By Any Other Name

Based on the selection, what inference can you make about the relationship between India and Great Britain in the 1920s?

• India was dominated by British rule.

• India and Great Britain shared political power

• India was a popular British travel destination.

• India and Great Britain had recently fought a war.

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CCSS.RI.9-10.1

CCSS.RL.11-12.1

CCSS.RL.9-10.1

CCSS.RI.11-12.2

CCSS.RL.8.1

Read this quotation from paragraph 3.

"The headmistress had been in India, I suppose, fifteen years or so, but she still smiled her
helpless inability to cope with Indian names."

What does this quotation suggest about English people in India during the time period in which this memoir is set?

• English people struggled pronouncing the names of both Indian and British children.

• English people generally thought their culture and language were superior to India’s.

• The English kept transferring in teachers ever since the headmistress was first stationed there.

• The English tried to educate all the British and Indian children during their rule.

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CCSS.RL.8.3

CCSS.RL.2.6

The primary purpose of paragraph 5 is —

•       to describe how the author’s family lived

• to describe the school that the children attended

• to describe the author’s relationship with her teachers

• to describe how the villagers adapted to the rainy season

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CCSS.RL.9-10.2

CCSS.RL.11-12.2

CCSS.RI. 9-10.2

CCSS.RI.8.2

CCSS.RL.8.2

In paragraph 8, the author uses descriptive language to indicate that —

•       the school looked the same as Indian schools

• the school reflected only British cultural traditions

• the school reflected both British and Indian culture

• the school looked out of place for British and Indian people

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CCSS.RI.9-10.5

CCSS.RI.8.5

CCSS.RI.11-12.5

CCSS.RI.7.5

CCSS.RI.6.5

Which choice best explains why the author likely describes Santha’s classmate in such detail in paragraph 9?

• To highlight differences between Indian schools and English schools

• To provide an example of an Indian girl assimilating to English styles of dress

• To show commonalities between English children and Indian children

• To compare and contrast an Indian friendship with an English friendship

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CCSS.RI.9-10.5

CCSS.RI.11-12.5

CCSS.RI.8.5

CCSS.RI.7.5

CCSS.RI.6.5

“By Any Other Name” can best be described as exploring the theme of —

• the effects of conflicting cultures on colonial countries

• the effects of imperialism on trade and the economy

•       the difficulty of maintaining a sense of personal identity

• the difficulty of children everywhere in adjusting to school

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CCSS.RL.9-10.2

CCSS.RI. 9-10.9

CCSS.RL.11-12.2

CCSS.RI.11-12.9

CCSS.RL.8.2

Using context clues in paragraph 18, which phrase best defines siesta, a word that comes from Spanish?

•               A period of boredom

• An afternoon nap

• An introduction to activity

• A very brief interruption

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CCSS.RL.11-12.4

CCSS.RI.9-10.4

CCSS.RL.9-10.4

CCSS.RI.11-12.4

CCSS.RI.8.4

Read this sentence about the selection.

"Premila asked Santha not to act so excited."

How could this sentence be revised using the past perfect tense?

• Premila asks Santha not to act so excited.

• Premila will ask Santha not to act so excited.

• Premila had asked Santha not to act so excited.

• Premila would have asked Santha not to act so excited.

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CCSS.RL.11-12.10

CCSS.RI.11-12.10

CCSS.RL.9-10.10

CCSS.RI.9-10.10

CCSS.RI.8.10

Which quotation from the text indicates that it is a memoir?

• That first day at school is still, when I think of it, a remarkable one. (paragraph 7)

•       These, in the tradition of British schools, were painted dark brown and had matting on
  the floors. (paragraph 8)

• The door opened sharply and Premila marched in. (paragraph 28)

• But it was nearing the hottest time of day, and the road was almost deserted.
  (paragraph 34)

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CCSS.RI.9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RI.7.10

CCSS.RI.6.10

The details in paragraph 21 are significant because they explain —

• why the Indian children were treated so harshly

• how often children’s games were played in British schools

•               the differences in school rules that Santha was unfamiliar with

• the cultural differences that Santha did not understand

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CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RL.9-10.2

CCSS.RL.11-12.2

CCSS.RI.8.2