SHSAT English Language Arts (ELA) Practice Test

Last Updated on December 3, 2024

SHSAT English Language Arts (ELA) Practice Test 2025 Questions Answers. Our Specialized High Schools Admissions Test (SHSAT) English Language Arts (ELA) with sentence correction test questions will help you to make better SHSAT Math test prep.

SHSAT English Language Arts (ELA) Practice Test

The actual SHSAT English Language Arts (ELA) Practice Test section consists of Part A, in which each question is based on its own sentence/paragraph, and  Part B, in which all questions are based on a single, multi-paragraph text. There are 58 multiple-choice questions. ELA questions on the Grade 8 test forms are based on material included in the New York City curriculum through Grade 8. Answer every question, even if you may not be certain which answer is correct.

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SHSAT ENGLISH LANGUAGE ARTS Practice Test

SHSAT ENGLISH LANGUAGE ARTS Practice Test

1 / 29

Which revision corrects the error in sentence structure in the paragraph?

The land on Earth has not always been separated into the seven continents, at one time a massive supercontinent known as Pangaea, covered one-third of Earth's surface. Additionally, the supercontinent was surrounded by ocean waters called Panthalassa, much of which were in Earth's Southern Hemisphere. Geologists believe that the supercontinent split apart over millions of years because of the movement of tectonic plates that form Earth's crust. In fact, experts predict that over the next 250 million years the movement of the plates will cause the seven continents to merge into a supercontinent again

2 / 29

Read this sentence.

The Appalachian Trail is a really long trail that a lot of people do each year.

 

Which revision of the sentence uses the most precise language?

3 / 29

What is the best way to combine these sentences to clarify the relationship between ideas?

(1) The International Space Station has been inhabited by crew members since 2000.
(2) Tourists will soon be allowed to pay for visits to the space station.
(3) Because the cost is $52—$58 million round trip, few people will be able to take advantage of the opportunity to havea vacation in outer space.

4 / 29

Which edit should be made to correct this sentence?

In 1962 the agile athletic Wilt Chamberlain became the first and only professional basketball player in the United States to score 100 points in a single game.

5 / 29

Which revision corrects the error in sentence structure in the paragraph?

In 1967 Katherine Switzer signed up for the Boston Marathon using her first and middle initials instead of her full name, at that time, only men were permitted to officially register and receive a number for the legendary race. Once officials realized a woman was attempting to run in the race, they made efforts to remove her from the competition. Switzer prevailed and finished in just over four hours, paving the way for the official rule change that allowed for the inclusion of women. In 2017, to mark the fiftieth anniversary of this pioneering event,a seventy-year-old Switzer repeated her run, wearing the number 261, the same number she had worn in that first run in 1967.

6 / 29

DIRECTIONS: Read each of the following two texts and answer the related questions. You will be asked to improve the writing quality of each text and to correct errors so that the texts follow the conventions of standard written English. You should reread relevant parts of each text, while being mindful of time, before marking the best answer for each question.

Cracking the Code

(1)Computer code is part of every electronic interaction, from video games to home thermostats to vehicle GPS systems. (2) Code is a language that computers can interpret, and programmers use it to instruct computers to perform different tasks, such as finding, sorting, or calculating data. (3) People who code have to learn this language. (4) They can construct programs that will perform detailed tasks. (5) The programs can also perform complex tasks.

(6) A coding language uses letters, numbers, and symbols that are arranged in a way that makes sense to a computer. (7) The code that makes up a program tells a computer how to process information. (8) Studying a coding language involves learning the rules for combining phrases and instructions so that they are recognizable to the computer. (9) Once a person understands coding rules, the possibilities for applying them are infinite.

(10) Coding skills are becoming important in many occupational fields. (11) For example, code can be used to create programs to track, analyze, and predict changes in the stock market. (12) Code can also be designed to help doctors track and monitor a patient's health. (13) Jobs that require coding skills are typically higher paying, offering salaries that are up to as much as $22,000 a year more than jobs that do not require coding knowledge.

(14) People have a variety of opportunities to learn how to code. (15) In some schools, young people can study computer science and coding just as they study foreign languages. (16) Computer science teachers can use websites and apps that employ games designed to help everyone understand how code works. (17) Even high school students who do not take computer science can learn coding by attending coding workshops and online classes or by watching tutorials online. (18) After studying the basics of coding, some students may become interested in learning how to create programs, such as games and apps.

(19) The late Steve Jobs,a pioneer in computer technology, once said, “Everybody in this country should learn how to program a computer. because it teaches you how to think.” (20) Learning to code can seem challenging, but one does not need to become an expert programmer to reap the benefits of understanding this language.

 

What is the best way to combine sentences 3 through 5 to clarify the relationship between ideas?

 

7 / 29

DIRECTIONS: Read each of the following two texts and answer the related questions. You will be asked to improve the writing quality of each text and to correct errors so that the texts follow the conventions of standard written English. You should reread relevant parts of each text, while being mindful of time, before marking the best answer for each question.

Cracking the Code

(1)Computer code is part of every electronic interaction, from video games to home thermostats to vehicle GPS systems. (2) Code is a language that computers can interpret, and programmers use it to instruct computers to perform different tasks, such as finding, sorting, or calculating data. (3) People who code have to learn this language. (4) They can construct programs that will perform detailed tasks. (5) The programs can also perform complex tasks.

(6) A coding language uses letters, numbers, and symbols that are arranged in a way that makes sense to a computer. (7) The code that makes up a program tells a computer how to process information. (8) Studying a coding language involves learning the rules for combining phrases and instructions so that they are recognizable to the computer. (9) Once a person understands coding rules, the possibilities for applying them are infinite.

(10) Coding skills are becoming important in many occupational fields. (11) For example, code can be used to create programs to track, analyze, and predict changes in the stock market. (12) Code can also be designed to help doctors track and monitor a patient's health. (13) Jobs that require coding skills are typically higher paying, offering salaries that are up to as much as $22,000 a year more than jobs that do not require coding knowledge.

(14) People have a variety of opportunities to learn how to code. (15) In some schools, young people can study computer science and coding just as they study foreign languages. (16) Computer science teachers can use websites and apps that employ games designed to help everyone understand how code works. (17) Even high school students who do not take computer science can learn coding by attending coding workshops and online classes or by watching tutorials online. (18) After studying the basics of coding, some students may become interested in learning how to create programs, such as games and apps.

(19) The late Steve Jobs,a pioneer in computer technology, once said, “Everybody in this country should learn how to program a computer. because it teaches you how to think.” (20) Learning to code can seem challenging, but one does not need to become an expert programmer to reap the benefits of understanding this language.

 

Which sentence should follow sentence 5 to best state the main claim in the passage?

 

8 / 29

DIRECTIONS: Read each of the following two texts and answer the related questions. You will be asked to improve the writing quality of each text and to correct errors so that the texts follow the conventions of standard written English. You should reread relevant parts of each text, while being mindful of time, before marking the best answer for each question.

Cracking the Code

(1)Computer code is part of every electronic interaction, from video games to home thermostats to vehicle GPS systems. (2) Code is a language that computers can interpret, and programmers use it to instruct computers to perform different tasks, such as finding, sorting, or calculating data. (3) People who code have to learn this language. (4) They can construct programs that will perform detailed tasks. (5) The programs can also perform complex tasks.

(6) A coding language uses letters, numbers, and symbols that are arranged in a way that makes sense to a computer. (7) The code that makes up a program tells a computer how to process information. (8) Studying a coding language involves learning the rules for combining phrases and instructions so that they are recognizable to the computer. (9) Once a person understands coding rules, the possibilities for applying them are infinite.

(10) Coding skills are becoming important in many occupational fields. (11) For example, code can be used to create programs to track, analyze, and predict changes in the stock market. (12) Code can also be designed to help doctors track and monitor a patient's health. (13) Jobs that require coding skills are typically higher paying, offering salaries that are up to as much as $22,000 a year more than jobs that do not require coding knowledge.

(14) People have a variety of opportunities to learn how to code. (15) In some schools, young people can study computer science and coding just as they study foreign languages. (16) Computer science teachers can use websites and apps that employ games designed to help everyone understand how code works. (17) Even high school students who do not take computer science can learn coding by attending coding workshops and online classes or by watching tutorials online. (18) After studying the basics of coding, some students may become interested in learning how to create programs, such as games and apps.

(19) The late Steve Jobs,a pioneer in computer technology, once said, “Everybody in this country should learn how to program a computer. because it teaches you how to think.” (20) Learning to code can seem challenging, but one does not need to become an expert programmer to reap the benefits of understanding this language.

 

Which revision of sentence 10 provides the best transition to the argument in the third paragraph (sentences 10—13)?

 

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DIRECTIONS: Read each of the following two texts and answer the related questions. You will be asked to improve the writing quality of each text and to correct errors so that the texts follow the conventions of standard written English. You should reread relevant parts of each text, while being mindful of time, before marking the best answer for each question.

Cracking the Code

(1)Computer code is part of every electronic interaction, from video games to home thermostats to vehicle GPS systems. (2) Code is a language that computers can interpret, and programmers use it to instruct computers to perform different tasks, such as finding, sorting, or calculating data. (3) People who code have to learn this language. (4) They can construct programs that will perform detailed tasks. (5) The programs can also perform complex tasks.

(6) A coding language uses letters, numbers, and symbols that are arranged in a way that makes sense to a computer. (7) The code that makes up a program tells a computer how to process information. (8) Studying a coding language involves learning the rules for combining phrases and instructions so that they are recognizable to the computer. (9) Once a person understands coding rules, the possibilities for applying them are infinite.

(10) Coding skills are becoming important in many occupational fields. (11) For example, code can be used to create programs to track, analyze, and predict changes in the stock market. (12) Code can also be designed to help doctors track and monitor a patient's health. (13) Jobs that require coding skills are typically higher paying, offering salaries that are up to as much as $22,000 a year more than jobs that do not require coding knowledge.

(14) People have a variety of opportunities to learn how to code. (15) In some schools, young people can study computer science and coding just as they study foreign languages. (16) Computer science teachers can use websites and apps that employ games designed to help everyone understand how code works. (17) Even high school students who do not take computer science can learn coding by attending coding workshops and online classes or by watching tutorials online. (18) After studying the basics of coding, some students may become interested in learning how to create programs, such as games and apps.

(19) The late Steve Jobs,a pioneer in computer technology, once said, “Everybody in this country should learn how to program a computer. because it teaches you how to think.” (20) Learning to code can seem challenging, but one does not need to become an expert programmer to reap the benefits of understanding this language.

 

Which sentence would best follow sentence 13 and support the ideas in the third paragraph (sentences 10—13)?

 

10 / 29

DIRECTIONS: Read each of the following two texts and answer the related questions. You will be asked to improve the writing quality of each text and to correct errors so that the texts follow the conventions of standard written English. You should reread relevant parts of each text, while being mindful of time, before marking the best answer for each question.

Cracking the Code

(1)Computer code is part of every electronic interaction, from video games to home thermostats to vehicle GPS systems. (2) Code is a language that computers can interpret, and programmers use it to instruct computers to perform different tasks, such as finding, sorting, or calculating data. (3) People who code have to learn this language. (4) They can construct programs that will perform detailed tasks. (5) The programs can also perform complex tasks.

(6) A coding language uses letters, numbers, and symbols that are arranged in a way that makes sense to a computer. (7) The code that makes up a program tells a computer how to process information. (8) Studying a coding language involves learning the rules for combining phrases and instructions so that they are recognizable to the computer. (9) Once a person understands coding rules, the possibilities for applying them are infinite.

(10) Coding skills are becoming important in many occupational fields. (11) For example, code can be used to create programs to track, analyze, and predict changes in the stock market. (12) Code can also be designed to help doctors track and monitor a patient's health. (13) Jobs that require coding skills are typically higher paying, offering salaries that are up to as much as $22,000 a year more than jobs that do not require coding knowledge.

(14) People have a variety of opportunities to learn how to code. (15) In some schools, young people can study computer science and coding just as they study foreign languages. (16) Computer science teachers can use websites and apps that employ games designed to help everyone understand how code works. (17) Even high school students who do not take computer science can learn coding by attending coding workshops and online classes or by watching tutorials online. (18) After studying the basics of coding, some students may become interested in learning how to create programs, such as games and apps.

(19) The late Steve Jobs,a pioneer in computer technology, once said, “Everybody in this country should learn how to program a computer. because it teaches you how to think.” (20) Learning to code can seem challenging, but one does not need to become an expert programmer to reap the benefits of understanding this language.

 

Which concluding sentence would best follow sentence 20 and support the argument presented in the passage?

 

11 / 29

Martial Arts for the Mind and Body

(1)The martial arts blend a series of physical movements with strategic mental discipline so that practitioners can defend themselves, physically defeat an opponent, or both. (2) Historians are unsure of exactly when and where martial arts were first used. (3) Martial arts have been practiced by several different societies for many centuries. (4) Martial arts such as karate, kung fu, tae kwon do,and judo are still taught and practiced as methods of self-defense, but they offer students more than that. (5) The study of martial arts can provide students with a way to enhance their mental discipline as well as their physical fitness.

(6) Discipline, focus, and respect are important qualities for everyone to have. (7) However, for most people these qualities are not innate; they must be learned and practiced. (8) The study of martial arts can provide an opportunity to develop these skills. (9) Students are rewarded for their dedication by passing tests and advancing to higher ranks or levels. (10) For example, in a typical tae kwon do class, students learn discipline by diligently practicing moves, improve focus by listening carefully, and demonstrate respect by bowing to the instructor and following directions.

(11) For teenagers, martial arts classes provide a safe and structured environment for gaining physical skills, building confidence, and enjoying a sense of community. (12)A lot of teens go through hard situations as they try to do well in school and in life. (13)A martial arts class can provide teens witha physical outlet for stress while also challenging them mentally. (14) Participating in a martial arts program also helps children and teens focus on self-improvement rather than on competition. (15) Progressing through levels of achievement involves mastering more physically demanding techniques. (16) It requires students to take responsibility and be accountable for achieving set goals. (17) Students gain confidence and experience companionship with other students who are progressing through the ranks.

(18) Adults who practice martial arts can experience many of the same benefits that younger people do, but perhaps the greatest of these is health and fitness. (19) Adult martial arts students often see changes in their body within weeks of beginning a program.

(20) For people interested in studying a martial art, there are many ways to learn and practice. (21) In addition to private studios, community recreation centers often offer low-cost or free martial arts classes. (22) There are even online videos that introduce students to the basic concepts. (23) People should study martial arts.

What is the best way to combine sentences 2 and 3?

12 / 29

Martial Arts for the Mind and Body

(1)The martial arts blend a series of physical movements with strategic mental discipline so that practitioners can defend themselves, physically defeat an opponent, or both. (2) Historians are unsure of exactly when and where martial arts were first used. (3) Martial arts have been practiced by several different societies for many centuries. (4) Martial arts such as karate, kung fu, tae kwon do,and judo are still taught and practiced as methods of self-defense, but they offer students more than that. (5) The study of martial arts can provide students with a way to enhance their mental discipline as well as their physical fitness.

(6) Discipline, focus, and respect are important qualities for everyone to have. (7) However, for most people these qualities are not innate; they must be learned and practiced. (8) The study of martial arts can provide an opportunity to develop these skills. (9) Students are rewarded for their dedication by passing tests and advancing to higher ranks or levels. (10) For example, in a typical tae kwon do class, students learn discipline by diligently practicing moves, improve focus by listening carefully, and demonstrate respect by bowing to the instructor and following directions.

(11) For teenagers, martial arts classes provide a safe and structured environment for gaining physical skills, building confidence, and enjoying a sense of community. (12)A lot of teens go through hard situations as they try to do well in school and in life. (13)A martial arts class can provide teens witha physical outlet for stress while also challenging them mentally. (14) Participating in a martial arts program also helps children and teens focus on self-improvement rather than on competition. (15) Progressing through levels of achievement involves mastering more physically demanding techniques. (16) It requires students to take responsibility and be accountable for achieving set goals. (17) Students gain confidence and experience companionship with other students who are progressing through the ranks.

(18) Adults who practice martial arts can experience many of the same benefits that younger people do, but perhaps the greatest of these is health and fitness. (19) Adult martial arts students often see changes in their body within weeks of beginning a program.

(20) For people interested in studying a martial art, there are many ways to learn and practice. (21) In addition to private studios, community recreation centers often offer low-cost or free martial arts classes. (22) There are even online videos that introduce students to the basic concepts. (23) People should study martial arts.

Where should sentence 10 be moved to improve the organization of the second paragraph (sentences 6—10)?

13 / 29

Martial Arts for the Mind and Body

(1)The martial arts blend a series of physical movements with strategic mental discipline so that practitioners can defend themselves, physically defeat an opponent, or both. (2) Historians are unsure of exactly when and where martial arts were first used. (3) Martial arts have been practiced by several different societies for many centuries. (4) Martial arts such as karate, kung fu, tae kwon do,and judo are still taught and practiced as methods of self-defense, but they offer students more than that. (5) The study of martial arts can provide students with a way to enhance their mental discipline as well as their physical fitness.

(6) Discipline, focus, and respect are important qualities for everyone to have. (7) However, for most people these qualities are not innate; they must be learned and practiced. (8) The study of martial arts can provide an opportunity to develop these skills. (9) Students are rewarded for their dedication by passing tests and advancing to higher ranks or levels. (10) For example, in a typical tae kwon do class, students learn discipline by diligently practicing moves, improve focus by listening carefully, and demonstrate respect by bowing to the instructor and following directions.

(11) For teenagers, martial arts classes provide a safe and structured environment for gaining physical skills, building confidence, and enjoying a sense of community. (12)A lot of teens go through hard situations as they try to do well in school and in life. (13)A martial arts class can provide teens witha physical outlet for stress while also challenging them mentally. (14) Participating in a martial arts program also helps children and teens focus on self-improvement rather than on competition. (15) Progressing through levels of achievement involves mastering more physically demanding techniques. (16) It requires students to take responsibility and be accountable for achieving set goals. (17) Students gain confidence and experience companionship with other students who are progressing through the ranks.

(18) Adults who practice martial arts can experience many of the same benefits that younger people do, but perhaps the greatest of these is health and fitness. (19) Adult martial arts students often see changes in their body within weeks of beginning a program.

(20) For people interested in studying a martial art, there are many ways to learn and practice. (21) In addition to private studios, community recreation centers often offer low-cost or free martial arts classes. (22) There are even online videos that introduce students to the basic concepts. (23) People should study martial arts.

Which revision of sentence 12 best maintains the formal style established in the passage?

14 / 29

Martial Arts for the Mind and Body

(1)The martial arts blend a series of physical movements with strategic mental discipline so that practitioners can defend themselves, physically defeat an opponent, or both. (2) Historians are unsure of exactly when and where martial arts were first used. (3) Martial arts have been practiced by several different societies for many centuries. (4) Martial arts such as karate, kung fu, tae kwon do,and judo are still taught and practiced as methods of self-defense, but they offer students more than that. (5) The study of martial arts can provide students with a way to enhance their mental discipline as well as their physical fitness.

(6) Discipline, focus, and respect are important qualities for everyone to have. (7) However, for most people these qualities are not innate; they must be learned and practiced. (8) The study of martial arts can provide an opportunity to develop these skills. (9) Students are rewarded for their dedication by passing tests and advancing to higher ranks or levels. (10) For example, in a typical tae kwon do class, students learn discipline by diligently practicing moves, improve focus by listening carefully, and demonstrate respect by bowing to the instructor and following directions.

(11) For teenagers, martial arts classes provide a safe and structured environment for gaining physical skills, building confidence, and enjoying a sense of community. (12)A lot of teens go through hard situations as they try to do well in school and in life. (13)A martial arts class can provide teens witha physical outlet for stress while also challenging them mentally. (14) Participating in a martial arts program also helps children and teens focus on self-improvement rather than on competition. (15) Progressing through levels of achievement involves mastering more physically demanding techniques. (16) It requires students to take responsibility and be accountable for achieving set goals. (17) Students gain confidence and experience companionship with other students who are progressing through the ranks.

(18) Adults who practice martial arts can experience many of the same benefits that younger people do, but perhaps the greatest of these is health and fitness. (19) Adult martial arts students often see changes in their body within weeks of beginning a program.

(20) For people interested in studying a martial art, there are many ways to learn and practice. (21) In addition to private studios, community recreation centers often offer low-cost or free martial arts classes. (22) There are even online videos that introduce students to the basic concepts. (23) People should study martial arts.

Which transitional phrase should be added to the beginning of sentence 17?

15 / 29

Martial Arts for the Mind and Body

(1)The martial arts blend a series of physical movements with strategic mental discipline so that practitioners can defend themselves, physically defeat an opponent, or both. (2) Historians are unsure of exactly when and where martial arts were first used. (3) Martial arts have been practiced by several different societies for many centuries. (4) Martial arts such as karate, kung fu, tae kwon do,and judo are still taught and practiced as methods of self-defense, but they offer students more than that. (5) The study of martial arts can provide students with a way to enhance their mental discipline as well as their physical fitness.

(6) Discipline, focus, and respect are important qualities for everyone to have. (7) However, for most people these qualities are not innate; they must be learned and practiced. (8) The study of martial arts can provide an opportunity to develop these skills. (9) Students are rewarded for their dedication by passing tests and advancing to higher ranks or levels. (10) For example, in a typical tae kwon do class, students learn discipline by diligently practicing moves, improve focus by listening carefully, and demonstrate respect by bowing to the instructor and following directions.

(11) For teenagers, martial arts classes provide a safe and structured environment for gaining physical skills, building confidence, and enjoying a sense of community. (12)A lot of teens go through hard situations as they try to do well in school and in life. (13)A martial arts class can provide teens witha physical outlet for stress while also challenging them mentally. (14) Participating in a martial arts program also helps children and teens focus on self-improvement rather than on competition. (15) Progressing through levels of achievement involves mastering more physically demanding techniques. (16) It requires students to take responsibility and be accountable for achieving set goals. (17) Students gain confidence and experience companionship with other students who are progressing through the ranks.

(18) Adults who practice martial arts can experience many of the same benefits that younger people do, but perhaps the greatest of these is health and fitness. (19) Adult martial arts students often see changes in their body within weeks of beginning a program.

(20) For people interested in studying a martial art, there are many ways to learn and practice. (21) In addition to private studios, community recreation centers often offer low-cost or free martial arts classes. (22) There are even online videos that introduce students to the basic concepts. (23) People should study martial arts.

Which sentence would best follow and support sentence 18?

16 / 29

Martial Arts for the Mind and Body

(1)The martial arts blend a series of physical movements with strategic mental discipline so that practitioners can defend themselves, physically defeat an opponent, or both. (2) Historians are unsure of exactly when and where martial arts were first used. (3) Martial arts have been practiced by several different societies for many centuries. (4) Martial arts such as karate, kung fu, tae kwon do,and judo are still taught and practiced as methods of self-defense, but they offer students more than that. (5) The study of martial arts can provide students with a way to enhance their mental discipline as well as their physical fitness.

(6) Discipline, focus, and respect are important qualities for everyone to have. (7) However, for most people these qualities are not innate; they must be learned and practiced. (8) The study of martial arts can provide an opportunity to develop these skills. (9) Students are rewarded for their dedication by passing tests and advancing to higher ranks or levels. (10) For example, in a typical tae kwon do class, students learn discipline by diligently practicing moves, improve focus by listening carefully, and demonstrate respect by bowing to the instructor and following directions.

(11) For teenagers, martial arts classes provide a safe and structured environment for gaining physical skills, building confidence, and enjoying a sense of community. (12)A lot of teens go through hard situations as they try to do well in school and in life. (13)A martial arts class can provide teens witha physical outlet for stress while also challenging them mentally. (14) Participating in a martial arts program also helps children and teens focus on self-improvement rather than on competition. (15) Progressing through levels of achievement involves mastering more physically demanding techniques. (16) It requires students to take responsibility and be accountable for achieving set goals. (17) Students gain confidence and experience companionship with other students who are progressing through the ranks.

(18) Adults who practice martial arts can experience many of the same benefits that younger people do, but perhaps the greatest of these is health and fitness. (19) Adult martial arts students often see changes in their body within weeks of beginning a program.

(20) For people interested in studying a martial art, there are many ways to learn and practice. (21) In addition to private studios, community recreation centers often offer low-cost or free martial arts classes. (22) There are even online videos that introduce students to the basic concepts. (23) People should study martial arts.

Which concluding sentence should replace sentence 23 to best support the topic presented in the passage?

17 / 29

Excerpt from “Scribe Like an Egyptian”
by Hilary Wilson

1  In ancient Egypt, literacy was the key to success. However, contrary to popular belief, not all Egyptian scribes understood hieroglyphs. Many relied instead on the simpler hieratic script for the multitude of everyday documents generated by the Egyptian bureaucracy.1

2  Hieroglyphs—“the Words of God”—compose a writing system with more than 1,000 distinct characters, the meanings of which were lost for 1,500 years before they were deciphered by Jean-François Champollion in 1822. Including both ideograms (which convey a whole word or idea, either concrète or abstract, in a single sign) and phonograms (representing either an alphabetic sound or a group of consonants), [the writing system] was used in formal inscriptions on tomb and temple walls as well as on elaborate funerary papyri.2 For everyday purposes, however, scribes used a shorthand version of the hieroglyphic script known as hieratic, which was quicker to write and more economical of space. The two writings existed side by side for at least 2,500 years.

3  Scraps of ancient hieratic writing, mostly penned by student scribes on limestone flakes called ostraca, suggest that no matter how humble his origins, an educated Egyptian could achieve almost anything. Horemheb (d.1292 B.C.) isa good example. Born of middle-ranking parents, his scribal training led to an army career. From Scribe of Recruits, during the reign of Akhenaten (1353—1336 B.C.), Horemheb rose through the military ranks and, by the rule of Tutankhamun (1332—1323 B.C.), he was commander in chief of the Egyptian forces. As a close adviser of the young Pharaoh, Horemheb was appointed “Deputy of the King throughout the Two Lands,” and might have expected to succeed to the throne should the king die childless. He had to wait a few years, but eventually Horemheb achieved the pinnacle of his career by becoming the last king of the 18th Dynasty, making his mark by instituting dramatic reforms to the organisation of the army, the judiciary and administration in general. The lasting success of these changes owed much to his scribal background....

4   Buteducation was not available to all. Government departments and major temples supported schools, where boys commenced their training at six or seven, sometimes earlier. To these boarding establishments. . family or household servants delivered the students' food and drink rations daily for several years, during which time the student was not contributing to the family's income. Boys from poorer families could only hope to be educated with support from a wealthier relative or patron, or through apprenticeship to an older scribe, perhaps the local clerk or land agent, who would teach them the basics of the scribe's craft. This limited the scope for employment but such “on the job” training allowed apprentices to help out at home while learning.. . .

5  Scribal education began with the elementary principles of the hieratic script. The lowliest scribes, who trained for just five or six years, probably learned only the rudiments3 of the hieroglyphic

____________________________________________

1bureaucracy: an administrative staff of government officials

2funerary papyri: a sheet or scroll of papyrus containing religious images and hieroglyphs meant to help the deceased be reborn in the afterlife

3rudiments: basics

script. Students were set exemplar documents and extracts from popular texts to copy, to practice their hieratic handwriting on basic-format letters, reports and contracts, while absorbing the good advice contained in the texts. Surviving examples of copy-work sometimes include tutors' corrections added in red. Some significant Egyptian literary works survive almost exclusively from student copies.

6   A schoolboy4 dictionary” of hieroglyphs with their hieratic equivalents shows thata knowledge of more than 450 signs was required for everyday writing purposes. Lessons in record-keeping and filing and labelling enabled any half-competent scribe to perform that most essential of all scribal functions: the making and updating of lists. For professions such as those of government official, priest or lawyer,a scribe would train for several more years, increasing his vocabulary to perhaps a thousand or more signs. Those with the best handwriting or drawing skills might follow the craft of creating beautifully illustrated copies of funerary texts, commonly called Books of the Dead. Others could become draughtsmen5 , artists or architects. Doctors compiled their own collections of medication recipes, treatments and associated incantations, many copied from texts found in the House of Life, the temple library. Lawyers had to be familiar with the corpus6 of civil and religious laws and precedents found in the official records, which were administered by archivists. Egypt's bureaucratic society depended on the skills of an army of scribes of all ranks from filing clerk to tax assessor. For young Egyptians, “be a scribe” was the best of career advice.

From “Scribe Like an Egyptian” by Hilary Wilson from HISTORY TODAY, August 8, 2019. Copyright Oc 2019 by History Today Ltd. Company.

__________________________

4schoolboy: slang that refers to materials used during the course of receiving an education
5draughtsmen: a person who draws plans of machinery or structures
6corpus :a collection of writings

ANCIENT EGYPTIAN
SOCIAL CLASS STRUCTURE

Which sentence from the excerpt best supports the idea that there were different levels of education for a scribe?

18 / 29

Excerpt from “Scribe Like an Egyptian”
by Hilary Wilson

1  In ancient Egypt, literacy was the key to success. However, contrary to popular belief, not all Egyptian scribes understood hieroglyphs. Many relied instead on the simpler hieratic script for the multitude of everyday documents generated by the Egyptian bureaucracy.1

2  Hieroglyphs—“the Words of God”—compose a writing system with more than 1,000 distinct characters, the meanings of which were lost for 1,500 years before they were deciphered by Jean-François Champollion in 1822. Including both ideograms (which convey a whole word or idea, either concrète or abstract, in a single sign) and phonograms (representing either an alphabetic sound or a group of consonants), [the writing system] was used in formal inscriptions on tomb and temple walls as well as on elaborate funerary papyri.2 For everyday purposes, however, scribes used a shorthand version of the hieroglyphic script known as hieratic, which was quicker to write and more economical of space. The two writings existed side by side for at least 2,500 years.

3  Scraps of ancient hieratic writing, mostly penned by student scribes on limestone flakes called ostraca, suggest that no matter how humble his origins, an educated Egyptian could achieve almost anything. Horemheb (d.1292 B.C.) isa good example. Born of middle-ranking parents, his scribal training led to an army career. From Scribe of Recruits, during the reign of Akhenaten (1353—1336 B.C.), Horemheb rose through the military ranks and, by the rule of Tutankhamun (1332—1323 B.C.), he was commander in chief of the Egyptian forces. As a close adviser of the young Pharaoh, Horemheb was appointed “Deputy of the King throughout the Two Lands,” and might have expected to succeed to the throne should the king die childless. He had to wait a few years, but eventually Horemheb achieved the pinnacle of his career by becoming the last king of the 18th Dynasty, making his mark by instituting dramatic reforms to the organisation of the army, the judiciary and administration in general. The lasting success of these changes owed much to his scribal background....

4   Buteducation was not available to all. Government departments and major temples supported schools, where boys commenced their training at six or seven, sometimes earlier. To these boarding establishments. . family or household servants delivered the students' food and drink rations daily for several years, during which time the student was not contributing to the family's income. Boys from poorer families could only hope to be educated with support from a wealthier relative or patron, or through apprenticeship to an older scribe, perhaps the local clerk or land agent, who would teach them the basics of the scribe's craft. This limited the scope for employment but such “on the job” training allowed apprentices to help out at home while learning.. . .

5  Scribal education began with the elementary principles of the hieratic script. The lowliest scribes, who trained for just five or six years, probably learned only the rudiments3 of the hieroglyphic

____________________________________________

1bureaucracy: an administrative staff of government officials

2funerary papyri: a sheet or scroll of papyrus containing religious images and hieroglyphs meant to help the deceased be reborn in the afterlife

3rudiments: basics

script. Students were set exemplar documents and extracts from popular texts to copy, to practice their hieratic handwriting on basic-format letters, reports and contracts, while absorbing the good advice contained in the texts. Surviving examples of copy-work sometimes include tutors' corrections added in red. Some significant Egyptian literary works survive almost exclusively from student copies.

6   A schoolboy4 dictionary” of hieroglyphs with their hieratic equivalents shows thata knowledge of more than 450 signs was required for everyday writing purposes. Lessons in record-keeping and filing and labelling enabled any half-competent scribe to perform that most essential of all scribal functions: the making and updating of lists. For professions such as those of government official, priest or lawyer,a scribe would train for several more years, increasing his vocabulary to perhaps a thousand or more signs. Those with the best handwriting or drawing skills might follow the craft of creating beautifully illustrated copies of funerary texts, commonly called Books of the Dead. Others could become draughtsmen5 , artists or architects. Doctors compiled their own collections of medication recipes, treatments and associated incantations, many copied from texts found in the House of Life, the temple library. Lawyers had to be familiar with the corpus6 of civil and religious laws and precedents found in the official records, which were administered by archivists. Egypt's bureaucratic society depended on the skills of an army of scribes of all ranks from filing clerk to tax assessor. For young Egyptians, “be a scribe” was the best of career advice.

From “Scribe Like an Egyptian” by Hilary Wilson from HISTORY TODAY, August 8, 2019. Copyright Oc 2019 by History Today Ltd. Company.

__________________________

4schoolboy: slang that refers to materials used during the course of receiving an education
5draughtsmen: a person who draws plans of machinery or structures
6corpus :a collection of writings

ANCIENT EGYPTIAN
SOCIAL CLASS STRUCTURE

Read this sentence from paragraph 2.

Including both ideograms (which convey a whole word or idea, either concrete or abstract, in a single sign) and phonograms (representing either an alphabetic sound or a group of consonants), [the writing system] was used informal inscriptions on tomb and temple walls as well as on elaborate funerary papyri.

The author's purpose for including the sentence is to

19 / 29

Excerpt from “Scribe Like an Egyptian”
by Hilary Wilson

1  In ancient Egypt, literacy was the key to success. However, contrary to popular belief, not all Egyptian scribes understood hieroglyphs. Many relied instead on the simpler hieratic script for the multitude of everyday documents generated by the Egyptian bureaucracy.1

2  Hieroglyphs—“the Words of God”—compose a writing system with more than 1,000 distinct characters, the meanings of which were lost for 1,500 years before they were deciphered by Jean-François Champollion in 1822. Including both ideograms (which convey a whole word or idea, either concrète or abstract, in a single sign) and phonograms (representing either an alphabetic sound or a group of consonants), [the writing system] was used in formal inscriptions on tomb and temple walls as well as on elaborate funerary papyri.2 For everyday purposes, however, scribes used a shorthand version of the hieroglyphic script known as hieratic, which was quicker to write and more economical of space. The two writings existed side by side for at least 2,500 years.

3  Scraps of ancient hieratic writing, mostly penned by student scribes on limestone flakes called ostraca, suggest that no matter how humble his origins, an educated Egyptian could achieve almost anything. Horemheb (d.1292 B.C.) isa good example. Born of middle-ranking parents, his scribal training led to an army career. From Scribe of Recruits, during the reign of Akhenaten (1353—1336 B.C.), Horemheb rose through the military ranks and, by the rule of Tutankhamun (1332—1323 B.C.), he was commander in chief of the Egyptian forces. As a close adviser of the young Pharaoh, Horemheb was appointed “Deputy of the King throughout the Two Lands,” and might have expected to succeed to the throne should the king die childless. He had to wait a few years, but eventually Horemheb achieved the pinnacle of his career by becoming the last king of the 18th Dynasty, making his mark by instituting dramatic reforms to the organisation of the army, the judiciary and administration in general. The lasting success of these changes owed much to his scribal background....

4   Buteducation was not available to all. Government departments and major temples supported schools, where boys commenced their training at six or seven, sometimes earlier. To these boarding establishments. . family or household servants delivered the students' food and drink rations daily for several years, during which time the student was not contributing to the family's income. Boys from poorer families could only hope to be educated with support from a wealthier relative or patron, or through apprenticeship to an older scribe, perhaps the local clerk or land agent, who would teach them the basics of the scribe's craft. This limited the scope for employment but such “on the job” training allowed apprentices to help out at home while learning.. . .

5  Scribal education began with the elementary principles of the hieratic script. The lowliest scribes, who trained for just five or six years, probably learned only the rudiments3 of the hieroglyphic

____________________________________________

1bureaucracy: an administrative staff of government officials

2funerary papyri: a sheet or scroll of papyrus containing religious images and hieroglyphs meant to help the deceased be reborn in the afterlife

3rudiments: basics

script. Students were set exemplar documents and extracts from popular texts to copy, to practice their hieratic handwriting on basic-format letters, reports and contracts, while absorbing the good advice contained in the texts. Surviving examples of copy-work sometimes include tutors' corrections added in red. Some significant Egyptian literary works survive almost exclusively from student copies.

6   A schoolboy4 dictionary” of hieroglyphs with their hieratic equivalents shows thata knowledge of more than 450 signs was required for everyday writing purposes. Lessons in record-keeping and filing and labelling enabled any half-competent scribe to perform that most essential of all scribal functions: the making and updating of lists. For professions such as those of government official, priest or lawyer,a scribe would train for several more years, increasing his vocabulary to perhaps a thousand or more signs. Those with the best handwriting or drawing skills might follow the craft of creating beautifully illustrated copies of funerary texts, commonly called Books of the Dead. Others could become draughtsmen5 , artists or architects. Doctors compiled their own collections of medication recipes, treatments and associated incantations, many copied from texts found in the House of Life, the temple library. Lawyers had to be familiar with the corpus6 of civil and religious laws and precedents found in the official records, which were administered by archivists. Egypt's bureaucratic society depended on the skills of an army of scribes of all ranks from filing clerk to tax assessor. For young Egyptians, “be a scribe” was the best of career advice.

From “Scribe Like an Egyptian” by Hilary Wilson from HISTORY TODAY, August 8, 2019. Copyright Oc 2019 by History Today Ltd. Company.

__________________________

4schoolboy: slang that refers to materials used during the course of receiving an education
5draughtsmen: a person who draws plans of machinery or structures
6corpus :a collection of writings

ANCIENT EGYPTIAN
SOCIAL CLASS STRUCTURE

Which statement summarizes the process that schools used to train scribes?

20 / 29

Excerpt from “Scribe Like an Egyptian”
by Hilary Wilson

1  In ancient Egypt, literacy was the key to success. However, contrary to popular belief, not all Egyptian scribes understood hieroglyphs. Many relied instead on the simpler hieratic script for the multitude of everyday documents generated by the Egyptian bureaucracy.1

2  Hieroglyphs—“the Words of God”—compose a writing system with more than 1,000 distinct characters, the meanings of which were lost for 1,500 years before they were deciphered by Jean-François Champollion in 1822. Including both ideograms (which convey a whole word or idea, either concrète or abstract, in a single sign) and phonograms (representing either an alphabetic sound or a group of consonants), [the writing system] was used in formal inscriptions on tomb and temple walls as well as on elaborate funerary papyri.2 For everyday purposes, however, scribes used a shorthand version of the hieroglyphic script known as hieratic, which was quicker to write and more economical of space. The two writings existed side by side for at least 2,500 years.

3  Scraps of ancient hieratic writing, mostly penned by student scribes on limestone flakes called ostraca, suggest that no matter how humble his origins, an educated Egyptian could achieve almost anything. Horemheb (d.1292 B.C.) isa good example. Born of middle-ranking parents, his scribal training led to an army career. From Scribe of Recruits, during the reign of Akhenaten (1353—1336 B.C.), Horemheb rose through the military ranks and, by the rule of Tutankhamun (1332—1323 B.C.), he was commander in chief of the Egyptian forces. As a close adviser of the young Pharaoh, Horemheb was appointed “Deputy of the King throughout the Two Lands,” and might have expected to succeed to the throne should the king die childless. He had to wait a few years, but eventually Horemheb achieved the pinnacle of his career by becoming the last king of the 18th Dynasty, making his mark by instituting dramatic reforms to the organisation of the army, the judiciary and administration in general. The lasting success of these changes owed much to his scribal background....

4   Buteducation was not available to all. Government departments and major temples supported schools, where boys commenced their training at six or seven, sometimes earlier. To these boarding establishments. . family or household servants delivered the students' food and drink rations daily for several years, during which time the student was not contributing to the family's income. Boys from poorer families could only hope to be educated with support from a wealthier relative or patron, or through apprenticeship to an older scribe, perhaps the local clerk or land agent, who would teach them the basics of the scribe's craft. This limited the scope for employment but such “on the job” training allowed apprentices to help out at home while learning.. . .

5  Scribal education began with the elementary principles of the hieratic script. The lowliest scribes, who trained for just five or six years, probably learned only the rudiments3 of the hieroglyphic

____________________________________________

1bureaucracy: an administrative staff of government officials

2funerary papyri: a sheet or scroll of papyrus containing religious images and hieroglyphs meant to help the deceased be reborn in the afterlife

3rudiments: basics

script. Students were set exemplar documents and extracts from popular texts to copy, to practice their hieratic handwriting on basic-format letters, reports and contracts, while absorbing the good advice contained in the texts. Surviving examples of copy-work sometimes include tutors' corrections added in red. Some significant Egyptian literary works survive almost exclusively from student copies.

6   A schoolboy4 dictionary” of hieroglyphs with their hieratic equivalents shows thata knowledge of more than 450 signs was required for everyday writing purposes. Lessons in record-keeping and filing and labelling enabled any half-competent scribe to perform that most essential of all scribal functions: the making and updating of lists. For professions such as those of government official, priest or lawyer,a scribe would train for several more years, increasing his vocabulary to perhaps a thousand or more signs. Those with the best handwriting or drawing skills might follow the craft of creating beautifully illustrated copies of funerary texts, commonly called Books of the Dead. Others could become draughtsmen5 , artists or architects. Doctors compiled their own collections of medication recipes, treatments and associated incantations, many copied from texts found in the House of Life, the temple library. Lawyers had to be familiar with the corpus6 of civil and religious laws and precedents found in the official records, which were administered by archivists. Egypt's bureaucratic society depended on the skills of an army of scribes of all ranks from filing clerk to tax assessor. For young Egyptians, “be a scribe” was the best of career advice.

From “Scribe Like an Egyptian” by Hilary Wilson from HISTORY TODAY, August 8, 2019. Copyright Oc 2019 by History Today Ltd. Company.

__________________________

4schoolboy: slang that refers to materials used during the course of receiving an education
5draughtsmen: a person who draws plans of machinery or structures
6corpus :a collection of writings

ANCIENT EGYPTIAN
SOCIAL CLASS STRUCTURE

Which claim is best supported by the information presented in paragraphs 3 and 4?

21 / 29

Excerpt from “Scribe Like an Egyptian”
by Hilary Wilson

1  In ancient Egypt, literacy was the key to success. However, contrary to popular belief, not all Egyptian scribes understood hieroglyphs. Many relied instead on the simpler hieratic script for the multitude of everyday documents generated by the Egyptian bureaucracy.1

2  Hieroglyphs—“the Words of God”—compose a writing system with more than 1,000 distinct characters, the meanings of which were lost for 1,500 years before they were deciphered by Jean-François Champollion in 1822. Including both ideograms (which convey a whole word or idea, either concrète or abstract, in a single sign) and phonograms (representing either an alphabetic sound or a group of consonants), [the writing system] was used in formal inscriptions on tomb and temple walls as well as on elaborate funerary papyri.2 For everyday purposes, however, scribes used a shorthand version of the hieroglyphic script known as hieratic, which was quicker to write and more economical of space. The two writings existed side by side for at least 2,500 years.

3  Scraps of ancient hieratic writing, mostly penned by student scribes on limestone flakes called ostraca, suggest that no matter how humble his origins, an educated Egyptian could achieve almost anything. Horemheb (d.1292 B.C.) isa good example. Born of middle-ranking parents, his scribal training led to an army career. From Scribe of Recruits, during the reign of Akhenaten (1353—1336 B.C.), Horemheb rose through the military ranks and, by the rule of Tutankhamun (1332—1323 B.C.), he was commander in chief of the Egyptian forces. As a close adviser of the young Pharaoh, Horemheb was appointed “Deputy of the King throughout the Two Lands,” and might have expected to succeed to the throne should the king die childless. He had to wait a few years, but eventually Horemheb achieved the pinnacle of his career by becoming the last king of the 18th Dynasty, making his mark by instituting dramatic reforms to the organisation of the army, the judiciary and administration in general. The lasting success of these changes owed much to his scribal background....

4   Buteducation was not available to all. Government departments and major temples supported schools, where boys commenced their training at six or seven, sometimes earlier. To these boarding establishments. . family or household servants delivered the students' food and drink rations daily for several years, during which time the student was not contributing to the family's income. Boys from poorer families could only hope to be educated with support from a wealthier relative or patron, or through apprenticeship to an older scribe, perhaps the local clerk or land agent, who would teach them the basics of the scribe's craft. This limited the scope for employment but such “on the job” training allowed apprentices to help out at home while learning.. . .

5  Scribal education began with the elementary principles of the hieratic script. The lowliest scribes, who trained for just five or six years, probably learned only the rudiments3 of the hieroglyphic

____________________________________________

1bureaucracy: an administrative staff of government officials

2funerary papyri: a sheet or scroll of papyrus containing religious images and hieroglyphs meant to help the deceased be reborn in the afterlife

3rudiments: basics

script. Students were set exemplar documents and extracts from popular texts to copy, to practice their hieratic handwriting on basic-format letters, reports and contracts, while absorbing the good advice contained in the texts. Surviving examples of copy-work sometimes include tutors' corrections added in red. Some significant Egyptian literary works survive almost exclusively from student copies.

6   A schoolboy4 dictionary” of hieroglyphs with their hieratic equivalents shows thata knowledge of more than 450 signs was required for everyday writing purposes. Lessons in record-keeping and filing and labelling enabled any half-competent scribe to perform that most essential of all scribal functions: the making and updating of lists. For professions such as those of government official, priest or lawyer,a scribe would train for several more years, increasing his vocabulary to perhaps a thousand or more signs. Those with the best handwriting or drawing skills might follow the craft of creating beautifully illustrated copies of funerary texts, commonly called Books of the Dead. Others could become draughtsmen5 , artists or architects. Doctors compiled their own collections of medication recipes, treatments and associated incantations, many copied from texts found in the House of Life, the temple library. Lawyers had to be familiar with the corpus6 of civil and religious laws and precedents found in the official records, which were administered by archivists. Egypt's bureaucratic society depended on the skills of an army of scribes of all ranks from filing clerk to tax assessor. For young Egyptians, “be a scribe” was the best of career advice.

From “Scribe Like an Egyptian” by Hilary Wilson from HISTORY TODAY, August 8, 2019. Copyright Oc 2019 by History Today Ltd. Company.

__________________________

4schoolboy: slang that refers to materials used during the course of receiving an education
5draughtsmen: a person who draws plans of machinery or structures
6corpus :a collection of writings

ANCIENT EGYPTIAN
SOCIAL CLASS STRUCTURE

Hieratic script was particularly valuable in a bureaucratic government because

22 / 29

Excerpt from “Scribe Like an Egyptian”
by Hilary Wilson

1  In ancient Egypt, literacy was the key to success. However, contrary to popular belief, not all Egyptian scribes understood hieroglyphs. Many relied instead on the simpler hieratic script for the multitude of everyday documents generated by the Egyptian bureaucracy.1

2  Hieroglyphs—“the Words of God”—compose a writing system with more than 1,000 distinct characters, the meanings of which were lost for 1,500 years before they were deciphered by Jean-François Champollion in 1822. Including both ideograms (which convey a whole word or idea, either concrète or abstract, in a single sign) and phonograms (representing either an alphabetic sound or a group of consonants), [the writing system] was used in formal inscriptions on tomb and temple walls as well as on elaborate funerary papyri.2 For everyday purposes, however, scribes used a shorthand version of the hieroglyphic script known as hieratic, which was quicker to write and more economical of space. The two writings existed side by side for at least 2,500 years.

3  Scraps of ancient hieratic writing, mostly penned by student scribes on limestone flakes called ostraca, suggest that no matter how humble his origins, an educated Egyptian could achieve almost anything. Horemheb (d.1292 B.C.) isa good example. Born of middle-ranking parents, his scribal training led to an army career. From Scribe of Recruits, during the reign of Akhenaten (1353—1336 B.C.), Horemheb rose through the military ranks and, by the rule of Tutankhamun (1332—1323 B.C.), he was commander in chief of the Egyptian forces. As a close adviser of the young Pharaoh, Horemheb was appointed “Deputy of the King throughout the Two Lands,” and might have expected to succeed to the throne should the king die childless. He had to wait a few years, but eventually Horemheb achieved the pinnacle of his career by becoming the last king of the 18th Dynasty, making his mark by instituting dramatic reforms to the organisation of the army, the judiciary and administration in general. The lasting success of these changes owed much to his scribal background....

4   Buteducation was not available to all. Government departments and major temples supported schools, where boys commenced their training at six or seven, sometimes earlier. To these boarding establishments. . family or household servants delivered the students' food and drink rations daily for several years, during which time the student was not contributing to the family's income. Boys from poorer families could only hope to be educated with support from a wealthier relative or patron, or through apprenticeship to an older scribe, perhaps the local clerk or land agent, who would teach them the basics of the scribe's craft. This limited the scope for employment but such “on the job” training allowed apprentices to help out at home while learning.. . .

5  Scribal education began with the elementary principles of the hieratic script. The lowliest scribes, who trained for just five or six years, probably learned only the rudiments3 of the hieroglyphic

____________________________________________

1bureaucracy: an administrative staff of government officials

2funerary papyri: a sheet or scroll of papyrus containing religious images and hieroglyphs meant to help the deceased be reborn in the afterlife

3rudiments: basics

script. Students were set exemplar documents and extracts from popular texts to copy, to practice their hieratic handwriting on basic-format letters, reports and contracts, while absorbing the good advice contained in the texts. Surviving examples of copy-work sometimes include tutors' corrections added in red. Some significant Egyptian literary works survive almost exclusively from student copies.

6   A schoolboy4 dictionary” of hieroglyphs with their hieratic equivalents shows thata knowledge of more than 450 signs was required for everyday writing purposes. Lessons in record-keeping and filing and labelling enabled any half-competent scribe to perform that most essential of all scribal functions: the making and updating of lists. For professions such as those of government official, priest or lawyer,a scribe would train for several more years, increasing his vocabulary to perhaps a thousand or more signs. Those with the best handwriting or drawing skills might follow the craft of creating beautifully illustrated copies of funerary texts, commonly called Books of the Dead. Others could become draughtsmen5 , artists or architects. Doctors compiled their own collections of medication recipes, treatments and associated incantations, many copied from texts found in the House of Life, the temple library. Lawyers had to be familiar with the corpus6 of civil and religious laws and precedents found in the official records, which were administered by archivists. Egypt's bureaucratic society depended on the skills of an army of scribes of all ranks from filing clerk to tax assessor. For young Egyptians, “be a scribe” was the best of career advice.

From “Scribe Like an Egyptian” by Hilary Wilson from HISTORY TODAY, August 8, 2019. Copyright Oc 2019 by History Today Ltd. Company.

__________________________

4schoolboy: slang that refers to materials used during the course of receiving an education
5draughtsmen: a person who draws plans of machinery or structures
6corpus :a collection of writings

ANCIENT EGYPTIAN
SOCIAL CLASS STRUCTURE

The diagram after paragraph 6 best provides additional support for the topic of the excerpt by

23 / 29

Excerpt from “Scribe Like an Egyptian”
by Hilary Wilson

1  In ancient Egypt, literacy was the key to success. However, contrary to popular belief, not all Egyptian scribes understood hieroglyphs. Many relied instead on the simpler hieratic script for the multitude of everyday documents generated by the Egyptian bureaucracy.1

2  Hieroglyphs—“the Words of God”—compose a writing system with more than 1,000 distinct characters, the meanings of which were lost for 1,500 years before they were deciphered by Jean-François Champollion in 1822. Including both ideograms (which convey a whole word or idea, either concrète or abstract, in a single sign) and phonograms (representing either an alphabetic sound or a group of consonants), [the writing system] was used in formal inscriptions on tomb and temple walls as well as on elaborate funerary papyri.2 For everyday purposes, however, scribes used a shorthand version of the hieroglyphic script known as hieratic, which was quicker to write and more economical of space. The two writings existed side by side for at least 2,500 years.

3  Scraps of ancient hieratic writing, mostly penned by student scribes on limestone flakes called ostraca, suggest that no matter how humble his origins, an educated Egyptian could achieve almost anything. Horemheb (d.1292 B.C.) isa good example. Born of middle-ranking parents, his scribal training led to an army career. From Scribe of Recruits, during the reign of Akhenaten (1353—1336 B.C.), Horemheb rose through the military ranks and, by the rule of Tutankhamun (1332—1323 B.C.), he was commander in chief of the Egyptian forces. As a close adviser of the young Pharaoh, Horemheb was appointed “Deputy of the King throughout the Two Lands,” and might have expected to succeed to the throne should the king die childless. He had to wait a few years, but eventually Horemheb achieved the pinnacle of his career by becoming the last king of the 18th Dynasty, making his mark by instituting dramatic reforms to the organisation of the army, the judiciary and administration in general. The lasting success of these changes owed much to his scribal background....

4   Buteducation was not available to all. Government departments and major temples supported schools, where boys commenced their training at six or seven, sometimes earlier. To these boarding establishments. . family or household servants delivered the students' food and drink rations daily for several years, during which time the student was not contributing to the family's income. Boys from poorer families could only hope to be educated with support from a wealthier relative or patron, or through apprenticeship to an older scribe, perhaps the local clerk or land agent, who would teach them the basics of the scribe's craft. This limited the scope for employment but such “on the job” training allowed apprentices to help out at home while learning.. . .

5  Scribal education began with the elementary principles of the hieratic script. The lowliest scribes, who trained for just five or six years, probably learned only the rudiments3 of the hieroglyphic

____________________________________________

1bureaucracy: an administrative staff of government officials

2funerary papyri: a sheet or scroll of papyrus containing religious images and hieroglyphs meant to help the deceased be reborn in the afterlife

3rudiments: basics

script. Students were set exemplar documents and extracts from popular texts to copy, to practice their hieratic handwriting on basic-format letters, reports and contracts, while absorbing the good advice contained in the texts. Surviving examples of copy-work sometimes include tutors' corrections added in red. Some significant Egyptian literary works survive almost exclusively from student copies.

6   A schoolboy4 dictionary” of hieroglyphs with their hieratic equivalents shows thata knowledge of more than 450 signs was required for everyday writing purposes. Lessons in record-keeping and filing and labelling enabled any half-competent scribe to perform that most essential of all scribal functions: the making and updating of lists. For professions such as those of government official, priest or lawyer,a scribe would train for several more years, increasing his vocabulary to perhaps a thousand or more signs. Those with the best handwriting or drawing skills might follow the craft of creating beautifully illustrated copies of funerary texts, commonly called Books of the Dead. Others could become draughtsmen5 , artists or architects. Doctors compiled their own collections of medication recipes, treatments and associated incantations, many copied from texts found in the House of Life, the temple library. Lawyers had to be familiar with the corpus6 of civil and religious laws and precedents found in the official records, which were administered by archivists. Egypt's bureaucratic society depended on the skills of an army of scribes of all ranks from filing clerk to tax assessor. For young Egyptians, “be a scribe” was the best of career advice.

From “Scribe Like an Egyptian” by Hilary Wilson from HISTORY TODAY, August 8, 2019. Copyright Oc 2019 by History Today Ltd. Company.

__________________________

4schoolboy: slang that refers to materials used during the course of receiving an education
5draughtsmen: a person who draws plans of machinery or structures
6corpus :a collection of writings

ANCIENT EGYPTIAN
SOCIAL CLASS STRUCTURE

Based on the excerpt, which statement would the author most strongly agree with?

24 / 29

This narrative is about the Nez Perce, an American Indian tribe, in what is now northern Idaho. The tribe is preparing fora gathering before the coming winter.

Excerpt from Do Them No Harm!
by Zoa L. Swayne

1 Inthemoon of Ta-Yum, the hottest days of summer, when salmon spawn in the little streams and
huckleberries ripen in the high mountains, people from many villages of the Chopunnish Nation
gathered in the Oyaip Prairie for the work and festivities of their annual camas harvest.

2 From farand near The People came....

3 Shoulda stranger enter their homeland and ask, “Where areyou from?” the reply was always,
“We are Nee-mee-poo, The People who live here in this place.”

4 It was a time of Lawtiwa-mah-ton—a time of being friends together—when The People came for
this last chance to enjoy being together before the Cold Moons kept them close to their fires. The
visiting and trading, the foot racing and horse racing, and the gambling and stick games would be
remembered and talked about long after they had forgotten the drudgery of digging and roasting
camas, picking berries, or drying meat and fish. Lawtiwa-mah-ton! It was good to be
friends together.

5 As was their custom since wahk-kee-ma,a time farback beyond the memory ofman, they set up
their camps in the same locations their parents and grandparents had occupied before them. Red
Bear's people, from Kamiah, made their camp near the trail that came outofthemountains.
Their neighbors in Kamiah Valley, The People from Tee-e-lap-a-lo, had their camp close by. Across
the wide meadow, by thegreat roasting pits, the camps oftheTe-wap-poo and Ask-kah-poo were
located. The tepees and ish-nash, brush shelters, of other groups nestled in their accustomed
areas in and among thepines in such numbers that they encircled the entire meadow land.

6 Red Bear's people had traveled all summer with neighboring bands, gathering and preparing
roots, picking and drying berries, drying and smoking meat and fish for their winter food supply.
Now they were atthe Oyaip camp. The women worked hard to dig and cure as many bags of
roots as they could during the warm, sunny days, for the sharp night air brought warnings that
WARM wasgoing and COLD was coming.

7 Everyone helped in some way. Most of the men fished or hunted formeat. While many ofthe
women dugandroasted camas, other women andolder children picked and dried berries.

8 And the younger children played. They played at hunting. They played with the babies. They
played with their horses and puppies. They learned how to live through their play.

9 This sun, happiness, peace, and quiet blessed the Red Bear camp. All were busy with their daily
tasks, until sudden cries came from the children playing by the trail.

10 “People coming! People coming! People coming on the trail from the high mountains!” they called
as they ran to their elders, who looked sharply at the figures of approaching horsemen.

11 Were they friends or enemies? Did they bring good news or bad?

12 “Who canit be? What brings them here?” were the questions in every mind.

13 “Could they be the four hunters who had gone to Buffalo Country two summers past? Would they
have news ofthefamilies who had gone long ago to Buffalo Country and never returned?”

14 It was customary fora hunting party to be gone formore than one season.

15 “Looks like hunters,” the older men agreed. “Looks like they had good hunting. Maybe ourfour
hunters. [They have] been gone many moons.”

16 “Looks like five people—not four,” others observed.

17 Excitement grew as the riders came close enough to be recognized.

18 “A-a-a-a-a, they are our four hunters! But who is the fifth person?” they asked.

19 “Looks likea woman. Who is she?”

20 The hunters rode up to the welcoming crowd, proud to show offtheloads of meat, hides, and
other trophies of their hunt. They paraded around the encampment forall to see how strong their
Hunting Power had been—what great hunters they, themselves, were.

21 Red Bear's people rejoiced at their hunters' success. Good hunters brought good to everybody.
The meat meant plenty of food and the hides meant soft-tanned robes to give comfort through
the Cold Moons. But it was the sight of the frail figure of the woman that aroused their curiosity.
Who was she? Where had she come from?

22 “Belongs to Red Bear people. Gone then come back,” the hunters said, as they dismounted and
unloaded their packs....

23 Now they could see! She was the daughter of the family gone so long ago! The girl-child who had
left came back now—a grown woman.

24 “Wat-ku-ese!” the women cried. “Gone-from-Home-then-Come-Back. Wat-ku-ese!” And
Wat-ku-ese was her name from that time on.

25 Gentle arms lifted Wat-ku-ese from her horse. The women brought her food and madea place for
her to rest. For many suns they cared for her until she became stronger.

26 One evening Wat-ku-ese told her story for all to hear.

From DO THEM NO HARM!: Lewis and Clark Among theNezPerce by Zoa L. Swayne. Published by Caxton
Press. Copyright Oc 1990 by Zoa L. Swayne Orofino, Idaho and Legacy House, Inc. Orofino, Idaho. All
rights reserved.

  • In paragraphs4 and 6, the beginning of the change in seasons affects the characters mainly by

25 / 29

This narrative is about the Nez Perce, an American Indian tribe, in what is now northern Idaho. The tribe is preparing fora gathering before the coming winter.

Excerpt from Do Them No Harm!
by Zoa L. Swayne

1 Inthemoon of Ta-Yum, the hottest days of summer, when salmon spawn in the little streams and
huckleberries ripen in the high mountains, people from many villages of the Chopunnish Nation
gathered in the Oyaip Prairie for the work and festivities of their annual camas harvest.

2 From farand near The People came....

3 Shoulda stranger enter their homeland and ask, “Where areyou from?” the reply was always,
“We are Nee-mee-poo, The People who live here in this place.”

4 It was a time of Lawtiwa-mah-ton—a time of being friends together—when The People came for
this last chance to enjoy being together before the Cold Moons kept them close to their fires. The
visiting and trading, the foot racing and horse racing, and the gambling and stick games would be
remembered and talked about long after they had forgotten the drudgery of digging and roasting
camas, picking berries, or drying meat and fish. Lawtiwa-mah-ton! It was good to be
friends together.

5 As was their custom since wahk-kee-ma,a time farback beyond the memory ofman, they set up
their camps in the same locations their parents and grandparents had occupied before them. Red
Bear's people, from Kamiah, made their camp near the trail that came outofthemountains.
Their neighbors in Kamiah Valley, The People from Tee-e-lap-a-lo, had their camp close by. Across
the wide meadow, by thegreat roasting pits, the camps oftheTe-wap-poo and Ask-kah-poo were
located. The tepees and ish-nash, brush shelters, of other groups nestled in their accustomed
areas in and among thepines in such numbers that they encircled the entire meadow land.

6 Red Bear's people had traveled all summer with neighboring bands, gathering and preparing
roots, picking and drying berries, drying and smoking meat and fish for their winter food supply.
Now they were atthe Oyaip camp. The women worked hard to dig and cure as many bags of
roots as they could during the warm, sunny days, for the sharp night air brought warnings that
WARM wasgoing and COLD was coming.

7 Everyone helped in some way. Most of the men fished or hunted formeat. While many ofthe
women dugandroasted camas, other women andolder children picked and dried berries.

8 And the younger children played. They played at hunting. They played with the babies. They
played with their horses and puppies. They learned how to live through their play.

9 This sun, happiness, peace, and quiet blessed the Red Bear camp. All were busy with their daily
tasks, until sudden cries came from the children playing by the trail.

10 “People coming! People coming! People coming on the trail from the high mountains!” they called
as they ran to their elders, who looked sharply at the figures of approaching horsemen.

11 Were they friends or enemies? Did they bring good news or bad?

12 “Who canit be? What brings them here?” were the questions in every mind.

13 “Could they be the four hunters who had gone to Buffalo Country two summers past? Would they
have news ofthefamilies who had gone long ago to Buffalo Country and never returned?”

14 It was customary fora hunting party to be gone formore than one season.

15 “Looks like hunters,” the older men agreed. “Looks like they had good hunting. Maybe ourfour
hunters. [They have] been gone many moons.”

16 “Looks like five people—not four,” others observed.

17 Excitement grew as the riders came close enough to be recognized.

18 “A-a-a-a-a, they are our four hunters! But who is the fifth person?” they asked.

19 “Looks likea woman. Who is she?”

20 The hunters rode up to the welcoming crowd, proud to show offtheloads of meat, hides, and
other trophies of their hunt. They paraded around the encampment forall to see how strong their
Hunting Power had been—what great hunters they, themselves, were.

21 Red Bear's people rejoiced at their hunters' success. Good hunters brought good to everybody.
The meat meant plenty of food and the hides meant soft-tanned robes to give comfort through
the Cold Moons. But it was the sight of the frail figure of the woman that aroused their curiosity.
Who was she? Where had she come from?

22 “Belongs to Red Bear people. Gone then come back,” the hunters said, as they dismounted and
unloaded their packs....

23 Now they could see! She was the daughter of the family gone so long ago! The girl-child who had
left came back now—a grown woman.

24 “Wat-ku-ese!” the women cried. “Gone-from-Home-then-Come-Back. Wat-ku-ese!” And
Wat-ku-ese was her name from that time on.

25 Gentle arms lifted Wat-ku-ese from her horse. The women brought her food and madea place for
her to rest. For many suns they cared for her until she became stronger.

26 One evening Wat-ku-ese told her story for all to hear.

From DO THEM NO HARM!: Lewis and Clark Among theNezPerce by Zoa L. Swayne. Published by Caxton
Press. Copyright Oc 1990 by Zoa L. Swayne Orofino, Idaho and Legacy House, Inc. Orofino, Idaho. All
rights reserved.

  • How do paragraphs7 and9 conveya central idea of the excerpt?

26 / 29

This narrative is about the Nez Perce, an American Indian tribe, in what is now northern Idaho. The tribe is preparing fora gathering before the coming winter.

Excerpt from Do Them No Harm!
by Zoa L. Swayne

1 Inthemoon of Ta-Yum, the hottest days of summer, when salmon spawn in the little streams and
huckleberries ripen in the high mountains, people from many villages of the Chopunnish Nation
gathered in the Oyaip Prairie for the work and festivities of their annual camas harvest.

2 From farand near The People came....

3 Shoulda stranger enter their homeland and ask, “Where areyou from?” the reply was always,
“We are Nee-mee-poo, The People who live here in this place.”

4 It was a time of Lawtiwa-mah-ton—a time of being friends together—when The People came for
this last chance to enjoy being together before the Cold Moons kept them close to their fires. The
visiting and trading, the foot racing and horse racing, and the gambling and stick games would be
remembered and talked about long after they had forgotten the drudgery of digging and roasting
camas, picking berries, or drying meat and fish. Lawtiwa-mah-ton! It was good to be
friends together.

5 As was their custom since wahk-kee-ma,a time farback beyond the memory ofman, they set up
their camps in the same locations their parents and grandparents had occupied before them. Red
Bear's people, from Kamiah, made their camp near the trail that came outofthemountains.
Their neighbors in Kamiah Valley, The People from Tee-e-lap-a-lo, had their camp close by. Across
the wide meadow, by thegreat roasting pits, the camps oftheTe-wap-poo and Ask-kah-poo were
located. The tepees and ish-nash, brush shelters, of other groups nestled in their accustomed
areas in and among thepines in such numbers that they encircled the entire meadow land.

6 Red Bear's people had traveled all summer with neighboring bands, gathering and preparing
roots, picking and drying berries, drying and smoking meat and fish for their winter food supply.
Now they were atthe Oyaip camp. The women worked hard to dig and cure as many bags of
roots as they could during the warm, sunny days, for the sharp night air brought warnings that
WARM wasgoing and COLD was coming.

7 Everyone helped in some way. Most of the men fished or hunted formeat. While many ofthe
women dugandroasted camas, other women andolder children picked and dried berries.

8 And the younger children played. They played at hunting. They played with the babies. They
played with their horses and puppies. They learned how to live through their play.

9 This sun, happiness, peace, and quiet blessed the Red Bear camp. All were busy with their daily
tasks, until sudden cries came from the children playing by the trail.

10 “People coming! People coming! People coming on the trail from the high mountains!” they called
as they ran to their elders, who looked sharply at the figures of approaching horsemen.

11 Were they friends or enemies? Did they bring good news or bad?

12 “Who canit be? What brings them here?” were the questions in every mind.

13 “Could they be the four hunters who had gone to Buffalo Country two summers past? Would they
have news ofthefamilies who had gone long ago to Buffalo Country and never returned?”

14 It was customary fora hunting party to be gone formore than one season.

15 “Looks like hunters,” the older men agreed. “Looks like they had good hunting. Maybe ourfour
hunters. [They have] been gone many moons.”

16 “Looks like five people—not four,” others observed.

17 Excitement grew as the riders came close enough to be recognized.

18 “A-a-a-a-a, they are our four hunters! But who is the fifth person?” they asked.

19 “Looks likea woman. Who is she?”

20 The hunters rode up to the welcoming crowd, proud to show offtheloads of meat, hides, and
other trophies of their hunt. They paraded around the encampment forall to see how strong their
Hunting Power had been—what great hunters they, themselves, were.

21 Red Bear's people rejoiced at their hunters' success. Good hunters brought good to everybody.
The meat meant plenty of food and the hides meant soft-tanned robes to give comfort through
the Cold Moons. But it was the sight of the frail figure of the woman that aroused their curiosity.
Who was she? Where had she come from?

22 “Belongs to Red Bear people. Gone then come back,” the hunters said, as they dismounted and
unloaded their packs....

23 Now they could see! She was the daughter of the family gone so long ago! The girl-child who had
left came back now—a grown woman.

24 “Wat-ku-ese!” the women cried. “Gone-from-Home-then-Come-Back. Wat-ku-ese!” And
Wat-ku-ese was her name from that time on.

25 Gentle arms lifted Wat-ku-ese from her horse. The women brought her food and madea place for
her to rest. For many suns they cared for her until she became stronger.

26 One evening Wat-ku-ese told her story for all to hear.

From DO THEM NO HARM!: Lewis and Clark Among theNezPerce by Zoa L. Swayne. Published by Caxton
Press. Copyright Oc 1990 by Zoa L. Swayne Orofino, Idaho and Legacy House, Inc. Orofino, Idaho. All
rights reserved.

  • In paragraph 8, the author repeats the word “played” most likely to

27 / 29

This narrative is about the Nez Perce, an American Indian tribe, in what is now northern Idaho. The tribe is preparing fora gathering before the coming winter.

Excerpt from Do Them No Harm!
by Zoa L. Swayne

1 Inthemoon of Ta-Yum, the hottest days of summer, when salmon spawn in the little streams and
huckleberries ripen in the high mountains, people from many villages of the Chopunnish Nation
gathered in the Oyaip Prairie for the work and festivities of their annual camas harvest.

2 From farand near The People came....

3 Shoulda stranger enter their homeland and ask, “Where areyou from?” the reply was always,
“We are Nee-mee-poo, The People who live here in this place.”

4 It was a time of Lawtiwa-mah-ton—a time of being friends together—when The People came for
this last chance to enjoy being together before the Cold Moons kept them close to their fires. The
visiting and trading, the foot racing and horse racing, and the gambling and stick games would be
remembered and talked about long after they had forgotten the drudgery of digging and roasting
camas, picking berries, or drying meat and fish. Lawtiwa-mah-ton! It was good to be
friends together.

5 As was their custom since wahk-kee-ma,a time farback beyond the memory ofman, they set up
their camps in the same locations their parents and grandparents had occupied before them. Red
Bear's people, from Kamiah, made their camp near the trail that came outofthemountains.
Their neighbors in Kamiah Valley, The People from Tee-e-lap-a-lo, had their camp close by. Across
the wide meadow, by thegreat roasting pits, the camps oftheTe-wap-poo and Ask-kah-poo were
located. The tepees and ish-nash, brush shelters, of other groups nestled in their accustomed
areas in and among thepines in such numbers that they encircled the entire meadow land.

6 Red Bear's people had traveled all summer with neighboring bands, gathering and preparing
roots, picking and drying berries, drying and smoking meat and fish for their winter food supply.
Now they were atthe Oyaip camp. The women worked hard to dig and cure as many bags of
roots as they could during the warm, sunny days, for the sharp night air brought warnings that
WARM wasgoing and COLD was coming.

7 Everyone helped in some way. Most of the men fished or hunted formeat. While many ofthe
women dugandroasted camas, other women andolder children picked and dried berries.

8 And the younger children played. They played at hunting. They played with the babies. They
played with their horses and puppies. They learned how to live through their play.

9 This sun, happiness, peace, and quiet blessed the Red Bear camp. All were busy with their daily
tasks, until sudden cries came from the children playing by the trail.

10 “People coming! People coming! People coming on the trail from the high mountains!” they called
as they ran to their elders, who looked sharply at the figures of approaching horsemen.

11 Were they friends or enemies? Did they bring good news or bad?

12 “Who canit be? What brings them here?” were the questions in every mind.

13 “Could they be the four hunters who had gone to Buffalo Country two summers past? Would they
have news ofthefamilies who had gone long ago to Buffalo Country and never returned?”

14 It was customary fora hunting party to be gone formore than one season.

15 “Looks like hunters,” the older men agreed. “Looks like they had good hunting. Maybe ourfour
hunters. [They have] been gone many moons.”

16 “Looks like five people—not four,” others observed.

17 Excitement grew as the riders came close enough to be recognized.

18 “A-a-a-a-a, they are our four hunters! But who is the fifth person?” they asked.

19 “Looks likea woman. Who is she?”

20 The hunters rode up to the welcoming crowd, proud to show offtheloads of meat, hides, and
other trophies of their hunt. They paraded around the encampment forall to see how strong their
Hunting Power had been—what great hunters they, themselves, were.

21 Red Bear's people rejoiced at their hunters' success. Good hunters brought good to everybody.
The meat meant plenty of food and the hides meant soft-tanned robes to give comfort through
the Cold Moons. But it was the sight of the frail figure of the woman that aroused their curiosity.
Who was she? Where had she come from?

22 “Belongs to Red Bear people. Gone then come back,” the hunters said, as they dismounted and
unloaded their packs....

23 Now they could see! She was the daughter of the family gone so long ago! The girl-child who had
left came back now—a grown woman.

24 “Wat-ku-ese!” the women cried. “Gone-from-Home-then-Come-Back. Wat-ku-ese!” And
Wat-ku-ese was her name from that time on.

25 Gentle arms lifted Wat-ku-ese from her horse. The women brought her food and madea place for
her to rest. For many suns they cared for her until she became stronger.

26 One evening Wat-ku-ese told her story for all to hear.

From DO THEM NO HARM!: Lewis and Clark Among theNezPerce by Zoa L. Swayne. Published by Caxton
Press. Copyright Oc 1990 by Zoa L. Swayne Orofino, Idaho and Legacy House, Inc. Orofino, Idaho. All
rights reserved.

  • How do paragraphs 11—13 affect the plot of the excerpt?

28 / 29

This narrative is about the Nez Perce, an American Indian tribe, in what is now northern Idaho. The tribe is preparing fora gathering before the coming winter.

Excerpt from Do Them No Harm!
by Zoa L. Swayne

1 Inthemoon of Ta-Yum, the hottest days of summer, when salmon spawn in the little streams and
huckleberries ripen in the high mountains, people from many villages of the Chopunnish Nation
gathered in the Oyaip Prairie for the work and festivities of their annual camas harvest.

2 From farand near The People came....

3 Shoulda stranger enter their homeland and ask, “Where areyou from?” the reply was always,
“We are Nee-mee-poo, The People who live here in this place.”

4 It was a time of Lawtiwa-mah-ton—a time of being friends together—when The People came for
this last chance to enjoy being together before the Cold Moons kept them close to their fires. The
visiting and trading, the foot racing and horse racing, and the gambling and stick games would be
remembered and talked about long after they had forgotten the drudgery of digging and roasting
camas, picking berries, or drying meat and fish. Lawtiwa-mah-ton! It was good to be
friends together.

5 As was their custom since wahk-kee-ma,a time farback beyond the memory ofman, they set up
their camps in the same locations their parents and grandparents had occupied before them. Red
Bear's people, from Kamiah, made their camp near the trail that came outofthemountains.
Their neighbors in Kamiah Valley, The People from Tee-e-lap-a-lo, had their camp close by. Across
the wide meadow, by thegreat roasting pits, the camps oftheTe-wap-poo and Ask-kah-poo were
located. The tepees and ish-nash, brush shelters, of other groups nestled in their accustomed
areas in and among thepines in such numbers that they encircled the entire meadow land.

6 Red Bear's people had traveled all summer with neighboring bands, gathering and preparing
roots, picking and drying berries, drying and smoking meat and fish for their winter food supply.
Now they were atthe Oyaip camp. The women worked hard to dig and cure as many bags of
roots as they could during the warm, sunny days, for the sharp night air brought warnings that
WARM wasgoing and COLD was coming.

7 Everyone helped in some way. Most of the men fished or hunted formeat. While many ofthe
women dugandroasted camas, other women andolder children picked and dried berries.

8 And the younger children played. They played at hunting. They played with the babies. They
played with their horses and puppies. They learned how to live through their play.

9 This sun, happiness, peace, and quiet blessed the Red Bear camp. All were busy with their daily
tasks, until sudden cries came from the children playing by the trail.

10 “People coming! People coming! People coming on the trail from the high mountains!” they called
as they ran to their elders, who looked sharply at the figures of approaching horsemen.

11 Were they friends or enemies? Did they bring good news or bad?

12 “Who canit be? What brings them here?” were the questions in every mind.

13 “Could they be the four hunters who had gone to Buffalo Country two summers past? Would they
have news ofthefamilies who had gone long ago to Buffalo Country and never returned?”

14 It was customary fora hunting party to be gone formore than one season.

15 “Looks like hunters,” the older men agreed. “Looks like they had good hunting. Maybe ourfour
hunters. [They have] been gone many moons.”

16 “Looks like five people—not four,” others observed.

17 Excitement grew as the riders came close enough to be recognized.

18 “A-a-a-a-a, they are our four hunters! But who is the fifth person?” they asked.

19 “Looks likea woman. Who is she?”

20 The hunters rode up to the welcoming crowd, proud to show offtheloads of meat, hides, and
other trophies of their hunt. They paraded around the encampment forall to see how strong their
Hunting Power had been—what great hunters they, themselves, were.

21 Red Bear's people rejoiced at their hunters' success. Good hunters brought good to everybody.
The meat meant plenty of food and the hides meant soft-tanned robes to give comfort through
the Cold Moons. But it was the sight of the frail figure of the woman that aroused their curiosity.
Who was she? Where had she come from?

22 “Belongs to Red Bear people. Gone then come back,” the hunters said, as they dismounted and
unloaded their packs....

23 Now they could see! She was the daughter of the family gone so long ago! The girl-child who had
left came back now—a grown woman.

24 “Wat-ku-ese!” the women cried. “Gone-from-Home-then-Come-Back. Wat-ku-ese!” And
Wat-ku-ese was her name from that time on.

25 Gentle arms lifted Wat-ku-ese from her horse. The women brought her food and madea place for
her to rest. For many suns they cared for her until she became stronger.

26 One evening Wat-ku-ese told her story for all to hear.

From DO THEM NO HARM!: Lewis and Clark Among theNezPerce by Zoa L. Swayne. Published by Caxton
Press. Copyright Oc 1990 by Zoa L. Swayne Orofino, Idaho and Legacy House, Inc. Orofino, Idaho. All
rights reserved.

  • In paragraph 20, the phrases “trophies of their hunt” and “paraded around” affect the paragraph by

29 / 29

This narrative is about the Nez Perce, an American Indian tribe, in what is now northern Idaho. The tribe is preparing fora gathering before the coming winter.

Excerpt from Do Them No Harm!
by Zoa L. Swayne

1 Inthemoon of Ta-Yum, the hottest days of summer, when salmon spawn in the little streams and
huckleberries ripen in the high mountains, people from many villages of the Chopunnish Nation
gathered in the Oyaip Prairie for the work and festivities of their annual camas harvest.

2 From farand near The People came....

3 Shoulda stranger enter their homeland and ask, “Where areyou from?” the reply was always,
“We are Nee-mee-poo, The People who live here in this place.”

4 It was a time of Lawtiwa-mah-ton—a time of being friends together—when The People came for
this last chance to enjoy being together before the Cold Moons kept them close to their fires. The
visiting and trading, the foot racing and horse racing, and the gambling and stick games would be
remembered and talked about long after they had forgotten the drudgery of digging and roasting
camas, picking berries, or drying meat and fish. Lawtiwa-mah-ton! It was good to be
friends together.

5 As was their custom since wahk-kee-ma,a time farback beyond the memory ofman, they set up
their camps in the same locations their parents and grandparents had occupied before them. Red
Bear's people, from Kamiah, made their camp near the trail that came outofthemountains.
Their neighbors in Kamiah Valley, The People from Tee-e-lap-a-lo, had their camp close by. Across
the wide meadow, by thegreat roasting pits, the camps oftheTe-wap-poo and Ask-kah-poo were
located. The tepees and ish-nash, brush shelters, of other groups nestled in their accustomed
areas in and among thepines in such numbers that they encircled the entire meadow land.

6 Red Bear's people had traveled all summer with neighboring bands, gathering and preparing
roots, picking and drying berries, drying and smoking meat and fish for their winter food supply.
Now they were atthe Oyaip camp. The women worked hard to dig and cure as many bags of
roots as they could during the warm, sunny days, for the sharp night air brought warnings that
WARM wasgoing and COLD was coming.

7 Everyone helped in some way. Most of the men fished or hunted formeat. While many ofthe
women dugandroasted camas, other women andolder children picked and dried berries.

8 And the younger children played. They played at hunting. They played with the babies. They
played with their horses and puppies. They learned how to live through their play.

9 This sun, happiness, peace, and quiet blessed the Red Bear camp. All were busy with their daily
tasks, until sudden cries came from the children playing by the trail.

10 “People coming! People coming! People coming on the trail from the high mountains!” they called
as they ran to their elders, who looked sharply at the figures of approaching horsemen.

11 Were they friends or enemies? Did they bring good news or bad?

12 “Who canit be? What brings them here?” were the questions in every mind.

13 “Could they be the four hunters who had gone to Buffalo Country two summers past? Would they
have news ofthefamilies who had gone long ago to Buffalo Country and never returned?”

14 It was customary fora hunting party to be gone formore than one season.

15 “Looks like hunters,” the older men agreed. “Looks like they had good hunting. Maybe ourfour
hunters. [They have] been gone many moons.”

16 “Looks like five people—not four,” others observed.

17 Excitement grew as the riders came close enough to be recognized.

18 “A-a-a-a-a, they are our four hunters! But who is the fifth person?” they asked.

19 “Looks likea woman. Who is she?”

20 The hunters rode up to the welcoming crowd, proud to show offtheloads of meat, hides, and
other trophies of their hunt. They paraded around the encampment forall to see how strong their
Hunting Power had been—what great hunters they, themselves, were.

21 Red Bear's people rejoiced at their hunters' success. Good hunters brought good to everybody.
The meat meant plenty of food and the hides meant soft-tanned robes to give comfort through
the Cold Moons. But it was the sight of the frail figure of the woman that aroused their curiosity.
Who was she? Where had she come from?

22 “Belongs to Red Bear people. Gone then come back,” the hunters said, as they dismounted and
unloaded their packs....

23 Now they could see! She was the daughter of the family gone so long ago! The girl-child who had
left came back now—a grown woman.

24 “Wat-ku-ese!” the women cried. “Gone-from-Home-then-Come-Back. Wat-ku-ese!” And
Wat-ku-ese was her name from that time on.

25 Gentle arms lifted Wat-ku-ese from her horse. The women brought her food and madea place for
her to rest. For many suns they cared for her until she became stronger.

26 One evening Wat-ku-ese told her story for all to hear.

From DO THEM NO HARM!: Lewis and Clark Among theNezPerce by Zoa L. Swayne. Published by Caxton
Press. Copyright Oc 1990 by Zoa L. Swayne Orofino, Idaho and Legacy House, Inc. Orofino, Idaho. All
rights reserved.

  • Which quotation from the excerpt best supports the idea that The People maintain a connection to members of their group in spite of distance?

Your score is

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