RI 10.5

Read the following sentences from paragraph 4.

At that time, only the telegraph was a real means of communication through technology and it was not very useful on the battlefield. Messages could be carried by horse and rider, but the messengers could easily be ambushed and captured. Therefore, generals during the Civil War utilized sound as a way to determine when a battle had begun and in what direction to go.

What can be inferred from these sentences?

• The environmental factors not only affected the ability for the signals to travel to the generals who were listening for them but also affected the performance of the telegraph and kept the means of communication from being consistent.

• Sound was the only way generals could definitively know when they were needed to participate in nearby battles because the other regiments were too busy taking part in combat.

• Even if a message was able to arrive by means of horse and rider, the message itself could have been tampered with and could possibly lead the general and his soldiers into a dangerous situation.

• The generals had to rely on the most consistent form of listening which was with their own ears; too many other elements could affect the telegraphs or horse messengers from being able to deliver the message.

Tags

CCSS.RI. 9-10.1

CCSS.RI.11-12.1

CCSS.RL.11-12.2

CCSS.RL.8.1

CCSS.RL.9-10.2

Read this sentence from the second paragraph.

It is called an acoustic shadow, a scientifically-proven phenomenon describing an event in which a person who would ordinarily hear a sound does not.

How does this sentence help to establish the author's ideas concerning acoustic shadows?

• By stating that "a person who would ordinarily hear a sound does not," the author is establishing for the reader that the people who have experienced acoustic shadows have normal hearing abilities.

• By stating that "a person who would ordinarily hear a sound does not," the author is acknowledging that there may be dishonest reasons why the person did not hear a sound.

• By reading the phrase "scientifically-proven phenomenon," the reader understands that the author feels as if his audience is going to be doubtful about the existence of acoustic shadows.

• By reading the phrase "scientifically-proven phenomenon," the reader knows that there is evidence to support the idea that acoustic shadows influenced the regiments during the Civil War.

Tags

CCSS.RI. 9-10.6

CCSS.RI.8.9

CCSS.RL.11-12.6

CCSS.RL.8.6

CCSS.RL.9-10.6

Read this sentence from the first paragraph.

The commander and his soldiers sit in deafening silence, waiting for their signal.

How does the oxymoron in this sentence add to the meaning of the text?

• It emphasizes the noise that the soldiers are experiencing from the nearby battles.

• It highlights the intensity of sitting in silence, waiting for the sound that it is time for battle.

• It implies that the soldiers have trouble hearing the signals because of damage to their eardrums from previous cannon fire.

• It stresses the discipline that was required of the men as they sat without being able to talk for long periods of time waiting for their signals.

Tags

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RI.9-10.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

Which sentence from the text supports the idea that multiple elements have to occur simultaneously in order for an acoustic shadow to take place?

• "The presence of wind shear can refract sound waves downwards or upwards, depending on whether the wave is traveling upwind or downwind." (paragraph 3)

• "With a unique combination of factors such as wind, weather, temperature, land topography, forest or other vegetation, and elevation, battle sounds are not heard at a distance they normally would clearly be heard." (paragraph 3)

• "The sounds of cannons firing were an obvious sign that a battle was occurring; however, generals also used drums and trumpets to convey messages as well." (paragraph 4)

• "Whether it was because of unusual wind currents, being surrounded by hills, or due to fluctuations in temperatures, no one will ever know why they did not hear the heavy sounds of cannon fire." (final paragraph)

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

author's analysis of the effects of acoustic shadows on the course of the Civil War is developed through a variety of examples. How does the example in paragraph 7 provide a connection to the author's overall opinion of the effects of acoustic shadows?

• by detailing the lapse in judgment by the general and how it affected his soldiers

• by emphasizing the chain of events that occurred due to the missed signals of the battle

• by highlighting the fact that others could hear the signals so something was wrong with the general's hearing

• by stressing that the entire regiment had to be on guard and willing to wait for the signal or the method would not work

Tags

CCSS.RI.8.2

CCSS.RL.11-12.2

CCSS.RL.7.2

CCSS.RL.8.1

CCSS.RL.9-10.2

Which group of words from the text conveys the author's attitude towards the topic of acoustic shadows?

• abnormal, strange, impossible

• damaging, unique, phenomenon

• obvious, vital, effective

• unusual, fictional, crucial

Tags

CCSS.RI. 9-10.6

CCSS.RI.11-12.6

CCSS.RI.8.9

CCSS.RL.11-12.6

CCSS.RL.9-10.6

How does the author structure the text?

• anecdote, scientific examples of acoustic shadows, historic examples of acoustic shadows, speculation of the existence of acoustic shadows

• anecdote, causes of acoustic shadows, historical examples of acoustic shadows, scientific influences of acoustic shadows

• anecdote, definition, science of acoustic shadows, examples, historical impact of acoustic shadows

• anecdote, proof of acoustic shadows, historical examples of acoustic shadows, definition, scientific impact of acoustic shadows

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

How does the information in Table 1 support the meaning of the passage?

• It clarifies the types of choices school lunch programs can offer to students.

• It demonstrates the progression of healthier choices as students get older.

• It informs the reader on the types of snack choices offered to students in different age groups.

• It provides statistical evidence regarding the unhealthy choices students make when eating at school.

Tags

CCSS.RI.11-12.7

CCSS.RI.8.7

CCSS.RI.9-10.7

CCSS.RL.11-12.7

CCSS.RL.9-10.7

Read these excerpts.

Excerpt from passage (Paragraph 6). Like any war, it will take time to gather support, find the resources to fund these changes, and implement all of the phases of a healthier diet into our schools, but the future benefits outweigh any current obstacles. We just need to start.

Excerpt from an online article. Most people consider the word "diet" as the enemy. They feel the battle against sugary, unhealthy snacks and beverages to be a siege best left to others who are stronger, have more willpower, and are able to withstand the torture of going without sweets and junk food. However, if we just think about the nutrition war as one battle at a time, replacing a sugary cola with green tea or choosing a piece of fruit instead of a candy bar, for example, we can build our strength to make it through and be victorious over unhealthy habits.

How does the use of figurative language by these authors contribute to the mood?

• Both authors use hyperbole to exaggerate the threat of unhealthy food choices.

• Both authors use metaphor to emphasize the preparation and determination needed to make changes that will endure.

• Both authors use oxymoron to highlight the contrast between the quick decisions now that will lead to long-lasting effects.

• Both authors use symbolism to represent the gravity of the effects of unhealthy food choices.

Tags

CCSS.RI. 9-10.7

CCSS.RI.11-12.7

CCSS.RL.11-12.7

CCSS.RL.8.5

CCSS.RL.9-10.7

Read these excerpts from the passage.

Excerpt 1 (Paragraph 2) The ramifications of the unhealthy habits that young children are developing will affect the stability of our health care system, the productivity in our workforce, and the overall quality of life for future generations. Something needs to be done, and we need to start in the place where children spend the most time during a typical week at our schools.

Excerpt 2 (Paragraph 4) However, if children continue down the road of unhealthy food choices, we will end up spending billions of dollars through our health care system in order to treat the adverse health effects that will take a toll on their bodies. Saving money in the future and saving lives right now should be the main objective. By phasing out the bad choices and introducing kids to fresh vegetables, fruit, and dairy products we can revamp their habits and point them in a healthier direction. Which statement accurately evaluates the organizational structure of the excerpts?

• Excerpt 1 uses cause/effect organization to highlight the serious long-lasting effects of unhealthy choices; excerpt 2 uses problem/solution organization to present the worst case scenario and offer ideas that will help make the necessary changes.

• Excerpt 1 uses problem/solution organization to emphasize the difficulty of implementing such a dramatic change; excerpt 2 uses process/procedure organization to detail the steps needed to begin executing the change.

• Both excerpts use order of importance organization to demonstrate the various levels of responsibility in the unhealthy choices that are offered to students.

• Both excerpts use description to educate the reader on the economic and physical effects that will result from unhealthy choices.

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5