Regents Prep ELA 11

The speaker's use of symbolism in lines 10 and 11 serves to represent the:

• achievement of peace
• destruction of nature
• loss of cultural identity
• arrival of new leadership

Tags

CCSS.RL.8.4

CCSS.RL.11-12.8

CCSS.RL.9-10.10

CCSS.RL.9-10.9

CCSS.RL.8.10

The details in lines 16 and 17 contribute to the speaker's purpose by:

• presenting a resolution to the conflict
• indicating a reason for the meeting
• emphasizing the need for caution
• explaining the terms of the treaty

Tags

CCSS.RL.11-12.3

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RL.8.6

CCSS.RL.9-10.3

Lines 22 through 24 establish a:

• contrast between poverty and wealth
• comparison between family and government
• cause/effect relationship between power and crime
• connection  between responsibility and accountability

Tags

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RI.8.2

CCSS.RL.11-12.2

CCSS.RL.9-10.2

In the speech, the Six Nations' uncertainty regarding the status of the Canandaigua Treaty in lines 30 and 31 is based on:

• loss of the Cayuga reservation
• conclusion of a major conflict  
• recent changes in United States leadership
• new hostilities along the frontier

Tags

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.11-12.1

CCSS.RL.8.1

CCSS.RL.9-10.1

Which statement best clarifies the sentence in lines 8 through 10?

• "We dispense with the usual formality of having your speech again read" (line 5)
• "In the Genesee country we live happy and no one molests us" (line 26)
• "But if he should think the old one valid....we are also willing" (lines 37 and 38)
• "If the President..thinks proper to have it continue as heretofore, we shall not be very uneasy" (lines 40 and 41)

Tags

CCSS.RL.8.4

CCSS.RI.11-12.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.9-10.4

The speaker's attitude in lines 37 and 42 can best be described as:

• uncertain
• compassionate
• sarcastic
• cooperative

Tags

CCSS.RL.2.6

CCSS.RL.8.3

The speaker's request in lines 48 and 51 serves to emphasize the Six Nations'

• sense of growing confinement
• adoption of a traditional lifestyle
• rejection of political influence
• desire for fair treatment

Tags

CCSS.RL.8.4

CCSS.RL.11-12.8

CCSS.RL.9-10.10

CCSS.RL.9-10.9

CCSS.RL.8.5

Which words from the speech help the reader understand the meaning of "redress" as used in line 54?

• "judge it proper" (line 50)
• "They have made application" (line 53)
• "why should you not pay also" (line 55)
• "they should not be permitted to come" (line 56)

Tags

CCSS.RI.11-12.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.9-10.4

CCSS.RI.8.4

Which purpose of the treaty between the United States and the Six Nations is not referenced in this 1801 speech?

• the need to prevent unlawful acts
• the preservation of the written agreement
• the method of fiscal payments
• the protection of Iroquois lands

Tags

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.11-12.1

CCSS.RL.8.1

CCSS.RL.9-10.1

The speaker repeats the word "Brother" throughout the speech in order to:

• convey a sense of superiority
• establish a feeling of alliance
• emphasize a common greeting
• suggest a shared history

Tags

CCSS.RL.2.6

CCSS.RL.8.3