Map QUiz

Excerpt from “Breaking the Barrier” by Caroline Patterson 1

We were sitting on the front porch one August morning, bored and penniless, trying to think of ways to make money. I polished shoes and my brother mowed the lawn, but shoes dirtied and grass grew only so fast. That’s when we hit on the idea of the fair. Cash prizes, no limit on entries: we entered everything we possibly could, and added up what we’d make for first in every category, the dazzling twenty-four dollars already weighting our pockets.

2 Fair week, our house was a whirlwind of activity, my mother’s VW bus pulling in and out of the driveway for more tape or matting board, my brother and I snarling insults back and forth. “I’ll leave you in the dust,” my brother would say, taping string on the back of a photograph. “You’re dead meat,” I’d yell back over the hum of the mixer.

3 I was particularly proud of two of my entries: a colored pencil sketch and a dress I’d sewn. The sketch was the silhouette of a woman’s head I’d copied from a booklet called “Drawing the Human Head,” and I thought I’d done an especially good job on the ear, which the booklet said was the hardest part to draw. “Nice ear!” I could imagine the judges whispering among themselves, “See how she managed the shine on canals!”

4 The dress, however, was my pièce de résistance. Its Empire-waist bodice (featuring my first darts) and long puffy sleeves had taken me most of August to sew. During the long, hot afternoons while my friends went swimming, I was at the sewing machine, ripping out mangled seams, crying, raging, then sewing them again.

5 Opening day, I went first to my silhouette. I looked at the entry tag. Nothing. Next to it, an elk sketch—a big, dumb elk that had been entered every year since the fair began—mocked me with its shiny blue ribbon. What was wrong with those judges, I steamed. Didn’t they see my ear?

6 I still had my dress.

7 In Home Arts, ribboned entries jammed the walls: a grinning Raggedy Ann and Andy, a beaded chiffon mini, a pillow embroidered with a large McCarthy flower. The lowly, prize less entries were jammed onto racks and shelves.

8 I found my dress on a rack. The tag was bare, except for a comment from the judge, written in a measured, schoolteacher’s hand: “Rickrack is such a decorative touch!”

9 My brother cleaned up. He got a first on chocolate chips he’d never made before the morning our entries were due, prizes on his photographs, a car model I didn’t even know he’d entered . . . It went on and on.

10 My brother made twenty-one dollars. I got two.

11 But it wasn’t the fact I didn’t make money, or that life was unfair, that bothered me most. It was the comment of that judge, probably some poor Home Ec teacher who’d seen a thousand dresses as badly sewn as mine that day. It was her tone of polite dismissal, her cheery insincerity, which I still associate with the voices of women in my past—the Home Ec teachers and den mothers and club presidents I still try to escape from.

Q1: Which phrase from the story helps to create a mood of anticipation?

• a whirlwind of activity

• long, hot afternoons

• snarling insults back and forth

• jammed onto racks and shelves

Tags

CCSS.RL.7.4

CCSS.RL.8.4

CCSS.RL.6.4

CCSS.RL.5.4

CCSS.RL.9-10.4

5.Opening day, I went first to my silhouette. I looked at the entry tag. Nothing. Next to it, an elk sketch—a big, dumb elk that had been entered every year since the fair began—mocked me with its shiny blue ribbon. What was wrong with those judges, I steamed. Didn’t they see my ear?

Q: In paragraph 5, the narrator personifies the elk in the sketch in order to

• illustrate how disorganized the contest is

• emphasize how insulted she feels.

• question the judges’ authority

• show the superiority of the elk sketch.

Tags

CCSS.RL.7.6

CCSS.RL.8.6

CCSS.RL.6.6

CCSS.RL.5.6

CCSS.RL.1.6

The discrepancy between what the narrator imagines the judges will say and what they actually do say represents the

• conflict between the new and the old.

• narrator’s self-deception.

• brother’s apparent talent.

• nature of sibling rivalry.

Tags

CCSS.RL.7.6

CCSS.RL.8.6

CCSS.RL.6.6

CCSS.RL.5.6

The conflict at the end of this passage can best be described as

• internal—the narrator’s feelings about her brother winning.

• external—interactions between the narrator and the judges.

• external—interactions between the narrator and her brother.

• internal—the narrator’s feelings toward people like the judge

Tags

CCSS.RL.7.3

CCSS.RL.6.3

CCSS.RL.8.3

CCSS.RL.9-10.3

CCSS.RL.5.3

The Death of Lincoln by William Cullen Bryant

Oh, slow to smite and swift to spare,

Gentle and merciful and just! Who,

in the fear of God, didst bear

The sword of power, a nation’s trust!

5.In sorrow by thy bier we stand,

Amid the awe that hushes all,

And speak the anguish of a land

That shook with horror at thy fall.

Thy task is done; the bound are free;

10.We bear thee to an honored grave,

Whose proudest monument shall be

The broken fetters of the slave.

15. Pure was thy life; its bloody close

Hath placed thee with the sons of light,

Among the noble host of those

Who perished in the cause of Right.

Q; After speaking of the changes Lincoln brought about for African Americans, Douglass refers to January 1, 1863, in order to

• emphasize that Lincoln should have acted sooner

• praise that day as the beginning of all the changes.

• remind African Americans of the long road ahead.

• commemorate the day of Lincoln’s death.

Tags

CCSS.RL.7.1

CCSS.RI.7.1

CCSS.RI.7.8

CCSS.RI.8.8

CCSS.RI.6.1

Which of these phrases from Frederick Douglass’s speech is slightly critical toward Lincoln?

• “though the Union was more to him than our freedom or our future”

• “responding to the call of Abraham Lincoln”

• “making slavery forever impossible in the United States”

• “the outburst of joy and thanksgiving that rent the air”

Tags

CCSS.RL.8.3

CCSS.RL.2.6

The main purpose of the poem is

• to critique Lincoln.

• to capture Lincoln’s personal experience

• to honor Lincoln.

• to explain Lincoln’s achievements.

Tags

CCSS.RL.7.4

CCSS.RL.7.10

CCSS.RL.7.5

CCSS.RL.8.5

CCSS.RL.8.4

In line 4 of “The Death of Lincoln,” the “sword of power” is an example of

• irony

• figurative language

• repitition

• personification

Tags

CCSS.RL.7.4

CCSS.RL.7.5

CCSS.RL.7.10

CCSS.RL.8.4

CCSS.RL.8.10

MAP ARTIST TUTORIAL: HOW TO CREATE A CUSTOM MAP Map Artist is the perfect tool for creating customized maps to include in research projects and reports. Map Artist offers endless possibilities. Map Artist has a huge collection of map styles to choose from, and they can be customized to suit your special needs. In this tutorial, we will assume you have been asked to create a map for a social studies report.

1. When you open Map Artist, a world map will be displayed. Type "North America" in the dialogue box or choose NORTH AMERICA from the list provided. Click GO. A map of North America will be displayed.

2. Type "United States" in the dialogue box or choose UNITED STATES from the drop-down menu to display a map of the 50 United States. Click GO. A map of the United States will be displayed.

3. Type "California" in the dialogue box or choose CALIFORNIA from the drop-down menu. Click GO. A map of California will be displayed.

4. Click on the drop-down menu next to the outline map of the state. Click on the type of map you need for your report. OUTLINE shows only the outline shape of the state with no highways or population centers indicated; HIGHWAY shows major cities, interstate highways, and major state highways. TOPOGRAPHIC indicates elevations as well as the location of major cities. SHADED RELIEF shows only natural landforms (mountains, valleys, rivers). POLITICAL shows major cities, interstates, and major highways, as well as national parks. HISTORICAL recalls the oldest maps on record. For the purposes of this tutorial, select OUTLINE. A map showing an outline of California will be displayed.

5. Click CUSTOMIZE on the menu bar down the left side of the screen. CUSTOMIZE allows you to place custom data on the map you have selected. A tiny symbol will be placed on the map at the location you designate, and the text you type into the dialogue box at the bottom of th screen will appear next to it. First, click on the button next to the appropriate symbol. For practice, click on the shovel, which symbolizes archaeology. Next to the word TEXT, type "The Presidio," which is an archaeological site near San Francisco. Now use your mouse to click on the spot on the map where you would like this data to be placed. Continue by typing "Woolen Mills" and clicking on the map near San José. Last, type "Emerald Bay" and click on the map near Lake Tahoe. You can add as many sites as you wish. Each time you click your mouse on the map, it will place the symbol and text you have included to describe that location.

6. Click SAVE if you would like to save the map to a file. Later, after opening the saved document, click on the map with your right mouse button and select COPY. Open the file in the word processing program that contains your report. Insert a box at the location where you want the map to appear. Put your cursor inside the box, right-click the mouse, and select PASTE. Putting your graphic in the box will allow you to stretch or shrink the box to wrap text around it.

When the online screens shown in Step 1 and Step 3 are compared, what relationship is revealed?

• Each successive step is not dependent upon the previous step

• Each successive step further narrows the search topic.

• Each successive step is more important than the previous step.

• Each successive step offers fewer specific options

Tags

CCSS.RI.7.2

Read this excerpt from the tutorial.

Map Artist is the perfect tool for creating customized maps to include in research projects and reports.

The word perfect is used mainly to suggest that Map Artist is

• best

• exact

• most authentic

• most rational

Tags

CCSS.RL.7.7

CCSS.RI.7.7

CCSS.RL.8.7

CCSS.RI.8.7

CCSS.RI.6.7