Also in 2025 Practice Test A English, question 29.
Passage Excerpt from Do Them No Harm!
Excerpt from Do Them No Harm!
by Zoa L. Swayne
This narrative is about the Nez Perce, an American Indian tribe, in what is now northern Idaho. The tribe is preparing for a gathering before the coming winter.
In the moon 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 camas1 harvest.
From far and near The People came. . . .
Should a stranger enter their homeland and ask, “Where are you from?” the reply was always, “We are Nee-mee-poo, The People who live here in this place.”
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.
As was their custom since wahk-kee-ma, a time far back beyond the memory of man, 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 out of the mountains. Their neighbors in Kamiah Valley, The People from Tee-e-lap-a-lo, had their camp close by. Across the wide meadow, by the great roasting pits, the camps of the Te-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 the pines in such numbers that they encircled the entire meadow land.
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 at the 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 was going and COLD was coming.
Everyone helped in some way. Most of the men fished or hunted for meat. While many of the women dug and roasted camas, other women and older children picked and dried berries.
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.
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.
“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.
Were they friends or enemies? Did they bring good news or bad?
“Who can it be? What brings them here?” were the questions in every mind.
“Could they be the four hunters who had gone to Buffalo Country two summers past? Would they have news of the families who had gone long ago to Buffalo Country and never returned?”
It was customary for a hunting party to be gone for more than one season.
“Looks like hunters,” the older men agreed. “Looks like they had good hunting. Maybe our four hunters. [They have] been gone many moons.”
“Looks like five people—not four,” others observed.
Excitement grew as the riders came close enough to be recognized.
“A-a-a-a-a, they are our four hunters! But who is the fifth person?” they asked.
“Looks like a woman. Who is she?”
The hunters rode up to the welcoming crowd, proud to show off the loads of meat, hides, and other trophies of their hunt. They paraded around the encampment for all to see how strong their Hunting Power had been—what great hunters they, themselves, were.
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? . . .
“Belongs to Red Bear people. Gone then come back,” the hunters said, as they dismounted and unloaded their packs. . . .
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.
“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.
Gentle arms lifted Wat-ku-ese from her horse. The women brought her food and made a place for her to rest. For many suns they cared for her until she became stronger.
One evening Wat-ku-ese told her story for all to hear.
From DO THEM NO HARM!: Lewis and Clark Among the Nez Perce by Zoa L. Swayne. Published by Caxton Press. Copyright © 1990 by Zoa L. Swayne. Orofino, Idaho and Legacy House, Inc. Orofino, Idaho. All rights reserved.
1camas: a wild, edible plant
Question
How do paragraphs 11–13 affect the plot of the excerpt?
- AThey establish a feeling of mystery by presenting different points of view about the arriving people.
- BThey contribute to the rising action by developing the idea that the arriving people could present a problem.
- CThey lead to a turning point by describing the moment that the crowd realizes why the strangers have come.
- DThey explain the cause of the main conflict by providing background information about the strangers.
Show the answer
Correct answer: B
The question asks how paragraphs 11–13 affect the plot of the excerpt.
A. Incorrect. The paragraphs contain questions about the arriving people. They do not present differing points of view.
B. CORRECT. The paragraphs ask questions in which the characters wonder whether the arriving people are friends or enemies, or whether they might be bringing good news or bad news. By suggesting that the arriving people could present problems such as these, the paragraphs contribute to the rising action.
C. Incorrect. The paragraphs do not lead to a turning point. Instead, they lead to the climax—the moment the characters discover who the visitors are. This means the paragraphs contribute to the rising action.
D. Incorrect. Paragraphs 11–13 ask questions. They do not provide background information about the strangers; instead, they ask for it.
Question analysis
This plot question asks how paragraphs 11–13, a series of questions the villagers ask as riders approach their camp, affect the plot of the Nez Perce narrative. Students must know terms such as rising action and turning point and apply them precisely, since several choices describe these paragraphs in ways that sound right but place them wrongly in the story.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 Grade 7 plot questions usually ask what one event causes. Here students apply terms such as rising action and turning point to three short paragraphs of questions, which matches the grade 8 focus on how parts of a story propel the action.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 3, strategic thinking · mainly analyze
- What makes it hard
- A very close wrong answer major
- How, not what moderate
- Something you must already know minor
- Evidence
- Answered from several paragraphs or stanzas
- Reading level
- Passage: about grade 5, 885 words; question and choices: about grade 9, 77 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Paragraphs 11–13 contain nothing but questions, so the answer depends on what questions do in a plot. Friends or enemies, good news or bad, they raise the chance of trouble and build toward the arrival. The trap is that they also create mystery, and the choice that says so fails only on one phrase about differing viewpoints. A second risk is jumping ahead: at this point no one even knows who the riders are, let alone why they came.
A very close wrong answer major Choosing the answer
The right choice and the one about mystery both see the questions building uncertainty about the riders; only the claim of “different points of view,” when the questions are “in every mind,” separates them. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
How, not what moderate Working it out
The stem asks what paragraphs 11–13 do for the plot, so students must place a run of unanswered questions in the story’s shape rather than retell them. (Anderson & Krathwohl, 2001)
Something you must already know minor Working it out
The choices rely on plot terms the excerpt never explains, rising action, turning point and main conflict, and judging them means knowing what each one names. (Anderson & Krathwohl, 2001)
Strategy: Note what the villagers know and do not yet know in paragraphs 11–13, then compare that with what happens later in the excerpt to place these paragraphs in the plot.
Traps
- Half right: One half of a two-part choice is right and the other is not.
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
- Wrong purpose or structure: Names a purpose, structure or effect that the part does not serve, or describes what a part says when the question asks what it does.
The wrong answers, classified
A Half right (King et al., 2004; Thissen, Steinberg & Fitzpatrick, 1989)
Rightly feels the mystery in the villagers’ questions but adds “different points of view,” though the whole camp shares the same questions.
C Wrong part of the text (Kirsch & Mosenthal, 1990)
Jumps ahead to the recognition in paragraphs 17–23; in paragraphs 11–13 the crowd does not yet know who the riders are, let alone why they came.
D Wrong purpose or structure (Anderson & Krathwohl, 2001)
Notices the hunters gone two summers and the families who never returned, but those details arrive as questions, and the excerpt has no conflict they explain.
Working it out, step by step
Figure out what the question asks
This asks how paragraphs 11–13 move the story along. You need some plot words. The plot is the order of events in a story. The rising action is the part where tension builds. Tension is the feeling that something big may happen. A turning point is the moment when things change.
Read paragraphs 11 to 13
These paragraphs are all questions. Paragraph 11 asks: “Were they friends or enemies? Did they bring good news or bad?” In paragraph 12, “Who can it be?” is one of “the questions in every mind.” Paragraph 13 asks if the riders are the hunters who left “two summers past.”
Decide what the questions do
The words “enemies” and “bad” news show the camp is worried. The riders might bring trouble. No one knows yet. So the questions build tension as the riders get closer. That is rising action. The answers come later. The crowd knows the hunters in paragraph 18. They learn who the woman is in paragraphs 22 and 23.
Check each choice
- B fits. The questions raise the chance of a problem and build tension.
- A: there is mystery, but not “different points of view.” Everyone asks the same questions.
- C: in these paragraphs, no one knows who the riders are yet, let alone why they came. So nothing here is the moment the crowd realizes anything.
- D: the paragraphs ask about the strangers. They give no background facts about them.
Pick the answer
Watch out: A is very close. The questions do create mystery. But one wrong phrase, “different points of view,” rules it out. So the answer is B.
Why this answer and not the closest wrong one
A is the closest wrong answer, because the questions do make the scene mysterious. But the questions are “in every mind,” so there are no different points of view. B names what the questions do for the plot: they hint that the riders could bring trouble, and they build tension.
More questions like this
The original DOE question

The passage “Excerpt from Do Them No Harm!” as printed (pages 177–178)

