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Stamping Out Propaganda
In the years leading up to World War II, the Nazi Party in Germany
advanced extremely negative portrayals of Jewish people and culture. By
depicting Jews as subhuman criminals, the Nazis sought to fuel public
hatred. An Austrian woman named Irene Harand was concerned about the
falsehoods being spread across Western Europe. To counteract the Nazi
propaganda, Harand created a series of educational stamps, with each
stamp featuring a Jewish person who had benefited society. For example,
one stamp showed a picture of Benjamin Disraeli, a former prime minister of
the United Kingdom, while another featured Paul Ehrlich, a notable scientist.
Harand and her volunteers pasted their stamps on letters, next to regular
postage stamps; they also secretly pasted them on the walls of an anti-
Jewish exhibit. They hoped that the positive portrayals on their stamps
would help counter the Nazis' malicious campaign to fuel hatred toward
Jews.
What is the main idea of the passage?
 Key Idea
A main idea is the most important idea or claim that a text conveys.

The supporting details provide information that develops the main idea. Each

detail in a text plays a specific role in supporting or refining readers' understanding
of the main idea. For example, a writer might use supporting details to provide a
description, explain a process, offer an example, emphasize the significance of a
point, define a term, or make a comparison.

Solution
The main idea of the passage is To combat anti-Jewish propaganda, Irene Harand
developed stamps showcasing Jews who had made important contributions to
society.

Notice the phrases to counteract and would help counter. They suggest that the
main idea involves a possible solution to a problem. Here, the main idea is that
Harand's stamps were developed to fight the problem of negative propaganda
about Jews.

The Jump Shot: A Game-Changing Move
When Dr. James Naismith invented the game of basketball at Springfield College in 1891, he
incorporated aspects of existing games such as rugby, soccer, and lacrosse and established
thirteen rules for play. None of these thirteen rules entailed keeping both feet on the ground; still,
for the next several decades, basketball was a sedate game with few fast moves or high jumps. In
fact, in the 1930s, when University of Missouri player John Cooper tried an innovative play—
jumping while shooting—his coach pulled him out of the game. However, after watching Cooper
perform the move in practices, the coach eventually had a change of heart and allowed Cooper to
use the jump shot at games. Meanwhile, similar situations were taking place at other colleges. As
a result of the tradition-breaking moves of a few unorthodox players, the jump shot caught on
and became an integral part of the game.
What is the main idea of the passage?
Because John Cooper's jump shot was an eye-catching move, his coach eventually allowed him
to use it during games.
Because innovators like John Cooper challenged the conventions of basketball, the jump shot
became a popular move.

The main idea of the passage is Because innovators like John Cooper challenged the
conventions of basketball, the jump shot became a popular move. How does the detail in bold
develop the main idea?
When Dr. James Naismith invented the game of basketball at Springfield College in 1891, he
incorporated aspects of existing games such as rugby, soccer, and lacrosse and established
thirteen rules for play. None of these thirteen rules entailed keeping both feet on the ground; still,
for the next several decades, basketball was a sedate game with few fast moves or high jumps. In
fact, in the 1930s, when University of Missouri player John Cooper tried an innovative play—
jumping while shooting—his coach pulled him out of the game. However, after watching
Cooper perform the move in practices, the coach eventually had a change of heart and
allowed Cooper to use the jump shot at games. Meanwhile, similar situations were taking
place at other colleges. As a result of the tradition-breaking moves of a few unorthodox players,
the jump shot caught on and became an integral part of the game.
It explains why the jump shot was only used during practices.
It describes a shift in attitude toward the jump shot.

Saving Lives Through Living-Donor Liver Transplants
We cannot survive without our livers, which remove waste products from our blood and produce
bile to break down fats, among several other important functions. People with liver failure can be
treated with whole-liver transplant surgery, in which a liver is taken from the body of a recently
deceased person and placed into the body of a recipient. However, because the number of livers
available for this type of transplant is extremely limited, whole-liver transplantation cannot be
provided to all of the thousands of people on the waiting list for a liver. Living-donor liver
transplants offer a solution. In a living-donor transplant, a person with a healthy liver donates
part of his or her liver to replace the failing liver of another person. Because of the liver's
amazing ability to regenerate itself, both the donor and the recipient will grow normal-sized
livers in a matter of months. Thanks to living-donor transplantation, numerous lives have been
saved.
What is the main idea of the passage?
In whole-liver transplantation, a deceased person's liver is placed into the body of a person
whose own liver is failing.
Living-donor liver transplantation offers a lifesaving alternative to whole-liver transplantation.

Stamping Out Propaganda
In the years leading up to World War II, the Nazi Party in Germany advanced extremely negative
portrayals of Jewish people and culture. By depicting Jews as subhuman criminals, the Nazis
sought to fuel public hatred. An Austrian woman named Irene Harand was concerned about the
falsehoods being spread across Western Europe. To counteract the Nazi propaganda, Harand
created a series of educational stamps, with each stamp featuring a Jewish person who had
benefited society. For example, one stamp showed a picture of Benjamin Disraeli, a former
prime minister of the United Kingdom, while another featured Paul Ehrlich, a notable scientist.
Harand and her volunteers pasted their stamps on letters, next to regular postage stamps; they
also secretly pasted them on the walls of an anti-Jewish exhibit. They hoped that the positive
portrayals on their stamps would help counter the Nazis' malicious campaign to fuel hatred
toward Jews.
What is the main idea of the passage?
To promote hatred of Jews, the Nazi Party spread negative propaganda about Jewish people.
To combat anti-Jewish propaganda, Irene Harand developed stamps showcasing Jews who had
made important contributions to society.
The main idea of the passage is To combat anti-Jewish propaganda, Irene Harand developed
stamps showcasing Jews who had made important contributions to society. How does the detail
in bold develop the main idea?
In the years leading up to World War II, the Nazi Party in Germany advanced extremely negative
portrayals of Jewish people and culture. By depicting Jews as subhuman criminals, the Nazis
sought to fuel public hatred. An Austrian woman named Irene Harand was concerned about the
falsehoods being spread across Western Europe. To counteract the Nazi propaganda, Harand
created a series of educational stamps, with each stamp featuring a Jewish person who had
benefited society. For example, one stamp showed a picture of Benjamin Disraeli, a former
prime minister of the United Kingdom, while another featured Paul Ehrlich, a notable
scientist. Harand and her volunteers pasted their stamps on letters, next to regular postage
stamps; they also secretly pasted them on the walls of an anti-Jewish exhibit. They hoped that the
positive portrayals on their stamps would help counter the Nazis' malicious campaign to fuel
hatred toward Jews.
It describes two of Harand's anti-propaganda stamps.
It identifies people who were made famous by Harand's stamps.
Submit

Read the passage.

The Flapper
Strict social conventions governed women's fashion in the early 1900s: women were expected to
wear elaborate hairstyles, floor-length gowns, and rigid corsets that constricted the waist.
However, at the beginning of the 1920s, the evolving role of women spurred dramatic changes in
women's fashion, resulting in the iconic flapper style. During World War I, many women had
started to work outside the home while men were at war. Then, in 1920, the Nineteenth
Amendment granted women the right to vote. As the decade progressed, more women were
participating in politics, going to college, and driving automobiles than in previous decades. In
response to these developments, many young women dressed in the style of the flapper. Flappers
wore short haircuts and loose dresses that de-emphasized their femininity; they also wore low-
heeled shoes that were more comfortable for walking and dancing. In the 1920s, the flapper
became the embodiment of the new freethinking and independent woman.
What is the main idea of the passage?
Flapper fashion emerged when more women began working outside the home to replace men
who left during World War I.
Flapper fashion emerged because women experienced greater political, intellectual, and social
freedoms in the 1920s.
Submit

The main idea of the passage is Flapper fashion emerged because women experienced greater
political, intellectual, and social freedoms in the 1920s. How does the detail in bold develop the
main idea?
Strict social conventions governed women's fashion in the early 1900s: women were expected to
wear elaborate hairstyles, floor-length gowns, and rigid corsets that constricted the waist.
However, at the beginning of the 1920s, the evolving role of women spurred dramatic changes in
women's fashion, resulting in the iconic flapper style. During World War I, many women had
started to work outside the home while men were at war. Then, in 1920, the Nineteenth
Amendment granted women the right to vote. As the decade progressed, more women were
participating in politics, going to college, and driving automobiles than in previous decades. In
response to these developments, many young women dressed in the style of the
flapper. Flappers wore short haircuts and loose dresses that de-emphasized their
femininity; they also wore low-heeled shoes that were more comfortable for walking and
dancing. In the 1920s, the flapper became the embodiment of the new freethinking and
independent woman.
It highlights ways that fashion resisted the influence of social change.
It provides examples of how women's freedoms affected fashion.
Submit

Read the passage.

Nearsightedness and Farsightedness
Nearsighted people experience blurred vision while looking at distant objects, such as street
signs viewed from inside a car. Conversely, farsighted people experience blurred vision while
looking at nearby objects, such as words on a page. The causes of these two conditions differ as
well. Nearsightedness, or myopia, occurs either when a person's eye is too long from back to
front or when the cornea (the clear layer at the front of the eye) is too curved. On the other hand,
farsightedness, or hyperopia, results when the eye is too short or when the cornea is not curved
enough. Fortunately, corrective lenses can restore normal vision in both cases. As you might
expect, these lenses are of opposing types: nearsightedness is improved with a lens that is thinner
in the middle and thicker at the edges, while farsightedness is compensated for with a lens that is
thicker in the middle and thinner at the edges.
What is the main idea of the passage?
In nearsightedness, the eye may be too long from front to back, while in farsightedness, the
opposite may be true.
Nearsightedness and farsightedness produce contrasting vision problems, have opposite causes,
and require different types of lenses.
Submit

The main idea of the passage is Nearsightedness and farsightedness produce contrasting vision
problems, have opposite causes, and require different types of lenses. How does the detail in
bold develop the main idea?
Nearsighted people experience blurred vision while looking at distant objects, such as street
signs viewed from inside a car. Conversely, farsighted people experience blurred vision while
looking at nearby objects, such as words on a page. The causes of these two conditions differ as
well. Nearsightedness, or myopia, occurs either when a person's eye is too long from back to
front or when the cornea (the clear layer at the front of the eye) is too curved. On the other
hand, farsightedness, or hyperopia, results when the eye is too short or when the cornea is
not curved enough. Fortunately, corrective lenses can restore normal vision in both cases. As
you might expect, these lenses are of opposing types: nearsightedness is improved with a lens
that is thinner in the middle and thicker at the edges, while farsightedness is compensated for
with a lens that is thicker in the middle and thinner at the edges.
It addresses a common misunderstanding about the causes of farsightedness.
It contrasts the cause of farsightedness with that of nearsightedness.
Submit

Read the passage.

The Soil Conservation Service
In 1933, in response to the failing farms and drought in the Great Plains of the United States, the
federal government established the temporary Soil Erosion Service (SES). The SES worked to
promote conservation farming techniques that had been shown to prevent and combat soil
erosion. While the program achieved some success, its director, Hugh Bennett, felt that more
support was warranted. He believed that a permanent government agency was necessary to
achieve recovery and to prevent future farming catastrophes. In numerous memos to Congress,
he described the damage caused by soil erosion and the importance of conservation farming. He
also met with lawmakers to discuss his concerns and even spoke with the president. In 1935, as a
result of Bennett's advocacy, Congress established the Soil Conservation Service (SCS), a
permanent agency within the United States Department of Agriculture. The SCS was renamed
the Natural Resources Conservation Service in 1994.
What is the main idea of the passage?
Because of Hugh Bennett's efforts, the Soil Conservation Service was established as a permanent
federal agency.
In response to drought in the Great Plains, the government set up programs to combat soil
erosion.
Submit

The main idea of the passage is Because of Hugh Bennett's efforts, the Soil Conservation Service
was established as a permanent federal agency. How does the detail in bold develop the main
idea?
In 1933, in response to the failing farms and drought in the Great Plains of the United States, the
federal government established the temporary Soil Erosion Service (SES). The SES worked to
promote conservation farming techniques that had been shown to prevent and combat soil
erosion. While the program achieved some success, its director, Hugh Bennett, felt that more
support was warranted. He believed that a permanent government agency was necessary to
achieve recovery and to prevent future farming catastrophes. In numerous memos to Congress,
he described the damage caused by soil erosion and the importance of conservation
farming. He also met with lawmakers to discuss his concerns and even spoke with the
president. In 1935, as a result of Bennett's advocacy, Congress established the Soil Conservation
Service (SCS), a permanent agency within the United States Department of Agriculture. The
SCS was renamed the Natural Resources Conservation Service in 1994.
It gives concrete examples of Bennett's efforts.
It challenges the popularity of Bennett's ideas.
Submit
Read the passage.
How Yale Women's Crew Leveled the Playing Field
In 1976, the highly successful women's crew team at Yale University—an all-men's school until
1969—faced a distressing situation: the boathouse still had no women's showers. After every
practice session, the men enjoyed hot showers while the women went home cold and wet after a
morning of vigorous rowing. The women approached school officials about this untenable
situation, but nothing changed. Finally, they opted for dramatic action to focus attention on the
different treatment of Yale's male and female rowing crews. They arranged a meeting with a
school administrator and invited a writer and photographer from the school paper to attend. At
the meeting, the team captain read an eloquent, pointed statement explaining the conditions the
team had to endure without access to showers. Meanwhile, the women displayed the words
"Title IX" written on their bodies, referring to a federal law banning gender discrimination in
educational activities. When an article about the meeting appeared in the New York Times, the
team not only got their showers but also succeeded in raising public awareness about Title IX.
What is the main idea of the passage?
The lack of boathouse shower facilities for the Yale women's crew team was the first violation of
Title IX regulations.
In order to secure fair access to showers, the Yale women's crew team called attention to Title IX
in an unusual way.
Submit

The main idea of the passage is In order to secure fair access to showers, the Yale women's crew
team called attention to Title IX in an unusual way. How does the detail in bold develop the main
idea?
In 1976, the highly successful women's crew team at Yale University—an all-men's school
until 1969—faced a distressing situation: the boathouse still had no women's showers. After
every practice session, the men enjoyed hot showers while the women went home cold and wet
after a morning of vigorous rowing. The women approached school officials about this untenable
situation, but nothing changed. Finally, they opted for dramatic action to focus attention on the
different treatment of Yale's male and female rowing crews. They arranged a meeting with a
school administrator and invited a writer and photographer from the school paper to attend. At
the meeting, the team captain read an eloquent, pointed statement explaining the conditions the
team had to endure without access to showers. Meanwhile, the women displayed the words
"Title IX" written on their bodies, referring to a federal law banning gender discrimination in
educational activities. When an article about the meeting appeared in the New York Times, the
team not only got their showers but also succeeded in raising public awareness about Title IX.
It provides historical context for understanding the lack of women's showers.
It provides background information for the Yale women's crew team successes.
Submit

Read the passage.

Windmill Power
When Malawi, an agricultural country in southern Africa long troubled by poverty, was struck by
severe famine in 2002, a widespread lack of electricity and running water hampered its recovery.
To lessen his own family's struggles, teenager William Kamkwamba decided to build a windmill
to generate power. Others doubted the viability of his idea; Kamkwamba didn't have the finances
to buy the proper supplies for such a project. However, Kamkwamba persevered. His first
windmill, completed when he was just fourteen, was largely built out of scrap materials—
including an old bicycle frame and a tractor fan—and generated enough power for only one light
bulb. Kamkwamba then built a stronger windmill, which powered four bulbs. He went on to
build several more windmills, including one for pumping water, allowing his family to use
electrical appliances and to irrigate their crops. Kamkwamba's success garnered international
attention and inspired similar projects.
What is the main idea of the passage?
William Kamkwamba managed to build windmills from scrap materials and generate power for
his family.
Many Malawians faced problems following a 2002 famine because they lacked electricity and
running water.
Submit

The main idea of the passage is William Kamkwamba managed to build windmills from scrap
materials and generate power for his family. How does the detail in bold develop the main idea?
When Malawi, an agricultural country in southern Africa long troubled by poverty, was struck by
severe famine in 2002, a widespread lack of electricity and running water hampered its recovery.
To lessen his own family's struggles, teenager William Kamkwamba decided to build a windmill
to generate power. Others doubted the viability of his idea; Kamkwamba didn't have the finances
to buy the proper supplies for such a project. However, Kamkwamba persevered. His first
windmill, completed when he was just fourteen, was largely built out of scrap materials—
including an old bicycle frame and a tractor fan—and generated enough power for only one light
bulb. Kamkwamba then built a stronger windmill, which powered four bulbs. He went on to
build several more windmills, including one for pumping water, allowing his family to use
electrical appliances and to irrigate their crops. Kamkwamba's success garnered international
attention and inspired similar projects.
It draws attention to the lack of electricity in remote villages.
It demonstrates the growing success of William Kamkwamba's windmills.
Submit
Douglass and Garrison: Two Abolitionists
Frederick Douglass, an African American who had escaped slavery, and William Lloyd
Garrison, a white writer who had grown up in the North, shared an important commonality. They
were regarded as among the most important abolitionists of their time, and at first they worked
together in the fight against slavery. However, as the years passed, Douglass and Garrison came
to develop fundamental differences in their opinions about abolition. While Garrison viewed the
U.S. Constitution as supporting slavery, Douglass voiced his disagreement with this
interpretation. Douglass even argued that the Constitution could be used as a tool to outlaw
slavery. In addition, Garrison believed that the Union should be broken up into North and South.
Douglass, however, did not want the South to secede from the Union, as he feared that enslaved
people would then become isolated in the South. Douglass and Garrison were never able to
resolve their disagreements, nor did they ever recover their friendship.
What is the main idea of the passage?
Although Douglass and Garrison initially worked together, they later disagreed on fundamental
issues relating to the fight against slavery.
Despite their early work together as abolitionists, Douglass and Garrison had different views on
the U.S. Constitution.
Submit
The main idea of the passage is Although Douglass and Garrison initially worked together, they
later disagreed on fundamental issues relating to the fight against slavery. How does the detail
in bold develop the main idea?
Frederick Douglass, an African American who had escaped slavery, and William Lloyd
Garrison, a white writer who had grown up in the North, shared an important commonality. They
were regarded as among the most important abolitionists of their time, and at first they worked
together in the fight against slavery. However, as the years passed, Douglass and Garrison came
to develop fundamental differences in their opinions about abolition. While Garrison viewed
the U.S. Constitution as supporting slavery, Douglass voiced his disagreement with this
interpretation. Douglass even argued that the Constitution could be used as a tool to outlaw
slavery. In addition, Garrison believed that the Union should be broken up into North and South.
Douglass, however, did not want the South to secede from the Union, as he feared that enslaved
people would then become isolated in the South. Douglass and Garrison were never able to
resolve their disagreements, nor did they ever recover their friendship.
It distinguishes between the two abolitionists' views of the Constitution.
It identifies common ground in the two abolitionists' views.
Submit
Read the passage.
The Iron Mountain
When British explorer Sir John Ross encountered Inuit Greenlanders wielding iron tools in 1818,
he was mystified; after all, they did not have the technology to extract iron from ore. They told
Ross that their iron source was a saviksoah—an "iron mountain"—but refused to disclose its
location. Scientists back in Britain partially solved the puzzle by analyzing some of the tools and
determining that they likely came from a meteorite. Subsequently, several other explorers
attempted, and failed, to confirm the source's existence. In 1894, however, American explorer
Robert Peary had better luck. The Inuits were now obtaining iron through trade; they no longer
needed the iron mountain and were willing to reveal it. A guide led Peary to three meteorites,
which are currently housed in New York's American Museum of Natural History. The most
massive, called Ahnighito, weighs thirty tons and is the largest meteorite in any museum.
What is the main idea of the passage?
The Greenlanders' mysterious iron mountain was eventually revealed to be three large
meteorites.
Inuits in Greenland described the source of their iron tools as an iron mountain.
Submit
The main idea of the passage is The Greenlanders' mysterious iron mountain was eventually
revealed to be three large meteorites. How does the detail in bold develop the main idea?
When British explorer Sir John Ross encountered Inuit Greenlanders wielding iron tools in 1818,
he was mystified; after all, they did not have the technology to extract iron from ore. They told
Ross that their iron source was a saviksoah—an "iron mountain"—but refused to disclose its
location. Scientists back in Britain partially solved the puzzle by analyzing some of the tools and
determining that they likely came from a meteorite. Subsequently, several other explorers
attempted, and failed, to confirm the source's existence. In 1894, however, American explorer
Robert Peary had better luck. The Inuits were now obtaining iron through trade; they no longer
needed the iron mountain and were willing to reveal it. A guide led Peary to three meteorites,
which are currently housed in New York's American Museum of Natural History. The most
massive, called Ahnighito, weighs thirty tons and is the largest meteorite in any museum.
It suggests that the guide, not Peary, should receive credit for the discovery.
It confirms an initial hypothesis about the source of the iron.
Submit
Read the passage.
Pluto: What Does It Take to Rate Planethood?
When Pluto was first discovered in 1930, it was accepted as the ninth planet in our solar system.
However, it lost that status in 2006 when the International Astronomical Union created a new
classification of celestial bodies: dwarf planets. Dwarf planets, the category into which Pluto was
moved, are similar to regular planets in two ways: both types of planets orbit the sun and contain
sufficient mass to have been shaped into spheres by gravity. The primary difference between
regular planets and dwarf planets involves their orbits. Regular planets have cleared their
"neighborhoods" of other objects by deflecting or consuming the smaller bodies that they have
encountered, leaving their orbits relatively unobstructed. A dwarf planet like Pluto, however, has
not cleared its orbit. Pluto is one of many small, icy objects in its region of space, and since it
does not have significantly more mass than these objects, it has not managed to absorb them, nor
to move them away through direct contact or gravitational interactions.
What is the main idea of the passage?
Regular planets and dwarf planets both have enough mass to become spherical, and they both
orbit the sun.
Dwarf planets like Pluto are distinguished from actual planets by the characteristics of their
orbits.
Submit
The main idea of the passage is Dwarf planets like Pluto are distinguished from actual planets
by the characteristics of their orbits. How does the detail in bold develop the main idea?
When Pluto was first discovered in 1930, it was accepted as the ninth planet in our solar system.
However, it lost that status in 2006 when the International Astronomical Union created a new
classification of celestial bodies: dwarf planets. Dwarf planets, the category into which Pluto was
moved, are similar to regular planets in two ways: both types of planets orbit the sun and contain
sufficient mass to have been shaped into spheres by gravity. The primary difference between
regular planets and dwarf planets involves their orbits. Regular planets have cleared their
"neighborhoods" of other objects by deflecting or consuming the smaller bodies that they have
encountered, leaving their orbits relatively unobstructed. A dwarf planet like Pluto, however,
has not cleared its orbit. Pluto is one of many small, icy objects in its region of space, and since
it does not have significantly more mass than these objects, it has not managed to absorb them,
nor to move them away through direct contact or gravitational interactions.
It highlights the key contrast between dwarf and regular planets.
It provides an example of an atypical dwarf planet.
Submit
Read the passage.
The Great Debate
On September 26, 1960, seventy-four million viewers tuned in to watch a historic duel: the first
televised presidential debate. The candidates were a young, relatively unknown Massachusetts
senator named John F. Kennedy and the more experienced incumbent vice president, Richard M.
Nixon. Although historians note that the candidates were equally skilled speakers, the differences
in their televised performances were considerable. Viewers thought that Nixon, who had recently
been hospitalized for an injury, appeared sallow and sweaty; by contrast, Kennedy looked
handsome and relaxed. As Kennedy spoke, he fixed his gaze on the camera to address at-home
viewers. On the other hand, Nixon directed his responses to reporters off camera, which made
him seem cold and distant to television viewers. The differences in their appearances had a
dramatic effect. Some people even recall that when they listened to the debate on the radio, they
thought that Nixon had won, whereas when they saw clips on TV, they thought Kennedy was the
better debater.
What is the main idea of the passage?
Between the presidential candidates, Kennedy was less well known and had less political
experience than incumbent Vice President Nixon.
During the first televised presidential debate, TV viewers perceived visual aspects of Kennedy's
performance more favorably than Nixon's.
Submit
The main idea of the passage is During the first televised presidential debate, TV viewers
perceived visual aspects of Kennedy's performance more favorably than Nixon's. How does the
detail in bold develop the main idea?
On September 26, 1960, seventy-four million viewers tuned in to watch a historic duel: the first
televised presidential debate. The candidates were a young, relatively unknown Massachusetts
senator named John F. Kennedy and the more experienced incumbent vice president, Richard M.
Nixon. Although historians note that the candidates were equally skilled speakers, the differences
in their televised performances were considerable. Viewers thought that Nixon, who had recently
been hospitalized for an injury, appeared sallow and sweaty; by contrast, Kennedy looked
handsome and relaxed. As Kennedy spoke, he fixed his gaze on the camera to address at-home
viewers. On the other hand, Nixon directed his responses to reporters off camera, which made
him seem cold and distant to television viewers. The differences in their appearances had a
dramatic effect. Some people even recall that when they listened to the debate on the radio,
they thought that Nixon had won, whereas when they saw clips on TV, they thought
Kennedy was the better debater.
It demonstrates the influence of the debate being televised.
It acknowledges a key similarity between the candidates.
Submit
Read the passage.
Do You Speak Baseball?
If you watch a professional baseball game attentively, you will see a subtle game within the
game: a sequence of wordless signals passing among members of a team. These seemingly
arbitrary gestures—a player scratching his nose and then tapping his right forearm, a coach
tugging his cap three times in succession—are actually a secret, closely guarded code to
communicate strategy within the team. An adjustment of a cap might be an instruction for a
batter to bunt the ball; a hand in the back pocket could indicate that a player should steal a base.
As you might expect, opposing teams expend enormous effort to crack each other's codes. For
this reason, teams not only change their codes often but also intersperse meaningless decoy
signals with the real ones, just to confuse the opposing team.
What is the main idea of the passage?
Baseball players and coaches use secret signals to communicate strategy to each other.
Baseball players and coaches spend quite a bit of time trying to crack other teams' codes.
Submit
The main idea of the passage is Baseball players and coaches use secret signals to communicate
strategy to each other. How does the detail in bold develop the main idea?
If you watch a professional baseball game attentively, you will see a subtle game within the
game: a sequence of wordless signals passing among members of a team. These seemingly
arbitrary gestures—a player scratching his nose and then tapping his right forearm, a coach
tugging his cap three times in succession—are actually a secret, closely guarded code to
communicate strategy within the team. An adjustment of a cap might be an instruction for a
batter to bunt the ball; a hand in the back pocket could indicate that a player should steal a
base. As you might expect, opposing teams expend enormous effort to crack each other's codes.
For this reason, teams not only change their codes often but also intersperse meaningless decoy
signals with the real ones, just to confuse the opposing team.
It cites examples of potential signals.
It illustrates the problem with verbal communication.
Submit
Read the passage.
Type 1 and Type 2 Diabetes
Diabetes is a disease in which the level of glucose in the blood is too high. Glucose—a sugar
needed by all cells of the body for energy—is normally transported to the cells with the help of
the hormone insulin, which is produced by the pancreas. In type 1 diabetes, which is partly
genetically inherited, the pancreas cannot make enough insulin because its insulin-producing
cells have been destroyed by the body's own immune system. Thus, glucose accumulates in the
blood. In contrast, people with type 2 diabetes can produce insulin, but their bodies are unable to
utilize it effectively. Type 2 diabetes may be caused by lifestyle factors, such as high
consumption of sugar, in addition to genetics. Type 1 diabetes has a lower prevalence than type
2, accounting for just five to ten percent of diabetes cases. The two conditions also differ by age
of onset. Type 1 diabetes typically develops during childhood, while type 2 most commonly
occurs in mid- to late adulthood.
What is the main idea of the passage?
Type 1 diabetes is much less common than type 2 diabetes, affecting only five to ten percent of
diabetes patients.
Type 1 and type 2 diabetes differ from each other in terms of cause, age of onset, and prevalence.
Submit
The main idea of the passage is Type 1 and type 2 diabetes differ from each other in terms of
cause, age of onset, and prevalence. How does the detail in bold develop the main idea?
Diabetes is a disease in which the level of glucose in the blood is too high. Glucose—a sugar
needed by all cells of the body for energy—is normally transported to the cells with the
help of the hormone insulin, which is produced by the pancreas. In type 1 diabetes, which is
partly genetically inherited, the pancreas cannot make enough insulin because its insulin-
producing cells have been destroyed by the body's own immune system. Thus, glucose
accumulates in the blood. In contrast, people with type 2 diabetes can produce insulin, but their
bodies are unable to utilize it effectively. Type 2 diabetes may be caused by lifestyle factors,
such as high consumption of sugar, in addition to genetics. Type 1 diabetes has a lower
prevalence than type 2, accounting for just five to ten percent of diabetes cases. The two
conditions also differ by age of onset. Type 1 diabetes typically develops during childhood,
while type 2 most commonly occurs in mid- to late adulthood.
It explains why the level of glucose in the blood must vary.
It defines glucose and establishes its importance.
Submit
The Device That Captured Pluto
In the early 1900s, astronomer Percival Lowell theorized the existence of a planet beyond
Neptune; however, he was never able to find "Planet X." After Lowell's death, Clyde Tombaugh
took up the search, using a telescopic camera to photograph areas where he thought Planet X
might be found. Tombaugh used an amazing tool called a blink comparator to analyze these
photos. Equipped with two powerful microscopes, the device allowed the user to examine two
different photographic images taken at different times, using a dial to switch rapidly between
them. Tombaugh knew that planets, unlike stars, move in orbits—so he looked for minute
differences that could signify a moving body. In February 1930, Tombaugh found two images,
taken six days apart, that were very slightly different: an object had changed locations. Thanks to
the blink comparator, he had found the elusive Planet X, now known as the dwarf planet Pluto.
What is the main idea of the passage?
Although Percival Lowell posited the existence of Pluto, Clyde Tombaugh was the astronomer
who ultimately found it.
A powerful dual microscope called the blink comparator enabled Clyde Tombaugh to discover
Pluto.
Submit

The main idea of the passage is A powerful dual microscope called the blink comparator enabled
Clyde Tombaugh to discover Pluto. How does the detail in bold develop the main idea?
In the early 1900s, astronomer Percival Lowell theorized the existence of a planet beyond
Neptune; however, he was never able to find "Planet X." After Lowell's death, Clyde Tombaugh
took up the search, using a telescopic camera to photograph areas where he thought Planet X
might be found. Tombaugh used an amazing tool called a blink comparator to analyze these
photos. Equipped with two powerful microscopes, the device allowed the user to examine
two different photographic images taken at different times, using a dial to switch rapidly
between them. Tombaugh knew that planets, unlike stars, move in orbits—so he looked for
minute differences that could signify a moving body. In February 1930, Tombaugh found two
images, taken six days apart, that were very slightly different: an object had changed locations.
Thanks to the blink comparator, he had found the elusive Planet X, now known as the dwarf
planet Pluto.
It explains how the blink comparator helped Tombaugh compare photos.
It explains the difference between a microscopic view and a telescopic view.
Submit

The Jump Shot: A Game-Changing Move
When Dr. James Naismith invented the game of basketball at Springfield College in 1891, he
incorporated aspects of existing games such as rugby, soccer, and lacrosse and established
thirteen rules for play. None of these thirteen rules entailed keeping both feet on the ground; still,
for the next several decades, basketball was a sedate game with few fast moves or high jumps. In
fact, in the 1930s, when University of Missouri player John Cooper tried an innovative play—
jumping while shooting—his coach pulled him out of the game. However, after watching Cooper
perform the move in practices, the coach eventually had a change of heart and allowed Cooper to
use the jump shot at games. Meanwhile, similar situations were taking place at other colleges. As
a result of the tradition-breaking moves of a few unorthodox players, the jump shot caught on
and became an integral part of the game.
What is the main idea of the passage?
Because innovators like John Cooper challenged the conventions of basketball, the jump shot
became a popular move.
Because John Cooper's jump shot was an eye-catching move, his coach eventually allowed him
to use it during games.
Submit

The main idea of the passage is Because innovators like John Cooper challenged the
conventions of basketball, the jump shot became a popular move. How does the detail in bold
develop the main idea?
When Dr. James Naismith invented the game of basketball at Springfield College in 1891, he
incorporated aspects of existing games such as rugby, soccer, and lacrosse and established
thirteen rules for play. None of these thirteen rules entailed keeping both feet on the ground; still,
for the next several decades, basketball was a sedate game with few fast moves or high jumps. In
fact, in the 1930s, when University of Missouri player John Cooper tried an innovative play—
jumping while shooting—his coach pulled him out of the game. However, after watching
Cooper perform the move in practices, the coach eventually had a change of heart and
allowed Cooper to use the jump shot at games. Meanwhile, similar situations were taking
place at other colleges. As a result of the tradition-breaking moves of a few unorthodox players,
the jump shot caught on and became an integral part of the game.
It describes a shift in attitude toward the jump shot.
It explains why the jump shot was only used during practices.
Submit

Read the passage.

The Soil Conservation Service
In 1933, in response to the failing farms and drought in the Great Plains of the United States, the
federal government established the temporary Soil Erosion Service (SES). The SES worked to
promote conservation farming techniques that had been shown to prevent and combat soil
erosion. While the program achieved some success, its director, Hugh Bennett, felt that more
support was warranted. He believed that a permanent government agency was necessary to
achieve recovery and to prevent future farming catastrophes. In numerous memos to Congress,
he described the damage caused by soil erosion and the importance of conservation farming. He
also met with lawmakers to discuss his concerns and even spoke with the president. In 1935, as a
result of Bennett's advocacy, Congress established the Soil Conservation Service (SCS), a
permanent agency within the United States Department of Agriculture. The SCS was renamed
the Natural Resources Conservation Service in 1994.
What is the main idea of the passage?
Because of Hugh Bennett's efforts, the Soil Conservation Service was established as a permanent
federal agency.
In response to drought in the Great Plains, the government set up programs to combat soil
erosion.
Submit

The main idea of the passage is Because of Hugh Bennett's efforts, the Soil Conservation Service
was established as a permanent federal agency. How does the detail in bold develop the main
idea?
In 1933, in response to the failing farms and drought in the Great Plains of the United States, the
federal government established the temporary Soil Erosion Service (SES). The SES worked to
promote conservation farming techniques that had been shown to prevent and combat soil
erosion. While the program achieved some success, its director, Hugh Bennett, felt that more
support was warranted. He believed that a permanent government agency was necessary to
achieve recovery and to prevent future farming catastrophes. In numerous memos to Congress,
he described the damage caused by soil erosion and the importance of conservation
farming. He also met with lawmakers to discuss his concerns and even spoke with the
president. In 1935, as a result of Bennett's advocacy, Congress established the Soil Conservation
Service (SCS), a permanent agency within the United States Department of Agriculture. The
SCS was renamed the Natural Resources Conservation Service in 1994.
It gives concrete examples of Bennett's efforts.
It challenges the popularity of Bennett's ideas.
Submit

Read the passage.

Saving Lives Through Living-Donor Liver Transplants
We cannot survive without our livers, which remove waste products from our blood and produce
bile to break down fats, among several other important functions. People with liver failure can be
treated with whole-liver transplant surgery, in which a liver is taken from the body of a recently
deceased person and placed into the body of a recipient. However, because the number of livers
available for this type of transplant is extremely limited, whole-liver transplantation cannot be
provided to all of the thousands of people on the waiting list for a liver. Living-donor liver
transplants offer a solution. In a living-donor transplant, a person with a healthy liver donates
part of his or her liver to replace the failing liver of another person. Because of the liver's
amazing ability to regenerate itself, both the donor and the recipient will grow normal-sized
livers in a matter of months. Thanks to living-donor transplantation, numerous lives have been
saved.
What is the main idea of the passage?
Living-donor liver transplantation offers a lifesaving alternative to whole-liver transplantation.
In whole-liver transplantation, a deceased person's liver is placed into the body of a person
whose own liver is failing.
Submit

The main idea of the passage is Living-donor liver transplantation offers a lifesaving alternative
to whole-liver transplantation. How does the detail in bold develop the main idea?
We cannot survive without our livers, which remove waste products from our blood and produce
bile to break down fats, among several other important functions. People with liver failure can be
treated with whole-liver transplant surgery, in which a liver is taken from the body of a recently
deceased person and placed into the body of a recipient. However, because the number of
livers available for this type of transplant is extremely limited, whole-liver transplantation
cannot be provided to all of the thousands of people on the waiting list for a liver. Living-
donor liver transplants offer a solution. In a living-donor transplant, a person with a healthy liver
donates part of his or her liver to replace the failing liver of another person. Because of the liver's
amazing ability to regenerate itself, both the donor and the recipient will grow normal-sized
livers in a matter of months. Thanks to living-donor transplantation, numerous lives have been
saved.
It explains why whole-liver transplantation is preferred.
It identifies a serious limitation of whole-liver transplants.
Submit

Read the passage.

The Flapper
Strict social conventions governed women's fashion in the early 1900s: women were expected to
wear elaborate hairstyles, floor-length gowns, and rigid corsets that constricted the waist.
However, at the beginning of the 1920s, the evolving role of women spurred dramatic changes in
women's fashion, resulting in the iconic flapper style. During World War I, many women had
started to work outside the home while men were at war. Then, in 1920, the Nineteenth
Amendment granted women the right to vote. As the decade progressed, more women were
participating in politics, going to college, and driving automobiles than in previous decades. In
response to these developments, many young women dressed in the style of the flapper. Flappers
wore short haircuts and loose dresses that de-emphasized their femininity; they also wore low-
heeled shoes that were more comfortable for walking and dancing. In the 1920s, the flapper
became the embodiment of the new freethinking and independent woman.
What is the main idea of the passage?
Flapper fashion emerged when more women began working outside the home to replace men
who left during World War I.
Flapper fashion emerged because women experienced greater political, intellectual, and social
freedoms in the 1920s.
Submit

The main idea of the passage is Flapper fashion emerged because women experienced greater
political, intellectual, and social freedoms in the 1920s. How does the detail in bold develop the
main idea?
Strict social conventions governed women's fashion in the early 1900s: women were expected to
wear elaborate hairstyles, floor-length gowns, and rigid corsets that constricted the waist.
However, at the beginning of the 1920s, the evolving role of women spurred dramatic changes in
women's fashion, resulting in the iconic flapper style. During World War I, many women had
started to work outside the home while men were at war. Then, in 1920, the Nineteenth
Amendment granted women the right to vote. As the decade progressed, more women were
participating in politics, going to college, and driving automobiles than in previous decades. In
response to these developments, many young women dressed in the style of the
flapper. Flappers wore short haircuts and loose dresses that de-emphasized their
femininity; they also wore low-heeled shoes that were more comfortable for walking and
dancing. In the 1920s, the flapper became the embodiment of the new freethinking and
independent woman.
It provides examples of how women's freedoms affected fashion.
It highlights ways that fashion resisted the influence of social change.
Submit

Read the passage.

Stamping Out Propaganda
In the years leading up to World War II, the Nazi Party in Germany advanced extremely negative
portrayals of Jewish people and culture. By depicting Jews as subhuman criminals, the Nazis
sought to fuel public hatred. An Austrian woman named Irene Harand was concerned about the
falsehoods being spread across Western Europe. To counteract the Nazi propaganda, Harand
created a series of educational stamps, with each stamp featuring a Jewish person who had
benefited society. For example, one stamp showed a picture of Benjamin Disraeli, a former
prime minister of the United Kingdom, while another featured Paul Ehrlich, a notable scientist.
Harand and her volunteers pasted their stamps on letters, next to regular postage stamps; they
also secretly pasted them on the walls of an anti-Jewish exhibit. They hoped that the positive
portrayals on their stamps would help counter the Nazis' malicious campaign to fuel hatred
toward Jews.
What is the main idea of the passage?
To promote hatred of Jews, the Nazi Party spread negative propaganda about Jewish people.
To combat anti-Jewish propaganda, Irene Harand developed stamps showcasing Jews who had
made important contributions to society.
Submit

The main idea of the passage is To combat anti-Jewish propaganda, Irene Harand developed
stamps showcasing Jews who had made important contributions to society. How does the detail
in bold develop the main idea?
In the years leading up to World War II, the Nazi Party in Germany advanced extremely negative
portrayals of Jewish people and culture. By depicting Jews as subhuman criminals, the Nazis
sought to fuel public hatred. An Austrian woman named Irene Harand was concerned about the
falsehoods being spread across Western Europe. To counteract the Nazi propaganda, Harand
created a series of educational stamps, with each stamp featuring a Jewish person who had
benefited society. For example, one stamp showed a picture of Benjamin Disraeli, a former
prime minister of the United Kingdom, while another featured Paul Ehrlich, a notable
scientist. Harand and her volunteers pasted their stamps on letters, next to regular postage
stamps; they also secretly pasted them on the walls of an anti-Jewish exhibit. They hoped that the
positive portrayals on their stamps would help counter the Nazis' malicious campaign to fuel
hatred toward Jews.
It describes two of Harand's anti-propaganda stamps.
It identifies people who were made famous by Harand's stamps.
Submit

Read the passage.

Nearsightedness and Farsightedness
Nearsighted people experience blurred vision while looking at distant objects, such as street
signs viewed from inside a car. Conversely, farsighted people experience blurred vision while
looking at nearby objects, such as words on a page. The causes of these two conditions differ as
well. Nearsightedness, or myopia, occurs either when a person's eye is too long from back to
front or when the cornea (the clear layer at the front of the eye) is too curved. On the other hand,
farsightedness, or hyperopia, results when the eye is too short or when the cornea is not curved
enough. Fortunately, corrective lenses can restore normal vision in both cases. As you might
expect, these lenses are of opposing types: nearsightedness is improved with a lens that is thinner
in the middle and thicker at the edges, while farsightedness is compensated for with a lens that is
thicker in the middle and thinner at the edges.
What is the main idea of the passage?
In nearsightedness, the eye may be too long from front to back, while in farsightedness, the
opposite may be true.
Nearsightedness and farsightedness produce contrasting vision problems, have opposite causes,
and require different types of lenses.
Submit

The main idea of the passage is Nearsightedness and farsightedness produce contrasting vision
problems, have opposite causes, and require different types of lenses. How does the detail in
bold develop the main idea?
Nearsighted people experience blurred vision while looking at distant objects, such as street
signs viewed from inside a car. Conversely, farsighted people experience blurred vision while
looking at nearby objects, such as words on a page. The causes of these two conditions differ as
well. Nearsightedness, or myopia, occurs either when a person's eye is too long from back to
front or when the cornea (the clear layer at the front of the eye) is too curved. On the other
hand, farsightedness, or hyperopia, results when the eye is too short or when the cornea is
not curved enough. Fortunately, corrective lenses can restore normal vision in both cases. As
you might expect, these lenses are of opposing types: nearsightedness is improved with a lens
that is thinner in the middle and thicker at the edges, while farsightedness is compensated for
with a lens that is thicker in the middle and thinner at the edges.
It contrasts the cause of farsightedness with that of nearsightedness.
It addresses a common misunderstanding about the causes of farsightedness.
Submit

How Yale Women's Crew Leveled the Playing Field
In 1976, the highly successful women's crew team at Yale University—an all-men's school until
1969—faced a distressing situation: the boathouse still had no women's showers. After every
practice session, the men enjoyed hot showers while the women went home cold and wet after a
morning of vigorous rowing. The women approached school officials about this untenable
situation, but nothing changed. Finally, they opted for dramatic action to focus attention on the
different treatment of Yale's male and female rowing crews. They arranged a meeting with a
school administrator and invited a writer and photographer from the school paper to attend. At
the meeting, the team captain read an eloquent, pointed statement explaining the conditions the
team had to endure without access to showers. Meanwhile, the women displayed the words
"Title IX" written on their bodies, referring to a federal law banning gender discrimination in
educational activities. When an article about the meeting appeared in the New York Times, the
team not only got their showers but also succeeded in raising public awareness about Title IX.
What is the main idea of the passage?
The lack of boathouse shower facilities for the Yale women's crew team was the first violation of
Title IX regulations.
In order to secure fair access to showers, the Yale women's crew team called attention to Title IX
in an unusual way.
Submit

The main idea of the passage is In order to secure fair access to showers, the Yale women's crew
team called attention to Title IX in an unusual way. How does the detail in bold develop the main
idea?
In 1976, the highly successful women's crew team at Yale University—an all-men's school
until 1969—faced a distressing situation: the boathouse still had no women's showers. After
every practice session, the men enjoyed hot showers while the women went home cold and wet
after a morning of vigorous rowing. The women approached school officials about this untenable
situation, but nothing changed. Finally, they opted for dramatic action to focus attention on the
different treatment of Yale's male and female rowing crews. They arranged a meeting with a
school administrator and invited a writer and photographer from the school paper to attend. At
the meeting, the team captain read an eloquent, pointed statement explaining the conditions the
team had to endure without access to showers. Meanwhile, the women displayed the words
"Title IX" written on their bodies, referring to a federal law banning gender discrimination in
educational activities. When an article about the meeting appeared in the New York Times, the
team not only got their showers but also succeeded in raising public awareness about Title IX.
It provides historical context for understanding the lack of women's showers.
It provides background information for the Yale women's crew team successes.
Submit

Read the passage.

The Iron Mountain
When British explorer Sir John Ross encountered Inuit Greenlanders wielding iron tools in 1818,
he was mystified; after all, they did not have the technology to extract iron from ore. They told
Ross that their iron source was a saviksoah—an "iron mountain"—but refused to disclose its
location. Scientists back in Britain partially solved the puzzle by analyzing some of the tools and
determining that they likely came from a meteorite. Subsequently, several other explorers
attempted, and failed, to confirm the source's existence. In 1894, however, American explorer
Robert Peary had better luck. The Inuits were now obtaining iron through trade; they no longer
needed the iron mountain and were willing to reveal it. A guide led Peary to three meteorites,
which are currently housed in New York's American Museum of Natural History. The most
massive, called Ahnighito, weighs thirty tons and is the largest meteorite in any museum.
What is the main idea of the passage?
The Greenlanders' mysterious iron mountain was eventually revealed to be three large
meteorites.
In 1894, Robert Peary successfully located three massive meteorites in Greenland.
Submit
The main idea of the passage is The Greenlanders' mysterious iron mountain was eventually
revealed to be three large meteorites. How does the detail in bold develop the main idea?
When British explorer Sir John Ross encountered Inuit Greenlanders wielding iron tools in 1818,
he was mystified; after all, they did not have the technology to extract iron from ore. They told
Ross that their iron source was a saviksoah—an "iron mountain"—but refused to disclose its
location. Scientists back in Britain partially solved the puzzle by analyzing some of the tools and
determining that they likely came from a meteorite. Subsequently, several other explorers
attempted, and failed, to confirm the source's existence. In 1894, however, American explorer
Robert Peary had better luck. The Inuits were now obtaining iron through trade; they no longer
needed the iron mountain and were willing to reveal it. A guide led Peary to three meteorites,
which are currently housed in New York's American Museum of Natural History. The most
massive, called Ahnighito, weighs thirty tons and is the largest meteorite in any museum.
It confirms an initial hypothesis about the source of the iron.
It contrasts the Inuits' story with the scientific explanation of the iron.
Submit

Read the passage.

Windmill Power
When Malawi, an agricultural country in southern Africa long troubled by poverty, was struck by
severe famine in 2002, a widespread lack of electricity and running water hampered its recovery.
To lessen his own family's struggles, teenager William Kamkwamba decided to build a windmill
to generate power. Others doubted the viability of his idea; Kamkwamba didn't have the finances
to buy the proper supplies for such a project. However, Kamkwamba persevered. His first
windmill, completed when he was just fourteen, was largely built out of scrap materials—
including an old bicycle frame and a tractor fan—and generated enough power for only one light
bulb. Kamkwamba then built a stronger windmill, which powered four bulbs. He went on to
build several more windmills, including one for pumping water, allowing his family to use
electrical appliances and to irrigate their crops. Kamkwamba's success garnered international
attention and inspired similar projects.
What is the main idea of the passage?
Many Malawians faced problems following a 2002 famine because they lacked electricity and
running water.
William Kamkwamba managed to build windmills from scrap materials and generate power for
his family.
Submit

The main idea of the passage is William Kamkwamba managed to build windmills from scrap
materials and generate power for his family. How does the detail in bold develop the main idea?
When Malawi, an agricultural country in southern Africa long troubled by poverty, was struck by
severe famine in 2002, a widespread lack of electricity and running water hampered its recovery.
To lessen his own family's struggles, teenager William Kamkwamba decided to build a windmill
to generate power. Others doubted the viability of his idea; Kamkwamba didn't have the finances
to buy the proper supplies for such a project. However, Kamkwamba persevered. His first
windmill, completed when he was just fourteen, was largely built out of scrap materials—
including an old bicycle frame and a tractor fan—and generated enough power for only one light
bulb. Kamkwamba then built a stronger windmill, which powered four bulbs. He went on to
build several more windmills, including one for pumping water, allowing his family to use
electrical appliances and to irrigate their crops. Kamkwamba's success garnered international
attention and inspired similar projects.
It questions the usefulness of windmills as a large-scale solution.
It demonstrates the growing success of William Kamkwamba's windmills.
Submit

Read the passage.

Douglass and Garrison: Two Abolitionists
Frederick Douglass, an African American who had escaped slavery, and William Lloyd
Garrison, a white writer who had grown up in the North, shared an important commonality. They
were regarded as among the most important abolitionists of their time, and at first they worked
together in the fight against slavery. However, as the years passed, Douglass and Garrison came
to develop fundamental differences in their opinions about abolition. While Garrison viewed the
U.S. Constitution as supporting slavery, Douglass voiced his disagreement with this
interpretation. Douglass even argued that the Constitution could be used as a tool to outlaw
slavery. In addition, Garrison believed that the Union should be broken up into North and South.
Douglass, however, did not want the South to secede from the Union, as he feared that enslaved
people would then become isolated in the South. Douglass and Garrison were never able to
resolve their disagreements, nor did they ever recover their friendship.
What is the main idea of the passage?
Although Douglass and Garrison initially worked together, they later disagreed on fundamental
issues relating to the fight against slavery.
Despite their early work together as abolitionists, Douglass and Garrison had different views on
the U.S. Constitution.
Submit

The main idea of the passage is Although Douglass and Garrison initially worked together, they
later disagreed on fundamental issues relating to the fight against slavery. How does the detail
in bold develop the main idea?
Frederick Douglass, an African American who had escaped slavery, and William Lloyd
Garrison, a white writer who had grown up in the North, shared an important commonality. They
were regarded as among the most important abolitionists of their time, and at first they worked
together in the fight against slavery. However, as the years passed, Douglass and Garrison came
to develop fundamental differences in their opinions about abolition. While Garrison viewed
the U.S. Constitution as supporting slavery, Douglass voiced his disagreement with this
interpretation. Douglass even argued that the Constitution could be used as a tool to outlaw
slavery. In addition, Garrison believed that the Union should be broken up into North and South.
Douglass, however, did not want the South to secede from the Union, as he feared that enslaved
people would then become isolated in the South. Douglass and Garrison were never able to
resolve their disagreements, nor did they ever recover their friendship.
It distinguishes between the two abolitionists' views of the Constitution.
It identifies common ground in the two abolitionists' views.
Submit

Read the passage.

The Device That Captured Pluto
In the early 1900s, astronomer Percival Lowell theorized the existence of a planet beyond
Neptune; however, he was never able to find "Planet X." After Lowell's death, Clyde Tombaugh
took up the search, using a telescopic camera to photograph areas where he thought Planet X
might be found. Tombaugh used an amazing tool called a blink comparator to analyze these
photos. Equipped with two powerful microscopes, the device allowed the user to examine two
different photographic images taken at different times, using a dial to switch rapidly between
them. Tombaugh knew that planets, unlike stars, move in orbits—so he looked for minute
differences that could signify a moving body. In February 1930, Tombaugh found two images,
taken six days apart, that were very slightly different: an object had changed locations. Thanks to
the blink comparator, he had found the elusive Planet X, now known as the dwarf planet Pluto.
What is the main idea of the passage?
Although Percival Lowell posited the existence of Pluto, Clyde Tombaugh was the astronomer
who ultimately found it.
A powerful dual microscope called the blink comparator enabled Clyde Tombaugh to discover
Pluto.
Submit

The main idea of the passage is A powerful dual microscope called the blink comparator enabled
Clyde Tombaugh to discover Pluto. How does the detail in bold develop the main idea?
In the early 1900s, astronomer Percival Lowell theorized the existence of a planet beyond
Neptune; however, he was never able to find "Planet X." After Lowell's death, Clyde Tombaugh
took up the search, using a telescopic camera to photograph areas where he thought Planet X
might be found. Tombaugh used an amazing tool called a blink comparator to analyze these
photos. Equipped with two powerful microscopes, the device allowed the user to examine
two different photographic images taken at different times, using a dial to switch rapidly
between them. Tombaugh knew that planets, unlike stars, move in orbits—so he looked for
minute differences that could signify a moving body. In February 1930, Tombaugh found two
images, taken six days apart, that were very slightly different: an object had changed locations.
Thanks to the blink comparator, he had found the elusive Planet X, now known as the dwarf
planet Pluto.
It explains the difference between a microscopic view and a telescopic view.
It explains how the blink comparator helped Tombaugh compare photos.
Submit

Read the passage.

Pluto: What Does It Take to Rate Planethood?
When Pluto was first discovered in 1930, it was accepted as the ninth planet in our solar system.
However, it lost that status in 2006 when the International Astronomical Union created a new
classification of celestial bodies: dwarf planets. Dwarf planets, the category into which Pluto was
moved, are similar to regular planets in two ways: both types of planets orbit the sun and contain
sufficient mass to have been shaped into spheres by gravity. The primary difference between
regular planets and dwarf planets involves their orbits. Regular planets have cleared their
"neighborhoods" of other objects by deflecting or consuming the smaller bodies that they have
encountered, leaving their orbits relatively unobstructed. A dwarf planet like Pluto, however, has
not cleared its orbit. Pluto is one of many small, icy objects in its region of space, and since it
does not have significantly more mass than these objects, it has not managed to absorb them, nor
to move them away through direct contact or gravitational interactions.
What is the main idea of the passage?
Regular planets and dwarf planets both have enough mass to become spherical, and they both
orbit the sun.
Dwarf planets like Pluto are distinguished from actual planets by the characteristics of their
orbits.
Submit

The main idea of the passage is Dwarf planets like Pluto are distinguished from actual planets
by the characteristics of their orbits. How does the detail in bold develop the main idea?
When Pluto was first discovered in 1930, it was accepted as the ninth planet in our solar system.
However, it lost that status in 2006 when the International Astronomical Union created a new
classification of celestial bodies: dwarf planets. Dwarf planets, the category into which Pluto was
moved, are similar to regular planets in two ways: both types of planets orbit the sun and contain
sufficient mass to have been shaped into spheres by gravity. The primary difference between
regular planets and dwarf planets involves their orbits. Regular planets have cleared their
"neighborhoods" of other objects by deflecting or consuming the smaller bodies that they have
encountered, leaving their orbits relatively unobstructed. A dwarf planet like Pluto, however,
has not cleared its orbit. Pluto is one of many small, icy objects in its region of space, and since
it does not have significantly more mass than these objects, it has not managed to absorb them,
nor to move them away through direct contact or gravitational interactions.
It highlights the key contrast between dwarf and regular planets.
It provides an example of an atypical dwarf planet.
Submit

Read the passage.

The Great Debate
On September 26, 1960, seventy-four million viewers tuned in to watch a historic duel: the first
televised presidential debate. The candidates were a young, relatively unknown Massachusetts
senator named John F. Kennedy and the more experienced incumbent vice president, Richard M.
Nixon. Although historians note that the candidates were equally skilled speakers, the differences
in their televised performances were considerable. Viewers thought that Nixon, who had recently
been hospitalized for an injury, appeared sallow and sweaty; by contrast, Kennedy looked
handsome and relaxed. As Kennedy spoke, he fixed his gaze on the camera to address at-home
viewers. On the other hand, Nixon directed his responses to reporters off camera, which made
him seem cold and distant to television viewers. The differences in their appearances had a
dramatic effect. Some people even recall that when they listened to the debate on the radio, they
thought that Nixon had won, whereas when they saw clips on TV, they thought Kennedy was the
better debater.
What is the main idea of the passage?
Nixon was at a disadvantage during the first televised presidential debate because he had just
recovered from an injury.
During the first televised presidential debate, TV viewers perceived visual aspects of Kennedy's
performance more favorably than Nixon's.
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The main idea of the passage is During the first televised presidential debate, TV viewers
perceived visual aspects of Kennedy's performance more favorably than Nixon's. How does the
detail in bold develop the main idea?
On September 26, 1960, seventy-four million viewers tuned in to watch a historic duel: the first
televised presidential debate. The candidates were a young, relatively unknown Massachusetts
senator named John F. Kennedy and the more experienced incumbent vice president, Richard M.
Nixon. Although historians note that the candidates were equally skilled speakers, the differences
in their televised performances were considerable. Viewers thought that Nixon, who had recently
been hospitalized for an injury, appeared sallow and sweaty; by contrast, Kennedy looked
handsome and relaxed. As Kennedy spoke, he fixed his gaze on the camera to address at-home
viewers. On the other hand, Nixon directed his responses to reporters off camera, which made
him seem cold and distant to television viewers. The differences in their appearances had a
dramatic effect. Some people even recall that when they listened to the debate on the radio,
they thought that Nixon had won, whereas when they saw clips on TV, they thought
Kennedy was the better debater.
It demonstrates the influence of the debate being televised.
It acknowledges a key similarity between the candidates.
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Read the passage.
Do You Speak Baseball?
If you watch a professional baseball game attentively, you will see a subtle game within the
game: a sequence of wordless signals passing among members of a team. These seemingly
arbitrary gestures—a player scratching his nose and then tapping his right forearm, a coach
tugging his cap three times in succession—are actually a secret, closely guarded code to
communicate strategy within the team. An adjustment of a cap might be an instruction for a
batter to bunt the ball; a hand in the back pocket could indicate that a player should steal a base.
As you might expect, opposing teams expend enormous effort to crack each other's codes. For
this reason, teams not only change their codes often but also intersperse meaningless decoy
signals with the real ones, just to confuse the opposing team.
What is the main idea of the passage?
Baseball players and coaches spend quite a bit of time trying to crack other teams' codes.
Baseball players and coaches use secret signals to communicate strategy to each other.
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The main idea of the passage is Baseball players and coaches use secret signals to communicate
strategy to each other. How does the detail in bold develop the main idea?
If you watch a professional baseball game attentively, you will see a subtle game within the
game: a sequence of wordless signals passing among members of a team. These seemingly
arbitrary gestures—a player scratching his nose and then tapping his right forearm, a coach
tugging his cap three times in succession—are actually a secret, closely guarded code to
communicate strategy within the team. An adjustment of a cap might be an instruction for a
batter to bunt the ball; a hand in the back pocket could indicate that a player should steal a
base. As you might expect, opposing teams expend enormous effort to crack each other's codes.
For this reason, teams not only change their codes often but also intersperse meaningless decoy
signals with the real ones, just to confuse the opposing team.
It illustrates the problem with verbal communication.
It cites examples of potential signals.
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Read the passage.

Type 1 and Type 2 Diabetes
Diabetes is a disease in which the level of glucose in the blood is too high. Glucose—a sugar
needed by all cells of the body for energy—is normally transported to the cells with the help of
the hormone insulin, which is produced by the pancreas. In type 1 diabetes, which is partly
genetically inherited, the pancreas cannot make enough insulin because its insulin-producing
cells have been destroyed by the body's own immune system. Thus, glucose accumulates in the
blood. In contrast, people with type 2 diabetes can produce insulin, but their bodies are unable to
utilize it effectively. Type 2 diabetes may be caused by lifestyle factors, such as high
consumption of sugar, in addition to genetics. Type 1 diabetes has a lower prevalence than type
2, accounting for just five to ten percent of diabetes cases. The two conditions also differ by age
of onset. Type 1 diabetes typically develops during childhood, while type 2 most commonly
occurs in mid- to late adulthood.
What is the main idea of the passage?
Type 1 diabetes is much less common than type 2 diabetes, affecting only five to ten percent of
diabetes patients.
Type 1 and type 2 diabetes differ from each other in terms of cause, age of onset, and prevalence.
Submit

The main idea of the passage is Type 1 and type 2 diabetes differ from each other in terms of
cause, age of onset, and prevalence. How does the detail in bold develop the main idea?
Diabetes is a disease in which the level of glucose in the blood is too high. Glucose—a sugar
needed by all cells of the body for energy—is normally transported to the cells with the
help of the hormone insulin, which is produced by the pancreas. In type 1 diabetes, which is
partly genetically inherited, the pancreas cannot make enough insulin because its insulin-
producing cells have been destroyed by the body's own immune system. Thus, glucose
accumulates in the blood. In contrast, people with type 2 diabetes can produce insulin, but their
bodies are unable to utilize it effectively. Type 2 diabetes may be caused by lifestyle factors,
such as high consumption of sugar, in addition to genetics. Type 1 diabetes has a lower
prevalence than type 2, accounting for just five to ten percent of diabetes cases. The two
conditions also differ by age of onset. Type 1 diabetes typically develops during childhood,
while type 2 most commonly occurs in mid- to late adulthood.
It defines glucose and establishes its importance.
It clarifies a misunderstanding about the body's use of glucose.
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Read the passage.

Saving Lives Through Living-Donor Liver Transplants
We cannot survive without our livers, which remove waste products from our blood and produce
bile to break down fats, among several other important functions. People with liver failure can be
treated with whole-liver transplant surgery, in which a liver is taken from the body of a recently
deceased person and placed into the body of a recipient. However, because the number of livers
available for this type of transplant is extremely limited, whole-liver transplantation cannot be
provided to all of the thousands of people on the waiting list for a liver. Living-donor liver
transplants offer a solution. In a living-donor transplant, a person with a healthy liver donates
part of his or her liver to replace the failing liver of another person. Because of the liver's
amazing ability to regenerate itself, both the donor and the recipient will grow normal-sized
livers in a matter of months. Thanks to living-donor transplantation, numerous lives have been
saved.
What is the main idea of the passage?
Living-donor liver transplantation offers a lifesaving alternative to whole-liver transplantation.
In whole-liver transplantation, a deceased person's liver is placed into the body of a person
whose own liver is failing.
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The main idea of the passage is Living-donor liver transplantation offers a lifesaving alternative
to whole-liver transplantation. How does the detail in bold develop the main idea?
We cannot survive without our livers, which remove waste products from our blood and produce
bile to break down fats, among several other important functions. People with liver failure can be
treated with whole-liver transplant surgery, in which a liver is taken from the body of a recently
deceased person and placed into the body of a recipient. However, because the number of
livers available for this type of transplant is extremely limited, whole-liver transplantation
cannot be provided to all of the thousands of people on the waiting list for a liver. Living-
donor liver transplants offer a solution. In a living-donor transplant, a person with a healthy liver
donates part of his or her liver to replace the failing liver of another person. Because of the liver's
amazing ability to regenerate itself, both the donor and the recipient will grow normal-sized
livers in a matter of months. Thanks to living-donor transplantation, numerous lives have been
saved.
It identifies a serious limitation of whole-liver transplants.
It explains why whole-liver transplantation is preferred.
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Read the passage.

Stamping Out Propaganda
In the years leading up to World War II, the Nazi Party in Germany advanced extremely negative
portrayals of Jewish people and culture. By depicting Jews as subhuman criminals, the Nazis
sought to fuel public hatred. An Austrian woman named Irene Harand was concerned about the
falsehoods being spread across Western Europe. To counteract the Nazi propaganda, Harand
created a series of educational stamps, with each stamp featuring a Jewish person who had
benefited society. For example, one stamp showed a picture of Benjamin Disraeli, a former
prime minister of the United Kingdom, while another featured Paul Ehrlich, a notable scientist.
Harand and her volunteers pasted their stamps on letters, next to regular postage stamps; they
also secretly pasted them on the walls of an anti-Jewish exhibit. They hoped that the positive
portrayals on their stamps would help counter the Nazis' malicious campaign to fuel hatred
toward Jews.
What is the main idea of the passage?
To combat anti-Jewish propaganda, Irene Harand developed stamps showcasing Jews who had
made important contributions to society.
To promote hatred of Jews, the Nazi Party spread negative propaganda about Jewish people.
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The main idea of the passage is To combat anti-Jewish propaganda, Irene Harand developed
stamps showcasing Jews who had made important contributions to society. How does the detail
in bold develop the main idea?
In the years leading up to World War II, the Nazi Party in Germany advanced extremely negative
portrayals of Jewish people and culture. By depicting Jews as subhuman criminals, the Nazis
sought to fuel public hatred. An Austrian woman named Irene Harand was concerned about the
falsehoods being spread across Western Europe. To counteract the Nazi propaganda, Harand
created a series of educational stamps, with each stamp featuring a Jewish person who had
benefited society. For example, one stamp showed a picture of Benjamin Disraeli, a former
prime minister of the United Kingdom, while another featured Paul Ehrlich, a notable
scientist. Harand and her volunteers pasted their stamps on letters, next to regular postage
stamps; they also secretly pasted them on the walls of an anti-Jewish exhibit. They hoped that the
positive portrayals on their stamps would help counter the Nazis' malicious campaign to fuel
hatred toward Jews.
It describes two of Harand's anti-propaganda stamps.
It identifies people who were made famous by Harand's stamps.
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Read the passage.

The Soil Conservation Service
In 1933, in response to the failing farms and drought in the Great Plains of the United States, the
federal government established the temporary Soil Erosion Service (SES). The SES worked to
promote conservation farming techniques that had been shown to prevent and combat soil
erosion. While the program achieved some success, its director, Hugh Bennett, felt that more
support was warranted. He believed that a permanent government agency was necessary to
achieve recovery and to prevent future farming catastrophes. In numerous memos to Congress,
he described the damage caused by soil erosion and the importance of conservation farming. He
also met with lawmakers to discuss his concerns and even spoke with the president. In 1935, as a
result of Bennett's advocacy, Congress established the Soil Conservation Service (SCS), a
permanent agency within the United States Department of Agriculture. The SCS was renamed
the Natural Resources Conservation Service in 1994.
What is the main idea of the passage?
In response to drought in the Great Plains, the government set up programs to combat soil
erosion.
Because of Hugh Bennett's efforts, the Soil Conservation Service was established as a permanent
federal agency.
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