My Perspectives Grade 12 Student Edition-Unit 3

NOTES My brother laughed. He had the gun you had given him, Tuan, before you went away, but there was only a handful of powder. He spoke to me quickly: ‘Run with her along the path. I shall keep © Pearson Education, Inc., or its affiliates. All rights reserved. them back, for they have no firearms, and landing in the face of a man with a gun is certain death for some. Run with her. On the other side of that wood there is a fisherman’s house—and a canoe. When I have fired all the shots I will follow. I am a great runner, and before they can come up we shall be gone. I will hold out as long as I can, for she is but a woman—that can neither run nor fight, but she has your heart in her weak hands.’ He dropped behind the canoe. The prau was coming. She and I ran, and as we rushed along the path I heard shots. My brother fired—once— twice—and the booming of the gong ceased. There was silence behind us. That neck of land is narrow. Before I heard my brother fire the third shot I saw the shelving shore, and I saw the water again: the mouth of a broad river. We crossed a grassy glade. We ran down to the water. I saw a low hut above the black mud, and a small canoe hauled up. I heard another shot behind me. I thought, ‘That is his last charge.’ We rushed down to the canoe; a man came running from the hut, but I leaped on him, and we rolled together in the mud. Then I got up, and he lay still at my feet. I don’t know whether I had killed him or not. I and Diamelen pushed the canoe afloat. I heard yells behind me, and I saw my brother run across the glade. Many men were bounding after him. I took her in my arms and threw her into the boat, then leaped in myself. When I looked back I saw that my brother had fallen. He fell and was up again, but the men were closing round him. He shouted, ‘I am coming!’ The men were close to him. I looked. Many men. Then I looked at her. Tuan, I pushed the canoe! I pushed it into deep water. She was kneeling forward looking at me, and I said, ‘Take your paddle,’ while I struck the water with mine. Tuan, I heard him cry. I heard him cry my name twice; and I heard voices shouting, ‘Kill! Strike!’ I never turned back. I heard him calling my name again with a great shriek, as when life is going out together with the voice—and I never turned my head. My own name! . . . My brother! Three times he called—but I was not afraid of life. Was she not there in that canoe? And could I not with her find a country where death is forgotten—where death is unknown!” 46 The white man sat up. Arsat rose and stood, an indistinct and silent figure above the dying embers of the fire. Over the lagoon a mist drifting and low had crept, erasing slowly the glittering images of the stars. And now a great expanse of white vapor covered the land; it flowed cold and gray in the darkness, eddied in noiseless whirls round the tree-trunks and about the platform of IL31  UNIT 3 Independent Learning • The Lagoon

the house, which seemed to float upon a restless and impalpable NOTES illusion of a sea. Only far away the tops of the trees stood outlined on the twinkle of heaven, like a somber and forbidding shore—a coast deceptive, pitiless and black. 47 Arsat’s voice vibrated loudly in the profound peace. 48 “I had her there! I had her! To get her I would have faced all mankind. But I had her—and—” 49 His words went out ringing into the empty distances. He paused, and seemed to listen to them dying away very far— beyond help and beyond recall. Then he said quietly— 50 “Tuan, I loved my brother.” 51 A breath of wind made him shiver. High above his head, high above the silent sea of mist the drooping leaves of the palms rattled together with a mournful and expiring sound. The white man stretched his legs. His chin rested on his chest, and he murmured sadly without lifting his head— 52 “We all love our brothers.” 53 Arsat burst out with an intense whispering violence— 54 “What did I care who died? I wanted peace in my own heart.” © Pearson Education, Inc., or its affiliates. All rights reserved.   IL32

NOTES 55 He seemed to hear a stir in the house—listened—then stepped in noiselessly. The white man stood up. A breeze was coming in fitful puffs. The stars shone paler as if they had retreated into the © Pearson Education, Inc., or its affiliates. All rights reserved. frozen depths of immense space. After a chill gust of wind there were a few seconds of perfect calm and absolute silence. Then from behind the black and wavy line of the forests a column of golden light shot up into the heavens and spread over the semicircle of the eastern horizon. The sun had risen. The mist lifted, broke into drifting patches, vanished into thin flying wreaths; and the unveiled lagoon lay, polished and black, in the heavy shadows at the foot of the wall of trees. A white eagle rose over it with a slanting and ponderous flight, reached the clear sunshine and appeared dazzlingly brilliant for a moment, then soaring higher, became a dark and motionless speck before it vanished into the blue as if it had left the earth forever. The white man, standing gazing upward before the doorway, heard in the hut a confused and broken murmur of distracted words ending with a loud groan. Suddenly Arsat stumbled out with outstretched hands, shivered, and stood still for some time with fixed eyes. Then he said— 56 “She burns no more.” 57 Before his face the sun showed its edge above the treetops, rising steadily. The breeze freshened; a great brilliance burst upon the lagoon, sparkled on the rippling water. The forests came out of the clear shadows of the morning, became distinct, as if they had rushed nearer—to stop short in a great stir of leaves, of nodding boughs, of swaying branches. In the merciless sunshine the whisper of unconscious life grew louder, speaking in an incomprehensible voice round the dumb darkness of that human sorrow. Arsat’s eyes wandered slowly, then stared at the rising sun. 58 “I can see nothing,” he said half aloud to himself. 59 “There is nothing,” said the white man, moving to the edge of the platform and waving his hand to his boat. A shout came faintly over the lagoon and the sampan began to glide toward the abode of the friend of ghosts. 60 “If you want to come with me, I will wait all the morning,” said the white man, looking away upon the water. 61 “No, Tuan,” said Arsat softly. “I shall not eat or sleep in this house, but I must first see my road. Now I can see nothing—see nothing! There is no light and no peace in the world; but there is death—death for many. We were sons of the same mother—and I left him in the midst of enemies; but I am going back now.” 62 He drew a long breath and went on in a dreamy tone: 63 “In a little while I shall see clear enough to strike—to strike. But she has died, and . . . now . . . darkness.” IL33  UNIT 3 Independent Learning • The Lagoon

64 He flung his arms wide open, let them fall along his body, then NOTES stood still with unmoved face and stony eyes, staring at the sun. The white man got down into his canoe. The polers ran smartly along the sides of the boat, looking over their shoulders at the beginning of a weary journey. High in the stern, his head muffled up in white rags, the juragan sat moody, letting his paddle trail in the water. The white man, leaning with both arms over the grass roof of the little cabin, looked back at the shining ripple of the boat’s wake. Before the sampan passed out of the lagoon into the creek he lifted his eyes. Arsat had not moved. He stood lonely in the searching sunshine; and he looked beyond the great light of a cloudless day into the darkness of a world of illusions.  ❧ © Pearson Education, Inc., or its affiliates. All rights reserved. UNIT 3 Independent Learning • The Lagoon  IL34

Science Article What’s Your Time Perspective? Jane Collingwood SCAN FOR About the Author MULTIMEDIA Jane Collingwood is a therapeutic counselor and NOTES psychotherapist working in Plymouth in the United Kingdom. The issues she works with include loss, anxiety, anticipatory grief, and general mental well- © Pearson Education, Inc., or its affiliates. All rights reserved. being. Collingwood has written extensively for popular psychology websites on a wide variety of topics for both psychology professionals and the general public. BACKGROUND Psychologist Phillip Zimbardo, whose work forms the basis for the concept of time perspective, is a social psychologist. His research often focuses on the causes of human behavior, especially factors that can urge people to act against their own interests or desires. W1 e are all time travelers: We draw on past memories, experience the present, and look forward to future rewards. But how easily we travel back and forth makes a crucial difference to how well we do in life and how happy we are while we’re living it. 2 Our time perspective—whether we tend to get stuck in the past, live only for the moment, or are enslaved by our ambitions for the future—can predict everything from educational and career success to general health and happiness. 3 Stanford University psychology professor emeritus Philip Zimbardo coined the idea of time perspective. After more than ten years’ research, he concluded that our attitude toward time is just as defining as key personality traits such as optimism or sociability. He believes that time perspective influences many of our judgments, decisions, and actions. Zimbardo recommended IL35  UNIT 3 Independent Learning • What’s Your Time Perspective?

that a more future-based time perspective could help students NOTES study and progress to higher education. 4 Most researchers believe our time perspective is largely learned in childhood. Culture also has an influence on our time perspective. Individualistic, “me-focused” societies tend to be future-focused, while more “we-focused” societies—ones that encourage social engagement—invest more in the past. Affluence also has an effect: Poorer communities tend to live more in the present. But we can all change our time perspective, Zimbardo says. 5 Ideally, we can learn to shift our attention easily between the past, present, and future, and consciously adapt our mindset to any given situation. Learning to switch time perspectives allows us to fully take part in everything we do, whether it’s a relaxed evening enjoying a glass of wine or reminiscing about long­-ago events with an old friend. 6 Vital though this skill is, since time perspective is largely an unconscious and habitual way of viewing things, it takes a concerted effort to improve our use of it. © Pearson Education, Inc., or its affiliates. All rights reserved. What’s Your Type? 7 Zimbardo identified five key approaches to time perspective. These are: 1. The “past-negative” type. You focus on negative personal experiences that still have the power to upset you. This can lead to feelings of bitterness and regret. 2. T he “past-positive” type. You take a nostalgic view of the past, and stay in very close contact with your family. You tend to have happy relationships, but the downside is a cautious, “better safe than sorry” approach which may hold you back. 3. T he “present-hedonistic” type. You are dominated by pleasure-seeking impulses, and are reluctant to postpone feeling good for the sake of greater gain later. You are popular but tend to have a less healthy lifestyle and take more risks. 4. The “present-fatalistic” type. You aren’t enjoying the present but feel trapped in it, unable to change the inevitability of the future. This sense of powerlessness can lead to anxiety, depression and risk-taking. 5. T he “future-focused” type. You are highly ambitious, focused on goals, and big on making “to do” lists. You tend to feel a nagging sense of urgency that can create stress for yourself and those around you. Your investment in the future can come at the cost of close relationships and recreation time. 8 All five types come into play in our lives at some point, but there probably will be one or two directions in which you are more UNIT 3 Independent Learning • What’s Your Time Perspective?  IL36

NOTES focused. Identify these and you can start developing a more flexible, healthier approach. Using Time Perspective Effectively 9 The aim is to find a perspective which realizes our essential psychological needs and deeply held values. Balance and positivity comes from making positive use of the past, finding healthy ways to relish the present, and routinely making plans for improvement. 10 Take your regrets, for example, and consider how they could work for you. Perhaps you could go back to college after all? Use the painful emotions to fuel your motivation. Immerse yourself in rewarding activities that demand your full attention rather than passive activities such as watching TV. This leads to greater fulfillment and is more likely to create lasting happy memories. 11 Believe you can improve the future through your own constructive actions and you will gain a sense of empowerment and control, as well as minimizing those nagging doubts and the uncertainty of what lies ahead. By believing we will have a positive future, we actually increase our likelihood of doing so.  ❧ © Pearson Education, Inc., or its affiliates. All rights reserved. IL37  UNIT 3 Independent Learning • What’s Your Time Perspective?

Science Article Does Time Pass? Peter Dizikes About the Author SCAN FOR MULTIMEDIA Peter Dizikes is a science journalist who, prior to working as a staff writer for the Massachusetts Institute of Technology (MIT) News, was published in the New York Times, the Boston Globe, and other prestigious platforms for writing on science and society. Along with articles that explain scientific concepts to the public, Dizikes has written about the interaction of science and politics, technological advancements, and education policy. BACKGROUND NOTES In 1905, Albert Einstein developed the special theory of relativity, which © Pearson Education, Inc., or its affiliates. All rights reserved. demonstrated that the concept of time could change depending on different factors. For example, time could appear to move more slowly for people on a spaceship moving near the speed of time. In this theory, Einstein also introduced the concept of “spacetime,” in which space and time are inherently connected as a single continuum. “I1 f you walk into a cocktail party and say, ‘I don’t believe that time passes,’ everyone’s going to think you’re completely insane,” says Brad Skow, an associate professor of philosophy at MIT. 2 He would know: Skow himself doesn’t believe time passes, at least not in the way we often describe it, through metaphorical descriptions in which we say, as he notes, “that time flows like a river, or we move through time the way a ship sails on the sea.” 3 Skow doesn’t believe time is ever in motion like this. In the first place, he says, time should be regarded as a dimension of spacetime, as relativity theory holds—so it does not pass by us in some way, because spacetime doesn’t. Instead, time is part of the uniform larger fabric of the universe, not something moving around inside it. UNIT 3 Independent Learning • Does Time Pass?  IL38

NOTES 4 Now in a new book, Objective Becoming, published by Oxford University Press, Skow details this view, which philosophers call the “block universe” theory of time. © Pearson Education, Inc., or its affiliates. All rights reserved. 5 In one sense, the block universe theory seems unthreatening to our intuitions: When Skow says time does not pass, he does not believe that nothing ever happens. Events occur, people age, and so on. “Things change,” he agrees. 6 However, Skow believes that events do not sail past us and vanish forever; they just exist in different parts of spacetime. (Some physics students who learn to draw diagrams of spacetime may find this view of time intuitive.) Still, Skow’s view of time does lead to him to offer some slightly more unusual-sounding conclusions. 7 For instance: We exist in a “temporally scattered” condition, as he writes in the new book. 8 “The block universe theory says you’re spread out in time, something like the way you’re spread out in space,” Skow says. “We’re not located at a single time.” 9 In Objective Becoming, Skow aims to convince readers that things could hardly be otherwise. To do so, he spends much of the book considering competing ideas about time—the ones that assume time does pass, or move by us in some way. “I was interested in seeing what kind of view of the universe you would have if you took these metaphors about the passage of time very, very seriously,” Skow says. 10 In the end, Skow finds these alternatives lacking, including one fairly popular view known as “presentism,” which holds that only events and objects in the present can be said to exist—and that Skow thinks defies the physics of spacetime. 11 Skow is more impressed by an alternative idea called the “moving spotlight” theory, which may allow that the past and future exist on a par with the present. However, the theory holds, only one moment at a time is absolutely present, and that moment keeps changing, as if a spotlight were moving over it. This is also consistent with relativity, Skow thinks—but it still treats the present as being too distinct, as if the present were cut from different cloth than the rest of the universal fabric. 12 “I think the theory is fantastic,” Skow writes of the moving spotlight idea. “That is, I think it is a fantasy. But I also have a tremendous amount of sympathy for it.” After all, the moving spotlight idea does address our sense that there must be something special about the present. 13 “The best argument for the moving spotlight theory focuses on the seemingly incredible nature of what the block universe theory is saying about our experience in time,” Skow adds. IL39  UNIT 3 Independent Learning • Does Time Pass?

14 Still, he says, that argument ultimately “rests on a big confusion NOTES about what the block universe theory is saying. Even the block universe theory agrees that . . . the only experiences I’m having are the ones I’m having now in this room.” The experiences you had a year ago or 10 years ago are still just as real, Skow asserts; they’re just “inaccessible” because you are now in a different part of spacetime. 15 That may take a chunk of, well, time to digest. But by treating the past, present, and future as materially identical, the theory is consistent with the laws of physics as we understand them. And at MIT, that doesn’t sound insane at all.  ❧ © Pearson Education, Inc., or its affiliates. All rights reserved. UNIT 3 Independent Learning • Does Time Pass?  IL40

INDEPENDENT lLEeAaRrNniINngG  evidence log Share Your Independent Learning Go to your Evidence Log Prepare to Share and record what you learned How do our attitudes toward the past and future shape from the text you read. our actions? Even when you read or learn something independently, your understanding continues to grow when you share what you have learned with others. Reflect on the text you explored independently, and write notes about its connection to the unit. In your notes, consider why this text belongs in this unit. Learn from Your Classmates © Pearson Education, Inc., or its affiliates. All rights reserved. Discuss It  Share your ideas about the text you explored on your own. As you talk with your classmates, jot down ideas that you learn from them. Reflect Review your notes, and mark the most important insight you gained from these writing and discussion activities. Explain how this idea adds to your understanding of the ways in which our attitudes toward the past and future shape our actions.  Standards Speaking and Listening Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 406  UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

PERFORMANCE-BASED ASSESSMENT prep Review Evidence for an Argument At the beginning of this unit, you took a position on the following topic: What is the relationship of human beings to time?  evidence log Review your Evidence Log and your QuickWrite from the beginning of the unit. Has your position changed? NOTES Develop your thoughts into a topic sentence: How the passage of time shapes our actions can be shown through: Identify a historical example of the reason you identified: © Pearson Education, Inc., or its affiliates. All rights reserved. Evaluate the Strength of Your Evidence  Which two texts that you read  Standards in this unit offer the strongest support for your topic sentence? Writing Introduce precise, knowledgeable Write the titles here. claim(s), establish the significance 1. of the claim(s), distinguish the 2. claim(s) from alternate or opposing claims, and create an organization What are some other resources you might use to locate information about that logically sequences claim(s), the topic? counterclaims, reasons, and evidence. 1. 2. 3. 4. Performance-Based Assessment Prep  407

performance-based assessment sources Part 1 • Whole-class selections Writing to Sources: Argument • small-group selections In this unit, you read a major dramatic work, a series of sonnets, and a variety of other literature and criticism. All have something to say to readers • independent-LEARNING about the connections of human beings to their pasts and futures. selection Assignment Write an argument in the form of a response to literature that answers this question: What is the relationship of human beings to time? In this argument, you will use examples and evidence from the diverse texts in the unit to justify a claim that you make. State your assertions with specific evidence from several of the texts. End your argument with a clear conclusion that restates or summarizes your claim. Reread the Assignment  Review the assignment to be sure you fully understand it. The assignment references some of the academic words presented at the beginning of the unit. Be sure you understand each of the words given below in order to complete the assignment correctly. Academic Vocabulary proficient justify diverse catalyst assertion   WORD NETWORK Review the Elements of Effective Argument  Before you begin writing, read the Argument Rubric. Once you have completed your first draft, check it As you write and revise your against the rubric. If one or more of the elements is missing or not as strong argument, use your Word as it could be, revise your argument to add or strengthen that component. Network to help vary your word choices.  Standards © Pearson Education, Inc., or its affiliates. All rights reserved. Writing • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • Draw evidence from literary or informational texts to support analysis, reflection, and research. • Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences. 408  UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

essential question: How do our attitudes toward the past and future shape our actions? Argument Rubric Evidence and Elaboration Language Conventions Focus and Organization Sources of evidence are The text intentionally uses specific and relevant to standard English conventions The introduction is engaging the task. of usage and mechanics. and establishes the claim in an engaging way. Claims are well supported with The tone of the text is formal textual evidence. and objective. Valid reasons and evidence address and support the claim while clearly Vocabulary is used acknowledging counterclaims. strategically and appropriately 4 Ideas progress logically and are linked for the audience and purpose. by a variety of sentence transitions. The conclusion logically follows from what came before. The introduction is engaging and Sources of evidence contain The text demonstrates accuracy in standard English establishes the claim in a way that relevant information. conventions of usage and mechanics. grabs readers’ attention. Most claims are supported The tone of the text is mostly Reasons and evidence address and with textual evidence. formal and objective. 3 support the claim while acknowledging Vocabulary is generally counterclaims. appropriate for the audience Ideas progress logically and are linked and purpose. by sentence transitions. The conclusion restates important information. The introduction establishes the claim. Many ideas are supported The text demonstrates some accuracy in standard English Some reasons and evidence support with examples from research conventions of usage and the claim, and counterclaims are briefly and the selections. mechanics. acknowledged. Some claims are supported The tone of the essay is occasionally formal and 2 Ideas progress somewhat logically. A with textual evidence. objective. few sentence transitions connect ideas. Vocabulary is somewhat © Pearson Education, Inc., or its affiliates. All rights reserved. The conclusion offers some insight into appropriate for the audience the claim and restates information. and purpose. The claim is not clearly stated. Reliable and relevant evidence The text contains mistakes in Reasons and evidence in support of the is lacking. standard English conventions claim are sparse or nonexistent, and Few or no claims are of usage and mechanics. counterclaims are not acknowledged. supported. The tone of the text is Ideas do not progress logically. Vocabulary is limited or informal. Sentences are often short and choppy ineffective. 1 and do not connect readers to the argument. The conclusion does not restate important information. Performance-Based Assessment  409

performance-based assessment Part 2 Speaking and Listening: TV Commentary Assignment After completing your response to literature, present your ideas as a TV commentary that might appear on a talk show about books and literature. Have a classmate video record your presentation to share with the class.  Standards Follow these steps to develop your TV commentary. Speaking and Listening Present information, findings, and • Highlight the parts of your argument that you think will best suit your supporting evidence, conveying a audience and purpose. Weave those details into a short, lively script. clear and distinct perspective, such that listeners can follow the line of • Have a partner set up a video camera and record your commentary. Do reasoning, alternative or opposing a trial run to be sure your face is centered in the frame and that the perspectives are addressed, and microphone adequately captures your voice. the organization, development, substance, and style are appropriate • Practice your delivery, looking up from your writing to engage with your to purpose, audience, and a range of audience through the camera. formal and informal tasks. • Vary your tone and volume to stress the points you find most important. Review the Rubric  The criteria by which your TV commentary will be evaluated appear in the rubric below. Review the criteria before delivering your analysis to ensure that you are prepared. Content Use of Media Presentation Techniques Introduction engages the viewer The speaker’s face is centered in The speaker sounds interested in a compelling way. the frame, and the focus is clear. and knowledgeable. Strong evidence from the texts The camera does not waver, and The speaker varies tone and 3 supports the claim. the sound is completely audible. volume to maintain interest. The speaker addresses the audience through the camera. The introduction establishes a The speaker’s face is mostly The speaker sounds fairly © Pearson Education, Inc., or its affiliates. All rights reserved. claim. centered, and the focus is usually interested and somewhat clear. knowledgeable. Some evidence from the texts supports the claim. The camera rarely wavers, and The speaker sometimes varies 2 the sound is mostly audible. tone and volume, but may be inconsistent. The speaker occasionally connects with the audience through the camera. Introduction does not clearly The speaker’s face is not The speaker seems uninterested state a claim. centered, and the picture may be by or unfamiliar with the topic. out of focus. Evidence from the texts is lacking The speaker speaks in a 1 or is not obviously linked to a The camera often wavers, and monotone or at a low volume. the sound may be inaudible at claim. times. The speaker rarely looks up at the camera. 410  UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

3unit reflection Reflect on the Unit Now that you’ve completed the unit, take a few moments to reflect on your learning. Reflect on the Unit Goals Look back at the goals at the beginning of the unit. Use a different colored pen to rate yourself again. Then, think about readings and activities that contributed the most to the growth of your understanding. Record your thoughts. Reflect on the Learning Strategies Discuss It  Write a reflection on whether you were able to improve your learning based on your Action Plans. Think about what worked, what didn’t, and what you might do to keep working on these strategies. Record your ideas before joining a class discussion. © Pearson Education, Inc., or its affiliates. All rights reserved. Reflect on the Text Choose a selection that you found challenging, and explain what made it difficult. Describe something that surprised you about a text in the unit.  Standards Speaking and Listening Which activity taught you the most about our relationship to time? What • Initiate and participate effectively did you learn? in a range of collaborative discussions with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. • Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. SCAN FOR Performance-Based Assessment  411 MULTIMEDIA