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An _____________________ ___________ presents ideas and factual details about a topic.

Which two choices best explain why the author of the article includes paragraph 4? A. to describe why the main groups of suffragists decided to work together B . to list the specific tactics used by the suffragists to accomplish their goal C. to give details about President Wilson’s decision to support women's suffrage D . to supply evidence to support the claim that women suffragists inspire people today E . to illustrate how the suffragists interacted with different government groups for the cause F. to show how the suffragists were treated by other people during their fight for voting rights

The Long Fight for Women's Suffrage in the United States 1 Imagine living in the country known as the "home of the free" but not having the most fundamental right in a free society—the right to vote. Women in the United States were in that position for more than one hundred years. They could not vote in political elections until the Nineteenth Amendment was ratified on August 18, 1920. This amendment prohibited denying citizens the right to vote because of their sex. This achievement was the result of the tireless efforts made by several generations of women. Without their hard work and sacrifices, many people would still be deprived of this important right today. 2 The decades-long fight for suffrage, or the right to vote, in the United States began in the mid-19th century. At that time, women did not have many rights. Elizabeth Cady Stanton and Lucretia Mott believed that women and men should have equal rights. In 1848, they organized the first women's rights convention in Seneca Falls, New York. During the convention, a list of demands called the Declaration of Sentiments was created. It outlined the primary goals of the women's suffrage movement. The goals included more educational and employment opportunities for women, the right to control their money or property after marriage, and the right to vote. 3 There were two main groups with differing ideas about how to attain those goals. Elizabeth Cady Stanton and Susan B. Anthony formed the National Women's Suffrage Association (NWSA) in 1869. They did not support the campaign for the Fifteenth Amendment, which would give African American men the right to vote, because it excluded women. Women in the NWSA wrote letters to the federal government. They asked for women to be included in the amendment, but they were denied. Lucy Stone, Julia Ward Howe, and Henry Blackwell started the American Woman Suffrage Association (AWSA) that same year. They supported the Fifteenth Amendment. They used a different strategy. Instead of petitioning the federal government, they went to the states individually. They urged each state government to change their constitutions to give women the right to vote in local and state elections. 4 In 1890, the two groups joined forces and formed the National American Woman Suffrage Association. They, along with the National Association for Colored Women and many others, marched, protested, lobbied, lectured, and practiced civil disobedience for women's voting rights. Some even went on hunger strikes. Many women were punished for their participation in the movement. Activists were yelled at, beaten, and jailed for expressing their views. But the cause finally took a turn in 1917 when President Woodrow Wilson began supporting women's suffrage. Three years later, the Nineteenth Amendment was added to the Constitution, legally giving women the right to vote in all elections. 5 Without the determination of the suffragists, American women would not have voting rights. The efforts of suffragists continue to inspire people today. Many still work to ensure that every citizen's voting rights are protected and that women are given equal pay and equal representation in the workplace and in politics. Two-Part Question Multiple Choice Question The following question has two parts. First, answer Part A. Then, answer Part B. Part A: What do both the article and the story reveal about the women’s suffrage movement? A. The Nineteenth Amendment was added to the Constitution in 1920. B. The fight for women to gain the right to vote lasted a very long time. C. During American elections, often only male candidates run for high political positions. D. During the time of the women’s suffrage movement, African American men were also fighting for voting rights. Multiple Select Question Part B: Which two sentences from the texts best support the correct answer in Part A? Choose one option for the article and one option for the story. A. Women in the United States were in that position for more than one hundred years. (paragraph 1 from the article) B. This achievement was the result of the tireless efforts made by several generations of women. (paragraph 1 from the article) C. Three years later, the Nineteenth Amendment was added to the Constitution, legally giving women the right to vote in all elections. (paragraph 4 from the article) D. Some students discussed the women suffragists who fought for decades to be seen as equal to men in the eyes of the law. (paragraph 8 from the story) E. They described how their activism led to the passing of the Nineteenth Amendment. (paragraph 8 from the story) F. They explained that the amendment made it illegal to deny someone the right to vote based on their sex, so the girls should not be denied the right to run just because they were female.

The Student Council Election 1 “Let’s congratulate everyone running for student council this year,” said Mr. Franklin, “especially our candidates for class president: Priya, Maddie, and Tiana.” 2 The room erupted in applause and cheers, and then the students slowly broke off into groups to work on individual campaigns for different positions. Jeremy, a sixth grader, decided to join Juan’s group. 3 “Hey Juan, why didn’t you run for class president this year?” asked Jeremy. “You could win with your eyes shut.” 4 “Thanks, but I really like math, so I think treasurer is a better fit for me. Besides, my vote is with Priya because she has a lot of great ideas,” explained Juan as he started working on a poster. “She plans to create a study lounge and update the soccer field.” 5 “Doesn’t it bother you that all three candidates are girls? Every other position has boys and girls running, and it seems unfair that boys won’t have any representation in the presidential election,” he said, sounding slightly annoyed. 6 “Wait,” jumped in Angelica, “you don’t think Priya, Maddie, or Tiana would make great class presidents?” 7 “I didn’t say that,” said Jeremy self-consciously, “but what about equal rights?” 8 Other student council members heard the discussion and joined in with their own views. Some students agreed with Jeremy and thought they needed a male candidate to make the election equal and fair. Others explained that each candidate had separate plans for what they would do as president, and their ideas would represent a wide variety of feelings held by many students, both male and female. One student brought up the fact that there were often only male candidates in high positions in national elections. Some students discussed the women suffragists who fought for decades to be seen as equal to men in the eyes of the law. They described how their activism led to the passing of the Nineteenth Amendment. They explained that the amendment made it illegal to deny someone the right to vote based on their sex, so the girls should not be denied the right to run just because they were female. 9 The discussions got louder and more heated as students voiced their opinions, so Mr. Franklin grabbed everyone’s attention with a quick clap. “I’m proud of all of you for your passion on this topic. Civil discourse is always important in democracy. Thank you, Jeremy, for bringing up this interesting question. Does an election need both males and females running to be fair? Answer this question: is a candidate’s sex more important than their capabilities or the principles they stand for?” 10 Most students, including Jeremy, shook their heads no. 11 Mr. Franklin smiled and said, “So, I think you’ll all agree that although a boy is not running, we have three qualified candidates who would each represent the student body fairly. Now, let’s get back to work on those campaign posters.” 12 The students quietly dispersed, and Jeremy approached Priya. “It’s really cool that you want to make a lounge in the library. Can I help with your campaign?” Multiple Choice Question What is the reason that Juan is not running for class president in the story? A. Juan plans to be a campaign manager for Priya. B. Juan is not old enough to run for class president. C. Juan is running for treasurer instead of president. D. Juan does not think he can beat the other candidates.

Question 3 A) Is t = 7 a solution to the inequality below? 3t < 32 (1 point) Yes No Question 4 A) Graph. x < 2 (1 point) Closed circle going to the left starting at 2 Open circle going to the left staring at 2

Question 5 A) Graph. x > 4 (1 point) Responses Open circle going to the right, starting at 4 Open circle going to the right, starting at 4 Closed circle going to the right, starting at 4 Closed circle going to the right, starting at 4 Question 6 A) Graph. x ≥ 6 (1 point) Responses Closed circle going to the right, starting at 6 Closed circle going to the right, starting at 6 Open circle going to the right, starting at 6 Open circle going to the right, starting at 6

A rat is trying to get food from a garbage can, but is chased away by a crow. The crow eats the food, and the rat must find other food. Based on this information, what is the relationship between the crow and the rat? (1 point) Responses The relationship is competitive. The relationship is competitive. The relationship is predator-prey. The relationship is predator-prey. The relationship is parasitic. The relationship is parasitic. The relationship is mutualistic.

What disadvantage might there be in presenting this information in written transcript form only? 2. What advantage might there be in presenting this interview in video form?

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Question 5 A) What is the main focus of the investigation described in the portfolio? (1 point) Analyzing predator prey relationships Investigating the effects of pollution on ecosystems Exploring the role of decomposers in nutrient cycling Studying the impact of resource availability on animal populations Question 6 A) How would you summarize the relationship between limited resources and competition in an ecosystem? (1 point) Limited resources lead to cooperation among organisms. Competition arises due to an abundance of resources. Organisms compete for resources such as food, water, and shelter. Unlimited resources eliminate the need for competition. Question 7 A) Which statement accurately describes the concept of interspecific competition? (1 point) It involves competition between individuals of the same species. It occurs when organisms within the same population compete for resources. It involves competition between individuals of different species. It has no impact on the survival of organisms in an ecosystem. Question 8 A) How might an increase in competition among organisms affect the overall health of an ecosystem? (1 point) It enhances ecosystem resilience to environmental changes. It disrupts the balance of energy flow within the ecosystem. It promotes the establishment of keystone species. It leads to the depletion of resources and loss of biodiversity

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Number one was wrong.

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