A More Perfect Union: How the Founding Fathers Would Have Handled Gay Marriage

A More Perfect Union: How the Founding Fathers Would Have Handled Gay Marriage

Jonathan Rauch

Answers to Quiz

c, a, d, c, b
Answers to Questions on Meaning and Technique (529)

1. 
   Rauch, himself an acknowledged homosexual, takes the position that the federalist approach—that is, the approach that the rights of the individual states must be protected against blanket dictatorship by the federal government. This idea forms the thesis of his essay.
   

2. 
   One certainly must admit that emotions run hot among many conversations on the subject of homosexual marriage. Some people shudder at the idea as if Satan himself were threatening the moral fiber of our world; others are uncomfortable with the notion but remain silent so as not to offend; yet others support an individual’s right to control his or her own destiny in matters of love and marriage. To avoid the turmoil associated with conflict, people will need to study the issue calmly and vote on it when the opportunity presents itself. Then, as is our custom in the United States, whatever the outcome is, we must accept it—just as we do in presidential elections. The losing side simply settles down to normal living.
   

3. 
   At the end of paragraph 2, the author indicates that he will present three reasons why a decentralized approach would improve the odds of making same-sex marriage work. Then, he introduces his first guidepost with the word “First,….” In paragraph 4, he introduces his second guidepost with the words “Just as important is the social benefit of letting the states find their own way.” He introduces his third guidepost at the beginning of paragraph 5 with the word “Finally,….” Guidepost like these add to the coherence of the essay, making it flow more smoothly and logically.
   

4. 
   Probably the most obvious moral communities are the people who believe in the Bible as a moral guide and those who see the Bible as a collections of myths. Other moral communities are those who form attitudes about capital punishment, the welfare system, and treatment of immigrants. Have students add their own examples of moral communities they have confronted. We believe that living in a homogeneous society is a true blessing (despite its challenges) because it assures that the talents of a varied citizenry are used for the improvement of our country. If we were all white Anglo Saxon Protestants or all black southern Baptists our country would not have the verve or the progress it experiences due to so many divergent cultures living side by side.
   

5. 
   They can move to a state where this law does not exist. For instance, if you were uncomfortable in a state that allowed homosexual marriage, you could move to a state that did not allow it. Of course, moving from one state to another in order to find a compatible environment could cause a hardship to individual families. Have students discuss this issue and offer their opinions on it.
   

6. 
   He feels that domestic laws are best handled by the individual states because the citizens in our country often disagree strongly on matters of personal choice and morality; thus a law forced on all states might cause pandemonium. Rauch feels that for the sake of domestic tranquility, domestic laws should be left to a level of government closest to home—in other words, the state.
   

f. Wallbank, T. Walter, and Alastair M. Taylor. Civi1ization—Past and Present. 2 vols. Chicago: Scott, Foresman, 1949.

g. “Tiryns.” Encyclopaedia Britannica. 1963 ed.

h. Garrison, Karl C. Psychology of Adolescence. 6th ed. Englewood Cliffs, N.J.: Prentice Hall, 1965.

i. “To Plains with the Boys in the Bus.” Time 9 Aug. 1976: 16, 19.

j. Murray, Jim. "The Real Olympian." Los Angeles 'Times, 4, Aug. 1976, pt. 3: 1, 7.

Exercise 2
a. The Canadian Tax Foundation. (1979). Provincial and municipal finances. Toronto, Canada.

b. Rice, B. (1988, April). Boom & doom on Wall Street. Psychology Today, 52-54.

c. Kerr, B., Davison, J., Nelson, J., & Haley S. (1982). Children and psychological testing. Journal of Experimental Child Psychology, 34, 526-541.

d. Skinner, B.F. (1952). Beyond freedom and dignity. In H. Hall and N. B. Bowie (eds.) The tradition of philosophy (pp. 321-325). Belmont, California: Wadsworth.

e. Athlete’s heart. (1975) New Columbia encyclopedia (p. 176). New York: Columbia UP.

Exercise 3
MLA

1. 
   (Garrison 25)
   
2. 
   (50)
   
3. 
   (Wallbank and Taylor, vol. 1: 30)
   
4. 
   (31)
   
5. 
   (Calhoun and MacAlarney 205)
   
6. 
   (Murray 1)
   
7. 
   (“Tiryns” 248)
   
8. 
   (Dostoevsky 48).
   
9. 
   (qtd. in The Modern Tradition 507).
   
10. 
    (Doctorow 46).
    

Exercise 4
Answers will vary. Have students read their choices.

Exercise 5

Answers will vary. Have students volunteer to read their summaries.

Exercise 6

Answers will vary. Have students volunteer to read their paraphrases.

In the following sentences, draw a line between the complete subject and the complete predicate. (617)

1. 
   Jane / arranged her schedule to allow for study.
   
2. 
   As an usher as well as a waiter, Bruce /worked to save $300.
   
3. 
   Alaska, with all of its natural beauty, /appealed to the Smiths.
   
4. 
   Playing a guitar / demands skill and sensitivity. Angry and tired, the dean / arrived and was hit with a water balloon.
   
5. 
   Separate wills / are recommended for couples who have been married twice.
   
6. 
   The top of Mt. Whitney / offers a breathtaking view of the Sierras.
   
7. 
   The undefeatable Johnson / was dropped from the squad.
   
8. 
   Horses, covered with flies, / stood scratching their backs on the fence.
   
9. 
   Honor / is more important than love.
   

Clauses and Phrases (619)
Label the following passages I (independent clause), D (dependent clause), or P (phrase).

1. 
   Spring has begun (I)
   
2. 
   Since their parents died (D)
   
3. 
   Although Sam is an atheist (D)
   
4. 
   Follow the main road for a mile (I)
   
5. 
   Between the two houses (P)
   
6. 
   Everyone told him to stay home (I)
   
7. 
   For your country (P)­
   
8. 
   If Mary enrolled in the class (D)
   
9. 
   You may wish to return the picture today (I)
   
10. 
    People who attend religious services (D)
    
11. 
    Begging her to love him (P)
    
12. 
    Flowers blossom (I)
    
13. 
    Have you seen the five napkins (I)
    
14. 
    He seldom speaks his mind (I)
    
15. 
    Because she grew up in Poland (D)
    

Sentence Types (622)
Place the appropriate punctuation mark at the end of the following sentences.

1. 
   Oh, crime and violence, how long will you continue to rob us of peace?
   

2. 
   This is the time for all good men to come to the aid of their country.
   
3. 
   Come here this minute!
   
4. 
   Have you, by chance, already met this gentleman?
   
5. 
   Help! I am caught in a mousetrap.
   
6. 
   Go to the store and buy me a quart of milk.
   
7. 
   If I need you, will you be available?
   
8. 
   What an exciting evening!
   
9. 
   Should we never meet again, I wish you the best of luck.
   
10. 
    I asked him if he had been paid for his time.
    

Classify each of the following sentences as (A) simple, (B) compound, (C) complex, or (D) compound complex. Justify your classification by identifying the various clauses. (623)

1. 
   At the end of the day, Alice made an appearance; however, she did not smile once. (B)
   
2. 
   Because the winter was nearly over, Maxine arranged to be home with her mother, her grandmother, and her sisters. (C)
   
3. 
   After he had reached the end of the road, Mr. Leffingwell began to cross the bridge. (C)
   
4. 
   Big Tom was dropped from the club after one month of membership; he now is trying out for the swimming team. (B)
   
5. 
   At the end of the race, Jane let out a yell, for she had finished in third place. (B)
   
6. 
   Maybelle operated an elevator for three years to save enough money to go to night school, to buy a new car, and to pay her mother's doctor bills. (A)
   
7. 
   In the top drawer you will find two pairs of old gloves, three torn sweaters, and a yellowed picture album. (A)
   
8. 
   We all believed that the U.S. Constitution must be preserved, be­cause our liberties, which our ancestors paid for with their lives, must be nurtured with care. (C)
   
9. 
   After freezing all night, Nancy decided she should have worn a sweater. (A)
   
10. 
    When my family left for New Orleans, I thought they would return within two weeks; instead, they stayed there a full year. (D)
    
11. 
    My uncle, a famous poet, gave me a handwritten manuscript and asked me to take care of it for him. (A)
    
12. 
    Your letter was delightful; I am sure that it offended no one. (B)
    
13. 
    Because Tom gave the most forceful pep talk, he was asked to represent the senior class at the fine arts festival. (C)
    
14. 
    The mayor, his voice trembling with rage, denounced his opponent, Jack Wilson. (A)
    
15. 
    He flew to New York, and she drove to Chicago because she was afraid to fly with him. (D)
    

Parts of Speech (632)
Identify the part of speech of each italicized word in the following paragraphs:
I^l went back to the Devon School² not long ago and³ found⁴ it looking oddly⁵ newer than when⁶ I was a student there⁷ fifteen years before. It seemed more⁸ sedate than⁹ I remembered it, more perpendicular¹⁰ and straitlaced, with¹¹ narrower¹² windows and shinier woodwork, as though¹³ a coat of¹⁴ varnish had been put¹⁵ over¹⁶ everything for better preservation. But,¹⁷ of course, fifteen years before¹⁸ there had been a war going on. Perhaps the school wasn’t as well¹⁹ kept up in those days; perhaps^2O varnish, along with^2l everything²² else, had gone to war.

I didn’t entirely²³ like this glossy new surface,²⁴ because²⁵ it made the school look like²⁶ a museum, and that’s exactly what²⁷ it was to me, and what I did not want it to be. In the deep, tacit way in which feeling²⁸ becomes stronger than thought, I had always felt²⁹ that³⁰ the Devon School came into³¹ existence the day³² I entered it, was vibrantly real³³ while³⁴ I was a student there, and then blinked out like a candle the³⁵ day I left.

John Knowles, A Separate Peace

1. pronoun	2. noun	3. conjunction
4. verb	5. adverb	6. conjunction
7. adverb	8. adverb	9. conjunction
10. adjective	11. preposition	12. adjective
13. conjunction	14. preposition	15. verb
16. preposition	17. conjunction	18. adverb
19. adverb	20. adverb (conjunctive adverb)	21. preposition
22. pronoun	23. adverb	24. noun
25. conjunction	26. preposition	27. pronoun
28. noun	29. verb	30. pronoun
31. preposition	32. adverbial noun	33. adjective
34. conjunction	35. article

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