UNIT

All That Glitters

For many people, the longing for
material goods extends well beyond
the needs of survival. What drives our
passion for things?

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Discuss It Why do people acquire more than they need?

Write your response before sharing your ideas.

14-Year-Old Teaches Family

the “Power of Half” SCAN FOR
362 MULTIMEDIA
 UNIT 4
UNIT INTRODUCTION
essential What do our possessions reveal LAUNCH TEXT
INFORMATIVE MODEL
question: I Came, I Saw, I Shopped
about us?

WHOLE-CLASS SMALL-GROUP INDEPENDENT

LEARNING LEARNING LEARNING
ANCHOR TEXT: SHORT STORY JOURNALISM MEDIA: INFORMATIONAL GRAPHIC
The Necklace In La Rinconada, Peru, The Gold Series:
Guy de Maupassant, Searching for Beauty A History of Gold
translated by Andrew in Ugliness Visual Capitalist
MacAndrew
Marie Arana

ANCHOR TEXT: SHORT STORY POETRY COLLECTION NEWS ARTICLE

Civil Peace Avarice Ads May Spur
Chinua Achebe Yusef Komunyakaa Unhappy Kids to
Embrace Materialism
The Good Life Amy Norton
Tracy K. Smith

MEDIA: PHOTO ESSAY Money SHORT STORY

Reginald Gibbons
Fit for a King: A Dose of What the
Treasures of Doctor Never Orders
SHORT STORY
Tutankhamun Ihara Saikaku,
The Golden Touch translated by G. W. Sargent
Nathaniel Hawthorne

MAGAZINE ARTICLE
COMPARE

My Possessions,
POETRY
Myself
Russell W. Belk
from King Midas
Howard Moss

NEWS ARTICLE
Heirlooms’ Value
MAGAZINE ARTICLE Shifts From
The Thrill of the Sentiment to Cash
Rosa Salter Rodriguez
Chase
Margie Goldsmith
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PERFORMANCE TASK PERFORMANCE TASK PERFORMANCE-Based Assessment PRep

Writing Focus: Speaking and Listening focus: Review Evidence for an
Write an Informative Essay Deliver a Multimedia Presentation Informative Essay

PERFORMANCE-BASED ASSESSMENT
Informative Text: Essay and Oral Presentation
PROMPT:

How do we decide what we want versus what we need?

What can result from an imbalance between want and need?

363
UNIT
4 INTRODUCTION

Unit Goals
Throughout the unit, you will deepen your understanding of materialism by
reading, writing, speaking, listening, and presenting. These goals will help
you succeed on the Unit Performance-Based Assessment.

Rate how well you meet these goals right now. You will revisit your ratings
later when you reflect on your growth during this unit.

SCALE 1 2 3 4 5

NOT AT ALL NOT VERY SOMEWHAT VERY EXTREMELY

WELL WELL WELL WELL WELL

READING GOALS 1 2 3 4 5

• Evaluate written informative texts by

analyzing how authors introduce and
develop central ideas.

• Expand your knowledge and use of

academic and concept vocabulary.

WRITING AND RESEARCH GOALS 1 2 3 4 5

• Write an informative essay in which

you effectively convey complex ideas,
concepts, and information.

• Conduct research projects of various

lengths to explore a topic and clarify
meaning.

LANGUAGE GOAL 1 2 3 4 5

• Correctly use conjunctive adverbs and © Pearson Education, Inc., or its affiliates. All rights reserved.

semicolons to link two or more closely

related independent clauses.

SPEAKING AND LISTENING

GOALS 1 2 3 4 5
 STANDARDS
Language • Collaborate with your team to build on
Acquire and use accurately general the ideas of others, develop consensus,
academic and domain-specific words
and phrases, sufficient for reading,
and communicate.
writing, speaking, and listening at
the college and career readiness
level; demonstrate independence • Integrate audio, visuals, and text in
in gathering vocabulary knowledge presentations.
when considering a word or phrase
important to comprehension or
expression.

SCAN FOR
364 UNIT 4 • All That Glitters MULTIMEDIA
 ESSENTIAL QUESTION: What do our possessions reveal about us?

Academic Vocabulary: Informative Text

Academic terms appear in all subjects and can help you read, write, and
FOLLOW THROUGH
discuss with more precision. Here are five academic words that will be useful
to you in this unit as you analyze and write informative texts. Study the words in this
chart, and mark them or
Complete the chart. their forms wherever they
1. Review each word, its root, and the mentor sentences. appear in the unit.

2. Use the information and your own knowledge to predict the meaning
of each word.
3. For each word, list at least two related words.
4. Refer to a dictionary or other resources if needed.

WORD MENTOR SENTENCES PREDICT MEANING RELATED WORDS

paradox 1. Stuck in the middle of the ocean, paradoxical;

I thought of the paradox “Water, paradoxically
ROOT: water everywhere and not a drop to
-dox- drink.”
“belief” 2. The teacher could not understand
the paradox; the students were
happy when they were given more
homework.

chronicle 1. The film works both as an interesting

story of one woman’s life and as a
ROOT: chronicle of an era.
-chron- 2. She is a good storyteller, able to
“time” chronicle events involving vast
stretches of time and hundreds of
characters.

allocate 1. Rather than allocate blame, let’s find

a solution to the problem.
ROOT: 2. How should we allocate funds—to
-loc- the playground project or to art
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“place” supplies?

deduce 1. The detective is famous for her

ability to deduce the truth from
ROOT: seemingly trivial details.
-duc- 2. An animal’s ability to deduce
“lead” threatening changes in its
environment can be key to its
survival.

primary 1. Ever since the big win, Shereen’s

primary feeling was one of elation.
ROOT: 2. You should support your ideas with
-prim- evidence from both primary and
“first” secondary sources.

Unit Introduction 365

UNIT
4 INTRODUCTION

LAUNCH TEXT | INFORMATIVE MODEL

This selection is an example of an

informative text, a type of writing
in which the author examines
concepts through the careful
selection, organization, and analysis
of information. This is the type
of writing you will develop in the
Performance-Based Assessment at
the end of the unit.
As you read, think about how
I Came, I Saw,
I Shopped
the writer presents information in
the form of examples, statistics,
and expert opinion. How does the
writer help the reader understand
the importance of this information?

NOTES
1

P erhaps you know what became of the robotic dog, ripped jeans,
or gadget you couldn’t live without a few years ago. Maybe you
remember where you put that video game you used to love. It was a
“must-have” item just last year. It’s possible, though, that you’ve lost
track of these things; consequently, they are forgotten, but not gone,
collecting dust in a closet somewhere. In the meantime, you may
have developed a taste for newer, fresher goods, such as a waterproof
smartphone, designer shoes, or limited-edition sneakers.
2 When you want something with a passion, it can be difficult to
picture a moment when that item might not mean much to you.
A 2011 study showed that Americans upgrade their mobile phones
every 21.7 months. This is the fastest turnover rate in the world.
As the pace of technological change increases, replacement periods
get even shorter. Are we just fickle and easily distracted, or are other © Pearson Education, Inc., or its affiliates. All rights reserved.
forces at play?
3 All of the data suggest that America is a nation of shoppers.
Instead of saving our money, we spend it. Recent research shows that
only one in four Americans saves more than 10 percent of his or her
income (Soergel 2015). In contrast, Europeans show personal savings
rates of more than 10 percent over a 30‑year period dating back to the
early 1980s.

Are We Hardwired to Buy?

4 What drives our need to own the latest games, shoes, or phones?
There are many notions. Some experts point to mirror neurons. These
are cells in our brains that allow us to mirror, or reflect, the feelings

SCAN FOR
366 UNIT 4 • All That Glitters MULTIMEDIA
 ESSENTIAL QUESTION: What do our possessions reveal about us?

and behavior of other people. Scientists believe that mirror neurons

may tell us that we want what other people have, especially when we NOTES

admire those people in other ways.

5 Social relationships may also affect our buying decisions. A study
of Americans born between the early 1980s and the early 2000s finds
that peer recommendations influenced many of the participants to
make certain purchases. People from this “millennial” generation are
also attracted to brands connected to social causes; they wish to buy
products made by companies that donate profits to charity.

Emotional Spending
6 We can explain the desire for new shoes or a new phone at least in
part as a practical concern. After all, we probably plan to wear the
shoes and use the phone. However, some of our buying choices seem
to be based almost purely on emotions.
7 As an example of emotional purchasing, consider the multi-
billion-dollar market for collectible items from the past. In most cases,
collectors don’t plan to use these items. It is the rare driver who
uses an antique car for her daily commute; likewise, the collectible
doll from 1959 that sold at auction in May 2006 for $27,450 did not
become a child’s favorite toy. Advertising does not drive demand for
collectibles; TV commercials for lunch boxes from the 1960s simply
don’t exist. Some purchases of collectibles may be investments in
items that will grow in value; however, others are driven largely by
emotions, such as longing for a time past.
8 All of the information we have about shopping and spending
suggests that the desire for a particular item is not so simple. Our
brains, our social connections, and even our feelings about the past
may all contribute to a seemingly endless appetite to fill our homes
and our lives with things.

 WORD NETWORK FOR ALL THAT GLITTERS

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Vocabulary A Word Network

is a collection of words related
to a topic. As you read the
selections in this unit, identify gadget
interesting words related to the
idea of materialism, and add
them to your Word Network. upgrade MATERIALISM
For example, you might begin by
adding words from the Launch
Text, such as gadget, upgrade, collectibles
and collectibles. Continue to add
words as you complete the unit.
Tool Kit
Word Network Model

I Came, I Saw, I Shopped 367

UNIT
4 INTRODUCTION

Summary
Write a summary of “I Came, I Saw, I Shopped.” A summary is a concise,
complete, and accurate overview of a text. It should not include a statement
of your opinion or an analysis.

Launch Activity
Conduct a Discussion Consider this statement: If they can afford it,
people should buy whatever they want. Decide how strongly you
agree or disagree with the statement, and check the appropriate box. Briefly © Pearson Education, Inc., or its affiliates. All rights reserved.
explain your reasons.
Strongly Agree    Agree    Disagree    Strongly Disagree

Discuss your ideas with your classmates, and listen to their perspectives.
• Illustrate your ideas with examples from your own experiences or stories
you have read or heard.
• As a group, consider the types of reasons classmates provide, and place
them in broad categories. For example, are people’s reasons practical,
ethical, or emotional?
• Decide whether your initial position has changed. If so, write a brief
statement explaining why.

368 UNIT 4 • All That Glitters

 ESSENTIAL QUESTION: What do our possessions reveal about us?

QuickWrite
Consider class discussions, the video, and the Launch Text as you think about
the prompt. Record your first thoughts here.
PROMPT: How do we decide what we want versus what we need?
What can result from an imbalance between want and need?

 EVIDENCE LOG FOR ALL THAT GLITTERS

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Review your QuickWrite, and

summarize your initial thoughts Title of Text: Date:
in one sentence to record in
CONNECTION TO PROMPT TEXT EVIDENCE/DETAILS ADDITIONAL NOTES/IDEAS
your Evidence Log. Then, record
evidence from “I Came, I Saw,
I Shopped” that supports your
initial position.
Prepare for the Performance-Based
Assessment at the end of the unit
by completing the Evidence Log How does this text change or add to my thinking? Date:

after each selection.

Tool Kit
Evidence Log Model

SCAN FOR
MULTIMEDIA Unit Introduction 369
 OVERVIEW: WHOLE-CLASS LEARNING

ESSENTIAL QUESTION:

What do our possessions

reveal about us?
The objects we truly cherish often remind us of great experiences or people we love.
What explains, then, our desire for the newest and latest gadgets, which do not
evoke such personal connections? You will work with your whole class to explore
the concept of materialism. The selections you are going to read present insights
into people’s wants and needs.

Whole-Class Learning Strategies

Throughout your life, in school, in your community, and in your career, you will
continue to learn and work in large-group environments.

Review these strategies and the actions you can take to practice them as you work
with your whole class. Add ideas of your own for each step. Get ready to use these
strategies during Whole-Class Learning.

STRATEGY ACTION PLAN

Listen actively • Eliminate distractions. For example, put your cellphone away.
• Keep your eyes on the speaker.

Clarify by asking • If you’re confused, other people probably are, too. Ask a question to help your
questions whole class.
• If you see that you are guessing, ask a question instead.

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Monitor • Notice what information you already know and be ready to build on it.
understanding • Ask for help if you are struggling.

Interact and share • Share your ideas and answer questions, even if you are unsure.
ideas • Build on the ideas of others by adding details or making a connection.

SCAN FOR
370 UNIT 4 • All That Glitters MULTIMEDIA
 CONTENTS
ANCHOR TEXT: SHORT STORY

The Necklace
Guy de Maupassant,
translated by Andrew MacAndrew

Should a young woman be satisfied with

ordinary comforts, or should she pursue her
dreams of a life of luxury?

ANCHOR TEXT: SHORT STORY

Civil Peace
Chinua Achebe

In the aftermath of a civil war, the things that

matter most become clear.

MEDIA: PHOTO ESSAY

Fit for a King:

Treasures of Tutankhamun
Treasures from the tomb of an Egyptian king are
among the wonders of the world.
© Pearson Education, Inc., or its affiliates. All rights reserved.

PERFORMANCE TASK
WRITING FOCUS
Write an Informative Essay
Both Whole-Class readings deal with the idea of material loss. The photo essay
deals with material ownership. After reading and viewing, you will write an
informative essay on the topic of materialism.

Overview: Whole-Class Learning 371