TEST NAME: Halifax CountyCFA 3 English I TEST ID: GRADE:09 SUBJECT:English Language and Literature TEST CATEGORY: Shared Classroom Assessments

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1 TEST NAME: Halifax CountyCFA 3 English I TEST ID: GRADE:09 SUBJECT:English Language and Literature TEST CATEGORY: Shared Classroom Assessments Halifax CountyCFA 3 English I Page 1 of 24

2 12/12/14, Halifax CountyCFA 3 English I Student: Class: Date: Read the passage 'The Runner#9DFD2726B9E246818FD456816DFCFBEE' and answer the question below: The Runner#9DFD2726B9E246818FD456816DFCFBEE The Runner With each stride Michelle took, she counted down, shielding her eyes from the relentless sun. Whenever she counted down to one, she began again at one hundred, her feet striking the asphalt path with a strong rhythm. She had read that distance runners kept their focus by counting backward; she needed to focus if she was to finish the 13.1 miles of this half marathon, her first, fast enough to qualify for next year s elite division. She had to run near her maximum pace, with no room for error. Her mother, an elite runner herself, had suggested that Michelle needed more experience: I ll run really fast for two hours is not a valid race plan, she admonished, but Michelle, whose training runs had been perfect, stubbornly refused to consider that anything could thwart her. Races are unpredictable, her mother continued, but Michelle scoffed. Running was anything but an endless pattern of putting one foot in front of the other Three miles in, as Michelle approached the first water station, someone shoved an overfull cup at her. She bumped the cup with her elbow, splattering the pavement, and soaking her shoes. She reached for another but could not quite coordinate drinking while running. Finally, on her third try, she fumbled her way to a bigger gulp than she had wanted. She had lost some time, so she pushed into a quicker rhythm, one she was not sure she could sustain. As she accelerated, she felt something a tiny irritant in her left shoe but had no time to address it. At the next station, Michelle knew to grab a cup at the right height, at the right point in her arm swing. After four careful, precise sips, she readied herself to restart her backwards count, but her left shoe made itself known again and the culprit was now clear. It was a pebble under her heel, digging deeper with each step. Her involuntary yelp of pain as that heel hit the ground meant she had to deal with the pebble, which might as well have been a boulder blocking the path. Michelle flung herself down and ripped her shoe off, digging with livid fingers for the insolent pebble. Michelle yanked her shoe back on, tying it hurriedly. At seventy two, the ground rushed up at her, and she flew downward to meet it. She hadn t retied her shoelace tightly enough. Now a skinned knee throbbed in time with her foot; while running was still feasible, her planned pace was impossible. Michelle dragged herself off the path and hung her head. After a time, she heard her name and looked up. Jogging in place in front of Halifax CountyCFA 3 English I Page 2 of 24

3 her was her mother s coworker, Mr. Noriega, who raced all over the country. Michelle had met him at a picnic, where they had talked about her training and the time she hoped to run. Do you need a medic? Michelle said, I m... done. I can t make my time, so what s the point? But what s wrong? Apparently, I m incapable of drinking water, or checking my shoes for rocks, or even tying my shoes. To her surprise, Mr. Noriega chuckled. You think that s bad? Last year, I d just had surgery and thought that I could run and beat my best time. And you gutted it out and beat your time, Michelle said, ready to suppress a groan when he said yes. Instead, Mr. Noriega snorted, Stupidest thing I ever did put me back in the hospital for two days. Michelle s face must have betrayed her skepticism. Mr. Noriega said gently, Look, it s great to make your time with everybody cheering, but plans change. My big idea this year is to avoid hospitals. Michelle pouted, I wanted to run elites. Running with us slowpokes yeah, a real tragedy. Michelle could not help laughing. She noticed, for the first time, that the sun was not simply insufferably hot, but it also cast a brilliant light. It was a beautiful day for a run. Mr. Noriega beamed. Can you keep up with an old man without an appendix? He offered his hand, and Michelle reached up to take it. 1. Which statement best represents the perspective of the author? A. People need to take time to learn certain skills. B. Family members should share common interests. C. People in excellent health should run marathons. D. Athletes know the most important aspect of running is focus. Read the passage 'The Runner#9DFD2726B9E246818FD456816DFCFBEE' and answer the question below: 2. In this story, the conflict is between A. Michelle and her mother. B. Michelle and Mr. Noriega. C. Michelle s expectations and reality. D. Michelle s original goal and her revised goal. Halifax CountyCFA 3 English I Page 3 of 24

4 Read the passage 'The Runner#9DFD2726B9E246818FD456816DFCFBEE' and answer the question below: 3. How does the setting of the story affect the main character? A. Michelle learns the importance of every aspect of a marathon by participating in the live race. B. Michelle thinks that her plan for the live race is a good one when she participates in the practice race. C. Michelle catches her breath and regains her overall focus when she chooses to pause and chat with another runner. D. Michelle learns the value of drinking plenty of liquid during the race from information gathered from a water station. Read the passage 'The Runner#9DFD2726B9E246818FD456816DFCFBEE' and answer the question below: 4. What does Michelle learn in this story? A. Trust your own instincts. B. Advice from others can be valuable. C. Good equipment is more important than training. D. Family members provide the best encouragement. Read the passage 'The Runner#9DFD2726B9E246818FD456816DFCFBEE' and answer the question below: 5. Read this sentence from paragraph 6. Michelle flung herself down and ripped her shoe off, digging with livid fingers for the insolent pebble. Which literary device does the author use in the phrase insolent pebble? A. metaphor, comparing the pebble to a naughty child B. personification, portraying the pebble as bold and spirited C. irony, using the pebble to show the hopelessness of Michelle s effort D. symbolism, allowing the pebble to represent Michelle s desire to win Halifax CountyCFA 3 English I Page 4 of 24

5 Read the passage 'The Runner#9DFD2726B9E246818FD456816DFCFBEE' and answer the question below: 6. Why does Michelle count backwards from one hundred while she runs? A. to take her mind off her opponents B. to keep her steps in rhythm C. to estimate her speed D. to maintain her focus Read the passage 'The Runner#9DFD2726B9E246818FD456816DFCFBEE' and answer the question below: 7. How does Mr. Noriega help Michelle realize that pushing herself too hard in the race might harm more than help her in the long run? A. He calls her a slowpoke. B. He points out the beautiful weather. C. He tells her how he learned a lesson. D. He reminds her of the picnic where they first met. Read the passage 'The Runner#9DFD2726B9E246818FD456816DFCFBEE' and answer the question below: 8. Read this sentence from the story. Instead, Mr. Noriega snorted, Stupidest thing I ever did put me back in the hospital for two days. What does Mr. Noriega s comment reveal about him? A. He dislikes hospitals. B. He has a sense of humor. C. He learns from his mistakes. D. He is scornful of Michelle s attitude. Read the passage 'The Runner#9DFD2726B9E246818FD456816DFCFBEE' and answer the question below: Halifax CountyCFA 3 English I Page 5 of 24

6 9. Which sentence from the story foreshadows the difficulty Michelle experiences in the race? A. With each stride Michelle took, she counted down, shielding her eyes from the relentless sun. B. Races are unpredictable, her mother continued, but Michelle scoffed. C. At the next station, Michelle knew to grab a cup at the right height, at the right point in her arm swing. D. Michelle yanked her shoe back on, tying it hurriedly. Read the passage 'The Name Game' and answer the question below: The Name Game The Name Game The Name Game "What's in a name? That which we call a rose by any other name would smell as sweet". (Act II, Scene II, Romeo and Juliet, William Shakespeare) Upon learning the object of her affection hails from the family her own despises, Juliet ponders the soundness of the name significance. The irony is that something as small as a name can sour the feelings toward an individual. What power as simple a thing as a name can have! Most of us who imagine creating a written masterpiece cannot fathom doing anything other than signing it proudly with our own names yearning for that fame and recognition we hope comes to our creation. There are many writers, however, since early times who have, for sundry reasons, chosen to disguise their authorship. Pseudonyms or pen names are an additional consideration for these individuals. For many, the chosen nomenclatures offer freedom of expression, thought, and circumstance that may not otherwise have been possible. An individual who creates a novel grounded heavily in autobiographic realities venting hidden secrets and possible disgrace may very well want to create a pen name to help disguise true identity. A story has it that Samuel Langhorne Clemens, better known for his pen name Mark Twain, used real life experiences to find his writer name. He lived along the Mississippi River and loved river boats. While working on a river boat, he adopted a common river measurement as his creative name. In measuring the depth of the river to ensure safe passage of the river boats, a measurement that might have been called out was "Mark Twain." It is certainly a catchy name which identifies one of the best known writers in American literature. The question may arise did Samuel Clemens think and feel differently than Mark Twain? Back in colonial times prior to the American Revolution, Benjamin Franklin was a very prominent and noteworthy figure. Franklin was very involved in the fight of the colonies for emancipation from British domination. He played Halifax CountyCFA 3 English I Page 6 of 24

7 a prominent role in the creation of the Declaration of Independence. Even as a young man, he was well associated with the power of words. He apprenticed for a time in his brother's printing shop. While there, he took advantage of his access to printing presses and published anti British sentiments. Knowing that anyone found guilty of penning such things would be open to punishment, he selected a pen name to disguise his authorship. He chose Silence Dogood, supposedly a widow speaking her mind about English rule, women's roles in society, and other societal ills. The pen name had its own creative significance "Silence" to identify the need for secrecy and "Dogood" to emphasize the necessity Franklin saw in his words. Writers have many reasons for creating their written works under a nominal disguise. Imagine someone seeking fame and public recognition who may have been given a name that is very difficult to remember or even pronounce. In such a case, one might be better off selecting an easily remembered name which can be passed around in general conversation. This may not have been his reason for creating a pen name, but Joseph Conrad, author of such novels as The Heart of Darkness, was born Jozef Teodor Konrad Korzeniowski. This name would not fit easily into the mouths of general conversationalists. Consider many different scenarios which might present reasons for using pseudonyms. Women writing in societies, cultures, or time periods where they are considered almost second class may well need or have needed to select a male pseudonym to gain the credence for their written thoughts and sentiments. Individuals who may have been given names that have humorous sounds or rhythms may select pseudonyms with more common, straightforward sounds in order to be perceived more seriously. Some writers may wish to create a different persona for themselves as writers to distinguish their writing selves from their non writing selves. Dr. Seuss may be a good example of this phenomenon. In certain cultures or areas where ethnic biases exist, writers may feel forced to select a name which is not open to these same biases. In addition to Franklin's choice of pen name, there are many other examples. In the case of George Eliot, author of the Victorian novel Middlemarch, a male pseudonym was selected purposely by Mary Ann Evans. This selection may have been done for the reason of wanting to be able to have her literary creation accepted and taken seriously during the time period when many women were thought to be enveloped in prim and proper drawing room chats and teas with few worldly experiences. Pseudonyms are used in modern day literature as well. Stephen King is perhaps most famous for his horror novels. When he wrote in another genre, he selected the pen name Richard Bachman. The famous writer J.K. Rowling of the popular Harry Potter series invented a middle initial. Her given name is Joanne Rowling. She was not given a middle name at birth, so the K is simply an addition to her pen name. Pseudonyms can be creative inventions, new personas, freeing fantasies, or they can be walls behind which to hide. The entire subject of pen names or pseudonyms makes one ask the question if I were to create a literary masterpiece, what name would I select? "The Name Game" property of Pearson. Halifax CountyCFA 3 English I Page 7 of 24

8 10. Which evidence from The Name Game is the weakest argument for using a pen name? A. The irony is that something as small as a name can sour the feelings toward an individual. B. For many, the chosen nomenclatures offer freedom of expression, thought, and circumstance that may not otherwise have been possible. C. Knowing that anyone found guilty of penning such things would be open to punishment... D. Women writing in societies, cultures, or time periods where they are considered almost second class may well need or have needed to select a male pseudonym to gain the credence for their written thoughts and sentiments. Read the passage 'The Name Game' and answer the question below: 11. Based on the second paragraph of The Name Game, the author thinks most writers would want A. to be free. B. to be safe. C. to be famous. D. to be respected. Read the passage 'The Name Game' and answer the question below: 12. Read this sentence from The Name Game. There are many writers, however, since early times who have, for sundry reasons, chosen to disguise their authorship. What does sundry mean in the sentence? A. numerous B. trivial C. vague D. worthy Read the passage 'The Name Game' and answer the question below: Halifax CountyCFA 3 English I Page 8 of 24

9 13. Why does the author begin The Name Game with a quote from Romeo and Juliet by William Shakespeare? A. to emphasize the impact that a name can have on an individual B. to show that personal character is more important than a name C. to give an example of an author who used a pen name D. to sequence the use of pen names in literary history Read the passage 'The Name Game' and answer the question below: 14. In The Name Game, what does the phrase a name can sour the feelings toward an individual mean? A. Hearing a name can produce ironic situations. B. Hearing an unfamiliar name can create hostility. C. Names can evoke unpleasant perceptions of people. D. Names can force people to relive unhappy memories. Read the passage 'The Name Game' and answer the question below: 15. What is the central idea of The Name Game? A. People who prefer unwanted public attention should use a pen name. B. People have used pen names throughout history for a variety of reasons. C. Mark Twain was the first person to create a pen name and become famous. D. Juliet wrote to Romeo using a pen name to hide her identity from his family. Read the passage 'The Name Game' and answer the question below: Halifax CountyCFA 3 English I Page 9 of 24

10 16. According to The Name Game, why did Benjamin Franklin use a pen name? A. It helped him get attention. B. It helped him escape ethnic biases. C. It allowed him to express his creativity. D. It allowed him to express his opinions freely. Read the passage 'The Name Game' and answer the question below: 17. Based on The Name Game, how were Benjamin Franklin s and Mary Ann Evans use of opposite gender pseudonyms different? A. Franklin did it for protection and Evans did it to avoid discrimination. B. Franklin did it to adopt a new persona and Evans did it for protection. C. Franklin did it to avoid discrimination and Evans did it to adopt a new persona. D. Franklin did it to use a more common name and Evans did it to use a less common name. Read the passage 'The Name Game' and answer the question below: 18. Which statement from The Name Game most strongly supports the idea that pen names, or pseudonyms, protect writers of controversial literary works? A. There are many writers, however, since early times who have, for sundry reasons, chosen to disguise their authorship. B. Knowing that anyone found guilty of penning such things would be open to punishment, he selected a pen name to disguise his authorship. C. Women writing in societies, cultures, or time periods where they are considered almost second class may well need or have needed to select a male pseudonym to gain the credence for their written thoughts and sentiments. D. Some writers may wish to create a different persona for themselves as writers to distinguish their writing selves from their non writing selves. Read the passage 'The Name Game' and answer the question below: Halifax CountyCFA 3 English I Page 10 of 24

11 19. Which sentence from The Name Game best supports a central idea of the passage? A. Most of us who imagine creating a written masterpiece cannot fathom doing anything other than signing it proudly with our own names yearning for that fame and recognition we hope comes to our creation. B. A story has it that Samuel Langhorne Clemens, better known for his pen name Mark Twain, used real life experiences to find his writer name. C. Knowing that anyone found guilty of penning such things would be open to punishment, he selected a pen name to disguise his authorship. D. The famous writer J.K. Rowling of the popular Harry Potter series invented a middle initial. Read the passage 'Daffodils' and answer the question below: Daffodils Daffodils by William Wordsworth I wander d lonely as a cloud That floats on high o er vales and hills, When all at once I saw a crowd, A host of golden daffodils, Beside the lake, beneath the trees, Fluttering and dancing in the breeze. Continuous as the stars that shine And twinkle on the Milky Way, They stretch d in never ending line Along the margin of a bay: Ten thousand saw I at a glance, Tossing their heads in sprightly dance. The waves beside them danced, but they Outdid the sparkling waves in glee: 1 A poet could not but be gay In such a jocund company! I gazed, and gazed, but little thought What wealth the show to me had brought: For oft, when on my couch I lie 2 In vacant or in pensive mood, They flash upon that inward eye Halifax CountyCFA 3 English I Page 11 of 24

12 1 Which is the bliss of solitude; And then my heart with pleasure fills, And dances with the daffodils. gay: happy 2pensive: the state of being in deep thought, especially over serious matters Project Gutenberg, (03/01/2013). 20. Which phrase represents the speaker s feeling toward daffodils in stanza 3? A. He felt friendly because they seemed to wave at him while fluttering and dancing. B. He felt worried because they seemed to lack energy while fluttering and dancing. C. He felt joyful because they brightened his mood while fluttering and dancing. D. He felt angry because they ignored him while fluttering and dancing. Read the passage 'Daffodils' and answer the question below: 21. How does the author s description of daffodils impact the tone of the poem? A. Comparing the daffodils to humans makes the poem more positive. B. Presenting the daffodils as free and lively makes the poem more positive. C. Showing the effect of the daffodils on the speaker makes the poem more negative. D. Including the large number of daffodils along the bay makes the poem more negative. Read the passage 'Daffodils' and answer the question below: 22. What is described by the personification of the daffodils in line 12? A. their vibrant colors as they move near the water B. the loss of their flowers as the wind blows C. their changing appearance in the sunlight D. their animated movement in the breeze Halifax CountyCFA 3 English I Page 12 of 24

13 Read the passage 'Daffodils' and answer the question below: 23. To which does the phrase jocund company in line 16 refer? A. I wander d lonely as a cloud B. A host of golden daffodils C. Continuous as the stars that shine D. The waves beside them danced Read the passage 'Daffodils' and answer the question below: 24. Which can the reader infer about the speaker from the lines, When on my couch I lie / In vacant or in pensive mood, in the last stanza? A. The speaker is in a thoughtful, sad mood. B. The speaker is in a peaceful, happy mood. C. The speaker is in an excited, agitated mood. D. The speaker is in an objective, rational mood. Read the passage 'Daffodils' and answer the question below: 25. Which lines are evidence that the poet enjoys being out in nature? A. lines 1 2 B. lines C. lines D. lines Read the passage 'Daffodils' and answer the question below: Halifax CountyCFA 3 English I Page 13 of 24

14 26. Which can the reader infer about the speaker s view of a cloud from the line, I wander d lonely as a cloud? A. It appears to be solitary. B. It hovers over the earth. C. It interacts with the earth. D. It goes in a specific direction. Read the passage 'Daffodils' and answer the question below: 27. Based on the first stanza, which does host mean? A. a full set B. many together C. a welcoming group D. a guide for the area Read the passage 'Daffodils' and answer the question below: 28. Which does the author imply in lines 6 and 12 when he refers to the daffodils dancing? A. They are literally dancing. B. They are like waves dancing. C. They are moving through the field. D. They are being moved by the wind. Read the passage 'Daffodils' and answer the question below: 29. Which does the author mean by my heart with pleasure fills, / And dances with the daffodils in the last stanza? A. The memory puts him in a happy mood. B. The memory puts him in a pensive mood. C. The narrator is able to visualize the daffodils. D. The narrator returns to the field of daffodils. Halifax CountyCFA 3 English I Page 14 of 24

15 Read the passage 'Shaking Things Up' and answer the question below: Shaking Things Up Shaking Things Up Shaking Things Up A bad earthquake at once destroys our oldest associations: the earth, the very emblem of solidity, has moved beneath our feet like a thin crust over a fluid; one second of time has created in the mind a strange idea of insecurity, which hours of reflection would not have produced. Round the World Charles Darwin, A Naturalist s Voyage One minute the English scientist Charles Darwin was minding his own business, taking a break during an exploration trip in Chile in The next minute the earth began to shake. Darwin wrote that he felt as if he were rocking on a ship rather than resting on solid ground. After the earthquake as Darwin continued his travels in the region, he passed by towns that had been turned into heaps of rubble. The face of the landscape had changed as well. Parts of the formerly submerged shoreline now rose out of the water. Darwin s apt description of the ground moving like a thin crust over fluid was certainly an idea ahead of its time. More than 100 years later, in the 1960s, scientists would develop the modern theory of plate tectonics. According to this theory, earth s surface does indeed float. Plate Tectonic Theory Scientists believe that the earth consists of three different layers. The top layer, or crust, is broken into many different pieces called plates. Plates float on top of a middle layer called the mantle. The mantle consists of semi liquid rock that moves and churns in much the same way as boiling water. At Earth s very center, or inner core, is a solid ball of mostly iron, at temperatures of 9,000 to 13,000 degrees Fahrenheit. Despite these high temperatures, this iron ball is under so much pressure that it cannot melt. An outer core of liquid iron coats the inner core. The outer core creates earth s magnetic field. According to plate tectonic theory, as the liquid mantle circulates, it takes the plates of the crust along with it. Think of a bunch of people simply floating in a swimming pool. When the water moves, without any physical attempt on their part, the people in the water move too. Sometimes they bump into each other, and sometimes they move apart. In the same way, the currents within the mantle carry and move the plates. Sometimes the plates crash together to form mountains. Sometimes they move apart to separate continents. Sometimes they even slide against each other and create earthquakes. The places where these plates meet are called boundaries, and scientists have identified several kinds, depending on how the plates meet and move together. Moving boundaries New crust forms on earth s surface at places called divergent boundaries. Halifax CountyCFA 3 English I Page 15 of 24

16 These boundaries are areas where two plates move in opposite directions. As the plates move, they form a gap, which fills with liquid rock called magma. For the past 100 to 200 million years, spreading along an underwater divergent boundary called the Mid Atlantic ridge has caused the Atlantic Ocean to grow to its present immense size. In the distant future, this continual spreading of the divergent boundary will eventually split the country of Iceland apart. Spreading along a different divergent boundary has already caused Saudi Arabia to split from the African continent. While new crust is forming, other parts of the crust are being recycled at convergent boundaries. Sometimes when two plates move toward each other, one plate is forced down underneath the other plate. At the place where one plate has been forced under another plate a valley several miles deep called a trench is formed. A number of trenches crisscross the ocean floor, including the Peru Chile trench in South America. A special type of convergent boundary occurs when two continents collide directly; this is called a collision boundary. Because continents are lighter than other parts of the crust, neither one is forced under the other. Instead, the two continents clash together to form mountains. The Himalayan mountain range, now the highest continental mountain range in the world, formed about 50 million years ago when the Indian and Eurasian plates crashed into each other. The mountain range has grown as these landmasses continue to push against each other. Plates can also slide against each other at transform boundaries. As the plates slowly grind against each other, they sometime bend and snap to create vibrations, or earthquakes. The San Andreas Fault in California is a transform boundary of more than 800 miles long and at least 10 miles deep. For the past 10 million years, the plate on the west side, the Pacific plate, has been sliding to the northwest. The plate on the east side, the North American plate, has been sliding southeast. According to geographers, the plates are sliding past each other at a rate of about 2 inches per year. In 16 million years southern California will have moved more than 340 miles, and the city of Los Angeles will be farther north than San Francisco! Halifax CountyCFA 3 English I Page 16 of 24

17 Rebuilding the earth As the earth continues to move beneath our feet, mountains will rise, continents will drift apart, and earthquakes will rock the foundations of our cities. As Darwin observed, this movement is disconcerting because we think of earth as stable and solid. In reality earth is continually changing, both to recycle and to rebuild itself. Building for earthquakes: an experiment: While plate movement helps to refashion the face of the earth, it also causes earthquakes, which can be tremendously destructive in areas where people live. Darwin noticed during the earthquake he experienced that some structures remained standing, while others toppled to the ground. Why do some buildings withstand earthquakes and others do not? Engineers have figured out that some architectural models are better suited than others in earthquake zones. Try the following experiment to determine which models would remain standing during an earthquake. Materials: A 13 x 9 inch baking pan Two boxes of gelatin dessert mix A box of toothpicks A bag of small sized marshmallows Procedure: 1. One day before the experiment, prepare the gelatin according to the instructions on the package. Pour the liquid mixture into the baking pan and refrigerate overnight. 2. Once the gelatin is firm, set the baking pan on a table. 3. Make three dimensional models of buildings by using the marshmallows to join toothpicks together. To make smaller buildings, you can break toothpicks in half. Experiment with tall and short models. Try making cubes, pyramids, or any other shape you can think of. 4. Place each model building on the firm gelatin and gently wiggle the baking pan. 5. Note which models remain standing, and which fall over or fall apart. Try to figure out how to improve the models that fall to make them more stable. "Shaking Things Up" property of Pearson. Halifax CountyCFA 3 English I Page 17 of 24

18 30. Which quotation reflects the central idea of Shaking Things Up? A. After the earthquake as Darwin continued his travels in the region, he passed by towns that had been turned into heaps of rubble. B. As the plates slowly grind against each other, they sometimes bend and snap to create vibrations, or earthquakes. C. While plate movement helps to refashion the face of the earth, it also causes earthquakes, which can be tremendously destructive in areas where people live. D. Engineers have figured out that some architectural models are better suited than others in earthquake zones. Read the passage 'Shaking Things Up' and answer the question below: 31. The author of Shaking Things Up uses the term recycle to describe what happens when the earth moves and changes. Here are two examples: While new crust is forming, other parts of the earth are being recycled at convergent boundaries. In reality earth is continually changing, both to recycle and to rebuild itself. What does recycle mean in these sentences? A. Matter is not incinerated; it is compacted. B. Matter is not evaporated; it is solidified. C. Matter is not created; it is transformed. D. Matter is not polluted; it is purified. Read the passage 'Shaking Things Up' and answer the question below: Halifax CountyCFA 3 English I Page 18 of 24

19 32. Read this sentence from Shaking Things Up. New crust forms on earth s surface at places called divergent boundaries. Which strategy would best help the reader determine the meaning of divergent in the sentence above? A. Replacing the word divergent with another, more familiar word. B. Looking for context clues for divergent in the rest of the passage. C. Using the suffix of the word divergent to understand that it is an adjective. D. Rereading the passage to find the word divergent used in other ways prior to the sentence. Read the passage 'Shaking Things Up' and answer the question below: 33. Why does the author include the section Building for earthquakes: an experiment in Shaking Things Up? A. Creates a connection among the reader, the engineers, Darwin, and the power of earthquakes. B. Aids understanding of how tectonic plate movement changes the makeup of the earth's surface. C. Provides an example of how building materials are chosen for construction in certain geographical locations. D. Gives a concrete example of how engineers determine which models are best suited for earthquake prone areas. Read the passage 'Shaking Things Up' and answer the question below: 34. Which statement best describes why the author chose to include the section about Charles Darwin in the passage Shaking Things Up? A. It explains Charles Darwin s discovery of the plate tectonic theory in 1835 while vacationing in Chile. B. It tells about Charles Darwin s experience with an earthquake during his exploration trip to Chile in C. It shows that scientists discovered Charles Darwin s journal writings from his Chilean exploration in D. It describes Charles Darwin s influence on scientists 100 years later with the discovery of plate tectonic theory. Halifax CountyCFA 3 English I Page 19 of 24

20 Read the passage 'Shaking Things Up' and answer the question below: 35. Read this sentence from the passage Shaking Things Up. In the distant future, this continual spreading of the divergent boundary will eventually split the country of Iceland apart. What is the meaning of the word divergent as it is used in the sentence above? A. moving apart B. remaining fixed C. coming together D. evolving gradually Read the passage 'America's Oldest African Community' and answer the question below: America's Oldest African Community America's Oldest African Community America s Oldest African Community Come yuh, fr en! That means come here, friend. I would like to tell you a little bit about myself and my life. My name is Anyika and I wish to welcome you to the coastal communities and islands of South Carolina and Georgia, home of the Gullah culture. Follow me as I show you where I live and tell you about the history of my people. Western Coast of Africa Halifax CountyCFA 3 English I Page 20 of 24

21 The Gullah people are African Americans. During colonial times, they were brought to South Carolina and Georgia as slaves. The Gullah s ancestors are from the countries along the western coast of Africa, ranging from Senegal to Liberia. Most of the Gullah people originally came from Sierra Leone, just north of Liberia. The Gullah people had a particular skill that slaves from other African countries did not. Having lived on what was called the Rice Coast the warm, wet land of the western coast of Africa all their lives, they were quite adept at growing rice, a major cash crop of the American southern colonies. American colonists lacked knowledge of growing rice and so this skill possessed by the Gullah people was critical to the success of the rice farms in the South. Plantation owners paid large sums for this particular group of slaves, whose expertise in rice cultivation made them the most desirable slaves in the South. Rice farms in the South were positioned in the moist, semi tropical regions along the coast, a far distance from any major cities and towns. Due to the remote location of the rice farms and the tropical conditions there that were conducive to malaria 1, white Americans did not frequent the area and thus the Gullah slaves were left to themselves most of the time. In this environment, they were able to freely speak their own languages and practice their cultural traditions. They learned only essential English words and phrases, overheard from conversations between English speakers and African slave traders, and they knew little of the colonial life that existed beyond their farm community. In order to communicate with one another, the Gullah slaves developed their own language. Eventually known as Gullah, this language consisted of a mix of each of their ancestral languages peppered with the English they had picked up. There is some disagreement as to where the word Gullah actually came from. Some say it is a skewed version of the name of Angola, a country on the coast of western Africa. Others say it comes from two tribes in Liberia, the Golas and the Gizzis. When all slaves were emancipated after the Civil War ended, the Gullah people preferred to stay where they were and work on the rice plantations for wages. By the early 1900s, though, rice farming along the Atlantic coast had slowed down due to better farming conditions in Louisiana and Texas. The Gullah people still stayed put in South Carolina and Georgia, and because bridges to the mainland and major roads between towns had not yet been built, the Gullah people remained in isolation. This separation from white America helped preserve them as one of the only groups of African Americans to retain most of their African heritage. During their time in isolation, the Gullah developed a common Christian religion made up of different parts of their ancestral religions. Special ways of dancing and shouting to praise their God and very intricate death and burial rituals were blended. The Gullah people also spent a great deal of time teaching morals and ethics to their children through the use of folktales and fables. Some of the best known Gullah folktales were those retold by white author Joel Chandler Harris in Uncle Remus, a book of tales that he adapted from former slaves. These tales included the characters Br er Rabbit, Br er Fox, and Br er Bear, to name a few. The Gullah people also excelled at many crafts. Quilting and hand woven blankets, brooms made of palm, and clay pots were specialties. Even today their hand woven sweet grass baskets are their most popular and treasured Halifax CountyCFA 3 English I Page 21 of 24

22 craft. People from all over the world have visited the Gullah community just to purchase one of the prized baskets. Gullah Hand woven Sweet grass Basket Over the years, the Gullah community has decreased in numbers as many Gullah have moved on to larger towns to attend college or find jobs. Land developers and real estate barons have paid high prices for the waterfront property where the Gullah were established, causing many to leave their homes. The community is not gone, however, by any means. A good number of Gullah still live right where they were born, and right where their parents, grandparents, and great grandparents lived before them. If you travel there, you will still find Gullah people in traditional dress, speaking their language, farming rice and other crops, and crafting their exquisite goods. And if you ask any member of the Gullah community, they will tell you that no matter where or how far their children travel, they will always come home to celebrate and share the Gullah culture with their own children so that it always lives on. 1 malaria: a disease transmitted by mosquitoes; the Gullah people were resistant to malaria due to exposure in their homelands "America's Oldest African Community" property of Pearson. Halifax CountyCFA 3 English I Page 22 of 24

23 36. What is the main idea of America s Oldest African Community? A. The Gullah possess a rich history, influenced by different cultures. B. The Gullah have a unique heritage, preserved by geographic isolation. C. The Gullah excelled at rice farming, which made them highly valued slaves. D. The Gullah once had a thriving community, but their population is dwindling. Read the passage 'America's Oldest African Community' and answer the question below: 37. Read the sentence from America s Oldest African Community. Having lived on what was called the Rice Coast the warm, wet land of the western coast of Africa all their lives, they were quite adept at growing rice, a major cash crop of the American southern colonies. Which sentence from the passage provides a clue to the meaning of adept? A. "The Gullah s ancestors are from the countries along the western coast of Africa, ranging from Senegal to Liberia." B. "Plantation owners paid large sums for this particular group of slaves, whose expertise in rice cultivation made them the most desirable slaves in the South." C. "In this environment, they were able to freely speak their own languages and practice their cultural traditions." D. "They learned only essential English words and phrases, overheard from conversations between English speakers and African slave traders, and they knew little of the colonial life that existed beyond their farm community." Read the passage 'America's Oldest African Community' and answer the question below: Halifax CountyCFA 3 English I Page 23 of 24

24 38. According to America's Oldest African Community, the Gullah people had many unique skills. Which skill contributed most to their survival in colonial Georgia and South Carolina? A. their ability to survive malaria B. their knowledge of rice cultivation C. their talent for weaving treasured sweet grass baskets D. their success at teaching ethical behavior through folktales Halifax CountyCFA 3 English I Page 24 of 24