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Classical Music: Ludwig van Beethoven

Ludwig van Beethoven is known as one of the best composers of all time. Some of his most famous pieces are Für Elise, and the Moonlight Sonata, and his Fifth and Ninth Symphonies. Ludwig van Beethoven was born in Germany in 1770. His parents died at an early age and he had a difficult childhood. He began learning to play the piano at the young age of 5. He had a natural gift for the piano and stopped going to school to pursue music full time. Beethoven’s greatest passion in life was music. He worked very hard to compose many pieces. Some of his music was part of Romanticism, an artistic movement in the early 1800s. This type of music was based more on emotion than on structure and patterns. As he got older, Beethoven became known for his bad temper, unpredictable outbursts and impulsive nature. He struggled to connect with many people. Sometimes Beethoven would not finish writing the piece of music he was working on until the day of the performance. In these cases, his accompanying musicians had very little time to practice. Beethoven’s personality sometimes got in the way of his performances. Many of his performances were for wealthy people who would invite musicians to entertain them. Some would even support the musicians financially. Once, during a concert, he heard a nobleman start talking. Beethoven looked up and stopped playing. He said, “For such pigs I do not play!” and refused to start again. Beethoven took his music and his performances very seriously. This earned him the respect of other famous composers in his day, including Mozart. When Beethoven was in his late twenties, he began to lose his hearing. The idea of losing his hearing devastated Beethoven. He did not want to admit to his rival musicians that he was losing his hearing. He thought that they might question his ability to write music. However, Beethoven’s hearing loss did not stop him from producing some of his finest musical works. He wrote his first and only opera and one of his most famous symphonies, Symphony no. 5 in C Minor, during this time. It is said that Beethoven described the symphony’s opening as “fate knocking at the door.” Beethoven’s last symphony, Symphony no. 9 in D Minor, took six years to compose. He wrote it to accompany a German poem called “Ode to Joy.” When the symphony was finished, Beethoven was almost completely deaf. The details of the symphony’s premiere vary from version to version. Some accounts state that while Beethoven was unable to conduct the piece because he was deaf, he kept tempo by beating time on the stage. Other accounts note that Beethoven appeared onstage as the general director of the performance, and another musician was the conductor. At one point, the music stopped playing. Because Beethoven had his back turned to the audience, he was unable to see the audience applauding loudly with appreciation for his piece until one of the singers pointed him towards the audience. Even without being able to hear his piece, Beethoven created a musical experience that was adored by the audience. In the last decade of his life, Beethoven lost his hearing completely. Even though he could not hear, Beethoven could feel the vibrations of music. Shut off from the world of sound, Beethoven isolated himself. He spent much of his time composing music and only saw close friends at the end of his life. On March 26, 1827, Beethoven died at the age of 56. Three days later, 20,000 people lined the streets for his funeral to show their great admiration. He said once, “Composers do not cry. Composers are made of fire.” His compositions still speak to many listeners today.

5

Arts: Music & Performing Arts

According to the text, who was Ludwig van Beethoven?

A. one of the best composers of all time B. one of the best singers of all time C. one of the best conductors of all time D. one of the best noblemen of all time

A

The text describes some major events in Beethoven’s life. What started to happen when Beethoven was in his late twenties?

A. He started to write music. B. He started to lose his hearing. C. He started to write Moonlight Sonata . D. He started to have unpredictable outbursts.

B

Beethoven created one of his musical masterpieces, Symphony no. 9 in D Minor, when he was almost completely deaf. Which conclusion does this information support?

A. Beethoven isolated himself more and more after he started to lose his hearing. B. Beethoven did not want to admit to his rival musicians that he was losing his hearing. C. Beethoven’s musical genius was incredibly deep and intense. D. Beethoven had a bad temper and unpredictable outbursts.

C

How might Beethoven best be described?

A. passionate but difficult B. talented but lazy C. kind but confused D. shy but intense

A

What is a main idea of this text?

A. Losing his hearing was a devastating experience for Beethoven and stopped him enjoying all music. B. In Beethoven’s time, going to concerts was a hobby for many rich people since this was one of the few ways one could listen to music. C. Beethoven is one of the greatest composers in the world who created musical masterpieces even when he was losing his hearing. D. Beethoven did not finish his pieces until the last minute, which sometimes got in the way of his performances.

C

Read this paragraph. “Beethoven’s last symphony , Symphony no. 9 in D Minor, took six years to compose. He wrote it to accompany a German poem called “Ode to Joy.” When the symphony was finished, Beethoven was almost completely deaf. The details of the symphony ’s premiere vary from version to version.” What does “symphony” mean as used in the text?

A. a music performance B. a piece of music C. an orchestra D. a type of instrument

B

Choose the answer that best completes the sentence. In the last decade of his life, Beethoven lost his hearing completely. ________ he could not hear, Beethoven could feel the vibrations of music.

A. Therefore B. Even though C. Because D. As a result

B

Day of Infamy

World War II, which had been raging in Europe since 1939, hit home for many Americans when the Japanese launched a sneak attack on Pearl Harbor on Dec. 7, 1941. Richard Hansing joined the U.S. Navy in 1939, when he was 19 years old. Richard always knew he would enlist in the Navy. His grandfather, who had fought in the Civil War, had joined when he was 16. Richard served with the Pacific Fleet based in Pearl Harbor, Hawaii. He served on the battleship USS Nevada. Richard's job was to "jump the burners," which meant that he had to heat the oil before it could be used in the ship's engine. Richard was stationed on the Nevada when the Japanese attacked Pearl Harbor on Dec. 7, 1941. When the bombs started falling just before 8 a.m., Richard was below decks on the Nevada. A group of Japanese planes had orders to bomb the Nevada, which was docked at the northern end of Battleship Row, east of Ford Island. The Nevada was docked near the USS Arizona, which was heavily damaged in the attack. Japanese bombers tried to hit the Nevada but had a hard time seeing the ship because of all the smoke coming from the sinking Arizona. The Japanese launched 21 bombs, eight of which hit the Nevada. The remaining 13 went into the water. A torpedo also hit the Nevada, opening a large hole in the ship's port, or left, side. The Nevada's crew fought many fires. Although the ship was badly damaged, it managed to steam down the channel toward the open sea. The slow-moving Nevada was an attractive target for the Japanese planes. The planes dropped bombs on the moving battleship, hoping to sink it in the channel to block the entrance to Pearl Harbor. The commander of the Nevada beached the ship at Hospital Point, keeping the channel clear. Although he was never injured in the war, Richard said Pearl Harbor was the worst day of the conflict. Of the Nevada's crew of about 1,500 men, 50 were killed. Richard's friend Glen Shape was killed. On Nov. 30, 1942, at 11:25 p.m., two enemy torpedoes hit Richard's new ship, the USS North Hampton. The crew abandoned the sinking ship on December 1 at 3 a.m. The water was smooth and warm. There were no sharks in the area. He was in the water for about one and a half hours. Eleven hundred men were picked up and taken back to Pearl Harbor. Once there, Richard came home on the USS Bernet.

5

Social Studies: U.S. History

According to the text, which of the following ships did Richard serve on first?

A. USS Nevada B. USS North Hampton C. USS Bernet D. USS Arizona

A

According to the description in the text, how many men were saved after torpedoes hit the USS North Hampton?

A. 50 men B. 1,500 men C. 1,100 men D. 1,125 men

C

When the Japanese bombed Pearl Harbor, Americans experienced the war differently than before. What evidence from the text supports this conclusion?

A. “The planes dropped bombs on the moving battleship, hoping to sink it in the channel to block the entrance to Pearl Harbor.” B. “On Nov. 30, 1942, at 11:25 p.m., two enemy torpedoes hit Richard's new ship, the USS North Hampton. The crew abandoned the sinking ship on December 1 at 3 a.m.” C. “A group of Japanese planes had orders to bomb the Nevada, which was docked at the northern end of Battleship Row, east of Ford Island.” D. “World War II, which had been raging in Europe since 1939, hit home for many Americans when the Japanese launched a sneak attack on Pearl Harbor on Dec. 7, 1941.”

D

What can be inferred from the text?

A. Richard could not swim. B. Being in the Navy was an easy job. C. Richard always wanted to join the Navy. D. Richard was unsure about joining the army.

C

What is this text mainly about?

A. how to survive a ship that is sinking B. why Richard Hansing joined the U.S. Navy C. Japanese attacks on Pearl Harbor during World War II D. the types of ships in the Navy during World War II

C

Read this sentence from the text. The Nevada was docked near the USS Arizona , which was heavily damaged in the attack. As used in this sentence, what does the word "damaged" mean?

A. armed B. floating C. injured D. hidden

C

Choose the word that best completes the sentence. Japanese planes dropped bombs on the U.S. ships ________ they wanted to sink them.

A. because B. but C. after D. although

A

Westward Expansion - The Oregon Trail

Go west, young man! Have you ever wondered how colonial settlers spread out across this country from the original 13 colonies? Native Americans had been living on land west of the colonies for thousands of years. However, during the period called Westward Expansion, many settlers traveled across these lands and settled there. Many of them traveled on the Oregon Trail, a 2,000-mile trail to the west. The Oregon Trail stretched from Missouri to Oregon. The journey took four to six months. Covered wagons were loaded with food and supplies. There was little room for more than one or two people to ride; so most of the pioneers had to walk the whole way – sometimes without shoes! Can you imagine walking all the way across the United States? And barefoot? The trip was very challenging. Crossing rivers was extremely dangerous. Often parts of the wagon would break. Some people died from sickness or fatigue or even bad weather. A disease called cholera was an especially big problem. They did not know how to treat the disease successfully at the time. Once someone showed the slightest symptom of illness, he or she could die within a few hours. After a while, the grass alongside the trail started to disappear. Too many horses and cows had been grazing in the same spot from all of the traffic. The later pioneers had trouble finding food for their livestock. The covered wagons traveled in long trains, or caravans, for safety. At night the settlers would gather their caravan into a big circle. In the middle of the circle they would build a campfire, eat, and sleep.

5

Social Studies: U.S. History

What was the Oregon Trail?

A. a type of covered wagon B. a 2,000 mile trail to the west C. a disease that hurt settlers D. a trail to get farther north

B

How does the text describe the journey for pioneers on the Oregon Trail?

A. easy B. calm C. dangerous D. forgettable

C

Read the following sentences from the text. “After a while, the grass alongside the trail started to disappear. Too many horses and cows had been grazing in the same spot from all of the traffic. The later pioneers had trouble finding food for their livestock.” What conclusion can you draw from this evidence?

A. Grass alongside the trail was not important to the pioneers. B. The pioneers had plenty of food options on the Oregon Trail, even without grass. C. Only few pioneers used the Oregon Trail as a path to get out west. D. The later pioneers had a harder time providing for their animals than the earlier pioneers.

D

In order to walk 2,000 miles, a person would have to be

A. unfriendly. B. friendly. C. determined. D. generous.

C

What is the main idea of the text?

A. Many settlers went on a dangerous and challenging journey on the Oregon Trail in order to travel west. B. Covered wagons loaded with food and supplies were an easy way to transport people from one place to another. C. Cholera was a disease that killed many pioneers very quickly since no one knew how to treat it at the time. D. On the Oregon Trail, settlers would gather their caravans at night in a big circle and build a campfire to stay safe.

A

Read the following sentences from the text. “ The trip was very challenging . Crossing rivers was extremely dangerous. Often parts of the wagon would break. Some people died from sickness or fatigue or even bad weather.” As used in this excerpt, what does the word “challenging” most closely mean?

A. inspiring B. simple C. difficult D. fancy

C

The question below is an incomplete sentence. Choose the word that best completes the sentence. Too many horses and cows had been grazing in the same spot on the trail from all of the traffic; ______________ the later pioneers had no food for their livestock.

A. in addition B. as a result C. because D. once

B

They Call Them Apaches

The Apaches, one of the most famous Native American groups, have lived in North America for more than 600 years. Apache is pronounced "uh-PAH-chee," and it isn't the only name for these remarkable people. In fact, it isn't even from the Apache language! There are different theories of where the term originated. According to some, it comes from a word meaning "enemy" in the language of the Zuni, a neighboring tribe. The Apache originally called themselves Ndee, which means "The People." Today, however, most Apache people refer to themselves as Apaches. The Apache first came to what is now the southwestern part of the United States sometime between 1000 and 1400 AD—which means they had been living in the region for at least 100 years before Spanish explorers first reached the area. By the 19th century, theirs was one of the most interesting cultures in North America. In the 19th century, the Apache did not spend much time on their feet. They were among the greatest horse riders in the country, and they rode horses every chance they got. Unlike European settlers, the Apache did not bother with saddles. Instead, they rode bareback. Instead of staying in one place and building cities, the Apache were nomadic and liked to move around. As the seasons changed, the Apache would go with them. They would go one place to hunt and another to look for fruits and nuts to eat. They would go one place for the summer and another for the winter. Although they never stayed in one place for very long, the Apache had a great connection to the land. There were three different kinds of Apache houses: the teepee, the wickiup, and the hogan. Teepees are cone-shaped tents that could be taken down and moved whenever it was time to go from one place to another. These were used by Apache living on the plains. Wickiups and hogans were more permanent than teepees. Wickiups were 8-foot-tall wooden frames covered in brush. Hogans were made of mud or clay. They were used for shelter during the winter, when it was cold. The thick earthen walls would keep Apache warm when it was too cold for life on the plains. In the late 1800s, the Apache fought a series of wars against the United States Army. Led by great warriors like Geronimo and Cochise, they fought for years to protect their way of life. But the United States Army was too strong for them and gradually forced the Apache onto reservations in New Mexico and Arizona. Today, Apache people on those reservations work to maintain their ancient culture. Though they are proud of their past, they lead modern lives. There are Apache all over the country, from New York to Los Angeles. After hundreds of years in the United States, Apache culture remains as exciting as ever.

5

Social Studies: Geography, Societies & Culture, U.S. History

Who are the Apaches?

A. a Native American group that has lived in North America for more than 600 years B. a Native American group that has lived in the Northeast United States for fewer than 500 years C. the descendants of a group of German people who moved to the United States in the 1800s D. the descendants of a group of English people who moved to the United States between 1650 and 1750

A

What does this passage describe?

A. This passage describes the Zuni tribe and its history. B. This passage describes Apache life in the past and present. C. This passage describes life in New York and Los Angeles during the 19th century. D. This passage describes the journey of a European settler coming to the United States.

B

Read these sentences: “Teepees are cone-shaped tents that could be taken down and moved whenever it was time to go from one place to another. These were used by Apache living on the plains.” What conclusion do these sentences support?

A. The Apache were great horse riders. B. The Apache were defeated by the United States Army. C. The Apache spent their whole lives in the same place. D. The Apache moved around a lot.

D

Based on the passage, what was the relationship like between the Apache and the United States in the 1800s?

A. kind and friendly B. violent and unfriendly C. respectful and admiring D. quiet and peaceful

B

What is this passage mostly about?

A. the lives of Geronimo and Cochise B. plants found in the southwest United States C. the Apache people and their past D. European settlers in the United States

C

Read this sentence: “Instead of staying in one place and building cities, the Apache were nomadic and liked to move around.” What does the word “nomadic” mean?

A. moving from place to place B. living in one place for a long time C. eating only meat and fish D. raising plants and animals for food

A

Choose the answer that best completes the sentence below. The Apaches lived in three different kinds of houses, ________ the teepee, the wickiup, and the hogan.

A. before B. after C. namely D. instead

C

Dream Machines

Welcome to the car showroom of the future. Step right up and take a look at some of our new models. We offer a little beauty that can get you to work lickety-split, and you don't have to worry about those pesky stop signs. Just watch out for low-flying airplanes! This model is called the Skycar. You might have seen George Jetson at the controls of something like it. Think you'd like a car that glides across water? Then test-drive (sorry)-- test-swim the Aquada. If going fast is your thing, climb into Bugatti's superfast car that can zip along at 252 miles per hour! Say goodbye to smog with these cars. The AUTOnomy runs on clean-burning hydrogen instead of gasoline. The Hypercar runs on gasoline and hydrogen. The cars of the future are already here as prototypes, and they don't look like Grandpa's pickup truck or Aunt Sally's SUV. Read on to see what kind of dream machines might be available by the time you get your driver's license. Whoosh! Bugatti, the European car manufacturer, unveiled its 1,001-horsepower, ultrafast supercar, which can reach a top speed of 252 miles per hour. The car is made of lightweight materials. It also has specially made tires that won't melt when the car hits high rates of speed. Engineers designed the bottom of the car to create the venturi effect, a tremendous downward pull that helps keep the car on the road. The price tag for Bugatti's supercar: about $1.2 million. Can engineers design a car that doesn't cause pollution? General Motors thinks it can. The carmaker is working to build cars that operate on hydrogen-powered fuel cells. Fuel cells, like batteries, store energy. But unlike batteries, fuel cells never lose power and never need to be recharged as long as there is enough hydrogen fuel. Fuel cells create energy through the combination of hydrogen and oxygen. That energy can power an electric car motor. GM's AUTOnomy car runs on a series of hydrogen fuel cells. Instead of producing noxious exhaust, as your family car does, the AUTOnomy produces water vapor. Scientists expect AUTOnomy's hydrogen-powered system to get the equivalent of 100 miles per gallon of gasoline. Another type of hydrogen-powered car is the Hypercar, which will run on a gasoline-and-hydrogen-powered fuel system. Scientists say the vehicle will be able to travel 300 miles on a gallon of gas. Also, the Hypercar creates little noise and air pollution. The design of the Hypercar is environmentally friendly too. The vehicle is made from lightweight materials called composites—materials made of two or more substances combined to strengthen the individual properties of each material. The Hypercar is not as heavy as a typical vehicle, so it needs less energy to accelerate. If Paul Moller has his way, people soon will be able to buy the world's first flying car, known as the Skycar. Moller designed his $1 million Skycar with eight engines and two flight computers. The fans inside the motors create tremendous airflow, generating enormous thrust that lifts the 2,400-pound vehicle into the air. "We'll have a highway in the sky," Moller says. "You'll sit [in the Sky-car], and it'll take you where you want." Moller says the Skycar can travel up to 380 miles per hour. Before the Skycar takes to the air, however, the Federal Aviation Administration must create new rules for the flying car. Ever get that sinking feeling? Not with the Aquada, a new sports car that is making quite a splash. With the touch of a button, this watertight convertible folds up its wheels and turns into a boat in six seconds. The car can reach speeds of 100 miles per hour on land and about 35 miles per hour on water--fast enough to pull a water-skier. Built in Great Britain, the Aquada went for a test-swim in the Thames River in London.

5

Science: Technology & Engineering

The cars that will use hydrogen as fuel include

A. Skycar and SUV. B. Supercar and Hypercar. C. Aquada and Bugatti. D. AUTOnomy and Hypercar.

D

The type of car that will be able to go 100 mph is

A. Supercar. B. Skycar. C. Aquada. D. all of the above.

D

An example of figurative language used in this passage is

A. prototypes. B. making a splash. C. venturi effect. D. flying car.

B

Cars that don’t need roads are

A. Aquada and Skycar. B. AUTOnomy and Hypercar. C. Bugatti and GM. D. all of the above.

A

Unexpected Fortune

Claire opened the blinds in her father’s hospital room and watched a bar of sunlight slice across his face. She walked over to his bed and straightened the pillow behind his head. Her father smiled. Claire hated how the nurses never paid attention to detail. When she came to visit, his blankets were often pushed to the foot of the bed, or the remote was on the floor. Sometimes Claire’s father was too weak to bend down and reach it. “No practice today?” Claire’s father asked in a raspy voice. Claire shrugged in response. It was the second time that week she had skipped swim practice to visit her father after school. Normally, she only saw him two Saturdays each month. She didn’t mention these extra visits to her mother. Claire’s mom hardly ever spoke to her father, especially since he married Marsha. It was strange that Claire liked her father more since he got sick. She enjoyed helping him. Sometimes she held a cup of water up to his chin while he drank from a straw. Other times she just did her homework while he slept. “We’ll head to the lake when I get better and you can show me your butterfly stroke,” Claire’s father said. She knew he was just trying to be nice. Claire always asked the nurses about his white blood cell count. They didn’t tell her much. In biology she was learning how cells divide. She knew that the same DNA sequence repeated over and over in each cell. It made her think of looking in a mirror and seeing her image repeating over and over. But in biology class, they never mentioned what happens when cells divide too quickly. Claire found that out for herself when she researched tumors on the Internet. She’d learned that her father’s tumor probably happened because some cells wouldn’t stop dividing. The tumor was in his brain. Claire studied his face carefully. Everyone always said they looked alike: same chubby cheeks, same mischievous glint in their narrow green eyes. Lizard eyes, her father called them. Hers were speckled with little golden flecks. The other day her biology partner, Justin, said her eyes were pretty. She smiled, but the compliment had made her feel sad. Her father’s eyes didn’t have the same spark. His cheek bones stuck out prominently. He had already dozed off again. They didn’t look anything alike anymore. Claire glanced at the clock. She wanted to leave before Marsha arrived after work. Claire hated Marsha’s lectures. She said Claire’s father needed time alone after treatments. So why could Marsha come and visit whenever she wanted, and not her? Claire was his daughter, after all. Marsha had told her about the cancer. She explained to Claire that her father was very sick. The doctors had to give him strong medicine. The medicine would make him feel sicker at first, but then it would make him better. Marsha spoke in a strained, high-pitched voice. Her hair was an ugly shade of orange that reminded Claire of a pumpkin. She gave Claire a fake smile that made her feel about two feet tall. “I know what chemo is,” Claire had snapped. She rolled her eyes. Marsha talked to her like she was five, not fifteen. Didn’t she know her father told her everything? She knew the chemo would shrink the tumor. Claire knew it would make him lose his appetite and his hair. He might get very skinny, and not have much energy. Claire imagined what the chemo was doing to her father’s cells. She imagined a character flowing into her father’s bloodstream and zapping the cells filled with disease, like lightning. There would be sparks and popping sounds as the chemo battled the cancer. Suddenly she felt silly. She was too old to imagine that sort of thing. The doorknob turned. Claire was startled. She looked up just as Marsha entered the room. “Hi Claire. I hoped you would be here. I brought us Chinese food,” said Marsha. “I’m not hungry,” said Claire. She wondered why Marsha was being so nice. Marsha sighed. She looked at Claire, then at her husband. Marsha took his face between her palms and kissed him gently on the forehead. He shifted, but didn’t wake up. Claire felt embarrassed at the sight of her affection. Marsha put the food on the table. She divided the fried rice and Kung Pao chicken onto two plates. “Eat, or it will get cold,” said Marsha. Claire walked to the table reluctantly. It seemed wrong to eat in front of her father. For the past few weeks, he could only have special shakes. Claire had a sip of one, and it tasted like chalk. “You’re not mad I’m here?” Claire asked. “No,” Marsha said. “In fact, I think you should spend as much time with your father as you want.” Claire opened her eyes wide. She tried not to blink. If she did, she feared she might cry. Then she looked at Marsha. Her eyes looked wet and glassy. Was she going to cry, too? Marsha suddenly sat up straight and smiled. “Well, I’m starving. Dig in,” said Marsha. They both picked at their food. Afterwards, Marsha handed Claire a fortune cookie. Claire carefully pulled the slip of paper from the cookie and read her fortune silently: “Sometimes in sorrow we find the greatest joy.” She handed it to Marsha. “Here,” said Claire, “this one should be for both of us.”

5

Social Studies: Sports, Health & Safety

Where does this story take place?

A. a hospital B. a pond C. a school D. a house

A

How does Claire respond to her father’s brain cancer and hospitalization?

A. She refuses to visit him. B. She visits him more frequently. C. She tries to spend more time with Marsha. D. She distracts herself with homework.

B

Read the sentences below. "Claire walked over to her father’s bed and straightened the pillow behind his head. She skipped swim practice to see him. Sometimes she held a cup of water up to his chin while he drank from a straw." Based on this evidence, what conclusion can be made?

A. Claire is practicing to be a nurse. B. Claire cares about her father and wants to help him. C. Claire’s mother is forcing her to care for him. D. Claire’s father treats her like a servant.

B

Read the sentences below. "Normally, Claire only saw her father two Saturdays each month. She didn’t mention these extra visits to her mother. Claire’s mom hardly ever spoke to her father, especially since he married Marsha." Based on this evidence, what conclusion can be made?

A. Claire’s parents are divorced; Marsha is her stepmother. B. Claire’s parents live far away from one another. C. Claire’s mother misses her friend Marsha. D. Claire’s mother misses talking to Claire’s father.

A

What is this story mainly about?

A. A young woman reacting to her father’s cancer diagnosis B. The relationship between a mother and daughter C. A father’s wishes for his daughter D. The process of cell division

A

Read the following sentences: "Her father’s eyes didn’t have the same spark. His cheek bones stuck out prominently. He had already dozed off again. They didn’t look anything alike anymore." What is the author most likely trying to convey with the description above?

A. Claire’s father doesn’t like his hospital shakes. B. Claire’s father is very sick from his cancer. C. Claire’s father is angry with Claire. D. Claire’s father is ready to leave the hospital.

B

Choose the answer that best completes the sentence below. Marsha explained to Claire that her father was very sick. The doctors had to give him strong medicine. _______, the medicine would make him feel sicker. But then, it would make him better.

A. However B. Initially C. Obviously D. On the other hand

B

Maps

People use maps for many different purposes. There are maps that show demographics—the different groups of people that live in a certain area; where every fruit tree in a particular area is located; where all the vending machines are. There are even maps that show great places to walk your dog. Many areas around the world have maps that show their transportation systems. A lot of people use these maps every day to get to where they want to go. Sometimes, though, you can make your own map of a place in your head. You can do this by noticing certain markers and cues. For instance, say you had just moved to a new city and wanted to get to the grocery store. The grocery store’s location could be described in terms of its longitude and latitude, street address, and even sea level. But the information you’re after is where it is located in relation to your new home. Once you have this information, you can establish a route to get there. Take note of the landmarks near you and on the way to your destination. One way to remember you’re on the correct route might be to note, for example, that when you’re headed south, toward the store, the local library is on your left. That means the library is on the east side of the street. Let’s imagine you notice a house with a bright red door two blocks from the store. In the future, when you’re on your way to the store, you’ll be able to tell you’re almost there when you see the house with the red door. You keep walking. There’s a hat shop one block from the grocery store. Another landmark! If you were to go home and draw yourself a map of the area, you might include each of these landmarks. Cues like these help us orient ourselves in the world around us when we don’t have access to maps, or are getting used to an unfamiliar environment. This route, the route to the grocery store, is now part of your internal map. When you’re walking around town, riding your bike or in a car, you’re absorbing data about where things are located in relation to each other. If you think about it, there are probably lots of places you can remember how to get to, by heart. Those internal maps contribute to your knowledge of the world around you. When you think of the city or town where you grew up, don’t you think of routes and pathways you’ve traveled habitually? When we explore new places, we often make connections between various point As and point Bs through personal association. But since we can’t build these personal maps in every town and city in the world, we get to know some places by looking at maps. Knowing how to read a map and practicing reading maps of lots of different places are excellent ways to expand your knowledge of the world.

5

Social Studies: Geography, Societies & Culture

How do people use maps that show the transportation systems of areas?

A. to find buried treasure B. to get to where they want to go C. to learn about mountains and rivers D. to find their way around a building

B

What does the author describe in this passage?

A. how to get to the grocery store B. how to ride a bike C. how you can use a map D. how you can find a pathway

C

Read the following sentences: “There are maps that show demographics—the different groups of people that live in a certain area; where every fruit tree in a particular area is located; where all the vending machines are. There are even maps that show great places to walk your dog.” What can be concluded about maps based on this information?

A. Maps can only show one location. B. Maps are not very helpful. C. There are different types of maps. D. There is only one kind of map.

C

Read the following sentences: “There’s a hat shop one block from the grocery store. Another landmark! If you were to go home and draw yourself a map of the area, you might include each of these landmarks. Cues like these help us orient ourselves in the world around us when we don’t have access to maps, or are getting used to an unfamiliar environment." Based on this evidence, why is remembering landmarks helpful?

A. They help you find a location when you have access to maps. B. They help you find a location even if you don’t have access to maps. C. They help you find locations on different maps. D. They will always help you find different hat shops in an area.

B

What is this passage mainly about?

A. how to find the local grocery store B. how maps help us find our way C. how to remember unfamiliar landmarks D. how latitude and longitude can help us

B

Read the following sentences: “When you think of the city or town where you grew up, don’t you think of routes and pathways you’ve traveled habitually ?” As used in the passage, what does “habitually” mean?

A. obsessively B. often C. quickly D. infrequently

B

Choose the answer that best completes the sentence below. When we look at a map of a new area, such as a transportation map, we can figure out where we’re going. ________, as we explore the world, we make new internal maps of landmarks and important places.

A. Finally B. Additionally C. Unfortunately D. Actually

B

Long Live the Vikings

Peter Adams wasn't searching for anything in particular when his metal detector went off in a farmer's field in northwestern England. He knelt and began sifting through the dirt for a piece of scrap metal or perhaps a coin. Instead, Adams turned up two copper brooches that looked quite old. He reported his find to archaeologists. They determined that the brooches were more than 1,000 years old! A few days before the soil was to be plowed under to grow potatoes, archaeologists returned to the field. They unearthed swords, spears, more jewelry, and other artifacts. What Adams had stumbled on was a rare Viking graveyard more than a thousand years old. It's no wonder he described it as "the find of a lifetime." Archaeologists determined the graveyard, near the village of Cumwhitton, included the graves of four men and two women. Researchers said it is one of the few Viking burial grounds ever found in Britain and helps explain more about the culture of the ancient people. For more than three centuries, from about A.D. 800 to 1100, the Vikings lived in Scandinavia, a region of northern Europe that includes present-day Norway, Sweden, and Denmark. The Vikings were known for their seagoing adventures, which they made in long, narrow longships powered by wind and dozens of oarsmen. The Vikings were among the earliest explorers of North America. Historians believe that Leif Eriksson arrived on the northeastern coast of the continent, near what is now Newfoundland, almost 500 years before Christopher Columbus arrived in America. In the Norse (Scandinavian) language, viking means "piracy." The Vikings were famous for their raids on other lands. Fleets of longships attacked coastal villages as far away as North Africa. The Vikings invaded and conquered England in 1013. Archaeologists believe that the burial site discovered by Peter Adams was part of a Viking settlement. Items found at the site included weapons, spurs, a horse harness, a drinking horn, and a copper belt. Also found were a ring and a bracelet made of jet, a form of coal considered to be as valuable as gold. Rachel Newman, of Oxford Archaeology North, said, "We knew the brooches found by Mr. Adams came from a burial of a Viking Age woman, which was exciting and of great importance in itself. But we did not expect to find five other graves complete with such a splendid array of artifacts." There are other Viking burial sites in England. A large graveyard at Repton, which held 240 bodies, had been hastily dug on a battlefield, perhaps after a battle. At another site, in Derbyshire, the cremated remains of warriors were buried in pots. The rich trove of artifacts at Cumwhitton suggests that Vikings were wealthy settlers rather than plunderers. Newman added, "We could not have expected more from the excavation of the site."

5

Social Studies: Geography, Societies & Culture, World History

“Array” as used in the sentence, “We did not expect to find such a splendid array of artifacts," apparently means

A. destruction. B. variety. C. shortage. D. storage.

B

“Artifacts” in the same sentence apparently means

A. men’s accessories. B. corpses in jars. C. plundering pirates. D. things created by humans.

D

Artifacts found at the site near Cumwhitton included:

A. a ring and bracelet made of jet. B. two copper brooches. C. a drinking horn D. all of the above

D

From the sentence, “We could not have expected more from the excavation of the site," we can assume that excavation means

A. hiding. B. measuring. C. digging up. D. stealing.

C

The Ivory-Billed Woodpecker Returns

For more than 50 years, scientists thought the ivory-billed woodpecker was extinct in the United States. But in 2005, scientists announced that they have evidence that the bird still exists in eastern Arkansas. The scientists caught the black-and-white birds in flight on a blurry videotape. The sighting was made by University of Arkansas researcher David Luneau. Luneau was paddling on the Cache River when he accidentally left a video camera running as his canoe drifted through a bayou. The camera recorded an ivory-billed woodpecker. "We were nearing the end of a long day," Luneau says. "As we came around the bend in the channel, I cut the motor off, raised it to its locked position, and reached for my paddle. When I looked up, I saw the tail end of a black-and-white bird flying away." It wasn't until 11 months later that scientists looked at the video frame by frame. What they saw astounded them. They had found the ivory-billed woodpecker. The rare woodpecker began to disappear as loggers cut down the forests where the birds lived between 1880 and the 1940s. The last time anyone saw the bird was in 1944. The ivory-bill is the largest woodpecker in the United States. The spectacular red-crested bird has white patches on its huge wings. Its wingspan extends almost 3 feet. The bird's call sounds like the toot of a tin horn. Ivory-bills are also known for their one-of-a-kind sound made when their long bills strike wood. They produce a double knock when their beaks strike trees as they look for insects. Some skeptical scientists were not convinced that the woodpecker Luneau had accidentally photographed was an ivory-billed woodpecker. Some critics said the bird was instead a pileated woodpecker, which looks much like the ivory-bill. For people who doubted the videotape, scientists collected more proof. They recorded the ivory-billed woodpecker's double knock. The recording made believers out of the doubters. "Hearing [the recording] was very exciting!" Richard Prum, a scientist from Yale University, told Senior Edition. "[It is] convincing evidence the ivory-billed woodpecker is not extinct." Now that the ivory-bill is soaring again, a number of things are being done to make sure the bird doesn't really become extinct. Nature lovers are cutting down some trees in a select area of Arkansas. Why? The woodpeckers feed on young beetles that thrive under the bark of fallen trees. With more food for the woodpeckers, bird lovers hope the ivorybill's double knock will become a common sound again.

5

Science: Earth & Space Science, Life Science

The author’s purpose is to make the rediscovery of the Ivory-Billed Woodpecker seem exciting. This is achieved by

A. describing the bird as unusual in both size and sound. B. all the above. C. proving the people who doubted the rediscovery were wrong. D. telling about the discovery as though it were a mystery story.

B

The author includes the story of how the bird was rediscovered

A. to draw the reader into the article. B. to let the reader know that not everyone agrees with David Lunueau. C. because the article is mostly about David Luneau. D. because he does not believe David Luneau.

A

If “pileated” means having a crested head, then to be easily confused with the ivory-billed woodpecker, the pileated woodpecker must

A. have a different crest from that of the ivory-billed woodpecker. B. have a crest similar to the red one of the ivory-billed bird. C. use its crested head to camouflage itself against predators. D. none of the above.

B

The author uses two direct quotations from scientists in order to demonstrate that

A. the scientists quoted had talked with each other. B. scientists don’t all have the same personality types. C. the scientists disagreed with each other. D. the discovery was questioned but later accepted as true.

D

A Kid In A Candy Store

It wasn't the candy he wanted. It was the skateboard. Tommy had been staring at it for weeks, every day on his way home from school, admiring it through the window of the skate shop on Market Street. It was a longboard—a serious skateboard, not meant for tricks or speed, but for long rides down hills, on busy roads, or all the way across town. This was a skateboard that could change Tommy's life forever. No longer would his parents have to pick him up after school, or at the movies or the mall. The longboard would be able to take him home. It was ocean blue, with chrome wheels and an elaborate drawing of a rocket ship on the underside. Each time he pressed his face against the glass of the skate shop, he felt himself fall into that picture, and his dreams of riding the longboard became mixed up with dreams of interstellar travel. He wasn't just going to the mall. He was going to Mars, to Alpha Centauri, to anywhere in the galaxy he felt like. He was going to conquer the stars. Or he would have, anyway, if his dad weren't such a cheapskate. There's something about fathers that makes it impossible for them to understand skateboards. "Dad," Tommy said. "It's the world's finest skateboard. It could change my life forever." "That's great," said Dad. "I'm all for kids having hobbies. But that's an expensive little toy, and—" "It's not a toy!" Tommy felt himself about to lose his temper. If he shouted, he knew he would never come close to owning his board. He collected himself. "It's a whole new way of life. When you were my age, what was the thing you wanted more than anything else? The thing you dreamed about? The thing you promised yourself you would get, no matter what?" "A Black Shadow." "A what?" "A Vincent Black Shadow—the world's finest motorcycle. A more beautiful piece of machinery has never been designed." "So yeah, this board is like the Vincent Black Shadow for the 21st Century. So you see why I have to have it." "You know what my dad told me when I asked for a Black Shadow?" "What?" "Nothing. I didn't ask him, because I knew he'd think it was nothing more than an expensive toy. I went out, got a job, and started saving." "Man," said Tommy. "I was afraid you'd say something like that." "Dads are the worst, aren't they?" *** Tommy walked up and down Market Street looking for someplace to work. The pizzeria wasn't hiring. The coffee shop said he was too young. The comic book store said he didn't have enough experience. "But how can I get experience," Tommy asked, "if nobody will give me a job?!" The comic book clerk didn't answer. Tommy composed himself, said thank you, and left. The only store with a "HELP WANTED" sign was the one he had been dreading most: Orson's Confectionaries. The candy store. Whoever thinks that all kids love candy stores has never been to Orson's. It had been in the town since the dawn of time, and hadn't been updated much since. A dark, winding dungeon of a store, its shelves were filled with jars of weird, sticky gums and sucking candies so hard they could crack your teeth. Over all of it stood Mr. Orson, a hard-eyed skeleton of a man whose long grey hair and baggy clothes made him look like an out-of-work wizard. Tommy didn't know how the confectionary stayed in business. He'd never seen a kid go in or out, and he'd never heard anyone talk about buying something there. How could that store turn a profit? And why would a store with no customers need an extra employee? Tommy didn't want to find out, but the skateboard demanded he try. He pushed on the creaky old door, sucked in his breath, and plunged in. "How may I help you?" said Mr. Orson. He sounded like a snake with a cold. "I, uh, uh…I—" "You're looking for sweets?" "No, well, uh—" "Some raspberry rope, perhaps?" "No thank you. Actually, I—" "A chocolate lover, are we? Perhaps you'd prefer a chunk of Carlsberg Chew? It's the finest dark chocolate made in Germany. It has real hazelnuts inside!" "That sounds good, but actually—" "I see," said Mr. Orson, and his eyes went wide. His mouth crinkled up like a dead leaf, and Tommy got the impression that he was either about to scream at him, or sneeze. "I understand completely now." "Understand what?" "You are a boy…with a sour tooth." He reached behind him, to the highest shelf on a rickety bookcase, and presented Tommy with a star-shaped, tiny yellow candy. "Try this. A Sunburst Express—a sour candy of my own design." "Yeah?" "Free of charge." Tommy licked his lips. If there was one thing in life he loved more than skateboarding, it was sour candy. The grosser the better, he thought. A candy wasn't any good unless it made you squeeze your face together, shut your eyes, and want to cry. That's how you knew it was nice and sour. "It's pretty sour?" "It will make your tongue turn inside out." Tommy reached for the candy and popped it into his mouth. At first, he tasted nothing. But then, as he began to chew, it was like an oil tanker had spilled in his throat. His gums were on fire. His tonsils were tap-dancing. And his tongue…his tongue felt like it was about to turn itself inside out! "Oh my goodness!" he gasped. "This is the best candy I ever tasted." "Why thank you," said Mr. Orson. "Have a sip of Fizzberry Soda. It will ease the sensation. Now, you're looking for a job?" "How did you know?" "I could just tell. Desperate for a new toy, are you?" "It's not a toy! It's…well, yes. That's right." "The Sunburst was a test. I don't want anyone working here who doesn't love sour sweets." "I love ’em more than anything!" Tommy remembered the skateboard. "Well, practically anything." "Good," said Mr. Orson, as he handed Tommy an apron. "Then you'll be getting your new toy very soon indeed."

5

What does Tommy think could change his life forever?

A. a piece of chocolate B. a comic book store C. a skateboard D. a motorcycle

C

A problem in this story is that Tommy wants a skateboard but does not have the money to buy one. How does he try to solve this problem?

A. He tries to solve this problem by dreaming about a trip to Mars. B. He tries to solve this problem by getting a job. C. He tries to solve this problem by staring through the window of the skate shop. D. He tries to solve this problem by going to the mall.

B

Tommy stares at the skateboard through the window of the skate shop for weeks. After his dad refuses to buy the skateboard for him, Tommy gets a job so that he can buy it himself. What can be concluded from this information?

A. Tommy is serious about getting the skateboard and will work hard to do it. B. Tommy is heartbroken and has given up all hope of getting the skateboard. C. If Tommy does not make enough money at his job to buy the skateboard, he will steal it. D. Tommy will lose interest in the skateboard a few weeks after starting his job.

A

What do Tommy and his dad have in common?

A. Both Tommy and his dad think raspberry rope is the best candy in the world. B. As boys, both wanted a skateboard built for long rides on roads and down hills. C. As boys, both wanted a motorcycle known as a Vincent Black Shadow D. As boys, both wanted something that their fathers would not buy for them.

D

What is a theme of this story?

A. friendship B. honesty C. determination D. giving up

C

Read the following sentences: “How could that store turn a profit? And why would a store with no customers need an extra employee? Tommy didn't want to find out, but the skateboard demanded he try .” What does the phrase “the skateboard demanded he try” mean?

A. Tommy wanted the skateboard so much that he decided to try. B. The skateboard spoke to Tommy in a dream and told him to try. C. Tommy has spent so much time thinking about the skateboard that he is starting to imagine things. D. The skateboard has a recorder and speaker that can play voice messages.

A

Choose the answer that best completes the sentence below. Tommy wants a skateboard; _______, he wants a longboard.

A. specifically B. on the other hand C. before D. therefore

A

Keep Looking

By the time they parked, paid the station meter, bought their train tickets, and stepped onto the long silver train, it was 10:24 a.m. Luckily the second car was almost empty. They plopped down into the cool maroon and navy leather seat, happy they had made it. Just as Netty’s mom let out a sigh of relief, a bell, sounding like an old telephone, rang for a few seconds solid. The train jerked backwards, then jolted forward towards New York City. In a few hours they would be home with Daddy and their pup! The last three days had been filled from morning to night with people speaking about math. Her mom had taken Netty upstate to the Hudson Valley for a big meeting with math teachers from all over the country. The math teachers were meeting to share their teaching styles and learn from each other, like a huge, math-y show-and-tell. Netty’s mother was very popular at the meeting. People were very excited to meet her and seemed to know a lot about the beautiful shapes she made using a special kind of math called “geometry.” Netty’s mother made big, colorful stars with lots of points out of paper or metal. Some of her shapes even looked like gigantic snowflakes. Many of them were on display at the meeting. Netty loved seeing the crowds of math teachers looking amazed and talking excitedly about her mother’s stars. The math meeting had been fun, but as the train rolled them smoothly towards home, Netty felt glad it was over. Also, the train ride was a great way to see the countryside. It had big windows and moved slow enough so that things weren’t too blurry. They had traveled to the meeting at night, so Netty hadn’t noticed all the tree-covered mountains, little lakes with lily pads, and streams flowing with fresh water. It was so nice to look out at all the scenery passing by like a movie in the quiet train car and not hear anything about math. At least for a little while! Then the train conductor made his entrance. He wore a sturdy, blue uniform, a punchy hip-pack around his waist, and the special black-brimmed hat with red stripes all conductors wear. He was definitely older than Netty’s mom, but not yet an old man. Netty liked the way he smiled as he spoke. It felt like he was a stand-up comedian whose act was divided into personal one-minute episodes for each customer as he collected his or her tickets. As he clicked the riders’ tickets he made small talk with each of the passengers. Some of them must have known him, since he greeted them by name and asked them about their work or families. Every once in a while he sang out the snippet of a song as he clipped ticket after ticket. He even quacked at one of the passengers. “How are you?” she’d asked him. “Quack, quack!” he’d replied. “Just okay, I’m not going to lie too much to you. Quack!” “I feel about the same,” she confessed. “I have to watch out. As a duck I don’t want to get cooked. Don’t want to be somebody’s Peking Duck, if you know what I mean. Quack! Don’t want to end up roasted.” “I hear ya,” the woman agreed. Netty hoped the funny conductor didn’t get roasted either. Netty’s mother had a rule against eating duck anyhow. She always said they were such sweet animals that they didn’t deserve to be eaten. Netty agreed with her mother. When the conductor waddled over to take their tickets, though, he must have no longer felt like a duck. He didn’t quack once at Netty or her mother. Instead he took one look at Netty’s widening eyes and asked, “Do you like big birds?” Netty nodded yes. “Well, have you ever seen a blue heron?” Netty shook her head no. “Oh, you’re in for a treat, my friend,” he sang. Then he whistled, “They’re kind of like a pelican or stork minus all the white.” Then he pointed out the window, his own eyes widening as he looked into the passing trees. “Just keep looking out there about ten feet up into the trees. That’s where they build their nests—up high where no one can touch them.” Netty and her mom looked out, almost expecting to see nests everywhere among the trees. After a few minutes of searching the branches together they still didn’t see anything, though. All they saw were the trees themselves, growing higher than some city buildings out of a patch of swampy waters. The conductor said, “Keep looking. They’re out there.” That was the end of his routine with them, so he made his exit into the neighboring car to entertain more passengers. While Netty kept searching the woods for a blue heron, her mother took out a camera in case they did actually see something. She had only just removed the lens cover when Netty saw it. “Look!” Netty cried, pointing up at a large nest, high up on an approaching tree. As it came closer, Netty saw the nest, and in it the largest, most beautiful bird she had ever seen. Its beak was slender and long, its body lean and covered in a shiny brown, grey, and blue coat of feathers. It stared at them as the train passed by. Netty felt as if it was staring right at her. Maybe it was. Maybe it thought the train was some kind of nest on wheels and Netty some kind of freshly hatched chick whose mother fed her math instead of worms. Netty’s mother instantly flipped on her camera and started snapping. Click! Click! Click! went her shutter as the proud mama bird guarding her nest floated out of sight. “I think I got one with you both!” Netty’s mother crowed with her own pride. “We’ll see,” she concluded, returning her camera to its bag. Soon the green countryside gave way to more and more houses, followed by bigger and bigger buildings. They briefly glimpsed Manhattan’s mammoth skyline before the train dove underground towards its final stop. They reached Grand Central Station in New York and then transferred to a subway train that took them to their neighborhood in Brooklyn. When they climbed to street level at their stop, Netty’s Dad and pup were both right there, waiting in their car to pick them up. They all hugged, so happy to be together again. Then they went home for lunch, where Netty’s mother made fresh lemonade and sandwiches for everyone. The following week Netty came home from school one afternoon and found an envelope sitting next to her bed. She opened it to discover a stunning photograph of Netty and the blue heron. Her mother had gotten one! In the picture you could see the amazement in Netty’s profile looking out the train’s window at the enormous mother bird sitting elegantly on her nest in the background. Netty bolted to show her father. Climbing up the stairs, she burst out with delight, “Daddy, have you ever seen a blue heron? !”

5

What does Netty see from the train window?

A. a pup B. a pelican C. a stork D. a Blue Heron

D

Where does most of this story take place?

A. at a meeting for math teachers B. on a train C. at Grand Central Station D. in Brooklyn

B

Netty and her mother are hoping to see a Blue Heron from the train. What evidence from the passage supports this statement?

A. “The train was leaving at 10:26 a.m., so Netty and her mother had to dash back out onto the platform into a less crowded car when they realized there were no seats in the first one.” B. “When the conductor waddled over to take their tickets, though, he must have no longer felt like a duck. He didn’t quack once at Netty or her mother.” C. “While Netty kept searching the woods for a Blue Heron, her mother took out a camera in case they did actually see something.” D. The following week Netty came home from school one afternoon and found an envelope sitting next to her bed. She opened it to discover a stunning photograph of Netty and the Blue Heron.”

C

How does Netty feel when she sees the Blue Heron?

A. excited and amazed B. worried and scared C. sad and disappointed D. tired and bored

A

What is a theme of this story?

A. the difficulty of geometry B. the importance of telling the truth C. the fear of death D. the excitement of discovery

D

Read the following sentence: “Netty’s mother instantly flipped on her camera and started snapping. Click! Click! Click! went her shutter as the proud mama bird guarding her nest floated out of sight.” Why does the author write Click! Click! Click! in the sentence above?

A. to give readers a clear idea of what a Blue Heron sounds like when surprised by human beings B. to give readers a clear idea of what that moment in the story was like by recreating its sound C. to make readers think about buying a camera and taking pictures of birds themselves D. to make readers realize that taking pictures with a camera is more difficult than most people think

B

Choose the answer that best completes the sentence below. Netty keeps looking out the train window for a Blue Heron _______ all she sees at first are trees.

A. for example B. finally C. never D. although

D

Drip-Tips and Other Adaptations in the Rainforest

Tropical rainforests have ideal climates for plant growth. Tropical rainforests are hot, humid, and wet. They have abundant rainfall and are warm year-round. Temperatures range from about 85 degrees Fahrenheit during the day to 70 at night. Tropical rainforests get at least 80 inches of rainfall each year. (Compare that to how much your town or city gets each year.) These two factors also create challenges for the plants that live there. As a result, plants in tropical rainforests have adapted to these conditions by making adjustments in how they grow. The perfect conditions for plant life—warm temperatures and plenty of water—cause plants to grow quickly. One consequence of rapid plant growth is the depletion of nutrients in the soil. It also creates a thick layer of leaves in the upper part of the forest (the canopy) that blocks sunlight from reaching the forest floor. Most plants get their nutrients, water, and oxygen from soil. However, in the rainforest, where soil is not nutrient-rich, many plants don’t rely on it for their source of food. Some plants called epiphytes, or air plants, have learned to get water and nutrients from the air. Some examples of epiphytes in rainforests are mosses, lichens, and orchids. Although they often live on other plants, they don’t take any nutrients from the other plant—they get what they need straight from the air with special root systems. Other plants that grow on plants actually DO take nutrients from that plant. They are called parasitic plants, and the plant they grow on is called a host plant. Instead of getting food and water from the soil, parasitic plants have developed roots to cling to a host plant, pierce through its leaves, stem, or trunk, and suck the nutrients out of the host. An example of a parasitic plant you might know is mistletoe. Parasitic plants can kill their host plant if they grow too rapidly. However, they tend to not kill their host plant because without a host, the parasitic plant will also die. Another condition created by rapid plant growth is a lush canopy that shades out plants living below. Large trees grow quickly, reaching for sunlight. They create a dense shade that prevents sunlight from reaching the forest floor. In fact, only about 1 to 2% of sunlight reaches the ground in a tropical forest. Since plants depend on sunlight for growth, very few plants live on the ground. Instead, they find ways to live on other plants by climbing them, as vines do, or by growing very large, dark green leaves to absorb as much sunlight as possible. Hot, humid, and wet conditions are also ideal for bacteria and fungi to grow. Water trapped in the crevices of a plant, in combination with warm temperatures, is a breeding ground for bacterial and fungal growth, which can harm plants. One adaptation many plants have made in the tropical forest is to develop smooth bark so that water runs off quickly. Another adjustment plants have made to shed water efficiently is to grow leaves with ‘drip tips.’ This shape prevents water from collecting on leaves. Look at the shape of leaves of plants around you. If possible, and after checking with an adult, gently pour water on the plant and watch where it goes. It may be channeled toward the stem of the plant or far away from it. These observations can give you clues to how a plant lives. The environments plants and animals live in provide useful and harmful conditions for living. As a result, all living things must learn how to adapt to the challenges of where they live. The adaptations that plants in a tropical rainforest have help them survive in their particular environment.

5

Science: Earth & Space Science, Life Science

What are the climates of tropical rainforests ideal, or perfect, for?

A. building roads B. raising cattle C. extreme sports D. plant growth

D

One effect of rapid plant growth is the depletion of nutrients in the soil. What is another effect of rapid plant growth?

A. the depletion of animal life in the lower part of the rainforest B. the creation of a thick layer of leaves in the upper part of the rainforest C. an increase in temperature from 70 degrees Farenheit to 85 degrees Farenheit D. a decrease in rainfall from 80 inches each year to 65 inches each year

B

Read these sentences from the text: "There are also some plants called parasitic plants. They grow on other plants, their host plants. Parasitic plants actually DO take nutrients from their host plants. Instead of getting food and water from the soil, parasitic plants have developed roots to cling to a host plant, pierce through its leaves, stem, or trunk, and suck the nutrients out of the host. An example of a parasitic plant you might know is mistletoe. Parasitic plants can kill their host plants if they grow too rapidly." Based on this evidence, how might a rapidly growing parasitic plant kill its host plant?

A. by sucking too many nutrients out of its host plant B. by sucking too few nutrients out of its host plant C. by preventing the host plant from taking in food and water from the soil D. by trying to help the host plant take in food and water from the soil

A

Read these sentences from the text: "Another condition created by rapid plant growth is a lush canopy that shades out plants living below. Large trees grow quickly, reaching for sunlight. They create a dense shade that prevents sunlight from reaching the forest floor. In fact, only about 1% to 2% of sunlight reaches the ground in a tropical forest. Since plants depend on sunlight for growth, very few plants live on the ground. Instead, they find ways to live on other plants by climbing them, as vines do, or by growing very large, dark green leaves to absorb as much sunlight as possible." Based on this information, what can you conclude about the connection between a leaf's size and the amount of sunlight it absorbs?

A. The smaller a leaf is, the more sunlight it absorbs. B. The larger a leaf is, the more sunlight it absorbs. C. The connection between the size of a leaf and the amount of sunlight it absorbs cannot be predicted. D. Large leaves and small leaves absorb about the same amount of sunlight.

B

What is the main idea of this text?

A. Some plants, such as mosses, lichens, and orchids, have learned to get water and nutrients from the air. B. Instead of getting food and water from the soil, parasitic plants have developed roots to cling to a host plant, pierce through its leaves, stem, or trunk, and suck out nutrients. C. Plants in tropical rainforests have adapted to their warm and wet conditions by making adjustments in how they grow. D. Water trapped in the crevices of a plant, in combination with warm temperatures, is a breeding ground for bacterial and fungal growth.

C

Read these sentences from the text: "Some plants called epiphytes, or air plants, have adapted to get nutrients from the air. Some examples of epiphytes in rainforests are mosses, lichens, and orchids. Although they often live on other plants, they don’t take any nutrients from the other plants—they get what they need straight from the air with special root systems. There are also some plants called parasitic plants. They grow on other plants, their host plants. Parasitic plants actually DO take nutrients from their host plants." Why might the author have capitalized the word "DO"?

A. to point out a similarity B. to make a contrast C. to summarize a process D. to make an argument

B

Read these sentences from the text: "Some plants called epiphytes, or air plants, have adapted to get nutrients from the air. Some examples of epiphytes in rainforests are mosses, lichens, and orchids. Although they often live on other plants, they don’t take any nutrients from the other plants—they get what they need straight from the air with special root systems." How could the last sentence best be broken in two?

A. Although they often live on other plants, they don’t take any nutrients from the other plant. As an illustration, they get what they need straight from the air with special root systems. B. Although they often live on other plants, they don’t take any nutrients from the other plant. For example, they get what they need straight from the air with special root systems. C. Although they often live on other plants, they don’t take any nutrients from the other plant. Third, they get what they need straight from the air with special root systems. D. Although they often live on other plants, they don’t take any nutrients from the other plant. Instead, they get what they need straight from the air with special root systems.

D

Matter Is Everywhere!

Everything around us is made of matter—your clothes, the trees, even the water you drink! We divide matter into four major categories, which are called the four states of matter: liquid, gaseous, solid, and plasma. However, we will focus on the first three. Whatever the state of matter may be, all matter is made of tiny particles called atoms. These particles are too tiny to see with the naked eye; they’re even too small to see with a regular microscope. If you line up a million atoms next to each other, they will be as thick as a single piece of human hair. So, we can only look at atoms through very powerful tools, one of them being the “scanning tunneling” microscope. We can easily see liquids and solids around us, but most gases aren’t visible. We can’t see the air around us, but it is still made of atoms that constantly move around freely in space. How can we tell? Take a balloon, for example. When we pump air into a balloon, it visibly inflates. That means that gaseous matter is filling the balloon and taking up space. The more air we blow into the balloon, the bigger it gets. Therefore, we can observe the way gas moves around space. In the same way, inflatable pool toys also fill with air so that they can float on water. When we fill the plastic shells with air, the toys take shape. Since air is less dense than water, the pool toys can rest on the water without sinking. And then we can enjoy a sunny day while floating in a pool! Atoms are constantly moving. However, atoms move at different speeds within different states of matter. Atoms move more slowly when they are more densely packed. Atoms in solids are usually tightly packed and have less space to move around freely. This means that atoms in most solids move more slowly than atoms in most liquids. The atoms in gas usually move the fastest. Since the atoms usually move more freely in liquids and gases, they can undergo a process called diffusion. (Solids can diffuse as well, although it’s a much longer process.) Diffusion is the movement of particles from a higher concentration to a lower concentration. That’s why, when you spray perfume in a corner of a room, you will eventually smell it on the other side of the room. The atoms from the perfume diffuse through the air. Because of this diffusion, the perfume scent is spread. We can identify materials according to a variety of properties. Scientists have determined several different measurements to help label materials. Some examples are temperature, hardness, color and length. Usually, these are used to measure solids, like rocks and minerals. However, temperature can be used to measure liquids as well. When geologists study rocks, they often use the Mohs scale of mineral hardness. This scale allows us to characterize the scratch resistance of various minerals. A diamond is described as hard because it is extremely difficult to scratch. Scientists can measure hardness with the Mohs scale and compare minerals to other minerals. Scientists always use various methods to group materials together—that way, it’s easier to study and compare them. That’s another reason why we differentiate between liquids, gases, solids and plasmas!

5-6

Science: Physical Science

What is everything around us made of?

A. liquids B. matter C. plasma D. gas

B

Why does the author describe the balloon and inflatable pool toys filling up with air?

A. in order to explain that it is impossible to observe the way gas moves around space B. in order to explain that air is not made of atoms that take up space C. in order to explain that air is made of atoms that take up space even though air is invisible D. in order to prove that these are fun objects to inflate

C

Usually, atoms move slower in solids than they do in liquids. Which evidence from the passage best supports this statement?

A. Solids, liquids, and gases can all undergo the process of diffusion. B. Diffusion is the movement of particles from a higher concentration to a lower concentration. C. The atoms in gas move the fastest. D. Atoms in solids are often more tightly packed than atoms in liquids, and have less space to move around freely.

D

Imagine you sprayed perfume in the corner of a room. Based on the passage, what is the concentration of perfume particles like in that corner, compared to in the rest of the room?

A. That corner has no concentration of perfume particles. B. That corner has the same concentration of perfume particles as the rest of the room. C. That corner has a lower concentration of perfume particles than the other corners of the room. D. That corner has a higher concentration of perfume particles than the other corners of the room.

D

What is this passage mainly about?

A. matter and the properties it has in certain states B. the process of diffusion C. the different measurement scientists use to label materials D. the inflation of balloons and pool toys

A

Read the following sentences from the passage: “Whatever the state of matter may be, all matter is made of tiny particles called atoms. These particles are too tiny to see with the naked eye; they’re even too small to see with a regular microscope. If you line up a million atoms next to each other, they will be as thick as a single piece of human hair .” The author uses the example of “a single piece of human hair” to illustrate

A. how atoms can be seen with a regular microscope B. how tiny atoms actually are C. how hairy atoms actually are D. how much they look like hair

B

Choose the answer that best completes the sentence below. Scientists group materials together ____________ it is easier to compare and study them that way.

A. however B. but C. although D. because

D

Slavery, the Civil War, and Reconstruction in America: The Underground Railroad

The Underground Railroad was not a railroad. It wasn’t underground either. But it did help show thousands of Black men and women the way from the slavery of the southern United States to freedom in the northern U.S. Before the U.S. Civil War, it was illegal to help enslaved people escape because they were considered property. However, many people in the U.S. thought slavery was morally wrong. They were willing to put themselves at risk to help enslaved people escape. The Underground Railroad was the system of men and women who hid enslaved people in their homes and on their farms as they made their journey to freedom. The stops along the way were called "stations," just like the stations on a railroad train. Each house told the escapees where they would find the next friendly house. The railroad was so secret that each station along the way knew only about the house before it and the house after it. That way no one could report on the entire system and find out the whole route of the Underground Railroad. People escaping slavery often traveled only by night to avoid capture. Before they reached their first house, the North Star was their only guide to freedom. The stars of the northern night sky look like they move around the North Star. By following the North Star, these people could be sure that they were traveling north. The people who helped others escape slavery were called conductors. Harriet Tubman is one of the most famous conductors. After she escaped slavery herself, she risked her life again and again to help hundreds of other enslaved Black men and women escape. Harriet Tubman refused to let anyone turn back once they were in her group on the Underground Railroad. White men might capture anyone who left. Then the whole group would be in danger. She would never allow this to happen. Legend says she would pull out a gun and tell the nervous person, “You’ll be free or die a slave.” No one ever disobeyed her, and they all reached freedom. She was selfless her whole life. During the Civil War she worked as a nurse and a spy for the Union army. She would tell Northern generals where the Southern troops were. The gravestone of this truly remarkable woman reads: “Servant of God, well done.”

5

Social Studies: U.S. History

According to the text, what helped show Black men and women the way from the slavery of the southern U.S. to freedom in the northern U.S.?

A. the U.S. Civil War B. the Underground Railroad C. the Union army D. the gravestone of Harriet Tubman

B

What does the author describe in the text?

A. where famous Underground Railroad stations were located B. how slavery started in the United States C. what U.S. railroads were underground before the Civil War D. how the Underground Railroad functioned

D

Harriet Tubman was courageous and hard-working. What evidence from the text supports this conclusion?

A. “White men might capture anyone who left. Then the whole group would be in danger.” B. “After [Harriet Tubman] escaped slavery herself, she risked her life again and again to help hundreds of other enslaved Black men and women escape.” C. “The people who helped others escape slavery were called conductors. Harriet Tubman is one of the most famous conductors.” D. “The railroad was so secret that each station along the way knew only about the house before it and the house after it.”

B

Based on the text, how could the Underground Railroad best be described?

A. dangerous and difficult B. easy and short C. cold and relaxing D. long and wrong

A

What is this text mostly about?

A. how railroads helped the North defeat the South in the U.S. Civil War B. a well-known legend about Harriet Tubman C. a system that helped enslaved Black people escape to the North D. laws that made it difficult for enslaved Black people to escape to the North

C

Read these sentences from the text. Before the U.S. Civil War, it was illegal to help enslaved people escape because they were considered property. However, many people in the U.S. thought slavery was morally wrong. They were willing to put themselves at risk to help enslaved people escape. As used in these sentences, what does the word “illegal” mean?

A. confusing B. considered good C. against the law D. very correct

C

Choose the answer that best completes the sentence. Many people, ______ Harriet Tubman, worked hard to help enslaved Black people make it to the North.

A. in spite of B. as a result of C. instead D. including

D

To the Moon and Back

Note: This article was published in 2007. The program described in the article, NASA’s Constellation program, is no longer active. This news article has been preserved for historical context. Astronauts Aim for the Moon—And Beyond NASA announced plans that are out of this world—literally! The space agency hopes to send humans to the moon again by 2020. NASA hopes to make a giant leap—back to the moon. Back in 2005, the U.S. space agency announced its plan to send four astronauts to the moon within the next 15 years. NASA officials say the moon is just the first step. They hope future missions will take astronauts to Mars and beyond. "We will return to the moon no later than 2020 and extend the human presence across the solar system and beyond," says Michael Griffin, the head of NASA. So far, the moon is the only place beyond Earth that humans have visited. At 226,000 miles away, the moon is Earth’s closest space neighbor. On July 20, 1969, Neil Armstrong and Edwin "Buzz" Aldrin became the first astronauts to land on the moon. They traveled there aboard Apollo 11. When Armstrong first set foot on the moon, he spoke these famous words: "That’s one small step for a man, one giant leap for mankind." During NASA’s Apollo program, 12 American astronauts explored the lunar terrain. The last U.S. trip to the moon ended in December 1972. The new NASA mission may have the same destination, but the astronauts will have a new way of getting there. Astronauts who trek to the moon will do their traveling in a crew exploration vehicle—a souped-up version of the three-person Apollo capsule that transported explorers to the moon. "It’s very Apollo-like," says Griffin, "but bigger." While on the moon, astronauts hope to demonstrate that they can "live off the land." They will use resources on the moon to produce drinkable water and fuel. The moon journey would be a trial run for a Mars mission. Astronauts would spend more time on Mars—at least 500 days—because it is 49 million miles from Earth. Because they will be on the planet so long, astronauts will need to be able to sustain themselves using local resources; they will not be able to bring enough supplies for the whole mission. Not everyone is over the moon about NASA’s plans. The project is estimated to cost $104 billion. Critics say the price tag is too high, especially because the United States is dealing with a federal budget deficit and the war on terror. A deficit occurs when a sum of money is short of its expected total. However, supporters insist that space exploration offers enormous long-term benefits to all of humankind and that the United States should not be deterred from this mission. "The space program is a long-term investment in our future," Griffin says.

5

Science: Technology & Engineering

The phrase, “out of this world,” means not only “off planet Earth” but also, figuratively,

A. on another planet’s moon. B. going outside the atmosphere. C. visiting Mars and beyond. D. above and beyond the usual.

D

By using the phrase, “out of this world,” the author hints that he/she is:

A. frightened about giving up the security of Earth life. B. enthusiastic about NASA’s plans. C. suspicious that there won’t be enough money to complete the program. D. used to the idea of space travel.

B

The author ended the article with a quote from the head of NASA, stating: "The space program is a long-term investment in our future," This seems to indicate that

A. The quote has nothing to do with the rest of the passage. B. The statement is in line with the critics of the program. C. The author wants to stress NASA’s optimism about the program. D. the program is unrealistic because the destinations are so far away.

C

In the sentence, “While on the moon, astronauts hope to demonstrate that they can "live off the land,” the phrase, “live off the land,” means to

A. eat only food grown in dirt like Earth’s soil. B. support their needs with what is available on-site. C. make their own fuel without digging it up. D. get purified water by collecting it underground.

B

Energetic Emily

Emily, as usual, had been up since dawn. This morning, she skipped around the kitchen, laying out forks, knives and napkins for breakfast to help her dad. She pushed the “on” button on the coffee machine. She pulled the bread and eggs out of the refrigerator. And then she waited. Emily’s dad was a writer who worked from home. Upstairs, she heard his alarm go off for the third time. Finally, he plodded downstairs to the kitchen. “Good morning, sunshine,” he said, and smiled his groggy morning smile. Emily was ready to get cooking. She grabbed two slices of bread. Then, getting a running start, she ran and slid across the slippery kitchen floor. As she slowed to a halt in front of the toaster, she deftly double-dunked the slices into their slots. “Woo!” she yelled, stealing a glance at her dad to see if he’d glimpsed her smooth move. “And the crowd goes wild!” Emily’s dad smiled and shook his head as he poured his coffee. “I’m gonna call you ‘Energetic Emily,’” he said. “That’s your new nickname now.” “Why?” Emily asked. “Because you have a lot of energy!” he said. “That’s what energetic means.” “Oh.” “Where do you get all of that energy, anyway?” he asked. “Certainly not from me. In fact, I wish you could give me some of your energy, right in here.” He pointed to his steaming coffee cup. Emily thought for a moment. “I don’t know where I get it. What is energy, anyway?” “Good question,” said her dad. “Let’s look up the definition.” He pulled out his phone and typed in the word. “Energy,” he read. “There are a few definitions. There’s the physical or mental strength that allows you to do work.” He looked at the forks and knives arranged neatly around the table. “Check. You’ve got that. Then, there’s natural enthusiasm and effort.” He smiled at her again. “Yep, you’ve got that, Miss Toaster Olympics Champion.” Emily giggled. “And there’s the usable power that comes from heat or electricity.” He pointed to the toaster. “Like the kind that’s toasting our bread right now.” Emily paused to take this in. “So are they all the same thing? The energy that powers the toaster and the energy that powers my amaaazing toaster tricks?” “I don’t think so,” said Emily’s dad. “But maybe you’d better check with Mrs. Nelson. And report back to me. I want to know if I can plug you into the wall and power myself up for the day.” Mrs. Nelson was Emily’s fifth-grade teacher. That morning, Emily stopped by her desk on the way to recess. “Mrs. Nelson, where do you think my energy comes from?” Mrs. Nelson looked confused. “Your energy?” “Yes. My dad wants to know.” Mrs. Nelson threw back her head and whooped with laughter. “Ahhh-hahaha! I bet he does,” she said. “We’ll talk about this later in the year, but I’ll give you a hint for now: it comes from your food.” Later, in the lunchroom, Emily asked Mrs. Jacobs, the lunch-lady, what this meant. “Well,” said Mrs. Jacobs, “I know that all food has calories, and calories are a way to measure energy, the same way we use inches to measure length.” She shrugged. “But I don’t know how all that energy ends up in our food in the first place. I guess you’d have to ask a farmer!” As luck would have it, Farmer George came to the park near Emily’s house every Thursday afternoon to sell his tomatoes and apples. And today was Thursday. Her dad liked Emily’s idea of going to interview Farmer George about energy. “You’re quite the investigative journalist, Emily!” he said. Farmer George was also delighted by Emily’s question. “Burning calories of energy is what keeps us all moving. We couldn’t live without them!” he said. “And my plants work hard to make those calories for you.” “Plants make energy? But how?” Emily asked, growing impatient. “I’ve been asking people all day!” “Why, they use the best things on Earth,” Farmer George said. “Sunshine, fresh air and water.” “But, how?” “Well, plants are one of nature’s energy factories. When the sun hits the leaves of say, a tomato plant, that tomato plant starts up like a machine. It takes in carbon dioxide from the air and water from the ground, and mixes them together. The heat from the sun helps to cook this all up into sugar. And that sugar is then stored in the plant for us to eat. Some plants store more calories than others, but they can all give you energy in the form of sugar.” Farmer George paused. “There’s more to it than this, but that’s the simple version. Does that answer your question?” Emily thought for a moment. “So, when I eat your tomatoes, I’m eating … plant-made energy created by the sun, the air and water?” “You got it.” Emily turned to her dad. “So all you have to do to get my energy is to eat your vegetables, Dad!” Emily’s dad laughed. “I wish it were that easy, Emily. But still, I think that’s probably very good advice.”

5

Science: Life Science

Why is Emily’s nickname “Energetic Emily”?

A. She gives her dad energy. B. She has a lot of energy. C. She is interested in energy. D. She knows a lot about energy.

B

Emily asks questions throughout the story. What motivates Emily’s questions to Mrs. Nelson, Mrs. Jacobs, and Farmer George?

A. She wants to know what calories are. B. She wants to know how plants grow. C. She wants to know where energy comes from. D. She wants to know where food comes from.

C

The word “energy” has different meanings. What evidence from the passage supports this conclusion?

A. Emily’s dad wishes he could have some of Emily’s energy. B. Emily gets an answer to the question, “Where does energy come from?” C. Emily’s dad tells her to ask her teacher about energy. D. Emily’s dad reads three definitions of energy from the dictionary.

D

How can Emily best be described?

A. curious B. lazy C. tired D. kind

A

What is this passage mostly about?

A. how to make breakfast B. the purpose of questions C. energy and where it comes from D. how food gives us energy

C

Why does the author have Emily asks so many questions about energy?

A. so that the reader will become confused B. to tell the reader something they probably know C. to teach the reader facts about energy D. to make sure the reader is paying attention

C

Choose the answer that best completes the sentence below. Emily asks Mrs. Nelson and Mrs. Jacobs where she gets her energy. _______, she learns the answer from Farmer George.

A. For example B. In contrast C. Currently D. Finally

D

Letter from Camp

Dear Mom, Dad, Violet, and Max, Well, I’m here at sleep-away camp. This is my third day here. I have five bunkmates. That’s what they call the kids who sleep in your cabin. My bunkmates are all pretty cool. One boy is named Pepe. He says his name is short for Pepperoni. I don’t believe him. He caught a snake with his bare hands, so I don’t care if he’s a liar. One kid is named Lincoln. He’s got one blue eye and one brown eye. He can ride a unicycle—at least, he says he can. Another kid is named Mike. He has the top bunk over mine. He seems normal except for one thing. He slept through the whole first night here. The rest of us stayed up and told ghost stories. One story was about a ghost who used to go to this camp. It’s probably not a true story. Another one of my bunkmates is named Justin. His last name is Case. He likes to say things like “Justin case, we get lost…” Or “Justin case we get hungry…” I would not want to have the name Justin Case! Our cabin is number 42. It’s on a hill. It’s not too far from the latrine. That’s a camp word that means “bathroom.” There’s no bath. We have outdoor showers. I don’t think you can really get your feet clean on a mud floor. The cabin is a long walk from the canteen. That’s where we eat. Mom, I miss your cooking. Dad, I even miss your cooking. Last night, we had beans and some sort of green sauce. For dessert, we roasted marshmallows. I told everybody that I had a sister named Violet. They thought that it was terrible to be named after a flower. Actually, Justin Case was the one who made fun of it. But he has no right to talk about weird names. It’s really dark here at night. There are no lights. I mean it’s really, really, dark. The air smells funny like a mix of Christmas trees and dirt. I like it. I hope Max doesn’t miss me too much. He would love to run around here chasing chipmunks and things. Well, I’m going to sign off. Please write. Send food. From, Alex

5

What is one hint from the text that shows the camp is not fancy?

A. The camp has tents. B. The air smells like Christmas trees. C. The camp has mud-floored outdoor showers. D. The camp has beds.

C

Cabin 42 is located

A. on a hill. B. close to the “bathroom.” C. far from where the campers eat. D. all of the above.

D

We can assume Justin Case probably

A. doesn’t like the names of anyone else. B. is not as pleased with his name as he pretends to be. C. is an unkind bully. D. is lying about his name.

B

The second half of Alex’s letter repeats the idea that

A. the other kids are very friendly towards him. B. he is unhappy to be stuck in the woods. C. he likes the food at camp less than the food at home. D. his bunkmates are all unusual in their own ways.

C

It's Opening Day

The weather was growing crisper. It was getting dark later, and Matthew had stopped wearing a coat to school. Spring was coming, but that didn’t matter to him. What was really important was it was April. April meant baseball. April meant the end of the long, cold off-season. April meant opening day. The local team was called the Crickets. It wasn’t a very tough name for a baseball team, but that was okay. The Crickets weren’t a Major League team, with a 50,000 seat stadium, expensive tickets, and big-name players. They were a minor league team, and that suited Matthew just fine. The stadium was small, the tickets were cheap, and the players weren’t famous—at least not right now. Some were young players, only seven or eight years older than Matthew, with dreams of playing in the big leagues, and the talent to make it happen. Other players were older, their time in the big leagues finished, but they stuck around the Crickets because they weren’t ready yet to let go of the game that had defined them ever since childhood. And then there were players like Billie Carney, the shortstop. He had manned the space between second and third base for as long as Matthew could remember. Each year he was one of the two best players on the team, but he never did quite well enough to get called up to the majors. Each opening day, Matthew was shocked to see that Billie was still playing for the Crickets. “Jeez, Dad!” he would say. “I can’t believe Billie didn’t get called up to the big leagues this year.” “You think he played pretty well last season?” his father would ask. “Are you kidding? !” Matthew’s face turned purple whenever anybody questioned Billie Carney. “He hit twenty-seven home runs! He had ninety-eight RBIs! He walked more than anybody else on the team!” Matthew didn’t need a baseball card to tell him Billie’s statistics. He knew them by heart, from studying the sports page every morning at breakfast, to see how Billie and the other Crickets had played the night before. Over the winter, he committed all of their numbers to memory, and at night he would recite them to himself until he fell asleep. “How was his fielding?” Matthew’s father would ask, teasing him. “I bet he made a lot of errors.” “Dad—are you crazy? He moves like a spider out there. Nobody turns a double play faster than Billie. Nobody’s better at tagging runners out. Last season, he didn’t make an error for…” Matthew thought for a moment, doing the math in his head. “Forty-seven games!” “That’s not bad.” “Then how come he didn’t get called up to the majors?” “I don’t know.” “It’s not fair. He’s better than most of the guys you see playing on TV.” “It’s good news for us, right? Now we get to watch him play live for another season.” “I’m telling you, Dad. He’s the best.” Matthew and his father had gone to see the Crickets play every opening day since Matthew was born. Their family celebrated a lot of holidays—Thanksgiving, Halloween, the Fourth of July, not to mention Matthew’s and his sister’s birthdays—but as far as he was concerned, opening day was the best one. It was usually on a weekday, and his dad always let him skip school to go. “There are some things you can only learn in school,” he told Matthew once, “and there are some things you can only learn at the ballpark.” Each year, Matthew and his dad wore Crickets jerseys and Crickets hats, and they always got to the ballpark early enough to watch the hitters take batting practice. County Stadium was an old ballpark, almost as old as Matthew’s dad himself, and it had started to get a little shabby by the time Matthew started going to games. The scoreboard was rusty; the speakers were screechy, and the chairs weren’t as comfortable as they could have been. But on a sunny day, Matthew thought, it was the most beautiful stadium in the world. Last year was perfect. The sun was bright, the sky was clear, and there was just enough of a breeze to remind him that summer wasn’t quite here yet. The Crickets won 4-2, Matthew ate two hot dogs and a plastic baseball helmet full of ice cream, and Billie Carney bowed to the fans when he ran out onto the field. They went to a lot of games the rest of the summer, but opening day—as always—was his favorite. On the coldest days of winter, when wind cut through Matthew’s parka and his fingers turned as pink as Vienna sausages, Matthew remembered opening day, and the outfield grass that was as green and perfect as the Emerald City in the Wizard of Oz. “I’ve got bad news,” said Matthew’s father, two days before the season started. “I can’t go to opening day this year.” “Dad,” said Matthew. “That is a dumb joke.” “I’m not kidding. Your sister’s play is Sunday afternoon.” “Her play is happening for three days. We’re watching it at school on Monday. Why don’t you just come then?” “I’ve got to work, kid. I’m really sorry.” Matthew’s father looked sad, but Matthew did not. He did not cry; he did not scream; he did not yell at his father about breaking promises. One of the things that he could only learn at the ballpark is that there’s no crying in baseball, so Matthew didn’t cry. But he wanted to. “Why don’t we go to the game Monday night?” his father asked. Matthew wanted to explain that night games were no good, that he had been waiting all winter for blue skies and green grass and sunshine. Night games were fine in the middle of the summer, when it was too hot to sit out in the sun, but it was April. He didn’t want to go to County Stadium in his parka, but he didn’t know how to put it into words. “I want to go to opening day,” he said, finally. “I’ve got an idea,” said his dad. “It’s kind of crazy but…do you want to go by yourself?” “What? !” “You’re old enough now. When I was your age I’d go to games alone all the time. I know it’s not what we usually do, but it could be fun.” “Go to the game…alone?” asked Matthew. He had to admit: it was better than not going at all. The sky was blue, the grass was green, and Matthew wore his Crickets jersey and Crickets hat. His seat was right where he liked—along the first base line, behind the home dugout—and all his favorite players were in the lineup, with Billie Carney batting first. He took out his scorecard and carefully wrote their names down. During the game, he would make notes of what happened—who got a double, who struck out, who had the big home run. It was an old-fashioned thing to do, but Matthew liked it, because it helped keep him focused on the game. His father had taught him how to keep score. It was a perfect day for baseball. So why did Matthew feel so gloomy? During the second and fifth innings, Matthew bought hot dogs from the hot dog vendor. His dad had given him $20 to spend, and Matthew was going to spend all of it. He wanted to get a plastic baseball helmet full of ice cream, but he had to go to the concessions stand for that, and if he stopped watching the game, he wouldn’t be able to write down what happened on his scorecard. If it were later in the season, this wouldn’t worry him so much, but today was opening day, and the scorecard—everything—had to be perfect. He decided to skip the seventh inning stretch. This was a big sacrifice, because singing “Take Me Out To The Ballgame” was one of the best parts of going to see the Crickets. The mascot—a big green cricket in a foam costume—would run out onto the field and dance around and throw t-shirts. But Matthew already had plenty of Crickets t-shirts. What he didn’t have was ice cream. He waited in line, and paid the last of his money for a plastic baseball helmet full of mint chocolate chip. When he got back to his seat, the sun had gone away. Matthew balanced his ice cream in the cup holder in front of him, and frowned at his scorecard. In the space for “Weather” he had written “Sunny.” He changed it to “Sunny/Clouds.” He put his scorecard aside and focused on his ice cream, which was beginning to melt. As he ate it, he shivered. The game was over. The Crickets had won, 6-1. A blowout, but not a very exciting one. According to his scorecard, Billie Carney had a single and a walk, but no runs batted in—a good day, but not a great one. As always, Billie had bowed to the people when he ran out onto the field, and Matthew bowed back. When he hit his single, with a sound like a judge’s gavel, Matthew cheered louder than he had all day. He fixed the image in his mind: Billie Carney, hustling down the first base line, right in front of his eyes. He would tell his father about it when he got home, and he would remember it come winter. Matthew’s dad had told him to call when the game was over and he would come pick him up, but now, standing outside the stadium, he didn’t want to leave. He sat on a bench outside the stadium, making sure his scorecard was perfect. He erased wobbly lines and redrew them, straight, bold and firm. Flawed letters—a wobbly K, a slouching B—he went over until they looked like they had been put there by a computer. By the time he was finished, nobody could have done a better job. Matthew looked up, and saw the parking lot was empty. Behind him, the stadium was closed—and with it, the only pay phone. How would his dad know to come pick him up? The sun was long gone now, and Matthew began to wish he had brought his parka. It was windy in the County Stadium parking lot. He walked around the ballpark, hoping to find another phone, but all he found was cracked concrete and overgrown grass. On the other side from the outfield wall, he saw a battered old baseball—a forgotten home run from the season before. He picked this up and put it in his pocket. A boy can never have too many baseballs. Holding it as he picked his way across the gravel, he felt less afraid. As he completed the loop around the stadium, he heard a door close behind him. “Hey kid,” said a voice, and Matthew’s heart leapt. It was Billie Carney. Out of uniform, he looked bigger than he did on the field, like he could crush a rock into dust with one hand. He was smiling, just like he had when he bowed to the crowd that afternoon. “You here by yourself?” “Kinda,” said Matthew. “My dad’s supposed to pick me up, but I don’t have a way to call him.” Silently, Billie took his cellphone out of his pocket and handed it over. Matthew dialed his father’s number, and told him to meet him by the main entrance. When he handed the phone back to Billie, he said thanks, quietly. “No problem,” said Billie. “You want some company while you wait?” “Sure,” said Matthew, as they walked back to his bench. “Enjoy the game today?” “It was pretty good,” said Matthew. “That was a nice at-bat you had in the sixth, when you drew the walk.” “Thanks. It must have been seven, eight pitches.” “It was nine,” said Matthew. “I was counting.” “Glad to know somebody’s paying attention. That a baseball in your pocket?” “I found it on the other side of the center field fence.” “They don’t clean back there as much as they should. Want me to sign it?” Matthew handed Billie the ball, his heart in his chest. As Billie traced his wide, looping signature across the grimy yellow leather, Matthew asked the question that had been bothering him all day. “Do you ever get sick of playing here?” he asked. “What do you mean?” “You’re good enough to play in the majors. I know it. You know it. The whole crowd knows it. You hit twenty-seven home runs last year! You had ninety-eight RBIs! You walked more than anybody else on the team! Doesn’t it drive you crazy to be stuck down here, in this crummy old ballpark, playing for nobody?” For a moment, Billie looked hurt. Then a smile broke out across his face, and he started laughing. “Are you nuts, kid?” he asked. “I get to play baseball for a living! It’s not much money, but it’s enough. And if I can keep the people entertained here, who cares about the big leagues?” “Yeah?” “It’s opening day. We’re at the ballpark. What have we got to complain about?”

5

What does Matthew like to do every April?

A. go for a bike ride in the sunshine and blue skies B. eat ice cream and watch a movie at home C. see the Crickets play on opening day D. see his sister perform in a school play

C

What is the climax of the action in this story?

A. Matthew eats ice cream at the ballpark. B. Matthew’s father says that he cannot go to opening day. C. Matthew commits Billie Carney’s statistics to memory. D. Matthew talks to Billie Carney.

D

Matthew is excited to meet Billie Carney. What evidence from the story supports this statement?

A. “During the second and fifth innings, Matthew bought hot dogs from the hot dog vendor.” B. “Each opening day, Matthew was shocked to see that Billie was still playing for the Crickets.” C. “One of the things that he could only learn at the ballpark is that there’s no crying in baseball, so Matthew didn’t cry.” D. “‘Hey kid,’ said a voice, and Matthew’s heart leapt. It was Billie Carney.”

D

Based on what Billie says, how does he feel about playing baseball for the Crickets?

A. Billie is happy about playing baseball for the Crickets. B. Billie is tired of playing baseball for the Crickets. C. Billie is worried about playing baseball for the Crickets. D. Billie does not care much about playing baseball for the Crickets.

A

What is a theme of this story?

A. the pleasures of winter B. the pleasures of baseball C. the damage that war can cause D. the damage that nature can cause

B

Read the following sentence: “Doesn’t it drive you crazy to be stuck down here, in this crummy old ballpark, playing for nobody ?” What does the phrase playing for nobody mean in the sentence above?

A. not caring about how well a baseball team plays B. not playing in a baseball game on opening day C. not playing for very many people or anyone important D. playing in a ballpark that does not have any seats

C

Choose the answer that best completes the sentence below. Billie looks hurt _______ Matthew asks him whether playing in a crummy old ballpark drives him crazy.

A. after B. before C. for instance D. however

A

Non-Colonists in the American Revolution

From the point of view of some Europeans, the American Revolution pitted the ideals of the Enlightenment, republicanism, and democracy against Europe's established order, as exemplified by Britain. Some countries and groups of people found that watching wasn't enough—they joined the fight. One of these countries was France. Without France, a very important ally of America in the Revolutionary War, the Americans might not have defeated the British army. The French supported the Americans for a number of reasons. A weakened England could only heighten France's status and influence—both in Western Europe and around the world as various countries competed to establish colonies. Some French might have been seeking payback. Only twelve years before the American Revolution, France was at war with Great Britain in the Seven Years’ War, and they lost. This resulted in France being forced to give North American territories to Great Britain. Five months after the Declaration of Independence was signed, Benjamin Franklin traveled to Paris. He hoped to explain the revolutionary cause to the French and enlist their support. Franklin was already popular in France for his writings and scientific discoveries, and he was able to secure French support. At first, France supported the Americans only in secret. Gunpowder, ammunition, weapons, and money were smuggled into the country, hidden in commercial ships. Military strategists crossed the Atlantic to advise Continental Army military commanders. In February 1778, France officially recognized the United States (following the Battle of Saratoga, in which the Continental Army decisively defeated the British army and gave a resurgence of hope to the Americans’ fight for independence), and the countries signed an alliance. French soldiers fought alongside Americans; French and British fleets clashed from Rhode Island down to Georgia. In addition to manpower, France contributed money and weapons. For helping the American cause, France spent the equivalent of what would be about 13 billion dollars in the U.S. today. Spain also supported the Americans. First, like France, the Spanish contribution consisted of money and weapons. But in 1779, Spain joined France with military support. Also like France, the Spanish navy played an important role in combating the formidable British fleet. Land and sea battles were sometimes fought far from the North American continent—in the Mediterranean and West Africa. But French, Spanish, American, and British armies were not the only armies fighting in the American Revolution. A quarter of all soldiers under the British flag were actually from the area known as Germany today—30,000 hired men in all. These soldiers were known as Hessians, because many of them were from the independent principality of Hesse-Cassel. Native Americans also fought in the American Revolution to try and ensure their survival. Ever since the colonists arrived in the 1600s, they had been forcibly removing Native American tribes from their land. They also spread diseases to these tribes, which caused many deaths. Because of this violence, many Native American tribes considered the United States to be a threat to their territory, so they fought on the British side. These tribes included the Creek Confederacy, the Miami tribe, and the Chickamauga Cherokee. Many of these tribes had maintained important trading relationships and military alliances with the British. Others hoped fighting for the British would protect their tribal lands from the colonists who had already taken over many areas. In total, approximately 13,000 Native Americans fought for the British. But other Native American tribes, such as the Oneidas and Tuscaroras, fought against the British. The Revolution was a controversial and divisive matter for many Native American tribes. For instance, the Haudenosaunee Confederacy was a powerful organization of tribes that tried to stay neutral. But pressed to choose a side, the Confederacy could reach no agreement; it split up, with two tribes pledging their allegiance to the Americans, and four to the British. Not only did Native tribes and foreign nations and groups join the Revolution, but foreign individuals did, too. Friedrich Wilhelm von Steuben, a Prussian, served as inspector general and major general of the Continental Army. He went on to serve as George Washington's chief of staff. He wrote The Revolutionary War Drill Manual, which was the official American drill manual for the next forty years. Other notable figures included two men from Poland: Tadeusz Kościuszko and Casimir Pulaski. Tadeusz Kościuszko was born in Poland, moved to France, sailed to America, and rose to the rank of brigadier general. His countryman, Casimir Pulaski, has been called the “father of the American cavalry.” Pulaski organized and trained the Continental Army's horsemen, which had been used mostly for scouting. Pulaski was also promoted to general but was killed in the war. Pulaski and Kościuszko joined the Americans out of idealism. They believed in the struggle for freedom and self-governance. As Pulaski wrote to George Washington after his arrival in Massachusetts, “I came here, where freedom is being defended, to serve it, and to live or die for it.”

5

Social Studies: World History, U.S. History

Which nation was a very important ally of America in the Revolutionary War?

A. Germany B. France C. Britain D. Poland

B

What does the author describe in this passage?

A. the ways that different nations and individuals helped Americans in the Revolutionary War B. the reasons why different nations decided to support Britain during the Revolutionary War C. the reasons why the American army needed so much help from other nations and people D. the reasoning Ben Franklin used to convince France to support the Americans in the Revolution

A

Read these sentences from the text. "French soldiers fought alongside Americans; French and British fleets clashed from Rhode Island down to Georgia. In addition to manpower, France contributed money and weapons. For helping the American cause, France spent the equivalent of what would be about 13 billion dollars in the U.S. today." What conclusion can you draw about France based on this evidence?

A. France was very committed to helping the Americans defeat the British. B. France wanted to defeat the British as payback for the Seven Years’ War. C. France supported the Americans because of the ideals they represented. D. France did not want to be as involved in the war as it was.

A

Read these sentences from the text. “Other notable figures were two men from Poland: Tadeusz Kościuszko and Casimir Pulaski. [ . . . ] Pulaski and Kościuszko joined the Americans out of idealism. They believed in the struggle for freedom and self-governance. As Pulaski wrote to George Washington after his arrival in Massachusetts, “I came here, where freedom is being defended, to serve it, and to live or die for it.” What conclusion can be drawn based on this evidence?

A. Most people in Poland did not support the Americans’ struggle for freedom and self-governance. B. The ideals of the American Revolution appealed to people outside of America. C. The Americans and the British were both fighting for freedom and self-governance. D. Pulaski and Kościuszko did not think that Poland was a free country.

B

What is the main idea of this text?

A. The French chose to support the Americans because of their own desire to improve their status by weakening Britain. B. Many individuals and groups aside from the Americans and the British participated in the American Revolution. C. Most people around the world supported the Americans in the American Revolution because of the ideals that the Americans represented. D. The British received help from Native Americans and Hessians during the American Revolution.

B

Read these sentences from the text. “Without France, a very important ally of America in the Revolutionary War, the Americans might not have defeated the British army. The French supported the Americans for a number of reasons.” What does the word “ally” mean here?

A. a country that fights a lot of wars and is disliked by other countries B. a country that prefers to solve problems peacefully than to solve them by fighting C. a country that helps another country during a war D. a country that never gets involved in wars

C

Choose the answer that best completes the sentence. Most Native Americans fought on the British side ________ they considered the Americans to be a threat to their territory.

A. therefore B. although C. because D. before

C

The Chicken and the Egg

For her eighth birthday, Kit’s parents gave her a large purple box with holes in the top. Was there an animal inside the box that needed air to breathe? Was it a baby hamster, like the one in Mrs. Bernstein’s classroom? She held the box carefully, but it didn’t seem heavy enough. With her mother’s help she cut the ribbon off the top of the box and removed the lid. Inside was a scrawny, golden chick! “What are you going to name it?” Mom asked. “Is it a boy chick or a girl chick?” Kit asked. “We asked at the farm, and they told us it’s a girl,” Dad said. Kit thought for a minute. The chick’s feathers were yellow and bright, and reminded her of her best friend at school. “I’m going to name her Annabelle,” she said, “because they have the same color hair.” Kit cradled Annabelle in her hands carefully, stroking the chick’s soft, fluffy feathers with her fingers. “She’s so soft,” Kit said to Mom. “Annabelle is covered with special feathers called down. They keep the chick warm.” Kit watched Annabelle grow week after week. She did not worry about letting Annabelle walk all over her hands and arms, because chicks do not have teeth. As Annabelle’s little body became bigger, she grew larger feathers. She pointed out the new feathers to her father. “Those are called contour feathers, and the long ones on her sides are flight feathers,” Dad said. It was becoming harder to play with Annabelle. She was 12 weeks old now and much faster on her feet. Annabelle would dart around the garden when Kit let her out of her coop and peck at everything on the ground in front of her. She was always clucking at everyone and would dip her head into the grass to grab a worm. Kit would run behind her and try to catch Annabelle with her hands, and it would take minutes to finally get ahold of her. Mom would watch Kit running around and laugh. Dad would make clucking sounds to distract Annabelle, and then Kit would catch her. When Annabelle was 16 weeks old, Kit’s once little chick was now five times as big, a strong, healthy hen, with all kinds of beautiful feathers and a much larger beak, and laying eggs. One day, a rooster, an adult version of a boy chick, who belonged to Kit's neighbor, went to Annabelle's coop. After a few days, Kit saw Annabelle sitting on some eggs. When Annabelle moved, she used her beak to turn the eggs around underneath her. Kit understood what was going to happen. Annabelle was going to become a mom! Kit made sure Annabelle’s water and food were nearby, and she was excited. Annabelle was a lot more patient than Kit. For 21 days she sat on her eggs, covering them with her feathers to keep them warm. Finally, Kit heard a crack. She looked closely. Annabelle had moved aside, and there was one of her eggs, white and grey, and a tiny, tiny beak poking through it. Kit wanted to watch the baby slowly poke its way out of the egg, but it was getting very late. Kit went to sleep and returned to watch the baby hatch the next day. By the time it came out, it looked very tired and wet. Kit watched Annabelle peck at her baby until the baby fell asleep. Over dinner, Kit told her parents about Annabelle’s baby hatching. Mom and Dad explained that this was the life cycle of a chicken, starting as a baby that comes out of an egg, growing bigger and fluffier, becoming a hen, and then laying eggs. Kit picked at the vegetables on her plate—carrots, beans, and cabbage—and wondered, “Do vegetables lay eggs, too?” “No, they don’t,” Mom said, “but it’s a good question. We plant seeds in the ground, where they stay warm and get water, and when they are ready to germinate, they begin growing out of the ground where we can see them, and get bigger and stronger, with more leaves and thicker stems, and then they produce fruits and flowers. Plants, like animals, have a life cycle that repeats and repeats.” Kit nodded her head. The hamster in her classroom had gotten older and bigger; and now that Annabelle was a mother, she was excited to have a new baby chick to play with, all over again.

5

Science: Life Science

What do Kit’s parents get her for her eighth birthday?

A. a hamster B. a cat C. a chick D. an egg

C

What is the order of events in this story?

A. a hen lays eggs, a chick grows into a hen, a baby chicken hatches from one of the eggs B. a hen lays eggs, a baby chicken hatches from one of the eggs, a chick grows into a hen C. a baby chicken hatches from an egg, a hen lays eggs, a chick grows into a hen D. a chick grows into a hen, the hen lays eggs, a baby chicken hatches from one of the eggs

D

The life cycles of chickens and vegetables are different. What evidence from the passage supports this statement?

A. Chickens lay eggs, but vegetables do not. B. Plants and animals have life cycles that repeat. C. Plants get bigger and stronger as they grow. D. Kit’s parents talk to her about chickens and vegetables.

A

Annabelle has special feathers called “down” to keep her warm as a chick. Later on, she sits on her eggs to keep them warm. What does this information from the story suggest?

A. Kit’s parents think it is important for Kit to understand the life cycle of a chicken. B. Warmth is important to the life cycle of a chicken. C. Annabelle likes to run around and peck at things when she is out of her coop. D. Plants need a lot of water to grow and produce flowers.

B

What is this story mainly about?

A. the life cycle of a chicken being raised by a girl B. two parents who try to make their daughter happy by giving her a chicken C. how a plant goes from being a seed in the ground to producing fruits and flowers D. the differences between the hamster in Kit’s classroom and the chicken in her home

A

Read the following sentence: “Annabelle would dart around the garden when Kit let her out of her coop and peck at everything on the ground in front of her.” What does the word coop mean?

A. a classroom for young students B. the inside of a chicken’s egg C. a garden where vegetables and flowers grow D. the place where a chicken lives

D

Choose the answer that best completes the sentence below. A chick comes out of an egg _______ it grows into a hen.

A. after B. although C. because D. before

D

A Stargazer's Guide to Mission Control

Someone must have pulled the plug on the green computer consoles long ago. The carpet is now ratty and dirty. The room could stand a new coat of paint. When I stepped into the old Mission Control room at the Johnson Space Center in Houston recently, it made me feel as though it were 1969 again. It was one of the most important rooms in U.S. history. This was the control room the National Aeronautics and Space Administration (NASA) used when the United States sent men to the moon. This Mission Control served as the nerve center for dozens of space missions, including Edward White's first spacewalk in 1965 and the space shuttle Challenger disaster in 1986. On the walls of the room are plaques commemorating those and other NASA missions. "This room was used from the Gemini missions all the way through to the space shuttle in the early 1990s," said NASA's Gary Kitmacher, my guide for the day. The tour brought back many memories. I remember watching on my parent's first color television the black-and-white image of Neil Armstrong taking "one giant leap for mankind" as he became the first human to walk on the moon in 1969. As Armstrong made history, I could hear on TV that the scientists, who were in this very room, were whooping and hollering. A year later, I was glued to the TV again as scientists crowded around the consoles trying to figure out how to get the astronauts of Apollo 13 back home when an oxygen tank exploded aboard their craft. The next stop on the tour was the new Mission Control, where engineers keep tabs on the International Space Station (ISS) orbiting above Earth. Not far from the Mission Control building is a Saturn V rocket, the vehicle that launched NASA astronauts to the moon. The rocket looks just like a plastic model I built as a kid. But this aging ship is real and much, much bigger. Near the Saturn V is a Redstone rocket with a Mercury capsule on top. The Mercury missions were the first U.S. manned missions to space. The Redstone looks like a toy compared with the gigantic Saturn V. Also at the Johnson Space Center is an enormous building where astronauts train before heading to the ISS. The building houses models of the various components that make up the huge space station. There were two Russian cosmonauts walking around during the tour. When I was a kid, I always wanted to walk on the moon. Walking through the Johnson Space Center some 30 years later is the next best thing.

5

Science: Technology & Engineering

What is the name of the control room that NASA used when the United States sent people to the moon?

A. Gemini B. Redstone C. Mission Control D. Apollo 13

C

How does the text describe what the old Mission Control room looks like now?

A. a large space where models of different parts of the ISS are stored so astronauts can use them for training B. a giant mural of Neil Armstrong on the wall, next to a quote that says "one giant leap for mankind" C. many Russian cosmonauts working with United States astronauts to launch a rocket to Mercury D. a ratty and dirty carpet, old paint, and plaques commemorating NASA missions on the walls

D

Read the following sentences from the text. “’This room was used from the Gemini missions all the way through to the space shuttle in the early 1990s,’ said NASA's Gary Kitmacher, my guide for the day….I remember watching on my parent's first color television the black-and-white image of Neil Armstrong taking "one giant leap for mankind" as he became the first human to walk on the moon in 1969….A year later, I was glued to the TV again as scientists crowded around the consoles trying to figure out how to get the astronauts of Apollo 13 back home when an oxygen tank exploded aboard their craft.” What conclusion can you draw from this evidence?

A. TV used to be hard to watch because it was in black-and-white. B. Mission Control was used for many historic space missions. C. The Gemini 12 missions were the last space missions to be run by NASA. D. Gary Kitmacher was one of the astronauts with Neil Armstrong.

B

According to the text, why might someone who is interested in space want to visit the Johnson Space Center in Houston?

A. There is an astronaut training center where people can buy tickets to train with real astronauts for a day and see what it would be like if they went to space. B. It has an astronaut training center and many objects that have been used for space travel, such as the old and new Mission Controls, and the Saturn V rocket. C. Instead of making a new building, NASA built the space center inside the Saturn V rocket, so people are inside a rocket that has been to space the entire time. D. The center is home to famous astronauts of all generations and they will give visitors secret information about the space missions that they went on.

B

What is the main idea of this text?

A. The Johnson Space Center in Houston is home to the old Mission Control that was part of many important U.S. space missions, as well as other objects related to space travel and the new Mission Control center. B. In 1970, people were able to watch on their TVs at home as scientists used Mission Control to help save the astronauts on Apollo 13 when an oxygen tank exploded on their rocket. C. When you visit the Johnson Space Center, you will see an enormous building that has models of different parts of the ISS and astronauts use this building to train before traveling to space. D. Neil Armstrong is a well-known astronaut because he was the first person to walk on the moon in 1969, although many people have walked on the moon since then.

A

Squeak the Skater Goes Surfing

Legend has it that Lincoln Elementary School once had a student named Steven James Skweekenheimerschtophen. He was a very popular boy and different from everyone else. Even though Skweekenheimerschtophen had a one-of-a-kind last name, it was not actually what made him so well known. By the time he was halfway through Kindergarten, his teacher grew tired of calling out “Skweekenheimerschtophen” each time she took attendance, so she decided to shorten his name to just “Squeak.” The nickname stuck, and everyone went around calling him Squeak. His ability to ride a skateboard like no other is what made him famous at school and in his town. However, it was not until he accepted the challenge of surfing that he would become a hero. When Squeak entered the fifth grade, he was already a wiz at riding a skateboard. Every day he would be outside pushing himself to do better, crazier tricks. One of the best places in town to do so was in the playground of his very own school, so he spent a lot of his time there. This gave all his classmates a chance to watch him get better at skateboarding, day after day. While on his board, he’d hop up onto any railing he could find, and fly off any surface, too. Squeak quickly learned how to do 360-degree turns in the air, and how to flip his legs up to the sky while keeping the board against his feet with one arm and holding his whole body upside down with his other arm. The crowd of classmates would cheer him on, especially when he performed a new stunt for the very first time. The school’s principal did not mind that Squeak got so much attention from participating in a sport that was a little bit dangerous. Squeak always wore his protective gear: a helmet, knee pads, and elbow guards. He also kept his grades up, proving he was really a great role model for the other students. After one particular weekend when Squeak took home five gold medals in a skateboarding competition, he thought to himself that he might want to give something new a try. Squeak was basically bored. He loved skateboarding and would never stop. He was completely certain about that. However, anytime Squeak would compete against other skilled skateboarders, he would win—hands down. He needed something new to push him. After seeing a video on the Internet of some amazing surfers, he knew what challenge he wanted to take on next. “Surfing is perfect for me,” he told his parents at Sunday dinner, while trying to get them to pay for lessons. “Besides,” he added with a heap of confidence, “it’s just like skateboarding!” Squeak’s parents agreed to pay for some surfing lessons for their son. They hired a man named Troy Mason to teach him. Troy had been in international competitions when he was young and was rather famous in the surfing world. He was a little bit older now and could not compete against the youngsters who were taking over the sport. So, he decided he should teach those young kids how to surf the right way. Squeak knew in his mind that he would find surfing success. He had dreamt of going out in the ocean on his very first day and doing flips and spins as if he were on his skateboard and the waves were just like the rails in his schoolyard. Squeak would soon find out, though, that surfing may look similar to skateboarding, but it is quite different. After forty-five minutes of his first lesson with Troy, Squeak had failed to balance himself on his new surfboard for more than a second or two. Of course, the board was slippery, which caused problems for Squeak. On top of that, unlike the pavement underneath his skateboard that never moved, the water never stopped moving, causing him to fall time and time again. “You’ll get it, kid,” Troy said to him, trying to encourage Squeak after seeing the frustration on Squeak’s face. “Don’t you worry about a thing. You just need to keep coming out here into the water with me to practice, same as what you did with your skateboard.” Squeak thanked Troy for that and indeed showed up for each of his lessons, ready to try and learn surfing over the course of the next few weeks. It was just the challenge he needed. Squeak realized that he certainly wasn’t bored with surfing! Throughout his fourth lesson with Troy, Squeak was finally making some progress. He could stand on the board and direct it a little bit left and a little bit right. “Keep up the good work!” said Troy. “Let’s head back to the beach and get some milkshakes.” Troy turned around and swam in the direction of the beach. Squeak wanted to keep on surfing and try staying on his board a little longer. Suddenly, Squeak heard someone yelling from way over his left-hand side in the water. “Help! Help!” the man said. Squeak saw that the man was drowning, but no one else had seen or heard him. The lifeguard must’ve just switched spots, and Troy was headed in the opposite direction. Squeak concentrated as hard as he could and hopped on his board, taking a wave right over to the man who called for help. It was the longest time Squeak had spent balanced on his surfboard yet! Squeak got over to him in a jiffy and put his arm under the other man’s. They used his board to float on in to the beach where a crowd gathered. Finally, the lifeguard saw what was happening and jumped in to help, too. By the time Squeak and the man he’d helped got back to the beach, Troy was waiting along with a crowd of people. “Troy!” Squeak squealed. “Did you see me? I surfed! I really surfed!” “I saw you surf,” said Troy. “But the more important thing is you saved that drowning man. You’re a hero!” From then on, Squeak was known more for his surfing than his skateboarding.

5

What activity does Squeak try after getting bored with skateboarding?

A. swimming B. roller-skating C. surfing D. sailing

C

What is the climax of the action in this story?

A. Squeak starts surfing lessons with Troy. B. Squeak saves a man from drowning. C. Squeak practices skateboarding in his school playground. D. Squeak gets his nickname.

B

Although surfing may look similar to skateboarding, it is actually quite different. What evidence from the story supports this statement?

A. Although Squeak is good at skateboarding, surfing is a challenge for him. B. At dinner Squeak tells his parents that surfing is just like skateboarding. C. Squeak takes surfing lessons from Troy Mason, who used to be a famous surfer. D. Squeak spends a lot of time practicing skateboarding in his school playground.

A

What is one similarity between Squeak’s skateboarding and his surfing?

A. He is not very good at either when he starts out. B. He works hard to get better at both. C. He takes lessons to get better at both. D. They both make him into a hero.

B

What is a theme of this story?

A. the importance of saving money B. the need to choose your friends wisely C. the benefits of challenging yourself D. the difficulty of living in a new place

C

Read the following sentence: “Every day he would be outside pushing himself to do better, crazier tricks.” What does the phrase pushing himself mean?

A. leaning hard against a wall B. getting upset with himself C. relaxing after doing a new trick D. making himself work hard

D

Choose the answer that best completes the sentence below. First, Squeak skateboards; ______, he surfs.

A. initially B. although C. next D. as an illustration

C

A Tale of Segregation: Fetching Water

The memory of a traumatic childhood incident near his hometown of Spiro, Oklahoma, still brings tears to the eyes of William Minner … "We had stopped at a spring. It was a very popular place that both blacks and whites would go to get water. We had waited there for about 30 minutes. But the people ahead of us, they were all white. When we had reached our turn, two white men grabbed my dad. They told him that he'd have to wait until all of the white people were finished. Dad said, 'We'll get our water another day or we'll come back.' They wouldn't let my dad leave. They said, 'You're going to stay here, and when all of the good white people have gotten their water, and when everyone is gone, then you can do what you want to.' When all the white people finished getting their water, Dad got his water. I remember him telling me, 'What you saw there was real hatred and prejudice. But this is not going to be forever … there's gonna come a day when this won't be anymore. '"

5

Social Studies: Civics & Government, U.S. History

Why did William Minner and his father go to the spring?

A. to go swimming B. to get water C. to wash their clothes D. to bathe themselves

B

What does the author describe in the passage?

A. a freshwater spring that was popular with blacks and whites B. a true account of slavery in the American South C. how William and his father were treated hatefully D. how other people reacted to William and his father being stopped

C

William and his father had been waiting for a long time when they were stopped by two white men. What evidence from the passage supports this conclusion?

A. “But the people ahead of us, they were all white.” B. “When all the white people finished getting their water, Dad got his water.” C. “When we had reached our turn, two white men grabbed my dad.” D. “We had waited there for about 30 minutes.”

D

Why did the two white men make William and his father wait?

A. They thought that white people deserved to go first. B. They thought that William and his father didn’t need water. C. The white men were in a hurry and didn’t want to wait. D. They thought that William and his father had cut in line.

A

What is this passage mostly about?

A. how to fetch water from a spring B. an account of segregation C. the end of segregation in the USA D. a fictional story about segregation

B

Read the following sentence: “The memory of a traumatic childhood incident near his hometown of Spiro, Oklahoma, still brings tears to the eyes of William Minner . . .” Why does the author begin the passage with this sentence?

A. to introduce William’s personal account B. to tell the reader the story is fictional C. to explain who William Minner is D. to describe the aftermath of the account

A

Choose the answer that best completes the sentence below. William’s father told the two white men that he would come back later to get their water, ____ the white men made him stay and wait.

A. so B. also C. after D. but

D

Chemistry: Atoms & Molecules

What is the difference between atoms and molecules? It is actually pretty simple. Molecules are made up of atoms. Each element on the periodic table of elements is made up of one single type of atom. Molecules are formed when atoms bond. Different types of atoms can form together to make a molecule. Two or more of the same type of atom can also be bonded to make a molecule. For example, H is the symbol for hydrogen and O is the symbol for oxygen. Water is made up of both hydrogen and oxygen. H2O is the symbol for water. Two hydrogen atoms and one oxygen atom are bonded together to create a water molecule. Oxygen gas is made up of two oxygen atoms bonded together. O2 is the symbol for an oxygen molecule. With so many elements, imagine all the combinations of atoms that have been researched and have yet to be researched. Chemistry is very complicated because there are so many different combinations.

5

Science: Physical Science

Water molecules are made up of

A. any two atoms bonded together B. atoms of only one type of element bonded together C. two hydrogen atoms and one oxygen atom D. two oxygen atoms and one oxygen molecule

C

Why does the author describe the atoms that make up water?

A. to show how liquids are different from solids B. to give an example of a specific molecule C. to explain why water is so abundant D. to illustrate how simple chemistry is

B

Read this paragraph from the text. “For example, H is the symbol for hydrogen and O is the symbol for oxygen. Water is made up of both hydrogen and oxygen. H2O is the symbol for water. Two hydrogen atoms and one oxygen atom are bonded together to create a water molecule. Oxygen gas is made up of two oxygen atoms bonded together. O2 is the symbol for an oxygen molecule.” Based on this evidence, what can you conclude the 2 stands for?

A. the number of atoms from a particular element in that molecule B. a symbol to separate the atoms from each other C. how many scientists have used that molecule D. how many elements that are in a single atom

A

Can a single atom be considered a molecule?

A. A single atom can be a molecule if it is found in water. B. A single atom can be a molecule only if it is an oxygen atom floating in the air. C. Yes, all atoms are made up of many different molecules. D. No, it takes two or more atoms bonded to create a molecule.

D

What is the main idea of this passage?

A. Atoms and molecules are unrelated to each other. B. Bonded atoms make up molecules. C. Water is the most common type of molecule. D. Oxygen and hydrogen are necessary for molecules.

B

Read the following sentence: “Chemistry is very complicated because there are so many different combinations.” The word complicated means

A. simple and basic B. difficult to understand C. fun and exciting D. able to be learned easily

B

The question below is an incomplete sentence. Choose the answer that best completes the sentence. Molecules can be made up of two atoms of the same element; __________________ , oxygen gas is made up only of oxygen atoms.

A. most importantly B. on the other hand C. for example D. therefore

C

3, 2, 1... Blast Off!

A kid reporter journeyed to Mars aboard Disney's new space ride. Find out how close her ride was to the real thing. Weekly Reader kid reporter Sonia Mia Diaz blasted into space. This 10-year-old from Florida was on a journey to Mars. Sonia Mia rocketed to Mars aboard a new ride called Mission: SPACE. She experienced the ride during its opening week at Walt Disney World's Epcot Center in Orlando, Florida. After her mission, Sonia Mia interviewed Sue Bryan, one of the ride's creators. Sonia Mia learned that Disney worked closely with the National Aeronautics and Space Administration (NASA) to develop the new space attraction. The ride lets people experience what a trip to Mars might be like in the future. On her journey, Sonia Mia never actually left the ground. The ride gives people the feeling of blasting off and traveling through space. "We really wanted people to feel as close as they could to what it's like to be an astronaut," said Bryan. Sonia Mia read quotes about space exploration as she waited in line. Information about space history fills the attraction. There is even a moon car called a lunar rover on loan from a museum. Before boarding the shuttle, Sonia Mia and three other riders were given different roles for the mission. Those roles included commander, pilot, navigator, and engineer. Sonia Mia was assigned to be the engineer. In real life, Sally Ride, the first U.S. woman in space, performed the same role. After Sonia Mia strapped herself in, the shuttle moved into launch position. The countdown began, and the shuttle blasted off! During the mission, Sonia Mia and her team used buttons and joysticks to perform the tasks associated with their roles. The ride lasted about 4 minutes. The mission was as intense as Sonia Mia had hoped. What was her favorite part? The liftoff! "I liked the intensity of the blastoff and the air pressure on my face," she said. So how did the ride live up to a real space shuttle mission? Weekly Reader caught up with NASA astronaut Winston Scott to ask him that question. Scott launched into space on two shuttle flights. He tested out Mission: SPACE and gave it a big thumbs up. "It's a thrill a minute," he said. Although no astronauts have been to Mars yet, Scott said the ride's liftoff was realistic. The feeling of moving up the launch pad and being forced back into your seat were similar to those felt on a shuttle. However, he points out, there are differences. In an actual launch, astronauts feel about three times the force of gravity. Gravity is the force that pulls things toward Earth. The blastoff on the ride was also shorter than an actual liftoff. And, he said, riders don't experience weightlessness. On a real space shuttle, astronauts become weightless because there is no gravity. For many people, the ride brings to mind the courage of space explorers. As Sonia Mia pointed out, "Going on the ride made me think about how brave astronauts are." Sonia Mia Diaz interviewed Sue Bryan, one of the forces behind Mission: SPACE. Here's what Sonia Mia learned. Sonia Mia: What is an Imagineer? Sue Bryan: Imagineers are people who work for Disney. In general, Imagineering is about storytelling. We build attractions that put people who visit our parks into different worlds and stories. We also use technology to tell stories. Sonia Mia: What was your role in creating the ride? Bryan: I'm the senior show producer, which is like being a movie director. A movie director guides people and directs the show, including the lighting, music, artists, and motion you experience on the ride. Sonia Mia: Where did your team get the inspiration for Mission: SPACE? Bryan: People have always had an interest in space. The time and technology were right to create this new space attraction. We worked closely with NASA to develop the science and technology behind the attraction. No one has ever put people into a ride system like this before. Sonia Mia: Before the ride, I was warned not to move my head or close my eyes because of motion sickness. I didn't feel sick, but might a person if he or she does those things? Bryan: That could happen if you move your head, because of the technology used to create the ride. We give those recommendations because we want people to feel most comfortable. Some people can move their heads, and it doesn't bother them at all. Sonia Mia: How many times have you been on Mission: SPACE? Bryan: At last count, I've ridden it more than 400 times!

5

Science: Technology & Engineering

Disney and NASA developed the ride Mission: SPACE. What does the ride let people experience?

A. what the first trip to the moon was like B. what a trip to the moon might be like in the future C. what a trip to Mars might be like in the future D. what trips to Mars were like many years ago

C

Astronaut Winston Scott compares and contrasts the ride Mission: SPACE with a real space shuttle mission. According to Scott, how is Mission: SPACE similar to a real space shuttle mission?

A. The feeling of moving up the launch pad is similar on the ride and on a space shuttle. B. The blast off lasts the same amount of time on the ride and on a space shuttle. C. Three times the force of gravity is felt in a launch both on the ride and on a space shuttle. D. The feeling of weightlessness in space is similar on the ride and on a space shuttle.

A

Mission: SPACE was designed to give people a realistic experience of traveling through space like an astronaut. Which information from the passage best supports this conclusion?

A. People never actually leave the ground during the ride Mission: SPACE. B. Sue Bryan claims no one has ever put people into a ride system like Mission: SPACE before. C. Mission: SPACE gives people the feeling of blasting off and traveling through space. D. Mission: SPACE does not allow people to feel as though they are weightless.

C

Based on the information in the passage, what sort of tasks did Sonia Mia most likely perform during the ride Mission: SPACE?

A. She most likely performed tasks associated with a commander. B. She most likely performed tasks associated with an engineer. C. She most likely performed tasks associated with a pilot. D. She most likely performed tasks associated with a navigator.

B

What is this passage mainly about?

A. a museum B. a roller coaster C. a computer D. a space ride

D

Read the following sentence: “During the mission, Sonia Mia and her team used buttons and joysticks to perform the tasks associated with their roles.” As used in the passage, what does the word “associated” most nearly mean?

A. removed B. invented C. developed D. connected

D

Choose the answer that best completes the sentence below. _____________ there are some similarities between the ride Mission: SPACE and a real space shuttle mission, there are also some differences.

A. Because B. Although C. However D. Finally

B

Westward Expansion - The Story of the Alamo

The United States began as 13 colonies on the east coast of North America, where Native people had lived for thousands of years. In the 1800s, the U.S. government made great efforts to take over lands to the west and added states over time. This was part of the United States’ desire for westward expansion. One area the United States wanted to expand into was Texas. Native people from many different tribes lived in what is now Texas more than 10,000 years ago. In the 1600s, European countries like France and Spain colonized parts of this area. When Mexico gained their independence from Spain in 1821, Texas became a part of Mexico. In the 1820s, the Mexican government created colonization laws that allowed citizens from the U.S. to live in Texas. Most of these people were farmers from Tennessee, Kentucky, Arkansas, and Missouri. These laws, along with generous land offerings, led many of these settlers to move to Texas. The new settlers had to recognize themselves as Mexican citizens, but were given a lot of freedom to govern themselves by the Mexican government. They had governed independently for about 15 years when the Mexican government realized that settlers from the U.S. outnumbered Mexicans in Texas. The Mexican government worried that the U.S. would take Texas as their own land. They were also worried that many of the new settlers did not follow Mexican law or traditions. Many of the settlers also discriminated against Mexicans and Native people already living in Texas. In 1830, Mexico stopped allowing settlers from the U.S. to immigrate to Texas. They also used their troops to demand taxes from the settlers that had moved there. By then, the settlers considered themselves Texans and were ready to fight for their independence. The Texas Revolution began. One important battle in the Texas Revolution was the Battle of the Alamo in 1836. General Santa Anna, the President of Mexico, marched into Texas with many troops. He and his troops crossed the Rio Grande and approached San Antonio. Here, the Texans were awaiting attack. The Texans used the Alamo as a fort. Originally the Alamo was a mission, used for religious reasons. The man in command of the Texans was William Barret Travis. He sent appeal after appeal to the U.S. government for back up. No one answered. The Texans knew that they were outnumbered 10 to 1. Still, they decided to defend themselves to the death. From February 23, 1836 to Sunday March 6, 1836, the settlers waited. On March 6, General Santa Anna stormed the walls of the Alamo. The Texan people fought until death, even after hours of arm-to-arm combat. On April 12, 1836, a new Texan army under Sam Houston fought and defeated Santa Anna. These men were fighting for their rights to live in Texas and govern themselves. When Sam Houston led his men into battle, he rallied his men by shouting, “Remember the Alamo!” This battle became an important symbol of bravery for Texas soldiers. When Houston won, Texas became its own country, called the Lone Star Republic. In 1845, Texas asked to be a part of the United States. The Republic was annexed by the U.S. government and Texas became known as the Lone Star State.

5

Social Studies: World History, U.S. History

According to the text, what happened when Mexico gained independence from Spain in 1821?

A. Texas gained independence from Mexico. B. Texas became a part of Mexico. C. Spain expanded its territory into Texas. D. Texas became known as the Lone Star State.

B

Many settlers from the southern United States moved to Texas in the 1820s. What caused this move?

A. battles between Spain and the U.S. on the east coast of North America B. high taxes on settlers in Mexico by the Mexican government C. new colonization laws and land offerings from the Mexican government D. Texans losing the Battle of the Alamo to General Santa Anna

C

Read the following sentences from the text. “In the 1800s, the U.S. government made great efforts to take over lands to the west and added states over time. This was part of the United States’ desire for westward expansion…The new settlers had to recognize themselves as Mexican citizens, but were given a lot of freedom to govern themselves by the Mexican government. They had governed independently for about 15 years when the Mexican government realized that settlers from the U.S. outnumbered Mexicans in Texas. The Mexican government worried that the U.S. would take Texas as their own land. They were also worried that many of the new settlers did not follow Mexican law or traditions. Many of the settlers also discriminated against Mexicans and Native people already living in Texas. In 1830, Mexico stopped allowing settlers from the U.S. to immigrate to Texas. They also used their troops to demand taxes from the settlers that had moved there.” What conclusion can you draw from the evidence?

A. Settlers from the United States were glad that the Mexican government began changing the laws to increase taxes and decrease immigration. B. The Mexican government did not change any of their laws or policies once new American citizens moved into Texas and settled there. C. The Mexican government changed their laws to try to limit westward expansion once they became worried about the U.S. taking over Texas. D. Settlers from the United States were already familiar with Mexican traditions before they moved into Texas.

C

Based on the text, why did the Texan settlers choose to fight for their independence?

A. They wanted to become Mexican citizens and vote for the leaders of the Mexican government in Texas. B. They wanted to learn more about Mexican and Native culture in Texas and gaining independence was the only way they could. C. They wanted to raise taxes on Mexican citizens and increase the money they made farming on Texan land. D. They wanted to continue governing themselves and not have their tax or immigration laws be controlled by the Mexican government.

D

What is the main idea of the text?

A. U.S. efforts for westward expansion included Texas, where new settlers fought the Mexican government at the Alamo, a battle which paved the way for Texan independence. B. Many new settlers from the southern United States discriminated against Mexican and Native people already living in Texas, the area they wanted to govern independently. C. Before it was a U.S. state, Texas became its own country called the Lone Star Republic after Sam Houston led his men to victory against General Santa Anna’s army. D. Many new settlers living in parts of Texas did not consider themselves to be Mexican citizens and refused to follow the customs and laws of the people already living in this area.

A

Read the following sentences from the text. “When Houston won, Texas became its own country, called the Lone Star Republic. In 1845, Texas asked to be a part of the United States. The Republic was annexed by the U.S. government and Texas became known as the Lone Star State.” As used in this excerpt, what does the word “annexed” most closely mean?

A. released B. taken over C. defeated D. ignored

B

Choose the answer that best completes the sentence below. ________ the Texans were outnumbered 10-1 at the Battle of the Alamo, they decided to defend themselves to the death.

A. Even though B. Finally C. Especially D. For instance

A

Protecting the Platypus

It was cold at Camp Platypus. The residents of the makeshift encampment huddled, drink steaming cups of tea, and warmed themselves over a wood fire. It was here, along the Obi Obi Creek in Australia, that protesters tried to stop builders from digging up a platypus habitat to build a supermarket. A habitat is the environment in which an animal lives. For several years the protesters battled with police, construction workers, and officials from the supermarket chain. In summer 2005 the situation grew more intense as workers began clearing the land. "We're not moving until we save this place," protester John Woodlands told a reporter. Why all the fuss about the platypus? Although the platypus is far from rare, it lives only on the continent of Australia. The animal is an endangered species and is protected under Australian law. It is also a weird-looking critter. When European explorers reached Australia in the 1600s and 1700s, they first saw this animal with a furry coat, a duck-like bill, four webbed feet, and a flat tail like a paddle. The animal uses its front limbs for swimming. Its tail functions as a rudder. The platypus acts like an amphibian, at home both on land and in the water. But the platypus is not an amphibian. It is a mammal. Mammals are warm-blooded animals. Most mammals, such as humans, produce milk. Specifically, the platypus is a mammal known as a monotreme. Unlike most mammals, monotremes lay eggs and provide milk to their young directly through the skin. Only two monotremes exist: the platypus and the echidna (ih-KID-nah), or spiny anteater. The platypus lives along the banks of eastern Australia's lakes, rivers, ponds, and streams. It uses its bill and its nose to sniff out food at the bottom of the waterways. Its large, flat, furry tail stores fat for the long winters. Pollution is killing off the species, and the construction of homes and commercial buildings is destroying its habitat. At Camp Platypus, protesters hoped the supermarket chain would rethink its decision to build the store, but that proved unlikely. Construction was completed. Many protesters promised never to shop at the store. Nevertheless, although the platypus is an odd-looking creature, it still has a lot of friends around the world. Scientific name: Ornithorhynchus anatinus Habitat: Streams, rivers, and lakes near the east coast of Australia Description: Short, dense dark-brown fur; 2-inch-wide bill; hairless, webbed feet; flat, furry tail; 1- to 2-foot-long body Defense: Males have spurs on their hind feet that contain poisonous venom. The animal's sting can kill a dog. Reproduction: Females generally lay two eggs at a time. Babies attach themselves to the fur under a mother's belly to drink her milk.

5

Science: Life Science

The platypus is unusual in many ways. Which of the following statements about the platypus is not true?

A. The platypus only has three webbed feet. B. The platypus lives in Australia. C. The platypus is a mammal that lays eggs. D. The platypus provides milk to its young through the skin.

A

Read the sentences: 1. “In summer 2005 the situation grew more intense as workers began clearing the land.” 2. “‘We're not moving until we save this place,’ protester John Woodlands told a reporter.” How does sentence 2 relate to sentence 1?

A. Sentence 2 supports sentence 1’s claim that the situation grew more intense. B. Sentence 1 supports sentence 2’s claim that John Woodlands would not move. C. Sentence 2 contrasts with sentence 1, giving an opposite opinion. D. Sentence 2 provides details about the summer of 2005, mentioned in sentence 1.

A

Platypus face multiple threats to their survival. What evidence best supports this conclusion?

A. “Pollution is killing off the species, and the construction of homes and commercial buildings is destroying its habitat.” B. “Why all the fuss about the platypus? Although the platypus is far from rare, it lives only on the continent of Australia.” C. “At Camp Platypus, protesters hoped the supermarket chain would rethink its decision to build the store, but that proved unlikely.” D. “Nevertheless, although the platypus is an odd-looking creature, it still has a lot of friends around the world.”

A

What would probably help the platypus population?

A. moving them somewhere else B. better protecting their habitat C. building more supermarkets D. continuing to pollute their home

B

What is this passage mostly about?

A. how different protests work around the world B. the difference between Australian and other continents’ animals C. the platypus’s unique features and efforts to save them D. differing viewpoints on the importance of saving the platypus

C

Read the following sentences.“ It was here, along the Obi Obi Creek in Australia, that protesters tried to stop builders from digging up a platypus habitat to build a supermarket.” What is the definition of “protestors” as used in this sentence?

A. special types of construction workers B. people who speak up about something they believe is wrong C. government officials who build supermarkets D. a group of people who shop at new supermarkets

B

The question below is an incomplete sentence. Choose the answer that best completes the sentence. Many people are trying to save the platypus __________ the supermarket will probably be built anyway.

A. even though B. while C. because D. after

A

Eyewitness to History: I'm American, No Matter What!

After the Japanese bombed Pearl Harbor on Dec. 7, 1941, the U.S. Army forcibly rounded up thousands of Japanese Americans from Hawaii and the West Coast and put them in internment camps. Akari interviewed her grandmother, Lily Yuriko T. Hatanaka, who was 17 years old at the time. "Get on the bus, Jap!" the guard told 17-year-old Lily Yuriko T. Hatanaka. She boarded the bus worried. "Why is this happening to me?" she wondered. "Stupid Japanese. Stupid government. I'm American, no matter what!" My grandmother soon became a prisoner at an internment camp in Santa Anita, California. An internment camp is similar to a prison, but different. When my grandma first saw the place she would soon call home, she was shocked. "We're going to live here?" she asked her aunt and uncle. They were speechless. It was a horse stall. For about three to four months, my grandma and her family lived in a horse stall near a racetrack. Then they were sent to Camp 3, in Poston, Arizona, where the living quarters were better. Their camp was not as bleak as some. My grandmother's aunt's father, whom my grandmother called Grandpa Otsuka, had brought some seeds and tools. Grandpa Otsuka made benches and furniture for the camp. Then there were the seeds. Most camps had only the food the Army gave them, and "it wasn't pretty," my grandma said. But because of the seeds, my grandma's camp had crisp, fresh vegetables. "Sweet peas, carrots, tomatoes--even the children who usually hated the vegetables ate them like it was a feast," my grandma said. "Green plants are pretty when you're a prisoner in the desert." One of my grandmother's most vivid memories of Camp 3 was a riot between the Nisei and the Kibei. The Nisei and Kibei were Japanese Americans born in the United States, but they weren’t all educated in America. The Nisei went to school in the United States, whereas the Kibei were mainly educated in Japan. Then they returned to the United States. In general, the Kibei opposed those Nisei who joined the U.S. Army to fight. The Kibei held secret meetings, but somehow my grandma found out about them. She snuck around, trying to find out what the meetings were about. My grandma was lucky nobody caught her. She was also lucky she was not snooping around the night the riot began. The Kibei and Nisei used whatever they could find--for instance, lead pipes from water taps--to hit each other. They kept fighting each other until the soldiers broke it up. My grandmother also remembers the day when some of the Nisei boarded the bus to join the Army. Many of them were my grandma's friends. As they boarded the bus, they didn't look back, but their eyes said, "Mom, Dad…please remember me." As the bus roared away, my grandmother became sad. "Many of them did not come back," my grandmother said. My grandmother said that all the Japanese Americans learned a very important lesson. "Even at internment camp, I was not alone. I made friends and had family. No matter how difficult times are, there is the goodness of people, the beauty of nature around us, and God. No matter how different we are, we are equal. Treat each other with respect and dignity, no matter who they are. And remember… I am, and will always be, an American."

5

Social Studies: Civics & Government, U.S. History

Why was Lily Yuriko T. Hatanaka forced to go to an internment camp?

A. Her family was moving to a new city and needed a place to stay for a few months in between. B. All of her classmates were going to a summer camp and her parents made her go even though she did not want to. C. That is where families of U.S. soldiers lived during the time that the soldiers were away at war. D. The U.S. Army forced Japanese Americans into internment camps after Japan bombed Pearl Harbor.

D

What is the overall structure of this text?

A. Akari is writing about her grandmother's experiences in a Japanese American internment camp. B. Lily Yuriko T. Hatanaka is writing in her diary while she is staying at a Japanese American internment camp. C. A young Japanese American man is writing about leaving his internment camp and joining the U.S. Army. D. A U.S. Army soldier who worked at a Japanese American internment camp is being interviewed by Akari.

A

Read the following sentences from the text. “Then they were sent to Camp 3, in Poston, Arizona, where the living quarters were better. Their camp was not as bleak as some. My grandmother's aunt's father, whom my grandmother called Grandpa Otsuka, had brought some seeds and tools. Grandpa Otsuka made benches and furniture for the camp. Then there were the seeds. Most camps had only the food the Army gave them, and ‘it wasn't pretty,’ my grandma said. But because of the seeds, my grandma's camp had crisp, fresh vegetables.” What conclusion can you draw from this evidence?

A. The seeds and tools used at Camp 3, in Poston, Arizona, were paid for by the U.S. Army. B. Camp 3 was able to sell the benches and furniture made at the camp for money to buy food. C. Japanese Americans in internment camps could only rely on themselves to improve their poor conditions. D. Japanese Americans in Camp 3 were each given their own farmland for growing plants.

C

What was the main disagreement between the Nisei and the Kibei?

A. The Kibei wanted to teach the Nisei the Japanese language. B. They Nisei wanted to escape the camps by running away. C. The Nisei did not think the Kibei should be at the camps. D. The Kibei did not think the Nisei should join the U.S. Army.

D

What is the main idea of this text?

A. After Japan bombed Pearl Harbor, Lily Yuriko T. Hatanaka and other Japanese Americans were forced into internment camps where they faced difficult conditions. B. The Nisei and the Kibei were groups of Japanese Americans that were both born in the U.S. but their main difference was that the Kibei went to school in Japan. C. Camp 3 was an internment camp for Japanese Americans in Poston, Arizona where the living conditions were better than the internment camp in Santa Anita, California. D. During internment, some Japanese Americans from the Nisei group decided to join the U.S. Army and many of them did not make it back from the war.

A

Read the following sentences from the text. “ The Kibei held secret meetings, but somehow my grandma found out about them. She snuck around, trying to find out what the meetings were about. My grandma was lucky nobody caught her. She was also lucky she was not snooping around the night the riot began. The Kibei and Nisei used whatever they could find--for instance, lead pipes from water taps--to hit each other. They kept fighting each other until the soldiers broke it up. ” As used in this excerpt, what does the word “riot” most closely mean?

A. a weapon made from a household item B. a violent fight cause by a group of people C. a place where people come together to talk D. a vegetable that grows well in the desert

B

Choose the answer that best completes the sentence below. Lily Yuriko T. Hatanaka saw herself as an American ___________ the U.S. treated her as an outsider by forcing Japanese Americans into internment camps.

A. otherwise B. in summary C. even though D. additionally

C

Climbing the Walls

Move over, Spider-Man! Now you don't have to be a comic-book superhero to creep up walls. Scientists have recently invented a powerful tape. Someday, people may be able to use it to climb walls. To make the tape, scientists studied gecko lizards. The little lizards are great climbers. They can cling to smooth walls and hang from glass ceilings. What is the secret to the gecko's power? A gecko has millions of tiny hairs on the bottom of its feet. The hairs create a natural force between the gecko's feet and the wall. Scientists modeled the new tape after the feet of geckos. The tape is covered with billions of tiny plastic hairs. "It's like Velcro," said one scientist. It will be a long time before the sticky tape is ready for people to use. One scientist believes it may be ready in a few years. Until then, the little lizards are still the climbing champions!

5

Science: Technology & Engineering, Life Science

According to the text, what have scientists recently invented?

A. a comic-book superhero B. a smooth wall C. a glass ceiling D. a powerful tape

D

Read these sentences from the text. The hairs create a natural force between the gecko's feet and the wall. Scientists modeled the new tape after the feet of geckos. Which of the following best describes the relationship between these two sentences?

A. The sentences together tell you what the new tape is like. B. The sentences present the reason something happened. C. The sentences describe the steps in a process. D. The sentences set out an argument.

A

Read these sentences from the text. What is the secret to the gecko's power? A gecko has millions of tiny hairs on the bottom of its feet. The hairs create a natural force between the gecko's feet and the wall. Scientists modeled the new tape after the feet of geckos. The tape is covered with billions of tiny plastic hairs. "It's like Velcro," said one scientist. What can you conclude based on this information?

A. The tape will only work if it is used with strips of Velcro. B. Scientists first modeled the new tape after iguana skin before deciding to model it after gecko skin. C. The plastic hairs on the tape will create a natural force between the tape and what it sticks to. D. The tape will be named after the gecko too.

C

What can be inferred from the text about the new sticky tape?

A. The inventors of Velcro are upset about the new sticky tape invention. B. People will eventually be able to use the new sticky tape.. C. The new sticky tape will help Spider-Man creep up walls. D. The new sticky tape is not a very important invention.

B

What is this text mostly about?

A. geckos being great climbers B. scientists doing experiments on the feet of the gecko C. geckos having millions of tiny hairs on the bottom of their feet D. scientists inventing a powerful tape based on the gecko

D

Read these sentences from the text. To make the tape, scientists studied gecko lizards. The little lizards are great climbers. They can cling to smooth walls and hang from glass ceilings. As used in these sentences, what does the word "cling" mean?

A. pull B. stick C. push D. relax

B

Choose the answer that best completes the sentence. Geckos have millions of tiny hairs on their feet, __________ they are great climbers.

A. but B. because C. so D. when

C

Honey to the Bee

Bees are flying insects that feed on nectar and pollen. They are usually yellow and black and covered in fuzzy hair that makes collecting pollen easier. A bee’s body is similar to that of other insects—for instance, an ant—with three major sections: the head, the middle section called the thorax, and the last section called the abdomen. The head of a bee has five eyes for seeing and two antennae for touching and smelling. Two sets of wings and three sets of legs can be found on a bee’s thorax. Depending on the type of bee, the last set of legs might have little sacs that store the pollen that the bee has collected from flowers. Many types of bees have stingers. The bee stinger is the most feared part of a bee, and for good reason. Filled with poison, the stinger is a bee’s protection from danger. The stingers are around 12 millimeters long. There are over 20,000 known bee species in the world. The best known is probably the honeybee. Honeybees live in beehives, which have a distinct order that helps things run smoothly. At the bottom of the totem pole are the workers. Workers are young female bees. Some of their main duties include going out to find food (nectar and pollen), building the hive, and keeping it clean. Honeybees will travel up to eight miles if necessary to find nectar and pollen to bring back to the hive. Worker bees are actually the only bees that ever do any stinging. When this does happen, it is usually because they are trying to protect their hive from harm. A bee rarely stings when it is away from the hive, but it might sting if it senses danger. The lifespan of a worker bee is anywhere from 4 to 9 months. The queen honeybee is the biggest bee in the hive. There is usually only one per hive, and her job is to grow the family by laying eggs that will become the next generation of honeybees. She lays over a thousand eggs per day and can live anywhere from 3 to 5 years. When the time comes for a new queen to take over, some larvae are placed in special chambers to grow queen bees. These larvae are fattened up with royal jelly, a nutritious substance that worker bees secrete. It usually takes about two weeks for a female larva to grow into a queen bee. The first female bee to become a queen bee kills the other potential queen bees. Male honeybees are called drones. They don’t have stingers, and they don’t collect nectar or pollen. Their only purpose is to mate with the queen. Several hundred drones can live in a hive at one time. As the winter months approach, the males are kicked out of the hive in order to make it easier for the queen and her workers to survive. Food needs to be saved as there are fewer flowers to collect pollen and nectar from. Less food means the drones are the first ones to go!

5

Science: Life Science

What is a bee?

A. an insect that lives near water and eats fish B. a red-and-black insect that lives under the ground C. a flying insect that collects nectar and pollen D. a crawling insect with two sets of legs and no wings

C

What does this passage describe?

A. wings, legs, mouths, and trees B. totem poles and winter weather C. different honeybees in a beehive D. poison and measurement

C

Different bees in a hive have different duties. What evidence from the passage supports this statement?

A. Worker bees gather food; the queen bee lays eggs. B. Bee stingers are about 12 millimeters long. C. Bees have two sets of wings and three sets of legs. D. The honeybee is probably the best known bee species.

A

Which bees are probably the least important bees in a beehive?

A. worker bees B. the queen bee C. female bees D. drones

D

What is this passage mainly about?

A. honeybees B. the bodies of bees C. different types of insects D. antennae and wings

A

Read the following sentences: “There are over 20,000 known bee species in the world. The best known is probably the honeybee.” What does the word “species” mean in the sentences above?

A. colors or shades B. orders or levels C. kinds or types D. duties or jobs

C

Choose the answer that best completes the sentence below. There is less food available for the honeybees in the hive during the winter; _______, the drones are kicked out.

A. never B. even though C. including D. consequently

D

Pitcher Perfect

Katie Brownell is in a league of her own. Not only was Katie the only girl in the Oakfield-Alabama, N.Y., Little League, but she is believed to be the only female Little League pitcher to throw a perfect game. In a game on May 14, 2005, she shut down the opposing team, giving up no hits, walks, or runs. In fact, Katie won the game in a style that would’ve made Pedro Martinez, the former ace pitcher for the New York Mets, cheer. She struck out all 18 batters she faced in the six-inning shutout victory. That feat caught the attention of the National Baseball Hall of Fame in Cooperstown, N.Y. Officials put Katie's jersey on display in the same building that houses items that once belonged to legends "Babe" Ruth, Joe DiMaggio, and Hank Aaron. "This has been a great time," said Katie at the time. "I'd like to thank God, my parents, Little League, and all my fans. It's a real honor. It's really cool." Katie's mother, Denise Bischoff, said her daughter has been playing baseball since she was six. "She had older brothers and we were always outside, so the minute she could pick up a ball, she was [playing]," she told The Daily News of Batavia, N.Y. Katie's accomplishments caught the attention of sportswriters around the country. There were so many requests for interviews that her mom refused most of them. Katie also pitched a one-hitter in the first game of the season when she was in the sixth grade at Oakfield-Alabama Middle/High School. She struck out 14 batters in the five innings she pitched. Then she fielded a grounder for the 15th out. "She's been pitching for three years, but she's really come on and excelled this year," Jeff Sage, the team manager, told reporters. "She bats really well. She's a solid, all-around ballplayer."

5

Social Studies: Sports, Health & Safety

One remarkable thing about Katie’s own words is that she

A. gives credit to others instead of herself. B. explains why she is so consistent. C. compares herself to Pedro Martinez. D. tells how she learned to be such a good pitcher.

A

Calling Katie an “ace pitcher” implies that Katie

A. is an excellent pitcher. B. works hard as a pitcher. C. plays cards as well as she pitches. D. loves being a pitcher.

A

There is evidence in the passage to suggest that Katie learned to play ball so well partly because

A. of her own determination. B. her team manager encouraged her. C. she’s even better at batting than at pitching. D. she practiced so much with her brothers.

D

Katie’s mother seems to be

A. focused more on her family than on making money. B. delighted by the Baseball Hall of Fame’s honoring Katie. C. embarrassed about the fame of her daughter. D. interested in promoting her daughter’s success.

A

Dance Fever

New York City's fourth and fifth graders shake up the dance floor. With hands on their partners' shoulders and arms around their waists, fourth and fifth graders from Public School (P.S.) 211 in New York City danced as they had never danced before—and they weren't moving to the remix of "Bad Romance." "Shake what your mama gave you," yelled Pierre Dulaine, cofounder of American Ballroom Theater. Welcome to Ballroom Dancing 101, or more accurately, the ninth annual New York City public school ballroom dancing competition. The final competition each summer marks the end-of-the-year celebration of American Ballroom Theater's Dancing Classrooms. The dance program started in 1994 with one fifth-grade class of 30 students and has grown to more than 7,000 students in 68 New York City schools. The 2003–2004 season of Dancing Classrooms captured the attention of filmmakers and was featured in the documentary Mad Hot Ballroom. Although students may be reluctant to ballroom dance at the beginning of the year, many quickly learn to move their feet. "By the end of the year, the kids want to dance all the time," their dance teacher, Heather Berman, told Senior Edition. Students learn the steps, rhythms, and postures for several dances. Teachers introduce the students to the tango, the fox-trot, and other dances. Winning isn't everything—even in competitive ballroom dancing. P.S. 211 took home a bronze medal in one year's competition. Yet their dance teacher says they learned more than dancing. "Dance gives you life skills," Berman says. "Dance teaches you cooperation, teamwork, respect, and how to be a lady or gentleman." Ballroom dancing has been around since at least the Middle Ages (from about 500 to 1500). It was especially popular at fairs and festivals in the 1400s. Ballroom dancing now includes the waltz and the tango as well as modern dances, including disco, the Macarena, and the electric slide. Students in the Dancing Classrooms program master the following five dances from around the world for the final competition.

5

Social Studies: Geography, Societies & Culture, School & Family Life, Sports, Health & Safety

You can tell this article is fact and not fiction, because

A. the people, places, and events are real. B. there is no “beginning, middle, and end” story sequence. C. the passage tells facts. D. all of the above.

D

You would most likely find this article in a

A. news publication. B. how-to book about dancing. C. fifth grade text book. D. class newsletter.

A

The school year ends with

A. a dance competition. B. students teaching other students the swing. C. boys and girls learning the rumba. D. a picnic.

A

Heather Berman sounds like a person who

A. is an enthusiastic coach and loves her work. B. pushes her students to win the gold medal. C. arranged for the making of the documentary Mad Hot Ballroom . D. all of the above.

A

Blazing Art to Go

Almost 30 years ago, Mike Lavallee heard his high school art teacher tell a classmate that he would never make any money working as an artist. Now Lavallee is one of the hottest painters in the country, and he has a message for that teacher. "Don’t tell me or anybody else that there’s no money in art—ever," he says. "You can make really good money in art if you’re smart about it." Lavallee has been smart about it. His painting style, which he calls Tru Fire, is so popular that people all over the world are trying to copy it. His studio, Killer Paint, in Washington state is famous for putting realistic flames on all kinds of vehicles. He has painted cars for rock and rollers, millionaires, and movie stars. And he has appeared on TV shows such as Monster Garage, Overhaulin’, and Rides. After high school, Lavallee went to college to learn to paint signs. He was ready to start a career making signs for stores and businesses, but then something happened that changed his life. He went to a motorcycle rally in Laconia, New Hampshire. The only things Lavallee brought with him were a card table and his paint kit. He offered to paint designs on people’s motorcycles. And it turned out to be much easier than painting signs. "It took me a tenth of the time [at] a fraction of the cost," says Lavallee. He made more than $700 that weekend. For the next 15 years, he went to every motorcycle show he could get to. On his best day, he could paint as many as 11 bikes and make $5,800. He was earning a living as an artist. But so far, he was painting only simple designs or stripes. He hadn’t invented Tru Fire yet. Tru Fire is Lavallee’s patented airbrush technique for painting flames that look real. He came up with the idea in 2000 when a guy at a car show wanted Lavallee to paint flames on his car— flames that looked real. "I saw this picture in my head of this fiery mane," says Lavallee, remembering the first thing he ever painted with Tru Fire. It was a roaring lion with flames surrounding its head. The new style was a hit. "It took off like wildfire," he says. "The next thing you know, I’m working on Monster Garage. " Monster Garage was a television show that would transform ordinary cars into amazing new ones. After Lavallee was on Monster Garage, the host, Jesse James, asked Lavallee to paint his truck. It didn’t stop there. Lavallee did similar projects for musician Kid Rock and actor Mickey Rourke. A pizza company asked Lavallee to paint a Humvee, speedboat, and a helicopter. He even painted dragsters for the famous drag racer Scott Kalitta. Celebrity clients are nice, but Lavallee has something even better than fame—a job he loves. Does a career in art sound like the kind of thing you might want to try? Lavallee’s advice to young artists is simple. He says students should practice as much as they can in art class. "Start off at a smaller level," he says. "Do something for yourself, and then your friends will see it and want you to do one for them." And then, who knows? Maybe your work will catch fire too.

5

According to the passage, what is Tru Fire?

A. the college of art that Lavallee attended B. Lavallee’s sign-making business C. Lavallee’s painting style for realistic flames D. the dragster cars Lavallee paints

C

What did Lavallee do after he went to college?

A. Lavallee made a living painting motorcycles. B. Lavallee invented Tru Fire, a patented airbrush technique. C. Lavallee gave up art and became a motorcycle mechanic. D. Lavallee painted signs for stores and businesses.

A

Read the following sentences from the text. "The new style was a hit. 'It took off like wildfire,' he says. 'The next thing you know, I’m working on Monster Garage....' After Lavallee was on Monster Garage , the host, Jesse James, asked Lavallee to paint his truck. It didn’t stop there. Lavallee did similar projects for Kid Rock and actor Mickey Rourke. A pizza company asked Lavallee to paint a Humvee, speedboat, and a helicopter. He even painted dragsters for the famous drag racer Scott Kalitta." What conclusion can you draw from this evidence?

A. Lavallee could not repeat his Tru Fire painting style for anybody but his first customer. B. Lavallee did not know any of the people were celebrities before he painted for them. C. Lavallee spent most of his time painting his own cars and rarely accepted customers. D. Lavallee found a lot of new customers after he came up with his Tru Fire painting style.

D

Why does the author say that Lavallee has something better than fame?

A. The author believes a job you love is more valuable than fame. B. The author believes fame is better than anything else. C. The author believes celebrity clients are nicer than jobs you love. D. The author believes fame is more important than celebrity clients.

A

What is this passage mostly about?

A. Mike Lavallee was asked to paint a Humvee, speedboat, and helicopter for a pizza company. B. The first thing Mike Lavallee painted in his Tru Fire painting style was a roaring lion with flames. C. Mike Lavallee found success as an artist and became well-known for his Tru Fire painting style. D. You can become a successful artist by going to college and then making signs for stores and businesses.

C

Read the following sentences from the text. "The new style was a hit. 'It took off like wildfire ,' he says....After Lavallee was on Monster Garage , the host, Jesse James, asked Lavallee to paint his truck. It didn’t stop there. Lavallee did similar projects for Kid Rock and actor Mickey Rourke. A pizza company asked Lavallee to paint a Humvee, speedboat, and a helicopter. He even painted dragsters for the famous drag racer Scott Kalitta." As used in this excerpt, what does the phrase “took off like wildfire” most closely mean?

A. burned up B. looked like a fire C. became very popular D. went away quickly

C

Choose the answer that best completes the sentence below. Lavallee’s work was especially popular with celebrities. _________, musician Kid Rock and actor Mickey Rourke asked him to paint for them.

A. However B. For example C. In the end D. On the other hand

B

Winter Worries and Health Hazards

Sir Ranulph Fiennes, the man the Guinness Book of World Records named "The World's Greatest Living Explorer" in 1984, is certainly no stranger to cold temperatures. In 1982, he was one of the first people ever to go around the world from pole to pole. In 1980 and again in 1993, he crossed the entire Antarctic alone! In 2000, he was attempting to walk to the North Pole, a 520-mile journey, on his own, in a record-breaking 80 days. He was doing it both for the challenge and to raise money for cancer research. He had supplies, clothes, maps, and sleds; but there was one thing he hadn't counted on. As he pulled his two heavy sleds behind him, one of them unexpectedly broke through some thin ice. It quickly began to sink. Knowing that he couldn't last out in this frozen wilderness without it, Fiennes reached into the water with his left hand and pulled the sled back out. Within a minute Fiennes's hand was frozen and completely useless. He knew that he only had a matter of minutes before his core temperature (the temperature of his major organs) would begin to fall. Disappointed, Fiennes knew he had only one real choice. He had to turn around and go back. This was no small chore either. The return trip to base camp was 12 hours long. By the time he got there, his temperature was dangerously low, and he was in trouble. He radioed for help and was flown to Ottawa for medical attention. The two main dangers of cold temperatures, such as in places with cold winters, are frostbite and hypothermia. When you are outside in the cold, they are the ones to watch out for. They can happen while you are sledding, skiing, skating, or just shoveling snow. Hypothermia is known as the "Killer of the Unprepared." If you are out in the cold for too long, and you aren't properly protected, your core body temperature will begin to go down. If your clothes or shoes are wet, this is especially dangerous. Wet clothes can make you lose heat 200 times faster than if your clothes are dry. If conditions are right, hypothermia can happen even when the temperature is above freezing. The first sign to watch out for is shivering. Your blood begins to cool, and this means you will begin to lose control of your arms and legs. Your brain won't get the oxygen it needs. You will become clumsy and unable to think straight. You will feel tired, and if your temperature goes low enough, you can faint. If you begin to shiver, get into a warm area to start bringing your body temperature back to normal. Change into dry clothing if your clothes are damp or wet. Frostbite is something quite different. It is not usually caused by how long you have been out in the cold, but by how much of your skin is exposed. Ice crystals can form on your skin and in the tissues underneath without you even knowing it. Your hands, feet, nose, ears, and cheeks are the most likely to get frostbitten. The blood vessels in these parts can get smaller, cutting off the supply of blood you need to keep warm. You may feel a tingling feeling in them, or even some pain. Another person may notice a very white or gray spot on your skin if you've been frostbitten. Your skin would feel soft and cold. Frostbite needs immediate attention. Don't wait! Get to a warm place, and put on warm, dry clothing. Drink warm liquids. Check your skin. Get medical help if it is hard, blue, blotchy, or blistered. The best way to protect yourself from a case of hypothermia or frostbite is by doing some simple things. Here are the basics for staying safe in the cold: Winter is a wonderful season. Nothing beats spending a couple of hours sledding with friends and then building a snowman before heading in for a cup of hot chocolate. Just make sure that you are staying safe while you are out there having fun! Sometimes the weather report can be confusing. Many of the terms sound similar. Here are some common terms and their definitions:

4-5

Social Studies: Sports, Health & Safety

According to the text, what are the two main dangers of cold temperatures?

A. frostbite and hypothermia B. shivering and tingling C. sledding with friends and building a snowman D. winter storms and blizzards

A

The text is divided into sections with subheadings. What does the section with the subheading “Taking Precautions” list?

A. tips for getting into the Guinness Book of World Records B. tips for walking to the North Pole C. tips for staying safe in the cold D. tips for building a snowman

C

Read these sentences from the text. Hypothermia is known as the "Killer of the Unprepared." If you are out in the cold for too long, and you aren't properly protected, your core body temperature will begin to go down. If your clothes or shoes are wet, this is especially dangerous. Wet clothes can make you lose heat 200 times faster than if your clothes are dry. Based on this information, what can you conclude about dry versus wet clothes if you are out in the cold?

A. Dry clothes are better at protecting you than wet clothes. B. Wet clothes are better at protecting you than dry clothes. C. Both dry and wet clothes are good at protecting you. D. Both dry and wet clothes would make you lose heat quickly.

A

Imagine that you are outside in the cold. Your nose starts to tingle and hurt. What might you be experiencing based on the text?

A. shivering B. frostbite C. low core body temperature D. hypothermia

B

What is the main idea of the text?

A. The only way to stay warm in the winter is to always stay inside, because it is impossible to stay warm outside. B. Staying informed about the weather and watching out for winter storm watches and warnings can help protect you from the elements. C. In order to stay warm in extremely cold conditions, it is important to dress for the weather with a hat and many layers. D. Being aware of winter weather conditions and preparing properly for them are two important ways to avoid hypothermia and frostbite.

D

Why would the author include the story about Sir Ranulph Fiennes?

A. to give readers an example of a time when having a sled in the snow was a dangerous choice B. to warn readers that they should never go outside when it is very cold C. to introduce to readers some of the problems caused by being outside in extremely cold conditions D. to encourage readers to go exploring in the North Pole

C

Choose the answer that best completes the sentence. You can safely enjoy winter activities like sledding _______ you take the proper precautions.

A. if B. although C. unless D. until

A

World War I: The Sinking of the Lusitania and Submarine Warfare

In 1916, United States citizens elected President Wilson for a second term. His campaign slogan was, “He kept us out of war.” Less than a year later, the country entered the war reluctantly, but determined. The biggest change of American public opinion about the war came after the sinking of a British supply ship, the RMS Lusitania. Here is the story of the famous ocean liner. In February 1915, the German government announced a new policy of unrestricted submarine warfare. Their underwater U-boats would sink any vessels around Great Britain. Before, Germany had captured enemy ships. Now they would simply destroy ships, passengers and all. On May 1, 1915, the British ship Lusitania set course from New York to Liverpool, England. The passengers and crew knew about Germany’s policy. Many ships had been sunk already. However, the Lusitania was famous for its speed. The passengers were confident that the ship would be safe. When the ship approached dangerous waters, fog blanketed the air. Worried by the weather, Captain William Turner slowed down. At less than top speed, the Lusitania made an easier target. Off the southern coast of Ireland, a German submarine spotted the ship. The submarine shot a single torpedo. The shot crashed into the hull, or main body of the ship. The torpedo exploded on contact. A few seconds later, another explosion rocked the ship. Experts think that coal storage areas caught on fire during the first explosion and caused the second explosion. In 18 minutes, the ship was under water. Over 1,100 people out of more than 1,900 on board died, including more than 120 Americans. The United States was outraged. President Wilson and U.S. citizens could no longer ignore the war. Germany did not want the United States to get involved. Temporarily, Germany stopped sinking vessels with civilian passengers, but this policy change was only temporary. In February 1917, Germany again declared unrestricted submarine warfare. To make matters worse, Germany decided to shoot neutral ships, including United States vessels—not just the ships of the countries already at war. (Remember that the Lusitania was British. ) U.S. ships had been supplying Great Britain food and vital supplies. Germany wanted to cut off trade routes between the two countries and starve Great Britain into surrender. Great Britain could not survive without American supplies, and President Wilson and the American people could not ignore Germany’s announcement. Great Britain was only six weeks away from running out of food supplies. On April 2, 1917, President Wilson asked the Congress of the United States to declare war.

5

Social Studies: World History

A U-boat is

A. an ocean liner. B. a German passenger ship. C. a type of submarine. D. a British war ship.

C

Why does the author describe the sinking of the Lusitania?

A. to explain why the United States entered World War I B. to tell the story of how World War I came to an end C. to explain why Germany entered World War I D. to show British troops fought differently than American troops

A

Read this paragraph from the text. “U.S. ships had been supplying Great Britain food and vital supplies. Germany wanted to cut off trade routes between the two countries and starve Great Britain into surrender. Great Britain could not survive without American supplies, and President Wilson and the American people could not ignore Germany’s announcement regarding cutting off trade routes. Great Britain was only six weeks away from running out of food supplies. On April 2, 1917, President Wilson asked the Congress of the United States to declare war.” What can you conclude based on this evidence?

A. President Wilson always wanted to join World War I. B. Germany had hoped that the U.S. would join the war. C. The United States was allies, or friends, with Great Britain. D. The United States did not care if Great Britain had to surrender to Germany.

C

The saying “fog blanketed the air” means that the sky was

A. cold and dry. B. warm and sunny. C. filled with smoke. D. filled with low-lying clouds.

D

This passage is mainly about

A. why the United States was reluctant to join World War I at first. B. why the United States and Britain were allies in World War I. C. the technology that allowed German forces to create submarine war ships. D. how submarine warfare caused major changes in World War I.

D

Read the following sentence: “Germany stopped sinking vessels with civilian passengers, but this policy change was only temporary. In February 1917, Germany again declared unrestricted submarine warfare.” The word temporary means

A. lasting only a short time B. on land rather than water C. fake or pretended D. talked about but never done

A

The question below is an incomplete sentence. Choose the answer that best completes the sentence. Germany did not want the US involved in the war, _______ they stopped sinking vessels with civilians aboard.

A. despite B. therefore C. because D. but

B

Vanishing Vultures

Circling high overhead, the vulture spies its tasty prey. When it thinks the time is right, the ravenous bird swoops down on the decaying carcass, picking the smelly, rotting flesh off the dead animal. Another vulture follows, then another. It doesn't take long until there's nothing left except a pile of bones. Two vultures can pluck the flesh off a dead cow in minutes. Vultures once clouded the skies over India, Pakistan, and Nepal. In recent years, though, the birds have been dying out at an alarming rate. India's vulture population has declined by more than 95 percent during the past decade. At first glance, getting rid of these nasty looking birds might seem to be a good thing. But not really. Scientists say the extinction of the vultures would pose a serious problem for humans. Why? Simply put, there are not enough vultures to eat all the dead animals that litter the streets and hillsides. Without vultures flying around, animal carcasses rot for days, creating serious health problems. Rotting flesh not only raises quite a stink but also increases the risk of disease spreading to humans. Feral, or wild, dogs will eat carrion (the fleshy remains of animals) if vultures don't. And those dogs could spread rabies. The lack of vultures also means that members of India's small Parsi community cannot dispose of their dead in the traditional way. The Parsis, members of a religious group, rely on vultures to eat the bodies of their dead. According to tradition, Parsis cannot cremate, bury, or submerge their dead in water because they believe a corpse is dirty and impure, so the corpse would taint the fire, earth, or water, which they regard as pure. "We don't bury our dead because we respect the Earth," Khojeste P. Mistree told the Environmental News Service. "We don't consign [the dead] to the flames because we respect fire, and we don't drown the dead for we respect water." Religion dictates that the Parsis leave their dead on hilltops known as "towers of silence" for vultures to eat. "For us, conservation of vultures is closely linked to religion," Mistree said. "We leave our dead bodies exposed to the sun so as to be devoured by the birds, and the vulture is the most important of these birds of prey." With fewer vultures consuming the dead, the Parsis' age-old tradition is dying, he added. What's happening to all the vultures? At first, ornithologists, or scientists who study bird species, could not explain the increased death rate of the birds. Experts thought an unknown infectious disease or perhaps a buildup of pesticides, used to kill insects, was causing the vultures to die. A new study proves otherwise. Scientists now believe that a medicinal drug called diclofenac is killing the vultures. Scientists say the vultures die when they eat the carcasses of livestock that were treated with diclofenac. Farmers in Pakistan and India started using diclofenac during the past ten years to treat ailing livestock. Small traces of the drug cause kidney failure in the birds, which can lead to an early death. Now that scientists have determined what is killing the vultures, efforts are underway in India to ban the use of diclofenac. "We know for a fact that diclofenac is really bad," one scientist said. "So, the first priority is to get that controlled." Otherwise, experts say, vultures in Nepal, India, and Pakistan might as well prepare for their last meal.

5

Science: Earth & Space Science, Life Science

Apparently, the author would like the reader to be convinced that

A. vultures eat too fast for their own good. B. feral dogs are generally dangerous. C. the extinction of vultures would not be a good thing. D. “towers of silence” are off-limits to vultures.

C

We can assume that farmers who use diclofenac

A. are unaware of the problems it causes. B. are trying to get away with breaking the law. C. don’t know that diclofenac hurts air quality. D. need to use up their supply of the drug.

A

The author includes a quote from a scientist at the end of the article to

A. convince the reader that the author is educated. B. impress the reader with the scientist’s knowledge. C. explain that vultures can make good pets. D. show that diclofenac is a harmful substance

D

Of the four statements below, the only fact is that

A. the vulture’s prey is tasty. B. dead bodies should be devoured by birds. C. ornithologists study insects D. India’s vulture population has decreased.

D

World War Two - Pearl Harbor

The United States stayed out of World War II until 1941. Early in the morning, on December 7, 1941, Japan attacked the U.S. naval base at Pearl Harbor. The attack was a complete surprise. Japanese planes torpedoed and bombed U.S. ships and military stations. By late morning, the attack was over. Japan’s planes left 2,403 Americans dead (including 68 civilians) and 1,178 military members and civilians wounded. There were 188 planes destroyed, 159 aircraft damaged, and 21 ships damaged or destroyed. When President Roosevelt found out about the attack, he asked Congress to declare war. The United States was behind him. Before the attack, the people of the U.S. had been divided over whether to help France and Great Britain fight Germany. Many people wanted to stay out of the war. People did not yet know about the horrors of Nazi concentration camps. But Japan’s act of war changed the course of history. As a Japanese official said, “I am afraid that we have awakened a sleeping giant.” Once moved to act, the U.S. was a giant. The U.S. came to Britain’s aid and changed the outcome of the war. President Roosevelt called the day of the attack “a day that will live in infamy.” Below is the S.O.S. dispatch sent by the Commander in Chief of the Pacific Army, who was stationed at Pearl Harbor. He sent only: “AIR RAID ON PEARL HARBOR X THIS IS NOT A DRILL.”

5

Social Studies: World History

According to the text, where was the U.S. naval base that Japan attacked on December 7, 1941?

A. Pearl Harbor B. France C. Great Britain D. Germany

A

According to the text, what caused the United States to enter World War II?

A. The United States was tired of Britain and France losing. B. The United States wanted to assist Germany. C. The United States was asked by Great Britain to enter the war. D. Japan attacked the United States without any warning.

D

Read these sentences from the text. When President Roosevelt found out about the attack, he asked Congress to declare war. The United States was behind him. Before the attack, the people of the U.S. had been divided over whether to help France and Great Britain fight Germany. Many people wanted to stay out of the war. What can you conclude based on this information?

A. The attack on Pearl Harbor had no impact on how Americans felt about joining the war. B. The attack on Pearl Harbor led to less Americans being supportive of joining the war. C. The attack on Pearl Harbor led to Americans being in support of declaring war on Japan but not Germany. D. The attack on Pearl Harbor changed American minds around whether the U.S. should join the war.

D

What was probably true about the attack on Pearl Harbor based on the text?

A. Japan was asked to attack the U.S. and provoke the U.S. into becoming involved in World War II. B. If the U.S. had known they were going to be attacked, they might have been able to save some of the people. C. Even though the U.S. knew about the attack, there was nothing they could have done to save lives. D. Because of the attack on Pearl Harbor, the U.S. did not have enough soldiers or materials to go to war.

B

What is this text mostly about?

A. concentration camps during World War II B. why harbors are important in war C. Japan's alliance with Germany D. an attack on a U.S. military base and its consequences

D

Read these sentences from the text. President Roosevelt called the day of the attack “a day that will live in infamy.” Below is the S.O.S. dispatch sent by the Commander in Chief of the Pacific Army, who was stationed at Pearl Harbor. He sent only: “AIR RAID ON PEARL HARBOR X THIS IS NOT A DRILL.” What does the word “stationed” mean as used in the text?

A. the place where radio is transmitted B. high ranking or placed on top C. assigned to or located in D. a place where buses are located

C

Choose the answer that best completes the sentence. The United States entered World War II ______ it was attacked by Japan.

A. although B. first C. second D. after

D

A Distant Relative?

How far back does your family tree go? A hundred years? A thousand years? What about 6 to 7 million years? An ancient skull found in Africa suggests that the human family might be that old. Discovered in 2001 in the desert of Chad, the skull was nicknamed Toumai by scientists. Toumai is a rare find. The skull is nearly complete; it even includes a few teeth. The Toumai skull is estimated to be between 6 and 7 million years old. Scientists are debating whether the skull is linked to humans. The finding is not without controversy. Some scientists think that Toumai is the oldest known hominid, or primitive human ancestor, ever found. Others say Toumai is an ape. Most hominids that scientists are aware of lived millions of years after Toumai. The most famous one is called Lucy. She lived in Ethiopia about 3.5 million years ago. While Lucy's face looked like the face of a chimpanzee, Toumai's skull has both human and apelike features. Because Toumai's skull looks different from other hominid skulls, some scientists think Toumai represents a whole new species. Toumai's official name is Sahelanthropus tchadensis. Scientists were surprised to find a humanlike face on a skull as old as Toumai's. They thought hominids turned into humans step by step over time. Scientists plot those changes on a timeline, starting with a chimpanzee-like ancestor and ending with modern humans. Toumai's humanlike face and chimp-sized brain suggest that the development of hominids was not so simple. There may not be a direct line leading from Toumai to Lucy to us. Instead, the timeline might resemble a tree with lots of branches. Different species in different places could have evolved humanlike features at different times. Scientists aren't sure where exactly Toumai belongs on our family tree. Toumai could be like a great-great-grandfather - or just a distant cousin. Toumai could also be one of many types of hominids who roamed Earth millions of years ago.

5

Science: Life Science

How old is the Toumai skull?

A. 2 million years old B. 3.5 million years old C. 6 to 7 million years old D. 9 to 10 million years old

C

In which sentence does the author describe the Toumai skull?

A. “The skull is nearly complete; it even includes a few teeth.” B. “Scientists are debating whether the skull is linked to humans.” C. “Most hominids that scientists are aware of lived millions of years after Toumai.” D. “Instead, the timeline might resemble a tree with lots of branches.”

A

What evidence from the text best supports the conclusion that Toumai was a hominid?

A. Toumai’s skull has some human features. B. Toumai’s skull has apelike features. C. Toumai’s skull looks different from other hominid skulls. D. Toumai’s skull is older than the most famous known hominid.

A

Toumai is millions of years older than most known primitive human ancestors, but shows some human features. Which conclusion does this evidence support?

A. Toumai is the same species as other known primitive human ancestors. B. Toumai is most likely the only primitive human ancestor. C. Toumai most likely developed from other known primitive human ancestors. D. Different species could have evolved humanlike features at different times.

D

What is the main idea of this text?

A. The skull of a primitive human-like creature was discovered in the desert of Chad in 2001. B. Scientists are debating about how the Toumai skull fits into the human family tree. C. Toumai had a humanlike face and a chimp-sized brain. D. Scientists believe hominids like Toumai turned into humans step by step over time.

B

Read these sentences from the text. “The finding is not without controversy . Some scientists think that Toumai is the oldest known hominid, or primitive human ancestor, ever found. Others say Toumai is an ape.” What does the word “controversy” mean in these sentences?

A. excitement B. anger C. disagreement D. unhappiness

C

Choose the answer that best completes the sentence. Toumai’s skull looks different from other hominid skulls, ____ some scientists think Toumai represents a whole new species.

A. because B. even though C. so D. but

C

Slavery, the Civil War, and Reconstruction in America: Gettysburg and the Gettysburg Address

In the summer of 1863, Southern and Northern troops clashed in one of the bloodiest battles of the Civil War. After the Confederate, or Southern, Army won a battle in northern Virginia, it invaded the North and headed into Pennsylvania. It hoped to collect more supplies and weaken the North. Meanwhile, the Union Army of the North was pursuing the Confederate troops. The two sides met and fought near the town of Gettysburg, Pennsylvania. The battle at Gettysburg has been called “the most crucial battle in American history.” Before the Battle of Gettysburg, the Confederacy had been doing very well in the Civil War. But at Gettysburg, the North defeated the South. The battle was bloody. The Union Army suffered 23,000 casualties, while the Confederate Army suffered 28,000. A casualty is someone who is killed, wounded, or captured in battle. The Battle of Gettysburg turned the tide of the war and marked the beginning of the success of the North in defeating the South. In the fall of 1863, President Lincoln visited the battlefield at Gettysburg for a ceremony dedicating the field to all the soldiers who had died. He reminded people why Americans must stand up for their values. His speech, the Gettysburg Address, has become one of the most famous speeches of American history. Lincoln said: “Four score and seven years ago our fathers brought forth on this continent a new nation, conceived in Liberty, and dedicated to the [idea] that all men are created equal. Now we are engaged in a great civil war, testing whether that nation or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we can not dedicate—we can not consecrate—we can not hallow—this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, and for the people, shall not perish from the earth.” Lincoln’s words were never forgotten. The government of the people, by the people, and for the people remains.

4-5

Social Studies: U.S. History

Why has the Battle of Gettysburg been called “the most crucial battle in American history”?

A. It was a turning point in the Civil War. B. It was the first time the North was invaded. C. It was the bloodiest battle in American history. D. It was won by the Confederate Army.

A

The passage sequences the events that led up to the Gettysburg Address. Which of the following events happened first?

A. The Union and Confederate Armies met near Gettysburg, Pennsylvania. B. The Confederate Army invaded the North and headed into Pennsylvania. C. President Lincoln delivered the Gettysburg Address. D. The Confederate Army won a battle in northern Virginia.

D

The Gettysburg Address shows Lincoln’s determination to have a unified country once more. What sentence from the speech best supports this conclusion?

A. “It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced.” B. “It is rather for us to be here dedicated to the great task remaining before us...and that government of the people, by the people, and for the people, shall not perish from the earth.” C. “Now we are engaged in a great civil war, testing whether that nation or any nation so conceived and so dedicated, can long endure.” D. “We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live.”

B

Based on Lincoln’s speech, how can the men who fought in the Battle of Gettysburg best be honored?

A. by giving a powerful speech that reminds people of their values B. by creating a whole new government that includes the North and the South C. by consecrating the battlefield on which the soldiers fought D. by working to unite the American nation once more

D

What is the passage, “Gettysburg and the Gettysburg Address” mostly about?

A. the casualties suffered by the Union and Confederate Armies B. an important Civil War battle and Lincoln’s address C. how the Battle of Gettysburg impacted the tide of the Civil War D. how Lincoln was involved in the Battle of Gettysburg

B

What is the purpose of the paragraphs provided before the text of the Gettysburg Address?

A. to explain how the South defeated the North B. to examine the dedication of the battlefield C. to criticize Lincoln’s speech D. to provide historical context for the Address

D

Choose the answer that best completes the sentence below. In the summer of 1863, the Confederate Army of the South invaded the North _____________ it hoped to collect more supplies and weaken the North.

A. sometimes B. however C. because D. although

C

All the 'Buzz'

WR: What does it feel like to walk on the moon? Aldrin: You knew that you were there, but it was unreal at the same time. It's so different and unusual that it's almost dreamlike. WR: What was the most memorable part of walking on the moon? Aldrin: There are two moments that are not recorded on film. They're recorded in my mind. One was just the second or two after we shut the engine down and we realized that the spacecraft was on the moon. That really was the major achievement. When I was outside seeing the Earth, my other thought was that there were only three human beings who were not on Earth. [The third was Michael Collins, who was orbiting the moon in a craft that would take the astronauts back to Earth. ] WR: Your children's book is about following your dreams. Did you dream of being an astronaut? Aldrin: Well, there wasn't any such thing as an astronaut until about 1958 or 1959. Sputnik [the Soviet space satellite] didn't go up until 1957, so thinking of human beings in space was not at all common. WR: Will returning to the moon have the same impact as it did when you and Mr. Armstrong first set foot on the moon? Aldrin: No, I don't think there is any way you can replace that competitiveness [to reach the moon first] that existed, that pioneering spirit. The moon is a proving ground in our backyard. We've been there before, but it's preparing us to visit another planet. WR: You've been a supporter of a piloted mission to Mars. Why do you think it's so important that we send humans to Mars? Aldrin: Now we can send robots to Mars, but that just wouldn't satisfy the human desire to want to expand our horizons. We've always done that. I can't answer by saying that there is going to be something profitable that will be returned from Mars, other than perhaps storytelling or making movies en route. WR: Your sister gave you the name "Buzzer" when you were young—and then it got shortened to Buzz. And that stuck? Aldrin: It certainly did. It made it very recognizable and unique.

5

Social Studies: Geography, Societies & Culture

According to the text, when did Neil Armstrong and Buzz Aldrin make history as the first people on the moon?

A. in 1969 B. in 1956 C. in 1957 D. in 1999

A

How does Buzz Aldrin describe the experience of walking on the moon?

A. It felt just like walking on Earth. B. It felt unreal and dreamlike. C. It was fun to float in the air. D. The ground was filled with craters.

B

Buzz Aldrin does not know what astronauts could find on Mars. What evidence from the interview supports this conclusion?

A. “Now we can send robots to Mars, but that just wouldn't satisfy the human desire to want to expand our horizons. We've always done that.” B. “I can't answer by saying that there is going to be something profitable that will be returned from Mars, other than perhaps storytelling or making movies en route.” C. “Well, there wasn't any such thing as an astronaut until about 1958 or 1959. Sputnik [the Soviet space satellite] didn't go up until 1957, so thinking of human beings in space was not at all common.” D. “The moon is a proving ground in our backyard. We've been there before, but it's preparing us to visit another planet.”

B

Based on the text, what is a main reason why NASA might want to send humans into space?

A. because humans have a desire to make movies about space B. because humans have a desire to expand their horizons C. because humans have a desire to compete with robots D. because thinking of human beings in space is not common today

B

What is this text mostly about?

A. Buzz Aldrin’s trip to the moon B. traveling to Mars C. what Buzz Aldrin’s book is like D. how to become an astronaut

A

Read this sentence from the text. No, I don't think there is any way you can replace that competitiveness [to reach the moon first] that existed, that pioneering spirit. As used in the sentence, what does the word "pioneering" most nearly mean?

A. traveling to the moon B. traveling across the country in a covered wagon C. feeling proud of something you’ve done D. doing something that has never been done before

D

Choose the word that best completes the sentence. Buzz Aldrin is famous ________ he is one of the first people to walk on the moon.

A. because B. but C. after D. so

A

Hong Kong's Bun Festival

The region of Hong Kong, in East Asia, is made up of hundreds of islands, some very small and some quite large. One of those islands is named Cheung Chau, a tiny territory shaped like a dumbbell. Less than an hour away from Hong Kong’s main island by ferry boat, Cheung Chau is famous for the festival it throws every year in spring, usually in April or May. The festival lasts for about a week and is called the Cheung Chau Bun Festival. It is named after the steamed buns—small, round pastries filled with sweet paste—that are eaten on this holiday. Though Cheung Chau is usually a quiet fishing village, hundreds of thousands of people visit during festival time. They come to celebrate and to eat the island’s famous buns, which are all stamped in red with the Chinese character that means “peace.” As part of the celebration, the people who live on the island organize a giant parade. The excited crowd leaves from Cheung Chau’s big temple, called the Pak Tai Temple, and winds its way around town. Children dress up like divine and legendary Chinese characters and sit at the top of long poles that are paraded through the streets, like living floats. There are also drummers, opera singers, and dancers dressed as dragons and lions. For a few days before the parade, the residents of Cheung Chau only eat vegetarian food, but afterward, it is tradition to eat meat. Once the procession is over, the island’s butchers reopen their doors, and there is a great feast. The real highlight of the festival, however, happens at the stroke of midnight. It’s the Bun Scrambling Competition. Several huge towers are built in the center of the island and are covered with plastic buns. Contestants climb up the towers as fast as possible and throw as many buns as they can over their shoulders and into the open knapsacks they carry on their backs. “This is one of the biggest traditional celebrations in Hong Kong,” says Mason Hung, a Hong Kong Tourism Board senior manager. “It has been so well preserved.” The contest was put on hold from 1978 to 2005, because one of the towers fell down. Now there are new rules: the structures need to be made of steel instead of bamboo. And instead of being open to everyone, only twelve carefully chosen participants can join in. First, though, they are trained in the basics of safe climbing. Luckily for everyone else present, tasty buns are given out at the end of the competition, and the boat back to Hong Kong’s main island runs all night long.

5

Social Studies: Geography, Societies & Culture

What is Cheung Chau famous for?

A. the Cheung Chau Bun Festival B. its dumbbell shape C. the hundreds of islands it is close to D. the Pak Tai Temple

A

What does the author describe in the passage?

A. a popular bun-eating competition B. events in the Cheung Chau Bun Festival C. the decorative traditional clothing of Hong Kong D. important religious ceremonies in Hong Kong

B

The Cheung Chau Bun Festival is a busy and popular festival. What evidence from the passage best supports this conclusion?

A. “As part of the celebration, the people who live on the island organize a giant parade.” B. “For a few days before the parade, the residents of Cheung Chau only eat vegetarian food, but afterward, it is tradition to eat meat.” C. “The excited crowd leaves from Cheung Chau’s big temple, called the Pak Tai Temple, and winds its way around town.” D. “Though Cheung Chau is usually a quiet fishing village, hundreds of thousands of people visit during festival time.”

D

Read the following sentences: “The contest was put on hold from 1978 to 2005, because one of the towers fell down. Now there are new rules: the structures need to be made of steel instead of bamboo. And instead of being open to everyone, only 12 carefully chosen participants can join in. First, though, they are trained in the basics of safe climbing.” Based on this information, what can you infer?

A. No one was hurt when one of the towers fell. B. The contest was not missed from 1978 to 2005. C. People were hurt when one of the towers fell. D. The contest and its rules have never changed.

C

What is this passage mostly about?

A. a traditional celebration in Hong Kong B. people who climb towers of plastic buns C. how to make traditional steamed buns D. a parade with drummers, opera singers, and dancers

A

Read the following sentences. “For a few days before the parade, the residents of Cheung Chau only eat vegetarian food, but afterward, it is tradition to eat meat. Once the procession is over, the island’s butchers reopen their doors, and there is a great feast.” What does “procession” mean as used in this sentence?

A. celebration B. offering C. ceremony D. march

D

Choose the answer that best completes the sentence below. The Bun Scrambling Competition was cancelled from 1978 to 2005, _______ later returned with new rules.

A. before B. but C. thus D. like

B

Native American Homes in the Pre-Columbian Era

Before the arrival of European explorers and settlers, there were already incredibly diverse groups of Native Americans all across North America. This period in Native American life and culture is called the pre-Columbian era. It is important to remember that Native Americans had established customs, beliefs, traditions, and general ways of living well before European influences began to spread across the continent. Many Native customs, beliefs, and traditions live on today, even as their lifestyles have changed over time. There are many different cultural reasons why the Native Americans who lived long ago built different styles of housing, as well as reasons having to do with available resources, climate, and the landscape. The Haudenosaunee living along the St. Lawrence River in the Northeast woodlands built longhouses hundreds of feet long so that all members of the same clan could live together. Clans were organized matrilineally, which means that when an Haudenosaunee man and woman married, the new husband would join his wife’s household. When a new Haudenosaunee husband joined his wife’s family, the clan simply made the longhouse longer by adding more bent saplings to the frame and elm bark slabs to the roof. A clan’s family totem would be displayed on the doorway. In the Pacific Northwest, Native American commitment to building with wood was much more extensive. Using different stone, bone, and shell tools, native peoples would cut, carve, and smooth red-cedar boards to be attached to heavy post and beam frames. Builders would include one or more rectangular levels as support for sleeping booths. The Haida people of the Pacific Northwest would stand totem poles in front of their houses as a way of displaying family histories and myths. The nomadic lifestyle of Native Americans on the Great Plains known as the Lakota people encouraged the use of shelters that could be put up and taken down very quickly. Animal hides stretched over tent poles arranged in a cone, known today as a tipi (meaning “to dwell” in the Lakota language), was the shelter of choice for hunting societies that required a greater range of mobility. The American Southwest is a difficult environment to survive in, let alone live. The Pueblo Indians and the ancestors of present-day Navajos endured the harsh landscape in two very different ways. The Pueblo peoples of what are now New Mexico and Arizona built brick and stone structures, three-to-five stories tall, clustered around plazas. The units could be circular or rectangular. Circular structures were generally free-standing, while rectangular structures were attached on different sides. Pueblo homes further to the east were built using mostly adobe clay; water was drawn from the Rio Grande, and bricks were dried in the sun. Homes further to the west were built using sandstone available in the drier climate. By comparison, the ancestors of today’s Navajo people were semi-nomadic and built family homesteads spread out across the Painted Desert of the American Southwest. At the center of these ranches was the hogan, an east-facing structure historically built with whatever materials were available, a tradition of adaptation continued well into the present day.

5

Social Studies: Geography, Societies & Culture, U.S. History

What were the homes of the Haudenosaunee called?

A. totems B. tipis C. longhouses D. hogans

C

What does the passage list?

A. different homes built by Native American tribes in different regions of America B. different beliefs of Native American tribes throughout America C. different lifestyles of Native American tribes throughout America D. different ways Native Americans hunted for food throughout America

A

The Pueblo Indians and the ancestors of present-day Navajos endured the harsh landscape of the American Southwest in two very different ways. Which information from the passage supports this statement?

A. Circular structures built by the Pueblo Indians were generally freestanding, while rectangular structures were attached on different sides. B. The Pueblo Indians built brick and stone structures. The Navajo Indians built ranches made with whatever materials were available. C. Navajo homesteads had hogans, east-facing structures built with whatever materials were available, at the center. D. Pueblo homes further to the east were built using mostly adobe clay.

B

How could tipis have helped Native Americans secure food on the Great Plains?

A. Tipis provided a stable, long-term shelter used to gather food on the Great Plains. B. Tipis provided a flexible shelter that allowed Native Americans to follow animals they hunted across the Great Plains. C. Tipis provided a flexible shelter that allowed Native Americans to plant crops across the Great Plains. D. Tipis provided a place for women and children to stay while the men hunted for food across the Great Plains.

B

What is the main idea of this passage?

A. It is important to remember that Native Americans had established customs, beliefs, traditions, and general ways of living well before European influences began to spread across the continent. B. Different Native American tribes used different types of shelter to survive depending on their location, lifestyle, and available resources. C. The nomadic lifestyle of Native Americans on the Great Plains encouraged the use of shelters that could be put up and taken down very quickly. D. The Pueblo Indians and the ancestors of present-day Navajos endured the harsh landscape of the American Southwest in very different ways.

B

Read the following section from the passage: “The nomadic lifestyle of Native Americans on the Great Plains encouraged the use of shelters that could be put up and taken down very quickly. Animals hides stretched over tent poles arranged in a cone, known today as a tipi (meaning “to dwell” in the Lakota language), was the shelter of choice for hunting societies that required a greater range of mobility.” As used in the passage, the word “nomadic” is used to describe what type of people?

A. people who stay in the same place to get food B. people who move frequently to get food C. people who use semi-permanent shelters to get food D. people who move irregularly to get food

B

Choose the answer that best completes the sentence below. The Native Americans on the Great Plains moved easily _______ of the flexible shelter the tipis provided them.

A. yet B. in contrast C. instead D. because

D

The British Are Coming!

It was April 18. Winter still hung in the air, but the snows had melted. The inside of the cabin was warm, and the fire in the hearth made an orange glow. Mary and Jonah looked forward to evenings. This was the time of day that their parents sat and talked, while Mary and Jonah listened in. “There’s more talk of war,” their father said. He went into town every Tuesday, all the way to Lexington, to bring in some of his carvings to sell. Even though he had given up life as a sailor and settled down to farm when he came to America, he still liked to carve things, as sailors do to pass the time. On a good week, he could earn a few shillings. Once he bought peppermint sweets at the general store. Their mother, who was born in the Colonies, had mixed feelings about the war. Like many others whose parents and grandparents had been born in New England, she didn’t think of herself as British. But still, she didn’t like the idea of war. “People will be hurt. And, if we don’t win, things could get very bad for us. They hang traitors, you know.” Their father nodded. And even though he had been born in England and still sounded English, he was more inclined toward freedom. “What can a king thousands of miles away know about life here?” he asked. As their parents talked, Mary and Jonah gathered up the wax that had fallen onto the table. They scraped wax from the sconces that were nailed to the wall. They would put these scraps into the ball of wax that their mother kept under the washbasin. In another week or so, they would melt it down again for new candles. The fire in the fireplace turned to embers. The family trooped to bed. As she fell asleep, Mary had a feeling that something was about to happen that would change her life. She was awakened a few hours later by the pounding of hoof-beats coming from the road. She heard her father jump from bed. She could hear him grab his gun from the place by the door. “It’s so late. Who could it be?” their mother asked. Soon the rider was upon them. “The British are coming! The British are coming!” the rider shouted. With that, their father rushed outside and unhitched his horse. Then he rode toward Lexington.

5

Social Studies: U.S. History

This passage is an example of

A. nonfiction. B. historical fiction. C. poetry. D. a newspaper article.

B

Although this story takes place on April 18th, the setting is described as

A. raining. B. snowing. C. spring. D. winter.

D

We know the story takes place right before the Revolutionary War, because

A. a rider says, “The British are coming.” B. their mother was born in the New England colonies. C. Mary and Jonah’s father mentions “talk of war.” D. all of the above.

D

The climax in the passage is when

A. their father bought peppermint sweets. B. their parents talk about war. C. their father grabs his gun and rides toward Lexington. D. Mary and Jonah collect wax for candles.

C

Mayflower Myths

This article is provided courtesy of History.com The Mayflower brought the group of English settlers now known as the Pilgrims to North America. Leaving England in the fall of 1620, the Pilgrims were attempting to land near the mouth of the Hudson River, but instead ended up in Cape Cod Harbor. Plymouth, the colony established there by the Pilgrims in 1621, became the first permanent European settlement in New England. The story of the Pilgrims and their harvest feast has since become one of best-known in American history, but you may not know it as well as you think. Discover the facts behind these well-known Thanksgiving myths! MYTH: THE FIRST THANKSGIVING WAS IN 1621 AND THE PILGRIMS CELEBRATED IT EVERY YEAR THEREAFTER. Fact: The first feast wasn’t repeated, so it wasn’t the beginning of a tradition. In fact, the colonists didn’t even call the day Thanksgiving. To them, a thanksgiving was a religious holiday for which they would go to church and thank God for a specific event, such as the winning of a battle. On such a religious day, the types of recreational activities that the Pilgrims and Wampanoag participated in during the 1621 harvest feast–dancing, singing secular songs, playing games–wouldn’t have been allowed. The feast was a secular celebration, so it never would have been considered a thanksgiving in the pilgrims’ minds. DID YOU KNOW? The Mayflower was originally supposed to sail with a sister ship, the Speedwell, but it proved unseaworthy, and the Mayflower made the journey alone. MYTH: THE ORIGINAL THANKSGIVING FEAST TOOK PLACE ON THE FOURTH THURSDAY OF NOVEMBER. Fact: The original feast in 1621 occurred sometime between September 21 and November 11. Unlike our modern holiday, it was three days long. The event was based on English harvest festivals, which traditionally occurred around the 29th of September. After that first harvest was completed by the Plymouth colonists, Gov. William Bradford proclaimed a day of thanksgiving and prayer. In 1623 a day of fasting and prayer during a period of drought was changed to one of thanksgiving because the rain came during the prayers. Gradually the custom prevailed in New England of annually celebrating thanksgiving after the harvest. During the American Revolution, a yearly day of national thanksgiving was suggested by the Continental Congress. In 1817 New York State adopted Thanksgiving Day as an annual custom, and by the middle of the 19th century many other states had done the same. In 1863 President Abraham Lincoln appointed a day of thanksgiving as the last Thursday in November, which he may have correlated with the November 21, 1621, anchoring of the Mayflower at Cape Cod. Since then, each president has issued a Thanksgiving Day proclamation. President Franklin D. Roosevelt set the date for Thanksgiving to the fourth Thursday of November in 1939 (approved by Congress in 1941. ) MYTH: THE PILGRIMS WORE ONLY BLACK AND WHITE CLOTHING. THEY HAD BUCKLES ON THEIR HATS, GARMENTS, AND SHOES. Fact: Buckles did not come into fashion until later in the seventeenth century and black and white were commonly worn only on Sunday and formal occasions. Women typically dressed in red, earthy green, brown, blue, violet, and gray, while men wore clothing in white, beige, black, earthy green, and brown. MYTH: THE PILGRIMS BROUGHT FURNITURE WITH THEM ON THE MAYFLOWER. Fact: The only furniture that the Pilgrims brought on the Mayflower was chests and boxes. They constructed wooden furniture once they settled in Plymouth. MYTH: THE MAYFLOWER WAS HEADED FOR VIRGINIA, BUT DUE TO A NAVIGATIONAL MISTAKE IT ENDED UP IN CAPE COD MASSACHUSETTS. Fact: The Pilgrims were in fact planning to settle in Virginia, but not the modern-day state of Virginia. They were part of the Virginia Company, which had the rights to most of the eastern seaboard of the U.S. The Pilgrims had intended to go to the Hudson River region in New York State, which would have been considered “Northern Virginia,” but they landed in Cape Cod instead. Treacherous seas prevented them from venturing further south.

4-6

Social Studies: U.S. History

Where did the Pilgrims land when they came to North America?

A. Canada B. Virginia C. The Hudson River D. Cape Cod Harbor

D

What does the author list in this article?

A. the types of food at the first harvest feast B. the colors of clothing that Pilgrims wore C. the different cities where colonists settled D. the ways in which the Indians helped the Pilgrims

B

The Plymouth colonists had strong religious beliefs. What evidence in the text supports this conclusion?

A. “To them, a thanksgiving was a religious holiday in which they would go to church and thank God for a specific event, such as the winning of a battle.” B. "Gradually the custom prevailed in New England of annually celebrating thanksgiving after the harvest." C. “The pilgrims had intended to go to the Hudson River region in New York State, which would have been considered “Northern Virginia,” but they landed in Cape Cod instead.” D. “The original feast in 1621 occurred sometime between September 21 and November 11. Unlike our modern holiday, it was three days long.”

A

Based on the article as a whole, what is a myth?

A. something that people think is a lie, and that is a lie B. something that people believe to be true, and that is true C. something that people believe to be true, but that may not be true D. something that people think is a lie, but that is actually true

C

Which sentence from the text best states the article's main idea?

A. “The feast was a secular celebration, so it never would have been considered a thanksgiving in the pilgrims’ minds.” B. "The story of the Pilgrims and their harvest feast has since become one of best-known in American history, but you may not know it as well as you think.” C. "Gradually the custom prevailed in New England of annually celebrating thanksgiving after the harvest.” D. "Plymouth, the colony established there by the Pilgrims in 1621, became the first permanent European settlement in New England.”

B

Why might the author have chosen to use headings that start with “Myth:” throughout the entire article?

A. to hint that people today do not believe that Thanksgiving is important B. to show that people today think of the Pilgrims as imaginary heroes C. to help put the content of the article into groups based on the myth they address D. to prove that the statements in the headings are all completely true

C

Choose the answer that best completes this sentence. The pilgrims landed in Cape Cod instead of the Hudson River region ______ treacherous seas prevented them from venturing further south.

A. because B. although C. however D. for example

A

World War Two - The Atomic Bomb

Before World War II, scientists around the world were discovering many new things about the smallest unit of matter: the atom. When World War II started, countries wanted to use these discoveries to build new weapons. They especially wanted to make an atomic bomb. This type of bomb is made by splitting the atom into two parts. The explosion of this bomb would be more destructive than anything the world had ever seen. The United Kingdom was among the first nations to work on making an atomic bomb. In the early 1940s, the United Kingdom and the United States began to work together. The two countries were also on the same side in the war. They were a part of the Allied powers. The United Kingdom and the United States were not the only ones trying to make an atomic bomb. The Axis powers, the enemy of the Allied powers, were also working on a bomb. Specifically, Germany and Japan had scientists busily working. It was a race. Whichever side developed the bomb first would win World War II. This would end the war and save the lives of soldiers. When a war lasts longer, more soldiers likely would die. However, the great loss from an atomic bomb explosion would be in civilian life. The bomb could not pick and choose to kill only soldiers. Innocent men, women, and children would die. Scientists in the United States were the first to learn the secret of splitting the atom. On August 6, 1945, the U.S. dropped an atomic bomb with the code name of “Little Boy.” The bomb was dropped on Hiroshima, Japan. It is estimated that more than 100,000 Japanese people died from the bomb. Below is part of President Truman’s speech about his decision to drop the atomic bomb. August 9, 1945 We have used it in order to shorten the agony of war. We have used it in order to save the lives of thousands and thousands of young Americans. We shall continue to use it until we completely destroy Japan’s power to make war. The United States dropped a second atomic bomb on Nagasaki, Japan, on August 9, 1945. Some experts believe more than 70,000 Japanese people died in Nagasaki. Not long after the second attack, Japan surrendered. This surrender quickly began the end of World War II.

5

Social Studies: World History

According to the text, which country was the first to learn the secret of splitting the atom?

A. the United Kingdom B. the United States C. Germany D. Japan

B

According to the text, what was the cause of more than 100,000 Japanese people dying on August 6, 1945?

A. The United Kingdom and the U.S. began working together. B. The U.S. dropped an atomic bomb in Japan. C. The U.S. dropped a second atomic bomb in Japan. D. Germany and Japan had scientists working on a bomb.

B

Read these sentences from the text. Whichever side developed the [atomic] bomb first would win World War II. This would end the war and save the lives of soldiers. When a war lasts longer, more soldiers likely would die. However, the great loss from an atomic bomb explosion would be in civilian life. The bomb could not pick and choose to kill only soldiers. Innocent men, women, and children would die. Based on this information, what can you conclude about the atomic bomb?

A. The atomic bomb would kill many soldiers, but no innocent people would die. B. The atomic bomb would kill many innocent people, but no soldiers would die. C. The atomic bomb would kill both soldiers and innocent people. D. The atomic bomb would save both soldiers and innocent people.

C

Based on the text, who were some of the winners of World War II?

A. the United Kingdom and the United States B. the United States and Japan C. Germany and Japan D. the United Kingdom and Germany

A

What is the main idea of the text?

A. An atom bomb is made by splitting an atom into two parts, creating an explosion that would be very destructive. B. The Allied powers won World War II after the U.S. was the first to develop and drop atomic bombs on Japan. C. In World War II, the United Kingdom and the U.S. were on the same side, which was called the Allied powers. D. In World War II, Germany and Japan were on the same side, which was called the Axis powers.

B

Read these sentences from the text. The United Kingdom and the United States were not the only ones trying to make an atomic bomb. The Axis powers, the enemy of the Allied powers, were also working on a bomb. Specifically, Germany and Japan had scientists busily working. It was a race. Whichever side developed the bomb first would win World War II. As used in these sentences, what does the word “developed” mean?

A. worked to win B. worked to destroy C. worked to find D. worked to make

D

Choose the answer that best completes the sentence. ________ the atomic bomb likely saved the lives of many soldiers, a lot of innocent people were killed by the bomb.

A. Because B. Therefore C. Finally D. Although

D

Standing on the Roof of Africa

The first thing Natalie Ingle did when she reached the Uhuru Peak on Mount Kilimanjaro was cry. It had been a hard and tiring trek up the mountain. After eight long days on the trail, she was both mentally and physically exhausted. She posed for a few photos in the thin air and looked around her. She watched the sun rise over the glaciers below and shivered as she tried to put the lens on her camera to take more pictures. She had just reached the summit of the highest mountain in Africa, and the tallest free-standing mountain in the world. Mount Kilimanjaro is located in Tanzania, a country on the east coast of Africa, and it stands over 19,000 feet above sea level. It is a volcanic mountain with three volcanic cones: Kibo, Mawenzi, and Shira. Mawenzi and Shira are extinct volcanoes, while Kibo, the tallest cone, is dormant. This means that the volcano could erupt again. However, the last eruption took place more than 150,000 years ago. Natalie, who is a freelance photographer, decided to climb Mount Kilimanjaro for a simple reason: she wanted to raise money to help victims of domestic abuse in both the United States and Tanzania. She joined a team of five other women, and together they raised $10,000 toward this cause. In addition to asking her friends and family to donate to the fund, she held a fundraiser at her apartment in Brooklyn. She sold several photographs and even offered to shave her head if people donated $1,000. Fortunately for her hair, she didn’t reach this goal, and in the pictures of her standing on the summit, her ponytail is tucked beneath a wool hat. Natalie is a runner, so to train for her hike up the mountain, she signed up for two half-marathons to keep herself motivated. “I also tried to teach myself to drink lots more water regularly,” she says. In higher altitudes, dehydration is more likely to occur because water vapor is lost from the lungs at a higher rate. Also, because climbers lose a lot of sweat from hiking many hours each day, it’s important that they hydrate frequently to prevent illnesses related to dehydration. People climbing Mount Kilimanjaro and other high peaks also face the risk of developing altitude sickness. Altitude sickness may occur in heights above 8,000 feet and is a reaction to high altitudes. In higher altitudes, the amount of oxygen available decreases. This makes it harder to function mentally and physically. In very extreme cases, altitude sickness can be fatal. Some symptoms include headaches, dizziness, nausea, and weakness. To avoid getting altitude sickness, it is important to ascend the mountain very slowly to give your body time to get used to the decreased amount of oxygen available. Natalie says that she seems “to have been the luckiest one out of our team.” She explains that although “we all came from sea-level homes, I’ve spent more time off-and-on in the mountains.” And she was lucky. Most of the other women on her team had stomachaches and headaches throughout the trek. One of her teammates vomited when she reached the top. But Natalie only experienced a headache when she reached the summit—over 10,000 feet higher than when most altitude-related symptoms begin to occur. She was never scared on the trek, even though “one of the most dangerous parts involved using all four limbs to climb a nearly vertical cliff they call the Barranco Wall.” For her, the most memorable part of the climb was the unforgettable landscapes. She trekked through rainforests and across deserts and glaciers. And, she says, “one of the most stunning things I’ve ever seen in my life was at sunset on day two. An ocean of clouds stretched out below us, slowly streaming over the peak of a shorter mountain nearby. It looked exactly like a white, slow-motion waterfall.” But it wasn’t just the climb or the fact that she stood atop the “Roof of Africa” that Natalie loved about her time in Tanzania. She returned knowing that her climb would help those in need.

5

Social Studies: Geography, Societies & Culture, Sports, Health & Safety

What mountain did Natalie climb?

A. Tanzania B. Mawenzi C. Shira D. Kilimanjaro

D

How does the author describe Natalie’s trek up the mountain?

A. quick and easy B. hard and tiring C. long and relaxed D. dangerous and scary

B

Altitude sickness can be very dangerous. What evidence from the passage best supports this conclusion?

A. Natalie was lucky and only experienced a headache when climbing Mount Kilimanjaro. B. Altitude sickness may occur above 8,000 feet and is a reaction to high altitudes. C. In extreme cases, altitude sickness can be fatal, meaning you could die. D. One of Natalie’s teammates vomited when she reached the top of Mount Kilimanjaro.

C

Based on the passage, what conclusion can you make about Natalie?

A. She is driven to help people. B. She is a survivor of domestic abuse. C. She is a regular mountain climber. D. She is more athletic than her friends.

A

What is the main idea of the passage?

A. Mount Kilimanjaro is the tallest mountain in Africa and has three volcanic cones. B. Natalie saw unforgettable landscapes during her climb up Mount Kilimanjaro. C. Altitude sickness can be a dangerous problem when climbing high mountains. D. Natalie climbed to the top of Mount Kilimanjaro to help people in need.

D

Read the following sentences: “Altitude sickness may occur in heights above 8,000 feet and is a reaction to high altitudes. In higher altitudes, the amount of oxygen available decreases. This makes it harder to function mentally and physically. To avoid getting altitude sickness, it is important to ascend the mountain very slowly to give your body time to get used to the decreased amount of oxygen available.” As used in this sentence, what does the word “ascend” mean?

A. go around B. go up C. go away from D. go down

B

Choose the answer that best completes the sentence below. Altitude sickness has a number of symptoms, _________ headaches, dizziness, nausea, and weakness.

A. consequently B. in contrast C. such as D. initially

C

Classical Music - What Is Classical Music?

If we want to know what classical music is, we first have to understand some basic things about the way music is written. First, all music uses standard notation. That means that even though every piece (song) sounds different, they are all written the same way. Different notes are written on the staff. The staff is a series of horizontal lines with spaces in between them. You can tell how a note is supposed to sound based on where it is placed on the staff. High notes are written higher on the staff. Low notes are lower down. Most pieces of piano music are written on two staves. The first is the treble clef, which is on the top and contains the higher notes of a song. The second is the bass clef, which contains the lower notes and is placed below the treble clef. You read the treble and bass clefs at the same time as you read across the page – so you have to look at two sets of notes at once! Sounds tricky, right? But that is not all you need to know to read or write a piece of music! You also need to know how fast to play it. That is called the tempo. And each song has a particular meter. The meter helps the person reading the music know how the notes should be played in relation to each other and which ones should be emphasized. The meter is a pattern determined by the number of beats (rhythmic units) in each measure. A measure is a standard-sized “chunk” of the music. Each piece is broken up into many measures of only a few beats each to make it easier to read. On top of it all, you need to know the dynamics of a song. In other words, you need to know how loudly or softly different sections (or phrases) of a song should be played. Now that we know something about the basics of music notation, it should be easy to define classical music, right? Wrong! Many people think of classical music as songs that were written hundreds of years ago and played by orchestras. Orchestras are large groups of musicians. The musicians play instruments like the violin, flute, trombone, and clarinet. However, classical music is a lot more than that. A piece of classical music can be played by a quartet, a group of four musicians. It can be sung in an opera, a play in which the characters act and sing. It might have been written three hundred years ago, or yesterday. It can be slow and quiet, or fast and dramatic. One person can play it with a cello. Someone with an electric guitar can even play it! So what is classical music? In general, it is music in which there is not much improvisation. In jazz or hip-hop, the way a song sounds depends very much on who is playing it. Often, the performer will make up different parts. He or she might not follow exactly what is written on the page. In contrast, a piece of classical music usually sounds similar no matter who performs it. This is because the musicians playing it stick to the exact meter, tempo, dynamics, and notes as written. It is difficult to define classical music precisely because, as in any musical genre, there is a broad range of music that can be considered classical. Listening to classical pieces is probably the best way to learn what “classical music” means. After a while, you will just know it when you hear it!

5

Arts: Music & Performing Arts

What is used to write all music, including classical music?

A. letters and words B. standard notation C. tempo, or speed D. meter and rhythm

B

The author contrasts classical music with jazz and hip-hop, because classical music

A. uses different instruments. B. was only written a long time ago. C. is easier to define than jazz or hip-hop. D. does not use improvisation.

D

What can you conclude about classical music after reading the passage?

A. Any type of musician can play classical music because it is very easy to play. B. There are many different elements to classical music that performers must be aware of. C. Classical music is always played using a complete orchestra. D. Standard notation is only used when writing and performing classical music.

B

The most important reason that a piece of music is written in standard notation is probably

A. to tell a conductor which instruments to use. B. to tell a performer how loudly to play it. C. to tell a performer what notes to play. D. to tell the audience what to listen for.

C

What is the main idea of this passage?

A. Classical music and jazz music have two different ways of being written down. B. Classical music is played using instructions that are written in a particular way. C. Learning how to play classical music requires learning multiple instruments. D. Classical music from long ago was written down differently than music is written today.

B

Read the following sentence: “The meter helps the person reading the music know how the notes should be played in relation to each other and which ones should be emphasized.” The word emphasized means

A. to make something more important than another thing B. to purposely skip over something C. to invent something that seems right, as you go along D. to combine two things into one thing

A

The question below is an incomplete sentence. Choose the answer that best completes the sentence. _____________, it is difficult to identify classical music simply by reading a definition because there is a broad range of music that can be considered classical.

A. Previously B. On the contrary C. In conclusion D. Second

C

Weight and the Food Industry

"Would you like fries with that?" If that is a question you hear at every meal, you might want to rethink your diet. You might think about getting a lawyer, too. In 2002, Caesar Barber decided to sue McDonald's, Wendy's, Kentucky Fried Chicken, and Burger King. Barber was dangerously overweight. He was 56 and had suffered two heart attacks. He blamed the fast-food chains for his health problems. "I think all the food I ate from McDonald's and all the three other chains—with the calories, with the grease—was like a time bomb exploding in my arteries," Barber said. Many people saw the lawsuit as a bit of a joke. But the food industry wasn’t laughing. Even though Barber's case was dismissed in court, more lawsuits came. At the time in the United States, 64 percent of adults were overweight. In addition, more than 15 percent of children were too heavy. Being overweight can lead to serious health problems, even death. Some people think the food industry is to blame. Everyone knows that smoking can cause illness and death. For that reason, lawyers have sued the big tobacco companies. One of those lawyers was John Banzhaf. Then he went after the huge fast-food industry. Banzhaf wanted fast-food chains to warn people about the dangers of fat-filled fries and supersized sodas. He wanted fast-food restaurants to offer healthful menu choices. He wanted schools to stop selling sodas. "An expensive waste of time!" That's what a Burger King spokesman called lawsuits such as Barber's. Florida Congressman Ric Keller tried to pass a law to put a stop to them. Suing fast-food companies "would make the lawyers' bank accounts fatter," Keller said, but it "won't make anyone skinnier." Keller said that it is "a matter of personal responsibility." People have only themselves to blame if a fast-food diet makes them fat. Keller said, "Nobody is forced to supersize their fast-food meals."

5

Social Studies: Sports, Health & Safety

According to the passage, what percentage of U.S. adults were overweight in 2002?

A. 36 percent B. 15 percent C. 82 percent D. 64 percent

D

What caused Barber to sue the fast-food chains?

A. He believed the prices they had charged him for their food were too high and unfair. B. He believed his weight and other health problems were caused by the food he ate there. C. The chains had stopped selling his favorite items from their menus and he wanted them back. D. The chains had been dishonest about their ingredients and he had allergic reactions to the foods.

B

Read the following sentences from the text. “ Banzhaf wanted fast-food chains to warn people about the dangers of fat-filled fries and supersized sodas. He wanted fast-food restaurants to offer healthful menu choices. ” What conclusion can you draw from this evidence about John Banzhaf?

A. He believed that fast-food chains should have exercise equipment that people can use for free. B. He believed that fast-food chains should only sell food to people over the age of eighteen. C. He believed that all fast-food chains needed to close because they were unhealthy. D. He believed that fast-food chains have a responsibility to help people make healthy choices.

D

How is Ric Keller’s opinion different from John Banzhaf’s?

A. Ric Keller believes that Caesar Barber’s case should not have been dismissed in court while John Banzhaf thinks it should have. B. Ric Keller believes that fast-food chains are not responsible for helping people make healthy choices while John Banzhaf does. C. Ric Keller believes that people should only eat food they cook at home while John Banzhaf thinks people should enjoy fast-food. D. Ric Keller believes that fast-food prices should be low enough for everyone to afford while John Banzhaf doesn’t .

B

What is the main idea of this text?

A. In 2002, 64 percent of adults and 15 percent of children in the United States were overweight and this caused many people to eat less fast-food to become healthier. B. John Banzhaf is a lawyer who has sued big tobacco companies for the harmful effects of smoking and fast-food chains for serving unhealthy food without warnings. C. Caesar Barber used to enjoy eating at McDonald's, Wendy's, Kentucky Fried Chicken, and Burger King until he learned that they might have impacted his health poorly. D. Some people believe that fast-food chains have a responsibility to help people make healthy choices while others believe people should be responsible for their own health.

D

Choose the word that best completes the sentence. Some people believe fast-food chains are responsible for making people overweight and unhealthy, ______ others think that people are responsible for their own diet.

A. while B. because C. so D. after

A

Digging for Nazi Gold

Deutschneudorf, Germany—Forget Indiana Jones. There's a real-life archaeological adventure going on in Germany. Treasure hunters believe they have located more than 2 tons of precious metals, possibly gold, buried deep underground. Nazi soldiers might have stashed it there at the end of World War II (1939—1945). Under German dictator Adolf Hitler, the Nazis conquered much of Europe. Before they were defeated, they tried to hide the loot that they had stolen from other countries. The treasure hunters, following clues scribbled in an old Nazi notebook, believe they have found some of the stash—maybe even the legendary Amber Room. The Amber Room was a room made entirely of amber and gold. It was part of a Russian palace that was plundered by the Nazis. Pieces of the room resurfaced after the war. Could this be the rest? High-tech scanners indicate something is down there.

5

Social Studies: World History

According to the text, what group of people believe they have located more than 2 tons of precious metals?

A. Nazi soldiers B. people from other countries C. people from Germany D. treasure hunters

D

What does the text describe?

A. a theory about Nazi looting, and the modern-day hunt for Nazi treasure B. the details of the Amber Room, and how treasure hunters found all of its pieces recently C. Adolf Hitler’s opinion on collecting precious metals, and the hunt today for his collection D. an interview with a treasure hunter and his connections to Nazi Germany

A

Read these sentences from the text. Before they were defeated, they tried to hide the loot that they had stolen from other countries. The treasure hunters, following clues scribbled in an old Nazi notebook, believe they have found some of the stash—maybe even the legendary Amber Room. What can you conclude about the Nazis based on this evidence?

A. The Nazis may have written down clues for finding the treasure in hopes that they could one day find it again. B. The Nazis wanted the treasure hunters to find the treasure that they had hidden. C. The Nazis took care to make sure that the pieces of the Amber Room were buried extra deep. D. The Nazis took note of where they buried the treasure because they intended to return it to their original owners.

A

The text starts with the line, “Forget Indiana Jones.” Based on the text, who could Indiana Jones be?

A. an American spy that fought Russia after World War II B. a scientist that tested high-tech scanners after World War II C. a fictional archaeologist that searched for treasure during World War II D. a fictional soldier that fought in World War II

C

What is the main idea of the text?

A. The Amber Room was part of a Russian Palace made entirely out of amber and gold. B. Treasure hunters believe that they might have found buried treasure stolen by Nazis during World War II. C. High-tech scanners can be used to determine what is buried underneath the ground. D. During World War II, Adolf Hitler led the Nazis on a path of destruction across Europe.

B

Read these sentences from the text. The Amber Room was a room made entirely of amber and gold. It was part of a Russian palace that was plundered by the Nazis. As used in these sentences, what does the word "plundered" mean?

A. saved B. stolen C. borrowed D. broken

B

Choose the word or phrase that best completes the sentence. There is a real life archaeological adventure in Germany __________ treasure hunters believe they have found 2 tons of precious metals.

A. but B. because C. so D. when

B

Looking for Ancient Treasure

Assur was once one of the greatest cities in the world. About 30,000 people lived there. A huge temple tower, or ziggurat, stood about 200 feet above the city streets. Assur (or Ashur) was one of the leading cities of Assyria, the center of a great empire. Today, ancient Assur is in ruins. Desert sand has covered over much of the city that is over 3,000 years old. In the early 2000s, Assur faced a new threat: water. Assur is located in what is now Iraq, a country in the Middle East. Many parts of Iraq are covered by desert. Water is hard to find in the desert areas. To increase the amount of water, Iraqi officials were planning to build a dam on the river Tigris. The dam would have trapped the river's water. As the water would have risen, it would have likely flooded Assur and many other nearby ancient ruins. Scientists were worried that floodwaters would destroy artifacts hidden beneath the desert sand. Assur had already been the site of some amazing discoveries. Scientists discovered four hidden tombs at Assur. They found ancient coffins, gold, jewelry, and gems. They also dug up the remains of two ancient Assyrian queens. Scientists used modern medical equipment to study the queens' bodies. They learned about some of the medical problems the ancient queens suffered from. The bodies showed evidence of dental cavities, sinus infections, and poor nutrition. Michael Müller-Karpe, a scientist who studies ancient Assyria, said, "The Assyrian queens have just begun to speak to us, and we are looking forward to more answers." Müller-Karpe and other scientists worried that the dam would have kept them from getting more answers. Even if the dam were completed and didn’t flood Assur, the rising water would have damaged the ancient city. Moisture could cause the artifacts to crumble. "You can't save Assur if it's [near] a dam," said scientist Peter Miglus. The soil beneath the ancient city would soak up water like a sponge. The water in the soil would destroy what's left of ancient Assur. Scientists continue trying to uncover the secrets hidden for centuries in Assur and other nearby communities. Meanwhile, some people have been looking for ways to keep the ancient cities safe. "We don't want the slightest damage to Assur," one Iraqi official said.

5

Social Studies: Geography, Societies & Culture, World History

According to the text, what threat did Assur face in the early 2000s?

A. Iraq B. water C. sand D. tombs

B

Which is not a possible effect of a new dam?

A. Waters will destroy artifacts. B. The amount of water will be increased. C. Scientists will learn about an ancient city. D. The ancient city will be flooded.

C

Read these sentences from the text. Scientists used modern medical equipment to study the queens' bodies. They learned about some of the medical problems the ancient queens suffered from. The bodies showed evidence of dental cavities, sinus infections, and poor nutrition. What can you conclude based on this evidence?

A. All ancient queens suffered from health problems including cavities, sinus infections, and poor nutrition. B. Every single medical problem can be studied using ancient human remains. C. Scientists are able to study human remains to tell about the person’s health even after they are dead. D. The medical equipment that scientists use to study dead bodies is very expensive and is rarely used.

C

Based on the text, how did the great city of Assur become mostly covered by sand?

A. from a hurricane B. from a flood C. naturally over hundreds of years D. by scientists

C

What is the main idea of this text?

A. The planned dam on the river Tigris would have brought water to the people. B. Assur is an ancient city in the desert with a rich past that scientists are trying to quickly uncover. C. The ancient Queens of Assur had many health issues which likely lead to their death. D. The water from the dam would have destroyed the artifacts that are yet to be discovered in the ancient city of Assur.

D

Read these sentences from the text. Scientists were worried that floodwaters would destroy artifacts hidden beneath the desert sand. Assur had already been the site of some amazing discoveries. Based on these sentences, what does the word "artifacts" most nearly mean?

A. very old objects B. new jewelry and gems C. huge temple towers D. well-kept secrets

A

Choose the word below that best completes the sentence. Assur was once a major city, ________ now it is in ruins.

A. but B. because C. so D. before

A

Star Power

For some stars, when the music stops and the curtain goes down, important issues take center stage. Kids are P. Diddy's cause; illiteracy makes Faith Hill "cry;" tackling the problems of inner-city kids is the game plan of football star Derrick Brooks. U2's Bono strikes a chord in trying to solve some problems facing countries in Africa, and Angelina Jolie is a star of the United Nations refugee program. Read on to see how these big names use their celebrity to help solve big problems. U2's Bono describes himself as a spoiled-rotten rock star. However, he uses his fame to deal with an awfully big problem--Africa's HIV epidemic and debt crisis. After a benefit concert in Africa in 1985, Bono spent a month working in Ethiopia during a major famine. That experience changed his life. In 2002, he founded DATA, a nonprofit group whose letters stood for Debt, AIDS, Trade, and Africa. AIDS is another name for HIV, which is a chronic health condition. The group worked to raise public awareness and lobby governments to help combat HIV in Africa. When DATA was doing work in Africa, 6,500 people in Africa died every day from HIV-related illnesses, and 9,500 people contracted HIV. DATA also lobbied the governments of wealthy nations to forgive the debts of African countries. According to DATA, countries in sub-Saharan Africa, the area south of the Sahara Desert and the poorest region of the world, spent $14.5 billion repaying old debts to wealthy nations. That money could be spent on healthcare and education, according to Bono. When Angelina Jolie isn't making big action movies, she's helping the world's 20 million refugees as a United Nations Goodwill Ambassador. (A refugee is a person who flees to another country to escape danger. ) Jolie first became interested in the plight of refugees in 1998 while reading the script for a film about a woman who helps refugees. The story so moved Jolie that she traveled to Africa so she could witness firsthand the refugee crisis in war-torn Sierra Leone. Jolie says that trip changed her life. She began her work for the United Nations in 2001. Since then, Jolie has spent time visiting refugee camps around the world. She has also donated millions of dollars to the cause. "You could die tomorrow, and you've done a few movies, won some awards--that doesn't mean anything," Jolie said. "But if you've built schools or raised a child or done something to make things better for other people, then it just feels better. Life is better." Country music star Faith Hill knows firsthand the devastating effects of illiteracy--her father never learned to read beyond a fourth-grade level. "My dad had to drop out of school at a young age to help support his family," said Hill. In 1996, Hill launched the Faith Hill Family Literacy Project. The organization helps collect books, raise money for literacy groups, and increase public awareness about illiteracy. According to the National Center for Family Literacy, more than 40 million adults in the United States have difficulty reading. That's why Hill has asked fans to bring books to concerts. She and a national restaurant chain also collected more than a million books in three months. "I hope that I can give an adult the inspiration to teach a child to read or [give] a child the resources he or she needs," said Hill. Derrick Brooks owns a shiny Super Bowl ring and was once one of the best football players in the NFL. It's his work with kids, though, that makes this former star linebacker for the Tampa Bay Buccaneers really proud. Several years ago, Brooks began giving money to middle schools and Boys and Girls Clubs in Tampa and St. Petersburg, Florida. He then founded the Brooks Bunch and set aside 24 seats at every Buccaneers home game. He began taking kids on cool road trips to places such as New York City, the Grand Canyon, and South Africa. Brooks hopes that seeing new places will inspire kids to think big. Teens in the Brooks Bunch have to keep out of trouble, get good grades, and write papers on why they should be accepted into the group. "I want these kids to know they're shaping their futures right now," Brooks said. "I'm just trying to give back." When hip-hop star Sean "P. Diddy" Combs decides to do something, he hits the ground running. On Nov. 23, 2003, Combs, after only two months of training, completed the 26.2-mile New York City Marathon in four hours, 14 minutes, and 54 seconds. He was running to raise money for kids from low-income families in the city. Combs raised more than $2 million. He gave the city's school system $1 million to buy new furniture, books, and computers for schools in poor neighborhoods. Combs says he wants to even the playing field for kids in tough neighborhoods. Combs split the other million dollars between two charities.

5

What group of people does Angelina Jolie help through her role as a United Nations Goodwill Ambassador?

A. refugees B. people who are sick C. kids who can’t read well D. people who are in debt

A

What does the author list in this text?

A. different types of schools around the world and their advantages B. different politicians and their paths towards politics C. different celebrities and the causes they have donated their time or money to D. different celebrities and their favorite meals

C

Read the following sentences from the text. “In 1996, Hill launched the Faith Hill Family Literacy Project. The organization helps collect books, raise money for literacy groups, and increase public awareness about illiteracy… Combs raised more than $2 million. He gave the city's school system $1 million to buy new furniture, books, and computers for schools in poor neighborhoods.” What can you conclude based on this information?

A. There are different ways to try to solve similar problems in schools. B. The best way to help schools is to give them books. C. Combs’ approach to solving problems was more effective than Hill’s. D. The problem of illiteracy is not a big problem in American schools.

A

What do you know about all of the celebrities listed in this text?

A. They are all actors. B. They all care about the same problem: the refugee crisis. C. They all grew up in New York City. D. They all care about making the world a better place.

D

What is the main idea of this text?

A. Stars such as Bono, Faith Hill, Angelina Jolie, Derrick Brooks and P. Diddy are using their fame and money to make things better for people around the world. B. Angelina Jolie is a famous actress, and she has become famous for her humanitarian work with refugees as well. C. Bono’s nonprofit, DATA, worked to combat HIV-related deaths in Africa at a time when HIV was killing many people there. D. Some stars use their money and fame for good, but others use it to make the world a worse place.

A

A Bad Move

This was the fourth time this year that Lin was the new kid in school. Four moves in seven months--all because her mother’s job kept them moving. She had decided back in December that making new friends was a waste of time. She would join no more clubs. She would add no new names to her phone list. On her first day, the teacher welcomed her to the class and assigned a “buddy” to help her find her way around. This time, it was a girl named Marley, or Carly, or something. Lin had stopped paying attention to kids’ names. Lin knew that she would forget them all, just as the other kids from all those other schools had probably forgotten her. As the teacher was giving Lin papers filled with assignments to make up, Lin made her decision. At this school, she would be memorable. The next day, Tuesday, instead of wearing the usual jeans and tee shirt, she wore a pair of bloomers from an old Raggedy Ann Halloween costume. On Wednesday, she wore an old dress of her mother’s, along with soccer cleats. “At least they’ll remember me after we’ve moved away,” she thought on Thursday as she put on a plaid skirt, a tee shirt, and a pile of long beaded necklaces her grandmother had given her to play with. On Friday, they called her mother to school. She was a bit worried about what her mom would say when she saw her outfit—a neon-yellow dress that she had worn for her Minions Halloween costume last year. From inside the principal’s office, she heard her mother and Mrs. Leonard talking. “She’ll be so excited,” her mother said to Mrs. Leonard in the hallway. “We’ve moved so often, but this time, we’re here to stay. I’ve got a new job in town. Finally, she’ll be able to fit in.”

5

What does Lin decide is a waste of time at this new school?

A. wearing fun clothes B. making new friends C. running for the track team D. studying for tests

B

Lin thinks that at her past schools, the other students have probably already forgotten about her. How does she solve this problem at her new school?

A. She decides to be memorable. B. She decides to visit all her old schools. C. She makes a list of all the people she meets. D. She makes one best friend.

A

Read the following sentences from the text. “On Wednesday, she wore an old dress of her mother’s, along with soccer cleats. ‘At least they’ll remember me after we’ve moved away,’ she thought on Thursday as she put on a plaid skirt, a tee shirt, and a pile of long beaded necklaces her grandmother had given her to play with.” What can you conclude about Lin based on this information?

A. She thinks that her talent as a singer will be memorable for people. B. Her favorite outfits are ones that are comfortable and stretchy. C. She is happiest when she is meeting new people and making friends. D. She thinks that wearing unique clothes will make people remember her better.

D

Read the following sentences from the text. “[Lin] had decided back in December that making new friends was a waste of time. She would join no more clubs. She would add no new names to her phone list… ‘She’ll be so excited,’ her mother said to Mrs. Leonard in the hallway. ‘We’ve moved so often, but this time, we’re here to stay. I’ve got a new job in town. Finally, she’ll be able to fit in.’” How will Lin’s attitude towards her new school probably change once she hears her mother talking to Mrs. Leonard?

A. She will probably want to go to a new school soon. B. She will probably not want to join any clubs. C. She will probably want to make friends at her school now. D. She probably won’t want to make any friends at her school.

C

What is one main theme of this story?

A. Being friendly is the most important skill to learn. B. It can be fun to be creative and stand out from the crowd. C. Making people laugh is hard but worth the effort. D. Being kind to people in different situations is a good thing to do.

B

Leaping Lemurs!

Scientists are thrilled about some tiny, furry finds. They have discovered two new species of lemurs on Madagascar, an island located off the southeast coast of Africa. The endangered animals are found only in Madagascar and a few of the country's nearby islands. Madagascar is home to some of the world's most exotic, or unusual, plants and animals. Lemurs live mainly in forest trees and are nocturnal, or active at night. One of the newly discovered creatures has wide eyes, is small enough to fit in a hand, and bounces from tree branch to tree branch in the dark. Its name in Malagasy means "good man." Malagasy is the official language of Madagascar. The animal was named after scientist Steve Goodman. He has been studying the tiny creatures in Madagascar for 20 years. It is truly an honor to have an animal named after me," says Goodman. The other species is a giant mouse lemur with a bushy tail. It was named in honor of Madagascar's children. Its name in Malagasy means "child." The scientists chose that name to remind Madagascar's children to care for the many plants and animals in their country. Finding a new lemur species is rare because many of the tiny creatures have become extinct. The recent find means that there are now 49 known species of lemurs in the wild.

5

Science: Life Science

According to the text, how many known species of lemurs exist in the wild?

A. 100 B. 49 C. 20 D. 2

B

How does the text describe the first newly discovered lemur?

A. The author explains why the new lemur species is the author's favorite type of lemur and then describes the lemur’s personality traits. B. The author lists the lemur’s physical characteristics and then describes its name and the scientist who discovered it. C. The author describes the lemur’s favorite foods and its favorite places to sleep, and then explains why lemurs are nocturnal. D. The author lists other animals that are similar to the new lemur species and then describes the lemur’s diet in detail.

B

Read these sentences from the text. Finding a new lemur species is rare because many of the tiny creatures have become extinct. The recent find means that there are now 49 known species of lemurs in the wild. What can you conclude based on this evidence?

A. The new lemur species will most likely keep lemurs from becoming completely extinct. B. With 49 known species, lemurs have the most species out of any other nocturnal animal. C. The population of lemurs in Madagascar will never be large enough to avoid extinction entirely. D. Even though new species of lemurs were discovered, there is still a low number of lemurs living in the wild.

D

Based on the text, what can you conclude about lemurs?

A. Not a lot of information is known about lemurs. B. It is difficult to find lemurs moving around during the day. C. Lemurs found in Madagascar also live in many other countries. D. Another species of lemur will be found soon by scientists.

B

What is the main idea of the text?

A. Some of the world's most exotic plants and animals can be found in Madagascar, with one of those animals being the lemur. B. Although it is rare to find a new species of lemur, scientists have discovered two new lemur species on Madagascar. C. One of the new lemur species is named in Malagasy after scientist Steve Goodman, who had been studying lemurs for 20 years. D. One new lemur species is named in honor of Madagascar's children so that the children can be reminded to care for the wildlife in their country.

B

Read this sentence from the text. Madagascar is home to some of the world's most exotic , or unusual, plants and animals. As used in this sentence, what does the word "exotic" mean?

A. very tropical B. very rare C. very tall D. very common

B

Choose the word or phrase that best completes the sentence. ________ so many of these animals have become extinct, the discovery of two new lemurs is unusual.

A. But B. Because C. Although D. If

B

Civil Rights on a City Bus

On the first of December 1955, the African American seamstress Rosa Parks helped change the course of history on a city bus. Rosa boarded the bus after a day’s work at a Montgomery, Alabama, department store. She settled towards the middle, past the first several rows, which at that time were reserved for white people. After making a few stops, the bus became full. Then a white man boarded, but there was nowhere for him to sit. The driver ordered Rosa and the rest of the black passengers in her row to stand at the back of the bus and let the white man sit. In an act of defiance that would help intensify the American Civil Rights Movement, Rosa refused to give up her spot. For violating the laws of segregation, referred to as the “Jim Crow laws” (which were meant to keep white people and black people separate), Rosa was arrested and fined. Her refusal to move was a quiet and simple action, but she took an enormous risk that evening. She also became a hero and an inspiration to people all over the nation who were fighting for racial equality, including Dr. Martin Luther King, Jr., a young minister who would soon become a major civil rights leader. In response to Rosa’s arrest, blacks in the city of Montgomery boycotted the public bus system for more than a year. Like her, they had had enough of being treated like second-class citizens. The Monday after Rosa’s arrest, most black commuters walked to where they needed to go—some traveling more than 20 miles. In her autobiography, Rosa Parks: My Story, Rosa writes of that day on the bus: People always say that I didn't give up my seat because I was tired, but that isn't true. I was not tired physically, or no more tired than I usually was at the end of a working day. I was not old, although some people have an image of me as being old then. I was forty-two. No, the only tired I was, was tired of giving in. Finally, in November of 1956, the U.S. Supreme Court ruled that the Jim Crow laws that kept blacks and whites segregated were unconstitutional. Rosa Parks had challenged the law and shown people far beyond her own town how cruel and unjust segregation could be, and she had won. The boycott ended more than a month later, when the Montgomery buses were integrated, but the resistance to racial prejudice did not stop there. Rosa and the Montgomery Bus Boycott, as it has come to be known, sparked a series of nonviolent mass protests in support of civil rights. One woman’s strength and commitment to change helped fuel a movement. Sometimes that is all it takes.

5

Social Studies: U.S. History

Why was Rosa Parks ordered to give up her seat on the bus?

A. because the driver disliked her B. because she wasn’t allowed to sit C. so that a black man could sit D. so that a white man could sit

D

The cause of Rosa Parks’ arrest was her refusal to give up her bus seat. What was a direct effect of her arrest?

A. blacks in Montgomery boycotted the public bus system B. Dr. Martin Luther King, Jr. became a civil rights leader C. the U.S. Supreme Court ruled segregation unconstitutional D. Rosa Parks showed Americans that segregation was wrong

A

Rosa Parks refused to give up her bus seat because she was tired of accepting unjust treatment. What evidence from the passage supports this conclusion?

A. "Rosa Parks had challenged the law and shown people far beyond her own town how cruel and unjust segregation could be, and she had won." B. "Rosa and the Montgomery Bus Boycott, as it has come to be known, sparked a series of nonviolent mass protests in support of civil rights." C. "The Monday after Rosa’s arrest, most black commuters walked to where they needed to go—some more than 20 miles." D. "'People always say that I didn't give up my seat because I was tired, but that isn't true. No, the only tired I was, was tired of giving in.'"

D

How can Rosa Parks best be described?

A. tired B. brave C. smart D. sad

B

What is this passage mostly about?

A. how Rosa Parks helped start the civil rights movement B. the unjust segregation laws called the “Jim Crow laws” C. the life and work of Dr. Martin Luther King, Jr. D. Rosa Parks’ autobiography, Rosa Parks: My Story

A

Read the following sentences: “The driver ordered Rosa and the rest of the black passengers in her row to stand at the back of the bus to let the white man sit. In an act of defiance that would help intensify the American Civil Rights Movement, Rosa refused to give up her spot.” As used in this sentence, what does “defiance” mean?

A. act of stopping something from happening B. permission to do something C. refusal to obey someone or something D. act of accepting the authority of someone

C

Choose the answer that best completes the sentence below. The bus driver ordered Rosa Parks to give up her seat, _____ she refused to move.

A. so B. but C. after D. like

B

Menacing Meningitis

You wouldn’t know it now, but Lauren Leeber of New York was once very sick. She got sent home from day care on the day before Halloween, and by the next day, she was in the hospital with a type of the disease called meningitis, fighting for her life. It got so bad that she lost a hand, some fingers, and parts of her legs. Later, she needed a new kidney. Although it’s been years since Lauren came down with meningitis, she recalls enough from that time to know that what she went through was very difficult. “I would not wish meningitis on my worst enemy,” she says. Meningitis is a disease that involves swelling of the meninges, which are tissues that cover your brain and spinal cord. The disease can be contagious. That means it can be passed from infected people to others. Meningitis can spread through contact with fluids from an infected person’s mouth or throat. For example, you may get the disease if an infected person coughs or sneezes on or close to you. Meningitis is hard to diagnose because its early symptoms are similar to those of the flu. They include fever, headache, stiff neck, and throwing up. Rashes are also common. But if meningitis is not picked up on by a doctor quickly, serious problems—even death—can occur in just a few hours. When meningitis is caught early enough, people have a greater chance of beating it. For example, take Kaeley Hamilton, of Florida, who was 8 when she got sick with meningitis. “I had all the typical symptoms of the flu, but the fever was really high and made my mom nervous, so we went to the doctor,” recalls Hamilton. “They caught the meningitis early.” There are different types of meningitis, but two types are more common. One, viral meningitis, is caused by a virus. There is no medicine to treat most viral meningitis cases, but viral meningitis is usually not as severe as the other common type. People sick with viral meningitis usually get better on their own. Bacterial meningitis is the more dangerous form, especially when it is caused by bacteria called meningococcus. It is treated with antibiotics. But those drugs can work only if the disease is caught early. Meningococcal meningitis is rare. It strikes fewer than 5,000 Americans each year. Still, teens and young adults have a greater chance of getting the disease compared with many other people. That’s because they are more often in crowded settings that can give this type of meningitis a chance to spread, such as schools, college dormitories, or summer camps. Kayla St. Pierre, of Massachusetts, had meningococcal meningitis when she was 10. “One day I felt sluggish at school, and the nurse said I had the flu and sent me home,” says St. Pierre. “The next morning I had a rash all over my body. I didn’t know what it was, but my parents knew something was wrong, so we went to the emergency room.” Once she got there, they found out what was wrong. But the disease had already taken hold. Both of her legs needed to be amputated, or removed, at the knee. She lost a few fingers too. St. Pierre went through months of surgeries to repair the skin damage from the rash, and she was in physical therapy to strengthen her muscles. About 15 percent of all of the people who survive meningococcal meningitis end up with other health problems, such as brain damage, kidney disease, or damaged arms and legs. The good news is that meningococcal meningitis can be prevented with a vaccine. Health experts recommend that most people between the ages of 11 and 18 get the shot. Not everyone should get vaccinated, however. Some people have allergies to the vaccine’s ingredients. But for almost everyone else, the benefits of getting the vaccine far outweigh the risks. “The most important message is to get vaccinated,” says Dr. John Sinnott. He is an infectious disease specialist at the University of South Florida in Tampa. Vaccination against meningitis is “absolutely essential,” he says, “and one of the greatest advances in medicine.” It can be hard to tell whether a person has meningitis. That’s because the symptoms, or signs, of the disease can look similar to other illnesses. Meningitis symptoms are serious. They include: The best way to avoid meningitis is by getting the vaccine. Here are some other ways to try to keep from being infected. A vaccine is a shot that prevents a certain disease. It’s made with very small parts of the germs it was created to fight. The vaccine teaches your body how to fight the disease for itself. Some types of vaccines need only one shot to protect you for the rest of your life. Other types, such as the one for seasonal flu, change from year to year and need to be given annually.

5

Science: Life Science

According to the text, how many Americans get meningococcal meningitis each year?

A. fewer than 5,000 B. 10,000 C. 20,000 D. 30,000

A

What does the author provide a list of?

A. famous people who have had meningitis B. all of the different types of meningitis C. some ways to avoid meningitis D. ingredients of the meningitis vaccine

C

Even if you survive meningococcal meningitis, there may still be lasting effects on your health. What evidence from the text supports this conclusion?

A. “Although it’s been years since Lauren came down with meningitis, she recalls enough from that time to know that what she went through was very difficult.” B. “People sick with viral meningitis usually get better on their own. Bacterial meningitis is the more dangerous form, especially when it is caused by bacteria called meningococcus .” C. “About 15 percent of all of the people who survive meningococcal meningitis end up with other health problems, such as brain damage, kidney disease, or damaged arms and legs.” D. “The good news is that meningococcal meningitis can be prevented with a vaccine. Health experts recommend that most people between the ages of 11 and 18 get the shot.”

C

Based on the text, which of the following people would be most likely to get meningococcal meningitis?

A. a teenager who has been vaccinated for meningococcal meningitis B. an elderly person C. a teenager who spends a lot of time at camp D. an adult who works from home

C

What is this text mostly about?

A. the effects of the flu and how to avoid getting it B. the effects of meningitis and how to avoid getting it C. where you might get meningitis D. what types of vaccines you should get

B

Read these sentences from the text. Some types of vaccines need only one shot to protect you for the rest of your life. Other types, such as the one for seasonal flu, change from year to year and need to be given annually . As used in these sentences, what does the word "annually" mean?

A. every year B. once in your life C. once a month D. every day

A

Choose the answer that best completes the sentence. Meningococcal meningitis is a serious disease, _____ there is a vaccine that can prevent you from getting it.

A. after B. because C. since D. but

D

Food for Thought

You’re sitting in your last class before lunch, daydreaming about sinking your teeth into a juicy hamburger and golden fries. That big, soft brownie would taste scrumptious too. Hold on! The hamburger served in your cafeteria isn’t an all-beef patty but a blueberry burger. The fries are actually baked, low-salt sweet-potato wedges. There is no brownie for dessert today. Instead, how about a nice granola bar? What’s happened to your school lunch? It’s getting a more nutritious makeover. More and more kids around the United States are overweight and out of shape. Experts say that 15 out of every 100 American children aged 6 to 11 weigh more than they should. The experts blame poor diets and lack of exercise. Research shows that many overweight kids become overweight adults with chronic diseases. To combat that problem, schools around the country are making an effort to change kids’ eating habits by offering more healthful choices at lunchtime. Many school districts in the United States have already banned vending machines that sell soft drinks and other junk foods. Some people want the U.S. Congress to improve the federal school lunch program. The program, run by the U.S. Department of Agriculture, feeds 27 million children every day. Nutritionists, however, say those lunches are too fatty and have too many calories. They want lawmakers to change the federal department’s guidelines for school lunches. Some schools are so concerned with the health of their students that they are not waiting for Congress to act. For example, school officials in New York City are cutting the amount of sugar, fat, and salt in school lunches. That means beef ravioli, potato salad, macaroni and cheese, and ice cream might disappear from lunch trays. Instead, cafeterias will offer vegetables five days a week. Food that is good for you doesn’t have to taste bad. Just ask the students at Brekke School in Oxnard, California. Students there can now choose from a menu of only healthful food items. Nothing is fried. Fizzy, sugary soft drinks are out. Skim milk and juices are in. The school serves giant tacos made with soft tortilla shells, not the hard, deep-fried kind. Toppings include lettuce, broccoli, and refried beans. At Carmel High School in Carmel, Indiana, Caitlin Galligan, 17, thinks it’s a good idea for school lunches to be healthful and tasty. "I eat the school lunch every day, and I usually choose the hot entree," she said. "I like the food." Other students disagree. "Teens want to eat fries and fattier stuff," Erin Meyer, a pizza-loving, soda-drinking tenth grader in Atlanta, recently told a reporter from the Cox News Service. "They don’t care if it’s good for you." Erin probably wouldn’t like one food item that may soon debut on many school lunch menus--the blueberry burger. Researchers in Maine are stirring a blueberry mixture into beef, chicken, and turkey patties to boost the sandwich’s nutritional content. Health experts say blueberries make burgers juicier and tastier. As a bonus, blueberries contain a cancer-fighting substance. If blueberries aren’t to your liking, how about prunes? Some students in Colorado, Maryland, and Florida are biting into burgers that contain that fruit. School kids in 17 other states eat cherry burgers. "You don’t see the cherry, and you don’t taste the cherry," said Ray Pleva, a Michigan butcher who makes cherry-meat products. Pleva said many people at first are turned off by the idea of his fruit burgers. However, once they buy them and grill them, they say, "Wow, that was great!" This table shows what percentage of elementary schools have menus that offer each food item daily.

5

Social Studies: Sports, Health & Safety

Which of the following is an opinion?

A. Some students in Colorado, Maryland, and Florida are eating burgers that have prunes in them. B. Erin probably wouldn’t like the blueberry burger. C. School kids in 17 states eat cherry burgers. D. Blueberries contain a cancer-fighting substance.

B

Which of the following quotations is a fact?

A. “Wow, that was great.” B. “You don’t see the cherry.” C. “Kids don’t care if food is good for you.” D. “I like the food.”

B

Schools have made many changes to the lunches they serve. Schools are banning which of the following items?

A. fizzy, sugary soft drinks B. blueberry burgers C. soft tortilla shells D. skim milk

A

Look at the chart that lists percentages. Which statement is untrue?

A. All schools offer milk daily. B. 31% of schools offer meat or meat alternatives daily. C. Over 90% of schools offer vegetables daily. D. Most schools do not offer fruits or juices daily.

D

Solar Absorbers and the Future of Electricity

Electricity is what we use to power things at home or at school. You can probably look around right now and see an electrical outlet or two. Everything that we plug into one of these outlets uses electricity. But where does this electricity come from? Right now we have a few ways to make electricity. Some are better than others. There are some scientists who are trying to find new ways to get electricity that are better for the planet Earth. Most electricity is generated by machines that are run by steam. Making a lot of steam is the hard part. Water has to be heated up so that it boils and becomes steam. In the United States, a lot of different things are burned to create this steam. The most common things that are burned are oil, gas, and coal. The United States uses a lot of electricity, and so we burn a lot of oil, gas, and coal. In 2012, the United States of America used more oil and gas than any other country in the world and was number two in the world for using coal. The problem with using these things is that burning them can be harmful and damaging to the earth. Also, there is only a certain amount of coal, gas, and oil in the world, and they are running out very quickly. We can't make more of them. What happens when they run out? How else can we get electricity? There are some people who are trying to answer this question. There are many scientists who are developing different methods of getting electricity. One of these people is Jeff Chou, who is a scientist and researcher working on new ways of getting electricity. Jeff works at MIT, which stands for Massachusetts Institute of Technology. It is a university in Cambridge, Massachusetts. MIT is very well known, and people from all over the world go to study there. It is one of the best colleges to learn and practice science. Jeff is at MIT working as a researcher on electricity. He decided he wanted to be a scientist in high school: “I happened to like the math and physics classes, so in college I chose to focus on electrical engineering.” Electrical engineering is studying how electricity works. This is helpful for knowing how things like computers work. In fact, Jeff can build the computer chips that make computers run! Jeff likes being a scientist because he can change the world. “I get to work on tough problems that could help out everyone on Earth,” Jeff says. Jeff likes that he gets to try to “come up with new solutions by thinking creatively. In fact, in science, wild and crazy ideas are encouraged!” Jeff has been working on how to get better solar power. Solar power, Jeff says, is “converting the light we get from the sun into usable electrical energy.” You can feel this energy yourself: the sun feels hot on your skin because it is sending out energy. Solar power is different from oil, gas, or coal because it is what is called renewable energy. This means that its source is not consumed when we use the energy, as happens with gas, for instance, which burns away. Things like the wind, the sun, and ocean currents are called renewable because they won't go away anytime soon. At MIT, Jeff has been “working on new ways to convert solar energy into electricity.” He made something called an absorber. It takes the heat from something hot, like the sun, and turns it into electricity. Absorbers are very small. They are special panels made out of silicon and other materials. These panels can “absorb and convert each photon [from the sun] that comes in, into an electron.” These electrons can be used to make electricity. This can power anything, like a toaster, or a TV, or even some cars. Jeff's job as a researcher involves doing lots of experiments. Jeff says that experiments are the heart of science. You have to take your ideas and test them to see if they work or not. “Sometimes the ideas work and sometimes they don't, and that's science in a nutshell,” Jeff says. These experiments involve lots of special equipment and laboratories. Jeff does most experiments in a clean room, which is a room that has no germs or dirt or anything that might damage his experiments. In the clean room, Jeff made the tiny solar absorbers. Then he shined light on them to see how much energy they could make. He took careful notes and measurements so that he could tell everyone how good or bad the device was. Jeff likes working with solar energy because it is better for the earth. “Solar energy is very important because we can create electrical energy without polluting the earth,” Jeff says. Older ways of getting electricity that use oil, gas, or coal are more harmful. They “burn toxic chemicals and release them into the sky and Earth, which are harmful to you and me,” Jeff says. But the absorbers that Jeff built are cleaner. “All we have to do is point our solar silicon panels towards the sun, and we get clean energy,” Jeff says. For Jeff, his solar absorbers are very exciting because they can help us turn anything hot into electricity. Jeff is hoping that if his panels are sensitive enough, anything hot could generate electricity, not just the sun. He says, “There are a lot of hot things we encounter every day; imagine if we can now use those to help power an entire city!” This is the exciting part of science for Jeff. He is helping to make the world a cleaner and better place through his solar panels. If scientists like Jeff are successful, the world would be able to get all its electricity from clean, renewable sources. This would make our world a cleaner and safer place to live.

5

Science: Technology & Engineering, Physical Science

What kinds of energy does Jeff Chou work with?

A. energy from coal, gas, and oil B. solar energy and energy from coal C. electrical energy and energy from oil D. solar energy and electrical energy

D

What does the passage describe?

A. The passage describes electricity and the efforts of a scientist to turn solar energy into electricity. B. The passage describes the reasons that people from all over the world go to study at MIT. C. The passage describes what Jeff Chou does to keep the room where he does his experiments clean. D. The passage describes the few harmful byproducts that are created by people use energy from the sun.

A

Getting electricity from oil, gas, and coal pollutes the Earth. What evidence from the passage supports this statement?

A. Jeff Chou hopes that his panels will be sensitive enough to absorb electricity from anything hot, not just the sun. B. In order to generate steam for its electricity needs, the United States has to burn a lot of oil, gas, and coal. C. Using oil, gas, and coal burns toxic chemicals and releases them into the sky and the earth, which is harmful to people. D. According to Jeff Chou, testing your ideas to see whether or not they work is at the heart of science.

C

Why might Jeff and other scientists be working on making electricity from renewable sources, like solar energy?

A. because it is much more expensive to make electricity from non-renewable sources than to make it from renewable ones B. because the sources used most are running out very quickly, and renewable sources will not run out any time soon C. because renewable sources can burn more easily, which means we can produce more steam to power more machines D. because using energy from renewable sources is a "wild and crazy idea", and scientists prefer to work on very creative projects

B

What is this passage mostly about?

A. the reasons that the United States of America used more oil and gas than any other country in 2012 B. the computer chips that Jeff Chou learned how to build as an electrical engineer C. electrical engineering, the process of burning coal, and the importance of electrical outlets in daily life D. electricity, solar energy, and a scientist working on ways to turn solar energy into electricity

D

Read the following sentence: “At MIT, Jeff has been ‘working on new ways to convert solar energy into electricity.’” What does the word convert mean?

A. increase B. decrease C. change D. destroy

C

Choose the answer that best completes the sentence below. Solar power is renewable; _______, power from oil, gas, and coal is not renewable.

A. however B. especially C. in conclusion D. initially

A

Tornado Scientists

Tornadoes form when strong winds spin. Wind is invisible, but we can see tornadoes because the spinning wind picks up water, dust, and debris. The spinning wind forms a funnel that connects thunderstorm clouds with the ground. When a tornado is close, watch out. They can spin over 200 miles per hour and cause a lot of damage. As they move across the land, they can easily pick up cars, trucks, and even houses, and then throw them very far. It is important to find a safe place to take shelter if a tornado gets close. A safe place could be a basement or the lowest floor, depending on where you are. If you are in a home without a basement, try to find a first-floor closet or bathroom without windows in the middle of your house. You should curl up into a ball and cover your head and neck with your hands. Stay in a safe place until the tornado passes. But there are some people who actually want to get close to tornadoes. They are scientists who want to learn more about tornadoes. One of the best ways to do this is to get as close as possible to these twisters. They use special equipment and instruments to measure what is happening in and around a tornado. One special instrument these scientists use is called a tornado probe. It is about six inches tall and looks like a short, orange construction cone. Inside the tornado probe, there are sensors to measure wind speed, temperature, pressure, and direction. Some probes even have cameras, so the scientists can see and understand what it’s like to be in a tornado. To be able to get these measurements, the scientists have to get a tornado probe near or into a tornado. Scientists will try to guess where a tornado will go next. Then they drive to that location and put down the probe. If they do not guess correctly, they pick up their probe and try another spot. If they are right, the tornado will go near or even right over the probe. Then they take all of the measurements from the probe and use them to predict where future tornadoes may form and travel. Tornadoes are extremely dangerous, and the scientists who study them up-close are bold and brave. Their work is very important and has saved lives by giving people some warning to get out of the way of a destructive tornado.

5

Science: Earth & Space Science, Technology & Engineering

What is a tornado?

A. a sensor that measures wind speed, temperature, pressure, and direction B. a first-floor room without windows in the middle of a house C. a person who studies winds and shares his or her findings with others D. spinning wind that forms a funnel and can cause a lot of damage

D

What sequence of events is described in the passage?

A. the steps scientists take to get measurements from tornado probes B. the steps involved in the formation of a tornado C. the steps people take to build tornado probes D. the steps people should take if their house is destroyed by a tornado

A

Tornadoes are dangerous. What evidence from the passage supports this statement?

A. Some scientists use special equipment and instruments to measure what is happening in and around a tornado. B. As tornadoes move across the land, they can easily pick up cars, trucks, and even houses, and then throw them very far. C. If scientists do not guess correctly where a tornado will go, then they pick up their tornado probe and try another spot. D. Tornado probes are about six inches tall and look like short, orange construction cones.

B

What can information about one tornado tell scientists?

A. Information about one tornado can tell scientists how old a tornado probe is. B. Information about one tornado can tell scientists where another tornado may happen. C. Information about one tornado can tell scientists how many people took shelter from it in their basement. D. Information about one tornado can tell scientists whether closets or bathrooms are better for taking shelter in.

B

What is this passage mainly about?

A. wind speed, temperature, pressure, and direction B. cars, trucks, and houses that have been picked up by tornadoes C. tornadoes and people who study them D. the formation of a tornado’s funnel

C

Read the following sentences: “Inside the tornado probe , there are sensors to measure wind speed, temperature, pressure, and direction. Some probes even have cameras, so the scientists can see and understand what it’s like to be in a tornado.” What does the word probe mean?

A. something that gathers information B. a strong wind that spins in a funnel C. a place where people go for shelter D. a prediction about where something will happen

A

Choose the answer that best completes the sentence below. Most people take shelter during a tornado; ______, some scientists try to get close to tornadoes.

A. moreover B. in particular C. in contrast D. therefore

C

Classical Music - A Young Wolfgang Amadeus Mozart

Wolfgang Amadeus Mozart was born in 1756 in Austria. He would become one of the most talented composers to ever live. He started to write and play music before he was even eight years old! As a three-year-old, Mozart already loved music. He would listen to his father teach his older sister. She was learning to play the piano. Mozart looked up to his sister, and he copied her playing. Mozart’s father noticed Mozart’s talent in music. He began to teach his son. Mozart was a fast learner. Before he was even five years old, Mozart could play full songs. Before long, Mozart wrote his own musical composition at the age of five. He knew how to read and write music before he could read or write words! His first piece was very short. Soon, Mozart’s father and the family toured all the major musical centers in Western Europe. Mozart played music in the cities. He played for nobles and royalty. Many times he played music with his sister. During the tour, Mozart met some musicians and learned from them. One of the musicians was Johann Christian Bach, the youngest son of Johann Sebastian Bach. When he was eight years old, Mozart started writing music for the full orchestra. Before long, he finished writing his first symphony. Mozart died on December 5, 1791. He was only 35 years old, but he composed more than 600 musical pieces. More than 200 years later, Mozart is still known as one of the greatest composers ever.

5

Arts: Music & Performing Arts

When did Mozart start to write and play music?

A. when he was 35 years old B. when he was 10 years old C. when he was five years old D. before he was eight years old

D

The text describes the early years of Mozart’s life. Which of the following events happened first?

A. Mozart wrote his first own musical composition. B. Mozart started writing music for the full orchestra. C. Mozart toured all the major musical centers in Western Europe. D. Mozart listened to his father teach his sister how to play music.

D

Mozart was a very gifted child. What evidence from the text supports this conclusion?

A. Before he was even five years old, Mozart could play full songs. B. While touring different cities throughout Europe, Mozart played for nobles and royalty. C. Mozart was only 35 years old when he died. D. Mozart is still known as one of the greatest composers ever.

A

Where would this text most likely be found?

A. in a novel about Mozart B. in a book of poetry about classical music C. in a book of biographies of classical musicians D. in a newspaper article from 1791

C

What is the main idea of this text?

A. Mozart composed more than 600 musical pieces during his life. B. Mozart was a very talented child and grew up to become one of the greatest composers to ever live. C. Mozart’s father and the family toured all the major musical centers in Western Europe. D. Mozart’s father taught both Mozart and his sister how to play music.

B

Choose the answer that best completes the sentence. ___________ Mozart did not live a very long life, he did compose more than 600 musical pieces.

A. Instead B. Because C. Consequently D. Although

D

Paradise Lost

Bright-colored scarlet macaws rest on forest branches. Howler monkeys leap from tree to tree. Endangered jaguars slink through the thick brush. Those are just a few of the thousands of animals that call the Amazon rain forest home. In a tropical rain forest, such as the Amazon, the region is warm and has heavy rainfall. The Amazon is the largest rain forest in the world. It covers most of northern Brazil, in South America. Farmers, however, are rapidly destroying this lush landscape. They are cutting and burning trees to make room for their soybean fields and cattle ranches. In 2004, deforestation in the Amazon was the second-worst ever, according to Brazil's government. Deforestation occurs when loggers cut down trees for farms, homes, or roads. The government said loggers destroyed an area of land slightly larger than New Hampshire. Why should we worry about a rain forest in South America? Deforestation reduces the rain forest's biodiversity, or the variety of plants and animals in a particular area. The Amazon is one of the richest areas of the world in animal and plant variety. It is home to the biggest flower in the world, a bird-eating spider, and a monkey the size of a toothbrush. Scientists have identified only a small number of all species that live in the rain forest. As loggers and farmers destroy the forest, animals and plants may become extinct before they are discovered. Deforestation affects people, too. Many of the foods, spices, and medicines people need come from the rain forest. Without the Amazon rain forest, life on Earth would have a hard time existing. The Amazon's plants and trees clean the air by breathing in carbon dioxide and exhaling oxygen. Too much carbon dioxide in the air is harmful to humans. Carbon dioxide is also a greenhouse gas. Greenhouse gases trap the sun's heat close to Earth. Without the trees in the rain forest, Earth's climate would get much hotter. Human activity is mainly to blame for the destruction of the rain forest. Loggers illegally chop down trees for timber. Construction workers burn vast portions of the jungle to build new roads and farms. "The single most important factor contributing to forest loss is population growth in Brazil," scientist Jim Bowyer told Senior Edition. "Almost 2 million people make the forest their home. All these people need land for farming and wood for heat and cooking. They are looking for a way to survive." Stopping the destruction of the rain forest is not an easy task. Some people think that Brazil's government is not doing enough to stop deforestation. Ranchers and farmers think it is unfair for others to tell them that they can't use the rain forest for their own livelihood. Scientists predict that if deforestation continues at its current rate, the rain forest may survive only another 40 to 50 years. "We need to address the real causes of deforestation, like poverty and population growth," says Bowyer. "Solutions need to involve the very people who destroy the forest."

5

Science: Earth & Space Science

When Bower says, “Solutions need to involve the very people who destroy the forest,” he is referring to

A. the government. B. ranchers and farmers. C. the reader. D. scientists.

B

In order to stop deforestation, the government of Brazil could

A. gather up all the rain forest animals put them in the zoo. B. create laws that prohibit cutting down trees. C. encourage more people to live in the rain forest. D. build more ranches and farms.

B

The types of human activity that endanger rainforests include

A. breathing and eating. B. trapping the sun’s heat. C. farming, logging, road building. D. making medicines and foods.

C

People that live in the rain forest probably eat

A. small amounts because they are poor. B. food brought in from other countries. C. at the many restaurants being built. D. the plants and animals of the rain forest.

D

Magnetic Fields and the Magnetic Compass

If you were in a forest, chances are there wouldn’t be any street signs to help direct you! That’s why you need a compass to help you find your way using the power of a magnetic field. Magnets are objects that produce an area of magnetic force called a magnetic field. Magnetic fields by themselves are invisible to the human eye. Magnets attract, or pull, objects made of materials that are very attracted to magnets. These materials include iron and nickel. A magnet also reacts to another magnet when they are close enough to each other. Magnets come in different shapes, strengths, and sizes. However, they all have a north pole and a south pole. The south pole of one magnet is attracted to another magnet’s north pole. However, the north poles of both magnets would repel, or push, each other away. The earth is like a huge magnet. It has a magnetic field, and it has magnetic North and South Poles. The earth’s magnetic poles are not to be confused with its geographic poles, though. The earth is tilted on an axis. The geographic North Pole is located at the most northern end of the axis. This place is in the middle of the Arctic Ocean. The geographic South Pole is located at the most southern end of the axis, and this can be found in Antarctica. The earth’s magnetic poles are in the general direction of the planet’s geographic poles. However, unlike the geographic poles, the magnetic poles are not always in the same place. They are moving slowly. A compass is used to show direction. There are different types of compasses. They include the magnetic compass, the solar compass, and the gyro compass. When people talk about a compass, they often think of the magnetic compass. A magnetic compass is usually comprised of a magnetized needle and a card with north, south, east, and west printed on it. One end of the needle is attracted to the earth’s magnetic north pole. This end is often painted red. With one end showing you the direction of north, you can use the compass to figure out the other directions, too.

5-6

Science: Earth & Space Science, Physical Science

What is a magnetic field?

A. the geographic poles of the earth B. the shape, strength, and size of a magnet C. an area of magnetic force around a magnet D. a street sign to help direct you

C

What does the author describe?

A. the characteristics of magnets and magnetic fields B. the reasons why some materials are attracted to magnets C. the different shapes, strengths, and sizes of magnets D. the ways different compasses work to tell direction

A

Read these sentences from the text. Magnets are objects that produce an area of magnetic force called a magnetic field. Magnetic fields by themselves are invisible to the human eye. Magnets attract, or pull, objects made of materials that are very attracted to magnets. These materials include iron and nickel. A magnet also reacts to another magnet when they are close enough to each other. Based on these sentences, what can you conclude about the attraction of iron to a magnet?

A. When the iron is farther from the magnet, the attraction is stronger. B. When the iron is closer to the magnet, the attraction is stronger. C. When the iron is closer to the magnet, the attraction is weaker. D. When the iron is close to the magnet, there is no attraction.

B

Read these sentences from the text. The earth’s magnetic poles are in the general direction of the planet’s geographic poles. However, unlike the geographic poles, the magnetic poles are not always in the same place. They are moving slowly. [. . .] A magnetic compass is usually comprised of a magnetized needle and a card with north, south, east, and west printed on it. One end of the needle is attracted to the earth’s magnetic north pole. This end is often painted red. With one end showing you the direction of north, you can use the compass to figure out the other directions, too. Based on these sentences, what does a magnetic compass show someone?

A. the exact direction of the earth's geographic South Pole B. the general direction of the earth's geographic South Pole C. the exact direction of the earth's geographic North Pole D. the general direction of the earth's geographic North Pole

D

What is the main idea of the text?

A. There are different shapes and sizes of magnets. Iron and nickel are some of the materials that are very attracted to magnets, so they can get pulled toward magnets. B. The earth is like a big magnet. People can figure out directions by using a magnetic compass, which has a needle that is attracted to the earth's magnetic North Pole. C. The earth has a geographic North Pole, which is located in the middle of the Arctic Ocean. The planet also has a magnetic North Pole, but it is always moving slowly. D. There are different types of compasses. One type of compass is the magnetic compass, and it is made up of a magnetized needle and a card with directions printed on it.

B

Read these sentences from the text. The earth’s magnetic poles are in the general direction of the planet’s geographic poles. However, unlike the geographic poles, the magnetic poles are not always in the same place. As used in the text, what does the phrase "general direction" mean?

A. different but the same exact way B. similar but complete opposite way C. similar but not the same exact way D. different and complete opposite way

C

Choose the answer that best completes the sentence below. The earth has a magnetic field and magnetic North and South Poles, ________ it's like a magnet.

A. but B. so C. if D. although

B

What Is Bullying?

Bullying is when someone is being hurt either by words or actions, feels bad because of it, and has a hard time stopping what is happening to him or her. Bullying can be: Physical Emotional Where Does Bullying Happen? Bullying can happen anywhere. It can occur in your neighborhood, while going to school, at school, and while on-line. What is Cyberbullying? Cyberbullying is using technology—internet, email, cell phones, social media, pictures— to hurt or harm someone else. Includes: Bullying is never okay, cool, or acceptable. No one EVER deserves to be bullied.

5

Social Studies: School & Family Life

What is bullying?

A. when someone is being helped either by words or actions, feels glad because of it, and has a hard time stopping what is happening to him or her B. when someone is being surprised either by words or actions, feels confused because of it, and has an easy time stopping what is happening to him or her C. when someone is being hurt either by words or actions, feels bad because of it, and has a hard time stopping what is happening to him or her D. when someone is being taught either by words or actions, feels smart because of it, and has an easy time stopping what is happening to him or her

C

What does this article list?

A. examples of names that bullies often call people B. examples of mean messages that cyberbullies send by email C. steps you can take to stop bullying when you notice it D. examples of physical and emotional bullying

D

The text says that some forms of emotional bullying include name calling, making fun of someone, starting rumors about someone, or laughing at someone. Based on this evidence, what conclusion can you draw about emotional bullying?

A. Emotional bullying is when someone physically hurts someone else. B. Emotional bullying is when someone hurts someone else's feelings on purpose. C. Emotional bullying is usually an accident, and is an easy problem to fix. D. Emotional bullying is not as serious a problem as physical bullying.

B

The author writes that bullying can be physical. Read the bullet points under the "Physical" subheading. Based on those bullet points, what can you infer about kicking?

A. Kicking could be a form of physical bullying. B. Kicking could be a form of emotional bullying. C. Kicking is worse than pushing and shoving. D. Kicking is not as bad as pushing and shoving.

A

What is the main idea of this text?

A. An example of physical bullying is hitting someone. B. An example of emotional bullying is leaving someone out on purpose. C. Bullying can be physical or emotional, but it is never acceptable. D. Bullying can happen in your neighborhood, at school, and online.

C

The title of this text is "What Is Bullying?" Why might the author have written the title as a question?

A. to prepare readers for a discussion of the answer to this question in the article B. to encourage readers to answer the question on their own before reading thearticle C. to express confusion over a term whose meaning is unclear to most people D. to suggest that students do more to stop bullying when they see it happening

A

Read these sentences from the text. "Bullying can happen anywhere. It can occur in your neighborhood, while going to school, at school, and while online." How could these sentences best be combined?

A. Bullying can happen anywhere, except for your neighborhood, on the way to school, at school, and online. B. Bullying can happen anywhere, including your neighborhood, on the way to school, at school, and online. C. Bullying can happen anywhere, finally your neighborhood, on the way to school, at school, and online. D. Bullying can happen anywhere, before your neighborhood, on the way to school, at school, and online.

B

Christianity - Constantine

Constantine follows the sign of the cross. The Latin means, “By this sign you will conquer.” The Roman Empire was polytheistic, which means that the state religion consisted of worshiping many gods and goddesses. The religion was centuries old and had much in common with the religion of ancient Greece. When Constantine came into power, however, this all changed. Here is a tale about how Constantine became a Christian. Constantine’s army was face-to-face with the army of an enemy. Things didn’t look so good for Constantine. Legend has it that his luck changed when he looked up in the sky and saw a blazing cross shining above. It is believed that the sight of the cross inspired Constantine to convert to Christianity. The story goes that because of this belief, Constantine was able to defeat his foes. Constantine became an ardent Christian. He made Christianity the official religion of the Roman Empire. Christianity and other religions were tolerated under Constantine’s rule. Before that time, Roman leaders persecuted Christians and murdered hundreds of them. Constantine moved the capital of the Roman Empire from Rome to the city of Constantinople, which he named after himself. That city is now called Istanbul. Constantine also was responsible for the building of a great cathedral in Rome.

5

Social Studies: World History

According to the text, what is the state of religion consisting of worshiping many gods and goddesses?

A. Christianity B. polytheistic C. legend D. Constantinople

B

In the text, Constantine becoming a Christian is a cause. Which of these answers is an effect of that cause?

A. Roman leaders persecuted Christians. B. The Roman Empire worshiped many gods and goddesses. C. Constantine made Christianity the official religion of the Roman Empire. D. Constantinople is now called Istanbul.

C

Read this paragraph from the text. Here is a tale about how Constantine became a Christian. Constantine’s army was face-to-face with the army of an enemy. Things didn’t look so good for Constantine. Legend has it that his luck changed when he looked up in the sky and saw a blazing cross shining above. It is believed that the sight of the cross inspired Constantine to convert to Christianity. The story goes that because of this belief, Constantine was able to defeat his foes. What can you conclude about Constantine from this information?

A. Constantine didn’t want to become a Christian, but he felt that he had no choice. B. Constantine’s army encouraged him to convert to Christianity because they wanted to win their battles. C. Based on the legend, Constantine would not have won the battle if he hadn’t believed in Christianity. D. The army of Constantine’s enemy refused to convert to Christianity even though they saw how it helped Constantine.

C

Read this sentence from the text. Constantine also was responsible for the building of a great cathedral in Rome. Based on the text, what was the cathedral probably connected to?

A. Christianity B. a polytheistic religion C. a legend D. Constantinople

A

What is this text mostly about?

A. a famous prophet B. a Roman emperor C. a city in Europe D. a famous battle

B

Read these sentences from the text. Christianity and other religions were tolerated under Constantine’s rule. Before that time, Roman leaders persecuted Christians and murdered hundreds of them. As used in these sentences, what does the word "tolerated" most nearly mean?

A. made illegal B. separated C. similar D. allowed

D

Choose the answer that best completes the sentence. Constantine converted to Christianity ________ he saw a blazing cross in the sky.

A. after B. before C. next D. previously

A

America's Bird Soars

The bald eagle is flying high! This majestic bird clawed its way back from the edge of extinction, or dying out. In the middle of the 20th century, the number of bald eagles in the United States was declining rapidly. Thus, the species was put on the nation’s list of endangered species. In 2007, however, the bald eagle was taken off the endangered species list. In the early 1700s, bald eagles were a common sight. There were about half a million of those birds living in what is now the United States. Over time, their population fell dramatically. In the early 1960s, a very low amount of bald eagles remained. What caused the number to drop? Hunting and the use of harmful chemicals sprayed on crops were largely to blame. Those chemicals poisoned the birds and their eggs. Pollution also contributed to the problem. Bald eagles often became sick after eating fish from polluted waters. In addition, the bald eagles' habitat was being destroyed as people cut down trees to build roads and homes. A habitat is a place in nature where an animal makes its home. Thanks to laws that helped protect bald eagles and banned harmful chemicals, the birds made a comeback. In 2007, the population of bald eagles living in the United States reached about 20,000, and they were taken off the endangered species list. Conservation, or protection, efforts have helped their survival. "There is no doubt that it is the single best conservation story the United States has had," bald eagle expert Bryan Watts told Weekly Reader. In 1782, the bald eagle was made the national bird of the United States. The nation's founders chose the bird because it symbolized freedom, strength, and courage. At the time, some people disagreed about the choice for the national bird. Benjamin Franklin, for example, thought the turkey would make a better choice because it was "a much more respectable bird."

5

Science: Life Science

According to the text, what was the population of bald eagles living in the United States in 2007?

A. about half a million B. very low C. about 20,000 D. on the edge of extinction

C

The author describes a cause-and-effect relationship in the section titled "Trouble Ahead." What was one cause of the drop in the bald eagle population in the United States?

A. the desire to make the bald eagle the national bird B. the writing and passing of laws to help protect bald eagles C. the pollution of waters and contamination of fish that bald eagles ate D. the growth of the bald eagles’ natural habitats

C

If laws had not been passed banning harmful chemicals, bald eagles would likely have become extinct. What evidence from the text supports this conclusion?

A. “In the middle of the 20th century, the number of bald eagles in the United States was declining rapidly. Thus, the species was put on the nation’s list of endangered species.” B. “Thanks to laws that helped protect bald eagles and banned harmful chemicals, the birds made a comeback.” C. “In addition, the bald eagles' habitat was being destroyed as people cut down trees to build roads and homes.” D. “In the early 1700s, bald eagles were a common sight. There were about half a million of those birds living in what is now the United States.”

B

Based on the text, why are eagles the “best conservation story” in the United States?

A. Eagles symbolize freedom and strength. B. Chemicals poisoned the eagles and their eggs. C. Conservation efforts saved eagles from extinction. D. Eagles are majestic creatures.

C

What is this text mostly about?

A. what bald eagle habitats and nests look like B. how majestic bald eagles are when they fly C. the effects of human actions on the bald eagle population D. the impact birds have on the bald eagle population

C

Read these sentences from the text. The bald eagles' habitat was being destroyed as people cut down trees to build roads and homes. A habitat is a place in nature where an animal makes its home. As used in these sentences, what does the phrase "bald eagles' habitat" mean?

A. roads and homes B. where bald eagles live C. the cutting down of trees D. where people live

B

Choose the word or phrase that best completes the sentence. _________ Benjamin Franklin thought the turkey would be a better choice, the bald eagle is the national bird of the United States.

A. After B. Although C. However D. Because

B

Bad Memories

Jeremiah was not an old man. Anyway, he wasn’t old compared to the old man he sat across from, on the old man's couch, in the old man's living room that smelled like eggs and mildew. Both men, old and not-quite-so-old, sipped lemonade. The couch was designed with flowers. It was so old the flowers looked like they were wilting, like they had been plucked and left out to die. The old man was named Paul. Paul looked like he was going to fall asleep. He nodded forward, his head tilted over. Jeremiah slapped him on the arm. “I'm not asleep!” Jeremiah raised an eyebrow. “You were going to fall asleep.” “I'm not going to fall asleep!” Jeremiah sighed. On the coffee table in front of them was Jeremiah's laptop. On the laptop was a picture. The picture was the same photograph Jeremiah had placed on the table in the IHOP: a tall, thin man at a piano, with a gleaming ring on his finger and a smirk on his face as if he were keeping a secret. Jeremiah turned the laptop toward Paul. “Do you recognize this man?” Jeremiah asked. Paul had fallen asleep. Jeremiah repeated the question. “I'm not asleep!” “Paul. Please.” “I'm not asleep. I just don't want to look. No, no, I don't think I'll look. No, thank you.” This had Jeremiah confused. He raised an eyebrow. “Why not?” he asked Paul. Paul took a deep breath. He really sucked it in, as though the room might run out of air. And then he began slowly to speak. He chose his words with care. “When you're my age,” he said, “you know what you can trust, and you know what you can't trust. I know I can trust my feelings.” He looked up at Jeremiah and continued, “My gut feelings, you understand? And I know I can't trust some stranger who shows up at my door, unannounced, and asks me questions about things that happened sixty years ago. About things that maybe didn't even happen sixty years ago! Who knows! I don't know! You remember sixty years ago? Of course not, you weren't even born! Weren't even a single cell. And yet you have the nerve—” Paul began to shake but managed to regain control. “The nerve. To enter my house. And ask me—me of all people!—about the one man whose name I never want to hear again. No—I'll say it one more time. Just so you'll be satisfied. Just for your pleasure. One more time: Sweet Lou. That's it. That's the last you'll hear from me! No more!” Paul sprung from the couch with such force he might have been sixty years younger. He sprung to his feet with such force he surprised Jeremiah, causing Jeremiah to knock over his glass of lemonade on the coffee table. It fell to the wood floor and smashed. Lemonade pooled on the floor, but Paul didn't notice. Paul was already out of the room, muttering to himself and waving his hands. Jeremiah sat back down on the couch, with his socks in the puddle of lemonade. He leaned forward and grabbed the laptop, and he placed it on his lap. He stared at Sweet Lou, the Sweet Lou who sixty years ago disappeared in a cloud of mystery. Sweet Lou's smile—what did it mean? What did Sweet Lou know that the rest of us would never know? Jeremiah reached into his traveling bag and took out a notepad of yellow lined paper with a list of names. He crossed Paul's name off the list. This trip had cost him much time and much money, and Jeremiah had little of either to spare. He was beginning to doubt he would ever uncover the story of Sweet Lou. Sadness crept over him. Jeremiah sat in the room that smelled like eggs and mildew, under a ceiling fan that creaked in circles and hardly moved the air at all. He stared at the photograph, at Sweet Lou. A single tear fell down his cheek.

5

What does the photograph on Jeremiah's laptop show?

A. a man drinking lemonade B. a tall man at a piano C. a man eating at a restaurant D. an old man sitting on a couch

B

What point of view is this story told from?

A. third person limited point of view B. first person point of view C. second person point of view D. third person omniscient point of view

A

Refer to this excerpt from the story for Questions 3 and 4. Paul took a deep breath. He really sucked it in, as though the room might run out of air. And then he began slowly to speak. He chose his words with care. 'When you're my age,' he said, 'you know what you can trust, and you know what you can't trust. I know I can trust my feelings.' He looked up at Jeremiah and continued, 'My gut feelings, you understand? And I know I can't trust some stranger who shows up at my door, unannounced, and asks me questions about things that happened sixty years ago. About things that maybe didn't even happen sixty years ago! Who knows! I don't know! You remember sixty years ago? Of course not, you weren't even born! Weren't even a single cell. And yet you have the nerve—' Paul began to shake but managed to regain control. 'The nerve. To enter my house. And ask me—me of all people!—about the one man whose name I never want to hear again. No—I'll say it one more time. Just so you'll be satisfied. Just for your pleasure. One more time: Sweet Lou. That's it. That's the last you'll hear from me! No more!' Based on this information, what can you conclude about Paul's feelings toward Sweet Lou?

A. They are feelings of disturbance and distress. B. They are feelings of happiness and satisfaction. C. They are feelings of uncertainty and curiosity. D. They are feelings of enthusiasm and eagerness.

A

Based on the excerpt, what can you conclude about how Paul feels toward Jeremiah?

A. Paul is pleased with Jeremiah. B. Paul is angry with Jeremiah. C. Paul admires Jeremiah. D. Paul is bored by Jeremiah.

B

What is a theme of this story?

A. the challenges of old age B. the importance of hard work C. the pain of old memories D. the excitement of solving a mystery

C

Read these sentences from the text. Jeremiah reached into his traveling bag and took out a notepad of yellow lined paper with a list of names. He crossed Paul's name off the list. This trip had cost him much time and much money, and Jeremiah had little of either to spare. He was beginning to doubt he would ever uncover the story of Sweet Lou. Sadness crept over him. Based on these sentences, what does the phrase "sadness crept over him" mean?

A. He began to feel sad. B. He crawled over the floor. C. He felt something crawling on him. D. He stopped feeling sad.

A

Read this sentence from the text. He sprung to his feet with such force he surprised Jeremiah, causing Jeremiah to knock over his glass of lemonade on the coffee table. How could this sentence be broken up without changing the meaning?

A. He sprung to his feet with such force he surprised Jeremiah. For example, Jeremiah knocked over his glass of lemonade on the coffee table. B. He sprung to his feet with such force he surprised Jeremiah. First, Jeremiah knocked over his glass of lemonade on the coffee table. C. He sprung to his feet with such force he surprised Jeremiah. Instead, Jeremiah knocked over his glass of lemonade on the coffee table. D. He sprung to his feet with such force he surprised Jeremiah. As a result, Jeremiah knocked over his glass of lemonade on the coffee table.

D

My Friend Rebecca

I met my friend Rebecca in school when I was in 7th grade. We had so many things in common. We also had a good number of differences. The biggest difference was that I was raised a Christian, and Rebecca was brought up in the Jewish faith. Despite such differences in our beliefs, Rebecca and I were still good friends. When she turned 13, I went to synagogue for her Bat Mitzvah. A Bat Mitzvah is a service many young Jewish girls perform when they are about to become a woman. Boys have the same service, except that it is called a Bar Mitzvah. After the service, there was a huge party with lots of delicious Jewish foods like latkes (potato pancakes) and challah (braided bread). At one point, everyone held hands in a circle and we danced to the hora, a traditional Jewish dance. It was so much fun. During the winter holidays, Rebecca and I did something I will never forget. She came to my house for Christmas where we watched the Christmas tree lights, and I went to her house on the first night of Hanukkah. We played dreidel, and ate more tasty Jewish foods. The most memorable part of the evening, though, was lighting the first candle on the menorah. The candles represent the light that wouldn’t burn out thousands of years ago. It was a beautiful evening that I’ll never forget.

5

The narrator was raised in the Christian faith. What faith was her friend Rebecca brought up in?

A. the Christian faith B. the Jewish faith C. the Buddhist faith D. the Islam faith

B

What happened after the service at Rebecca’s Bat Mitzvah?

A. They sat at her house and watched the Christmas tree lights. B. They started the service for her twin brother’s Bar Mitzvah. C. They lit the first candle on the menorah for Hanukkah. D. There was a huge party with traditional Jewish food and dancing.

D

The narrator enjoys experiencing Rebecca’s Jewish traditions. What evidence from the text supports this conclusion?

A. “A Bat Mitzvah is a service many young Jewish girls perform when they are about to become a woman. ” B. “I met my friend Rebecca in school when I was in 7th grade. We had so many things in common. ” C. “At one point, everyone held hands in a circle and we danced to the hora, a traditional Jewish dance. It was so much fun. ” D. “She came to my house for Christmas where we watched the Christmas tree lights…”

C

How does the narrator feel about her friend having different traditions than her?

A. She is curious and enjoys experiencing new things. B. She has a hard time understanding what they are. C. She doesn’t have time for more holidays and traditions. D. She is upset because she wants them to celebrate together.

A

What is one main theme of this story?

A. Different faiths, like Christianity and Judaism, have a lot of the same traditions and celebrations. B. You can learn about and appreciate new things from people who are different than you. C. Traditional foods are served at important celebrations, like latkes and challah at Bat Mitzvahs. D. Depending on your faith, you might have a special celebration when you turn 13 years old.

B

Read the following sentences from the text. “ Despite such differences in our beliefs , Rebecca and I were still good friends. ” As used in this sentence, what does the word “despite” most closely mean?

A. even though B. because of C. other than D. for example

A

Choose the answer that best completes the sentence below. _____________they were celebrating, guests at the Bat Mitzvah danced for many hours.

A. Before B. After C. Because D. Although

C

Solar Solo

It took Jules Verne's storybook adventurer Phileas Fogg 80 days to travel around the globe. He used a boat, a train, a balloon, and even an elephant. Now Bertrand Piccard hopes he has a new way to travel around the world. Piccard wants to be the first person to soar around the globe in a solar-powered airplane. Solar power is energy produced by the sun. Piccard's airplane will use solar panels to collect the sun's energy. Those panels will cover the plane's wings. Once the plane is airborne, the solar panels will convert the sun's rays into electricity, which will then be used to power the airplane. Piccard and a team of 50 experts are working to build an aircraft that can fly even when the sun isn't shining. Their plane will collect energy during the day, storing power in batteries for night-time flying. "It is a huge project," Piccard told National Geographic News. "The plane will have [a] wingspan…larger than [that of] any commercial aircraft."

5

Science: Technology & Engineering

The traveler in Jules Verne’s Around the World in 80 Days used all the following modes of transport except

A. airplane. B. boat. C. train. D. elephant.

A

The solar panels will be attached to the special airplane’s

A. engines. B. tail. C. wings. D. none of these.

C

Because of batteries that can store power,

A. the solar panels will convert sunlight into electricity. B. Bertrand Piccard hopes to fly around the world in 2010. C. the solar powered airplane will be able to fly at night. D. the wingspan of Piccard’s plane will be extra wide.

C

Piccard calls his preparations “a huge project,” and that is proven by the fact that

A. he wants to fly all the way around the world. B. fifty experts are working to help build the new aircraft. C. the plane will have a wingspan larger than that of any commercial aircraft. D. all of the above.

D

The Mermaid of Kona, Hawaii

While many people dream of mermaids—mythological aquatic creatures, with the body of a human and tail of a fish—few people actually try to become one. How can someone become a mermaid if they don’t exist? Just ask Dana Richardson, who is a professional mermaid in Hawaii! “As a child, I always felt very connected to the ocean and played mermaids in the water,” says Dana. “My love of the ocean took me to different types of work as a lifeguard, swim instructor, boat crew member, underwater photographer, snorkel instructor and safety swimmer, boat captain, surfer, and marine mammal naturalist. I just decided to take it to the next level and grow a tail!” Dana doesn’t mean literally. In 2008 she began making mermaid tails from sequins, fringe, and shiny fabric that she wears while free-diving in the waters around Kona, Hawaii. Free-diving means diving without any protective equipment. It requires you to hold your breath while swimming deep underwater. As she dives in, Dana not only looks like a mermaid; she experiences what it is like to swim like one too. “Free-diving is all self-discipline and mind-over-matter,” she says. “Breath is a big part of free-diving, relaxing the body and lungs in order for the body to stay oxygenated longer. That ultimately takes practice, discipline, and patience.” The waters around Dana’s home in Kona are filled with wildlife, including dolphins and whales. Kona is by a sheltered sea where the waters are calm for swimming. Dana has been swimming with the creatures of Kona since the early 2000s. Some of them have even learned to recognize her. “When I’m swimming in the ocean I never touch or feed any of the sea life, and match whatever mood they are in out of respect. I let them come to me. I’ve had some amazing dolphin swims, and it’s very cool since I know a lot of them. Many times they have rubbed against me. One time in particular, a dolphin and I were swimming, and he stopped next to me and came so close, he put his dorsal fin under my arm and glided with me down about 40 feet.” Dana knows how to swim with sea life because she is a trained marine naturalist. She understands the behavior of sea life and knows how to safely interact with it. Every morning when she swims with sea life she gets to experience her other “home.” “The ocean beneath the depths really is another world. The waves, plankton, coral, fish, turtles, rays, dolphins, whales, and sharks are all co-related and need each other to survive. Watching how the world works so gracefully in that circle of life underwater is a beautiful thing.” Dana uses her platform as a mermaid to teach people to protect the ocean. Mermaids have appeared in folklore (which means traditional stories) from all parts of the world. In folklore they can be associated with goodwill and love, or with danger and shipwrecks. The most famous mermaid story may be Hans Christian Anderson’s The Little Mermaid, which was adapted into a Disney cartoon in 1989. While mermaid sightings have been reported for centuries, the United States National Ocean Service stated in 2012 that no evidence of mermaids has ever been found. Some believe that the sightings have actually been of manatees, a marine mammal. Manatees are common in the Caribbean and are likely the creature Christopher Columbus reported as a mermaid. For Dana Richardson being a mermaid just makes sense. “I’ve always felt more comfortable underwater than on land,” she says. “As a child I felt a strong draw to the ocean, and dreamed of communicating with whales and dolphins. As a mermaid, I now get to share the undersea magic!” Would you like to follow your dream, even if it seems outlandish? Dana reminds everyone, “One person can truly make a difference. By following your heart and offering the world your unique gifts, you will inspire others to do so. The world needs you!”

5

Social Studies: Sports, Health & Safety

Who is the mermaid of Kona, Hawaii?

A. Hans Christian Anderson B. Dana Richardson C. a member of the United States National Ocean Service D. Christopher Columbus

B

Dana Richardson’s love of the ocean is a cause. What is one of its effects?

A. Manatees are common in the Caribbean. B. The most famous mermaid story may be “The Little Mermaid.” C. Dana Richardson swims like a mermaid. D. Whales and sharks need each other to survive.

C

Real mermaids do not exist. What information from the passage supports this statement?

A. Mermaid sightings have been reported for centuries. B. The Little Mermaid , a famous story by Hans Christian Anderson, was adapted into a Disney cartoon in 1989. C. Dana Richardson began making mermaid tails from sequins, fringe, and shiny fabric in 2008. D. The United States National Ocean Service stated in 2012 that no evidence of mermaids has ever been found.

D

What is one reason that Dana Richardson loves the ocean?

A. She thinks that watching how the world works in the circle of life underwater is a beautiful thing. B. Mermaids have appeared in folklore from all parts of the world. C. Following your dream may seem outlandish. D. Many people dream of mythological aquatic creatures with the body of a human and tail of a fish.

A

What is this text mainly about?

A. the reasons some people believe that mermaid sightings have actually been manatee sightings B. the United States National Ocean Service C. the difference between the leeward and windward side of an island D. a woman who loves the ocean so much that she swims in it like a mermaid

D

Read the following sentences: “Dana knows how to swim with sea life because she is a trained marine naturalist. She understands the behavior of sea life and knows how to safely interact with it. What does the word marine mean?

A. having to do with the wind B. having to do with the sea C. not having much experience at something D. not caring what other people think

B

Choose the answer that best completes the sentence below.] Now Dana Richardson is a professional mermaid; ______, she worked as a lifeguard and underwater photographer.

A. previously B. currently C. in closing D. as an illustration

A

Johnny's First Job

It was cold on the morning of April 5, 1850. Johnny Carter was 14, and so it was time for him to have a job and earn his keep, so he headed down to the dock. That’s where all the men gathered. The ships clogged the riverbank with everything from sloops to rafts to barges. People here made their living from the river, mostly with fish. Some caught them, and some sold them, while the rest worked for the people who bought them or sold them. The captains had built large houses on the hills. The fish had made them rich. From their top windows, they could see far down the river. They could keep an eye on their boats at dock. Their families could watch as their vessels sailed away. They would wait there, too, when the fishermen were due back home. Sometimes, they waited for days. Then a messenger would come and say, “There’s been a wreck.” That happened a lot, especially at the start of winter when the currents got wild and the sailors were tired. Almost everyone else along the edge of the river lived in little cabins fashioned of wood. Some lived on their boats, but these were mostly the men without families. A few fishermen had tents that were fine in summer. Johnny’s house was not far from town. His family members were farmers; he had four brothers and four sisters. They were good at farming, but Johnny hated being in one place. So, it was time for him to move on. And if you weren’t a farmer, there wasn’t much else to do but fish. He carried his belongings in a cloth sack that held a change of clothes and two days’ worth of bread. He’d need to get hired fast, before his food ran out. He looked up and down the river, and his eyes settled on a fine sloop. It was a shad boat. Its deck glistened with oil and blood from the catch. He saw the hiring man and gave him a paper with his name on it. The man looked at Johnny and laughed. “Let me see your hands,” he said. Johnny held out his hands. They showed that he knew how to work. “Well, you may be skinny, but you’ve got a job,” he said. Johnny walked along the gangway. He looked down the river. A bird swooped to the water and pulled out a fish. A sailor threw a net his way. “Fix this,” he said. So Johnny began to work.

5

The author describes the town as having all the following features except

A. a river. B. hills. C. a dock. D. a restaurant.

D

Johnny is hoping to move from one place to another, going from

A. a business to a farming community. B. sea to land. C. one fishing community to another. D. a farming to a fishing community.

D

The man laughed when Johnny asked him for work, probably because he thought Johnny

A. was lost. B. had hands that were too big. C. had never worked before. D. looked too old for the job.

C

Johnny chose to sloop because

A. it looked like a fine boat. B. the deck was shiny. C. probably it had a successful crew. D. all of the above.

D

Right On!

Fifth graders at Daniel Webster Magnet Elementary School don’t just read the news—they make it. The students from New Rochelle, N.Y., created a program called "Do Something About It." The project focused on teaching the Bill of Rights. The Bill of Rights is the first 10 amendments to the U.S. Constitution. The amendments protect U.S. citizens’ basic rights, such as freedom of religion. The students took action after reading that Americans know more about The Simpsons than they know about the First Amendment. Senior Edition recently reported that only one in 1,000 Americans could name all five First Amendment freedoms. In contrast, nearly one-quarter of Americans could name all five main characters from The Simpsons. "It shocked us a lot," India Van Kleek, 11, told WR News. India and her classmates conducted surveys to find out how much students at their school knew about the amendments. The results were discouraging. Students were stars when it came to SpongeBob SquarePants but clueless about the Bill of Rights. The class put together a presentation, skit, newsletter, posters, and board games to make learning about the Bill of Rights easy and fun. Daniel Delgado, 12, who acted in a skit, says kids should learn their rights. "They should know they have rights and not just the right to sit down and watch TV," he says.

5

Social Studies: Civics & Government

What sentence is an opinion?

A. Nearly one-quarter of Americans can name all five main characters from The Simpsons . B. The results from the survey were shocking. C. The students created a program. D. The students' program was called “Do Something About It.”

B

What sentence is a fact?

A. Kids should learn about the Bill of Rights. B. Kids watch too much television. C. More Americans know more about The Simpsons than about the First Amendment. D. The students in the program are helpful.

C

What sentence is an opinion?

A. India was shocked that Americans surveyed knew so little about the five First Amendment freedoms. B. U. S. citizens should know more about the Bill of Rights. C. Only one in 1,000 Americans could name all five First Amendment freedoms. D. The class put together games to make learning about the Bill of Rights easy and fun.

B

According to the text, what does the Do Something About It program do?

A. The program reports the news and helps students read it. B. The program conducts surveys on Americans and reports on their results. C. The program uses presentations and skits to teach about the Bill of Rights. D. The program helps kids sit down and watch TV.

C

Westward Expansion - The California Gold Rush

The year was 1848. John A. Sutter was building a new sawmill in Coloma, near Sacramento, California. The area was mostly wilderness. He never expected the treasure that the unexplored land held. In January 1848, the chief builder of the sawmill found Sutter one rainy afternoon. The chief made him lock all of the doors to his office. Then, in a secret voice, the chief told Sutter about a discovery that would change the entire West Coast of the United States. He had discovered gold in the stream near the sawmill. Sutter asked all of his workers to keep the news a secret for just 6 weeks. But it was hopeless. The news spread like wildfire. Everyone wanted some gold. The American West was advertised all over as a land full of promise and wealth. Soon accounts of gold were greatly exaggerated. In early 1849 the editor of the New York Tribune wrote: “Fortune lies upon the surface of the earth as plentiful as the mud in our streets.” People had gold fever. Tens of thousands of men traveled to the West Coast to seek their fortune. These men were nicknamed “forty-niners.” Have you heard the song “Oh My Darling, Clementine”? That folk song is about the miners who came west. High in his hopes, one man called California “a land of glittering dreams.” However, life was not always rosy for the miners. Their day-to-day life was very difficult. Most miners never found the slightest trace of gold, much less enough to strike it rich. Still, the vast California countryside contained endless possibility. This sense of possibility was the allure of the American West. One of the greatest fortunes made from the gold rush had nothing to do with gold. In the spirit of invention, Sam Brannan came up with a scheme. He had found out about the gold from a reliable source. But at first the tale seemed too tall to believe. Brannan changed all of this. He ran through the streets of San Francisco yelling and carrying a bottle of gold dust. Why did he want everyone to know about the gold? Well, Brannan never even planned to search for gold. He had no interest in digging or panning for specks of yellow. Instead, he planned to make even more money. Brannan knew that the flocks of miners would need tools. He started a business selling them shovels. Brannan sold shovels to thousands and thousands of fortune-seekers. He made more money than all of them. By the end of 1849, most of the gold was gone. Still people kept digging. The population of California grew steadily. At one point, on average, 30 homes a day were built in San Francisco! Soon the huge population increase of the West Coast would lead to the United States’ decision to build a continental railroad. Excerpt from “Oh My Darling, Clementine” In a cavern, in a canyon Excavating for a mine Dwelt a miner forty-niner And his daughter Clementine Oh my darling, oh my darling Oh my darling, Clementine You are lost and gone forever Dreadful sorry, Clementine

5

Social Studies: U.S. History

What did John A. Sutter find in 1848?

A. thousands and thousands of shovels B. gold in the stream near a California sawmill C. new homes built in San Francisco D. a newspaper article about the gold rush

B

What caused tens of thousands of men to travel to the West Coast?

A. These men wanted to meet John A. Sutter to work at his new sawmill near Sacramento. B. These men wanted to join Sam Brannan in selling shovels to make their fortune. C. These men heard about gold in California and wanted to make their fortune by mining for it. D. These men went to build homes in San Francisco since there was plenty of land there.

C

Read the following sentences from the text. “Everyone wanted some gold. The American West was advertised all over as a land full of promise and wealth. Soon accounts of gold were greatly exaggerated. In early 1849 the editor of the New York Tribune wrote: 'Fortune lies upon the surface of the earth as plentiful as the mud in our streets.' People had gold fever.” What conclusion can you draw from this evidence?

A. Most people who moved to the American West in 1849 were not interested in mining for gold. B. People were getting sick from gold dust, which caused high fevers. C. The New York Tribune shared specific and accurate facts about exactly how much gold there was in California. D. Newspapers helped spread the idea that anyone could get rich quickly by moving out West.

D

According to the text, why might the gold rush have contributed to the decision to build a continental railroad across the United States?

A. It boosted the West Coast’s population so much that they needed a railroad for people and goods to travel to other parts of the country. B. Miners needed a quick way to transport their gold back east, causing the government to build a railroad for easy access. C. Sam Brannan's success in selling shovels created a demand for a railroad to transport tools across the country quickly. D. The excitement of finding gold inspired a new trend where people started using trains to travel instead of covered wagons.

A

What is the main idea of the text?

A. The 1848 gold rush led thousands to California in search of fortune, but most miners who settled on the West Coast did not find gold. B. John A. Sutter was building a new sawmill in Coloma, near Sacramento, California in an area that was mostly wilderness. C. Sam Brannan came up with a smart scheme to tell more people about the gold he found so he could sell more shovels to miners and make his fortune. D. The population of California grew steadily over the years, leading to many new homes being built in San Francisco.

A

Read the following sentences from the text. “Most miners never found the slightest trace of gold, much less enough to strike it rich. Still, the vast California countryside contained endless possibility . This sense of possibility was the allure of the American West.” As used in this excerpt, what does the word “possibility” most closely mean?

A. lies B. dangers C. honesty D. promise

D

Choose the answer that best completes the sentence below. Some people made a lot of money from the gold rush without mining for gold. _______, Sam Brennan made his fortune selling shovels to miners.

A. Before B. For example C. However D. Above all

B

Sticky Fingers, Helping Hands

Who doesn’t enjoy a chocolate bar? Okay, maybe not everyone loves chocolate, but a lot of people do. No matter the vehicle—ice cream, cake, as a beverage, or simply in a candy bar—chocolate is enjoyed by millions of Americans. It’s readily available, too; all you have to do for a taste is visit a corner market or a drug store, and you’ll find a shelf of various chocolate bars waiting. A lot goes into a chocolate bar, though, and ultimately, its origins trace back further than the grocery store checkout line. Your favorite Halloween candy has roots even deeper than the company that manufactured it. The next time you get to indulge, take a look at the candy wrapper. What’s the most important ingredient in a chocolate bar, the one that makes chocolate…well, chocolaty? It’s cocoa. The origins of that corner-store chocolate bar start in fields along the Equator, in countries in South America, Africa, and South Asia. Cocoa comes from the seeds of cacao trees, which thrive in hot, humid climates. This is why most of the world’s supply comes from places like Ghana or Nigeria in West Africa. Some cocoa is harvested in countries like Brazil, near the cacao tree’s original habitat. Cocoa farming is hard, intense work. In many of the rural areas where cocoa farms are, there is no access to important things like clean water, medicine, and education. The demand for chocolate throughout the world is high, so farmers work extremely hard to pick cocoa pods. Workers don’t get scheduled breaks or eight-hour shifts. The laws around child labor on farms are often complex, too, so sometimes young children are working long, hot days on the farm. Some cocoa farms use slave labor, buying and selling people as young as children to work long days in dangerous conditions. Additionally, many of these cocoa farmers aren’t making much money, even though the world population loves its chocolate! Sometimes, middlemen—a term for the marketers and salespeople who buy cocoa pods from farmers and sell them to chocolate makers around the world—buy the pods for very little and sell them for a much higher price. This means the traders are the ones making money, instead of the farmers. As people involved in the global trade of cocoa began to find out about the child exploitation and unsafe conditions on cocoa farms, they started to demand change. National and international regulations emerged to help regulate the labor and trade of other crops, such as coffee and tea. Cocoa joined the list of commodities that could be “fair trade.” Fair trade is a term that applies to anything farmed or made and traded, usually from small communities in developing countries to bigger communities with first world economies. The fair trade movement aims to fix the ugly scenarios on places like cocoa farms: lots of hard work, no access to medicine, not enough food, and definitely no fair pay. To be certified as a fair trade product, a farm must adhere to some important rules. First of all, farming practices must be earth-friendly. Sustainability is a big issue for farmers worldwide, and fair trade organizations take it seriously. Then, the concept of fair trade requires living and work conditions for laborers that are safe and clean. Fair trade certified operations promise better lives for the people doing the work. Fair trade organizations also prohibit the use of child labor and fight back against slave trafficking. Finally (and this is where the “fair” part of fair trade really comes in), fairly traded products typically sell at higher prices to consumers so that the producers—the cocoa farmers—are getting paid a fair amount, often designated by the country’s minimum wage. Becoming fair trade certified is a process, and certification is sometimes expensive. However, once an operation is fair trade certified, the farmers start to earn more money, as their products sell at a higher price. With increased profits, working conditions will also improve. How can you tell the difference between fair trade chocolate and something that isn’t? Look at the label on the candy you’re about to enjoy. If there’s a symbol on it that reads “Fair Trade Certified,” you’ll know that the cocoa in your chocolate bar didn’t come from a farm that hurts its workers—and that’s definitely something sweet.

5

Social Studies: Geography, Societies & Culture

Which ingredient makes a chocolate bar taste chocolaty?

A. sugar B. butter C. cocoa D. milk

C

The problem explained in the passage is that cocoa farmers worked in poor conditions for very low pay. What was the solution?

A. Cocoa became a fair trade product, which helped farmers to be paid more. B. Cocoa farmers formed a union to petition their governments for better pay. C. Cocoa farmers stopped harvesting cocoa until their wages were raised. D. Cocoa farmers got used to the poor working conditions and accepted them.

A

Some cocoa farms use unethical methods to harvest cocoa. What evidence from the passage best supports this conclusion?

A. “To be certified as a fair trade product, a farm must adhere to some important rules. B. "However, once an operation is fair trade certified, the farmers start to earn more money, as their products sell at a higher price. C. “Some cocoa farms use slave labor, buying and selling people as young as children to work long days in dangerous conditions.” D. " A lot goes into a chocolate bar, though, and ultimately, its origins trace back further than the grocery store checkout line.

C

Read the following sentences: “As people involved in the global trade of cocoa began to find out about the slavery, child exploitation, and unsafe conditions on cocoa farms, they started to demand change.” Based on this information, what conclusion can you make?

A. People in the cocoa trade already knew about the use of slavery on cocoa farms. B. People did not agree with the use of slavery or child labor on cocoa farms. C. People wanted to change the unsafe conditions on cocoa farms, but didn’t care about slavery. D. People wanted to end child exploitation on cocoa farms, but not unsafe conditions.

B

What is this passage mostly about?

A. the development of fair trade cocoa B. how chocolate is made from cocoa pods C. the process of becoming fair trade certified D. slavery and child labor on cocoa farms in Africa

A

Read the following sentences: “A lot goes into a chocolate bar, though, and ultimately, its origins trace back further than the grocery store checkout line. Your favorite Halloween candy has roots even deeper than the company that manufactured it.” As used in this sentence, what does the word “origins” mean?

A. a company that makes chocolate B. the process of making something C. transporting goods between two places D. beginnings, the source of something

D

Choose the answer that best completes the sentence below. There is a high demand for chocolate worldwide, ______ many cocoa farmers do not make much money due to greedy middlemen.

A. so B. yet C. after D. namely

B

Slavery, the Civil War, and Reconstruction: Slavery in the Territories

Before the Civil War, the nation was already divided. The country was divided over the issue of slavery. In the North, there were fewer enslaved people than in the South. There were mostly shops and industries that did not need slave labor in the North. In the South, large plantation owners enslaved many people to work the fields and even serve in the houses. So why couldn’t the North and the South just agree to be different? Slavery became a moral issue. More and more Northerners were against the idea of owning people as if they were property. At first they let slavery continue in the South. But in 1860 America was growing. People were moving west to new territories. As the territories gained more and more people, they could ask to be an official state of the United States of America. Would these new states allow slavery? In answer to this question, Northerners yelled “NO!” But Southerners yelled, “YES!” There were many fights in Congress about slavery in the territories. At first, Congress made a compromise (the Missouri Compromise of 1820). They decided to keep a balance. All territories below the line of latitude 36°30’ would be slave states, like the southern states that were their neighbors. All states above 36°30’ would be free. No slavery would be allowed in these states. But the compromise did not work for long. Senators needed another idea to keep the balance of slave states and free states. They decided to let people in the territories vote to decide for themselves whether or not they would be free. The voting idea was a disaster. On the night before the vote that would determine whether Kansas would be a free state or a slave state, thousands of men from Missouri spent the night in Kansas. These men wanted Kansas to have slavery, so they sneaked in to vote. Northerners called these men “border ruffians.” The next day, they voted. They did not really live there, so their votes should not have counted. When the results came back, Kansas was voted a slave state. The United States government did nothing to stop the madness, but there was a new fight over slavery in the United States Senate. One day a Senator from Massachusetts, Charles Sumner, stood on the Senate floor and gave a long, heated speech about the morality of the North and the evil injustice of the South. He said that Southerners were all horrible and devilish. He was especially mad at southern Senators, including Andrew Butler from South Carolina. Two days later Senator Butler’s cousin showed up in the Senate. His name was Preston Brooks. Brooks took his cane and started beating Charles Sumner over the head! A fight had broken out on the Senate floor! Sumner was badly hurt. Northerners called him a hero. But Southerners were proud of the way Brooks defended their ideas. The division had already begun. It was only a matter of time before the southern Senators would leave Washington, D.C., and make their own country in the South.

5

Social Studies: U.S. History

Where did many enslaved people work in the South?

A. building ships B. on large plantations C. in the Senate D. in clothing factories

B

What problem did the Missouri Compromise try to solve?

A. whether Missouri would become a state B. whether new states would have slavery or not C. whether Missouri would join the Confederacy D. whether the North would begin having slavery

B

Allowing territories to vote on whether they would be free or slave states was a disaster. What evidence from the passage supports this conclusion?

A. Charles Sumner was physically attacked on the Senate floor. B. “Border ruffians” sneaked into states to influence the vote. C. States below the line of latitude 36°30’ became slave states. D. There were many fights in Congress over slavery in the territories.

B

How might some northern Senators have felt after Charles Sumner was physically attacked in the Senate?

A. pleased and proud B. tired and defeated C. upset and concerned D. amused and victorious

C

What is this passage mostly about?

A. slavery outside of what is now the United States. B. how much land people had to own in order to benefit from slavery. C. fights in Congress throughout United States history. D. the issue of slavery in new territories before the Civil War

D

Read the following sentences: “Slavery became a moral issue. More and more Northerners were against the idea of owning people as if they were property.” What does the word “moral” mean?

A. related to war and fighting B. mathematical in nature C. related to money and business D. concerning right and wrong

D

Choose the answer that best completes the sentence below. Congress had many fights about slavery in the territories, _______ they made a compromise.

A. while B. because C. while D. so

D

Superstars of Science

Chimpanzees are apes, and they are our closest relatives. And nobody knows that better than Jane Goodall. As a young woman, Goodall went to the jungles of Tanzania, a country in Africa, to study chimpanzees. At first, the chimps ran away whenever she was nearby. Eventually, the chimps learned to trust her. Goodall discovered that chimps use tools, such as twigs, to "fish" for bugs. At the time, scientists thought only humans used tools. Today, chimps are in danger of dying out. She works to save them and their habitat. "The least I can do is speak out for those who cannot speak for themselves," Goodall says. What’s the deal with black holes? Just ask Stephen Hawking. He is a cosmologist, a scientist who attempts to answer questions about how the universe began. Those are big questions—but Hawking has come up with big answers. Hawking is a professor at the University of Cambridge in Great Britain. His calculations helped support the theory that the universe began with a huge explosion known as the Big Bang. In that explosion, all of the elements that make up the universe came together to form the galaxies, planets, and stars. Hawking has also made many discoveries about black holes, objects at the centers of galaxies with gravity so strong that nothing can escape from them—not even light. Hawking suffers from a disease that affects his muscles. He is almost fully paralyzed and must use a wheelchair. But his disability has not kept him from becoming one of the world’s most famous physicists. He was even featured as a character on The Simpsons! Dean Kamen is a guy with ideas. He has invented all kinds of products, from medical machines to scooters. What do his inventions have in common? They improve people’s lives. Kamen is best known for inventing the Segway, a kind of electric scooter that’s controlled by slight movements of the rider’s body. But the Segway isn’t his only cool invention. He’s also created wheelchairs that climb stairs. Kamen’s inventions have made him rich. He is a strong supporter of science education. He started First, a robotics organization for high school students. He wants the next generation of students to be full of great inventors, too! Some scientists make big discoveries in laboratories. Others change the world by writing a book. That’s exactly what Rachel Carson did. Born in 1907 near Pittsburgh, Carson studied biology. She later worked as a writer and as a scientist for the U.S. Fish and Wildlife Service. While working at that agency, Carson learned about pesticides, chemicals sprayed on crops to kill insect pests. She became worried about DDT, a pesticide that was killing birds by weakening their eggshells. In those days, few people thought about the effects that some chemicals had upon the environment. That changed in 1962, when Carson published her book, Silent Spring. The book describes how some chemicals were destroying the environment. Thanks to Carson, the public started thinking more about how we should treat the natural world. In fact, the United States government banned the use of DDT in 1972. Cockroaches, wasps, bees, spiders, and snakes—Charles Henry Turner studied critters that make most people’s skin crawl. By doing so, he answered questions about how these small animals behave. Turner was born in 1867. It was a difficult time for many African Americans, but Turner didn’t let race hold him back. He became a successful and respected scientist. While teaching high school in St. Louis, he experimented on plants and animals. Many of his subjects were bugs. He proved that honeybees can see colors and patterns, and that insects can hear! Today, few people have heard of Turner. But Charles Abramson, a professor at Oklahoma State University, is trying to change that. He wrote a new book about Turner. "His story is inspiring," Abramson writes, "and continues to be inspiring more than 80 years after his death."

5

Science: Technology & Engineering, Physical Science, Life Science

Out of the scientists below, who did not study about living creatures?

A. Jane Goodall B. Stephen Hawking C. Rachel Carson D. Charles Henry Turner

B

What category of living creatures did Charles Henry Turner study?

A. apes B. insects C. humans D. birds

B

What does Dean Kamen use his knowledge for?

A. making chimpanzees trust him B. inventing things that make life better for humans C. investigating black holes in galaxies D. writing environmental books

B

Based on the text, which two scientists have inspired a new generation of scientists?

A. Goodall and Hawking B. Goodall and Turner C. Kamen and Carson D. Kamen and Turner

D

Oh No! Volcano

Hawaii resident Eleanor Shannon used to grow crops of protea. The big, spiky flowers that bloom in brilliant shades of red and orange are popular among U.S. florists. Then the vog hit and killed the flowers. Vog is volcanic smog, a white, fog-like haze with the odor of a just-struck match. It forms when sulfur dioxide (SO2) gas belched by a volcano mixes with water vapor and oxygen in the presence of sunlight. In March 2008, a new vent opened on Kilauea, a volcano in Hawaii. Vog levels took off after that. The toxic haze is hazardous not just to flowers but also to food crops and human health. Vog has been linked to headaches, coughs, sore throats, and irritated eyes. Vog is just one type of volcanic threat. In the spring of 2010, a volcano in Iceland blew its top. Its name is Eyjafjallajökull (ay-yah-FYAH-plah-yer-kuh-duhl). Iceland is located in the North Atlantic Ocean. Winds blew enormous clouds of ash across Europe. Ash is tiny pieces of rock and glass. So much ash filled the atmosphere that it became unsafe for airplanes to fly. Ash can damage an airplane’s engines. Thousands of flights were canceled. The ash disrupted flight schedules for several weeks. Experts cannot predict when the volcano will spew ash again. Another danger of volcanoes is lava—hot, liquid rock. Sometimes it roars down a volcano. Other times it creeps. In either case, it torches everything in its path. One of history’s most famous eruptions destroyed whole cities. Nearly 2,000 years ago, Vesuvius in Italy erupted, and its lava swept across the city of Herculaneum. Many citizens were caught off guard by that eruption. They had no time to escape. In the neighboring city of Pompeii, people were covered in hot ash from the volcano. When the ash cooled and hardened, their charred bodies turned to dust. That left empty spaces in the rock. Scientists have filled many of those spaces with plaster to create casts of the long-gone people. The casts reveal how people tried to protect themselves against the volcano’s terrible power. Volcanic fog, or vog, killed protea flowers like these in Hawaii. Red-hot lava poured down the side of the Kilauea volcano in Hawaii in March 2008. Eyjafjallajökull, a volcano on Iceland, spewed ash into the atmosphere in April 2010. These statues were made by pouring plaster into human-shaped empty spaces in the hardened lava in Pompeii, Italy.

5

Science: Earth & Space Science

According to the text, what is a white fog-like haze with an odor?

A. protea B. lava C. ash D. vog

D

What does the author describe in the text?

A. three different flower types B. three different volcanic threats C. three different health problems D. three different countries

B

Vog can have negative impacts on plants. What evidence from the text supports this conclusion?

A. “The big, spiky flowers . . . are popular among U.S. florists. Then the vog hit and killed the flowers.” B. “Vog has been linked to headaches, coughs, sore throats, and irritated eyes.” C. “In March 2008, a new vent opened on Kilauea, a volcano in Hawaii. Vog levels took off after that.” D. “Vog is volcanic smog, a white, fog-like haze with the odor of a just-struck match.”

A

Based on the text, what would it be difficult for people to do if there were a lot of vog?

A. to see B. to stay inside C. to smell it D. to sit

A

What is this text mostly about?

A. how to predict when a volcano will erupt B. what to do if your flight is canceled C. the dangerous effects of volcanic eruptions D. the Icelandic volcano eruption in 2010

C

Read this sentence from the text. “The toxic haze is hazardous not just to flowers but also to food crops and human health.” As used in this sentence, what does the word "toxic" mean?

A. dangerous B. foggy and smoky C. smelly D. filling the air

A

Choose the word that best completes the sentence. Clouds of ash filled the air when a volcano in Iceland erupted, ________ thousands of flights were canceled.

A. so B. because C. but D. after

A

Cool Cats

These guys are the cat's meow. They're cute, furry, spunky, and downright cuddly. And when they get older, they'll run faster than any other animal on the planet. Five cheetah cubs were born in the spring of 2005 at the National Zoo in Washington, D.C. Their mother, Zazi, was 4 years old. When the cubs were 10 weeks old, they weighed 9 pounds and were about the size of house cats. They are the second cheetah litter to be born at the zoo in seven months and the second litter to be born in the zoo's 116-year history. "They're pretty quick," Lauren Afdahl, an animal keeper at the zoo, told Senior Edition. "Whenever they see something moving, they take off and run." And, boy, do cheetahs like to run! They can reach speeds as high as 60 miles per hour. The cubs will reach their top speed when they are about a year old. Cheetahs are endangered animals. About 100 years ago, the wild cats roamed an area from North Africa to India. Today, cheetahs inhabit only the countries south of the Sahara desert. Just 12,000 to 15,000 now live in the wild.

5

Science: Life Science

How does the author describe the cheetah cubs at 10 weeks old?

A. The cheetahs were about the size of teddy bears. B. The cheetahs were about the size of house cats. C. The cheetahs were about the size of 10 year old children. D. The cheetahs were about the size of hamsters.

B

What adjectives does the author use to describe the cheetah cubs?

A. fun, slow, and cute B. fast, spunky, and grouchy C. cute, furry, and spunky D. yellow, fun, and snuggly

C

Read these sentences from the text. They are the second cheetah litter to be born at the zoo in seven months and the second litter to be born in the zoo's 116-year history. What can you conclude about cheetahs at the National Zoo based on this evidence?

A. It is common for the National Zoo to have several litters of cheetahs born every month. B. Overall, very few litters of cheetahs have been born at the National Zoo. C. The new cheetahs will bring in many new visitors to the National Zoo. D. The National Zoo is the only Zoo in the United States that will have two litters of cheetahs in one year.

B

Over the last 100 years, the area that cheetahs lived in has changed. Based on the text, how has that affected the number of cheetahs in the wild?

A. The area had more people living on it, so cheetahs had more friends and their population increased. B. The area moved, so cheetahs had to get used to new weather and their population decreased. C. The area increased, so cheetahs built bigger homes and their population stayed the same. D. The area decreased, so cheetahs had less land to live on and their population decreased.

D

What is this text mostly about?

A. cheetahs in the National Zoo B. cubs in the wild C. cats that live in houses D. endangered animals in Asia

A

Read these sentences from the text. Cheetahs are endangered animals. About 100 years ago, the wild cats roamed an area from North Africa to India. Today, cheetahs inhabit only the countries south of the Sahara desert. As used in these sentences, what does the word "endangered" mean?

A. hurt B. cuddly C. harmful D. threatened

D

Choose the word that best completes the sentence. Cheetahs are the fastest animals on Earth _________ are still endangered.

A. because B. when C. so D. yet

D

Who Needs a Better Mousetrap?

Have you ever heard this quote: “Build a better mousetrap, and the world will beat a path to your door.” In the United States, these words are commonly credited to Ralph Waldo Emerson, one of the great American thinkers of the 19th century. The quote is often used to describe how one should become a successful inventor. The idea is that brand new solutions to unsolved problems aren’t necessary for success. Most inventors can simply come up with slightly better solutions and find success by staying ahead of the game. However, the quote is inaccurate. Emerson never actually said these words, and when people recite this quote, they’re continuing one of the greatest misinterpretations of our time. Originally, Emerson described people’s desire to have the best product—for example, corn, pigs, chairs or knives. Over the years, the words “better mousetrap” found their way into the quote, and the effect has been so strong that the mousetrap is now the most reinvented device in United States history. What exactly makes for a “better mousetrap”? A quick look at the market for mousetraps reveals a great variety of solutions. T-Rex traps, glue traps, catch traps, and bait-less traps are just a few examples. But what makes any of these mousetraps better than the others? Is there such a thing as a best mousetrap? The trick to answering these questions is to understand a basic truth about solving problems in the real world: There is never one best solution to a problem. Whenever people are faced with a problem to overcome, there are a number of ways to arrive at a solution. And when deciding what solution is best, you are choosing the right balance between two things: criteria and constraints. Criteria are the ways that you know your solution is working. People don’t always agree on the same criteria, so if you’re setting out to build (or buy) a better mousetrap, it’s important to decide what you want the mousetrap to do for you. Let’s say that your goal is to catch the mouse, but you don’t want to kill the mouse or hurt it in anyway. Instead, you want to put the mouse in a cage and bring it to school to show your classmates. It’s easier to spot your ideal mousetrap, but you can’t start building until you’ve considered all of your constraints. Constraints are the things that stop you from doing whatever you want to meet your criteria. The most common constraint is cost. For example, some people would love to have a mousetrap that instantly puts the mouse to sleep, so they can safely move the mouse to another location without harming it. Unfortunately, this kind of technology is too expensive for the typical person to afford. Another possible constraint is building materials. Maybe one of your criteria is that the mousetrap should be very light. However, if light materials like plastic are not available, then it might be very difficult to meet that criterion. The next best solution might be a mousetrap made of wood or metal. When you’re deciding which mousetrap is the best, you will always have to keep track of your constraints. You’ll often find several different solutions, and each solution will fit a different combination of constraints and criteria. As a problem solver, your job is to decide which one is the best fit. According to the United States Patent Office, over 4,000 people have tried to invent a better mousetrap. The misquoted words of Ralph Waldo Emerson are also used to describe the efforts of thousands of businesses, all of which are trying to write a smarter computer program, build a faster airplane, or make a better ice cream flavor to bring more customers to their doors. The promise of a better solution is something that many people try to fulfill every single day. Think, though, about the last time you saw a mousetrap. Even if a hundred new mousetraps are invented every year, they’re not always better than the ones that came before. At the end of the day, the criteria for a better mousetrap might be so simple there is no better solution out there. And the constraints of building a new mousetrap might outweigh any of the criteria you can think of for a better solution. Build a better mousetrap, and the world might never notice.

5

Science: Technology & Engineering

What is the intended message of the quote “build a better mousetrap, and the world will beat a path to your door”?

A. Mice are an increasingly common pest in today’s world. B. Even a slightly better solution to a common problem can be a valuable invention. C. Making a popular invention is a very challenging task. D. Brand new solutions to unsolved problems are necessary for success.

B

What argument does the author present at the end of the passage?

A. Brand new solutions to unsolved problems aren’t necessary for success. B. There are no constraints to building a new mousetrap. C. New solutions to common problems are not necessarily better or valuable. D. Any new solution to a common problem is most likely better than older solutions.

C

The author claims that there is never one best solution to a problem. What evidence from the passage best supports this conclusion?

A. Each solution will fit a different combination of constraints and criteria. B. The quote at the beginning of the passage was not actually said by Ralph Waldo Emerson. C. According to the United States Patent Office, over 4,000 people have tried to invent a better mousetrap. D. Criteria are the ways you know your solution is working. Constraints are the things that stop you from doing whatever you want to meet your criteria.

A

Based on the passage, why will you always have to keep track of the constraints while creating a better solution?

A. Constraints eliminate the need for criteria. B. Constraints determine what are your criteria for a better solution. C. Constraints can become opportunities for creating a more effective solution. D. Constraints determine how you are able to meet your criteria.

D

What is this passage mostly about?

A. the development of different mousetraps B. how criteria and constraints impact the development of new solutions C. how criteria and constraints can be eliminated from the invention process D. Ralph Waldo Emerson’s writing career

B

Read the following sentence: “Build a better mousetrap, and the world might never notice.” Why does the author end the passage with this phrase specifically?

A. to state that it is impossible to build a light mousetrap B. to prove that he doesn’t care about new mousetraps C. to highlight that Ralph Waldo Emerson has been misquoted D. to emphasize that the quote at the beginning of the passage may be incorrect

D

Choose the answer that best completes the sentence below. People do not always agree on the same criteria. ____________, one person may want to build a mousetrap that can kill mice while another person may want to build a mousetrap that only catches mice but does not kill them.

A. Namely B. Therefore C. Although D. For example

D

Who Are Citizens of the United States?

Are you a master at math? A rock star at reading? What about civics? If you are like millions of Americans, your government know-how might be more of a “know-little.” Civics is the study of the rights and duties of citizens. A good citizen needs to know at least basic information about the nation, such as how the government is run. He or she also needs to know about the country’s history and the problems and challenges facing the nation today. However, studies have found that a lot of Americans don’t know enough about the United States. In one study, only one in three Americans could name the three branches of U.S. government. In another, less than 4 percent of teens in Arizona could pass a U.S. citizenship test. That is a test people from other countries need to pass to become U.S. citizens. Those findings could make Uncle Sam want to move to Canada! After all, if U.S. citizens don’t know about their country, they can’t help run it, said former U.S. Supreme Court Justice Sandra Day O’Connor. “We are [very lucky] to have a stable … government,” she told WR News. “But … it is the citizens of our nation who must preserve our system of government, and we cannot forget that.” When the country’s founders wrote the U.S. Constitution in 1787, they gave the power to the people! They thought U.S. citizens should have a say in how the nation is run. One of the most important responsibilities Americans have is voting. U.S. citizens elect many of the people who run the country, from city officials to the U.S. president. Those elected officials make and enforce, or put into effect, laws that affect the whole country. That’s why it’s so important that U.S. citizens get clued in on U.S. civics, according to Syd Golston. She was the president of the National Council for the Social Studies. “People who vote need to be informed [or educated] because they’re really making the decisions,” Golston told WR News. Some U.S. education experts say schools spend less time teaching civics now than they did in the past. “It used to be a subject that was taught … so many minutes a day,” says Margaret Branson. She is the associate director of the Center for Civic Education. “The teaching of civics and government has just dropped off dramatically.” O’Connor has tried to change that. She has spoken out in TV interviews, stressing the value of learning about the United States. She also works with Our Courts, a website that teaches people about U.S. civics. Other star citizens have spoken out on Uncle Sam’s behalf. Actor Richard Dreyfuss crafted a national plan for civics education. Former Supreme Court Justice David H. Souter stepped up U.S. civics talk in schools in his home state of New Hampshire. But studying in school isn’t the only way to become a civics know-it-all, Golston points out. “Read a newspaper, [and] watch the news with your parents,” she suggests. (1) What was the purpose of the Declaration of Independence? (2) Name one of Abraham Lincoln’s accomplishments. (3) What two groups make up the U.S. Congress? (4) In which state is the Statue of Liberty? (5) What did Susan B. Anthony fight for? (6) In which month do U.S. citizens vote for president? (7) Name one country that the United States fought in World War II. (8) What is Martin Luther King Jr. famous for?

5

Social Studies: Civics & Government

According to the passage, what is civics?

A. Civics is reading newspapers and watching the news. B. Civics is studying to pass a citizenship test. C. Civics is the study of rights and duties of citizens. D. Civics is the voting process Americans must follow.

C

This text discusses the problem that most Americans do not have a lot of civics knowledge. What is one solution people have proposed to solve this problem?

A. Ignore civics in schools. B. Make everyone read newspapers. C. Increase civics education in schools. D. Make everyone take a citizenship test.

C

People are coming up with different ways to increase civics knowledge. Which evidence from the text supports this conclusion?

A. “Some U.S. education experts say schools spend less time teaching civics now than they did in the past. ‘It used to be a subject that was taught ... so many minutes a day,’ says Margaret Branson.” B. “Actor Richard Dreyfuss crafted a national plan for civics education. Former Supreme Court Justice David H. Souter stepped up U.S. civics talk in schools in his home state of New Hampshire.” C. “When the country’s founders wrote the U.S. Constitution in 1787, they gave the power to the people! They thought U.S. citizens should have a say in how the nation is run.” D. “After all, if U.S. citizens don’t know about their country, they can’t help run it, '' said former U.S. Supreme Court Justice Sandra Day O’Connor.”

B

Based on the text, what is likely about Sandra Day O’Connor?

A. She thinks that the U.S. should change how people are elected. B. She thinks that kids should watch more TV and spend more time on the internet. C. She thinks civics is an important part of education for students. D. She thinks students do not need to know about civics.

C

What is this text mostly about?

A. what Sandra Day O’Connor thinks about United States civics B. some solutions to the lack of civics knowledge in the United States C. some solutions to the election process in the United States D. how much time is spent on civics in United States classrooms

B

Read these sentences from the text. “It used to be a subject that was taught ... so many minutes a day.” [. . .] “The teaching of civics and government has just dropped off dramatically .” As used in the text, what does the word “dramatically” mostly mean?

A. a lot B. the same C. a little D. colorfully

A

Choose the answer that best completes the sentence. United States citizens must have a civics education ________ they need to be informed in order to make important decisions when voting.

A. but B. because C. though D. after

B

Free Transfer

The faster a given object is moving, the more energy it possesses. This kind of energy is called “kinetic energy,” from the Greek word kinesis, meaning motion. The faster a given object is moving, the greater its kinetic energy. Imagine you’re trying to hit a target with a bow and arrow. If you just throw the arrow with your hand, it won’t go very fast, and even if your aim is good, the arrow won’t penetrate the target—it’ll just bounce off! But if you use the bow, you can shoot the arrow much faster. The faster the arrow is going, the more kinetic energy it has. Kinetic energy is what allows the arrow to puncture the target. Energy can never be created or destroyed, only transferred—moved from place to place. One way energy is moved from place to place is by moving objects. Imagine hitting a tee ball with a bat. When you hit the ball with the bat, energy is transferred from the bat to the ball. If you swing the bat slowly, the ball won’t go very far when you hit it. But if you swing the bat faster, it will have more kinetic energy. That energy will be transferred to the ball, and the ball will go much farther. Energy can also be transferred through sound. Try high-fiving your friend very slowly. You probably won’t make very much sound. If you high-five at the normal speed, your hands each have more kinetic energy, and you’ll make a nice smack. What you’re hearing is energy turned into sound. The same thing happens when you hit a drum, or pluck the strings of a guitar. Energy can also be transferred through light. Light from the sun makes your body feel warmer. Plants use energy from light and grow bigger and make oxygen. Energy can also be transferred through electricity. This kind of energy can be used for almost anything. But remember: Energy cannot be created. Energy in the form of electricity has to be transferred from another kind of energy. Wind power uses a machine called a turbine that turns the energy of the wind into electricity. Coal, oil, and gas power burn different kinds of material, creating heat that gets turned into electricity. Solar power generates electricity from the sun’s light—although not as easily as a plant.

5

Science: Physical Science

According to the passage, energy

A. can be destroyed B. can be created C. can be moved from place to place D. is not kinetic

C

What does the author list in the passage?

A. the different ways energy can be transferred B. the different theories about energy transfer C. the different types of energy D. the problems with transferring energy through electricity

A

Energy can be transferred through light. What evidence from the text supports this statement?

A. A turbine changes wind energy into electricity. B. Burning gas creates heat. C. Light from the sun makes your body feel warmer. D. Energy is transferred when coal is burned.

C

If drummers are playing their drums loudly, what can be concluded about how their hands are moving?

A. They must be moving slowly when they hit the drum. B. They must be moving quickly when they hit the drum. C. They must be tapping the drum softly. D. They must be resting on the drum.

B

What is this passage mainly about?

A. what happens when you swing a baseball bat quickly B. how energy makes sound C. different ways energy is transferred D. different ways electricity is produced

C

Read the following sentence from the passage. “If you just throw the arrow with your hand, it won’t go very fast, and even if your aim is good, the arrow won’t penetrate the target – it’ll just bounce off!” In this sentence, what does the word “penetrate” mean?

A. pierce into B. bounce away from C. miss D. go around

A

________ energy cannot be created, it can be transferred.

A. Instead of B. Although C. After D. Including

B

Walk the Plank!

Walking the plank is not a fun thing to do. Here’s how it works. A pirate sticks a long piece of wood off the side of his ship and makes you stand at one end. He puts his sword at your back and bellows, “Walllllk the plank!” You walk across the plank toward the water. When you run out of plank, you fall in the water. Probably there are sharks down there. The ship sails away, and that’s the end of you. The thing is, pirates never really made anyone walk the plank. This may surprise you, since it’s in a lot of movies and TV shows. It’s a nasty thing to do, and pirates were pretty nasty, so it seems like something they would do. But in fact walking the plank was imagined by Robert Louis Stevenson, a 19th-century novelist, whose most famous book is Treasure Island. A fictional pirate like Long John Silver might make you walk the plank, but a real-life pirate never would. That is what was going through Tommy’s mind as he stood on the end of the plank staring out at his doom. His best friend Jack stood behind him. Tommy felt the point of Jack’s wooden sword digging into his back. “I said, walllllk the plank!” shouted Jack. “The thing is,” said Tommy, “pirates never really made people walk the plank. That was invented by Robert Louis Stevenson, who—” “I’m a pirate! Do you think I care about books?” They were standing on the edge of Jack’s tree house, which had a lot of uses. Sometimes it was a submarine. Sometimes it was a spaceship. Sometimes it was just a tree house. That afternoon, it was serving as a pirate ship. They had been pirates all afternoon, and everything was going fine until Tommy made the mistake of criticizing his captain. Jack was always the captain, since this was his tree house. And Captain Jack’s number one rule was that the crew must never question his orders. So when the Captain ordered his first mate to hand over three chocolate chip cookies, Tommy was supposed to do so without complaint. But chocolate chip cookies were his favorite. He’d suffered through a whole boring bologna sandwich to get to them, and now that he was finished, Jack wanted to take them away. Tommy didn’t care who was the captain. He stuffed all three cookies into his mouth and chewed as fast as he could. And so Captain Jack sentenced him to walk the plank. “I’m getting tired of waiting, Mister Tommy. Walllllk the plank!” Tommy looked at the ground. They had jumped out of the tree house tons of times, but it was easy when you had a running start. It would be harder to just walk into thin air. He could see why Robert Louis Stevenson thought this would be a scary thing. There was no way out. Unless…what would a pirate do? Tommy didn’t hesitate. He spun around as fast as he could and kicked his leg into the air. Jack’s sword went flying, and before Jack knew what had happened, Tommy leapt onto the sword. He popped up and pointed it at Jack’s back. “Yaaargh!” “What are you doing?” whined Jack. “This is a mutiny! I’m the captain now. And I say that you have to walllllk the plank!”

5

What were Jack and Tommy pretending the tree house was?

A. a submarine B. an island C. a spaceship D. a pirate ship

D

What is the main conflict in this story?

A. Jack wants Tommy to walk the plank, but Tommy does not want to. B. Jack wants to eat all the cookies, but Tommy wants to share them. C. Tommy wants to stop pretending to be pirates, but Jack does not want to. D. Tommy wants Jack to let him be Captain, but Jack does not want to.

A

Read these sentences from the text. So when the Captain ordered his first mate to hand over three chocolate chip cookies, Tommy was supposed to do so without complaint. But chocolate chip cookies were his favorite. He’d suffered through a whole boring bologna sandwich to get to them, and now that he was finished, Jack wanted to take them away. Tommy didn’t care who was the captain. He stuffed all three cookies into his mouth and chewed as fast as he could. Based on this evidence, what conclusion can you draw about how Tommy felt?

A. Tommy felt a little sad, but thought Captain Jack was being fair. B. Tommy felt annoyed and thought Captain Jack’s order was unfair. C. Tommy felt calm, but thought Captain Jack’s order was unfair. D. Tommy felt neutral and did not mind that Captain Jack wanted the cookies.

B

Tommy is afraid to walk the plank. What evidence from the text best supports this conclusion?

A. "You walk across the plank toward the water. When you run out of plank, you fall in the water." B. "Tommy didn’t hesitate. He spun around as fast as he could and kicked his leg into the air." C. "[Tommy] could see why Robert Louis Stevenson thought [walking the plank] would be a scary thing." D. "A fictional pirate like Long John Silver might make you walk the plank, but a real-life pirate never would."

C

What is the main idea of this story?

A. While playing pirates, Jack orders Tommy to give him three chocolate chip cookies. B. While pretending they are pirates, Jack orders Tommy to walk the plank, but Tommy finds a way out. C. Jack and Tommy enjoy playing pretend in Jack's tree house. D. Although walking the plank is common in movies and TV shows, real pirates would not make someone walk the plank.

B

Read these sentences from the text. So when the Captain ordered his first mate to hand over three chocolate chip cookies, Tommy was supposed to do so without complaint. But chocolate chip cookies were his favorite. He’d suffered through a whole boring bologna sandwich to get to them, and now that he was finished, Jack wanted to take them away. Tommy didn’t care who was the captain. He stuffed all three cookies into his mouth and chewed as fast as he could. And so Captain Jack sentenced him to walk the plank. 'I’m getting tired of waiting, Mister Tommy. Walllllk the plank!' As used in this context, what does the word “sentence” mean?

A. a complete unit in language B. to order a punishment C. a kind suggestion D. to help or assist

B

Choose the answer that best completes the sentence. Jack was always the captain ______ this was his tree house.

A. however B. because C. therefore D. although

B

Slavery, the Civil War, and Reconstruction in America: Fort Sumter and the First Shots of the American Civil War

In 1860, Abraham Lincoln was elected president of the United States. Not one single state in the South state voted for him. Between the time he was elected and the time he took office, seven southern states seceded from the Union. South Carolina left first. Not long afterwards, Florida, Alabama, Georgia, Mississippi, Louisiana, and Texas joined South Carolina. They called themselves the Confederate States of America, or the Confederacy. In his first address to the country, Lincoln reminded everyone of his main goal: to preserve the Union. He said that his duty was to keep the states united. Lincoln was telling the rebel states that they could not simply leave the Union without any consequences. The Union would fight to win the southern states back. However, four other southern states had not yet left the Union. These were Virginia, Arkansas, Tennessee, and North Carolina. Lincoln wanted them to stay a part of the Union. He wanted to buy time for himself and avoid any conflict for as long as possible. Once conflict began, he knew these states would probably join the Confederacy. But Lincoln did not have as much time as he had hoped. Fort Sumter, a U.S. fort, was located in South Carolina. The fort had not received supplies for a long time. The men there had very little left to eat. South Carolina would not even allow food to be brought to the fort because South Carolina believed that Fort Sumter no longer belonged to the United States. Lincoln knew he could not let this fort collapse. It was one of the last strongholds of Northern power in the South. He had to send a supply ship. When South Carolina saw the ship coming, the state interpreted the move as an act of aggression even though the supply ship had no intention of firing. Before the ship even arrived in the state, South Carolina troops fired on Fort Sumter. South Carolina demanded that the fort surrender. Because of this event, the American Civil War had begun. This war would become the biggest war yet for the United States — a war over slavery, unity, and identity.

5

Social Studies: U.S. History

According to the text, what did South Carolina, Florida, Alabama, Georgia, Mississippi, Louisiana, and Texas call themselves when they seceded from the Union?

A. the United States B. the Confederate States of America C. Fort Sumter D. the American Civil War

B

What was the effect of South Carolina firing on Fort Sumter and demanding the fort to surrender?

A. Lincoln was elected president of the United States. B. Seven southern states seceded from the Union. C. The American Civil War had begun. D. Lincoln sent a supply ship to Fort Sumter.

C

Read this paragraph from the text. Fort Sumter, a U.S. fort, was located in South Carolina. The fort had not received supplies for a long time. The men there had very little left to eat. South Carolina would not even allow food to be brought to the fort because South Carolina believed that Fort Sumter no longer belonged to the United States. Lincoln knew he could not let this fort collapse. It was one of the last strongholds of Northern power in the South. He had to send a supply ship. Based on this evidence, what conclusion can you make about Fort Sumter?

A. The fort was important to the Union and the Confederacy. B. People did not care about the fort and the men there. C. The fort was the strongest fort in the United States. D. People wanted to punish the fort because it was located in South Carolina.

A

Based on the text, what did Virginia, Arkansas, Tennessee, and North Carolina probably do after the Civil War began?

A. They probably stayed in the Union. B. They probably formed their own country. C. They probably fired on other forts. D. They probably joined the Confederacy.

D

What is this text mostly about?

A. the decisions of the Union and Confederacy during the American Civil War B. how some southern states decided to call themselves the Confederate States of America C. some important events that led to the beginning of the American Civil War D. how Lincoln formed his first speech to the United States as president

C

Read these sentences from the text. When South Carolina saw the ship coming, the state interpreted the move as an act of aggression even though the supply ship had no intention of firing. Before the ship even arrived in the state, South Carolina troops fired on Fort Sumter. South Carolina demanded that the fort surrender . As used in these sentences, what does the word “surrender” mean?

A. help B. give up C. change D. slow down

B

Choose the answer that best completes the sentence. South Carolina considered the supply ship an act of aggression, _______ it had troops fire on Fort Sumter.

A. but B. especially C. because D. so

D

Rise Up

It was an evening in July 2006. The Beavers, Oregon State University’s baseball team, had recently won the College World Series. One of the team’s pitchers, Rob Summers, 20, was retrieving his gym bag from his parked car when another car hit him. “The car then drove off, leaving me there with no help,” says Summers. The impact rendered Summers paraplegic—unable to move his lower body. His doctors told him he’d never walk again—hard news for an active young man to hear. “They told me that I had no hope,” says Summers. “My comment was, ‘You don’t know me very well. I’m going to fight until I get well again.’” Five years later, Summers regained the ability to stand and could take steps on a treadmill. His recovery “remains unprecedented,” European researchers commented in the British medical journal The Lancet. “We are entering a new era.” The car that hit Summers seriously injured the lower part of his spinal cord—the column of nervous tissue that runs through the backbone. It carries messages to and from the brain, the body’s central organ. Radiating outward from the spinal cord is a web of motor neurons, which govern movement. The damage done to Summers’s spinal cord stopped the brain’s messages from reaching many of the motor neurons in his lower body, preventing him from standing or walking. After the accident, Summers underwent two years of standard therapy—muscle massages, lessons in how to use a wheelchair, and the like. Before then, little more could be done for paraplegic patients. Summers had the good fortune, though, to be chosen for an experimental research project. “Rob was an ideal candidate,” says one of the project’s researchers, Susan Harkema, a professor of neurosurgery at the University of Louisville in Kentucky. “He was young and in otherwise good health. He’s also a very determined, disciplined person —an extraordinary young man.” In a four-and-a-half-hour operation, the research team implanted electrodes in Summers’s spinal cord. The electrodes were then wired to a pulse generator that was implanted in his back. The pulse generator is remotely controlled by a device outside the body. After the surgery, Harkema and her team began the treatment. They switched on the pulse generator for two hours a day, electrically stimulating the nerves in his spinal cord. Nerves can respond to electrical stimulation because the messages they carry take the form of electric signals. Nerves are the body’s “wiring.” On the third day of electrical stimulation, Summers was able to stand with assistance. “It was unbelievable,” he says. “There was so much going through my head at that point. I was amazed; I was in shock.” By 2012, Summers could not only stand but also could walk slowly on a treadmill with the aid of an assistant and a supporting harness. He was able move his hips, knees, ankles, and toes voluntarily. The exercise had enabled his leg muscles to regain some of their former mass. The brain does more than just control movement. It receives messages from all parts of the body. Many of the messages come from the eyes, ears, nose, skin, and muscles. Those messages travel by way of the sensory neurons. Summers’s spinal cord wasn’t totally damaged. It could still receive limited sensory signals from the muscles in his lower body. That residual feeling in his lower body might be what enabled the experimental treatment to succeed, says Harkema. Sensory messages from the legs might have been traveling to Summers’s electrically stimulated spinal cord, prompting it to send signals along the motor neurons and make the legs move. “Our big finding is that the spinal cord is as sophisticated as the brain,” says Harkema. “It has a memory. When you walk, it remembers that you are on two legs or one. The spinal cord basically takes information from the brain and then handles all the details. We didn’t know that before.” Patients who don’t have some physical sensation, as Summers does, may not be helped by the treatment, says Harkema. Spinal cord damage can do more than impair limb function. Victims can lose bladder and bowel control. Those functions are regulated by another part of the nervous system—the autonomic nervous system—that radiates from the spinal column. It controls automatic processes in the body, such as heart rate, blood pressure, sweating, and salivation. Summers has regained function in his bladder and bowels. He also has been able to discontinue a variety of expensive medications prescribed to alleviate pain and prevent heart disease. “Now I can stand,” says Summers. “I’ve gotten my confidence back to just go out in public.” His goal is to stand and walk completely normally. “I’m working toward that every day.” The spinal cord carries nervous signals back and forth between the brain and the rest of the body. An injury to it can cause a complete or partial loss of function depending on the severity of the damage.

5

Science: Technology & Engineering, Life Science

What was done beyond the standard therapy for paraplegic patients that allowed Rob Summers to walk?

A. replacement with an electrically stimulated spinal cord B. inclusion in an experimental research project C. two years of muscle massages and lessons in how to use a wheelchair D. inclusion in a drug trial for quadriplegics

B

Which sections describe the effects of the experimental research project treatment?

A. “Information Highway and Body’s Wiring” B. “Body’s Wiring and Sensory Signals” C. “Broken Cord and Information Highway” D. “Body’s Wiring and Body Control”

D

Read the sentences: “The car that hit Summers seriously injured the lower part of his spinal cord —the column of nervous tissue that runs through the backbone. It carries messages to and from the brain, the body’s central organ. Radiating outward from the spinal cord is a web of motor neurons, which govern movement.” Which sentence best summarizes the functions of the brain and motor neurons?