Review for Quiz 1.07 - Influential People

Compare the interview “On the Front Lines with Thurgood Marshall” with the informational text "Equal Justice Under Law.”

What information can be found in the interview that cannot be found in the informational piece?

• The interview provides information about becoming an attorney, while the informational text does not.

• The interview provides first-hand insight into Marshall's strengths and motivations, while the informational text does not.

• The interview contains in-depth information on each of Marshall's decisions, while the informational text does not.

• The interview provides extensive biographical information about Marshall, while the informational text does not.

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Compare the interview “On the Front Lines with Thurgood Marshall” with the information piece “Equal Justice Under Law.”

How does the information presented in the informational text compare to the information presented in the interview?

• The informational text presents opinions about Marshall's life and work, while the interview presents concrete evidence from different sources.

• The informational text contains only facts, while most of the information presented in the interview is made up.

• The informational text provides facts and details about Thurgood Marshall, while the interview presents insights into Marshall's thoughts and motivations.

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Compare the interview "On the Front Lines with Thurgood Marshall" with the informational piece "'Equal Justice Under Law': Thurgood Marshall".

What key information is expanded on in the interview that is not deeply explored in the informational piece?

• The interview provides a more detailed account of the Supreme Court's  opinion on Brown v. Board of Education.

• The interview gives more specific examples of how segregation in education is inherently unequal and unfair.

• The interview mentioned more about the opposition Marshall faced in the African American community.

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Which excerpt from the passage “Equal Justice Under Law: Thurgood Marshall” most effectively illustrates Marshall’s view that segregation was unconstitutional?

• "He wanted to persuade the court that segregation was itself wrong, that the whole idea of “separate but equal” was fundamentally unjust."

• “…while Marshall earned high grades in college, the all-white law school of the University of Maryland refused to admit him. (Maryland had no law school for African Americans.)”

• “In 1896, in the case of Plessy v. Ferguson, the Court had ruled that segregation was allowed under the Constitution: the facilities for black Americans, the Court said, simply had to be as good as those for whites—'separate but equal.’”

• Marshall repeated the argument he had made in South Carolina. Segregation hurt black children. There was no reason for it, other than to keep one race up and the other down."

Which excerpt from the passage “Equal Justice Under Law”: Thurgood Marshall” most effectively illustrates that Marshall rightfully earned the title “Mr. Civil Rights”?

• "He helped organize a boycott of businesses that refused to hire African Americans."

• "Soon, the National Association for the Advancement of Colored People (NAACP) asked him to join their legal team."

• "Marshall left law school eager to win justice for his people."

• "Back in Baltimore, he became known as “the little man’s lawyer,” often taking on cases without being paid."

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Which excerpt from the passage "Equal Justice Under Law" most effectively illustrates Thurgood Marshall's natural tendency to resist authority?

• "If he wasn’t throwing chalk or teasing girls, he was arguing with teachers."

• "So, one day, the principal sent him to the basement with a copy of the United States Constitution and stern orders not to come back up till he had memorized a passage."

• "'Before I left that school,” Marshall said many years later, 'I knew the whole thing by heart.'"

• "Parts of the Constitution, however, confused the young Marshall."

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Which detail from "Mohandas Gandhi: Truth in Action" gives an example of the impact of British rule on Indians' economic power?

• "Since taking control, Britain had made laws that imposed harsh taxes and stopped Indian trade with other countries."

• "Eventually, many Indians began to demand independence from Britain."

• "Non-cooperation meant that Indians would boycott British goods, take their children out of British schools, and pay not a single rupee of British taxes."

• "Still, for Gandhi, it was not enough to bring down British rule."

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Which detail from "Mohandas Gandhi: Truth in Action" introduces the idea that Gandhi influenced people outside of India?

• "In London, he trained to become a lawyer."

• "He was appalled to find that in some parts of South Africa, Indians were not allowed to vote or to own more than a certain amount of property."

• "In the United States, the Reverend Martin Luther King, Jr., once said that Gandhi’s words and actions showed him how to use nonviolence to lead the civil rights movement in the 1960s."

• "He stopped wearing Western clothes, learned to spin cloth, and wore only a cotton shawl and dhoti, a kind of loincloth, which had been spun by Indian hands."

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Which detail from "Mohandas Gandhi: Truth in Action" introduces an obstacle faced by Indians who wanted to win independence from the British?

• "The British had been gaining power in India since the mid-1700s, and had officially taken control of India in 1858."

• "They spoke different languages, quarreled over religion and social class, and were scattered across the land in cities and tiny villages, long before telephones or the Internet could connect them.

• "To win their independence, the Indians would have to overcome their differences and work together to defeat their common adversary."

• "Then one day in January 1915, a large crowd of Indians, rich and poor, from the cities and the villages, and from every social class, gathered around a dock in Bombay.

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Based on "Mohandas Gandhi: Truth in Action," what can be inferred about where black South Africans stood within the social hierarchy of South Africa during the period the article describes?

• They were discriminated against.

• They were the ruling class.

• They had a higher status than the Indians.

• They had been run out of the country years before.

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