Unit Assessment—World War II Reading Comprehension

What sentence best supports the author’s message about how victory gardens played a significant role in uniting citizens at home?

• “From urban neighborhoods to rural communities, individuals and families took up the challenge.”

• “Neighbors created a sense of community by exchanging gardening tips, seeds, and fruits and vegetables, all of which strengthened their bond and togetherness.”

• “By planting fruits and vegetables, people could now provide food for themselves, rather than rely on stores and businesses.”

• “In the spirit of innovation and national support, they turned to the idea of growing their own food to provide for their families and communities.”

Read the sentence below: “During this period when fruits and vegetables were hard to come by, Americans recognized the importance of sending as much food as possible to the deployed troops.” What key idea about victory gardens does this sentence support?

• Victory gardens were something students learned how to make in school.

• Victory gardens were a response to food shortages.

• Victory gardens brought neighbors together.

• Victory gardens came to represent a spirit of cooperation and collaboration.

Which words from paragraph 2 help the reader understand the meaning of the word rationed?

• “people could only purchase a limited amount”

• “canned fruits and vegetables were hard to come by”

• “in grocery stores and markets”

• “fed the Allied troops”

What is the most likely reason the author uses a chronological structure in paragraphs 1 and 2?

• to discuss the similarities and differences in how people gardened during the war

• to explain why it was important for communities to work together in gardening

• to describe the importance of rationing food throughout the war

• to show how victory gardens changed over time during World War II

Part A: What is the central idea of paragraph 7?

Part B: Which new detail could be added to the paragraph to support the answer in Part A?

• “People who couldn’t garden themselves helped the community by delivering food to others.”

• “Many people who planted fruits or vegetables during the war had never experienced gardening before.”

• “Because people wanted to forget the time of the food shortages, many of the victory gardens disappeared after the war.”

• “During World War II, the number of home gardens increased from 4.8 million to 18.5 million.”

Which sentences from the text show the impact Rosie the Riveter had on women in the workforce? Select two answers.

• “Women proved that, just like Rosie, they could do it.”

• “Rosie was confident and capable and an essential part of the war effort at home.”

• “Her image continues to inspire people to be strong, to be independent, and to work to achieve their dreams.”

• “Rosie the Riveter paved the way for greater opportunities for women in the workforce.”

What definition best matches the meaning of empowerment in paragraph 3?

• being scared or unsure

• providing assistance or support to others

• joy and excitement

• being confident and capable in one’s abilities

What key ideas from the text support the idea that Rosie the Riveter became a symbol of strength and empowerment for women during World War II?

Based on the information in paragraphs 4 through 5, what can the reader infer about the impact Rosie the Riveter had after World War II?

• Rosie the Riveter became less relevant as women returned to traditional roles after the war.

• Rosie the Riveter’s impact continued to inspire women to pursue careers in traditionally male-dominated fields.

• Rosie the Riveter’s impact led to a decrease in opportunities for women in the workforce after World War II.

• Rosie the Riveter’s impact was limited to the duration of World War II and did not extend beyond that period.