WorksheetsModule 4 Final
Total questions: 30
Worksheet time: 7hrs 2mins
Compared to other segregation laws, why did the bus laws have more of an impact on black citizens?
The buses for black citizens ran more infrequently than for white citizens.
Black southerners were treated equally with white citizens in most other areas.
The bus laws were the first American laws to create racial inequality.
Black citizens depended on bus transportation as part of their daily lives.
Read the first sentence of the second paragraph. “But everything about riding a bus was humiliating for black passengers.” In this context, the word humiliating means causing a feeling of
shame
sadness
pride
exhaustion
Which piece of evidence best supports the idea that riding the bus was a humiliating experience?
“Some of the segregation laws didn’t matter too much in the daily lives of black citizens”
“Thousands of students also rode the buses to school from the time they were little”
“All riders entered through the front door and dropped their dimes in the fare box near the driver."
“blacks alone had to get back off the bus and reenter through the rear door."
What is the central idea of this passage?
The neighborhoods of Montgomery, Alabama, were spread out, so transportation was an important city issue.
Many of the black citizens of Montgomery were employed by white families and white business owners.
Black students in Montgomery relied on the buses to transport them to and from school each day
Black citizens of Montgomery depended on buses for transportation but were treated unequally as riders.
Read this sentence from the passage. “On top of that, she was from King Hill, a neighborhood she loved but others scorned.” In the context of this sentence, what does scorned mean?
remembered fondly
had forgotten about
looked up to
looked down on
What are two ways Claudette differed from other students that the author cites as reasons for her lack of popularity at Booker T. Washington High School?
her looks
her intelligence
her family
her neighborhood
her attitude
Which sentence from the paragraph best expresses the central idea of the passage?
“Many girls woke up early and spent hours applying hot combs to their hair, trying to straighten it to look, as some said, ‘almost white.’”
“But Claudette’s hair wouldn’t stay straight or flat no matter how long she pressed it, and her skin was very dark."
“On top of that, she was from King Hill, a neighborhood she loved but others scorned.
“Suddenly alone, Claudette started life as a Yellow Jacket feeling she was at the very bottom of the social heap.”
How does the author structure the paragraph to support the central idea?
He defines the concept of popularity and then explains its importance
He summarizes Claudette’s experiences in high school in chronological order.
He gives several details about Claudette and explains the impact of each.
He presents several solutions to solve the problem posed by the central idea.
Read the first sentence from the second paragraph. “Rebellion was on my mind that day.” What does the word rebellion mean as it is used in this context?
doing what is good and kind to others
resisting authority or established rules
working in harmony with others
taking actions without thinking
What evidence from the passage provides the best context to define the word rebellion?
"The motorman looked up in his mirror and said, ‘I need those seats.’”
“All during February we’d been talking about people who had taken stands."
“I had paid my fare the same as white passengers."
. “I was thinking, Why should I have to get up just because a driver tells me to, or just because I’m black?”
According to Claudette, what was the real purpose of the segregation laws?
to make it harder for black citizens to get around Montgomery
to show that white citizens were better than black citizens
to give white citizens a chance to sit down on the bus
to follow rules established by the Constitution
Which piece of evidence best shows how the author develops the idea from the last question?
“my decision was built on a lifetime of nasty experiences."
“After the other students got up, there were three empty seats in my row”
“that white woman still wouldn’t sit down—not even across the aisle from me.
"it was all symbolic—blacks had to be behind whites.”
What is the author’s purpose in this passage?
to detail how Colvin planned her actions on the bus
to describe what Colvin had learned in school, especially in Miss Nesbitt’s class
to help readers understand the motivations and feelings behind Colvin’s actions
to share different perspectives on the events that led up to the bus boycott
Read this sentence from the first paragraph. “The next day classmates swarmed around her when she pulled up to Booker T. Washington High School in her cousin’s car.”: What does swarmed mean in the context of this sentence?
ran in large circles
moved close in a large group
made loud noises
teased and insulted
Which of the following best summarizes Claudette’s classmates’ reaction to her arrest?
They were proud of her arrest
They had mixed reactions to her arrest
They criticized her for being arrested
They gave her a difficult time after her arrest
Which detail from the text best supports Claudette's classmates having mixed reactions to her arrest?
“The next day classmates swarmed around her when she pulled up”
"They followed her into homeroom and asked to hear her story.”
“Opinion at Booker T. Washington was sharply divided”
“no one they knew had ever done anything like this before.
What feelings in her community do the different viewpoints on Claudette Colvin’s arrest reveal?
uncertainty and pride
unity and agreement
sensitivity and care
ignorance and love
Read the first sentence of the second paragraph. “Doubts crept in.” This statement means that the leaders began to feel what way?
fearful about the future of the bus boycott
convinced that boycotting the buses was the right thing to do
uncertain about Claudette’s future role in the boycott
upset about Claudette’s actions and impact on the bus boycott
Which three details from the passage should be included in a summary of this passage?
The bus boycott group turned away from Claudette because of their concerns.
Leaders in Montgomery were unsure of Claudette’s ability to be a spokesperson.
Members of the WPC looked into Claudette’s personal life.
Claudette was a teenager.
Claudette attended church like most African Americans in Montgomery.
Read this sentence from the second paragraph. “I had to be sure that I had somebody I could win with.” What is the role of this quotation in the second paragraph?
This sentence gives context for the boycott leaders’ decision to turn away from Claudette.
This sentence shows a different point of view from that of most of the leaders in Montgomery
This sentence shows why the boycott leaders chose Claudette Colvin.
This sentence reveals that the boycott leaders were more interested in winning than in equality.
Read the last sentence of the first paragraph. “And it was entirely voluntary—it ran on dedication, generosity, and hope.” Which of the following pair of words best describes the attitude of the volunteers during the bus boycott?
proud and independent
casual and nice
devoted and giving
careful and worried
Why does the author compare the MIA’s alternative transportation plan to a “wartime military transport system”?
to show the effort necessary to make the boycott a reality
to introduce the role of the military in the bus boycott in Montgomery
to describe how warlike the bus boycott organizers were
to display the tensions between the city and the boycott organizers
What is the central idea of this passage?
During the bus boycott, the buses of Montgomery continued to run as usual, even though they were almost empty.
The bus boycott was vast and carefully planned by generous volunteers who used their economic power to make change.
The organizers of the bus boycott could use the earlier Baton Rouge bus boycott as a model for how to organize.
Many people, including mail carriers who helped map the routes, were responsible for working together.
Read this sentence from the second paragraph. “And then, in one last, utterly futile gesture, Carter ruled that the MIA car pool was illegal and must stop operating.” In the context of this sentence, what does futile mean?
helpful
useless
good
evil
Why was Judge Carter’s ruling futile?
The boycott no longer had to run because the Supreme Court had ended bus segregation.
The boycott organizers could use Judge Carter’s ruling as additional evidence in the case.
Judge Carter’s decision showed that none of the people with power would help to end segregation peacefully.
Judge Carter’s decision was an example of how help came from unusual and unexpected places.
Which three details from the passage should be included in a summary?
Dr. King noticed that during a break from the trial many important people left the court room.
The Supreme Court made its decision on Browder v. Gayle on November 13.
The team who brought the case to the Supreme Court had just ended bus segregation.
Then news was reported; the Supreme Court agreed with the ruling of Browder v. Gayle.
Dr. King and others were worried the court would order them to stop the bus boycott
How does the author structure the second paragraph to show the significance of the Supreme Court’s ruling?
He repeats the causes and effects of the bus boycott.
He uses quotations to show the different points of view of the ruling.
He compares the reactions of the two different sides.
He provides details of the news of the ruling in chronological order.
Read this sentence from the passage. “More than any other story I know, Claudette Colvin’s life story shows how history is made up of objective facts and personal truths, braided together.” What is the author arguing by using the phrase braided together?
The facts of history are not easy to see just by hearing one person’s story
To understand history, one must separate what happened from people’s opinions.
Experiences and feelings are more important in history than facts and dates.
History is both facts and the experiences of individual people.
Read this sentence from the passage. “She could still describe the inside of her cell, the sound of a jailer’s key, and the view from a witness box in a packed federal courtroom.” What big idea in the passage does the author develop and support with this sentence?
Many people took illegal actions to end segregation.
Many people risked their lives for justice.
The personal experiences of individuals are important in history.
Authors have personal reasons for telling the stories they tell.
What is the author’s main purpose in this passage?
to help readers see how Claudette’s personal history contributed to a larger movement
to argue that Claudette was the most important contributor to the civil rights movement
to suggest to readers that more personal stories of the civil rights movement should be shared
to explain why the bravery of individuals during the civil rights movement has been forgotten
