// Wit & Wisdom Grade 6 Module 4 — Question Sets // Texts: "Shipwreck at the Bottom of the World" by Jennifer Armstrong (Lessons 4-10) // "I Am Malala" by Malala Yousafzai & Patricia McCormick (Lessons 17-25) const QUIZZES = [ { id: "L4", lesson: 4, book: "shipwreck", title: "The Weddell Sea", blurb: "Worsley tries to steer Endurance through the ice pack.", citation: "Armstrong, Jennifer. Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance. Knopf, 1998, pp. 18–19.", passage: `As the last days of 1914 ran out, Endurance continued to creep southward through the Weddell Sea. The course was never a straight one. Sometimes the ship found a lead of open water to the south and followed that with all speed. Other times, Worsley, the skipper, had to sail the ship west along the edge of the pack searching for open water to enter, even sailing north from time to time when the pack was impenetrable, or standing still, waiting for a lead. Feeling like a rat in a trap, Worsley looked for leads from the crow's-nest and signaled the course to the man on the bridge. Iceblink, a white glare on the underside of the clouds, indicated a pack ahead. A water sky, a dark reflection on the clouds, showed where the open water lay.`, glossary: [ ["lead", "Area of open water"], ["skipper", "Person in command of the boat"], ["pack", "Mass of ice"], ["impenetrable", "Impossible to get through"], ["crow's-nest", "Lookout point near the top of the mast"], ["bridge", "Place from which a ship is commanded"], ], questions: [ { kind: "mc", prompt: `Read this sentence. "Feeling like a rat in a trap, Worsley looked for leads from the crow's-nest and signaled the course to the man on the bridge." Based on the simile "Feeling like a rat in a trap," how did Worsley feel as he sailed the Weddell Sea?`, options: ["panicked and stuck", "curious and wild", "dangerous and aggressive", "annoyed and bored"], answer: 0, }, { kind: "twopart", partA: { prompt: `PART A: How did Worsley figure out what the ship's course, or route, should be?`, options: [ "He followed the path of the sun in the sky and the direction of the winds.", "He searched for areas without ice by scanning the sea and the sky.", "He looked at the night sky so that the stars could guide him.", "He used a detailed map and a compass to show direction.", ], answer: 1, }, partB: { prompt: `PART B: Which piece of evidence best supports the answer to PART A?`, options: [ `"The course was never a straight one."`, `"Worsley, the skipper, had to sail the ship west along the edge of the pack"`, `"signaled the course to the man on the bridge."`, `"A water sky, a dark reflection on the clouds, showed where the open water lay."`, ], answer: 3, }, }, { kind: "mc", prompt: `How does the photograph on page 19 help readers understand the men's experience sailing the Weddell Sea?`, options: [ "It shows the sailors engaged in typical daily routines and duties aboard the ship.", "It emphasizes how extreme the environment of the Weddell Sea was.", "It shows the positions of the sailors on the ship and how they communicated.", "It highlights the enormity of the Weddell Sea compared to the tiny size of the men's boat.", ], answer: 1, }, ], }, { id: "L5", lesson: 5, book: "shipwreck", title: "Abandoning Ship", blurb: "Shackleton calmly orders the men off the dying Endurance.", citation: "Armstrong, Jennifer. Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance. Knopf, 1998, pp. 45–47.", passage: `But by five o'clock on October 27, Shackleton told them to stop pumping. It was obvious that there was no point in going on. The ship could endure no more. In a calm voice he ordered the men over the side. Wild picked his way carefully over the quaking deck and found William Bakewell and Walter How asleep from exhaustion. He shook them awake. "She's going, boys. I think it's time to get off." Shackleton had the flag raised one last time on the battered mast, which brought a weary cheer from the men, and then began overseeing the evacuation. "I brought your banjo ashore," Shackleton said to Hussey. "Look after it. We shall need it." Then, as Orde-Lees prepared to abandon the ship, the Boss said to him, "We've got it in the neck all right this time, haven't we?" "Well, no," Orde-Lees ventured. "You wouldn't have had anything to write a book about if it hadn't been for this." "By Jove, I'm not so sure you aren't right," Shackleton replied, and the two men laughed together. Then they went over the side, leaving Endurance to die in the grip of the ice.`, glossary: [ ["picked", "Walked slowly and carefully"], ["battered", "Damaged"], ["overseeing", "Supervising"], ["ventured", "Dared to say"], ], questions: [ { kind: "mc", prompt: `When Shackleton said, "We've got it in the neck," he meant that he and his men`, options: [ "were in a bad situation.", "had the situation under control.", "felt prepared for any problem.", "would escape just in time.", ], answer: 0, }, { kind: "twopart", partA: { prompt: `PART A: In this passage, Shackleton is portrayed, or shown as, what kind of leader?`, options: ["stern and controlling", "fearful and panicked", "calm and strong", "relaxed and disorganized"], answer: 2, }, partB: { prompt: `PART B: How does Armstrong develop this portrayal?`, options: [ "She directly tells what Shackleton was like.", "She describes Shackleton's thoughts and feelings.", "She uses Shackleton's words and actions.", "She tells what the other men said and thought.", ], answer: 2, }, }, { kind: "mc", prompt: `How does the photograph on page 45 help readers understand the situation described in the passage?`, options: [ "The photograph of the evacuation makes it clear how desperate the situation was.", "The photograph of Shackleton giving orders highlights the difficult decision he had to make.", "The photograph of the men illustrates how well they worked together to get off the ship.", "The photograph shows the ship buried in ice, emphasizing how brave Shackleton was not to panic.", ], answer: 3, }, ], }, { id: "L8", lesson: 8, book: "shipwreck", title: "Keeping Routine", blurb: "Shackleton's tricks for keeping the crew sane on the ice.", citation: "Armstrong, Jennifer. Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance. Knopf, 1998, p. 70.", passage: `Shackleton believed that keeping to some pretense of normal routine would calm the men's nerves and settle their fears. Meals were served strictly according to schedule. Watches were rotated regularly. He woke the men by whistle every morning and gave the order to "lash up and stow." For his own sanity, Shackleton played bridge and taught others how to play. He also played exactly four hands of poker with Hurley every afternoon. By the end of ten weeks he had won imaginary tickets to all the London theaters, boxes of linen handkerchiefs, silk umbrellas, a mirror, and a coveted collector's copy of Paradise Regained from Hurley, while Hurley had won from Shackleton a shaving mirror, several top hats, enough walking sticks to equip a regiment, several sets of cuff links, and a library of books, as well as dinner at Claridge's Hotel in London and a box at the opera. Remain calm. Keep to the normal routines. "Patience. Patience. Patience," the Boss wrote in his diary.`, glossary: [ ["pretense", "Appearance"], ["lash up and stow", "Put away securely"], ["bridge", "A card game"], ["regiment", "An army unit"], ], questions: [ { kind: "twopart", partA: { prompt: `PART A: Based on the context in the passage, what does "sanity" mean in: "For his own sanity, Shackleton played bridge and taught others how to play"?`, options: ["healthy mind", "unselfish action", "lack of understanding", "spirit of curiosity"], answer: 0, }, partB: { prompt: `PART B: What does Armstrong's use of the word sanity suggest about Shackleton?`, options: [ "Unlike the men, he did not need routine to help calm his nerves.", "Instead of caring for himself, he took care of his men's needs.", "He took steps to make sure he kept his ability to think sensibly.", "He thought he was more important and intelligent than his men.", ], answer: 2, }, }, { kind: "match", prompt: `Match each description of how Shackleton kept the men calm with the evidence that supports it.`, left: [ "He was a role model, with his calm attitude.", "He gave them responsibilities and a sense of purpose.", "He set a dependable routine throughout the day.", "He made sure they kept their minds engaged.", ], right: [ `"Shackleton played bridge and taught others how to play."`, `"Meals were served strictly according to schedule."`, `"'Patience. Patience. Patience,' the Boss wrote in his diary."`, `"He woke the men by whistle every morning and gave the order to 'lash up and stow.'"`, ], // leftIndex -> rightIndex answer: [2, 3, 1, 0], }, { kind: "mc", prompt: `The list of poker winnings develops Armstrong's point of view that Shackleton was a good leader because he`, options: ["knew how to win.", "was creative.", "enjoyed the arts.", "lived well."], answer: 1, }, ], }, { id: "L9", lesson: 9, book: "shipwreck", title: "Launch the Boats", blurb: "The floe is shrinking fast and the men must escape.", citation: "Armstrong, Jennifer. Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance. Knopf, 1998, p. 83.", passage: `"It was as magnificent and beautiful a sight as I have ever seen," Worsley said later. "But it was a sight we did not like, for the floes were thudding against our floeberg with increasing violence. Our temporary home was being swept away at an unpleasantly rapid rate." The men could only watch helplessly as the mighty waves jostled the ice together. Launching the boats now would be suicidal, but chances were they were about to be pitched into the water at any moment. Huge chunks of ice were breaking away from their berg all the time. Shackleton, Wild, and Worsley kept a lookout from the highest point on their berg, a twenty-foot-tall knoll. All morning they scanned the ocean around them, searching for open water as their floe was whittled down to the size of a tennis court. One lead after another passed them by too far away to reach. But then, two hours after noon, a good open lead reached them, just as their berg began rolling to the side. "Launch the boats," Shackleton called out. "Chuck in the stores any old way!"`, glossary: [ ["jostled", "Bumped"], ["launching", "Putting a boat into the water"], ["pitched", "Thrown roughly"], ["knoll", "Hill or mound"], ["whittled", "Taken away in small bits"], ], questions: [ { kind: "twopart", partA: { prompt: `PART A: What does the word "scanned" mean in this context: "All morning they scanned the ocean around them, searching for open water"?`, options: ["bravely sailed on", "stubbornly ignored", "fully appreciated", "carefully looked at"], answer: 3, }, partB: { prompt: `PART B: What does Armstrong's use of the word "scanned" suggest about Shackleton, Wild, and Worsley?`, options: [ "They were not afraid of the ice and water.", "They enjoyed some of their adventure.", "They were very focused on their task.", "They did not want to face reality.", ], answer: 2, }, }, { kind: "mc", prompt: `What new idea does the third paragraph contribute?`, options: [ "A clear spot opened in the water, and the men could escape.", "It was so urgent to escape that there was no time to be organized.", "The men could only survive if they worked together.", "The ice was dangerous, but the setting was also beautiful.", ], answer: 1, }, { kind: "multiselect", prompt: `Which three details best belong in a summary of this passage? (Choose 3)`, options: [ "Worsley said that the floes were beautiful.", "The men's home was being dangerously swept away.", "Shackleton, Wild, and Worsley kept a lookout.", "The highest point on the berg was a twenty-foot knoll.", "The men repeatedly passed open water, but it was far away.", "The men found open water they could sail through.", "Shackleton ordered the men to launch the boats.", "Shackleton ordered the men to throw the supplies in.", ], answer: [1, 5, 6], }, ], }, { id: "L10", lesson: 10, book: "shipwreck", title: "Hurricane at Sea", blurb: "The Caird faces hurricane winds off the rocks.", citation: "Armstrong, Jennifer. Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance. Knopf, 1998, p. 103.", passage: `By dawn it was obvious that the men were in for another storm, and by noon the gale had blown up into hurricane force, lashing them with snow, rain, hail, and sleet. The howling winds were driving them straight toward the rocky coast. With each wave the boat was lifted high into the frenzy of the hurricane and then dropped into the trough, where it was almost becalmed. Each wave thrust them closer to the rocks. Their only hope lay in trying to sail out of reach. Worsley knew that the boat was so low in the water that the wind had no purchase on the sides of the craft. If they set their two smallest sails, they could crawl up into the wind, away from the shore. It took more than an hour to rig the sails in the racing wind as they clung to the decks. Then the boat began clawing offshore, directly into the onrushing waves. Each sea now smashed with full force onto the Caird.`, glossary: [ ["gale", "Strong wind"], ["frenzy", "Wildness"], ["trough", "Bottom of a wave"], ["becalmed", "Motionless"], ["purchase", "Secure hold or grasp"], ], questions: [ { kind: "twopart", partA: { prompt: `PART A: What does the word "lashing" mean in: "the gale had blown up into hurricane force, lashing them with snow, rain, hail, and sleet"?`, options: ["sprinkling", "beating", "killing", "holding"], answer: 1, }, partB: { prompt: `PART B: What does Armstrong's use of the word "lashing" suggest about the storm?`, options: [ "The storm's violence made it dangerous.", "The storm's speed made it a surprise.", "The storm made it impossible for the men to move.", "The storm became stronger overnight.", ], answer: 0, }, }, { kind: "mc", prompt: `Which piece of evidence from the text best shows why Worsley decided to use the two smallest sails?`, options: [ `"The howling winds were driving them straight toward the rocky coast."`, `"With each wave the boat was lifted high into the frenzy of the hurricane and then dropped into the trough"`, `"Their only hope lay in trying to sail out of reach."`, `"Worsley knew that the boat was so low in the water that the wind had no purchase on the sides of the craft."`, ], answer: 3, }, { kind: "mc", prompt: `By describing the details of this event, Armstrong's purpose is to show that the men were`, options: [ "strong, capable sailors who could certainly survive this storm.", "unprepared and could have worked harder in the face of challenges.", "in danger because of a series of challenges and a difficult environment.", "too weak to survive and lacked the strength to face the storm.", ], answer: 2, }, ], }, { id: "L17", lesson: 17, book: "malala", title: "The Radio Mullah", blurb: "Malala describes the rise of Fazlullah in Swat.", citation: "Yousafzai, Malala and Patricia McCormick. I Am Malala: How One Girl Stood Up for Education and Changed the World. Young Reader's Edition, Little, Brown and Company, 2014, pp. 44–45.", passage: `The Radio Mullah [Fazlullah] continued his campaign against anything he deemed un-Islamic and Western. People listened to his broadcasts regularly—many to hear him announce names and make sure theirs weren't on the list. Through his illegal radio broadcasts, he encouraged parents to refuse polio vaccinations for their children. He claimed that this medical aid was not meant to help; he said it was a ploy by Western countries to harm Muslim children. But he wasn't just interfering with health care and speaking out against girls' schools—he was also threatening barbers who offered so-called Western haircuts and destroying music stores. He persuaded people to donate their jewelry and money, and he used the funds to make bombs and train militants. We had seen Fazlullah's followers, with their long hair and beards, dressed in black turbans and white shalwar kamiz, in the small towns on the way to visit our family in the mountains. His men carried guns and walked menacingly through the streets. But even though we had not seen his men in Mingora proper, we felt his presence. It was as if he spoke from the heavens, casting a dark cloud of fear over our valley.`, glossary: [ ["deemed", "Considered to be"], ["ploy", "Trick"], ["militants", "People who use extreme or violent methods for a cause"], ], questions: [ { kind: "mc", prompt: `Read: "It was as if he spoke from the heavens, casting a dark cloud of fear over our valley." What does this sentence describe?`, options: [ "Fazlullah spread terror through his influence; he did not need to be present to scare people.", "Fazlullah's broadcasts were played over loudspeakers; people could not avoid hearing his voice.", "Fazlullah's followers believed he was their religious leader and promised to follow him.", "Fazlullah had a strong, persuasive voice, and Malala worried she might start to believe him.", ], answer: 0, }, { kind: "match", prompt: `Match each description of Fazlullah with the evidence that supports it.`, left: [ "Fazlullah believed that everyone should look and dress a certain way.", "Fazlullah was willing to criticize individuals.", "Fazlullah was planning on fighting to gain more power.", ], right: [ "Fazlullah announced the names of those he believed were behaving in un-Islamic ways on his radio broadcast.", "Fazlullah threatened the safety of anyone who gave haircuts that he thought were in a Western style.", "Fazlullah's men were building bombs and training soldiers.", ], answer: [1, 0, 2], }, { kind: "mc", prompt: `Which statement best describes the purpose of the first paragraph of the passage?`, options: [ "to describe where Fazlullah got his beliefs", "to describe Fazlullah's beliefs", "to analyze why people followed Fazlullah", "to analyze Fazlullah's impact", ], answer: 1, }, ], }, { id: "L18", lesson: 18, book: "malala", title: "A Night of Bombing", blurb: "Malala's family learns the Taliban will take Swat.", citation: "Yousafzai, Malala and Patricia McCormick. I Am Malala: How One Girl Stood Up for Education and Changed the World. Young Reader's Edition, Little, Brown and Company, 2014, pp. 58–59.", passage: `After a night full of bombing, the air seemed oddly still. We dared to hope. Was it possible that the army had defeated the Taliban? We peeked out the gate and saw knots of people from the neighborhood gossiping. My father went to find out what had happened. He came back inside, frowning. The rumor on the street: The Taliban were going to take control of Swat. The military operation was ineffective. Our hearts sank. The army sent ten thousand more men, and the fighting raged on and on, night after night for a year and a half. I was always the first to run to our parents, and my brothers quickly followed. And since the bed was now too crowded, I had to sleep on a pile of blankets on the floor. (Even in the middle of a war, I was able to be irritated with those two for stealing my spot!) Strange as it sounds, we got used to the bombing and shelling. Sometimes Atal slept through it. And Khushal and I came up with a system to figure out where the fighting was. If the fighting was nearby, the electricity went out. If it was farther away, the power stayed on.`, glossary: [ ["knots", "Groups"], ["operation", "Mission"], ["raged", "Continued"], ], questions: [ { kind: "twopart", partA: { prompt: `PART A: In context, what does "Our hearts sank" suggest about Malala and her family?`, options: [ "They were suspicious of the army and their Swat neighbors.", "They were tired of waiting to find out what had happened.", "They were unsure if they could trust the person who gave the news to their father.", "They were sad and worried the army had not defeated the Taliban.", ], answer: 3, }, partB: { prompt: `PART B: Which piece of evidence supports the answer to PART A?`, options: [ `"the air seemed oddly still."`, `"saw knots of people from the neighborhood gossiping."`, `"He came back inside, frowning."`, `"The Taliban were going to take control of Swat."`, ], answer: 3, }, }, { kind: "mc", prompt: `What is the authors' main purpose in this passage?`, options: [ "to show how life could seem normal even in a terrible situation", "to describe how Malala's personality helped her survive", "to explain the different beliefs of the two sides of the conflict", "to convince readers that Malala's beliefs were logical and sound", ], answer: 0, }, { kind: "multiselect", prompt: `Which three details best belong in a summary of this passage? (Choose 3)`, options: [ "Malala and her family saw neighbors gathering outside and talking.", "Malala's father joined the neighbors to learn more about the situation.", "Malala's family learned that the Taliban had gained control of Swat.", "The army continued to fight the Taliban for a year and a half.", "Malala slept on blankets on the floor next to where her parents and brothers slept.", "Gradually, Malala and her family got used to the constant bombing in Swat.", "Malala's brother Atal often slept through the nightly bombing and shelling.", "When the electricity went out, Malala and Khushal knew the fighting was nearby.", ], answer: [2, 3, 5], }, ], }, { id: "L19", lesson: 19, book: "malala", title: "The Speech", blurb: "Malala finds her voice speaking for other girls.", citation: "Yousafzai, Malala and Patricia McCormick. I Am Malala: How One Girl Stood Up for Education and Changed the World. Young Reader's Edition, Little, Brown and Company, 2014, pp. 70–71.", passage: `After Moniba spoke, it was my turn. My mouth was as dry as dust. I was anxious, as I often was before interviews, but I knew this was an important opportunity to spread our message of peace and education. As soon as they put a microphone in front of me, the words came out—sure and steady, strong and proud. "This is not the Stone Age," I said. "But it feels like we are going backward. Girls are getting more deprived of our rights." I spoke about how much I loved school. About how important it was to keep learning. "We are afraid of no one, and we will continue our education. This is our dream." And I knew in that instant that it wasn't me, Malala, speaking; my voice was the voice of so many others who wanted to speak but couldn't.`, glossary: [["deprived of", "Denied; kept from having"]], questions: [ { kind: "mc", prompt: `By describing her mouth as being "dry as dust," Malala and her coauthor show that Malala felt`, options: [ "uncertain about her ideas.", "shy about her accent.", "nervous about her speech.", "embarrassed about her appearance.", ], answer: 2, }, { kind: "mc", prompt: `The authors' purpose in this passage is`, options: [ "to describe how Malala feels nervous just as any young person would.", "to inform about the situation of girls not being allowed to go to school.", "to give some solutions to the worldwide problems shared in the speech.", "to show how her words and ideas are a source of strength to Malala.", ], answer: 3, }, { kind: "mc", prompt: `How does Malala organize her ideas in the part of her speech the authors quote?`, options: [ "She tells of the past but ends with her hopes for the future.", "She lists the many challenges that girls around the world face.", "She describes her own situation and why people should care.", "She explains how she became more confident and stronger.", ], answer: 0, }, ], }, { id: "L24", lesson: 24, book: "malala", title: "A Conversation with Aba", blurb: "Malala and her father after the attack.", citation: "Yousafzai, Malala and Patricia McCormick. I Am Malala: How One Girl Stood Up for Education and Changed the World. Young Reader's Edition, Little, Brown and Company, 2014, pp. 154–155.", passage: `When we were alone one day, he [my father] grasped my hand. "Jani," he said, "I would take every scar you have, every minute of suffering, if I could." His eyes filled with tears. "They threatened me many times. You have taken my bullet. It should have been me." And then he said, "People experience both joy and suffering in their lives. Now you have had all the suffering at once, and the rest of your life will be filled only with joy." He could not go on. But he didn't need to say another word. I knew he was suffering, too. He had never doubted the rightness of our cause—but that cause had taken his daughter to the brink of death. How unjust the world can be sometimes. Here I was, a girl who had spoken to cameras from around the world—but my poor injured brain couldn't come up with the words for the one person I loved more than anyone else. "I'm not suffering aba," I longed to tell him. "You need not suffer either." I smiled my crooked smile and said simply, "Aba." My father smiled back through teary eyes. I knew that he knew exactly what I was thinking.`, glossary: [ ["rightness", "Correctness and importance"], ["brink", "Edge"], ["longed", "Wanted badly"], ], questions: [ { kind: "mc", prompt: `What does "unjust" mean in the context: "How unjust the world can be sometimes."?`, options: ["not true", "not fair", "full of danger", "hard to know"], answer: 1, }, { kind: "mc", prompt: `How do paragraphs 4 and 5 develop the seriousness of Malala's injuries?`, options: [ "They tell how she is getting worse not better.", "They show how Malala's father reacts when he sees her.", "They describe how much pain Malala was in.", "They contrast Malala's thoughts with what she can say.", ], answer: 3, }, { kind: "mc", prompt: `Which sentence is the best summary of this passage?`, options: [ "Malala's father feels guilty that Malala was hurt because of their work, but Malala does not want him to feel this way.", "Malala's father wishes he had been the one shot by the Taliban, and Malala remembers he had been threatened many times before.", "Malala's father starts to doubt their work and beliefs, but Malala convinces him that their ideas are more important than they are.", "Malala's father tries to tell her that everything will be better from then on, but Malala is not sure that what he says is true.", ], answer: 0, }, ], }, { id: "L25", lesson: 25, book: "malala", title: "Birmingham", blurb: "Malala explores her strange new city.", citation: "Yousafzai, Malala and Patricia McCormick. I Am Malala: How One Girl Stood Up for Education and Changed the World. Young Reader's Edition, Little, Brown and Company, 2014, pp. 172–173.", passage: `We went for walks in the brisk Birmingham air so I could get my strength back, but I tired quickly. Life in the hospital had been calm compared with all the people and cars and buses rushing here and there. And because I still couldn't hear properly, I was constantly turning this way and that to see what was going on. A simple trip to the grocery store could be overwhelming. Overwhelming—and fascinating. In the cafés, we saw men and women chatting and mixing in a way that would be unimaginable in Swat. And in the shops we saw clothing that showed so much skin we couldn't believe the women of Birmingham could wear it without freezing. Here, they wore tiny shorts, bare legs, and high heels even in the middle of winter. "Are their legs made of iron, so they don't feel the cold?" asked my mother. Sometimes on those early outings, when I saw a man come toward me, I would flinch. If I let my imagination go wild, I could picture every man on the street hiding a gun, waiting to attack. I didn't tell my parents this, though, so they could at least enjoy the chilly Birmingham sights without worrying.`, glossary: [ ["outings", "Short trips outdoors, usually for pleasure"], ["flinch", "Draw back quickly, as if in fear or pain"], ], questions: [ { kind: "mc", prompt: `In context, what does "mixing" mean: "men and women chatting and mixing in a way that would be unimaginable in Swat"?`, options: [ "combining two opposing ideas", "moving in separate spaces", "spending time together", "ignoring one another", ], answer: 2, }, { kind: "multiselect", prompt: `Being attacked by the Taliban had long-term effects on Malala. Which TWO details show the attack is still affecting her? (Choose 2)`, options: [ "Malala depends on her eyes not her ears to observe her new home.", "Malala notices that life outside the hospital is busier and more rushed.", "Malala is fascinated by simple things, such as a trip to the grocery store.", "Malala sees men and women together in the cafés.", "Malala notices revealing clothing being sold in stores.", "Malala reacts when she sees a man coming toward her on the street.", "Malala wants her parents to enjoy their walks outdoors.", ], answer: [0, 5], }, { kind: "twopart", partA: { prompt: `PART A: The second paragraph develops the idea that Malala is`, options: [ "observant of cultural differences.", "homesick for Swat.", "fearful of her new surroundings.", "suffering from her injuries.", ], answer: 0, }, partB: { prompt: `PART B: How do Malala and her coauthor develop this idea?`, options: [ "The authors reveal Malala's memories of how people dress and behave in Swat.", "The authors give clues to the amount of pain Malala feels.", "The authors describe how Malala reacts to the people around her.", "The authors give examples of behaviors in Birmingham that would be strange in Swat.", ], answer: 3, }, }, ], }, ]; window.QUIZZES = QUIZZES;