Texas Assessment Practice
DIRECTIONS Read these selections and answer the questions that follow.
Defense of the Constitutions
of Government in Massachusetts
During the Revolution by John Adams
from
assess
Taking this practice test
will help you assess your
knowledge of these skills
and determine your
readiness for the Unit Test.
review
After you take the practice
test, your teacher can help
you identify any standards
you need to review.
READING 1B Analyze textual
context to draw conclusions
about the nuance in word
meanings. 7 Draw conclusions
about how an author’s sensory
language creates imagery.
8 Make inferences and
draw conclusions about the
author’s purpose in historical
contexts. 9C Make subtle
inferences and complex
conclusions about the ideas in
text and their organizational
patterns. 9D Make logical
connections between and
among multiple texts. 10 Make
inferences and draw conclusions
about persuasive text. WRITING
13C Revise drafts to clarify
meaning and achieve specific
rhetorical purposes. 13D Edit
drafts for grammar, mechanics,
and spelling. ORAL AND WRITTEN
CONVENTIONS 17A Use and
understand the function of
different types of clauses and
phrases.
For more practice, see
Texas Assessment Practice
Workbook.
Practice
Test
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It is become a kind of fashion among writers, to admit, as a maxim, that if
you could be always sure of a wise, active, and virtuous prince, monarchy would
be the best of governments. But this is so far from being admissible, that it will
forever remain true, that a free government has a great advantage over a simple
monarchy. The best and wisest prince, by means of a freer communication with
his people, and the greater opportunities to collect the best advice from the best
of his subjects, would have an immense advantage in a free state over a monarchy.
A senate consisting of all that is most noble, wealthy, and able in the nation, with
a right to counsel the crown at all times, is a check to ministers, and a security
against abuses, such as a body of nobles who never meet, and have no such right,
can never supply. Another assembly, composed of representatives chosen by the
people in all parts, gives free access to the whole nation, and communicates all its
wants, knowledge, projects, and wishes to government; it excites emulation among
all classes, removes complaints, redresses grievances, affords opportunities of
exertion to genius, though in obscurity, and gives full scope to all the faculties of
man; it opens a passage for every speculation to the legislature, to administration,
and to the public; it gives a universal energy to the human character, in every part
of the state, such as never can be obtained in a monarchy.
There is a third particular which deserves attention both from governments
and people. In a simple monarchy, the ministers of state can never know their
friends from their enemies; secret cabals undermine their influence, and blast
their reputation. This occasions a jealousy ever anxious and irritated, which never
thinks the government safe without an encouragement of informers and spies,
throughout every part of the state, who interrupt the tranquillity of private life,
destroy the confidence of families in their own domestics and in one another, and
poison freedom in its sweetest retirements. In a free government, on the contrary,
the ministers can have no enemies of consequence but among the members of
the great or little council, where every man is obliged to take his side, and declare
his opinion, upon every question. This circumstance alone, to every manly mind,
would be sufficient to decide the preference in favor of a free government.
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KEYWORD: HML11-292
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unit 1: exploring american literature
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Boston Tea Party
by George Hewes
It was now evening, and I immediately dressed myself in the costume of an
Indian, equipped with a small hatchet, which I and my associates denominated
the tomahawk, with which, and a club, after having painted my face and hands
with coal dust in the shop of a blacksmith, I repaired to Griffin’s wharf, where
the ships lay that contained the tea. When I first appeared in the street after
being thus disguised, I fell in with many who were dressed, equipped and painted
as I was, and who fell in with me and marched in order to the place of our
destination. . . .
We then were ordered by our commander to open the hatches and take out all
the chests of tea and throw them overboard, and we immediately proceeded to
execute his orders, first cutting and splitting the chests with our tomahawks, so as
thoroughly to expose them to the effects of the water.
In about three hours from the time we went on board, we had thus broken
and thrown overboard every tea chest to be found in the ship, while those in the
other ships were disposing of the tea in the same way, at the same time. We were
surrounded by British armed ships, but no attempt was made to resist us.
We then quietly retired to our several places of residence, without having
any conversation with each other, or taking any measures to discover who were
our associates; nor do I recollect of our having had the knowledge of the name
of a single individual concerned in that affair, except that of Leonard Pitt, the
commander of my division, whom I have mentioned. There appeared to be an
understanding that each individual should volunteer his services, keep his own
secret, and risk the consequence for himself. No disorder took place during that
transaction, and it was observed at that time that the stillest night ensued that
Boston had enjoyed for many months. . . .
Another attempt was made to save a little tea from the ruins of the cargo
by a tall, aged man who wore a large cocked hat and white wig, which was
fashionable at that time. He had sleightly slipped a little into his pocket, but being
detected, they seized him and, taking his hat and wig from his head, threw them,
together with the tea, of which they had emptied his pockets, into the water. In
consideration of his advanced age, he was permitted to escape, with now and then
a slight kick.
The next morning, after we had cleared the ships of the tea, it was discovered
that very considerable quantities of it were floating upon the surface of the water;
and to prevent the possibility of any of its being saved for use, a number of small
GOßON
assessment practice
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boats were manned by sailors and citizens, who rowed them into those parts of
the harbor wherever the tea was visible, and by beating it with oars and paddles
so thoroughly drenched it as to render its entire destruction inevitable.
Reading Comprehension
Use “Defense of the Constitutions of
Government in Massachusetts During the
Revolution” (p. 292) to answer questions 1–6.
1 Which position on government does Adams
favor?
A Monarchies are the best form of
government because they have wise and
virtuous rulers.
B Writers should be consulted when a
country forms its government because they
are well informed.
C A free state is the best form of government
because its ideas and opinions come from
the people.
D Only the best and wisest prince who
communicates with his subjects should
rule a nation.
2 The words enemies, informers, and spies
in paragraph 2 appeal to the emotion of —
F anger
H fear
G excitement
J guilt
3 Which claim does Adams make about a free
government in paragraph 2?
A The best way to run a free government is
with a large assembly and a small one.
B Members of a free government often take a
tough-minded approach to governing.
C People who serve in a free government
have similar opinions.
D The leaders in a free government usually
have few hidden enemies.
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4 “Every manly mind” in paragraph 2 is an
example of which persuasive technique?
F An appeal by association
G An appeal to authority
H An ethical appeal
J Loaded language
5 Which quote is an example of loaded
language?
A monarchy would be the best of governments
B such as a body of nobles who never meet
C gives free access to the whole nation
D poison freedom in its sweetest retirements
6 This excerpt reflects the view of colonists
who —
F believed that political rivalries would
destroy the British monarchy
G questioned British rule and tried to form a
new government
H upheld the ideals of a monarchy
J had simple ideas about government
Texas Assessment Practice
Use “Boston Tea Party” (pp. 293–294) to
answer questions 7–12.
7 Which descriptive details most clearly place
this account in its historical context?
A Tomahawk, chests of tea, coal dust
B Armed ships, hatches, small boats
C Evening, three hours, next morning
D Sailors, citizens, aged man
8 This narrative is a primary source because
it is —
F a political argument
G a participant’s report
H an accurate history
J a published document
9 This account by a colonial shoemaker calls
attention to —
A an alliance between Native Americans and
tradespeople
B a lack of leadership during the
Revolutionary War
C the tension between wealthy and poor
people in the colonies
D the role of the common people in the
Revolution
10 The colonists most likely dressed as Native
Americans to —
F honor Native American traditions
G forge an alliance against the British
H protect themselves from the British
J cause economic problems in the colonies
11 The descriptive anecdote in paragraph 5
suggests that —
A tea was a prized commodity among the
colonists in Boston
B the elderly were treated with disrespect in
colonial times
C many participants thought the Boston Tea
Party was amusing
D violent attacks were characteristic of the
Boston Tea Party
12 The descriptive details in this account
emphasize that the Boston Tea Party was —
F poorly planned
G carried out in secret
H led by Native Americans
J authorized by the British
Use both selections to answer question 13.
13 Both primary sources give the reader insight
into the —
A origins of the United States
B benefits of a constitution
C advantages of a monarchy
D fashions of the period
SHORT-ANSWER QUESTIONS
Write three or four sentences to answer this
question.
14 Cite three details from George Hewes’s
account that identify it as a primary source.
Write two or three paragraphs to answer this
question.
15 What argument does John Adams make in
paragraph 1 in favor of an assembly of
representatives? Cite three reasons he gives
to support his argument.
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Vocabulary
Use context clues and your knowledge
of specialized vocabulary to answer the
following questions based on “Defense
of the Constitutions of Government in
Massachusetts During the Revolution.”
1 What is the most likely meaning of the word
monarchy as it is used in paragraph 1?
A A state headed by a leader who usually
rules by hereditary right
B A body of elected officials who hold the
supreme power in a nation
C A small group of persons who rule together
D A government that shares power with the
people
2 What is the most likely meaning of the word
cabals as it is used in paragraph 2?
F Social clubs
G Religious denominations
H Groups of conspirators
J Military organizations
3 What is the most likely meaning of the word
ministers as it is used in paragraph 2?
A Church leaders
B Public officials
C Foreign diplomats
D Business tycoons
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Use context clues and your knowledge of
multiple-meaning words to answer the
following questions based on the excerpt
from “Boston Tea Party.”
4 Which meaning of the word execute is used
in paragraph 2?
F Carry out
G Create
H Kill
J Validate
5 Which meaning of the word several is used
in paragraph 4?
A Distant
B Separate
C Humble
D More than two or three
6 Which meaning of the word measures is used
in paragraph 4?
F Actions
G Dimensions
H Legislative bills
J Quantities
Texas Assessment Practice
Revising and Editing
DIRECTIONS Read this passage and answer the questions that follow.
(1) George Washington hired engineer Pierre L’Enfant to plan a new capitol city.
(2) The new city would be called Federal City and would be located in Maryland.
(3) L’Enfant was later fired. (4) Surveyor Andrew Ellicott redrew the plans but upheld
much of L’Enfant’s vision. (5) By 1800, President John Adams had moved into the
White House. (6) It was far from finished. (7) It was damp. (8) The city was later
renamed. (9) Today, Washington, D.C., reflects L’Enfants vision of a city of open space.
1 What change, if any, should be made in
sentence 1?
A Change engineer to Engineer
B Insert a comma after L’Enfant
C Change capitol to capital
D Make no change
2 What is the most effective way to combine
sentences 3 and 4 to form a compoundcomplex sentence?
F L’Enfant was later fired, but when surveyor
Andrew Ellicott redrew the plans, he
upheld much of L’Enfant’s vision.
G L’Enfant was later fired, and surveyor
Andrew Ellicott redrew the plans but
upheld much of L’Enfant’s vision.
H When redrawing the plans, surveyor
Andrew Ellicott upheld much of L’Enfant’s
vision, even though L’Enfant was fired.
J Much of L’Enfant’s vision was upheld by
surveyor Andrew Ellicott, who redrew the
plans after L’Enfant was fired.
3 What is the most effective way to combine
sentences 5 and 6 to form a complex
sentence?
A By 1800, President John Adams had
moved into the White House, even though
it was far from finished.
B By 1800, President John Adams had
moved into the White House, but it was
far from finished.
C By 1800, President John Adams had
moved into the White House; however,
it was far from finished.
D By 1800, President John Adams had
moved into the White House; it was far
from finished.
4 Which prepositional phrase should be added
to the end of sentence 8 to add descriptive
detail?
F Even as it grew
G After Washington’s death
H To reflect Washington’s involvement
J Washington, D.C.
5 What change, if any, should be made in
sentence 9?
A Spell out D.C.
B Change L’Enfants to L’Enfant’s
C Change reflects to reflected
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D Make no change
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