1 Intro to CR 1. Part 3. The following worksheets should be used to complete this homework set. Instructions for Part 3

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1 The following worksheets should be used to complete this homework set. Instructions for 1. Complete the problems included in this homework set and enter your answers online. 2. Remember to review the next 25 vocabulary flashcards, complete the practice Essay Prompt (included in Part 1) and complete the next Critical Reading Passage found in the Appendix of your Student Manual. 1. Go to 2. Click the Student Login link. Once you have completed this problem set: 3. Login using your personalized username and password. 4. Select the link to the answer page for this assignment and transfer the answers from your completed worksheet to the online scoring program. 5. Upon entering your scores, you will unlock the bonus problem sets for this chapter. Complete these sets as instructed by your tutor. 6. In your next session, your tutor will analyze your homework results with you, as well as review your essay and critical reading passages. If you have any questions, please feel free to contact your local program manager at: 1-87-STUDYPOINT Copyright 2010 StudyPoint, Inc. 1

2 Use this sheet to record your answers to the problems below. Good Luck! PART 3 1 A B C D E 2 A B C D E 3 A B C D E 4 A B C D E 5 A B C D E 6 A B C D E 7 A B C D E 8 A B C D E 9 A B C D E 10 A B C D E 11 A B C D E 12 A B C D E 13 A B C D E 14 A B C D E 15 A B C D E 2 Copyright 2010 StudyPoint, Inc.

3 DIRECTIONS: The questions that follow are based on the passages that precede them. Questions for paired passages may also ask you about the relationship between the paired passages. Select the best answer for each question based on what is stated or implied in the passages. Questions 1-9 are based on the following passage. Line The following passage was adapted from a history of the United States published in the 1920s. Churches played a significant role in the intellectual life of the American colonies under British rule. There were abundant reasons for this. In many of the colonies--maryland, Pennsylvania, and the New England colonies--religion was one of the impelling motives for emigrating from England. In all the colonies, the clergy, at least in the beginning, formed the only class with any leisure to devote to matters of the spirit. They preached on Sundays and taught school on weekdays. They led discussions of local issues and shaped political opinion, including issues concerned with the relation between church and state. They wrote books and pamphlets. They filled most of the chairs in the colleges; under clerical guidance, intellectual and spiritual, the Americans received their formal education. In several of the provinces the Church of England (the Anglican Church) was established by law, although this did not prevent challenges to its authority. In New England, however, the Puritans were supreme, notwithstanding the efforts of the British to overbear their authority. And, in the Middle Colonies the multiplication of sects made the dominance of any single denomination impossible; and in all of them there was a growing diversity of faith, which promised in time a separation of church and state and greater freedom of opinion. Virginia was the stronghold of the English system that essentially united church and state. The Anglican faith and worship were prescribed by law, sustained by taxes imposed on all, and favored by the governor, the provincial councilors, and the richest planters. As in England, Catholic and Protestant Dissenters were at first laid under heavy disabilities. Only slowly and on sufferance were they admitted to the province; but once they were even covertly tolerated, they pressed steadily in, until, by the Revolution, they outnumbered the adherents of the established order. The Church was also supported by law and supported by taxes in the Carolinas after 1704, and in Georgia after that colony passed directly under the British Crown in 1754; this in spite of the fact that the majority of the inhabitants were Dissenters. It was likewise established in Maryland, despite Catholic protests. In New York, too, notwithstanding the resistance of the Dutch, provincial officials fostered the Anglican Church, and the Anglicans, embracing about one-fifteenth of the population, exerted an influence out of proportion to their numbers. Many factors helped to enhance the power of the Anglican Church in the colonies. It was supported by the British government and the official class sent out to the provinces. Its bishops and archbishops in England were appointed by the king, and its faith and service were set forth by acts of the British Parliament. Having its seat of power in the English monarchy, it could hold its clergy and missionaries loyal to the Crown and so counteract, to some extent, the growing independent spirit in America. The Church of England, always a strong bulwark of the state, therefore had a political rôle to play here as in its home country. Able bishops and far-seeing leaders firmly grasped this fact about the middle of the eighteenth century and redoubled their efforts to augment the influence of the Church in provincial affairs. Unhappily for their plans they failed to calculate in advance the effect of their methods upon dissenting Protestants, who still cherished memories of bitter religious conflicts in the mother country. 1. The author s primary purpose in this passage is to (A) discuss the good works of various church groups in the development of the American colonies (B) explain why the Church of England was the best of the denominations among the many active Protestant denominations (C) explain why the Church of England was particularly powerful in the early colonies (D) advocate for the separation of church and state (E) advocate for religious tolerance 2. The word impelling (line 5) most nearly means (A) disgusting (B) moving (C) driving (D) observing (E) scolding Copyright 2010 StudyPoint, Inc. 3

4 3. What does the author mean by In all the colonies, the clergy, at least in the beginning, formed the only class with any leisure to devote to matters of the spirit (line 6-9)? (A) Churchmen were the only group with access to Bibles. (B) Churchmen were the only group with time to think about anything other than the necessities of daily life. (C) Churchmen were lazy. (D) Churchmen were the only group who could force others to do their work for them. (E) Churchmen ran the colonies. 4. According to the passage, in what area of the new colonies did a single religious group other than the Anglican Church -- dominate? (A) New England (B) The Middle Colonies (C) Virginia (D) Washington, D.C. (E) England 5. The passage refers to Virginia as the the stronghold of the English system that essentially united church and state. (line 28-29) because (A) Virginia was the most important of the original 13 colonies (B) the church was headquartered in Virginia (C) Virginia s legal system was specifically separated from any religious influence (D) Virginia had the most members of the Church of England (E) Virginia s legal system and its ruling class specifically 7. Saying that the Church of England has its seat of power in the English monarchy (line 55-56) means that (A) churchmen ruled England (B) in the English court, bishops sat near the king (C) political power and religious power were considered one and the same (D) the English Parliament opened every session with a prayer (E) there was a separation of church and state in 8. According to the author, what was one of the Church s political roles in the colonies? (A) Ministering to the spiritual needs of the colonists. (B) Directing its clergy to preach peace. (C) Calling out militia to fight American revolutionaries. (D) Exerting its influence in favor of British rule. (E) Providing a sanctuary for American revolutionaries. 9. At the end of the passage, what is the author implying about the ultimate outcome of the Church of England s efforts in the colonies? (A) It ultimately prevailed despite some resistance from non-anglicans. (B) It prevailed thanks to those in power who cemented its influence. (C) It failed because those in power didn t see it was in trouble. (D) An agreement was reached between the Church of England and non-anglicans, thanks to outreach by those in power. (E) It failed because non-anglicans staunchly resisted efforts to cement its influence. 6. According to the passage, what happened to the Catholics and non-anglicans in Virginia? (A) They were crushed by military force. (B) They were initially oppressed, but eventually became the majority. (C) The Catholics overthrew the Anglicans once they outnumbered them. (D) After years of oppression, they eventually converted to the Anglican faith. (E) They were sent back to England. 4 Copyright 2010 StudyPoint, Inc.

5 Questions are based on the following passage. The following passage is adapted from a 1922 science book. In this section, the author discusses what was known at the time about the formation and termination of stars. We have no positive knowledge of dead stars, which is not surprising when we reflect that a dead star means an invisible star! But when we see so many Line individual stars tending toward death, when we behold 5 a vast population of all conceivable ages, we presume that many are already dead. On the other hand, there is no reason to suppose that the universe as a whole is running down. Some writers have maintained this, but their 10 argument implies that we know a great deal more about the universe than we actually do. Scientists do not know whether the universe is finite or infinite, temporal or eternal; and those with rigorous method will decline to speculate where there are no facts to guide 15 them. They know only that the great gaseous nebulæ promise myriads of worlds in the future, and concede the possibility that new nebulæ may be forming. We must also mention ideas concerning the birth of 20 a new star. This is an event that astronomers now announce every few years, yet it is a far more portentous event than what is commonly reported in the news. The story is much the same in all cases: The news reports that the star appeared, for example, in 1920; the magnitude of the event, however, only 25 becomes clear if one learns that the distant blaze actually occurred some three hundred or so years ago; it took that long for the light, traveling across space at 186,000 miles a second, to reach us on Earth. And, to be visible at all to us at that distance the fiery outbreak 35 must have been stupendous: A huge ball of petroleum ten times the size of the Earth set ablaze could not be seen at such a distance. The new star had increased its light many hundredfold in a few days. There is a considerable fascination with the 40 speculation that in such cases we are seeing the resurrection of a dead world, and by extension, a potential means of renewing the population of the universe. What happens is that in some region of the sky where no star, or only a very faint star, was 45 identified on charts, we suddenly perceive a bright star. In a few days it may rise to the highest brilliancy. Studies via spectroscope show that this distant blaze is a prodigious outpouring of white-hot hydrogen at hundreds of miles a second. 50 But the star sinks again after a few months, and further observation reveals it surrounded by a nebula. It is natural to suppose that a dead or dying sun has somehow been reconverted in whole or in part into a nebula. A few astronomers think that it 55 may have partially collided with another star, or approached too closely to another. The general opinion now is that a faint or dead star rushed into one of those regions in which there are immense stretches of nebulous matter, and was, at least in part, 60 vaporized by the friction. But objections to this theory are considerable, and some astronomers think that the blazing star may 65 merely have lit up an already existing dark nebula. It is one of those problems on which speculation is most tempting but positive knowledge is still very incomplete. We may be content, even proud, that science has the knowledge and means to take a conflagration that occurred more than a thousand trillion miles away and 70 determine that it is an outflame of glowing hydrogen gas traveling at so many miles per second. 10. Why does the author say there is no reason to suppose that the universe as a whole is running down (line 7-9)? (A) Because certain scientists are clearly fabricating facts. (B) Because scientists have secret information about the universe. (C) Because scientists don t know if the universe has limits. (D) Because scientific discovery proceeds by quantum leaps. (E) Because entropy has no place in modern science. 11. What is a possible reason the author says that the discovery of a new star is a far more portentous event than what is commonly reported in the news (line 21-22)? (A) A new star means there must have been a huge explosion in space. (B) Nature is always amazing, and particularly in space. (C) A new star means the Earth could be in danger. (D) A new star reduces visible light in the solar system. (E) New stars are only discovered about every 25 years. Copyright 2010 StudyPoint, Inc. 5

6 12. In the passage, prodigious (line 48) most closely means (A) precocious (B) wasteful (C) enormous (D) lavish (E) ludicrous 13. According to the passage, what event triggers speculation about the resurrection of a dead star? (A) a steady pulse of energy within a nebula (B) an object that slowly dims (C) a cluster of orbiting satellites (D) the appearance of cosmic dust (E) the abrupt appearance of a brilliant object 14. Which explanation below most closely matches what the passage describes as a minority view advanced to explain a dead star? (A) It was sucked into a black hole. (B) It was hurled into the outer reaches of the galaxy. (C) It was subject to the principle of entropy, or the tendency of things to run down. (D) It was hit by a neighboring star. (E) It burned up in a nuclear reaction. 15. In the end, the author chiefly believes that even though we don t know exactly what happens with a new star... (A) Our scientific knowledge has already made impressive progress. (B) We should continue to speculate, regardless of what the facts may or may not support. (C) It s a waste of time to try to figure out cosmic activity. (D) Scientific analysis is not compatible with religious thought. (E) We have a long way to go before we understand everything about the universe. 6 Copyright 2010 StudyPoint, Inc.