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Grade 9 Language Arts

Mid-Term Benchmark Assessment

January 2012

Collier County Public Schools Secondary Literacy

Test ID: 13281

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Grade 9 Language Arts Mid-Term Benchmark Assessment January 2012 Students: You will be reading a number of passages and answering questions about them. After reading each passage, read the questions and mark the answers to show the correct ones. There are 42 questions to answer.

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A PICTURE OF AMERICA by M. Kendall Hunt

When you hear on the news that 24.4 percent of the people in the United States over the age of 25 have earned a college degree or higher, do you ever wonder just how the newscaster knows that? The answer is that our government gathers information like this from numerous sources. Much of the information it gathers is the result of the official census that is taken every ten years. The Census Bureau, the agency that conducts the decennial census, is known as "America's Fact-Finder"; over the years, the census has offered a changing picture of our country. The history of the census dates back to ancient times. A part of the New Testament in the Christian Bible includes a reference to a Roman Empire census: Joseph and Mary have to go back to the town where Joseph was born, Bethlehem, so he can be enrolled. The Roman Empire used a census to gather data on those regions that were under its rule. Back in Rome, each male Roman citizen had to register for the census every five years. In his registration, he had to declare his wife, children, other family members in his house, his slaves, and his riches. Should he fail to do this, his possessions would be confiscated, and he would be sold into slavery. Throughout the entire Roman era, registration in the census was the only way that a Roman could ensure that his identity and status as a citizen were recognized. Primarily the census served to count the number of citizens and to assess the potential military strength and future tax revenue, but most importantly, the census transformed the city into a political and military community as well as performing a highly symbolical function. To the Romans, the census made them more than a mere

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crowd, or barbarian rabble; it made them a populous, a people capable of collective action. The census was one of the foundations of Roman civilization. Censuses were seldom taken after the fall of the Roman Empire, and it was not until the 1800s that many governments began to use them once more. In the United States, the first census was held in 1790. Thomas Jefferson, then Secretary of State, was in charge of it. U.S. marshals journeyed on horseback through the thirteen states and counted a total of 3.9 million Americans. That information was essential to the newly formed country. In fact, the U.S. Constitution requires that a census be taken every ten years. The population of a state determines both its number of representatives in the House and its direct taxes. It also determines the formula for legislative representation of local and state governments. In the years since 1790, the census has added a number of questions for people to answer. It has gathered a variety of information to help the government decide on policies and determine the funding of government grants. The data can help with important issues, like problems connected to poverty, health, and crime. In addition, the census shows us how we are changing as a country.

The census reveals general information about our country. For instance, the census in 2000 indicated that we had a population of 281,421,906. Of that number, 49.1 percent was male and 50.9 percent female. It showed that 6.8 percent of the population was under the age of five, and 12.5 percent was 65 or older. The median age of an American was 35.3, so half the population was older and half younger than this. In terms of education, four out of five people had at least a high school degree, and almost one out of four at least a bachelor's degree. Among our civilian population, 12.7 percent were veterans of military service. The information gathered in each census is compared to that of earlier ones: between 1900 and 1950, the population of the country doubled, and between 1950 and

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2000, it doubled again. In 1900, the majority of Americans lived on farms, and a typical citizen had a life expectancy of 47. By 1950, slightly over half the population lived in metropolitan areas, and the average life expectancy was 68. In 2000, four out of five Americans lived in metropolitan areas, and the normal life expectancy was almost 80. The 1930 census, taken at the beginning of the Great Depression, recorded a population of almost 123 million. Until 2000, it was the last survey to show a foreign-born population of more than 10 percent; the 2000 census recorded 11.1 percent.

The census also records answers to questions about our backgrounds. "Melting pot" seems to be the expression most often used to describe the United States. It means, of course, that while some Americans were here to begin with, most of us arrived from a variety of places around the globe. Once here, we gradually "melted" together, becoming Americans instead of Irish, Chinese, Estonian, or whatever our nationality was originally. We often retain a sense of our own ethnic heritage, however. In the 2000 census, about three-quarters of the population indicated their ancestry. The range is wide. For instance, 15.2 percent of the total population claims German descent, while less than one percent is of Swiss or Nigerian background. Just 3 percent claimed French ancestry. American Indians and Alaska Natives together constitute almost one percent of the population. When we go home at night, almost 18 percent of us (not counting children under five) speak a language other than English. Every ten years, the census takers set out to record our information to create the new, revised picture of America. This has serious political consequences. The House of Representatives has 435 seats. The census determines how these seats will be reapportioned. In 2000, Arizona, Florida, Georgia, and Texas each gained two seats. This

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of course means that other states lost seats -- all because of a shifting population. With a loss of representation, a state's ability to garner more political clout and money from the federal government becomes limited, so census data is extremely important. The census provides a wealth of information about us and about our society. Since changes continue to occur even as it is being recorded, the information cannot ever be completely current. Nevertheless, the census offers a fascinating snapshot of the American population every ten years.

Question: 1 Read this sentence from the passage.

American Indians and Alaska Natives together constitute almost one percent of the population.

In which sentence does the word constitute have the same meaning as in the sentence above? A. The Board of Directors made the decision to constitute a new academic achievement center. B. Lime and sand constitute the mortar mixture. C. The judge awaited constitute to the Supreme Court. D. The colonists attempted to constitute a new way of life.

Question: 2 Read this sentence from the passage.

We often retain a sense of our own ethnic heritage, however.

Which word is most opposite in meaning to retain? A. keep B. hide C. lose D. remember

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Question: 3

Based on the information in the passage, the reader can conclude that the census is A. most important to our military. B. an essential element of our government. C. an outdated procedure of our government. D. most important to our veterans.

Question: 4

According to the passage, since 1790 the census has continued to A. be taken every ten years. B. ask few questions of the people. C. be conducted by U.S. marshals. D. provide information about education.

Question: 5

According to census information presented in the passage, one similarity between America in 1930 and America in 2000 is the number of people who A. spoke a second language at home. B. lived in metropolitan areas. C. had a long life expectancy. D. were born in foreign countries.

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Question: 6

According to the information presented in the passage, the Roman census and the first American census were most similar in that A. marshals traveled on horseback through the regions. B. their main function was to count the number of citizens. C. they were concerned with assessing military strength. D. they were used to determine funding of government grants.

Question: 7

According to the passage, the main difference between the first American census and the census today is that A. the first census showed how our population was changing. B. the first census was not required by the Constitution. C. the census today doesn't provide current data. D. the census today includes many more questions.

Question: 8

According to the passage, those of French ancestry number less than those whose ancestry is A. Alaska Native. B. Swiss. C. American Indian. D. German.

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Question: 9

Which organizational pattern is used in paragraph 4 (the paragraph beginning with "The census reveals general information about our country")? A. comparison of two topics B. chronological order of events C. main topic supported by details D. presentation of cause and effect

Question: 10

The main organizational pattern used in this passage is A. a main topic about the census supported by details. B. a chronological presentation of historic census events. C. a comparison and contrast of Roman and American censuses. D. a series of questions about the census followed by answers.

Question: 11

The author's attitude toward the census seems to be A. critical. B. distrustful. C. amused. D. appreciative.

Question: 12

The author of the passage appears to feel that the "melting pot" comparison is A. suitable. B. incorrect. C. overused. D. misleading.

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Question: 13

The author probably included the last paragraph of the passage in order to A. show the difficulties with the census. B. point out the drawbacks of the census. C. emphasize the importance of the census. D. argue for more information in the census.

Question: 14 Read the following sentence from the passage.

The history of the census dates back to ancient times.

This sentence was probably included in order to A. question traditional views on the census. B. emphasize the value of the census. C. explain the statement preceding it. D. introduce the sentences that follow.

Question: 15

What does the author use to support the point that the census offers general information about the country? A. anecdotes about general information B. examples of general information C. opinion polls yielding general information D. personal experience with general information

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Question: 16

The census occurs every ten years because of A. the Great Depression. B. Thomas Jefferson. C. the Constitution. D. its important data.

Question: 17

One reason censuses were not used for hundreds of years was A. the fall of the Roman Empire. B. military forces were not needed. C. populated areas had no taxes. D. the lack of marshals to take them.

Question: 18

After the census of 2000, Florida gained two seats in the House of Representatives because of A. a loss of seats by Georgia. B. an increase in the House. C. a question about the census. D. a growth in population.

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Question: 19

Which sentence from the passage would best serve as a caption for the illustration at the beginning of this passage? A. "U.S. marshals journeyed on horseback through the thirteen states and counted a total of 3.9 million Americans." B. "Back in Rome, each male Roman citizen had to register for the census every five years." C. "Throughout the entire Roman era, registration in the census was the only way that a Roman could ensure that his identity and status as a citizen were recognized." D. "Every ten years the census takers set out to record our information to create the new, revised picture of America."

Question: 20

Which sentence from the passage best explains why the Census Bureau is known as "America's Fact-Finder"? A. "The data can help with important issues, like problems connected to poverty, health, and crime." B. "In fact, the U.S. Constitution requires that a census be taken every ten years." C. "The census provides a wealth of information about us and about our society." D. "In the United States, the first census was held in 1790."

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Question: 21 Read this sentence from the passage.

By 1950, slightly over half the population lived in metropolitan areas, and the average life expectancy was 68.

The word metropolitan comes from the Greek word metropolis, which means "a mother state or city." Based on the meaning of the root word, the sentence indicates that more than half of the population in 1950 A. lived in the same city as their children. B. made their home in the same state. C. made their home in urban areas. D. lived in the same home as their mothers.

Question: 22

Which sentence would best serve as a caption for the second illustration in this passage? A. "The 1930 census, taken at the beginning of the Great Depression, recorded a population of almost 123 million." B. "In fact, the U.S. Constitution requires that a census be taken every ten years." C. "The population of a state determines both its number of representatives in the House and its direct taxes." D. "In terms of education, four out of five people had at least a high school degree, and almost one out of four at least a bachelor's degree."

Question: 23 Based on the passage "A Picture of America," which caption would be most appropriate for the third picture? A. The census helps us determine who we are as a country. B. The census helps us divide into separate groups. C. The census is answered by some groups but not all. D. The census is answered by more women than men.

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Question: 24 The second picture helps the reader understand that a census A. is a survey completed by hand. B. should be completed only by English speakers. C. can be used to gather personal information. D. is no longer used by contemporary society.

Grass by Carl Sandburg

Pile the bodies high at Austerlitz and Waterloo. Shovel them under and let me work -- I am the grass; I cover all. And pile them high at Gettysburg And pile them high at Ypres and Verdun. Shovel them under and let me work. Two years, ten years, and passengers ask the conductor: What place is this? Where are we now? I am the grass. Let me work.

** The poem lists the sites of several legendary and bloody battles, including those fought in The Napoleonic Wars (Austerlitz and Waterloo), the Civil War (Gettysburg), and World War I (Verdun and Ypres).

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Question: 25

Read this line from the poem.

And pile them high at Ypres and Verdun.

Which literary technique does the author use in the line above? A. simile, comparing the grass to battles B. alliteration, repeating the "p" sound C. allusion, referring to the two bloody battles D. metaphor, representing the grass as a large pile

Question: 26

What does the grass most likely represent in the poem? A. grief B. time C. war D. death

Question: 27

The grass as the narrator of the poem is an example of A. allusion, by referring to the shovel used to bury people. B. personification, by giving the grass human qualities. C. tone, by creating a peaceful feeling in the poem. D. simile, by comparing the narrator to the growing grass.

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Question: 28

What literary device does the author use to create rhythm in the poem? A. alliteration, repeating vowels sound B. allusion, mentioning the battles C. repetition, saying several things twice D. consonance, repeating the "p" sound

Question: 29

Which word best describes the grass? A. grouchy B. furious C. tired D. detached

Question: 30 Read this line from the poem.

Two years, ten years, and passengers ask the conductor:

In which sentence does conductor have the same meaning as it is used in the line above? A. A metal that is an excellent conductor of electricity is copper. B. The orchestra played as the conductor waved his arms enthusiastically. C. The park ranger is the conductor for our expedition into the forest. D. We waited as the conductor made his way up the aisle collecting tickets.

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Question: 31 Read these lines from the poem.

Pile the bodies high at Austerlitz and Waterloo. Shovel them under and let me work -- I am the grass; I cover all.

In which sentence does cover have the same meaning as used in the line above? A. The boy placed his hand on his test paper to cover his answers. B. His newspaper route will cover all of our neighborhood. C. Our insurance policy will cover any damage caused by the fire. D. Nate had enough money to cover the price of pizzas for the party.

JAN ERNST MATZELIGER: THE LASTING LEGACY OF THE SHOE-LASTING MACHINE by Laura Bresko

Jan Ernst Matzeliger (MAT-ZELL-A-GRR) made a quiet contribution to the world in the 1880s: he put shoes on every person's feet. Though a major feat, he was forgotten by most history books because of his race. Prior to the 1890s, most people could not afford shoes. Instead, they went barefoot or wrapped cloth around their feet. If people were

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lucky enough to own a pair of shoes, they wore them until the shoes literally fell apart. Shoes were quite a luxury and many people went without. Matzeliger's invention of a shoe-lasting machine would change all of that. Born in 1852 in the South American country of Dutch Guiana to a Dutch father and a mother who was a black slave, Jan moved to Philadelphia, Pennsylvania when he was 12 years old. In the City of Brotherly Love, Jan's dark skin color and foreign tongue kept him isolated and lonely. In those days, young men learned a trade by becoming apprentices. Though Jan was smart and capable, having learned English quickly, no one would apprentice him except a shoe stitching company. Shoe stitching was not a coveted career, but Jan needed to work, so he made the best of it. When his employer felt Jan was ready, he recommended him for a job in the shoe capital of the world: Lynn, Massachusetts. Jan was excited at the possibilities of a new life in a new city. Shoe making required lots of labor in the late 1800s. First, leather had to be cut for the upper part of the shoe. Then it was moulded onto a "last,"* a wooden model of a foot. The sole also had to be cut and made. The last part of the process was sewing the upper leather to the bottom sole to make a shoe. Known as lasting, this final step was done by hand. Though upper parts and soles could be made by machines, the lasting of a shoe could not. The complicated movement and positions used by shoe lasters made it difficult to imitate by machine. Many attempts had been made, but no machine had ever worked. Because of this, shoes were very, very expensive. Usually one assembly line could produce only fifty pairs of shoes a day, mainly because the lasting took so long, and few people knew the secret of how to do it. Jan did not agree that only a few well-paid people should hold all the knowledge for such an important step in shoe making. His dream was to invent a machine that would mechanize shoe-lasting, thereby making shoes affordable for everyone. When he arrived in Lynn in 1880, he began memorizing lasters' movements in order to design a machine to replace them. For the next three years, Jan worked ten-hour days at the factory and then countless hours at night on his design. Poor and underpaid, he would often go without food or sleep. When the lasters heard about Jan's machine, they would harass him with jokes and ridicule, but he did not let them deter him. Businessmen tried to steal his design from him; they offered him one thousand five hundred dollars for a small model of the machine. That was a lot of money in the late 1800s, but not nearly as much as his invention was worth, and the businessmen knew it. Jan did too; he was smarter than they thought and would not let them "steal" his invention, even though he desperately needed money.

(Keep Reading.)

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Finally in 1883, Jan completed the design of his shoe-lasting machine and submitted it to the United States Patent Office. When the men in the patent office read through the design, they found the drawings and calculations so difficult that they had to travel all the way to Massachusetts to have Jan explain his documents! Jan was awarded patent number 274,207 later that year. By 1889, the demand for Jan's shoe-lasting machine was overwhelming. A company was formed, The Consolidated Lasting Machine Company, where Jan was given huge blocks of stock for his invention. His machine had revolutionized the entire shoe industry in the United States and around the world. Unfortunately, Jan didn't live to see the fruits of his labor. Because he had sacrificed his health working exhausting hours on his

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invention and not eating over long periods of time, he caught a cold that quickly developed into tuberculosis. He succumbed to the disease and died at age 37 on August 24, 1889. Had he lived, he would have been a very rich man, for his invention revolutionized the shoe industry. Though he never achieved the widespread fame or fortunes of white contemporaries such as Thomas Alva Edison and Alexander Graham Bell, Jan Ernst Matzeliger's contribution to the comfort of each of us lasts until this day. Forgotten by the history books for over a century, the United States Postal Service finally paid tribute to him with the issuance of a commemorative stamp in 1991. * last - 'laest', Old English word meaning footprint.

Question: 32 Read this sentence from the passage.

Shoe stitching was not a coveted career, but Jan needed to work so he made the best of it.

What does the word coveted mean? A. sought after B. high paying C. respectable D. pleasant

Question: 33 Read this sentence from the passage.

Though he never achieved the widespread fame or fortunes of white contemporaries such as Thomas Alva Edison and Alexander Graham Bell, Jan Ernst Matzeliger's contribution to the comfort of each of us lasts until this day.

What does the word contemporaries mean? A. people who invent for a living B. people working in a profession C. people alive at the same time D. people who are well known

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Question: 34 Read this sentence from the passage.

His dream was to invent a machine that would mechanize shoe-lasting, thereby making shoes affordable for everyone.

What does the word mechanize mean? A. to make faster B. to make memorable C. to make inexpensive D. to make automatic

Question: 35 Read this sentence from the passage.

Jan did too; he was smarter than they thought and would not let them "steal" his invention, even though he desperately needed money.

The author uses the word steal to indicate that A. Jan was smart enough to stop the lasters from stealing his invention. B. businessmen made fun of Jan and thought he would not be successful. C. businessmen were trying to physically steal the invention from Jan. D. Jan's invention was worth more than the businessmen offered him.

Question: 36 Read this sentence from the passage.

Unfortunately, Jan didn't live to see the fruits of his labor.

Which sentence below best restates the meaning of the sentence above? A. Jan died before he got a patent for his invention. B. Jan's unhealthy diet caused him to die young. C. Jan's hard work eventually led to his death. D. Jan died before he became rich from his invention.

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Question: 37

Which statement explains how the third paragraph helps the reader to understand the passage? A. It expands the reader's knowledge of the process of shoe making. B. It explains the factors that lead to Jan's unexpected illness. C. It clarifies Jan's reasons for inventing the shoe-lasting machine. D. It provides the reader with additional biographical details on Jan.

Question: 38

Which sentence from the passage indicates that Jan was very dedicated to designing his machine? A. "For the next three years, Jan worked ten-hour days at the factory and then countless hours at night on his design." B. "Finally in 1883, Jan completed the design of his shoe-lasting machine and submitted it to the United States Patent Office." C. "Jan did not agree that only a few well-paid people should hold all the knowledge for such an important step in shoe making." D. "Forgotten by the history books for over a century, the United States Postal Service finally paid tribute to him with the issuance of a commemorative stamp in 1991."

Question: 39 Read this sentence from the passage.

In those days, young men learned a trade by becoming apprentices.

The word apprentice comes from the Latin word apprehendere, which means "to learn." Based on the meaning of the root word, the sentence implies that young men in the 1880s were A. students of experienced craftsmen. B. workers that made a meager wage. C. slaves owned by learned people. D. masters in a number of skills.

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Question: 40 Read this sentence from the passage.

Forgotten by the history books for over a century, the United States Postal Service finally paid tribute to him with the issuance of a commemorative stamp in 1991.

The word commemorative comes from the Latin word commemorare, which means "to recall." Based on the meaning of the root word, the stamp issued in 1991 A. honored Jan and his work. B. illustrated Jan's machine. C. resembled stamps Jan used. D. raised money for Jan's family.

Question: 41

From the diagram and information in the passage, the reader can conclude that A. Jan's shoe-lasting machine could work faster than a person. B. Jan efforts in designing his machine went unrecognized. C. Jan's shoe-lasting machine was very complicated. D. Jan would make a lot of money from his machine.

Question: 42 Based on the passage "Jan Ernst Matzeliger: The Lasting Legacy of the Shoe-Lasting Machine," which caption would be most appropriate for the diagram? A. Matzeliger’s design was too complicated to replicate. B. The first shoe-lasting machine made shoes affordable for almost everyone. C. Shoes weren’t made by shoe-lasting machines until 1991. D. Machines made in 1883 required more details than machines made today.

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