord of the Flies say about killing him? 9. The last two sentences of the chapter read, “Simon was inside the mouth. He fell down and lost consciousness.” What could this mean? 39 Themes: In this section for two boxes write a sentence about the theme in regards to the book, and for one of the boxes, find a quote from the text which shows one of themes from this chapter Good vs. Evil Insanity Power Vocabulary: Look at the chapter list on page 9. Write a complete sentence for each word. Glowered ______________________________________________________________________________ ______________________________________________________________________________ Rebuke ______________________________________________________________________________ ______________________________________________________________________________ Demure ______________________________________________________________________________ ______________________________________________________________________________ Fervor ______________________________________________________________________________ ______________________________________________________________________________ 40 Chapter 9: Directions: Be sure to answer all questions in complete sentences. You must answer all parts of the question for credit. Words to remember: “Kill the beast! Cut his throat! Spill his blood!” The Least You Should Know: 1. How does the narrator talk about Simon? 2. What happens to Simon when he discovers the creature? 3. How does Simon go towards the other boys? A. Runs B. Jogs C. Walks D. Stumbles How does the reader know this? 4. What does Piggy do that surprises Ralph? 5. What unites the two tribes? 41 6. The text states, “Evening was come, not with calm beauty but with the threat of violence.” What literary term is this? 7. Jack says he provides food, what does Ralph provide? 8. What do the boys chant? 9. What do the boys do to Simon? 10. Reread the last paragraph of the chapter. What is the significance of the last paragraph? 42 Themes: For the boxes in this section, write down the three themes that you think are more present in this chapter, then briefly explain why. Vocabulary: Look at the chapter list on page 9. Write a complete sentence for each word. Corpulent ______________________________________________________________________________ ______________________________________________________________________________ Derision ______________________________________________________________________________ ______________________________________________________________________________ Sauntered ______________________________________________________________________________ ______________________________________________________________________________ 43 Chapter 10: Directions: Be sure to answer all questions in complete sentences. You must answer all parts of the question for credit. Words to remember: “That was murder” The Least You Should Know: Literary Terms: Denouement 1. What does Ralph say about Simon’s murder? What does Piggy say? 2. The text states, “The air was heavy with unspoken knowledge.” What literary term might this be? Explain. 3. What will happen to Wilfred? Why? 4. What does Jack say about Simon’s death? 5. Who or what are the reds? 6. What does Ralph do at night? Why does he do this? 44 7. Find two similes on page 167. List them here: 8. What happens in the event between the two tribes? Vocabulary: Look at the chapter list on page 9. Write a sentence for the vocabulary word. Compelled ______________________________________________________________________________ ______________________________________________________________________________ 45 Chapter 11: Directions: Be sure to answer all questions in complete sentences. You must answer all parts of the question for credit. Words to remember: “See? See? That’s what you’ll get! The Least You Should Know: Literary term: Onomatopoeia 1. What does Piggy want to do? 2. How are the boys going to present themselves to Jack’s group? Read the following passage and then answer the questions in bold: They set off along the beach in formation. Ralph went first, limping a little, his spear carried over one shoulder. He saw things partially, through the tremble of the heat haze over the flashing sands, and his own long hair and injuries. Behind him came the twins, worried now for a 5 while but full of unquenchable vitality. They said little but trailed the butts of their wooden spears; for Piggy had found that, by looking down and shielding his tired sight from the sun, he could just see these moving along the sand. He walked between the trailing butts, therefore, the conch held carefully between his two hands. The boys made a compact little group that moved over the beach, four plate-like shadows dancing and mingling beneath them. There was no sign left of the storm, and the 10 46 beach was swept clean like a blade that has been scoured. 15 The sky and the mountain were at an immense distance, shimmering in the heat; and the reef was lifted by mirage, floating in a land of silver pool halfway up the sky. They passed the place where the tribe had danced. The charred sticks still lay on the rocks where the rain had 20 quenched them but the sand by the water was smooth again. They passed this in silence. No one doubted that the tribe would be found at the Castle Rock and when they came in sight of it they stopped with one accord. The densest tangle on the island, a mass of twisted stems, black 25 and green and impenetrable, lay on their left and tall grass swayed before them. Now Ralph went forward. From the context of the passage, define the word vitality (line 6). Be sure to include the part of speech. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Find two different literary terms in the passage. Be sure to define the literary terms as well. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 47 Choose one sentence that best explains the main idea of the passage. Why is this the best sentence? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Every time Ralph approaches Castle Rock, what do the guards say? 4. What does Ralph call Jack? 5. What happens to Samneric? 6. Ralph calls Jack a swine, why does he say this? Why might this be ironic? 7. What might the destroyed conch represent? 8. What happens to Piggy? 48 Themes: In this section for two boxes write a sentence about the theme in regards to the book, and for one of the boxes, find a quote from the text which shows one of themes from this chapter Power Good vs. Evil Anger Vocabulary: Look at the chapter list on page 9. Write a complete sentence for each word. Luminous ______________________________________________________________________________ ______________________________________________________________________________ Myopia ______________________________________________________________________________ ______________________________________________________________________________ Sniveling ______________________________________________________________________________ ______________________________________________________________________________ Quavered ______________________________________________________________________________ ______________________________________________________________________________ Parried ______________________________________________________________________________ ______________________________________________________________________________ Talisman ______________________________________________________________________________ ______________________________________________________________________________ 49 Chapter 12: Directions: Be sure to answer all questions in complete sentences. You must answer all parts of the question for credit. Words to remember: “Fun and games” The Least You Should Know: Literary term: Conclusion 1. Ralph says to himself, “No. They’re not as bad as that. It was an accident.” Is he correct? 2. What does Ralph come across in the jungle? What does he do to it? 3. Who does Ralph talk to? What do they discuss? 4. What do Samneric tell Jack? 5. What color becomes present in the final chapter? 6. In the final pages, explain – in detail – what happens. 50 7. Who shows up? What is his response? 8. Who and what does Ralph cry for at the end of the novel? Themes: In this section for two boxes write a sentence about the theme in regards to the book, and for one of the boxes, find a quote from the text which shows one of themes from this chapter Fear Good vs. Evil Friendship Vocabulary: Look at the chapter list on page 9. Write a complete sentence for each word. Acrid ______________________________________________________________________________ ______________________________________________________________________________ Cordon ______________________________________________________________________________ ______________________________________________________________________________ Elephantine ______________________________________________________________________________ ______________________________________________________________________________ Epaulettes ______________________________________________________________________________ ______________________________________________________________________________ 51 Pre-Reading Questions for The Age of Reason: How and where does a child learn morals? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ What would happen if children were not punished for crimes they committed? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ How old do you think a child should be to be held accountable for his or her actions? Explain ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Should all crimes committed by children, no matter the size or severity, be handled in adult courts? Why or Why not? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 52 August 16, 1998 The Age of Reason; A Chilling Crime and a Question: What's in a Child's Mind? By SUSAN SACHS AT the age of 7, a child is considered by the Roman Catholic Church to have reached the ''age of reason'' and is entitled to receive communion. Some evangelical churches hold that a child of 7 can make an independent spiritual choice. In Judaism and Islam, a boy of 7 is expected to begin his religious studies and participate, to some degree, in adult rituals like fasting and praying. Freud believed the super ego, or the conscience, develops by age 4 or 5. But is a child of such tender years a responsible being, capable of telling right from wrong and accountable, not just legally but morally, for his actions? Murder charges brought last week in Chicago against two boys, ages 7 and 8, raised the issue as more than an abstraction. The boys, according to the police, confessed to killing an 11-year-old girl, Ryan Harris, then stealing her bicycle. Youngsters kill -- that's been drilled into the national consciousness by a succession of school shootings. In those cases, the juvenile killers were adolescents. The two boys who were convicted last week of gunning down classmates and a teacher in their Jonesboro, Ark., schoolyard last March were then just 11 and 13. The boy charged in the school shootings in Springfield, Ore., last May is 15. Few would argue with the assumption that, at that stage in their lives, they ought to be capable of understanding their actions and the consequences. With a child of only 7, however, the assumptions are neither clear nor particularly comfortable. ''What do you do with children who may have arrived at the age of reason but whose psychological life is such that neither rationality nor moral reason operate in their behavior?'' asked Robert Coles, a child psychiatrist at Harvard University who has written several books on the moral development of children. 53 No one, he said, is born bad. Yet, despite a lifetime of studying and listening to children, he was utterly confounded by the implications of the Chicago case. ''In the absence of that kind of psychological life -- I mean the lack of controls to deal with the impulses of their lives, the lack of an operative consciousness -- I can only throw up my hands,'' Dr. Coles said. How society will deal with the boys is now a question for the juvenile justice system, but there are no precedents; they are the youngest children ever charged with murder in this country. On Thursday, they were released to their mothers and ordered to wear electronic monitoring devices and stay in their homes. Religion, a source of society's notions of justice, has been wrestling with moral codes for millennia. But cases of children committing capital crimes are rare, so they represent something of a black hole for theologians, a puzzle that neither faith nor doctrine anticipates. Both Judaism and Islam, for example, set the age of majority, when children are liable for their actions, at 13 for boys and 12 for girls. ''It's the age of full responsibility and therefore full liability,'' said David Kraemer, a professor at the Jewish Theological Seminary. Younger children are considered to have the impulse to do good and evil, he added, ''but not the reason to control the impulse.'' One rabbinic teaching goes further. While rabbinical courts consider a 13-year-old liable for his actions, in the court of heaven the age of majority is 20. ''It was a recognition that the teen-age years were very tumultuous and that, although they are full-grown and can do damage, God recognizes that they can't really be held responsible,'' Dr. Kraemer said. Islam, too, holds that a prepubescent child is not ''fully in control of his senses and doesn't have the power of reasoning to really make an informed judgment,'' said Jamal Badawi, a Muslim scholar and chairman of the Islamic Information Foundation in Halifax, Nova Scotia. Neither religion has a concept of original sin. ''The human being is neither satanic nor angelic by nature,'' said Dr. Badawi, referring to the Koran. ''He simply has the potential to ascend to a level even higher than the angels or descend to a level lower than animals.'' Christian theology on the nature of the child is more complex, encompassing a belief that everyone is tainted by original sin as well as accommodating the idea that everyone is made in the image of God. 54 Since the days of Pope Pius X nearly a century ago, the Catholic Church has attributed to children of 7 the capacity to understand the consequences of their actions. That is a prerequisite for their First Communion, when they are first given a wafer in the sacrament of the Eucharist. But strict doctrine has given way to pragmatism. ''It all depends on the context,'' said the Rev. Richard McCormick, a theologian at the University of Notre Dame. ''One of the criteria used in regard to the Eucharist is the ability to understand, in some very, very primordial sense, the difference between just plain bread and this bread that is really Jesus. As we all grow older, we understand and penetrate that a bit more.'' But children who may be old enough to take communion, he added, are not necessarily thought of as capable of understanding the nature of sin as a break with God. ''It's the conviction of virtually all people that children of that age are incapable of serious sin,'' Father McCormick said. Ideas about the emergence of moral consciousness developed differently in Protestant churches. The Calvinist view was that ''the image of God in each of us is radically destroyed or altered by what is called original sin, that there is innate depravity in human beings,'' said John McDargh, an associate professor of theology at Boston College. Other Christian thinkers, he said, argued that the image of God should be seen as the human capacity for relationships and that original sin may obscure but not destroy that image. In the United States, those divergent views produced not only the image of ''The Bad Seed,'' as popularized in William March's 1954 novel about a child who is simply born bad, but also the early Puritan notion that adults should deploy a harsh hand to break the will of the innately corrupted child. Later movements, in a backlash, leaned more toward the Mark Twain view that the natural child, like the fictional Huckleberry Finn, is untainted except by society, and prescribed a lighter parental touch to nurture what was believed to be the child's innate capacity for empathy and charity. Modern theorists of child development see children much as parents like to think of their offspring -- works in progress, with natural inclinations to empathize with others, to feel bad if someone is hurt, to tell right from wrong. The tricky part is figuring out how and when those values can be warped or enhanced by interactions with family, peers and society. By an early age, any child will be tested. ''When you send a child off to school at 6, the child becomes a social being, responsible to society,'' said Dr. Coles, the child psychiatrist. And 55 that's where the danger lies. ''Children who grow up with no sense of right and wrong are both vulnerable and dangerous -- vulnerable to their impulses, dangerous to others,'' he said. Reflecting Society Reason, then, is not really the issue with a child of 7 or 8. ''It's not like a 4-year-old who happens to pull a trigger on a gun and doesn't understand that it kills, or doesn't understand what killing is about altogether, or what death is about,'' said Moshe Halbertal, a professor of Jewish thought at Hebrew University in Jerusalem. ''Here, at 7 or 8 or 9, they understand. We don't attribute to them responsibility, but we do attribute to them understanding.'' And by their very nature, he added, children bounce the question back to their elders. ''When we say that children are not fully legally responsible, one thing we mean by that is that they mirror the social life around them,'' Dr. Halbertal said. ''This is what's so shattering about crimes done by children. They are naive or, in some ways, transparent reflections of something in society -- a certain violence, a certain cruelty. Without filtering, they represent what the society is about.'' What are the main religions that they talk about in this article? How do these religions differ in terms of treating youth? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 56 In the second to last paragraph, Dr. Halbertal is quoted as saying, “Here, at 7 or 8 or 9, they understand. We don’t attribute to them responsibility, but we do attribute to them understanding.” In your own words, what does this mean? Do you agree or disagree and why? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ The article ends with the statement that children’s actions represent the society’s views and values. Do you agree or disagree and why? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Find an allusion in this passage and explain it. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Choose the sentence that best explains the maid idea of the passage. Then explain why this is the best sentence. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 57 Pre-Reading Questions for A Cadet Hopes: What are some codes of conduct that we should follow? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Where do you follow codes of conduct? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ When should you know what you want to do in life? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Are codes of conduct necessary? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 58 December 20, 2002 A Cadet Hopes to Honor a Father Killed in Combat By CHRIS HEDGES WEST POINT, N.Y. — When Jeremy D. Scott was 10, his father, a United States Army helicopter pilot, was shot down by rebels in El Salvador and killed. The boy played out his grief on the living room floor. He set up plastic soldiers that fired away at a pretend helicopter. Then he swooped down with his toy gunship to wipe out enemy troops. No helicopters crashed when he played. In his games the helicopter pilots always won. The soldiers, little green plastic men, always lay scattered about, only to be righted again for another battle. "Maybe I played a little rougher than other kids," Mr. Scott said. "Maybe my emotions were held in, coming out in big lump sums. Things built up. I was explosive. It was tough to watch fathers play with their sons. I don't know when I really got over it. Maybe when I began daily devotions." He lived through a decade of anger and mistrust. Now 22, Mr. Scott said he still finds it difficult to cope with the fact that there are things about the mission the government cannot tell his family, such as where his father was flying and why he was in combat. "I did not accept that my dad could be taken away," he said. "At first I was angry at the Army. I blamed the Army for taking him from me." But the pull of devotion and the sense of duty would prove greater than his anger. For Mr. Scott, the struggle to rekindle the spark of his father's life and career translated into following the same path. Four years ago, it took him to West Point. This spring, Cadet Scott plans to graduate, then go on to flight school. "My mother is a little wary about me going into aviation after what happened to her husband," he said. "But she has not opposed it. She just tells me it is dangerous." He conceded that it has not been an easy journey; indeed, the twinges of pain are evident as he nervously wrings his hands as he speaks about the loss. But he sees his route as one that allows him to validate not only his own life but also that of his father. And giving in to anger, turning on the military profession that led to his father's 59 death, was a negation he was not prepared to endure. In the end, Cadet Scott found that one of the most straightforward of the commandments — one that many can fulfill without great sacrifice — profoundly shaped his destiny. "I do believe that through my life I am honoring my father," Cadet Scott said. "For the most part I believe that any little boy growing up wishes to honor his father and make him proud. I remember my father telling myself and my mother that if I was to ever join the military to be an officer. Not only am I going to be an officer but I am graduating from a prestigious military academy. My father would be proud of my determination and ability to make it through West Point." He carries in his wallet a high school picture of his father, Daniel S. Scott, a picture that his mother gave to him when his father died. In his desk he keeps copies of the military reports on the incident, filled with stilted jargon and cold descriptions of wounds and bodies. His father, according to a report dated Jan. 4, 1991, and issued by the Armed Forces Medical Examiners Office, "sustained blunt force injuries to the neck and chest resulting in incapacitation, unconsciousness and hypovolemic shock." "CW4 Scott," the report reads, "died of injuries from the crash." The two other American soldiers on board were executed by rebel gunmen after being pulled from the wreckage, the report stated. "I don't speak about it much," Cadet Scott said. "A lot of the other cadets don't even know that my father passed away or the circumstances. I don't want to make them feel uncomfortable." His father was a Christian who attended the Wyoming Bible Institute and Bob Jones University. "He had a big booming voice," his son said, "a preacher's voice." By the time his father was stationed in Central America, flying helicopters in El Salvador for American military advisers to the Salvadoran army, his contact with his son was mostly through letters. His father diligently wrote him two or three times a week and did the same for his mother and four sisters. The stacks of letters are now small personal treasure-troves. "He called me Buddy," Cadet Scott said. "He would tell me to take care of my mother and sisters, that I was the man of the house. I was only 8 or 9 years old. 60 "The postcards he sent me were pictures of helicopters," Cadet Scott said. "I reread them a year ago." But the cards and letters had asides and offhand comments that disturbed the son. His father mentioned that he could hear shooting in the streets near the air base. And in the last letter he described how one of the helicopters had limped back "full of bullet holes." "He asked me to pray for him to have strength," Cadet Scott said. He remembers flashes of the funeral service, like star bursts. The bright sunlight in the cemetery in San Antonio, the 21-gun salute, the array of men in uniform, the casket with the flag and air medal for valor, the way everyone was hushed and quiet, and the effort by his grandfather and uncle, both preachers, to come to terms with the death. "My grandfather said at the funeral that he was proud to be an American," Cadet Scott said, "and while it sounds like a cliché, that got to us. Those words hit my family pretty hard." Even after what happened, Jeremy Scott liked war movies. He drew "dark pictures." His family, despite the loss, found structure and meaning in religious and military traditions. These worlds offered an anchor, a sense of purpose, an unquestioned and noble call to duty, to God and country. For him, as for much of his family, these religious and patriotic demands were intimately intertwined. "My grandfather and one of my uncles were marines," Cadet Scott said. "Even before my dad died I was sure I would enter the military. I always wanted to emulate my father." When he was 16, able to put aside his anger at the Army, he went to the basement and tried on his father's old flight suit. His father was a large man, 6 feet 4 inches tall and 240 pounds. The flight suit hung on his son's thin frame like a bilious drape. The teenager put it back in the closet. In the spring, when Cadet Scott is scheduled to graduate from West Point and head to flight school, he will take it out again, he said. He already has his father's flight glasses in his dormitory room. He is now 6-foot-3 and 206 pounds, or in his words "not quite there yet." But he is there enough to wear the suit. He is there enough to fly. 61 The peripatetic life of the Army, in which he and his family moved from base to base every few years, continued even after his father died. They seemed rootless, adrift, waiting in some sense to go home again. "It was habit," he said. "We had to pick up and move. The Army gave all of us a sense of order, a lifestyle. Things were set down. You do not second-guess things in the military. It is a structured environment." In 1993, the rebel soldiers who shot down the helicopter and executed the two other crew members went on trial in El Salvador. No one from his family, despite invitations, felt like attending the trial. The men, sentenced and convicted, were later released as part of a general amnesty. War, as it did for his father, looms over him. He said he knows that he, too, may have to fly into combat. He, too, may take hostile fire. But Cadet Scott said he was prepared to fulfill his duty to [his] country, and live out what he considers his destiny. Was Cadet Scott’s journey an easy one? Explain. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Why do you think cultures create rules of conduct for their members? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 62 Is there value in having codes of conduct? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Do you think that you would have joined the military if you had experienced what Jeremy Scott did? Why or why not? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ In the future, will it be important for you to have a job that changes people’s lives? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ How does this text connect to Lord of the Flies? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 63 Post Card Project: Your objective is to create a post card from the island. On the left side you should incorporate a picture that reflects the island. This should be of an item of interest you find on the island i.e.: pig’s track, coconut, sand castle, etc or an event that took place. On the right side you should provide a brief description of the item: where it was found, where it came from, who has seen this specific picture? Hey Mom, I made this really awesome sand castle. Unfortunately, 10 minutes later Roger and Maurice came by and it ceased to exist. My friends Percival and Johnny helped me with it. I hope to see you soon. My hair has been getting long these days, it might be time for a haircut. Henry This project will be evaluated on the appropriateness, style and content of your post card. Appropriate: Is your picture appropriate and realistic for the island. Does the picture have relevance? ________ 10 Points Style: Is your post card presented as a post card or is it done on loose-leaf? Have I applied effort into my project? ________ 10 Points Content: Is my writing passage cohesive? Does it relate to the book, and is the passage grammatically and syntactically correct? ________ 10 Points Total: 30 points
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