The Declaration of Independence
Authored by Kyla Lay
English
11th Grade
CCSS covered
Used 310+ times
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About
This quiz centers on a close reading and rhetorical analysis of the Declaration of Independence, designed for grade 11 students studying American literature and foundational political documents. The questions assess students' ability to analyze Jefferson's argumentative structure, identify rhetorical devices like pathos and ethos, understand sophisticated vocabulary in historical context, and evaluate logical reasoning versus fallacious arguments. Students must demonstrate comprehension of complex political philosophy, including concepts of natural rights, social contract theory, and governmental legitimacy. The assessment requires advanced analytical skills as students examine tone, identify intended audience, recognize persuasive techniques, and synthesize how various rhetorical elements work together to create a cohesive argument for independence. Students need strong foundational knowledge of colonial history and the ability to distinguish between sound reasoning and logical fallacies within primary source material. Created by Kyla Lay, an English teacher in the US who teaches grade 11. This assessment serves as an excellent tool for evaluating students' mastery of argumentative text analysis and their understanding of one of America's most significant founding documents. Teachers can use this quiz as a summative assessment following a unit on colonial literature and revolutionary rhetoric, or as formative assessment to gauge student readiness for AP-level textual analysis. The varied question formats, including multiple-choice items and constructed response questions, make it suitable for both quick comprehension checks and more comprehensive evaluation of analytical writing skills. The quiz effectively prepares students for standardized assessments while reinforcing critical thinking about historical texts and their contemporary relevance. This assessment aligns with standards CCSS.ELA-LITERACY.RI.11-12.6 for determining author's point of view and rhetorical strategies, and CCSS.ELA-LITERACY.RI.11-12.8 for evaluating reasoning and evidence in foundational U.S. documents.
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13 questions
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1.
MULTIPLE CHOICE QUESTION
45 sec • 1 pt
Jefferson included the second paragraph in the text to —
A. describe why the colonists are fighting for American independence
B. outline the political philosophy of government as seen by Jefferson
C. describe how the colonial governments are working with Parliament
D. illustrate how uncertain the colonists feel about their rights as English citizens
Tags
CCSS.RI.11-12.6
CCSS.RI. 9-10.6
CCSS.RL.11-12.6
CCSS.RL.8.6
CCSS.RL.9-10.6
2.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
Read the following sentence from paragraph 2 of the selection.
"That all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness."
As used in this sentence, what does the word unalienable mean?
F. There are expectations of lawful citizens in America.
G. That religious beliefs dictate how free a person really is in a society.
H. There are certain natural privileges all people have that cannot be taken away.
J. That persons born in the colonies should not be held to the same laws as British citizens.
Tags
CCSS.RL.11-12.4
CCSS.RL.8.4
CCSS.RL.9-10.4
CCSS.RI.11-12.4
CCSS.RI.9-10.4
3.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
Which phrase from paragraph 2 helps the reader understand the meaning of the word prudence in paragraph 2?
A. to secure these rights, governments are instituted among men
B. should not be changed for light and transient causes
C. by abolishing the forms to which they are accustomed
D. it is their right, it is their duty, to throw off such government
Tags
CCSS.RL.11-12.4
CCSS.RL.8.4
CCSS.RL.9-10.4
CCSS.RI.11-12.4
CCSS.RI.9-10.4
4.
MULTIPLE CHOICE QUESTION
45 sec • 1 pt
The list of complaints in the selection helps to reinforce the author’s argument by —
F. providing evidence of poor treatment of the colonists by the British government
G. showing why the colonists have had to break British laws in order to be heard
H. showing the king how unfair all the colonial governments are to its citizens
J. reinforcing the reasons for establishing much stronger colonial governments
Tags
CCSS.RI.11-12.1
CCSS.RI.11-12.3
CCSS.RI.11-12.2
CCSS.W.11-12.9
5.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
Read the following sentence from paragraph 26 of the document.
"He has plundered our seas, ravaged our coasts, burnt our towns, and destroyed the lives of our people."
This sentence is an example of —
A. pathos in that Jefferson is appealing to the emotion of the reader
B. a logical fallacy in that Jefferson is using circular reasoning in his argument
C. ethos in that Jefferson is trying to persuade the reader of his credibility
D. a rhetorical fallacy in that Jefferson is overgeneralizing in his argument
Tags
CCSS.RI.11-12.5
CCSS.RI.9-10.5
6.
MULTIPLE CHOICE QUESTION
45 sec • 1 pt
The author included paragraph 31 to —
F. formally declare that the colonists no longer recognize the British king
G. explain why the colonists have decided to go to war with the British
H. show that the colonists have tried to work with the British government
J. state that the colonists have reached out to British citizens for support
Tags
CCSS.RI.11-12.1
CCSS.RI.11-12.3
CCSS.RI.11-12.6
CCSS.RI.11-12.2
7.
MULTIPLE CHOICE QUESTION
45 sec • 1 pt
Jefferson included paragraph 33 to —
A. outline the plan for the new American government
B. formally pledge the independence of the colonies from the British
C. directly blame the British government for issues that they have endured
D. ask the British citizens for help in working with the government
Tags
CCSS.RI.8.1
CCSS.RI.8.8
CCSS.RL.11-12.1
CCSS.RL.8.1
CCSS.RL.9-10.1
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