Overview

Lesson Procedure

60-75 minutes of class time across 5 phases.

1. Warm-Up5-10 minutes
2. Direct Instruction20 minutes
3. Guided Practice15 minutes
4. Independent Practice15-20 minutes
5. Closure5-10 minutes

1. Warm-Up5-10 minutes

   Warm-Up Prompt

   "Think of a real person you have both read about and seen in a video, a film or a museum. Name one detail the video or exhibit showed you that the reading did not, and one detail the reading gave you that the video skipped."

   Collect answers in two columns, "only in print" and "only on screen or in the exhibit." Point out that the print column tends to hold reasons, dates and the person's own words, and the screen column tends to hold faces, places, sounds and moments. Tell students that RI.9-10.7 asks them to do this on purpose: compare accounts of one subject told in different mediums and decide which details each one emphasizes.

2. Direct Instruction20 minutes

   Part 1: How each medium shows emphasis. A medium is the form an account takes: a printed book, a newspaper, an audio recording, a film, a museum exhibit. Multimedia combines several of these, such as images, sound, narration and on-screen text. An account emphasizes a detail when it gives that detail weight: it puts it first or last, spends many words or seconds on it, repeats it, or shows it with an image or a sound. A detail an account leaves out tells you something too.

   Where to look for emphasis in each medium

   Tool	In print	In multimedia
   Placement	What the account tells first and last	The opening shot and the closing shot
   Amount	Number of sentences or words on a detail	Seconds of screen time on a topic
   Voice	Whose words are quoted, and who says "I"	Who narrates, whose words an actor reads
   Senses	Descriptive words and images in the text	Pictures, maps, music and sound effects
   Labels	Titles, headings, captions	On-screen text, titles, exhibit labels
   Omission	Facts the writer skips	Facts the film never shows or says

   Part 2: One life, two mediums. Introduce the subject: Matthew Henson (1866-1955), an African American explorer who traveled with Robert Peary on Arctic expeditions for more than twenty years and was one of the six men at the camp Peary called the North Pole in April 1909. Read Passage 1, the opening of Henson's 1912 autobiography, aloud. Then read Passage 2, a storyboard for a short documentary written for this page. A storyboard is the plan for a film, shot by shot: what viewers see, what they hear, what the narrator says and what text appears on the screen. Model the worked examples, then show Diagrams 1 and 2.

   1When the news of the discovery of the North Pole, by Commander Peary, was first sent to the world, a distinguished citizen of New York City, well versed in the affairs of the Peary Arctic Club, made the statement, that he was sure that Matt Henson had been with Commander Peary on the day of the discovery. There were not many people who knew who Henson was, or the reason why the gentleman had made the remark, and, when asked why he was so certain, he explained that, for the best part of the twenty years of Commander Peary's Arctic work, his faithful and often only companion was Matthew Alexander Henson.

   2To-day there is a more general knowledge of Commander Peary, his work and his success, and a vague understanding of the fact that Commander Peary's sole companion from the realm of civilization, when he stood at the North Pole, was Matthew A. Henson, a Colored Man.

   3To satisfy the demand of perfectly natural curiosity, I have undertaken to write a brief autobiography, giving particularly an account of my Arctic work.

   4I was born in Charles County, Maryland, August 8, 1866. The place of my birth was on the Potomac River, about forty-four miles below Washington, D. C. Slavery days were over forever when I was born. Besides, my parents were both free born before me, and in my mother's veins ran some white blood. At an early age, my parents were induced to leave the country and remove to Washington, D. C. My mother died when I was seven years old. I was taken in charge by my uncle, who sent me to school, the "N Street School" in Washington, D. C., which I attended for over six years. After leaving school I went to Baltimore, Md., where I shipped as cabin-boy, on board a vessel bound for China. After my first voyage I became an able-bodied seaman, and for four years followed the sea in that capacity, sailing to China, Japan, Manilla, North Africa, Spain, France, and through the Black Sea to Southern Russia.

   5It was while I was in Washington, D. C., in 1888, that I first attracted the attention of Commander Peary, who at that time was a civil engineer in the United States Navy, with the rank of lieutenant, and it was with the instinct of my race that I recognized in him the qualities that made me willing to engage myself in his service. I accompanied him as his body-servant to Nicaragua. I was his messenger at the League Island Navy Yard, and from the beginning of his second expedition to the Arctic regions, in 1891, I have been a member of every expedition of his, in the capacity of assistant: a term that covers a multitude of duties, abilities, and responsibilities.

   1Shot 1 (0:00-0:25). Visual: Arlington National Cemetery in spring. The camera moves slowly past rows of white headstones and stops at Matthew Henson's headstone, a few steps from Robert Peary's tall monument. Sound: wind, then a single trumpet note. Narrator: "In 1988, almost eighty years after the North Pole expedition, Matthew Henson was reburied here, near the commander he had followed for more than twenty years." On-screen text: Arlington National Cemetery, 1988.

   2Shot 2 (0:25-0:50). Visual: an animated map of Maryland. A dot appears on the Potomac River in Charles County, and a line carries it north to Washington, D.C. Sound: soft piano music. Narrator: "He was born here in 1866, the year after the Civil War ended. His parents moved the family to Washington, and his mother died when he was seven." On-screen text: Born August 8, 1866.

   3Shot 3 (0:50-1:10). Visual: an engraving of a sailing ship, then a world map on which a line traces voyages to China, Japan, North Africa and the Black Sea. Sound: creaking wood, gulls, waves. Narrator: "As a boy he shipped out of Baltimore as a cabin boy, and he came home an able seaman."

   4Shot 4 (1:10-1:30). Visual: an archival photograph of a Washington street in the 1880s, then a portrait of the young Robert Peary in a Navy uniform. Sound: street noise that fades out. Narrator: "Back in Washington, he met a young Navy engineer who needed a servant for a survey trip to Nicaragua." On-screen text: 1887 or 1888? Peary's book and Henson's book give different years.

   5Shot 5 (1:30-2:10). Visual: a reenactment. Henson's hands bore holes in a sledge runner and thread sealskin lashings; a dog team pulls a loaded sledge across rough ice; Henson talks with Inuit hunters in their own language. Sound: dogs barking, runners scraping, wind. Narrator: "Over eighteen years in the Arctic, Henson built sledges, drove dogs and learned the language of the Inuit families who traveled with the expeditions." An actor reads a line from Henson's 1912 book: "I have come to love these people."

   6Shot 6 (2:10-2:50). Visual: an animated map of the Arctic Ocean. A line moves north from Cape Columbia. On April 1, 1909, one branch turns back as Captain Bartlett's team heads south, and six small figures continue. The map dissolves into a reenactment of a silk flag rising over an igloo. Sound: wind and a slow drumbeat that grows louder. Narrator: "For the last five marches there were six: Peary, Henson, and four Inuit men, Ootah, Egingwah, Seegloo and Ooqueah." On-screen text: April 6, 1909: the camp Peary called the Pole.

   7Shot 7 (2:50-3:30). Visual: front pages from September 1909 announcing that Peary had reached the Pole, then a photograph of Henson in later life. Sound: a telegraph key clicking, then silence. Narrator: "The headlines named Peary. Henson went back to ordinary work, and for more than twenty years he was a clerk in the U.S. Customs House in New York. In 1912 he told his own story in a book." On-screen text: A Negro Explorer at the North Pole (1912).

   • Print: what Henson puts first

     Henson does not begin with his birth. Paragraph 1 opens with a New York man who was "sure that Matt Henson had been with Commander Peary on the day of the discovery," and notes that "There were not many people who knew who Henson was."

     Result: Placement shows emphasis. Before telling his life, Henson emphasizes that the public barely knew him, so the autobiography reads as a correction written to "satisfy the demand of perfectly natural curiosity" (paragraph 3).

   • Print: details that build a self-portrait

     Paragraph 4 names the "N Street School," which he attended "for over six years," and lists voyages to "China, Japan, Manilla, North Africa, Spain, France, and through the Black Sea to Southern Russia." Paragraph 5 calls his job "assistant: a term that covers a multitude of duties, abilities, and responsibilities."

     Result: Henson emphasizes his schooling, his experience at sea before he met Peary, and the size of his job. The details present an educated, widely traveled man with many skills, not only a helper.

   • Multimedia: where the documentary starts

     Shot 1 of Passage 2 opens at Arlington National Cemetery in 1988: the camera moves past headstones to Henson's, near Peary's monument, and a single trumpet note sounds.

     Result: The film starts with how Henson was honored late, not with his birth. Camera movement, the setting and the trumpet tell viewers that this is a story about recognition before the narrator says a word.

   • Same facts, two mediums

     Henson's years at sea take one sentence in Passage 1. In Passage 2 they become Shot 3: a ship engraving, a map with a moving line, gulls and waves, and one sentence of narration.

     Result: Print keeps Henson's own voice and the full list of ports; the documentary drops most of the list but makes the distance visible. Each medium emphasizes a different side of the same facts: what he did, and how far he went.

   • Measuring emphasis: space and time

     Passage 1 has 468 words; paragraphs 1-2, about how little the public knew of Henson, have 157 of them. In Passage 2, Shots 1 and 7, about his burial and the headlines, fill 65 of 210 seconds (Diagram 2).

     Result: 157/468 is about 34 percent and 65/210 is about 31 percent. Both accounts give about a third of their length to recognition, but the documentary places it at both ends, the most emphatic positions, while Henson places it only at the start and then tells his own story.

3. Guided Practice15 minutes

   Pairs read Passage 3, from Peary's own 1910 book about the expedition. It comes from a chapter in which Peary introduces each member of his team. Pairs highlight what Peary emphasizes about Bartlett in one color and about Henson in another, then add the results to the Detail Tracker (Activity 1).

   1First and most valuable of all was Bartlett, master of the Roosevelt, whose ability had been proved on the expedition of 1905-6. Robert A. Bartlett, "Captain Bob," as we affectionately call him, comes from a family of hardy Newfoundland navigators, long associated with arctic work. He was thirty-three when we last sailed north. Blue-eyed, brown-haired, stocky, and steel-muscled Bartlett, whether at the wheel of the Roosevelt hammering a passage through the floes, or tramping and stumbling over the ice pack, with the sledges, or smoothing away the troubles of the crew, was always the same--tireless, faithful, enthusiastic, true as the compass.

   2Matthew A. Henson, my negro assistant, has been with me in one capacity or another since my second trip to Nicaragua, in 1887. I have taken him with me on each and all of my northern expeditions, except the first, in 1886, and almost without exception on each of my "farthest" sledge trips. This position I have given him, primarily because of his adaptability and fitness for the work; secondly on account of his loyalty. He has shared all the physical hardships of my arctic work. He is now about forty years old, and can handle a sledge better, and is probably a better dog-driver, than any other man living, except some of the best of the Eskimo hunters themselves.

   Guide the pairs with three questions. (1) Peary describes Bartlett's looks, his family and his character ("true as the compass"). What does he describe about Henson instead? (2) Which details from Passage 1 does Peary leave out? (3) Passage 1 and Passage 3 give different years for the first meeting. How does the documentary in Passage 2 handle the difference? Students should notice that Peary emphasizes Henson's usefulness and loyalty to Peary ("secondly on account of his loyalty"), that school and sea years are absent, and that Shot 4 puts the conflict on the screen as a question instead of choosing a year.

4. Independent Practice15-20 minutes

   Students now compare three accounts of the same days, April 3-7, 1909, in two mediums: Henson's printed account (Passage 4), Peary's printed account (Passage 5) and an imagined museum exhibit (Passage 6), which combines a real photograph, labels, objects, an audio recording and a touchscreen map. They answer the quiz on their own with the passages open. Some quiz questions also refer back to the documentary storyboard in Passage 2.

   1It was during the march of the 3d of April that I endured an instant of hideous horror. We were crossing a lane of moving ice. Commander Peary was in the lead setting the pace, and a half hour later the four boys and myself followed in single file. They had all gone before, and I was standing and pushing at the upstanders of my sledge, when the block of ice I was using as a support slipped from underneath my feet, and before I knew it the sledge was out of my grasp, and I was floundering in the water of the lead. I did the best I could. I tore my hood from off my head and struggled frantically. My hands were gloved and I could not take hold of the ice, but before I could give the "Grand Hailing Sigh of Distress," faithful old Ootah had grabbed me by the nape of the neck, the same as he would have grabbed a dog, and with one hand he pulled me out of the water, and with the other hurried the team across.

   2He had saved my life, but I did not tell him so, for such occurrences are taken as part of the day's work, and the sledge he safeguarded was of much more importance, for it held, as part of its load, the Commander's sextant, the mercury, and the coils of piano-wire that were the essential portion of the scientific part of the expedition. My kamiks (boots of sealskin) were stripped off, and the congealed water was beaten out of my bearskin trousers, and with a dry pair of kamiks, we hurried on to overtake the column. When we caught up, we found the boys gathered around the Commander, doing their best to relieve him of his discomfort, for he had fallen into the water also, and while he was not complaining, I was sure that his bath had not been any more voluntary than mine had been.

   3When we halted on April 6, 1909, and started to build the igloos, the dogs and sledges having been secured, I noticed Commander Peary at work unloading his sledge and unpacking several bundles of equipment. He pulled out from under his kooletah (thick, fur outer-garment) a small folded package and unfolded it. I recognized his old silk flag, and realized that this was to be a camp of importance. Our different camps had been known as Camp Number One, Number Two, etc., but after the turning back of Captain Bartlett, the camps had been given names such as Camp Nansen, Camp Cagni, etc., and I asked what the name of this camp was to be--"Camp Peary"? "This, my boy, is to be Camp Morris K. Jesup, the last and most northerly camp on the earth." He fastened the flag to a staff and planted it firmly on the top of his igloo. For a few minutes it hung limp and lifeless in the dead calm of the haze, and then a slight breeze, increasing in strength, caused the folds to straighten out, and soon it was rippling out in sparkling color. The stars and stripes were "nailed to the Pole."

   1The last march northward ended at ten o'clock on the forenoon of April 6. I had now made the five marches planned from the point at which Bartlett turned back, and my reckoning showed that we were in the immediate neighborhood of the goal of all our striving. After the usual arrangements for going into camp, at approximate local noon, of the Columbia meridian, I made the first observation at our polar camp. It indicated our position as 89 deg. 57'.

   2We were now at the end of the last long march of the upward journey. Yet with the Pole actually in sight I was too weary to take the last few steps. The accumulated weariness of all those days and nights of forced marches and insufficient sleep, constant peril and anxiety, seemed to roll across me all at once. I was actually too exhausted to realize at the moment that my life's purpose had been achieved. As soon as our igloos had been completed and we had eaten our dinner and double-rationed the dogs, I turned in for a few hours of absolutely necessary sleep, Henson and the Eskimos having unloaded the sledges and got them in readiness for such repairs as were necessary. But, weary though I was, I could not sleep long. It was, therefore, only a few hours later when I woke. The first thing I did after awaking was to write these words in my diary: "The Pole at last. The prize of three centuries. My dream and goal for twenty years. Mine at last! I cannot bring myself to realize it. It seems all so simple and commonplace."

   [...]

   3Of course there were some more or less informal ceremonies connected with our arrival at our difficult destination, but they were not of a very elaborate character. We planted five flags at the top of the world. The first one was a silk American flag which Mrs. Peary gave me fifteen years ago. That flag has done more traveling in high latitudes than any other ever made. I carried it wrapped about my body on every one of my expeditions northward after it came into my possession, and I left a fragment of it at each of my successive "farthest norths": Cape Morris K. Jesup, the northernmost point of land in the known world; Cape Thomas Hubbard, the northernmost known point of Jesup Land, west of Grant Land; Cape Columbia, the northernmost point of North American lands; and my farthest north in 1906, latitude 87 deg. 6' in the ice of the polar sea. By the time it actually reached the Pole, therefore, it was somewhat worn and discolored.

   4A broad diagonal section of this ensign would now mark the farthest goal of earth--the place where I and my dusky companions stood.

   [...]

   5After I had planted the American flag in the ice, I told Henson to time the Eskimos for three rousing cheers, which they gave with the greatest enthusiasm. Thereupon, I shook hands with each member of the party--surely a sufficiently unceremonious affair to meet with the approval of the most democratic. The Eskimos were childishly delighted with our success. While, of course, they did not realize its importance fully, or its world-wide significance, they did understand that it meant the final achievement of a task upon which they had seen me engaged for many years.

   1Title wall. Large letters read "Six at the Top of the World" over a photograph that fills the wall: the picture printed in Peary's 1910 book with the caption "Members of the party cheering the Stars and Stripes at the Pole, April 7, 1909." Five men in fur clothing, Ooqueah, Ootah, Henson, Egingwah and Seegloo, stand on the ice with flags. Peary does not appear in it.

   2Label beside the photograph: "On April 6, 1909, six men camped at the place Robert Peary calculated to be the North Pole. Four were Inuit men from northwest Greenland, who drove the dogs, built the igloos and knew the ice. One was Matthew Henson, who had traveled with Peary for more than twenty years. Newspapers in 1909 wrote mostly about one man. This gallery is about six."

   3Case 1. A full-size replica of the kind of sledge Henson built and repaired on the ice, with sealskin lashings. Beside it are a pair of sealskin boots (kamiks) and a shallow pan of mercury like the one Peary used as an artificial horizon when he measured the height of the sun with his sextant.

   4Audio station. Visitors lift a handset and hear an actor read, in about one minute, Henson's account of falling into open water on April 3 and being pulled out by Ootah. A panel above the handset prints one line from it in large type: "He had saved my life, but I did not tell him so."

   5Touchscreen map. Visitors drag a slider through the days from March 1 to April 6, 1909. Each day lights up a camp on the map and lists who was still traveling north, as the support teams turned back one by one.

   6Final wall. A question in large letters, "Who reached the Pole?", and a board where visitors pin cards with their answers. Beneath it, a label lists what Peary had promised each Inuit man who went to the end: a whaleboat, a rifle, a shotgun, ammunition and knives.

5. Closure5-10 minutes

   Exit ticket: "Name one detail that Henson's account and Peary's account of April 6 both include, and one that only one of them includes. In one sentence, explain what the difference shows about what each writer emphasizes." Sort the tickets into "lists differences" and "explains emphasis" to plan the next lesson.

   Teacher note on language. The passages are quoted exactly as published in 1910 and 1912 and use the terms of their time: "negro" ("my negro assistant"), "colored man" and "a Colored Man" for Henson, "Eskimos" for the Inuit (the Inughuit of northwest Greenland), and "boys" for the grown Inuit men who traveled with Henson. Peary also calls the Inuit men "childishly delighted" and "my dusky companions," and the Foreword (Passage 7) speaks of Henson as a credit to "his race." A Negro Explorer at the North Pole is the historical title under which Henson's book was published in 1912; cite it exactly as a title, and explain that "Negro" was the respectful term in 1912 but is not used to describe people today. Say this before reading, use "Black" or "African American" and "Inuit" in discussion, and treat the old wording as evidence of each writer's point of view, which is part of what students analyze. The excerpts contain no slurs.

   Homework passage. Passage 7 is the Foreword Peary wrote for Henson's own book in December 1911. Students use it with Passages 1-3 for the homework.

   1Friends of Arctic exploration and discovery, with whom I have come in contact, and many whom I know only by letter, have been greatly interested in the fact of a colored man being an effective member of a serious Arctic expedition, and going north, not once, but numerous times during a period of over twenty years, in a way that showed that he not only could and did endure all the stress of Arctic conditions and work, but that he evidently found pleasure in the work.

   2The example and experience of Matthew Henson, who has been a member of each and of all my Arctic expeditions, since '91 (my trip in 1886 was taken before I knew Henson) is only another one of the multiplying illustrations of the fact that race, or color, or bringing-up, or environment, count nothing against a determined heart, if it is backed and aided by intelligence.

   3Henson proved his fitness by long and thorough apprenticeship, and his participation in the final victory which planted the Stars and Stripes at the North Pole, and won for this country the international prize of nearly four centuries, is a distinct credit and feather in the cap of his race.

   4As I wired Charles W. Anderson, collector of internal revenue, and chairman of the dinner which was given to Henson in New York, in October, 1909, on the occasion of the presentation to him of a gold watch and chain by his admirers:

   5"I congratulate you and your race upon Matthew Henson. He has driven home to the world your great adaptability and the fiber of which you are made. He has added to the moral stature of every intelligent man among you. His is the hard-earned reward of tried loyalty, persistence, and endurance. He should be an everlasting example to your young men that these qualities will win whatever object they are directed at. He deserves every attention you can show him. I regret that it is impossible for me to be present at your dinner. My compliments to your assembled guests."

Differentiation Strategies

Assessment Guidance

1. Question 1 of 20 · Multiple Choice

   In paragraph 1 of Passage 4, which detail does Henson emphasize most?

   AThe weather on the march of April 3 BHis fall into the open water and Ootah pulling him out CPeary's measurement of the party's position DThe new names the camps were given after Captain Bartlett turned back

2. Question 2 of 20 · Multiple Choice

   Henson writes that "the sledge he safeguarded was of much more importance" than his own rescue. Why does he give the sledge more importance?

   AIt carried all of the food for the dogs and the men BIt was the last sledge the party still had after the others broke CIt held the instruments needed for the scientific work DOotah had built it himself and wanted to protect it

3. Question 3 of 20 · Multiple Choice

   Paragraph 1 of Passage 5 gives the exact time ("ten o'clock on the forenoon of April 6") and a reading ("89 deg. 57'"). What do these details emphasize?

   AThe danger of crossing open water on the last long march north BThe skill of the Inuit men who drove the dogs and built igloos CThe weather at the polar camp at noon DPeary's calculation of exactly where the party was

4. Question 4 of 20 · Multiple Choice

   Peary quotes his diary: "The Pole at last. The prize of three centuries. My dream and goal for twenty years. Mine at last!" Which detail does this quotation emphasize?

   AA personal victory that Peary presents as his own BThe teamwork of the six men who reached the camp together CFear of the long and dangerous return journey DThe records he would leave in the ice

5. Question 5 of 20 · Multiple Choice

   How does Henson appear in the paragraphs of Passage 5?

   AHe leads the last march and chooses the place to camp BHe takes the observations of the sun CHe unloads the sledges and times the cheers DHe is not mentioned anywhere

6. Question 6 of 20 · Multiple Choice

   Both Passage 4 and Passage 5 describe Peary's silk flag. Which detail appears only in Passage 5?

   APeary unfolded the flag when the party halted on April 6 BIt had been a gift from Mrs. Peary fifteen years before CIt hung limp in the calm until a slight breeze lifted it out DHe took it out from under his thick fur outer garment

7. Question 7 of 20 · Multiple Choice

   Which detail appears in Passage 4 but not in Passage 5?

   AThe time of day when the last march northward ended BThe number of flags that were planted at the Pole CThe words Peary wrote in his diary after waking up at the Pole DThat Peary had also fallen into the water on April 3

8. Question 8 of 20 · Multiple Choice

   Peary writes that the Inuit men "were childishly delighted with our success" and that "they did not realize its importance fully." What does this choice of words show about his account?

   AIt presents them as full partners who shared equally in the discovery BIt presents them as helpers who could not understand the achievement CIt quotes their own words about what reaching the Pole meant to them DIt blames them for the delays that slowed the party on the march

9. Question 9 of 20 · Multiple Choice

   In Passage 6, which part of the exhibit puts Henson's own words at the center?

   AThe touchscreen map BCase 1 CThe final wall DThe audio station

10. Question 10 of 20 · Multiple Choice

    The title wall of Passage 6 uses a photograph in which Peary does not appear, and the label ends "This gallery is about six." What does the exhibit emphasize?

    APeary's scientific proof that he was the first to reach the Pole BThat all six men were equally famous and honored in the year 1909 CThe whole party, especially the five men the 1909 papers left out DThe cold, the hunger and the danger of the last five marches north

11. Question 11 of 20 · Multiple Choice

    What can Case 1 in Passage 6 show visitors that a printed account cannot?

    AThe real size and materials of the objects they used BWhat Henson was thinking at the moment he fell into the water CThe exact reading Peary took at the Pole DPeary's reasons for choosing Henson for the final march

12. Question 12 of 20 · Multiple Choice

    The touchscreen map in Passage 6 lists "who was still traveling north, as the support teams turned back one by one." Which part of the journey does this element emphasize?

    AHow the party grew smaller until only six men remained BThe temperature and weather on each day of the march CThe words of Peary's diary entry at the Pole on April 6 DThe newspaper headlines that announced the discovery

13. Question 13 of 20 · Multiple Choice

    Shot 7 of the documentary storyboard (Passage 2) includes a detail that neither Passage 4 nor Passage 5 includes. Which one?

    AA silk flag rising slowly over the igloo at the last camp BOotah pulling Henson out of the water on April 3 CHenson's later years working as a customs clerk DPeary's observations of the height of the sun

14. Question 14 of 20 · Multiple Choice

    The documentary's narrator says "For the last five marches there were six." Peary writes "I had now made the five marches planned." How do the two accounts present the same five marches differently?

    AThe documentary says there were five travelers, while Peary says there were six BBoth accounts name the four Inuit men who made the five marches CPeary's account stresses the danger, and the documentary stresses the calculations DThe documentary counts the six travelers; Peary's "I" puts his plan first

15. Question 15 of 20 · Short Answer

    Passage 4 (paragraph 3) and Passage 5 both describe the flag at the Pole. Explain what each account emphasizes about that moment, quoting both.

    Show model answer

16. Question 16 of 20 · Short Answer

    The audio station in Passage 6 plays Henson's account of his fall (Passage 4, paragraphs 1-2). What does hearing the account add to the exhibit, and what might a listener miss that a reader notices?

    Show model answer

17. Question 17 of 20 · Short Answer

    Which of Passages 4, 5 and 6 gives the Inuit men the most attention? Support your answer with two details and compare it with one of the other passages.

    Show model answer

18. Question 18 of 20 · Short Answer

    In September 1909, a rival explorer, Frederick Cook, had just announced that he reached the Pole in 1908, and many readers doubted one claim or the other. How might this help explain which details Peary emphasizes in Passage 5?

    Show model answer

19. Question 19 of 20 · Short Answer

    Compare Shot 6 of the documentary storyboard (Passage 2) with paragraph 3 of Passage 4. What does each medium let its author emphasize about April 6?

    Show model answer

20. Question 20 of 20 · Short Answer

    Write one new shot for the documentary in Passage 2, based on a detail from Passage 4 or Passage 5 that the storyboard leaves out. Give the visual, the sound and the narration, then explain what your shot would emphasize.

    Show model answer

These standards connect to RI.9-10.7: prerequisites to review first, parallel standards at the same level, and next steps that build on it.

Standard text: Common Core State Standards for English Language Arts & Literacy. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.