Unit 4 Test Part 1

Which two statements best describe a central idea in the passage?

• the barbaric nature of slavery

  
  

• the struggle to find one’s identity

  
  

• the emptiness left behind by the loss of a loved one

  
  

• the complicated nature of race relations in the United States

  
  

Tags

CCSS.RI. 9-10.2

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.8.2

CCSS.RL.9-10.2

Which part of the excerpt develops the theme that resistance is often difficult and uncomfortable?

• the narrator's changing perspective on being the grandchild of enslaved people

  
  

• the narrator's use of words such as "odd" and "trouble" in describing his grandfather

  
  

• the reaction of the narrator's parents to his grandfather's dying words

  
  

• the narrator's description of himself as an "invisible man" within society

  
  

Tags

CCSS.RI. 9-10.9

CCSS.RL.6.2

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2

Which choice best describes how the setting of Invisible Man influences the theme?

• The time period helps clarify the narrator's uncertainty of his place in the world. 

  
  

• The modern backdrop allows the narrator's grandfather to reveal his views. 

  
  

• The post-Reconstruction world gives the narrator a chance to follow his dreams.

  
  

• The historical context connects the narrator to his family's enslaved past.

  
  

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

When the narrator’s grandfather says he wants his children to "undermine 'em with grins" in paragraph 2, he seems to be suggesting that they should

• be more proud of their own people and heritage.

  
  

• realize it is hopeless to try to overcome racism.

  
  

• fight the system while outwardly appearing to be compliant.

  
  

• attempt to find something in common with white people.

  
  

Tags

CCSS.RL.2.6

CCSS.RL.8.3

What major theme or central idea of the story is best reflected in the correct answer to Part A?

• Young people lack appreciation for the sacrifices made by their elders.

  
  

• There is often a conflict between how one sees oneself and how one is perceived by others.

  
  

• There is a joy in vengeance and retribution that carries on from one generation to the next.

  
  

• It is important to appear friendly in order to make connections with different types of people.

  
  

Tags

CCSS.RI. 9-10.9

CCSS.RL.11-12.2

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2

What can be inferred about John's feelings toward his father from the passage? 

• John often feels irritated by his father.

  
  

• John often feels encouraged by his father.

  
  

• John often feels afraid of his father.

  
  

• John often feels resentful of his father.

  
  

Tags

CCSS.RL.11-12.3

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RL.8.6

CCSS.RL.9-10.3

Which excerpt best supports the inference in Part A?

• For John excelled in school, though not, like Elisha, in mathematics or basketball, and it was said that he had a Great Future.  He might become a Great Leader of His People.

  
  

• John was not much interested in his people and still less in leading them anywhere, but the phrase so often repeated rose in his mind like a great brass gate, opening outward for him . . .

  
  

• . . . a world where people did not live in the darkness of his father’s house, did not pray to Jesus in the darkness of his father’s church, where he would eat good food, and wear fine clothes, and go to the movies as often as he wished.

  
  

• In this world John, who was, his father said, ugly, who was always the smallest boy in his class, and who had no friends, became immediately beautiful, tall, and popular.

  
  

Tags

CCSS.RI. 9-10.1

CCSS.RI.8.1

CCSS.RL.7.1

CCSS.RL.8.1

CCSS.RL.9-10.2

Which statement best summarizes this passage?

• John feels restricted by the world he lives in, but he discovers a potential way out through his intellect and academic pursuits.

  
  

• John’s experience at home changes when he is unexpectedly singled out for praise by the principal at school.

  
  

• John realizes the importance of impressing powerful people in authority, because he wants to make his dreams come true.

  
  

• John forms a plan to win his father's love by impressing him with his intellectual power and success.

  
  

Tags

CCSS.RI. 9-10.2

CCSS.RI.8.2

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2

For John excelled in school, though not, like Elisha, in mathematics or basketball, and it was said that he had a Great Future. He might become a Great Leader of His People.

What is the effect of the underlined phrases?

• They have a sophisticated and scholarly connotation, emphasizing John's academic abilities.

  
  

• They have a regal and authoritative connotation, highlighting John's commanding presence.

  
  

• They have a sarcastic and arrogant connotation, highlighting the community's opinion of John.

  
  

• They have a noble and majestic connotation, emphasizing the high expectations others placed on John.

  
  

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

It was not only colored people who praised John, since they could not, John felt, in any case really know; but white people also said it, in fact had said it first and said it still. It was when John was five years old and in the first grade that he was first noticed; since he was noticed by an eye altogether alien and impersonal, he began to perceive, in wild uneasiness, his individual existence.

They were learning the alphabet that day, and six children at a time were sent to the blackboard to write the letters they had memorized. Six had finished and were waiting for the teacher’s judgement when the back door opened and the school principal, of whom everyone was terrified, entered the room. No one spoke or moved. In the silence the principal’s voice said:

“Which child is that?”

The underlined phrases "an eye" and "the principal's voice" illustrate the idea that John

• felt the principal's strong presence even though she was unfamiliar to him.

  
  

• was too young to understand why the principal was paying attention to him.

  
  

• did not understand who the principal was or her role at the school.

  
  

• felt it was important to impress the principal even though she wasn't kind.

  
  

Tags

CCSS.RI. 9-10.1

CCSS.RI.7.1

CCSS.RI.8.1

CCSS.RL.8.1

CCSS.RL.9-10.2