Amplify Yellow Fever

Amplify Yellow Fever

6th Grade

10 Qs

quiz-placeholder

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Amplify Yellow Fever

Amplify Yellow Fever

Assessment

Quiz

English

6th Grade

Practice Problem

Hard

CCSS
RI.6.1, RI.4.5, RI.5.9

+15

Standards-aligned

Created by

Margaret Anderson

Used 3+ times

FREE Resource

About this resource

This quiz focuses on reading comprehension and textual analysis of a nonfiction science text about yellow fever research, specifically "Epilogue from The Secret of the Yellow Death." The content is appropriate for 6th grade students, requiring them to demonstrate close reading skills, evidence-based reasoning, and the ability to analyze author's craft and purpose. Students must extract specific factual information about yellow fever transmission, identify key scientific discoveries made by researchers like Dr. James Carroll and Dr. Reed, and understand how scientific methods evolved through this historical medical investigation. The questions demand higher-order thinking skills including analyzing cause and effect relationships, comparing scientific findings, evaluating the significance of events, and interpreting author's intent in text structure choices. Students need strong comprehension strategies to locate textual evidence, distinguish between multiple similar answer choices, and synthesize information across different paragraphs to answer complex inferential questions. Created by Margaret Anderson, an English teacher in India who teaches grade 6. This comprehensive reading assessment serves multiple instructional purposes in the English Language Arts classroom, from formative assessment during a nonfiction unit to summative evaluation of students' analytical reading skills. The quiz works effectively as homework following class reading, as review material before standardized assessments, or as guided practice during small group instruction focused on close reading strategies. Teachers can use individual questions as discussion starters or combine them for comprehensive assessment of students' ability to navigate complex informational texts. The assessment aligns with standards CCSS.ELA-LITERACY.RI.6.1 for citing textual evidence, CCSS.ELA-LITERACY.RI.6.2 for determining central ideas, CCSS.ELA-LITERACY.RI.6.3 for analyzing how individuals and events interact, and CCSS.ELA-LITERACY.RI.6.8 for evaluating arguments and claims in text, making it an excellent tool for measuring students' progress toward grade-level reading proficiency expectations.

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10 questions

Show all answers

1.

MULTIPLE CHOICE QUESTION

15 mins • 1 pt

Read " Epilogue from The Secret of the Yellow Death"

Yellow fever is caused by ________________.

bacteria

a virus

mosquitos

microobes

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

2.

MULTIPLE CHOICE QUESTION

15 mins • 1 pt

Read " Epilogue from The Secret of the Yellow Death" 3. What led Dr. James Carroll to eventually suggest that yellow fever is caused by a microbe that is much smaller than bacteria?

Dr. Agramonte convinced Dr. Carroll that yellow fever was not caused by bacteria.

Dr. Carroll was unable to detect a yellow fever microbe in his research, which led him to believe the germ was smaller than bacteria.

Dr. Carroll used a microscope that allowed him to detect microbes that were previously impossible to see.

Dr. James Carroll discovered that yellow fever is caused by a virus that was much smaller than any bacteria.

Tags

CCSS.RI.6.1

CCSS.RI.6.8

CCSS.RI.7.8

CCSS.RL.6.1

CCSS.RL.7.1

3.

MULTIPLE CHOICE QUESTION

15 mins • 1 pt

Media Image

Read " Epilogue from The Secret of the Yellow Death" Select the sentence from paragraph 4 that provides evidence of how Dr. Reed's methods improved future scientific experimentation.

A

B

C

D

Tags

CCSS.RI.5.8

CCSS.RI.6.1

CCSS.RI.6.8

CCSS.RI.7.8

CCSS.RL.6.1

4.

MULTIPLE SELECT QUESTION

15 mins • 1 pt

Media Image

Read " Epilogue from The Secret of the Yellow Death" Select TWO words that the author uses in paragraph 2 to compare disease control to war.

poison

lurked

army

battle

poison

5.

MULTIPLE CHOICE QUESTION

15 mins • 1 pt

Read " Epilogue from The Secret of the Yellow Death" 5. According to the author, what event was MOST significant in protecting people from yellow fever?

Finding a cure for humans

Discovering the geographic origin of the disease

Developing a yellow fever vaccine

Discovering that the yellow fever is transmitted by both male and female mosquitoes

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

6.

MULTIPLE SELECT QUESTION

15 mins • 1 pt

Media Image

Read " Epilogue from The Secret of the Yellow Death" 6. What facts did scientists later discover that might have affected Dr. Reed’s investigations? Select the TWO correct statements and drag one into each box.

Yellow fever cannot be spread by the Aedes aegypti mosquito

The disease must be carried by a mosquito for up to 17 days before it is able to infect another person

The mosquitos must have bitten a yellow fever patient in the first three days of the illness

The disease only lives for a 24-hour period

Tags

CCSS.RI.6.1

CCSS.RI.6.8

CCSS.RI.7.1

CCSS.RL.6.1

CCSS.RL.7.1

7.

MULTIPLE CHOICE QUESTION

15 mins • 1 pt

Read " Epilogue from The Secret of the Yellow Death" 7. Select the statement that provides the BEST explanation for why the author chose to end paragraph 11 with this sentence:

She wanted to emphasize that people continue to feel threatened by this disease.

She wanted to offer evidence that there are still outbreaks of the disease.

She wanted to demonstrate that governments no longer care about people with the disease.

She wanted to show that people expect the government to cure the disease.

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