AHSGE Reading Passages with Items



AHSGE Reading Articles and Passages with Items

Directions: Read the following article and answer numbers 1 through 10. (You may look back at the article as often as you like.)

Family Matters

by Poinciana Gutierrez

(1) On a cold, cloudy day, the family heads north from the Keys in a caravan of cars loaded with all the food and supplies for a family outing into the unknown. Someone brought a super-size thermos rich, black coffee; someone else brought several bakery boxes of fresh pastries. In the cooler, cans of Coca-Cola and Mountain Dew grow cold. We seek Parris Island, the spot in South Carolina where our country’s "few and proud" become trained Marines.

(2) My brother Hernando is graduating from Marine basic training. Barely eighteen and recently graduated from a local high school, he’d never been away from home before. But for the past 13 weeks, he has survived the toughest basic training of the U.S. military. All of the family in Miami—aunts, uncles, cousins and grandparents—has made sure Hernando receives mail every day.

(3) Now a whole platoon of us—26 by

actual count—travel caravan style along

the long spine of Florida, through Georgia, across South Carolina, and into North Carolina. Our reputation precedes us. According to Hernando's drill sergeant, no other recruit has ever had this many relatives attend the graduation. We hope Hernando is as proud of us as we are of him. However, this crowd chattering in Spanish might embarrass a teenage recruit.

(4) Everyone is supposed to dress casually and to wear black and gold, the colors of his battalion. Just one week before we left, we found enough of the batallion's colors for everyone to display them proudly.

(5) On the morning of the graduation, we all met in the motel lobby to discuss our schedule for the day. We had unanswered questions about appropriate behavior at the ceremony. For example, can we clap, cheer, shout, take photographs? Will we be permitted to raise the younger children high enough so they can see my brother?

(6) None of the family wants to do anything that will embarrass Hernando. People have already noticed our lilting Spanish accents and the tempo of our music.

(7) While the family discusses the day's schedule, I observe my father across the hotel lobby. He is NOT dressed like the rest of us! Instead, he wears mismatched suit pants and jacket. His pink pants and bright orange jacket shatter my senses. The black and gold he should be wearing is nowhere in sight!

(8) “WHAT is he wearing?” my husband whispers as he follows my stare. Everyone is speechless.

(9) “He can’t wear that!” gasps one of the family.

(10) We decide to mount an assault, but the ambush fails to persuade him to change clothes. He does not even understand why we think he needs to change.

(11) “Your mother picked out these clothes for me to wear," he mutters. He seems confused and just stares at us.

(12) His aftershave permeates the room. It is too strong and noticeable. He does not realize that childhood memories of embarrassing moments creep into my thoughts. Being the child of immigrants is very painful and leaves scars as inevitable as the scraped knees and elbows.

(13) My chest tightens and I grow cold as I

look at my father's ridiculous outfit.

(14) Finally, we must leave or we won't find seats on the bleachers along the field. My father painfully pulls himself into the front seat of the small bus.

(15) My father fled Communist Cuba, escaping in a small fishing boat at sunrise. He had a lucrative business in Cuba, which he gave up to gain freedom in the United States. And, although my father is 70 years old, past

normal retirement age, he still works 60 hours a week.

(16) At the ceremony, our family glitters in a black and gold spectrum. Other families display their colors, too. We search for Hernando as the platoons file in, but none of us can find him. All of the recruits look the same: they were all wearing the same uniform.

(17) My father is proud of my brother. I realize just how proud he is of Hernando, the first family member to become a full-fledged American Marine. I realize, too, that my father risked his life to escape a dictatorship and has sacrificed over the years precisely for us to have opportunities like this one.

O

N

Standard IV -- Objective 1

In paragraph 13, the word ridiculous means --

A outrageous

B prudent

C false

D sensible

Standard I -- Objective 1

The author's father is a --

A retired fisherman

B police officer

C short order cook

D Cuban refugee

Standard II -- Objective 5

Which of these is the best summary of the article?

A Poinciana Gutierrez writes of her

embarrassment when she travels with her

immigrant parents to her brother's Marine

graduation. Her Cuban relatives persist

in speaking loudly in Spanish. She fears

that her family's behavior at a formal

ceremony will further embarrass her.

Her father fulfills her prediction

by dressing for a public ceremony in a

ridiculous outfit.

B Poinciana Gutierrez has traveled with

her large family to a ceremony for a

relative in another state. She laments

that the older family members draw

attention to themselves by speaking

Spanish loudly. However, her

embarrassment is overshadowed by

pride in her nephew, who has

successfully graduated from marine

basic training.

C Poinciana Gutierrez looks back on her

childhood in an immigrant home. She

regrets that her parents were "clueless,"

though well-meaning. When she was a

teenager, her dates were chaperoned,

and her haircuts and clothing were

hopelessly out-of-date. Her father's

outfit at a family gathering emphasizes

his lack of taste. Gutierrez

begins to feel like a "stranger in a

strange land."

D Poinciana Gutierrez and her large family

attend her brother's graduation from

marine basic training. On the morning

of the ceremony, Gutierrez's father

emharrasses her by wearing a ridiculous

outfit. Her embarrassment dissolves into

pride when she recalls her father's

courage in fleeing his native country and

building a new life in the United States.

Standard I - Objective 1

The author notes that her brother may --

A be embarrassed by his relatives.

B not attend the ceremony.

C be given an award.

D return home to the family business.

Standard II - Objective 2

Why does the author's chest tighten when she smells her father's aftershave?

A She is afraid that she might cry in front

of her family.

B The scent reminds her of the times when

she was ashamed of her parents.

C The scent is overpowering and

threatens to cause her further distress.

D She is feeling strong admiration for her

father.

Standard II I - Objective 2

A turning point in this article occurs

when --

A the family arrives in South

Carolina.

B the brother graduates from basic

training.

C the author watches her father

getting into the small bus.

D the members of the family discuss

their plans for the day.

`

Standard II - Objective 5

Which quotation from the article best

summarizes the author's overall view

of her father?

A He does not even understand why we

think he needs to change.

B My father risked his life to escape a

dictatorship and sacrificed over the

years precisely for us to have

opportunities like this one.

C His pink pants and bright orange

jacket shatter my senses..

D And, although my father is 70 years

old, past normal retirement age, he

still works 60 hours a week.

Standard III - Objective 2

Which of these best describes the tone of paragraphs 15 and 17?

A Irritated

B Admiring

C Sad

D Serious

Standard II - Objective 2

Why does the author use the words platoon in paragraph 3 and mount an assault and ambush in paragraph 10?

A She is emphasizing the military setting.

B She wants to show her affection for her

brother.

C She is showing her strong resentment.

D She was raised in a military family.

Standard IV - Objective 2

The next time the author sees her father

in a ridiculous outfit, she is more likely

to --

A refuse to make jokes with her

husband about the way her father

is dressed

B purchase clothes for her father

C accept his different way of dressing

D criticize the way he is dressed

Directions: Read the following article and answer numbers 11 through 18. (You may look back at the article as often as you like.)

FINDING VERONICA

Every year the parents' association at Cassie's school held a huge lawn sale to raise money to purchase new books for the school library. People searched attics, closets, and garages and donated many kinds of odds and ends to be sold. Cassie looked forward to the sale each year because she enjoyed browsing through the unique treasures, but she bought mostly books.

Reading was Cassie's favorite pastime, and she had actually accumulated a sizable personal library. Beginning with animal stories, she progressed to mysteries, then to biographies, and then to contemporary fiction. Her current category of choice was poetry.

This year's sale seemed to have more books than ever. Some had been put on tables. Many were still in their boxes, just as they had come from their donors. Cassie combed through the boxes, looking for old books in need of a new home. Most of the hardcover books had jackets that were tattered and faded. As Cassie picked up a large book, a small, thin book fell back into the box. It appeared to have been stuck to the back of the large book, perhaps from being stored for so many years in a damp garage.

The small book was bound in rich blue leather that had aged gracefully over the years. Looking at the title, Cassie discovered it was a book of poems by Emily Dickinson. "I've read some of her poems," Cassie thought. "I remember that they were unusually brief but emotionally powerful. Rather than emulating another poet of her time, Dickinson had a bold and vivid style of her own." Leafing through the book, Cassie noticed that beside many of the poems were handwritten comments scripted in beautiful penmanship, the ink faded with time. Many of these notes were as intriguing as the poems.

Cassie purchased the slender book for 75 cents and sat down under the large oak tree outside the girls' gym--her favorite reading spot on campus. On the title page, she noted an inscription in a different handwriting: "To our Veronica, with love from Mother and Father." Under it was written in the other script: "This book belongs to Miss Veronica Whitbeck."

When Cassie finished the book, she felt as though she had met Veronica Whitbeck and did not want the friendship to end. One remark in particular stayed in her mind. It was next to the poem that read:

A word is dead

When it is said,

Some say.

I say it just

Begins to live

That day.

Beside the poem, a handwritten comment said simply, "With this poem, another writer was born!"

Knowing it was probably a lost cause, Cassie nevertheless decided to try to find out who Veronica Whitbeck was. Cassie went back to the sale area and looked through the rest of the books in the box. Several of the older books also had the name Miss Veronica Whitbeck in them. Others--the newer ones--had the names Veronica Whitbeck Porter and Rebecca Porter.

Looking through the phone book, Cassie found an address only for Rebecca Porter and decided to stop by on her way home. As she walked up the front steps, an elderly woman sitting on the porch greeted her warmly. "I knew there was a favorable wind blowing today, and here it brought you--and my poetry book," she commented, eyeing the leather-bound volume. "Sit down and tell me about yourself."

Thus began a wonderful friendship between Cassie and Mrs. Veronica Whitbeck Porter. On that afternoon and on many visits thereafter, Cassie learned the details of Veronica's long and fulfilling life. She had been given the book of poems when she had turned 14, and it had indeed served as her inspiration to become a writer. She talked of the many frustrations and joys that the pursuit had brought her. She even allowed Cassie to read some of the stories she had written. Cassie responded by sharing some of her favorite poems.

One day after a long visit, Veronica remarked, "Someday, Cassie, I hope you meet someone who will inspire you as you make choices in life."

"I think I already have," Cassie replied with a smile.

Standard IV -- Objective 1

In this passage, the word emulating

means --

A copying

B outliving

C sponsoring

D criticizing

Standard III -- Objective 3

Which phrase from the passage best

conveys Cassie's fondness for her

personal library?

A Being stored for so many years

B Jackets that were tattered and

faded

C Old books in need of a new

home

D Beginning with animal stories

Standard II -- Objective 1

What is the main idea of the

passage?

A Every year the parents'

association at Cassie's school

hosts a lawn sale to raise money

for the library.

B People should put their names in

their books so the books can be

returned if lost.

C Cassie's curiosity and love of

books enable her to become

friends with an interesting

woman.

D Many modern poets were

inspired by the works of Emily

Dickinson.

Standard II -- Objective 2

The reader can tell that the

handwritten comments beside the

poems --

A revealed a lot about Veronica

Whitbeck as a person

B were difficult to read because of

the fancy penmanship

C criticized the style and content

of Emily Dickinson's poetry

D were not really written by

Veronica Whitbeck

Standard II -- Objective 2

Based on information in the passage,

the reader can conclude that --

A Veronica Whitbeck now lives

with her daughter Rebecca.

B Cassie plans to donate books for

next year's lawn sale.

C it is easy to become a writer.

D Cassie works part-time in a

bookstore after school.

Standard II -- Objective 2

Which statement relates to both the

Emily Dickinson poem and the

passage?

A People tend to disagree with the

opinions of strangers.

B A writer's words live on when

other people read them.

C Gossip and rumors will die if

people refuse to repeat them.

D A person's words are not as

powerful as firsthand

experience.

Standard II -- Objective 4

Which of these is a FACT in the

passage?

A Cassie purchased the book of

Emily Dickinson's poems for 75

cents.

B Most of Emily Dickinson's

poems were published after her

death.

C Veronica Whitbeck regretted

donating her book to the lawn

sale.

D The comments beside the poems

were written in beautiful

penmanship.

Standard I -- Objective 2

When Cassie finished reading the

volume of poems, she --

A bought another book of poetry

by Emily Dickinson

B wanted Veronica Whitbeck to

autograph the book

C felt as though she had come to

know Veronica Whitbeck

D returned to the sale area to ask

for a refund

DUKE ELLINGTON:

MASTER MUSICIAN

Duke Elllington is known as one of the most important composers of his time, and his work has been enjoyed for more than 80 years by music lovers all over the world. During his lifetime, Elllington turned musical sounds into many compositions, mostly in the style known as jazz.

The Early Years

Edward Kennedy Ellington was born in 1899 in Washington, D. C. Given his dislike of piano lessons as a child, no one could have predicted that he would become one of the most important composers of his time. It wasn't until Ellington was a teenager that his interest in music blossomed. He taught himself to play the piano by listening to local piano players. These musicians were pleased by the likable boy's enthusiasm for music. With their guidance, he practiced constantly, trying to copy the lively ragtime tunes they played and to make the music sound just right. When Elllington became famous, he never forgot to give them credit for his success.

The Beginning of a Great Career

Sometime around 1916, Ellington, who had been nicknamed Duke because of his dignified behavior, began playing the piano at high school parties. Ellington realized that he enjoyed entertaining people with his music. He soon became a very popular musician, playing at parties and other events in the Washington area. He regaled audiences of all ages with his music and showmanship. Young adults seemed especially delighted by the peppy, modern pieces he composed.

Success in New York

In 1923, when Ellington was almost 24 years old, he moved to an area in New York City called Harlem. Harlem was home to a thriving African American musical community. He joined The Washingtonians, a five-piece group of musicians he had known in Washington, and he became the group's leader in early 1924. In 1927, Ellington and his orchestra auditioned for and won an engagement at Harlem's prestigious Cotton Club. He added more musicians and changed the name of the group to Duke Ellington and His Cotton Club Orchestra. For the next three years, his orchestra played at the Cotton Club nearly every night.

The Influence of the Cotton Club

Working at the Cotton Club sparked Ellington's creativity. Since the shows changed every six months, he was challenged by the need to continually develop new material. He had to compose a wide variety of music to accompany the various acts in the Cotton Club shows and to adapt that music to the strengths and weaknesses of the players in his orchestra.

Ellington also gained notoriety from working at the Cotton Club. By 1928, the popular nightspot began radio broadcasts. From the broadcasts, Ellington and his orchestra gained a national reputation.

On the Road

As Ellington's popularity increased, he realized that his orchestra could do well on concert tours. They left the Cotton Club in 1931 and toured America and Europe almost continually for the next 43 years. In addition to touring, Ellington made recordings and continued to compose music.

In Tune with His Orchestra

Most of Ellington's music was a blend of African American gospel, blues, ragtime, European and American light classical, and popular music that formed the uniquely American sound called jazz. His compositions encompassed a wide range of styles, tones, and emotions. He was a master of creating dramatic beginnings and exciting, beautiful backgrounds for solo musicians. Ellington worked with each musician to develop unique sounds and effects, and he experimented with unusual harmonies, rhythms, and musical arrangements to produce scintillating music.

Duke Ellington played the piano, composed music, and led his famous orchestra for more than 50 years, until his death in 1974. Music lovers all over the world agree that the abundance of music he created will be enjoyed for many years to come.

Standard I -- Objective 1

Elllington was known for playing a style

of music called --

A blues

B ragtime

C jazz

D classical

Standard II -- Objective 2

Based on information in the passage, the

reader can conclude that Ellington --

A made a significant impact on the

world of music

B could play almost any instrument

C became an overnight success

D would have preferred to teach music

Standard II -- Objective 4

Information in the passage suggests that

many people consider Ellington's music

to be --

A boring

B reserved

C timeless

D riotous

Standard II -- Objective 5

Which of the following is the best

summary of this passage?

A Duke Ellington blended African

American gospel, blues, ragtime,

European and American light

classical, and popular music to

create his own musical style.

B Duke Ellington worked with

other musicians to develop unique

sounds and effects by using

unusual harmonies and rhythms.

C Duke Ellington composed a wide

variety of music and adapted it to

the strengths and weaknesses of

players in his orchestra.

D Duke Ellington spent most of his

life composing and playing music

that entertained people all over the

world.

Standard II -- Objective 1

What is the main idea of the section

titled "The Early Years"?

A As a teenager, Ellington

taught himself to play the piano

and learned all he could from

local musicians.

B Ellington performed popular

tunes with other piano players at

neighborhood parties during the

summer.

C Ellington, who was born in

Washington, D. C., disliked

piano lessons as a child.

D When Ellington became famous,

he never forgot to give his

teachers credit.

Standard III -- Objective 1

The author tries to convince the reader of

Ellington's leadership ability by --

A describing his hometown as a place

where African American music

thrived

B stating that he did live radio

broadcasts in New York City

C explaining that he assumed

responsibility for a band and added

new musicians

D showing that he began taking piano

lessons when he was a child

Standard III -- Objective 1

The author provides sufficient evidence

to show that Ellington --

A wanted to be involved in theatrical

Productions

B preferred mature audiences to

young adults

C could sing as well as he played the

piano

D had a natural talent for musical

composition

Standard II -- Objective 4

Which of these is an opinion in this

passage?

A It was difficult for the musicians to

work long hours.

B Harlem is in New York City.

C Ellington was a likable person.

D Ellington's orchestra continued to

perform.

BETTER THAN "THE BEST"

With one smooth motion, Quentin took the handoff from the quarterback, tucked the football tightly under his arm, and headed for the goal line. When he was less than ten yards away, a player from the opposing team dove toward him, hoping to prevent him from scoring. But Quentin executed his trademark "Quentin quick-change" and sidestepped the opponent's outstretched arms. The crowd roared as Quentin crossed the goal line and held the football up like a trophy.

In the locker room after the game, the crowd's cheers still reverberated in Quentin's ears, taking him back to that victorious moment. "Nice run, Quentin," Coach Calzi said, slapping him on the back.

"It was nothing, Coach," Quentin replied. "I could do it without even trying."

The coach looked at Quentin thoughtfully for a moment and then walked away without saying anything more.

One month after the season ended, Coach Calzi called the team together to begin postseason training. The team members didn't complain because they knew that conditioning was the main reason their team enjoyed winning seasons year after year. The coach first described the exercises he wanted everyone to do every day. Then he gave specific instructions to each player that would help overcome areas of particular weakness.

Quentin knew that he was in excellent physical shape, so he expected that his exercises would be relatively easy. He was totally unprepared for what the coach said next.

"Quentin," said Coach Calzi, "I want you to join the debate team."

"Join the debate team?" Quentin questioned. I can't spend all winter arguing different sides of an issue. Besides, I want to be a professional football player, not a lawyer. Right now I'm the best halfback on the team. I need to stay in shape!"

"Yes, you are the best, Quentin," Coach Calzi agreed. "In fact, you're the best player this school has seen in many years. But even the best players can learn to be better. I think you will learn some valuable things about playing football by being on the debate team."

Quentin was still stewing about his assignment when he went to the debate team meeting the following Monday. "Hi, Quentin," Rich called out. "We're glad you're joining us. Our debate topic is whether college athletes should have to maintain a C average in order to play. I'll bet you can give us some valuable insights."

"Hey, this might be easy after all," Quentin thought. But it wasn't. As the team worked on its debate, Quentin found that his opinion wasn't what mattered. The team needed facts to back up its position, so the members spent hours in the library researching and developing their arguments. When the other team presented its position, Quentin's team needed to listen carefully, pinpoint any weaknesses, and then argue against the other team's stand in a convincing manner. He noticed the way team members worked together to help each other to victory. They shared information, built each other's confidence, and developed a strategy for responding to their opponents.

"This is like playing football," Quentin realized one day. "It's like preparing for a big game."

By the end of the semester, Quentin had made a lot of progress. He had become a seasoned debater and had helped his team advance to the championship tournament. During the finals Coach Calzi was in the audience. The opposing team had been quite persuasive in presenting their position. When it was Quentin's turn, he was ready to present the response his team had prepared. But suddenly he thought of a more effective way to argue against their opponents. Quickly he whispered his idea to his debate partner. His new argument caught the other team off guard, and they were unable to respond effectively. It was like the "Quentin quick-change" of the football field. His alertness and reactive strategy helped his debate team win the championship.

After the debate, Coach Calzi congratulated Quentin. "You were right, Coach," Quentin said as they shook hands. "Debating has taught me a lot about playing football. I will never assume I'm so good that I don't need to try. When I try out for football next year, I won't be just physically tough, I'll be mentally tough as well!"

"Good for you, Quentin," Coach Calzi replied. "I knew you could be better than 'the best.'"

Standard IV -- Objective 1

In this article, the word seasoned means -

A interested

B experienced

C fulfilled

D exhausted

Standard III -- Objective 2

What is the theme of this article?

A There's always room for

improvement.

B You can't win them all.

C The unexpected always happens.

D It is best to be on the safe side.

Standard III-- Objective 1

Which activities in football would be most

like researching and developing

arguments in debate?

A Playing fairly and winning

B Nominating and electing a captain

C Exercising and practicing plays

D Losing and being a good sport

Standard II -- Objective 5

Which of these is the best summary of the

passage?

A Quentin does not understand why his

football coach wants him to join the

debate team, so he reminds the coach

that he needs to stay in shape.

B Quentin is the best halfback on the

football team because he has a special

talent for executing an unexpected

side step to avoid being tackled by his

opponents.

C Quentin learns that debating requires

hours of researching topics,

developing arguments, and listening

carefully to pinpoint weaknesses in

the other team's arguments.

D Quentin, the football team's best

halfback, is told by his coach to join

the debate team, where he learns the

similarity between debate and

football and helps the debate team

win the championship.

Standard II -- Objective 2

Coach Calzi can best be described as --

A insightful

B sympathetic

C alarming

D optimistic

Standard I-- Objective 2

Which of these events happened first?

A Quentin's team won the debate

championship.

B Coach Calzi congratulated Quentin on

his scoring run.

C Quentin went to the debate team

meeting.

D Coach Calzi gave instructions for

postseason training.

Standard II -- Objective 2

At the beginning of the article, the reader

can tell that Coach Calzi --

A thought the other team would win the

championship

B debated when he was in high school

C had coached only at Quentin's school

D was concerned about Quentin's

attitude

Standard IV -- Objective 3

In writing this article, the author --

A advises college athletes to maintain a

C average.

B compares debating to playing

football.

C describes an exercise program

D persuades students to participate in

extracurricular activities.

CAN THE CITY COUNCIL SOLVE THE PARKING PROBLEM?

Malcolm rarely read the editorial page of the newspaper, but this Saturday morning was different. Having just gotten his driver's license,

he was concerned that he and other students

might lose their parking privileges near their

downtown high school. The city council was

voting on a proposal to limit downtown parking near the school. For that reason, he was interested in the following letters to the editor in the local newspaper.

Standard I -- Objective 1

What portion of Lansington's annual

budget is represented by residential taxes?

A 11 percent

B 18 percent

C 35 percent

D 52 percent

Standard III -- Objective 1

The author probably wrote this article

to --

A show how downtown areas are

Attracting new business

B explain how to write a letter to the

editor

C present opposing sides of an issue

D persuade the reader to attend city

Council meetings

Standard I -- Objective 1

The writers of both letters --

A use percentages of numerical

information to persuade the reader

B are members of the Lansington

Merchants' Association

C express a concern for high school

students on the half-day work plan

D live in the neighborhood near

Center Square

Standard II -- Objective 2

The reader can tell the residents of Center

Square would appreciate having --

A nonresidents contribute more tax

money

B the city council vote to build

playgrounds

C nonresidents show them more

consideration

D the city council limit the debate on

the parking situation

Standard II -- Objective 4

Which one of these is an OPINION in this

article?

A A new parking lot at the high school

would raise school taxes.

B Commercial taxes contribute to the

city's budget.

C Each business in Center Square needs

its own parking lot.

D The parking situation for residents of

Center Square has become

unbearable.

Standard IV -- Objective 2

After the members of the city council

listen to all the arguments, they will

probably --

A close downtown businesses

B organize a student association

C take another vote

D raise residential taxes

Standard I -- Objective 1

Malcolm was concerned about parking

limitations because --

A his family had lived in the Center

Square area for years

B he had just received his driver's

license and would be driving to

school

C his father was a member of the

Lansington Merchants' Association

D the parking lot near his school was

going to be closed

Standard II -- Objective 2

When Anne Minor is not able to find a

parking space near her home, she

probably feels --

A solemn

B tolerant

C inconvenienced

D remorseful

SENATOR GEORGE GRAHAM VEST

[NOTE: George Vest was a United States senator from Missouri from 1879 to 1903. As a lawyer, he once represented a plaintiff who sued his neighbor because the neighbor had killed the plaintiff's dog. Vest gave this speech in court as part of the lawsuit on behalf of his client.]

(1) Gentlemen of the jury:

(2) The best friend a man has in the world may turn against him and become his enemy. His son or daughter that he has reared with loving care may prove ungrateful. Those who are nearest and dearest to us, those whom we trust with our happiness and our good name may become traitors to their faith. The money that a man has, he may lose. It flies away from him, perhaps when he needs it most. A man's reputation may be sacrificed in a moment of ill-considered action. The people who are prone to fall on their knees to us in honor when success is with us may be the first to throw the stone of malice when failure settles its cloud upon our heads.

(3) The one absolutely unselfish friend that man can have in this selfish world, the one that never deserts him, the one that is never ungrateful or treacherous is his dog. A man's dog stands by him in prosperity and in poverty, in health and in sickness. He will sleep on the cold ground, where the wintry winds blow and the snow drives fiercely, if only he may be near his master's side. He will kiss the hand that has no food to offer; he will lick the wounds and sores that come in encounter with the roughness of the world. He guards the sleep of his pauper master as if he were a prince. When all other friends desert, he remains. When riches take wings, and reputation falls to pieces, he is as constant in his love as the sun in its journey through the heavens.

(4) If fortune drives the master forth an outcast in the world, friendless and homeless, the faithful dog asks no higher privilege than that of accompanying him, to guard him against danger, to fight against his enemies. And when the last scene of all comes, and death takes his master in its embrace and his body is laid away in the cold ground, no matter if all other friends pursue their way, there by the graveside will the noble dog be found, his head between his paws, his eyes sad, but open in alert watchfulness, faithful and true even in death.

[Speech given by Senator Vest while representing a client in court September 23, 1870. Public domain.]

Standard IV -- Objective 3

Which quote does NOT illustrate

comparison and contrast organization?

A "He guards the sleep of his pauper

master as if he were a prince."

(paragraph 3)

B "A man's dog stands by him in

prosperity and in poverty, in health

and in sickness." (paragraph 3)

C "A man's reputation may be sacrificed

in a moment of ill-considered action."

(paragraph 2)

D "The people who are prone to fall on

their knees to us in honor when

success is with us may be the first to

throw the stone of malice when

failure settles its cloud upon our

heads." (paragraph 2)

Standard II -- Objective 3

In describing those friends who turn out

to be false, the author uses the phrase

"the first to throw the stone of malice

when failure settles its cloud upon our

heads."

The effect of the phrase is to

A show how physically difficult

friendship can be.

B explain that betrayal may sometimes

be necessary.

C emphasize the pain of having friends

turn against you.

D imply that friends are really

unnecessary for happiness.

Standard II -- Objective 3

"A man's reputation may be sacrificed in a

moment of ill-considered action."

(paragraph 2)

Which sentence paraphrases the line

given above?

A If a man is ill, he may give up his

reputation.

B If a man doesn't sacrifice for his

friends, he can get a bad reputation.

C If a man acts without thinking, he

might permanently damage people's

opinions of him.

D If a man makes a mistake, it can

sometimes be repaired by taking

sincere action to repair the damage

done.

Standard II -- Objective 3

The phrase "when riches take wings"

(paragraph 3) is used to mean --

A the loss of money.

B friends running away.

C changes bringing new wealth.

D wealth enabling better things to

happen.

Standard IV -- Objective 1

"A man's dog stands by him in prosperity

and in poverty . . . ." (paragraph 3)

In this excerpt from the passage, the word

Prosperity means --

A fame.

B power.

C wealth.

D strength.

GABRIELA MISTRAL:

POET, TEACHER, AND DIPLOMAT

Gabriela Mistral was a poet, educator, and diplomat who received many awards and honors for her accomplishments. She was named Teacher of the Nation in her home country of Chile and was the recipient of honorary doctoral degrees from universities in Europe, Latin America, and the United States. One of Mistral's greatest achievements was receiving the Nobel Prize in literature in 1945. She was the first Latin American writer to receive the award, which honored her for writing exceptional poetry.

Becoming a Teacher

Gabriela Mistral was born Lucila Godoy Alcayaga in the spring of 1889 in Vicuña, a small town in northern Chile. She led a happy, sheltered life in the care of her mother and older sister. Her dream was to become a schoolteacher. Mistral's sister, who was a teacher, taught her reading, writing, history, and arithmetic at home.

Mistral was sent to school for her last year of primary lessons, but because she was so timid and withdrawn, she soon returned home. There, her mother and sister continued to provide her with a thorough education.

As a teenager, Mistral began writing poetry. Some of her poems were published, and she frequently expressed her opinions in newspaper articles. Mistral applied for admission to the Normal School in La Serena but was not accepted because of her ideas, which had appeared in the newspapers, differed from those of the school officials. As a result, her mother and sister continued to tutor her at home.

Mistral devoted much of her life to teaching. She began her career in 1905 as an assistant in a rural primary school near her home. In 1910 she took the examination to get her teaching certificate and was awarded her official license to teach at the high school level. During the next ten years, she taught in several high schools, mostly in small communities and rural areas. Eventually, Mistral held the position of director in the largest high school in the capital city of Santiago. This was the highest position that could be attained in the high school system in Chile.

Becoming a Poet

Mistral continued to write throughout most of her life. While she was teaching, she wrote numerous poems, mostly for her students to read. In 1914 she entered a Chilean literary contest called the Floral Games and won first prize. When she entered the contest, she decided to use the pseudonym Gabriela Mistral. She may have chosen to write under a different name in honor of two of her favorite poets, Gabriele D'Annunzio and Frédéric Mistral. Sometime after winning the contest, she permanently adopted the name Gabriela Mistral and used it the rest of her life.

The popularity of Mistral's poetry began to increase after she won the Floral Games. In 1922 Professor Federíco de Onís, of Columbia University in New York, was partly responsible for having a collection of her poems published by the Hispanic Institute of Columbia University. Mistral gained worldwide recognition when her poems and journalistic writing were later translated into French, English, Italian, and many other languages.

Traveling the World

Because Mistral was well known throughout South America and Mexico, the Chilean government invited her to serve in the diplomatic corps in the 1930s. Eventually she served as consul to several countries, including Italy, France, Spain, and Brazil. Mistral also continued to travel all over Europe, Latin America, and the United States as a visiting lecturer at universities.

Although Mistral made contributions in various fields, the education and well being of children remained the focus of her work. She never stopped writing about children or working to improve conditions for them. Mistral made use of her fame and diplomatic posts to campaign all over the world for her altruistic causes. Her concern for human rights was evident both in her writings and in her everyday life.

In December 1946 Mistral went to Stockholm, Sweden, to accept the Nobel Prize in literature. Later she returned to the United States, where she worked to educate people about the rich cultural heritage of Latin America. Gabriela Mistral continued to pursue her varied interests until her death on Long Island, New York, in 1957.

Standard IV -- Objective 1

In this article, a recipient is someone

who --

A sponsors an activity.

B accepts something.

C speaks many languages.

D dispatches something.

Standard I -- Objective 1

When Mistral entered the Floral Games,

she was a --

A student.

B mother.

C teacher.

D speaker.

Standard II -- Objective 3

School officials in La Serena became

aware of Mistral’s opinions because --

A her sister was a schoolteacher.

B she described them in her school

application.

C she made public speeches.

D her ideas had been published in

newspapers.

Standard II -- Objective 5

Which of these is the best summary of

this article?

A Mistral’s poems were published in

New York by the Hispanic Institute

of Columbia University, and

Professor Federico de Onis was

partly responsible.

B Mistral received many honors and

awards for her accomplishments as

a teacher, consul for her country,

and writer.

C Mistral was awarded her official

certificate to teach in high schools

when she passed the necessary

examinations.

D Mistral worked to teach people all

over the world about the rich

cultural heritage of Chile and the

rest of Latin America.

Standard II -- Objective 2

Information in the article suggests that

as a girl --

A Mistral preferred to write short

stories an mysteries.

B it was necessary for Mistral to

achieve good grades to be accepted

at the Normal School

C Mistral enjoyed playing games

outside with her brother and sister

D It was easier for Mistral to write

what she thought rather than to

say it.

Standard II – Objective 4

Which is a FACT in this article?

A Mistral made her most important

achievements as a diplomat.

B Santiago is the capital city of Chile.

C Mistral was an instructor of history,

geography, and Spanish.

D The Nobel Prize in literature is

awarded only to poets.

Standard III – Objective 1

The article provides enough

evidence to convince the reader that

Mistral was --

A ambitious

B lonely

C impatient

D authoritative

Standard III – Objective 1

How did the works of Gabriele

D’Annunzio and Frédéric Mistral

probably make Gabriela Mistral

feel?

A Envious

B Uncomfortable

C Relieved

D Inspired

Seeking Medical Secrets

in the Rain Forest

by Jo Yohay

In the film Medicine Man, Sean Connery found a cure for cancer in the rain forests of South America, only to be defeated in the end by clear-cutters who destroyed the forest. Some critics said this scenario was alarmist and fanciful. But now real-life scientists are in a race against time to identify and save medicinal plants in a rapidly disappearing ecosystem. Read about these medicine men and women in the following article from the April/May 1992 issue of National Wildlife magazine. Then answer the questions that follow.

An old, wrinkled bush doctor sits in a tiny cinder-block clinic near the Macal River in Belize. A Mayan named Don Elijio, he tends his patients amid burlap sacks filled with medicinal herbs gathered from the surrounding rain forest. Reaching into a bag, he withdraws a handful of crackling leaves and begins preparing a mixture for a patient’s lesion. From other bags he takes seeds, bark, and twisted roots.

Two thousand miles away in Maryland, a National Cancer Institute (NCI) scientist scoops through samples of those same roots and leaves, getting ready to put them through a rigorous chemical analysis. But how did Don Elijio’s dusty herbs get to this gleaming medical laboratory?

The answer is a story of scientists racing against time, in history’s most extensive search for healing agents in wild plants. Native healers on three continents are a vital part of that quest, which has been launched by the NCI.

The number of plant-based medicines in use by physicians today barely hints at the untapped potential of nature’s pharmacopeia. “Of more than 250,000 known plant species, less than 1 percent have been thoroughly tested for medical applications,” says Michael Balick, director of the New York Botanical Garden’s Institute of Economic Botany. “Yet out of this tiny portion have come 25 percent of our prescription medicines.”

But if chemists had to collect and analyze tens of thousands of wild plants, they would never finish the task. Tropical deforestation ensures that many plant species will disappear before they can be identified, let alone tested, by science.

Part of NCI’s strategy is to have ethnobotanists (scientists who study the relationship between plants and people) seek out plants that native healers have found effective as local medicines. Ethnobotanist Balick travels to Central American rain forests searching for bush doctors who appear to treat diseases successfully with specific herbs. Botanists from the University of Illinois and Missouri Botanical Garden do similar work for NCI elsewhere.

Balick collects plants recommended by healers in the form of seeds, leaves, bark, roots, and stems. He sends samples to NCI scientists, who test extracts against cancer cells and the AIDS virus. Plants with promise are tried in experiments with mice. Several years into the process, some may end up in human drug trials.

Skeptics argue that native lore is mere superstition. But Balick says, “The traditional lore of Central America is built on more than 200 generations of trial and error experimentation with local plants. A very specific pharmacopeia has been developed and been refined into an advanced system of medicine.”

A number of today’s drugs have long been part of native lore. Curare, the dart poison favored by Amazon Indians, is used as a muscle relaxant in surgery. Reserpine, now used to treat hypertension, has a centuries-old history as a tranquilizer. For NCI and its ethnobotanical explorers, the search for such traditional knowledge is urgent. Tests of the most promising plants will require that larger quantities be collected from the wild. But Balick warns, “Plants are disappearing so fast that they may not be there when we go back for more.” Further, the healers themselves are aging. Don Elijio is 93 years old; must of his knowledge will die with him.

Ethnobotanists see the door to the rain forest medicine chest swinging shut. “Because the species—and the people who know their uses—are disappearing so quickly,” says Balick, “we have just 10 to 15 years to do this work.”

Standard III – Objective 2

Which best describes the author’s

tone in this article?

A philosophical

B satirical

C optimistic

D concerned

Standard II – Objective 2

Which best describes NCI’s strategy

of using ethnobotanists to collect

rain forest plants?

A focusing on the past

B exploring the exotic

C benefiting from experience

D depending upon tradition

Standard II – Objective 2

In which endeavor would an

ethnobotanist be least useful?

A defending the rights of animals

B discovering new edible plants

C searching for nontoxic

pesticides

D protecting endangered

wildflowers

Standard II – Objective 2

Which is the best evidence that

native lore about healing plants

is not mere superstition?

A Native lore is based on 200

years of experimentation.

B Native healers have developed

a very specific pharmacopeia.

C Plants are the source for one-

fourth of our prescription

medicines.

D Some of the drugs we use today

have long been a part of native

lore.

Standard III – Objective 2

Which is the chief antagonist in this

story of scientists racing against

time?

A isolated habitats

B tropical deforestation

C scientific skepticism

D native superstition

Standard III – Objective 3

What literary technique is used in

the sentence, “Ethnobotanists see

the door to the rain forest medicine

chest swinging shut”?

A metaphor

B personification

C symbolism

D onomatopoeia

Standard II – Objective 1

Which best describes the main

purpose of the first two paragraphs

in this article?

A to describe the setting of the

article

B to state the main idea of the

article

C to appeal to the reader’s

curiosity

D to introduce the main

characters

FEDERIGO’S FALCON

Translated by Mark Musa and Peter Bondanella

Geivanni Boccaccio was an important figure during the Renaissance period. From about 1351 to 1353, he worked on The Decameron, which consisted of a hundred short tales and novellas. In the frame story, Boccaccio has seven young women and three young men flee from Florence to escape the plague. Read the following story about Federigo’s falcon from the fifth day and answer the questions that follow.

There once was in Florence a young man named Federigo, the son of Messer Filippo Alberighi, renowned above all other men in Tuscany for his prowess in arms and for his courtliness. As often happens to most gentlemen, he fell in love with a lady named Monna Giovanna, in her day considered to be one of the most beautiful and one of the most charming women that ever there was in Florence; and in order to win her love, he participated in jousts and tournaments, organized and gave feasts, and spent his money without restraint; but she, no less virtuous than beautifull, cared little for these things done on her behalf, nor did she care for him who did them. Now, as Federigo was spending far beyond his means and was taking nothing in, as easily happens he lost his wealth and became poor, with nothing but his little farm to his name (from whose revenues he lived very meagerly) and one falcon which was among the best in the world.

More in love than ever, but knowing that he would never be able to live the way he wished to in the city, he went to live at Campi, where his farm was. There he passed his time hawking whenever he could, asked nothing of anyone, and endured his poverty patiently. Now, during the time that Federigo was reduced to dire need, it happened that the husband of Monna Giovanna fell ill, and realizing death was near, he made his last will: he was very rich, and he made his son, who was growing up, his heir, and, since he had loved Monna Giovanna very much, he made her his heir should his son die without a legitimate heir; and then he died.

(3) Monna Giovanna was now a widow, and as is the custom among our women, she went to the country with her son to spend a year on one of her possessions very close by to Federigo’s farm, and it happened that this young boy became friends with Federigo and began to enjoy birds and hunting dogs; and after he had seen Federigo’s falcon fly many times, it pleased him so much that he very much wished it were his own, but he did not dare to ask for it, for he could see how dear it was to Federigo. And during this time, it happened that the young boy took ill, and his mother was much grieved, for he was her only child and she loved him enormously; she would spend the entire day by his side, never ceasing to comfort him, and often asking him if there was anything he desired, begging him to tell her what it might be, for if it were possible to obtain it, she would certainly do everything possible to get it. After the young boy had heard her make this offer many times, he said:

“Mother, if you can arrange for me to have Federigo’s falcon, I think I would be well very soon.”

When the lady heard this, she was taken aback for a moment, and she began to think what she should do. She knew that Federigo had loved her for a long while, in spite of the fact that he never received a single glance from her, and so, she said to herself:

“How can I send or go and ask for this falcon of his which is, as I have heard tell, the best that ever flew, and besides this, his only means of support? And how can I be so insensitive as to wish to take away from this gentleman the only pleasure which is left to him?”

And involved in this thoughts, knowing that she was certain to have the bird if she asked for it, but not knowing what to say to her son, she stood there without answering him. Finally, the love she bore her son persuaded her that she should make him happy, and no matter what the consequences might be, she would not send for the bird, but rather go herself for it and bring it back to him; so she answered her son:

“My son, take comfort and think only of getting well, for I promise you that the first thing I shall do tomorrow morning is to go for it and bring it back to you.”

The child was so happy that he showed some improvement that very day. The following morning, the lady, accompanied by another woman, as if going for a stroll went to Federigo’s modest house and asked for him. Since it was not the season for it, Federigo had not been hawking for some days and was in his orchard, attending to certain tasks; when he heard that Monna Giovanna was asking for him at the door, he was very surprised and happy to run there; as she saw him coming, she greeted him with feminine charm, and once Federigo had welcomed her courteously, she said:

“Greetings, Federigo!” Then she continued: “I have come to compensate you for the harm you have suffered on my account by loving me more than you needed to; and the compensation is this: I, along with this companion of mine, intend to dine with you—a simple meal—this very day.”

To this Federigo humbly replied: “Madonna, I never remember having suffered any harm because of you; on the contrary: so much good have I received from you that if ever I have been worth anything, it has been because of your merit and the love I bore for you; and your generous visit is certainly so dear to me that I would spend all over again that which I spent in the past; but you have come to a poor host.”

And having said this, he received her into his home humbly, and from there he led her into the garden, and since he had no one there to keep her company, he said:

“My lady, since there is no one else, this good woman here, the wife of this workman, will keep you company while I go to set the table.”

(14) Though he was very poor, Federigo, until now, had never before realized to what extent he had wasted his wealth; but this morning, the fact that he found nothing with which he could honor the lady for the love of whom he had once entertained countless men in the past gave him cause to reflect: in great anguish, he cursed himself and his fortune and, like a man beside himself, he started running here and there, but could find neither money nor a pawnable object. The hour was late and his desire to honor the gracious lady was great, but not wishing to turn for help to others (not even to his own workman), he set his eyes upon his good falcon, perched in a small room; and since he had nowhere else to turn, he took the bird, and finding it plump, he decided that it would be a worthy food for such a lady. So, without further thought, he wrung its neck and quickly gave it to his servant girl to pluck, prepare, and place on a spit to be roasted with care; and when he had set the table with the whitest of tablecloths (a few of which he still had left), he returned, with a cheerful face, to the lady in his garden, saying that the meal he was able to prepare for her was ready.

The lady and her companion rose, went to the table together with Federigo, who waited upon them with the greatest devotion, and they ate the good falcon without knowing what it was they were eating. And having left the table and spent some time in pleasant conversation, the lady thought it time now to say what she had come to say, and so she spoke these kind words to Federigo:

“Federigo, if you recall your past life and my virtue, which you perhaps mistook for harshness and cruelty, I do not doubt at all that you will be amazed by my presumption when you hear what my main reason for coming here is; but if you had children, through whom you might have experienced the power of parental love, it seems certain to me that you would, at least in part, forgive me. But, just as you have no child, I do have one, and I cannot escape the common laws of other mothers; the force of such laws compels me to follow them, against my own will and against good manners and duty, and ask you of a gift which I know is most precious to you; and it is naturally so, since your extreme condition has left you no other delight, no other pleasure, no other consolation; and this gift is your falcon, which my son is so taken by that if I do not bring it to him, I fear his sickness will grow so much worse that I may lose him. And therefore I beg you, not because of the love that you bear for me, which does not oblige you in the least, but because of your own nobility, which you have shown to be greater than that of all others in practicing courtliness, that you be pleased to give it to me, so that I may say that I have saved the life of my son by means of this gift, and because of it I have placed him in your debt forever.”

(17) When he heard what the lady requested and knew that he could not oblige her since he had given her the falcon to eat, Federigo began to weep in her presence, for he could not utter a word in reply. The lady, at first, thought his tears were caused more by the sorrow of having to part with the good falcon than by anything else, and she was on the verge of telling him she no longer wished it, but she held back and waited for Federigo’s reply after he stopped weeping. And he said:

“My lady, ever since it pleased God for me to place my love in you, I have felt that Fortune has been hostile to me in many things, and I have complained of her, but all this is nothing compared to what she has just done to me, and I must never be at peace with her again, thinking about how you have come here to my poor home where, while it was rich, you never deigned to come, and you requested a small gift, and Fortune worked to make it impossible for me to give it to you; and why this is so I shall tell you briefly. When I heard that you, out of your kindness, wished to dine with me, I considered it fitting and right, taking into account your excellence and your worthiness, that I should honor you, according to my possibilities, with a more precious food than that which I usually serve to other people; therefore, remembering the falcon that you requested and its value, I judged it a food worthy of you, and this very day had it roasted and served to you as best I could; but seeing now that you desired it another way, my sorrow in not being able to serve you is so great that I shall never be able to console myself again.”

And after he had said this, he laid the feathers, the feet, and the beak of the bird before her as proof. When the lady heard and saw this, she first reproached him for having killed such a falcon to serve as a meal to a woman; but then to herself she commended the greatness of his spirit, which no poverty was able or would be able to diminish, then, having lost all hope of getting the falcon and, perhaps because of this, of improving the health of her son as well, she thanked Federigo both for the honor paid to her and for his good will, and she left in grief, and returned to her son. To his mother’s extreme sorrow, either because of his disappointment that he could not have the falcon, or because his illness must have necessarily led to it, the boy passed from this life only a few days later.

After the period of her mourning and bitterness had passed, the lady was repeatedly urged by her brothers to remarry, since she was very rich and was still young; and although she did not wish to do so, they became so insistent that she remembered the merits of Federigo and his last act of generosity—that is, to have killed such a falcon to do her honor—and she said to her brothers:

“I would prefer to remain a widow, if that would please you; but if you wish me to take a husband, you may rest assured that I shall take no man but Federigo degli Alberighi.”

In answer to this, making fun of her, her brothers replied:

“You foolish woman, what are you saying? How can you want him; he hasn’t a penny to his name?”

To this she replied: “My brothers, I am well aware of what you say, but I would rather have a man who needs money than money that needs a man.”

(25) Her brothers, seeing that she was determined and knowing Federigo to be of noble birth, no matter how poor he was, accepted her wishes and gave her in marriage to him and all her riches; when he found himself the husband of such a great lady, whom he had loved so much and who was so wealthy besides, he managed his financial affairs with more prudence than in the past and lived with her happily the rest of his days.

Standard III – Objective 2

Which of the following best states the theme of “Federigo’s Falcon”?

A A person’s true worth is best measured

by the possessions he or she

accumulates.

B Money is not a true indicator of a

person’s worth.

C A person’s worth determines his or her

fate.

D Money can bring happiness to those who

wait.

Standard III – Objective 2

Who is the antagonist in the story?

A Giovanna’s son

B Federigo

C the falcon

D Giovanna

Standard I – Objective 1

Monna Giovanna’s son stated that he would soon be well if he had which of the following?

A a servant

B a hunting dog

C money

D Federigo’s falcon

Standard II – Objective 2

Why did Giovanna debate with herself

before asking Federigo for the falcon?

A She wanted her son’s wealth to come

to her.

B She did not want to be in debt to

Federigo.

C She felt guilty asking Federigo for his

falcon.

D She was still in mourning and should

not visit with other men.

Standard II – Objective 2

Why does Giovanna decide to marry

Federigo?

A He has good financial sense.

B Her brother wants her to marry

Federigo.

C He saved her son’s life.

D He is generous and honorable.

Standard II – Objective 2

All of the following statements from the

story describe the roll of women in

society in Renaissance Italy except

which one?

A “. . . but she, no less virtuous than

Beautiful, cared little for these things

done on her behalf, nor did she care

for him who did them.”

B “’I would prefer to remain a widow, if

that would please you; but if you

wish me to take a husband, . . .’”

C “. . . and he made his son, who was

growing up, his heir, and, since he

had loved Monna Giovanna very

very much, he made her his heir

should his son die without a

legitimate heir, . . .”

D “The following morning, the lady,

accompanied by another woman,

as if going for a stroll, went to

Federigo’s modest house and asked

for him.”

Standard III – Objective 2

Which of the following literary devices

is present in this story?

A onomatopoeia

B irony

C extended metaphor

D personification

Standard III – Objective 2

Which numbered paragraph contains the climax of the story?

A 3

B 14

C 17

D 25

Standard III – Objective 2

All of the following are examples of irony except which one?

A Giovanna becomes a wealthy widow at

the same time that Federigo is poorest.

B After ignoring him for so long, Giovanna

learns that Federigo has the only thing

that can save her son.

C Federigo, for all his poverty, still has

white tablecloths.

D In his desire to please Giovanna,

Federigo destroys the thing he most

needs.

Standard IV – Objective 1

The word “prowess,” used to describe

Federigo in paragraph 1, means which of

the following?

A forthrightness

B skill

C knowledge

D strength

Standard IV – Objective 4

If Ellie wanted to read more tales from

The Decameron, what would be the best

thing for her to do first?

A go to the card catalog or library

computer and look up Boccaccio

B read a history book about

Renaissance Italy

C look up The Decameron in the

encyclopedia

D skim through a collection of

Italian short stories

Read the following directions and answer the questions that follow.

Turn on your computer and place the 1999 Fact-Finder disc into the CD-ROM drive.

Step 1: Click Start from Windows menu bar; a window will appear; click Run.

Step 2: The Run window appears, providing a Command Line for text entry. Type in the letter of your CD-ROM drive, followed by :/setup.exe.

Step 3: Click OK to begin installation. Click Next or Cancel in the Welcome window.

Step 4: The install program will pause to display the suggested location of the files. Accept the default, C:/Program Files/FF99dsa, or designate your own directory by entering the appropriate path. Click Next to continue.

Step 5: After program installation, the program will automatically prompt you to install QuickTime for Windows, if it is not already available on your computer; follow the screen prompts to install.

Standard I – Objective 3

When following directions, you are expected to know which of the following:

A how to click the mouse correctly.

B what the disc is made of.

C how to drive the computer.

D how to prevent a computer virus.

Standard I – Objective 3

If you have completed these directions

and followed them correctly,

A the computer will start.

B the disc will be clean.

C the program on the disc has been

properly installed.

D the computer virus will be cured.

Standard I – Objective 3

If you have followed the instructions

correctly,

A you placed the disc in the computer

before turning the computer on.

B you clicked OK to begin the

installation.

C you installed QuickTime for Windows

when the Welcome window came into

view.

D you followed the Command Line

before the Run window appeared.

Standard I – Objective 3

After the new program and Quick Time

for Windows have been installed on the

computer, to use the new program,

what should be the next step?

A Click OK to begin installation.

B Click Start from Windows menu

bar.

C Place the 1999 Fact-Finder disc into

the CD-ROM drive.

D Turn the computer on.

Read the following information and answer the questions that follow.

pe-lo-ria

noun – an abnormal regularity of form in flower normally irregular.

pe-lo-rus

noun – a device for taking bearings, consisting of a flat metal ring, equipped with sighting vanes or a small telescope that fits over a compass card gyrocompass.

pe-lota

noun – a ball.

pelt

vt – to throw things at; strike with or as with missiles 2. to beat or pound heavily and repeatedly 3. to throw or cast (missiles)

vi – 1. to beat or strike heavily or steadily as hard rain 2. to rush or hurry

n – 1. the act of pelting 2. as a blow

pel-tast

noun - in ancient Greece a soldier carrying a light shield.

pel-tate

adj. – shield-shaped; specific., having the stalk attached to the lower surface within the margin: said of leaf: see Leaf, illus.

Pel-tier effect

the liberation or absorption of heat as a junction of two unlike metals through which an electric current is passing.

Standard IV – Objective 4

What kind of reference book would you

use to locate the previous information?

A Dictionary of World History

B Encyclopedia of Knowledge

C dictionary

D vocabulary section of a textbook

Standard IV – Objective 4

Which word would a scientist use in an

experiment in gravity?

A pelorus

B Peloria

C peltate

D pelota

Standard IV – Objective 4

Which word could be used to describe

Phillip of Macedonia’s warriors?

A pelota

B Peloria

C peltast

D peltate

Standard IV – Objective 4

Early traders in the American colonies

made a living by trapping small animals

into this.

A Peloria

B pelt

C peltate

D peltast

Standard IV – Objective 4

The botanist stated that the hibiscus

possessed an unusual characteristic

to its shape or a ___________ form.

A peltast

B Peloria

C Peltier Effect

D Pelota

Standard IV – Objective 4

NATO plans to _______ Kosovo with

missles until they make an agreement

to stop ethnic cleansing.

A peloria

B pelota

C pelt

D peltate

Standard IV – Objective 4

The beautiful flower had a ________

leaf that curved gently under the stalk

of the bloom.

A pelota

B pelt

C peltate

D Peloria

Standard IV – Objective 4

The sailors used the _______ to ensure

their safe passage home to the islands.

A pelorus

B peltast

C peltate

D pelt

Standard IV – Objective 4

The ________ occurs when heat is either

emitted or absorbed when two metals

combine while at the same time electric

current passes through them.

A pelota

B pelt

C Peltier Effect

D peltast

"Family Matters"

1. A

2. D

3. D

4. A

5. B

6. C

7. B

8. B

9. A

10. C

"Finding Veronica"

11. A

12. C

13. C

14. A

15. A

16. B

17. A

18. C

"Duke Ellington"

19. C

20. A

21. C

22. D

23. A

24. C

25. D

26. C

"Better Than 'The Best'"

27. B

28. A

29. C

30. D

31. A

32. B

33. D

34. B

"Lansington News"

35. B

36. C

37. A

38. C

39. D

40. C

41. B

42. C

“Senator George Graham Vest”

43. C

44. C

45. C

46. A

47. C

“Gabariela Mistral: Poet,

Teacher, and Diplomat”

48. B

49. C

50. D

51. B

52. D

53. B

54. A

55. D

“Seeking Medical Secrets

in the Rain Forest”

56. D

57. C

58. A

59. D

60. B

61. A

62. C

“Federigo’s Falcon”

63. B

64. A

65. D

66. C

67. D

68. A

69. B

70. C

71. C

72. B

73. A

Computer Directions

74. A

75. C

76. B

77. B

Reference Materials

78. C

79. D

80. C

81. B

82. B

83. C

84. C

85. A

86. C

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6

4

7

Use "Family Matters" to answer questions 1-10.

10

31

30

29

28

27

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

33

34

LANSINGTON NEWS

LETTERS TO THE EDITOR

Don't Limit Parking Save Our Neighborhood

I am writing as a member of the As a resident of Center Square, I want to

Lansington Merchants' Association in response to address the issue of parking permits. Opponents of

the plan currently being considered by the city the plan claim that we are seeking special privileges,

council to limit parking in the Center Square but this is not the case. We are simply asking the

district. As I understand it, residents of Center city council to help with a situation that has become

Square are requesting that special parking permits unbearable.

be issued to allow only residents to park on the Though downtown merchants claim that

streets. This would force shoppers, employees of anyone should be able to park in our neighborhood,

downtown businesses, and students to use the area is zoned for residential buildings only. In

commercial parking lots. The downtown other words, this area was never meant to be part of

merchants oppose such a measure. the business district. We do not deny that downtown

While we understand that most of the parking is a problem. We simply maintain that

homes in this area do not have driveways and parking in our residential neighborhood is not the

residents are forced to park on the street, we urge solution.

the city council--now at an impasse with a 4-4 We have conducted a survey of people in

vote--to reject the permit proposal. In the first Center Square. Thirty-seven percent are retired

place, streets are public. They are supported by people who are elderly and need to be able to park

the taxes of all citizens, not just the taxes of close to their homes. If they leave in the morning

Center Square residents. In fact, commercial on an errand, they often have to drive around the

taxes account for 34 percent of the city's annual block several times before they find a parking space

budget, while total residential taxes account for nearby. Or worse, they have to park several blocks

only 18 percent. away and then walk all the way home. City officials

Also, it is important to the economy of our should be equally concerned about the 21 percent of

city that people shop downtown. In the last year, residents who have infants. Presently, they must plan

11 new businesses have opened in the area. Now a trip to the grocery store at a time when parking

there are 52 businesses in the merchants' spaces in the neighborhood are more likely to be

organization. Will making these businesses available. Otherwise, they have to carry their young

inconvenient for customers promote further children and their groceries for several blocks. The

growth or discourage it? The answer to that residents of Center Square simply want a basic

question should be obvious. Privilege enjoyed by most homeowners--a place to

Finally, our city claims to value its park next to their houses so they can comer and go at

schools. Is the city council prepared to tell will.

students and their parents that they must pay for Outsiders who park here have a propensity

parking? Many students who drive to school are to show disrespect toward the residents in the area.

seniors on the half-day work plan. They must be Many times I find trash along the curbs. I often cannot

able to leave school in a timely fashion for their sleep because of the noise created by these cars and

afternoon jobs. Their radios. This neighborhood is our home, and we

We sympathize with the residents of deserve the same courtesy that residents in other

Center Square who want to park near their homes, neighborhoods are given.

but banning everyone else from parking there I hope the council will vote responsibly on

would not be good for the majority of citizens in this matter.

Lansington.

Anne Minor

Jared Johnson

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ANSWER KEY

FOR

ARTICLES and PASSAGES WITH ITEMS

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