©Secondary Solutions ROLL OF THUN DER, All H Rights Reserved. EAR M Y CRY by Mildred D. Taylor SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Literature Guide Developed by Mary Pat Mahoney for Secondary Solutions ® ISBN-10: 0-9845205-1-1 ISBN-13: 978-0-9845205-1-0 © 2010 Secondary Solutions. All rights reserved. A classroom teacher who has purchased this Guide may photocopy the materials in this publication for his/her classroom use only. Use or reproduction by a part of or an entire school or school system, by for-profit tutoring centers and like institutions, or for commercial sale, is strictly prohibited. No part of this publication may be reproduced, transmitted, translated or stored in any form, digitally, electronically, or otherwise, without the express written permission of the publisher. Created and printed in the United States of America. Secondary Solutions THE FIRST SOLUTION FOR THE SECONDARY TEACHER ® WWW.4SECONDARYSOLUTIONS.COM ©2010 Secondary Solutions 1 Roll of Thunder, Hear My Cry Literature Guide ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Roll of Thunder, Hear My Cry Literature Guide About This Literature Guide ............................................................................. 4 How to Use Our Literature Guides .....................................................................5 Pre-Reading Activity: What is Equality? ............................................................ 6 Pre-Reading Ideas and Activities ....................................................................... 7 Standards Focus: Exploring Expository Writing ............................................... 9 Author Biography: Mildred D. Taylor .................................................................................. 9 Comprehension Check: Exploring Expository Writing ............................................................... 10 Standards Focus: Historical Context ................................................................ 11 African-American Life in the South During the 1930s ........................................................ 11 Comprehension Check: Exploring Expository Writing ................................................................ 12 The Great Depression and the South ................................................................................... 13 Comprehension Check: Exploring Expository Writing ................................................................ 14 The Civil Rights Movement of the 1960s ............................................................................. 15 Comprehension Check: Exploring Expository Writing ................................................................ 17 Allusions, Terminology, and Expressions ........................................................ 18 Vocabulary List ............................................................................................... 20 Character Relationships .................................................................................. 21 Standards Focus: Note-Taking and Summarizing Sample ................................23 Chapter One .................................................................................................... 24 Note-Taking and Summarizing ........................................................................................... 24 Comprehension Check .......................................................................................................... 25 Standards Focus: Exposition—Setting the Story in Motion .............................................. 26 Assessment Preparation: Using Precise Words .................................................................28 Chapters Two – Three ...................................................................................... 31 Note-Taking and Summarizing ........................................................................................... 31 Comprehension Check ..........................................................................................................32 Standards Focus: Personification ....................................................................................... 33 Assessment Preparation: Using Transitions ...................................................................... 35 Chapter Four ................................................................................................... 37 Note-Taking and Summarizing ........................................................................................... 37 Comprehension Check ..........................................................................................................38 Standards Focus: Character Foil ........................................................................................ 39 Assessment Preparation: The Thesis Statement ................................................................ 41 Chapters Five – Six ......................................................................................... 44 Note-Taking and Summarizing ........................................................................................... 44 Comprehension Check .......................................................................................................... 45 Standards Focus: Dialect .....................................................................................................46 Assessment Preparation: Paragraph Development .......................................................... 49 Chapter Seven .................................................................................................. 52 Note-Taking and Summarizing ........................................................................................... 52 Comprehension Check .......................................................................................................... 53 Standards Focus: Protagonist/Antagonist Relationships ................................................. 54 Assessment Preparation: Creating an Introductory Paragraph ...................................... 57 Chapter Eight .................................................................................................. 60 Note-Taking and Summarizing .......................................................................................... 60 Comprehension Check .......................................................................................................... 61 Standards Focus: Rising Action and Resolving Tension ................................................... 62 Assessment Preparation: Writing Conclusions .................................................................. 65 Chapters Nine – Ten ....................................................................................... 69 Note-Taking and Summarizing ........................................................................................... 69 ©2010 Secondary Solutions 2 Roll of Thunder, Hear My Cry Literature Guide ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Comprehension Check .......................................................................................................... 70 Standards Focus: Setting Map and Symbolism ..................................................................71 Assessment Preparation: Sentence Structure and Precise Verbs ..................................... 74 Chapters Eleven – Twelve ................................................................................ 77 Note-Taking and Summarizing........................................................................................... 77 Comprehension Check .......................................................................................................... 78 Standards Focus: Climax and Resolution .......................................................................... 79 Assessment Preparation: Proofreading ............................................................................. 82 Quiz: Chapter One........................................................................................... 85 Quiz: Chapters Two-Three ............................................................................... 87 Quiz: Chapter Four ......................................................................................... 89 Quiz: Chapters Five-Six .................................................................................... 91 Quiz: Chapter Seven ........................................................................................ 93 Quiz: Chapter Eight ..........................................................................................95 Quiz: Chapters Nine-Ten .................................................................................. 97 Quiz: Chapters Eleven-Twelve ......................................................................... 99 Final Exam ..................................................................................................... 101 Final Exam: Multiple Choice Version ............................................................. 106 Sample Agenda .................................................................................................................... 111 Teacher Notes ...................................................................................................................... 113 Summary of the Novel ........................................................................................................ 114 Vocabulary List with Definitions ...................................................................................... 120 Post-Reading Activities and Alternative Assessment ...................................................... 122 Essay/Writing Ideas .......................................................................................................... 125 Project Rubric A ................................................................................................................. 127 Project Rubric B.................................................................................................................. 128 Response to Literature Rubric........................................................................................... 129 Answer Key .................................................................................................... 131 ©2010 Secondary Solutions 3 Roll of Thunder, Hear My Cry Literature Guide ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. About This Literature Guide Secondary Solutions is the endeavor of a high school English teacher who could not seem to find appropriate materials to help her students master the necessary concepts at the secondary level. She grew tired of spending countless hours researching, creating, writing, and revising lesson plans, worksheets, quizzes, tests, and extension activities to motivate and inspire her students, and at the same time, address those ominous content standards. Materials that were available were either juvenile in nature, skimpy in content, or were moderately engaging activities that did not come close to meeting the content standards on which her students were being tested. Frustrated and tired of trying to get by with inappropriate, inane lessons, she finally decided that if the right materials were going to be available to her and other teachers, she was going to have to make them herself. Mrs. Bowers set to work to create one of the most comprehensive and innovative Literature Guide sets on the market. Joined by a middle school teacher with 21 years of secondary school experience, Secondary Solutions began, and has matured into a specialized team of intermediate and secondary teachers who have developed for you a set of materials unsurpassed by all others. Before the innovation of Secondary Solutions, materials that could be purchased offered a reproducible student workbook and a separate set of teacher materials at an additional cost. Other units provided the teacher with student materials only, and very often, the content standards were ignored. Secondary Solutions provides all of the necessary materials for complete coverage of the literature units of study, including author biographies, pre-reading activities, numerous and varied vocabulary and comprehension activities, study-guide questions, graphic organizers, literary analysis and critical thinking activities, essay and writing ideas, extension activities, quizzes, unit tests, alternative assessment, and much more. Each Guide is designed to address the unique learning styles and comprehension levels of every student in your classroom. All materials are written and presented at the grade level of the learner, and include extensive coverage of the content standards. As an added bonus, all teacher materials are included. As a busy teacher, you don’t have time to waste reinventing the wheel. You want to get down to the business of teaching. With our professionally developed teacherwritten Literature Guides, Secondary Solutions has provided you with the answer to your time management problems, while saving you hours of tedious and exhausting work. Our Guides will allow you to focus on the most important aspects of teaching—the personal, one-on-one, hands-on instruction you enjoy most—the reason you became a teacher in the first place. Secondary Solutions The First Solution for the Secondary Teacher® www.4secondarysolutions.com ©2010 Secondary Solutions 4 Roll of Thunder, Hear My Cry Literature Guide ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. How to Use Our Literature Guides Our Literature Guides are based upon the National Council of Teachers of English and the International Reading Association’s national English/Language Arts Curriculum and Content Area Standards. The materials we offer allow you to teach the love and full enjoyment of literature, while still addressing the concepts upon which your students are assessed. These Guides are designed to be used in their sequential entirety, or may be divided into separate parts. Please do not feel pressure to use everything! We have worked hard to create a variety of helpful materials for you to choose from. Choose materials that fit the needs of the students in your classroom, and follow your own timeframe. The important thing is that the work has been done for you, and you are not forced into extra work. There are several distinct categories within each Literature Guide: Exploring Expository Writing—Worksheets designed to address the exploration and analysis of functional and/or informational materials and of the historical aspects of the text Author Biography including heritage, beliefs, and customs of the author Historical Context, including allusions and unique diction, comparison of situations across historical eras, analysis of theme relevant to the historical era Biographies of relevant non-fictional characters Comprehension Check—Study questions designed to guide students as they read the text. Questions focus on Reading Comprehension and Analysis and cover a wide range of questioning based on Bloom’s Taxonomy Standards Focus—Worksheets and activities that directly address the content standards and allow students extensive practice in literary skills and analysis. Standards Focus activities are found within every chapter or section. Some examples: Literary Response and Analysis, including Figurative Language, Irony, Flashback, Theme, Tone and Mood, Style, and Aesthetic Approach, etc. Writing Strategies, including developing thesis statements, audience and purpose, sentence combining, concise word choice, developing research questions, etc. Assessment Preparation—Vocabulary activities which emulate the types of vocabulary/ grammar proficiency on which students are tested in state and national assessments. Assessment Preparation activities are found within every chapter or section. Some examples: Writing Conventions, including Parts of Speech, Precise Word Choice, Punctuation Vocabulary and Word Development, including Context Clues, Connotation/Denotation, Word Roots, Analogies, Literal and Figurative Language Quizzes and Tests—Quizzes are included for each chapter or designated section; final tests as well as alternative assessment are available at the end of each Guide. Pre-Reading, Post-Reading Activities, Essay/Writing Ideas plus Sample Rubrics—Each Guide also has its own unique pre-reading, post-reading, and essay/writing ideas and alternative assessment activities. Each Guide contains handouts and activities for varied levels of difficulty. We know that not all students are alike—nor are all teachers! We hope you can effectively utilize every aspect our Literature Guides have to offer—we want to make things easier on you. If you need additional assistance, please email us at [email protected]. Thank you for choosing Secondary Solutions—The First Solution for the Secondary Teacher . ® ©2010 Secondary Solutions 5 Roll of Thunder, Hear My Cry Literature Guide Name _________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Roll of Thunder, Hear My Cry Pre-Reading Activity: What is Equality? What is equality? On the lines below, write your definition of equality. Now share your definition with your classmates. Do your ideas sound the same or are they different? Share with the class how your definitions are alike and different. In Roll of Thunder, Hear My Cry you’ll read about two schools: the Jefferson Davis County School and Great Faith Elementary and Secondary School. One school is for white students only, and the other school is for black students. It will become clear as you read that the two schools are different. One school has buses for the students, and the other has none. One school receives the cast-off textbooks that are considered too badly damaged for the other school. Even the length of the school year differs for the two schools. The differences between the two schools can be linked to a United States Supreme Court decision in 1896. In a case called Plessy vs. Ferguson, the Supreme Court decided that it was constitutional to have segregated and separate facilities for blacks and whites as long as they were equal. This policy was referred to as “separate but equal.” The Supreme Court’s ruling was eventually overturned in 1954 with the case of Brown vs. The Board of Education. The result of that case was the integration of black and white schools. Directions: Answer the following questions on a separate piece of paper using complete sentences. 1. Why do you think a term like “equality” is difficult to define? 2. What problems do you think the concept of “separate but equal” caused? 3. Why might it be difficult to provide “separate but equal” facilities for blacks and whites? 4. Infer how the segregation of blacks and whites affected African-Americans. 5. Infer how the segregation of blacks and whites affected Caucasians. 6. Formulate an idea of the events that followed the decision of Brown vs. The Board of Education. ©2010 Secondary Solutions 6 Roll of Thunder, Hear My Cry Literature Guide Name _________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Roll of Thunder, Hear My Cry Pre-Reading Ideas and Activities The following are suggested activities to supplement the study of Roll of Thunder, Hear My Cry before reading the novel. Activities can be presented in any form. The following activities can be completed after students have finished the pre-reading activity “What is Equality?” (pg. 6) 1. Have students write their definitions of equality on strips of paper. Use those strips to create a wall display. 2. What power does the Supreme Court have? Have students learn more about the court cases Plessy v. Ferguson and Brown v. The Board of Education. Students can present their research in the form of a poster, short speech, or other method. 3. Have students work together in groups to create a Venn diagram of their definitions of equality showing how their definitions are similar and different. 4. Have students expand their definitions into a short essay entitled “What Equality Means to Me.” 5. Read students The Sneetches by Dr. Seuss. Discuss the theme of the story. Be sure to distinguish between theme and moral. Have students read Mildred D. Taylor’s acceptance speech for the 1997 ALAN Award, available on The ALAN Review website at http://scholar.lib.vt.edu/ejournals/ALAN/spring98/taylor.html. When they have completed the reading, have students answer the questions below. 1. What are some of the reasons she states that people want to remove Roll of Thunder, Hear My Cry from schools? 2. Why does Mildred D. Taylor think it is important that children learn the truth presented in the stories she tells? 3. Interpret what you think she means by the final statement: “It is not polite, and it is full of pain.” 4. Do you agree or disagree with Mildred D. Taylor’s views? Explain. Cross-Curricular Activities (Multiple Subjects) 1. Interview. What family stories can students find? Have students interview grandparents or older relatives about life when they were children. Students can record the interviews or write the stories down. Be sure students prepare interview questions in advance. 2. Nicknames. “Little Man” and “Big Ma” are some of the nicknames in the novel. Have students find out the story behind their own nickname or another family member’s nickname. How did the name come about and how does the person feel about having that nickname? 3. Family pictures. Have students find a photo of a relative as a child. Share photos in class and have students observe the photos. Have students write about how life might have been the same for relative and the student and how life might have been different for the two. ©2010 Secondary Solutions 7 Roll of Thunder, Hear My Cry Literature Guide Name _________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. 4. Information from a photo. What can students learn about the past from close observation of photos from the past? Using photos of the Great Depression or of sharecroppers (widely available through the Internet and books) have students find information and conclusions about what life might have been like for people during that time period. 5. Dorothea Lang took many Depression Era photos. Have students view a collection of her photos and research her career as a photographer. Have students discuss how a photograph can speak to the viewer. 6. Create a timeline of the Great Depression either as a class or individually. **For each of the following, have students prepare a presentation to share with the class what they have learned. 7. What was a chain gang? Have students research the history and definition of chain gangs. 8. Have students research the Jim Crow laws. 9. What was the role of African-Americans who fought in World War I? Have students research the treatment of black soldiers. 10. What happened in the South after the Civil War? Have students research the Reconstruction period. How did Reconstruction affect the way blacks were treated in the South? 11. Discuss/define the “American Dream.” What was the “American Dream” to immigrants coming to the United States one hundred years ago? How would you define the idea of the “American Dream” today? Is the Dream still possible? 12. Create a presentation of famous black Americans of the 1930s such as George Washington Carver, Jesse Owens, Jackie Robinson, W.E.B. Du Bois, Mary McLeod Bethune, Zora Neale Hurston, Langston Hughes, Charles Drew, Duke Ellington, Benny Goodman, Hattie McDaniel, James Weldon Johnson, Countee Cullen, Eugene Toomer, Sterling Brown, and/or Claude McKay. 13. Gather and analyze two or more poems by Harlem Renaissance poets Langston Hughes, Richard Wright, Zora Neale Hurston, Ralph Ellison, Claude McKay, Margaret Walker, Willard Motley, or Frank Yerby, or others such as the Auden Group, John Wheelwright, William Butler Yeats, Louis Zukofsky, George Oppen, or writers who contributed to the Federal Writers’ Project. 14. Create a presentation on the economic and political concerns of the 1930s, including The New Deal, Dust Bowl, Hoover, Roosevelt, Social Security, the WPA, Wall Street, Hitler, Stalin, the League of Nations, and Winston Churchill. Include statistics on the U.S. population, average salary, and cost of living, including home, rent, car, etc. 15. Create a presentation chronicling daily life during the Depression. Some ideas you may also wish to include: plastic, nylon stockings, lawn tennis, stamp collecting, Baseball Hall of Fame, Howard Hughes, Lindbergh kidnapping, 21st amendment, Empire State Building, Monopoly, radio, riding the rails, Tarzan, comics Laurel and Hardy, Dick and Jane books, and/or the Harlem Renaissance. (Keep in mind that not everyone had the same experiences during the Depression.) ©2010 Secondary Solutions 8 Roll of Thunder, Hear My Cry Literature Guide Name _________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Standards Focus: Exploring Expository Writing Author Biography: Mildred D. Taylor Think about the last family gathering or party you went to. Maybe it was a birthday party, wedding, graduation, or holiday celebration. Did anyone tell family stories? Did any relatives say to you, “I remember when you were just a baby…” and then proceed to tell a story about something you did or said? Family stories have a way of getting passed around and down through generations. Maybe you know a story about the ancestors of your family or something your parent or a grandparent did as a child or young adult. Those stories can be interesting, sad, or just plain funny! When Mildred Taylor wrote Roll of Thunder, Hear My Cry, she retold her own family stories. As she was growing up, she loved listening to the family stories told by relatives. Her father was a wonderful storyteller. Taylor describes his abilities in the Author’s Note of Roll of Thunder, Hear My Cry: “He could tell a fine old story that made me hold my sides with rolling laughter and sent happy tears down my cheeks, or a story of stark reality that made me shiver and be grateful for my own warm, secure surroundings.” The family stories he told were about Taylor’s greatgrandfather, who was the son of a white plantation owner and a slave woman. In the 1880s, her great-grandfather bought land in Mississippi. The Taylor family still owns the land, and the importance of family land is part of Roll of Thunder, Hear My Cry. Taylor drew on her family stories as the foundation for her novels. In 1974, her first book Song of the Trees received the Council on Interracial Books for Children Award. Her next book Roll of Thunder, Hear My Cry won the Newbery Award in 1977. The books that followed continued telling her family stories by adding to the Logan family saga that you’ll be introduced to in Roll of Thunder, Hear My Cry. Not all of the family stories are happy ones. In the time period of her novels before the Civil Rights Movement, life was difficult for AfricanAmericans. Especially in the South where segregation was the norm, the law didn’t always protect the rights of African-Americans. Their white neighbors often mistreated them, and the law, instead of protecting them, often turned a blind eye to their plight. In her acceptance speech for the 1997 Alan Award, Taylor said, “In the writing of my books I have tried to present not only a history of my family, but the effects ©2010 Secondary Solutions 9 Mildred Taylor was born in Jackson, Mississippi in 1943. Shortly afterwards, her family moved north to Toledo, Ohio. Although Taylor grew up in the north, she often traveled back to Mississippi to visit her family. When Taylor finished high school in Toledo, she went on to college. After college, she joined the Peace Corps and taught in Ethiopia. When she returned to the United States, she went back to college to earn a master’s degree, and then she began her writing career. Roll of Thunder, Hear My Cry Literature Guide Name _________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. What is a saga? Book reviewers describe Taylor’s novels as a saga. A saga is a novel that’s based on the history of a family that spans one or more generations. Roll of Thunder, Hear My Cry contains stories about Cassie’s life, but also the life of her parents and grandparents. That story is continued in subsequent novels. of racism, not only to the victims of racism but also to the racists themselves. I have recounted events that were painful to write and painful to be read, but I had hoped they brought more understanding.” As you read Roll of Thunder, Hear My Cry, you will feel the joys and the injustices that the Logan family felt. You will learn, through the powerful stories of another family, what life was like in the United States at a different time. Comprehension Check: Exploring Expository Writing Part A Directions: Use a dictionary to find the part of speech and definition of each of the following words from the article about Mildred D. Taylor. Write your answers on a separate piece of paper. proceed, stark, foundation, segregation, plight, injustices, subsequent Part B Directions: Use the information you read about Mildred D. Taylor’s life to answer the following questions on your paper using complete sentences. 1. 2. 3. 4. 5. 6. 7. 8. Where did Mildred D. Taylor grow up? What kind of education did Taylor have? How did she feel about the stories she heard as she was growing up? Where did Mildred D. Taylor get the ideas for her novels? How do you think her father may have influenced her as a novelist? Why do you think Taylor used family stories in more than one novel? Explain why using family stories is a good source of ideas for a novel. Infer why people enjoy telling family stories. ©2010 Secondary Solutions 10 Roll of Thunder, Hear My Cry Literature Guide Name _________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Standards Focus: Historical Context African-American Life in the South During the 1930s Sharecropping After the Civil War, which eventually made slavery illegal in the United States, landowners lost their slave workforce. Landowners had the land, but couldn’t afford to hire workers to plant, care for, and harvest crops; as a result, the sharecropping system was adopted. In this system, laborers worked land that belonged to someone else. Workers would plant and harvest the land. In return, the landowner would provide them with a home and the tools, animals, seeds, and other resources the sharecropper needed to work the land. The landowner extended credit to the sharecropper for the basic necessities of life. At harvest time, the sharecropper would usually receive half of the value of the crop – minus whatever was owed to the landowner. You can probably already see what kinds of abuses this type of system would have. The sharecroppers were dependent on the landowner and at the mercy of the weather. If there was drought, insect infestation, or flood that caused a lost or diminished crop, the sharecropper could fall further into debt to the landowner. If the landowner was dishonest, the sharecropper wouldn’t make a profit. The landowner might even own a plantation store and require sharecroppers to shop in his store. Landowners could keep the sharecroppers in debt, and thereby control them. Sharecroppers had little hope of getting out of debt or earning enough money to buy their own farms and finally have true independence as landowners themselves. Sharecroppers were both black and white although the majority of sharecroppers were African-Americans. Regardless of their race, sharecroppers had a difficult life. The entire family had to help work the land. Children might not be able to regularly attend school if a school was even available in the rural area. If an African-American spoke up against the system, the “night riders” might visit them. Night riders were whites who intimidated and sometimes murdered African-Americans. Fact: Sharecropping is not a new concept. The ancient cultures of Mesopotamia, Egypt and Rome practiced a system of sharecropping. Sharecropping is still practiced in some parts of the world today. ©2010 Secondary Solutions During this time, many African-Americans left the South. They moved in an effort to find a better life in another part of the United States and to escape the deep racial discrimination that was prevalent in the South. From 1910 – 1930, over one million African-Americans moved from the South. Sharecropping eventually died out. In response to the Great Depression, the Agricultural Advancement Act was passed in 1933. The AAA was designed to reduce the surplus of crops by paying landowners a subsidy for not planting crops. While this may have helped the landowners, it put many sharecroppers out of work because the landowners no longer needed the crops. Additionally, farming became more mechanized and 11 Roll of Thunder, Hear My Cry Literature Guide Name _________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. machines began to take the job of human laborers – making sharecroppers in America a thing of the past. Civil Rights/ Jim Crow Laws Imagine not being allowed to go into a restaurant or drink from a water fountain because of the color of your skin. In the South, segregation was the norm. Jim Crow laws were designed to separate blacks and whites – separate schools, public buildings, public transportation, restaurants, even water fountains. The laws were justified by an 1896 Supreme Court ruling called Plessy vs. Ferguson. The ruling stated that it was constitutional for public facilities for whites and black to be “separate but equal.” However, it was widely accepted that the facilities for blacks were inferior to those for whites. Not only were blacks barred from “white only” places, blacks were expected to defer to whites regardless of any differences in education or financial status. The manner and tone in which some whites spoke to blacks also conveyed discrimination. Blacks were referred to in offensive terms. You’ll read some of those terms in Roll of Thunder, Hear My Cry. You’ll also read about how the segregation of schools was clearly not “equal.” The black school is given the cast-off books from a white school, and the black students don’t have a school bus, but the white students do. You will probably feel the same indignation and anger over these events that the characters in the book feel. And, as you read in the biography of Mildred Taylor, that is part of her purpose for writing the novel: to bring “understanding” to the reader. Comprehension Check: Exploring Expository Writing Part A Directions: Use a dictionary to find the part of speech and definition of each of the following words from the article. Write your answers on a separate piece of paper. drought, infestation, diminished, intimidated, discrimination, prevalent, surplus, subsidy, barred, defer, indignation Part B Directions: Use the information you read about African-American Life in the South during 1930s to answer the following questions on your own paper using complete sentences. 1. 2. 3. 4. 5. 6. 7. 8. List three problems African-Americans encountered in the South in the 1930s. How did sharecropping work? Why did African-Americans move from the South during this time period? Why might the landowners want to keep the sharecroppers indebted to them? Why do you think laborers decided to become sharecroppers? What did segregation in the South mean? Explain the term “separate but equal.” How did the Supreme Court’s ruling on “Plessy vs. Ferguson” contribute to the discrimination against blacks? ©2010 Secondary Solutions 12 Roll of Thunder, Hear My Cry Literature Guide Name _________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Standards Focus: Historical Context The Great Depression and the South What happens if you take out a loan for a car or house and can’t pay it back? The bank will repossess the car and foreclose on your house. In other words, the bank takes those items back, and you may find yourself without a house or a car. You can see how someone could get into serious financial trouble if he or she couldn’t pay creditors. But what if this happened to the majority of Americans? And what if people couldn’t repay their loans, the banks couldn’t pay their investors or give people the money they put in the bank, and the stocks in the stock market lost much of their value? There would be an economic collapse, and that is what happened during an era called the Gre2 at Depression. The Great Depression began with the stock market crash on October 29, 1929; that day is now referred to as Black Tuesday. While multiple factors were responsible for the stock market crash, one of the primary reasons was the fact that many Americans had overextended themselves financially by buying houses, cars, and appliances on credit. In addition to that, many Americans invested in the stock market – speculating in stocks that they were sure would provide quick money. When the stock market crashed and banks needed cash to pay their customers and creditors, they asked for loans to be paid, but the money that people thought they had was gone. In a downward spiral, families lost everything – money, homes, cars, and even their jobs, as businesses laid off thousands of employees in order to pay their own debts rather than pay employees. During the worst of the Depression, the nation’s unemployment rate rose to 25%. Families struggled to find food for their families. Some families waited for hours in line to get soup from soup kitchens that opened to help those without enough to eat. Unable to care for their families, men left home in search of work – sometimes never to return. All areas of the United States (and the world) felt the effects of the Great Depression. In the South, families and farms were hit hard. The South was traditionally an agricultural region, and its prime crop was cotton. But as the price of cotton dropped, farmers couldn’t make enough money from the sale of their crops to pay their taxes. Because of that, many farmers were forced to auction their farms off to raise money to pay taxes. Without land to farm, many families moved to cities or other agricultural areas to look for work. Many traveled to California in hopes of finding jobs on other farms. The Great Depression lasted until the early 1940s when the United States entered World War II. Farms began to prosper again and industries were created in the South to support the war effort. However, the trauma and fear the Great Depression brought to the United States was not quickly forgotten. ©2010 Secondary Solutions 13 Roll of Thunder, Hear My Cry Literature Guide Name _________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Comprehension Check: Exploring Expository Writing Part A Directions: Use a dictionary to find the part of speech and definition of each of the following words from the article. Write your answers on a separate piece of paper. repossess, overextended, speculating, agricultural, auction, prosper Part B Directions: Use the information you read about The Great Depression and the South to answer the following questions on your paper using complete sentences. 1. 2. 3. 4. 5. 6. When was the Great Depression? What were some of the causes of the Great Depression? What happened to people during the Great Depression? What were some of the problems in the South? Explain how many events of the Great Depression caused a chain reaction. Movies were very popular during the Great Depression. Why do you think that was so? 7. What might be an impact of the Great Depression on the people who lived through it? ©2010 Secondary Solutions 14 Roll of Thunder, Hear My Cry Literature Guide Name _________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Standards Focus: Historical Context The Civil Rights Movement of the 1960s When you think of civil rights, you may think of the phrase from the Declaration of Independence: “life, liberty, and the pursuit of happiness.” These are rights human beings possess – rights that are not granted by a government, but “inalienable” rights that cannot be taken away. Even though civil rights are referred to in the Declaration of Independence and protected by the United States Constitution, the United States has had many struggles regarding granting, establishing, and protecting the civil rights of citizens. One of the greatest struggles has been that of racial equality. After the Civil War, the Thirteenth through Fifteenth Amendments were added to the Constitution. They abolished slavery, protected the rights of all citizens, and granted the right to vote to all men (over 21) regardless of race. Civil rights were protected by the Constitution, but even one hundred years after the Civil War, citizens were still fighting to exercise their constitutional and civil rights as set forth in the Constitution. In 1954, the United States Supreme Court heard a case called Brown v. The Board of Education. This case challenged the “separate but equal” decision of the earlier court in Plessy v. Ferguson. The Supreme Court unanimously overruled the “separate but equal” ruling – schools could no longer be segregated. This ruling was not well received in many areas of the country, including the South. Communities resisted desegregation, sometimes with violent results. One infamous situation involved nine African-American high school students who tried to attend an all-white school in Little Rock, Arkansas. The students, referred to as the Little Rock Nine, struggled against not only citizens of Little Rock, but also the De jure/ de facto governor of Arkansas, who ordered the state The Latin term “de jure” national guard to physically block the students means “by law.” from entering the school building. Eventually, the students were allowed to attend school The Latin term “de facto” there, but not until President Eisenhower called means “by the fact.” on the army to escort students to class. In 1955, Rosa Parks refused to give up her seat on the bus to a white man. She was arrested, but her arrest sparked a yearlong bus boycott in Montgomery, Alabama. Dr. Martin Luther King, Jr. was instrumental in leading that boycott and bringing national attention to the inequalities in the South. The boycott eventually led to desegregated buses. ©2010 Secondary Solutions 15 By law (de jure) AfricanAmericans should have had equal rights after the Civil War. But in actuality (de facto), they were denied those rights. The Civil Rights Movement worked to bring the facts and laws in line. Roll of Thunder, Hear My Cry Literature Guide Name _________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Civil Protests Boycott: One of the most effective means to protest something is with money – either by giving it or withholding it. During a boycott, consumers refuse to purchase a product or service. During the Montgomery bus boycott, AfricanAmericans withdrew their financial support for the bus system by refusing to ride the bus. Instead, they walked, took cabs or carpooled. In spite of the city’s effort to break the boycott, the African-American community continued the boycott. The bus system felt the financial impact through the loss of revenue from African-American customers, and the boycott was instrumental in ending segregation on buses. Sit-ins: Another type of civil protest that occurred during the Civil Rights Movement was called a “sit-in.” African-American college students would go to a lunch counter and order lunch. If they were not served because it was a segregated facility, the students would remain at the counter – just sitting. They were taking up valuable space for paying customers, but they were not causing any problems in the facility. Sit-ins grew in popularity during the 1960s and were an effective form of nonviolent protest. ©2010 Secondary Solutions 16 In order to call attention to the inequalities African-Americans faced, Martin Luther King instructed his followers to participate in nonviolent disobedience. He was inspired by the actions of Mahatma Gandhi who used nonviolent disobedience to gain civil rights for British-controlled India. Nonviolent protesting meant that the protestors might boycott, march, or refuse to do something, but they would not fight back or act in any violent way toward the police or others who might taunt, jeer, or even become physically violent toward them. Nonviolent protest captured the attention of people around the country, and it became an effective tool in bringing attention and changing the inequalities in the laws of the South. Ten years after Brown v. The Board Education, the Civil Rights Act was passed. The act made racial discrimination illegal and required that employers provide equal opportunities for employees, regardless of race. While racial equality is still an issue in the United States, the long and often violent struggle during the 1960s brought about changes in schools, workplaces, public buildings and the national conscience. Roll of Thunder, Hear My Cry Literature Guide Name _________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Comprehension Check: Exploring Expository Writing Part A Directions: Use a dictionary to find the part of speech and definition of each of the following words from the article. Write your answers on a separate piece of paper. inalienable, unanimously, desegregation, infamous, escort, instrumental, taunt, jeer, conscience Part B Directions: Use the information you read about The Civil Rights Movement of the 1960s to answer the following questions on your own paper using complete sentences. 1. What rights did the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution protect? 2. What Supreme Court Case helped start the Civil Rights Movement? Why was this case important to the Civil Rights Movement? 3. What happened with the Little Rock Nine? 4. What was the Montgomery Bus Boycott? 5. Why do you think it was difficult for officials to fight against nonviolent protest? 6. Do you think nonviolent protest was a good idea? Why or why not? 7. Do you think boycotts and nonviolent disobedience would work today? Justify your response. ©2010 Secondary Solutions 17 Roll of Thunder, Hear My Cry Literature Guide Name _________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Allusions, Terminology, and Expressions Chapter 1 1. “Mama’s gonna wear you out” – Mama is going to spank you 2. “Stacey cut me a wicked look” – Stacey gave me a mean look; glared at me 3. “Once our land had been Granger land too, but the Grangers had sold it during Reconstruction” – the time period after the Civil War in which the war-ravaged South was rebuilt 4. “Biting the hand that feeds you” – an idiom that means a person alienates the source of their well-being—the person who takes care of them Chapters 2 – 3 1. chiffonier — a tall narrow chest of drawers 2. “hired hand” – a paid worker 3. lynch – illegally hanging a person, usually done by a mob of people 4. bootleg liquor – illegally made alcohol 5. kerosene lamp – homes that didn’t have electricity used lamps filled with kerosene which was burned for light Chapter 4 1. churning butter – cream was removed from milk and agitated to make butter 2. mama’s boy – a slang term for a boy who is overly attached to his mother 3. tarred and feathered – put hot tar on a person and then cover them with feathers; this was a type of mob punishment used in the colonial times 4. “he lit outta here” – he ran away Chapters 5 – 6 1. raised, wooden sidewalks – many cities built raised sidewalks to allow pedestrians a place to walk that was safer and cleaner than the road 2. “I was hot” – I was very angry 3. “Aunty” – a slang term for an elderly African-American woman 4. “a tall, handsome man, nattily dressed in a gray pin-striped suit and vest” – nattily means neatly dressed 5. “You think my brother died and I got my leg half blown off in their German War…” – Uncle Hammer fought in World War II and his brother died in the war. African-Americans served in the Armed Forced during the war, but were denied Civil Rights when they returned to their homes. 6. chignon – a women’s hairstyle consisting of a twisted roll of hair worn at the nape of the neck ©2010 Secondary Solutions 18 Roll of Thunder, Hear My Cry Literature Guide Name _________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Chapter 7 1. “Stacey was restrained from plugging T.J.’s mouth” – plugging means hitting 2. “I’d hate to see you put it up” – Mr. Jamison is referring to using the land to ensure the loan gets paid. If the people don’t pay their loans from the store, the land will be sold to pay the debt. 3. “that mortgage could come due anytime” – the bank can tell them, whenever it wants, that they must pay the entire loan for the land Chapter 8 1. “I got too many worries of my own to worry ‘bout Cassie Uncle Tomming Lillian Jean” – this is referring to a black person acting in a subservient way towards a white person; an “Uncle Tom” is a black person who is perceived as being subservient to white people 2. “prime the gossip pump” – to prime a pump means to get it ready to pump water; to prime the “gossip pump” Cassie just had to encourage Lillian Jean to share gossip 3. “field lay fallow” – the fields weren’t planted with crops Chapters 9 – 10 1. “Mr. Jamison touched his hat” – it was considered polite for men to take off, tip, or touch their hat brim as a sign of respect to a lady 2. “Mr. Morrison singing in his bassest of bass voices” – Mr. Morrison had a very deep singing voice 3. “The heat swooped low over the land clinging like an invisible shroud” – a shroud is a cloth used to cover something, usually a corpse 4. “the group turned en masse and headed for the church” – the entire group turned as a whole and headed for the church Chapters 11 – 12 1. “his left arm hanging akimbo at his side” – with the elbow pointing outward 2. “Mama demanded, her face strangely stricken” – her expression showed emotion the children had not seen before ©2010 Secondary Solutions 19 Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Chapter Time Period Weather, Farm Events, and/or Plot Events influenced by the setting (time or place) How is the setting important to the plot of the story? The rain becomes a problem for the children on their walk to and from school. 3 End of October In this time period, hate crimes were ignored. The white sheriff calls Mrs. Berry a liar. 4 5 December: second Saturday of the month 6 December Shows how important the wool coat is and how poor the Logan family is. 7 The white men are able to control the school and principal. They decide who can teach and who cannot. 8 9 The black school ends earlier than the white school. The weather reflects the growing tension between the Logan family and the Grangers and Wallaces. 10 ©2010 Secondary Solutions 72 Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Part Two Analyzing Symbols As Chapter Ten ends, a storm is brewing: “On the last night of the revival the sky took on a strange yellowish cast. The air felt close, suffocating, and no wind stirred.” The upcoming storm is symbolic of the rising tension and conflict between the white and black communities. Conflict is building just like a storm – ready to break violently. As you continue reading, pay attention to how the storm becomes a symbol for the tension and conflict of the novel. Directions: Analyze other symbols found in the novel by using the chart below. Some of the answers have been completed for you. Symbol The coming storm (p. 180) How is it described? The sky is yellowish and the air is hot and stifling What might it symbolize? The tension is building between the white and black communities – specifically the Wallaces versus Mr. Granger and the Logans. Papa shows Cassie a fig tree growing among maple and oak trees (p. 156) It is neutral territory. The children can meet there without the adults knowing about it. The forest where the Logans meet Jeremy (p. 172) Jeremy’s tree house (p. 174) ©2010 Secondary Solutions 73 Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Chapters Nine – Ten Assessment Preparation: Sentence Structure and Precise Verbs You now have a finished draft of an essay. Up to this point, you’ve been working on the big picture: your ideas, persuading someone to agree with your thesis, getting the reader “hooked” into your essay, and writing a powerful conclusion. While it might feel like your essay is finished, take the time to look closely at your writing. You can improve your essay greatly by focusing on the details of sentence structure and verb choice. Part One 1. Read the first paragraph of Chapter Nine of Roll of Thunder, Hear My Cry again. Compare the sentences in the paragraph. What do you notice about their length? 2. List the first few words of each sentence of the paragraph. 3. Analyze the sentences. What is the part of speech of the words Mildred D. Taylor uses to begin each sentence? a. Sentence One: b. Sentence Two: c. Sentence Three: d. Sentence Four: You can remember the eight parts of speech by using the acronym: Ivan Capp Interjections, Verbs, Adjectives, Nouns, Conjunctions, Adverbs, Pronouns, and Prepositions Part Two Look at your own essay. Circle the first few words of each sentence in the second or third paragraph of your essay. Write those words below. Count the words in each sentence. Do your sentences vary in length? If you find your sentences are all about the same length and begin the same way, your essay will sound monotonous and dull. By changing the sentence structure, your reader won’t “hear” the same sentence patterns over and over again. Directions: Choose one sentence from two paragraphs in your essay to revise below. You may want to revise the length of the sentence or you may want to change the way the sentence begins. Experiment with different ways to begin your sentences. Try using an adjective, adverb, or conjunction. Write your original sentence below and revise it several ways. An example has been done for you. ©2010 Secondary Solutions 74 Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Example: Every day, the children listened for the bus coming so they could get out of its way. a. Begin with an adjective: Nervous children listened for the bus coming. b. Begin with a conjunction: But the children couldn’t forget about the bus each day. c. Begin with a pronoun: They were worried as they listened for the bus. d. Begin with a verb: Listening carefully for the bus to come along, the children walked to school. e. Shorten or lengthen the sentence: The children listened for the bus. 1. Sentence from your first body paragraph: a. Begin with an adjective or adverb: b. Begin with a conjunction: c. Begin with a pronoun: 2. Sentence from your second body paragraph: a. Begin with a verb: b. Shorten or lengthen the sentence: Part Three In the Assessment Preparation activity for Chapter One, you examined some verbs Mildred D. Taylor used in writing her novel. You’ll recall that action verbs help you imagine events. They help convey meaning and draw pictures for the reader. Verbs of to be include: am, is, are, was, were, be, been, being, become, became Choose one of the paragraphs from your essay and circle the verb or verbs in each sentence. Have you used vivid verbs that help your reader understand exactly what you are writing about? If you used several verbs of “to be,” you can revise the sentence to create a more vivid image in the reader’s mind. For example, in the sentence: Every day, the children listened for the bus coming so they could get out of its way. The verbs are: listened, could get Possible revision with more powerful verbs: Every day, the children concentrated on the sound of the bus coming so they could escape from it. ©2010 Secondary Solutions 75 Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Directions: Choose 2 sentences (different from ones you have already chosen) from your essay that contains a weak verb, either a verb of “to be” or another weak verb, and revise it. Sentence 1: Revised sentence with more powerful verb(s): Sentence 2: Revised sentence with more powerful verb(s): As you work on sentence structure and verb choice in your essay, remember the goal of your writing: to convey your thoughts with clear, concise, and powerful language. As you revise, listen to how your sentences sound. If your writing is confusing or sounds awkward, your reader won’t be able to follow your argument. Continue working on revising your essay for sentence variety and powerful verbs. Part Four Directions: Read the sentences below. Choose the correct vocabulary word that could be used as a synonym for the underlined word or words. Write the letter of the correct answer on the line provided. The first one has been done for you. 1. ___a__ Cassie would have stayed longer at the food table at the revival. 2. ______ T.J. walked in a casual way. 3. ______ It was easy for T.J. to make Cassie angry. 4. ______ In the summer, the children enjoyed the cheerful sounds of the birds in the forest. 5. ______ Little Man was quite picky about the condition of his a. b. c. d. e. f. g. h. lingered persnickety amenities lilting rile reluctantly pointedly ambled clothes and possessions. 6. ______ One of the special items of the revival was the variety of delicious food to eat. 7. ______ T.J. seemed to leave the revival unwillingly. 8. ______ Stacey purposely confronted T.J. about the events leading to Mama losing her job. ©2010 Secondary Solutions 76 Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Chapters Eleven – Twelve Note-Taking and Summarizing Problem(s) in these Chapters Chapter Eleven: Chapter Twelve: Who is Involved? Chapter Eleven: Chapter Twelve: What are the problems solved or the results of the events of these chapters? Chapter Eleven: Chapter Twelve: Evaluate: What do you think are the most important events of these chapters? Why? Chapter Eleven: ©2010 Secondary Solutions Chapter Twelve: 77 Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Chapters Eleven – Twelve Comprehension Check Directions: To give you a comprehensive understanding of all aspects of the novel, answer the following questions. Be sure to use your Note-Taking chart to keep important notes for each chapter and to help you answer the Comprehension Check questions. Answer each question in complete sentences on a separate piece of paper. Chapter Eleven 1. Infer what Mr. Morrison is worried about. Base your answer on the events this far in the novel and the previous actions of the Wallaces. 2. List the events that happened to T.J. that night. 3. Evaluate Stacey’s decision to help T.J. Do you think he should have helped him? Explain your answer. 4. Who comes to the Avery’s house? 5. Explain Mr. Jamison’s meaning when he says: “Y’all decide to hold court out here tonight?” 6. Infer the mob’s intent when they talk about the rope. 7. What is Mr. Jamison’s role in the events of the evening? 8. Interpret R.W. and Melvin’s behavior at T.J.’s house. Why did they betray T.J.? Chapter Twelve 1. What does Papa decide to do when he hears what happened? 2. What does Mama beg Papa not to do as he prepares to leave? Why? 3. Why is the fire such a threat? 4. What does Jeremy tell the children about who was fighting the fire? 5. How does Jeremy say the fire started? How is the fire eventually extinguished? 6. Explain how the conflict with T.J. ended. 7. Why doesn’t Mr. Jamison want Papa to go with the Averys to see T.J.? 8. What is the truth about the fire? 9. Predict what is going to happen to T.J. 10. Interpret the last line of the novel. Why does Cassie cry for T.J. if she doesn’t like him? Why does she cry for the land? ©2010 Secondary Solutions 78 Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Chapters Eleven – Twelve Standards Focus: Climax and Resolution As you’ve been reading Roll of Thunder, Hear My Cry, you’ve examined the exposition and rising action of the plot of the novel. In the last two chapters, the events, characters, and tensions all converge to create the climax, followed by the falling action of the story. Part I: Looking At the Climax The events of Chapters Eleven and Twelve become the climax based on what you’ve learned throughout the novel and what you already know. As you read, you infer and draw conclusions about what is happening and you make prediction about what could happen as the book progresses. Directions: Use the graphic organizer below to analyze the events of the climax from each chapter. Portions of the chart have been completed for you. Chapter Eleven What I already know… What can I infer or What conclusions can I draw? I predict… T.J. became friends with the Simms boys The Simms boys make fun of T.J. behind his back. They are just using T.J. for something. They aren’t really his friends. They will continue to make fun of T.J., and when they get tired of doing that, they won’t be his friends anymore. R.W., Melvin, and T.J. broke into the store and knocked out Mr. and Mrs. Barnett Mr. Barnett is mean to blacks. He also has a temper. Event T.J. went along with Melvin and R.W. but he didn’t really want to. R.W. and Melvin say they saw T.J. and two others running from the store. The mob wants to hang T.J. along with Mr. Morrison and Papa. Mr. Jamison tries to intervene. ©2010 Secondary Solutions 79 Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Chapter Twelve What can I infer or What conclusions can I draw? What I already know… Event Papa gets his gun and is going to try to help T.J. and get Stacey Papa will protect his children Mama begs him to find another way to solve the problem. Papa listens to Mama. The cotton is on fire. I predict… Cotton burns fast. Part II: Falling Action Once the climax is resolved, the story unwinds. These portions of the plot are called the falling action, followed by the resolution. It is the portion of the story where any remaining questions are answered and the novel draws to a conclusion. The resolution of the story usually comes right after the falling action and is short. After all, the most exciting events of the novel have already taken place. The job of the resolution is to wrap up the story. Two separate events signal the end of the climax and the beginning of the falling action in Roll of Thunder, Hear My Cry. What are those events? Event in the resolution of the novel What problem/question does it resolve? What problems/ questions remain? It begins to rain. The rain will put out the fire. How much of the crop was lost? Will it be enough for the Logans to survive on? About a fourth of the Logan’s cotton was burned. They still have some cotton to sell. Mr. Granger stopped the men so they could fight the fire. The sheriff and Mr. Jamison took T.J. to Strawberry. ©2010 Secondary Solutions 80 Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Jim Lee Barnett died. Papa started the fire. T.J. will be tried for a crime he didn’t commit. Part III: Resolution In many novels and stories you read, you’ll find the resolution answers all the questions. It may even give you a “happily ever after” resolution to the novel. 1. In Roll of Thunder, Hear My Cry, what are some of the remaining questions you have that are not answered in the final pages of the novel? 2. What is the feeling you get at the end of the novel? Is there a sense of hope or despair? Explain your answer. As you learned in the Historical Context activities for Roll of Thunder, Hear My Cry, the Civil Rights movement won’t begin for another twenty to thirty years after the events of the novel. 3. Predict what you think life will be for the Logans for the next twenty years. 4. Why do you think Mildred D. Taylor ended the book the way she did? Why do you think she didn’t write a happy ending for the novel? Part IV: Analyzing the Title Read the poem that is found at the beginning of Chapter Eleven. What do you think the poem means now that you’ve finished reading the novel? ©2010 Secondary Solutions 81 Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Chapters Eleven – Twelve Assessment Preparation: Proofreading The last step in the writing process is proofreading. This step is designed to catch errors in mechanics, usage, and grammar. Additionally, proofreading allows you to read through your essay one more time to make sure it expresses exactly what you want it to express. Part One Directions: Use the sample essay paragraphs below to practice proofreading. First read all the paragraphs, and then answer the questions below. Write the letter of the correct response on the line provided. (1) How should a bully be handled? (2) In Roll of Thunder, Hear My Cry, the Logan children are faced with that question every day. (3) In their case, the bully is the bus that takes the white children to school. (4) Every day, the children face new taunts, insults, and offenses from the bus, they reach a point where they have to fight back. (5) The children were right in their actions to sabotage the bus. (6) The bus terrorized the children. (7) The children listened for the bus coming so they could get out of its way. (8) The bus kicked up red dust and exhaust that billowed around them when the weather was dry. (9) The bus tried to splash them with water and mud from puddles when it rained. (10) The bus was intent on running the children off the road, and the driver and passengers delighted in seeing the children run off the road. (11) Did the Logan children handle the school bus “bully” in the best way? (12) Considering they weren’t caught, they received some relief from their torment, and they were justified in their actions, yes. (13) Unfortunately, they couldn’t eliminate the problem, but they felt revenge for the injustices they received from the bus. (14) Sometimes even the smallest and seemingly least important people can find justice in an unfair world – and the Logan children were able to do just that. 1. _____ Paragraphs one and two a. need a transition to move from one paragraph to the other. b. should contains better verbs that give the reader a vivid picture of the events. c. should each contain a thesis statement. d. include the same question at the start of each paragraph. 2. _____ Sentence 4 a. is correct as written. b. is a comma splice. c. is a run on sentence. d. is a fragment. 3. _____ The thesis statement in the essay is a. found in sentence 4. b. found in sentence 6. c. found in sentence 5. d. found in sentence 14. 4. _____ In paragraph two a. nothing needs to be changed. b. the sentences are too short. They need to be made longer. c. the sentences need variety. Each sentence should begin differently. d. there are too many verbs of “to be.” The verb choices need to be made stronger. ©2010 Secondary Solutions 82 Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. 5. _____ The writer a. forgot to include a hook for the essay. b. repeated the question in the conclusion. c. didn’t answer the question posed in the first paragraph. d. used a question for the hook of the essay. 6. _____ In the conclusion, the writer a. included a question for the reader to think about. b. convinced the reader that the Logan children’s behavior was acceptable. c. forgot a powerful statement to conclud the essay. d. repeats the thesis. 7. _____ A good transition to blend sentences 6 and 7 would be a. The bus terrorized the children. However, the children listened for the bus coming so they could get out of its way. b. The bus terrorized the children. Since the children listened for the bus coming so they could get out of its way. c. The bus terrorized the children. Consequently, the children listened for the bus coming so they could get out of its way. d. The bus terrorized the children. Regardless, the children listened for the bus coming so they could get out of its way. 8. _____ Sentence 8 a. is written correctly. b. should be written: The bus kicked up red dust, and exhaust that billowed around them when the weather was dry. c. should be written: The bus kicked up red dust; and exhaust that billowed around them when the weather was dry. d. should be written: The bus kicked up red dust: and exhaust that billowed around them when the weather was dry. 9. _____ The second paragraph a. uses examples to support the topic sentence. b. should discuss how the children get their revenge on the bus. c. contains a powerful concluding sentence to wrap up the ideas. d. needs a hook at the beginning. 10. _____ The topic sentence of the second paragraph a. is missing. b. is the last sentence of the paragraph. c. needs a more powerful verb. d. is the first sentence of the paragraph. Part Two Directions: Trade essays with a classmate. Read through his or her entire essay and then complete the following on the classmate’s paper. Share your suggestions with your classmate after you have reviewed the essay. 1. Underline the thesis statement. 2. Draw a happy face near the hook if you liked it. 3. Circle any transitions the writer used between paragraphs. ©2010 Secondary Solutions 83 Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. 4. Draw a box around at least three specific examples the writer used in any of the body paragraphs. 5. Draw a wavy line under the power statement that the writer used to conclude the essay. 6. Highlight or draw a red line below five powerful verbs the writer used. 7. What three specific suggestions can you give to the writer to help improve the essay? Write these suggestions on the back of the person’s essay. Part Three Directions: Answer the questions below. Apply the meaning of the vocabulary word in your response. 1. Why is there a sense of finality about what is going to happen to T.J.? 2. How were crimes that the whites committed against the blacks despicable? 3. Why might Mama’s voice have rasped after she’d spent the night fighting the fire? 4. Why would the men’s voices be described as reaching a crescendo when they were arguing with Mr. Jamison over T.J.? 5. Why was the air after the fire acrid? 6. Why was Papa adamant about the children not going down to the Wallace store? 7. Why did Mama and Big Ma bring only remnants of the burlap bags back home after fighting the fire? ©2010 Secondary Solutions 84 Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Roll of Thunder, Hear My Cry Quiz: Chapter One Part I Directions: Match the character with his/her description. Write the name of the character on the line provided. Christopher-John Cassie T.J. Little Man Stacey 1. _______________________ Doesn’t like getting his clothes dirty 2. _______________________ The oldest brother 3. _______________________ The narrator of the story 4. _______________________ The oldest brother’s best friend 5. _______________________ The middle brother Part II Directions: Choose the best answer for each. Write the letter of the correct answer on the line provided. 6. _____ When the school bus passes the Logan children, a. it stops to pick them up. b. the children inside it wave. c. it tries to run them off the road. d. it gets a flat tire. 7. _____ The Logans a. Are sharecroppers. b. own their own land. c. rent their farmland to other families. d. are trying to buy more land. 8. _____ The students are surprised to hear they are getting books because a. they never had books before. b. they had been told they couldn’t have books. c. they couldn’t pay for them. d. they couldn’t read. 9. _____ Little Man is upset about the book because a. they run out of books before he gets one. b. the books are too difficult to read. c. they are cast-offs. d. they are too nice to use. ©2010 Secondary Solutions 85 Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Part III Directions: Answer the following questions in complete sentences. 10. What is Mrs. Logan’s solution to the problem with the books? 11. Why is Stacey upset about school starting? 12. Evaluate Cassie’s statement at the end of the chapter. “I would wait until the evening to talk to her; there was no rush now. She understood.” What does she mean? Part IV: Vocabulary Directions: Match the correct word with its definition. Write the letter of the answer on the line provided. 13. _____ extremely carefully a. imperiously 14. _____ interesting b. threadbare 15. _____ worn thin c. intriguing 16. _____ in an easy manner; carefree d. meticulously 17. _____ doubtful e. jauntily 18. _____ multi-colored; spotted f. 19. _____ anger at unfairness g. dubious 20. _____ in an overbearing manner h. indignation ©2010 Secondary Solutions 86 motley Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Roll of Thunder, Hear My Cry Quiz: Chapters Two-Three Part I Directions: Answer True or False to each of the following statements. Write your answer on the line provided. 1. __________ Papa doesn’t want the children to go to the Wallace store. 2. __________ The children don’t ride the bus because the bus is only for white students. 3. __________ Papa brought Mr. Morrison to the farm because he wants more protection for the family. 4. __________ The night men are a group of men who come out at night to terrorize black families. 5. __________ The children are surprised and angry that Papa has come home unexpectedly. Part II Directions: Choose the best answer for each. Write the letter of the correct answer on the line provided. 6. _____ Papa doesn’t want the children to go to the Wallace store because a. They charge too much for what they are selling. b. He thinks children who go there will get in trouble because there is smoking and drinking going on there. c. The Wallaces are the Logans’ sworn enemies. They have never gotten along. d. The sheriff is looking for a reason to arrest the people who go there. 7. _____ The rain a. results in puddles on the road that the bus splashes on them. b. is needed because they are in a drought. c. causes major flooding throughout the county. d. only lasts a short time. 8. _____ Stacey a. plans another way to school to avoid the bus. b. plans to let the air out of the bus tires. c. plans to dig a trench that will damage the bus. d. plans to throw rocks at the bus as it drives by them each morning. 9. _____ The children a. are angry that their plan didn’t work out. b. regret what happened with the bus. c. tell Mama what they did. d. think their plan worked better than they’d planned. ©2010 Secondary Solutions 87 Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. 10. _____ Cassie a. worries that the night men are coming because of what they did to the bus. b. thinks the night men are after Mr. Morrison. c. sleeps through the arrival of the night men. d. thinks the event with the bus will be the end of their troubles. Part III Directions: Answer the following questions in complete sentences. 11. Why was Mr. Morrison fired from the railroad? 12. Explain why the white men who set the black men on fire aren’t arrested for what they did. Part IV: Vocabulary Directions: Match the word with the correct definition. 13. _____ ability to spring back, rebound a. scoffed 14. _____ without any energy or enthusiasm b. formidable 15. _____ in a fixed position; unable to move c. pudgy 16. _____ relative; family member d. kin 17. _____ expressed doubt or scorn; heavily doubted e. resiliency 18. _____ grouchy; unhappy f. 19. _____ awesome; powerful g. listlessly 20. _____ short and fat h. transfixed ©2010 Secondary Solutions 88 disgruntled Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Roll of Thunder, Hear My Cry Quiz: Chapter Four Part I Directions: Match the quote and the speaker. Write the name of the correct answer on the line provided. 1. _________________ “See, fellows, there’s a system to getting out of work … Jus’ don’t be ‘round when it’s got to be done.” 2. _________________ “Sometimes a person’s gotta fight … but that store ain’t the place to be doing it. From what I hear, folks like them Wallaces got no respect at all for colored folks and they just think it’s funny when we fight each other.” 3. _________________ “My Paul Edward had been eyein’ that two hundred acres ever since 1910 when he done paid off the bank for them first two hundred, but ole Mr. Jamison didn’t wanna sell.” 4. _________________ “What if someone would be willing to make the trip for you? Go all the way to Vicksburg and bring back what you need?” 5. _________________ “Mama gonna take care of you, too! You know she said we wasn’t to go down there, and she find out, she gonna wear you out again! Papa too!” T.J. Mama Big Ma Mr. Morrison Stacey Cassie Jeremy Part II Directions: Answer the following questions in complete sentences. 6. Analyze the Logan children’s behavior. Why don’t they have any energy or enthusiasm at the beginning of the chapter? 7. Describe the events that take place between Stacey and T.J. regarding the cheating on the test. 8. What does T.J.’s reaction about the cheating incident tell the reader about T.J.’s personality? Part III Directions: Choose the correct answer for each of the following. Write the letter of the correct answer on the line provided. 9. _____ Big Ma tells Cassie a. the story of how her husband bought the land. b. why it’s important to fight for what you believe in. c. the family history. d. the burnings of the Berrys. ©2010 Secondary Solutions 89 Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. 10. _____ Harlan Granger a. needs Big Ma to work for him. b. wants to buy back the land that was once his family’s. c. is interested in having the Logan family grow cotton for him. d. wants to talk to Papa. 11. _____ Mama takes the children a. to the market to get new clothes. b. back to the Wallace store. c. to see Mr. and Mrs. Berry. d. to see Mr. Granger. 12. _____ The Wallaces a. are responsible for burning Mr. Berry and his nephews. b. are interested in improving life for the black community. c. want to buy the Logan’s land. d. enjoy helping children. 13. _____ The black sharecroppers a. make a good living farming the land. b. struggle to get out of debt to the landowner. c. can earn a good living if it is a good year for crops. d. have equal rights with the white farmers. Part IV: Vocabulary Directions: Write the letter of the correct vocabulary word next to its definition or synonym. 14. _____ pointing to something; showing a. verge 15. _____ to be a regular customer of a store or business b. discourse 16. _____ completely occupied by something; fascinated c. feigned 17. _____ the edge; a boundary d. indicating 18. _____ pretended; faked e. engrossed 19. _____ searched violently for something f. 20. _____ a serious or lengthy conversation or story g. patronize ©2010 Secondary Solutions 90 ransacked Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Roll of Thunder, Hear My Cry Quiz: Chapters Five-Six Part I Directions: Answer True or False for the following statements. 1. __________ The children don’t want to go to Strawberry with Big Ma. 2. __________ T.J. shows the children a pearl-handled pistol at the mercantile. 3. __________ Uncle Hammer bought a car that was similar to Harlan Granger’s car. 4. __________ The coat Uncle Hammer gives Stacey is used, but still in good shape. Part II Directions: Write the letter of the correct answer on the line provided. 5. _____ The Barnett Mercantile a. buys cotton from the farmers. b. treats all customers equally. c. offers all kinds of merchandise for sale. d. is owned by the Wallaces. 6. _____ Cassie a. doesn’t understand why Mr. Barnett waits on white customers before her. b. wants to sell milk and eggs for Big Ma. c. is happy to see Jeremy in town. d. understands why whites and blacks are treated differently. 7. _____ Mama is concerned because a. Mr. Granger has offered to buy the land. b. Uncle Hammer is upset and leaves the house. c. Big Ma didn’t make much money in Strawberry. d. she thinks Mr. Morrison is working too hard. 8. _____ Mr. Simms a. ignores Cassie. b. demands Cassie apologize to Lillian Jean. c. is interested in helping customers at the mercantile. d. meets with Big Ma in Strawberry. Part III Directions: Answer the following questions in complete sentences. 9. Why doesn’t Big Ma want Cassie to tell Uncle Hammer about what happened in Strawberry? 10. Explain Mr. Simms’s behavior in Strawberry. Why does he act the way he does? ©2010 Secondary Solutions 91 Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. 11. What does T.J. want a pearl-handled pistol for? 12. What is the purpose of the trip to Strawberry? Part IV: Vocabulary Directions: Write the letter of the correct vocabulary word next to its definition or synonym. 13. _____ irritating, offensive and unpleasant a. balked 14. _____ parading in a showy way b. aloofness 15. _____ drew back suddenly c. promenading 16. _____ hesitated or flatly refused to do something d. recoiled 17. _____ not easy to get to know; at a distance e. obnoxious 18. _____ in a nasty manner; rudely f. 19. _____ casually; without energy g. snidely 20. _____ to coax or persuade someone using flattery or h. wheedle languidly trickery ©2010 Secondary Solutions 92 Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Roll of Thunder, Hear My Cry Quiz: Chapter Seven Part I Directions: Choose the correct answer for each of the following. Write the letter of the correct answer on the line provided. 1. _____ Stacey a. gives T.J. the coat because T.J.’s family is poor. b. leaves the coat at the Wallace store. c. damages the coat in a fight with T.J. d. gives the coat to T.J. because T.J. calls him a fat preacher. 2. _____ The lesson Uncle Hammer wants Stacey to learn about the coat is: a. be careful who you trust. b. listen to your parents. c. stand by your beliefs. d. help those in need. 3. _____ Christmas at the Logan’s home is a. full of good food and family stories. b. quiet and somber. c. crowded with cousins, aunts, and uncles. d. ruined by the Wallaces. 4. _____ Mr. Morrison tells his story a. about the fight he got into at the railroad. b. after the children went to bed. c. about his wife. d. about his parents and family. 5. _____ Mama wants a. to encourage black families to stop shopping at the Wallace store. b. Papa and Uncle Hammer to confront the Wallaces. c. to return the books to the school district. d. to burn down the Wallace store. Part II Directions: Write the correct character’s name next to the statement that best describes the character. Not all names will be used, and names will only be used once. 6. ______________ Brings Stacey a wooden flute. 7. ______________ Threatens to get the land from the Logans. 8. ______________ Offers to back the credit of families that will shop in Vicksburg. 9. ______________ Signs over the land to Uncle Hammer and Papa. 10. ______________ Enjoys showing off a “new” coat. ©2010 Secondary Solutions 93 Big Ma Mama Jeremy Papa T.J. Stacey Cassie Mr. Jamison Harlan Granger Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Part III Directions: Answer the following questions in complete sentences. 11. Analyze why it will now be difficult for Harlan Granger to get the land. 12. How does Mr. Jamison’s offer help the Logans move forward with their plan? Part IV: Vocabulary Directions: Write the letter of the correct vocabulary word next to its definition or synonym. 13. _____ not able to be heard a. candidly 14. _____ chastised; scolded b. insolently 15. _____ so long and boring as to seem endless c. inaudible 16. _____ to make someone less confident; put down d. retorted 17. _____ a large pot e. admonished 18. _____ replied or responded sharply f. 19. _____ in an honest or direct manner g. caldron 20. _____ in a rude or disrespectful manner; rudely h. deflate ©2010 Secondary Solutions 94 interminable Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Roll of Thunder, Hear My Cry Quiz: Chapter Eight Part I Directions: Answer the following questions in complete sentences. 1. How does Cassie’s behavior change toward Lillian Jean? 2. Why? What is her plan? 3. What does T.J. do after he’s caught cheating on his final exams? 4. Explain the seriousness of T.J.’s behavior to the Logan family. Part II Directions: Answer True or False to the following statements. 5. __________ Lillian Jean made Cassie apologize for smashing her books to the ground. 6. __________ Mama doesn’t really like her teaching job. 7. __________ Firing Mama is a way for Harlan Granger to punish the Logans. Part III Directions: Write the letter of the correct answer on the line provided. 8. _____ Lillian Jean a. is happy for Cassie to carry her books. b. doesn’t want Cassie to walk with her. c. is sorry for what happened in Strawberry. d. refuses to tell Cassie any secrets. 9. _____ Cassie a. enjoys Lillian Jean’s friendship. b. is pretending to be Lillian Jean’s friend. c. agrees that Papa will help her resolve the situation with Lillian Jean. d. is afraid of what T.J. will do about final exams. ©2010 Secondary Solutions 95 Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. 10. _____ T.J. a. gets away with cheating on the finals. b. wants Stacey to help him study for the finals. c. thinks Mrs. Logan is an easy teacher. d. is responsible for Mrs. Logan being fired. 11. _____ Harlan Granger a. accidentally discovers that Mama covered the inside covers of the textbooks. b. decides to allow the black community the option of shopping in Vicksburg. c. talks to Charlie Simms about his daughter. d. has control over who does and doesn’t teach in the school. 12. _____ In response to his actions, T.J. a. is treated with respect. b. is promoted to the next grade. c. is shunned by his classmates. d. drops out of school. 13. _____ Because Mama lost her job a. Papa will need to get another job. b. the taxes won’t be paid on the land. c. the family will get by with less. d. Mr. Morrison will move out. Part IV: Vocabulary Directions: Write the letter of the correct vocabulary word next to its definition or synonym. 14. _____ thought about; carefully considered a. sentinels 15. _____ completely confused or puzzled b. pondered 16. _____ walked in a relaxed manner c. sauntered 17. _____ to make an involuntary backward movement d. bewildered 18. _____ guards who watch over someone or something e. flinch 19. _____ ignored; deliberately avoided f. 20. _____ in a sad or depressed manner; gloomily g. shunned ©2010 Secondary Solutions 96 morosely Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Roll of Thunder, Hear My Cry Quiz: Chapters Nine-Ten Part I Directions: Write the letter of the correct answer on the line provided. 1. _____ The black students a. have the same school year as the white children. b. have a shorter school year so they can help plant and harvest cotton. c. don’t have final exams at the end of the school year. d. get to take their books home for the summer. 2. _____ On the trip to Vicksburg, a. the men are able to get everything they need for the other farmers. b. they have another encounter with Mr. Simms. c. Mr. Morrison gets into a fight. d. the men have an encounter with the Wallaces. 3. _____ Stacey a. is unable to go to Vicksburg with Papa and Mr. Morrison. b. brings T.J. with them on the trip to Vicksburg. c. blames himself for Papa’s broken leg. d. breaks his leg. 4. _____ T.J. a. is friends with Jeremy’s older brothers. b. continues to be friends with the Logan children. c. has become friends with Mr. Morrison. d. asks Mrs. Logan to forgive him for what he did. 5. _____ Mr. Morrison a. feels like the Logan family is his family. b. is ready to leave the family because there is so much trouble. c. is sorry he had a confrontation with the Wallaces. d. wants to leave because he is not being paid. Part II Directions: Answer True or False on the line provided. 6. __________ Mr. Jamison tells Papa that there are no dangers in shopping in Vicksburg. 7. __________ The Wallaces continue to harass the Logans. ©2010 Secondary Solutions 97 Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Part III Directions: Write the correct character’s name next to the statement that the character made. 8. __________ “But that R.W. and Melvin, they ain’t very nice. You oughta see how they treat T.J….” 9. __________ “But – but that ain’t all Mr. Granger said. Said, too, we don’t give up shoppin’ in Vicksburg, we can jus’ get off his land.” 10. __________ “You gonna move your truck?” Mama T.J. Jeremy Stacey Mr. Morrison Mr. Granger Cassie Mr. Avery 11. __________ “Well, this is a fine how-do-you- do. I come all the way over here to introduce my friends … to y’all and y’all actin’ like y’all ain’t go no manners at all. Yeah … they been mighty fine friends to me. Better than any of y’all.” 12. __________ “Then … then Jack reared up, scared by the shop, and I – I couldn’t hold him … and … and the wagon rolled over Papa’s leg.” Part IV: Vocabulary Directions: Write the letter of the correct vocabulary word next to its definition or synonym. 13. _____ to bother; irritate a. persnickety 14. _____ saying or doing something with a rise and fall in the b. amenities c. lilting voice, often cheerfully 15. _____ attractive features that make something more d. rile e. reluctantly pleasing; courtesies 16. _____ obsessed with detail; picky f. pointedly 17. _____ with deliberate emphasis; purposely g. ambled 18. _____ with great hesitation; unwillingly h. lingered 19. _____ walked casually, easily 20. _____ stayed longer; remained ©2010 Secondary Solutions 98 Roll of Thunder, Hear My Cry Literature Guide Name __________________________________ Period ________ ©Secondary Solutions All Rights Reserved. SAMPLE ONLY. NOT FOR USE OR SALE. PLEASE PURCHASE FULL VERSION FOR ACCESS. Roll of Thunder, Hear My Cry Quiz: Chapters Eleven-Twelve Part I Directions: Answer the following questions in complete sentences. 1. Explain what T.J. did on the night that he got in trouble. 2. Describe the type of friends R.W. and Melvin are to T.J. 3. Explain why Papa is in danger when he goes to get Stacey. 4. How does the fire provide a solution to the conflict? Part II Directions: Write the letter of the correct answer on the line provided. 5. _____ T.J. a. makes a good decision to go with the Simms boys. b. shows good thinking in his actions that night. c. is loyal to his new friends. d. knows Stacey will help him. 6. _____ All the children go to take T.J. home because they a. want to make sure Stacey gets back safely. b. are afraid to be home without Stacey. c. don’t trust T.J. d. all care about T.J. and want him to be safe. 7. _____ Mama and Big Ma a. take the children to help put out the fire. b. make the children stay in the house while they go to fight the fire. c. take the children and go to safety from the fire. d. refuse to leave the children. 8. _____ The mob wants a. to hang T.J. b. Mr. Jamison to take T.J. to Strawberry. c. to go against Mr. Granger’s wishes. d. justice. ©2010 Secondary Solutions 99 Roll of Thunder, Hear My Cry Literature Guide
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