"They said it couldn't be done, but they did it," Papa kept repeating, almost like he half believed it himself. We had been hearing about the building of the Great East River Bridge for years, with its deals gone bad, workers with illnesses, and defiance of something called physics.
We weren't quite sure what it all meant, except that for now, my sister Rachel and I were putting on our finest dresses and the shoes Mother had polished twice.
Soon we were out the door as a family, going to walk on a bridge taller than the entire city. There were so many people, but we were determined. Our modest Brooklyn family was going to walk high up in the air on the miracle of a bridge to Manhattan.
The sunshine warmed my shoulders as we joined the masses of people walking toward the river. I stretched onto my tiptoes to see the swarm of boats gathering underneath the bridge up ahead. I gasped quietly when I saw the enormous expansion before me. “There it is!” I exclaimed.
“Yes, there’s the Great East River Bridge,” Papa said looking down at me.
We followed the crowd of people funneling onto the bridge to cross into Manhattan. I had to crane my neck backward to look up at the top of the closest tower. My eyes followed the long swooping wires as they stretched down and over to the next tower. The wires shimmered in the sunlight and I was sure they were made of the most precious metal.
The crowd walked unhurriedly, taking in each detail of the new spectacle. As we neared the other side of the river, I saw a group of people chattering excitedly. “Papa, what’s going on there?” I asked curiously.
Papa glanced over toward the crowd. “Why that’s President Arthur himself!” he exclaimed.
I thought to myself that it must really be an important day if even the president attended. Looking around at all the people, I was suddenly glad to be wearing my best clothes.
What can you infer about the characters in the passage?
A.
They are excited about the new bridge.
B.
They are excited to be together as a family.
C.
They are tired of waiting for the bridge to be built.
D.
They are tired of living in the city of Brooklyn.
25 answers
A. They are excited about the new bridge.
In the following excerpt, the author's purpose is to inform his readers about what he has discovered about cholera and to argue that the disease spreads in a specific way. Which three details shape and refine the central idea of the text?
This assumption led to very conflicting opinions respecting the disease. A little reflection shows, however, that we have no right thus to limit the way in which a disease may be propagated, for the communicable diseases of which we have a correct knowledge spread in very different manners.
A consideration of the pathology of cholera is capable of indicating to us the manner in which the disease is communicated. But from all that I have been able to learn of cholera, both from my own observations and the descriptions of others, I conclude that cholera invariably commences with the affection of the alimentary canal. The disease often proceeds with so little feeling of general illness, that the patient does not consider himself in danger, or even apply for advice, till the malady is far advanced.
This assumption led to very conflicting opinions respecting the disease. A little reflection shows, however, that we have no right thus to limit the way in which a disease may be propagated, for the communicable diseases of which we have a correct knowledge spread in very different manners.
A consideration of the pathology of cholera is capable of indicating to us the manner in which the disease is communicated. But from all that I have been able to learn of cholera, both from my own observations and the descriptions of others, I conclude that cholera invariably commences with the affection of the alimentary canal. The disease often proceeds with so little feeling of general illness, that the patient does not consider himself in danger, or even apply for advice, till the malady is far advanced.
The three details that shape and refine the central idea of the text are:
1. The conflicting opinions about the disease: The author mentions that there were conflicting opinions regarding cholera, indicating that there was a lack of consensus or understanding about how the disease spreads.
2. Consideration of the pathology of cholera: The author suggests that a consideration of the pathology of cholera can help in understanding how the disease is communicated. This implies that the author has conducted research or study on the disease.
3. Cholera's commencement with the affection of the alimentary canal: Based on the author's observations and the descriptions of others, it is concluded that cholera always begins with the affection of the alimentary canal. This detail indicates that the author has a specific understanding of the disease and is presenting it as a key factor in understanding how cholera spreads.
1. The conflicting opinions about the disease: The author mentions that there were conflicting opinions regarding cholera, indicating that there was a lack of consensus or understanding about how the disease spreads.
2. Consideration of the pathology of cholera: The author suggests that a consideration of the pathology of cholera can help in understanding how the disease is communicated. This implies that the author has conducted research or study on the disease.
3. Cholera's commencement with the affection of the alimentary canal: Based on the author's observations and the descriptions of others, it is concluded that cholera always begins with the affection of the alimentary canal. This detail indicates that the author has a specific understanding of the disease and is presenting it as a key factor in understanding how cholera spreads.
Which detail best develops the central idea?
The Romans, more than any other people of ancient times, understood how to establish a well-ordered state. Respect for order and law among them was very great. The idea of a government with a definite constitution, which the rulers should always respect, and which should be an adequate protection to the people against oppression, had never occurred to any of the Asiatic nations. . . .
. . . She [Rome] had a genius for producing and preserving a constitution, adding to it by slow degrees, maintaining checks and balances that preserved the machinery in working order, and rendered it capable of producing the most valuable results that were possible in those times. To rule was her passion. She was not wanting in intelligence, but it was the homely prudence of common life, the skill to adapt means to ends. Of all the nations, she was the first to carry organization into every part of her government, and conduct everything by inexorable system and order. If Rome was resolved to rule others, she was no less resolved to rule herself. The mission of Greece was in the domain of thought, to develop the intellectual capabilities of mankind. That of Rome also required intelligence, but of a lower and more material kind. She was to teach mankind to follow an orderly development, to introduce system, to prevent ruinous clashing of interests, to teach respect for law. Greece taught the world to think to purpose; Rome to govern with effect. Each served an important purpose.
The Romans, more than any other people of ancient times, understood how to establish a well-ordered state. Respect for order and law among them was very great. The idea of a government with a definite constitution, which the rulers should always respect, and which should be an adequate protection to the people against oppression, had never occurred to any of the Asiatic nations. . . .
. . . She [Rome] had a genius for producing and preserving a constitution, adding to it by slow degrees, maintaining checks and balances that preserved the machinery in working order, and rendered it capable of producing the most valuable results that were possible in those times. To rule was her passion. She was not wanting in intelligence, but it was the homely prudence of common life, the skill to adapt means to ends. Of all the nations, she was the first to carry organization into every part of her government, and conduct everything by inexorable system and order. If Rome was resolved to rule others, she was no less resolved to rule herself. The mission of Greece was in the domain of thought, to develop the intellectual capabilities of mankind. That of Rome also required intelligence, but of a lower and more material kind. She was to teach mankind to follow an orderly development, to introduce system, to prevent ruinous clashing of interests, to teach respect for law. Greece taught the world to think to purpose; Rome to govern with effect. Each served an important purpose.
The detail that best develops the central idea is: "Of all the nations, she was the first to carry organization into every part of her government, and conduct everything by inexorable system and order." This detail demonstrates how Rome had a unique and advanced system of governance that emphasized organization, system, and order. It supports the central idea that Rome had a genius for establishing and maintaining a well-ordered state.
Which statement best expresses the central idea of the passage?
A.
The Greeks valued the intellectual capabilities of people.
B.
The Romans valued organization and order in all parts of the government.
C.
The Romans were superior to the Greeks in many ways, including government.
D.
The Greeks valued intelligence more than the Romans.
The Romans, more than any other people of ancient times, understood how to establish a well-ordered state. Respect for order and law among them was very great. The idea of a government with a definite constitution, which the rulers should always respect, and which should be an adequate protection to the people against oppression, had never occurred to any of the Asiatic nations. . . .
. . . She [Rome] had a genius for producing and preserving a constitution, adding to it by slow degrees, maintaining checks and balances that preserved the machinery in working order, and rendered it capable of producing the most valuable results that were possible in those times. To rule was her passion. She was not wanting in intelligence, but it was the homely prudence of common life, the skill to adapt means to ends. Of all the nations, she was the first to carry organization into every part of her government, and conduct everything by inexorable system and order. If Rome was resolved to rule others, she was no less resolved to rule herself. The mission of Greece was in the domain of thought, to develop the intellectual capabilities of mankind. That of Rome also required intelligence, but of a lower and more material kind. She was to teach mankind to follow an orderly development, to introduce system, to prevent ruinous clashing of interests, to teach respect for law. Greece taught the world to think to purpose; Rome to govern with effect. Each served an important purpose.
A.
The Greeks valued the intellectual capabilities of people.
B.
The Romans valued organization and order in all parts of the government.
C.
The Romans were superior to the Greeks in many ways, including government.
D.
The Greeks valued intelligence more than the Romans.
The Romans, more than any other people of ancient times, understood how to establish a well-ordered state. Respect for order and law among them was very great. The idea of a government with a definite constitution, which the rulers should always respect, and which should be an adequate protection to the people against oppression, had never occurred to any of the Asiatic nations. . . .
. . . She [Rome] had a genius for producing and preserving a constitution, adding to it by slow degrees, maintaining checks and balances that preserved the machinery in working order, and rendered it capable of producing the most valuable results that were possible in those times. To rule was her passion. She was not wanting in intelligence, but it was the homely prudence of common life, the skill to adapt means to ends. Of all the nations, she was the first to carry organization into every part of her government, and conduct everything by inexorable system and order. If Rome was resolved to rule others, she was no less resolved to rule herself. The mission of Greece was in the domain of thought, to develop the intellectual capabilities of mankind. That of Rome also required intelligence, but of a lower and more material kind. She was to teach mankind to follow an orderly development, to introduce system, to prevent ruinous clashing of interests, to teach respect for law. Greece taught the world to think to purpose; Rome to govern with effect. Each served an important purpose.
The statement that best expresses the central idea of the passage is:
B. The Romans valued organization and order in all parts of the government.
B. The Romans valued organization and order in all parts of the government.
It used to be generally assumed, that if cholera were a catching or communicable disease, it must spread by effluvia given off from the patient into the surrounding air, and inhaled by others into the lungs. This assumption led to very conflicting opinions respecting the disease. A little reflection shows, however, that we have no right thus to limit the way in which a disease may be propagated, for the communicable diseases of which we have a correct knowledge spread in very different manners. . . .
Pathology Indicates Manner of Communication
A consideration of the pathology of cholera is capable of indicating to us the manner in which the disease is communicated. If it were ushered in by fever, or any other general constitutional disorder, then we should be furnished with no clue to the way in which the morbid poison enters the system; whether, for instance, by the alimentary canal, by the lungs, or in some other manner, but should be left to determine this point by circumstances unconnected with the pathology of the disease. But from all that I have been able to learn of cholera, both from my own observations and the descriptions of others, I conclude that cholera invariably commences with the affection of the alimentary canal. The disease often proceeds with so little feeling of general illness, that the patient does not consider himself in danger, or even apply for advice, till the malady is far advanced.
Which statement best expresses the central idea of the passage?
A.
Cholera is most likely spread through the alimentary canal.
B.
Cholera is a communicable disease that little is known about.
C.
Cholera shows little symptoms until the illness is far advanced.
D.
Cholera is most likely not a communicable disease.
Pathology Indicates Manner of Communication
A consideration of the pathology of cholera is capable of indicating to us the manner in which the disease is communicated. If it were ushered in by fever, or any other general constitutional disorder, then we should be furnished with no clue to the way in which the morbid poison enters the system; whether, for instance, by the alimentary canal, by the lungs, or in some other manner, but should be left to determine this point by circumstances unconnected with the pathology of the disease. But from all that I have been able to learn of cholera, both from my own observations and the descriptions of others, I conclude that cholera invariably commences with the affection of the alimentary canal. The disease often proceeds with so little feeling of general illness, that the patient does not consider himself in danger, or even apply for advice, till the malady is far advanced.
Which statement best expresses the central idea of the passage?
A.
Cholera is most likely spread through the alimentary canal.
B.
Cholera is a communicable disease that little is known about.
C.
Cholera shows little symptoms until the illness is far advanced.
D.
Cholera is most likely not a communicable disease.
The statement that best expresses the central idea of the passage is:
A. Cholera is most likely spread through the alimentary canal.
A. Cholera is most likely spread through the alimentary canal.
Which two sentences in this excerpt from Ernest Shackleton's South! show the author's purpose is to reflect on memories of his experience?
The apathy which seemed to take possession of some of the men at the frustration of their hopes was soon dispelled. Parties were sent out daily in different directions to look for seals and penguins. We had left, other than reserve sledging rations, about 110 lbs. of pemmican, including the dog-pemmican, and 300 lbs. of flour. In addition there was a little tea, sugar, dried vegetables, and suet. I sent Hurley and Macklin to Ocean Camp to bring back the food that we had had to leave there. They returned with quite a good load, including 130 lbs. of dry milk, about 50 lbs. each of dog-pemmican and jam, and a few tins of potted meats. When they were about a mile and a half away their voices were quite audible to us at Ocean Camp, so still was the air.
We were, of course, very short of the farinaceous element in our diet. The flour would last ten weeks. After that our sledging rations would last us less than three months. Our meals had to consist mainly of seal and penguin; and though this was valuable as an anti-scorbutic, so much so that not a single case of scurvy occurred amongst the party, yet it was a badly adjusted diet, and we felt rather weak and enervated in consequence.
The apathy which seemed to take possession of some of the men at the frustration of their hopes was soon dispelled. Parties were sent out daily in different directions to look for seals and penguins. We had left, other than reserve sledging rations, about 110 lbs. of pemmican, including the dog-pemmican, and 300 lbs. of flour. In addition there was a little tea, sugar, dried vegetables, and suet. I sent Hurley and Macklin to Ocean Camp to bring back the food that we had had to leave there. They returned with quite a good load, including 130 lbs. of dry milk, about 50 lbs. each of dog-pemmican and jam, and a few tins of potted meats. When they were about a mile and a half away their voices were quite audible to us at Ocean Camp, so still was the air.
We were, of course, very short of the farinaceous element in our diet. The flour would last ten weeks. After that our sledging rations would last us less than three months. Our meals had to consist mainly of seal and penguin; and though this was valuable as an anti-scorbutic, so much so that not a single case of scurvy occurred amongst the party, yet it was a badly adjusted diet, and we felt rather weak and enervated in consequence.
The two sentences that show the author's purpose is to reflect on memories of his experience are:
- "Parties were sent out daily in different directions to look for seals and penguins."
- "We were, of course, very short of the farinaceous element in our diet."
- "Parties were sent out daily in different directions to look for seals and penguins."
- "We were, of course, very short of the farinaceous element in our diet."
The apathy which seemed to take possession of some of the men at the frustration of their hopes was soon dispelled In addition there was a little tea, sugar, dried vegetables, and suet.When they were about a mile and a half away their voices were quite audible to us at Ocean Camp, so still was the air.After that our sledging rations would last us less than three months.
Which two sentences in this excerpt from Ernest Shackleton's South! show the author's purpose is to reflect on memories of his experience?
Which two sentences in this excerpt from Ernest Shackleton's South! show the author's purpose is to reflect on memories of his experience?
The two sentences that show the author's purpose is to reflect on memories of his experience are:
- "The apathy which seemed to take possession of some of the men at the frustration of their hopes was soon dispelled."
- "When they were about a mile and a half away their voices were quite audible to us at Ocean Camp, so still was the air."
- "The apathy which seemed to take possession of some of the men at the frustration of their hopes was soon dispelled."
- "When they were about a mile and a half away their voices were quite audible to us at Ocean Camp, so still was the air."
A greeting and a homage to the Sea! I descend over its margin, and dip my hand into the wave that meets me, and bathe my brow. That far-resounding roar is Ocean's voice of welcome. His salt breath brings a blessing along with it. Now let us pace together—the reader's fancy arm in arm with mine—this noble beach, which extends a mile or more from that craggy promontory to yonder rampart of broken rocks. In front, the sea; in the rear, a precipitous bank, the grassy verge of which is breaking away, year after year, and flings down its tufts of verdure upon the barrenness below. The beach itself is a broad space of sand, brown and sparkling, with hardly any pebbles intermixed. Near the water's edge there is a wet margin, which glistens brightly in the sunshine, and reflects objects like a mirror; and as we tread along the glistening border, a dry spot flashes around each footstep, but grows moist again, as we lift our feet. In some spots, the sand receives a complete impression of the sole, square toe and all; elsewhere it is of such marble firmness, that we must stamp heavily to leave a print even of the iron-shod heel.
10
Select the correct answer.
Which detail from the passage is best represented in the image?
A.
dry spot flashes around each footstep
B.
a precipitous bank, the grassy verge
C.
the barrenness below
D.
Ocean's voice of welcome
Reset Next
10
Select the correct answer.
Which detail from the passage is best represented in the image?
A.
dry spot flashes around each footstep
B.
a precipitous bank, the grassy verge
C.
the barrenness below
D.
Ocean's voice of welcome
Reset Next
The correct answer is A. "dry spot flashes around each footstep"
One fall day in 1990, as Inge headed for her favorite spot in the wall, she noticed that the towers from which the guards viewed her neighborhood were empty. And she noticed something else: she was not alone. Others, mostly young men with a mix of other people, some of whom she recognized were at already at the wall or moving toward it.
There was an air of excitement at the wall and when she reached her usual spot, it was so crowded she could only stand back and watch as the crowd grew.
"What is happening here?" Inge asked no one in particular.
A wizened old man who can crept up beside her turned and explained. Speaking with a strong voice that belied his physical appearance, he told her. "The wall, jung fraulein, is coming down. East and west Berlin will become one Berlin."
A million thoughts began to race through Inge's mind as the crowd swelled to thousands of people as far along the stretch of the wall as she could see. The wall did come down that day, and Inge's colorless life was changed forever.
11
Select the correct answer.
Which statement best expresses the author’s purpose?
A.
to show the excitement caused by tearing down the Berlin Wall
B.
to show the political purpose of the Berlin Wall
C.
to show that children didn’t understand the significance of the Berlin Wall
D.
to show the excitement caused by the building of the Berlin Wall
There was an air of excitement at the wall and when she reached her usual spot, it was so crowded she could only stand back and watch as the crowd grew.
"What is happening here?" Inge asked no one in particular.
A wizened old man who can crept up beside her turned and explained. Speaking with a strong voice that belied his physical appearance, he told her. "The wall, jung fraulein, is coming down. East and west Berlin will become one Berlin."
A million thoughts began to race through Inge's mind as the crowd swelled to thousands of people as far along the stretch of the wall as she could see. The wall did come down that day, and Inge's colorless life was changed forever.
11
Select the correct answer.
Which statement best expresses the author’s purpose?
A.
to show the excitement caused by tearing down the Berlin Wall
B.
to show the political purpose of the Berlin Wall
C.
to show that children didn’t understand the significance of the Berlin Wall
D.
to show the excitement caused by the building of the Berlin Wall
The correct answer is A. to show the excitement caused by tearing down the Berlin Wall.
Read the passage.
Mike’s campsite was on the other side of the raging river. Mike glanced at the setting sun and guessed that he probably had about half an hour of daylight left. After that, he was doomed to stumble around in the dark. On any other day, this wouldn’t have been a big problem. He would have easily crossed the river using the bridge made of ropes. But after many years of use, the ropes had finally given way. Now Mike was left stranded on the wrong side of the river. There was another bridge about a mile upstream, but it would take him more than an hour to get there. Not to mention, he was pretty sure that he would lose his way on the unfamiliar track. He had to make a decision soon.
Match each word from the passage with its connotation.
forceful
desperate
stranded
arrowRight
raging
arrowRight
Mike’s campsite was on the other side of the raging river. Mike glanced at the setting sun and guessed that he probably had about half an hour of daylight left. After that, he was doomed to stumble around in the dark. On any other day, this wouldn’t have been a big problem. He would have easily crossed the river using the bridge made of ropes. But after many years of use, the ropes had finally given way. Now Mike was left stranded on the wrong side of the river. There was another bridge about a mile upstream, but it would take him more than an hour to get there. Not to mention, he was pretty sure that he would lose his way on the unfamiliar track. He had to make a decision soon.
Match each word from the passage with its connotation.
forceful
desperate
stranded
arrowRight
raging
arrowRight
forceful - indicating a strong or powerful nature
desperate - indicating a feeling of despair or urgency
stranded - indicating being stuck or left in a helpless situation
raging - indicating intense or violent movement or activity
desperate - indicating a feeling of despair or urgency
stranded - indicating being stuck or left in a helpless situation
raging - indicating intense or violent movement or activity
Jasmine is writing a literary argument about James Weldon Johnson’s “Lift Every Voice and Sing.” Which sentence best expresses her claim in a formal style and objective tone?
A.
The poem expresses that you should share the joy of freedom but still know that you may have to overcome hardships.
B.
The poem does an excellent job of expressing the joys of freedom and democracy.
C.
The poem emphasizes the joy of freedom while acknowledging the hardships that people must overcome to achieve it.
D.
The poem emphasizes the joy of freedom but says you should know it may be a challenge.
A.
The poem expresses that you should share the joy of freedom but still know that you may have to overcome hardships.
B.
The poem does an excellent job of expressing the joys of freedom and democracy.
C.
The poem emphasizes the joy of freedom while acknowledging the hardships that people must overcome to achieve it.
D.
The poem emphasizes the joy of freedom but says you should know it may be a challenge.
C. The poem emphasizes the joy of freedom while acknowledging the hardships that people must overcome to achieve it.
Aiden is writing a literary argument about William Golding’s Lord of the Flies. His essay argues that the character Ralph symbolizes leadership. Which sentence best expresses a counterclaim?
A.
Furthermore, Ralph struggles to understand why the boys on the island do not want to follow rules.
B.
For example, Ralph tries to convince the other characters to follow rules.
C.
Nevertheless, it may be argued that Jack possesses greater leadership qualities.
D.
As a result, the boys on the island elect Ralph as their leader.
A.
Furthermore, Ralph struggles to understand why the boys on the island do not want to follow rules.
B.
For example, Ralph tries to convince the other characters to follow rules.
C.
Nevertheless, it may be argued that Jack possesses greater leadership qualities.
D.
As a result, the boys on the island elect Ralph as their leader.
C. Nevertheless, it may be argued that Jack possesses greater leadership qualities.
Pyramus was the handsomest youth, and Thisbe the fairest maiden, in all Babylonia, where Semiramis reigned. Their parents occupied adjoining houses; and neighborhood brought the young people together, and acquaintance ripened into love. They would gladly have married, but their parents forbade. One thing, however, they could not forbid that love should glow with equal ardor in the bosoms of both. They conversed by signs and glances, and the fire burned more intensely for being covered up. In the wall that parted the two houses there was a crack, caused by some fault in the structure. No one had remarked it before, but the lovers discovered it. 'What will love not discover? It afforded a passage to the voice; and tender messages used to pass backward and forward through the gap. As they stood, Pyramus on this side, Thisbe on that, their breaths would mingle. "Cruel wall," they said, "why do you keep two lovers apart? But we will not be ungrateful. We owe you, we confess, the privilege of transmitting loving words to willing ears." Such words they uttered on different sides of the wall; and when night came and they must say farewell, they pressed their lips upon the wall, she on her side, he on his, as they could come no nearer.
from Bulfinch's Mythology: The Age of Fable
Passage 2
In the following excerpt of Romeo and Juliet, the scene takes place outside of Juliet's window. Romeo wants to find Juliet, and he hears her lament their situation.
from Romeo and Juliet
by William Shakespeare
Juliet: O Romeo, Romeo! wherefore art thou Romeo?
Deny thy father and refuse thy name!
Or, if thou wilt not, be but sworn my love,
And I'll no longer be a Capulet.
Romeo: [aside] Shall I hear more, or shall I speak at this?
Juliet: 'Tis but thy name that is my enemy.
Thou art thyself, though not a Montague.
What's Montague? it is nor hand, nor foot,
Nor arm, nor face, nor any other part
Belonging to a man. O, be some other name!
What's in a name? That which we call a rose
By any other name would smell as sweet.
So Romeo would, were he not Romeo call'd,
Retain that dear perfection which he owes
Without that title. Romeo, doff thy name;
And for that name, which is no part of thee,
Take all myself.
19
Select the correct answer.
The Roman myth about Pyramus and Thisbe influenced Shakespeare’s Romeo and Juliet. How are the passages similar?
A.
In both passages, the two young lovers are content with their situations.
B.
In both passages, the two young lovers wish to change their family names.
C.
In both passages, the two young lovers pass messages to each other through a wall.
D.
In both passages, the two young lovers are forced apart because of their families.
from Bulfinch's Mythology: The Age of Fable
Passage 2
In the following excerpt of Romeo and Juliet, the scene takes place outside of Juliet's window. Romeo wants to find Juliet, and he hears her lament their situation.
from Romeo and Juliet
by William Shakespeare
Juliet: O Romeo, Romeo! wherefore art thou Romeo?
Deny thy father and refuse thy name!
Or, if thou wilt not, be but sworn my love,
And I'll no longer be a Capulet.
Romeo: [aside] Shall I hear more, or shall I speak at this?
Juliet: 'Tis but thy name that is my enemy.
Thou art thyself, though not a Montague.
What's Montague? it is nor hand, nor foot,
Nor arm, nor face, nor any other part
Belonging to a man. O, be some other name!
What's in a name? That which we call a rose
By any other name would smell as sweet.
So Romeo would, were he not Romeo call'd,
Retain that dear perfection which he owes
Without that title. Romeo, doff thy name;
And for that name, which is no part of thee,
Take all myself.
19
Select the correct answer.
The Roman myth about Pyramus and Thisbe influenced Shakespeare’s Romeo and Juliet. How are the passages similar?
A.
In both passages, the two young lovers are content with their situations.
B.
In both passages, the two young lovers wish to change their family names.
C.
In both passages, the two young lovers pass messages to each other through a wall.
D.
In both passages, the two young lovers are forced apart because of their families.
Which two details, one from each excerpt, show how the two excerpts treat the concept of voting rights similarly?
Passage 1
The Fifteenth Amendment to the United States Constitution (1870)
Resolved by the Senate and House of Representatives of the United States of America in Congress Assembled …, That the following article be proposed . . . , which, when ratified by three fourths of said legislatures, shall be valid as part of the Constitution, namely:
Article XV.
Section 1. The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude—
Section 2. The Congress shall have the power to enforce this article by appropriate legislation.
And, further, . . . that the amendment to the Constitution…has been ratified by the legislatures of . . . all twenty-nine states.
Passage 2
excerpt from United States Supreme Court Decision in Smith v. Allwright (1943)
Lonnie E. Smith, an African American from Texas, sued to overturn a 1923 state law declaring that only white citizens could vote in Texas’s Democratic Party primary elections. Lower courts had ruled that political parties were private organizations and could make their own rules. The Supreme Court’s landmark decision held that Texas’s all-white Democratic Party primaries were unconstitutional.
The United States is a constitutional democracy. Its organic law grants to all citizens a right to participate in the choice of elected officials without restriction by any state because of race. This grant to the people of the opportunity for choice is not to be nullified by a state through casting its electoral process in a form which permits a private organization to practice racial discrimination in the election. Constitutional rights would be of little value if they could be thus indirectly denied.
Passage 1
The Fifteenth Amendment to the United States Constitution (1870)
Resolved by the Senate and House of Representatives of the United States of America in Congress Assembled …, That the following article be proposed . . . , which, when ratified by three fourths of said legislatures, shall be valid as part of the Constitution, namely:
Article XV.
Section 1. The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude—
Section 2. The Congress shall have the power to enforce this article by appropriate legislation.
And, further, . . . that the amendment to the Constitution…has been ratified by the legislatures of . . . all twenty-nine states.
Passage 2
excerpt from United States Supreme Court Decision in Smith v. Allwright (1943)
Lonnie E. Smith, an African American from Texas, sued to overturn a 1923 state law declaring that only white citizens could vote in Texas’s Democratic Party primary elections. Lower courts had ruled that political parties were private organizations and could make their own rules. The Supreme Court’s landmark decision held that Texas’s all-white Democratic Party primaries were unconstitutional.
The United States is a constitutional democracy. Its organic law grants to all citizens a right to participate in the choice of elected officials without restriction by any state because of race. This grant to the people of the opportunity for choice is not to be nullified by a state through casting its electoral process in a form which permits a private organization to practice racial discrimination in the election. Constitutional rights would be of little value if they could be thus indirectly denied.
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