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West VirginiaREADING LANGUAGE ARTS

TestGrade: 8

Title:8th RLA S1 CR

Student Test Form

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Copyright © 2002 by CTB/McGraw−Hill LLC. All rights reserved

8th RLA S1 CR

Student Directions:Read the passage and answer the questions that follow.

The Life of Molly Brown

by Bonnie Brightman

In the early morning hours of April 15, 1912, the mightyRMS Titanicsank into the NorthAtlantic. Among the survivors was a Denver, Colorado, socialite, Mrs. J. J. Brown, whosecourage and leadership during the crisis at sea made her famous overnight. The press called her"the unsinkable Molly Brown." From this point on, every move she made was news.

Even before theTitanic,Molly was well known in the higher social circles. Denver’s oldest andrichest families disapproved of her. She spent money too freely, talked too loudly−−and yodeledin public! But others were charmed by her story−telling skills and her down−to−earth Westernways.

Molly loved the tall tales told about her as her fame grew. It was said that she had once surviveda cyclone on the Mississippi River. Mark Twain had saved her from drowning. She had traveledwest in a prairie schooner that was robbed by Jesse James. And, dressed only in her underwear,she’d taken command of a lifeboat as theTitanicsank. (She’d given the rest of her clothes toothers so they could keep warm.) None of this is quite true. But the real story is just as good.

Molly was born Margaret Tobin on July 18, 1867, in Hannibal, Missouri. Later newspaperaccounts wrongly described her childhood as deprived. The Tobin family was large but alwaysfairly well clothed and fed. Molly did leave school after the eighth grade to go to work, but thiswas common in those days.

At 18, Molly headed west by train, not prairie schooner. She settled with her married sister inLeadville, Colorado, a mining town that had boomed during the Pike’s Peak gold rush. There,she married a handsome mining engineer, J. J. Brown. They made their home in a cabin and hadtwo children. Molly later said that these days were the happiest of her life.

When the silver market crashed in 1893, the price of gold shot up. Just then, J. J. made what mayhave been the richest gold strike in history. To Molly’s delight, she and J. J. were suddenly veryrich indeed. She promptly bought a 16−room mansion, now a popular Denver museum. Mollygave the house her own special touch. This included twin coyote heads in the entry hall and apolar bear rug in the living room. She threw many parties, inviting up to 800 guests at a time.

Molly also bought expensive clothes and jewels. One of her Paris gowns, woven with goldthread, was said to be among the most ornate ever designed. She had more shoes than could beworn in a lifetime. Her jewelry was worth a fortune.

As critics pointed out, Molly was a social climber who liked the things money could buy. But

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she was also intelligent and kind. As an adult, she studied the arts and became fluent in severalforeign languages. She raised money for hospitals and orphans and helped change laws that dealtwith children who committed crimes. Instead of simply punishing these children, Coloradobegan training and educating them.

TheTitanic’s sinking further revealed Molly’s strength of character. She had been reading inbed when something hit the ship with such force that it threw her onto the floor. TheTitanichadstruck an iceberg. She was hurried onto the deck and into a lifeboat with a group of otherwomen.

Quartermaster Robert Hichens was in charge. The women pleaded with him to try to pick upsurvivors in the water. He refused for fear of tipping the lifeboat.

Molly later called him a coward who told the group they were doomed. When theTitanicwentdown, he warned, it would pull the lifeboats under, too. Molly threatened to throw himoverboard. She ordered the others to grab the oars and row. If nothing else, the activity couldkeep them from freezing to death. She actuallydid share the extra pairs of stockings she’d hadthe sense to put on before leaving the ship. The women said Molly’s actions saved them all.

TheTitanic’s survivors were rescued by another ship at dawn. Once on board, Mollyimmediately began tending to others. Using her skills in foreign languages, she made a list ofsurvivors to send to worried friends and families. And before the ship docked in New York, she’dhelped raise money for the many third−class passengers who lost everything in the disaster.When asked how she’d survived, Molly is reported to have said, "Typical Brown luck. We’reunsinkable."

Although she denied doing anything heroic, Molly quickly used her new fame to promote socialcauses. She fought for laws to improve the safety of ocean−going ships. In 1914, she helped stopone of the worst labor conflicts in U.S. history: the coal mining strike in Ludlow, Colorado.When a women’s labor union asked Molly to step in, nearly thirty people had already beenkilled. After demanding that the conflict be investigated, Molly got the mine owner to hear thestrikers’ complaints. She then raised money to help needy families on both sides of the dispute.

Molly also fought for women’s right to vote. Because of activists like Molly, Colorado grantedthis right to women 27 years before most other states. In 1914, Molly became one of the firstwomen in U.S. history to run for the Senate. She was a strong supporter of the Equal RightsAmendment (ERA), first proposed in 1923. Believing that this law would ensure equality forwomen, she traveled to Washington, D. C., to ask President Coolidge for his support.

The 1960s Broadway show and movieThe Unsinkable Molly Brownand the 1997 movieTitanicpresent Molly to new generations. They portray a feisty survivor, with a weakness for publicrecognition, shopping sprees, and a good time. All of this is true. But her life−long concern forwomen, children, and the poor made Molly much more than this. She was also a woman ofaction and substance.

"The Life of Molly Brown" by Bonnie Brightman, copyright (c) 2001 by CTB/McGraw−Hill.

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1. Place the following events on the time line below in the order they occurred, earliest tolatest.

» Molly survives the sinking of theTitanic.» Molly meets with President Coolidge.» Molly moved to Leadville, Colorado.» Molly becomes very wealthy.» Molly marries J. J. Brown.» Molly runs for the U.S. Senate.

Time line

earliest latest

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2. According to the passage, Molly Brown was a champion of social causes.

List three causes from the passage that Molly Brown supported.

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Eagle Island

by Pleasant DeSpain

Many years ago, hundreds of eagles nested in tall trees on an island near Sitka, Alaska. Soaringhigh above the beach, they would swoop down to feast on fat salmon. They were happy.

Then early one spring, hunters in search of fish and game discovered the island. Soon theybrought their families to settle this land.

Seeing the people take so many fish from the sea made the eagles concerned. Seeing the eaglestake so many fish from the sea made the people concerned. The eagles and the people continuedto live together on the beautiful island, but not happily.

The people distrusted the eagles. The eagles distrusted the people. An uneasy truce was formed,but sadness spread across the land. Animals stopped reproducing and began to die out. Fishswam far away from shore and could not be caught. Birds flew to neighboring islands to buildtheir nests.

When winter came, food was scarce. Cries of starving children could be heard in the lodgesevery night. The people gathered for a council meeting.

"Eagles are to blame," said one of the elders. "They cause our misery."

"Yes!" cried many in response.

A boy of fifteen years, an orphan accustomed to making his way on his own, spoke up. "It’s nottrue. Eagles are our friends. We should honor them."

It was a bold statement. He knew that others would be suspicious.

He had loved the eagles from the time he was a child. While fishing he would offer songs ofpraise to his high−flying friends. In return they would drop eagle feathers at his feet. The boynever failed to give the eagles a portion of his catch, even if it was but one small salmon.

"You give eagles food that belongs to hungry children," said an elder. "We have decided to leavethis unhappy place. But you, Boy Who Loves Eagles More Than People, cannot go with us. Youare no longer a member of our tribe. You must survive on your own."

The people packed their belongings into canoes and paddled to a distant land. The orphan wasleft behind. He sat on the beach listening to ocean waves washing over jagged rocks. He watched

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the eagles soar on the cold currents high above and sang songs of praise to them.

An eagle feather floated down in front of him. When he looked up, there was a large salmonfalling from the sky. He jumped up and caught it in his outstretched arms. Dozens of eaglesscreeched their approval. Soon another fat salmon tumbled through the air and landed at his feet.The boy built a small fire and prepared to eat, knowing that he would be able to survive.

Soon the island lost its sadness. The animals and the fish began to return. The orphan boy livedwith abundance.

Then one day a small whale beached itself on his rocky shore. The boy sliced its blubber intostrips and strung them out on racks to dry.

"If only I could share all of this with my people," he said.

Suddenly Raven appeared on a branch above him and spoke. "They have forsaken you. Are yousure you want them back?"

"I’m sure," said the boy. "My belly is full but my heart is empty. What is life withoutcommunity?"

Raven caught a strip of blubber with his claws and flew to the distant land. There the peoplewere dying of cold and starvation. He dropped the blubber onto the elder’s fire. When it sizzledand popped, the people ran to the fire, hoping for something to eat.

Raven sat on a branch above the fire and spoke. "You have been foolish to hate Eagle. Only theorphan you left behind has been wise. He wants you to return and share his new abundance."

The people climbed into their canoes and headed for Eagle Island. Upon landing, theyapproached the boy cautiously. He laughed with a glad heart and welcomed them to feast.

The people decided to return to their old home. When the boy reached manhood, he was made anelder of the tribe. He married well and raised many children.

His family totem still stands. Eagle sits at its top.

"Eagle Island" fromSweet Land of Story: Thirty−Six American Tales to Tellby Pleasant DeSpain, copyright (c) 2000 by Pleasant DeSpain. Usedby permission of August House Publishers Inc.

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3. Read this sentence from the passage.

He had loved the eagles from the time he was a child.

The boy had a very good relationship with the eagles. On the lines below, provide evidencethat supports this by writing two examples of things the boy offered to the eagles and twoexamples of things the eagles offered to the boy.

Things the boy offered to the eagles: Things the eagles offered to the boy:

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4. At the end of the passage, Raven goes to the people and tells them that the boy has been theonly wise person in the tribe. In the chart below, provide twoexamples of how the boyacted wisely and twoexamples of how the tribe acted foolishly.

Examples of the boy acting wisely: Examples of the tribe acting foolishly:

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5. Raven flies to the distant land and finds the tribe dying of cold and starvation. When hetells them the boy wants them to return to Eagle Island and share his food, they are willingto return. On the lines below, write an essay explaining how you think the end of thepassage might be different if the people were warm and not starving in the distant land. Besure your essay is organized and has a beginning, a middle, and an end.

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6. Read these sentences from the passage.

"Eagles are to blame," said one of the elders. "They cause our misery."

How does misery spread across Eagle Island? Fill in the web below in sequence.

cause

misery/sadness

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7. The boy told the tribe that the eagles should be honored. At the beginning how did the tribefeel about the eagles? Give threedetails from the passage to support your answer.

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Too Bad, Mr. Babbage

by Ellen Javernick

"Too bad, Mr. Babbage," said the king’s financial adviser, "but the British government is forcedto withdraw your grant. This calculating machine you’re thinking of building is just animpossible dream." And with those words he sent off the inventor of the first modern computerwithout the money needed to build an "analytical engine."

Not only that, but the advisor probably breathed a sigh of relief as he closed the door, forBabbage was a rather eccentric individual. Charles Babbage was born in England in 1791. Hewas a bright and creative little boy. By the time he went to college at Cambridge, he knew morethan his professors and already had a string of inventions to his credit. Considering his brillianceand early achievements, it’s no wonder he was hired as a math professor at his old university. Hewas there for eleven years before anyone discovered that he hadn’t given one lecture or taught asingle class.

He and his wife Georgina had eight children, who must have been unusually quiet becauseBabbage managed to invent so many things. Some of his inventions were laughed at and takenlightly. Today few remember that he invented the signaling system for lighthouses, stick−onstamps, and skeleton keys. Few people remember that he was the father of the modern postalsystem, but he was. He showed that the cost of charging different rates for different distanceswas higher than charging the same small flat sum for every letter.

Babbage loved organizing numbers into probability tables. He invented the actuarial tables thatare used by insurance companies today. These tables help the companies decide how much tocharge for insurance by figuring out the chances of death and accidents in people of differentages.

When he was 36, he used his entire fortune to begin work on the Babbage Analytical Engine. Hebased his invention on a loom invented by a Frenchman, Joseph Jacquard. The pretty patternswhich the loom wove were controlled by holes punched in cards. Instead of weaving patterns offlowers, Charles’s machine wove algebraic patterns. And even though it was invented in 1832, itis very much like the computers of the early twentieth century. It had an input device, machinerythat calculated the numbers, a control unit that kept it from doing more than one job at a time, amemory bank, and a printer.

Today we give our computers directions by typing them in, clicking them in with a mouse, or insome cases even talking to the computer. Babbage told his machine what to do by insertingnumber cards, directive cards (which controlled the movement of the numbers in the machine),and operation cards (which told the machine what process to use). The answers to each problem

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computed by the machine would become part of the knowledge of the machine. Babbage’smachine was so sophisticated that it even allowed new results to replace what was previouslypart of a program.

Babbage’s writings were discovered in 1937. His idea was fantastic, and scientists agree that itwould have worked. But it would have been as big as a football field! Unfortunately the gearsand cogs and rods that were needed to build it cost money−−lots of money−−and the Britishgovernment was getting tired of this eccentric man who did not seem to be too reliable. Howcould they be sure he wouldn’t get excited about some new project and forget completely aboutthe "analytical engine"?

"Too bad, Mr. Babbage," the financial counselor announced. And it really was too bad.

"Too Bad, Mr.Babbage" by Ellen Javernick, copyright (c) 2001 by CTB/McGraw−Hill.

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8. What is the author suggesting in his title "Too Bad, Mr. Babbage"? Is it an appropriatetitle? Write two or three paragraphs telling what you think about the title. Explain yourreasons, using details and information contained in the passage.

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9. What might have happened if Mr. Babbage had received funding for his analytical engine?On the lines below give twoideas, using details and information from the passage.

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The Boredom Buster

by Isaac Seder

Two cars are stuck in a traffic jam. In the back seat of a blue sedan, one student feels as thoughshe is about to burst from boredom. Her frustration builds with every tick of her watch. One laneover and six cars back, another student is trapped by the same traffic, but she’s not bored. Insideher father’s green station wagon, she’s intrigued. What’s the difference? The second person isusing her imagination to make the best of a bad situation.

She looks out over the packed lanes of cars. Instead of thinking about how bored she is, she’smaking up stories about her fellow passengers. Where are they going? Where have they been?

Perhaps one car is hurrying to a spelling bee, the state finals. A tense mother drills her son withan endless list of tricky words: conceited, rhododendron, prestidigitation. The spelling son tossesoff each correct answer. When he wins, he’ll march confidently to the podium, dry−eyed, andthank his mother. Of course, she will have a hard time seeing him because her eyes will be filledwith tears of joy for both of them.

Perhaps that purple van holds a group of tourists who are visiting from France. Unfortunately,the tour operator made a mistake and assigned a tour guide who speaks English, Russian, andPortuguese. Still, the guide is an enthusiastic fellow. So far the tour has been a joyful, ifconfusing, game of charades with no clear answers.

By the time the traffic jam eases, the student in the blue sedan has nearly exploded withboredom. The stress has left her feeling shaken.

The mood in the station wagon is crisp and friendly. This student is almost sorry to see the trafficbegin to flow. She’ll have to say goodbye to her new friends, even if they are imaginary.

The two cars drive away, but their different moods suggest a clear message. Boredom isn’tcaused by events; it’s caused by people. In many ways, boredom is simply a failure of theimagination.

Your imagination is a tool that can get you out of the dullest situations. It can break through abrick wall of tedium, but like any tool, you have to use it. Many people have a surprisinglypassive attitude about their imagination. They expect exciting and creative ideas to just pop intotheir heads. They hope that their imagination will rescue them from boredom like a superheroarriving to save the day.

A more practical attitude is likely to have better results. Train yourself to use your imagination in

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any situation. Like a muscle, your imagination will become stronger the more you flex it.

Challenge yourself the next time you feel it beginning. Is it raining outside? Are tonight’stelevision offerings less than stimulating? Whatever the cause, you know the symptoms. Yourlimbs feel heavy; your brain is numb. You want to sigh and stick your head under a pillow.

Don’t give in. Use your imagination to fight back the boredom. Find new ways to look at aroutine situation.

Are you trapped inside by rain or snow? Take the opportunity to evaluate your surroundings.Think of five alterations that will make the room cheerier, better organized, or just different.Then choose the idea you like best and get going.

Instead of settling into the couch to stare at a rerun that you’ve seen twice already, turn off thetube. Write your own episode of a show that’s too good for TV. Or write a letter to a televisionnetwork describing the kind of programs you’d really like to see.

If you still can’t get an idea, take your imagination on a visit. Introduce it to your friends andfamily. When two or three people bounce ideas off each other, their imaginations can spark andignite.

Remember that dull night in front of the TV? Gather some friends and turn off the sound. Thentake turns providing the voices for the characters. Even the commercials can be fun when you’recontributing the words.

Practice using your imagination and soon you’ll find it’s getting you out of a lot of jams. Theworld becomes a more interesting place. This convenient tool can help anyone transform limitsand dead−ends, turning them into possibilities and surprises.

"The Boredom Buster" by Isaac Seder, copyright (c) 2001 by CTB/McGraw−Hill.

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10. The author defines boredom as "a failure of the imagination." Do you agree with thisdefinition? Give two reasons from your experience to explain why you would agree or notagree with the author.

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11. Explain the author’s purpose in giving the passage the title "The Boredom Buster."

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Student Directions:Read the passage shown and answer the questions that follow.

The Calculating Countess

by Nancy Ralston

Cyberkids everywhere have Ada Byron Lovelace to thank when they log on to their computers.Lady Lovelace, a Victorian countess, was the first computer programmer. She wrote the veryfirst computer language over one hundred and fifty years ago−−an amazing feat, consideringcomputers hadn’t been built yet!

Ada Byron was born on December 10, 1815 to Lord and Lady Byron in London, England. Herfather, Lord Byron, was a very famous poet. Growing up, Ada enjoyed dancing, gymnastics, andhorseback riding. Playing musical instruments was very common for girls of her day and Adalearned to play the violin, harp, and piano. But she also had another interest that was not socommon. Machines fascinated her. She loved figuring out what made them work.

As a teenager Ada became very ill and was bedridden for almost three years. Although thissounds like a terrible tragedy, Ada used this time to her advantage. Rather than feeling sorry forherself and becoming bored, Ada studied instead. (Remember, television, video games, and CDplayers hadn’t been invented yet.) Her mother hired mathematicians and scientists to tutor her.Thus began her life−long love of mathematics.

When Ada married Lord William King Lovelace, she became Lady Ada Lovelace. They hadthree children together, but Ada did not give up her love of math and science. With the supportof her family she became a mathematician, a career for women frowned upon bynineteenth−century society.

She was greatly influenced by Charles Babbage, an inventor. His proposed Analytical Enginecaptured Ada’s interest. It was to have weighed two tons and be composed of gears, cranks, androds. Like today’s computer, it was intended to store a program (a sequence of instructions) aswell as data (information). Unfortunately it was never built.

However, that didn’t stop Lady Lovelace from creating a language that would have made theAnalytical Engine work. She thought that numbers and other symbols, such as letters of thealphabet, could be "coded" as numerical data which the machine would then be able to read andprocess as written material. She wrote a plan describing how the Analytical Engine mightcalculate Bernoulli numbers. This plan is thought of as the first "computer program," animportant advancement, since modern computers rely on programming (instructions telling themachine what the user wants).

Ada Byron Lovelace was far ahead of her time. Not only did she come up with basicprogramming concepts, she also predicted the machine’s future uses. She thought that some day

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it could be used to make music and draw pictures. Although it took more than a century for herpredictions to come true, today’s computers do indeed do both.

In 1979, to honor her memory and contributions, the U.S. Department of Defense commissioneda new software language and named it ADA. Based on the computer language PASCAL, it wasdesigned to be efficient, yet easy to use.

Ada once said, "I hope before I die to throw light on some of the dark things of the world." As anearly pioneer in a technology that has affected millions of people, Ada certainly achieved thatand much more.

"The Calculating Countess" by Nancy Ralston, copyright (c) 2001 by CTB/McGraw−Hill.

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12. The author pointed out that Ada Byron Lovelace was a musician, a wife, and amathematician. On the webs below give an example from the passage of how Ada is likeeach of these.

Ada Byron

Lovelace

A musician A wife and mother

A mathematician

Ada Byron

Lovelace

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13. Read this sentence.

Although this sounds like a terrible tragedy, Ada used this time to her advantage.

What was the tragedy, and how did it become a good thing for Ada? Fill in the blanksbelow, using details and information from the passage.

Tragedy:

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14. Read these sentences from the passage.

Not only did she come up with basic programming concepts, she also predicted the machine’sfuture uses. She thought that someday it could be used to make music and draw pictures.

Think about ways how computers have added to or changed the worlds of art and music.In the space below, write two or three paragraphs that explain ways people today can usethe computer to create and enjoy art and music.

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15. Read this information.

Cybernetics

From the Greek word kybernetes, meaning “steering”

or control

Refers to an automatic control system, especially in

mechanical-electrical communication

The author opens this passage with the wordCyberkids. On the lines below, write how youthink the word Cyberkids was formed and what it describes.

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Leonardo da Vinci’s Mona Lisa

by Joel Stein

Besides being a scientist and inventor, Leonardo da Vinci was a gifted artist. HisMona Lisabecame one of the most recognized paintings in the world. People all over the world admire thefamous portrait almost 500 years after he painted it. They still want to know who theMona Lisawas and why she has that strange smile.

What we do know about theMona Lisais that da Vinci began the painting in 1503 and workedon it for over three years. It was done with oil paint on a piece of pine wood 20 by 30 inches insize. When it was finished, he decided to keep it for himself. He liked it so much that he took itwith him wherever he went. Before he died, da Vinci sold theMona Lisato King Francois I ofFrance for $105,000.

There are many theories about who the "real"Mona Lisareally was. One theory is that theMonaLisawas a young woman from Florence, Italy. She was married to a wealthy man by the name ofFrancesco del Giacondo. The theory goes on to say that Francesco asked Leonardo da Vinci todo a portrait of his young wife. The painting was later calledLa Gioconda. Another theory is thattheMona Lisawas actually Leonardo da Vinci himself. Dr. Lillian Schwartz of Bell Labsmatched theMona Lisawith a self−portrait of Leonardo da Vinci using a computer. She said thatthe portraits matched perfectly. Still another theory is that theMona Lisais actually a portrait ofda Vinci’s mother.

When you look at the picture, the woman actually appears to be smiling. Her mouth looks as if itis moving. How was da Vinci able to do that? Leonardo da Vinci was not only a great artist butalso a brilliant scientist. He studied light, shadow, and the way color changes when it movesaway from you. He also studied how our eyes work. When he painted the portrait, he used themind of a scientist and the technique of an artist to create the amazingMona Lisasmile.

On August 21, 1911, Vincenzo Peruggia, a workman at the Louvre (an art museum that is afamous tourist attraction in Paris, France), slipped theMona Lisaunder his house painter’ssmock and hid the famous painting. This was called "the biggest art theft in history." Peruggiabelieved that Napoleon had stolen theMona Lisain the first place, and he wanted to take thebeautiful painting back to Italy. He kept it in the bottom of a trunk for two years. Peruggia wasfinally caught two years later when he tried to sell the painting to an Italian art dealer.

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Now theMona Lisais in her original home in the Louvre. She stays in an air−conditioned roomprotected by a strong railing and bulletproof glass. But you don’t have to look far to see copiesof her. You might see her face on a barn. Or you may see her on a TV commercial or ascreen−saver on a computer. TheMona Lisahas one of the most recognized faces in the world.

"Leonardo da Vinci" by Joel Stein, copyright (c) 2001 by CTB/McGraw−Hill.

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16. The author presents three theories about whoMona Lisa really was. Write a summarydescribing the three theories. Be sure to include at least twodetails from the passage inyour response.

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She stays in an air−conditioned room protected by a strong railing and bulletproof glass.

Why do you think the museum protects the painting in this manner? Write tworeasons.

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When he painted theMona Lisa, he used the mind of a scientist and the technique of an artist tocreate the amazingMona Lisasmile.

Using information from the passage and your own ideas, fill in this graphic to show howLeonardo da Vinci used both scientific and artistic skills to create theMona Lisa smile.

How Leonardo da Vinci used the mind of a scientist when he created the Mona Lisa smile.

Smile!

How Leonardo da Vinci used the technique of an artist to create the Mona Lisa smile.

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Indonesian Shadow Puppets

by Patricia West

At most puppet shows, the audience sits on one side of the screen and the puppeteer sits on theother. However, at an Indonesian shadow puppet show, the audience can choose which side to siton. From out front, audience members see shadows of puppets acting out exciting scenes ofromance or battle. These people retain the fantasy that "real" events are taking place.

Behind the scenes, the magic is somewhat diluted, but it can be fascinating to see adalang,orpuppeteer, in action. Thedalangmanipulates puppets made of buffalo hide by moving attachedrods of buffalo horn or bamboo. Each of a puppet’s arms and the main part of its body have theirown rods, but its legs are rarely moved on their own. Besides moving the puppets, thedalangalso provides their voices, which may mean memorizing hours of dialog, some in differentlanguages. The orchestra and singers who provide the accompanying music are directed by thedalang,too. During a performance, which might last for many hours, adalangsits cross−leggedon a mat behind a cotton screen about the size of a large television set. A strong electric lamp ora coconut−oil lamp shines light from behind thedalang,casting the puppets’ shadows on thescreen.

Wayang kulit−−leather shadow puppets−−may represent noble humans or evil monsters. Eachpuppet has its own voice and its own way of moving. The "good" puppets usually speak calmlyand move gracefully; the "bad" ones have rough voices and move in a funny, jerky way. Thestories acted out by the puppets are often based on ancient myths or legends. A specially writtenpuppet show might also celebrate a birth, wedding, or harvest. Sometimes adalangchooses anold story that he thinks is appropriate for the village where the performance will take place.Before the show, he may ask local people about current events in the village and then use thepuppet show to illustrate possible solutions to local problems.

The audience of a shadow puppet show expects to settle in for a long evening. A show may startin the late afternoon and not end until four o’clock the next morning! Children and adults alikemay snooze off in the middle of a show and wake up hours later to find it still going on. Ofcourse, thedalangmust remain alert throughout the show. Onedalangremarked, "I have no realsense of time until it’s all over."

"Indonesian Shadow Puppets" by Patricia West, copyright (c) 2001 by CTB/McGraw−Hill.

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19. The dalangs familiarize themselves with the people who will see the shadow puppet showbefore it begins. Using evidence from the passage, give tworeasons that helps thedalangput on a more meaningful show.

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20. Identify four ways an Indonesian puppet show differs from going to the movies. Use detailsand information from the passage to support your response.

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21. Being adalang requires special skills and abilities. Identify threeskills and/or abilities andexplain why they are important for the dalang.

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Heroic Hearing Dog Keeps on Truckin’

by Martin Snapp

She was an abandoned dog with nowhere to go. Now Hearing Dog Mitzi has places to go,people to see, and a job to do.

It was love at first sight when James Reeves met his new dog, Mitzi, on their first day of class atthe Hearing Dog Program. From that moment on, the hard−of−hearing truck driver and thegentle golden retriever were inseparable.

But just how close they’d become wasn’t apparent until a few days later, when they were doinga training exercise. During the lunch break, James and Mitzi walked down to the localconvenience store to buy a few groceries. On their way back, James was almost robbed.

But the bad guy didn’t count on Mitzi, who instinctively jumped up and grabbed his shirt sleeve,frightening him away.

Of course, Hearing Dogs are not trained to be aggressive. In fact, biting someone is a no−no thatusually means automatic disqualification from the program.

And that’s what was worrying James when the police arrived. "Oh, no!" he said. "I’ve got anaggressive dog!"

Fortunately, one of the cops was a former member of the Police Department’s K−9 unit, and hewas an old hand with dogs. He took Mitzi aside and played with her for a few minutes. Then hecame back and said, "Hey, you have nothing to worry about. This is one sweet dog. When shetried to protect you, she was just doing what comes naturally."

James was shaken up, but otherwise he was okay. He and Mitzi graduated from the Hearing DogProgram on schedule, and James celebrated by buying a new 18−wheeler. From day one, Mitzihas ridden right next to him wherever he goes.

"She really likes having a new place to investigate every time she gets out of the truck," saysJames. "She has made many friends all over the USA. Some places we go to a lot, and they knowher by sight. And I don’t have to use her Hearing Dog vest to take her in with me−−which isgood, since the weather can often get really hot."

When he and Mitzi first hit the road, James had one lingering concern: How would the othertruck drivers react? It turns out he needn’t have worried. "Much to my surprise and joy, 99percent of them love her," he says. "I get a lot of comments about how they wish they had a dog

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who was so well−behaved and loyal."

But at one restaurant a waitress refused to let Mitzi in the door. James patiently tried to explainthe law to her, but she was having none of it. "I don’t care what the law says," she said. "Thatdog is not coming in here."

Frustrated, James was ready to go somewhere else. But then a driver at the counter stood up andsaid, "If you don’t let that dog in, I’m walking out."

Then another driver stood up. And another. And another and another and another, until everydriver in the place was threatening to walk out. Finally, the waitress grudgingly gave up and letMitzi in.

"I was embarrassed, more than anything else," says James. "I didn’t want to cause a scene−−Ijust wanted to get something to eat."

But that incident was a lone exception. At other truck stops Mitzi is so popular, the waitressestrot out a big bowl of water for her as soon as they see her and James walking in the door.

And it’s not hard to start a conversation with Mitzi around. "Before I got Mitzi, I usually sat andate alone," says James. "Now there is usually always someone who wants to visit and talk,because they see Mitzi."

People are amazed when James tells them all the things Mitzi helps him with every day. Whenhe and Mitzi stay at motels, she wakes him when the alarm goes off and tells him when someoneknocks on the door. "Or when someone is pounding on the wall because the TV is too loud,"says James sheepishly. "I’m not totally deaf, just hard of hearing, and sometimes I turn the soundup too high."

Mitzi even surprised James one day with a trick she taught herself. She was waiting for him inthe truck, and when she saw him approaching she reached up and pulled the cord for the air horn."After that, every time I got out of her sight, she’d hit the air horn," laughs James. "I finally hadto break her of it because she was waking people up, but she is sooooo smart! I don’t mean tobrag so much about her, but I can’t help it."

But Mitzi hasn’t forgotten that encounter with the mugger. To this day, she always insists onwarning James when somebody is approaching from behind. Besides the joyful companionshipand invaluable sound−alert services Mitzi provides, her presence comes with a fringe benefit."We play and exercise every day, so I’m in much better shape than before I got her," says James.

"I love her very much, and I don’t even want to think of what I would do without her."

Adaptation of "Heroic Hearing Dog Keeps on Truckin’" by Martin Snapp fromOur AnimalMagazine’s Winter 1998 issue, copyright (c) 1998 bySan Francisco SPCA. Used by permission.

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22. The passage mostly focuses on how Mitzi helps James. What are some of the ways Jamesprobably helps Mitzi? Write three of these ways, using information in the passage tosupport your ideas.

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23. Identify two ways Mitzi helped James, and explain why these things were important to him.

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Escape!

by Carol Flynn Harris

It was December 1848. A young white gentleman walked up to the ticket master at the railroadstation in Macon, Georgia. Dressed in jacket, trousers, and a stovepipe hat, he wore green−tintedeyeglasses. He appeared to be an invalid. His right arm was wrapped in a sling, and a bandagewas tied around his chin as if he had a toothache. In a soft voice, he requested two tickets toSavannah, Georgia, for "William Johnson and slave." The tickets were handed over. Noquestions were asked. No one stared or raised an outcry. No one noticed the young man trembleas he walked to the first class carriage. No one noticed him glance back to see his slave enter therear car where slaves were required to travel.

Ellen Craft, black woman and slave, who could neither read nor write, had passed her first test.She was now "Mister William Johnson." The journey to freedom was just beginning.

It was her husband William’s idea. Since Ellen’s skin was so light, she would impersonate a"white gentleman." William would travel as her slave. It was the only way they could escape thebonds of slavery.

Four days of traveling northward on trains and steamers as "Mister Johnson" seemed a lifetimeto Ellen. Fearing her voice would betray her, she pretended to be deaf.

Her bandaged right arm led another passenger to sign the register for "Mister Johnson" at thecustomhouse in Charleston, South Carolina. Another hurdle passed!

On the train Ellen dared not pretend to be reading. Her hands shook and she was afraid she mighthold a book upside down. She pretended she was asleep, thankful for her dark glasses, as shelistened to the passengers talk. They spoke harshly of abolitionists who helped fugitive blacksescape to the North. They related, with relish, the horrible punishments for slaves who werecaught. Ellen was so nervous she could barely eat the food that William brought to her. She triedto smile when a passenger lectured her loudly for "spoiling" her slave. She had saidpleaseandthank youto William. Inside, she ached to see William treating her as if she were, indeed, hiswhite master. She tried not to think of what would happen to them both if she forgot for onemoment that she was not "Mister Johnson."

When they finally reached Philadelphia, and Ellen could safely remove her disguise, she was stillafraid. It took weeks before she was able to feel comfortable with the white people who harboredfugitive slaves. These anti−slavery abolitionists, and activists in the Underground Railroad,helped the Crafts travel to Boston. They were less likely to be found there and returned to theSouth.

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But no place was safe from "slave−catchers"−−men who received money for seeking out andreturning runaway slaves. Fearing capture, and again with the help of anti−slavery organizations,Ellen and William sailed to England. There they felt free at last. Ellen learned to read and write.The first of their five children was born in 1852. She and William gave talks about their escapeto British abolitionists.

When the Civil War ended, the Crafts returned to America. Now their children would be free.But despite the Emancipation Proclamation, times were hard for blacks. Freedom didn’t ensurean education or relief from poverty. William and Ellen opened Woodville, a cooperative farmand school, in Georgia. They taught African−Americans skills to help with farming and taughtchildren to read and write.

Their own children continued the legacy of courage, caring, and sharing that they learned fromEllen and William Craft.

"Escape!" by Carol Flynn Harris, copyright (c) 2001 by CTB/McGraw−Hill.

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24. Ellen Craft’s disguise was planned very carefully. Identify threeparts of that disguise andwhy each was important.

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2)

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Part of Disguise Why Part Was Important

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25. Compare Ellen and William Craft’s life in Georgia in 1848 to their life there after the CivilWar. Use details from the passage to identify twodifferences.

1)

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Life in 1848 Life After the Civil War

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Dragonflies

by Mary Szydlowski

There are about 5,000 varieties of dragonflies. Although they vary in size and color, alldragonflies have the same basic body structure and life cycle. A dragonfly’s body is like those ofother insects, and is divided into a head, a middle section called a thorax, and an abdomen. Thehead can rotate to see in all directions and contains two enormous eyes. Attached to the thoraxare three pairs of spine−covered legs and two pairs of transparent wings. Dragonflies can havewingspans of two to six inches, larger than those of most flying insects. The abdomen is long andthin, and is divided into several distinct sections.

Dragonflies are excellent fliers and are capable of speeds up to 60 miles per hour. They willswoop, dart, and dive to pursue prey or escape predators, and can hover in midair like ahelicopter. Adult dragonflies are unable to walk, but they do perch on objects.

Dragonflies are also skilled hunters. With their sharp eyes and speed, dragonflies can capturequick−moving prey and eat it while flying. They eat all kinds of flies, gnats, and bees, andbenefit man by feeding on mosquitoes and other insect pests that bite and spread disease.

Dragonflies are usually found near freshwater lakes, ponds, and streams where they lay theireggs. In one to four weeks, the eggs hatch into tiny wingless creatures called nymphs. Thenymphs remain in the water, breathing through gills in their abdomen. Dragonfly nymphs aredark in color, allowing them to blend in with their surroundings, making it difficult for predatorssuch as frogs, fish, and water beetles to see them. Unlike their parents, dragonfly nymphs canwalk.

Although nymphs have huge appetites, they don’t chase their food. Instead, they wait for it tocome to them. Nymphs have a folding lower lip with hooks in it, called a mask, that is half aslong as their body. The hunting strategy of nymphs is to hide in mud or on water plants until theyspot a likely meal. When prey comes within striking distance, a nymph shoots out the mask andseizes it. Nymphs eat mosquito and other insect larva, tadpoles, minnows and other small fish,shellfish, and even other dragonfly nymphs.

As the nymph grows, its outer skin becomes too small for it. In order to continue growing, itmust shed its skin and grow a new one. This process is called molting. Some dragonfly nymphsmolt as many as 10 to 15 times. The nymph stage can last from a few months to as long as 5years. When a nymph is fully grown and ready to molt for the last time, it waits until dark, thenclimbs out of the water onto a plant, rock, or log. There it sheds its skin and emerges as a fullyformed dragonfly.

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The new dragonfly’s wings are small, soft, and wet. It must pump blood into the veins in itswings to make them expand. It has to wait for its wings to dry and harden before it can fly.

A few weeks after emerging from the nymph stage, the adult dragonfly will mate and soon die,having completed its life cycle.

"Dragonflies" by Mary Szydlowski, copyright (c) 2001 by CTB−McGraw−Hill.

26. How are dragonflies and nymphs different from each other? Give twoexamples in thechart below.

1)

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Dragonflies Nymphs

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Benjamin Franklin (1706−1790)

by Dennis B. Fradin

Born on Milk Street in Boston, Benjamin Franklin was the fifteenth in a family of seventeenchildren. He was probably taught to read by his family, but when telling his life story years later,Franklin wrote that he couldn’t remember a time when he did not know how to read. Ben alsobegan his inventing career early. To make swimming easier, he built paddles which he tied to hisfeet and hands. He also held on to the string of an airborne kite, then floated on his back and letthe kite pull him through the water!

Ben Franklin’s father, who made candles and soap in his Milk Street shop, wanted Ben to studyfor the ministry at Harvard College, near Boston. But it turned out that the Franklins could notafford a college education for Ben. As a result, he had just two years of formal schooling,between the ages of eight and ten.

Mr. Franklin then began grooming Ben to one day take over his shop, but the ten−year−old boyhated making candles. What he loved was reading books and then writing essays in which heimitated his favorite authors. Realizing that Ben would be better at making words than candlesand soap, Mr. Franklin decided that he should become a printer. At twelve, Ben signed up toserve as apprentice to his own older brother, James, who was a printer.

Under James Franklin’s guidance, Ben became an expert printer. In 1721, James began theNewEngland Courant,one of the early newspapers in the American colonies. Ben decided to writesome articles for the paper, but he didn’t want James to know about it. Disguising hishandwriting, Ben wrote some articles under the name Silence Dogwood, and slipped them underthe print−shop door late at night. The Silence Dogwood articles became popular around Boston,but James was angry when he learned that they had been written by his younger brother.

In 1722 James was jailed for a month because British authorities were upset about something hehad printed. Although only sixteen at the time, Ben ran the paper for the month. James wasreleased from jail under the order that he stop publishing theNew England Courant.Ben wasthen named the paper’s publisher, with the understanding that James would secretly give theorders. Ben had ideas of his own about the newspaper business, though, and the brothers oftenfought. When he was seventeen, Ben decided to go off on his own.

Out of spite, James Franklin kept Ben from finding another printing job in Boston. Ben then soldsome of his books and went to New York City. He couldn’t find work there, either, so he headedto Philadelphia. Ben walked most of the last fifty miles to Philadelphia, arriving on a Sundaymorning wet, hungry, and with only about a dollar in his pocket. Entering Philadelphia, Ben was

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spotted by Deborah Read who happened to be standing in her doorway. Deborah laughed atBen’s weather−beaten appearance, but later they were married−−for forty−four years.

Ben landed a job with a Philadelphia printer and did very well. By twenty−two, he had his ownprinting firm and soon after that he was publishing his own newspaper, thePennsylvaniaGazette.In 1733, he began publishing his very successfulPoor Richard’s Almanack.

Franklin achieved more in a variety of fields than any other American ever. As an inventor, hecreated bifocal glasses, the lightning rod, the Franklin stove (a heating device), an earlyodometer (a device for measuring distances), and one of the first rocking chairs. Insisting that hewas happy to help people, Franklin refused to make money from his inventions.

As a scientist, he became famous for his experiments with electricity. In the summer of 1752,near what is now Race and Eighth streets in Philadelphia, he flew a homemade kite in a storm.Suddenly a lightning bolt zoomed down the kite string to a key, where it made a spark. Thishighly dangerous experiment proved that lightning is electricity. Franklin also studied oceancurrents and population growth. He suggested the plate tectonic theory (which explains thecauses of earthquakes and volcanoes) two centuries before it was accepted by geologists.

As a public servant, Ben founded America’s first general hospital, its first volunteer firedepartment, its first library that circulated books, and the University of Pennsylvania.

Franklin made his greatest contributions to his country during the Revolutionary War era. Whentroubles began with Britain, he tried to keep America in the British Empire, but by 1775, hestrongly supported American independence. He was the only person to sign all of these four vitaldocuments in early United States history: the Declaration of Independence, the Alliance withFrance, the peace treaty with Britain, and the United States Constitution. Without the help thatFranklin obtained from France, the United States might have lost the war.

Abridgement of "Benjamin Franklin" fromThe Pennsylvania Colonyby Dennis B. Fradin, copyright (c) 1988 by Regensteiner PublishingEnterprises, Inc. Used by permission.

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27. Identify two of Ben Franklin’s contributions that affect us today, and briefly explain whythey are important.

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28. Ben Franklin was a creative person and a smart inventor. Using your own experiences orthose you have read about, write a brief essay about someone else who is creative or inventsthings. How has this person’s contribution helped us today?

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Syrian Sandstorm

by Sydney Donahoe

Abir and her father had been traveling for weeks across the endless Syrian desert. They weretaking ten of their best camels to sell in Palmyra, a bustling center of trade in the ancient east.Abir couldn’t wait to get to Palmyra and sample the spicy bread, roasted goat meat, and juicypomegranates. But first they had to cross the desert with ten cranky camels, not to mention thetwo they rode, plus a youngster that had been born on the trip.

Little Imad always trailed at the edge of the herd. He had to work hard to keep all four of his bigfeet going in the same direction. Imad definitely slowed down the caravan, but Abir and herfather were patient with the little one. Abir’s father knew the handsome young camel would addto his mother’s sale price. But Abir had other plans. She wanted to bring Imad back fromPalmyra to raise and train for herself. Abir turned in her saddle high atop her proud camel Mahirto look for Imad. But what she saw instantly chased the daydreams from her mind.

"Papa! Look!" Abir called, pointing to the sky behind the caravan. "It’s a sandstorm!" Abir’sfather took one look, then barked orders to Abir as he swung down from Toroc, the lead camel."Quick, Abir! Set up the tent!"

Abir unleashed poles that rolled down from Mahir, along with the heavy rugs that made up thetent walls. She drove tent poles into the sand and quickly tied the tent’s side flaps together.While she worked, her father tied ropes between each camel’s front legs so the herd wouldn’twander too far in the storm.

A tremendous roar filled the air as Abir and her father dashed into the tent and quickly tied thetop to the sides. As Abir tied down the last flap, she peeked outside to see the camels turn to facethe oncoming storm. They swiveled their ears back, closed their eyes, and clamped their nostrils,relying on their tough hide to protect them from the stinging sand that could skin a person alive.

Inside the tent, Abir and her father pounded stakes through the side flaps to drive them into thesand, but suffocating dust and sand shot in through every crack and seam. Abir’s fathergestured−−no use trying to shout for Abir to come closer. They huddled together, pulling theirhead coverings and sleeves tight to keep as much skin covered as they could. Crouching, they lettheir backs take the worst of the blast.

For nearly two hours−−it seemed like forever−−they huddled in choking darkness. Finally thetent began to brighten, but the howling roared on. When the sound died down at last, Abir triedto open her eyes.

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"Keep your eyes closed, Abir," said her father. Soon she felt a few drops of water trickling onher face. "We must wash the sand from your eyes. Keep them closed until I wash the grit away."More water splashed over Abir’s eyes, cooling the scratches that the raging sand had gouged intoher tender skin.

When Abir could finally open her eyes, she asked, "How are the camels, Papa?"

"The camels are all there," he answered. "They are fine."

"Even Imad?" asked Abir.

"Imad," repeated Abir’s father. "No, I did not see the little calf," he said, shaking his head. Abirburst outside, desperate to find the little one.

As her father had said, the camels seemed fine, standing calmly where they’d been tetheredhours ago. But where was Imad? Abir stopped and listened for his bleat.

Nothing. She started running in ever−increasing circles around the tent, frantically looking forsome sign of the calf.

Abir almost ran past a large drift in the sand, but a tiny movement caught her eye. She stoppedand frantically dug Imad out of his sandy grave. Was he alive? Abir lifted Imad’s head andgently blew sand from his eyes and nostrils. She was rewarded with an enormous camel sneezeas Imad righted himself and gave a mighty shake of his head. Abir helped the calf get to his feet.

Leading Imad back to his mother, Abir surveyed the damage. It was going to be a long, hungrytrip to Palmyra now. The sandstorm had ripped apart their baskets of food. Flour, cereal, anddried fruit lay scattered and ruined in the sand.

Abir’s father smiled at her grimly. She knew what he was thinking.The storm took our food, butnot our lives nor the camels that are our wealth.

Abir smiled back, also glad the camels were safe. Especially Imad.

"Syrian Sandstorm" by Sydney Donahoe, copyright (c) 2001 by CTB/McGraw−Hill.

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29. Choose a word or words that describe the relationship Abir has with her father. Supportyour choice with details and/or examples from the passage.

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30. Using information from the passage, predict what will happen to Abir and her father whenthey finally arrive in Palmyra.

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Secret Ride

by Bonnie Highsmith Taylor

Introduction:The Quakers are a religious order dating back to the 1600s. They have always stressedpeace and racial equality. During the mid−1800s the Quakers provided shelter and hidingplaces to assist thousands of escaped slaves.

It was Second Day, as the Quakers called Monday. Allen Jay was going fishing. He had finishedhis many chores. He had chopped and carried in firewood, carried two buckets of water from thewell and helped Father clean the barn.

Allen ran toward the goat shed, carrying a spade. He knew there were big fishing worms in therich soil behind the shed.

He had just finished filling a can with worms and dirt when he heard a sound coming from insidethe shed. It sounded like snoring. But who would be sleeping inside the goat shed?

Allen’s heart pounded in his chest as he crept to the window on the back of the shed. At first hecould see nothing but darkness.

The noise grew louder.

Allen stepped back and stood perfectly still.

The noise stopped. Allen crept slowly back to the window and peeked in. He could still see onlydarkness.

Then, after a while, his eyes could make out everything in the shed. The stalls where his mothermilked their two goats, Clover and Pet. The shelf where she kept the milk pails. The door on theother side of the shed. And in the corner, lying on a pile of burlap sacks−−a black man!

The man was asleep. In one hand he held a long club. Allen saw that he wore no shoes.

Allen was sure he was a slave. Many Quakers, including his father, had helped escaped slavesmake their way north to freedom. Father had never talked about it with Allen. He knew it wasdone in secret.

Allen ran toward the house to find Father. All thoughts of fishing slipped from his mind.

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He stopped short when he saw his father in the door yard talking to the sheriff and another man.Allen jumped behind a lilac bush and listened.

"Mister Jay," the sheriff was saying, "this man has come all the way from Kentucky in search ofhis runaway slave. Have you seen him?"

Allen gasped. He knew his father would not lie. He was a good Quaker.

Father answered, "I have not seen thy slave. That is the truth."

"Hold on there!" shouted the slave owner. "He could be lying! I demand you search this place!"

The sheriff turned to the man. "And I demand that you hold your tongue and be on your way!" heshouted back.

After the men had gone, Allen ran out from behind the bush. "Father, Father, I have something totell thee. In the−−"

Mister Jay stopped him. "Thee has nothing to tell me that I should know."

Allen knew what he meant.

"Allen," said Father. "If thee should meet someone who is hungry, should thee not give himfood?"

Allen smiled and nodded.

When he got back to the shed, carrying food and a jug of water, he lifted the wooden peg from itsslot and pushed open the door with his foot.

At once the black man was on his feet. The club was raised over his head.

"Please don’t!" Allen cried out. "I mean thee no harm. I have brought thee food and water."

The man dropped the club. "I’m sorry," he said." I thought you were my master, coming to takeme back. I was sent here by someone who told me that Mister Isaac Jay would help me."

"Yes, he will," answered Allen. "Thee must wait here until I find out what my father plansto do."

Nothing was said at the supper table about the runaway slave in the goat shed. From the look hisfather gave him, Allen knew he was not to say anything.

Late that night, Allen was awakened from a sound sleep by his father shaking him. "Get up,son," his father whispered.

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8th RLA S1 CR

"What does thee want, Father?" asked Allen, yawning.

"I have hitched Old Dob to the buggy," said Father. "Perhaps thee would like to drive to MillCreek to visit thy grandfather."

"What!" exclaimed Allen. "Tonight! Me, alone!"

"Tonight is a good night. And thee need not go alone if thee wants company."

For a moment Allen could only stare at his father. Then he realized what he meant. He felt proudthat he was being trusted to do a man’s job.

A short time later, Allen was driving the buggy to Grandfather’s farm. The black man was lyingon the floorboards under a blanket.

If the sheriff and the slave owner should return to the farm, they would find Mr. Jay asleep in hisbed. And no runaway slave.

Allen’s grandfather was surprised to see the boy and his passenger.

"Thee have done a good job," he said. "And a worthy one. By morning, this man will be on hisway to Canada. A free man."

The black man took Allen’s hand and said, "I will always be grateful to you."

Then Grandfather led him across a field to a wagon loaded with hay.

Much later that night, Allen lay in his bed, tired, sleepy and a little cold, but happy. Happy toknow that because of him another person had been freed from slavery.

Tomorrow, he thought, smiling in the dark, maybe I’ll go fishing.

"Secret Ride" by Bonnie Highsmith Taylor, copyright (c) 2001 by CTB/McGraw−Hill.

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31. Fill in the graphics below to show the contrast between the attitudes of the slave owner andthe sheriff toward Mr. Jay. Use details and information from the passage in your response.

The slave owner thought that Mr. Jay The sheriff thought that Mr. Jay

Mr. Jay

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32. How is Allen’s father able to help the runaway slaves and still protect himself from lying tothe authorities? Use at least threeexamples from the passage to support your response.

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33. Describe how Allen Jay, his father, and other Quakers helped the slaves to freedom. Whatdid they do to help? Use threedetails from the passage in your response.

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