6th Grade MARCH MADNESS WEEK #1

What does the word aspect mean as it is used in paragraph 4?

• VIEW

• PART

• DIRECTION

• APPEARANCE

Tags

CCSS.RI.6.4

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RL.7.4

CCSS.RL.8.4

WHAT IS THE CENTRAL IDEA OF PASSAGE 1?

• White and black Americans did not have the same job opportunities.

• Black Americans were not allowed to eat in the same restaurants as white Americans.

• Many people were brave and courageous in gaining equality for black Americans.

• Dr. Martin Luther King worked to improve the lives of black Americans.

Tags

CCSS.RI.6.2

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.8.2

CCSS.RL.6.2

Which statement best represents the author’s viewpoint in passage 2?

• People who take action can change the lives of many.

• Disputes strengthen society and are necessary for its survival.

• Civil rights are the same for all people.

• Rules are made to protect the common good of all people.

Tags

CCSS.RL.6.9

CCSS.RL.8.5

CCSS.RI.7.7

CCSS.RL.7.7

CCSS.RL.8.7

WHAT IS THE CENTRAL IDEA OF PASSAGE 2?

• All people should be treated the same.

• The actions of a few people can have far-reaching results.

• Civil rights affect everyone, young and old.

• Nonviolence is the only way to achieve equality for all.

Tags

CCSS.RI.6.2

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.8.2

CCSS.RL.7.2

IN WHAT WAY IS PASSAGE 2 DIFFERENT FROM PASSAGE 1?

• Passage 2 describes how the civil rights movement grew when protestors participated in specific events, while passage 1 describes the ways black Americans were denied their civil rights.

• Passage 2 describes the rights guaranteed by the United States Constitution that were denied to black Americans, while passage 1 describes the ways individuals were inspired to take nonviolent action to affect change.

• Passage 2 describes the role of law enforcement officers in protecting the rights of all citizens, while passage 1 describes the way a local civil rights protest lead to changes across the country.

• Passage 2 describes civil rights leaders and how they made progress in the fight for equality, while passage 1 describes how Martin Luther King’s philosophy of civil disobedience inspired methods of protest.

Tags

CCSS.RL.6.9

CCSS.RL.8.5

CCSS.RI.6.7

CCSS.RI.7.7

CCSS.RI.8.7

Which of these explains the change in energy of the rubber bands as they are relaxed when the student brings his hands closer together?

• The amount of kinetic energy is decreased.

• The amount of potential energy is increased.

• Potential energy converts to kinetic energy.

• Kinetic energy converts to potential energy.

If the population of Species 1 decreased, what would most likely happen first to Species 2?

• . Species 2 would increase in number.

• Species 2 would decrease in number.

• Species 2 would become extinct.

• Species 2 would find a different host.

Which conclusion best describes these energy sources?

• Energy from all of the sources is renewable.

• Energy from all of the sources is nonrenewable.

• Energy from Source 1, 4, and 6 is renewable.

• Energy from Source 2, 3, and 5 is renewable.

Which statement best describes energy changes between levels of this energy pyramid?

• The energy transfers from the vulture to the coyote.

• The energy increases from the buffalo grass to the prairie dog.

• 90% of the available energy in one trophic level will pass on to the next.

• 10% of the available energy in one trophic level will pass on to the next.

Using the data in the table, which solution would most reduce the amount of plastic debris in the oceans?

• switching from paper bags to plastic bags

• recycling plastic bottles but not the cap

• using paper straws instead of plastic straws

• using larger plastic bags to carry groceries