7th Grade SpringBoard Summative Assessment Unit 2/Part 2
Question 1
1.
Speech delivered at the United Nations Earth Summit in 1992
Cullis-Suzuki’s purpose for giving this speech is to
Question 2
2.
Part A:
Which type of rhetorical device does the speaker use to strengthen the central argument?
Question 3
3.
Part B:
Which choice provides the best evidence for the answer to Part A?
Question 4
4.
Read the excerpt from the passage:
I'm only a child, yet I know we are all part of a family, five billion strong, in fact, 30 million species strong and we all share the same air, water and soil—borders and governments will never change that.
Which choice best explains how this excerpt connects to the speaker's argument about responsibility?
Question 5
5.
Read the excerpt from the passage:
If you don't know how to fix it, please stop breaking it!
Which choice best explains how the speaker uses reasoning to support the demand in the excerpt?
Question 6
6.
To GMO* or Not to GMO?
The authors most likely wrote this passage because they wanted to
Question 7
7.
Which of the following options best summarizes the passage?
Question 8
8.
Part A:
Which choice describes the most likely intended audience of the passage?
Question 9
9.
Part B:
Which choice provides the best evidence for the answer to Part A?
Question 10
10.
Which choice best describes how some companies adapt food ingredients for consumers who live in different locations?
Question 11
11.
Read the excerpt from "To GMO or Not to GMO?":
There is no easy answer to the question of how safe GMO foods are, or what their long-term effects might be. Many people wonder about what unintended consequences GMO foods might have on the human body. Critics ask whether a rise in allergies is linked to GMO foods. Genetically modified crops can also contaminate other crops, including those intentionally grown without GMOs.
Based on the excerpt, how do the critics' concerns about GMO foods best relate to Severn Suzuki's speech?
Question 12
12.
How do Severn Suzuki and the authors of "To GMO or Not to GMO?" use evidence to support their arguments?
D) persuade the audience to act with the future of the whole world in mind.
D) She uses sweeping generalizations, attempting to make the leaders feel bad about choices in which they
might not have been involved.
D) Here, you may be delegates of your governments, business people, organisers, reporters or politicians—
but really you are mothers and fathers, brothers and sisters, aunts and uncles—and all of you are somebody's child.
C) It reminds audience members that they have the responsibility to consider how their actions impact other
living beings around the world.
D) It reminds audience members that they have the responsibility to reject greedy behavior in their communities.
C) She offers practical solutions to various environmental crises that affect humans around the world.
D) She provides detailed descriptions of environmental disasters to make people feel ashamed of their actions.
D) explain that other countries have different opinions about genetic alteration.
D) Some companies ask consumers to give their opinions on the types of products they want to buy in stores and then adapt the foods based on consumers' locations.
C) Both acknowledge that no one has the solutions to common health and environmental issues.
D) Both raise awareness about the long-term effects on the planet and on people’s heath.