Claudet Calvin Twice Towards Justice

Which details from the book Twice Towards Justice best supports that Claudette refused to get up because she wanted to fight Segregation and stand up against injustice?

• “I was tired of adults complaining about how badly they were treated and not doing anything about it.” (29)

• I’d had enough of just feeling angry about Jeremiah Reeves. I was tired of hoping for justice.” (29)

• “I might have considered getting up if the woman had been elderly, but she wasn’t. She looked about forty.” (32)

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CCSS.RI.7.1

CCSS.RI.7.8

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.8.1

Which details from the book Twice Towards Justice best supports that Claudette refused to get up because she wanted to fight Segregation and stand up against injustice?

• “I knew the rule – that you didn’t have to get up for a white person if there were no empty seats left on the bus—and there weren’t.” (32)

• “I was thinking, Why should I have to get up just because a driver tells me to, or just because I’m black? (32)

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CCSS.RI.7.8

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.8.1

CCSS.RL.9-10.1

What does Claudette mean when she says “When my moment came, I was ready.”(29)?

• She was ready to go to college.

• She was ready to fight Segregation.

• She was ready to join MLK Jr's march.

• She was ready to talk to Jeremiah Reeves.

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CCSS.RL.2.6

CCSS.RL.8.3

Which detail from 'Twice Towards Justice' best illustrates Claudette's determination to fight segregation?

• A) 'I was tired of adults complaining about how badly they were treated and not doing anything about it.' (29)

• B) 'I’d had enough of just feeling angry about Jeremiah Reeves. I was tired of hoping for justice.' (29)

• C) 'I might have considered getting up if the woman had been elderly, but she wasn’t. She looked about forty.' (32)

• D) 'I knew the rule – that you didn’t have to get up for a white person if there were no empty seats left on the bus—and there weren’t.' (32)

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CCSS.RL.2.6

CCSS.RL.8.3

What does Claudette mean when she says 'When my moment came, I was ready.'(29)?

• A) She was ready to go to college.

• B) She was ready to fight Segregation.

• C) She was ready to join MLK Jr's march.

• D) She was ready to talk to Jeremiah Reeves.

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CCSS.RL.2.6

CCSS.RL.8.3

Which of the following statements from 'Twice Towards Justice' shows Claudette's awareness of the bus segregation rules?

• A) 'I knew the rule – that you didn’t have to get up for a white person if there were no empty seats left on the bus—and there weren’t.' (32)

• B) 'I was thinking, Why should I have to get up just because a driver tells me to, or just because I’m black?' (32)

• C) 'I might have considered getting up if the woman had been elderly, but she wasn’t. She looked about forty.' (32)

• D) 'I was tired of adults complaining about how badly they were treated and not doing anything about it.' (29)

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CCSS.RL.2.6

CCSS.RL.8.3

In 'Twice Towards Justice', what was Claudette's reaction to the adults around her regarding segregation?

• A) She was inspired by their actions.

• B) She was indifferent to their complaints.

• C) She was tired of their inaction.

• D) She was motivated to join them.

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CCSS.RI. 9-10.9

CCSS.RL.6.2

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2

What does the phrase 'Twice Towards Justice' signify in the context of Claudette's story?

• A) Her two attempts to stand up against injustice.

• B) The dual nature of justice in her life.

• C) Her journey towards understanding justice.

• D) The two legal battles she faced.

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CCSS.RI. 9-10.9

CCSS.RL.6.2

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2

How does Claudette's story in 'Twice Towards Justice' contribute to our understanding of the Civil Rights Movement?

• A) It highlights the role of young people in the movement.

• B) It shows the importance of legal battles.

• C) It emphasizes the need for peaceful protests.

• D) It underscores the significance of leadership.

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CCSS.RI.7.7

CCSS.RI.8.7

CCSS.RL.8.5

CCSS.RL.8.7

CCSS.RL.9-10.7

Which literary device is predominantly used in the title 'Twice Towards Justice'?

• A) Metaphor

• B) Alliteration

• C) Simile

• D) Personification

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CCSS.RI.11-12.9

CCSS.RI.9-10.9

CCSS.RL.11-12.9

CCSS.RL.9-10.9

CCSS.RL.K.6