Quiz on "Hidden Intellectualism"

According to Graff, why do schools and colleges overlook the intellectual potential of street smarts?

• They believe street smarts are inherently academic.

• They associate street smarts with anti-intellectual concerns.

• They think street smarts are too difficult to teach.

• They believe street smarts are only relevant to sports.

Tags

CCSS.RI.11-12.6

CCSS.RI.11-12.2

CCSS.RI.11-12.1

CCSS.RI.11-12.3

What does Graff suggest about the relationship between any text or subject and the educational depth it can generate?

• Only traditional subjects can generate educational depth.

• No necessary connection has been established between any text or subject and the educational depth it can generate.

• Educational depth is only found in academic texts.

• Non-traditional texts always generate more educational depth than academic ones.

Tags

CCSS.RI.11-12.2

CCSS.RI. 9-10.2

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RL.8.2

What does Graff believe about the connection between intellectualism and the subjects students are interested in?

• There is no connection.

• Intellectualism can be found in any subject that interests students.

• Only traditional subjects can foster intellectualism.

• Intellectualism is irrelevant to students' interests.

While he was growing up, what did the author feel was necessary to avoid in order to maintain self-respect?

• Physical confrontations

• Putting on airs over the hoods

• Academic failure

• Social isolation

Tags

CCSS.RL.2.6

CCSS.RL.8.3

What did the author feel was the conflict in his neighborhood and elementary school?

• Between being physically tough and being verbally articulate

• Between being academically smart and being socially active

• Between being a leader and being a follower

• Between being a fighter and being a peacemaker

Tags

CCSS.RI.11-12.6

CCSS.RI. 9-10.6

CCSS.RL.11-12.6

CCSS.RL.9-10.6

CCSS.RI.8.9

What did the author feel was the attitude of the hoods toward book smart individuals?

• Respectful

• Indifferent

• Hostile

• Supportive

Tags

CCSS.RI.11-12.6

CCSS.RI. 9-10.6

CCSS.RL.11-12.6

CCSS.RL.9-10.6

CCSS.RI.8.9

What did the author say about the real intellectual world beyond school?

• It is organized very differently from team sports

• It is organized very much like the world of team sports

• It is less competitive than school

• It is more isolated than school

Tags

CCSS.RI.11-12.2

CCSS.RI. 9-10.2

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RI.8.2

What did the author feel schools missed the opportunity to capitalize on?

• The value in prioritizing students' physical fitness in connection with academic success

• Intellectual value in seeing students' interests through an academic lens

• The impact of collaborative learning on student engagement and academic growth

• The importance of capitalizing on students' competitive natures to push them to succeed

Tags

CCSS.RI.11-12.6

CCSS.RI. 9-10.6

CCSS.RL.11-12.6

CCSS.RL.9-10.6

CCSS.RL.8.6

What is one of the domains whose potential for literacy training is seriously underestimated by educators?

• Theatre

• Sports

• Celebrity gossip

• Pop music

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

What is the text's argument for assigning magazines over classic texts?

• Magazines are easier to read

• Students will get hooked on reading and writing

• Magazines are more entertaining

• Classic texts are outdated

Tags

CCSS.W.11-12.1