A SUPPLEMENT TO Views From Abroaddfy9psslmdu4q.cloudfront.net/media/2EDE5F22-A174-8B54... · 2016-02-26 · Trump does not believe Ted Cruz should be president. 2. Which sentence

A S U P P L E M E N T T O

THE POLITICAL CARTOON, a drawing that comments on a particular issue or person, conveys often complex ideas through symbols. Most of the car-toons you see in Junior Scholastic are drawn by Americans. But in this spe-cial World Week supplement, we look at what some cartoonists outside the United States are thinking about.

Often, cartoons from abroad pro-vide a perspective on the activities of Americans that might surprise us. Others comment on issues that affect the whole planet. For example, how

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JS-WW16

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Views From AbroadHow do people in other countries see issues facing the world?

This sampling of political cartoons will give you an idea.

See the February 29, 2016, Teacher’s Guide, p. T-15, for answers to our World Week questions.

DAVID ANDERSON • ARTIZANS.COM

UNITED KINGDOM

Junior Scholastic®

does the cartoon above depict the gap between rich and poor? How does the drawing of the scale make the cartoon’s message particularly effective?

As you study each cartoon on the following pages, keep in mind some devices that cartoonists use to express their opinions:

caricature: an exaggerated draw-ing of a person, either to poke fun or to make the subject instantly recognizable

symbolism: the use of an object that is widely understood to stand for a country, an institution, or an idea.

Uncle Sam, for example, is a well-known symbol of the U.S.

hyperbole (hy-PUR-buh-lee): a deliberate exaggeration, often for comic effect

irony: Irony can be tricky to grasp. It has several similar but different mean-ings, including: a situation or state-ment that differs from what you or the character in the cartoon might expect; when a cartoon’s message contradicts its language or symbols; and when a character in a cartoon clearly doesn’t understand something the reader does.

RI.6-8.7

2 FEBRUARY 29, 2016 • WORLD WEEK SUPPLEMENT • JUNIOR SCHOLASTIC

Guns

Migrants

PETER BROELMAN • POLITICALCARTOONS.COM

OSAMA HAJJAJ • CAGLE CARTOONS

MANNY FRANCISCO • CAGLE CARTOONS

TOM JANSSEN • CAGLE CARTOONS

1 | AUSTRALIA

3 | JORDAN

2 | PHILIPPINES

4 | NETHERLANDS

The U.S. has more guns per person—and more gun violence—than any other

developed country in the world. (See JS, Feb. 8.) The people of other nations often

view this feature of American life curiously, or critically—sometimes very critically.

In recent years, millions of refugees have fled violence in places like Syria. (See JS,

Sept. 7.) European nations are struggling to deal with the flood of people. Meanwhile,

Saudi Arabia and other Persian Gulf nations have resisted resettling refugees.

NAME: _______________________________________________ Junior Scholastic®

SKILLS SHEET

JUNIOR SCHOLASTIC • WORLD WEEK SUPPLEMENT • FEBRUARY 29, 2016 3

ISIS

China

LOUIS CHAVEZ • CARTOON ARTS INTERNATIONAL • THE NEW YORK TIMES

SYNDICATE

PARESH NATH • CARTOON ARTS INTERNATIONAL • THE NEW YORK TIMES

SYNDICATE

LUOJIE • CHINA DAILY, CHINA • CAGLE CARTOONS

BRANDAN REYNOLDS • BUSINESS DAY • CARTOON MOVEMENT

5 | HONDURAS

7 | UNITED ARAB EMIRATES

6 | CHINA

8 | SOUTH AFRICA

The world is in turmoil over ISIS, the Islamic State of Iraq and Syria. (See JS, Jan. 11.)

Not only does the radical Islamist group control a large part of those two countries,

its role in spreading violence to other lands seems to be increasing from day to day.

The rapid growth of China’s economy in recent years, now second only to America’s,

has stalled. Economies worldwide are so intertwined today that the slowdown has had

major consequences for countries that depend on China’s growth. (See JS, Nov. 23.)


SKILLS SHEET

4 FEBRUARY 29, 2016 • WORLD WEEK SUPPLEMENT • JUNIOR SCHOLASTIC

1. The cartoonist has drawn a clap-perboard, which is used to mark the beginning of each scene during the film-ing of a movie. What has happened to this one, and why might that be ironic?

2. What symbolism does this cartoon use to make a point? How does the cartoon-ist change the symbol for his purpose?

3. Many Europeans seek to control the number of refugees crossing their borders. What does this cartoonist believe about that effort? What details in the cartoon illustrate the point?

4. This cartoon passes judgment on a particular group of world leaders. What details of the cartoon tell you this?

5. What is the figure who represents ISIS dreaming of in this cartoon? Has the dream come true?

6. Who is depicted in this cartoon? What is his problem?

7. What difficult situation is the world dealing with in this cartoon? Explain.

8. This cartoon features a caricature of Chinese President Xi Jinping, who is at the wheel of the car. How does the cartoon use hyperbole?

9. Who is the figure in this cartoon? What has he discovered, and what caused it?

10. What is depicted in the sign held by the penguin on the left? Why is it holding the sign that way?

ESSAY Take one cartoon and explain how each of its details has a role in conveying its overall message. What other symbols can you think of that could have been added to reinforce that meaning?

QUESTIONSDIRECTIONS: Use a separate sheet of paper to answer the following questions, using spe-cific details from the cartoons. The question number refers to the number of the cartoon.

Climate Change

PATRICK CHAPPATTE • LE TEMPS • CAGLE CARTOONS

MARCO DE ANGELIS • CARTOON ARTS INTERNATIONAL

• THE NEW YORK TIMES SYNDICATE

10 | SWITZERLAND

9 | ITALY

The majority of scientists pretty much agree: Humans

have damaged the planet to an alarming extent.

How did things get so bad? What will it take to make

nations finally heed scientists’ warnings? These

cartoons have something to say about those questions.


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JUNIOR SCHOLASTIC • FEBRUARY 29, 2016

Read each story on pp. 2-5, then complete this graphic organizer. In the second column,

write an inference you made while reading. (An inference is a conclusion based on evidence

or reasoning.) In the next column, cite a detail from the text that supports your inference. In

the last column, explain your answer.

MAKING INFERENCES

Reading Between the Lines

SKILLS SHEET Name: Date:

KEY STANDARD

RI.6-8.1

ARTICLE INFERENCE DETAIL FROM TEXT EXPLANATION

Freeze-Frame!

Secrets of the

Iceman

Scrubbing Out

Microbeads

Will the Real

Panda Please

Stand Up?

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JUNIOR SCHOLASTIC • FEBRUARY 29, 2016 • PAGE 1 OF 2

Read the article on pp. 6-7, then answer these questions.

TEST PREP

Know the News: Must the President Be Born in the USA?


1. What is a central idea of the article?

A RepublicanpresidentialcandidateTedCruz

wasborninCanada.

B TheConstitution’s“naturalborncitizen”clause

isinterpretedindifferentways,anditmaybe

timetodeterminewhatitreallymeans.

C TheSupremeCourtwillsoonruleonthe

meaningofthetermnatural born citizen.

D RepublicanpresidentialcandidateDonald

TrumpdoesnotbelieveTedCruzshouldbe

president.

2. Which sentence from the article best supports

that central idea?

A “Youcan’thaveanomineewho’sgoingtobe

subjecttobeingthrownoutasthenominee,"

Trumpsays.

B Yetanotherquestionwouldremain:What

aboutthevicepresidency?

C Withquestionsabouttherequirement

becomingmorecommoninU.S.politics,

demandismountingforaclearanswertothe

modernmeaningof"naturalborncitizen."

D ArizonaSenatorJohnMcCain . . . alsohadto

dealwithquestionsaboutwhetherhecould

holdtheoffice.

3. What does incentive mean in the following

sentence? “The courts would also have incentive

to act quickly, possibly resulting in a Supreme

Court ruling that would finally settle the issue.”

A support C orders

B discouragement D motivation

4. Which of these is not required to change the

Constitution?

A approvalbyatleasttwothirdsoftheHouseof

Representatives

B approvalbyatleasttwothirdsoftheSenate

C presidentialapproval

D ratificationbyatleastthreefourthsofstate

legislatures

5. Which of the following statements is an opinion?

A The“naturalborncitizen”clausehasoutlived

itsoriginalintent.

B DonaldTrumphasraisedquestionsaboutTed

Cruz’scandidacy.

C TedCruzbelievesheiseligibletobe

president.

D TheFramersoftheConstitutioncraftedthe

“naturalborncitizen”clause.

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JUNIOR SCHOLASTIC • FEBRUARY 29, 2016 • PAGE 2 OF 2


6. What does Laurence Tribe suggest might

provide the quickest solution to the “natural

born citizen” question?

A removingtheclausefromtheConstitution

B acourtcase

C selectingDonaldTrumpastheRepublican

presidentialnominee

D authenticatingTedCruz’sbirthcertificate

7. According to the article, why does Florida

Senator Marco Rubio face questions about his

eligibility to be president?

A HewasborntoCubanimmigrantswho

weren’tyetU.S.citizens.

B Hewasbornonamilitaryinstallationinthe

PanamaCanalZone.

C HewasborninCanada.

D HewasborninCuba.

8. What does ambiguity mean in the following

sentence? “Ambiguity is always a bad thing,”

says Congressman Jim Himes . . . “It would be

good to get this straightened out.”

A decisiveness C uncertainty

B disagreement D permanence

9. Which conclusion can you draw from the article?

A TedCruzisnoteligibletobepresident.

B Theonlywaytodeterminewhat“naturalborn

citizen”meansisfortheSupremeCourtto

ruleonit.

C TheFramersoftheConstitutionintentionally

leftthe“naturalborncitizen”clausevague.

D Howeverit’sapproached,definingwhatis

meantbythetermnatural born citizen today

willlikelybeacomplicatedprocess.

10. Which sentence from the article best supports

your answer to question 9?

A “Asalegalmatter,thequestionisquite

straightforwardandsettledlaw,”[Cruz]says.

B Someexpertssaythatthe“naturalborn”

clausehasoutliveditsoriginalintent.

C Buteliminatingorclarifyingtheclausewon’t

beeasy.

D Unlikeduringtherevolutionaryperiod,we

nolongerhavetoworrythatforeignrulers

mightcometotheUnitedStatesandtryto

takeover.

Junior Scholastic®

Know the News: Must the President Be Born in the USA? cont'd.

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Junior Scholastic®


CAUSE EFFECT PAGE

Some people argue that, according to the

Constitution, Ted Cruz is ineligible to be

president.

The Framers of the Constitution feared that the

U.S. could fall prey to foreign influence.

The phrasing of the “natural born citizen”

clause is vague, and the Supreme Court has not

ruled on it.

Some people say the “natural born citizen”

clause has outlived its original intent.

Eliminating or clarifying the “natural born

citizen” clause would not be easy.

Authors use a variety of techniques to show connections between ideas or actions. One

of those techniques is cause and effect. Read “Must the President Be Born in the USA?”

(pp. 6-7), then complete the table below with causes and effects described in the article.

UNDERSTANDING CAUSE AND EFFECT

Making ConnectionsKEY

STANDARD

RH.6-8.5

Brainstorming Mission Accomplished! Now you’re ready to write. Draft your story on separate

sheets of paper.

KEY STANDARD

WHST.6-8.3 Imagine that you just woke up, but you’re not in your room—you’re in an

underground shelter on Mars.

This is where your story (and your adventure) begins. After reading “Mission to Mars” (pp. 8-11), write a two-page fictional account of a day in your life on the Red Planet. Although

your story will be made-up, draw on facts and details from the article to make your narrative

more compelling. (For example, gravity isn’t as strong on Mars as it is on Earth, so walking

around might not be as easy as you think.) Answer the questions below to help plan your story.

INTEGRATING FACT AND FICTION

A Day on Mars

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Junior Scholastic®


Why are you on Mars and for how long? (For example, are you a NASA astronaut or an adventurous civilian?)

__________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

List three things that will happen to you during your day on Mars, incorporating a detail from the article into

each event.

1. _____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. ____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

3. ____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

Who else is on Mars with you? Come up with two supporting characters and describe what role each will play

in your story.

1. _____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. ____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

How will you start your story to draw in readers? Draft a catchy opening here.

__________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

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Junior Scholastic®


When making a big decision, it can be useful to do a cost-benefit analysis. That is a

process in which you consider both the potential costs or risks of something and the

potential benefits to decide if an action is in your best interest.

The article “Mission to Mars” (pp. 8-11) presents some of the costs and benefits of

sending humans to Mars. Using details from the article, complete the table below.

Then answer the essay question that follows.

ANALYZING DETAILS

Is Going to Mars Worth It?KEY

STANDARD

RH.6-8.1

Costs of Going to Mars (including physical and psychological risks)

Benefits of Going to Mars (including benefits to science and to humanity)

Example: Humans age faster in space, likely because of harmful radiation.

1.

2.

3.

Example: By closely studying a planet similar to our own, we could learn more about Earth.

1.

2.

3.

Putting It All Together: Now you’re ready to decide: Are the benefits of sending humans to Mars worth the

risks? Write a two-page essay in response to the Your Turn prompt on p. 11 of the article. Support your answer with details

from the table above, as well as with additional facts from the article.

Putting It All Together: Synthesizing information from your interviews, from the JS article, and from the

Your Turn assignment, write a one-page essay explaining why we should or should not observe daylight saving time in

the United States.

KEY STANDARD

SL.6-8.1

Select three people to interview about daylight saving time. Try to find people of different

ages and backgrounds to get varying perspectives on the topic. Ask each person the two

questions in the chart; jot their answers in the space provided.

UNDERSTANDING DIFFERENT POINTS OF VIEW

What’s the Big Deal About DST?

Person interviewed: _________________________________________________________________________________________

1. What are some of the pros and cons of daylight saving time?

2. Would you prefer to stop the time change? Explain your reasoning.







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Junior Scholastic®



TEST PREP

Know the News: The Daylight Saving Debate

1. Which of these is a central idea of the article?

A Argumentsoverwhethertospringforward

andfallbackhavebeenheatingupinstate

legislatures.

B Debateaboutdaylightsavingtimeoftenarises

intheMountainandCentraltimezones.

C DSTbeganasawaytoconserveenergy.

D Federallawdoesn’tallowwhatsomestates

want:toobserveDSTallyear.

2. Which statement best supports that idea?

A Americanssuggestinsurveysthatwesimply

“pickatimeandstickwithit.”

B Itappearsthatevensomepoliticiansaren’t

surewhichoptiontheyprefer.

C Lastyear,morethanadozenstatelegislatures

debatedbillsaimedatchangingthewaywe

keeptime.

D Whereveryouare,keepinmindthatafter

March13,clockswon’tchangeagainfor

another237days.

3. Which is the best synonym for the word inducesin the following statement? “The time change in

March produces an extra hour of evening daylight

that induces people to go out and spend.”

A callsout C encourages

B discourages D reminds

4. Which of these states is not in the Central time

zone?

A Arkansas C Minnesota

B Louisiana D Utah

5. Which of these statements is an opinion?

A Toavoidtheconfusioncausedbystatesand

communitiesadoptingtheirownversionsof

DST,CongresspassedtheUniformTimeAct.

B Weshouldpickatimeandstickwithit.

C In1915,DetroitmoveditselffromtheCentralto

theEasterntimezone.

D EachoptionforendingorkeepingDSTraisesa

newsetofpotentialproblemsandconfusion.

6. Which of these is the likeliest reason the author

interviewed Michael Downing for the article?

A AstheauthorofabookaboutDST,Downing

isknowledgeableaboutthesubject.

B Downingisacollegeprofessor.

C Downing’squoteswouldaddhumortothe

article.

D DowningteachesintheEasterntimezone.

7. What is the main purpose of the map?

A Itexplainshowtimezoneboundariesare

established.

B Itillustrateswhymanylegislatorswantto

changehowtheirstateobservesDST.

C Itshowshowthetimechangesfromonezone

tothenext.

D ItshowswhichcountriesotherthantheU.S.

observeDST.

8. What does the sidebar “From Time to Time”

contribute to the article?

A ItexplainsdifferencesofopinionaboutDST.

B ItexplainshowtoreadtheU.S.timezonesmap.

C ItprovesthatDSTisgoodforbusinesses.

D ItshowshowtheobservanceofDSTinthe

U.S.haschangedovertime.

9. Which of these statements is a fact?

A ObservingDSTisanuisance.

B DSTshouldbeobservedbyall50states.

C SwitchingfromtheCentraltotheEasterntime

zonewastherightmoveforDetroit.

D Thisyear,DSTbeginsonMarch13intheU.S.


A Daylightsavingtimeisunnecessary.

B Daylightsavingtimeworksbetterforthe

PacificandEasterntimezonesthanforthe

restofthecountry.

C FederallawshouldbechangedtoallowDST

toremainineffectyear-round.

D Thequestionofwhethertocontinueordo

awaywithDSTremainsunsettled.

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TEST PREP

Know the News: Out of Poverty

SKILLS SHEET Name Date:

1. Which is a central idea of the article?

A EndinghungerisoneoftheUnitedNations’

SustainableDevelopmentGoals(SDGs).

B DhakiWakoBanetahashelpedherfamily

escapeextremepovertybysellingmilkto

astoreownerinanearbytown.

C Theworld’srateofextremepovertyhasbeen

dramaticallyreducedinrecentyears.

D Twothirdsoftheworld’spoorestpeoplelive

incountriesaffectedbyviolence.

2. Which sentence best supports that central idea?

A “InSyria,...abrutalcivilwarhasforcedmore

than11millionpeopletofleefortheirlives.”

B “Suchprojectshelpfueleconomicgrowth

andimprovepeople’squalityoflife.”

C “Thenumberofpeoplelivinginextreme

povertyhasdroppedbymorethanhalfin

thepast25years.”

D “InKenyaandUganda,mobilebankingis

helpingthepoormanagetheirmoneybetter.”

3. What does excruciating mean in the following

sentence?

“That left his mother, Maria, with an excruciating

choice: ‘If I buy shoes or clothing, I don’t have

enough for food.’ ”

A agonizing C frequent

B easy D unimportant

4. How does the section “Poverty Hot Spots”

contribute to the article?

A Ittellswhatpeoplecandotohelpend

extremepovertyworldwide.

B Itexplainsthatextremepovertystillexists

inmanycountries.

C ItdiscusseshowChinahasloweredits

extremepovertyrate.

D ItdescribestheotherSDGs.

5. According to the article, what is one reason that

many people in the Democratic Republic of the

Congo live in extreme poverty?

A lackofelectricity C discrimination

B decadesofwar D frequentfloods

6. What is the main purpose of the map?

A toencouragepeopletodonatetoaidgroups

B toshowtherateofextremepovertyinvarious

countries

C toprovethattherateofextremepovertyis

higherinEthiopiathaninIndia

D toshowthat44percentofpeoplein

Bangladeshliveinextremepoverty

7. Information from the “Join the Fight!” sidebar

would best fit into which section of the main

article?

A EconomicSuccessStories

B Medical&TechImprovements

C PovertyHotSpots

D HardWorkAhead

8. Which word best describes the tone of the last

two paragraphs of the article?

A carefree C hopeful

B desperate D pessimistic


A Increasingaccesstoeducationhasnoeffect

onextremepovertylevels.

B Comparedwith1990,fewerpeopleinpoor

communitiesnowhaveaccesstovaccines.

C Theglobalextremepovertyrateislikelyto

increaseinthenearfuture.

D Manyorganizationsandgovernmentsare

teaminguptotrytoimprovepeople’slives

aroundtheworld.

10. Which sentence from the article best illustrates

your answer to question 9?

A “Adrought,flood,orearthquakecanhave

devastatingconsequences.”

B “India...hasundergoneasimilar

transformation.”

C “Governments,aidorganizations,andprivate

companiesareworkingtogethertofinance

electricalgrids.”

D “Inrecentdecades,[China]hasbeen

transformedfromapoor,unstablenation

intoaglobalsuperpower.”

Junior Scholastic®

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Authors use various elements—such as anecdotes, graphics, and statistics—to engage readers

and aid comprehension. Read “Out of Poverty” (pp. 14-19). Then select one anecdote, one

graphic or photo, and one statistic from the article and use them to complete these charts.

UNDERSTANDING AN AUTHOR’S TECHNIQUES

Building InterestKEY

STANDARD

RI.6-8.5

Anecdote

Describe the anecdote (include its page number).

Make an inference about this anecdote.

Does this anecdote make the article more interesting and contribute to the overall development of ideas? Explain.

Graphic or Photo

Describe the graphic or photo (include its page number).

Make an inference about this graphic or photo.

How does this graphic or photo contribute to the article?

Statistic

Describe the statistic (include its page number).

Make an inference about this statistic.

Why do you think the author included this statistic?

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Read “Is It Fair to Pay Teens Less Than Adults?” (pp. 22-23), then follow the directions

below to analyze each author’s claim and decide who makes a stronger case.

EVALUATING ARGUMENTS

Analyzing Authors’ Claims


KEY STANDARD

RI.6-8.8

Evaluate Which author do you think makes his case more effectively? Do you spot any weaknesses—such as bias or

missing information—in either argument? Explain your answer on a separate sheet of paper.

Junior Scholastic®

AUTHOR: Bob BattlesGeneral Counsel & Government Affairs Director,

Association of Washington Business

AUTHOR: Marilyn WatkinsPolicy Director,

Economic Opportunity Institute

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.

List evidence the author gives to support REASON 1.

REASON 1: Name one reason the author gives for his claim.


REASON 2: Name another reason the author presents.


REASON 2: Name another reason the author presents.


What persuasive devices does the author use?

_____ Appeals to emotions

_____ Uses data or scholarly research

_____ Explains why the other side’s argument is weak

_____ Other: _______________________________________________

What persuasive devices does the author use?

_____ Appeals to emotions

_____ Uses data or scholarly research

_____ Explains why the other side’s argument is weak

_____ Other: _______________________________________________

KEY STANDARD RH.6-8.2 RH.6-8.3

RH.6-8.1 RH.6-8.8 Quiz Wizard How much do you know about what’s

in this issue? Take this quiz to find out.

CENTRAL IDEA OR DETAIL?

Must the President Be Born in

the USA? (pp. 6-7)

Label each statement CI for

central idea or D for detail.

____ 1. Marco Rubio faces at least

one lawsuit in Florida

claiming that he isn’t a

“natural born” citizen.

____ 2. The “natural born

citizen” rule continues to

generate confusion and

controversy.

____ 3. Demand is mounting

for a clear answer to

the modern meaning of

“natural born citizen.”

____ 4. Yet another question

would still remain:

What about the vice

presidency?

____ 5. Arizona Senator John

McCain had to deal with

questions about whether

he could hold the office.

COMPARE AND CONTRAST

Mission to Mars (pp. 8-11)

Fill in the circle of the correct

answer to each question.

6. How would the effects of the

sun’s radiation on astronauts

on Mars differ from their

effects on them on Earth?

A Theplanetshavesimilar

atmospheres,soastronauts

wouldbeusedtothe

radiation.

B TheatmosphereonMars

issodensethatastronauts

wouldn’thavetoworry

aboutradiation.

C TheatmosphereonMars

istoothintoprotect

astronautsfromradiation.

7. How do Scott Kelly’s and

Mark Kelly’s current roles with

NASA compare?

A ScottisinspacewhileMark

isathomeinArizona.

B ThetwowillexploreMars

togetherin2030.

C Theyareinspaceontwo

differentmissions.

8. How is Mars similar to Earth,

making Mars promising as a

planet we could eventually

colonize?

A Bothplanetshaveplentyof

oxygenandenoughgravity

tomakeitsafetowalk

around.

B Marshasa24-hourday

andmayhavewaterand

othersignsoflife.

C Bothhavemoderate

temperaturesof20to90

degreesFahrenheit.

9. How are people’s bones

affected by the lack of gravity

in space?

A Peoplehavetowork

hardertostandupright,so

theirbonesgetstronger.

B Bonesdon’thaveto

supportabody’sweight,

sotheygrowlonger

andthicker.

C Bonesaren’tsupportinga

body’sweight,sotheylose

calciumandbecomefrail.

10. Hawaii Space Exploration

Analog and Simulation

volunteers experience which

of the following, similar to

what they would face on

Mars?

A Theyliveinasmall,

enclosedspace.

B Theyaren’tableto

communicatewiththe

outsideworld.

C Theyhavetogetusedto

beingweightless.

CHRONOLOGICAL ORDER

The Daylight Saving Debate

(pp. 12-13)

Number these events in the order

in which they occurred, from 1st

to 5th.

____11. Congress extends DST to

eight months.

____12. U.S. leaders implement

DST to save energy.

____13. Congress passes the

Uniform Time Act.

____14. Congress adopts DST

during World War II.

____15. Detroit moves to the

Eastern time zone.

FACT OR OPINION?

Out of Poverty (pp. 14-19)

Label each statement F for fact or

O for opinion.

____16. The world is making

strides in reducing

extreme poverty.

____17. The U.N.’s 17 Sustainable

Development Goals don’t

go far enough toward

solving world problems.

____18. More governments

should adopt China-style

economic reforms.

____19. Extreme poverty is

defined as living on less

than $1.90 a day.

____20. Nearly two thirds of the

world’s poorest people

live in countries affected

by violence and conflict.

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Read the following definitions and example sentences of vocabulary words from this issue. Then find two other words from the issue to define and give an example for each.

Words to Know


Junior Scholastic®

1. chamber of commerce (n): a group of people who work together to promote businesses in their area • example: In Brooklyn, New York, the chamber of

commerce is trying to encourage more big-box stores like IKEA to move into Brooklyn neighborhoods.

2. colonize (v): to establish control of a place and send people to live there • example: People sent by the Virginia Company of

London to help colonize the New World founded the settlement of Jamestown in 1607.

3. developing nation (n): a country whose people live on far less money and with fewer resources than in industrialized nations • example: With widespread hunger and a lack of basic

needs like housing and electricity for many people, India is still considered a developing nation.

4. genome (n): the complete set of genes or genetic material present in a cell or an organism • example: By decoding a human genome, scientists can

learn more about how disease affects a person and how to combat it.

5. minimum wage (n): the lowest hourly rate an employer can legally pay its workers • example: Emeryville, California, has raised its

minimum wage to $14.44 an hour, one of the highest of any city in the U.S.

6. Navajo Nation (n): the Indian-governed territory in northeastern Arizona, southeastern Utah, and northwestern New Mexico. It is subject to federal laws, but not to state laws. • example: The largest Native American-governed

territory, the Navajo Nation has a population of more than 250,000 on a land area slightly larger than West Virginia.

7. ratification (n): the formal approval of something, often by a vote • example: By 1982, it was clear to champions of

women’s rights that the proposed Equal Rights Amendment to the Constitution was going to fall three states short of ratification.

8. World Bank (n): an international organization that provides loans to developing nations to help reduce poverty and support development • example: To bail out its bankrupt economy, experts

say, the African nation of Nigeria is seeking a multibillion-dollar loan from the World Bank.

9. word: ___________________________________ ( ):

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

• example: ______________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

10. word: ___________________________________ ( ):

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

• example: ______________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

BUILDING VOCABULARYKEY

STANDARD

RH.6-8.4

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JUNIOR SCHOLASTIC

Choose any two articles in this issue of JS and complete the graphic organizers below

by filling in the central idea and three details. The central idea is what an article is mostly

about. Details support the central idea.

DETERMINING THE CENTRAL IDEA

What’s It All About?


Junior Scholastic®

TIP: A central idea is not necessarily the article’s first sentence. You can find the central idea by

reading the text closely and asking yourself, “What does the author most want me to know?”

Putting It All Together Choose one of the articles you examined above and summarize it in

three to four sentences.

ARTICLE 1

CENTRAL IDEA

DETAIL 1 DETAIL 2 DETAIL 3

ARTICLE 2

CENTRAL IDEA

DETAIL 1 DETAIL 2 DETAIL 3

KEY STANDARD

RH.6-8.2

JUNIOR SCHOLASTIC

Welcome to do-it-yourself vocabulary! We’re leaving it to you to teach yourself the

meanings of unfamiliar words you encounter in any JS article. In the space provided, write the

name of the article you are working on. Then find three words in that piece whose meanings

you’re unsure of. Write each word in one of the gray tabs, followed by the page number where

it appears. Then write what you think the word means, based on context clues. Next, look up the

word in a dictionary and write down its definition. Finally, use the word in a sentence.

BUILDING VOCABULARY

DIY Vocabulary


ARTICLE:

word: page:

What I think the word means, based on context clues:

Dictionary definition:

Example sentence:

word: page:



Example sentence:

word: page:



Example sentence:

KEY STANDARD

RH.6-8.4

Junior Scholastic®

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JUNIOR SCHOLASTIC

News stories convey information in a clear, precise way. Review the elements of a news

story below. Then look closely at any feature story in JS to answer the questions that follow.

IDENTIFYING TEXT FEATURES

Anatomy of a News Story


RI.6-8.5

Junior Scholastic®

Headline: This is the main title of the story. A good headline attracts readers’ attention and suggests what the story is about.

Deck: This appears below or next to the headline. It is usually a one- or two-sentence summary of what the story is about.

Lead (pronounced leed): This is the first sentence or paragraph of the story. A good lead should pique readers’ interest so that they want to read more. It should connect quickly to the story’s main idea.

Subheads: These are mini-headlines that separate sections of the story. Subheads break the story into shorter, more-readable segments.

Nut graph: This paragraph sums up what the story is about. It usually follows the lead.

Graphic elements: Photographs, charts, drawings, diagrams, and maps are visual aids that help illustrate the news story and provide extra information.

Caption: This is a phrase or a short explanation of what is shown in a photograph, illustration, chart, or map.

Sidebar: This is a short article that relates to, but is separate from, the main story. It may help put the main story in context—by providing historical background, for example—or present additional information about the topic of the main story.

1. Find an example of a headline.

After you’ve read the story,

write a new headline for it.

___________________________________

___________________________________

___________________________________

2. Find an example of a subhead.

What does the subhead tell

you about the section that

follows it?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

3. Describe a graphic element

that appears with the story.

How does it help illustrate

the main text?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

4. Find an example of a caption.

What does it tell you about

the graphic element it

accompanies?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

5. Does the lead of the story

pique your interest? Why or

why not? After you’ve read the

story, write a new lead.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

QUESTIONS

KEY STANDARD

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A SUPPLEMENT TO Views From Abroaddfy9psslmdu4q.cloudfront.net/media/2EDE5F22-A174-8B54... · 2016-02-26 · Trump does not believe Ted Cruz should be president. 2. Which sentence