Citizens SF LK20 (utdrag)

CITIZENS SF Engelsk for studieforberedende utdanningsprogram VG1

vivill oftedal andersen · kristin berger · jaspreet kaur gloppen therese holm · monica opøien stensrud · david woodhouse

© CAPPELEN DAMM AS, Oslo 2020

P R E FAC E

Materialet i denne publikasjonen er omfattet av åndsverklovens bestemmelser. Uten særskilt avtale med CAPPELEN DAMM AS er enhver eksemplarfremstilling og tilgjengeliggjøring bare tillatt i den utstrekning det er hjemlet i lov eller tillatt gjennom avtale med Kopinor, interesseorgan for rettighetshavere til åndsverk. Utnyttelse i strid med lov eller avtale kan medføre erstatningsansvar og inndragning, og kan straffes med bøter eller fengsel.

Design og sats: Welt, Erlend Askhov Sats kapittel 5: Renessanse Media, Trude Gabrielsen Omslagsdesign: Erlend Askhov Forlagsredaktør/Bilderedaktør: Birger Nicolaysen og Anne Nygård Repro: Narayana Press, Danmark 2020 Trykk: Livonia Print Sia, Latvia 2020 Utgave 1 Opplag 1 ISBN 978-82-02-58364-4 www.citizens.cdu.no www.cdu.no

Welcome to Citizens SF, a new textbook for the Vg1 course in English. We hope you will enjoy working with this book, in combination with online resources at citizens.cdu.no, throughout the school year.

The interdisciplinary topics democracy and citizenship and health and life skills have inspired the first four chapters in this book, which is evident in the chapter titles: Connections, Challenges, Cultures and Citizens. Focusing on four main topics gives you an opportunity to examine each in depth through a wide selection of texts and text types, from various perspectives and through a variety of tasks. The fifth chapter, Courses, contains texts and tasks to support the development of necessary language and communication skills while you work with the texts in the textbook.

These are the textbook’s main focal points: – Connections focuses on how the English language connects people from all over the world and how the internet connects us. The chapter allows you to examine the importance of language learning and the benefits and challenges that come with being an internet user.

– Challenges depicts how people face and tackle individual challenges in life, and outlines some of the global challenges we confront as a community. The chapter lets you consider how seeing the world from other perspectives can help us make wiser decisions for our common future.

– Cultures investigates what a culture is and what it means to belong to a culture. This chapter also looks at how connecting with people from cultures different from our own can help us understand more about their cultures as well as our own.

– Citizens looks at how members of society come together to share experiences and what expectations we have about our rights and duties as citizens of a democracy. It also focuses on people who live in a society where certain groups are discriminated against, and the experiences of people who have lost their rights to citizenship.

– Courses helps you improve your English skills through four different courses. This chapter also contains suggestions for in-depth work and a step-by-step guide to get you started with your research on a topic of your choice.

To help you get the most out of the texts, they are accompanied by pre-reading exercises, questions while reading and various tasks that test your understanding, ask you to reflect on the text and challenge you to analyse, write, practise and create. Some texts are also followed by Explore, which invites you to investigate a topic further online or to work with a grammar topic. The website citizens.cdu.no is the extensive online companion to the textbook where you find interactive tasks for each text, listening material, useful links, the Explore tasks and more.

Our hope is that Citizens will help you improve your English skills and that you will find the whole learning experience both enjoyable and inspiring. We wish you the best of luck with your work!

The authors

2

C O N T E N TS te x t

p.

text type

Citizen X

6

Board game

p.

text type

explore

grammar

Matched (Matthew Fray) 11 My Story: English for Work and Studies 16 Q&A: English in the World 24

Short story

Small talk

Nouns

Personal stories

Formal written communication

listening: podcast

British English and American English

Kidspoem/Bairnsang (Liz Lochhead) Yuh Hear Bout (Valerie Bloom) English Accents: Who’s Who? “Netizens”: In-depth Topic 1: Five Ways Social Media Can Be Good for Teens (Caroline Knorr) 2: After Mats Passed Away, His Parents Realised How Special His Gaming Life Was (Vicky Schaubert) 3: Selfies: Are They Good for You? (Elizabeth Day) 4: Children in a Digital World 5: Clean Up Your Social Media!

Fake News: Don’t Be Fooled!

Reading Critically: Choosing a Product advance: How the English Language Is Taking Over the Planet (Jacob Mikanowski)

28 29 29 30 31

Poem

32

Article

34

Article

36 39 44 52 60

Feature article

te x t

p.

text type

260 (Emily Dickinson) My Story: Dreams and Ambitions Overcoming Obstacles Slam (Nick Hornby) The Work You Do, the Person You Are (Toni Morrison) Unprotected (Simon Rich) Chinasa (Chimamanda Ngozi Adichie) Leaving Home: In-depth Topic 1: The Challenge of Migration 2: Home (Warsan Shire) 3: The Last Border (Ben Judah)

66 67 70 75 78

Poem

82 87 93 94 98 100

Short story

Chapter 1: CONNECTIONS te x t

Poem listening: interviews Introduction

Ready Player One

A or An?

Factual text

Fake news

The

Description/review

Comparing products

Article

Article

listening: opinion piece

Chapter 2: CHALLENGES explore

grammar

listening: interviews Articles

Adjectives or adverbs?

listening: novel extract The novel Slam Essay

Application letter and CV

Short story Introduction

Using COPS

Factual text Song lyrics Book extract 3

103 107 114

Posters

119

Book extract

125 129

listening: short story

p.

text type

Wrong Channel (Roberto G. Fernandez) Cultural Complications

136 138

Short story Factual text

The Big Sick / Doing business abroad

Cultures Meeting: In-depth Topic 1: Pure Blind Fear (William Sutcliffe) 2: “It felt as if we had landed on the moon” (Malala Yousafzai) 3: The Hate U Give (Angie Thomas) 4: Happy Trails (Sherman Alexie) 5: Educated (Tara Westover) A Beautiful Mosaic ¡Vamos! Latino Culture on the Rise My Story: “Are You British?”

The British (Serves 60 Million) (Benjamin Zephaniah) Let's Eat Together: How Immigration Made British Food Great (Nigel Slater) Time for Love (Sean Lìonadh) Ko Tātou, Tātou: We Are One (Jacinda Ardern) advance: What Is Cultural Appropriation?

147 148 150

Introduction

The Hate U Give / “New Boy”

There or It?

154 158 161 167 174 182 186

Novel extract

Song lyrics

My, mine, your …

188

Article

192 194

Poem extract

198

Listening: podcast

te x t

p.

text type

All I Really Need to Know I Learned in Kindergarten (Robert Fulghum) Democracy the American Way All Together Now!

202

Essay

206 215

Factual text

American politics update

Singular or plural?

Factual text

The Prime Minster and the President

ing-form

4: Immigration Posters from Australia A Planet in Need of Repair How to Become a Zero Waster (Leanna Commins) We’ve Got the Whole World in Our Hands (Bill Nye) The Sanitary Man (Twinkle Khanna) advance: Gender Equality Is Your Issue Too (Emma Watson)

Factual text

Before the Flood

Article

More about adjectives Prepositions of place

Rethinking everyday life Prepositions of time

Persuasive speech

Chapter 3: CULTURES te x t

explore

grammar

Novel extract Book extract

Short story Book extract Factual text Factual text listening: interviews

Who, which, that …

Travel project

Some or Any?

Poem Communicating

Speech

Chapter 4: CITIZENS

4

explore

grammar Subject-verb agreement

Losing Citizenship: The Windrush Scandal Born a Crime (Trevor Noah)

221

Factual text

A Street Cat Named Bob

230

Autobiography

Born a Crime / Crime in South Africa

Irregular verbs

Born Free

239

listening: personal stories

I, Too (Langston Hughes) Ballad of a Hero (Kate Tempest) Vote for Our Lives! Guns in America and New Zealand advance: Walking the Dog (Bernard MacLaverty)

241 241 243

Poem

Dialogue

Comparing advertisements

Questions and negations

253

Short story

Peace walls

Punctuation

p.

explore

261 273

Reading statistics

listening: poem

Chapter 5: COURSES te x t

Course 1: Reading Strategies 1.1 Reading Factual Texts 1.2 Reading Literature Course 2: Writing Strategies 2.1 Writing with a Purpose 2.2 Writing Paragraphs 2.3 Writing Five-paragraph Essays Course 3: Language Strategies 3.1 Informal and Formal Language 3.2 Rhetoric Course 4: Sources 4.1 Using Sources: COPS 4.2 Referring to Sources Digging: In-depth Work Digging: Chapter 1 Digging: Chapter 2 Digging: Chapter 3 Digging: Chapter 4

281 286 292 302 310

Writing other types of text

Academic language Rhetoric in advertising

316 320 325 325 326 327

Note: Challenging tasks are marked like this: ADVANCE: Authentic text without a glossary or questions in the margin.

a

At citizens.cdu.no you will find: – interactive comprehension and vocabulary tasks for all texts – Explore: learning paths containing texts, video, interactive tasks and writing tasks – Grammar: explanations and tasks – Audio recordings of texts and listening tasks

5

The aim of this game is to reach the end ďŹ rst, all the while speaking English. You need a dice and small markers, for example coins.

You must give a good answer in English to be allowed to move on in the next round. If you can’t answer, or if you use Norwegian words, you must skip a turn.

Remember: One word is never enough as an answer!

What I think of England

Citizen X START

A person I look up to

A TV programme I dislike

My family

What I watch on YouTube

My favourite app

My hobby

My name spelled out in English

This makes me cry

The alphabet in English

This scares me!

A TV series I enjoy

What I will do tomorrow

Myself in 10 years

A sport I enjoy

An English or American song Go back four spaces

6

A place I would like to visit

A foolish thing I did once

My day as a superhero

My idea of a perfect day

My future job

What I did yesterday

A recent ďŹ lm I have seen

My best subject

The music I like best

My best holiday My ecofriendly habits

My favourite food

What I did last summer A sport I dislike

Why I like/dislike gaming

Why I chose this education programme

This makes me laugh

Go back four spaces

A book I have read

FINISH

Go back four spaces My dreamhouse My social media habits

This makes me angry

My favourite ďŹ lm star

My favourite country

A dream I have for the future

Chapter 1: Connections

7

1 CONNECTIONS I N T R O D U CT I O N

R E F L E CT

More than one and a half billion people around the world have one thing in common: they speak English. You are one of those people.

English helps you connect with other people and understand more about their backgrounds, feelings and points of view. By learning English, you are also able to share your own thoughts, opinions and feelings with other English speakers.

a When do you use English? b What do you like the most and

The internet has become a place for people to meet and communicate. Half the world’s websites are in English, and that number is growing. Today, people are not only connecting as citizens of a community, but also as “netizens”, members of online communities.

Former geographical boundaries become less important when we interact online, communicating through the common language of English. However, the internet provides us with both opportunities and obstacles. Therefore, we have to keep a critical eye on the information we find and the content we create online.

c

COMPETENCE AIMS IN FOCUS The aims of the studies are to enable pupils to: – –

–

–

8

the least about using English?

What are your expectations for your English classes this school year?

describe important features of the development of English as a world language explain the viewpoints expressed by others, and use and follow up input from others in conversations and discussions on various topics discuss and reflect on the form and content, and on the literary elements and other techniques used in English-language cultural forms of expression read and compare factual prose texts on the same topic from various sources and critically assess the reliability of the sources

Chapter 1: Connections

9

P R ES E N T In the text that follows, five people talk about how they use English in their studies or profession.

a In groups of five, divide the people between you. b Individually, create a short oral presentation of “your” person. Here are some of the things you should find out: What is their living and working situation? How do they use English? Do they mention any advantages or disadvantages of using English?

M Y STO RY:

English for Work and Studies

16

MAX ANDREWS, 27, Renewable Energy Trader at Statkraft

“The fact that people are making an effort to speak English is the most important thing.”

I’m British, but I have lived in Norway for 18 months, and I’m currently learning Norwegian. At present, I use English about 80 per cent of the time. Statkraft is a multinational company, so people here are highly skilled at using complicated business terminology in communication. On the trading floor, everyone uses English daily – talking with colleagues and clients from other parts of Europe. This helps to build working relationships, as there is no language barrier when we are conducting business.

The level of English in Norway is generally very high, so it’s quite easy to work in English.

The communication is good, with both nationalities sharing a similar sense of humour.

Maybe this is because I work in a department whose main role is to talk to external clients, and this usually requires an outgoing personality. Personally, I think the communication situation is similar to a British office, even though the topics of conversation differ; for example, discussions tend to be about skiing instead of football.

When it comes to the language mistakes that I notice, they are really of little importance.

I think if people focus too much on the little mistakes, it leads to conversations falling apart and people losing confidence in their ability to speak English. The fact that people are making an effort to speak English is the most important thing. As I say to them, try not to worry about errors and keep the conversation going!

trading floor fysisk område der man foretar transaksjoner (jf. børsen) / fysisk område der ein gjer transaksjonar (jf. børsen) to conduct å (ut)føre outgoing utadvendt, omgjengelig / open, omgjengeleg confidence trygghet, selvtillit / tryggleik, sjølvtillit

Top: Fredrik atop a skyscraper in Melbourne.

Middle: American college students celebrating graduation in the traditional manner.

Below: Norwegians like talking about skiing.

Chapter 1: Connections

19

1 | P R ES E N T Join the other four students in your group. Tell them about your person, and listen to them presenting theirs. Copy the following table and take notes in it while listening: Name

Living/working situation

Use of English

2 | U N D E R STA N D Answer the following questions. Use the notes you made while listening to your fellow group members in Task 1. If your notes are not sufficient for you to answer, go back and read about the persons yourself. Try scanning the texts to find the answer quickly. (See p. 264 for help on scanning.)

Advantages

Disadvantages

3 | R E F L E CT: Talking or writing Talk or write about the following. Remember to explain your opinions.

a Some people believe there should be more teaching of English in Norwegian schools to meet the challenges of increasing use of English. Do you agree?

a Who says humour is a bigger challenge than language?

b Would you like to study and/or work in an interb Who enjoys meetings where many different accents

national environment? If so, how would your English skills be of use to you in such a situation?

are present?

c

Who likes to experiment with the English language in written assignments?

d Who thinks not having English as a first language is a small disadvantage?

e

Who purposely avoids mixing with Norwegians?

f

Who says British and Norwegian humour are similar?

g Who has been taken for a native speaker? h Who can choose whether to hand in papers in Norwegian or English?

i

Who prepares extra carefully because English is not his/her first language?

j

Who thinks the level of English is overall very high in Norway?

20

c

Why do you think universities and businesses in Norway increase their use of English?

d Do you think there are any disadvantages to the increasing use of English in Norwegian working and academic life?

4 | C R E AT E : Writing An English friend of yours has contacted you on social media to ask if you think it would be a good idea for her to complete her university degree in Norway. You have found the following information in a large report

by Språkrådet. Write your friend a paragraph telling her about the use of English in higher education in Norway.

brainstorm = idédugnad clickbait = klikkagn influencer = påvirker/påverkar fatbike = tjukksykkel

b Can you think of any other Norwegian words that could replace English words in Norwegian?

c MER ENGELSK PÅ DE FLESTE OMRÅDER Enkelt oppsummert blir norsk brukt i stadig mindre grad i høyere utdanning i Norge. Forskjellen i norskandelen mellom ulike fag er riktignok stor: Mens norsk knapt brukes i vitenskapelige publikasjoner innen realfag og teknologi, var andelen rundt 30 prosent i humaniora og i underkant av 25 prosent i samfunnsvitenskapelige fag per 2017. Også på disse områdene er norsk likevel mindre brukt enn tidligere, og det har vært en markant nedgang siden 2011. På doktorgradsnivå er 90,8 prosent av avhandlingene skrevet på engelsk. Når det gjelder pensum, er det store variasjoner mellom fagene, men norsk brukes i stor grad i de fleste fag.

Det er flere andre indikasjoner på at posisjonen til engelsk i akademia blir styrket på bekostning av norsk: – Tallet på masteroppgaver skrevet på norsk har gått kraftig ned de siste tjue åra, til fordel for oppgaver skrevet på engelsk. (83% norsk i 1986 – 56% i 2016, 9% engelsk i 1986 – 43% i 2016) – Det samlede studietilbudet på engelsk øker. (8,9% i 2007, 19,6% i 2016) – Stadig mer av undervisningen skjer på engelsk, spesielt på masternivå.

– Engelsk vinner terreng også i læremidler og pensum.

tablet = nettbrett fun fact = morofakta body = trusebluse chatbot = samtalerobot

English has also been influenced by other languages.

Here are some words it has adopted from Norwegian: berserk, fjord, lutefisk, quisling, slalom. For each word, explain why you think English has adopted it.

d “Hygge” was named as one of the top-ten new “words of the year” in the United Kingdom a few years ago. Why do you think this Norwegian (and Danish) word has become such a hit? Which other Norwegian words do you think deserve to be let loose on the English-speaking world?

6 | R E F L E CT: Language Read about formal and informal English on page 302.

Then consider the following:

a What does Max Andrews (p. 19) say about the mistakes Norwegians make when using English?

b Can you think of three situations where it would be important for you to use formal English?

c

Can you think of three situations where formality is less important as long as you get the message across?

(Source: Språkrådet, see p. 330)

E X PLOR E 5 | P R ACT I S E : Vocabulary a When new words enter Norwegian from English, the original spelling is sometimes kept, for example in words like cowboy and jeans. Other words are given a new spelling, for example “tøff”, “streik”, “kul” (tough, strike, cool). A third option is to create a Norwegian word to replace an English word. Here are some examples of such inventions from recent years. Which of these new words would you consider using?

Formal written communication A formal letter or email is something you send to somebody you don’t know personally. The purpose is often to complain, to receive information, to apply for a job or to order something. Go to citizens.cdu.no to find model texts and writing tasks to practise formal written communication.

Chapter 1: Connections

21

Is English the most widely spoken language in the world?

E X P LO R E

asif, norway

In pairs, find out as much as you can about these questions in fifteen minutes:

Are there more native speakers of English than people who learn the language at school?

I keep hearing that English is an important “lingua franca”, but what does that mean, really? dieter, germany

elza, latvia

Why is English so popular everywhere? anna, guatemala

Podcast: a radio programme stored in digital form on the internet so that the user can download it or stream it online.

Since they are relatively cheap to produce and free to download, podcasts have become very popular. Some podcasts consist of only one person talking, some are documentary series, while others have guest speakers and discussions of, for example, current events, entertainment or sports.

24

Q&A: English in the World “The English Oracle” is a podcast where two teachers talk about questions they have received from English-learners worldwide. Go to citizens.cdu.no to listen to their discussion of the questions you worked with above and to work with listening tasks. Listen at least twice, first to find the answers to the questions and then to find the differences between the answers you found and the ones you hear.

1 | U N D E R STA N D

4 | U N D E R STA N D & R E F L ECT

a In pairs, sum up the differences between the answers

Read the text and study the charts below. (Note that “IRL” means “in real life”.)

you found and those given on the podcast, especially the points you made that they didn’t mention.

b In class, talk about the questions one by one.

2 | P R ACT I S E : Conversation skills When talking to other people, you need to be able to ask and answer questions. In addition, you need to know how to give your opinion, and how to agree or disagree with other people’s opinions.

Copy the table below. Then listen to the conversation on the podcast again. While listening, fill in the words and phrases the two speakers use in the correct column (see the list of phrases on p. 25).

Asking for someone’s opinion Giving your opinion Agreeing

Two Worlds: Languages IRL and Online Global connections have always been tested and hindered by language barriers. Even if you have the latest smartphone or tablet, surfing the web would be meaningless if all of the content appears in a foreign language you cannot understand. There are technological solutions of course, particularly translation programs like Google Translate, but they still need further development to improve their reliability. Unfortunately for people who cannot speak or understand English, there is a considerable gap between languages used online and in the real world.

(By Niall McCarthy, Statista.com, abridged)

Estimated number of first-language speakers worldwide in 2018 (millions) Chinese

1 299

Spanish

Disagreeing Showing you have understood your partner Asking for clarification Asking for confirmation Partly agreeing

442

English

378 315

Arabic

260

Hindi

243

Bengali

223

Portuguese

154

Russian

Ending the discussion

3 | P R ACT I S E : Discussing In groups, discuss the following statements. While talking, pay attention to the tips given on p. 25. Try to include some of the “useful phrases” given there in your discussion.

a It is not necessary to speak Norwegian to live and work in Norway; English will do.

Japanese

128

Lahnda

119

Percentage of websites using various content languages (Feb. 2019) Others 11.1% Chinese 1.7% Polish 1.7% Persian 2% Italian 2.3% Portuguese 2.9% Japanese 3.4%

b Hard work is the most important factor if you want

English 54%

French 4%

to achieve success.

Spanish 5%

c

Sixteen-year-olds should be allowed to get a driving licence and to vote in elections.

German 5.9% Russian 6%

26

The top 50 fake stories of 2018 generated roughly 22 million total shares, reactions, and comments on Facebook between Jan. 1 and Dec. 9, 2018.

(BuzzFeed News)

FLAT EARTH – 29 PROOFS! ELDERLY WOMAN ACCUSED OF TRAINING HER 65 CATS TO STEAL FROM NEIGHBOURS LOTTERY WINNER ARRESTED FOR DUMPING $200,000 OF MANURE ON EX-BOSS’ LAWN BRITAIN THREATENS TO INVADE SWITZERLAND OVER TOBLERONE ROW

R E F L E CT & P R ACT I S E Before reading the text, talk about the following questions:

a How would you define the term “fake news”? What (or who) do you think about when you hear it?

b Use Cornell Notes (see p. 267) to make notes while reading this text. Then go to citizens.cdu.no to compare your notes with those of another student.

Fake News: Don’t Be Fooled!

44

First, it is important to define the term “fake news”. This is a new term, but not a new idea. Benjamin Franklin, for example, spread false rumours during the American Revolution in the 18th century. He said that the British army had fierce Native American warriors on their side. This was intended to make the Americans even more angry with the British. Influencing public opinion is still one of the main reasons people spread fake news. We can include this in our definition of fake news: False news that looks or sounds true, which often intends to affect the public’s opinion on an issue.

Some fake news stories are difficult to spot because they are partly true.

One example of this is a story on the Breitbart website. It said that a group of a thousand Muslim men in Germany had set fire to a church and attacked the police with fireworks. There were in fact a thousand people gathered outside the church and some of them set off fireworks. However, the rest of the story was made up. This type of fake news is especially dangerous because it is so close to the truth that it is easily believable.

On the other hand, there are not always bad intentions behind this type of fake news. Sometimes, stories are inaccurate because reporters use social media or other sources without checking their facts. Being first with a story is often more important than being accurate.

Of course, there are fake news stories that are completely false. One example of this is the story about the Pope supporting Donald Trump when he was a candidate for the American presidency. This story was clearly intended to increase Trump’s popularity and his chances of winning the election.

The Pope was quick to deny that he supported Trump. However, as we all know, once a story has appeared on the internet, it can be difficult to convince people that it is not true.

benjamin franklin (1706–1790) was an author, scientist, inventor, politician and diplomat. He fought for independence from Great Britain in the American Revolution and helped create both the Declaration of Independence and the American Constitution.

His portrait is on the American hundred-dollar bill.

UNDERSTAND a Why did Benjamin Franklin use fake news? b What is often more important to reporters than being accurate? c What did the Pope say about Donald Trump?

to define å definere fierce vill, brutal to affect å påvirke / å påverke inaccurate upresis, feilaktig to convince å overbevise, å overtale

Chapter 1: Connections

45

1 | R E F L ECT: After reading

3 | U N D E R STA N D & R E F L ECT: Statistics

a Did your definition of fake news change after having

Look at the bar chart below and answer the following questions:

read the article? If so, how?

a Which age group relies most on the TV as their b Have you ever been the victim of fake news? If so,

source of news?

what was the story and why did you believe it?

b Which age group relies least on the TV as their c

How do you think we can avoid falling for fake news stories? Make a list of suggestions.

source of news?

c

What is the most popular news source for the youngest age group?

d What is the biggest problem that fake news poses, in your opinion?

Per cent of each age group who often get news on each platform:

2 | P R ACT I S E : Vocabulary

TV

News website

Radio

Social media

Print newspaper 81

65

a Rewrite these sentences by replacing the underlined words with words from the list below. (Note: There are more words in the list than you need!)

– He didn’t believe a word of what he read in the scandalous article he found.

– The Chinese government wants to control all online activity within their country.

– The story of the movie star who married her butler seemed hilarious but was in fact not far from accurate, because it was the bodyguard who became her husband.

– It is important to think quickly and calmly in a difficult situation. close to the truth – eye-catching title – sensational story – to censor the internet – to keep a clear head – challenge to democracy – reliable information

b In pairs, choose three terms from the list below each.

Use the text and a dictionary to write good definitions for them. Remember not to mention the term in your definition.

36

36

27 16

42

39 29

22

13 18–29

14

8

2 30–49

28 30

28 28

50–64

18 8 65+

(Source: survey of US adults July–August 2018, Pew Research Center, see p. 330)

d TV, radio and newspapers are often called the “mainstream media” or MSM. What are the advantages of getting your news from these sources? Are they more reliable than social media?

4 | C O M PA R E : Headlines Sometimes it can be difficult to judge which news is real and which is fake. Have a look at the headlines below and see if you can judge which is fake. Is it (i) or (ii)? (Go to citizens.cdu.no to find the correct answers.)

a (i) Snail meat popularity soars (ii) Study finds snails are smarter than you think

to go viral – clickbait – internet troll – mainstream media – social media – curiosity gap – fake news – public opinion

c

Take turns reading your definitions. The student who is not reading should try to guess which term is being described.

50

b (i) Comic actor who plays president on TV becomes real-life president (ii) President ends school shootings by banning schools

c

(i) President spends 100 million dollars on golfing trips in just two and a half years (ii) Leader of North Korea gets 11 “holes in one” in a round of golf

5 | C R E AT E : Writing Write a short fake news story. Remember that your story needs to seem true, so you should curb your imagination somewhat. Here are some possible “clickbait” titles you can use for your story, or you could make up a title yourself: – Prime Minister arrested in betting scandal – Russians to buy and demolish the Statue of Liberty – Champion says: “I would never have won without doping!”

See citizens.cdu.no for more information and tasks on writing news stories.

TEXT 2: I’m Jon Isaksen. I’m 18 years old. I’m a student. Now I’m done with upper secondary school in Norway. And I want to study languages at university. That’s why I’m applying. My grades are really good. I’m hard working and like school.

My personal interests. I like to read, I play the piano and I like to swim. And I’m into learning about other cultures. I like to meet people from other cultures. Sports.

I like football, rugby and floor hockey. Have played for a championship team in floor hockey. I’m really a friendly guy. I get along with just about everybody.

6 | P R ACT I S E : Formality Read about formal and informal language on p. 302. Then do the following:

E X PLOR E

a Look at the two texts below. The purpose of TEXT 1 is to inform the workers at a factory of safety rules.

TEXT 2 is a personal statement for a student application to an American university. Which text is formal and which is informal? Point to examples from the texts in your answer.

Fake news Go to citizens.cdu.no to work with both fake and real news stories, practising your skill in telling the difference between them.

Grammar – The b Rewrite the texts to make the formal text more informal and the informal text more formal.

c

Write a paragraph explaining the changes you have made to the two texts. Do you think the texts fit their purpose better now?

TEXT 1: Safety at the workplace depends not only on the technical quality of facilities and equipment, but also on employee training and the strength of our corporate health, environment and safety culture. Everyone in the plant area is responsible for complying with the company’s procedures and directives dealing with health, environment and safety. For example, hearing protection must be used in areas where this is required and indicated by safety signs. Hearing protection is recommended in the plant area. Ear plug dispensers are placed in several locations in the plant.

What is the difference in meaning between these two sentences?

1. One example of fake news is the story about the Pope supporting Donald Trump.

2. One example of fake news is the story about a pope supporting Donald Trump.

It is perhaps not especially difficult to know when to use a/an and when to use the, but if you go to citizens.cdu.no you can work with a few tricky cases. Would you, for instance, say “Bill hates going to a school / school / the school”?

Task 4, p. 29 – words for Student B to describe to Student A: attpåklatt – dugnad – pålegg – engangsgrill/eingongsgrill – skippertak – koselig/koseleg – steinrøys

Chapter 1: Connections

51

“The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy.” martin luther king jr.

2

CHALLENGES I N T R O D U CT I O N

R E F L E CT

Some people see facing and overcoming challenges as a necessary part of growing up.

Others see challenges as obstacles that can be turned into advantages. However, most people would agree that some challenges are easier to face if you don’t have to face them all by yourself. Learning how other people have coped can provide us with tools to help us handle challenges of our own.

a The illustration on the opposite page shows

Some challenges concern you on a personal level, while others we need to face together, as citizens of a community. Climate change, war, migration and gender inequality engage and involve entire communities – perhaps even the entire population of this planet. When we look for solutions to these issues, it can be easy to forget the human aspect and that the actions we choose – or don’t choose – can have consequences not only for ourselves, but for people in other parts of the world as well. Listening to their stories and seeing the world from their perspectives can perhaps help us make better decisions for our common future.

b c

COMPETENCE AIMS IN FOCUS The aims of the studies are to enable pupils to –

– –

–

64

different challenges that people and societies can face. See if you can identify what these challenges are.

Which challenge from the illustration do you think is most important and why?

With a partner, reflect over the quotation on this page. Do we live in times of “challenge and controversy” or “comfort and convenience”?

explore and reflect on the diversity of and social conditions in the English-speaking world based on historical contexts read, analyse and interpret English-language literary texts read, discuss and reflect on the content, and on the language features and literary devices used in different types of texts, including self-chosen texts write different types of formal and informal texts, including multimedia texts, that are structured and cohesive

Chapter 2: Challenges

65

"You wanna fly, you got to give up the shit that weighs you down." toni morrison (1931–2019)

The American writer Toni Morrison grew up in the 1930s and 40s. This was a period of hardship and discrimination for African Americans in the USA. Her father supported the family by working three jobs for seventeen years. When Morrison was in her early teens, she got a job as a servant in a white family's house, earning two dollars a week. Later on in her life, she would become the first black woman to receive the Nobel Prize in Literature, but she never forgot the lessons she learned from her first job.

R E F L ECT What is your experience with work (paid or unpaid)? Share stories in pairs or small groups.

Toni Morrison (1931–2019) 78

The Work You Do, the Person You Are

By Toni Morrison All I had to do for the two dollars was clean Her house for a few hours after school. It was a beautiful house, too, with a plastic-covered sofa and chairs, wall-to-wall blue-and-white carpeting, a white enamel stove, a washing machine and a dryer – things that were common in Her neighborhood, absent in mine. In the middle of the war, She had butter, sugar, steaks, and seam-up-the-back stockings.

I knew how to scrub floors on my knees and how to wash clothes in our zinc tub, but I had never seen a Hoover vacuum cleaner or an iron that wasn’t heated by fire.

Part of my pride in working for Her was earning money I could squander: on movies, candy, paddleballs, jacks, ice-cream cones. But a larger part of my pride was based on the fact that I gave half my wages to my mother, which meant that some of my earnings were used for real things – an insurance-policy payment or what was owed to the milkman or the iceman. The pleasure of being necessary to my parents was profound. I was not like the children in folktales: burdensome mouths to feed, nuisances to be corrected, problems so severe that they were abandoned to the forest.

I had a status that doing routine chores in my house did not provide – and it earned me a slow smile, an approving nod from an adult. Confirmations that I was adultlike, not childlike.

In those days, the forties, children were not just loved or liked; they were needed. They could earn money; they could care for children younger than themselves; they could work the farm, take care of the herd, run errands, and much more. I suspect that children aren’t needed in that way now.

They are loved, doted on, protected, and helped. Fine, and yet …

Little by little, I got better at cleaning Her house – good enough to be given more to do, much more. I was ordered to carry bookcases upstairs and, once, to move a piano from one side of a room to the other. I fell carrying

enamel emaljert, lakkert absent fraværende, manglende / fråverande, manglande seam søm iron strykejern to squander å sløse med insurance-policy forsikringspolise profound dyp, inderlig / djup, inderleg nuisance plage severe alvorlig / alvorleg chores arbeid, gjøremål / arbeid, gjeremål herd flokk, buskap doted on dyrket, elsket / dyrka, elska

UNDERSTAND a What was Toni’s job? b What did she do with the money she made? c How has the role of children changed since Toni was young?

Chapter 2: Challenges

79

Background

W H AT EV E RY PE RS ON S HOU L D K NOW A B OUT WA R – What is a war?

War is often defined as an active conflict that has claimed more than 1,000 lives.

– How many people have died in war?

At least 108 million people were killed in wars in the twentieth century. Estimates for the total number killed in wars throughout all of human history range from 150 million to 1 billion. War has several other effects on population, including decreasing the birthrate by taking men away from their wives.

– How dangerous is war for civilians?

Very dangerous. Between 1900 and 1990, 43 million soldiers died in wars. During the same period, 62 million civilians were killed.

“War is what happens when language fails.”

–

m argaret at wood, c anadian author

What are the consequences of becoming a refugee from war?

Refugees have very high mortality rates, due primarily to malnutrition and infectious disease.

– How many child soldiers are there?

Several hundred thousand worldwide. Soldiers are sometimes recruited at age 10 and younger. The youngest carry heavy packs, or sweep roads with brooms and branches to test for landmines.

– Why do children join armies?

They are often forced to. Some are given alcohol or drugs, or exposed to atrocities, to desensitize them to violence. Some join to help feed or protect their families. Some are offered up by their parents in exchange for protection.

– How can war affect women?

Women in war zones must search for food, water, medicine and fuel, despite shortages. Some are forced into prostitution to provide for their family. Famine and stress cause increased stillbirth and early infant death. AIDS risk increases for many women in war, from prostitution, husbands who return from military duty with HIV, or rape.

(Source: Chris Hedges, The New York Times - excerpt) 86

estimate anslag, overslag to decrease å senke, å minske mortality rate dødsstatistikk malnutrition underernæring, feilernæring infectious smittsom/smittsam broom kost branch grein atrocity ugjerning to desensitize å gjøre ufølsom / å gjere ufølsam shortage mangel famine hungersnød stillbirth dødfødsel

The choices we make and the values we embrace can have positive consequences down the line – sometimes in ways we could never have foreseen. The following story is about a woman who makes an important choice. It is set in Nigeria, a country that at the end of the 1960s was plunged into civil war.

R E F L ECT Have you ever done a “good deed”, i.e. helped another person in their hour of need? Or have you been on the receiving end of a good deed? Tell the story to another student. What consequences did the good deed have?

to embrace å velge, å slutte seg til / å velje, å slutte seg til deed gjerning soil jord(bunn)/jord(botn) parched uttørket/uttørka to coat å dekke, å stryke / å dekkje, å stryke battered medtatt/medteken to gossip about å fare med sladder rent (hus)leie/(hus)leige to nurse å amme

Chinasa

By Chimamanda Ngozi Adichie I think it happened in January. I think it was January because the soil was parched and the dry Harmattan winds had coated my skin and the house and the trees with yellow dust. But I’m not sure. I know it was in 1968 but it could have been December or February; I was never sure of dates during the war. I am sure, though, that it happened in the morning – the sun was still pleasant, the kind that they say forms vitamin D on the skin. When I heard the sounds – Boom! Boom! – I was sitting on the verandah of the house I shared with two families, re-reading my worn copy of Camara Laye’s The African Child. The owner of the house was a man who had known my father before the war and, when I arrived after my hometown fell, carrying my battered suitcase, and with nowhere else to go, he gave me a room for free because he said my father had been very good to him. The other women in the house gossiped about me, that I used to go to the room of the house owner at night, that it was the reason I did not pay rent. I was with one of those gossiping women outside that morning. She was sitting on the cracked stone steps, nursing her baby. I watched her for a while, her breast looked like a limp orange that had been sucked of all its juices and I wondered if the baby was getting anything at all.

When we heard the booming, she immediately gathered her baby up and ran into the house to fetch her other children. Boom! It was like the rumblings of thunder, the kind that spread itself across the sky, the kind

chimamanda ngozi Adichie (1977–) grew up in Nigeria with upper-middle class parents. She moved to the USA to go to university when she was nineteen. Adichie often writes positively about Nigerian culture in her stories, but she is also keenly aware of the problems that have plagued her country.

Chapter 2: Challenges

87

“Remember, remember always, that all of us, and you and I especially, are descended from immigrants and revolutionists.” fr anklin d. roosevelt, us president 1933– 1945

Leaving Home: I N - D E P T H TO P I C When we talk about migration, we often use the terms push factor and pull factor.

– A push factor is something that makes staying at home uncomfortable, dangerous or downright impossible. Unemployment, persecution and war are examples of push factors.

– Pull factors make the migrant’s destination attractive. It might be the promise of a better job or a better education – or, quite simply, the absence of war.

push factor push-faktor (trykk) pull factor pull-faktor (trekk) persecution forfølgelse/forfølging destination (reise)mål absence fravær/fråvær refugee flyktning refuge ly, tilflukt, vern

In most human migration both push and pull factors are in play. We use the term refugee when the focus is on push factors; a refugee is a person seeking refuge because of circumstances beyond his or her control. The words emigrant and immigrant can refer to the same individuals, but the focus is different. The term emigrant focuses on their departure from their home, while immigrant focuses on their arrival in a host country. The term migrant covers both meanings, although the word can also imply that the migration is less permanent. A migrant worker, for example, is someone who comes to work for a short period before returning home, while an immigrant is more likely to be staying for good.

The next four texts deal with the topic of leaving home. While reading, consider the questions below for each text. Answering these questions will help you understand the texts and work with the tasks that follow on p. 104.

1.

2.

3.

4.

Who is or has been leaving home, and where are they going?

What are their reasons for leaving home?

Who do you think the text was written for?

What do you learn about migration from this text?

Chapter 2: Challenges

93

The city of Aleppo in Syria after an airstrike in April 2016.

– TEXT 1

–

straggling spredt/spreidd makeshift provisorisk, improvisert to capsize å kantre, å velte precarious risikabel, farlig / risikabel, farleg the Mediterranean Middelhavet unparalleled enestående, uten like / eineståande, utan like to emerge å oppstå millennium – millennia årtusen(er)/tusenår

The Challenge of Migration Straggling lines of exhausted people, makeshift camps, capsized boats, drowned children on the beach: in recent years, Europeans have witnessed scenes that they thought belonged to the past, or at least to faraway countries. Ongoing wars in Syria, Iraq and Afghanistan, as well as unrest in sub-Saharan Africa, set in motion a wave of migration that left European governments in doubt as to how to respond. Millions have arrived on Europe’s shores. Many of them risked their lives in precarious boat journeys across the Mediterranean. Thousands drowned in the cold sea.

The numbers of people on the move in our part of the world are unparalleled since the end of the Second World War. Peace and stability in the Middle East still seem a long way off, while the gap in wealth between North and South does not seem likely to disappear any time soon. In other words, it seems that large-scale migration is going to be on the agenda for many years to come.

Migration is, of course, as old as the human race. Migrate is what human beings do, and have always done since we emerged as a species in Africa.

Moreover, the reasons for migration have remained more or less unchanged through the millennia of our existence – we migrate to escape hardship and seek a better life. Looking back at history, the impact of human migration has been enormous. The world we live in, like the DNA makeup of each one of us, is the result of centuries of human migration.

94

warsan shire

– TEXT 2

–

(1988–) is a SomaliBritish poet and writer. She immigrated to Britain at the age of one.

p. 99: blade kniv, blad anthem nasjonalsang/nasjonalsong to sob å hikste, å gispe palm håndflate/handflate carriage togvogn pitied syntes synd på / tykte synd på savage barbar, vill(mann) limb lem (arm, bein) barrel geværløp shore kyst, strand to wade through å kjempe seg gjennom, å vade gjennom 98

HOME

By Warsan Shire no one leaves home unless home is the mouth of a shark you only run for the border when you see the whole city running as well your neighbours running faster than you breath bloody in their throats the boy you went to school with who kissed you dizzy behind the old tin factory is holding a gun bigger than his body you only leave home when home won’t let you stay. no one leaves home unless home chases you fire under feet hot blood in your belly it’s not something you ever thought of doing until the blade burnt threats into your neck and even then you carried the anthem under your breath only tearing up your passport in an airport toilets sobbing as each mouthful of paper made it clear that you would not be going back. you have to understand, that no one puts their children in a boat unless the water is safer than the land no one burns their palms under trains beneath carriages no one spends days and nights in the stomach of a truck feeding on newspaper unless the miles travelled means something more than journey. no one crawls under fences wants to be beaten wants to be pitied

the go home blacks refugees dirty immigrants asylum seekers sucking our country dry niggers with their hands out they smell strange savage messed up their country and now they want to mess ours up how do the words the dirty looks roll off your backs maybe because the blow is softer than a limb torn off i want to go home, but home is the mouth of a shark home is the barrel of the gun and no one would leave home unless home chased you to the shore unless home told you to quicken your legs leave your clothes behind crawl through the desert wade through the oceans drown save be hungry beg forget pride your survival is more important no one leaves home unless home is a sweaty voice in your ear sayingleave, run away from me now i don’t know what i’ve become but i know that anywhere is safer than here (Excerpt – go to citizens.cdu.no to read the complete poem)

Chapter 2: Challenges

99

Calais, France: A migrant in the refugee camp called “the Jungle” in October, 2016.

Huge fires are destroying large parts of the refugee camp as it is being evacuated.

– TEXT 3

–

The Last Border

By Ben Judah Shafiullah is from a small village in war-torn Afghanistan. He saw no future for himself in his village – nothing but poverty. Shafiullah decided to set out for the place of his dreams: London.

Shafiullah travelled by bus to Peshawar in Pakistan where he paid an agency $10,000 – his family’s savings – for his passage. From there he and his friend Tariq began the overland journey to Europe, by motorbike, by bus and by foot. The most dangerous part of the journey was crossing the mountains from Iran into Turkey. On his journey, Shafiullah spent six weeks in prison in Greece, where he lost Tariq. He was shipped across Europe in trucks and containers controlled by “agents”, until there was only one obstacle left to overcome: the English Channel.

wheeler-dealer snik

100

They threw him out in Calais and told him to wait. This was the last border.

This would take time and they would have to be patient. But there were thousands of lorries thundering onto the ferries and the protected trains every day. And the agents said there was only a matter of time before one wheeler-dealer took the $1,000 a head. Then the agents left them: they would call when it happened.

There were so many immigrants in Calais that the Afghans would walk freely. They were everywhere: on the benches, in the boarding houses, sleeping rough or meandering aimlessly along the crash and wave of the sea front between the gulls. He had never seen so many immigrants: hundreds, it seemed thousands of Afghans, if not more. And there were the Pakistanis and Bangladeshis, the Syrians and the Iraqis, the Albanians and Africans and so many people from places he had never even heard of.

Albanian agents prowled certain streets. They would punch and kick the Afghan dealers who tried to approach any of the Albanians wanting over.

These men were violent, there was no messing about, so even the Afghans stayed to their own. Besides, there was more than enough work for everyone. There were more and more of them. There were some that came organized, there were some that came on their own. There were the ones he saw in the park with brown bruises and broken legs who had tried to leap onto the trains and failed. And there were the ones nervously smoking in hotels with a man looking for a lorry.

There were two classes of travel. There were what the agents called the coffins: these were cheaper and were metal cases the size of two men, strapped under a lorry’s suspension, where its middle set of wheels would normally be. There was no room even to wriggle in those. These slipped through quite easily. But they were dangerous: one skid, one crash, and like too many Afghans you would be crushed and mangled on the motorway.

You would see the limbless, the cripples, sometimes waiting, sometimes begging on the streets of Calais. This was a damp country, he thought. And there were so many immigrants here they could no longer frighten them: there were no longer enough police to arrest them all. Their shrivelled arms and ripped faces made Shafiullah choose the more comfortable class of travel: the one inside the container itself. This was much less frequent than it had been, and needed special deals.

There were some people who waited weeks. There were some people who waited months. But he was lucky. The mobile rang. Hurry. The agent had found space for three of them in a lorry heading over. Shafiullah barely had time to greet the other Afghan, around his age, and an Iraqi who seemed considerably older, before they pushed them in – slam, creak – and the container was locked.

to meander å streife omkring to prowl å streife omkring (på jakt etter) to approach å ta kontakt med, å henvende seg til / å ta kontakt med, å vende seg til bruise skramme, blåmerke coffin kiste to strap å spenne fast med rem(mer) / å spenne fast med reim(er) suspension fjæring/fjøring to wriggle å vri (seg) skid skrens, sladd mangled maltraktert, lemlestet / maltraktert, lemlesta limbless uten armer og ben / utan armar og føter shriveled vissen humanitarian menneskevenn to bleep å pipe

UNDERSTAND a What is the situation like for the migrants waiting in Calais? b Why do some of the migrants in Calais have broken legs? c Which of the two ways of getting into the UK does Shafiullah choose, and why?

He could see the other boy’s eyes in the dark. They had nothing to worry about. London was the country of rights. London was the country of humanitarians. They couldn’t touch you there. The agents were clear. All you had to do was tell them you were running from a war country and came from danger. That way they would never send you home. This was a just country. This was the most just country in the world.

He was trembling as the lorry bleeped and heaved onto the train. This was the country they had always talked about. The country of Neasden. The country of London. The city where everyone is rich. The city where you can become rich.

Chapter 2: Challenges

101

R E F L ECT: Reading strategies In pairs, use the four steps (a-d) in the reading strategy for reading long texts on page 271.

Note: For step b, “Close read a section”, Student 1 reads from the beginning of the text to page 141.

Student 2 reads from page 141 to the end of the text.

Cultural Complications protagonist hovedperson/ hovudperson congestion opphopning, ansamling/ opphoping, samling gasp gisp to dice å skjære i terninger / å skjere i terningar

UNDERSTAND a What does Mary's father say about his wife? b How does Mary’s friend react to this?

In the short story “They Don’t Mean It!” by Lensey Namioka, the protagonist Mary Yang tells the story of when her Chinese-American family had some American friends over for a Chinese New Year’s meal. One of the guests is Mary’s friend, Kim. After having eaten the fish and vegetable salad followed by cookies for dessert, the guests are about to leave:

Since it was a weekday night, people didn’t stay long after the last cookie was eaten. There was congestion at the front door as the guests thanked us for inviting them and showing them what a real Chinese New Year dinner was like.

“The fish was delicious!” Mrs. Eng said to father. “I’ll have to get the recipe from your wife one of these days. She’s a wonderful cook, isn’t she?”

“Oh, no, she’s not a good cook at all,” said Father. “You’re just being polite.”

I heard a little gasp from my friend Kim. She stared wide-eyed at my father.

“What’s the matter, Kim?” I asked.

Instead of answering, Kim turned to look at Mrs. O’Meara, who was saying to my mother, “I loved your ten-vegetable salad. Even the kids loved it, and they don’t usually eat their vegetables. You and the girls must have spent hours doing all that fine dicing and slicing.”

“The girls did the cutting, and I’m sorry they did such a terrible job,” said Mother. “I’m embarrassed at how thick those pieces of celery were!”

I heard another gasp from Kim, who was now staring at Mother. But I didn’t get a chance to ask her what the problem was. The O’Mearas were going out the front door, and the rest of the guests followed.

(Excerpt)

138

Mary’s friend Kim is shocked to hear how Mary’s mother and father do not accept the compliments their guests give them, but rather downplay their efforts in putting together the meal. Mary then explains to Kim that in her culture, accepting these compliments would be like bragging and that it is good manners to contradict people when they compliment your family.

Intercultural communication Two major factors increase the risk of people misunderstanding each other: language problems and cultural differences, as in the short story excerpt you have just read. Communication that involves people with different communication styles or ways of thinking is often called “intercultural communication”. If we want to understand people better, we need to gain knowledge of their background. Of course, it is important to remember that we meet people and not cultures. If you know someone well, it is much easier to communicate with them.

In every society, people have their own ways of doing things, but it is not a realistic goal to learn all the details of how things are done everywhere in the world. Instead, we should focus on learning how to discover differences between people more easily.

to brag å skryte to contradict å motsi / å seie imot

UNDERSTAND a Which two factors increase the risk of misunderstanding other people? b What does “intercultural communication” mean? c Instead of learning how things are done everywhere in the world, what should we do?

Chapter 3: Cultures

139

I N T E R ACT a In class, stand up, talk to your classmates and then en

b

form a queue according to how many times you have moved in your life, ranging from the fewest to thee most. Next, form a new queue based on how far you have moved in your life.

Talk to your classmates about where you would most like to move, and form groups with people who share hare your opinion. Next, arrange yourselves in groups according to where you do not want to move. To make this easier, you can choose from the places in this list: don Rio de Janeiro – Your neighbouring town – London – Bergen – Los Angeles – Svalbard – Mumbai – Johannesburg – Spydeberg – Sydney – Moscow – Liverpool – Oslo – New York City – Auckland

Cultures Meeting: I N - D E P T H TO P I C People with different cultural backgrounds meet every day across the globe.

Some of these meetings lead to small misunderstandings, like when an American or British person realises that they are expected to take their shoes off when entering a Norwegian house. Other encounters can be more dramatic and involve prejudice.

While reading each of the following texts, consider these questions: 1. Which cultures do we meet in the text?

2. What kinds of cultural values or traditions does the text refer to? How do we learn about them, for example through the narrator’s voice, through what the characters do/say/think, or by reading between the lines?

3. What is the cultural challenge or complication people face in the text?

4. Are there any signs of stereotypes or prejudice (see pp. 142–143) in the text? If so, describe how these affect the characters.

Chapter 3: Cultures

147

– TEXT 1

–

Dave has just completed upper secondary school and is taking a year off before starting his university studies. He travels to India with Liz, his best friend’s girlfriend (Dave is in fact more interested in Liz than in India). The text describes their first meeting with India and how Dave comes face to face with his own cultural stereotypes. it was just taking the piss det var fullstendig latterlig / det var fullstendig latterleg crowded overfylt to launch å kaste limbs lemmer mugged rana breast-stroke brystsvømming to tug å dra, å trekke / å dra, å trekkje to relent å gi etter to lash down å surre fast 148

Pure Blind Fear

By William Sutcliffe I had heard the old cliché about how when you arrive in India, it’s like stepping into an oven, but this hadn’t prepared for me the fact that when you arrive in India, it is like stepping into an oven.

Delhi airport was ... it was just taking the piss. That number of people simply couldn’t fit into such a small space and not end up eating each other.

It wasn’t possible. And no one else even seemed to notice that it was crowded.

After queuing for several hours at immigration, we escaped the airport and discovered that it was even madder outside. The minute we were in the open air, several rugby teams of smelly men launched themselves at us and tried to pull us to bits, so that we could send separate limbs to town on different forms of transport. Mugged while inside an oven. And all the guys who were trying to get us into their taxis looked so poor and desperate that I just wanted to go home straight away.

Liz noticed that the other backpackers from our flight had got on a bus, so we breast-stroked through the crowd and clambered in behind them. The engine was already on, and we took our seats, relieved that we had made it in time. The driver pointed angrily at our bags, then at the roof of the bus.

I noticed that no one else on the bus had their bags with them, so we got out of the bus and found ourselves back in a different crowd of people, all of whom seemed to be offering to put our stuff on the roof of the bus. I was convinced that they’d steal our rucksacks the minute I turned my back so I tried to climb up myself, but some guy with a red turban on, which gave him the appearance of being the chief bag-putter-on-roofer, pulled me off the ladder and tugged at my bag. I relented, and let him take our rucksacks.

I watched him all the way and saw him lash down the bag with a rope. He

Top left: Scene from the TV series Roots (1977). In the series, a young man called Kunta Kinte is abducted from his African village, sold into slavery and taken to America in 1767. Top right: With a combined net worth of nearly $1 billion, Beyoncé and Jay Z are the most powerful couple in entertainment.

Middle right: In 1955, Rosa Parks was arrested for refusing a bus driver’s instructions to give up her seat to a white passenger. Her bravery led to nationwide efforts to end racial segregation.

Below right: Instead of standing up to show pride, Colin Kaepernick (centre) kneels with teammates during the national anthem before an NFL football game in 2016.

“Taking the knee” was a protest from Kaepernick against police brutality towards black Americans. Many black athletes soon followed his example.

152

p. 153: independence selvstendighet, uavhengighet / sjølvstende, uavhengigheit illegal ulovlig, forbudt / ulovleg, forbode to prevent å (for)hindre to outlaw her: å oppheve majority flertall, majoritet / fleirtal, majoritet unemployment arbeidsledighet/arbeidsløyse lethal dødbringende, drepende / dødbringande, drepande predominant overveiende / for det meste to spark å utløse, å sette i gang / å utløyse, å setje i gang riot opptøyer, opprør / opptøyar, opprør prior tidligere/tidlegare to benefit from å tjene på, å dra nytte av / å tene på, å dra nytte av

Background

BL AC K A M E R ICA NS The first slave ship to North America came from Africa to the British colony of Jamestown in 1619. In the centuries that followed, hundreds of thousands of Africans were kidnapped and forced into slavery in the British colonies of North America. By the time the United States gained independence in 1783, slavery had spread to all the states in the Union.

During the Civil War (1861–1865), President Abraham Lincoln freed the slaves.

After the war, slavery was illegal in all the states. However, many southern states continued to treat blacks as second-class citizens. They made laws that kept black people separate from white people. These laws became known as Jim Crow laws.

They required separate schools, restaurants, restrooms and transportation based on the colour of a person’s skin. Other laws prevented many black people from voting.

Black Americans protested against this discrimination from the beginning, but protestors risked being lynched by racist mobs like the Ku Klux Klan. It was not until the Civil Rights Movement in the 1950s and 60s that the situation began to improve for black Americans. Non-violent protests inspired by such people as Rosa Parks and Martin Luther King, Jr. led to the Civil Rights Act of 1964.

This act outlawed the Jim Crow laws of the south. It also made it illegal to discriminate on the basis of ethnicity, national background or gender.

More than 40 million blacks live in the United States today, which is around 13% of the nation’s population. It is clear that the black community has come a long way since the 1960s. Today, African Americans have been elected or appointed to the highest positions in society, including the presidency (Barack Obama 2008–2016). There is now

a well-educated black middle class, and a growing share of blacks are completing high school and college. In 2017, 87% of blacks aged 25 and older had a high school diploma, and the share of blacks who have completed four years of college or more has roughly doubled from 12% in 1993 to 24% in 2017.

Even so, a much larger part of the black population is poor compared to the majority white population. Blacks have double the unemployment rate of whites, and many have no option but to live in inner-city ghettos where drugs, gangs and guns are a lethal mixture.

In addition, the racist discrimination that the Civil Rights Movement fought has not disappeared. A new black protest movement, called Black Lives Matter (BLM), has taken to the streets and to social media. One reason for its growth is the killing of many young black men around the country, often by predominantly white police forces. One such incident in Ferguson, Missouri, sparked riots that lasted for days. Blacks claim that many of the killings happen because police officers have prejudiced views of blacks. When they see a young black man, they think of the stereotype of an armed and dangerous gang member, so the police fire their guns far too easily.

In recent years, there has been a steady increase in the share of Americans who view racism as a big problem in the USA. In 2017, about eight of ten blacks (81%) said racism is a big problem in society today, up from 44% eight years prior. By comparison, about half of whites (52%) said racism is a big problem, up from 22% in 2009. An overwhelming majority of blacks (92%) say whites benefit from advantages that blacks do not have. By comparison, 46% of whites say whites benefit at least a fair amount from advantages in society that blacks do not have.

(Sources: see p. 330)

Chapter 3: Cultures

153

– TEXT 3

–

Scene from the film The Hate U Give

The Hate U Give

By Angie Thomas

In the novel The Hate U Give, 16-year-old Starr Carter struggles with living in two cultures: the poor African-American neighbourhood she has grown up in and the white suburban high school she attends. Early in the novel, Starr witnesses her best friend Khalil’s murder at the hands of a white police officer.

Khalil was unarmed, and, like Starr herself, black. Starr must figure out how to deal with her feelings and the pressure from her community as she tries to find her voice and stand up for what she believes is right. In this excerpt, Starr is in the car with her father, who is taking her out to cheer her up.

UNDERSTAND a According to Starr’s dad, what is the difference between Tupac and modern rappers? b What new meaning did Tupac give the word “nigga”?

154

We roll through the streets, Tupac blasting through the subwoofers. He’s rapping about keeping your head up, and Daddy glances at me as he raps along, like he’s telling me the same thing Tupac is.

“I know you’re fed up, baby” – he nudges my chin – “but keep your head up.”

He sings with the chorus about how things will get easier, and I don’t know if I wanna cry ’cause that’s really speaking to me right now, or crack up ’cause Daddy’s singing is so horrible.

Daddy says, “That was a deep dude right there. Real deep. They don’t make rappers like that no more.”

“You’re showing your age, Daddy.”

“Whatever. It’s the truth. Rappers nowadays only care ’bout money, hoes, and clothes.”

“Showing your age,” I whisper.

“Pac rapped ’bout that stuff too, yeah, but he also cared ’bout uplifting black people,” says Daddy. “Like he took the word ‘nigga’ and gave it a whole new meaning – Never Ignorant Getting Goals Accomplished. And he said Thug Life meant –” “The Hate U Give Little Infants F---s Everybody,” I censor myself. This is my daddy I’m talking to, you know?

“You know ’bout that?”

“Yeah. Khalil told me what he thought it means. We were listening to Tupac right before … you know.”

“A’ight, so what do you think it means?”

“You don’t know?” I ask.

“I know. I wanna hear what you think.”

Here he goes. Picking my brain. “Khalil said it’s about what society feeds us as youth and how it comes back and bites them later,” I say. “I think it’s more than youth though. I think it’s about us, period.”

tupac shakur (1971-1996) was an American writer, actor and rap artist. He is seen by many as one of the greatest rappers of all time. Shakur was born in New York but lived large parts of his life in Los Angeles. His lyrics were often about the injustices suffered by black Americans.

Shakur was killed in a drive-by shooting in Las Vegas in 1996, only 25 years old.

“Us who?” he asks.

“Black people, minorities, poor people. Everybody at the bottom in society.”

“The oppressed,” says Daddy.

“Yeah. We’re the ones who get the short end of the stick, but we’re the ones they fear the most. That’s why the government targeted the Black Panthers, right? Because they were scared of the Panthers?”

“Uh-huh,” Daddy says. “The Panthers educated and empowered the people. That tactic of empowering the oppressed goes even further back than the Panthers though. Name one.”

Is he serious? He always makes me think. This one takes me a second.

“The slave rebellion of 1831,” I say. “Nat Turner empowered and educated other slaves, and it led to one of the biggest slave revolts in history.”

“A’ight, a’ight. You on it.” He gives me dap. “So, what’s the hate they’re giving the ‘little infants’ in today’s society?”

“Racism?”

“You gotta get a li’l more detailed than that. Think ’bout Khalil and his whole situation. Before he died.”

“He was a drug dealer.” It hurts to say that. “And possibly a gang member.”

“Why was he a drug dealer? Why are so many people in our neighborhood drug dealers?”

I remember what Khalil said – he got tired of choosing between lights and food. “They need money,” I say. “And they don’t have a lot of other ways to get it.”

“Right. Lack of opportunities,” Daddy says. “Corporate America don’t bring jobs to our communities, and they damn sure ain’t quick to hire us.

Then, shit, even if you do have a high school diploma, so many of the schools

Black Panthers: a revolutionary black political organisation in the USA, active from 1966 to 1982. p. 154: suburban forstadsunarmed ubevæpna/uvæpna subwoofer (bass)høyttaler/(bass) høgtalar chorus refreng to crack up å begynne å le infant småbarn, spedbarn a’ight = all right to pick somebody's brain å spørre ut noen, å spørre noen om råd / å spørje ut noko, å spørje nokon om råd oppressed undertrykt to give someone dap å hilse med hånda (“high five”) / å helse med handa (“high five”) corporate bedrifts-

Chapter 3: Cultures

155

R E F L ECT Write down answers to the questions below. Then compare answers with a partner. a

Can you name at least five places in the USA that have Spanish-sounding place names?

b

What do you know about Spanish-speaking Americans?

¡Vamos!

Latino Culture on the Rise A few years back, the song “Despacito” by American artists Luis Fonsi and Daddy Yankee, featuring Canadian-born Justin Bieber singing in English, became the earworm of the summer. On the radio, in cafes, on the beach – everywhere people were humming and bopping along to the reggaetonbased rhythm. earworm musikk man får på hjernen / musikk ein får på hjernen to acknowledge å anerkjenne

174

Songs like “Despacito” are known as Latino pop, meaning music influenced

by Latin America. Luis Fonsi and Daddy Yankee are not the only exporters of Spanish-language Latino pop to the world; artists like Ricky Martin, Shakira, Pitbull, Jennifer Lopez and Marc Anthony have all had hits that acknowledge their Latino roots in recent years. If you go further back in music history, you will find bands and artists such as Los Lobos and Carlos Santana who had great success worldwide while singing in Spanish, yet these are more likely to be called Chicano artists. All of these musicians could in addition be labelled Hispanic, another term describing Spanish-speaking Americans. So what is the difference between Chicanos, Hispanics and Latinos?

A border patrol officer on the US side of the Mexico border looking at an art installation by French artist JR. An immense image of Kikito, a one-year-old boy from the city of Tecate, looks playfully over the infamous border wall. Kikito and his family cannot cross the border to see the artwork from the ideal vantage point.

Undocumented illegal immigrant Isabel Sandoval and her daughter.

The sign behind them refers to the policy of separating children from their families at the border.

This was supposed to scare immigrant families from trying to get into America. It resulted in camps full of children without their parents. Several of these children died, and many were never reunited with their families.

Chapter 3: Cultures

177

R E F L E CT: Talking In pairs or groups, ask each other the following questions: – Are you Norwegian?

– How do you feel about the place where you live?

M Y S TO RY:

“Are You British?”

There are many cultural differences between England, Scotland, Wales and Northern Ireland, and distinct ways of life within each country as well. Nevertheless, all the people who live there are British. We asked five young British people similar questions to the ones you were asked above. Go to citizens.cdu.no to listen to their answers and to work with listening comprehension and vocabulary tasks. Then work with the tasks below.

1 | R E F L E CT: After listening Talk about the following:

a What did you find most interesting or surprising in the answers the people gave?

might feel he is a member of the Yoruba tribe when he meets other Nigerians of the Hausa tribe. He might feel he is from a particular village or part of a village. He might feel Christian or Muslim. Which identities do you have, and which do you feel are most important to you in your daily life?

b Which accent was the easiest to understand, and which was the most difficult?

c

What positive and negative aspects of being British did the people interviewed mention? Make a pro and con list (see p.

268).

2 | P R ACT I S E : Describing Look at the map of the United Kingdom on the inside cover of this book.

a Choose five cities or places in the UK and d Which cultural stereotypes (see p. 142) did they mention?

e

182

We all have multiple identities, depending on the situation we are in. For example, a Nigerian immigrant to Norway might feel African in his meeting with European culture. He might feel Nigerian when his national football team plays Cameroon. He

write down a geographical description of where they are situated. Avoid using words like left and right in your descriptions. You may find the following expressions useful: in the north / south / east / west, to the north of / south of / west of / east of, between, near, close to, not far from, the neighbouring city is …

Example: “This is a place in the Irish sea, between Ireland and England” = The Isle of Man

Top left: Colin is from London, a giant metropolis and the UK capital.

Top right: Fintan is from Londonderry (which he calls Derry) in Northern Ireland. This city is the setting for the Netflix series Derry Girls, whose main characters are on this mural.

Middle left: Glasgow is Scotland’s largest city and it is where Nazneem comes from.

Middle right: The North Yorkshire landscape is beautiful, as Julia will tell you in the interview.

Below: Evening view over the Valve tower near Meghan’s home in Merthyr Tydfil in Wales.

Chapter 3: Cultures

183

Listening to and understanding longer texts is an important part of improving your English skills.

The podcast “What is Cultural Appropriation?” will give you practice in listening to English without textual support. There is no glossary, and no questions to check that you have understood the main contents while listening.

P R ACT I S E : Listening Go to page 25 and revise the useful phrases in a discussion given there. While listening to the podcast, notice how the speakers express themselves when they present arguments or give opinions, or when they agree or disagree. Can you add any new expressions to those on page 25?

– Advance

–

What Is Cultural Appropriation?

“Cultural appropriation” means that you take or use things from a culture that is not your own, without showing that you understand and respect this culture. The things that are “taken” can be a piece of clothing, a hairstyle or a manner of speaking, and they are used for fun or fashion. In some cases, this can offend or hurt people. They feel that someone is mocking their culture and heritage. At citizens.cdu.no you will find a podcast where two people discuss cultural appropriation.

Fashion designer Marc Jacobs was accused of cultural appropriation after featuring almost solely white models wearing fake dreadlocks at a fashion show. Dreads are associated with black culture and black identity.

198

Native American headdresses have become a popular part of the summer festival outfit, but are now banned from several American and Canadian festivals. Since 2015, the Glastonbury festival in England has restricted the sale of them after an online petition claimed that non-Natives wearing the headdresses reinforced damaging and racist stereotypes.

1 | U N D E R STA N D Work individually or with a partner: How would you explain “cultural appropriation” in your own words to someone who has never heard of it before? Point to examples from the podcast discussion in your answer.

b Before listening, you were asked to make a note of how the speakers expressed themselves in their discussion. Which new phrases did you notice while listening? Were these generally polite, or were there any examples of language that is perhaps not suited for a discussion in public?

2 | R E F L ECT Talk about the following:

a What did you learn from the podcast discussion that was new to you?

4 | C R E AT E You have just heard that a friend of yours is planning to dress up as Pocahontas for tomorrow’s Halloween party.

Write your friend a text where you explain why you think this is a bad idea.

b What did the speakers disagree about? Who had the better arguments, in your opinion?

5 | REVIEW c

Should we always have consent before borrowing from other cultures? Why or why not?

d Have you ever experienced cultural appropriation yourself? If so, explain what happened.

3 | A N A LYS E a Look at “Background: Discussing” on p. 25. Did the speakers in the podcast discussion follow the general rules outlined there?

a Choose one text that you enjoyed working with in this chapter and write a short introduction for someone who is about to start studying it. Explain why you recommend working with this particular text.

b Choose a picture of a person in this chapter and imagine that you are him or her. Answer the following questions in writing: – Who am I and why am I here?

– What have I just done?

– What am I doing now?

Then present “yourself” to one of your classmates.

Your classmate must then browse through the chapter to find the person you have presented.

Chapter 3: Cultures

199

4 CITIZENS I N T R O D U CT I O N

R E F L E CT

As citizens of a democracy, we expect to have certain rights, such as the right to vote in elections. If we disagree on a political topic, for example the issue of gun control in the USA, we expect to be allowed to participate in demonstrations to make our opinions heard.

We expect to have freedom of religion. We feel a sense of belonging when we celebrate big events together with fellow citizens, such as music festivals, street parties and football matches.

a What is the best thing about living

Not all citizens share this experience, however.

Some live in a society where different groups of people are discriminated against, or they live side by side but hardly interact, as was the case in South Africa during apartheid and in Northern Ireland during the “Troubles”. Others lose their rights as citizens, for example the Windrush generation in the UK or American citizens who are denied the right to vote. Our experiences as citizens of a society are both shared and individual at the same time.

in a democracy?

b If you had to move to an English-speaking c

COMPETENCE AIMS IN FOCUS The aims of the studies are to enable pupils to – –

–

–

200

country, which would you choose, and why?

Do you feel like a global citizen? Why, or why not?

use suitable strategies for learning the language, creating a text and communicating read, discuss and reflect on the content, and on the language features and literary devices used in different types of texts, including self-chosen texts express themselves in a nuanced way with precision and cohesion, using idiomatic expressions and varied sentence structure adapted to the purpose, recipient and situation explore and reflect on the diversity of and social conditions in the English-speaking world based on historical contexts

Chapter 4: Citizens

201

I N T E R ACT: List of advice Many parents and grandparents have a habit of dishing out advice on how to behave – advice that may not always seem logical to young people. In class, compile a list of advice or rules for life that you remember having been given, and discuss how useful each piece of advice is.

Here are some examples to get you started: – Eating cheese before you go to bed will give you nightmares.

– Don’t swim just after having eaten.

– Keep your elbows off the table.

All I Really Need to Know I Learned in Kindergarten

By Robert Fulghum to dish out å dele ut i øst og vest, å øse ut / å dele ut i aust og vest, å ause ut advice råd to compile å utarbeide, å sette sammen / å utarbeide, å setje saman kindergarten barnehage graduate school universitetsavdeling

202

All I really need to know about how to live and what to do and how to be I learned in kindergarten. Wisdom was not at the top of the graduate school mountain, but there in the sand pile at school.

These are the things I learned: – Share everything.

– Play fair.

– Don’t hit people.

– Put things back where you found them.

– Clean up your own mess.

– Don’t take things that aren’t yours.

– Say you’re sorry when you hurt somebody.

– Wash your hands before you eat.

– – – – – –

– –

Flush.

Warm cookies and cold milk are good for you.

Live a balanced life – learn some and think some and draw and paint and sing and dance and play and work every day some.

Take a nap every afternoon.

When you go out in the world, watch out for traffic, hold hands and stick together.

Be aware of wonder. Remember the little seed in the Styrofoam cup: the roots go down and the plant goes up and nobody really knows how or why, but we are all like that.

Goldfish and hamsters and white mice and even the little seed in the Styrofoam cup – they all die. So do we.

And then remember the Dick-and-Jane books and the first word you learned – the biggest word of all – LOOK.

Everything you need to know is in there somewhere. The Golden Rule and love and basic sanitation. Ecology and politics and equality and sane living.

to flush å trekke ned (på toalettet), å spyle / å trekkje ned (på toalettet), å spyle seed frø, spire Styrofoam cup engangskopp/ eingongskopp Dick-and-Jane book lesebok, ABC-bok Golden Rule: a rule of ethical conduct referring to Matthew 7:12 and Luke 6:31: do to others as you would have them do to you sanitation hygiene sane sunn, fornuftig to extrapolate å videreføre / å vidareføre

Take any one of those items and extrapolate it into sophisticated adult terms and apply it to your family life or your work or government or your world and it holds true and clear and firm. Think what a better world it would be if we all – the whole world – had cookies and milk at about 3 o’clock in the afternoon and then lay down with our blankies for a nap. Or if all governments had as a basic policy to always put things back where they found them and to clean up their own mess.

And it is still true, no matter how old you are, when you go out in the world it is best to hold hands and stick together.

Chapter 4: Citizens

203

R E F L ECT Discuss in pairs or small groups:

a Are you happy to let other people b c

decide, or do you think it is important that your voice is heard?

How can you make a difference as a citizen of your local community, and as a global citizen?

What do you know about American politics and the American political system?

Democracy the American Way John Trumbull: “Declaration of Independence, 4 July, 1776”

Declaration of Independence uavhengighetserklæringen/ sjølvstendefråsegna constitution grunnlov amendment lovtillegg, lovendring

American democracy, like the country itself, is around 250 years old. When the thirteen British colonies came together to sign the Declaration of Independence on July 4, 1776, they did so to be able to decide over themselves.

They wanted power for the people, not for a king in far-off Britain.

American independence: three central rights The American Declaration of Independence has become one of the most famous political documents in the world. It states that “all men are created equal”, and that they have the right to three things: life, liberty and the pursuit of happiness. These rights are meant to be protected by a government that gets its power from the people. This was the start of American democracy, and in many ways the beginning of democracy as we know it today.

Three reasons why the American system has inspired other countries 1) The Constitution and its Amendments After the American colonies won their independence from the British, the new country now needed a constitution, which they wrote in 1789.

206

The Constitution was created by a group of men nicknamed the Founding Fathers. It was soon evident that the Constitution was not perfect. Instead of changing the Constitution, the Americans decided to add some rules to it, known as Amendments. Over time, 27 Amendments have been added to the Constitution. The two most famous are the ones that guarantee freedom of speech and the right to bear arms (the First and Second Amendments). Two other famous Amendments to the Constitution banned slavery and gave women the right to vote.

The American Constitution has inspired citizens in other countries to fight for their rights, for example revolutionaries in France, who adopted their own constitution in 1791, and the Norwegians, who adopted theirs in 1814.

nickname kallenavn/kallenamn to bear arms å bære våpen / å bere våpen diaper bleie to prohibit å forby to abridge å avkorte, å skjære ned på / å avkorte, å skjere ned på to petition for å be om redress of a grievance erstatning, oppreisning / erstatning, oppreising

2) Elections after an agreed “term”

“Politicians and diapers must be changed often and for the same reason.” m ark t wain, americ an author

American elections take place after an agreed period of time. This plays an important part in keeping the power with the people. All politicians know that when their term in office is over, they must win a new election.

Kissing babies is an important part of political campaigning, something Republican candidate Donald Trump found out to his (and one of the babies’) apparent dismay during the 2016 presidential election campaign.

3) Freedom of speech and religion

“Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.” the first amendment (1791)

Chapter 4: Citizens

207

The symbol of the Democrats is a donkey, while an elephant symbolises the Republicans.

UNDERSTAND a When was the American Declaration of Independence signed? b Which three rights did the Declaration of Independence say that everybody should have? c What are the Amendments? d What are the two most famous Amendments to the American Constitution?

Civil Rights Movement borgerrettsbevegelsen/borgarrettsrørsla the norm det normale, regelen defence forsvar welfare velferd

208

The desire for freedom was what got America started in the first place.

Without freedom of speech, you can never have a true democracy. How will people know which candidate to choose if they cannot speak freely and debate the issues? The First Amendment guarantees freedom of speech and religion, and it also gives people the right to demonstrate peacefully.

Peaceful demonstrations have led to some of the most important changes in American history, for example the demonstrations led by Martin Luther King, Jr. in the Civil Rights Movement in the 1960s. In recent years, some of the biggest peaceful demonstrations in American history have occurred, protesting gun violence and discrimination of black Americans and women.

(You can read more about the issue of gun violence on page 243.)

The two-party system Over time, a two-party system has become the norm for American politics.

Americans today have two main parties to choose from: the Republicans and the Democrats. Similarly, Britain has always had two main parties, and for the last century these have been the Conservative Party and the Labour Party. Norway has a multi-party system, although one of the two biggest parties usually ends up with the most power and influence.

Differences between political parties What are the main differences between parties on the “right” and those on the “left” in America and Britain?

1) Taxes, welfare and spending The parties on the right, the Republicans in the USA and the Conservative Party in Britain, generally want to keep taxes and government spending as low as possible. One exception to this is spending on defence. On the left, the Democrats in the USA and the Labour Party in Britain generally want the government to play a bigger role in, for example, healthcare and education. Taxes are a way of financing welfare and creating a fairer society, in their opinion.

Top: The United States Capitol – the meeting place of the US Congress Below left: The White House, home of the US President Below right: The US Supreme Court These are the three branches of the American government. The power of government is divided between them.

Each branch limits, or “checks”, the other two branches’ power.

Chapter 4: Citizens

209

R E F L ECT: South Africa a In pairs, look at the words connected to South Africa below. Talk about each word and why you think it has been included. Ask other pairs if there are words you don’t understand. apartheid – Mandela – Football World Cup – lion – elephant – Cape Town – Johannesburg – ANC – safari – tourism – wildlife – black – Afrikaner – racism – Rainbow Nation – Soweto – crime – warm – poverty – diamonds – violence – cities – skyscrapers – languages – beaches – sunshine – vuvuzela – British Empire – democracy

b Brainstorm in class to pool information on the following words: apartheid – Mandela – Rainbow Nation

trevor noah is a South African who has

made a huge success of his comedy career in America. When he was born in South Africa in 1984, the white apartheid regime (1948–1994) discriminated against all coloured people, but Trevor Noah had an additional challenge: he was “born a crime”. His mother was black and his father was white. During apartheid it was forbidden to mix the ethnic groups like this; it was punishable by five years in prison, and the children could be taken away from their parents. Growing up, Trevor Noah thought himself an outsider, and his struggles and search for identity are what his autobiography Born a Crime is about.

“Where most children are proof of their parents’ love, I was the proof of their criminality. The only time I could be with my father was indoors.” trevor noah 230

Born a Crime

By Trevor Noah Apartheid was perfect racism. It took centuries to develop, starting all the way back in 1652 when the Dutch East India Company landed at the Cape of Good Hope and established a trading colony, Kaapstad, later known as Cape Town, a rest stop for ships traveling between Europe and India. To impose white rule, the Dutch colonists went to war with the natives, ultimately developing a set of laws to subjugate and enslave them. When the British took over the Cape Colony, the descendants of the original Dutch settlers trekked inland and developed their own language, culture, and customs, eventually becoming their own people, the Afrikaners – the white tribe of Africa.

The British abolished slavery in name but kept it in practice. They did so because, in the mid-1800s, in what had been written off as a near-worthless way station on the route to the Far East, a few lucky capitalists stumbled upon the richest gold and diamond reserves in the world, and an endless supply of expendable bodies was needed to go in the ground and get it all out.

As the British Empire fell, the Afrikaner rose up to claim South Africa as his rightful inheritance. To maintain power in the face of the country’s rising and restless black majority, the government realized they needed a newer and more robust set of tools. They set up a formal commission to go out and study institutionalized racism all over the world. They went to Australia. They went to the Netherlands. They went to America. They saw what worked, what didn’t. Then they came back and published a report, and the government used that knowledge to build the most advanced system of racial oppression known to man.

Apartheid was a police state, a system of surveillance and laws designed to keep black people under total control. A full compendium of those laws would run more than three thousand pages and weigh approximately ten pounds, but the general thrust of it should be easy enough for any American to understand. In America you had the forced removal of the native onto reservations coupled with slavery followed by segregation. Imagine all three of those things happening to the same group of people at the same time. That was apartheid.

In the second excerpt, Noah describes his experiences on public transport in South Africa during apartheid. This was unlike public transport in our part of the world. Black people had to rely on minibuses. Since these minibuses were completely unregulated, using them was often unpredictable, or even dangerous. When this excerpt begins, nine-year-old Trevor and his mother are trying to catch a minibus to go home.

We waited and waited for a minibus to come by. Under apartheid the government provided no public transportation for blacks, but white people still needed us to show up to mop their floors and clean their bathrooms.

Apartheid started in 1948, giving whites total control over South Africa. Blacks, who at that time made up 87% of the population, lived on only 13% of the land.

During apartheid, they could not vote, own land, be in relationships with whites or even live in the same areas. Rebellion within the country, led by Nelson Mandela, and pressure from countries all over the world led to the end of apartheid in 1994.

In the first excerpt, Noah gives his explanation of what apartheid was. to impose å innføre, å påtvinge / å innføre, å tvinge på to subjugate å underlegge seg, å erobre / å underleggje seg, å erobre descendant etterkommer/etterkommar to abolish å avskaffe expendable som kan ofres eller forbrukes / som kan ofrast eller forbrukast racial oppression raseundertrykkelse/raseundertrykking surveillance overvåking/ overvaking thrust hensikt, mål

UNDERSTAND a When did the Dutch East India Company land in the Cape of Good Hope? b Who are Afrikaners? c What kinds of resources were there in South Africa? d What was the purpose of apartheid?

Chapter 4: Citizens

231

You may shoot me with your words, You may cut me with your eyes, You may kill me with your hatefulness, But still, like air, I’ll rise. m aya angelou, from “still i rise”

R E F L ECT a What protests have you taken part in or heard about? Make a list. Maybe the following terms will help jog your memory: school shooting – voting rights – women’s rights – climate crisis – workers’ rights – police violence – discrimination – toll roads

b Did the protests make a difference? Did they get any attention in the media or even from the people who had the power to change society?

American sprinters Tommie Smith and John Carlos give the Black Power Salute at the 1968 Olympic Games in Mexico City. This was a symbolic protest against racism in the United States. “We were just human beings who saw a need to bring attention to the inequality in our country,” Smith said years later. “I don't like the idea of people looking at it as negative. There was nothing but a raised fist in the air and a bowed head, acknowledging the American flag – not symbolizing a hatred for it.” Smith and Carlos were suspended from the US team and received death threats. But neither man ever apologised for his raised fist or his bowed head.

240

Poetry can be a powerful weapon, and many writers have used poetry or song lyrics to express their opinions. The two poems here both have powerful and important messages of protest. The first, “I, Too”, was written at a time when African Americans were still second-class citizens in the USA. It focuses on ideas of equality and self-worth, protesting racism and inequality.

I , TO O

BA L L A D O F A H E R O

By Langston Hughes

By Kate Tempest

I, too, sing America.

Both the USA and the UK have been continuously involved in wars in Afghanistan and Iraq in the last two decades. The second poem, “Ballad of a Hero”, explores the questions of what war is really about, and what happens to soldiers when they are done fighting. You can listen to this poem at citizens.cdu.no.

I am the darker brother.

They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong.

Tomorrow, I’ll be at the table When company comes.

Nobody’ll dare Say to me, “Eat in the kitchen,” Then.

Besides, They’ll see how beautiful I am And be ashamed – I, too, am America.

(1926)

self-worth egenverd/eigenverd to dare å våge, å tørre / å våge, å tore continuous sammenhengende, uavbrutt / samanhengande, utan avbrot

Chapter 4: Citizens

241

Background

T H E CON F L ICT I N NORT H E R N I R E L A N D

There are many possible threats to democracy. The threat of violence and division amongst different groups in society are two of the most dangerous. Unfortunately, these threats have been hanging over the population of Northern Ireland for many years.

The separation between Northern Ireland and Ireland took place because Ireland was one of England’s first colonies. The English had a particularly difficult job ruling the Irish in the north of the country (called Ulster), but by 1703, less than five per cent of the land of Ulster was still in the hands of the Catholic Irish. In 1801, Ireland became a part of the United Kingdom. After a long period of protests and guerrilla war, the Irish got their independence in 1921. However, the six counties in the north, where the majority were Protestant, remained in union with Great Britain.

Ireland was divided in two.

The result of this divide is a Northern Irish population from two different cultural and religious backgrounds. Republicans, who are mainly Catholic, want Northern Ireland to reunite with the rest of Ireland and to leave the UK. Unionists, who are mainly Protestant, wish to remain within the UK. However, the conflict is not solely about religion. It is mainly a social and cultural one. Historically, the Catholics have been poor and oppressed. The ruling Protestants have represented the privileged classes in society with better jobs and brighter opportunities. The number of Catholics in Northern Ireland is growing, but still a slightly larger part of the Northern Irish population has Protestant ancestors.

The short story “Walking the Dog” (p. 253) is set during the “Troubles”, a period of conflict between the 1960s and the 1990s. During this

250

period, confrontations between Republicans and Unionists became more brutal. Terrorism and murder were carried out both by extreme Republicans, such as the Irish Republican Army (IRA), and extreme Unionists, such as the Ulster Volunteer Force (UVF). More than 3,500 people died in the conflict, a very large number in a population of just 1.5 million.

Eventually, most people on both sides became tired of the violence and the personal losses it caused. The Good Friday Peace Agreement in 1998 was a milestone for peace, signed by the most important political leaders on both sides. It seemed like terrorism and extreme violence between Republicans and Unionists was now mainly a thing of the past. People in Britain and Ireland could go about their daily lives without the constant fear of violence.

However, despite the progress that has been made, segregation is still a huge issue in Northern Ireland. Catholics and Protestants still live largely separate lives, in a situation that some people have called “self-imposed apartheid”, a clear challenge to democracy in the country. The majority of children in Northern Ireland still attend separate-faith schools, meaning that they seldom speak to children with a different religious or cultural background than themselves. There are some integrated schools, but these are rare.

The Brexit referendum in 2016 also threatened to once again increase segregation and create tension between the two countries. As Ireland remained a member of the EU, Britain, including Northern Ireland, was set to leave.

There were fears that this would become a new focus for more violence and conflict.

Glossary: see p. 253

Mural painted on a building in the Republican area the Bogside in Londonderry (known as Derry to Republicans), Northern Ireland. In 1969, there was a violent conflict between Republicans on one side and the police supported by Unionists on the other. Known as the “Battle of the Bogside”, this was one of the first major confrontations in the era known as the “Troubles”.

Chapter 4: Citizens

251

5 COURSES I NTR O D U C TI O N This chapter provides you with the necessary tools for improving your English language and communication skills. You will learn more about choosing the best reading strategy and the best note-taking technique for the task at hand.

Tools for literary analysis and interpretation are also included, and you get to practise using these with literary texts in the textbook and with texts of your own choice. The chapter also explains how to write a five-paragraph essay and shows you how to build up your argument through the structure of paragraphs, the building blocks of essays and many other text types.

Furthermore, you will learn how to make correct language choices depending on what you need to communicate and who the audience is.

How to understand and use rhetoric is also on the agenda in the chapter. In addition, you get information and practice on how to use sources correctly and how to choose sources that are trustworthy. Finally, this chapter contains suggestions for in-depth work to help you dig deeper into topics you are interested in.

C O M P E TE N C E AI M S I N FO C U S The aims of the studies are to enable pupils to

– –

–

– – –

use suitable strategies for learning the language, creating a text and communicating write different types of formal and informal texts, including multimedia texts, that are structured and cohesive, and that describe, discuss, reason and reflect according to the purpose, recipient and situation express themselves in a nuanced way with precision and cohesion, using idiomatic expressions and varied sentence structure adapted to the purpose, recipient and situation use different sources in a critical, appropriate and verifiable manner listen to, understand and use academic language when working with their own oral and written texts evaluate and revise their own texts based on the subject criteria and knowledge about language

COURSE 1

Reading Strategies 1.1 – READING FACTUAL TEXTS Purpose: Why you are reading You may not be aware of it, but you already use different reading strategies depending on the purpose of your reading.

–

Factual texts, also called non-fiction texts, usually have three main purposes: they may inform the reader about a topic (examples: textbook text, news article), instruct the reader on how to do something (examples: manual from IKEA, recipe) or persuade the reader to believe something or do something (examples: opinion piece, advertisement).

–

The purpose of literary texts, also known as fiction texts, on the other hand, is to entertain the reader or make them feel something by using language to create mental images.

Knowing why you are reading a text will help you decide how you are going to approach the text. Are you expected to answer questions from the text? Are you supposed to write a summary? Are you going to discuss something with your classmates? Once you know the purpose, it is easier to decide what to focus on in the text.

This course will help you to become more conscious of which reading strategy you should use for different purposes, and suggests some note-taking techniques that can be useful when reading factual texts. Even though you could apply some of these strategies to literary texts as well, they are more suitable for factual-text reading. (To learn more about reading literary texts, go to course 1.2 on p. 273.)

Chapter 5: Courses

261

A Venn diagram is another visual way of organising information. Start by drawing two overlapping circles. The circles represent two items you want to compare. In the intersection (where the circles overlap), place what the two items have in common. In the left and right circle, place what makes the two items

different from one another. The first example of a Venn diagram below outlines the differences and similarities of cats and dogs. The second was made by a student comparing the main characters of two texts in Chapter 3: "Pure Blind Fear" (p. 148) and "It felt as if we had landed on the moon" (p. 150).

Venn diagrams Dog

Both

Barks

Household pet

Wags tail when happy Must be on a leash parts of the year

Given a name by its owner

Dave

In common

In India Dislikes the heat Does not speak Hindi Feels threatened Went there voluntarily Tries to talk to his friend, but she doesn’t understand Story takes place over a couple of hours

270

Four legs

In a place neither has ever been before Not happy about the temperature Have no language in common with people they meet Feel out of place

Cat

Meows Wags tail when angry Is rarely on a leash

Malala

In Birmingham Dislikes the cold Speaks very little English at first Feels isolated Was sent to England, didn’t have choice Talks to her friend in Pakistan to find solace Story takes place over several months

Tip 4: Share the workload!

Sometimes, cooperating with one or more partners on a text can help ease the workload and let you explore different learning strategies. For this technique, work together with 1–3 other students and follow the guidelines below. Start by choosing your text. a Skim the entire text. Spend up to five minutes doing this. (See WHITE on p. 263.)

Think about what you already know about this topic and what you expect to learn from reading. b Close read a section. In groups or pairs: Divide the text into parts. On your own, read your part of the text thoroughly. The questions in the margin will help you reflect over key words and the main ideas in the section. c Review and discuss. Now it is time to cooperate. Tell your partner(s) about the section you have read and listen to them telling you about their parts. Share your notes. If anything is unclear, feel free to ask

questions or revisit the section from the text to make sure that you have understood it correctly. d Individual close reading. You should now have a good mindset for understanding the entire text. Read the part(s) of the text your partner(s) told you about and answer the questions in the margin as you go along.

When you have completed steps a-d above, talk about the following in the same pairs or groups, or as a class: e While reading, how well were you able to use skimming, close reading, note taking and reviewing strategies? f How much did your partner’s presentation and notes help prepare you for the section you did not skim? g What have you learned about reading strategies that might help you in the future, for example in social studies, science or other subjects that require a lot of reading?

Quick tips

Reading factual texts When reading a text you can use three different strategies: 1. Skimming: The purpose is to get an overview of a text.

– Set a time limit for reading the text, and then write down three main points.

– Use the WHITE method.

2. Scanning: The purpose is to find specific details.

– Determine what key words to look for.

– Read quickly until you have found the key words with the information you need.

3. Close reading: The purpose is to get a more complete understanding of a text.

– Activate previous knowledge – Ask questions – Make notes to organise information – Cooperate with other readers

Tasks 1

Use context clues to find out what the underlined words mean. a The hurricane was a calamity, a disaster that caused severe damage. b Unemployment is decreasing, while taxes are going up. c We know he is a philanthropist. His generous donations to good causes have made him famous across the country. d Her handwriting was illegible and he wasn’t able to understand a single word.

5

6 Before reading the text “Indigenous Peoples in the English-speaking World” (p. 157), create a mind map to organise what you already know about the topic. After having read the text, add new information to your mind map.

7

2 Read “The British Empire and the Commonwealth” (p. 229) and write one sentence to summarise each paragraph. Afterwards, compare your sentences with those of a partner.

3

Read “Immigration to the UK after World War Two” (p. 185) and write one question for each paragraph. Exchange questions with a partner and answer them.

4 Read “Black Americans” (p. 153) or “The UK, Great Britain and the British Isles” (p. 181), and write five questions for the text. Make sure you use words like who, what, when and why in your questions. Exchange questions with a partner and answer them.

EXPLORE Reading statistics Statistics are effective ways of presenting information in compressed form. Go to citizens.cdu.no to learn about different types of statistics, and how to read and understand them.

272

Read “Vote for Our Lives!” (p. 243) and create a Venn diagram to illustrate attitudes to guns and gun laws in the two countries.

Use Cornell Notes to take notes while reading “After Mats Passed Away, His Parents Realised How Special His Gaming Life Was” (p. 32) or “A Planet in Need of Repair” (p. 107). When finished, compare your notes to those of a classmate.

8 Skimming, scanning or close reading: which reading strategy would you use for the following purposes? Explain your opinion. finding the results of two of your friends in the Oslo Marathon / deciding which two or three articles in a textbook to use in an essay about global challenges / reading a Wikipedia article to find out which year Barack Obama became president / finding the arguments in an opinion piece (for example a letter to the editor) / getting an overview of a magazine article about Brexit

Keira Knightley and Matthew Macfadyen as Elizabeth Bennet and Mr Darcy in the 2005 film version of Jane Austen's Pride and Prejudice.

1.2 – READING LITERATURE Reading short stories and novels When we analyse literary texts, we pick them apart to see how they are composed. When doing this, it is useful to have knowledge of some literary terms, such as setting, plot, point of view and characterisation. When we interpret literature, we try to find the meaning and significance of the story. We ask ourselves both what the text is about and why it is relevant. You should always back up your interpretation with evidence from your analysis of the text.

Note that even though films and TV series are visual media and not written texts, we can to a large degree use the same terms when analysing these. At citizens.cdu.no, you will find more specific advice regarding film analysis.

Term 1: Setting The setting is where and when a story takes place. For example, if a short story or novel is set in the near future or in the distant past, the author has to make that particular universe come alive through their words. While reading, ask yourself how you know that the story takes place in, for example, the UK, or in a big city, on a remote island or elsewhere, and look for clues to the period it is set in.

Term 2: Plot The plot is how the story is structured. Many plots follow a structure where the setting and the main conflict are presented first, before tension starts rising as the main character works through the conflict. Usually, the character struggles against some force, and this drives the story forward. In a traditional plot, the story will often reach a climax, where the conflict is resolved, before the loose threads are gathered and the story is rounded off. As an example, this is the plot of the fairy tale “The Three Little Pigs”: Chapter 5: Courses

273

2.2 – WRITING PARAGRAPHS Paragraphs are the building blocks of fiveparagraph essays, articles and many other text types. They help to break up large chunks of text and make the content easier for readers to digest. A paragraph is a group of sentences unified by a single idea. In order to develop one idea fully, the topic of the paragraph should not be too broad or too narrow.

It must be possible to discuss or describe it in a single paragraph.

Examples: Too broad

More manageable

Cats

Cats’ hunting skills

Climate change

“Extreme weather” as an effect of climate change

Social media

The advantages of using social media in schools

Paragraph structure In order to write a good paragraph, it helps to know how paragraphs are typically structured in factual texts:

286

Topic sentence

States the main idea of the paragraph

Supporting sentences

Relates to the topic sentence by providing: - explanations or reasons - examples - definitions or descriptions - causes or consequences

Example: In the United States and Canada, the first Monday of September is called Labor Day, and this holiday means different things to different people.

For kids, it is the start of a new school year. For most people, it signals the end of summer and the beginning of autumn. It is also a cut-off date for wearing white clothes, as well as a day for parties, parades and other kinds of celebrations. However, historically speaking Labor Day has nothing to do with the first day of school, the fact that seasons change or wearing white clothes.

Topic sentence

Supporting sentences that give examples

Topic sentences The topic sentence is the most important sentence of a paragraph, since it states the paragraph’s main idea. It is often the first sentence in a paragraph, but the topic sentence could also occur at any point later in the same paragraph. Topic sentences make up a text’s backbone; they help the writer stay on track and they guide the reader through the text.

In the paragraph on the right, the topic sentence has been removed. Do you think that a, b or c would make the best topic sentence for this paragraph? a) The United States spends lots of money on preventing pandemics. b) People suffer and die needlessly. c) Seasonal flu is terrible.

___________________________. In the U.S. alone, seasonal flu can cause up to 36 million infections, three-quarters of a million hospitalizations and 56,000 deaths. We are not taking the time and investing the resources necessary to protect ourselves, our loved ones and our communities. We have not been hit by a truly devastating pandemic in a long time. So as individuals, we let down our guard as our leaders quietly defund the services we need to protect us, and which could help prevent suffering and unnecessary deaths.

The correct answer is sentence b, since it states the main idea of the paragraph: people in the USA die from illnesses that could have been avoided. The rest of the sentences in the paragraph give reasons why this is happening.

Below are the topic sentences from the first two paragraphs of the factual text “The Challenge of Migration” (p. 94). There are also short descriptions of the function of the topic sentence in the paragraph.

Paragraph one The topic sentence is the second sentence in the paragraph: Ongoing wars in Syria, Iraq and Afghanistan, as well as unrest in sub-Saharan Africa, set in motion a wave of migration that left European governments in doubt as to how to respond.

The first sentence in the paragraph draws the reader in with powerful phrases such as “Straggling lines of exhausted people”, “capsized boats” and “drowned children”. However, it is the second sentence in the paragraph that is the topic sentence because it introduces us to the topic of the paragraph. The rest of the sentences in the paragraph are related to the topic presented here.

Paragraph two The topic sentence is the first sentence in the paragraph: The numbers of people on the move in our part of the world are unparalleled since the end of the Second World War.

The topic sentence elaborates on information from paragraph one and suggests that if we continue reading we will learn more about the high number of migrants in the world.

Paragraphs are the building blocks of many text types.

Chapter 5: Courses

287

3.2 – RHETORIC "Rhetoric is the art of ruling the minds of men."

PLATO, GREEK PHILOSOPHER

Rhetoric, also known as the art of persuasion, is a set of communication skills used when the purpose of a text is to impress and persuade the audience. Rhetoric is an important aspect of political speeches and of advertising. However, rhetoric can be used in any text, written or spoken, where the intention is to persuade or convince.

A successful speaker or writer knows how to combine the three persuasive appeal forms logos, pathos and ethos.

– Logos uses logic and facts as tools to persuade the audience.

– Pathos appeals to the audience’s emotions and sympathies.

– Ethos is a form of argument that relies on whether we trust someone or have confidence in his or her expertise, experience and abilities. The idea is that if we respect certain people, we also trust what they are saying.

President John F. Kennedy delivers his famous "We choose to go to the Moon" speech in Texas, 1962. His purpose was to convince the American people to support the Apollo program. On 20 July 1969, the program succeeded when Neil Armstrong became the first person to walk on the moon.

310

1. Rhetorical appeal form: Logos Examples from dialogue or discussion

Effect the speaker is after

Examples from public speeches

Effect the speaker is after

1) “According to recent studies, people with pets are healthier and happier than others.”

These speakers try to reason with their audience by providing facts and appealing to their sense of logic. Note that logos can make use of both actual facts and apparent facts.

“If the President wants to come up to me and tell me to my face that it was a terrible tragedy and how it should never have happened and maintain telling us how nothing is going to be done about it, I'm going to happily ask him how much money he received from the National Rifle Association.

In the first example, a person is making a claim supported by a reference to “recent studies”. Although the exact source is not revealed, the claim seems strong when the speaker refers to science.

You want to know something? It doesn't matter, because I already know. Thirty million dollars. And divided by the number of gunshot victims in the United States in the one and one-half months in 2018 alone, that comes out to being $5,800. Is that how much these people are worth [...]?”

The speaker is trying to sway the audience by providing exact numbers of how much money the president receives from the NRA. By comparing this number with human loss, she is implying that money is more important to the president than human lives.

In the second example, most likely coming from a lawyer, the speaker refers to an exact source, which strengthens the argument.

(High school student Emma Gonzalez in a speech after a school shooting at her school in Florida.)

2) “The law is clear on this matter.

Reading paragraph 3.1, there can be no doubt that this is illegal.”

2. Rhetorical appeal form: Pathos Examples from dialogue or discussion

Effect the speaker is after

Examples from public speeches

Effect the speaker is after

1) “If you don’t come along for Grandma’s birthday, it will break her heart.”

These speakers want to appeal to the feelings of their audience.

For instance, in the first example, the speaker is playing on guilt, trying to make the other person feel bad about not going to Grandma’s birthday.

“At this very moment, as we sit here, women around the world are giving birth, raising children, cooking meals, washing clothes, cleaning houses, planting crops, working on assembly lines, running companies, and running countries. Women are also dying from diseases that should have been prevented or treated. They're watching their children succumb to malnutrition caused by poverty and economic deprivation. They're being denied the right to go to school by their own fathers and brothers.

They're being forced into prostitution. And they are being barred from bank lending offices and banned from the ballot box.”

By listing some of the challenges women are facing around the world, the speaker is trying to get the audience to relate emotionally to the struggles of women and to sympathise with the cause of furthering women’s rights.

2) “Smoking harms both you and the ones you love.

Quitting smoking will benefit you and help you protect the people in your life. Quitting will make the people you care about happier and healthier.”

The speaker in the second example tries to make smokers feel bad, as their habit is hurting people they care about. The solution is to quit smoking.

(Hillary Clinton in a speech at the United Nations Fourth World Conference on Women)

Chapter 5: Courses

311

COURSE 4

Sources 4.1 – USING SOURCES: COPS We use sources in order to strengthen an argument and show that we have knowledge about what others have said about the topic.

Your sources must be trustworthy and suitable to the purpose of your text. Even if you have some prior knowledge of the topic, it is wise to carry out research to ensure that what you know is correct and to find additional or updated information.

When doing research on a topic, you must check a variety of sources (i.e. not just Wikipedia), and use the sources critically. The internet is a massive source of information, but not everything you come across online is reliable, and it is crucial that you approach this material with caution. Furthermore, it is a good idea to use some search techniques to narrow your searches and not get lost in the sea of information: 316

Can I turn in a paper without citing all sources?

“No”.1 1

WILLIAM SHAKESPEARE, HAMLET, ACT II, SCENE I, LINE 96

– Search for more than one word to get more relevant results: for example, England will give you too many hits, but England tourist attractions will provide more relevant hits.

– Search hashtags: put # in front of a word, phrase or sentence. For example #throwbackthursday or #fastcars to find information that has been marked with #.

– Exclude words from your search: put - in front of a word you want to leave out. For example, Mustang speed -car – Search for an exact match: put a word, phrase, sentence or a short chunk of text inside quotation marks. For example, “the home of the brave” will generate results for the American National Anthem. (Note!

This method is great if you have a line from a song stuck in your head, but do not remember which song it is from.)

Choosing sources In general, it may be wise to avoid certain types of sources, as they may be less reliable than others. Social media accounts and personal blogs are often not the best places to go when looking for a neutral and reliable source, as the information there is often subjective and seldom based on substantiated facts. How-

ever, even a blog or a discussion forum can be a reliable source if you, for instance, are looking for a particular political blogger’s view on an event, or if you want to see how several people feel about a certain topic. Nevertheless, for school assignments, you often need sources that provide reliable facts. Examples include school textbooks, major news organisations like Al Jazeera, the BBC, The Economist, The Financial Times, The Guardian, The New York Times and The Washington Post, official websites that publish factual information and statistics such as the United Nations, Office for National Statistics and USAGov, and academic articles, forums, blogs and magazines.

Common web domains: .com usually means that it is a commercial site created to make money .org usually means that the site is owned by an organisation .edu usually means that the site is owned by an educational institution .gov is usually only available for government offices or agencies

Chapter 5: Courses

317

DIGGING: IN-DEPTH WORK Why work in depth?

Working in depth is about digging deeper into a topic you are interested in. This means that you learn about different views and perspectives on the topic, as well as the language associated with it. In-depth work can also be about considering the ways in which the topic relates to other topics, both from your English course and from your other courses.

Five steps Work in depth with topics from chapters 1-4 by following these steps: STEP 1: Individually, in pairs or in groups, choose a topic from the chapter (see lists below). Review the work you have done in the chapter (both textbook and website work) connected to this topic, in order to activate your background knowledge and skills.

STEP 2: Decide whether you want to: a) work with a ready-made research question for the topic (list A below), or b) choose a topic and formulate your own research question (list B below).

STEP 3: Decide on the following: – How do you want to present the results of your research? (Go to citizens.cdu.no for help.)

– How much time should you spend planning, researching and writing? Set deadlines for each stage of the work. Also decide when and how to receive feedback from your teacher or from fellow students during your work.

STEP 4: Before going any further, read up on how to search for, evaluate and cite your sources (see p. 316). This is fundamental to all research work.

STEP 5: When you have discussed your choices with your teacher, you must do extensive research using different written and/or oral sources (for example interviews). Write a log of the work you do, and make this available to your teacher.

324

What is a research question?

A research question will provide a starting point for an in-depth project. Being able to choose or create a good research question is therefore very important, not only for your current studies, but also if you plan to go to university or college later on. So what is a good research question?

– It should not try to do too much. The question, “How do social media affect society?” needs so many answers that your work will lack focus.

– It should not be too narrow either. The question, “How do social media use affect pet owners?” is too limiting.

– It should allow you to show that you have studied the topic that it focuses on. This means that the answers to the question need to be supported by facts, statistics or the opinion of experts.

– The research question should allow you to look at different sides of an issue. It should open the door to a discussion about the topic.

Sometimes it might be more natural to formulate a research statement than a research question. See citizens.cdu.no to learn about research statements.

Note that you could use some of the research questions below for interdisciplinary in-depth work involving more than one school subject, for example English and Social Studies. At citizens.cdu.no there is an overview

of relevant aims from the English Vg1 curriculum and the curricula of other subjects (such as Norwegian, Science and Social Science). These will be particularly helpful for interdisciplinary work.

CHAPTER 1 TOPIC 1: The English Language LIST A 1 What important inventions and/or historical events helped spread the English language across the world?

2 Why can English be described as a “magpie language”?

3 Choose one of the varieties of English from “the inner circle” of English (see p. 59) other than British or American English. How did it evolve, what are its main characteristics and how does it differ from British or American English (pronunciation, grammar, spelling, words/expressions)?

4 What is the role of English in Norwegian working life?

5 How is English gaining ground in Norway today, and does it represent a serious threat to Norwegian?

6 How do participants in actual discussions measure up to the advice given on p. 25? Choose at least two discussions (on TV, online or in real life) to analyse and compare.

2 Selfies: do they represent positive self-representation or negative self-obsession?

3 Why is it important to find and expose “fake news”?

4 What can we learn from comparing and evaluating different news sources’ coverage of a current event in the English-speaking world?

5 How and why do companies and businesses in Norway make use of English in advertising?

6 Apple, Google, Facebook, Amazon: How do huge American media corporations influence our lives?

7 How have social media providers, such as Facebook and Twitter, dealt with the issue of “fake news”?

8 Why is reading critically an important skill in our modern consumer society?

9 How can online loans, gambling and gaming affect your personal economy?

10 How are visions of the future presented in different types of texts (literature, music, films, journalism, art, science, games, etc.)?

LIST B English and new technology – The role of “YouTubers” and “influencers” – Social media use and teenagers’ well-being – Digital footprints and safety online – Online bullying/harassment – Global news media – “Post-truth” and “alternative facts” – Technology and change in developing countries – The Internet of Things (IOT) / Artificial Intelligence (AI) / robotics

7 How is English used in a subject in Norwegian higher education (college or university)?

CHAPTER 2 LIST B Globalisation and the English language – Varieties of English – “Globish” and “Panglish” – English and youth culture – “English mania” in Asia – English in advertising – Comparing English grammar with Norwegian and/or another language TOPIC 2: Digital Citizens LIST A 1 How can gaming contribute to developing social skills and/or English skills?

TOPIC 1: Personal Challenges LIST A 1 How can people succeed in life despite having a health condition or a disability?

2 What are some important personal and/or global challenges Generation Z has to deal with?

3 How does a film, a literary text or a piece of music (or a combination of these) deal with a personal challenge?

4 What changes do we need to make in order to lead more eco-friendly lives?

325