Freakonomics Chapter 2
English
11th Grade
CCSS covered
Used 29+ times
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This quiz focuses on literary analysis and reading comprehension skills applied to Chapter 2 of Steven Levitt and Stephen Dubner's "Freakonomics," specifically examining concepts of information asymmetry and economic behavior. Designed for 11th grade students, the questions require advanced analytical thinking as students must identify author's purpose, analyze tone, evaluate the function of specific examples, and synthesize multiple textual elements. Students need strong reading comprehension skills to understand complex economic concepts like information asymmetry, the ability to analyze how authors use evidence and examples to support arguments, and critical thinking skills to evaluate the effectiveness of rhetorical strategies. The quiz demands that students move beyond basic recall to demonstrate understanding of how authors structure arguments, use specific examples like real estate terminology and historical data about lynchings to illustrate broader economic principles, and employ various rhetorical techniques to engage readers with economic theory. This quiz was created by a classroom teacher who designed it for students studying economics and literature in 11th grade. The assessment serves multiple instructional purposes, functioning effectively as a reading comprehension check after students complete the assigned chapter, a discussion starter for exploring economic concepts in literature, or a formative assessment to gauge student understanding before deeper analysis activities. Teachers can use this quiz as a warm-up activity to activate prior knowledge about information asymmetry, assign it as homework to ensure students complete and engage with the reading, or incorporate it into review sessions before unit tests on economic principles in literature. The questions align with Common Core standards CCSS.ELA-LITERACY.RI.11-12.1, CCSS.ELA-LITERACY.RI.11-12.3, and CCSS.ELA-LITERACY.RI.11-12.6, as they require students to cite textual evidence, analyze how authors develop and refine central ideas, and determine author's purpose and point of view in complex informational texts that blend economic theory with accessible explanations.
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6 questions
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1.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What was the function of listing the ten terms commonly used in real-estate ads?
Tags
CCSS.RI. 9-10.2
CCSS.RI.11-12.2
CCSS.RL.11-12.2
CCSS.RL.9-10.2
CCSS.RI.8.2
2.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What is the purpose of including the statistics of African American lynchings through the years 1890-1970?
3.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
The primary purpose of the passage is…
Tags
CCSS.RI. 9-10.6
CCSS.RI.11-12.6
CCSS.RL.11-12.6
CCSS.RL.9-10.6
CCSS.RL.8.6
4.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
The author’s tone towards information asymmetry can best be described as...
Tags
CCSS.RI. 9-10.6
CCSS.RI.11-12.6
CCSS.RL.11-12.6
CCSS.RL.9-10.6
CCSS.RI.8.9
5.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What was the author’s purpose behind discussing information asymmetry?
Tags
CCSS.RI. 9-10.6
CCSS.RI.11-12.6
CCSS.RL.11-12.6
CCSS.RL.9-10.6
CCSS.RI.8.6
6.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
What was the function of the conversation between Kevin and Bob on page 67?
Tags
CCSS.RI. 9-10.2
CCSS.RI.11-12.2
CCSS.RL.11-12.2
CCSS.RL.9-10.2
CCSS.RL.8.2
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