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On Being Brought from Africa to America

English

11th Grade

4 Questions

CCSS covered

Used 272+ times

On Being Brought from Africa to America
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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

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.8.10

CCSS.RL.8.5

CCSS.RL.9-10.10

CCSS.RL.9-10.9

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.8.10

CCSS.RL.8.5

CCSS.RL.9-10.10

CCSS.RL.9-10.9

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