
November 15 -- "Do Juvenile Killers Deserve Life Behind Bars?
Quiz
•
English
•
7th Grade
•
Practice Problem
•
Hard
+10
Standards-aligned
Kineu Donald
Used 780+ times
FREE Resource
About this resource
This quiz focuses on analyzing an argumentative text about juvenile justice, specifically examining the debate over whether teenagers convicted of serious crimes should receive life sentences without parole. The questions assess 7th grade reading comprehension and critical analysis skills through close examination of textual evidence, argument structure, and author's craft. Students must demonstrate their ability to identify main arguments, analyze how specific paragraphs contribute to claims, evaluate evidence that supports different positions, and understand vocabulary in context. The core concepts required include distinguishing between main ideas and supporting details, tracing how authors develop arguments across multiple paragraphs, identifying and evaluating different types of evidence, and understanding how word choice affects meaning and tone. Students need strong analytical reasoning skills to compare opposing viewpoints presented in the text and explain how specific textual elements support broader claims about constitutional law and juvenile rehabilitation. Created by Kineu Donald, an English teacher in the US who teaches grade 7. This quiz serves as an excellent tool for developing students' analytical reading skills through examination of a complex, real-world legal and ethical debate that connects directly to current events and constitutional law. Teachers can use this assessment as a summative evaluation following a unit on argumentative text analysis, or as formative assessment during instruction on identifying claims and evidence. The quiz works particularly well for homework assignments that allow students time to carefully reread and analyze specific paragraphs, or as classroom discussion starters where students can debate the various viewpoints presented. This assessment aligns with Common Core standards CCSS.ELA-LITERACY.RI.7.1 for citing textual evidence to support analysis, CCSS.ELA-LITERACY.RI.7.2 for determining central ideas and analyzing their development, CCSS.ELA-LITERACY.RI.7.4 for determining word meanings, and CCSS.ELA-LITERACY.RI.7.8 for evaluating arguments and specific claims with sound reasoning and relevant evidence.
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14 questions
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1.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
What is the main argument present in the article?
Young people should be convicted of life behind bars due to the severity of the crime.
There is a rift in the decision for the Supreme Court of whether teenagers should be convicted for life due to varying circumstances.
The Supreme Court wishes to rule in favor of the death penalty for young people due to the severity of their actions.
The Attorney General and the Defense Attorney are not seeing eye-to-eye in terms of convicted young people to the death penalty.
2.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
How does paragraph 1 contribute to the claim presented in the article?
Paragraph 1 shows the decision to rule in favor of the death penalty for the 14-year-old.
Paragraph 1 shows the issue the Supreme Court faces in terms of killing the 14-year-old for his actions.
Paragraph 1 shows the issue the Supreme Court faces in terms of convicting the 14-year-old to life behind bars.
Paragraph 1 presents the idea that it could be constitutionally just to convict a 14-year-old to life behind bars.
3.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
How does the Supreme Court's issue affect America's juvenile justice system?
The Supreme Court's issue challenges the justice system's decision to convict teenagers to life in prison.
The Supreme Court's issue justifies the justice system's right to convict the 14-year-olds as it so chooses.
The Supreme Court's issue magnifies the issue that the justice system does not know what it should be doing.
The Supreme Court's issue diminishes the issue of the justice system completely.
4.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
What rationale does the article present that justifies the boys' cases for consideration?
Due to the young men's family issues, their cases should be considered.
Because of their athletic abilities in school, the young boys' cases should be considered to give them a second chance at success.
Due to the issues surrounding their youth, their cases should be considered.
Because of their lack of parental guidance, their cases should be considered.
5.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
What evidence supports the claim that 14-year-olds should not be considered for life?
"In 2005, the Supreme Court struck down the death penalty for juveniles, declaring that kids are different from adults."
"Two years ago, the court used the same rationale when it struck down the penalty of life without parole for non-homicide crimes committed by juveniles."
"The court said that because of their youth, their brains are literally less developed, they are more impulsive, more subject to peer pressure and less able to see the consequences of their acts."
"There are currently 79 of these juvenile killers who will die in prison."
Tags
CCSS.RI.7.1
CCSS.RI.7.8
CCSS.RI.8.1
CCSS.RL.6.1
CCSS.RL.7.1
6.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
According to paragraph 9, what is the definition of "mitigate"?
to serve as
to justify
to weaken or lessen
to create or stimulate
Tags
CCSS.RI.6.4
CCSS.RI.7.4
CCSS.RL.6.4
CCSS.RL.7.4
CCSS.RL.8.4
7.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
How does paragraph 11 refute Stevenson's (the lawyer on the cases) plea?
Paragraph 11 states that the death penalty should be considered rather than life behind bars.
Paragraph 11 signifies that life behind bars is better than the death penalty.
Paragraph 11 elaborates on the issue that if the death penalty has already been removed from the punishment, then the logical punishment should be life behind bars.
Paragraph 11 supports the issue that although young men are possibly too young to conceive their own mistakes, they should still be held accountable for their action through the logic of the death penalty.
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