It's No One's Fault When It's Everyone's Fault Review Questions
Authored by Lauren Arden
English
9th - 12th Grade
CCSS covered
Used 15+ times
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This quiz focuses on reading comprehension and textual analysis skills centered around the psychological concept of deindividuation and its societal implications. Designed for grades 9-12, the assessment requires students to demonstrate advanced critical thinking abilities including identifying central ideas, analyzing textual evidence, understanding how specific textual elements contribute to meaning, and evaluating authorial purpose. Students must synthesize information across multiple paragraphs to understand complex cause-and-effect relationships between group dynamics and individual moral responsibility. The quiz demands sophisticated analytical skills as students examine how authors use specific examples—such as crowd behavior and firing squads—to illustrate abstract psychological concepts. The culminating written response requires students to construct an evidence-based argument using academic vocabulary and textual support, demonstrating their ability to move beyond literal comprehension to analytical interpretation and evaluation. Created by Lauren Arden, an English teacher in the US who teaches grades 9-12. This comprehensive assessment serves multiple instructional purposes in the high school English classroom, functioning effectively as a summative assessment following close reading instruction, a formative evaluation of students' analytical reading progress, or a structured review activity before unit examinations. The quiz excellently supports homework assignments that reinforce classroom discussions about complex texts and can be implemented as a warm-up activity to activate prior knowledge before deeper textual analysis. Teachers can use this assessment to gauge student mastery of evidence-based writing and reading comprehension before moving to more challenging texts. The assessment aligns with Common Core standards CCSS.ELA-LITERACY.RST.9-10.2 and CCSS.ELA-LITERACY.WHST.9-10.1, as it requires students to determine central ideas, analyze textual evidence, and write arguments supported by relevant evidence and clear reasoning.
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5 questions
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1.
MULTIPLE CHOICE QUESTION
30 sec • 20 pts
1. What is the central idea of the article?
A. People have a large influence over others when they are in a group.
B. One can avoid a group’s influence by staying aware of who they are.
C. People lose a sense of who they are as individuals when they are in a group.
D. One can look to group behavior for the cause of some of the worst atrocities in history.
Tags
CCSS.RI. 9-10.2
CCSS.RI.11-12.2
CCSS.RL.11-12.2
CCSS.RL.9-10.2
CCSS.RL.8.2
2.
MULTIPLE CHOICE QUESTION
30 sec • 20 pts
2. Which quotation from the text best explains why deindividuation affects a person’s ability to tell right from
wrong?
A. “The crowd surged forward through the door, moving in human waves, crashing against the doors like
the ocean hits rocks.” (Paragraph 1)
B. “Today, if you were to ask any of those fans whether a good spot to see their favorite band was worth a
human life, it’s likely they would say no.” (Paragraph 2)
C. “There are pro-social forms of deindividuation, like losing your inhibitions when dancing amongst a
crowd or being part of a crowd caught up in suddenly looking for a missing child or pet.” (Paragraph 8)
D. “The larger the group, the more anonymous a person is, and the less responsible they feel for the group
action.” (Paragraph 10)
Tags
CCSS.RI.8.1
CCSS.RI.8.8
CCSS.RL.11-12.1
CCSS.RL.8.1
CCSS.RL.9-10.1
3.
MULTIPLE CHOICE QUESTION
30 sec • 20 pts
3. In paragraph 7, how does the discussion of firing squads add to the reader’s understanding of deindividuation?
A. by illustrating the difficulty of making moral choices when influenced by diffused responsibility
B. by giving an example of how diffused responsibility affects people’s feelings about their actions
C. by providing a counterargument to the idea that deindividuation enables bad behavior
D. by demonstrating people’s ability to resist deindividuation if they wish to
4.
MULTIPLE CHOICE QUESTION
30 sec • 20 pts
4. What is the purpose of paragraph 11?
A. It shows the effects of deindividuation.
B. It gives historical examples of deindividuation.
C. It gives advice on how to avoid deindividuation.
D. It excuses people influenced by deindividuation.
Tags
CCSS.RI. 9-10.2
CCSS.RI.11-12.2
CCSS.RL.11-12.2
CCSS.RL.9-10.2
CCSS.RI.8.2
5.
OPEN ENDED QUESTION
15 mins • 20 pts
PROMPT: Why might deindividuation be seen as a negative force in
society? Use textual evidence to support your answer.
In your argument, make sure to:
● clearly answer all parts of the prompt in one to two sentences
● use key words from the prompt
● use academic vocabulary
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