Which answer choice describes a moment of situational irony in Narrative of the Life of Frederick Douglass?

Mr. Covey's attempts to break Douglass's will with oppressive violence only serve to inspire Douglass to seek his freedom.

Mr. Covey tries to tame a team of unbroken oxen by giving them to Douglass, even though he has no experience with oxen.

Mr. Covey tries to whip Douglass for being disrespectful, but Douglass fights back, which makes Mr. Covey respect him.

Douglass finds that he will have to work as a field hand after trying to avoid field work his whole life.

Which answer best reflects the author's reason for writing Chapter 11 of Narrative of the Life of Frederick Douglass?

to recount the events that occurred after he arrived in New York

to express how much he missed his friends and family still in the South

to make known the people who helped him escape to New York

to tell others of the details of his escape to New York

In “Captain Canot, or Twenty Years of an African Slaver,” how does the author develop the central idea that the health of enslaved captives was important to slavers?

by analyzing the day-to-day activities aboard a slave ship

by suggesting that captives led poor lives in Africa

by describing how captives were loaded on the ships

by explaining how a captive’s condition was assessed

Refer to the Newsela article “Issue Overview: Should the Descendants of Slaves Get Reparations?”

Why do supporters of slavery reparations believe that the descendants of enslaved people should receive them?


They think that African Americans cannot be successful if they do not receive reparations.

They argue that the descendants of enslaved people have suffered because of slavery.

They believe that most African Americans have lower standards of living than Africans do.

They recognize that discriminatory laws passed during slavery are still in place today.

Refer to the Newsela article "Georgetown to Give Slave Descendants Priority for Admission."

How does the article show the distinction between Georgetown's role in slavery and that of other universities?


Word-of-mouth information offers eyewitness reports of how Georgetown opposed slavery and other universities did not.

Anecdotal information allows for general conclusions to be drawn about all learning institutions.

Interviews with the descendants of enslaved people provide details about their family members who attended Georgetown in the 1830s.

The use of actual school records allows specific information to be known about Georgetown's involvement with slavery.