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Name: _____________________________ Date: __________ Block _____ 

Write the letter of the best answer. (5 points each) 

____1. 
Which of the following seems to foreshadow the real cause of the frightening events to 
come? 

a. Parris?s concern over firewood 
b. Parris's call for Reverend Hale 
c. the relationship between Goody Osburn and Giles 
d. the relationship between Abigail and John Proctor 
____2. 
Parris is reluctant to tell anyone that Betty may be bewitched because he 

a. fears that Betty's reputation will be destroyed. 
b. knows that the idea of witchcraft will cause mass hysteria. 
c. fears that his enemies will destroy his reputation. 
d. firmly believes that witches do not exist. 
____3. 
Thomas Putnam can best be described as 

a. kind-hearted. 
b. vindictive. 
c. sympathetic. 
d. rational. 
____4. 
Thomas Putnam's attitude toward Reverend Parris can best be described as 

a. respectful. 
b. contemptuous. 
c. indifferent. 
d. fearful. 
Write the letter of the best answer. (4 points each) 

____5. 
A person with a predilection for mystery novels is likely to 

a. dislike them. 
b. criticize them. 
c. prefer them. 
____6. 
A fanatic is best described as 

a. solemn 
b. honest 
c. irrational 
____7. 
People who arbitrate disputes are most like 

a. employers. 
b. judges. 
c. executioners. 
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____8. 
If you and a friend earn disproportionate amounts of money for a day's work, the amounts 
are 

a. balanced. 
b. unequal. 
c. not enough. 
____9. 
Who is most likely to try to ascertain the truth? 

a. a detective 
b. a criminal 
c. a bystander 
____10. Most of the villagers view Rebecca Nurse as a 

a. harmless gossip. 
b. kind and respectable woman. 
c. spiteful woman. 
d. merciless judge of others. 
____11. Reverend Parris is most concerned with 

a. his reputation. 
b. Betty's health. 
c. Abigail's soul. 
d. the spiritual needs of the people. 
____12. Abigail went into the forest because she wanted to 

a. get rid of Goody Proctor. 
b. threaten Tituba. 
c. watch the other girls dance. 
d. persuade the girls to return home. 
____13. You can infer that the citizens of Salem thought dancing was 

a. only for children. 
b. good exercise. 
c. evil and sinful. 
d. a delightful entertainment. 
____14. Which statement made by Abigail shows that she is not as harmless as she appears? 

a. "Uncle, you've prayed since midnight." 
b. "I can make you wish you had never seen the sun go down!" 
c. "My name is good in the village!" 
d. "She is blackening my name in the village!" 
____15. Tituba most likely confessed to meeting with the devil because she 

a. wanted the villagers to fear her. 
b. wanted to please Parris. 
c. did not want Abigail to get into trouble. 
d. thought it might save her life. 
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____16. Which sentence best describes John Proctor? 

a. He respects Reverend Hale's opinions. 
b. He believes in witchcraft. 
c. He will do whatever he can to destroy Thomas Putnam. 
d. He rebels against authority by speaking his mind. 
____17. Rebecca advised Parris to send Reverend Hale away because she 

a. thought the villagers might resent the help of an outsider. 
b. feared she would be exposed as a witch. 
c. knew his presence would only cause more hysteria in Salem. 
d. felt that Parris could handle the situation better than Hale. 
Answer the following question based on your own experience and knowledge. Write your answer on 
a separate sheet of paper. (20 points) 

18. 
Arthur Miller says, "A political policy is equated with moral right, and opposition to it with 
diabolical malevolence." Do you agree or disagree with his statement? Include in your 
response examples from recent history (such as the war with Iraq or political campaigns) that 
support or call into question Miller's belief. 
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Answer Sheet 

1. d. the relationship between Abigail and John Proctor 
2. c. fears that his enemies will destroy his reputation. 
3. b. vindictive. 
4. b. contemptuous. 
5. c. prefer them. 
6. c. irrational 
7. b. judges. 
8. b. unequal. 
9. a. a detective 
10. b. kind and respectable woman. 
11. 
a. his reputation. 
12. 
a. get rid of Goody Proctor. 
13. 
c. evil and sinful. 
14. 
b. "I can make you wish you had never seen the sun go down!" 
15. 
d. thought it might save her life. 
16. 
d. He rebels against authority by speaking his mind. 
17. 
c. knew his presence would only cause more hysteria in Salem. 
18. 
Answers will vary widely, depending on students' personal experiences, situations, and 
viewpoints. Accept any answers that address the concern of the question and are elaborated 
by examples or details from the literature or from life. 
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Standards Summary: All Standards In Test 

IN 11.1.0 READING: Word Recognition, Fluency, and Vocabulary Development Students 
apply their knowledge of word origins (words from other languages or from history 
or literature) to determine the meaning of new words encountered in reading 
and use those words accurately. 
IN 11.2.0 READING: Reading Comprehension (Focus on Informational Materials) Students 
read and understand grade-level-appropriate material. They analyze the 
organizational patterns and evaluate authors' arguments and positions. The 
selections in the Indiana Reading List (available online at 
www.doe.state.in.us/standards/readinglist.html) illustrate the quality and 
complexity of the materials to be read by students. At Grade 11, in addition to 
regular classroom reading, students read a wide variety of classic and 
contemporary literature, poetry, magazines, newspapers, reference materials, 
technical resources, and online information. 
IN 11.2.2 Analyze the way in which clarity of meaning is affected by the patterns of 
organization, repetition of the main ideas, organization of language, and word 
choice in the text. 
IN 11.2.5 Analyze an author's implicit and explicit assumptions and beliefs about a 
subject. 
IN 11.3.0 READING: Literary Response and Analysis Students read and respond to 
grade-level-appropriate historically or culturally significant works of literature that 
reflect and enhance their study of history and social science. They conduct 
in-depth analyses of recurrent themes. The selections in the Indiana Reading 
List (available online at www.doe.state.in.us/ standards/readinglist.html) illustrate 
the quality and complexity of the materials to be read by students. 
IN 11.3.1 Analyze characteristics of subgenres, types of writings such as satire, parody, 
allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, 
essays, and other basic genres.Satire: using humor to point out weaknesses of 
people and society..Parody:using humor to imitate or mock a person or 
situation. Allegory: using fictional figures and actions to express truths about 
human experiences. Pastoral: showing life in the country in an idealistic -and 
not necessarily realistic -way. 

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IN 11.3.5 
Analyze recognized works of American literature representing a variety of genres 
and traditions that: trace the development of the major periods of American 
literature.contrast the major themes, styles, and trends in different 
periods..evaluate the influences (philosophical, political, religious, ethical, and 
social) of the historical period for a given novel that shaped the characters, plot, 
and setting. 

IN 11.3.8 
Analyze the philosophical arguments presented in literary works to determine 
whether the authors' positions have contributed to the quality of each work and 
the credibility of the characters. 

IN 11.4.0 
WRITING: Writing Process Students write coherent and focused texts that show a 
well-defined point of view and tightly reasoned argument. The writing 
demonstrates students' progression through the stages of the writing process 
(prewriting, writing, editing, and revising). 

IN 11.4.10 
Review, evaluate, and revise writing for meaning, clarity, achievement of 
purpose, and mechanics. 

IN 11.4.4 
Structure ideas and arguments in a sustained and persuasive way and support 
them with precise and relevant examples. 

IN 11.4.8 
Use systematic strategies to organize and record information, such as anecdotal 
scripting or annotated bibliographies. 

IN 11.5.0 
WRITING: Writing Applications (Different Types of Writing and Their 
Characteristics) At Grade 11, students continue to combine the rhetorical 
strategies of narration, exposition, persuasion, and description to produce texts of 
at least 1,500 words. Students are introduced to writing reflective compositions 
and historical investigation reports and become familiar with the forms of job 
applications and r?sum?s. Students deliver multimedia presentations on varied 
topics. Student writing demonstrates a command of Standard English and the 
research, organizational, and drafting strategies outlined in Standard 4 -Writing 
Process. Writing demonstrates an awareness of the audience (intended reader) 
and purpose for writing. 

IN 11.5.2 
Write responses to literature that: demonstrate a comprehensive understanding of 
the significant ideas in works or passages. analyze the use of imagery, 
language, universal themes, and unique aspects of the text. support important 
ideas and viewpoints through accurate and detailed references to the text and to 
other works. demonstrate an understanding of the author's style and an 
appreciation of the effects created. identify and assess the impact of perceived 
ambiguities, nuances, and complexities within the text. 

SAT 9 1.3 
Context 

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SAT 9 2.2.1 Specific Detail 
SAT 9 2.2.2 Inference 
SAT 9 2.2.3 Extending Meaning 
SAT 9 2.3.1 Specific Detail 
SAT 9 2.3.3 Inference 
SAT 9 2.3.4 Extending Meaning 
Terra Nova 1.1.1 identifying stated information 
Terra Nova 1.1.3 defining grade level vocabulary 
Terra Nova 2.1 Demonstrate comprehension by drawing conclusions inferring relationships such 
as cause and effect. 
Terra Nova 2.2.3 character 
Terra Nova 2.2 Identifying theme and story elements such as plot, climax, character and setting. 
Terra Nova 3.1.4 transferring ideas to other situations 
Terra Nova 3.1 Demonstrate critical understanding by making predictions, distinguishing 
between fact and opinion, and reality and fantasy, transferring ideas to other 
situations, and judging author purpose, point of view, and effectiveness. 

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