Reading Comprehension Worksheet 10 Answers

Stop! If youve come to this page before completing the Reading Comprehension Worksheet 10 What to the Slave Is the Fourth of July? then head back there and complete the questions first. Once youve finished, then check out the answers to the questions below. Remember, each question deals with what is stated or implied in the text. Printable PDF:  What to the Slave Is the Fourth of July? Frederick Douglass Speech, Questions, and  Answers Answers: 1. The crowd to whom Frederick Douglass was speaking would most likely describe his tone as: A. Endearing and motivational B. Passionately accusatory C.  Justifiably angry D. Concerned and factual E. Docile but inspirational   The correct choice is B. Looking at the title, you have to realize that Frederick Douglass, a freed slave, was speaking to a crowd of mostly white, free people in New York in 1852. From the language he used, we know that no one would consider his tone to be docile or endearing so that rules out Choices E and A. Choice D is also a little bit too calm for the speech Douglass delivered. So, that leaves us Choices B and C. The only reason C is incorrect is the word justifiably. We have no idea whether or not the crowd would believe his anger justified. During that time frame, you could argue that many, probably, would not. You CAN argue, however, that he was passionate and accusatory of the United States in general, and even someone from the 1850s with a dissimilar viewpoint would have felt that passion, so Choice B is the best answer. Back to the passage 2. Which statement best summarizes the main idea of Frederick Douglass  speech? A. Throughout the world, America shows the most revolting barbarity and shameless hypocrisy for its usage of slavery. B. The Fourth  of July is a day that reveals to the American slave the injustice and cruelty of his or her lack of freedom. C. Gross inequalities exist throughout the United States of America, and Independence Day serves to highlight them. D. Enslaving people robs them of their essential humanity, which is a God-given right. E. The Fourth  of July should not be celebrated by some Americans if it cannot be celebrated by everyone. The correct choice is B. Choice A is too narrow; Americas barbarism as it relates to the rest of the world is only really described in a couple of sentences in the text. Choice C is much too broad. Gross inequalities could describe inequalities between races, sexes, ages, religions, political viewpoints, etc. It needs to be more specific to be correct. Choice D is too narrow, and Choice E is not really alluded to in the passage. That means that Choice B is the correct answer. Back to the passage 3. What does Douglass state he does NOT need to prove to the audience? A. That the popularity of slavery would diminish with their help. B. That slaves can do the same amount of work as free men. C. That slaves are men. D. That slavery is divine. E. That comparing slaves to animals is wrong. The correct choice is C. This is a tricky question because Douglass asks a lot of questions, states he doesnt need to answer them, and then answers them anyway. He never mentions Choice A, so thats out. He also never states Choice B, although he lists various jobs that slaves all do. He argues the opposite of Choice D, and although he mentions that animals are different from slaves, he never says that he doesnt need to prove that the comparison is incorrect. He does, however, say that he doesnt need to prove that slaves are men because laws have already proved it. Therefore, Choice C is the best answer. Back to the passage 4. Based on the passage, all of the following were reasons Douglass said he would not argue against slavery EXCEPT:   A. The time for such arguments has passed. B. It would make him appear ridiculous. C. It would insult the audiences understanding. D. He has better employment for his time and strength. E. He has too much pride to offer such things. The correct choice is E. Sometimes, youll need to answer questions directly from the passage like this. Here, its a simple matter of finding the information. The only answer choice not stated in the passage directly is Choice E. Everything else is mentioned verbatim. Back to the passage 5. Douglass mentions that there are 72  crimes in Virginia that will subject  a black man to death while there are only two that will do the same for a white man in order to: A. Prove that by the states own laws, slaves should be considered people. B. Display the gross inequities between free men and slaves. C. Relay facts to the audience that they may not already know. D. A and B only. E. A, B, and C. The correct choice is E. Douglass usage of this fact serves multiple purposes. Yes, the main point of the paragraph in which the fact was expressed was that because of the law, a slave is proved to be a person, but Douglass threw that statistic in for other reasons, too. He also enlightens the audience to a horrendous tidbit of Virginia law that they may not know: a slave could be killed for 72 different offenses, whereas a white man could for only two. This not only displays the gross inequities between the free men and slaves, but it also offers support for the main point of his essay: the Fourth  of July is not Independence Day for everyone.

The Pursuit Of The American Dream By F. Scott Fitzgerald

Kristin Liu Research Paper Date due: June 10, 2015 Date turned in: June 15, 2015 Self Demise in the Pursuit of the American Dream The 1920s was a time when parties and prosperity were abundant. This created the view that everything was possible and eventually led to the idea of the American Dream. The American Dream was the thought that if one lives in America, then they are living in a land of opportunity. The perception was that an individual, through hard work, can be successful when in America regardless of their situation. However, an inevitable truth that is often untold is the fact that the American Dream is only a dream that few can achieve. As shown in F. Scott Fitzgerald’s books, The Great Gatsby and This Side of Paradise, the pursuit of the American Dream proves to result in one’s demise. Jay Gatsby in The Great Gatsby and Amory Blaine in This Side of Paradise are unsuccessful in their attempt to attain the attention of the person they like, lose connections with people, and their wealth did not get them as far in life as they thought it would. In This Side of Paradise, Amory Blaine pu t in a lot of effort trying to appear successful in order to feel accepted, or normal. He attends a private boarding school, then to the prestigious Princeton University, in the hopes that â€Å"his nearest approach to success [can be achieved] through conformity† (110). He even joins the football team, writes for the school newspaper, and participates in various clubs in order toShow MoreRelatedThemes Of The American Dream In The Great Gatsby1503 Words   |  7 PagesThe American dream is the ideal that every human that lives in the United States of America has an equal opportunity to fulfill success and achieve happiness. The failure of the American dream is an evident theme in the novel. 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Jay Gatsby, though he struggles to be a part of this world, remains unalterably an outsider. His life is a grand irony, in that it is a caricature of Twenties-style ostentation: his closetRead MoreThe Great Gatsby : An American Nightmare1226 Words   |  5 PagesAlex Joo Mr. Shaffer ENG4U1 January 8th, 2015 The Great Gatsby: an American Nightmare At the end of the day everyone ends up in the same place—six feet under. By then, many end up having lived fulfilling lives and die with no regrets. Far too many do not. The Great Gatsby, by F. Scott Fitzgerald, presents the issue in pursuing the impossible: the American Dream. A dream in which all are â€Å"able to attain to the fullest stature of which they are innately capable† (Adams 215). Unfortunately, the latterRead MoreFailure Of The American Dream In The Writings Of F. Scott Fitzgerald, Zora Neale Hurston, And August Wilson1418 Words   |  6 PagesThis literary study will define the failure of the †American Dream† in the writings of F. 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A large influence on this society was the pursuit of the American Dream. Gangsters played a heavily influential role in the new money aristocracy of the 1920s. The indifference was mainly due to the advent of Prohibition in 1920. One majorRead MoreThe American Dream in Death of a Salesman by Arthur Miller, and The Great Gatsby by F. Scott Fitzgerald1096 Words   |  5 PagesThe American Dream in Death of a Salesman by Arthur Miller, and The Great Gatsby by F. Scott Fitzgerald In a majority of literature written in the 20th century, the theme of the American Dream has been a prevalent theme. This dream affects the plot and characters of many novels, and in some books, the intent of the author is to illustrate the reality of the American Dream. However, there is no one definition of the American Dream. Is it the right to pursue your hearts wish,

Primary and Secondary Sources Free Essays

PRIMARY AND SECONDARY SOURCES What is Primary Sources? * Primary sources  are original  materials. Generally, primary sources are not accounts written after the fact with the benefit of hindsight. * Information for which the writer has no personal knowledge is not primary, although it may be used by historians in the absence of a primary source. We will write a custom essay sample on Primary and Secondary Sources or any similar topic only for you Order Now * Primary sources provide first-hand testimony or direct evidence concerning a topic under investigation. They are created by witnesses or recorders who experienced the events or conditions being documented. Often these sources are created at the time when the events or conditions are occurring. Examples of Primary Sources: * archives and manuscript material * photographs, audio recordings, video recordings, films * journals, letters and diaries * speeches * scrapbooks * published books, newspapers and magazine clippings published at the time * government publications * oral histories * records of organizations * autobiographies and memoirs * printed ephemera * artifacts, e. g. clothing, costumes, furniture * research data, e. g. public opinion polls What is Secondary Sources? * Offer an interpretation or analysis  of the primary source materials. * Second hand accounts of historical events. Secondary sources are works of synthesis and interpretation based upon primary sources and the work of other authors. They may take a variety of forms. The authors of secondary sources develop their interpretations and narratives of events based on primary sources, that is, documents and other evidence created by participants or eyewitnesses.  ¦ Examples of Secondary Sources: * articles, * biographies, * books, * textbooks, * Reports on events, etc. THINGS TO ASK WHEN EVALUATING PRIMARY AND SECONDARY SOURCES: * How does the author know these details (names, dates, and times)? Was the author present at the event or soon on the scene? * Where this information does came from? Eyewitness accounts? Reports written by the others? * Are the author’s conclusion based on a single piece of evidence, or have many sources been taken into account? SOME TECHNIQUES FOR TESTING THE AUTHENTICITY OF PRIMARY AND SECONDARY SOURCES: * Check the currency of secondary sources. * Make certain primary sources are housed in a reputable archive and/or have been indexed or catalogue by exp erts in the source’s discipline. * Research the authority and credentials of journal article author. Cross check to see if others researches agree with your critique. HOW CAN I TELL IF SOMETHING IS A SECONDARY SOURCE? As with any research, examine the document or article carefully for accuracy and credibility. Use the following questions to help you determine whether or not you are using a credible secondary source. AUTHORS: * How does the author know what he/she knows? * Does his/her knowledge stem from personal experience or having read about and analyzed an event? * Does the author cite several other (published) reports? CONTENT: Why is the information being provided or the article written? * Are there references to other writings on this topic? * Is the author interpreting previous events? * Does the information come from personal experience or other’s accounts? CURRENCY: * Is the date of publication evident? * Is the date of publication close to the event describe d or was it written much later? Sources: * http://www. yale. edu/collections_collaborative/primarysources/primarysources. html * http://www. mitchellteachers. org * http://www. slideshare. net/stellacomans/primary-and-secondary-sources-7878126 How to cite Primary and Secondary Sources, Essay examples

Compare/Contrast Speak and I Fight Like a Girl free essay sample

Webster definition of a victim is one that is prayed upon and usually affected by a force or agent. my definition of victim is someone who has had a terrible thing happen to them. By both my and Webster definition both the narrator from the poem l fight like a girl and Melinda from the book speak are victims. Both in the poem and in the book the narrators/main characters go thru a lot and at some point reach the point when they are finally ready to fight back and stand p for themselves.The poem l fight like a girl and the book speak are alike because the main characters or narrators were both raped. I know this because in the third line of the poem it says a girl who is tired of being RAPED and in the book when Melinda finally comes to cope with the fact that she is raped at the end she says there is no avoiding it, Andy Evans raped me in August when I was too young and drunk to understand it. We will write a custom essay sample on Compare/Contrast Speak and I Fight Like a Girl or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is not my fault. The book and the poem are different because in the poem she Is ready to eight back from the beginning and in the book it takes a lot of time and coping with what happened to her before she was able to fight back and stand up for herself. Both in the poem and in the book the main characters or narrators were victimized. In speak Melinda was victimized in more than one way for one she was raped. For two she was made fun of for being an outcast I know this because at the pep rally that heather from Ohio made her go to she was pushed down the bleachers and teased.For three she was repeatedly psychologically victimized by her rapist Andy Evans It says In the book that whenever they where Inside of In school suspension when the teacher left he blew In her ear which was Just a way of making her uncomfortable and also when she was eating lunch with the Marshs he came over there to make her feel bad. Also Just Like the narrator from l fight Like a girl we know all of the different was that she was victimized because she specifically names them she says she was raped beaten humored and Ignored which are all different ways of being victimized.The only difference Is that we know who plummeted Melinda and we onto know who victimized the narrator from l fight Like a girl. In the book Melinda refuses to stand u p for herself because If she does that then he will have to admit what It did to her It takes a lot of time and coping and understanding from the few people who she had to listen to her before she was ready to stand up for herself whereas In the poem the narrator Is clearly fed-up with being victimized to the point where she was ready to stand up for herself from the begging.