PrepTest 157, Section 1, Question 2
The late 1950s and early 1960s were a(442 more words not shown)
According to the passage, the(17 more words not shown)
- AIt led directly(9 more words not shown)
- BIt served to(12 more words not shown)
- CIt provided a(14 more words not shown)
- DIt dramatically concluded(11 more words not shown)
- EIt galvanized established(13 more words not shown)
Reading the passage
The school ruling gave people reason to expect more change. It dealt with segregation in schools, but its significance went beyond that immediate legal result: if change was possible there, perhaps other discriminatory practices could change too.
What we’re looking for
That is our prediction. Keep it separate from the later effects of the sit-ins themselves.
Working the answers
- A
The chain is indirect: the ruling encouraged broader expectations; sit-ins arose in that climate; the committee followed the sit-ins. The author doesn't say the ruling led directly to the committee.
- BCorrect
The first paragraph says the ruling furthered “the anticipation of broader changes.” Encouraging expectations of similar changes elsewhere expresses that same idea. The ruling didn't itself abolish every other form of segregation; it encouraged hope for further progress.
- C
The sit-ins supplied the model for nonviolent action. We aren't told that the school ruling demonstrated a protest technique students could use. Don't transfer an effect of the demonstrations to the earlier ruling.
- D
The ruling helps set the stage for further growth. It doesn't conclude that growth; the account goes on to describe the expanding movement.
- E
Energizing established organizations and creating new ones are effects attributed to student sit-ins in the first paragraph. E assigns them to the school ruling and adds an immediate connection that the author doesn't establish.
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