Which of the following is a primary source that can be used for a research paper about Abraham Lincoln?
- A. A research-based history textbook
- B. A transcript of Lincoln's inaugural address
- C. A Web site dedicated to facts about former presidents
- D. A biography of Lincoln that was written by a current historian
Correct Answer & Rationale
Correct Answer: B
Option B, a transcript of Lincoln's inaugural address, serves as a primary source because it is a direct account from Lincoln himself, reflecting his thoughts and intentions at that specific moment in history. Option A, a research-based history textbook, is a secondary source that interprets and analyzes historical events rather than presenting original documents or firsthand accounts. Option C, a website dedicated to facts about former presidents, typically compiles information from various sources, making it a secondary source as well. Option D, a biography written by a current historian, is also a secondary source that synthesizes information from primary sources to present a narrative about Lincoln's life.
Option B, a transcript of Lincoln's inaugural address, serves as a primary source because it is a direct account from Lincoln himself, reflecting his thoughts and intentions at that specific moment in history. Option A, a research-based history textbook, is a secondary source that interprets and analyzes historical events rather than presenting original documents or firsthand accounts. Option C, a website dedicated to facts about former presidents, typically compiles information from various sources, making it a secondary source as well. Option D, a biography written by a current historian, is also a secondary source that synthesizes information from primary sources to present a narrative about Lincoln's life.
Other Related Questions
Which of the following most effectively combines the statements above into a single coherent and grammatically correct sentence?
- A. Much of the Great Wall of China, which is actually a network of walls and towers, was built in the fifteenth and sixteenth centuries.
- B. The Great Wall of China, this is actually a network of walls and towers, much of it is built in the fifteenth and sixteenth centuries.
- C. Much of the Great Wall of China, building in the fifteenth and sixteenth centuries, and it is actually a network of walls and towers.
- D. Actually a network of walls and towers, they built much of the Great Wall of China in the fifteenth and sixteenth centuries.
Correct Answer & Rationale
Correct Answer: A
Option A effectively combines the statements into a coherent sentence by using a relative clause ("which is actually a network of walls and towers") to provide additional information about the Great Wall of China without disrupting the main thought. Option B incorrectly uses a comma splice, creating two independent clauses that are improperly joined. Option C introduces a participial phrase that makes the sentence awkward and unclear, failing to maintain grammatical structure. Option D starts with a fragment, lacking a clear subject, and misattributes the building of the wall, leading to confusion about who built it.
Option A effectively combines the statements into a coherent sentence by using a relative clause ("which is actually a network of walls and towers") to provide additional information about the Great Wall of China without disrupting the main thought. Option B incorrectly uses a comma splice, creating two independent clauses that are improperly joined. Option C introduces a participial phrase that makes the sentence awkward and unclear, failing to maintain grammatical structure. Option D starts with a fragment, lacking a clear subject, and misattributes the building of the wall, leading to confusion about who built it.
Which of the following words is best identified as a Tier 1 or everyday word?
- A. Shape
- B. Ecosystem
- C. Context
- D. Continent
Correct Answer & Rationale
Correct Answer: A
Tier 1 words are basic vocabulary that most people use in everyday conversation. "Shape" fits this definition as it refers to a common concept easily understood by all age groups. In contrast, "Ecosystem" (B) is a Tier 3 word often used in specific scientific contexts, making it less familiar to the general population. "Context" (C) is somewhat more common but still leans towards academic language, often requiring deeper comprehension. "Continent" (D) is a geographical term that, while known, is not used as frequently in daily interactions. Thus, "Shape" stands out as the most accessible everyday term.
Tier 1 words are basic vocabulary that most people use in everyday conversation. "Shape" fits this definition as it refers to a common concept easily understood by all age groups. In contrast, "Ecosystem" (B) is a Tier 3 word often used in specific scientific contexts, making it less familiar to the general population. "Context" (C) is somewhat more common but still leans towards academic language, often requiring deeper comprehension. "Continent" (D) is a geographical term that, while known, is not used as frequently in daily interactions. Thus, "Shape" stands out as the most accessible everyday term.
Which of the following best describes a benefit of having students read both excerpts?
- A. Students can analyze the differences between a primary and a secondary source document.
- B. Students can compare the facts in the primary source to the emotions expressed in the secondary source.
- C. Students can understand different points of view when forming an opinion about an event.
- D. Students can learn to recognize whether sources are reliable.
Correct Answer & Rationale
Correct Answer: A
Analyzing both excerpts allows students to distinguish between primary and secondary sources, enhancing their understanding of historical context and perspective. Option B is misleading; while comparing facts and emotions is valuable, it does not specifically address the unique characteristics of primary versus secondary sources. Option C is also important, yet it focuses more on perspectives rather than the source types themselves. Option D, while relevant to evaluating reliability, does not emphasize the distinction between primary and secondary sources, which is central to the learning objective. Understanding these differences is crucial for critical analysis in historical studies.
Analyzing both excerpts allows students to distinguish between primary and secondary sources, enhancing their understanding of historical context and perspective. Option B is misleading; while comparing facts and emotions is valuable, it does not specifically address the unique characteristics of primary versus secondary sources. Option C is also important, yet it focuses more on perspectives rather than the source types themselves. Option D, while relevant to evaluating reliability, does not emphasize the distinction between primary and secondary sources, which is central to the learning objective. Understanding these differences is crucial for critical analysis in historical studies.
A group of students work together at a literacy center where the individual letters "p," "i," and "g" are printed on card stock. One student puts the three letters together and says, "I made 'pig'!" The activity best supports which of the following reading skills?
- A. Building words with onsets
- B. Dividing words using syllabication
- C. Blending phonemes to make words
- D. Segmenting phonemes to make words
Correct Answer & Rationale
Correct Answer: C
The activity involves combining individual letters to form the word "pig," which directly supports blending phonemes. Blending is the skill of merging individual sounds to create a complete word, exemplified by the student saying "I made 'pig'." Option A, building words with onsets, focuses specifically on the initial consonant sounds, which is not the primary skill demonstrated here. Option B, dividing words using syllabication, pertains to breaking words into syllables, while this activity emphasizes merging sounds instead. Option D, segmenting phonemes, involves breaking words into their individual sounds, which is the opposite of what the student is doing in this scenario.
The activity involves combining individual letters to form the word "pig," which directly supports blending phonemes. Blending is the skill of merging individual sounds to create a complete word, exemplified by the student saying "I made 'pig'." Option A, building words with onsets, focuses specifically on the initial consonant sounds, which is not the primary skill demonstrated here. Option B, dividing words using syllabication, pertains to breaking words into syllables, while this activity emphasizes merging sounds instead. Option D, segmenting phonemes, involves breaking words into their individual sounds, which is the opposite of what the student is doing in this scenario.