Basic Training - Reading - 2 - PreTest

You think because he doesn’t love you that you are worthless. You think that because he doesn’t want you anymore that he is right — that his judgement and opinion of you are correct. If he throws you out, then you are garbage. You think he belongs to you because you want to belong to him. Don’t.

It’s a bad word, ‘belong.’ Especially when you put it with somebody you love. Love shouldn’t be like that. Did you ever see the way the clouds love a mountain? They circle all around it; sometimes you can’t even see the mountain for the clouds. But you know what? You go up top and what do you see? His head. The clouds never cover the head. His head pokes through, because the clouds let him; they don’t wrap him up. They let him keep his head up high, free, with nothing to hide him or bind him.

You can’t own a human being. You can’t lose what you don’t own. Suppose you did own him. Could you really love somebody who was absolutely nobody without you? You really want somebody like that? Somebody who falls apart when you walk out the door? You don’t, do you? And neither does he.

You’re turning over your whole life to him. Your whole life, girl. And if it means so little to you that you can just give it away, hand it to him, then why should it mean any more to him? He can’t value you more than you value yourself.

Which statement is not an idea, but an opinion?

Fourscore and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field as a final resting-place for those who here gave their lives that this nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we cannot dedicate — we cannot consecrate — we cannot hallow — this ground. The brave men, living and dead, who struggled here have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion — that we here highly resolve that these dead shall not have died in vain — that this nation shall have a new birth of freedom and that government of the people, by the people, for the people, shall not perish from the earth.

The primary focus of this passage is most likely _______________.

“We the people, in order to form a more perfect union.”

Two hundred and twenty-one years ago, in a hall that still stands across the street, a group of men gathered and, with these simple words, launched America’s improbable experiment in democracy. Farmers and scholars; statesmen and patriots who had traveled across an ocean to escape tyranny and persecution finally made real their declaration of independence at a Philadelphia convention that lasted through the spring of 1787.

The document they produced was eventually signed but ultimately unfinished. It was stained by this nation’s original sin of slavery, a question that divided the colonies and brought the convention to a stalemate until the founders chose to allow the slave trade to continue for at least twenty more years, and to leave any final resolution to future generations.

Of course, the answer to the slavery question was already embedded within our Constitution – a Constitution that had at is very core the ideal of equal citizenship under the law; a Constitution that promised its people liberty, and justice, and a union that could be and should be perfected over time.

And yet words on a parchment would not be enough to deliver slaves from bondage, or provide men and women of every color and creed their full rights and obligations as citizens of the United States. What would be needed were Americans in successive generations who were willing to do their part – through protests and struggle, on the streets and in the courts, through a civil war and civil disobedience and always at great risk – to narrow that gap between the promise of our ideals and the reality of their time.

The statement “Two hundred and twenty-one years ago” references ________________.

“We the people, in order to form a more perfect union.”

Two hundred and twenty-one years ago, in a hall that still stands across the street, a group of men gathered and, with these simple words, launched America’s improbable experiment in democracy. Farmers and scholars; statesmen and patriots who had traveled across an ocean to escape tyranny and persecution finally made real their declaration of independence at a Philadelphia convention that lasted through the spring of 1787.

The document they produced was eventually signed but ultimately unfinished. It was stained by this nation’s original sin of slavery, a question that divided the colonies and brought the convention to a stalemate until the founders chose to allow the slave trade to continue for at least twenty more years, and to leave any final resolution to future generations.

Of course, the answer to the slavery question was already embedded within our Constitution – a Constitution that had at is very core the ideal of equal citizenship under the law; a Constitution that promised its people liberty, and justice, and a union that could be and should be perfected over time.

And yet words on a parchment would not be enough to deliver slaves from bondage, or provide men and women of every color and creed their full rights and obligations as citizens of the United States. What would be needed were Americans in successive generations who were willing to do their part – through protests and struggle, on the streets and in the courts, through a civil war and civil disobedience and always at great risk – to narrow that gap between the promise of our ideals and the reality of their time.

The primary focus of this passage is most likely _______________.

All through the years we have had to fight for civil liberty, and we know that there are times when the light grows rather dim, and every time that happens democracy is in danger.

Now, largely because of the troubled state of the world as a whole, civil liberties have disappeared in many other countries. It is impossible, of course, to be at war and to keep freedom of the press and freedom of speech and freedom of assembly. They disappear automatically. And so in many countries where ordinarily they were safe, today they are gone. In those countries, even before war came, not only did freedom of the press, freedom of assembly, and freedom of speech disappear, but also freedom of religion.

“Civil Liberties” emphasizes the liberty of the individual. In many other countries the importance of the individual has disappeared; the individual lives for the government. Here in a democracy, the government exists for the individual. Therefore, we have to constantly be watching, examining ourselves to be sure that we are preserving the civil liberties for all our people. This is the foundation of our democracy.

And so we know that here in this country, we have a grave responsibility. We are at peace. We have no reason for the fears which govern so many other peoples throughout the world. We have to guard the freedoms of democracy.

The main idea of the fourth section of this passage is about _____________.

All through the years we have had to fight for civil liberty, and we know that there are times when the light grows rather dim, and every time that happens democracy is in danger.

Now, largely because of the troubled state of the world as a whole, civil liberties have disappeared in many other countries. It is impossible, of course, to be at war and to keep freedom of the press and freedom of speech and freedom of assembly. They disappear automatically. And so in many countries where ordinarily they were safe, today they are gone. In those countries, even before war came, not only did freedom of the press, freedom of assembly, and freedom of speech disappear, but also freedom of religion.

“Civil Liberties” emphasizes the liberty of the individual. In many other countries the importance of the individual has disappeared; the individual lives for the government. Here in a democracy, the government exists for the individual. Therefore, we have to constantly be watching, examining ourselves to be sure that we are preserving the civil liberties for all our people. This is the foundation of our democracy.

And so we know that here in this country, we have a grave responsibility. We are at peace. We have no reason for the fears which govern so many other peoples throughout the world. We have to guard the freedoms of democracy.

The primary focus of this passage is most likely _______________.

Oh, say can you see, by the dawn’s early light,
What so proudly we hailed at the twilight’s last gleaming?
Whose broad stripes and bright stars, through the perilous fight,
O’er the ramparts we watched, were so gallantly streaming?
And the rockets’ red glare, the bombs bursting in air,
Gave proof through the night that our flag was still there.
O say, does that star-spangled banner yet wave
O’er the land of the free and the home of the brave?

On the shore, dimly seen through the mists of the deep,
Where the foe’s haughty host in dread silence reposes,
What is that which the breeze, o’er the towering steep,
As it fitfully blows, now conceals, now discloses?
Now it catches the gleam of the morning’s first beam,
In full glory reflected now shines on the stream:
‘Tis the star-spangled banner! O long may it wave
O’er the land of the free and the home of the brave.

And where is that band who so vauntingly swore
That the havoc of war and the battle’s confusion
A home and a country should leave us no more?
Their blood has wiped out their foul footstep’s pollution.
No refuge could save the hireling and slave
From the terror of flight, or the gloom of the grave:
And the star-spangled banner in triumph doth wave
O’er the land of the free and the home of the brave.

Oh! thus be it ever, when freemen shall stand
Between their loved homes and the war’s desolation!
Blest with victory and peace, may the heaven-rescued land
Praise the Power that hath made and preserved us a nation.
Then conquer we must, for our cause it is just,
And this be our motto: “In God is our trust.”
And the star-spangled banner forever shall wave
O’er the land of the free and the home of the brave!

The fourth passage implies that that ________________.

Oh, say can you see, by the dawn’s early light,
What so proudly we hailed at the twilight’s last gleaming?
Whose broad stripes and bright stars, through the perilous fight,
O’er the ramparts we watched, were so gallantly streaming?
And the rockets’ red glare, the bombs bursting in air,
Gave proof through the night that our flag was still there.
O say, does that star-spangled banner yet wave
O’er the land of the free and the home of the brave?

On the shore, dimly seen through the mists of the deep,
Where the foe’s haughty host in dread silence reposes,
What is that which the breeze, o’er the towering steep,
As it fitfully blows, now conceals, now discloses?
Now it catches the gleam of the morning’s first beam,
In full glory reflected now shines on the stream:
‘Tis the star-spangled banner! O long may it wave
O’er the land of the free and the home of the brave.

And where is that band who so vauntingly swore
That the havoc of war and the battle’s confusion
A home and a country should leave us no more?
Their blood has wiped out their foul footstep’s pollution.
No refuge could save the hireling and slave
From the terror of flight, or the gloom of the grave:
And the star-spangled banner in triumph doth wave
O’er the land of the free and the home of the brave.

Oh! thus be it ever, when freemen shall stand
Between their loved homes and the war’s desolation!
Blest with victory and peace, may the heaven-rescued land
Praise the Power that hath made and preserved us a nation.
Then conquer we must, for our cause it is just,
And this be our motto: “In God is our trust.”
And the star-spangled banner forever shall wave
O’er the land of the free and the home of the brave!

The primary focus of this passage is most likely _______________.

Transportation is one of our modern life problems, especially when people depend on their own cars. As world population increases, particularly in large industrial cities, the dependence on private cars is likely to become a thing of the past. This essay will discuss the problems of private car transportation and some possible solutions.

The most obvious problem of depending on private car is congestion; the traffic jam. In an older cities it is very hard access downtown areas by car. Old streets, not designed for car traffic are congested with pedestrians and markets. There are few places to park. As a result, movement of people is restricted. Congestion is especially dangerous during an emergency that requires attention to a car accident or transfer of a sick patient by ambulance.

Another alarming effect of private car transportation is pollution. This is especially evident in large urban industrial cities. So, in addition to the traffic congestion, there is also lung congestion and higher rates of lung disease that results from increased exposure to carbon dioxide.

Working together, government and individuals can overcome the transportation challenges. However, both must play a role to solve this issue. In the long term, government can plan cities to accommodate some car traffic. In the short term, they can support construction of pedestrian and mass transit routes. This will encourage more people to abandon their dependence on private cars.

The statement “_____________” references ________________.

Transportation is one of our modern life problems, especially when people depend on their own cars. As world population increases, particularly in large industrial cities, the dependence on private cars is likely to become a thing of the past. This essay will discuss the problems of private car transportation and some possible solutions.

The most obvious problem of depending on private car is congestion; the traffic jam. In an older cities it is very hard access downtown areas by car. Old streets, not designed for car traffic are congested with pedestrians and markets. There are few places to park. As a result, movement of people is restricted. Congestion is especially dangerous during an emergency that requires attention to a car accident or transfer of a sick patient by ambulance.

Another alarming effect of private car transportation is pollution. This is especially evident in large urban industrial cities. So, in addition to the traffic congestion, there is also lung congestion and higher rates of lung disease that results from increased exposure to carbon dioxide.

Working together, government and individuals can overcome the transportation challenges. However, both must play a role to solve this issue. In the long term, government can plan cities to accommodate some car traffic. In the short term, they can support construction of pedestrian and mass transit routes. This will encourage more people to abandon their dependence on private cars.

The primary focus of this passage is most likely _______________.

When it comes to addressing students’ mental health needs, schools often operate under the notion that there isn’t a problem because they don’t see one. Consequently, most teachers did not get much, if any, specialized training returning from a pandemic. They likely lack understanding of the problem because they never lived through one. 

What educators need to realize is that, during virtual learning, there were students who spent 24 hours a day without love for an entire year. Some were likely dealing with much worse. 

Put simply, teachers are not getting the training, the support, and the mental health and wellness care that they desperately need. And, it matters who the mental health professionals are and what their backgrounds are — especially whether their training focused on kids.

The phrase “during virtual learning” references ________________.

When it comes to addressing students’ mental health needs, schools often operate under the notion that there isn’t a problem because they don’t see one. Consequently, most teachers did not get much, if any, specialized training returning from a pandemic. They likely lack understand of the problem because they never lived through one. 

What educators need to realize is that, during virtual learning, there were students who spent 24 hours a day without love for an entire year. Some were likely dealing with much worse. 

Put simply, teachers are not getting the training, the support, and the mental health and wellness care that they desperately need. And, it matters who the mental health professionals are and what their backgrounds are — especially whether their training focused on kids.

The primary focus of this passage is most likely _______________.

Obesity has been called the “new American epidemic” by many doctors. It is estimated that 58 million Americans living in the United States are obese, and that eight out of ten people who are over twenty-five are overweight. This condition, though, is not limited to American adults. Doctors have recently found that nearly thirteen percent of all American children suffer from this problem… and that statistic seems to rise each year.

Understanding the jump in childhood obesity rates is directly linked to understanding obesity itself. The American Academy of Pediatricians defines childhood obesity as occurring in kids who have a BMI of more than 30. Other institutions, though, suggest that a child whose body weight is at least 20% higher than a child of a similar height is obese. No matter what the exact definition, obesity is, simply, excess body fat.

Obesity cannot only increase the risk of psychological problems in kids, such as eating disorders, depression, and anxiety problems, it can also put them at risk for all sorts of physiological problems including heart disease, high blood pressure and diabetes. In fact, forty-five percent of all new cases of juvenile type-II diabetes are obesity linked.

Childhood obesity increases the risk of orthopedic problems. Because kids are forced to carry extra weight that their bone structures simply cannot handle, bowed legs and arthritis are increasingly present. Obese kids also have more skin disorders than children of a healthy weight. Obesity increases the skin area subject to folds, which, in turn, increases problems like heat rash and dermatitis. All of this can create serious problems for the child and for our health care system. In 1979, hospital costs associated with childhood obesity were $35 million. At the end of the decade, they had risen to $127 million.

Some might suggest that the rise in childhood obesity rates is due to naturally occurring medical conditions like hypothyroidism and Cushing’s Syndrome. However, most doctors suggest that the occurrence of these problems in children is quite low, and the obesity epidemic is linked to more serious societal problems like low physical activity levels and poor eating habits.  In any case, every child who demonstrates symptoms of obesity is advised to be carefully evaluated by a medical professional for these conditions.

The statement “_____________” references ________________.

Obesity has been called the “new American epidemic” by many doctors. It is estimated that 58 million Americans living in the United States are obese, and that eight out of ten people who are over twenty-five are overweight. This condition, though, is not limited to American adults. Doctors have recently found that nearly thirteen percent of all American children suffer from this problem… and that statistic seems to rise each year.

Understanding the jump in childhood obesity rates is directly linked to understanding obesity itself. The American Academy of Pediatricians defines childhood obesity as occurring in kids who have a BMI of more than 30. Other institutions, though, suggest that a child whose body weight is at least 20% higher than a child of a similar height is obese. No matter what the exact definition, obesity is, simply, excess body fat.

Obesity cannot only increase the risk of psychological problems in kids, such as eating disorders, depression, and anxiety problems, it can also put them at risk for all sorts of physiological problems including heart disease, high blood pressure and diabetes. In fact, forty-five percent of all new cases of juvenile type-II diabetes are obesity linked.

Childhood obesity increases the risk of orthopedic problems. Because kids are forced to carry extra weight that their bone structures simply cannot handle, bowed legs and arthritis are increasingly present. Obese kids also have more skin disorders than children of a healthy weight. Obesity increases the skin area subject to folds, which, in turn, increases problems like heat rash and dermatitis. All of this can create serious problems for the child and for our health care system. In 1979, hospital costs associated with childhood obesity were $35 million. At the end of the decade, they had risen to $127 million.

Some might suggest that the rise in childhood obesity rates is due to naturally occurring medical conditions like hypothyroidism and Cushing’s Syndrome. However, most doctors suggest that the occurrence of these problems in children is quite low, and the obesity epidemic is linked to more serious societal problems like low physical activity levels and poor eating habits.  In any case, every child who demonstrates symptoms of obesity is advised to be carefully evaluated by a medical professional for these conditions.

The primary focus of this passage is most likely _______________.

A summer camp for girls called FOCUS is conducted at George Mason University. The camp is designed to attract female middle school students and the curriculum is focused on science, technology, engineering and mathematics, also known as STEM. These fields have traditionally drawn more men than women. In its fourth year, the camp aims to show girls that these fields can be cool and fun, and open to them.

FOCUS stands for “females of color and those underrepresented in STEM.” Of about 100 participants this summer, just fewer than half were African-American, and one-fifth were Asian-American. Just over one-tenth were Hispanic, and fewer than one-tenth were of Middle Eastern descent. A small fraction identified as white.

The campers were met by a mixed group of counselors and organizers. The program aims to have the girls work with people who look like them. “At this camp, the girls are looking at college students who look like them,” said Danielle Blunt Craddock, one of the camp’s co-founders. They are seeing teachers and staff who look like them, she said, and the leaders are “really showing them the possibilities of what they could become.”

The statement “_____________” references ________________.

A summer camp for girls called FOCUS is conducted at George Mason University. The camp is designed to attract female middle school students and the curriculum is focused on science, technology, engineering and mathematics, also known as STEM. These fields have traditionally drawn more men than women. In its fourth year, the camp aims to show girls that these fields can be cool and fun, and open to them.

FOCUS stands for “females of color and those underrepresented in STEM.” Of about 100 participants this summer, just fewer than half were African-American, and one-fifth were Asian-American. Just over one-tenth were Hispanic, and fewer than one-tenth were of Middle Eastern descent. A small fraction identified as white.

The campers were met by a mixed group of counselors and organizers. The program aims to have the girls work with people who look like them. “At this camp, the girls are looking at college students who look like them,” said Danielle Blunt Craddock, one of the camp’s co-founders. They are seeing teachers and staff who look like them, she said, and the leaders are “really showing them the possibilities of what they could become.”

The primary focus of this passage is most likely _______________.