Name: _____________________________________________________________________________ Date: ___________________________
Grade 7 Unit 1 Reading Comprehension Practice
Use this table to score questions 1-5 after you have completed this reading
comprehension practice exercise.
Question
Number
Code
1
RI.7.2.
2
RI.7.1.
3
RI.7.1.
4
L.7.4 (a)
5
L.7.4 (a)
6
RI.7.1.
W.7.8.
Standard
Determine two or more central ideas in a text and analyze
their development over the course of the text; provide an
objective summary of the text.
Cite several pieces of textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from
the text.
Cite several pieces of textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from
the text.
Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 7 reading and
content, choosing flexibly from a range of strategies. Use
context (e.g., the overall meaning of a sentence or paragraph;
a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase.
Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 7 reading and
content, choosing flexibly from a range of strategies. Use
context (e.g., the overall meaning of a sentence or paragraph;
a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase.
Cite several pieces of textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from
the text.
Gather relevant information from multiple print and digital
sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
1
Student Mastery
√= Answered
correctly
X= Answered
incorrectly
Total points on
question 6:
_________/ 2 points
Declaration of Independence
by W.M. Akers
Used with permission by ReadWorks.org
Read the passage. Then answer questions 1 through 6.
1
There are a few pieces of the Declaration of Independence which most Americans know by heart.
"When in the course of human events…," "…all men are created equal," "Life, Liberty, and the
pursuit of Happiness," are pieces of a philosophy that explain the very foundation of the American
government. But a close reading of the most important document in the early history of the United
States can tell us more about what kind of government the founding fathers wanted. The entire
history of the colonies is contained in its 1300 words.
2
In a way, the Declaration of Independence is like a break‐up letter, or an email sent to a boss after
a long time working a hated job. "I quit!" it says. "And here's why." The Declaration is an
interesting document to read, even more than two centuries after it was written, and it is only
lightly concerned with philosophy. Most of it is given over to practical matters—everyday
concerns that would have more meaning to ordinary people than any longwinded explanations of
governmental philosophy.
3
The intellectual foundation of the Declaration is explained in just a few sentences in the second
paragraph. "All men are created equal," writes author Thomas Jefferson. Everyone has basic rights
that cannot be taken away, including "Life, Liberty and the pursuit of Happiness." Any government
that does not give its people these basic rights does not deserve to exist. Perhaps the most
revolutionary idea is that the government’s power comes "from the consent of the governed." To
make such a statement to England's King George III, who believed that his right to rule came from
God, is quite a bold move.
4
In the Declaration, Thomas Jefferson presents a list of complaints. Many of these dozens of
complaints are general. For example, he charges the king with "imposing Taxes on us without our
Consent." But most of the complaints are very specific, and give insight into the sort of things
bothering the Patriots in 1776.
5
In one of the first complaints, the
king is accused of holding legislative
meetings "at places unusual,
uncomfortable, and distant" from
their ordinary locations. This is a
reference to specific occasions in
Massachusetts and Virginia where
regular legislative meetings had
grown so raucous, the English
governors began to fear for their
safety. The meeting places were changed to locations so inconvenient that most of the angry
lawmakers could not make the journey. If they did make the long trip, they would be too tired to
argue with unjust decision making. Jefferson explains in the Declaration that the king moved these
public meetings around so that the governors would be worn out and tricked into complying with
the king’s measures.
2
6
The right for people to watch their government in action has been an important part of American
democracy ever since. This is why local city council meetings are generally open to the public, and
why even small government decisions—the altering of a school district, for instance—must be
preceded by a public hearing. When a citizen goes to speak at such a hearing, they are following in
the footsteps of the colonists who demanded that public meetings be held in convenient locations.
7
Only at the end of Jefferson's list does the full extent of his rage shine through. He accuses the king
of "waging War against us," saying that "he has plundered our seas, ravaged our Coasts, burnt our
towns, and destroyed the lives of the people."
8
Although a written document, the Declaration of Independence was intended to be read aloud
throughout the colonies as a way of encouraging frustrated citizens to rebellion against their king.
For this reason, it makes sense that it starts slowly, introducing the intellectual argument calmly,
before steadily rising to a fever of rage and indignation. It is not hard to imagine a speaker in
Boston or Philadelphia reading this list in front of a crowd. Even those listeners unmoved by the
opening passages—the famous ones—would be excited by the more indignant passages towards
the end.
9
The Declaration of Independence was not solely meant to serve as a nation's founding document.
It was to be used to raise an army, to protect a rebellion that had just barely begun.
Write the letter of the correct answer on the line next to each question.
_______ 1. What does the passage mostly describe?
A. the impact of the Declaration of Independence on the war efforts of the American colonists
B. the organization of the Declaration of Independence and the historical context in which it was
written
C. the reaction of the British monarchy to the Declaration of Independence
D. the French and Indian War and its impact on the relationship between the colonists and the
British monarchy
_______ 2. Thomas Jefferson was not afraid to make daring statements in the Declaration of Independence.
What evidence from the text best supports this conclusion?
A. Jefferson stated that a government’s power derives “from the consent of the governed.”
B. Jefferson began the Declaration of Independence with an intellectual argument, then listed
specific bureaucratic complaints.
C. Jefferson claimed that public meetings were being moved around on purpose.
D. Jefferson complained about the presence of the king’s soldiers in the colonies.
_______ 3. How did Thomas Jefferson intend for the colonists to feel after hearing the Declaration of
Independence read aloud?
A.
B.
C.
D.
indifferent and bored
outraged and eager to act
sympathetic and guilty
disappointed and hopeless
3
_______ 4. When Thomas Jefferson stated that the government’s power comes “from the consent of the
governed,” he meant that . . .
A.
B.
C.
D.
a government is only powerful if it has complete control over its people
a government is only powerful if people of different social classes are represented by governors
a government is only powerful if its people agree to let it govern them
a government is only powerful if some of its people disagree with its ruling methods
_______ 5. As used in the following sentence from paragraph 4, the word “raucous” most nearly means . . .
“This is a reference to specific occasions in Massachusetts and Virginia where regular legislative
meetings had grown so raucous, the English governors began to fear for their safety.”
A.
B.
C.
D.
disorderly
productive
quiet
spirited
Answer question 6 in the space provided below.
6. The Declaration of Independence served more than one purpose. Describe at least one purpose
of the Declaration of Independence. Use at least two details from the text to support your answer.
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ANSWER KEY
Write the letter of the correct answer on the line next to each question.
_______ 1. What does the passage mostly describe?
A. the impact of the Declaration of Independence on the war efforts of the American colonists
B. the organization of the Declaration of Independence and the historical context in which it
was written
C. the reaction of the British monarchy to the Declaration of Independence
D. the French and Indian War and its impact on the relationship between the colonists and the
British monarchy
EXPLANATION: This question requires that students comprehend the entire text and determine the
central idea of the text. Students need to understand that by describing the different features of the
Declaration of Independence, the author is describing how it is organized. The passage begins by
describing how the Declaration of Independence opens and continues to summarize the different aspects
of the Declaration. While the author of the passage does allude to choices A and C, he does not explicitly
describe either of these choices. Choice D is not mentioned anywhere in this passage. To help students
understand why choice B is correct, review paragraphs 2, 4, and 7, which explain the organization of
the Declaration of Independence. Review paragraphs 5 and 8 to discuss the concept of historical
context presented in choice B.
_______ 2. Thomas Jefferson was not afraid to make daring statements in the Declaration of Independence.
What evidence from the text best supports this conclusion?
A. Jefferson stated that a government’s power derives “from the consent of the governed.”
B. Jefferson began the Declaration of Independence with an intellectual argument, then listed
specific bureaucratic complaints.
C. Jefferson claimed that public meetings were being moved around on purpose.
D. Jefferson complained about the presence of the king’s soldiers in the colonies.
EXPLANATION: This question requires that students identify the best piece of evidence to support a
conclusion. While choice B, C, and D are all true, choice A best supports the conclusion that Jefferson was
not afraid to make daring statements. The author makes this clear at the end of paragraph 3, when he
explains that the claim that the government’s power comes from the consent of the governed “is quite a
bold move.” Direct students to this particular line of the text and stress the importance of close
reading. When reviewing this question with students, ask them to explain why choices B, C, and D do
not support the conclusion as well as choice A does.
5
_______ 3. How did Thomas Jefferson intend for the colonists to feel after hearing the Declaration of
Independence read aloud?
A.
B.
C.
D.
indifferent and bored
outraged and eager to act
sympathetic and guilty
disappointed and hopeless
EXPLANATION: This question requires close attention to the text. The words “rage,” “indignation,”
and “indignant” all appear in paragraphs 8 and 9, suggesting that the Declaration was meant to incite
colonists to act. When reviewing this question with students, perform a close reading of
paragraphs 8 and 9. Have students circle words and phrases that support answer choice B.
_______ 4. When Thomas Jefferson stated that the government’s power comes “from the consent of the
governed,” he meant that . . .
A.
B.
C.
D.
a government is only powerful if it has complete control over its people
a government is only powerful if people of different social classes are represented by governors
a government is only powerful if its people agree to let it govern them
a government is only powerful if some of its people disagree with its ruling methods
EXPLANATION: This question requires students to use context clues to determine the meaning of the
word “consent.” Direct students’ attention to the last two sentences of paragraph 3. Explain that if
King George III believed his right to rule came from God, then the right to rule coming from the consent of
the governed must be the opposite. This means that the right to rule comes from man. From there,
students can deduce the meaning of the word “consent.”
_______ 5. As used in the following sentence from paragraph 4, the word “raucous” most nearly means . . .
“This is a reference to specific occasions in Massachusetts and Virginia where regular legislative
meetings had grown so raucous, the English governors began to fear for their safety.”
A.
B.
C.
D.
disorderly
productive
quiet
spirited
EXPLANATION: This question requires students to use context clues to determine the meaning of the
word “raucous.” Point out to students that if “English governors began to fear for their safety,” the
meetings would not be productive (B) or quiet (C). Students might choose choice D. To explain why
choice A is a better answer, point out that “spirited” generally has a positive connotation and does not
give off a sense of danger, while “disorderly” does.
6
Answer question 6 in the space provided below.
6. The Declaration of Independence served more than one purpose. Describe at least one purpose
of the Declaration of Independence. Use at least two details from the text to support your answer.
Answers will vary. Use the enclosed rubric as a guideline for scoring.
Example of a 2-level answer:
One purpose of the Declaration of Independence was to encourage citizens to rebel against the
government. It lists several complaints against the king, which are meant to make citizens angry
and encourage them to rebel. It also accuses the king of waging war against the citizens, which is
meant to again make citizens want to rebel against the king.
Score
2
1
0
Response Features
• Valid inferences and/or claims from the text where required by
the prompt
• Evidence of analysis of the text where required by the prompt
• Relevant facts, definitions, concrete details, and/or other information from the text to develop
response according to the requirements of the prompt
• Sufficient number of facts, definitions, concrete details, and/or other information from the text
as required by the prompt
• Complete sentences where errors do not impact readability
• A mostly literal recounting of events or details from the text as required by the prompt
• Some relevant facts, definitions, concrete details, and/or other information from the text to
develop response according to the requirements of the prompt
• Incomplete sentences or bullets
• A response that does not address any of the requirements of the prompt or is totally inaccurate
• A response that is not written in English
• A response that is unintelligible or indecipherable
7