Freedom's Daughter Quiz

What event did Barbara Johns organize?

• A sports event

• A student strike

• A school play

• A science fair

Tags

CCSS.RL.6.2

CCSS.RI.6.2

CCSS.RL.7.2

CCSS.RI.7.2

CCSS.RI.5.9

What was the NAACP's condition for helping the students?

• They had to pay a fee

• They had to organize a parade

• They had to write another letter

• They had to aim for desegregation

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

How did Barbara Johns feel about her uncle's influence?

• She disliked it

• She was afraid of him

• She was indifferent

• She idolized him

Tags

CCSS.RL.5.3

CCSS.RL.6.3

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RL.8.6

Part A

Which of the following best states the central idea of the excerpt?

• A. She aimed to improve the school's sports facilities.

• • B. She wanted to organize a school play.

• • C: She sought to challenge racial inequality and demand better school conditions.

• D. She wanted to become the student council president.

Tags

CCSS.RL.6.2

CCSS.RI.6.2

CCSS.RL.7.2

CCSS.RI.7.2

CCSS.RL.5.2

Part B

Which of the following details best supports the central idea in Part A?

• A. “she had always been an outspoken child; family members said she took after her uncle Vernon”

• B. “The family didn’t mean that as much of a compliment, but Barbara, who idolized her uncle, took it as one anyway.”

• C. “Not much loved by the affluent black members of his church, he was destined to have a powerful influence”

• D. “He was beyond the intellectual scope of everyone around the county”

Tags

CCSS.RL.6.2

CCSS.RI.6.2

CCSS.RL.7.2

CCSS.RL.5.2

CCSS.RL.6.1

1. How does the author develop the central idea of racial inequality in Farmville?

• • A: By describing the beautiful landscapes of the town.

• • B: By highlighting the luxurious facilities available to all students.

• • C: By detailing the poor conditions of the black schools and the segregation in public places.

• • D: By focusing on the town's historical significance during the Civil War.

Tags

CCSS.RL.6.2

CCSS.RI.6.2

CCSS.RL.7.2

CCSS.RI.7.2

CCSS.RI.5.2

1. What role does Barbara Johns' uncle, Vernon Johns, play in the development of the central idea?

• • A: He is a famous actor who inspires Barbara to join the drama club.

• • B: He is a civil rights leader who influences Barbara's determination to fight for justice.

• • C: He is a local businessman who helps fund the new school.

• • D: He is a teacher at Moton High School who supports the student strike.

Tags

CCSS.RL.6.2

CCSS.RI.6.2

CCSS.RI.7.2

CCSS.RL.5.2

CCSS.RI.5.2

1. How does the author use Barbara Johns' character to convey the central idea of leadership and courage?

• • A: By showing her reluctance to speak up against injustice.

• • B: By describing her as a shy and quiet student.

• • C: By illustrating her bold actions and determination to lead a student strike.

• • D: By focusing on her interest in sports and extracurricular activities.

Tags

CCSS.RL.6.2

CCSS.RL.7.2

CCSS.RL.5.2

CCSS.RL.4.2

CCSS.RL.5.9

Read the sentence from paragraph 7

In a shabby basement meeting room of a local church, they told the students and some parents that the NAACP would help them only if they were prepared to go for broke—desegregation or nothing—and then only if the students could demonstrate that they had the support of the adults in the black community.

The prefix in the word "de-" which means "not" or "un-". "Segregation" comes from the Latin word sēgregāre which means "to part from the flock". Based on this information, what does desegregation mean as it is used in the passage?

• The act of promoting racial division in educational settings.
• The process of creating separate facilities for different races.
• The elimination of segregation, particularly in schools and communities.
• The reinforcement of segregation in schools and communities.

Tags

CCSS.RI.6.4

CCSS.RL.5.1

CCSS.RL.5.4

CCSS.RL.6.4

CCSS.RL.7.4

1. How does the author use descriptive details to highlight the conditions at Moton High School?

• • A: By listing the names of the teachers at the school.

• • B: By describing the tar-paper shacks and the uncomfortable classroom temperatures.

• • C: By providing a map of the school's location.

• • D: By including a timeline of events leading to the student strike.

Tags

CCSS.RI.8.5

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.9-10.5

CCSS.RI.11-12.5