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JUNIOR SCHOLASTIC • JANUARY 9, 2017
Read each story on pp. 4-5, 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
Drone Deliveries
Testing the Five-Second Rule
Rush Repair
What Do World Leaders Earn?
Junior Scholastic®
Read the article on pp. 6-7, then answer these questions.
TEST PREP
Know the News: Fake News Fools Millions!
SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC • JANUARY 9, 2017
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1. Which is a central idea of the article? A The Boston Tribune, the Political Insider, and the
Free Thought Project are fake news websites. B Fake new stories and sites are spreading and
are raising concerns. C Objectivity and accuracy became the standard
for professional news outlets in the 20th century. D Some people create fake news to make money.
2. Which statement best illustrates that idea? A “Fake news websites . . . are multiplying. Also,
such sites have begun to play a role in real-world events.”
B “Independent verification can often confirm whether something you see online is true.”
C “Many hoax stories are obviously untrue.” D “Some companies . . . have vowed to stop fake
news sites from advertising on their platforms.”
3. Which of these statements is an opinion? A “Fake news can be hard to identify.” B “More than 80 percent of middle school
students couldn’t distinguish between real news stories and ads disguised as news.”
C “Tech companies are struggling with how to deal with fake news.”
D “Users on social media need to call out people who are sharing [fake news].”
4. What does agenda mean in this sentence? “The sources cited in articles and even ads on the page can reveal a website’s hidden agenda.”
A a dispute between political parties B a person in charge of specific tasks C a trade agreement between two nations D an underlying goal that is often kept secret
5. Which is cited as an effect of the huge growth of the internet, social media, and cable news?
A It is easier to target audiences with fake news. B It is harder to target audiences with fake news.
C Objectivity and accuracy have become the standard for professional news outlets.
D Fixing the fake news problem is a team effort.
6. What does the section “Crumbling Standards” contribute to the article?
A It explains why so many people are fooled by fake news articles.
B It gives some examples of fake news articles influencing real-world events.
C It puts fake news into historical perspective. D It shows what tech companies are doing to
limit or ban questionable news sites.
7. Which of these is a nonpartisan site that examines and verifies news reports and their sources?
A DailyNewsPolitics.com B the Free Thought Project C the Political Insider D Politifact.com
8. Which does the First Amendment prohibit from censoring speech?
A bloggers B the government C the news media D social media platforms
9. Which conclusion can you draw from the article? A Facebook is unlikely to ban all fake news from
its platform. B Facebook CEO Mark Zuckerberg is likely to call
for fake news providers to be arrested. C A new federal law will ban fake news sites. D No one creates fake news for money.
10. Which statement best summarizes the article? A “Facebook should remain an open forum.” B “Fake news websites . . . are multiplying.” C “Fake or highly distorted news is nothing new.” D “The internet provides anonymity.”
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SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC • JANUARY 9, 2017
The internet is full of useful information—as well as a lot of information that’s incorrect or biased. Sometimes telling the difference is harder than you might think.
When conducting research, it’s important to check whether your sources are credible and accurate. That’s especially true for online sources, because the web makes it easy for anyone to publish just about anything. (Remember: You should always have more than one source for any fact you use.) Here are some questions to help you determine whether your online source is trustworthy.
EVALUATING SOURCES
Not All Sources Are Created Equal
KEY STANDARD
WHST.6-8.8
Putting It All Together See if you can verify the information your online sources provide through a non-web-based source, such as a book, a map, or another reference.
WEBSITE 1: __________________________________________
Author or agency/group and credentials: _______________
________________________________________________________
Purpose of site: _______________________________________
________________________________________________________
________________________________________________________
When was it last updated? _____________________________
Is it a reliable source? Explain. _________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
WEBSITE 2: __________________________________________
Author or agency/group and credentials: _______________
________________________________________________________
Purpose of site: _______________________________________
________________________________________________________
________________________________________________________
When was it last updated? _____________________________
Is it a reliable source? Explain. _________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
1. Who created the website? The site’s URL (web
address) can help you figure this out. Sites that end
in .gov, for example, were created by the federal
government. Typically, .edu means the site is affiliated
with a college or university, and .org means that an
organization, such as a nonprofit, is behind the site.
2. What are their credentials? What qualifies this
organization or individual to provide information on
this topic? If a person runs the site, consider his or her
occupation, years of experience, and education. If an
organization runs the site, consider how long that
group has been around, and if it exists only locally or
has a national or worldwide presence.
3. What is the site’s purpose? Does the site exist
solely to inform or teach, or is it selling a product or
advocating for a particular cause? Is there evidence
that the site is biased or prejudiced in favor of a certain
outcome? (For example, a website that’s dedicated to
attacking or supporting a specific political candidate
will not be objective.)
4. Is the site current and functional? Try to find the
date when the web page or site was last updated.
(If it’s old, the data may no longer be accurate.) Are
the links working properly? Broken links, spelling
mistakes, and other errors are signs that a website
may not be trustworthy.
Choose a topic in this issue of JS to examine further. Then pick two sources from your research to analyze below.
Synthesize It Using your notes above, write a summary of the entire article on a separate sheet of paper.
KEY STANDARD
RI.6-8.1 Breaking a lengthy article into smaller pieces can help you understand it. As you read “How Trump Could Change America” (pp. 8-11), pause after each section of the story to write a two- to three-sentence summary of it on the lines below. Then complete the activity at the bottom of this page.
CLOSE READING
One Section at a Time
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SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC • JANUARY 9, 2017
Introduction
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
Immigration
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
Supreme Court
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
Communication
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
Foreign Policy
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
Environment
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
Economy
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
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SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC • JANUARY 9, 2017
Read the article on pp. 8-11, then answer these questions.
TEST PREP
Know the News: How Trump Could Change America
1. Which is a central idea of the article? A President-elect Donald Trump wants to invest
in America’s infrastructure. B Many winning candidates soften their positions. C Trump’s policies could reshape the country. D About half the country thinks Trump will fix
what’s broken in Washington.
2. Which statement best illustrates that central idea? A “A lot of things are likely to change over the
next four years.” B “Trump has vowed to put ‘America first.’” C “Trump had promised to repeal the Affordable
Care Act.” D “Trump may change the way presidents
communicate with the public.”
3. What did the Deferred Action for Childhood Arrivals (DACA) program do?
A require tougher background checks for Muslims B deport undocumented immigrants C grant citizenship to undocumented immigrants D protect young undocumented immigrants who
were brought to the U.S. illegally as children from being deported
4. Why does appointing a Supreme Court justice have a lasting impact?
A Justices have life tenure. B Justices are appointed only every four years. C Two of the Court’s liberal justices are quite old. D Court justices are not permitted to retire.
5. Which statement best summarizes the point of the political cartoon on p. 10?
A Twitter is the best way to communicate if there is an attack on the U.S.
B As president, Trump may need to focus less of his attention on tweeting.
C Trump will tweet even more as president. D Trump should cancel his Twitter account.
6. Why, according to Kathleen Hall Jamieson, are a president’s words “potentially consequential”?
A Everything the president says becomes law. B People pay close attention to his words. C His words get thousands of social media “likes.” D People often ignore what the president says.
7. Why is reaching the goals of the Paris climate agreement probably not possible without U.S. participation?
A The U.S. is the world leader in pollution. B The terms of the agreement specifically require
U.S. participation. C Climate change has had the biggest effect on
the U.S. D The U.S. is the second-largest producer of
carbon dioxide emissions.
8. What is the best definition of off-the-cuff in this sentence? “During the campaign, Trump was famous for his off-the-cuff tweeting.”
A spontaneous C intelligent B thoughtful D insensitive
9. On which of these issues has Trump softened his position since winning the election?
A NAFTA B terrorism C nominating a conservative Supreme Court
justice D the Affordable Care Act
10. Which conclusion can you draw from the article? A The economy is likely to improve over the next
four years. B Trump’s positions on some key issues are still
evolving. C The president can’t do anything without
congressional approval. D Trump will continue most of President Barack
Obama’s programs.
Read the article on pp. 12-13, then answer these questions.
TEST PREP
Know the News: Equal Pay for Equal Play?
1. Which is a central idea of the story? A The excitement of women’s tennis is pulling in
more and more fans. B The U.S. women’s soccer team has won three
World Cups and four Olympic gold medals. C The WNBA brings in much less revenue than
the NBA. D Women who play professional sports are
fighting to be paid as much as the men.
2. Which statement from the story best supports that idea?
A “Conditions are different in soccer.” B “The facts are out there. We’re generating
[more] money.” C “Historically, we’ve had a male-dominated
workforce.” D “Simply put, we’re sick of being treated like
second-class citizens.”
3. In which professional sporting events do women earn the same prize money as men?
A the Olympics B the NBA and WNBA finals C tennis’s Grand Slam tournaments D soccer's World Cup
4. What is the approximate difference between what Carli Lloyd received as a bonus for winning a World Cup and what a member of the U.S. men’s team would have received had his team won?
A $25,000 C $500,000 B $325,000 D $1 million
5. According to Lloyd, what did she and other female athletes see that “opened our eyes” about the difference in pay?
A comments from U.S. Soccer officials B the men’s team's contracts C newspaper stories D their own shrinking paychecks
6. What’s the best definition for landmark in the sentence “The victory would be a landmark that would go far beyond the soccer team”?
A the boundary of an area of land B a building or monument of historical
significance C the climax of an event D an event that indicates an important stage or
turning point
7. According to the article, which event would create that landmark?
A equal prize money for Serena Williams and Roger Federer
B a victory in court for the women’s soccer team C a victory for the men’s team in the World Cup D the WNBA pulling in as many fans as the NBA
8. Which statement best expresses why there is often a gap between men's and women’s pay in pro sports?
A Cable channels cover only men’s sports. B Men’s sports generally have more fans and
generate more revenue. C No one goes to women’s sporting events. D Female athletes normally don’t compete as
hard as male athletes.
9. In which professional sport in the U.S. do women generate more revenue than men?
A basketball C soccer B baseball D tennis
10. Which of these statements is an opinion? A The U.S. women’s soccer team has won more
championships than the men’s team. B A victory in court for the women’s soccer
team could help women in other sports. C Serena Williams says that women in tennis
should be paid the same as men. D Women’s tennis has been “carried” by star
male players.
SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC • JANUARY 9, 2017
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SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC • JANUARY 9, 2017
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After reading “Equal Pay for Equal Play?” (pp. 12-13), use this graphic organizer to organize information for an argument essay.
ARGUMENT WRITING
Organizing Your ArgumentKEY
STANDARD
W.6-8.1
CLAIM: Consider what you read in the article. Do you think female athletes should be paid the same as their male counterparts? Write your opinion here. (This will form the thesis, or central claim, of your essay.)
CONCLUSION: Summarize your main points here. Finish the essay with a strong sentence.
GATHER SUPPORTING EVIDENCE: Which details from the article and your own research support your point of view? List at least two supporting details here.
1.
2.
ACKNOWLEDGE THE OTHER SIDE: Use this space to summarize the main arguments of people who disagree with you. Then explain why you don’t hold that point of view.
KEY STANDARD
RI.6-8.4 Here are a few clues for you to puzzle over. Answers to starred clues are in the article on pp. 14-18 of JS. For the rest, you’re on your own!
BUILDING VOCABULARY
Crossword Puzzle
Across *1 In 1961, Cuban exiles
attacked Cuba at the Bay of _____.
*3 The U.S. cut off all diplomatic _____ with Cuba in the 1960s.
6 To do in someone’s stead: On _____ of
*8 _____ care is free in Cuba.
*10 The Soviet _____ propped up Cuba’s economy for decades.
*11 Fidel Castro’s death has ushered in an _____ of uncertainty.
*12 The Cuban _____ Crisis brought the world close to nuclear war.
*15 About 125,000 Cubans fled during the _____ boatlift.
*17 Cuba’s capital
*18 This cruise line is sailing between the U.S. and Cuba.
19 Ancient Greek maker of famous fables
Down 1 Not private
*2 European country that colonized Cuba
4 To engrave something into a hard surface
5 Cain’s good brother
*7 The U.S. state 94 miles from Cuba
*9 _____ restrictions from the U.S. to Cuba have been eased.
*12 Cuban-Americans celebrated Fidel’s death in this city.
*13 Raúl Castro has spent his life in his brother’s _____.
*14 The U.S. imposed this on Cuba in the 1960s.
*16 Cuban-American senator from 7 Down: Marco _____
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JUNIOR SCHOLASTIC • JANUARY 9, 2017
SKILLS SHEET Name: Date:
Junior Scholastic®
KEY STANDARD
RI.6-8.7 The death of Fidel Castro and Donald Trump’s rise to the White House raise new questions about the future of U.S.-Cuba relations. (See “Cuba After Fidel,” pp. 14-18.) One issue is how travel to Cuba will be affected. Since the 1990s, Cuba has invested in tourism to boost its sagging economy. A growing number of Americans are now joining the Canadian and European travelers flocking to the island. This graph shows the number of tourists who went to Cuba between 1995 and 2015. Use it to answer the questions.
READING A GRAPH
Tourism in Cuba
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SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC • JANUARY 9, 2017
Questions 1. About how many tourists visited Cuba in 1995? A 90,000 C 510,000 B 230,000 D 750,000
2. In which year did Cuba first have at least 2 million tourists?
A 1998 B 2000 C 2004 D 2010
3. About how many more people visited Cuba in 2000 than in 1996?
A 250,000 C 1 million B 750,000 D 1.5 million
4. Which statement is true? A About twice as many people visited Cuba in
2015 as visited in 2000.
B The number of people visiting Cuba dropped between 2005 and 2007.
C Less than 3 million people visited Cuba in 2013. D all of the above
5. Which conclusion can you draw from this graph? A The number of Canadians visiting Cuba
dropped between 2014 and 2015. B The biggest increase in annual tourism to Cuba
in the 20 years shown on the graph occurred between 2014 and 2015.
C Fewer people will visit Cuba now that Fidel Castro has died.
D In 2008, Americans made up a larger share of tourists in Cuba than Europeans did.
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0
TOU
RIST
S A
RRIV
ING
IN C
UBA
(I
N M
ILLI
ON
S)
1995 2000 2005
YEAR
2010 2015
SOURCE: The World Bank
Read the article on pp. 14-18, then answer these questions.
TEST PREP
Know the News: Cuba After Fidel
1. Which is a central idea of the article? A The collapse of the Soviet Union destroyed
Cuba’s economy. B Fidel Castro’s death and the election of
Donald Trump bring new uncertainty to U.S.-Cuba relations.
C Castro led a revolution that overthrew Cuba’s dictatorship.
D Many Cubans struggle to get by on government salaries.
2. Which of these statements best supports that central idea?
A “Raúl, now 85, has said he will step down from the presidency in 2018.”
B “The complicated relationship between the U.S. and Cuba goes back more than a century.”
C “Unable to afford new cars, many Cubans drive old American models from the 1950s.”
D “Donald Trump, who will become U.S. president on January 20, has pledged to undo many of Obama’s policy changes.”
3. Which of the following needs to happen for the U.S. to end its embargo on Cuba?
A an act of Congress B a Constitutional amendment C an order by the U.S. president D an agreement between the presidents of the
U.S. and Cuba
4. What does confiscated mean in this sentence? “He also confiscated thousands of acres of privately owned property and U.S. businesses worth millions of dollars.”
A destroyed B paid for C returned D seized
5. Which of the following statements is an opinion? A Cubans are now allowed to own businesses. B President-elect Trump should undo Obama’s
policies on Cuba. C Fidel Castro formed an alliance with the
Communist Soviet Union. D U.S. companies have started to operate
in Cuba.
6. Which best explains the structure of the section “More Travel and Trade”?
A cause and effect B compare and contrast C chronological D problem/solution
7. Which of these happened first? A Raúl Castro began to loosen restrictions on
the Cuban economy and reduced tensions with the U.S.
B U.S. President John F. Kennedy learned that Soviet missiles are being installed in Cuba.
C The U.S. and Cuba reopened embassies in each other’s capitals.
D U.S. President Dwight D. Eisenhower officially cut off diplomatic relations with Cuba.
8. Information from the timeline on pp. 16-17 would best fit into which section of the main article?
A Decades of Hostility B Cuba Under the Castros C More Travel and Trade D A New Phase?
9. Which can you conclude based on the article? A Most Cuban-Americans are pushing the U.S. to
end its embargo on Cuba. B The Cuban economy is now thriving. C The Cuban government generally doesn’t
allow Cubans to leave the country freely. D Fewer Americans traveled to Cuba in 2015
than in 1962.
10. Which detail from the article best supports your answer to question 9?
A “Thousands of Cubans risk their lives to escape to the U.S. every year.”
B “Many things that Americans take for granted, including internet access, microwaves, and air-conditioning, are luxuries in Cuba.”
C “Obama’s policy shifts have started to provide additional relief for some Cubans.”
D “Netflix launched streaming services [in Cuba] in 2015.”
SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC • JANUARY 9, 2017
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SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC • JANUARY 9, 2017
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As you read in “Cuba After Fidel” (pp. 14-18), tensions between the United States and Cuba have been high for decades. Fifty-five years ago, they threatened to escalate into a nuclear war.
On October 16, 1962, U.S. President John F. Kennedy first learned that Soviet missiles capable of reaching the U.S. were being installed in Cuba. When Kennedy addressed the nation six days later, he chose his words carefully. He had to let Americans know that the possibility of nuclear war existed, but he didn’t want to create a panic. Below is an excerpt from that speech, delivered during what became known as the Cuban Missile Crisis. Use the excerpt to answer the questions that follow.
ANALYZING A PRIMARY SOURCE
Kennedy Reassures the Nation
1. What does Kennedy say to let Americans know that the U.S. government is already taking steps to deal with this situation? ___________________________
__________________________________________________________ __________________________________________________________
2. What outcome does Kennedy consider so terrible that it would be like “ashes in our mouth”?
__________________________________________________________
3. What adjectives does Kennedy use to describe the Soviet Union and its recent actions? ___________
__________________________________________________________ __________________________________________________________
4. What phrases does he use to describe the U.S. and its recent actions? _______________________________
__________________________________________________________ __________________________________________________________
5. Based on your knowledge of history, what is Kennedy referring to when he says the 1930s taught us that “aggressive conduct, if allowed to go unchecked and unchallenged, ultimately leads to war”? ________________________________________________
__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________
Questions
KEY STANDARD
RH.6-8.9
President John F. Kennedy’s Speech to the Nation: October 22, 1962*
. . . this sudden, clandestine decision to station strategic
weapons for the first time outside of Soviet soil is a
deliberately provocative and unjustified change in the
status quo, which cannot be accepted by this country, if
our courage and our commitment are ever to be trusted
again by either friend or foe.
The 1930s taught us a clear lesson: Aggressive conduct,
if allowed to go unchecked and unchallenged, ultimately
leads to war. This nation is opposed to war. We are also
true to our word. Our unswerving objective, therefore,
must be to prevent the use of these missiles against this
or any other country, and to secure their withdrawal or
elimination from the Western Hemisphere.
Our policy has been one of patience and restraint,
as befits a peaceful and powerful nation, which leads
a worldwide alliance. We have been determined not to
be diverted from our central concerns by mere irritants
and fanatics. But now further action is required, and
it is under way—and these actions may only be the
beginning. We will not prematurely or unnecessarily
risk the costs of worldwide nuclear war in which even
the fruits of victory would be ashes in our mouth—but
neither will we shrink from that risk at any time it must
be faced.
*To listen to an audio clip of this part of Kennedy’s speech, go to bbc.co.uk/history/worldwars/coldwar/kennedy_audio.shtml#three. For the entire speech, visit microsites.jfklibrary.org/cmc/oct22/doc5.html.
Read the article on pp. 19-21, then answer the questions.
TEST PREP
Know the News: A Viking Discovery?
1. Which is a central idea of the article? A Vikings used iron to make nails for their ships. B Space archaeology has helped scientists
locate ancient pyramids and tombs in Egypt. C European explorer Christopher Columbus set
sail from Spain in 1492. D Using space archaeology, scientists have
discovered what could be a second Viking site in the Americas.
2. Which statement best supports that idea? A Space archaeologists look for variations in the
landscape, including discolored soil. B The Vikings established settlements in Iceland. C By studying satellite images taken from space,
archaeologists found evidence of a possible Viking structure buried in Canada.
D Christopher Columbus is often credited with discovering the New World.
3. How does the section “Fearless Adventurers” contribute to the article?
A It provides historical information on the Vikings, including where they traveled.
B It discusses the artifacts archaeologists have unearthed at Newfoundland.
C It explains what scientists are doing to test the materials they found at Point Rosee.
D It describes how space archaeology works.
4. What did scientists discover in 1960? A the remains of 1,000-year-old Viking buildings B Leif Erikson’s remains C a stone hearth belonging to Erikson D a Viking ship
5. What does excavating mean in this sentence? “Archaeologists are excavating Point Rosee, hoping to find proof that Vikings lived there.”
A burying B digging up C reconstructing D stealing
6. Why might the author have started the article by stating that the Vikings reached the Americas before Christopher Columbus did?
A to prove that people have been traveling by ship for centuries
B to show that the Vikings are an interesting part of North American history
C to illustrate the effects of Scandinavian culture on present-day Newfoundland
D to argue that the Vikings were skilled sailors
7. Which country is not part of Scandinavia? A Iceland C Sweden B Denmark D Norway
8. Which happened most recently? A Christopher Columbus set sail from Spain. B At the northernmost part of Newfoundland,
archaeologists found their first proof of Vikings in the Americas.
C Viking leader Leif Erikson led an expedition to the Americas from Greenland.
D Sarah Parcak started studying satellite images of North America’s eastern coast.
9. What conclusion can you draw from the article? A All Vikings were thieves and murderers. B A disease outbreak most likely forced the
Vikings to leave the Americas a few years after they arrived.
C Determining whether the Vikings settled at Point Rosee will be a time-consuming process.
D Sarah Parcak and her team have not unearthed any artifacts at Point Rosee so far.
10. What is the main purpose of the map on p. 21? A to encourage readers to learn more about
Europe B to show where archaeologists have found
possible Viking artifacts in Canada C to point out the location of the North Sea D to highlight that Greenland is a territory of
Denmark
SKILLS SHEET Name: Date:
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SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC • JANUARY 9, 2017
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KEY STANDARD
RI.6-8.1 Complete the graphic organizer below, based on “A Viking Discovery?” (pp. 19-21). Using evidence from the text, write your answer to each question in the middle column. In the right-hand column, record where you found the evidence. (Use a separate sheet of paper if necessary.)
CITING TEXTUAL EVIDENCE
Exploring Evidence
QuestionAnswer
(cite evidence from the text)Location
(page, column number)
1. Who were the first Europeans to make it to the New World?
2. What did archaeologists discover in Newfoundland in 1960?
3. In what ways were actual Vikings different from how they’re typically portrayed in TV shows and books?
4. What do experts believe about Viking leader Leif Erikson?
5. What did lead archaeologist Sarah Parcak see when she viewed satellite images of Point Rosee?
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SKILLS SHEET Name: Date:
Junior Scholastic®
Read “Should Parents Monitor Their Kids’ Digital Lives?” (pp. 22-23), then use the prompts below to analyze each author’s claim and decide who you think makes a stronger case.
EVALUATING ARGUMENTS
Analyzing Authors’ ClaimsKEY
STANDARD
RI.6-8.8
AUTHOR: Laura M. BayPresident, National PTA
AUTHOR: Jeffrey NadelFormer president, National Youth Rights Association
Author’s main claim or argument in the debate: Author’s main claim or argument in the debate:
REASON 1: Cite one reason the author gives for her claim.
List evidence the author gives to support REASON 1.
REASON 1: Cite one reason the author gives for his claim.
List evidence the author gives to support REASON 1.
REASON 2: Cite another reason the author presents.
List evidence the author gives to support REASON 2.
REASON 2: Cite another reason the author presents.
List evidence the author gives to support REASON 2.
Which persuasive devices does the author use?
_____ Appeals to emotions
_____ Uses data or scholarly research
_____ Explains why the other side’s argument is weak
_____ Other: __________________________________________
Which persuasive devices does the author use?
_____ Appeals to emotions
_____ Uses data or scholarly research
_____ Explains why the other side’s argument is weak
_____ Other: __________________________________________
Evaluate Which author do you think makes his or her case more effectively? Do you spot any weaknesses—such as bias or missing information—in either author’s argument? Explain your answers on a separate sheet of paper.
JUNIOR SCHOLASTIC • JANUARY 9, 2017
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JUNIOR SCHOLASTIC • JANUARY 9, 2017
SKILLS SHEET Name: Date:
Junior Scholastic®
TEST PREP
Quiz Wizard How much do you know about what’s in this issue? Take this quiz to find out.
RI.6-8.2 RI.6-8.8 RH.6-8.5 RH.6-8.3
CENTRAL IDEA OR DETAIL? Fake News Fools Millions! (pp. 6-7)
Label each item CI for central idea or D for detail.____ 1. There are several ways to
distinguish between fake news and the real thing.
____ 2. Some people write fake news to make money.
____ 3. The growth of the internet, social media, and cable news have made it much easier for fake news stories to go viral.
____ 4. Some political analysts think that fake news stories may have helped Donald Trump win the 2016 presidential election.
____ 5. One way to spot fake news is to see whether a nonpartisan fact-checking site has verified the information.
CAUSE AND EFFECT How Trump Could Change America (pp. 8-11)
Fill in the letter of the best answer to each question. 6. Which of these has been an
effect of the DACA (Deferred Action for Childhood Arrivals) program?
A the deportation of Muslim immigrants
B increased background checks for immigrants
C protection against deportation for undocu-mented immigrants brought to the U.S. as children
7. What could cause a second Supreme Court vacancy under Trump?
A One of the justices could retire or die.
B The term of one of the justices could expire.
C Trump could oust a justice whose opinions he disagrees with.
8. According to experts, what might happen if Trump were to pull the U.S. out of the Paris climate agreement?
A China would reduce its carbon emissions.
B Global goals of reducing carbon dioxide emissions would not be met.
C Global warming would cease to be a threat.
9. According to Trump, what would be an effect of tax cuts for wealthy Americans and businesses?
A More businesses would move out of the country.
B Other nations would be less likely to trade with the U.S.
C The wealthy would invest more money and create new jobs.
10. What has been an effect of Bashar al-Assad’s rule in Syria?
A Assad and Syria have formed an alliance with ISIS.
B Assad has engaged in a bitter rivalry with Russia.
C Hundreds of thousands of Syrians have died in Syria’s civil war.
FACT OR OPINION? Equal Pay for Equal Play? (pp. 12-13)
Label each statement F for fact or O for opinion.___ 11. It is unfair for U.S. Soccer
to be paying women’s team members less than men’s team members.
___ 12. Gender-based wage differences are nothing new in the U.S.
___ 13. Most men’s sports have more spectators and generate more revenue.
___ 14. WNBA players ought to receive the same annual salary as NBA players.
___ 15. The gender pay gap in sports is a serious problem that needs to be addressed.
CHRONOLOGICAL ORDER Cuba After Fidel (pp. 14-18)
Number these events in the order in which they occurred, from 1st to 5th.___ 16. The collapse of the Soviet
Union destroyed Cuba’s economy.
___ 17. Fidel Castro transferred power to his brother Raúl.
___ 18. The U.S. helped Cuba form its first government.
___ 19. Fidel Castro began to crack down on free speech.
____ 20. The U.S. and Cuba formally re-established diplomatic ties.
KEY STANDARDS
JUNIOR SCHOLASTIC • JANUARY 9, 2017
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 KnowKEY
STANDARD
RH.6-8.4
Junior Scholastic®
1. censorship (n): the banning of news, books, or
other public expression to suppress objectionable
material
• example: When a Virginia school district pulled copies
of To Kill a Mockingbird off school library shelves,
critics called it censorship.
2. diplomatic (adj): related to managing the affairs
between nations
• example: As Russian President Vladimir Putin sent
troops to seize Crimea, his action threatened to ignite
a diplomatic crisis with the U.S. and other Western
nations.
3. embargo (n): a ban on trade or other commercial
activity with a particular country
• example: During the 1973 Arab-Israeli War, Arab
members of OPEC—the Organization of Petroleum
Exporting Countries—imposed an embargo against
the U.S. for supporting Israel.
4. First Amendment (n): a part of the U.S.
Constitution (and Bill of Rights) that protects freedom
of religion, speech, and other public expression
• example: Even many people who don’t agree with
Colin Kaepernick’s decision not to stand for the
national anthem support his First Amendment right
of free speech.
5. mainstream media (n): traditional forms of
mass communication, such as newspapers, TV, and
radio
• example: It’s likely that The New York Times and other
institutions of the mainstream media didn’t seriously
anticipate the election of Donald Trump.
6. Middle Ages (n): the period of European history
from the 5th century to the Renaissance, which started
in the 13th century
• example: Many scholars say that the flourishing of art
and ideas in Europe and trade with the outside world
brought an end to the way people lived during the
Middle Ages.
7. New World (n): a term used in Europe around the
16th century for unexplored North and South America
• example: Although he didn’t “discover” the New World
across the Atlantic Ocean, Christopher Columbus
helped set the eyes of Europe on it.
8. partisan (adj): referring to strong support of a
political party or cause
• example: Liberal critics say the Supreme Court is
a partisan body that favors conservative laws and
beliefs.
9. tariff (n): a tax imposed by a government on
imported or exported goods
• example: The U.S. imposes a tariff of as much as
25 percent on auto parts and wool clothes from other
countries in order to protect American products from
being undercut by competitors’ lower prices.
10. word: _____________________________________ ( ):
__________________________________________________________
__________________________________________________________
__________________________________________________________
• example: __________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
11. word: _____________________________________ ( ):
__________________________________________________________
__________________________________________________________
__________________________________________________________
• example: __________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
BUILDING VOCABULARY
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JUNIOR SCHOLASTIC
Choose any two articles in this issue of JS and complete each graphic organizer below by filling in the central idea and three details. (The central idea is what an article is mainly about. Details support the central idea.)
DETERMINING THE CENTRAL IDEA
What’s It All About?
SKILLS SHEET Name: Date:
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 on a separate sheet of paper.
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
Critical Thinking Are any of your W questions still unanswered? If so, which ones? How might you go about finding the answers? Explain.
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
KEY STANDARD
RI.6-8.10 When you read an article, you might already be familiar with the topic, or it might be the first time you’ve ever heard of it. A KWL chart is a useful tool for reflecting on your own background knowledge of a topic or an event, so you can prepare to learn more and deepen your understanding.
Choose any article in this issue of JS. Before reading it, complete the K and W columns as best you can. After reading the article, fill out the L column. Then answer the critical-thinking question at the bottom of the page.
ASSESS PRIOR KNOWLEDGE
Charting Your Knowledge
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JUNIOR SCHOLASTIC
KWhat I Know
WWhat I Want to Know
LWhat I’ve Learned
SKILLS SHEET Name: Date:
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JUNIOR SCHOLASTIC
Reading an article closely involves thinking critically about the text—plus any photos, maps, graphics, and other elements—and considering how the author presents information. It often requires you to read a text multiple times. Reading closely will help you gain a deeper understanding of an article. But how do you do that? Choose any article in this issue of JS. Then use this guide to read it closely.
CLOSE READING
Close Reading Checklist
¨ STEP 1: Number each paragraph of the article. This will help you cite evidence from the text when answering questions or participating in a class discussion.
¨ STEP 2: Annotate the text. Jot down any comments or questions in the margins. Marking up the article as you read will help you pause, observe, and think critically rather than rushing through it.
* Place a star next to anything that seems important.
? Write a question mark next to words, phrases, or concepts
you don’t understand.
! Put an exclamation point next to anything you find surprising or interesting.
¨ STEP 3: Write a brief summary of each chunk or subsection of the article. (Ask yourself: What is being said?)
¨ STEP 4: Write a brief analysis of each chunk or subsection of the article. (Ask yourself: What does this section add to the article? What might have been the author’s purpose for including it? Why does the author use particular words and phrases? What inferences can I make?)
¨ STEP 5: Examine the visuals. Write a brief explanation of what any photos, maps, graphics, and other visuals show. (Ask yourself: Why might the author have included them? What do they add to the information provided in the text?)
¨ STEP 6: Dig a little deeper. Reread the article and revise your analysis as necessary. Sometimes a text is like a puzzle, and you need to read it multiple times before you can see how all the pieces fit together.
RI.6-8.1
KEY STANDARD
SKILLS SHEET Name: Date:
Junior Scholastic®
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Authors often incorporate quotes and statistics into their articles to support a claim or illustrate a point. Looking closely at these details and considering why they were included can help you understand the article—and the topic—on a deeper level.
Choose any feature article in this issue of JS. Then select three of its quotes or statistics to analyze using the table below.
CLOSE READING
Digging Into the DetailsKEY
STANDARD
RI.6-8.1
Quote or statistic (Include the page number.)
Summarize the quote or statistic in your own words.
Why might the author have included it?
Putting It All Together What other types of quotes or statistics could have been included to support this article? Explain.
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
JUNIOR SCHOLASTIC
SKILLS SHEET Name: Date:
Junior Scholastic®
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JUNIOR SCHOLASTIC
Photos and graphics are powerful tools that help convey information that words alone cannot. As a reader, you’ll get more out of an article if you think about the visuals not as mere artistic elements but as additional sources of information. Choose any feature article in this issue of JS. Then select three of its visuals to analyze using the table below.
INTEGRATING VISUALS
Close Reading of Photos and Graphics
RI.6-8.7
KEY STANDARD
Page Number
Summarize what the visual shows.
Choose a detail from the visual and explain what makes
it interesting or surprising.
Explain how this visual adds to or enhances the information
provided in the text.
Putting It All Together 1. Why do you think the editors chose to include these visuals?
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
2. What other types of photos or graphics could have been included to support this article? Explain.
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SKILLS SHEET Name: Date:
Junior Scholastic®
Putting It All Together On a separate sheet of paper, write two to three paragraphs explaining these similarities and differences. Be sure to use compare-and-contrast transition words and phrases. Key words and phrases commonly used to express comparison include similarly, both, also, as well as, in the same way, and likewise. Key words and phrases commonly used to express contrast include although, while, but, as opposed to, however, and on the other hand.
KEY STANDARD
RI.6-8.5
Choose two people, events, or ideas from any article in this issue of JS. Compare and contrast them using the Venn diagram below. List at least two differences on each side, and write any similarities in the overlapping section. Then respond to the writing prompt at the bottom of the page.
COMPARE AND CONTRAST
Understanding Similarities and Differences
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JUNIOR SCHOLASTIC
(Name of a person, event, or idea)
(Name of a person, event, or idea)
SKILLS SHEET Name: Date:
Junior Scholastic®
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 below, write the title of the article you’re 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 number of the page on which 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. Last, 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:
What I think the word means based on context clues:
Dictionary definition:
Example sentence:
word: page:
What I think the word means based on context clues:
Dictionary definition:
Example sentence:
KEY STANDARD
RI.6-8.4
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Did the author provide sufficient evidence? (Is it enough to support the claim, or is more information needed?) Explain.
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Is the author’s reasoning sound? (Is it accurate and logical? Is it based on facts, not opinions?) Explain.
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Overall, does the author successfully support his or her claim? Explain.
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KEY STANDARD
RI.6-8.8When writing an argument, authors include reasons and evidence to support their claims. Choose a claim presented in this issue of JS. Then use the following prompts to analyze it.
EVALUATING ARGUMENTS
Are You Convinced?
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Supporting EvidenceIs this piece of evidence relevant?
(In other words, does it relate to this particular claim and help to support it?) Explain.
1.
2.
Author/Speaker’s Name: _______________________________________________________________________________________________
Claim: ____________________________________________________________________________________________________________________
SKILLS SHEET Name: Date:
Junior Scholastic®
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An effective presentation has interesting content that’s delivered in an engaging way. The presenter should capture the audience’s attention by making eye contact and speaking at an appropriate volume. Any accompanying visuals should also be appealing, without too much text or any unnecessary details. Below is a checklist of five things to keep in mind when giving a presentation. Study this list before you give a presentation to remind yourself what to practice or include. Use it again after your presentation to assess how well you did. (You may want to ask a classmate to help you evaluate your performance.)
PRESENTATION SKILLS
Presentation Self-Assessment
SL.6-8.4
KEY STANDARD
Comments 1. Explain one thing you think you did particularly well.
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2. Explain one thing you think you should work to improve for next time.
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¨ Did I speak at an appropriate pace and volume?
¨ Did I make eye contact with the audience?
¨ Did I refrain from fidgeting, pacing, and other distracting body language?
¨ Did I use relevant visuals (poster, video, etc.)that enhanced my presentation?
¨ Did my visuals contain an appropriate amount of information that helped the audience understand the topic?
SKILLS SHEET Name: Date:
Junior Scholastic®
KEY STANDARD
WHST.6-8.8 When you incorporate information from other sources into your writing, you may choose to quote the material or paraphrase it. A quotation is an exact copy of the words an author or speaker uses. A quotation should be surrounded by quotation marks. You should quote a source when the language is powerful and you want to retain the exact wording. To paraphrase is to put something written or spoken by someone else into your own words. Something that’s paraphrased is not surrounded by quotation marks. You should paraphrase when you need to summarize a quote’s meaning or the exact language isn’t critical. When paraphrasing, be sure to rewrite the whole sentence; don’t just swap out a word or two.
WRITING SKILLS
Quote vs. Paraphrase
JUNIOR SCHOLASTIC
Example—quote: According to the Library of
Congress, “Abraham Lincoln was the second
speaker on November 19, 1863, at the dedication
of the Soldiers’ National Cemetery at Gettysburg.
Lincoln was preceded on the podium by the
famed orator Edward Everett, who spoke to the
crowd for two hours. Lincoln followed with his
now immortal Gettysburg Address.”
Example—paraphrase: President Abraham
Lincoln delivered his now-famous Gettysburg
Address on November 19, 1863. He spoke
to the crowd at the dedication of the Soldiers’
National Cemetery. Edward Everett, a famous
orator, addressed the audience first, delivering
a two-hour speech.
Choose any feature article in this issue of JS. Write a summary of the article on the lines below. Include at least two quotations from the article and two passages that you’ve paraphrased.
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KEY STANDARD
RI.6-8.2
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A summary is a short statement or paragraph that tells what an article is mainly about. An objective summary does not include your opinions. (Remember that summarize means to sum up. When writing a summary, you’re summing up what an article says, not weighing in on it. An objective summary is different from a review, which includes your opinions.)
Writing an objective summary can help you comprehend what you’ve read and teach other people about a topic. After all, if you can accurately explain the gist of an article to someone else in just a few sentences, it’s likely that you’ve understood what it’s about.
How do you craft an objective summary? Choose any article in this issue of JS. Then follow the steps below to summarize it.
WRITING AN OBJECTIVE SUMMARY
Summarizing 101
Challenge On a separate sheet of paper, turn your objective summary into a review of the article. How do an objective summary and a review differ in terms of purpose, tone, and content?
Step 1: Write the main idea of the article here.
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Step 2: Find three key details from the article that support that main idea. Write them in your own words in two to three sentences here. (Hint: Avoid choosing minor details from just one section of the article. Instead, pick key details that support the article’s overall main idea.)
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Step 3: Combine your answers to steps 1 and 2 to form one cohesive paragraph. Make sure your sentences are free of opinions. Revise as necessary.
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SKILLS SHEET Name: Date:
Junior Scholastic®
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News stories should 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
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 piques readers’ interest so that they want to read more. It should connect quickly to the story’s main idea.
Nut graph: This paragraph sums up what the story is about. It usually follows the lead.
Subheads: These are mini-headlines that separate sections of the story. Subheads break the story into shorter, more readable segments.
Graphic elements: Photographs, charts, maps, drawings, and diagrams are visual aids that help illustrate the 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.
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2. Find an example of a subhead. What does the subhead tell you about the section that follows it?
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3. Describe a graphic element that appears with the story. How does it help illustrate the main text?
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4. Find an example of a caption. What does it tell you about the graphic element it accompanies?
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5. Does the lead of the story pique your interest? Why or why not? After you’ve read the story, write a new lead.
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KEY STANDARD
Questions
SKILLS SHEET Name: Date:
Junior Scholastic®
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JUNIOR SCHOLASTIC
When journalists write about a news event, they gather the most important information by answering the group of questions known as the five Ws and one H: Who? What? Where? When? Why? How? Choose any article in this issue of JS. Then use the graphic organizer below to record the answers to these questions.
ANALYZING TEXT STRUCTURES
Investigate the News
Putting It All Together Where in the text did you find the answers to these questions? Which ones were answered first? Why might the author have addressed them in that order? Explain.
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RI.6-8.5
KEY STANDARD
EVENT_________________________________________
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WHO?
WHEN?
WHAT?HOW?
WHERE?WHY?
SKILLS SHEET Name: Date:
Junior Scholastic®
