Blog

Answer the following questions:
Hamlet Act I, Scene i
1. Where and what time of day or night does the first scene take place?
2. In what activity are Francisco and Bernardo engaged as the play opens? Why is
Francisco glad “for his relief”?
3. Shortly after the play begins and as Francisco leaves the scene, Horatio and Marcellus
enter. Why have they come?
4. What makes Horatio change his mind about the story Marcellus and Bernardo have
told him?
5. Whom does the ghost resemble? What specific detail of resemblance does Horatio
note?
6. With regard to the appearance of the ghost, to what similar two situations does
Horatio refer?
7. At the second appearance of the ghost, what demand does Horatio make of the
apparition?
8. According to Horatio, Marcellus, and Bernardo, why does the ghost leave a second
time?
9. On the basis of the first scene alone, what is Horatio’s appraisal of the ghost?
10. What decision does Horatio and the others make as Scene 1 ends? Why do they arrive
at this decision?
Hamlet Act I, Scene ii
11. Who is Claudius?
12. Who is Gertrude?
13. Why has there been “mirth in funeral” and “dirge in marriage”?
14. What does Claudius hope to accomplish by dispatching Cornelius and Voltemand to
Norway?
15. Who is Laertes and what is his request of the King?
16. How does Hamlet describe the King in an ASIDE?
17. What does the Queen urge Hamlet to do?
18. What reasons does Claudius give to Hamlet for bringing to an end his mourning
duties to his father?
19. On the basis of his appearance in this scene, what are Claudius’ main qualities of
character and/or guiding principles?
20. In what terms does Hamlet describe Claudius in contrast to Hamlet’s father, the late
King?
21. Hamlet greets Horatio, Marcellus, and Bernardo warmly in this scene. What question
does Hamlet ask of Horatio?
22. Why has Horatio come to Elsinore? From where?
23. What specific point do Hamlet and Horatio make with regard to the recent funeral and
marriage?
24. Why have Horatio, Marcellus, and Bernardo come to speak to Hamlet in this second
scene?
25. In the presence of these three men, what does Hamlet decide to as the scene ends?
What request does Hamlet make of the three?

Get Answers. Get Unstuck. Study Faster
Oops!
The page you are looking for has an internal server error.
Guess it’s time to pull up our technical team!
Here are some useful links for you :
Home
Question Bank

Get Answers. Get Unstuck. Study Faster
Oops!
The page you are looking for has an internal server error.
Guess it’s time to pull up our technical team!
Here are some useful links for you :
Home
Question Bank

1)
Directions: Read the following passage and consider the ways in which the writer has integrated evidence. Then use the dropdown menus to complete the statements about the passage.
¹Have you noticed that your grandparents tend to forget things more often than you do? ²The
New York Times
article “Aging in Brain Found to Hurt Sleep Needed for Memory” by Benedict Carey explains, “Scientists have known for decades that the ability to remember . . . declines with age.” ³However, a new answer has emerged as to why this occurs. 4″The prefrontal cortex tends to lose volume with age, and that part of this region helps sustain quality sleep, which is critical to consolidating new memories” (Carey). 5University of California researchers have performed experiments to see how to improve the deep, slow-wave phase of sleep. 6″The brain moves memories from temporary to longer-term storage during this deep sleep” (Carey). 7However, how can older people improve the duration and quality of their sleep? 8By placing electrodes on the scalp, researchers have mimicked high-quality slow waves. According to Matthew Walker, one of the sleep study’s authors, “What we have discovered is a dysfunctional pathway that helps explain the relationship between brain deterioration, sleep disruption and memory loss as we get older—and with that, a potentially new treatment avenue (Woodard)”. ¹ºHowever, a person doesn’t need to go to bed with electrodes on his or her scalp to get good sleep.
²[This sentence] a direct quotation.
4[This sentence] a direct quotation.
6[This sentence] a direct quotation.
[This sentence] a direct quotation.
2)
Directions: Read each quotation in the following table and determine whether it is an indirect quotation or a direct quotation.
Quotation
Indirect
Direct
Championship gymnast Lien Mai states, “America has some of the best athletes in the world.”
My grandmother tells me that her childhood in Poland during World War II was heartbreaking.
Dr. Verghese says that physicians need to focus more on physical exams and less on technology.
Actress Jenny McCarthy states that vaccinations cause children to develop autism.
According to sociologist Anne Marks, “Deviant behavior is not always negative; it’s just different.”
3) Directions: Read the following scenario and use the dropdown menus to select which type of quotation would work best for this student’s paper and why.
“I’m writing a personal essay about outdoor activities for my creative writing class, and I want to include one quotation per paragraph for each activity. I’ve chosen to use information from a three-hour talk I had with my neighbor about ice fishing. I’m not sure if I should directly quote the whole conversation or if I should indirectly quote the main points. What type of quotation is best in this case?”
This student should use____INDIRECT OR DIRECT________ because every word of the conversation he had with his neighbor is VITAL TO THE ESSAY OR TOO MUCH TO QUOTE IN IT ETIRETY
4) When you want to use information from a source, you have the choice of quoting it directly or putting it into your own words. The latter is called
paraphrasing
. Here are the general rules to follow for using a direct quotation:
Use a direct quotation only when it will make a difference, that is, the language is precise or striking, or you want to refer to the language specifically in your own elaboration.
Use introductory or signal phrases to lead your reader into the quote, such as:
Hemingway is best known for his stark prose with sentences like “. . . .” In his bestselling book, Dr. Brenner argues, “. . . .” As the research suggests, “. . . .”
Format the quotation properly, and include the in-text citation:
If the quotation is less than or equal to four lines (or 40 words in APA), then use double quotation marks. Close the quotation after the text and before the citation reference, like this:
According to their research, sleepeaters might eat “up to five times a night” (Epstein).
If the quotation is more than four lines (or 40 words), then use a block quotation after a colon; indent the complete quotation and do NOT use quotation marks. Note that in a block quotation, the citation reference, in parentheses, goes after the punctuation mark. Remember, with either quotation marks or a block quotation, you must copy the source text exactly as it is in the original.
Read the passage from a student essay below and consider how the student has used direct quotations. Ask yourself: Does the student use a quotation only when necessary, or are quotations overused? Does the student provide a proper lead-in to the quote, and is the lead-in language varied? Is the quotation properly punctuated? Then complete the statements about his passage using the fill-in dropdown menu.
(1) When sleepwalking combines with binge eating, a condition called sleepeating occurs. (2) According to Dr. John W. Winkelman, medical director of the Sleep Health Center of Brigham and Women’s Hospital, sleepeaters can raid the fridge and cabinets “up to five times a night” (Epstein). (3) According to Winkelman, sleepeaters tend to binge on junk food, or, in extreme cases, nail polish or paper (Epstein). (4) According to the American Sleep Association’s website, the incidents of sleepeating “usually occur regardless of possessing any actual feelings of hunger or thirst detected by the brain.” (5) In fact, researchers are unclear what triggers sleepeaters but suspect that it is related to dieting, anorexia, or stress (American Sleep Association). (6) Although researchers are unclear as to the causes of sleepeating, the unfortunate results of these nocturnal binges are clear: black eyes from walking into walls, dental problems from eating frozen food, hand cuts from the kitchen knife, and, of course, weight gain (Epstein). (7) Treating sleepeating is difficult, Dr. Winkelman explains, because doctors still don’t understand what happens in the brain during sleep. (8) Dr. Winkelman explains, “Sleep is not the absence of wake. Your brain is active all night long” (Epstein). (9) During sleep, the brain is producing delta waves, muscles might experience hypnic myoclonia, and neurotransmitters send signals to reduce serotonin and norepinephrine that keep some parts of the brain active while we are awake (American Sleep Association). (10) “People think wake is like a room with the lights on and sleep is like the same room in the dark, but in the darkness a

Hard-Won Liberty Name: Date: Unit Test Read the passage and choose the best answer to each question. from Letter to Lincoln by James Henry Gooding Morris Island, S.C. September 28, 1863 Your Excellency, Abraham Lincoln: 1 Your Excellency will pardon the presumption ofan humble individual like myself, in addressing you, but the earnest solicitation1 of my comrades in arms besides the genuine interest felt by myself in the matter is my excuse, for placing before the Executive head of the Nation our Common Grievance. 2 On the 6th of the last Month, the Paymaster of the Department informed us, that if we would decide to receive the sum ofSlO (ten dollars) per month, he would come and pay us that sum, but that, on the sitting2 of Congress, the Regt. [regiment] would, in his opinion, be allowed the other 3 (three). He did not give us any guarantee that this would be, as he hoped; certainly he had no authority for making any such guarantee, and we cannot suppose him acting in any way interested. 3 Now the main question is, are we Soldiers, or are we Laborers? We are fully armed, and equipped, have done all the various duties pertaining to a Soldier’s life, have conducted ourselves to the complete satisfaction ofGeneral Officers, who were, if anything, prejudiced against us, but who now accord us all the encouragement and honors due us; have shared the perils and labor of reducing the first stronghold that flaunted a Traitor Flag; and more, Mr. President, today the Anglo Saxon Mother, Wife, or Sister are not alone in tears for departed Sons, Husbands, and Brothers. The patient, trusting descendant of Africa’s Clime have dyed the ground with blood, in defence of the Union, and Democracy. Men, too, your Excellency, who know in a measure the cruelties of the iron heel of oppression, which in years gone by, the very power their blood is now being spilled to maintain, ever ground them in the dust. 4 But when the war trumpet sounded o’er the land, when men knew not the Friend from the Traitor, the black man laid his life at the altar of the Nation, and he was refused. When the arms of the Union were beaten, in the first year of the war, and the Executive called for more food for its ravenous maw,3 again the black man begged the privilege ofaiding his country in her need, to be again refused. 5 And now he is in the War, and how has he conducted himself? Let their dusky forms rise up, out of the mires of James Island, and give the answer. Let the rich mould around Wagner’s parapet” be upturned, and there will be found an eloquentanswer. Obedient and patient and solid as a wall are they. All we lack is a paler hue and a better acquaintance with the alphabet. 6 Now your Excellency, we have done a Soldier’s duty. Why can’t we have a Soldier’s pay? You caution the Rebel Chieftain, that the United States knows no distinction in her soldiers. She insists on having all her soldiers of whatever creed or color, to be treated according to the usages of War. Now if the United States exacts uniformig of treatment of her soldiers from the insurgents, would it not be well and consistent to set the example herself by paying all her soldiers alike? 7 We of this Regt. were not enlisted under any “contra ba nd” act. But we do not wish to be understood as rating our service of more value to the Government than the service of the ex—slave. Their service is undoubtedly worth much to the Nation, but Congress made express provision touching their case, as slaves freed by military necessity, and assuming the Government to be their temporary Guardian. Not so with us. Freemen by birth and consequently having the advantage of thinking and acting for ourselves so far as the Laws would allow us, we do not consider ourselves fit subjects for the Contraband act. 1solicitation: repeated request Isitting: legislative session Emaw: the mouth or jaws ofa hungry animal dWagner’s parapet: Fort Wagner, located on Morris Island, protected South Carolina’s Charleston harbor. In July 1863, Gooding’sregiment attacked the fort. A parapet is an earthen or stone embankment that protects soldiers from enemy ?re. Grade 10 1 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 8 We appeal to you, Sir, as the Executive of the Nation, to have us justly dealt with. The Regt. do pray that they be assured their service will be fairly appreciated by paying them as American Soldiers, not as menial hirelings. Black men, you may well know, are poor; three dollars per month, for a year, will supply their needy wives and little ones with fuel. Ifyou, as Chief Magistrate of the Nation, will assure us of our whole pay, we are content. Our Patriotism, our enthusiasm will have a new impetus,5 to exert our energy more and more to aid our Country. Not that our hearts ever flagged in devotion, spite the evident apathy displayed in our behalf, but we feel as though our country spurned us, now we are sworn to serve her. Please give this a moment’s attention. James Henry Good ing 5impetus: something thatincites or urges on,’ a stimulus 1 What is the author’s purpose for writing the letter? to report on the battle at Fort Wagner to describe the patriotism of the Black soldiers to tell President Lincoln how much he is respected to request that Black soldiers have the same pay as white soldiers 2 In which two excerpts does the author use parallelism to advance his purpose? Your Excellency will pardon the presumption of an humble individual like myself, . . . (paragraph 1) He did not give us any guarantee that this would be, as he hoped; . . . (paragraph 2) We are fully armed, and equipped, have done all the various duties pertaining to a Soldier’s life, . . . (paragraph 3) Let their dusky forms rise up. . . . Let the rich mould around Wagner’s parapet be upturned, . . . (paragraph 5) Our patriotism, our enthusiasm, will have a new impetus, . . . (paragraph 8) Grade 10 2 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 8 We appeal to you, Sir, as the Executive of the Nation, to have us justly dealt with. The Regt. do pray that they be assured their service will be fairly appreciated by paying them as American Soldiers, not as menial hirelings. Black men, you may well know, are poor; three dollars per month, for a year, will supply their needy wives and little ones with fuel. Ifyou, as Chief Magistrate of the Nation, will assure us of our whole pay, we are content. Our Patriotism, our enthusiasm will have a new impetus,5 to exert our energy more and more to aid our Country. Not that our hearts ever flagged in devotion, spite the evident apathy displayed in our behalf, but we feel as though our country spurned us, now we are sworn to serve her. Please give this a moment’s attention. James Henry Good ing 5impetus: something thatincites or urges on,’ a stimulus 1 What is the author’s purpose for writing the letter? to report on the battle at Fort Wagner to describe the patriotism of the Black soldiers to tell President Lincoln how much he is respected to request that Black soldiers have the same pay as white soldiers 2 In which two excerpts does the author use parallelism to advance his purpose? Your Excellency will pardon the presumption of an humble individual like myself, . . . (paragraph 1) He did not give us any guarantee that this would be, as he hoped; . . . (paragraph 2) We are fully armed, and equipped, have done all the various duties pertaining to a Soldier’s life, . . . (paragraph 3) Let their dusky forms rise up. . . . Let the rich mould around Wagner’s parapet be upturned, . . . (paragraph 5) Our patriotism, our enthusiasm, will have a new impetus, . . . (paragraph 8) Grade 10 2 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 3 This question has two parts. First, answer Part A. Then, answer Part B. Part A Read the excerpt from paragraph 3. . . . General Officers, who were, if anything, prejudiced against us, but who now accord us all the encouragement and honors due us; have shared the perils and labor of reducing the first stronghold that flaunted a Traitor Flag; . . . What is the denotative meaning of the word flaunted in paragraph 3? signaled with set fire to waved grandly secretly hid Part B What is the connotative effect of using the word flaunted in paragraph 3? It shows no feeling toward the enemy flag. It shows contempt for the enemy flag. It shows jealousy of the enemy flag. It shows respect for the enemy flag. 4 This question has two parts. First, answer Part A. Then, answer Part B. Part A How does the author reveal his claim in paragraph 6? He asks a rhetorical question about getting paid as a soldier. He addresses the president with respect and reverence. He summarizes the soldierly actions of the Black regiment. He uses varied sentence structures for emphasis. Part B H” in the circle before the highlighted phrase that acts as the claim. Now your Excellency, we have done a Soldier’s duty. Why can’t we have a Soldier’s pay? You caution the Rebel Chieftain, that the United States knows no distinction in her soldiers. She insists on having all her soldiers of whatever creed or color, to be treated according to the usages of War. Now if the United States exacts uniformity of treatment of her soldiers from the insurgents, would it not be well and consistent to set the example herself by paying all her soldiers alike? Grade 10 3 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 3 This question has two parts. First, answer Part A. Then, answer Part B. Part A Read the excerpt from paragraph 3. . . . General Officers, who were, if anything, prejudiced against us, but who now accord us all the encouragement and honors due us; have shared the perils and labor of reducing the first stronghold that flaunted a Traitor Flag; . . . What is the denotative meaning of the word flaunted in paragraph 3? signaled with set fire to waved grandly secretly hid Part B What is the connotative effect of using the word flaunted in paragraph 3? It shows no feeling toward the enemy flag. It shows contempt for the enemy flag. It shows jealousy of the enemy flag. It shows respect for the enemy flag. 4 This question has two parts. First, answer Part A. Then, answer Part B. Part A How does the author reveal his claim in paragraph 6? He asks a rhetorical question about getting paid as a soldier. He addresses the president with respect and reverence. He summarizes the soldierly actions of the Black regiment. He uses varied sentence structures for emphasis. Part B H” in the circle before the highlighted phrase that acts as the claim. Now your Excellency, we have done a Soldier’s duty. Why can’t we have a Soldier’s pay? You caution the Rebel Chieftain, that the United States knows no distinction in her soldiers. She insists on having all her soldiers of whatever creed or color, to be treated according to the usages of War. Now if the United States exacts uniformity of treatment of her soldiers from the insurgents, would it not be well and consistent to set the example herself by paying all her soldiers alike? Grade 10 3 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 5 Fill in the circles before four highlighted words or phrases in paragraph 6 that provide context clues for the meaning of the word uniformity. Now your Excellency, we have done a Soldier’s duty. Why can’t we have a Soldier’s pay? You caution the Rebel chieftain, that the United States knows no distinction in her soldiers. She insists on having all her soldiers of whatever creed or color, to be treated according to the usages of War. Now if the United States exacts uniformity of treatment of her soldiers from the insurgents, would it not be well and consistent to set the example herself by paying all her soldiers alike? 6 How does the author’s use of the phrases iron heel of oppression in paragraph 3 and menial hirelings in paragraph 8 support the author’s persuasive tone? by reinforcing the injustices of slavery by indicating that performing menial labor is a form of oppression by implying that Black men will always be oppressed by performing unskilled labor by transferring emotions felt about slavery to injustices faced by free Black soldiers 7 To which column does each excerpt that illustrates a persuasive appeal belong? Write the letter of the excerpt under the appeal it illustrates. —”” But when the war trumpet sounded o’er the land, when men knew not the Friend from the Traitor. . . (paragraph 4) . . . would it not be well and consistent to set the example herself by paying all her soldiers alike? (paragraph 6) . . . to have usjustly dealt with. (paragraph 8) Black men, you may well know, are poor; three dollars per month, for a year, will supply their needy wives and little ones with fuel. (paragraph 8) Grade 10 4 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 8 What reason does the author give to support his main claim? Black soldiers should be paid to make up for forced labor. Black men were refused the right to fight for the Union. Black soldiers have fulfilled the requirements of a soldier’s duty. Black men were required to fight based on the Contraband Act. 9 What type of evidence does the author mostly use to produce a convincing argument? personal experiences and analogies statistical facts and information appeals to the president’s emotions references to authoritative sources 10 What can you infer about the time period when this letter was written, based on the information provided in this passage and your own background knowledge? Cite text evidence to support your answer. Grade 10 5 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test Read the passages and choose the best answer to each question. Passage 1: from Narrative of the Life of Frederick Douglass, an American Slave Autobiography by Frederick Douglass 1 Very soon after I went to live with Mr. and Mrs. Auld, she very kindly commenced to teach me the A, B, C. After I had learned this, she assisted me in learning to spell words of three or four letters. Just at this point of my progress, Mr. Auld found out what was going on, and at once forbade Mrs. Auld to instruct me further, telling her, among other things, that it was unlawful, as well as unsafe, to teach a slave to read. . .. 2 “Now,” said he, “if you teach [him] (speaking of myself) how to read, there would be no keeping him. It would forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master. As to himself, it could do him no good, but a great deal of harm. It would make him discontented and unhappy.” These words sank deep into my heart, stirred up sentiments within that lay slum bering, and called into existence an entirely new train of thought. It was a new and special revelation, explaining dark and mysterious things, with which my youthful understanding had struggled, but struggled in vain. | now understood what had been to me a most perplexing difficulty—to wit, the white man’s power to enslave the black man. It was a grand achievement, and | prized it highly. From that moment, I understood the pathway from slavery to freedom. It wasjust what I wanted, and I got it at a time when l the least expected it. Whilst I was saddened by the thought of losing the aid of my kind mistress, l was gladdened by the invaluable instruction which, by the merest accident, I had gained from my master. Though conscious of the difficulty of learning without a teacher, I set out with high hope, and a fixed purpose, at whatever cost of trouble, to learn how to read. The very decided manner with which he spoke, and strove to impress his wife with the evil consequences of giving me instruction, served to convince me that he was deeply sensible of the truths he was uttering. It gave me the best assurance that I might rely with the utmost confidence on the results which, he said, would flow from teaching me to read. What he most dreaded, that | most desired. What he most loved, that | most hated. That which to him was a great evil, to be carefully shunned, was to me a great good, to be diligently sought; and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn. In learning to read, I owe almost as much to the bitter opposition of my master, as to the kindly aid of my mistress. I acknowledge the benefit of both. Passage 2: from Clotel; or, The President’s Daughter: A Narrative of Slave Life Fiction by William Wells Brown 1 We have seen Clotel sold to Mr. French in Vicksburgh, her hair cut short, and everything done to make her realise her position as a servant. Then we have seen her re-sold, because her owners feared she would die through grief. As yet her new purchaser treated her with respectful gentleness, and sought to win her favour by flattery and presents, knowing that whatever he gave her he could take back again. But she dreaded every moment lest the scene should change, and trembled at the sound of every footfall. At every interview with her new master Clotel stoutly maintained that she had left a husband in Virginia, and would never think of taking another. . . . In the same house with her was another servant, a man, who had from time to time hired himselffrom his master. William was his name. He could feel for Clotel, for he, like her, had been separated from near and dear relatives, and often tried to console the poor woman. One day the quadroon1 observed to him that her hair was growing out again. “Yes,” replied William, “you looka good deal like a man with your short hair.” “Oh,” rejoined she, “I have often been told that I would make a better looking man than a woman. |f| had the money,” continued she, “I would bid farewell to this place.” In a moment more she feared that she had said too much, and smilingly remarked, “I am always talking nonsense.” William was a tall, full-bodied negro, whose very countenance beamed with intelligence. quadroon: a person having white ancestors except for one Black grandparent. The term was u sed especially as a classi?cation under certain European colonial legal wstem s and is now considered offensive. Grade 10 6 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test Beinga mechanic, he had, by his own industry, made more than what he paid his owner; this he laid aside, with the hope that some day he might get enough to purchase his freedom. He had in his chest one hundred and fifty dollars. His was a heart that felt for others, and he had again and again wiped the tears from his eyes as he heard the story of Clotel as related by herself. “If she can get free with a little money, why not give her what I have?” thought he, and then he resolved to do it. An hour after, he came into the quadroon’s room, and laid the money in her lap, and said, “There, Miss Clotel, you said if you had the means you would leave this place; there is money enough to take you to England, where you will be free. You are much falrer than many of the white women of the South, and can easily pass for a free white lady.” At first Clotel feared that it was a plan by which the negro wished to try her fldelig to her owner; but she was soon convinced by his earnest manner, and the deep feeling with which he spoke, that he was honest. “I will take the money only on one condition,” said she; “and that lS, that l effect your escape as well as my own.” “How can that be done?” he inquired. “I will assume the disguise of a gentleman and you that ofa servant, and we will take passage on a steamboat and go to Cincinnati, and thence to Canada.” Here William put in several objections to the plan. He feared detection, and he well knew that, when a slave is once caught when attempting to escape, if returned is sure to be worse treated than before. However, Clotel satisfied him that the plan could be carried out if he would only play his part. 2 The resolution was taken, the clothes for her disguise procured, and before night everything was in readiness for their departure. That night Mr. Cooper, their master, was to attend a party, and this was their opportunity. William went to the wharf to look out for a boat, and had scarcely reached the landing ere he heard the puffing of a steamer. He returned and reported the fact. Clotel had already packed her trunk, and had only to dress and all was ready. In less than an hour they were on board the boat. Under the assumed name of “Mr. Johnson,” Clotel went to the clerk’s office and took a private state room for herself, and paid her own and servant’s fare. Besides being attired in a neat suit of black, she had a white sllk handkerchief tied round her chin, as if she was an invalid. A pair of green glasses covered her eyes; and fearing that she would be talked to too much and thus render her liable to be detected, she assumed to be very ill. On the other hand, William was playing his part well in the servants’ hall; he was talking loudly of his master’s wealth. Nothing appeared as good on the boat as in his master’s fine mansion. . . . After a passage of seven days they arrived at Louisville, and put up at Gough’s Hotel. Here they had to await the departure of another boat for the North. They were now in their most critical position. They were still in a slave state, and John C. Calhoun, a distinguished slave-owner, was a guest at this hotel. They feared, also, that trouble would attend their attempt to leave this place for the North, as all persons taking negroes with them have to give ball that such negroes are not runaway slaves. The law upon this point is very stringent: all steamboats and other public conveyances are liable to a fine for every slave that escapes by them, besides paying the full value for the slave… . The fugitives had now passed the Rublcon?and the next place at which they would land would be in a Free State. Clotel called William to her room, and said to him, “We are now free, you can go on your way to Canada, and I shall go to Virginia in search of my daughter.” The announcement that she was going to risk her liberty in a Slave State was unwelcome news to William. With all the eloquence he could command, he tried to persuade Clotel that she could not escape detection, and was only throwing her freedom away. But she had counted the cost, and made up her mind for the worst. In return for the money he had furnished, she had secured for him his liberty, and their engagement was at an end. 2passed the Rubicon: taken a step from which there was no turning back Grade 10 7 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test Passage 3: from Fugitive Slave Rescue in Troy News article from the Troy Whig 1 Yesterday afternoon, the streets of this city and West Troy were made the scenes of unexampled excitement. For the first time since the passage of the Fugitive Slave Law,1 an attempt was made here to carry its provisions into execution, and the result was a terrific encounter between the officers and the prisoner’s friends, the triumph of mob law, and the final rescue of the fugitive. Our city was thrown into a grand state of turmoil, and for a time every other topic was forgotten, to give place to this new excitement. People did not think last evening to ask who was nominated at Charleston, or whether the news of the Heenan and Sayers battle had arrived—everything was merged into the fugitive slave case, of which it seems the end is not yet. 2 Charles Nalle, the fugitive, who was the cause of all this excitement, was a slave on the plantation of B. W. Ha nsborough, in Culpepper County, Virginia, till the 19th of October, 1858, when he made his escape, and went to live in Columbia, Pennsylvania. A wife and five children are residing there now. Not long since he came to Sandlake, in this county, and resided in the family of Mr. Crosby until about three weeks ago. Since that time, he has been employed as coachman by Uri Gilbert, Esq., of this city. He is about thirty years ofage, tall, qulte light— complexioned, and good-looking. He is said to have been an excellent and faithful servant. 3 At Sandlake, we understand that Nalle was often seen by one H. F. Averill, formerly connected with one of the papers of this city, who communicated with his reputed owner in Virginia, and gave the information that led to a knowledge of the whereabouts of the fugitive. Averill wrote letters for him, and thus obtained an acquaintance with his history. Mr. Hansborough sent on an agent, Henry J. Wall, by whom the necessary papers were got out to arrest the fugitive. 4 Yesterday morning about 11 o’clock, Charles Nalle was sent to procure some bread for the family by whom he was employed. He failed to return. At the baker’s, he was arrested by Deputy United States Marshal J. W. Holmes, and immediately taken before United States Commissioner Miles Beach. The son of Mr. Gilbert, thinking it strange that he did not come back, sent to the house of William Henry, on Division Street, where he boarded, and his whereabouts was discovered. 5 The examination before Commissioner Beach was quite brief. The evidence of Averill and the agent was taken, and the Commissioner decided to remand Nalle to Virginia. The necessary papers were made out and given to the Marshal. 1Fugitive Slave Law: a law passed in 1850 that required the United States federal government to assist slaveholders in recapturing enslaved persons who had escaped 1 Read the sentence from paragraph 2 of Passage 1. From that moment, I understood the pathway from slavery to freedom. How does this excerpt reveal the overall structure of the text? It reveals the outcome from an earlier event, indicating a ca use-a nd-effect structure. It makes a comparison, indicating a compare-and-contrast structure. It identifies a solution to a problem, indicating a problem/solution structure. It describes the author’s thoughts, indicating a description structure. Grade 10 8 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 12 Read the two excerpts from paragraph 2 of Passage 1. “Now,” said he, “if you teach [him ] (speaking of myself) how to read, there would be no keeping him. ” i now understood what had been to me a most perplexing dif?culty—t0 wit, the white man’s power to enslave the black man. it was a grand achievement, and l prized it highly. Which three ideas connected in these excerpts develop the author’s idea that white people’s power over Black people depended on keeping them illiterate? reading, freedom, and power reading, achievement, and power problem solving, reading, and achievement problem solving, achievement, and slavery 13 This question has two parts. First, answer Part A. Then, answer Part B. Part A Read the excerpt from paragraph 2 in Passage 1. . . . lset out with high hope, and afixed purpose, at whatever cost of trouble, to learn how to read. The very decided manner with which he spoke, and strove to impress his wife with the evil consequences of giving me instruction, served to convince me that he was deeply sensible of the truths he was uttering. it gave me the best assurance thatl might rely with the utmost confidence on the results which, he said, would flow from teaching me to read. What he most dreaded, thatl most desired. What he most loved, that I most hated. That which to him was a great evil, to be carefully shunned, was to me a great good, to be diligently sought; and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn. Which word best describes the tone of the excerpt? arrogant compliant grateful determined Grade 10 9 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test Part B Which two phrases from paragraph 2 of Passage 1 convey the tone identified in Part A? set out with high hope cost of trouble utmost confidence on the results he so warmly urged carefully shunned 14 What is the author indirectly alluding to by using the phrase the pathwayfrom slavery tofreedom in paragraph 2 of Passage 1? the ability to read going to school buying freedom defiance of slaveholders 15 Read this excerpt from paragraph 2 of Passage 1. “Now,” said he, “if you teach [him] (speaking of myself) how to read, there would be no keeping him. it would forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master. As to himself, it could do him no good, but a great deal of harm. it would make him discontented and unhappy. ” These words sank deep into my heart, stirred up sentiments within that lay slumbering, and called into existence an entirely new train of thought. it was a new and special revelation, explaining dark and mysterious things, with which my youthful understanding had struggled, but struggled in vain. How does the author structure ideas in this excerpt? by relating an elaborate sequence of events and then suggesting a theme by describing a problem caused by literacy and then explaining the solution by presenting a claim made by Mr. Auld and then stating evidence that supports it by stating words spoken by Mr. Auld and then explaining the effect they had on him Grade 10 10 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 16 Read this excerpt from paragraph 2 of Passage 1. What he most dreaded, that l most desired. What he most loved, that I most hated. That which to him was a great evil, to be carefully shunned, was to me a great good, to be diligently sought; and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn. How does the author use rhetorical devices to convey his meaning? Antithesis emphasizes the contrast between Douglass’s and Auld’s perspectives. Parallel structures imply common ground between Douglass’s and Auld’s ideas. An appeal to emotions helps Douglass persuade readers that slavery is wrong. A shift in tone helps readers see that Douglass actually values freedom. 17 Fill in the circle before the highlighted phrase in paragraph 1 of Passage 2 that creates a defiant tone. We have seen Clotel sold to Mr. French in Vicksburgh, her hair cut short, and everything done to make her realise her position as a servant. Then we have seen her re-sold, because her owners feared she would die through grief. As yet her new purchaser treated her with respectful gentleness, and sought to win her favour by flattery and presents, knowing that whatever he gave her he could take back again. But she dreaded every moment lest the scene should change, and trembled at the sound of every footfall. At every interview with her new master Clotel stoutly maintained that she had left a husband in Virginia, and would never think of taking another. Grade 10 11 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 18 Read this excerpt from paragraph 1 of Passage 2. William was his name. He could feel for Clotel, for he, like her, had been separated from near and dear relatives, and often tried to console the poor woman. One day the quadroon observed to him that her hair was growing out again. “Yes,” replied William, “you look a good deal like a man with your short hair.” “Oh,” rejoined she, “l have often been told that I would make a better looking man than a woman. If I had the money,” continued she, “l would bid farewell to this place.” in a moment more she feared that she had said too much, and smilingly remarked, “i am always talking nonsense. ” William was a tall, full—bodied negro, whose very countenance beamed with intelligence. Being a mechanic, he had, by his own industry, made more than what he paid his owner; this he laid aside, with the hope that some day he might get enough to purchase his freedom. He had in his chest one hundred and fifty dollars. His was a heart that felt for others, and he had again and again wiped the tears from his eyes as he heard the story of Clotel as related by herself. How does this excerpt fit into the whole of the narrative? It transitions the characters from one place to another. It provides information about how enslaved people earned money. It develops the characters and introduces the problem to be resolved. It provides historical background that makes the setting feel more realistic. 19 Study the dictionary entry. fidelity f’i-dél’i-té n 1. faithfulness to obligations, duties, or observances 2. the condition or behavior of faithfulness in a marriage or committed relationship 3. exact correspondence with fact or with a given quality, condition, or event; accuracy 4. the degree to which an electronic system accurately reproduces the sound or image of its input signal Which definition best matches the meaning of the word fidelity as it is used in paragraph 1 of Passage 2? Definition 1 Definition 2 Definition 3 Definition 4 Grade 10 12 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 20 Which two excerpts from paragraph 2 of Passage 2 show why William is motivated to help Clotel? He could feel for Clotel, for he, like her, had been separated from near and dear relatives . . . William was a tall, full—bodied negro, whose very countenance beamed with intelligence. His was a heart that fel t for others, and he had again and again wiped the tears from his eyes as he heard the story of Clotel as related by herself. “You are much fairer than many of the white women of the South, and can easily pass for a free white lady. ” . . . she was soon convinced by his earnest manner, and the deep feeling with which he spoke, that he was honest. 21 Read the following excerpts from Passage 2. “There, Miss Clotel, you said if you had the means you would leave this place; there is money enough to take you to England, where you will be free. You are much fairer than many of the white women of the South, and can easily pass for a free white lady. “At first Clotel feared that it was a plan by which the negro wished to try herfidelity to her owner. . . (paragraph 1) They feared, also, that trouble would attend their attempt to leave this place for the North, as all persons taking negroes with them have to give bail that such negroes are not runaway slaves. (paragraph 2) Which two statements about the cultural context are supported by the excerpts? People fleeing slavery needed help from sympathetic white people. Escaping from slavery required both courage and careful strategizing. The nature of slavery promoted trust and honesty between enslaved persons. Saving money allowed enslaved persons to pay their masters for their freedom. Having a light skin tone could be advantageous for people trying to escape slavery. Grade 10 13 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 22 Read the excerpt from paragraph 2 of Passage 2. After a passage of seven days they arrived at Louisville, and put up at Gough’s Hotel. Here they had to await the departure of another boat for the North. They were now in their most critical position. What is the most likely purpose ofjumping the setting forward one week? to imply that the characters had no problems during the trip to Louisville to avoid needing to research historical background about steamboat travel to allow readers to imagine the details of the characters’ trip on the steamer to keep readers engaged by advancing to the most dangerous part of the trip 23 This question has two parts. First, answer Part A. Then, answer Part B. Part A Which character behavior does Clotel display in Passage 2? She stubbornly clings to what she knows. She makes meticulous long—term plans. She selfishly puts others in danger. She learns to accept challenging circumstances. Part B Which detail from the passage supports the answer in Part A? Clotel tells William her true destination after they are safely in a free state. Clotel cries and blurts to William that if she had money, she would escape. Clotel uses money she has saved to pay for William’s passage on the steamer ship. Clotel rejects William’s offer to help her flee from slavery. 24 What is the author’s purpose in Passage 3? to argue for the freedom of an enslaved person to analyze the reasons the fugitive wanted to escape to inform readers about an important event in the town to entertain readers with a lively true story Grade 10 14 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 25 This question has two parts. First, answer Part A. Then, answer Part B. Part A What can the reader infer about Charles Nalle based on the information in Passage 3? He was a hard worker. He abandoned his family. He drew attention to himself. He was content to serve others. Part B Fill in the circle before the highlighted sentence in paragraph 2 that best supports the answer to Part A. Charles Nalle, the fugitive, who was the cause of all this excitement, was a slave on the plantation of B. W. Hansborough, in Culpepper County, Virginia, till the 19th of October, 1858, when he made his escape, and went to live in Columbia, Pennsylvania. A wife and five children are residing there now. Not long since he came to Sandlake, in this county, and resided in the family of Mr. Crosby until about three weeks ago. Since that time, he has been employed as coachman by Uri Gilbert, Esq., of this city. He is about thirty yea rs of age, tall, quite light—complexioned, and good—looking. He is said to have been an excellent and faithful servant. 26 Which sentence best describes how the information in Passage 3 is organized? The author presents details of Nalle’s escape and capture in chronological order. The author compares Nalle’s situation with that of other individuals mentioned in the article. The author describes the problems caused by the Fugitive Slave Law and suggests an alternative. The author explains why Nalle wanted to escape and how he was arrested as a result of his actions. Grade 10 15 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 27 To which column does each description of structure or purpose belong? Write the letter of the description below the passage it aligns to. Passage 1 Passage 2 first-person point of view third—person point of view reflect on an important experience entertain with an engaging story 28 Which description is true of both Passage 2 and Passage 3? provides an account of how a fugitive would typically be captured explains how an enslaved person was often able to escape explains how someone who had escaped slavery might survive as a fugitive provides details about the relationship between slaveholder and enslaved person 29 Compare the central ideas of all three passages. Cite evidence from the text in your response. Grade 10 16 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test Language & Style Read the passage and choose the best answer to each question. There are six underlined words or phrases in the passage to show which words or phrases may be incorrect. The United States of America, throughout its relatively short history as a country, has faced several periods of unrest. This has resulted in 27 amendments to the Constitution. Several of these amendments represent the struggle of the country to stave off the civil injustices of pre’udice and discriminating based on gender and race. Today, another civil liberty is being challenged, the right to privacy. A citizen’s right to privacy concerns the concept that one’s personal information is protected from government or public scrutiny. Although it can be inferred in several amendments, the right to privacy is not explicitly stated in the U.S. Constitution. Advocates say that the responsibility ofensuring public safety and improving the quality of life often provides the latitude needed for the government to encroach on your privacy. It does so by collecting private information, records conversations and even behavior. After the attack on the World Trade Center in 2001 the government passed laws to collect data on private individuals, specifically on foreign terror suspects. It was discovered later that the National Security Agency had amassed an immeasurable amount of personal data on private United States citizens. Just recently, Congress renewed and even expanded the government’s surveillance ability to include American citizens on U.S. soil Without a court warrant. Yet, as a general rule, government surveillance seems to be accepted. Perhaps people need to understand how much personal data is readily available, they would be more alarmed. Travel by air has been invasive to privacy, security cameras exist in most public places, and citizens’ whereabouts are tracked via GPS technology and cellphone towers. Smart cars can report driving habits to insurance companies. Future technology may even include coding packaging so that recycling policies are followed. With technological advances happening on a daily basis, the average citizen cannot keep up with software updates, especially those that protect personal data. Enough! As long as citizens believe the government will not use the data collected to threaten their other civil liberties, surveillance canjust be considered a necessary evil. 30 Choose the phrase that uses effective parallel structure in the underlined section of the sentence below. Several of these amendments represent the struggle of the country to stave off the civil injustices of prejudice and discriminating based on gender and race. prejudicing and discriminating prejudice and discrimination prejudicing and discrimination correct as is Grade 10 17 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 31 Choose the phrase that uses effective repetition in the underlined section of the sentence below. It does so by collecting private information, records conversations and even behavior. —*I— classified records, confidential conversations, and even secretive behavior personal records, personal conversations, and even private behavior private records, private conversations, and even private behavior correct as is 32 Choose the phrase that uses an adjectival phrase effectively in the underlined section of the sentence below. After the attack on the World Trade Center in 2001, the government passed laws to collect data on private individuals, specifically on foreign terror suspects. World Trade Center attack, World Trade Center was attacked in 2001, attack involving the World Trade Center that happened in 2001, correct as is 33 Choose the phrase that uses an adverbial phrase effectively in the underlined section of the sentence below. Yet, as a general rule, government surveillance seems to be accepted. to be accepted and even expected to be accepted unquestioningly to be accepted without question correct as is Grade 10 18 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 34 Choose the phrase that uses an adverbial phrase effectively in the underlined section of the sentence below. Perhaps people need to understand how much personal data is readily available they would be more alarmed. Perhaps with a greater understanding of the availability of personal data, people would be Perhaps if people understood how much personal data is readily available, they would be Perhaps people need to understand how much personal data is readily available; then they would be correct as is 35 What is the effect of the underlined sentence fragment in the sentences below? With technological advances happening on a daily basis, the average citizen cannot keep up with software updates, especially those that protect personal data. Enough! to emphasize that technology changes too fast to begin a thought for readers to complete to create a unique and colloquial voice to shift the tone for effect Grade 10 19 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company

Read this sentence, and then answer the question that follows: As she opened the text, she noticed her part of the book had been omitted, so she contacted the publisher. Which word in the sentence should be replaced with domain-specific language? Part
Omitted
Contacted
Publisher

Image transcription text
COMMONLY – CURRICO Activity 3: Fill-in-the-Blank Scenarios Directions: Fill in the blanks using the correct vocabulary word to complete each scenario. Then, explain why that vocabulary word fits best based on context clues provided in the scenario. You may have to change the form of the word (ex: go, going, gone). For Example: Every single day, Bryan wakes up at 5 o’clock in the morning to take a 10-mile jog. Then, he goes to the gym to lift weights. Afterwards he does 20 laps in the pool. And this is before he goes to practice with the team every afternoon! Bryan is _ _about training because My Answer My Reason relentless He is extremely dedicated and exercises all of the time. He runs 10 miles, lifts weights, swims, and attends practice every day. Abolished Corrupt Ignominious Manifest Manipulate Obstinate Ignorant Procure Aloof Regime Repose 1. When Pauline trained for her first marathon, she refused to give up or take days off even when she was sore and tired. obstinany Pauline is _ because She wouldnot Sosiation of letter Tool. My Answer My Reason She is an fleet becube #bing obstinant When Graciela tried her aunt’s cooking she made a face and turned her head away just at the smell of it. Graciela’s feelings about her aunt’s cooking were #3 because She humilated her aunt abal manifest the cooking My Answer My Reason She is GHIgamous because she was humiliated and shameful, very obvious Manifest
Image transcription text
COMMONLIT 360 – CURRICULUM 3. Voters knew that life in their city had gotten worse under their mayor, who was selfish and out of touch. He never spoke with or listened to the people of the city and only made decisions for himself. he would listen and he was stubdoom. 1 Obstinate Voters thought their mayor was _ because My Answer My Reason wont . obstinak tHE ISTHE He was stubborn unwilling 4. The courts decided it was time to put an end to the unfair rule. regimed The rule had to be because It was unfair My Answer My Reason The Power was gained unfairly regired 5. After being booed off stage for the terrible joke, the comedian hung his head and walked slowly to his car. The comedian’s performance was Ignominas because they were embarrassed My Answer My Reason Ignominous She was humiliated and sharefu). 6. Everyone shouted with excitement when Malcolm walked through the door after a long trip away – everyone except for his sister, who didn’t even look up and continued to scroll through her phone. Malcolm’s sister was Alcof because Because she didn’t seem to care My Answer My Reason Aloof The wasn’t interested and involved aming? Init 3: Animal Farm
Image transcription text
COMMONLIT CURRICUL Tyana wanted to be prom queen, but she knew a lot of kids would vote for Krista. So she told her friends that Krista was 7. making fun of others behind their backs. It wasn’t true, but it convinced a lot of kids to vote for Tyana. Tyana tried to Manipulate people because _ She lied . My Reason My Answer to influence the way people think Manipulate . In the middle of baking her homemade cookies, Claire realized she was short one stick of butter. She called all of her neighbors in an attempt to see if anyone could give her some. Claire needed to procure a stick of butter because She needed to make her cookies My Answer My Reason obtain something that is difficult Procure 9. After several weeks of hard work, Dennis finally turned in his research paper and received an A on it. He now could sleep more peacefully at night knowing his hard work was a success! Dennis found repase after weeks of hard work because. he succeeded peace My Answer My Reason repose the had peace, And calmness 10. Mao Zedong led China from 1949 to 1976. Several key events occurred under his rule, including the establishment of a new government. government, the Korean War and the Cultural Revolution. More than 40 years later, Mao’s ideas still influence the Chinese The Mao regime was influential in China because _ It was unfair My Answer My Reason regime He created a rule Unit 3: Animal Farm Unless otherwise noted, this content is licensed under the CC BY-NC-SA 4.0 license.
Image transcription text
COWWOW COMMONLIT S CURRICULUM Activity 5: Application of Vocabulary Directions: Answer each question in 1-2 complete sentences. Make sure that you use the underlined WORK vocabulary word in your answer. 1. What is a rule that you think should be abolished? Why? 2. What do you think should happen when a government official is proven to be corrupt? 3. Is ignorance avoidable? Explain your answer. 4. Name a celebrity or historical figure with an ignominious reputation. Why did you pick this person? 5. What person in your life would you consider “manifestly cleverer” than anyone else? Why? 6. Why is it important to be aware of manipulation tactics that people use? Unit 3: Animal Farm Unless otherwise noted, this content is licensed under the CC BY-NC-SA 4.0 li