Protect Your Privacy Online
| Question | Answer |
|---|---|
| According to the text, what is identity theft? | the use of someone’s personal information for fraud or crime |
| What does the author list in the section titled “Take These Steps Now”? | steps for people to take in order to avoid becoming the victim of identity theft |
| Read these sentences from the text. High school sophomore Karra H. never expected to see herself on a Web site featuring scantily clad teens. Yet there she was, wearing a bikini while holding a suggestive cheerleading pose. What can you conclude based on this evidence? | You cannot control what happens to personal images once you post them online. |
| What word would the author most likely use to describe the approach someone should take when posting information online? | cautious |
| What would another good title be for this text? | Going Online? Beware of Thieves and Bullies |
| Read this sentence from the text. “Neglecting potential identity theft could really come back to bite you,” stresses Toporoff. As used in this sentence, what does the word “stresses” mean? | emphasizes |
| Choose the word or phrase that best completes the sentence. Identity thieves can steal your identity, __ the author suggests you “trim your social media profile to the basics.” | so |
| According to the text, what is one example of how teens use the internet and social media for cyberbullying? | Students should answer with one of these examples: sharing photos of peers doing illegal activities; tweeting about peers’ romantic escapades; or posting messages about others’ private moments. |
| Based on the text, how does protecting privacy start with you? Use evidence from the text to support your answer. | Answers may vary but should be supported by the text. For example, students may answer that all the steps in the text about protecting your privacy can only be done by you, such as using good judgment, changing passwords frequently, and reviewing your social media presence. |
Blood Mineral Readworks Answer Key
| Question | Answer |
|---|---|
| According to the text, what percentage of the world’s supply of coltan is in Congo? | 64% |
| Which of the following effects in Congo has been caused by the increasing value of coltan? | violence over control of coltan resources |
| Read this paragraph from the text. Coltan contains two precious metallic elements: niobium (once known as columbium) and tantalum. The two have similar chemical properties. For decades, scientists believed that they were the same element. Today niobium is used to make airplane engines, rockets, and some coins. Tantalum is a key component in handheld devices, such as cell phones and MP3 players. What conclusion about coltan can you draw from this information? | The elements in coltan are used for many different electronic devices that many people rely on everyday. |
| Based on the text, which of the following is likely? | Coltan is valuable. |
| What is this text mostly about? | conflict in Congo due to coltan mining |
| Read this sentence from the text. That’s why the abundant, highly concentrated coltan in Congo is so tantalizing to technology companies. As used in the passage, what does the word “abundant” mean? | a lot of |
| Choose the word that best completes the sentence. Tantalum prevents electrical devices from overheating, _ the devices getting hot. | despite |
| Based on the text, why is tantalum valuable for cell phones and other electronic devices? | Metals heat up when charged electrically, and circuits break down if they overheat. Tantalum releases heat better than other metals, which allows electronic gadgets to function. |
| Why does the coltan war in Congo cause a dilemma for consumers buying electronic devices? Use evidence from the text to support your answer. | Consumers of electronic devices are faced with a dilemma because people want to use technology, but the mining of coltan has caused many people in Congo to suffer. |
The Mexican Border and Immigration in the 19th and 20th Centuries Readworks Answer Key
| Question | Answer |
|---|---|
| According to the 2010 U.S. Census, how many people of Mexican origin lived in the U.S.? | 32 million |
| How did the U.S.-Mexican War affect Mexico? | It led to the Treaty of Guadalupe Hidalgo, which took over 500,000 square miles of territory from Mexico. |
| Read the following sentences from the text. “Due to the provisions of the Reclamation Act of 1902, more land in the United States became agricultural. This increased the need for farmworkers and drew more Mexicans across the border….World War II brought new labor shortages to the U.S., and a new temporary worker program, known as the “bracero” program. Braceros were Mexican contract laborers, typically hired for short-term, agricultural labor. At the height of this program, which lasted until 1964, approximately 437,000 Mexican workers traveled annually to the United States for jobs.” What conclusion can you draw from this evidence? | The U.S. agriculture industry had a significant impact on Mexican immigration to the U.S. |
| Why would Mexican-Americans living in the southwestern U.S. feel like the border “crossed them?” | because the border changed so that the land that was formerly Mexico became part of the southwestern U.S. |
| What is the main idea of this text? | Over the past 200 years, Mexican Americans have immigrated to the U.S. for many different reasons and have built rich communities that contribute to American life. |
| Read the following sentences from the text. “Approximately 80,000 people who defined themselves as Mexicans lived in the territories that were ceded to the United States in the Treaty of Guadalupe Hidalgo. Almost all of them stayed where they were living, promised that they would retain their property and civil rights and that they would become U.S. citizens in two years’ time.” As used in this excerpt, what does the word “ceded” most closely mean? | given up |
| Choose the answer that best completes the sentence below. By 1900, there had been many different waves of Mexican immigration to the U.S. _, there were first, second, third, and fourth generation Mexican Americans. | Therefore |
| Why did many Mexicans move to the U.S. after the Mexican Revolution of 1910? | Many fled the violent aftermath of the revolution and were also able to find better-paying jobs in the U.S. than in Mexico. |
| What did the Reclamation Act of 1902 and the World War II U.S. labor shortages have in common? | Both created a need for agricultural labor in the U.S. that was filled with laborers from Mexico. |
| What is one way that Mexican immigration to the U.S. has changed over the years? Use evidence from the text to support your answer. | Answers will vary but should be based in the text. Answers may include that Mexican Americans immigrated to the U.S. over two hundred years, for different reasons, to different locations, and at different times. Mexicans have immigrated to the U.S. because of the Treaty of Guadalupe Hidalgo, jobs in ranching and agriculture, need for farmworkers, better pay, open borders, and temporary worker programs. Depending on the time period, they have been welcomed or turned away. |
The Fiction Partner Challenge Readworks Answer Key
| Question | Answer |
|---|---|
| What does Mrs. Applegate want her students to learn something about by writing a story together? | teamwork |
| Who are the two main characters in this text? | Brian and Stacey |
| In the passage, both Brian and Stacy object to the assignment from Mrs. Applegate. Based on this evidence, what conclusion can be made? | Neither wants to work with the other. |
| In the passage, Stacey tells Brian “don’t screw it up” when it’s his turn to write a sentence. Based on this evidence, what conclusion can be made? | Stacey does not trust Brian’s writing. |
| What is this story mainly about? | two students writing a story together |
| Read the following sentences: “You say that they’re happy and content and joyous. Those all mean basically the same thing. It’s redundant.” As used in this sentence, what does “redundant” mean? | repetitive |
| __ Brian and Stacy don’t want to work together, they still have to complete the assignment. Choose the answer that best completes the sentence below. | Even though |
| What does Mrs. Applegate think about the story Stacey and Brian wrote together? | Mrs. Applegate thinks the story is “a laugh riot” and worthy of an A+. |
| How does Brian feel about working with Stacey on the story? Use evidence from the text to support your answer. | Answers may vary slightly. Students should recognize that Brian does not want to work with Stacey, and does not enjoy working with her. He complains about working with her at the beginning of the text, and also voices a negative opinion of her writing. His portions of the story also indicate that Brian does not agree with Stacey’s story ideas. |
| Did Brian and Stacey make a good story-writing team? Use evidence from the text to support your argument. | Answers may vary as long as they are supported with evidence from the text. Students may argue that Brian and Stacey did make a good story-writing team, because they rose above their reluctance to work together and their disagreements about plot and language to create a story. They followed directions and took turns, and created a story that was “a laugh riot” and earned an A+. On the other hand, students may argue that Brian and Stacey did not make a good story-writing team, because they complained the entire time they worked together. Although they completed the assignment, their individual sections of the story showed disdain for the other’s ideas, which is not characteristic of good teamwork. There is no evidence in the story that their negative feelings about each other’s input changed at all. |
Other Readworks Answers
- Readworks Org Answer Key Grade 3
- Readworks Org Answer Key Grade 4
- Readworks Org Answer Key Grade 5
- Readworks Org Answer Key Grade 6
- Readworks Org Answer Key Grade 7
- Readworks Org Answer Key Grade 8
- Readworks Org Answer Key Grade 9
- Readworks Org Answer Key Grade 10
- Readworks Org Answer Key Grade 11
- Readworks Org Answer Key Grade 12
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