"By the Waters of Babylon" HMH Selection Test

The dialogue in paragraphs 8–16 develops the characters of the narrator and his father by showing how —

• A frightened both men are by the upcoming journey

• B the son has grown stronger and wiser than his father

• C both men respect their traditions and love one another

• D their traditions blind both men to the realities around them

Tags

CCSS.RL.8.3

CCSS.RL.2.6

Which two phrases from paragraphs 21 and 28 give clues about the specific setting of the story? [select two!]

• F we do not use the god-roads now, for they are falling apart into great blocks of stone

• G the forest is safer going . . . the trees were thick

• H open place at the top of a cliff . . . great river below, like a giant in the sun

• J I saw both banks of the river

• K in the time of the Great Burning when the fire fell out of the sky

Tags

CCSS.RL.8.3

CCSS.RL.11-12.3

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.9-10.3

How does the narrator use the word magic differently in paragraphs 41 and 42?

• A In paragraph 41, the narrator uses magic to describe humans’ spirit, but in paragraph 42, he uses it to mean

  their technology.

• B In paragraph 41, the narrator uses magic to describe humans’ technology, but in paragraph 42, he uses it to

  mean their spirit.

• C In paragraph 41, the narrator uses magic to describe water, but in paragraph 42, he uses it to mean

  electricity.

• D In paragraph 41, the narrator uses magic to describe electricity, but in paragraph 42, he uses it to mean

  water.

Tags

CCSS.RL.8.6

CCSS.RL.5.6

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RL.1.6

The vision the narrator describes in paragraphs 44–50 contributes to the plot as a whole by —

• F revealing to the narrator what the world was like before and during the Great Burning

• G flashing back to a memory from the narrator’s childhood before the Great Burning

• H demonstrating how the narrator has changed from a boy to a man

• J foreshadowing what will happen next to the narrator

In paragraphs 47–50, the author uses repetition and runs sentences together with dashes in

order to create —

• A a dreamlike mood

• B a frantic mood

• C an excited mood

• D a sorrowful mood

Tags

CCSS.RL.8.6

CCSS.RL.5.6

CCSS.RL.6.6

CCSS.RL.7.6

The setting develops the character and plot by —

• F contrasting the character’s expectations and, therefore, creating tension in the plot

• G mirroring the character’s inner destruction and external struggles in the plot events

• H establishing a blank canvas so that the character and plot become the only realities

• J providing the obstacles the character must overcome to grow throughout the plot

Tags

CCSS.RL.8.3

CCSS.RL.11-12.3

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.9-10.3

Which is a theme developed throughout the story?

• A An individual’s determination to live represents the whole society’s will.

• B One person can save civilization by gathering and sharing knowledge.

• C Human civilization has not changed since the beginning of time.

• D Humans will survive despite their self-destructive tendencies.

Tags

CCSS.RI. 9-10.9

CCSS.RI.11-12.9

CCSS.RL.11-12.2

CCSS.RL.8.2

CCSS.RL.9-10.2

Which are the author’s two most likely purposes for writing this story? [choose two!]

• F To criticize the self-destruction of present society

• G To demonstrate humankind’s will to survive

• H To show how children become adults

• J To praise humankind’s industrial advances

• K To note the shortcomings in simpler cultures

Tags

CCSS.RL.8.6

CCSS.RI. 9-10.6

CCSS.RI.11-12.6

CCSS.RL.11-12.6

CCSS.RL.9-10.6