Alliance for College-Ready Public Schools Alliance ELA Grade 10 Practice Interim Assessment

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1 Alliance for College-Ready Public Schools Alliance ELA Grade 10 Practice Interim Assessment Licensed for use to Alliance for College-Ready Public Schools in accordance with contract. Not licensed for use after 06/30/2018.

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3 Directions: Answer all the questions on the test. When you are finished with a question, go on to the next question. Read the following texts and answer questions 1 through 9. George Washington's Farewell Address, September 17, 1796 by George Washington Nearing the end of his second term as president, President George Washington delivered a message announcing that he would not run for a third term as president. The address includes his views on the role of political parties. Thomas Jefferson, once a member of Washington's cabinet, resigned to form the Democratic-Republican party and discusses his views on the role of parties in a letter to John Taylor. Friends and Fellow-Citizens 1... I have already intimated to you the danger of parties in the state, with particular reference to the founding of them on geographical discriminations. Let me now take a more comprehensive view, and warn you, in the most solemn manner, against the baneful effects of the spirit of party generally. 2 This spirit, unfortunately, is inseparable from our nature, having its root in the strongest passions of the human mind. It exists, under different shapes, in all governments, more or less stifled, controlled, or repressed; but in those of the popular form it is seen in its greatest rankness, and is truly their worst enemy. 3 The alternate domination of one faction over another, sharpened by the spirit of revenge, natural to party dissension, which, in different ages and countries, has perpetrated the most horrid enormities, is itself a frightful despotism. But this leads, at length, to a more formal and permanent despotism. The disorders and miseries which result gradually incline the minds of men to seek security and repose in the absolute power of an individual; and, sooner or later, the chief of some prevailing faction, more able or more fortunate than his competitors, turns this disposition to the purposes of his own elevation on the ruins of public liberty. 4 Without looking forward to an extremity of this kind (which, nevertheless, ought not to be entirely out of sight), the common and continued mischiefs of the spirit of party are sufficient to make it the interest and duty of a wise people to discourage and restrain it. 5 It serves always to distract the public councils and enfeeble the public administration. It agitates the community with ill-founded jealousies and false alarms; kindles the animosity of one part against another; foments, occasionally, riot and insurrection. It opens the door to foreign influence and corruption, which find a facilitated access to the government itself through the channels of party passions. Thus the policy and the will of one country are subjected to the policy and will of another. 6 There is an opinion that parties, in free countries, are useful checks upon the administration of the government, and serve to keep alive the spirit of liberty. This, within certain limits, is probably true; and in governments of a monarchial cast, patriotism may look with indulgence, if not with favor, upon the spirit of party. But in those of the popular character, in governments purely elective, it is a spirit not to be encouraged. From their natural tendency, it is certain there will always be enough of that spirit for every salutatory purpose. And there being constant danger of excess, the effort ought to be by force of public opinion to mitigate and assuage it. A 1 Go On

4 fire not to be quenched, it demands a uniform vigilance to prevent its bursting into a flame, lest, instead of warming, it should consume.... Thomas Jefferson Letter to John Taylor, June 1, 1798 by Thomas Jefferson 1... Be this as it may, in every free and deliberating society, there must, from the nature of man, be opposite parties, and violent dissensions and discords; and one of these, for the most part, must prevail over the other for a longer or shorter time. Perhaps this party division is necessary to induce each to watch and delate to the people the proceedings of the other. But if on a temporary superiority of the one party, the other is to resort to a scission 1 of the Union, no federal government can ever exist. If to rid ourselves of the present rule of Massachusetts and Connecticut, we break the Union, will the evil stop there? Suppose the New England States alone cut off, will our natures be changed? Are we not men still to the south of that, and with all the passions of men? Immediately, we shall see a Pennsylvania and a Virginia party arise in the residuary confederacy, and the public mind will be distracted with the same party-spirit. What a game too will the one party have in their hands, by eternally threatening the other, that unless they do so and so, they will join their northern neighbors. If we reduce our Union to Virginia and North Carolina, immediately the conflict will be established between the representatives of these two States, and they will end by breaking into their simple units. 2 Seeing, therefore, that an association of men who will not quarrel with one another is a thing which never yet existed, from the greatest confederacy of nations down to a town-meeting or a vestry; seeing that we must have somebody to quarrel with, I had rather keep our New England associates for that purpose, than to see our bickerings transferred to others.... A little patience, and we shall see... the people recovering their true sight, restoring their government to its true principles. It is true, that in the mean time, we are suffering deeply in spirit, and incurring the horrors of a war, and long oppressions of enormous public debt. But who can say what would be the evils of a scission, and when and where they would end? Better keep together as we are, haul off from Europe as soon as we can, and from all attachments to any portions of it; and if they show their powers just sufficiently to hoop us together, it will be the happiest situation in which we can exist. If the game runs sometimes against us at home, we must have patience till luck turns, and then we shall have an opportunity of winning back the principles we have lost. For this is a game where principles are the stake scission: a cutting, dividing, or splitting; division; separation 2 Go On

5 1 Which phrase from Washington's speech reflects his opinion on political parties? A. formal and permanent B. disorders and miseries C. security and repose D. common and continued 2 Read this sentence from Jefferson's letter. But if on a temporary superiority of the one party, the other is to resort to a scission of the Union, no federal government can ever exist. Which of Jefferson's ideas is supported by this statement? A. Government parties will be most successful at the state level. B. Successful government depends on patient compromise. C. Discontent in government indicates the need to start a new government. D. A fair government will please the majority of the people during its time. 3 Go On

6 3 In paragraph 2, Thomas Jefferson claims that it is better to keep together as we are. Select TWO ways that he supports this claim. A. He says that it is only human nature to have opposing political parties. B. He acknowledges that there will always be disagreement in every society. C. He says a federal government cannot exist when one party always wants to leave the union. D. He suggests that a separation of the union would result in evils with no foreseeable end. E. He says that we, as a nation, will have the opportunity of winning back principles that have been lost. 4 Go On

7 4 Why does Jefferson mention states such as Pennsylvania and Virginia? A. to support his idea that political preferences are inevitable and should be accommodated B. to convey to fellow leaders an idea of which states show the greatest amount of discontent C. to urge members of these states to create political parties since they are critical to functioning D. to demonstrate that only the most unhappy states should be permitted to leave the Union 5 According to Jefferson's letter, how are the states connected? A. Their similarities promote unity. B. They function better independently. C. They share fundamental tendencies. D. Their actions affect each other. 6 Read the sentence from Jefferson's letter. A little patience, and we shall see... the people recovering their true sight, restoring their government to its true principles. Which idea does this sentence help to develop? A. The problem will work itself out over time. B. The people must cast aside differences to work for good. C. The situation will get worse before it gets better. D. The citizens should try to think of new ideas. 7 In his Farewell Address, George Washington compares political parties to which object? A. liberty B. public opinion C. fire D. elective government 5 Go On

8 8 On which point do both authors agree? A. that political parties protect against extreme dissatisfaction B. that people should have passion about their party affiliation C. that there should be a maximum of two political parties D. that political parties allow for checks and balances 6 Go On

9 Complete question 9 in the space shown. 9 Washington and Jefferson disagree on the topic of political parties. Explain what each man's position is and tell how he supports this position. Use examples from the passages to support your response. 7 Go On

10 Read the following text and answer questions 10 through 19. Excerpt from The End of Always by Randi Davenport 1 When my father came to America, he brought my mother and my sister to Waukesha, Wisconsin, where I was born and grew up. Then as now, the town stood on a vast tableland of grass west of a lake so broad you could not see from coast to coast. Indians were here first, and the value of this land to the Menominee came from its proximity to the lake, which also made it a gathering place and later a trading town. Eventually, the place was overrun with traders who bartered with the Menominee for furs and skins and anything else they thought they could get for cheap. The traders all seemed to believe that prosperity came with opportunity, but like all men, the traders meant their own prosperity, their own opportunity. This is the American way. 2 A long trolley line ran through the middle of town and then on to Milwaukee, but in those days Waukesha was not so big that you could not walk the length of it if you had to. The richest people lived in houses on the limestone bluffs that overlooked the river. We lived on the other side of town in a plain house on a plain street. We had a kitchen at the back and a sitting room in the front and a little room next to that that I used as a bedroom even though it was just big enough to get a bed into and only had room for one window on the wall. In between our house and the houses on the bluffs lay the town center. This was where the business of the county was conducted, where ledgers and accountings and sales and foreclosures were kept and practiced and written and traded by men in dark suits and white shirts, their trousers held up by suspenders that fastened at the waistband of their pants with buttons made out of mother-ofpearl. 3 Once you got outside of Waukesha, there was farmland. You might see a farmer with his plow, the furrows opening up like rounded slits in the ground and falling away behind the blade as the axle passed over. Just beyond the farmland came the forest. This was my land. This was where I walked. Up under the trees where the earth seemed to curve away and the sky opened over me like a bell. That was where I could breathe. That was where I could think. That was where I felt free. 4 When he arrived in Waukesha in 1888, my father had every intention of buying land. Land. This was my father s word for our future. There was no land for him on Rugen, only emperors who came and went, dividing and redividing the country to suit their own interests. Every so often, the island changed hands. It was a fierce land of fierce people, and I believe a good part of my temperament does come from the character of the place, even if I have never set eyes on it. Rugen belonged to the far north and along with its almighty determination apparently had enchantments entirely its own. 5 Martha insists that she has no memory of the trip over the ocean, but this is not the only thing for which Martha claims amnesia, so you will forgive me if I do not entirely believe her. Willie and Hattie and Alvin and I were born here, which made us Americans. I often felt that we stood on the other side of a line my mother and father and sister could not see and did not know existed. When I was small, my father would open his atlas to show me the route they had taken, but all I saw was a flat blue page printed with the word Atlantic and the gnarled edge of Europe, which did not appear any more real to me than a page in a book, which is not the same as a country where someone could actually live. America, on the other hand, was the land beneath my feet. I walked America every day. 8 Go On

11 6 The year I turned seventeen, summer burned like fire. Heat lingered even after sunset and the air did not cool, not even in the blue shadows under the trees where the ground went black. The lake turned brown at the shore and the stones on the beach burned hot and branches lost in storms were cast up on the rocks, where they went white and then fell to dust. It did not rain and the creeks faded and the Fox River shrank between its banks. Text reprinted with permission. 9 Go On

12 10 Part A: Which word BEST describes the narrator s attitude toward her parents and her older sister? A. suspicious B. confused C. envious D. disconnected Part B: Which sentence from the text BEST supports your answer in Part A? A. When my father came to America, he brought my mother and my sister to Waukesha, Wisconsin, where I was born and grew up. B. Martha insists that she has no memory of the trip over the ocean, but this is not the only thing for which Martha claims amnesia, so you will forgive me if I do not entirely believe her. C. I often felt that we stood on the other side of a line my mother and father and sister could not see and did not know existed. D. When I was small, my father would open his atlas to show me the route they had taken, but all I saw was a flat blue page printed with the word Atlantic and the gnarled edge of Europe, which did not appear any more real to me than a page in a book, which is not the same as a country where someone could actually live. 10 Go On

13 11 Select the TWO sentences from below that reveal the economic status of the narrator s family. This question must be answered online. 11 Go On

14 12 Read paragraph 6. The year I turned seventeen, summer burned like fire. Heat lingered even after sunset and the air did not cool, not even in the blue shadows under the trees where the ground went black. The lake turned brown at the shore and the stones on the beach burned hot and branches lost in storms were cast up on the rocks, where they went white and then fell to dust. It did not rain and the creeks faded and the Fox River shrank between its banks. Which TWO inferences about the summer are supported by details in the paragraph? A. It was brutally hot and dry. B. It was disturbing and damaging. C. It was boring and monotonous. D. It was typical of summers in Waukesha. E. It made permanent changes to the lake. F. It was plagued with forest fires. 12 Go On

15 13 Which of the narrator s feelings introduced in paragraph 1 is further developed in paragraph 2? A. her attitude toward men who make money by trading B. her attitude toward the Menominee C. her appreciation for the physical setting of Waukesha D. her strong yearning for the past 13 Go On

16 14 Select the TWO sentences from below that suggest how Rugen influenced the narrator s personality. This question must be answered online. 14 Go On

17 15 Read this sentence from paragraph Read this sentence from the first paragraph. You might see a farmer with his plow, the furrows opening up like rounded slits in the ground and falling away behind the blade as the axle passed over. How does this detail MOST help to develop a theme in the text? A. It explains why the narrator s father feels bitter about being denied the opportunity to own land in Rugen. B. It establishes the idea that the narrator shares her father s belief that her future depends on owning land. Indians were here first, and the value of this land to the Menominee came from its proximity to the lake, which also made it a gathering place and later a trading town. What does the word proximity mean in the sentence? A. contribution B. nearness C. contrast D. indifference C. It sets up a contrast between the farmer s rough, practical treatment of the land and the narrator s quiet appreciation of the forest. D. It shows that the preoccupation those in the town center have with making money is not shared by those who work the land outside the town. 15 Go On

18 17 Part A: Read the sentences from paragraph 4. There was no land for him on Rugen, only emperors who came and went, dividing and redividing the country to suit their own interests. Every so often, the island changed hands. It was a fierce land of fierce people, and I believe a good part of my temperament does come from the character of the place, even if I have never set eyes on it. Rugen belonged to the far north and along with its almighty determination apparently had enchantments entirely its own. What does the repetition of the word fierce BEST suggest about the people of Rugen? A. They were intense. B. They were bitter. C. They were mysterious. D. They were greedy. Part B: Which other words in the paragraph support your answer in Part A? A. dividing and redividing 18 How does the structure of the first paragraph establish a pattern and tone that continues throughout paragraphs 2 through 5? A. Focusing on problems creates a sense of mystery. B. Telling events in chronological order creates a reassuring sense of order. C. Describing the natural surroundings reveals a sense of appreciation. D. The use of comparison and contrast reveals an underlying tension. 19 What BEST explains the difference between the narrator s and Martha s attitude toward America? A. Martha believes in the American way. B. The narrator was born in America. C. Martha does not remember the voyage to America. D. The narrator has enjoyed success in America. B. my temperament C. almighty determination D. had enchantments 16 Go On

19 Read the following text and answer questions 20 through 22. Teaching Workplace Skills in School 1 CRYSTAL LAKE, Ill., March 19, 2014 A few simple handshakes with his high school teachers might have unlocked the tools Victor Brito could need to start a successful career one day. 2 The sophomore is part of a pilot program at Crystal Lake Central High School called AVID, which aims to teach students soft skills such as communication, time management, organization and other skills that business leaders say incoming workers are lacking. 3 A recent study... showed employers are concerned with the lack of communication skills, time management and work ethic shown by employees in their 20s. Roughly 50 percent of all managers surveyed said those employees have unrealistic compensation expectations, a poor work ethic and are easily distracted. 4 English teacher Shannon Levitt noticed some of those needed skills declining in students and started the first AVID class in the district with the handshake. All of her students had to shake hands with all their teachers, introduce themselves, make direct eye contact and say they would like to be seated in the front row I have seen major improvements in self-confidence and self-esteem and even after only one semester their GPAs have increased, Levitt said of students in the program. The soft skills are built right into the curriculum. It really preps students for what they will need for college and careers. 6 Brito said he has developed skills in the program that have helped more than he thought possible. The primary assessment in the class comes from the organization of notes and materials the students keep in all their classes and the notes they take. 7 The note taking process, Brito said, encourages students to reevaluate what they wrote and develop questions each week for their teachers, which also helps with communication. 8 It s already helped me with my grades and with the way I study, Brito said. We have so much to do in a little time, and it helps keep us on track. 9 Officials at the college level have also noticed the decline in the nonacademic skills that are the difference between career success and struggles. 10 A dean of one college said while students today are great at communicating in a variety of ways, many do not know the realities of formal business communication, which can include criticism from employers that young workers may have been shielded from most of their lives. 11 Flecia Thomas, a dean of student success, [said] Everybody is used to getting a trophy now and some students don t understand there are winners and losers, Thomas said. You re going to have to produce. There is not usually a lot given to those who are also-rans. 12 Thomas said there has been a greater emphasis on resumé building, interview skills, workplace expectations and introducing students to the diverse setting of a modern workplace to equip them with the tools they will need to succeed. 13 Employers are looking for the real deal, she said. And we work to get our students to be just that and stand out from others with those soft skills and leadership skills Barbara Billimack [a youth advisor] said students are often so focused on technical skills in the job they seek that they overlook the importance of soft skills. She said many employers 17 Go On

20 would prefer to have an employee with a good attitude and strong work ethic and train technical skills compared to a skilled worker lacking soft skills. 15 Through the program, participants can earn a National Career Readiness Certificate a recognition employers around the country are taking more seriously. 16 Employers just want someone who will show up with a good attitude and be willing to learn, Billimack said. In a lot of cases, I don t think students understand those soft skills are just as important. Copyright 2017 Fluence Learning LLC. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed. AP contributed to this report. 20 Read this sentence from paragraph 5. The soft skills are built right into the curriculum. Which sentence from the text most clearly supports this claim? A. A few simple handshakes with his high school teachers might have unlocked the tools Victor Brito could need to start a successful career one day. 21 Based upon the information in the text, soft skills can MOST accurately be defined as skills related to A. personal attributes and attitude. B. effective time management. C. a willingness to work hard. D. communication via social media. B. Brito said he has developed skills in the program that have helped more than he thought possible. C. Thomas said there has been a greater emphasis on resumé building, interview skills, workplace expectations and introducing students to the diverse setting of a modern workplace to equip them with the tools they will need to succeed. D. Employers just want someone who will show up with a good attitude and be willing to learn, Billimack said. In a lot of cases, I don t think students understand those soft skills are just as important. 18 Go On

21 Complete question 22 in the space shown. 22 According to paragraph 2, AVID teaches skills that business leaders say incoming workers are lacking. How does the author support the idea that young workers are lacking skills? Cite particular sentences and paragraphs from the text in your response. 19