Quiz on Cullis-Suzuki’s Speech

Read the sentence from Cullis-Suzuki’s “Speech delivered at the United Nations Earth Summit in 1992.” "I'm only a child, yet I know we are all part of a family, five billion strong, in fact, 30 million species strong and we all share the same air, water and soil—borders and governments will never change that." Which statement best explains how the speaker connects this idea to her argument about responsibility?

• She encourages audience members to take responsibility for their own country’s natural resources.

• She encourages audience members to take responsibility for the well-being of families around the world.

• She reminds audience members that they have the responsibility to consider how their actions impact other people around the world.

• She reminds audience members that they have the responsibility to reject greedy behavior in their communities.

Which example from the speech best shows how the speaker makes the connection described in Part A?

• I'm only a child yet I know we are all in this together and should act as one single world towards one single goal.

• I'm only a child and I don't have all the solutions, but I want you to realize, neither do you!

• If a child on the street who has nothing, is willing to share, why are we who have everything still so greedy?

• Losing my future is not like losing an election or a few points on the stock market.

Which statement best explains how Cullis-Suzuki connects the ideas of privilege and greed in her “Speech delivered at the United Nations Earth Summit in 1992”?

• She challenges the idea that people who have enough money in life tend to be more selfish.

• She points out the contradiction that people who lack opportunities in life are sometimes the most generous.

• She recognizes the fact that people with financial troubles tend to improve their lives by caring for others.

• She emphasizes that the experience of living in poverty tends to make people more concerned with material things.

Which statement best explains how Cullis-Suzuki compares her point of view to that of other children her age in “Speech delivered at the United Nations Earth Summit in 1992”?

• She regrets the fact that, unlike many other kids her age, her voice goes unheard.

• She points out that, unlike many other kids her age, she was born into a life of privilege.

• She acknowledges the fact that, unlike many other kids her age, she is more intelligent than most adults.

• She explains that, unlike many other kids her age, she can observe the effects of climate change in her daily life.

Read the sentence from Cullis-Suzuki’s “Speech delivered at the United Nations Earth Summit in 1992.” "If you don't know how to fix it, please stop breaking it!" Which statement best explains how the speaker uses reasoning to support this demand?

Which statement best explains how Cullis-Suzuki’s repetition of the phrase “I’m only a child” supports her message to the audience in her “Speech delivered at the United Nations Earth Summit in 1992”?

• She criticizes people for breaking their promises to protect the environment for future generations.

• She offers practical solutions to various environmental crises that affect humans around the world.

• She provides detailed descriptions of environmental disasters to make people feel ashamed of their actions.

• She offers specific examples to show that humans lack the ability to solve the environmental problems they create.

Based on the article “To GMO or Not to GMO,” which statement best describes one way that today’s biotechnology benefits farmers?

• It can extend the harvest season for certain crops.

• It can help farmers select the best seeds each season.

Which sentence best explains how the structure of the article “To GMO or Not to GMO” supports its message?

• It outlines individual steps in a process to demonstrate how scientists genetically alter plants.

• It includes captions to define technical terms and explain complicated ideas related to biotechnology.

• It discusses historic events in chronological order to show how they have affected agriculture, business, and biotechnology.

• It uses headings to introduce the idea of genetic alteration, discuss its background, and address some questions it raises.

Which statement best describes the purpose of the article “To GMO or Not to GMO”?

• It highlights the economic benefits of genetic alteration.

• It informs readers about the basics of genetic alteration.

• It warns readers about the dangerous side effects of genetic alteration.

• It explains that other countries have different opinions about the value of genetic alteration.

Read the sentence from the article “To GMO or Not to GMO.” Scientists can clip a gene from the DNA of one plant and splice it into the DNA of another plant—that’s genetic alteration.