"By Any Other Name" Open BookSelection Assessment

Based on the selection, what inference can you make about the relationship between India and Great Britain in the 1920s?

• India was dominated by British rule.

• India and Great Britain shared political power.

• India was a popular British travel destination.

• India and Great Britain had recently fought a war.

Tags

CCSS.RI.9-10.1

CCSS.RI.9-10.2

Read this quotation from paragraph 3: “The headmistress had been in India, I suppose, fifteen years or so, but she still smiled her helpless inability to cope with Indian names.” What does this quotation suggest about English people in India during the time period in which this memoir is set?

• English people struggled pronouncing the names of both Indian and British children.

• English people generally thought their culture and language were superior to India’s.

• The English kept transferring in teachers ever since the headmistress was first stationed there.

• The English tried to educate all the British and Indian children during their rule.

Tags

CCSS.RL.9-10.1

CCSS.RL.9-10.2

CCSS.RL.9-10.4

CCSS.RL.9-10.6

The primary purpose of paragraph 5 is —

• to describe how the author’s family lived

• to describe the school that the children attended

• to describe the author’s relationship with her teachers

• to describe how the villagers adapted to the rainy season

Tags

CCSS.RI.9-10.6

CCSS.RL.9-10.2

In paragraph 8, the author uses descriptive language to indicate that —

• the school looked the same as Indian schools

• the school reflected only British cultural traditions

• the school reflected both British and Indian culture

• the school looked out of place for British and Indian people

Tags

CCSS.L.9-10.5

CCSS.RL.9-10.1

CCSS.RL.9-10.4

“By Any Other Name” can best be described as exploring the theme of ____________

• the effects of conflicting cultures on colonial countries

• the effects of imperialism on trade and the economy

• the difficulty of maintaining a sense of cultural identity under the force of imperialism

• the difficulty of children everywhere in adjusting to school

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CCSS.RL.9-10.2

CCSS.RL.9-10.6

Using context clues in paragraph 18, which phrase best defines *siesta*, a word that comes from Spanish?

• A period of boredom

• An afternoon nap

• An introduction to activity

• A very brief interruption

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CCSS.L.9-10.4

CCSS.L.9-10.4A

CCSS.L.9-10.4D

CCSS.RL.9-10.4

Read this sentence about the selection: Premila asked Santha not to act so excited. How could this sentence be revised using the past perfect tense?

• Premila asks Santha not to act so excited.

• Premila will ask Santha not to act so excited.

• Premila had asked Santha not to act so excited.

• Premila would have asked Santha not to act so excited.

Tags

CCSS.L.9-10.1

Which two quotations from the text indicate that it is a *memoir*?

• “That first day at school is still, when I think of it, a remarkable one.” (paragraph 7)

• “These, in the tradition of British schools, were painted dark brown and had matting on the floors.” (paragraph 8)

• “The door opened sharply and Premila marched in.” (paragraph 28)

• “But it was nearing the hottest time of day, and the road was almost deserted.” (paragraph 34)

• “I understood it perfectly, and I remember it all very clearly.” (paragraph 45)

Tags

CCSS.RL.9-10.1

The details in paragraph 21 are significant because they explain —

• why the Indian children were treated so harshly

• how often children’s games were played in British schools

• the differences in school rules that Santha was unfamiliar with

• the cultural differences that Santha did not understand

Tags

CCSS.RI.9-10.1

CCSS.RI.9-10.2

CCSS.RI.9-10.3

CCSS.RI.9-10.5

Which person in the selection is most outspoken about and disturbed by the treatment of Indian people by the English? Find and cite evidence from the text to support your response.

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Tags

CCSS.RL.9-10.1

CCSS.W.9-10.9