PrepTest 157, Section 1, Question 4
The late 1950s and early 1960s were a(442 more words not shown)
The discussion of the Student(11 more words not shown)
- Aargue for the(8 more words not shown)
- Bserve as a(10 more words not shown)
- Csummarize the historical(7 more words not shown)
- Ddescribe an important(6 more words not shown)
- Eexplain why local(6 more words not shown)
Reading the passage
The committee is one of the two developments the author says grew from student sit-ins. The third paragraph explains what that development accomplished: students took leadership roles and built a sustained effort against discrimination.
What we’re looking for
So the committee discussion develops a consequence of the sit-ins. It isn't a detour into a rival organization or merely background for the Freedom Rides.
Working the answers
- A
Preeminence would put this organization above the others. The author explains its importance without arguing that it was the greatest or most important civil rights organization.
- B
The committee's work extends the student activism already discussed. It doesn't serve as an opposing approach to the sit-in demonstrators' efforts.
- C
The committee and the rides are two outgrowths of the sit-ins. The committee isn't presented as the background that explains why the rides flourished; it has its own role in the account of student involvement.
- DCorrect
The committee followed the sit-ins, strengthened student participation, and gave students leadership positions. Describing those effects explains why it is an important outgrowth rather than merely another name in the history.
- E
We hear that the committee relied on local leadership and helped sustain a wider effort. We don't get an argument that local demonstrations require national coordination. Describing one development doesn't establish that it was necessary.
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