FSA Practice Test Session #1 - Part 3

FSA Practice Test Session #1 - Part 3

Title IX and Women’s Suffrage

Multiple Choice

Which example does the author of “Title IX” use to support the idea that Title IX changed how girls were taught in the classroom?

• More girls study math in college today than in 1972.

• Today, girls can play sports like basketball and soccer

• High school dropout rates are lower today than in 1972.

• Today, schools must provide sports equipment for boys’ and girls’ sports.

Multiple Choice

What is the meaning of the word career as it is used in this sentence from “Title IX”?

“Now both boys and girls are encouraged to work hard and choose any career they would like.” (paragraph 7)

• college

• job

• dream

• salary

Multiple Choice

Read this sentence from paragraph 5 of “Women’s Suffrage.”

“After the meeting, some people who did not believe in women’s suffrage began to mock the efforts of the people at the meeting.”

What does the word mock mean as it is used in the sentence?

• to disappoint the hopes of

• to treat with scorn

• to imitate closely

• to create something false

Multiple Choice

Which statement describes how the authors organized their ideas in the two articles?

• In “Title IX,” the author tells about events in the order they took place. In “Women’s Suffrage,” the author describes a problem and the steps people took to solve it.

• In “Title IX,” the author compares two topics. In “Women’s Suffrage,” the author examines the effects of a law.

• In “Title IX,” the author describes how a law changed over time. In “Women’s Suffrage,” the author discusses the rights of two groups of people.

• In “Title IX,” the author describes the effects of one law. In “Women’s Suffrage,” the author describes the history of an issue.

Multiple Select

Based on the articles, select two sentences that show what happened as a result of the passing of both the 19th Amendment and Title IX.

• White students and black students became more equal

• Women and men began to receive equal pay for the same jobs.

• Some Americans suffered from losing several of their rights

• All Americans benefited from laws that created more equality

• Opportunities for women and girls were increased.

Multiple Choice

What purpose do the authors share in writing these two articles?

• to persuade people to become more politically active

• to encourage girls and women to take advantage of their rights

• to describe the effects of women and girls getting more rights

• to thank leaders for giving girls and women new opportunities

Multiple Choice

Based on information in the two articles, which statement explains why Title IX was necessary even though the 19th Amendment had been passed?

• The 19th Amendment gave women the right to vote, but it did not give them the right to be elected.

• The 19th Amendment gave white women the right to vote, but it did not give black women the same rights.

• The 19th Amendment gave women and men equal voting rights, but it did not give them equal rights in other areas of life.

• The 19th Amendment gave women the right to equal pay, but women were still not allowed to hold many types of jobs.

The Old Oaken Bucket

Read the poem "The Old Oaken Bucket" by Samuel Woodworth. Then answer the questions that follow.

Multiple Choice

What is the meaning of the underlined phrase from line 15 of the poem? “How ardent I seized it with hands that were glowing!”

• The speaker’s body was producing light.

• The speaker was excited to drink the water.

• The speaker’s body was warm to the touch.

• The speaker found the bucket to weigh little.

Multiple Choice

Which words from the poem express the speaker’s feelings about his youth?

• “How dear to my heart”

• “I seized it”

• “far removed”

• “The tear of regret”

Multiple Choice

Which statement describes how the second stanza of the poem contributes to its overall meaning?

• It contrasts the battered old bucket with the surrounding beauty of nature.

• It develops the setting by listing the different features of the family’s farm.

• It provides detailed information about how to operate an old-fashioned well.

• It describes the speaker’s fond memories of drawing water from the well.

• It explains why the iron on the bucket felt like it was glowing with heat

Multiple Choice

The following question has two parts. First, answer Part A. Then, answer Part B.

Part A: Read the following lines from the poem.

“Not a full blushing goblet could tempt me to leave it, Though filled with the nectar that Jupiter sips.”

What does the poet mean to express about the speaker through this figurative language?

• Nothing could taste better to him than the water from the well.

• The sweetness of the water attracted him like a bee to honey.

• Drinking from the big bucket made him imagine he was a Roman god.

• The water was all he had to drink so he tried to make the best of it.

Multiple Choice

Part B

Select a line from the poem that supports the answer in Part A.

• “And e’en the rude bucket which hung in the well.”

• “I found it the source of an exquisite pleasure,”

• “The tear of regret will intrusively swell,”

• “The old oaken bucket, the iron-bound bucket,”

Multiple Choice

How does the speaker use the first stanza to contribute to the meaning of the poem as a whole?

• He introduces the topic of the well’s depth and the reasons it affected his youth.

• He remembers the occasions he spent in the country and the importance of water

• He prepares the reader for a discussion of childhood memories and their effects.

• He recalls how much he enjoyed his youth on the farm and introduces the bucket.

Multiple Choice

The following question has two parts. First, answer Part A. Then, answer Part B.

Part A: How would the speaker describe the scene shown in the illustration?

• lonely

• quiet

• pleasant

• boring

Multiple Choice

Part B

Which line from the poem supports the answer in Part A?

• “The orchard, the meadow, and deep-tangled wildwood,”

• “And every loved spot which my infancy knew,”

• “The purest and sweetest that nature can yield.”

• “And quick to the white-pebbled bottom it fell;”

Multiple Choice

What does the illustration help the reader understand about the poem?

• that the speaker remembers how difficult his life on the farm used to be

• that the speaker feels joy in recalling simple things from his childhood

• that the speaker is bothered by how much work it used to be just to get a drink

• that the speaker is saddened by how far his childhood home was from other people

Editing Task

Six underlines in the text show a word or phrase that may be incorrect. Read the passage. Then answer the questions that follow.

Multiple Choice

Read the sentence below.

The servers in the cafetearia prepared meals with worried looks and shaking hands.

Which word should replace “cafetearia”?

• cafateria

• cafeteria

• cafetearia

• caffeteria

Multiple Choice

Read the sentence below.

The date was so terrifying that some Westfield students break into tears at the mention of it.

Which word or words should replace “break”?

• have broken

• will be breaking

• will break

• broke

Multiple Choice

Read the sentence below.

Would either Westfield students and Westfield teachers be up to the challenge?

Which word or words should replace “either Westfield students and”?

• either Westfield students nor

• neither Westfield students or

• either Westfield students or

• neither Westfield students and

Multiple Choice

Read the sentence below.

“What about educational television Mr. Blodgett?” Ms. Morgan, the school librarian, wondered.

Which words should replace “television Mr. Blodgett?”?

• television, Mr. Blodgett

• television Mr. Blodgett

• television—Mr. Blodgett

• television: Mr. Blodgett

Multiple Choice

Read the sentence below.

“Read a book, take a walk; or play a game.”

Which words should replace “a walk;”?

• a walk

• a walk,

• a walk;

• a walk.

Multiple Choice

Read the sentence below.

Although everyone thought it be hard, turning off the television was easier than expected.

Which words should replace “be”?

• is

• have been

• will be

• would be