All Printables for
May 11, 2015
Key dates in space exploration
For use with “A One-Way Ticket to Mars”
A timeline of significant events in space exploration from the 1950s to today,
with analysis questions
10 Tips for Getting Bigger Tips
For use with “Does Tipping Make Sense?”
A look at 10 things waiters can do to get bigger tips, according to research,
with analysis questions
ARTICLE QUIZZES
Multiple-choice and constructed-response questions to assess comprehension
• Who Gets to Work at Abercrombie?
• The Iran Deal
• 10 Speeches That Made History
CORE SKILLS PAGES
• Up Close
Close-reading discussion questions about the article “Who Gets to Work at Abercrombie?”
• Between the Lines
Make inferences using clues from the article “The Iran Deal.”
• ‘Give Me Liberty, or Give Me Death!’
Primary Source: Patrick Henry’s complete address to the Second Virginia Convention in 1775
(the eve of the American Revolution), with analysis questions
• Debate Analysis: Should Schools Give Summer Homework?
Analyze authors’ claims in the debate.
• Word Watch
Determine word meanings through context. For use with the articles
“Who Gets to Work at Abercrombie?” and “10 Speeches That Made History.”
• Core Ideas
Common Core skills pages to use with any Upfront article
GRAPH
Americans and Religion
Two pie charts spotlighting the religious composition in the U.S. today and in 2050,
with analysis questions
CARTOON ANALYSIS
A political cartoon about the nuclear agreement between the West and Iran,
with analysis questions
PHOTO ANALYSIS
upfrontmagazine.com
A photo of the young woman who accused Abercrombie & Fitch of discriminating against her
because of her Muslim veil, with analysis questions
MARS
science
science
Ay
A One-W
TickeT
TO
Ready for the Red Planet:
Laurel Kaye, 21; Ethan Dederick, 22;
and Yari Rodriguez, 27
For use with “A One-Way Ticket to Mars” on p. 6 of the magazine
Key Dates in Space Exploration
H
ow would you like to be the first
person to set foot on Mars? There’s
only one catch: You can never
come back.
A Dutch nonprofit called Mars
One plans to send people to colonize the Red
Planet by 2027. But to make the mission affordable, its founders say there can be no returning
to Earth. That doesn’t seem to have deterred
many would-be explorers: More than 200,000
people from all over the world signed up.
Mars One has already narrowed the list
of applicants to 100 finalists, with 24 to be
selected for the mission in the fall. They’ll
face years of training before boarding a 6- to
7-month spaceflight to Mars—if the project
ever gets off the ground (see Colonizing Mars).
Why are so many people willing to travel
140 million miles to live—and die—on another planet? Maybe it’s not as crazy as it sounds.
Humans have been exploring the unknown
forever—often at great risk. When Christopher
Columbus set sail to find a western route to
Asia in 1492, he had little idea of what loomed
beyond the horizon. And when 102 pilgrims
left England and landed at Plymouth Rock in
Massachusetts in 1620, they couldn’t have
known what life would be like in the New
World. More than half died of starvation and
disease within the first few months.
“Just like the American pioneers settled the West,” says NASA engineer Jason
Crusan, “today’s students will have the
opportunity to be the first humans to visit
the Red Planet and pioneer Mars.”
Laurel Kaye, a 21-year-old senior at Duke
University in North Carolina whose first word
as a baby was moon, agrees. She’s one of the
Mars One finalists and sees herself as a 21stcentury pioneer: Going to Mars for her is a bit
like what her ancestors experienced when they
came to America from Europe in the 1800s.
“They saw a different future out there for
them, and that’s what I see,” she says. “This
is humankind’s next step in that direction.”
Scientists agree that of all the places in
Bryan Versteeg/Mars One (Mars One COlOny, HaBitat); andrew laMBersOn/new yOrk daily news (laurel kaye);
MageCapture/yOutuBe (etHan dederiCk); COurtesy Of yari rOdriguez (yari rOdriguez)
Would you join a mission to Mars if you
could never return to Earth? By alessandra pOtenza
the solar system that earthlings might colonize, Mars is the most promising. Like Earth,
Mars has seasons, its days last roughly 24
hours, and its gravity is 40 percent that of
Earth—enough to avoid the severe bone and
muscle loss caused by lack of gravity. Yet Mars
remains a brutal place for humans. Its average
temperature is -60 degrees Fahrenheit, it has
no liquid water, and its atmosphere—made
largely of carbon dioxide—is unbreathable. If
you went for a stroll on Mars without a spacesuit, you’d die within minutes.
“No more smell of fresh grass or the ocean,”
says a former NASA astronaut. “Giving that up
would be a huge deal.”
‘Establishing a Presence’
But that’s not a deal-breaker for Mars One
finalist Ethan Dederick, 22, a Ph.D. student
of theoretical astrophysics at New Mexico
State University. All that is worth giving up
to be part of what he calls a “great endeavor.”
He says he’s even sworn off dating on Earth
because “it’s not fair to my partner to leave
her and just go to another planet.”
The Colorado native applied for the
mission because he wants to be an “interplanetary explorer,” and going to Mars is
about as close as you can get. Dederick also
thinks that, sooner or later, humans will
need a new planet to call home because we’ll
run out of space or resources, or both.
“If all we ever do is send people to a planet
and bring them back,” he says, “we’re never
establishing a presence there.”
Unlike Mars One, space agencies like NASA
are only planning round trips to the Red Planet
by the 2030s. But Yari Rodriguez, a 27-yearold Mars One finalist and lab researcher at the
Massachusetts Institute of Technology, believes
the colonizing mission will take place by 2027.
Rodriguez applied to Mars One because she’s
always wanted to be an astronaut. Though she
says she’ll miss her family, she knows she’ll
be able to keep in touch with them from outer
space. (Communication with Earth will be
possible thanks to satellites orbiting Mars, but
texts or e-mails will take 20 minutes to travel
between planets.) Rodriguez says she’s ready
to give up instant messaging because she
believes the technologies that must be developed to make life possible on Mars will also be
used to improve life on Earth. When she told
her family that she had applied for Mars One,
there was some drama, but Rodriguez assured
them that she isn’t going to Mars to die.
“I’m going there to live, to prove that we
can live on Mars,” she says. “We’re all going to
die here. Here, there, it doesn’t matter where.
It matters what you do with your life.” •
With reporting by Natalie Angier of The Times.
six FeeT Under
A blueprint of the “habitats” where the settlers will live, buried beneath the soil to shield them from radiation.
Download key dates in space exploration at upfrontmagazine.com
Kitchen
Living Room
Sleeping
quarters
Storage
cOlOnizing
MArs:
FAcT vs.
FicTiOn
i
s it really possible to
live on Mars? Mars One
says its settlers will live
entirely underground
in “habitats” to protect
themselves from space
radiation. they’ll grow
crops to produce oxygen
and food, and use existing
technology to turn ice
in the Martian soil into
water. But scientists are
skeptical. an Mit study,
for instance, found that
Mars One settlers would
suffocate within 68 days
because their crops
would create too much
oxygen in their habitats.
the space radiation is
another hurdle, scientists
say, because Mars’s thin
atmosphere offers little
protection. the radiation
is lethal to humans in
the long term. says Mit
researcher sydney do:
“we just don’t have the
technologies to ensure
that we can keep people
alive and safe and healthy
over that much period of
time outside the vicinity
of earth.”
Greenhouse
An illustration of the Mars One colony
The “Life Support
Units” will create
drinkable water
from the soil and
breathable air to
be pumped into the
underground habitats
(behind units).
6
The rovers will
help build and maintain
the colony.
Solar panels will
supply electricity
to the colony.
m ay 1 1 , 2 0 1 5
Upfront • Upfrontmagazine.com
7
We’ve come a long way since the first satellite was launched in the 1950s
1993
The U.S., Russia, and other
countries jointly begin
building the International
Space Station (I.S.S.), an
orbiting research facility. The
first section is put into orbit
five years later. Today, the
I.S.S. continues to orbit about
200 miles above Earth and
host astronauts from around
the globe.
1961
1969
1976
1986
Soviet cosmonaut Yuri
Gagarin becomes the first
human to orbit Earth.
In a speech to Congress,
President John F. Kennedy
acknowledges the Soviets’
lead in space and sets the
goal of “landing a man on
the moon and returning him
safely to Earth” by the end of
the decade.
U.S. astronauts Neil Armstrong
and Buzz Aldrin become
the first men on the moon.
“That’s one small step for man,
one giant leap for
mankind,” Armstrong
says, as he steps
off Apollo 11’s
lunar landing craft
onto the moon’s
surface.
NASA’s Viking 1 becomes
the first spacecraft to land on
Mars to collect data on the
Red Planet’s surface for more
than a few days.
It takes photos
and climate
measurements
for six years.
The space shuttle Challenger
explodes during liftoff, killing
all seven crew members.
Seen live on TV by millions,
the accident prompts NASA
to temporarily suspend all
shuttle missions.
2004
2010
2012
Today
The Rosetta spacecraft is
launched by the European
Space Agency. It takes 10
years to reach Comet 67P and
land on its surface, beginning
its study of how comets were
formed.
Questions 1.How did the “space race” between the
U.S. and the Soviet Union affect space
exploration?
2. What historic event took place in 1969?
Upfront • upfrontmagazine.com
President Obama signs
legislation focusing NASA’s
efforts on exploring Mars and
asteroids. SpaceX, a private
company, becomes the first
non-governmental organization
to launch a spacecraft into
orbit, marking the beginning of
a new era of privately funded
space exploration and tourism.
NASA’s Curiosity rover
touches down on Mars to
look for chemical evidence
of microbial life. Its twoyear mission was extended
indefinitely, until the
rover breaks down. In the
meantime, Curiosity is
programmed to play “Happy
Birthday” to itself every
anniversary of its landing.
3.What is the International Space Station,
and why is it important?
4.Why will U.S. astronaut Scott Kelly stay in
In March, U.S. astronaut
Scott Kelly arrives at the
International Space Station,
where he will stay for one
year, allowing NASA to study
the effects of long-term space
travel on the human body (and
mind). Private companies like
Mars One and space agencies
like NASA are working to send
the first humans to Mars.
5.How do these key dates add to your
understanding of the Mars story
in Upfront?
space for one year?
NASA
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The New York Times Upfront permission to reproduce this Skills Sheet for use in their classrooms. ©2015 by Scholastic Inc. All rights reserved.
1957
The Soviet Union launches
the first satellite, Sputnik,
starting a space race with
the U.S. In 1958, Congress
creates the National
Aeronautics and Space
Administration (NASA) to
jump-start America’s space
program.
M ay 1 1 , 2 0 1 5 • pa g e 1 o f 1
ecoNomics
Many taxis, too, now have touchscreen credit card machines that suggest tip amounts. Researchers at the
University of Chicago and Columbia
University in New York did an analysis of
13 million New York City taxi rides. They
found that screens with higher default
tip options—20 percent, 25 percent, and
30 percent, versus 15 percent, 20 percent,
and 25 percent—made people tip 10 percent more on average.
Tipping got its start centuries ago in
Europe, where British aristocrats tipped
their servants for good deeds, according to Kerry Segrave’s book Tipping: An
American Social History of Gratuities. One
theory is that the word tip came about in
the 18th century as an acronym for the
phrase “to insure promptness” (T.I.P.).
In the late 1800s, Americans traveling
abroad brought the practice home. Critics
called it “un-American” because the U.S.
thought itself more egalitarian than the
Old World. There were efforts to ban tipping, but it stuck. In 1922, etiquette guru
Emily Post suggested tacking an extra
10 percent onto a meal’s bill.
Since then, generally accepted tip
amounts have crept steadily upward.
These days many experts say that anything less than 15 to 20 percent at sitdown restaurants, in cabs, and in hair
salons is considered stingy.
Tips aren’t nearly as automatic or generous in many areas of the world (see
box). In Japan, for example, tipping in restaurants or cabs is rarely, if ever, done and
may even be offensive. In Spain, patrons
tend to round up the change or add another euro (about a $1), usually totaling no
more than 10 percent. In other European
countries, a service charge is often added
to your tab or included in restaurant
prices (though management decides how
much, if any, goes to your server). Tips
beyond that are usually modest.
A payment app
used by some coffee
shops and restaurants
For use with “Does Tipping Make
Sense?” on p. 12 of the magazine
Does Tipping Make Sense?
Americans are being asked to tip more and more. But some are
starting to question the centuries-old practice. By eLIZaBetH LaZaroWItZ
around for a long time. But with more customers may feel pressure to pay up.
Americans working service jobs and
“This is putting a new social presnew technologies pressuring customers sure on customers,” says Michael Lynn,
to tip more generously and
a professor at Cornell
New
more often, some are startUniversity’s School of
ing to question the practice. technologies are Hotel
Administration,
Is tipping fair to those giv- creating more
who studies tipping. “It’s
ing and receiving the tips?
social pressure up to me to leave the
Does it actually lead to
change in the tip jar, or
to tip.
better service? Does it still
not. Yet when you turn the
make sense in today’s economy?
screen around and I have to explicitly click
‘No tip’ in front of you, that’s a lot harder.”
An ‘Un-American’ Custom
At Café Grumpy, a coffee shop in New
In the past, coffee shops and delis York City, patrons are presented with an
might have had an easily ignored tip jar iPad screen offering options for tips of
on the counter. But with tablet computer $1, $2, or $3. While that may not seem
touch screens now at many registers, tip- like much in dollar terms, even the midping can be part of the checkout process. dle amount is a 50 percent gratuity on a
Under the watchful gaze of the clerk, $4 coffee. Last year, Starbucks updated
its mobile app to let customers leave tips
Download 10 tips for getting bigger tips at upfrontmagazine.com straight from their phones.
U p f r o n t • U p f r o n t m a g a z i n e . c o m
Smiley Faces & Hair Flair
Even as tipping spreads in the U.S.,
the practice is still widely debated.
In theory, tipping is meant to be an
incentive for good service, and it allows
good waiters to earn more than bad
United States 15 to 20%
India 10%
Italy 10%
Israel 10 to 15%
China 0%
*29 states and Washington, d.C., have set their minimums above the federal level.
$4 billion
m ay 1 1 , 2 0 1 5 13
10 Tips for Getting Bigger Tips
Waiting tables this summer? Research suggests that small gestures can mean bigger tips.
1. Introduce yourself by name.
2.Wear a hat, flower, or funny tie to
make yourself stand out.
3.Crouch down to talk to customers.
4.Smile a lot.
5.Tell a joke or play a word game with
customers.
6.Repeat the customer’s order.
7.Write “Thank You” on the bill.
8.Draw something cheerful on the bill,
like a smiley face or a sun.
9.Call customers by name when you
return their credit cards.
10.Give customers after-dinner candy.
Source: Dr. Michael Lynn, Cornell School of Hotel Administration
Questions
1.Why do you think customers often give better tips
when waiters do the things listed above?
2. In theory, tipping is meant to reward good service.
Do you think it actually works that way? Why or
why not?
3.Which, if any, of the gestures listed above
constitute “good service”? Explain.
4.Does anything on the list surprise you? Explain.
5.Do you think America should do away with tips?
Why or why not?
Upfront • upfrontmagazine.com
m ay 1 1 , 2 0 1 5 • pa g e 1 o f 1
Radius Images / Alamy
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12 ted s. Warren/aP Images
ate Ouellette never thought
about tipping the baristas at
his local coffee shop. That is,
until he became one.
“It’s a lot of work. There
are a lot of other things going on at the
register that as a customer you don’t
see,” says Ouellette, 22, a photographer
who works part-time at Café Fixe in
Brookline, Massachusetts.
Ouellette says he gets why some people—including his own mom—object to
paying someone extra for pouring a hot
drink and passing it across a counter. But
he thinks serving coffee isn’t any different than waiting tables in a restaurant.
“It’s a service job,” he says, “so I feel
like you should be tipped.”
As a social custom, tipping has been
Courtesy of square
N
Do you tip
the baristas
at Starbucks?
The federal minimum wage is $7.25
an hour for non-tipped workers, but
restaurants may pay waiters less—in
some states, as little as $2.13 an hour—
with the understanding that tips make
up the difference. If a worker’s tips
don’t add up to at least the state’s minimum wage,* employers are required to
fill the gap.
A few restaurants have recently eliminated tips altogether, like Bar Marco in
Pittsburgh. Co-owner Bobby Fry says he
and his partners wanted to create greater
equity between waiters and kitchen staff.
SourceS: condé naSt traveler, Fodor’S, emilyPoSt.com, triPadviSor
Instead of tips, Bar Marco workers get an
ones. But does it always work that way?
annual salary and a percentage of each
“Not so much,” says Lynn of Cornell. month’s profits. Since the policy went
His research shows only a very weak into effect last month, only a few cuscorrelation between good service and tomers have left tips.
bigger tips. More often, customers base
“It’s about time the restaurant industry
tips on factors that have little to do with learns it can run its business . . . without
service. Blonde servers, for example, sacrificing quality or fairness,” says Fry.
get bigger tips than brunettes, and slenMany other restaurants argue that
der women get more than heavier ones. paying higher wages will force them
Race is another factor, says Lynn. to hike prices or cut staff. Labor advoCustomers—black and white—tend
cates, meanwhile, say an employee’s
to tip white servers more than
ability to pay next month’s rent
black servers.
shouldn’t be left to the whim
There are other irrational
of customers.
aspects to tipping. Because
Leah Ogrodnik, 20, a servamoUnt tipped in the u.s.
tips are based on the perer at Ciro’s Ristorante Italiano
each year.
centage of the total bill, a
in Monroe Township, New
Source: michael lynn,
cornell univerSity
waiter carrying a $10 burger
Jersey, says that though her
gets a much smaller tip than one
pay is quite good overall, some
who plops down a $50 steak with no
weeks her tips add up to big bucks and
greater effort. Lynn’s studies have also others are leaner.
shown that silly gestures, like drawing a
“I wish we were allowed to put 20 persmiley face on the bill or wearing a flower cent on every check,” she says, “to have
in your hair, can attract bigger tips.
that security.” •
Battles around the country over the
minimum wage have further fueled the With reporting by Hilary Stout and
Nick Bilton of The New York Times
debate over tips.
The Tipping Point
Generally accepted tip amounts
at restaurants
QUIZ
For use with “Who Gets to Work at Abercrombie?” on p. 8 of the magazine
Who Gets to Work at Abercrombie?
Choose the best answer for each of the following questions.
4.Abercrombie has told the Supreme Court that
sales staff cannot
a
wear black clothing.
b
wear hats.
c
have facial hair.
d
all of the above
it is not guilty of discrimination against
Samantha Elauf because
a
Elauf never said she wore a head scarf for
religious reasons.
2.Abercrombie claims its reason for not hiring
Samantha Elauf was that
a
she wore jeans and a T-shirt to her interview.
b
she had no sales experience.
c
her head scarf violated the company’s dress code.
d
she is a Muslim.
3.Religious discrimination in hiring by governments,
as well as by public and private companies, is
b
Elauf was not actually an observant Muslim.
c
no law prevents retailers from restricting
religious freedom.
d
all of the above
5.
In the case Holt v. Hobbs, the Supreme Court ruled
earlier this year that a Muslim prisoner
a
may not wear a head scarf.
b
may not fast in accordance with religious observances.
c
must be allowed to grow a short beard.
d
none of the above
6.
Which federal agency helped Samantha Elauf file
prohibited by the federal
a
Economic Opportunity Act of 1964.
b
Civil Rights Act of 1964.
c
Comprehensive Employment and Training Act of 1973.
a
Commission on International Religious Freedom
d
Equity Act of 2005.
b
Commission on Civil Rights
c
Employee Benefits Security Administration
d
Equal Employment Opportunity Commission
suit against Abercrombie?
in-depth questions
7.What ramifications could this case have for Muslims in American workplaces?
8.What changes does the article say Abercrombie has made recently to its “look policy”? Why do you think the
company made these changes?
8 •
U p f r o n t • u p f r o n t m aga z i n e . c o m
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1.Abercrombie & Fitch’s “look policy” specifies that
QUIZ
For use with “The Iran Deal” on p. 16 of the magazine
The Iran Deal
Choose the best answer for each of the following questions.
Uses: copy machine, opaque projector, or transparency master for overhead projector. Scholastic Inc. grants teacher-subscribers to The New York Times Upfront permission to reproduce this Skills Sheet for use in their classrooms. ©2015 by Scholastic Inc. All rights reserved.
1.Iran has claimed that it
4.As part of a tentative deal, Iran has agreed to
a
needs to build a limited nuclear arsenal for defense.
a
reduce the amount of enriched uranium it has on hand.
b
seeks nuclear technology to produce electricity.
b
put a cap on its oil prices.
c
has no interest in developing nuclear technology.
c
increase its number of centrifuges by two thirds.
d
has already built three nuclear warheads.
d
none of the above
5.
Ayatollah Khamenei has said Iran will not
2.Iran and the U.S. had healthy diplomatic ties until
a
Iran began stockpiling enriched uranium.
b
the Hezbollah extremist group emerged.
c
Iranian President Hassan Rouhani was elected.
d
the Islamic revolution brought strict Islamic rule.
accept a deal
a
that requires the country to allow international
inspectors into its nuclear sites.
b
unless Western powers can demonstrate that Saudi
Arabia does not have nuclear weapons.
3.Which of the following is NOT one of the reasons that
Western powers view Iran as a destabilizing force in
c
unless economic sanctions are lifted immediately.
d
that is brokered by the United States.
the Middle East?
6.Which of these is a potential obstacle for the Iran
a
Iran has denied Israel’s right to exist.
b
Iran has allied itself with Saudi Arabia.
c
Iran sponsors terrorist groups in the region.
d
A nuclear-armed Iran could start a regional arms race.
nuclear deal?
a
Ayatollah Khamenei is no longer Iran’s supreme
b
The deadline for a final accord has passed.
c
Members of the U.S. Congress want to review the deal.
d
all of the above
religious leader.
in-depth questions
7.Why do you think Iran expert Gary Sick says “it’s hard to exaggerate what a big deal” the potential nuclear
agreement is?
8. H
ow have the West’s economic sanctions affected Iran? If it were up to you, would these sanctions be lifted?
If so, when?
May 1 1 , 20 1 5 • u p f r o n t m aga z ine .co m • 9
QUIZ
For use with “10 Speeches That Made History” on p. 18 of the magazine
10 Speeches That Made History
Choose the best answer for each of the following questions.
a
by prominent politicians.
b
from U.S. history.
c
meant to persuade people to take action.
d
all of the above
2.Abraham Lincoln’s Gettysburg Address is known
for its
a
biblical allusions.
b
inaccuracy.
c
satirical tone.
d
brevity.
4.In Franklin D. Roosevelt’s first inaugural address, he
told Americans, “The only thing we have to fear is fear
itself.” He was reassuring Americans that the country
would survive
a
World War I.
b
World War II.
c
the Great Depression.
d
the Cold War.
5.Which person’s speech and efforts helped launch
the environmental movement?
3.Elizabeth Cady Stanton’s 1848 speech in Seneca
Falls, New York, helped pave the way for ____ many
a
Rachel Carson’s
b
Chief Joseph’s
c
Martin Luther King Jr.’s
d
Lou Gehrig’s
years later.
6.In his speech in Wheeling, West Virginia, in 1950,
a
the passage of the 16th Amendment
b
the passage of the 19th Amendment
c
Stanton’s election to the U.S. Congress
a
the U.S. had developed a nuclear weapon.
d
none of the above
b
the Soviets had developed a nuclear weapon.
c
Communists had infiltrated the State Department.
d
the U.S. president was a Communist.
Joseph McCarthy claimed to have proof that
in-depth questions
7.Which speech do you find most compelling or moving? Why?
8.Abraham Lincoln, Elizabeth Cady Stanton, and Martin Luther King Jr. all incorporate language from the Declaration
of Independence into their speeches. What do you think is each speaker’s purpose in doing so?
10 •
U p f r o n t • u p f r o n t m aga z i n e . c o m
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1.The 10 speeches excerpted in the article are all
Name Class Up Close
Read the article (on pages 8-11) closely, then answer each question below. Write at least two to five
sentences for each response, using evidence from the text to support your answers. Use a separate
sheet of paper if you need more space.
1. S
ummarize the article’s central idea.
2. The author writes that “Abercrombie & Fitch doesn’t just sell clothes; it sells an image of a
beautiful, all-American life.” What evidence does the author include to support this claim?
evidence from the article, analyze what U.S. law says about the role of religion in the
3. Using
hiring process. Evaluate whether Abercrombie violated the law.
4.Compare and contrast the perspectives of Samantha Elauf and Abercrombie & Fitch in this case.
How would each side describe what happened?
5. During the oral arguments in this case, why did Justice Samuel A. Alito pose a hypothetical
scenario about four job applicants—a Sikh man wearing a turban, a Hasidic Jewish man wearing
a hat, a Muslim woman wearing a hijab, and a Catholic nun wearing a habit? What point was he
probably trying to make?
6. Study the photos that appear with the article. What do they add to your understanding of the topic?
Upfront • upfrontmagazine.com
m ay 1 1 , 2 0 1 5
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Who Gets to Work at Abercrombie?
Make inferences
For use with “The Iran Deal” on p. 16 of the magazine
Between the Lines
After reading “The Iran Deal,” consider each question below. Use evidence in the text to infer an
question:
You Can infer that:
CLUES IN
the text:
1. W
hich countries do
you think are most
concerned about
the prospect of Iran
acquiring nuclear
weapons? Why?
2. Why is the timing of
the lifting of sanctions
a sticking point in the
negotiations?
3. Why do you think
President Barack Obama
and some members of
Congress have such
different perspectives on
a potential nuclear deal
with Iran?
4. Is it possible to
guarantee that Iran will
not be able to build a
nuclear bomb? Why or
why not?
SYNTHESIZE: Do you think the tentative nuclear agreement with Iran will work out? Write a paragraph supporting your
response with evidence from the text.
12 •
U p f r o n t • u p f r o n t m aga z i n e . c o m
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answer. Use the organizer to record your response.
Times PasT
10 SpeecheS ThaT Made
For use with “10 Speeches That
Made History” on p. 18 of the magazine
Elizabeth
Cady Stanton
July 19, 1848
Patrick Henry
March 23, 1775
Analyzing primary sources
patrick henry (standing),
the fiery Virginia lawyer who helped
bring on the American Revolution
Download patrick Henry’s full speech at upfrontmagazine.com
18
“There is no retreat but in submission
and slavery! Our chains are forged! Their
clanking may be heard on the plains of
Boston! The war is inevitable—and let it
come! I repeat it, sir, let it come!
It is in vain, sir, to extenuate the matter.
Gentlemen may cry, ‘Peace! Peace!’—but
there is no peace. The war is actually
begun! The next gale that sweeps from
the north will bring to our ears the clash
of resounding arms! Our brethren are
already in the field! Why stand we here
idle? What is it that gentlemen wish? What
would they have? Is life so dear, or peace
so sweet, as to be purchased at the price of
chains and slavery? Forbid it, Almighty
God! I know not what course others
may take; but as for me, give me liberty, or give me death!”
this page: Valerie loiseleux/getty images (microphones); Fotosearch/getty images (patrick henry); page 19: the liFe picture collection/getty
images (elizabeth cady stanton); library oF congress (abraham lincoln); christie’s images/corbis (chieF Joseph oF the nez perce)
‘GiveMe
Liberty,
orGiveMe
Death!’
Ratified in 1920, the 19th Amendment to the Constitution gave
women the right to vote. In many ways, the road to women’s
suffrage began with this speech by Elizabeth Cady Stanton, 72 years
earlier, at the Seneca Falls Women’s Rights Convention in New York.
“[W]e are assembled to protest against a form of government
existing without the consent of the governed—to declare our right
to be free as man is free, to be represented in the government
which we are taxed to support, to have such disgraceful laws as
give man the power to chastise and imprison his wife, to take the
wages which she earns, the property which she inherits, and, in
case of separation, the children of her love; laws which make her
the mere dependent on his bounty. It is to protest against such
unjust laws as these that we are assembled today, and to have
them, if possible, forever erased from our statute books, deeming
them a shame and a disgrace to a Christian republic in the 19th
century. We have met to uplift woman’s fallen divinity upon an
even pedestal with man’s. And, strange as it may seem to many,
we now demand our right to vote according to the declaration of
the government under which we live.”
“A speech is poetry: cAdence, rhythm, imAgery, sweep!” said peggy noonan,
a speechwriter for president ronald reagan. “a speech reminds us that words . . . have the power
to make dance the dullest beanbag of a heart.”
indeed, when written and delivered well, speeches can change minds, stir people to action (both
positive and negative), and even alter the course of history. here are excerpts from some of america’s
most important speeches, why they mattered in their time—and why they still resonate today.
Fed up with Great Britain’s increasingly
oppressive measures against its American
colonies, the fiery Virginia lawyer Patrick
Henry gave this speech to delegates at
the Second Virginia Convention, in
Richmond, urging them to organize a
militia to fight. The United States declared
its independence a year later and won it
in 1783, after seven years of war.
‘iWillFight
NoMore
Forever’
‘FourscoreandsevenyearsAgo...’
Abraham Lincoln Nov. 19, 1863
The Battle of Gettysburg in Pennsylvania (July 1-3, 1863) was one of the most costly of the Civil
War (1861-65), leaving 50,000 dead, wounded, or missing on the Union and Confederate sides.
Dedicating the Soldiers’ National Cemetery in Gettysburg four months later, President Abraham
Lincoln delivered the Gettysburg Address. At fewer than 300 words, it’s one of history’s
briefest—but most memorable—speeches, and it gave the nation a “new birth of freedom.”
“Fourscore and seven years ago our fathers
brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition
that all men are created equal.
Now we are engaged in a great civil war, testing
whether that nation or any nation so conceived and
so dedicated can long endure. We are met on a great
battlefield of that war. We have come to dedicate a portion of that field as a final resting place for those who
here gave their lives that that nation might live. It is
altogether fitting and proper that we should do this.
But, in a larger sense, we cannot dedicate, we cannot
consecrate, we cannot hallow this ground. The brave
men, living and dead who struggled here, have consecrated it far above our poor power to add or detract. The
world will little note nor long remember what we say
here, but it can never forget what they did here. . . .
[W]e here highly resolve that these dead shall
not have died in vain, that this nation under
God shall have a new birth of freedom,
and that government of the
people, by the people, for
the people shall not perish from the earth.”
Chief Joseph of
the Nez Perce,
Oct. 5, 1877
Seventeen years after gold
was discovered on Nez Perce
lands in Oregon and whites
began settling it, the U.S.
government ordered the
Indians to relocate to Idaho
in 1877. Enraged, two Nez
Perce killed a group of whites,
sending the U.S. Army after
the entire tribe. Outnumbered,
the Nez Perce fought valiantly
for four months but were
cornered in Montana. Chief
Joseph, long a champion of
resistance, gave this surrender
speech, which has come
to represent the futility of
Indians’ struggle to keep their
North American lands.
“I am tired of fighting. Our
chiefs are killed. . . . The old
men are all dead. . . . It is cold
and we have no blankets. The
little children are freezing to
death. My people, some of
them, have run away to the
hills and have no blankets and
no food. No one knows where
they are—perhaps freezing to
death. I want to have time to
look for my children and see
how many of them I can find.
Maybe I shall find them among
the dead. Hear me, my chiefs.
My heart is sick and sad. From
where the sun now stands,
I will fight no more forever.”
Upfront • Upfrontmagazine.com
m ay 1 1 , 2 0 1 5
19
‘Give Me Liberty, or Give Me Death!’
The article “10 Speeches That Made History” spotlights excerpts from 10 famous speeches in U.S. history, including one
from Patrick Henry’s address to delegates at the Second Virginia Convention on the eve of the American Revolution.
Read the full text of Henry’s powerful speech here, along with the Upfront article. Then answer the questions below.
N
o man thinks more highly than I do
of the patriotism, as well as abilities,
of the very worthy gentlemen who have
just addressed the house. But different
men often see the same subject in different
lights; and, therefore, I hope it will not be
thought disrespectful to those gentlemen if,
entertaining as I do opinions of a character
very opposite to theirs, I shall speak forth my
sentiments freely and without reserve. This is
no time for ceremony. The question before the
house is one of awful moment to this country.
Patrick Henry (standing, left),
delivering his famous speech
For my own part, I consider it as nothing less
than a question of freedom or slavery; and
in proportion to the magnitude of the subject
ought to be the freedom of the debate. It
is only in this way that we can hope to
arrive at the truth, and fulfill the great
responsibility which we hold to God and our
country. Should I keep back my opinions at
such a time, through fear of giving offense,
I should consider myself as guilty of treason
‘I am willing
to know the
whole truth . . .
and to provide
for it.’
towards my country, and of an act of disloyalty toward the
is the lamp of experience. I know of no way
of judging of the future but by the past. And
judging by the past, I wish to know what there
has been in the conduct of the British ministry
for the last 10 years to justify those hopes with
which gentlemen have been pleased to solace
themselves and the House. Is it that insidious
smile with which our petition has been lately received?
Majesty of Heaven, which I revere above all earthly kings.
Trust it not, sir; it will prove a snare to your feet. Suffer
Mr. President, it is natural to man to indulge in the
not yourselves to be betrayed with a kiss. Ask yourselves how
illusions of hope. We are apt to shut our eyes against a
this gracious reception of our petition comports with those
painful truth, and listen to the song of that siren till she
warlike preparations which cover our waters and darken our
transforms us into beasts. Is this the part of wise men,
land. Are fleets and armies necessary to a work of love and
engaged in a great and arduous struggle for liberty? Are
reconciliation? Have we shown ourselves so unwilling to be
we disposed to be of the numbers of those who, having
reconciled that force must be called in to win back our love?
eyes, see not, and, having ears, hear not, the things which
Let us not deceive ourselves, sir. These are the implements
so nearly concern their temporal salvation? For my part,
of war and subjugation; the last arguments to which kings
whatever anguish of spirit it may cost, I am willing to know
resort. I ask gentlemen, sir, what means this martial array, if
the whole truth, to know the worst, and to provide for it.
its purpose be not to force us to submission? Can gentlemen
I have but one lamp by which my feet are guided, and that
U p f r o n t • up f r o n tma g a z i n e . c o m
assign any other possible motive for it? Has Great Britain
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Library of Congress
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‘WeNowDemandourrighttoVote’
History
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‘Give Me Liberty, or Give Me Death!’ (continued)
any enemy, in this quarter of the world, to call for all this
cope with so formidable an adversary. But when shall we be
accumulation of navies and armies? No, sir, she has none.
stronger? Will it be the next week, or the next year? Will it
They are meant for us: They can be meant for no other. They
be when we are totally disarmed, and when a British guard
are sent over to bind and rivet upon us those chains which
shall be stationed in every house? Shall we gather strength
the British ministry have been so long forging. And what
by irresolution and inaction? Shall we acquire the means
have we to oppose to them? Shall we try argument? Sir, we
of effectual resistance by lying supinely on our backs and
have been trying that for the last 10 years. Have we anything
hugging the delusive phantom of hope, until our enemies
new to offer upon the subject? Nothing. We have held the
shall have bound us hand and foot? Sir, we are not weak if we
subject up in every light of which it is capable; but it has
make a proper use of those means which the God of nature
been all in vain. Shall we resort to entreaty and humble
hath placed in our power. The millions of people, armed in the
supplication? What terms shall we find which have not been
holy cause of liberty, and in such a country as that which we
already exhausted? Let us not, I beseech you, sir, deceive
possess, are invincible by any force which our enemy can send
ourselves. Sir, we have done everything that could be done to
against us. Besides, sir, we shall not fight our battles alone.
avert the storm which is now coming on. We have petitioned;
There is a just God who presides over the destinies of nations,
we have remonstrated; we have supplicated;
we have prostrated ourselves before the throne,
and have implored its interposition to arrest
the tyrannical hands of the ministry and
Parliament. Our petitions have been slighted;
our remonstrances have produced additional
violence and insult; our supplications have
Is ‘peace so
sweet, as to
be purchased
at the price of
chains?’
and who will raise up friends to fight our
battles for us. The battle, sir, is not to the strong
alone; it is to the vigilant, the active, the brave.
Besides, sir, we have no election. If we were
base enough to desire it, it is now too late to
retire from the contest. There is no retreat but in
submission and slavery! Our chains are forged!
been disregarded; and we have been spurned, with contempt,
Their clanking may be heard on the plains of Boston! The war
from the foot of the throne! In vain, after these things, may
is inevitable—and let it come! I repeat it, sir, let it come.
we indulge the fond hope of peace and reconciliation.
There is no longer any room for hope. If we wish to be
It is in vain, sir, to extenuate the matter. Gentlemen
may cry, ‘Peace, Peace’—but there is no peace. The war is
free—if we mean to preserve inviolate those inestimable
actually begun! The next gale that sweeps from the north
privileges for which we have been so long contending—if
will bring to our ears the clash of resounding arms! Our
we mean not basely to abandon the noble struggle in which
brethren are already in the field! Why stand we here idle?
we have been so long engaged, and which we have pledged
What is it that gentlemen wish? What would they have?
ourselves never to abandon until the glorious object of our
Is life so dear, or peace so sweet, as to be purchased at
contest shall be obtained—we must fight! I repeat it, sir, we
the price of chains and slavery? Forbid it, Almighty God! I
must fight! An appeal to arms and to the God of hosts is all
know not what course others may take; but as for me, give
that is left us! They tell us, sir, that we are weak; unable to
me liberty, or give me death! •
Questions
1.What do you think is the purpose of Henry’s
4.What are some of the rhetorical and persuasive
speech? What evidence in this text supports
devices that Henry employs in his speech? Are they
your view?
effective, in your opinion? Explain.
2.How would you describe the tone of the speech?
3.What possible counterargument does Henry
anticipate to his position? How does he respond?
U p f r o n t • up f r o n tma g a z i n e . c o m
5.Do you agree with the Upfront article that
this speech by Henry is among America’s most
important speeches? Explain.
may 1 1 , 2 0 1 5 • pa g e 2 o f 2
Name Class Analyze Authors’ Claims
Author: Harris Cooper
Author: Nancy Kalish
Professor of Psychology, Duke University
Co-author, The Case Against Homework
Author’s main claim or argument in the debate:
Author’s main claim or argument in the debate:
Reason 1: Name one reason the author gives for his claim.
Reason 1: Name one reason the author gives for her claim.
List any evidence the author gives to support Reason 1.
List any evidence the author gives to support Reason 1.
Reason 2: Name another reason the author presents.
Reason 2: Name another reason the author presents.
List evidence the author gives to support Reason 2.
List evidence the author gives to support Reason 2.
Reason 3: Name a third reason the author presents.
Reason 3: Name a third reason the author presents.
List evidence the author gives to support Reason 3.
List evidence the author gives to support Reason 3.
What persuasive devices does the author use?
What persuasive devices does the author use?
___ Appeals to emotions
___ Appeals to emotions
___ Uses data or scholarly research
___ Uses data or scholarly research
___ Tells why the other side’s argument is weak
___ Tells why the other side’s argument is weak
___ Other: ___ Other: Evaluate: Which author do you think makes his or her case more effectively? Do you spot any weaknesses—like a bias or
missing information—in either argument? Explain on a separate sheet of paper.
Upfront • upfrontmagazine.com
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Read “Should Schools Give Summer Homework?” on p. 22, then follow the directions below
to analyze each author’s claims.
Name
Class
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Determine Word Meaning
Word Watch
Use context clues to figure out the meanings of unfamiliar words as you read the article, and jot down
your inferred meanings. After reading the article, use a dictionary to check meanings and write those
down too. Note each word’s part of speech and origin, if available.
WORD:
Page:
Part of speech:
Page:
Part of speech:
Page:
Part of speech:
Page:
Part of speech:
Inferred meaning:
Dictionary definition:
Word origin or root:
WORD:
Inferred meaning:
Dictionary definition:
Word origin or root:
WORD:
Inferred meaning:
Dictionary definition:
Word origin or root:
WORD:
Inferred meaning:
Dictionary definition:
Word origin or root:
UPFRONT • UPFRONTMAGAZINE.COM
PA G E 1 O F 2
Name
Class
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Word Watch (continued)
WORD:
Page:
Part of speech:
Page:
Part of speech:
Page:
Part of speech:
Page:
Part of speech:
Inferred meaning:
Dictionary definition:
Word origin or root:
WORD:
Inferred meaning:
Dictionary definition:
Word origin or root:
WORD:
Inferred meaning:
Dictionary definition:
Word origin or root:
WORD:
Inferred meaning:
Dictionary definition:
Word origin or root:
UPFRONT • UPFRONTMAGAZINE.COM
PA G E 2 O F 2
CORE IDEAS
Common Core skills pages to use with any Upfront article
Dear Teachers,
The Common Core State Standards require high school students to analyze “informational texts,” like Upfront.
Students must be able to identify central ideas, determine the figurative, connotative, and technical meanings
of unfamiliar words and phrases, understand and evaluate an author’s point of view, and compare accounts
of the same topic in a variety of formats or media.
To help you satisfy the Common Core, we’re pleased to offer the following reproducible.
“Core Ideas” can be used with any article in the magazine: You may choose to assign a specific article
or let students pick one.
Because the Common Core calls on students to analyze and compare topics from different
points of view, we suggest using “Core Ideas” with articles that feature sidebars, timelines,
historical-document excerpts, and/or infographics. You might also want to use “Core Ideas”
with supplementary online content, such as videos, slideshows, or audio interviews available
at upfrontmagazine.com.
“Core Ideas” addresses these Reading Standards for Informational Literacy:
1. Cite textual evidence to support analysis of the text.
2. Determine and analyze the central ideas of a text; provide an objective summary.
4. Determine the meaning of words and phrases as they are used in a text.
6. Determine an author’s point of view or purpose in a text.
7. Analyze various accounts of a subject told in different media or formats.
“Core Ideas” addresses these Reading Standards for Literacy in History/Social Studies:
1. Cite specific textual evidence to support analysis of primary and secondary sources.
2. Determine the central ideas of a primary or secondary source; provide an accurate summary.
4. Determine the meaning of words and phrases as they are used in a text.
7. Compare the point of view of two or more authors on the same or similar topics.
9. Compare and contrast treatments of the same topic in several sources.
We hope this material challenges your students and assists you in meeting your curriculum goals
throughout the year.
Best Regards,
Ian Zack
Executive Editor, The New York Times Upfront
UPFRONTMAGAZINE.COM
PRINT THIS OUT
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CORE IDEAS
Article title and page number: ___________________________________________________________________
Answer the following questions.
1. Share the central ideas and key details of the article in a brief summary.
2. How is this issue or event relevant today? Is it particularly relevant to young people?
Cite evidence from the article to support your response.
UPFRONT • UPFRONTMAGAZINE.COM
PA G E 1 O F 2
CORE IDEAS (continued)
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3. Identify two words or phrases in the text that are unfamiliar to you. Write the meaning of each
and cite any context clues from the text that help you determine their meanings.
4. Describe the author’s point of view and/or purpose in writing this article.
Cite evidence from the text.
5. Consider an accompanying element that supports the main text, such as a graph, timeline,
separate article, or video. (Videos and other digital content are available at upfrontmagazine.com.)
How does the second source contribute to your understanding of the topic?
Compare and contrast the main text and accompanying element.
UPFRONT • UPFRONTMAGAZINE.COM
PA G E 2 O F 2
graph
For use with “Who Gets to Work at Abercrombie?” on p. 8 of the magazine
Americans and Religion
The chart below, left, shows the
religious composition of the U.S.
today. The chart below, right,
projects the religious composition
for 2050 based on data on age,
fertility, mortality, migration, and
changes in affiliation.
I
n the case E.E.O.C. v. Abercrombie & Fitch Stores, the U.S. Supreme Court is
weighing how far private companies should have to go to accommodate the
religious beliefs of employees (see article, p. 8). The case involves a young Muslim
woman, but the Court’s ruling could have wide-reaching implications for
understanding of who the decision is likely to affect today and in the future.
Religious Composition of the U.S., 2010*
Religious Composition of the U.S., 2050 (projected)
0.6%
2.0%
HINDUS
OTHER
0.8%
1.2%
OTHER
0.9%
MUSLIMS
Source: pew research center’s religion & Public life project
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Americans of all religious stripes. Examine the two pie charts below to get a better
16.4%
25.6%
HINDUS
UNAFFILIATED
UNAFFILIATED
2.1%
1.2%
MUSLIMS
BUDDHISTS
1.4%
BUDDHISTS
1.8%
JEWS
1.4%
78.3%
66.4%
JEWS
CHRISTIANS
CHRISTIANS
Note: Figures may not total
100% due to rounding.
*Latest data available.
analyze the graph
1. W
hich of these
2. B
etween 2010
3. W
hich non-
4.
In 2010, Catholic
5. T he U.S. is
groups is not
and 2050, the
Christian
Christians made
expected to have
expected to
percentage of
affiliation is
up about
about 400 million
increase as a
Christians in the
expected to make
23 percent of the
people in 2050.
percentage of the
U.S. is expected
up the greatest
U.S. population.
About ___ of them
U.S. population by
to ___.
percentage of
Non-Catholic
are projected to
Americans in
Christians made
be Hindus.
2050?
up about ___.
2050?
a remain the same
a Buddhists
b drop by about 6
b Jews
c Hindus
percentage points
c drop by about 12
d Unaffiliated
percentage points
d be cut in half
a 460,000
a Muslims
a 78 percent
b 1.9 million
b Buddhists
b 66 percent
c 3.2 million
c Hindus
c 55 percent
d 4.8 million
d Jews
d 34 percent
discussion questions
1. In the total global population, the percentage of people with no religious affiliation was 16 percent in 2010 and is projected
to drop to 13 percent by 2050. How does this compare with the trend in the U.S.? How might you explain the difference?
2. W
hat implications do you think the nation’s changing religious composition will have for workplaces, schools, and
communities? Why?
3. D
oes any of the information presented on these two pie charts surprise you? Explain.
May 1 1 , 20 1 5 • u p f r o n t m aga z ine .co m • 1 1
cartoon analysis
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For use with “The Iran Deal” on p. 16 of the magazine
STEVE GREENBERG • PoliticalCartoons.com
analyze the political cartoon
1. What does this handshake represent?
2. What are some ways to interpret crossed fingers? What do you think this cartoonist hopes to convey by showing
both sides with fingers crossed?
3. What else do you notice about the fingers on the “Iran” hand? What do the symbols mean?
4. What’s your view of the possible nuclear agreement between the West and Iran? Do you think it will succeed?
Why or why not?
5. How might President Obama respond to this cartoon? Explain.
Upfront • upfrontmagazine.com
m ay 1 1 , 2 0 1 5
photo analysis
For use with “Who Gets to Work at Abercrombie?” on p. 8 of the magazine
analyze the photo
(This photo is on the cover of the magazine.)
1. T his woman accused Abercrombie & Fitch of discriminating against her in the hiring process because
of her Muslim head scarf. What details do you notice about the photo’s setting?
2. What words might you use to describe her attire?
3. What questions does this photo raise for you about religious freedom and about the case involving
Chip Somodevilla/Getty Images
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Who Gets to Work at Abercrombie?
Abercrombie & Fitch?
Essay
Why do you think the Supreme Court agreed to hear this case?
Upfront • upfrontmagazine.com
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