Freedom Walkers Study Sync

The following passage (paragraph 1) adds to the development of the text mainly by .

In 1951, local blacks were barred from the hotel where the generals had rested, just as they were barred from Farmville’s restaurants, its drugstore counters, and its only movie theater, bowling alley, and swimming pool. And, of course, its all-white public schools. The school Barbara Johns attended, Moton High School, featured “temporary” buildings that were really just tar-paper shacks, and classrooms that were usually too stuffy and hot in the fall and spring and too cold in the winter.

• reflecting the progressive attitudes and culture of Farmville in the 1950s

• displaying the small-town feel of Farmville in the mid-twentieth century

• offering context on how African Americans were treated in Farmville during this period

• arguing the need for further urban development in rural Farmville

Tags

CCSS.RL.6.2

CCSS.RI.6.2

CCSS.RI.7.2

CCSS.RL.5.2

CCSS.RL.7.2

What is most closely the meaning of “she must have been paying attention in her civics classes” in the passage below (paragraph 6)?

“Claudette Colvin was an A student at all-black Booker T. Washington High. She must have been paying attention in her civics classes, for she insisted on applying the lessons she had learned after boarding a city bus on March 2, 1955.”

• . Colvin was seen as a model defendant for the NAACP to challenge segregation laws because of what a good student she was.

• All-black schools were well-known for their strong civics courses.

• Colvin was well-versed in the law before refusing to give up her seat on the bus.

• Colvin’s civics teacher wound up leading her defense after she was arrested.

Tags

CCSS.RI.6.4

CCSS.RI.7.4

CCSS.RL.5.1

CCSS.RL.5.4

CCSS.RL.6.4

The following passage (paragraph 16) adds to the buildup to the bus boycott mainly by .

“But in actual practice, whenever a white person needed a seat, the driver would order blacks to get up and move to the back of the bus, even when they had to stand in the aisle.

• showing how whites in the South went beyond the letter of segregation laws to further discriminate against blacks

• painting a picture that the segregation laws were so complex that no black person would be able to challenge them in court

• showing how bus drivers lobbied for harsher segregation laws

• . arguing that the Montgomery segregation laws were actually fair

Which of the following inferences is best supported by the passage below (paragraph 22)?

E.D. Nixon and other blacks leaders wanted to take the entire bus segregation issue into federal court. They hoped to demonstrate that segregated buses were illegal under the U.S. Constitution. But first they needed the strongest possible case-the arrest of a black rider who was above reproach, a person of unassailable character and reputation who could withstand the closest scrutiny.

• Most black leaders were fearful of taking on the segregation laws, due to harsh punishments.

• Claudette Colvin was embarrassed by civil rights leaders.

• Claudette Colvin ultimately accepted segregation.

• Black leaders intentionally sought out Rosa Parks to be a public face of the resistance.

Tags

CCSS.RL.6.2

CCSS.RI.6.1

CCSS.RL.6.1

CCSS.RL.7.2

CCSS.RI.5.1

Which of these inferences is best supported by the text?

Black leaders intentionally sought out Rosa Parks to be a public face of the resistance.

• Blacks in Alabama were subject to discrimination in many walks of life.

• Black leaders in Montgomery were not sympathetic to Claudette Colvin because she was poor and pregnant.

• The Mary Louise Smith case did not draw much attention because she did not talk back to the bus driver who asked her to move.

• Edwina and Marshall Johnson wanted to attend reform school.

Tags

CCSS.RI.6.1

CCSS.RL.6.1

CCSS.RI.5.1

CCSS.RL.7.1

CCSS.RI.7.1

Which sentence from the text most strongly supports the correct answer to question 5?

• “Claudette was on her way home from school that day.”

• “Claudette Colvin, Nixon felt, was too young and immature.”

• “Claudette’s arrest galvanized the black community.”

• “Gray had grown up in Montgomery, attended Alabama State, and gone to Ohio for law school, because Alabama didn’t have a law school for blacks.”

Tags

CCSS.RL.6.2

CCSS.RI.6.2

CCSS.RI.7.2

CCSS.RL.5.2

CCSS.RI.5.2

What is most closely a central idea from Chapter 2 of Freedom Walkers?

• Black leaders in Montgomery had no idea how they would challenge the bus laws.

• . The movement to challenge segregation gained momentum as more African Americans educated themselves.

• Claudette Colvin was a firm believer in segregation.

• Whites were careful not to target blacks who they thought could provide a challenge to segregation down the line.

Tags

CCSS.RL.6.2

CCSS.RI.6.2

CCSS.RI.7.2

CCSS.RL.5.2

CCSS.RI.5.2

Which sentence from the text most strongly supports the correct answer to Question 7?

The movement to challenge segregation gained momentum as more African Americans educated themselves.

• A rugged man with a forceful manner and commanding voice, he founded the Montgomery chapter of the National Association for the Advancement of Colored People (NAACP).”

• “She had expected to be cleared, and when the judge announced his verdict, she broke into agonized sobs that shook everyone in the crowded courtroom.”

• “She remained locked up at the city jail until she was bailed out later that day by the pastor of her church.”

• . “At school, Claudette had been studying the U.S. Constitution and the Bill of Rights, and she had taken those lessons to heart.”

Tags

CCSS.RL.6.2

CCSS.RI.6.1

CCSS.RL.6.1

CCSS.RL.7.2

CCSS.RL.7.1

battery

• forbidden

• violence

• procedure

• authorized

Tags

CCSS.RI.6.4

CCSS.RI.7.4

CCSS.RL.5.1

CCSS.RL.5.4

CCSS.RL.6.4

civics

• government classes

• violence

• forbidden

• authorized