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TEKS Grade 8 ELA - [110.24.b.8.d] Analysis of Informational Text

Quiz by TEKS Grade 8 ELA

Grade 8
ELA (2017)
Texas Essential Knowledge and Skills (TEKS)

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Measures 1 skill from
Grade 8
ELA (2017)
Texas Essential Knowledge and Skills (TEKS)

110.24.b.8.d

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10 questions
Show answers
  • Q1
    How is this passage organized? Which text structure is used?
    Chronological Order
    Claims + Evidence
    Cause/Effect
    General to Specific
    30s
    110.24.b.8.d
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  • Q2
    What is this passage mostly about?
    George Washington Carver's life and contributions to agriculture
    George Washington Carver's life as a painter compared to his life as a botanist
    The educational values of the Tuskegee institute and how it helps farmers today
    The importance of the role that African Americans have played in the sciences
    30s
    110.24.b.8.d
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  • Q3
    How did Carver make a difference in the lives of other African Americans during his time at the Tuskegee Institute?
    He taught former slaves about farming so they could be successful and independent
    He started the George Washington Carver Institute.
    He developed over 300 uses for peanuts.
    He completed farm research at Tuskegee.
    30s
    110.24.b.8.d
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  • Q4
    What was the primary reason why Carver taught farms to move away from agricultural monoculture?
    The farmers only knew how to grow one crop: cotton.
    It is bad for the quality of the soil.
    Cotton isn't profitable enough on its own.
    There was a demand for crops such as soybeans, peanuts, and sweet potatoes
    30s
    110.24.b.8.d
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  • Q5
    Which of the following is an example of a general statement with more specific supporting details?
    In addition to emphasizing academic studies, Washington encouraged young African-American men to learn skills, such as carpentry and bricklaying. While at Tuskegee, Carver taught agronomy, or the science of soil management, to poor southern farmers. At first, most of these farmers were former slaves. By teaching these farmers how to better use the land, he helped them to become selfsufficient.
    As a child, Carver was fascinated with painting, though he was unable to afford the proper materials. Instead, he used blackberry juice as his paint, and horse tail hair as his paintbrush. Carver even went on to study art while in college, but he was encouraged to pursue botany -- the study of plant life -- instead.
    To address their concerns, Carver developed over 300 uses for the peanut, alone. For example, farmers could feed the vines to farm animals. They could use the hulls for fertilizer. Carver even found a way to make paper from the peanut shells.
    Toward the end of his career, Carver returned to his first love of art, painting decorative cards for friends. Through his artwork, he hoped to inspire people to see the beauty around them, and to do great things, themselves. He taught poor farmers how to make paint from clay, and he encouraged them to decorate their homes.
    30s
    110.24.b.8.d
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  • Q6
    Which of the following excerpts from the passage does NOT support the idea that Carver was a great influence on the agricultural industry?
    In the southern part of the United States, most farmers had practiced what is called agricultural monoculture. Carver explained the advantages of introducing alternatives to the cotton crop.
    Today, people from many countries come to the George Washington Carver Foundation at Tuskegee Institute. There they learn more in effective ways of farming.
    While at Tuskegee, Carver taught agronomy, or the science of soil management, to poor southern farmers.
    In addition to emphasizing academic studies, Washington encouraged young African-American men to learn skills, such as carpentry and bricklaying.
    30s
    110.24.b.8.d
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  • Q7
    What is the definition of a footnote?
    A piece of additional information at the bottom of the page
    A definition for a word mentioned in the passage
    A note placed at the end of a passage to provide a short summary
    A note at the end of a sentence or passage to cite a source used in the writing
    30s
    110.24.b.8.d
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  • Q8
    What is the purpose of the second paragraph of the passage?
    To transition from Carver's love of painting to botany
    To provide a general overview of George Washington Carver's impact on agriculture
    To summarize his Carver's early life
    To introduce how Carver ended up at the Tuskegee Institute
    30s
    110.24.b.8.d
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  • Q9
    What is the primary purpose of the first paragraph of the passage?
    To describe Carver's early life and love of art
    To help the reader understand the time period in which Carver was alive
    To provide some background information and the thesis statement
    To show how innovative Carver was by using blackberry juice as paint when he was poor
    30s
    110.24.b.8.d
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  • Q10
    Which sentence best encompasses Carver's motivation for his work?
    "Carver even went on to study art while in college, but he was encouraged to pursue botany -- the study of plant life -- instead. "
    "He hoped to inspire people to see the beauty around them, and to do great things, themselves."
    When Carver died, he left his money to help people to keep working on agricultural research.
    "Carver explained the advantages of introducing alternatives to the cotton crop."
    30s
    110.24.b.8.d
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