Edulastic
Reading Check #4
Created By Angelia Cline
Passage 1
To Students Who Waver in the Face of War by Winston Churchhill
World War II saw England in a war much larger in scope than the tiny island could handle on its own—therefore, alliances with other
nations offered hope for the nation to emerge in one piece. That help was slow in coming. Winston Churchill, the prime minister of Great
Britain, delivered this speech on October 29, 1941, at Harrow School. He found that the students had added an extra verse to the school
songs in his honor of making sure the people of Britain were safe while they waited for their allies to help. This was his response to the
students and to the nation as they prepared for a time of war.
[1] Almost a year has passed since I came down here at your Head Master's kind invitation in order to cheer myself and cheer the hearts of a few
of my friends by singing some of our own songs. The ten months that have passed have seen very terrible catastrophic events in the world — ups
and downs, misfortunes — but can anyone sitting here this afternoon, this October afternoon, not feel deeply thankful for what has happened in
the time that has passed and for the very great improvement in the position of our country and of our home? Why, when I was here last time we
were quite alone, desperately alone, and we had been so for five or six months. We were poorly armed. We are not so poorly armed today; but
then we were very poorly armed. We had the unmeasured menace of the enemy and their air attack still beating upon us, and you yourselves had
had experience of this attack; and I expect you are beginning to feel impatient that there has been this long lull with nothing particular turning up!
[2] But we must learn to be equally good at what is short and sharp and what is long and tough. It is generally said that the British are often better
at the last. They do not expect to move from crisis to crisis; they do not always expect that each day will bring up some noble chance of war; but
when they very slowly make up their minds that the thing has to be done and the job put through and finished, then, even if it takes months — if it
takes years — they do it.
[3] Another lesson I think we may take, just throwing our minds back to our meeting here ten months ago and now, is that appearances are often
very deceptive, and as Kipling well says, we must “…meet with Triumph and Disaster. And treat those two impostors just the same.”
[4] You cannot tell from appearances how things will go. Sometimes imagination makes things out far worse than they are; yet without
imagination not much can be done. Those people who are imaginative see many more dangers than perhaps exist; certainly many more than will
happen; but then they must also pray to be given that extra courage to carry this far-reaching imagination. But for everyone, surely, what we have
gone through in this period — I am addressing myself to the School — surely from this period of ten months this is the lesson: never give in,
never give in, never, never, never — in nothing, great or small, large or petty — never give in except to convictions of honor and good sense.
Never yield to force; never yield to the apparently overwhelming might of the enemy. We stood all alone a year ago, and to many countries it
seemed that our account was closed, we were finished. All this tradition of ours, our songs, our School history, this part of the history of this
country, were gone and finished and liquidated.
[5] Very different is the mood today. Britain, other nations thought, had drawn a sponge across her slate. But instead our country stood in the gap.
There was no flinching and no thought of giving in; and by what seemed almost a miracle to those outside these Islands, though we ourselves
never doubted it, we now find ourselves in a position where I say that we can be sure that we have only to persevere to conquer.
[6] You sang here a verse of a School Song: you sang that extra verse written in my honor, which I was very greatly complimented by and which
you have repeated today. But there is one word in it I want to alter - I wanted to do so last year, but I did not venture to. It is the line: “Not less we
praise in darker days.”
[7] I have obtained the Head Master's permission to alter darker to sterner. “Not less we praise in sterner days.”
[8] Do not let us speak of darker days: let us speak rather of sterner days. These are not dark days; these are great days — the greatest days our
country has ever lived; and we must all thank God that we have been allowed, each of us according to our stations, to play a part in making these
days memorable in the history of our race.
1
Which statement shows the main idea of Winston Churchill's speech?
A
Great Britain may have to fight in the war, but they should not give into fear.
B
Education is important for anyone who wants to make a change for the future.
C
Returning to a place you once loved can have an inspiring effect on the people there.
D
Even though their country was facing certain defeat, the students should recognize this war as an opportunity to change
history.
2
(a)
How does Churchill's thoughts on war impact the mood?
A
He reflects on his choices during school as a way to demonstrate the mood of chaos.
B
He reminds his listeners that the war will be over soon, creating a mood of excitement.
C
He emphasizes the reasons to surrender by enforcing the present mood of despair.
D
He creates a mood of encouragement by telling his listeners to persevere through hardships.
(b) Which phrase from the speech BEST supports the answer to Part A?
A
"...I am addressing myself to the School..." - 4
B
"Why, when I was here last time we were quite alone, desperately alone, and we had been so for five or six months." - 1
C
"We had the unmeasured menace of the enemy and their air attack still beating upon us, and you yourselves had had
experience of this attack;..." - 1
D
"...but when they very slowly make up their minds that the thing has to be done and the job put through and finished, then,
even if it takes months — if it takes years — they do it." - 2
3
(a)
What is Churchill's claim in paragraph 4?
A
Tradition should be upheld at all costs especially when people do not want to.
B
People should make up stories to entertain each other when times are difficult.
C
Sometimes people believe that situations are worse than they are, and therefore they should keep working to overcome them.
D
When it becomes difficult to be creative, people have to use their imagination in order to create new ideas and implement
them.
(b) Which phrase from paragraph 4 best develops the argument identified in Part A?
A
"...I am addressing myself to the School...”
B
"But for everyone, surely, what we have gone through in this period [...] never give in except to convictions of honor and
good sense."
C
"...but then they must also pray to be given that extra courage to carry this far-reaching imagination."
D
"All this tradition of ours, our songs, our School history, this part of the history of this country, were gone and finished and
liquidated."
4
5
(a)
How does the author's use of repetition of the word never in paragraph 4 contribute to the tone?
A
Establishes a determined tone to not give up
B
Creates a fearful tone that nothing will ever change
C
Highlights a joyful tone since there will be no more fighting
D
Reinforces a despairing tone because justice is not on their side
What is the meaning of the word catastrophic as it is used in paragraph 1?
A
Minor
B
Terrific
C
Routine
D
Devastating
(b) Which words from paragraph 1 helped give context to the meaning of the word catastrophic? Choose TWO.
6
7
8
A
Cheer
B
Terrible
C
Thankful
D
Afternoon
E
Misfortunes
How does Churchill present his perspective in paragraphs 6 -8?
A
He expresses his relief that the worst of the war is over.
B
He recalls his fondness of a song from his childhood.
C
He emphasizes the necessity for discipline and order even through war.
D
He stresses great pride of what his country has accomplished.
What rhetorical device is present in paragraph 4?
A
allusion
B
anaphora
C
generalization
D
fallacy
How does paragraph 8 contribute to Churchill’s call to action?
A
This message illustrates a change to speak only of the happy times and ignore the current situation.
B
This statement tells that everyone needs to return home and pray for the war to end.
C
This notice depicts the idea that there is no hope for the problems they are facing as a country.
D
This reminder shows that participants who challenge the approaching threat will become an important part of history.
Passage 2
New Research on Early Birds Give Additional Insights by A Very Reliable Source
[1] M d
d
bi d
t
t f t
li d1 l
B t it t
t th t th i
i t
l ti
ii
l fl ff
[1] Modern-day birds sport a coat of streamlined1 plumage. But it turns out that their ancient relatives were surprisingly fluffy.
[2] Researchers have discovered that the ancient feathers are much “shaggier” than their modern avian relatives. This is according to a new study
published in the journal Paleontology. The researchers are from the University of Bristol in the United Kingdom. They compared the wellpreserved fossilized feathers of the crow-sized, bird-like dinosaur Anchiornis to those of other dinosaurs and extinct birds.
[3] Anchiornis is an early member of the paraves. It is a group that includes true birds as well as feathered dinosaurs. That's according to the
university press release. Anchiornis was originally thought to be a bird. It has long fascinated and puzzled researchers due to both its similarities
and many differences to modern birds. That's according to Jason Bittel, reporting for National Geographic earlier this year.
[4] Researchers found that the feathers covering Anchiornis’ body had short quills with long, independent, flexible barbs sticking out at low
angles in two opposing blades. This organization results in an overall forked shape for each feather. It likely produced a surprisingly fluffy and
soft texture.
[5] In contrast, the feathers of modern birds are “tightly zipped,” according to the press release. This means that the fluffy ancient creatures likely
had a more difficult time repelling water. The ancient feathers also appear less aerodynamic, which would have made Anchiornis a less-nimble
flyer. But the downy layer likely kept the creatures warm.
[6]The four-winged Anchiornis also sported elongated feathers. They were arranged in a fringe across the backs of their limbs and tail. This is an
arrangement the researchers believe would make the creatures more effective gliders than fliers.
[7] “Overall, it does suggest that truly modern feathers and wings could have evolved later in time. Or, they could have evolved in extinct bird
lineages. Those lineages are more closely related to modern birds than we might have expected,” said Evan Saitta. He is a paleontologist at the
University of Bristol who also authored the new study. That's according to Dan Robitzski of Live Science.
[8] The latest study is helping scientists tease through the details of the physiology2 of early birds. It also explains their behavior. “It’s really
exciting to be able to work with the scientists at the forefront of these discoveries. And it's exciting to show others what we believe these fluffy,
toothy almost-birds looked like,” said Saitta.
[9] To help further visualize the ancient beasts, the team collaborated with Rebecca Gelernter, a scientific illustrator and graphic designer. She
helped them to create a life-like image of the animal. Anchiornis’ color patterns were derived from previous fossilized pigment studies, and other
previous studies have depicted its wing feathers’ multi-tiered layering, according to the university press release. In this case, the creature’s flesh
has been recreated by looking closely at the fossil beneath laser fluorescence3.
[10]“As a result of this study and other recent work, this is now possible to [visualize Anchiornis to] an unprecedented degree,” Saitta says in the
release. “It’s easy to see it as a living animal with complex behaviors, not just a flattened fossil.”
[11] This latest study adds to the mounting evidence that many ancient dinosaurs sported coats of feathers. For example, the Velociraptor, a fleetfooted dinosaur that was depicted as a sleek lizard in the film Jurassic Park, actually had feathers, according to a 2007 study of one of the
creature’s forearms.
[12] The latest find continues to work against the Jurassic Park vision of dinos, deepening our understanding about how these creatures looked
and functioned.
Footnotes (Helpful Vocabulary)
1: Having a form that presents little resistance to the flow of air or water
2: The way something living functions
3: Radiation that is emitted due to ultraviolet light
9
What is the central idea of the text?
A
After conducting experiments, dinosaurs evolved into reptiles.
B
After new discoveries, dinosaurs are different than scientists originally thought.
C
After conducting new studies, scientists discover new details about early birds.
D
After new research, scientists conclude that pre-existing research about dinosaurs is accurate.
10 How does paragraph 10 contribute to the main idea of paragraph 12?
A
It shows the importance of movie representation of extinct animals.
B
It allows the reader to understand how important fossils are in science.
C
It recreates the experiment that showed dinosaurs changed into reptiles.
D
It provides an expert’s opinion of the usefulness of envisioning the live creature.
11 Read paragraph 6 . How does this latest development impact our understanding of how dinosaurs functioned?
A
Dinosaurs likely glided instead of truly flying.
B
Dinosaurs were younger than previously thought.
C
Dinosaurs did not have feathers until later in time.
D
Dinosaurs had more color and layers in their feathers.
12 What impact did Rebecca Gelernter have on the study of ancient beasts?
(a)
A
She created a visual of the Anchiornis.
B
She constructed a soft textured feather.
C
She retraced the evolution of extinct birds.
D
She helped others understand the physiology of early birds.
(b) PART B What paragraph supports the impact of Rebecca Gelernter on the study of ancient beasts?
A
Paragraph 4
B
Paragraph 7
C
Paragraph 8
D
Paragraph 10
13 Based on paragraph 3 of the passage, what is the technical meaning of the word paraves?
A
Group of feathered birds and true dinosaurs
B
Group of true birds and feathered dinosaurs
C
Group of feathered dinosaurs that have toothy almost bird-like appearance
D
Group of true birds that lack substance and have a difficult time repelling water
14 What is the meaning of avian as it is used in paragraph 2?
A
Birds
B
Extinct
C
Ancient
D
Feathers
15 What is the text structure of paragraph 4-5 ?
(a)
A
Description
B
Cause and effect
C
Problem and solution
D
Compare and contrast
(b) How does the text structure from PART A contribute to the overall meaning of the text?
A
Two birds are described in order to contribute to the historical record.
B
New research disproves older theories about dinosaurs' feathers.
C
The shape of a feather is contrasted to modern airplane technology to demonstrate how dinosaurs would have been unable to
swim.
D
Several computer programs are listed as the cause of why researchers believed that dinosaurs could fly.
16 What does the word aerodynamic from paragraph 5 mean?
A
Showing a more uniform alignment of objects
B
Creating a layer of moisture resistant barriers
C
Being of a nature that creates extra warmth in the body
D
Having a shape that reduces the drag from air moving past
Answer Key of Reading Check #4
1. D
2a. D
2b. D
3a. C
3b. B
4. A
5a. D
5b. B, E
6. C
7. B
8. D
9. C
10. D
11. A
12a. A
12b. D
13. B
14. A
15a. D
15b. B
16. D