Quarter 1 Standard Assessment
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Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
Determine two or more themes or central ideas of a text and analyze their development over the course of the
text, including how they interact and build on one another to produce a complex account; provide a summary of
the text.
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
(e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
Directions to Administer:
Say: Today you will take the grade 11/12 quarter one assessment. This assessment will measure
whether you have mastered specific standards taught during quarter one.
Say: You will have 45 minutes to read and answer the questions. During this time, you may not
use your cell phone or any electronic devices, talk and make any disturbances, or ask for help
from anyone around you.
Say: When you are finished, please raise your hand and your materials will be collected. Then
you may read a book quietly at your seat.
Say: Are there any questions?
Accommodations: The following accommodations may be provided if a student’s IEP, PMP, or
504 indicates the need.
ELL: Extended time and the use of a dictionary.
ESE: Extended time, non-verbal reminders to stay focused and on task, preferential seating, and
verbal encouragement that does not distract others.
1
excerpt from Young Goodman Brown
by Nathaniel Hawthorne
1
Young Goodman1 Brown came forth at sunset into the street at Salem village; but put his head
back, after crossing the threshold, to exchange a parting kiss with his young wife. And Faith, as
the wife was aptly named, thrust her own pretty head into the street, letting the wind play with
the pink ribbons on her cap while she called to Goodman Brown.
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“Dearest heart,” whispered she, softly and rather sadly, when her lips were close to his ear,
“prithee put off your journey until sunrise and sleep in your own bed to-night. A lone woman is
troubled with such dreams and such thoughts that she’s afeard of herself sometimes. Pray tarry
with me this night, dear husband, of all nights in the year.”
3
“My love and my Faith,” replied young Goodman Brown, “of all nights in the year, this one
night must I tarry away from thee. My journey, as thou callest it, forth and back again, must
needs be done ’twixt now and sunrise. What, my sweet, pretty wife, dost thou doubt me already,
and we but three months married?”
4
“Then God bless you!” said Faith, with the pink ribbons; “and may you find all well when you
come back.”
5
“Amen!” cried Goodman Brown. “Say thy prayers, dear Faith, and go to bed at dusk, and no
harm will come to thee.”
6
So they parted; and the young man pursued his way until, being about to turn the corner by the
meeting- house, he looked back and saw the head of Faith still peeping after him with a
melancholy air, in spite of her pink ribbons.
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“Poor little Faith!” thought he, for his heart smote him. “What a wretch am I to leave her on such
an errand! She talks of dreams, too. Methought as she spoke there was trouble in her face, as if a
dream had warned her what work is to be done to-night. But no, no; ’twould kill her to think it.
Well, she’s a blessed angel on earth; and after this one night I’ll cling to her skirts and follow her
to heaven.”
8
With this excellent resolve for the future, Goodman Brown felt himself justified in making more
haste on his present evil purpose. He had taken a dreary road, darkened by all the gloomiest trees
of the forest, which barely stood aside to let the narrow path creep through, and closed
immediately behind. It was all as lonely as could be; and there is this peculiarity in such a
solitude, that the traveller knows not who may be concealed by the innumerable trunks and the
thick boughs overhead; so that with lonely footsteps he may yet be passing through an unseen
multitude.
9
“There may be an Indian behind every tree,” said Goodman Brown to himself; and he glanced
fearfully behind him as he added, “What if the devil himself should be at my very elbow!”
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His head being turned back, he passed a crook of the road, and, looking forward again, beheld
the figure of a man, in grave and decent attire, seated at the foot of an old tree. He arose at
Goodman Brown’s approach and walked onward side by side with him.
2
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“You are late, Goodman Brown,” said he. “The clock of the Old South was striking as I came
through Boston, and that is full fifteen minutes agone.”
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“Faith kept me back a while,” replied the young man, with a tremor in his voice, caused by the
sudden appearance of his companion, though not wholly unexpected.
1Goodman: title of respect for farmer or householder.
3
Directions: Do NOT write on this test. Use 2-column notes while you are reading. Then using
details from the text, answer each question provided below.
1. This excerpt suggests that all people must, at some time, choose between good and evil.
All of the following contribute to the reader’s perception that Goodman Brown knows that
he is about to embrace evil except… (RL.1)
A paragraph 3, Goodman Brown says, “. . . of all nights in the year, this one night must I tarry
away from thee.”
B paragraph 7, Goodman Brown thinks, “. . . [it was] as if a dream had warned her what work
is to be done to-night.”
C paragraph 8, “. . . Goodman Brown felt himself justified in making more haste on his
present evil purpose.”
D paragraph 1, “Young Goodman Brown came forth at sunset into the street at Salem village .
. .”
2. How does Faith feel about Goodman Brown leaving? Use Evidence from the text to
support your answer. (RL.1, L.1, L.2)
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3. Throughout this passage Hawthorne’s use of dialogue between his characters is used
to… (RL.3)
A.
B.
C.
D.
help set the mood of the story.
establish the relationship between Brown and Faith.
emphasize Goodman Brown’s innocent nature.
show how Goodman Brown is torn between good and evil.
4. Using details from the text, what is happening so far in this story? (RL.1)
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5. Part A: What are two themes in the excerpt? (RL.2)
A.
B.
C.
D.
The Importance of Trust and The Need for Love
The Fear of the Wilderness and The Battle between Good and Evil
The Strength of a Marriage and The Power of a Woman
The Purity of Pink and The Absence Makes the Heart Grow Stronger
6. Part B: How are the two themes developed together during the course of the text? (RL.2)
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7. Give an example of where the author leaves something uncertain. Explain what
information about this idea is explicitly stated in the text, what is implied, and what is
unclear. (RL.1)
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8. Read this sentence from the excerpt:
“Poor little Faith!” thought he, for his heart smote him. “What a wretch am I to leave her on
such an errand!”
What impact does using this detail to development the main character have on the meaning
of the story? (RL.3)
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9. What impact does the main character’s development have on the meaning of the story?
(RL.3)
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10. Part A: How is the main character introduced?
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11. Part B: How does this way of introducing him affect the meaning of the story?
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6
Eleanor Roosevelt Speaks to the Members of the American Civil
Liberties Union, Chicago, IL, March 14, 1940
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Now I listened to the broadcast this afternoon with a great deal of interest. I almost forgot what a
fight had been made to assure the rights of the working man. I know there was a time when hours
were longer and wages lower, but I had forgotten just how long that fight for freedom, to bargain
collectively, and to have freedom of assembly, had taken.
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Sometimes, until some particular thing comes to your notice, you think something has been won
for every working man, and then you come across, as I did the other day, a case where someone
had taken the law into his own hands and beaten up a labor organizer. I didn’t think we did those
things any more in this country, but it appears that we do. Therefore, someone must be always on
the lookout to see that someone is ready to take up the cudgels1 to defend those who can’t
defend themselves. That is the only way we are going to keep this country a law-abiding country,
where law is looked upon with respect and where it is not considered necessary for anybody to
take the law into his own hands. The minute you allow that, then you have acknowledged that
you are no longer able to trust in your courts and in your law-enforcing machinery, and civil
liberties are not very well off when anything like that happens; so I think that after listening to
the broadcast today, I would like to remind you that behind all those who fight for the
Constitution as it was written, for the rights of the weak and for the preservation of civil liberties,
we have a long line of courageous people, which is something to be proud of and something to
hold on to. Its only value lies, however, in the fact that we profit by example and continue the
tradition in the future.
We must not let those people in back of us down; we must have courage; we must not succumb
to fears of any kind; and we must live up to the things that we believe in and see that justice is
done to the people under the Constitution, whether they belong to minority groups or not. This
country is a united country in which all people have the same rights as citizens. We are grateful
that we can trust in the youth of the nation that they are going on to uphold the real principles of
democracy and put them into action in this country. They are going to make us an even more
truly democratic nation.
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1cudgels: short, heavy clubs.
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Directions: Using details from the text, answer each question provided below.
1. In the middle of paragraph 2, Roosevelt implies that “you have acknowledged that you
are no longer able to trust in your courts and in your law-enforcing machinery” when you
allow individuals… (RI.1)
A.
B.
C.
D.
to speak and assemble freely.
to organize as labor unions.
to take the law into their own hands.
to think that justice will always prevail.
2. Part A: Select the two central ideas of the text. (RI.2)
A.
B.
C.
D.
Protecting civil liberties and enforcing the law is the government’s job
Becoming a U.S. citizen and taking the law into their own hands leads to mob violence
Looking out for foreign countries and people should fight with words rather than violence
Ensuring the division between church and state and people have to defend themselves
rather than depend on others
3. Part B: Explain how the two central ideas are related and how they are developed
together throughout the text? (RI.2)
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4. How does the idea of “They are going to make us an even more truly democratic nation.”
develop over the course of the text? (RI.3)
A.
B.
C.
D.
Eleanor Roosevelt uses details to point out all the ways U.S. citizens are free.
Eleanor Roosevelt uses details to discuss the efforts to move toward governed freedom.
Eleanor Roosevelt uses details share her feelings and observations about the war.
Eleanor Roosevelt uses specific details to demonstrate examples and non-examples of
how to be a good U.S. citizen.
5. Using details from the text, what’s happening so far in this speech? (RI.1)
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6. Part A: How does Eleanor Roosevelt’s use of the word fight affect every working man?
(RI.3)
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7. Part B: Select a detail that supports the answer in Part A. (RI.3)
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8. What is Eleanor Roosevelt suggesting when she says, “We must not let those people in back
of us down;”? (RI.1)
A.
B.
C.
D.
Don’t release the people who are supporting the efforts.
Don’t allow them to quit before the effort is complete.
Don’t let people down who are supporting the efforts.
Don’t give people the chance to move up whom are supporting the efforts.
9. Select detail from the text that shows how the beating and the Constitution are linked in
the text.
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10. How does Eleanor Roosevelt feel about the American Civil Liberties? Use evidence
from her speech to support your answer.
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Answer Key:
Remember short answer responses must be graded not only for reading standards, but for
writing and language standards too.
Young Goodman Brown
1. D
2. Faith is not happy about Goodman leaving because she is concerned for his safety. She
tells Goodman, “A lone woman is troubled with such dreams and such thoughts that she’s
afeard of herself sometimes.”
3. D
4. Faith and Goodman recently got married and he is leaving to go on a journey. However,
his wife does not want him to go because she is worried about him. Goodman Brown
asks Faith to trust him, but she has a lack of trust due to a dream. So, Goodman leaves
and travels through a dark forest until he comes to a questionable man.
5. B
6. The theme good and evil is developed from the start of the text with the names the author
has chosen and the symbolism of the dream and pink ribbons. This continues through the
conversation and word choice, such as “My love and my Faith” and “Poor little Faith.”
Then as he ventures forward, good and evil interacts with the second theme – fear of the
wilderness. The author uses the description of the journey to capitalize on the evil as well
as the fear, such as “What if the devil himself should be at my very elbow.”
7. Based on the excerpt, it is unclear what business Goodman has with the man from the
woods. It is explicit that they meet, “He arose at Goodman Brown’s approach and walked
onward side by side with him.” However, it is implied or suggested that this business is
not good but evil through the detail “replied the young man, with a tremor in his voice,
caused by the sudden appearance of his companion, though not wholly unexpected.”
8. This detail shows that Goodman does care about his new wife and feels bad about leaving
her, but it also shows the evil inside of him when he references the “such an errand.” This
allows the reader to gather the presence of good and evil in one simple sentence.
9. The main character is Goodman Brown and the reader sees him develop on the inside in
the outside world through the connection with Faith and through his journey onto the
“dreary road, darkened by all the gloomiest trees of the forest.” These external details
allow the reader to see the internal struggle Goodman is having between doing what is
right and completing “such an errand.”
10. Goodman Brown is introduced as young and newly married man who loves her his wife.
11. This introduction immediately sets up the internal conflict between good and evil, which
plays out through the proceeding paragraphs.
Eleanor Roosevelt
1. C
2. A
3. The two central ideas are related because if the government enforces the law for all
working man then everyone, no matter race, gender, or age, will be able to enjoy the
freedoms of being a U.S. citizen. Eleanor develops these ideas by expressing how people
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have fought for these freedoms and when we allow the people to take it upon themselves
to defend based on their own criteria, then the law is diminished.
4. B
5. Eleanor Roosevelt is addressing the American public about a broadcast she listened to
and it evoked concerns. She reminds the public of the freedoms they have fought to gain,
but in the same speech she cautions the public not to take the laws that govern freedom
into their own hands or everything they have worked for will be for nothing. Eleanor
Roosevelt encourages the public to be strong and stand for what is right and what is
governed so that they will be “an even more truly democratic nation.”
6. The word “fight” appears three times in Eleanor Roosevelt’s speech and each time
references “the working man” to imply the need for constitutional rights. Therefore, the
word fight affects how man works together under the laws and rights of American to help
move the country forward “by example and continue the tradition in the future.”
7. When Eleanor Roosevelt says, “I would like to remind you that behind all those who
fight for the Constitution as it was written, for the rights of the weak and for the
preservation of civil liberties, we have a long line of courageous people, which is
something to be proud of and something to hold on to” represents how the word fight
affects the working man.
8. C
9. Eleanor Roosevelt shares a situation where a man beat another man because he felt a
labor organizer had broken the law; however, the Constitution should be trusted to judge,
trial and convict those accused of breaking a law, which is why Roosevelt states, “the
Constitution as it was written, for the rights of the weak and for the preservation of civil
liberties.”
10. Eleanor Roosevelt believes in the freedoms and government defended and fought for by
soldiers and is sad that she has to address the public on the matter of civil liberties
because she says, “I didn’t think we did those things any more in this country, but it
appears that we do” and “I would like to remind you that behind all those who fight for
the Constitution as it was written, for the rights of the weak and for the preservation of
civil liberties, we have a long line of courageous people, which is something to be proud
of and something to hold on to.”
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