C.Idea/A.Purpose/Paraphrase

Less. 9/C.Idea

100

Lesson 9

Identify an Explicit or Implied Central Idea p. 106-109

Question 2

A

200

Lesson 9

Identify an Explicit or Implied Central Idea p. 106-109

Question 5

C

300

Lesson 9

Identify an Explicit or Implied Central Idea p. 106-109

Question 9

D

400

Lesson 9

Identify an Explicit or Implied Central Idea p. 106-109

Question 1

C, A

(Think about the entire passage, not just part of it.)

500

Lesson 9

Identify an Explicit or Implied Central Idea p. 106-109

Question 7

B, D

Less. 9/C.Idea

100

Lesson 9

Identify an Explicit or Implied Central Idea p. 106-109

Question 4

D

200

Lesson 9

Identify an Explicit or Implied Central Idea p. 106-109

Question 8

A

300

Lesson 9

Identify an Explicit or Implied Central Idea p. 106-109

Question 6

B, D

400

Lesson 9

Identify an Explicit or Implied Central Idea p. 106-109

Question 3

"Safe.." = D

"A Tom.." = B

"The Wild.." = F

500

Lesson 9

Identify an Explicit or Implied Central Idea p. 106-109

Question 10

Various Answers

6th Grade B.E.S.T. Sample Text Incidents.. Slave Girl

100

Question 2

Mother died & Jacobs lived w/mother's mistress. Mistress died when Jacobs was 12 yrs old & she was left to her sister's 5 year old daughter.

200

Question 1

Jacobs learned that she and her family were enslaved people.

300

Question 5 Parts A & B

Part A Jacobs's maternal grandmother's strength and love was taught to Jacobs and her brother. 

Part B The mistress, who owned Jacobs's mother treated Jacobs kindly. She taught her to read and spell. However, she did not free her in the will, but passed her on to a 5 year old relative. Jacobs tries to be optimistic, even though enslaved people could not lawfully learn these skills.

400

Question 6 Parts A & B

Part A: Jacobs's purpose was to make Northern women aware of the life experiences of the enslaved Southern women. Also, Jacobs wrote to urge her male readers to prevent people who are fugitives from slavery from being reenslaved.

Part B: Various (Some will say the autobiography effectively illustrates the difficulties of slave life. Others may say that as the story continue to unfold, her purpose will be seen more clearly in Jacobs's experiences.

6th Grade B.E.S.T. Sample Text Incidents.. Slave Girl

100

Question 3

Jacobs was taught to read and spell by her first mistress, who was kind to her. 

200

Question 4 Parts A & B

Part A ..make Northern women understand what life is like for the 2 million enslaved Southern women.

Part B ..No matter how much you're liked by a slaveowner, they'll still sell your children. 

300

Question 7 Parts A & B

Part A: Only the enslaved can really understand what it's like to live the life of someone who has been enslaved.

Part B: A person can still be optimistic, despite what you went through living the life as an enslaved; focus on positives such as the opportunity to read and spell.

400

Question 8: Read "The Interesting Narrative of the Life of Olaudah Equiano". Compare and contrast Equiano's purpose for writing his life story with Jacobs's reasons for writing the narrative of her life.

1. Both writers try to encourage readers to take action to abolish slavery.

2. Equiano writes specifically to men with political power.

3. Jacobs writes to persuade Northern women, without political power, but who could influence change.