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NAME
CLASS
SELECTION TEST
Student Edition page 142
DATE
SCORE
LITERARY RESPONSE AND ANALYSIS
from Harriet Tubman: Conductor
on the Underground Railroad Ann Petry
COMPREHENSION (40 points; 4 points each)
On the line provided, write the letter of the best answer to each of the following items.
1. What is Harriet Tubman trying to accomplish?
A She wants to trick the slave owners.
B She wants to take the slaves to Pennsylvania.
C She wants to convert the slaves to the Quaker religion.
D She wants to help people escape slavery.
2. Why does Harriet Tubman plan the escapes for Saturday night?
F
It is the only time enslaved people are in their cabins.
G She wants to gain more time before she will be pursued.
H Everyone is in church on Sunday.
J
All the men who capture runaways are out hunting on Saturdays.
3. Harriet Tubman uses the spiritual “Go Down, Moses” to —
A teach the enslaved Africans about their religion
B signal her arrival to the enslaved Africans
C warn the runaway slaves of approaching danger
Copyright © by Holt, Rinehart and Winston. All rights reserved.
D give herself courage to go on
4. The Fugitive Slave Law that penalizes slaves and those who help them applies to —
F
Canada and the United States
G Canada
H Mexico and the United States
J
the United States
5. All of the following statements about Harriet Tubman’s journey are correct except —
A she is welcomed at every stop on the Underground Railroad
B she travels for almost a month to complete her journey
C she travels all the way to Canada with eleven slaves
D she brought runaways to Thomas Garrett’s home in Wilmington
6. Harriet Tubman tries to encourage the group of runaways by —
F
threatening them with a gun
G explaining the Fugitive Slave Law
H telling stories about successful escapes
J
Harriet Tubman
showing she is not afraid to sleep
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7. Harriet Tubman says that she cannot allow anyone from the group to
return to the plantation for fear of all the —
A slave owners forcing runaways to reveal the true identity of Moses
B runaways being forced to lie to the slave owners about the whereabouts
of Moses and the Underground Railroad
C slave owners punishing the relatives of the runaways
D runaways being forced to tell everything about the
Underground Railroad to the slave owners
8. What does William Still of Philadelphia do?
F
He turns away the group because he is afraid of the new laws.
G He keeps a secret record of the members of the Underground Railroad.
H He accompanies the group to Canada.
J
He helps to write the Fugitive Slave Law.
9. When Harriet Tubman tells the group, “And freedom’s not bought with
dust,” she means that —
A people have to work hard to free themselves
B freedom is cheap
C people have to buy their freedom
D even dust is valuable
10. To help tell her story and to give firsthand evidence, the author uses —
F
an interview with Harriet Tubman
H direct quotations from someone who helped the group
J
direct quotations from the runaways in the group
LITERARY FOCUS (20 points; 5 points each)
On the line provided, write the letter of the best answer to each of the following items.
11. Where and when does this story take place?
A During the Civil War in the 1860s
B In the South and the northeastern states in 1851
C During the civil rights movement in the 1960s
D In the South in the 1870s
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Holt Assessment: Literature, Reading, and Vocabulary
Copyright © by Holt, Rinehart and Winston. All rights reserved.
G journal notes Tubman kept on the journey north
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12. Harriet Tubman’s motivation for arming herself with a gun is to —
F
defend herself from a runaway
G get farmers to give the group food and shelter
H threaten a runaway who wants to turn back
J
prevent being captured by people who are looking for them
13. Why do you think the Quakers and others on the Underground
Railroad provide shelter to the runaways?
A They help for humanitarian and religious reasons.
B They are Northerners who are against Northerners.
C They like Harriet Tubman.
D They wanted to gain political advantage in the North.
14. Which phrase best describes a character’s behavior?
F
The reasons a character acts a certain way
G A character’s internal reason for doing something
H What a character says and does
J
What a character thinks
VOCABULARY DEVELOPMENT (20 points; 4 points each)
On the line provided, write the word that best completes each sentence.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
fugitives
incomprehensible
15. Harriet spoke with
16. The
incentive
dispel
eloquence
about the successes of other runaways.
escape from their plantations but are not yet free.
17. To the plantation owners, it is
18. There is one major
how the runaways manage to escape.
for a slave to run away: his or her freedom.
19. A warm place to sleep and a good meal helps to
the runaways’ fears.
CONSTRUCTED RESPONSE (20 points)
20. How do the other people in the story react and respond to Harriet
Tubman? What does she do to provoke those reactions? On a separate
sheet of paper, write a paragraph that explains your answer. Support your
ideas with details from the story.
Harriet Tubman
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Page 231
Answer Key
fear that the teacher is a conjurer or addled
in some way. He worries that the teacher
doesn’t want to listen to him until the
teacher finally asks him to tell about
himself.
Reading Skills and Strategies:
Constructed Response
Summarizing
11. Students’ responses will vary. A sample
response follows:
A young boy who has been traveling
alone stops at the pump outside a school. He
meets a teacher who understands that the
boy needs some help and takes him home.
At first, the boy wonders why the teacher
doesn’t ask him questions and then worries
that the teacher may be a conjurer. Finally,
the boy understands that the teacher will be
a friend who is happy to listen to his story.
Collection 2
Using Context Clues
Collection 2 Diagnostic Test
12.
Literature, Informational Text,
Vocabulary, page 37
(a) orneriness
(b) whitewashed
(c) addled
(d) wilted
(e) gain
Predicting
13. Students’ responses will vary. A sample
response follows:
Copyright © by Holt, Rinehart and Winston. All rights reserved.
(External conflict)
The reader can interpret that the boy’s
external conflicts have to do with his travels
and the people and situations that he meets.
When the story begins, the boy’s conflict is
that he has hurt his fingers and needs to
find a way to take care of them.
The boy may stay for a while. The
teacher originally thought that the boy
wanted to enroll in school and now knows
that the boy wants to learn to read. Since he
is so generous, he may ask the boy to stay
with him and attend school. Even though
the teacher says he is going to fix the boy a
cot “for the night,” the boy’s story may convince him to ask the boy to stay. In addition, the boy is very happy to have found
someone kind and learned; consequently,
the boy is eager to tell his story to someone
who will listen.
Literary Focus: Constructed Response
14. Students’ responses will vary. A sample
response follows:
1.
2.
3.
4.
5.
C
J
B
F
D
6.
7.
8.
9.
10.
G
A
F
C
H
from Harriet Tubman: Conductor
on the Underground Railroad
by Ann Petry
Selection Test, page 39
Comprehension
1.
2.
3.
4.
5.
D
G
B
J
A
6.
7.
8.
9.
10.
H
D
G
A
H
Literary Focus
11. B
12. H
13. A
14. H
(Internal conflict)
The boy’s internal conflict is his desire to
have someone listen to his story and his
Answer Key
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Answer Key
15. eloquence
16. fugitives
17. incomprehensible
18. incentive
19. dispel
Constructed Response
20. Students’ responses will vary. A sample
response follows:
Tubman has a trustworthy reputation;
therefore, the runaways agree to go with
her. They have enough faith in her to follow
her on the journey, even though they are
frightened. The runaways do not always
respond to her when she tells them stories,
but she is able to make them laugh or sing
sometimes. They doubt her promises of
food and shelter along the way. When
Tubman aims a gun at a runaway to prevent him from leaving, the person stays. No
one reacts by trying to harm her or take her
gun. When she suddenly falls asleep as she
does at times, the runaways just wait, as if
they are watching over her.
For the most part, the conductors on the
Underground Railroad also welcome and
trust Tubman and fulfill their promises.
They give her money for the journey, and
food, shelter, and clothes for the group.
After she meets the Reverend Loguen for
the first time, they form a lifelong friendship. In short, because Tubman delivers on
her promises, she proves herself worthy of
trust and friendship.
232
The Fugitive Slave Acts
of 1793 and 1850
by Flo Ota De Lange
Selection Test, page 42
Comprehension
1.
2.
3.
4.
5.
A
H
C
H
A
6.
7.
8.
9.
10.
G
D
F
A
H
Barbara Frietchie
by John Greenleaf Whittier
Selection Test, page 44
Comprehension
1.
2.
3.
4.
5.
C
F
D
H
C
6.
7.
8.
9.
10.
F
A
H
B
G
Literary Focus
11. B
12. J
13. C
14. G
Vocabulary Development
15. stirred
16. rent
17. staff
18. tread
19. host
Holt Assessment: Literature, Reading, and Vocabulary
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Vocabulary Development