On Being Brought from Africa to America
English
11th Grade
CCSS covered
Used 272+ times
AI Actions
Add similar questions
Adjust reading levels
Convert to real-world scenario
Translate activity
More...
About
This quiz focuses on literary analysis of Phillis Wheatley's poem "On Being Brought from Africa to America," targeting 11th-grade students studying American literature and poetry analysis. The questions require students to demonstrate sophisticated reading comprehension skills, including identifying multiple themes within a complex text, analyzing word choice and connotation, and supporting interpretations with specific textual evidence. Students must understand the historical context of slavery and religious conversion in colonial America, recognize how poets use language to convey complex emotions about identity and prejudice, and synthesize multiple layers of meaning within a short but dense poetic work. The multi-part question format demands that students not only identify correct answers but also justify their reasoning through careful textual analysis, reflecting the advanced critical thinking skills expected at the high school level. This quiz was created by a classroom teacher who designed it for students studying 11th-grade American literature. The assessment serves multiple instructional purposes, functioning effectively as a formative assessment tool to gauge student understanding after reading and discussing Wheatley's poem, or as a summative evaluation following a unit on early African American literature or colonial poetry. Teachers can use this quiz as a homework assignment to reinforce close reading skills, as a warm-up activity to begin class discussions about themes of religion and racial identity, or as review material before larger assessments on American literary movements. The question structure supports classroom instruction by requiring students to practice the two-step analytical process of making claims and supporting them with evidence, a fundamental skill in literary analysis. This assessment aligns with Common Core standards CCSS.ELA-LITERACY.RL.11-12.1, CCSS.ELA-LITERACY.RL.11-12.2, and CCSS.ELA-LITERACY.RL.11-12.4, focusing on textual evidence, theme identification, and word meaning analysis.
Content View
Student View
4 questions
Show all answers
1.
MULTIPLE SELECT QUESTION
15 mins • 1 pt
Which TWO of the following best identify the themes of the text?
Acceptance
Religion
Social pressure
Prejudice
Slavery
Tags
CCSS.RL.11-12.2
CCSS.RL.9-10.2
CCSS.RI. 9-10.9
CCSS.RI.11-12.9
CCSS.RL.8.2
2.
MULTIPLE CHOICE QUESTION
2 mins • 1 pt
PART B: Which lines from the text best support the answers to Part A?
Lines 1-2
Line 3
Line 4
Lines 5-8
Tags
CCSS.RL.11-12.2
CCSS.RL.9-10.2
CCSS.RI. 9-10.2
CCSS.RI.11-12.2
CCSS.RI.8.2
3.
MULTIPLE CHOICE QUESTION
2 mins • 1 pt
PART A: As used in line 5, what does the word “scornful” suggest about how Wheatley felt others regarded her race?
Distaste
Confidence
Acceptance
Envy
Tags
CCSS.RL.11-12.8
CCSS.RL.8.4
CCSS.RL.9-10.10
CCSS.RL.9-10.9
CCSS.RL.8.5
4.
MULTIPLE CHOICE QUESTION
2 mins • 1 pt
PART B: Which phrase from the text best supports the answer to Part A?
“Taught my benighted soul to understand” (Line 2)
“Once I redemption neither sought nor knew.” (Line 4)
“‘Their colour is a diabolic die.’” (Line 6)
“May be refin’d, and join th’ angelic train.” (Line 8)
Tags
CCSS.RL.11-12.8
CCSS.RL.8.4
CCSS.RL.9-10.10
CCSS.RL.9-10.9
CCSS.RL.8.10
Access all questions and much more by creating a free account
Create resources
Host any resource
Get auto-graded reports
Continue with Google
Continue with Email
Continue with Classlink
Continue with Clever
or continue with
Microsoft
%20(1).png)
Apple
Others
Already have an account?
