Justice for All by Lynn Rymarz

1. Justice for Allby Lynn Rymarz

2. 22 What is the meaning of the word verdict in paragraph 13? • A. Settlement • B. Decision • C. Goal • D. Jury LC04: Interpret vocabulary critical to the meaning of the text (Reading GLE 1.3.2)

3. 23 In your own words, write a summary of the selection “Justice for All.” Include three main events from the selection in your summary. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ LC02: Summarize with evidence from the reading (Reading GLE 2.1.7) * This stem has been updated. “In your own words” has been removed.

5. Summarizing statements may include, but are not limited to: The selection is about Ida getting equal rights for all. It’s about African-Americans struggling for equal rights. Ida fought racism/segregation. Ida stood up for her rights. Text-based events may include, but are not limited to: Ida Lewis was born a slave. Ida’s parents and infant brother died of yellow fever. Ida raised her six siblings. Ida moved to her aunt’s home in Tennessee. Ida became a teacher. Ida refused to give up her first class seat on the train. The railroad men physically forced Ida from her seat on the train. Ida got off the train rather than ride in the smoking car / got off the train. Ida sued the Chesapeake and Ohio Railroad. Ida was awarded five hundred dollars in damage / Ida won the lawsuit. The railroad took the case to the Tennessee Supreme Court / Ida had to give back the five hundred dollars / Ida lost. Ida wrote an article about the railroad’s lawsuit. Ida began a career as a journalist. Ida was a delegate to the National Equal Rights League / she appealed to President Wilson to stop segregation. Ida did not live to see the end of segregation. Rosa Parks said Ida is an inspiration to everyone. Ida helped create the NAACP.

6. 23 In your own words, write a summary of the selection “Justice for All.” Include three main events from the selection in your summary. 2 Ida was (G) draged out of her first class seat. (I) She sued the train company for what had happened. (K) But she lost the case. (L) She wrote what had happened and published it in several newspapers. (P) Rosa Parks said “Ida B. Wells is an inspiration to everyone who knows about her.”

7. 23 In your own words, write a summary of the selection “Justice for All.” Include three main events from the selection in your summary. 2 (B) In 1878 when her mother, father and baby brother died of yellow fever (K) having Ida give back $500 she won before the appeal (Q) set her on track to help found the NAACP.

8. 23 In your own words, write a summary of the selection “Justice for All.” Include three main events from the selection in your summary. 1 (F) Ida refused to move to the black part of the train. (I) She went to court.

9. 23 In your own words, write a summary of the selection “Justice for All.” Include three main events from the selection in your summary. 0 The student response earns zero points. The response includes no text-based events.

10. 24 In the selection “Justice for All,” which sentence best describes Rosa Parks’s response to Ida Wells? • A. Out of respect for Wells, Parks founded an organization to fight injustice. • B. Because Wells inspired Parks, Parks started a demonstration in 1884. • C. Parks felt Wells should have fought harder to keep her railroad seat. • D. Parks was motivated by Wells’s strength to fight for justice. LA07: Make connections (cause and effect) within a text (Reading GLE 2.3.1)

11. The Courage That My Mother Hadby Edna St. Vincent Millay

12. 25 Which phrase best states the author’s most likely purpose for writing the • poem “The Courage That My Mother Had”? • A. To show her mother’s love of jewelry • B. To describe the brooch her mother left her • C. To tell the reader about her mother’s death • D. To express her desire to inherit her mother’s courage LT08: Analyze author’s purpose and evaluate effectiveness for different audiences (includes fact/opinion, author’s point of view, tone, and use of persuasive devices) (Reading GLEs 2.4.2, 2.4.3, 2.4.4)

13. 26 Any of these words could be used to describe the speaker in the poem “The Courage That My Mother Had.” Choose the word you think best describes the speaker in the poem. Appreciative Reflective Admiring Provide two details from the poem to support your choice. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ LA05: Demonstrate understanding of literary elements (genres; story elements such as plot, character, setting; stylistic devices) and graphic elements/illustrations (Reading GLEs 2.2.2, 2.2.3, 2.3.3)

15. Text-based details may include, but are not limited to: Appreciative or Reflective or Admiring The courage my mother had went with her / is still with her The courage is rock from New England quarried / now granite in a granite hill The golden brooch my mother wore she left behind for me to wear I have no thing I treasure more / treasures the brooch That courage like a rock, which she has no more need of, and I have / wants mother’s courage that she took to the grave / the courage is like a rock

16. 26 Any of these words could be used to describe the speaker in the poem “The Courage That My Mother Had.” Choose the word you think best describes the speaker in the poem. Appreciative Reflective Admiring Provide two details from the poem to support your choice. 2 (E) she wrote about her mother having courage that she wanted (D) she treasures it more than anything.

17. 26 Any of these words could be used to describe the speaker in the poem “The Courage That My Mother Had.” Choose the word you think best describes the speaker in the poem. Appreciative Reflective Admiring Provide two details from the poem to support your choice. 1 (E) if she would of left her courage

18. 26 Any of these words could be used to describe the speaker in the poem “The Courage That My Mother Had.” Choose the word you think best describes the speaker in the poem. Appreciative Reflective Admiring Provide two details from the poem to support your choice. 1 (D) “I have no thing I treasure more”

19. 26 Any of these words could be used to describe the speaker in the poem “The Courage That My Mother Had.” Choose the word you think best describes the speaker in the poem. Appreciative Reflective Admiring Provide two details from the poem to support your choice. 0 The student response earns zero points. The response contains no text-based details.

20. 27 Which sentence best states a main theme of both the selection “Justice for • All” and the poem “The Courage That My Mother Had”? • A. Dedication to improving society is commendable. • B. Happiness comes from material possessions. • C. Bravery is a valuable human characteristic. • D. Living a respectful life leads to success. LC01: Demonstrate understanding of theme or message and supporting details (Reading GLE 2.1.3)

21. 28 One conclusion that can be drawn from both the selection “Justice for All” and the poem “The Courage That My Mother Had” is that courage is a desirable trait. Provide two examples from the selection and two examples from the poem that support this conclusion. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ LT10: Extend information beyond text (make generalizations beyond the text to a broader idea or concept, draw conclusions, or apply information to other texts or situations) (Reading GLEs 2.4.1, 2.4.5)

23. Text-based examples may include, but are not limited to: Selection A. Ida raised her siblings at age 16. B. Ida moved to Tennessee. C. Ida refused to move when the train conductor asked her to move / “I propose to stay.” D. Ida got off the train rather than ride in the smoking car / refused the smoking car. E. Ida sued the railroad / went to court. F. Ida wrote an article about the railroad’s suit against her. G. Ida appealed to President Wilson to end segregation / discrimination. H. Rosa Parks refused to give her seat up on the bus. I. Ida helped create the NAACP. Poem AA. The courage my mother had went with her / is still with her / courage went to mother’s grave BB. The courage is rock from New England quarried / now granite in a granite hill CC. That courage like a rock, which she has no more need of, and I have / wants mother’s courage that she took to the grave / wants mother’s courage DD. The courage is like a rock / the mother’s courage is like a rock.

24. 28 One conclusion that can be drawn from both the selection “Justice for All” and the poem “The Courage That My Mother Had” is that courage is a desirable trait. Provide two examples from the selection and two examples from the poem that support this conclusion. 4 (C) Ida wouldn’t give up her seat (G) telling the president about segregation. (DD) Courage is hard like a rock (CC) wants courage from her mother.

25. 28 One conclusion that can be drawn from both the selection “Justice for All” and the poem “The Courage That My Mother Had” is that courage is a desirable trait. Provide two examples from the selection and two examples from the poem that support this conclusion. 3 (C) Ida fought to stay in first class on the train (E) Ida took the segregation to court. (DD) the mother with rock hard courage

26. 28 One conclusion that can be drawn from both the selection “Justice for All” and the poem “The Courage That My Mother Had” is that courage is a desirable trait. Provide two examples from the selection and two examples from the poem that support this conclusion. 2 (CC) wants her mother’s courage, (AA) her mother took that courage to her grave.

27. 28 One conclusion that can be drawn from both the selection “Justice for All” and the poem “The Courage That My Mother Had” is that courage is a desirable trait. Provide two examples from the selection and two examples from the poem that support this conclusion. 0 The student response earns zero points. The response includes no text-based examples.

28. 29 Who can benefit most from reading the selection “Justice for All” and the • poem “The Courage That My Mother Had”? • A. Someone who wants a career in journalism • B. Someone who wants to be more generous • C. Someone who wants to be more brave • D. Someone who wants social change LT10: Extend information beyond text (make generalizations beyond the text to a broader idea or concept, draw conclusions, or apply information to other texts or situations) (Reading GLEs 2.4.1, 2.4.5)