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7th Grade ELAWeek 4 Packets MONDAYDirections : Read Chapter One of Behind the Scenes and answer the questions. What event did the author just describe?What surprises you about the author’s story?What question do you have for the author about her experience?“My recollections of childhood are distinct, perhaps for the reason that many stirring incidents are associated with that period.”What does “stirring'' mean in the contect? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. Write two synonyms for the word stirring. A._________________________ B.___________________________-419099114300What do you think Keckly meant when she said “ dark side” of slavery? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Event Chart: -504824114300a. Name the four events that Keckley describes about the “ dark sides” of slavery. b. Summarize each event in one sentence. 1.Name of Event: One Sentence Summary2. Name of Event : One Sentence Summary: 3. Name of Event: One Sentence Summary: 4. Name of Event:One Sentence Summary: Directions: Read the excerpt below from Behind the Scenes,underline the words and phrases that describe lightness or darkness. Then answer the question below. VOCABULARY TIME:Effulgence: a brilliant radiance. What is the author saying about life on Earth compared to life after death?Directions: Reread the excerpt from Behind the Scenes then answer the questions below. MUST BE AT LEAST 2 SENTENCES! This is an assessment and will count as a test gradeDirections: Reread the excerpt from Behind the Scenes then answer the questions below. MUST BE AT LEAST 2 SENTENCES! This is an assessment and will count as a test gradeWhat does the idea of lightness represent? What does the idea of darkness represent? What message is the author developing by using this imagery, include evidence from the text that supports your answer. 19051114300Directions: Today you will read a passage from Believing in Horses. As you read, pay close attention to the characters and setting as you answer the questions to prepare to write a narrative storyfrom Believing in Horses by Valerie Ormond1 When no one else showed up at the barn, Sadie rode Lucky in the outdoor arena,schooled him over small jumps, and worked on her equitation skills. She thought back toher first day on Lucky when the big blue heron had swooped down, and realized how farthey had come together. Perhaps because there were no other riders in the barn, Sadiefelt a tinge of loneliness, and was relieved that she had her best friend, Lucky, rightthere.2 After dismounting, Sadie reasoned that it would be safe if she took Lucky for a walk onthe trail, leading him instead of riding him. It made sense to her. She had never done itbefore, but then again she had never thought of it before. She set out on foot and theuneven footing gave her a new appreciation for the abilities of trail horses. Aftercatching a branch or two in the face, she wondered why horses didn’t put up more of afuss and started paying closer attention to what was ahead of her. Too stubborn to turnaround, Sadie forged ahead in the thick mud and tried to enjoy the serenity of thewoods.3 The trail looked quite different on foot than it did atop her big horse. She followed whatshe thought was the right path and ended up surrounded by holly trees and stickerbushes, clearly in the wrong place. Lucky looked at her as if to say, “I told you it was theother way,” and she couldn’t help but laugh.4 “I’ll listen to you at the next fork in the road,” she said, and hugged his neck. They gotback on track and descended deeper into the woods; the sounds of deer in the distancewere muffled by the leaves rustling as the wind picked up.5 Sadie thought she heard a car door shut and found that odd. They were far out in thewoods, and she’d never heard anything like that before back here. She chalked it up toher imagination, or a branch breaking, and put her mind back to navigating the rootsand rocks on the trail and avoiding the branches that came at her face. Then it began torain.6 It wasn’t a drizzle; it was a downpour. Sadie still hadn’t quite figured out this Marylandweather. It seemed like it could be bright and sunny one minute, pouring rain the next,and then bright and sunny again. It hadn’t been a nice day, but she hadn’t expected this!Sadie couldn’t see two feet in front of her face. A thunder clap came from above, asloud as she’d ever heard, and she thought it shook the earth. Lucky pulled back on thereins, but considering the sound of the thunder, he behaved well.7 Sadie stood still and comforted Lucky, at the same time comforting herself. She lookedto see if there was any shelter under which they could hide from the storm, but shecouldn’t see anything. Then she remembered seeing an old abandoned deer stand onthe trail. Sadie was pretty sure it was only a few hundred yards from where they stoodand set out to find it, leading the way for Lucky. The sky darkened even more, rain peltedthem, and the wind howled. Sadie regretted going out on the trail alone now.8 Another clap of thunder shook their ears, and Sadie looked back to ensure Lucky wasokay. His eyes were wide, his nostrils flared, but he looked at Sadie as if he trusted her.Sadie continued forward, picking up the pace because she wasn’t sure how long Luckycould keep his cool. Thinking she was on a familiar path, she turned back to Lucky tocalm him and tell him they were almost there. By the time she faced forward again, itwas too late. She plunged down a deep ravine and into a stream at the bottom with aloud splash and a scream.9 Lucky’s instincts to flee from danger took over. Sadie had let the reins go during her fall.Lucky took off in a terrified gallop through the woods.10 Sadie could not afford to feel pain or panic. She had to get a hold of herself quickly. Shepulled herself out from the mud, climbed up the ravine, and called after Lucky.11 It was useless. He was well out of her earshot, and the rain and thunder were too loud.Horses instinctively return to their homes, and Sadie hoped that Lucky was on his wayback to the barn. She didn’t blame him for being so scared and losing his confidence inher.12 Sadie went for her cell phone to let somebody know what was happening. This was nolonger about her stubbornness or pride, it was about making sure Lucky was safe. Ofcourse, her cell phone was safely tucked into her saddle bag—on Lucky. She took adeep breath, told herself that was okay, and that everyone would find out soon enoughwhat was going on when Lucky came galloping up the path to the barn alone. As asource of strength she said out loud, “I believe you’re going to know what to do, Lucky,”and trudged back towards the barn, paying very close attention to where she was goingthis time.From BELIEVING IN HORSES by Valerie Ormond, text copyright ? 2012 by ValerieOrmond15. Part A In paragraphs 9 and 11, what do the words instincts and instinctively suggest about why horses often return to their homes on their own? They are taught to do it by their parents. They learn to do it from skillful riders. They automatically do it by nature. They choose to do it when humans are at risk. Part B Which sentence from the passage best supports the answer in Part A? “Sadie continued forward, picking up the pace because she wasn’t sure how long Lucky could keep his cool.” (paragraph 8)“Lucky looked at her as if to say, ‘I told you it was the other way,’ and she couldn’t help but laugh.” (paragraph 3) “Sadie had let the reins go during her fall.” (paragraph 9) “Lucky took off in a terrified gallop through the woods.” (paragraph 9)16. Part A Based on the passage, how are Sadie’s and Lucky’s points of view different? Lucky prefers to stay near the barn, while Sadie enjoys adventures. Lucky is intimidated by the storm, while Sadie more calmly focuses on practical needs. Lucky enjoys the company of horses, while Sadie prefers to be with humans. Lucky is used to the outdoors, while Sadie is just learning survival skills. Part B Which sentence from the passage best supports the answer in Part A? “His eyes were wide, his nostrils flared, but he looked at Sadie as if he trusted her.” (paragraph 8) “Sadie continued forward, picking up the pace because she wasn’t sure how long Lucky could keep his cool.” (paragraph 8) “Horses instinctively return to their homes, and Sadie hoped that Lucky was on his way back to the barn.” (paragraph 11)“Of course, her cell phone was safely tucked into her saddle bag—on Lucky.” (paragraph 1217. Part A How does the storm affect Sadie’s behavior toward Lucky? It causes her to observe Lucky closely. It leads her to speak sternly to Lucky. It makes her decide to walk next to Lucky. It inspires her to give Lucky more freedom. Part B Which sentence from the passage best supports the answer in Part A?“It hadn’t been a nice day, but she hadn’t expected this!” (paragraph 6) “Another clap of thunder shook their ears, and Sadie looked back to ensure Lucky was okay.” (paragraph 8) “Sadie had let the reins go during her fall.” (paragraph 9) “She didn’t blame him for being so scared and losing his confidence in her.” (paragraph 11)18. Part A Which phrase reflects the main theme of the passage? Loyalty is unappreciated until it is tested. The beauty of nature should be respected. Decisions can have unintended consequences. Companionship is a universal necessity. Part B Which sentence from the passage best supports the answer in Part A? “Perhaps because there were no other riders in the barn, Sadie felt a tinge of loneliness, and was relieved that she had her best friend, Lucky, right there.” (paragraph 1) “It seemed like it could be bright and sunny one minute, pouring rain the next, and then bright and sunny again.” (paragraph 6) “Sadie regretted going out on the trail alone now.” (paragraph 7) “Sadie could not afford to feel pain or panic.” (paragraph 10)Write a narrative in which you continue the story of Believing in Horses. Your narrative should be a believable continuation of the events, and it should clearly reflect the characterization and setting in the passage. MUST BE AT LEAST THREE PARAGRAPHS 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____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Week 57th grade ELARevisit quotations from paragraph 1 of the preface of Behind the Scenes.Paraphrase the author’s claims related to slaveryMs. Cannon Says: “ We began looking at how the author feels about slavery in an earlier lesson. Now that we have read about some of her own personal experiences of being a slave, let’s revisit some of the those statements.” I am going to give you a chart with four quotations from Behind the Scenes by Elizabeth Keckley, you need to paraphrase each quotation in the box provided. Remember to paraphrase means to write it in your own words. ( a copy of the text should be in your unit reader if not there is a copy pdf version on Google Classroom) Slavery Claim ChartAn excerpt from the text which contains a claim about slaveryThe claim paraphrasedIf I have portrayed the dark side of slavery, I also have painted the bright side.As one of the victims of slavery I drank of the bitter water; but then, since destiny willed it so, and since I aided in bringing a solemn truth to the surface as a truth, perhaps I have no right to complain. Here, as in all things pertaining to life, I can afford to be charitable.An act may be wrong, but unless the ruling power recognizes the wrong, it is useless to hope for a correction of it. Principles may be right, but they are not established within an hour.And yet a wrong was inflicted upon me; a cruel custom deprived me of my liberty, and since I was robbed of my dearest right, I would not have been human had I not rebelled against the robbery.Tuesday!Section 1 Quiz?of the Guidebook unit Behind the ScenesBased on the readings from . . .Preface and Chapter 1,?Behind the Scenes?by Elizabeth Keckley"The People Could Fly" by Virginia Hamilton?Think about the Preface and Chapter 1 from?Behind the Scenes?by Elizabeth Keckley to answer questions 1-3. Read the excerpt of the Preface from?Behind the Scenes?and answer the question that follows.If I have portrayed the dark side of slavery, I also have painted the bright side. The good that I have said of human servitude should be thrown into the scales with the evil that I have said of it.Behind the Scenes by Elizabeth KeckleyWhat does the word?servitude?mean as used in this excerpt??slaveryfreedoma waitress or waiterlabor as punishment for a crimeRead the excerpt from the Preface of?Behind the Scenes?by Elizabeth Keckley and answer the questions that follow.If I have portrayed the dark side of slavery, I also have painted the bright side. The good that I have said of human servitude should be thrown into the scales with the evil that I have said of it. I have kind, true–hearted friends in the South as well as in the North, and I would not wound those Southern friends by sweeping condemnation, simply because I was once a slave. They were not so much responsible for the curse under which I was born, as the God of nature and the fathers who framed the Constitution for the United States. The law descended to them, and it was but natural that they should recognize it, since it manifestly was their interest to do so. And yet a wrong was inflicted upon me; a cruel custom deprived me of my liberty, and since I was robbed of my dearest right, I would not have been human had I not rebelled against the robbery. God rules the Universe. I was a feeble instrument in His hands, and through me and the enslaved millions of my race, one of the problems was solved that belongs to the great problem of human destiny; and the solution was developed so gradually that there was no great convulsion of the harmonies of natural laws. A solemn truth was thrown to the surface, and what is better still, it was recognized as a truth by those who give force to moral laws. An act may be wrong, but unless the ruling power recognizes the wrong, it is useless to hope for a correction of it. Principles may be right, but they are not established within an hour. The masses are slow to reason, and each principle, to acquire moral force, must come to us from the fire of the crucible; the fire may inflict unjust punishment, but then it purifies and renders stronger the principle, not in itself, but in the eyes of those who arrogate judgment to themselves. When the war of the Revolution established the independence of the American colonies, an evil was perpetuated, slavery was more firmly established; and since the evil had been planted, it must pass through certain stages before it could be eradicated.Behind the Scenes by Elizabeth KeckleyPart AWhich statement?best?describes a claim the narrator makes about slavery??Slavery is evil, and it should be eliminated immediately.Slavery is in the past. People should focus on the future.People don't know anything about slavery unless they have been a slave.It will take time for people's opinions about slavery to change and new ideas to be put into practice.Part BWhich of the following quotes?best?supports the answer to Part A??"If I have portrayed the dark side of slavery, I also have painted the bright side.""God rules the Universe. I was a feeble instrument in His hands, and through me and the enslaved millions of my race, one of the problems was solved that belongs to the great problem of human destiny . . .""Principles may be right, but they are not established within an hour. The masses are slow to reason, and each principle, to acquire moral force, must come to us from the fire of the crucible . . .""When the war of the Revolution established the independence of the American colonies, an evil was perpetuated, slavery was more firmly established . . ."Read the?excerpt from the Preface of?Behind the Scenes?by Elizabeth Keckley and answer the question that follows.And yet a wrong was inflicted upon me; a cruel custom deprived me of my liberty, and since I was robbed of my dearest right, I would not have been human had I not rebelled against the robbery.Behind the Scenes by Elizabeth KeckleyWhat claim does the author make about slavery???The custom of slavery was cruel and inhuman.Slaves were often seen as robbers because they were not trusted.When slaves rebelled against the evils of slavery, they did not accomplish anything.Slavery takes away human beings' most important rights and slaves were right to fight against it.?Think about the text "The People Could Fly"( should be a copy in your unit reader) by Virginia Hamilton to answer questions 4-5. Read the excerpt and then answer the questions that follow.The young woman lifted one foot on the air. Then the other. She flew clumsily at first, with the child now held tightly in her arms. Then she felt the magic, the African mystery. Say she rose just as free as a bird. As light as a feather. The Overseer rode after her, hollerin. Sarah flew over the fences. She flew over the woods. Tall trees could not snag her. Nor could the Overseer. She flew like an eagle now, until she was gone from sight."The People Could Fly" by Virginia HamiltonPart AWhat does this excerpt reveal about the narrator's attitude toward?Sarah?The narrator fears that Sarah will fall.The narrator admires Sarah's bravery.The narrator is happy that Sarah is able to escape.The narrator is envious that Sarah is able to escape.?Part BWhich quote?best?supports the answer to Part A??"The young woman lifted one foot on the air. Then the other."’"She flew clumsily at first, with the child now held tightly in her arms.""The Overseer rode after her, hollerin.""Tall trees could not snag her. Nor could the Overseer. She flew like an eagle now, until she was gone from sightCategorize the tone of the following phrases from "The People Could Fly" by writing them into the appropriate column. (Each column should have 4 answers.) JUST WRITE THE LETTERPhrases with negative tonePhrases with positive tone“secret magic”“hard lump of clay”“cracked his whip”“light as a feather”“flew like an eagle”“a hard, glinty coal”“black, shiny wings flappin against the blue”“a slice-open cut of pain”Think about the texts?Behind the Scenes?by Elizabeth Keckley and "The People Could Fly" by Virginia Hamilton and answer the question that follows.Which?TWO?of the following statements?best?describe a purpose for writing that?both?writers share??to describe what life as a slave was liketo chronicle the lives of both slaves and slaveholdersto provide basic facts about the practice of keeping slavesto highlight how slaves saw the human kindness of their mastersto communicate that slavery was a practice that was cruel and unjustto explain the practice of slavery without offering any opinions aboutRead the 1st paragraph and answer the reading comprehension questions. INCLUDEPICTURE "C:\\var\\folders\\6p\\hs34ldvj59z4nt0_b7q3gclm0000gn\\T\\com.microsoft.Word\\WebArchiveCopyPasteTempFiles\\page11image3397446208" \* MERGEFORMAT INCLUDEPICTURE "C:\\var\\folders\\6p\\hs34ldvj59z4nt0_b7q3gclm0000gn\\T\\com.microsoft.Word\\WebArchiveCopyPasteTempFiles\\page12image3399551920" \* MERGEFORMAT Reading Comprehension Questions ( 1 complete sentence) Describe Keckley’s tone as she described Mr. Garland’s ‘ill luck.Why did Keckley seek work as a seamstress? How did Keckley and her mother feel about the family they worked for? What text evidence can you locate that supports your answer? What does the term ‘Anglo-Saxon’ mean as it is used in this paragraph? Use a dictionary to determine precise meaning. What does the word ‘taint’ mean in the following sentence? ‘Must the life–current of one race bind the other race in chains as strong and enduring as if there had been no Anglo–Saxon taint?Wednesday Read paragraphs 2 and 3 and answer the Reading Comprehension Question INCLUDEPICTURE "C:\\var\\folders\\6p\\hs34ldvj59z4nt0_b7q3gclm0000gn\\T\\com.microsoft.Word\\WebArchiveCopyPasteTempFiles\\page13image3403292352" \* MERGEFORMAT Reading Comprehension QuestionsPart 1: What reason does Keckley give her master, Mr. Garland, for not becoming a free person in the manner he suggests?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Part 2: Read paragraphs 6-21 and answer the reading comprehension questions. INCLUDEPICTURE "C:\\var\\folders\\6p\\hs34ldvj59z4nt0_b7q3gclm0000gn\\T\\com.microsoft.Word\\WebArchiveCopyPasteTempFiles\\page14image3397687328" \* MERGEFORMAT INCLUDEPICTURE "C:\\var\\folders\\6p\\hs34ldvj59z4nt0_b7q3gclm0000gn\\T\\com.microsoft.Word\\WebArchiveCopyPasteTempFiles\\page15image3379237648" \* MERGEFORMAT Reading Comprehension Question. What series of events resulted in Keckley receiving her freedom? Order the list of events in chronological order. ListMrs. Le Bourgois succeeds in raising the $1200, and Keckley is a free woman!Mr. Garland reconsidered the question and told Keckley she could pay $1200 for both herself and her son.Mr. Garland died and Mr. Burwell, who managed Mr. Garland’s estate, supported Keckley’s wish to be freeKeckley asked for her freedom, and Mr. Garland told her she could simply leave. Keckley refusedMr. Farrow tells Keckley that she will not return, that the abolitionists will convince her to stay. She tells him this is not true, and becomes depressed that he lacks faith in her.Keckley decided to travel to New York to gain financial support for her release. Mrs. Garland told her she had to find 6 people who would vouch for her return before she would be allowed to goKeckley gains 5 of the signatures she needs, then has a conversation with a Mr. Farrow.Mrs. Le Bourgois, one of Keckley’s customers, convinces Keckley that she need not go to New York, that she has enough friends in St. Louis who will donate toward her freedom.Keckley married Mr. Keckley, who she thought was a free man. That turned out to be untrue. Write the letter next to the number! 1st 2nd 3rd 4th5th6th7th 8th 9th Complete the chart using text excerpts taken from chapter 3Attitude Toward SlaveryExcerpt from text related to slaveryAttitude communicated by the text (author’s tone)?While I was working so hard that others might live in comparative comfort, and move in those circles of society to which their birth gave them entrance, the thought often occurred to me whether I was really worth my salt or not; and then perhaps the lips curled with a bitter sneer. (Scenes, Chapter 3, paragraph 1)Keckley is resentful that her slave status means she must work so hermaster’s family can live in comfort. She often wonders if she is good enough,and that makes her feel bitter.7th grade week 6Today you will research the gold rush in the late 1800s. You will read the article“Klondike Gold Rush.” Then you will read a passage from A Woman Who Went toAlaska and read a transcript from the video City of Gold. As you review thesesources, you will gather information and answer questions about the authors’points of view and the way they present information so you can write an essay.Read the article “Klondike Gold Rush.” Then answer the questions.Klondike Gold RushYukon Territory, 18971 The Klondike gold rush began in July of 1897 when two ships docked in San Franciscoand Seattle carrying miners returning from the Yukon with bags of gold. The press wasalerted, and papers carried the story to the masses.2 Soon, miners of all shapes and sizes, called “stampeders,” were on their way to the goldfields. Within six months, approximately 100,000 gold-seekers set off for the Yukon.Only 30,000 completed the trip.3 Most stampeders knew little or nothing about where they were going, so pamphletswere available to help them on their way. Many of the pamphlets contained little or noreal information and made outrageous claims of wealth to be had by everyone.Outfitters sprang up overnight that were happy to sell the stampeders whatever theyneeded to get started. This included food; clothing; tools; and camping, mining, andtransportation equipment. Helping the outfitters in this regard were the NorthwestMounted Police who required all stampeders to have one year’s supply of goods beforethey allowed them across the border into Canada. This was roughly one ton of goodsper person. Towns such as Seattle made fortunes outfitting the miners.4 The easiest and most expensive route to the gold fields was by boat upstream from themouth of the Yukon in western Alaska. The most difficult route was the “All CanadianRoute” from Edmonton and overland through the wilderness.5 The most common route taken by the stampeders to reach the fields was by boat fromthe west coast of the continental U.S. to Skagway in Alaska, over the Chilkoot Pass orWhite Pass to the Yukon River at Whitehorse and then by boat 500 miles to DawsonCity.6 The Chilkoot Pass trail was steep and hazardous. Rising 1,000 feet in the last 1/2 mile, itwas known as the “golden staircase”: 1,500 steps carved out of snow and ice workedtheir way to the top of the pass. Too steep for packhorses, stampeders had to “cache”their goods, moving their equipment piecemeal up the mountain. Stampeders who gaveup often did it here, discarding their unneeded equipment on the side of the trail.7 Conditions on the White Pass trail were even more horrendous. Steep, narrow, andslick, over 3,000 pack animals died on the trail, causing it to be dubbed the “dead horse trail.” 8. Those who made it across the passes found themselves at Bennett Lake. Here, boatshad to be built to run the final 500 miles down the Yukon River to the gold fields. Athree-week trip, the miners had to survive many sets of rapids before making it toDawson City. Many miners lost their lives or their possessions when their boats broke up in the rapids.9 Those who survived the perilous journey mostly found disappointment once theyreached Dawson City. Locals had already claimed all of the gold-bearing creeks, andclaims of “gold for the taking” were grossly exaggerated. Many stampeders headedhome, some worked for others on the claims, and still others stayed to work in DawsonCity.10 The work that was necessary to retrieve the gold was incredible. Most of the gold wasnot at the surface, but rather 10 or more feet below. To reach it, the miners had to digthrough the permafrost—the layer of permanently frozen ground. The ground had to bethawed before it could be dug. Then the dirt had to be sluiced to separate it from thegold. All digging had to be done during the summer as it was impossible to dig in thewinter when temperatures could reach –60°F. It was incredibly difficult work.11 The biggest boom to hit this part of the world was a huge bust for the miners. The onlyones to strike it rich were the merchants and profiteers who took advantage of thosewho hoped to “get rich quick.”“Klondike Gold Rush”—Public DomainPart A What is the meaning of pamphlets as it is used in paragraph 3 of “Klondike Gold Rush”? tokens for miners stocked wagons guides for miners camping kitsPart B Which detail from paragraph 3 helps the reader understand the meaning of. pamphlets?“Most stampeders knew little or nothing about where they were going. . . .” “This included food; clothing; tools; and camping, mining, and transportation equipment.” “Helping the outfitters in this regard were the Northwest Mounted Police. . . .” “This was roughly one ton of goods per person.”Part A. How does the author mainly organize paragraphs 1 and 2 in the article “Klondike Gold Rush”?chronological order cause and effect problem and solution compare and contrastPart B Which description best illustrates how the structure in Part A is achieved? “The Klondike gold rush began in July of 1897. . . .” (paragraph 1) “The press was alerted. . . .” (paragraph 1) “. . . miners of all shapes and sizes . . .” (paragraph 2) “Only 30,000 completed the trip.” (paragraph 2)Part A Based on the information from “Klondike Gold Rush,” which sentence states a central idea of the article? Most miners were pleased with the outcome of the gold rush. Most miners labored hard for very little gain. Work in the Yukon Territory was worth the danger of traveling there. The gold rush hurt many small businesses.Part BWhich two sentences from the article provide the best evidence for the answer inPart A? “Outfitters sprang up overnight that were happy to sell the stampeders whatever. they needed to get started.” (paragraph 3) “Towns such as Seattle made fortunes outfitting the miners.” (paragraph 3) “Those who made it across the passes found themselves at Bennett Lake.” (paragraph 8) “Many stampeders headed home, some worked for others on the claims, and still others stayed to work in Dawson City.” (paragraph 9) “The work that was necessary to retrieve the gold was incredible.” (paragraph 10) “The biggest boom to hit this part of the world was a huge bust for the miners.” (paragraph 11)Part ABased on evidence in the article, why did so few miners stay in the Klondike to minegold after arriving?The conditions for mining were difficult.Many laws outlawed miners. The lack of wildlife made mining nearly impossible.The value of gold dropped significantly.Part BWhich detail from the article supports the answer to Part A? “Helping the outfitters in this regard were the Northwest Mounted Police. . . .” (paragraph 3) “The Chilkoot Pass trail was steep and hazardous.” (paragraph 6)“Here, boats had to be built. . . .” (paragraph 8)“Most of the gold was not at the surface. . . .” (paragraph 10)Read the passage from the book A Woman Who Went to Alaska. Then answer thequestions.from A Woman Who Went to Alaskaby May Kellogg SullivanThe Rush1 Since the discovery of gold by George Carmack on Bonanza Creek in September 1896,the growth of this country has been phenomenal, more especially so to one who hasvisited and is familiar with Dawson and the Klondyke mining section.2 As to the entire yield of gold from the Klondyke Creeks, none can say exceptapproximately; for the ten percent royalty imposed by the Canadian government hasalways met a phase of human nature which prompts to concealment and dishonesty, sothat a truthful estimate cannot be made.3 The Canadian Dominion government is very oppressive. Mining laws are very arbitraryand strictly enforced. A person wishing to prospect for gold must first procure a miner’slicense, paying ten dollars for it. If anything is discovered, and he wishes to locate aclaim, he visits the recorder’s office, states his business, and is told to call again. In themeantime, men are sent to examine the locality and if anything of value is found, theman wishing to record the claim is told that it is already located. The officials seize it.The man has no way of ascertaining if the land was properly located, and so has noredress. If the claim is thought to be poor, he can locate it by the payment of a fifteendollar fee.4 One half of all mining land is reserved for the crown, a quarter or more is gobbled bycorrupt officials, and a meager share left for the daring miners who, by braving hardshipand death, develop the mines and open up the country.5 “Any one going into the country has no right to cut wood for any purpose, or to kill anygame or catch any fish, without a license for which a fee of ten dollars must be paid.With such a license it is unlawful to sell a stick of wood for any purpose, or a pound offish or game.” The law is strictly enforced. To do anything, one must have a specialpermit, and for every such permit he must pay roundly.6 The story is told of a miner in a hospital who was about to die. He requested that theGovernor be sent for. Being asked what he wanted with the Governor, he replied: “Ihaven’t any permit, and if I should undertake to die without a permit, I should get myselfarrested.”7 It is a well-known fact that many claims on Eldorado, Hunker, and Bonanza Creeks haveturned out hundreds of thousands of dollars. One pan of gravel on Eldorado Creekyielded $2,100. Frank Dinsmore on Bonanza Creek took out ninety pounds of solid goldor $24,480 in a single day. On Aleck McDonald’s claim on Eldorado, one man shoveledin $20,000 in twelve hours. McDonald, in two years, dug from the frozen ground$2,207,893. Charley Anderson, on Eldorado, panned out $700 in three hours. T.S. Lippyis said to have paid the Canadian government $65,000 in royalties for the year 1898 andClarence Berry about the same.8 On Skukum Gulch $30,000 were taken from two boxes of dirt. Frank Phiscator ofMichigan, after a few months’ work, brought home $100,000 in gold, selling one-third ofhis claim interests for $1,333,000, or at the rate of $5,000,000 for the whole.9 When a man is compelled to pay one thousand dollars out of every ten thousand hedigs from the ground, he will boast little of large “clean-ups”; and for this reason it ishard to estimate the real amount of gold extracted from the Klondyke mines.“A Woman Who Went to Alaska”—Public DomainPart AAs used in paragraph 3 of the passage from A Woman Who Went to Alaska, what isthe meaning of the word oppressive?unjustly harshoccasionally flexibleunexpectedly angry appropriately demandingPart BWhich phrase from paragraph 3 in the passage from A Woman Who Went to Alaskahelps the reader understand the meaning of the word oppressive? “. . . Canadian Dominion government . . .” “. . . arbitrary and strictly enforced . . .”“. . . prospect for gold . . .” “. . . he visits the recorder’s office . . .”Part AWhich statement best describes the Canadian government’s treatment of the minersin the passage from A Woman Who Went to Alaska? a controlling government that takes advantage of the miners a fair government that wants the miners to succeed without assistance a disorganized government that fails to set appropriate rules for the miners an irresponsible government that is indifferent to the minersPart BWhich three actions does the government take that provide evidence for the answer to Part A? charging high taxes on mined gold encouraging fishing and hunting enforcing a nightly curfew requiring multiple licenses and permits seizing property known to contain gold assisting newcomers seeking a claim banning the use of explosivesRead a transcript of an excerpt from City of Gold. Then answer the questions.from City of Golda transcript1 The winter of 1897, beyond mountains two thousand miles north from civilization, thecry was “Gold!” All over the world a million people laid plans to go. A hundred thousandactually set out, but the going was so hard, the way so weary, that more than half turnedback.2 My father was one of those who struggled on. Scarcely any of these men were miners;most were white-collar workers. My father had just graduated from university in civilengineering. All of them had one idea. They were on their way to the Klondike to shovelup gold, and they were going to be rich beyond the dreams of avarice.3 The Chilkoot Pass: this scene above all others remained in my father’s mind to his dyingday. Even when his memory began to fail, this spectacle remained. You had to pack aton of goods up this terrible 45-degree slope of pure ice, a hundred pounds at a time,over and over again, a year’s outfit. Without that, the mounties would not let you enterthe Yukon. You couldn’t stop to rest or it might be hours before they’d let you back intothat endless human chain.4 At the top, a city of provisions. Seventy feet of snow fell that winter, and by spring therewere seven such cities, layer upon layer buried beneath it, but the persistent ones dugout their supplies and sledded off down the mountain slopes on the next lap of thegreat adventure.Part AWhat are the most likely reasons the narrator mentions that his father was a part ofthe gold rush? Select two answers. It explains that the narrator respects his family. It shows the extent to which the narrator values history.It helps the reader understand the narrator’s life. It reveals a connection between the narrator and the miners.It highlights the impact of the experience on a specific person.It emphasizes that there were a large number of miners with families.Part BWhich words from the transcript of City of Gold provide the best evidence for the answers to Part A? “beyond mountains . . . the cry was ‘Gold!’ ” (paragraph 1) “Scarcely any of these men were miners; most were white-collar workers.” (paragraph 2) “All of them had one idea. . . . they were going to be rich . . .” (paragraph 2) “The Chilkoot Pass: this scene above all others remained in my father’s mind. . . .” (paragraph 3)The authors of “Klondike Gold Rush” and A Woman Who Went to Alaska and thenarrator of the transcript from City of Gold are discussing the same topic but are usingdifferent points of view. How does each person’s point of view shape the reader’s understanding of the miners’ lives? Use details from each source to support your answer. Must be 5 paragraphs total. 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