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extending beyond the text
Kaoru Ishibashi is an Asian-American musician and songwriter who performs as Kishi
Bashi. In an April 14, 2021, interview with National Public Radio, he discusses his song
“For Every Voice That Never Sang,” which he says is about the feeling of being an outsider
in your own country. The song was partly inspired by visiting Japanese internment camps
with his teenage daughter.
from On “For Every Voice That Never Sang” 5
Kishi Bashi Is Confident for a Changing World
section three / George Takei
Rachel Martin, Taylor Haney, and Vince Pearson
How did you think about balancing — lyrically — the pain, the longing that you’re
trying to capture from the minority experience and a sense of optimism?
I think the sense of optimism is something that I’ve always tried to inject into my
Probing Questions Provide Guided Practice for
music. Because when you think about minority identity, you could go to town on how
Essential Reading and Writing Skills
painful it is . . . but a lot of people want to get out of that pain. They want things to heal
them. So, you know, there’s a statistic that I’ve really held on to and it kind of shaped
my world view. And it’s like, “50 percent of all school age children are people of color
Throughout the book are guided questions designed to support and challenge students
now.” That means that the society of the future will be very, very different than what
as they engage with the texts.
we see now. So, I try to remind that to people, especially, like, younger people who are
really, really distraught — who think, like, the world is ending. It’s not. It’s kind of just
beginning.
Understanding and Interpreting questions lay the foundation for analysis —
In what ways is Ishibashi’s perspective similar to or different from that presented by Takei
these questions guide students to an understanding of the content and move them
in the excerpt from the graphic memoir you read? Why might someone who is focused on
hope, youth, and the future feel it is important to visit internment camps like the one Takei’s
toward an interpretation.
family was forced to endure decades earlier?
Understanding and Interpreting
1. Most of the excerpt is focused on George — Takei himself as a young boy — but the reactions of
those around him help shape his experience. Compare and contrast how George’s parents Guided Tour of Foundations of Language & Literature, Second Edition
handle the adversity of their situation. How does Takei communicate these differences visually?
2. Why might George have been drawn to the story of The Hunchback of Notre Dame at this
point in his life?
3. How do the camp officers work to have the prisoners fight against each other rather than fight
against the camp itself? How successful are they in this?
4. After witnessing the fight between the two men, George asks his father about it ( p. 224 ). What 229
5
4. After witnessing the fight between the two men, George asks his father about it ( p. 224 ). What
does Takei include in this scene that acts as characterization of his father? Be sure to consider
Analyzing Language, Style, and Structure questions ask students to look at
5
does Takei include in this scene that acts as characterization of his father? Be sure to consider
what he says, what he does, and how he is visually portrayed.
what he says, what he does, and how he is visually portrayed.
craft — how the writer’s choices create meaning.
5. Summarize the conflict between George and his father that begins on page 227 . What position
5. Summarize the conflict between George and his father that begins on page 227 . What position
does each of them take? What is the resolution?
does each of them take? What is the resolution?
Narrative
Narrative
Analyzing Language, Style, and Structure
Analyzing Language, Style, and Structure
6. Vocabulary in Context. On page 217 , Takei describes the movie he watched as a

6. Vocabulary in Context. On page 217 , Takei describes the movie he watched as a
“transporting experience.” What does the word transporting mean in this context, and how is it
“transporting experience.” What does the word transporting mean in this context, and how is it
similar to or different from other uses of that word?
similar to or different from other uses of that word?
7. How does Takei visually establish the perspective of a child through the framing of the panels
7. How does Takei visually establish the perspective of a child through the framing of the panels
at the beginning of the narrative?
at the beginning of the narrative?
8. Look at the close-up of George after he sees the benshi do their work during the silent movie
8. Look at the close-up of George after he sees the benshi do their work during the silent movie
( p. 218 ). Given what you know about Takei from the biography on page 211 , what does the
( p. 218 ). Given what you know about Takei from the biography on page 211 , what does the
framing and lighting seem to communicate?
framing and lighting seem to communicate?
9. How does Takei visually represent the men who “became disillusioned in the camp”
9. How does Takei visually represent the men who “became disillusioned in the camp”
(pp. 220–221)? Are they dangerous, scary, heroic, or something else? Why might Takei
(pp. 220–221)? Are they dangerous, scary, heroic, or something else? Why might Takei
have presented them this way?
have presented them this way?
10. Look at the image on page 221 , in which a father is being taken away from his family. Describe
10. Look at the image on page 221 , in which a father is being taken away from his family. Describe
the emotions in that scene and explain how Takei conveys those emotions.
the emotions in that scene and explain how Takei conveys those emotions.
Topics for Composing prompts include extended essay and project ideas ranging
11. On page 226 , Takei writes, “As with many traumatic experiences, they were anguished by their
11. On page 226 , Takei writes, “As with many traumatic experiences, they were anguished by their
memories.” How does Takei capture this visually in the panel?
from narrative and argumentative to research, creative writing, speaking and
memories.” How does Takei capture this visually in the panel?
12. The narrative makes a significant jump in time at the end of this excerpt to when George is a
12. The narrative makes a significant jump in time at the end of this excerpt to when George is a
young man. Why do you think Takei may have decided to structure his story in this way?
listening, and even multimodal projects.
young man. Why do you think Takei may have decided to structure his story in this way?
13. Choose one page or even a single panel and explain the choices that Takei makes in the
13. Choose one page or even a single panel and explain the choices that Takei makes in the
framing or lighting to communicate a specific tone or idea.
framing or lighting to communicate a specific tone or idea.
Topics for Composing
Topics for Composing
14. Analysis. Reread the last scene with George and his father long after they have left the camp.

14. Analysis. Reread the last scene with George and his father long after they have left the camp.
Identify and explain a theme Takei is examining about power, family, responsibilities, or
Identify and explain a theme Takei is examining about power, family, responsibilities, or
another topic. What evidence from the rest of the narrative supports your interpretation?
another topic. What evidence from the rest of the narrative supports your interpretation?
15. Argument. The term concentration camp tends to make people think of the Nazi

15. Argument. The term concentration camp tends to make people think of the Nazi
extermination camps of the Holocaust. Yet in 1998, there was an exhibit in New York called
extermination camps of the Holocaust. Yet in 1998, there was an exhibit in New York called
America’s Concentration Camps: Remembering the Japanese-American Experience . During
America’s Concentration Camps: Remembering the Japanese-American Experience . During
,
World War II, these facilities were often referred to as internment , relocation assembly , or
World War II, these facilities were often referred to as internment, relocation, assembly , or
isolation camps . At the time of the exhibit, the New York Times wrote, “Some American Jewish
isolation camps. At the time of the exhibit, the New York Times wrote, “Some American Jewish
groups have strongly objected, arguing that the term has become indelibly associated with the
groups have strongly objected, arguing that the term has become indelibly associated with the
Holocaust and would be cheapened by being used in this way. Their concern that the
Holocaust and would be cheapened by being used in this way. Their concern that the
Holocaust be remembered as a uniquely vile expression of human evil is a reasonable one.” In
Holocaust be remembered as a uniquely vile expression of human evil is a reasonable one.” In
your opinion, what terms should be used to describe the locations where those of Japanese
your opinion, what terms should be used to describe the locations where those of Japanese
descent were held prisoner and why does the language matter? Use this narrative, as well as
descent were held prisoner and why does the language matter? Use this narrative, as well as
additional research and your own reasoning to support your position.
Uncorrected proofs have been used in this sample.
additional research and your own reasoning to support your position.
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