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UNIT 3, Part 3 Issues of Identity

UNIT 3, Part 3 Issues of Identity. Click the mouse button or press the space bar to continue. Unit 3, Part 3. MAIN MENU. Issues of Identity (pages 664–695). We Are Family. Click a selection title to go to the corresponding selection menu. SELECTION MENU. Selection Menu (pages 664–667).

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UNIT 3, Part 3 Issues of Identity

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  1. UNIT 3, Part 3 Issues of Identity Click the mouse button or press the space bar to continue

  2. Unit 3, Part 3 MAIN MENU Issues of Identity (pages 664–695) We Are Family Click a selection title to go to the corresponding selection menu.

  3. SELECTION MENU Selection Menu (pages 664–667) Before You Read Reading the Selection After You Read

  4. BEFORE YOU READ Preview the Article In “We Are Family,” writer Chang-rae Lee comments on the unshakable bond between his relatives in Korea and himself. • From the title, what do you think the author values? • Skim the first paragraph. What mood do you think the author is trying to establish?

  5. BEFORE YOU READ Set a Purpose for Reading Read to discover Chang-rae Lee’s identification with his Korean family and culture.

  6. BEFORE YOU READ Analyzing Cultural Context When you analyze cultural context, you consider the customs, beliefs, values, arts, and intellectual activities of a group of people and use this knowledge to better understand the theme or message of a literary work.

  7. BEFORE YOU READ Analyzing Cultural Context To understand the cultural context of this selection, consider the cultural characteristics of the author’s experiences in Korea and in the United States.

  8. BEFORE YOU READ Analyzing Cultural Context Reading Tip: Taking Notes As you read, take notes using a two-column chart like the one on the next slide.

  9. READING THE SELECTION Issues of Identity Consider the following idea as you read. As a Korean American, Lee lives in and experiences two cultures simultaneously. What are the ways in which Lee introduces his American readers to Korean culture?

  10. READING THE SELECTION Answer:Lee makes several references to Korean food; he describes Korean burial practices; he refers to a “distinctive Korean mother-style scold.

  11. READING THE SELECTION Issues of Identity Read the second complete paragraph on page 666. In what ways might being around his family in South Korea be a relief to Lee? Answer:He implies that he does not have to explain himself “in customary ways” and that around his cousins, he did not feel like an “ethnic,” or an outsider.

  12. AFTER YOU READ Responding and Thinking Critically Respond • Why do you think Lee opens his article with a description of his grandfather’s gravesite?

  13. AFTER YOU READ Responding and Thinking Critically Respond Answer:He is setting up the idea of family connections. He also introduces the topic of loss that is prevalent throughout the piece. He mentions the alienation he felt from knowing and not knowing his grandfather, which is similar to his relationships with many of his other relatives.

  14. AFTER YOU READ Responding and Thinking Critically Recall and Interpret • (a) How did Lee react to the names of his late family members on the black granite headstone? (b) Why do you think this reaction is significant?

  15. AFTER YOU READ Responding and Thinking Critically Recall and Interpret Answer: (a) Lee reacted in awe. He felt it was “remarkable” and “wonderful.” (b) It contrasts with his Korean relatives, who think of the tradition as ordinary, and shows how an outsider may have a richer appreciation of cultural traditions. It also emphasizes the theme of family bonds.

  16. AFTER YOU READ Responding and Thinking Critically Recall and Interpret • (a) What might have made Lee feel like an outsider in the town in which he was raised? (b) How do you think being an outsider influenced Lee’s perspective on family?

  17. AFTER YOU READ Responding and Thinking Critically Recall and Interpret Answer:(a) He was one of only a few Korean Americans in a mostly white American town. (b) It seemed to instill in him a greater longing to understand his heritage.

  18. AFTER YOU READ Responding and Thinking Critically Recall and Interpret • What were Lee’s ties to his Korean heritage? Answer:His ties included his family, a taste for spicy food, and being able to understand some Korean.

  19. AFTER YOU READ Responding and Thinking Critically Analyze and Evaluate • (a) How does Lee approach the subject of loss in the article? (b) What does he learn or gain from his losses?

  20. AFTER YOU READ Responding and Thinking Critically Analyze and Evaluate Answer:(a) He speaks of the loss of some of his Korean relatives as well as of his mother. He also experiences a sense of loss because he does not speak Korean well and is not able to visit his Korean relatives often. (b) He learns the importance of family and cultural connections. He gains a sense of his identity.

  21. AFTER YOU READ Responding and Thinking Critically Analyze and Evaluate • Lee does not follow a traditional structure in his writing. It is not chronological or sequential. What techniques does he use to organize the article? Support your answer with examples from the text.

  22. AFTER YOU READ Responding and Thinking Critically Analyze and Evaluate Answer:He uses flashbacks—one is the memory of visiting his father’s grave, and another is the memory of his family in the state of New York. He uses images, such as those

  23. AFTER YOU READ Responding and Thinking Critically Connect • Lee comments that he did not have to explain himself to his relatives “as a teacher and writer and maybe (if there really is such a person) as an Asian American.” Why do you think he says this about the Asian American identity?

  24. AFTER YOU READ Responding and Thinking Critically Connect Answer:He discusses how he straddles both worlds of being an American and a Korean. His connection to his Korean heritage is strong, despite the small amount of time he has spent in Korea. He finds being an Asian American a difficult identity to inhabit because he straddles two cultures.

  25. COMPARING LITERATURE MENU Click a selection title or feature to go to the corresponding section.

  26. SELECTION MENU Selection Menu (pages 669–674) Before You Read Reading the Selection After You Read

  27. BEFORE YOU READ Meet Langston Hughes Click the picture to learn about the author.

  28. BEFORE YOU READ Connecting to the Poems Most of Hughes’s poems are framed by his experiences of being an African American and a resident of Harlem during its cultural renaissance.

  29. BEFORE YOU READ Connecting to the Poems Before you read the poems, think about the following questions: • What does Hughes reveal about the African American experience during his time? • How much power do published words have to bring about change in people’s lives?

  30. BEFORE YOU READ Building Background Hughes was a champion at using language to convey his thoughts. In his poems, he portrayed the African American experience in the mid 1900s. During this time, many African Americans had dreams that went unrealized because of racism. Hughes used poetry to provoke awareness of the many frustrations felt by African Americans.

  31. BEFORE YOU READ Setting a Purpose for Reading Issues of Identity As you read, notice how Hughes expresses his thoughts in a style that displays a distinctively African American musical quality, reminiscent of jazz music.

  32. BEFORE YOU READ Setting a Purpose for Reading Rhyme and Rhyme Scheme Rhyme is the repetition of the same stressed vowel sounds and any succeeding sounds in two or more words. Rhyme scheme is the pattern that end rhymes (rhymes occurring at the ends of lines of poetry) form in a stanza or poem..

  33. BEFORE YOU READ Setting a Purpose for Reading Rhyme and Rhyme Scheme Rhyme scheme is designated by the assignment of a different letter of the alphabet to each new rhyme. As you read the poems, examine how Hughes uses rhyme and rhyme scheme to help him convey his message.

  34. BEFORE YOU READ Making Inferences About Theme To make inferences about theme is to draw a conclusion about the overall meaning of a literary work based on textual evidence and your background knowledge.

  35. BEFORE YOU READ Making Inferences About Theme Making inferences, or “reading between the lines,” can increase your understanding of a poem’s central meaning. As you read, ask yourself questions about the main points to help you find the poem’s central meaning.

  36. BEFORE YOU READ Making Inferences About Theme Reading Tip: Questioning Create a chart like the one on the next slide to organize your ideas through questioning as you read the poems.

  37. BEFORE YOU READ Making Inferences About Theme

  38. BEFORE YOU READ deferredv. put off, postponed (p. 673) Tom deferred his loan payment until he received a check from his employer. festerv. to become increasingly infected or inflamed, rot (p. 673) The man let the cut on his leg fester until he developed a dangerous infection. Click a vocabulary term to listen to the definition.

  39. READING THE SELECTION Issues of Identity Keep the following questions in mind as you read. Who is the speaker in each poem? Where does the speaker search for identity? Answer:The speaker may be Hughes himself. He seems to be searching for identity within music and dreams.

  40. READING THE SELECTION Reading Strategy Making Inferences About Theme Read the text highlighted in blue on page 671.Why does the speaker ask if it’s “a happy beat” and if “something underneath” is heard? Answer:Because the beat is a blues for “a dream deferred”

  41. READING THE SELECTION Issues of Identity Read the text highlighted in tan on page 671. What do you think Hughes suggests in the concluding lines beginning with “I’m happy”? Answer:The speaker finds solace or happiness in the boogie beat of his people, or the group with whom he identifies.

  42. READING THE SELECTION Literary Element Rhyme and Rhyme Scheme Read the text highlighted in purple on page 672. What is the rhyme scheme in this stanza? Answer:The rhyme scheme is abcb. You should notice that the second and fourth lines rhyme.

  43. READING THE SELECTION Issues of Identity Read the last two lines of the poem on page 672. If the speaker wants to fight against the plight of African Americans in his time, why might he have this motto? Answer:It sounds as if he believes in nonconfrontational methods rather than direct protest.

  44. READING THE SELECTION Issues of Identity Why would the people of Harlem defer their dreams? Answer:They were forced into poor conditions by racial discrimination. They deferred their dreams to focus on day-to-day survival. There was neither time nor money to pursue their dreams.

  45. READING THE SELECTION Reading Strategy Making Inferences about Theme Read the last line of the poem on page 673. How could an explosive dream be either positive or negative? Answer:It could be positive if it were an instigator of social improvement, such as a revolution against an oppressive system. It could be negative if it resulted in a senseless and regrettable act of violence.

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