1a. Where is the speaker?
2a. What does the speaker experience as she wanders through the museum?
3a. Where and when had Lloyd Diehl been a prisoner?
4a. What does the speaker tell Lloyd Diehl?
5a. Identify all the emotions the speaker describes in the essay.
6a. In your opinion, how does the speaker view war? prisoners of war? How has this visit affected her? How may her thoughts and viewpoints on these subjects have changed as a result of this visit?
1b. Why does she write about this place?
2b. How do these experiences affect her?
3b. Why does the speaker relate to his experience?
4b. Why does she say this?
5b. How do these emotions combine to give the reader a sense of the speaker's reaction to visiting this place? How do they contribute to the speaker's message?
6b. How might the speaker describe her experience to a visitor from a different country? How would that description be different or similar to the essay you read?
Expressive Writing. What reflections does the writer share in "The Price of Freedom"? What ideas does she hope the reader becomes aware of? Why might she have these intentions?
Unity. Look back at the outline you made. How does each paragraph relate to the main idea? Does this essay have unity? Why, or why not?
1. Write a letter to Lloyd Diehl, asking him questions about his experience as a soldier in the Battle of the Bulge and as a POW in Stalag 9B.
2. Write a proposal to local officials, outlining your ideas for a new museum. Include in your proposal why the museum is important, how the museum would be funded, and where it might be located.
3. Write a short recommendation telling other young people why they should visit the National Prisoner of War Museum.
Creating Descriptive Compounds. In "The Price of Freedom," the author uses terms such as mind-numbing and gut-wrenching to describe certain experiences. Other such compounds include stomach-churning, tear-jerking, and head-spinning. Write a paragraph describing an experience, real or made-up, using several compounds like these. You may borrow from this list as well as create your own compounds. You can form your own compounds by using the pattern: Noun (body part or function) + hyphen + verb (-ing form)
Using one word from each column below, recreate 10 common compounds.
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Pronouns and Antecedents. Refer to Language Arts Survey 3.43 and 3.53. Rewrite the following sentences, starring (*) the antecedents once and double starring the pronouns. If a sentence has more than one such pair, mark it accordingly.
1. My mother says that my brother is sick and he has to rest.
2. The war is over, but it has lingering effects.
3. Mary says that she will take her new friend to the show.
4. The guard treated the prisoners poorly and they will never forget him.
5. Good students know when they have to study.
6. The plane flew over and it shot at the civilians.
7. Tom and Mark have something that they want to tell us.
8. The prisoners can never escape the memories that haunt them.
9. My sister and I have to do what is best for the people who love us.
10. I will visit your family and bring gifts for them.
Interviewing. Consult your teacher, friends, or relatives to find a veteran who was involved in a war and is willing to share his or her thoughts on the subject. Set up a time to meet with that person, and prepare a list of interview questions. You may want to ask the person to describe an event or experience, to tell about the people he or she worked with, or to explain his or her reactions to the war. You may want to make an audio tape of your interview so that you can share it with your class. Use the lines below to list 10 (or more) open-ended questions to use during your interview:
