AnswersPA-Common Core ELA 8 Q1Lives of Commitment: Narrative of the Life of Frederick Douglass

Making Inferences in Narrative of the Life of Frederick Douglass Answers

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1
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Read this excerpt from The Narrative of the Life of Frederick Douglass.The plan which I adopted, and the one by which I was most successful, was that of making friends of all the little white boys whom I met in the street. As many of these as I could, I converted into teachers. With their kindly aid, obtained at different times and in different places, I finally succeeded in learning to read. When I was sent of errands, I always took my book with me, and by going one part of my errand quickly, I found time to get a lesson before my return.

A
They have more education than Douglass and are willing to teach him.
B
They enjoy playing with Douglass and consider him a friend.
C
They are eager to learn from Douglass and seek his guidance as a teacher.
D
They avoid Douglass because their parents disapprove of him.
2
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Read this excerpt from The Narrative of the Life of Frederick Douglass.[Mrs. Auld] had bread for the hungry, clothes for the naked, and comfort for every mourner that came within her reach. Slavery soon proved its ability to divest her of these heavenly qualities. Under its influence, the tender heart became stone, and the lamblike disposition gave way to one of tiger-like fierceness. The first step in her downward course was in her ceasing to instruct me.

A
Her inability to help the poor frustrates her.
B
She is sympathetic to the plight of enslaved persons.
C
Her attitude and behavior change as a slaveholder.
D
She is a strict teacher who does not forgive students.
4

Read this excerpt from The Narrative of the Life of Frederick Douglass.I used to talk this matter of slavery over with them. I would sometimes say to them, I wished I could be as free as they would be when they got to be men. "You will be free as soon as you are twenty-one, but I am a slave for life! Have not I as good a right to be free as you have?" These words used to trouble them; they would express for me the liveliest sympathy, and console me with the hope that something would occur by which I might be free.

A
They are annoyed by his thought-provoking question.
B
They hope he will learn to be happy, no matter what happens.
C
They are convinced that he should remain enslaved.
D
They wish his fate could be as favorable as their own.
5

[BLANK]

A
finding explicit information
B
making an inference
C
having a point of view
D
determining viewpoint
6

Read the paragraph below.Jonas entered the gym and waved to Fiona, his physical therapist. With her guidance, he walked across the floor with a walker, gently putting weight on his injured leg. Then he sat on the bench and lifted the weight she recommended. On the final repetition, he gritted his teeth in discomfort. Finally, he allowed her to demonstrate two new stretching exercises that would restore his flexibility. He tried each one dutifully and assured her that he would perform them every night.

A
The patient has become friends with his therapist.
B
The patient is a competitive and talented athlete.
C
The patient is cooperative and determined.
D
The patient is frustrated with his slow progress.
7

Read this excerpt from The Narrative of the Life of Frederick Douglass.In the same book, I met with one of Sheridan's mighty speeches on and in behalf of Catholic emancipation. These were choice documents to me. I read them over and over again with unabated interest. They gave tongue to interesting thoughts of my own soul, which had frequently flashed through my mind, and died away for want of utterance.

A
He disagrees with the religious beliefs expressed in Sheridan’s speeches.
B
He believes the best way to learn to read is through the study of speeches.
C
He understands the importance of memorization as a part of learning.
D
He enjoys finding words for his own thoughts on emancipation.
9

Read the paragraph below.Our eighth-grade science teacher is planning a trip to the science museum, and she showed us the exhibits on the museum website. The first-floor exhibits are immature, with water tables for play and sand boxes for "fossil” digs. The second-floor exhibits allow students to create, featuring simple machines, exploding volcanoes, and build-your-own electric circuits. These exhibits align with three of our units of study. The third floor boasts a 3D movie theater; unfortunately, the movie lengths exceed the time allotted for our field trip.

A
The author believes his class should visit the science museum’s second floor.
B
The author believes the first floor should be expanded to include water play.
C
The author believes the 3D movie times should be shortened for students.
D
The author believes his class should conduct further research before the trip.

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