Web viewuses powerful word choice to explore the theme of choices and consequences while...

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BCSD English Language ArtsEnglish IV Assessment Item Bank

Because of the density of indicators in the 2015 SC ELA College and Career Ready Standards, it is rare to find a test item that assesses an entire indicator. When using the item bank, teachers and PLCs should be careful to select multiple items to be sure that student performance on all parts of an indicator is measured.

Assessment Items Reading Passages

Inquiry-Based Literacy Standards

IB.1.1 IB.2.1 IB.3.1 IB.3.2 IB.3.3 IB.3.4 IB.4.1 IB.4.2 IB.4.3 IB.5.1 IB.5.2 IB.5.3

Reading-Literary Text

RL.5.1 RL.6.1 RL.7.1 RL.7.2 RL.8.1 RL.9.1 RL.10.1 RL.11.1 RL.12.1 RL.12.2

Reading-Informational Text

RI.5.1 RI.6.1 RI.7.1 RI.8.1 RI.8.2 RI.9.1 RI.10.1 RI.11.1 RI.11.2

Writing

W.1.1 W.2.1 W.3.1 W.4.1 W.5.2

Assessment Items

EIV-RL.5.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text including determining where the text leaves matters uncertain; investigate multiple supported academic interpretations.

EIV-RL.5.1Q3

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Which of the following lines from the poem support a somber mood?

a. “Toll for the Brave!”b. “Fast by their native shore”c. “And mingle with your cup/the tears that England

owes;”d. “Her timbers yet are sound,/And she may float

again,”

“On the Loss of the Royal George,” by William Cowper NR

EIV-RL.5.1Q1

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Based on the following lines from the poem, what can the reader infer?

“However adamant the pavement/it’s a book of feet/though they need it to take them through town/people control the street”

a. Highways and roads are constant obstacles to progress.

b. People control everything in the world.c. It is important for people to travel.d. People can use their circumstances to their advantage.

“Thought For the Ordinary”NR

EIV-RL.5.1Q2

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Which literary elements add to the meaning of the poem? a. metaphor b. onomatopoeia c. simile d. allegory


EIV-RL.5.1Q3

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Based on careful analysis of the poem, the author most strongly believes his readers should _________________.

a. understand that they are powerless in the world b. visit as many natural settings as possible c. look to the mountains to gain wisdom d. take control of their lives

“Thought For the Ordinary” NR

EIV-RL.5.1Q1Back to

In Browne’s poem, the speaker is trying to get the sailors to _____. a. run awayb. sail closer

The Sirens’ Song NR

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Page One c. be afraidd. sail away

EIV-RL.6.1 Analyze the development of related themes across a variety of texts citing evidence to support analysis; provide an objective summary.

EIV-RL.6.1Q4

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Which of the following details does Cowper use to develop his theme?

a. telling his readers to sorrow over the loss of the ship

b. discussing that the ship itself can be savedc. blaming the captain for loss of lifed. describing the unexpected sinking of the ship


EIV-RL.6.1Q4

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How does Gregory use personification to develop meaning in this poem?

a. He personifies natural elements in the world to show that humans are powerless against these elements.

b. He personifies natural elements to show that nature is more important than human civilization.

c. He personifies natural elements to show the magnitude of obstacles that humans face.

d. He does not use personification in this poem.


EIV-RL.6.1Q5

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In the poem, the author develops the central idea bya. Presenting an obstruction to man, and then a

solutionb. Giving a description of nature, then stating its

benefits to manc. Defining man’s place in the universe, then

contrasting it with heavend. Providing critical commentary, then changing to

humor


EIV-RL.6.1Q3

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Although there may be others, one possible theme of Browne’s poem is _____.

a. vulnerable individuals may be the targets of othersb. all sailors long for love when they are on the high seasc. sailors should not worry about the fate of their shipsd. the ocean represents the passage of life


EIV-RL.6.1Q5

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Which line from the poem shows where the persuasive request actually occurs?

a. “Here lie Love's undiscover'd mines” (line 3)b. “Nor any to oppose you save our lips” (line 8)


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Page One c. “Where no joy dies till Love hath gotten more” (line 10)

d. “Exchange, and be awhile our guests” (line 13)

EIV-RL.6.1Q3

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How does “Invictus” differ from Oliver Twist in how the theme of choices and consequences is handled? a. Oliver Twist shows a character who has complete control over his future while “Invictus” shows someone who accepts what life sends to him. b. Oliver Twist uses powerful word choice to explore the theme of choices and consequences while “Invictus” relies upon dialogue. c. “Invictus” suggests that man has control over what happens to him while Oliver Twist makes it seem that some people are helpless to defend themselves. d. “Invictus” portrays a character who is judged by others and limited by the law while Oliver Twist shows a character who insists on thinking for himself.

InvictusNR

Oliver Twist 840L

EIV-RL.6.1Q4

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Which stanza from “Invictus” provides the BEST evidence to support the theme of choices and consequences? a. stanza one b. stanza two c. stanza three d. stanza four

Invictus NR

EIV-RL.6.1Q1

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This passage differs from “On Being Asked for a War Poem” because_____

a. “On Being Asked for a War Poem “suggests that poets have no role in war, while “The Poet as a Hero” describes the role they may have.

b. The speaker of “On Being Asked for a War Poem “is a war hero; the speaker of “The Poet as a Hero” is not.

c. “On Being Asked for a War Poem” is anti-war; “The Poet as a Hero” is pro-war.

d. “On Being Asked for a War Poem” focuses on modern-day wars, while “The Poet as a Hero” is only concerned with wars from history.

The Poet as a HeroNR

On Being Asked for a War Poem NR

EIV-RL.6.1Q2

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Compare and contrast “On Being Asked for a War Poem” and “The Poet as a Hero”. Which of the following statements is true about similar ideas present in both passages?

a. Both passages deal with the impact poetry may play in the way people think about war.

b. Both passages claim that the primary goal of poets is to please people.

c. Both passages assert that poets are heroic in their own way.

The Poet as a HeroNR


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d. Both passages show how the speakers have changed their minds about war.

EIV-RL.7.1 Analyze the development of theme across diverse media, modality, and format.

EIV-RL.7.1Q2

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“Invictus” differs from Oliver Twist mainly in its attitude of __________

a. Pessimism b. Misery c. Disdain d. Perseverance

InvictusNROliver Twist 840L

EIV-RL.7.1Q5

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With which of the following statements would the writers of “On Being Asked for a War Poem,” “The Poet as a Hero,” and British Prime Minister David Lloyd George’s Speech most likely agree?

a. War is necessary but unjust.b. It is noble, but often useless, to speak out against

war.c. War is a glorious but dangerous undertaking.d. It is important for politicians to listen to poets

when planning wars.

British Prime Minister David Lloyd George’s Speech June of 19171100L

The Poet as a Hero NR


EIV-RL.7.2 Analyze how literary texts and related media allude to themes and archetypes from historical and cultural traditions.

EIV-RL.7.2Q5

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Which of the following archetypes does the speaker in this poem make use of?

a. Portraying the homeland as magicalb. Presenting women as deviousc. Personifying the heroes as angelicd. Imagining the enemy as a monster

English, Scots, and Irishmen: A Patriotic Address to the Inhabitants of the United Kingdom, July, 1803 . 850L

EIV-RL.8.1 Analyze a complex set of ideas or sequence of events and explain how specific characters, ideas, or events develop and interact within a particular context.

EIV-RL.8.1Q2Back to Page One

Which two ideas does the speaker contrast to motivate the sailors?

a. cruelty and sorrowb. anger and curiosity


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c. fear and loved. beauty and ugliness

EIV-RL.8.1Q4

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The poet develops the conflicting ideas of desire and danger BEST in ___________.

a. Line 1 (“Steer, hither steer your winged pines”)b. Line 8 (“Nor any to oppose you save our lips”)c. Line 15 (“The compass Love shall hourly sing”)d. Line 18 (“To tell each point he nameth with a kiss”)


EIV-RL.8.1Q1

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What can the reader infer about the other three men in the passage?

a. They all show concern for Oliver. b. They are all accustomed to giving orders. c. Only one of the men is unmerciful and cruel in dealing with Oliver. d. Only one of the men seems genuinely concerned for Oliver’s well-being.

Oliver Twist 840L

EIV-RL.8.1Q1

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According to the speaker of this poem, why is it “better that…a poet’s mouth be silent?”

a. Poets have no education.b. Poets aren’t capable of influencing those in power.c. Poets oppose war.d. Poets are generally in support of war


EIV-RL.8.1Q2

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Why does the speaker mention the “young girl” and the “old man?”

a. These are people upon whom the poet’s writings can have a great impact.

b. These are people who are best able to influence politicians and statesmen.

c. These are people whom the speaker likes the best.d. These are people most likely to oppose war.


EIV-RL.9.1 Evaluate the impact of the author’s use of diction, conventions, figurative language, and/or language that is particularly fresh, engaging, or beautiful on meaning and tone.

EIV-RL.9.1Q6

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The tone of this passage could best be described as _____________.

a. Suspensefulb. Excitingc. Persuasived. Calming


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EIV-RL.9.1Q4

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Which statement BEST describes the impact of language on tone in the third stanza?

a. Words like “tyrant” and “tiger” contribute to the spooky tone of the poem.

b. Words like “caves” and gardens” contribute to the sense of exploration and adventure.

c. Words like “butcher” and “defil’d” give a sense of impending violence and doom.

d. Words like “chains” and “subdue” give a sense of hope for people experiencing life as slaves.


EIV-RL.9.1Q2

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The author most likely uses the words “implored” and “feebly” in the first paragraph in order to_______.

a. show that Oliver is unlikeable. b. Show that Mr. Fang is cruel. c. Show that Oliver is helpless. d. Show that Mr. Fang is logical.

Oliver Twist 840L

EIV-RL.9.1Q3

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What is the purpose of the tone employed in the passage?a. to create in the reader sympathy for homeless children b. to reveal the character of Mr. Fang c. to illustrate the criminal behaviors of childrend. to show that some people in the world behave in a kindly fashion

Oliver Twist 840L

EIV-RL.9.1Q3

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The word “meddling” in the fourth line of the poem serves to a. suggest that politicians should keep out of other people’s business.b. give an example of why war is bad.c. show how most people in the world feel about poets.d. indicate how poets’ writings about war may be perceived

by statesmen.


EIV-RL.9.1Q4

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Which statement BEST describes the irony within the poem? a. The title suggests the speaker hates war, even though

he likes it.b. The title suggests the speaker feels excited about war,

even though he is depressed.c. The title suggests the speaker is a war hero, even

though he has never been to war.d. The title suggests the speaker will not discuss war,

even though he does.


EIV-RL.10.1 Use context clues to determine meanings of words and phrases.

EIV-RL.11.1 Analyze how point of view and author’s perspective and purpose

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shape content, meaning, and style; supportsEIV-RL.11.1 Q1

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The speaker’s reasoning relies upon _______.

a. national pride and frightening stories about what will happen if the people do not fight

b. fear and horror stories about what will happen to young soldiers during battles

c. curiosity and exciting stories about what soldiers may bring home from war

d. anger and frustration at the inability of politicians to make up their minds


EIV-RL.12.1 Evaluate various texts to formulate a theory regarding the authors’ use of structure, plot, and manipulation of time citing support from the texts.

EIV-RL.12.1Q7

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Which possible theory of Browne’s poem regarding mariners is best supported by evidence from the text?

a. Mariners should avoid sirens.b. Mariners should appreciate nature.c. Mariners should realize that undiscovered love is worth

the danger. d. Mariners should fear storms and avoid them at all costs.


EIV-RL.12.1Q3

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To make his point clear, Mayne’s poem addresses several audiences and considers various points in time. Which description below reflects his uses of audience and time to move the reader to action?

a. The first and second stanzas address men of the United Kingdom in the present, the third and fourth stanzas address women of the future, and the final stanza returns to the present.

b. The first and last stanzas address men of the United Kingdom, talking about what might yet happen, while the second and third stanzas address the women of those countries.

c. The first and last stanzas address men of the United Kingdom in the present, the second and third stanzas predict future horrors to that same audience, and the fourth stanza addresses women.

d. The first and second stanzas address women of the United Kingdom in the present, the third and fourth address men and children of the future, and the final stanza addresses the reader.


EIV-RL.12.1Q6

Which structural element BEST aids the poem’s speaker in making his point about war?

a. The use of rhetorical questions to gauge reader’s

English, Scots, and Irishmen: A Patriotic Address

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Back to Page One

commitment to the goalb. The incorporation of story elements like exposition

and falling actionc. The inclusion of comparison and contrast to stress

the innocence of peopled. The addition of foreshadowing and flashback to

hint at the outcome of the battle

to the Inhabitants of the United Kingdom, July, 1803 . 850L

EIV-RL.12.2 Critique how an author’s choices concerning how to structure texts, order events within the text, and manipulate time create different effects.

EIV-RL.12.2Q2

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Which of the following BEST reflects the author’s choices and the effect they attempt to cause in the reader?

a. The poet uses repetition, powerful diction, details from everyday life, and rhetorical questions to inspire the reader to be willing to fight to defend what is dear to him.

b. The poet uses free voice, powerful diction, logical fallacies, and controlled rhetorical questions to inspire the reader to be willing to resist going to war.

c. The poet uses unfamiliar vocabulary, details from everyday life, and references to historic events to inspire the reader to be willing to fight against his own government.

d. The poet uses soft, appealing diction; references to specific, dated events; and loaded language to inspire the reader to remember that he prefers home to the battlefield.


EIV-RL.12.2Q7

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How does stanza 3, reproduced below, use an imagined scenario to manipulate readers’ emotions?

“In fancy'd conquest over you, The Tyrant tells his tiger-crew— If chains will not your minds subdue, Nor exile, stripes, and poverty, Then, when the Land is all defil'd, He'll butcher woman, man and child— He'll turn your gardens to a wild— Your Courts to caves of misery!”

a. The characters are shown transforming into tigers and consuming their enemies, causing horror.

b. The characters are shown escalating their plans from psychological to physical damage, causing fear.

c. The characters are shown plotting their enemies’ deaths in


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battle, causing anger.d. The characters are shown taking over their enemies’

homeland, causing despair.

EIV-RL.12.2Q1

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What element in Henley’s last two lines makes the poem’s theme obvious? a. Repetition of the same words b. Powerful word choice in “master” and “captain” c. Lines that don’t rhyme d. The figurative language

Invictus NR

EIV-RL.12.2Q5

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The title of this poem serves to a. provide context for when the poem was written.b. demonstrate the poet’s hatred of the topic.c. summarize how the poet feels about the topic.d. question the sanity of war.


EIV-RL.12.2Q6

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Which statement represents an accurate critique about how the poem is organized? a The first independent clause presents a negative viewpoint about war; the second independent clause is more positive. b. The first independent clause presents a viewpoint about war; the second independent clause presents a viewpoint about how poets don’t support war. c. The first independent clause presents a statement about poets; the second independent clause clarifies that statement. d. The first independent clause presents a statement about politicians; the second independent clause explains how young women and old men don’t agree with them.


EIV-RI.5.1 Cite significant textual evidence to support synthesis of explicit and inferred meaning and/or in areas the text leaves indeterminate; investigate multiple supported interpretations.

EIV-RI5.1Q1

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Which of the following sentences contains evidence of the author’s personal bias?

a. Sentence 1b. Sentence 2c. Sentence 7d. Sentence 8

The Renaissance 1160L

EIV-RI.6.1 Determine two or more central ideas of a text and analyze their development over the course of a text including how they interact and build on one another to provide a complex analysis of the topic; provide an objective summary of the text.

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EIV-RI.6.1Q4

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Which of the following details could be removed from the passage without removing critical supporting evidence?

a. The number of deaths (Sentence 2)b. The negative effects on the economy (Sentence 3)c. The low importance of children (Sentence 14)d. The development of towns and cities (Sentence 19)

The Black Death980L

EIV-RI.6.1Q5

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Which of the following is the BEST summary of the passage?a. The Black Death was a horrible time in Europe that

had many horrible effects on the landscape and economy of Europe.

b. The Black Death was a horrible time in Europe that had many horrible effects on the religion and culture in Europe.

c. The Black Death was a frightening time in Europe that nevertheless had positive effects on economic growth and urbanization.

d. The Black Death was a frightening time in Europe that nevertheless had positive effects on population growth and taxation.

The Black Death980L

EIV-RI.6.1Q8

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“The Black Death ”__________________________to develop the central idea, while “Thought For the Ordinary” uses _______________.

a. Points out historical developments and the surprising effects of those developments . . . nature imagery to showcase man’s place in the world

b. Lists multiple causes for a devastating historical event. . .the “clown” motif to create a mirthful tone

c. Creates suspense about the results of a historical disaster. . .contrasting opinions about man’s role in nature

d. Uses humor to highlight the irony of a historical population. . .exaggeration to point out the challenges humans face daily


The Black Death 980L

EIV-RI.6.1Q9

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Compare “The Black Death” and “Thought for the Ordinary.” Which sentence synthesizes both passages and shows how they put forth a similar idea?

a. We cannot escape our destinies, just like people in the Middle Ages couldn’t escape getting sick from the plague.

b. We need to be agents of change in our time, just like plague survivors who changed the landscape of Europe.

c. We should fight back against the people who oppress us, just like plague survivors fought back against the King.

d. We ought to be thankful for what we have, like people in the Middle Ages who considered themselves lucky to be alive.


The Black Death 980L

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EIV-RI.6.1 Q2

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The central idea of this essay is most likely _____________. a. that the Renaissance was basically a continuation of

the Middle Agesb. that the Renaissance was a time of change in many

aspects of societyc. that the Renaissance was a time of religious revival

and devotiond. that the Renaissance was only focused on medical and

scientific changes

The Renaissance 1160L

EIV-RI.6.1 Q1

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The central ideas presented in this excerpt are clearly that _____. a. youthful offenders should be punished in adult facilities and they should serve strict sentences. b. society has shown little concern for youthful crime and is content to ignore all but the most violent offenses. c. stiff punishments work to curb youth crime and special treatment of child offenders seldom works. d. young people have been in legal trouble for years and child criminals, historically, have suffered especially cruel punishments.

“Victorian Children in Trouble with the Law – Does the Punishment Fit the Crime?” 1020L

EIV-RI.6.1Q1

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The central idea of this passage can BEST be stated in which of the following ways?

a. Britain should go to war to fight Germany.b. British people should not be concerned that their

country is at fault.c. British people should be excited because they are

most likely to win the war.d. Britain played a major role in starting the war with

Germany.

British Prime Minister David Lloyd George’s Speech June of 1917 1100L

EIV-RI.6.1Q2

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Which of the following phrases from the passage BEST helps the author develop his main idea?

a. “and even by a few people in this country”b. “Wantonly provoked by England”c. “have never been more foolishly misrepresented”d. “the story of the wolf and the lamb”


EIV-RI.7.1 Evaluate the use of different mediums, modalities, or formats impacts the reader’s understanding of events, topics, concepts, and ideas in argument or informative texts.

EIV-RI.8.1 Determine the figurative, connotative, or technical meanings of

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words and phrases; compare and contrast how authors use and refine words or phrases.

EIV-RI.8.2 Analyze and evaluate the effectiveness of the text features and structure an author uses to shape meaning and tone.

EIV-RI.8.2Q2

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What is the author’s purpose in using statistics and graphic examples such as 12-year-olds being hanged? a. To educate readers about the important facts. b. To shock the readers into realizing how horribly children were treated. c. To entertain the readers with joyful stories. d. To persuade the readers to write to their congressional representatives.


EIV-RI.8.2Q3

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The author set up the facts in this article chronologically to show _______________ a. that America today treats kids that same as kids in Victorian England were treated. b. that nothing really changed as far as children’s rights in England from 1800-1854. c. that huge changes took place in the legal consequences of child crime. d. why children need to be punished for their negative actions.


EIV-RI.8.2Q3

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The speaker probably includes a historical description of the war in order to____ a. educate uninformed listeners about why the war is important.b. remind listeners about the historical truths which others want

to deny.c. demonstrate why Germany’s claim about Britain is accurate.d. reinforce what many people in Germany and Britain already

know about Britain’s role.


EIV-RI.8.2Q4

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What is the impact of the wolf and lamb metaphor at the end of this passage? a. It points out the ways in which Britain is like a lamb, waiting to

be led to the slaughter.b. It points out the ways in which Britain has defied German

expectations of innocence and helplessness.c. It suggests that Germany is the innocent party, and Britain is

stronger and more likely to attack.d. It suggests that wolves and lambs are equally strong, despite

appearances.


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EIV-RI.9.1 Use context clues to determine meanings of words and phrases.

EIV-RI.10.1 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

EIV-RI.10.1Q1

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Which of the following tactics does Boswell use in paragraph 3 to make his argument convincing?

a. He describes the effects of war on mothers who lose their sons or whose sons are injured in battle.

b. He lists the ironic irrationalities of gathering armies on two sides who have no reason to fight each other.

c. He describes the economic growth and technologic development a nation might expect as a result of war.

d. He describes the damages to land and buildings experienced in war-torn countries.

Heavily adapted f rom “On War,” by James Boswell, (1740 – 1795)1300L

EIV-RI.11.1 Compare and contrast the effectiveness of authors’ uses of text features and structures to support similar claims.

EIV-RI.11.2 Analyze and critique the reasoning in historical, scientific, technical, cultural, and influential argument writing.

EIV-IB.1.1 Use a recursive process to develop, refine, and evaluate questions to broaden thinking on a specific idea that directs inquiry for new learning and deeper understanding.

EIV-IB.2.1 Analyze ideas and information from text and multimedia by formulating questions, proposing interpretations and explanations, and considering alternative views and multiple perspectives.

EIV-IB.2.1Q5

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Which question below would most help you gather basic information on the topic of British poetry?

a. How is British poetry different from American poetry? b. Why do some poets use stanzas and others not? c. What is a sonnet and why would anyone want to write one? d. What American poets were the most popular and why?

Invictus NR

EIV-IB.2.1Q6

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Which of the following explanations of the connection between “Victorian Children in Trouble with the Law...” and “Invictus” seems most likely?

Invictus NR

“Victorian

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Page One a. “Invictus” makes it seem that people have no control over what happens to them while “Victorian Children in Trouble with the Law...” shows just the opposite. b. “Victorian Children in Trouble with the Law...” implies that a variety of factors affect how one might be punished while “Invictus” implies that one is responsible for one’s own consequences. c. The speaker in “Invictus” implies that he feels helpless while the narrator of “Victorian Children in Trouble with the Law...” implies that people should feel empowered by the law. d. Both passages portray the legal system as something that will protect people from harm.

Children in Trouble with the Law – Does the Punishment Fit the Crime?” 1020L

EIV-IB.3.1 Develop a plan of action by using appropriate discipline specific strategies.

EIV-IB.3.2 Examine historical, social, cultural, or political context to broaden inquiry and create questions.

EIV-IB.3.2Q1

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Which of the following details from the poem would you use to determine the historical context of the poem?

a. “Down went the Royal George,”b. “It was not in the battle,/No tempest gave the shock,”c. “Her timbers yet are sound,/And she may float again,”d. “All sunk beneath the waves,”


EIV-IB.3.2Q2

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Based on the content of this poem, what question might you be inspired to ask during a group discussion to further understand the historical/political context?

a. When and where do the events in this poem take place, and why are these events important?

b. What were the names of the people who died on the ship?c. What is important to know in order to build a safe ship?d. How can a ship sink while still in port?


EIV-IB.3.2Q6

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What would be the BEST way to research the poem’s context?

a. Research what Gregory means by “book of feet.” b. Research whether Gregory had a fear of clowns. c. Research what events were meaningful in

Gregory’s life. d. Research why “the sun” was important when

Gregory wrote this poem.


EIV-IB.3.2Q7

Imagine your teacher asks you to write a short essay about a time when a British historical figure seemed to follow the advice in this poem. Which question would be most effective in helping you get


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started on this assignment?a. Why is Britain important to world history?b. Who are the biggest heroes throughout British

history?c. What wars did Britain fight?d. What are the most significant events in Britain’s

history?

EIV-IB.3.2Q8

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A question from this poem that might BEST lead readers to investigate the poem’s historical context is ______. a. What did the characters in the poem look like?b. Why are love and romance so important to human beings?c. What was William Browne’s favorite Bible verse?d. What were the characteristics of seafaring during Browne’s lifetime?


EIV-IB.3.2Q5

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Based on the passage, why might Shakespeare have withdrawn from school before finishing?

a. His creativity was restricted by the heavy discipline and grammar instruction.

b. His father ran out of money, and Shakespeare did not want to be a burden.

c. He began writing plays that became successful, so he did not feel the need to finish school.

d. None of the above

William Shakespeare 950L

EIV-IB.3.2Q3

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Which of the following issues could be investigated to give readers the deepest understanding of the historical background of the passage?

a. What were the biographical details of Boswell’s life?b. What was the impact of Boswell’s writing on later

politicians who read it?c. What other types of writing did Boswell undertake?d. What was the overall attitude about war during

Boswell’s lifetime?

Heavily adapted f rom “On War,” by James Boswell (1740 – 1795)1300L

EIV-IB.3.3 Gather information from a variety of primary and secondary sources and evaluate for perspective, validity, and bias.

EIV-IB.3.4 Organize and categorize important information; synthesize relevant ideas to build a deeper understanding; communicate new learning; and identify implications for future inquiry.

EIV-IB.4.1 Employ a critical stance to analyze relationships and patterns of evidence to confirm conclusions.

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EIV-IB.4.2 Evaluate findings; address conflicting information; identify misconceptions and revise

EIV-IB.4.3 Determine appropriate disciplinary tools to communicate findings and/or take informed action.

EIV-IB.5.1 Acknowledge and consider individual and collective thinking; use feedback to guide the inquiry process.

EIV-IB.5.2 Analyze and evaluate previous assumptions; test claims; predict outcomes; and justify results to guide future action.

EIV-IB.5.3 Analyze the process to evaluate and revise plan and strategies; address successes and misconceptions; and apply learning to future inquiry.

EIV-W.1.1 Write arguments that:

a. introduce a clearly articulated and well-informed claim, establish the significance of the claim and differentiate between the claim and counterclaims;

b. use relevant information from multiple print and multimedia sources;

c. assess the credibility and accuracy of each source;d. create an organizational structure that logically sequences

claim(s), counterclaims, reasons, warrants, and evidence; e. develop claim and counterclaims fairly and thoroughly,

supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases;

f. use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims;

g. establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline;

h. develop and strengthen writing as needed by planning, revising, editing, rewriting; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation;

i. avoid logical fallacies and demonstrate an understanding of objectivity and subjectivity;

j. provide a concluding statement or section that follows from and supports the argument presented; and include a call to action.

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Which of the following is the BEST placement for the following sentence?

Indeed, peasants in the Middle Ages would have seemed perfectly content with their lives to any outside observer, despite their lack of equality and rights.

a. before sentence 1b. between sentences 3 & 4c. between sentences 10 & 11d. after sentence 14

The Medieval Age1100L

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Which of the following sentences would BEST serve as the essay’s claim?

a. The plague was the most important historical event in the Middle Ages.

b. The Black Death and the plague were similar but different in many ways.

c. The Black Death had both positive and negative impacts on Medieval Europe.

d. The plague is an event in history that was less impactful than many people believe.

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Another effective source that the writer of this essay could have used would be

a. A newspaper article about disease in a small African village

b. A website about modern-day European citiesc. A medical report on plague symptomsd. A History Channel documentary about Medieval

Europe

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Which clue shows that Sentence 10 may have been cited improperly?

a. The source references “the price of goods today,” even though the passage deals with historical matters.

b. The format for the citation (Mankiw 409) does not follow standard MLA in-text citation guidelines.

c. The writer of the source, Mankiw, is well-known as a non-credible resource on this topic.

d. The topic of the quote, economics, has nothing to do with the content of this paragraph.

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If you were asked to write an argumentative essay on the topic of legal treatment of children, which would be the most effective and

“Victorian Children in

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objective claim? a. I think that children should go to jail just like grown-ups if they take part in violent crimes because how else are they going to learn? b. In this essay I will show that children who commit crimes are not always punished as they should be, being sent to a juvenile justice center rather than to regular jail. c. While children are subject to a variety of influences that are beyond their control, they must be punished in a manner that fits the level of the crime. d. Everybody knows that children are never responsible for what they do, so why should we send them to jail? Let’s send the parents, instead.

Trouble with the Law – Does the Punishment Fit the Crime?” 1020L

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A counterclaim that might be presented in an argumentative essay supporting the Juvenile Offenses Act of 1847 could be ___________. a. Children in Victorian England began working at a much earlier age than they do today; therefore, they should be treated as adults. b. Children in Victorian England were much more immature during Victorian England than today; therefore, they should not be punished for crime at all. c. The justice system was blind during Victorian England, so any laws passed by the government should be adhered to.d. People in Victorian England believed all criminals should get the death penalty, so children were lucky.


EIV-W.2.1 Write informative/explanatory texts that: a. introduce a topic; b. use relevant information from multiple print and multimedia

sources; c. organize complex ideas, concepts, and information so that

each new element builds on that which precedes it to create a unified whole;

d. assess the credibility and accuracy of each source; e. include formatting, graphics, and multimedia to aid as

needed; f. develop the topic thoroughly by selecting significant and

relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic;

g. quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for

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citation; h. develop and strengthen writing as needed by planning,

revising, editing, rewriting; i. use appropriate and varied transitions and syntax to link the

major sections of the text, create cohesion, and clarifyj. the relationships among complex ideas and concepts; use

precise language, domain specific vocabulary, and techniques k. such as metaphor, simile, and analogy to manage the

complexity of the topic; establish and maintain a consistent style and objective tone

l. while attending to the norms and conventions of the discipline; and provide a concluding statement or section that follows from and supports the information or explanation presented.

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In order to maintain a style appropriate for a research paper, the author should consider __________.

a. including a citation to support the information about Shakespeare’s birth date

b. varying the beginnings of the sentencesc. including more information about the feast of St.

Georged. revising the language in some of the sentences to

reflect a more formal tone


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In order to more effectively introduce these paragraphs, the writer may want to consider which of the following as a thesis statement?

a. No modern writer can come close to achieving what William Shakespeare achieved in his lifetime.

b. Today’s playwrights have William Shakespeare to thank for the popularity of drama.

c. Despite his relatively humble beginnings over four hundred years ago, William Shakespeare produced such a wealth of famous plays and poems that his name is known throughout the world today.

d. William Shakespeare became famous even though his education was limited.


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Which of the following excerpts BEST serves as a concluding statement that follows from what Boswell has stated elsewhere in the passage?

a. “anyone who complained of war being ‘irrational’ would simply be guilty of misunderstanding it” (Sentence 15)

b. “…war is followed by no general good whatever.” (Sentence 16)

c. “The power, glory, or wealth of a few people may be enlarged.” (Sentence 17)

d. “the general public… just go back to pursuing their


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ordinary occupations…” (Sentence 18)

EIV-W.3.1 3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that: a. develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences; b. engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; c. create a smooth progression of experiences or events; d. use the narrative techniques of dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters; use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome; e. develop and strengthen writing as needed by planning, revising, editing, rewriting; f. use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters; and g. provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

EIV-W.4.1 When writing: a. apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested; and b. resolve issues of complex or contested usage, consulting references as needed.

EIV-W.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling.

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You are writing an essay about poems like “Invictus.” Which of these sentences from your essay shows command of the conventions of standard English capitalization, punctuation, and spelling? a. Poetry is fun stuff to read I always enjoy reading it because it is short. b. Poetry might should be read if one takes time to think whether you like it or not. c. The poem, “Invictus,” is one of the better ones I have read lately. d. Each of the people who reads that poem does their best to

Invictus NR

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figure it out.

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As you are revising your essay, you find one sentence that contains errors. Which is the best way to write the italicized sentence below?

As 19th century poems goes the victorian pieces are respected as much as other kinds. Because of the authors.

a. As 19th century poems goes the victorian pieces are respected. As much as other kinds because of the authors. b. As 19th century poems goes, the Victorian pieces are respected because of the authors. As much as other kinds. c. As 19th century poems will go the victorian pieces are respected as much as other kinds. Because of the authors. d. As 19th century poems go, the Victorian pieces are respected as much as other kinds because of the authors.

InvictusNR

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Which of the following errors appears in sentence 14?a. spelling and capitalization errorb. comma splice and capitalization errorc. spelling and hyphen errord. comma splice and hyphen error


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Which of the following is the BEST revision of sentence 4?a. This theory was meant to oppress the peasants

while favoring the misplaced kings and lords who owned land and property.

b. This theory was meant to oppress the peasants while favoring the kings and lords who owned land and property and was misplaced.

c. This theory was meant to oppress the peasants and favor the kings and lords who owned land and property while misplacing them.

d. This theory, meant to oppress the peasants and favor the kings and lords who owned property, was misplaced.


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As part of the revision process, the writer should check the spelling of which word?

a. immenselyb. acumulatedc. continentd. considerably

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EIV-W.5.2 Which of the following sentences contains a capitalization error? The Black Death

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a. Sentence 1b. Sentence 2c. Sentence 4d. Sentence 6

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Which of the following sentences contains a hyphen error? a. Sentence 4b. Sentence 8c. Sentence 12d. Sentence 18

The Black Death980L

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Which of the following sentences contains a punctuation error? a. Sentence 5b. Sentence 8c. Sentence 9d. Sentence 11


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Which of the following errors appears in sentence 7? a. capitalization errorb. misplaced modifierc. fragmentd. comma splice


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If you were paraphrasing Boswell’s essay, how would you restate the ideas in the sentence (reprinted in italics below) in a way that makes appropriate use of English grammar and usage?

If, in fact, there were any good produced by war which could in any way compensate its direful effects—for instance, if better men were to spring up from the ruins of those who fall in battle, as more beautiful material forms sometimes arise from the ashes of others—in short, if there were any great beneficial effect from war, then anyone who complained of war being “irrational” would simply be guilty of misunderstanding it.

a. If any good came from war. If the people who died were replaced by better people, for instance. Then our disbelief in war’s value would only show how much we did not understand.

b. If any good came from war – if the people who died were replaced by better people, for instance – then our disbelief in war’s value would only show how much we did not understand.

c. If any good come from war – if the people who died were replaced by better people, for instance – then our disbelieve in war’s value would only show how much we did not understand.


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d. If any good came from war: if the people who died were replaced by better people, for instance; then our disbelief in war’s value would only show how much we did not understand.

Reading Passages

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Text Type: InformationalLexile:1100

The Medieval Age

(1)During the Midieval Age, peasants relied on the protection of lords who subjected them to other powerful lords. (2)The religious beliefs and practices that existed during midieval times contributed in keeping peasants pacified. (3)The religion taught them that although they suffered, their goodness while suffering would help them get to heaven. (4)This theory meant to oppress the peasants and favor the kings and lords who owned land and property and was misplaced (Whiting 1).

(5)Peasants did not revolt because of their ignorance. (6) This ignorance caused them to blindly follow and believe what they were taught about religion. (7) Because peasants were uneducated, they were dependent upon and loyal to their lords. (8) In addition to that, people during the Midieval Age had no property rights. (9) Land belonged to the King who rented it to the lords with the promise that they would pay tax. (10)Therefore, peasants could only get a crib if they agreed to work as carpenters, blacksmiths, or bakers and pay the lord a form of rent.

(11) The court systems at that time protected the will of the kings and lords. (12) Therefore, the peasants had no moral or social obligation to fight for property during this time period, the laws did not favor peasants. (13) The peasants occupied ninety-one percent of the population during the Midieval Age. (14) Therefore, they couldn’t revolt bc it seemed to be a normal life for almost every-one in the society (Whiting 6).

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Text Type: PoemLexile: NR

“On the Loss of the Royal George” by William Cowper

Toll for the brave—The brave! that are no more:

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All sunk beneath the wave,Fast by their native shore.Eight hundred of the brave,Whose courage well was tried,Had made the vessel heelAnd laid her on her side;A land-breeze shook the shrouds,And she was overset;Down went the Royal George,With all her crew complete.

Toll for the brave!Brave Kempenfelt is gone,His last sea-fight is fought,His work of glory done.It was not in the battle,No tempest gave the shock,She sprang no fatal leak,She ran upon no rock;His sword was in the sheath,His fingers held the pen,When Kempenfelt went downWith twice four hundred men.

Weigh the vessel up,Once dreaded by our foes,And mingle with your cupThe tears that England owes;Her timbers yet are sound,And she may float again,Full charg'd with England's thunder,And plough the distant main;But Kempenfelt is gone,His victories are o'er;And he and his eight hundredMust plough the wave no more.

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The Black Death

(1) The Black Death had many economic effects on Europe. (2) The Plague hit most parts of Europe and killed many people. (3) This affected the economy because it killed many people who could contribute towards the betterment of the economy.

(4) Had the plague not taken root, Europe would have progressed-immensely in terms of its civilization. (5) Europe would have acumulated taxes from the people who died.

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(6) This would have helped the continent start projects that would have increased its economy. (7) The plague reduced the birth rate in Europe. (8) If this could not happen, Europe would have accumulated enough human resource that could help the continent rise economically. (9) Key areas of the Economy in Europe such as, production, agriculture, manufacturing, technology and industry could have improved considerably if the Black Death could not occur. (10) The prices of goods today have not increased by a high margin because the continent made no progress economically for a whole century (Mankiw 409).

(11) The plague had certain positive changes for the European continent. (12) The plague acted as a natural population control method. (13) It killed many people and reduced the number of people in Europe. (14) The plague also changed family-structures because people did not take children as an essential part of them, therefore, not worth the trouble.

(15) The demand for agricultural and industrial-workers enabled the survivors to have a new bargaining power. (16) They demanded higher wages. (17) Many people travelled from the rural areas to the urban areas. (18) This helped to change the economic structure of Europe from land-based wealth to the use of money, skills and services. (19) The effects of the plague led to the development of many towns and cities.

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“Thought for the Ordinary” By Rg Gregory

be moved by your own timebut move it too

the sun hasn't all the answersit can be made to listen to you

however adamant the pavementit's a book of feet

though they need it to take them through townpeople control the street

from the irreproachable mountainwisdom drips down

spray it with your own salt

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manacled clown

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The Renaissance

(1) The word renaissance means "rebirth" in French, and indeed Europe was reborn during the Renaissance. (2) In this dynamic time, the creative mind of man, which for centuries had been dark and stagnant with blind religion and ignorant superstition, awakened from its deep coma and, in the bright dawn of a new age, began to create and implement new and fascinating ideas. (3) As the wave of mental clarity swept the continent, people began to see the world in countless original ways, broadening horizons in fields such as medicine and science. (4) The Renaissance were the beginning of the great transformation from the archaic medicine of the Middle Ages to the stupendous technology of the modern world.

(5) The practice of medicine changed noticeably during the sixteenth century. (6) For example, during the Middle Ages, remedies were almost unbelievably absurd. (7) The abracadabra treatment required that the patient write abracadabra eleven times, losing a letter from the end every time. (8) At each line, the grip of the illness would decrease (Inglis 79-80). (9) Also, exorcism was another remedy, often it was the only cure available. (10) This process relied on people's faith in God because it represented a summoning of God ("Medicine" 54). (11) However, during the Renaissance, medicine developed new cures. (12) For instance, Paracelsus worked with the treatment of syphilis with an unguent of mercury (Bellamy 120-122). (13) Also, Pare showed the accepted treatment of gunshot wounds to be inadequate. (14) The standard practice was to cauterize the wounds with boiling oil and treacle, but almost by accident Pare discovered that mixture of egg yolk, oil of roses, and turpentine worked much better to cure them. (15) Afterwards they never cauterized gunshot wounds again (Inglis 84-86). (16) The practice of medicine definitely was transformed during the Renaissance, but this is not the sole area of transformation.

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The Sirens' Song by William Browne (1590 - 1645)

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Steer, hither steer your winged pines, All beaten mariners! Here lie Love's undiscover'd mines, A prey to passengers--5 Perfumes far sweeter than the best

Which make the Phoenix' urn and nest. Fear not your ships, Nor any to oppose you save our lips; But come on shore, 10 Where no joy dies till Love hath gotten more.

For swelling waves our panting breasts, Where never storms arise, Exchange, and be awhile our guests: For stars gaze on our eyes.15 The compass Love shall hourly sing,

And as he goes about the ring, We will not miss To tell each point he nameth with a kiss. --Then come on shore, Where no joy dies till Love hath gotten more.

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William Shakespeare

(1) Many believe that William Shakespeare was the most amazing playwright the world has ever known. (2) His talent with using the English language has no competition, not even today. (3) With that wonderful talent, he produced thirty-seven plays, each of which has complex plots and memorable characters. (4) Although Shakespeare died more than four hundred years, ago he is still very famous around the world today.

(5) William Shakespeare was born in Stratford-upon-Avon in England on April 23, 1564. (6) He was born during the reign of Queen Elizabeth I and died, by some accounts on the same day, during the reign of James I. (7) The people of England still celebrate Shakespeare’s birthday today, coincidentally, it is the same day as the feast of St. George. (8) He was the third child and the eldest boy of eight children, which was a really huge family, even back then. (9) His parents’ names were John and Mary Arden Shakespeare. (10) His mother came from a very wealthy family and his father was a glove maker and a tanner, but they were still a happy couple. (11) At one time John Shakespeare became a mayor of Stratford, which allowed young William Shakespeare to attend a very good grammar school in his town. (12) The school had highly qualified teachers who were very strict on disciplining the students. (13) Students spent up to nine hours a day studying in school. (14) During his grammar school years, the man got his first taste of what real plays looked like. (15) Shakespeare did not want to attend a university, so at the age of fourteen he pulled out of school.

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Heavily adapted from “On War” by James Boswell, (1740 – 1795)

Boswell was a Scot who went to London at age 22. His best-known work is his biography of Samuel Johnson who compiled the first comprehensive dictionary in English.

Almost all men admit the irrationality of war—I say almost all, because I have myself met with men who seriously attempted to prove that it is an agreeable occupation and one of the best ways to achieve happiness (1). I have only met with two men who denied that war was illogical; one of them was a tragic poet, and one was Scotch Highlander1 (2). The first man had filled his imagination so full of heroic emotions, with the “pride, pomp, and circumstance of glorious war,” that he did not acknowledge how much misery it can cause, like someone who goes to a funeral and only sees the beauty of the church decorations but fails to pay attention to the sad congregation and the decomposing body (3) . The second man was so focused on the monetary benefits his clan would receive from the “trade of war,” that he could only think of war as a good thing (4).

Some writers (who believe themselves to be philosophers) tell us that war is necessary to take off the superfluity2 of the human species, or at least to rid the world of numbers of idle men who would just create a burden to society if they lived out their full lifespans (5) . But there is unquestionably no reason to fear a superfulity of mankind, when we know that immense regions of the globe, in very good climates, are uninhabited (6). In these regions, there is room for millions to enjoy existence (7). In cultivating these regions, the idle and profligate3, expelled from their original societies, might be employed and gradually reformed, which would certainly be better than continuing the practice of periodic, indiscriminate4 destruction (8) . Remember—war is responsible for the destruction of some of the worst people, but also some of the best (9).

I have often thought that if we should end all wars right now, and that we had no wars for a millennium into the future, people thousands of years from now would think it unbelievable that, long ago, prodigious armies were created in which men were occupied for unlimited amounts of time, over vast tracts of land, sometimes crowded into ships, and obliged to endure tedious, unhealthy, and perilous voyages (10) . Moreover, they’d think it ridiculous that the purpose of these armies was to fight other armies of men towards whom they had no cause to think ill, or no personal quarrel (11). These opposing multitudes would engage in battle for hours, patiently and obstinately6, while thousands were slain, and thousands crushed and mangled with a diversity of wounds (12) . Today’s societies have indeed seen all our nations’ most intelligent, powerful, and ingenious minds employed in waging wars with one another, and we have had our friends and relations killed or sent home to us wretchedly maimed (13). We therefore can’t help but be aware of the irrationality of so-called rational beings (14).

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If, in fact, there were any good produced by war which could in any way make up for its direful effects—for instance, if better men were to spring up from the ruins of those who fall in battle, as more beautiful material forms sometimes arise from the ashes of others—in short, if there were any great beneficial effect from war, then anyone who complained of war being “irrational” would simply be guilty of misunderstanding it (15). But we find that war is followed by no general good whatever (16) . The power, glory, or wealth of a few people may be enlarged (17). But the general public, on both sides of any conflict, after all the sufferings of war have passed, just go back to pursuing their ordinary occupations, with no real change from their former lives (18).

1 Scotch Highlander—someone who lives in the mountainous 5 prodigious – remarkable or impressiveHighlands region of Scotland, noted for its clan-based, or family- 6 obstinately—stubbornly based, economic and social structure2 superfluity – unnecessary amount3 profligate – wasteful in the use of resources4 indiscriminate – done at random without careful judgment

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English, Scots, and Irishmen: A Patriotic Address to the Inhabitants of the United Kingdom, July, 1803.by John Mayne. Printed in The Gentleman's Magazine, LXXIII (September 1803), 858.

ENGLISH, SCOTS, and IRISHMEN,All that are in VALOUR'S ken1!Shield your KING: and flock again Where his sacred Banners fly!Now's the day, and now's the hour,Frenchmen would the Land devour—Will ye wait till they come o'er To give ye Chains and Slavery?

Who would be a Frenchman's slave?Who would truckle2 to the Knave?Who would shun a glorious grave For worse than death, for—infamy3?To see your Liberties expire—Your Temples smoke, your Fleets on fire!That's a Frenchman's sole desire—

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That's your fate, or Liberty!* * * * * * * * * * * In fancy'd conquest over you,The Tyrant tells his tiger-crew—If chains will not your minds subdue, Nor exile, stripes, and poverty,Then, when the Land is all defil'd,He'll butcher woman, man and child—He'll turn your gardens to a wild— Your Courts to caves of misery!

Mothers, Sisters, Sweethearts dear,All that VIRTUE gives us here!Can your Sons or Lovers fear When Frenchmen threaten slavery?O! no!—In hosts of VOLUNTEERS,The GENIUS of the ISLE appears!With dauntless breast, BRITANNIA rears Her arm, and points to VICTORY!

IRISH, SCOTS and ENGLISHMEN All that WORTH and VALOUR ken!Shield your KING; and flock again Where his sacred Banners fly!Now's the day, and now's the hour,Frenchmen would the Land devour—To arms! to arms! and make them cow'r, Or meet their certain destiny!

1 valour’s ken – the sight of courage2 truckle – bow down3 infamy - disgrace

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Oliver TwistIn this passage Oliver Twist, a homeless boy, is mistakenly identified as the young boy who pickpocketed a gentleman’s handkerchief and has been arrested for the crime.

'He has been hurt already,' said the old gentleman. 'And I fear,' he added, with great energy, looking towards the bar, 'I really fear that he is ill.' 'Oh! yes, I dare say!' said Mr. Fang, with a sneer. 'Come, none of your tricks here, you young vagabond; they won't do. What's your name?' Oliver tried to reply but his tongue failed him. He was deadly pale; and the whole place seemed turning round and round. 'What's your name, you hardened scoundrel?' demanded Mr. Fang. 'Officer, what's his

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name?' This was addressed to a bluff old fellow, in a striped (vest), who was standing by the bar. He bent over Oliver, and repeated the inquiry; but finding him really incapable of understanding the question; and knowing that his not replying would only infuriate the magistrate the more, and add to the severity of his sentence; he hazarded a guess. 'He says his name's Tom White, your worship,' said the kind-hearted thief-taker. 'Oh, he won't speak out, won't he?' said Fang. 'Very well, very well. Where does he live?' 'Where he can, your worship,' replied the officer; again pretending to receive Oliver's answer. 'Has he any parents?' inquired Mr. Fang. 'He says they died in his infancy, your worship,' replied the officer: hazarding the usual reply. At this point of the inquiry, Oliver raised his head; and, looking round with imploring eyes, murmured a feeble prayer for a draught of water. 'Stuff and nonsense!' said Mr. Fang: 'don't try to make a fool of me.' 'I think he really is ill, your worship,' remonstrated the officer. 'I know better,' said Mr. Fang. 'Take care of him, officer,' said the old gentleman, raising his hands instinctively; 'he'll fall down.' 'Stand away, officer,' cried Fang; 'let him, if he likes.' Oliver availed himself of the kind permission, and fell to the floor in a fainting fit. The men in the office looked at each other, but no one dared to stir. 'I knew he was shamming,' said Fang, as if this were in contestable proof of the fact. 'Let him lie there; he'll soon be tired of that.' 'How do you propose to deal with the case, sir?' inquired the clerk in a low voice. 'Summarily,' replied Mr. Fang. 'He stands committed for three months--hard labour of course. Clear the office.' The door was opened for this purpose, and a couple of men were preparing to carry the insensible boy to his cell; when an elderly man of decent but poor appearance, clad in an old suit of black, rushed hastily into the office, and advanced towards the bench. 'Stop, stop! don't take him away! For Heaven's sake stop a moment!' cried the new comer, breathless with haste. Although the presiding [geniuses] in such an office as this, exercise a summary and arbitrary power over the liberties, the good name, the character, almost the lives, of Her Majesty's subjects, especially of the poorer class; and although, within such walls, enough fantastic tricks are daily played to make the angels blind with weeping; they are closed to the public, save through the medium of the daily press.(Or were virtually, then.) Mr. Fang was consequently not a little indignant to see an unbidden guest enter in such irreverent disorder. 'What is this? Who is this? Turn this man out. Clear the office!' cried Mr. Fang. 'I WILL speak,' cried the man; 'I will not be turned out. I saw it all. I keep the book-stall. I demand to be sworn. I will not be put down. Mr. Fang, you must hear me. You must not refuse sir.' The man was right. His manner was determined; and the matter was growing rather too serious to be hushed up. Mr. Fang replied, "He will serve three months in prison--hard labor, of course. Leave the office."

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1 scoundrel—a dishonest or wicked person 3 feebly—weakly 2 imploring—begging

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Text Type: Informational Lexile: 1020

Excerpted from “Victorian Children in Trouble with the Law – Does the Punishment Fit the Crime?”

IntroductionYoung people have always got into trouble with the law. What changes over time is how society deals with its young offenders. Before Victorian times no distinction was made between criminals of any age. Accordingly, young children could be sent to an adult prison. There are records of children aged 12 being hanged.

The Victorians were very worried about crime and its causes. Reformers were asking questions about how young people who had broken the law ought to be treated. They could see that locking children up with adult criminals was hardly likely to make them lead honest lives in the future. On the other hand, they believed firmly in stiff punishments. In 1854 Reformatory Schools were set up for offenders under 16 years old. These were very tough places, with stiff discipline enforced by frequent beatings. Young people were sent there for long sentences - usually several years. However, a young offender normally still began their sentence with a brief spell in an adult prison.

BackgroundCrime, and how to deal with it, was one of the great issues of Victorian Britain. In the first place there seemed to be a rising crime rate, from about 5,000 recorded crimes per year in 1800 to 20,000 per year in the 1830s. The Victorians had a firm belief in making criminals face up to their responsibilities and in punishment. Between 1842 and 1877 90 new prisons were built in Britain.

Child crime shocked the Victorians. Dickens account of Fagin's gang of young pickpockets, led by the Artful Dodger, in "Oliver Twist", published in 1837, played to this popular concern. In 1816 Parliament even set up a "Committee for Investigating the Alarming Increase in Juvenile Crime in the Metropolis" (London). But how far should ideas of punishment, of making the criminal face up to their actions by a long, tough, prison sentence, apply to children?

A step towards treating children differently was the Juvenile Offences Act of 1847, which said that young people under 14 (soon raised to 16) should be tried in a special court, not an adult court. More far-reaching were the first Reformatory Schools, set up in 1854. Young people were sent to Reformatory School for long periods-several years.

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“Invictus,” by W.E. Henley

Out of the night that covers me, Black as the pit from pole to pole,

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I thank whatever gods may be For my unconquerable soul.

In the fell clutch of circumstance I have not winced nor cried aloud. Under the bludgeonings of chance My head is bloody, but unbowed.

Beyond this place of wrath and tears Looms but the Horror of the shade, And yet the menace of the years Finds, and shall find, me unafraid.

It matters not how strait the gate, How charged with punishments the scroll, I am the master of my fate: I am the captain of my soul.[1]

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“On Being Asked for a War Poem” by William Butler Yeats

I think it better that in times like theseA poet's mouth be silent, for in truthWe have no gift to set a statesman1 right;He has had enough of meddling who can pleaseA young girl in the indolence of her youth,Or an old man upon a winter’s night.1 statesman—politician

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“The Poet as a Hero” by Siegfried Sassoon

You've heard me, scornful, harsh, and discontented, Mocking and loathing War: you've asked me why Of my old, silly sweetness I've repented— My ecstasies changed to an ugly cry.

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You are aware that once I sought the Grail,1 Riding in armour bright, serene2 and strong; And it was told that through my infant wail There rose immortal semblances3 of song.

But now I've said good-bye to Galahad,4 And am no more the knight of dreams and show: For lust and senseless hatred make me glad, And my killed friends are with me where I go. Wound for red wound I burn to smite5 their wrongs; And there is absolution6 in my songs.

1 Grail—the Holy Grail, Jesus’ cup from the Last Supper, sought 4Galahad—a legendary knight of King Arthur’s court after by knights and adventurers in the Middle Ages 5smite—strike down in anger 2 serene—peaceful 6absolution—forgiveness 3 semblances—hints or suggestions

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Adapted from British Prime Minister David Lloyd George’s Speech, June of 1917, during World War I

We might imagine from declarations which were made by the Germans, yes! and even by a few people in this country, who are constantly referring to our German comrades, that this terrible war was wantonly1 and wickedly provoked by England - never Scotland - never Wales - and never Ireland.

Wantonly provoked by England to increase her possessions, and to destroy the influence, the power, and the prosperity of a dangerous rival.

The actual facts have never been more foolishly misrepresented. It happened three years ago, or less, but there have been so many bewildering events crowded into those intervening years that some people might have forgotten, perhaps, some of the essential facts, and it is essential that we should now and again restate them, not merely to refute2 the calumniators3 of our native land, but in order to sustain the hearts of her people by the true belief that British people are not to blame for the violence of this war…

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Before she entered the war Britain made every effort to avoid it; begged, supplicated, and entreated that there should be no conflict…

We begged Germany not to attack Belgium, and produced a treaty, signed by the King of Prussia,4 as well as the King of England, pledging himself to protect Belgium against an invader, and we said, "If you invade Belgium we shall have no alternative but to defend it."

The enemy invaded Belgium, and now they say, "England, you provoked this war."

It is not quite the story of the wolf and the lamb. I will tell you why - because Germany expected to find a lamb and found a lion.1 wantonly—deliberately 2 refute—disprove 3 calumniators—people who speak ill of others 4Belgium […]Prussia—two countries who were on opposing sides of the war; Belgium was Britain’s ally, and Prussia was part of the German Empire

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