Also in 2026 Practice Test C English, question 15.
Passage Excerpt from “Impressions of an Indian Childhood”
Excerpt from “Impressions of an Indian Childhood”
by Zitkala-Sa
Zitkala-Sa (Gertrude Simmons Bonnin) was a Native American writer, musician, teacher, and political activist who was raised on the Yankton Sioux Reservation in South Dakota. In 1900 she published “Impressions of an Indian Childhood” (the term Indian was commonly used at the time to refer to Native American people) to expose readers to what life is like on a reservation.
Soon after breakfast Mother sometimes began her beadwork. On a bright, clear day, she pulled out the wooden pegs that pinned the skirt of our wigwam1 to the ground, and rolled the canvas part way up on its frame of slender poles. Then the cool morning breezes swept freely through our dwelling, now and then wafting the perfume of sweet grasses from newly burnt prairie.
Untying the long tasseled strings that bound a small brown buckskin2 bag, my mother spread upon a mat beside her bunches of colored beads, just as an artist arranges the paints upon his palette. On a lapboard she smoothed out a double sheet of soft white buckskin; and drawing from a beaded case that hung on the left of her wide belt a long, narrow blade, she trimmed the buckskin into shape. Often she worked upon small moccasins for her small daughter. Then I became intensely interested in her designing. With a proud, beaming face, I watched her work. In [my] imagination, I saw myself walking in a new pair of snugly fitting moccasins. I felt the envious eyes of my playmates upon the pretty red beads decorating my feet.
Close beside my mother I sat on a rug, with a scrap of buckskin in one hand and an awl in the other. This was the beginning of my practical observation lessons in the art of beadwork. From a skein3 of finely twisted threads of silvery sinews my mother pulled out a single one. With an awl she pierced the buckskin, and skillfully threaded it with the white sinew. Picking up the tiny beads one by one, she strung them with the point of her thread, always twisting it carefully after every stitch.
It took many trials before I learned how to knot my sinew thread on the point of my finger, as I saw her do. Then the next difficulty was in keeping my thread stiffly twisted, so that I could easily string my beads upon it. My mother required of me original designs for my lessons in beading. At first I frequently ensnared many a sunny hour into working a long design. Soon I learned from self-inflicted punishment to refrain from drawing complex patterns, for I had to finish whatever I began.
After some experience I usually drew easy and simple crosses and squares. These were some of the set forms. My original designs were not always symmetrical nor sufficiently characteristic, two faults with which my mother had little patience. The quietness of her oversight made me feel strongly responsible and dependent upon my own judgment. She treated me as a dignified little individual as long as I was on my good behavior; and how humiliated I was when some boldness of mine drew forth a rebuke from her!
In the choice of colors she left me to my own taste. I was pleased with an outline of yellow upon a background of dark blue, or a combination of red and myrtle-green. There was another of red with a bluish-gray that was more conventionally used. When I became a little familiar with designing and the various pleasing combinations of color, a harder lesson was given me. It was the sewing on, instead of beads, some tinted porcupine quills, moistened and flattened between the nails of the thumb and forefinger. My mother cut off the prickly ends and burned them at once in the centre fire. These sharp points were poisonous, and worked into the flesh wherever they lodged. For this reason, my mother said, I should not do much alone in quills until I was as tall as my cousin Warca-Ziwin.
Always after these confining lessons I was wild with surplus spirits, and found joyous relief in running loose in the open again. Many a summer afternoon a party of four or five of my playmates roamed over the hills with me. We each carried a light sharpened rod about four feet long, with which we pried up certain sweet roots. When we had eaten all the choice roots we chanced upon, we shouldered our rods and strayed off into patches of a stalky plant under whose yellow blossoms we found little crystal drops of gum. Drop by drop we gathered this nature’s rock-candy, until each of us could boast of a lump the size of a small bird’s egg. Soon satiated with its woody flavor, we tossed away our gum, to return again to the sweet roots.
From “Impressions of an Indian Childhood” by Zitkala-Sa—Public Domain
A BRIEF HISTORY OF BEADWORK IN SOUTH DAKOTA
| Date | Event |
|---|---|
| 1500s | The Dakota use beads made from bones, shells, stones, and animal teeth. European traders bring glass beads to North America. |
| Late 1600s | The Dakota begin trading with the French in Minnesota. |
| 1830s | The Dakota begin using glass beads in clothing, artwork, and decorations in place of Native-made beads. |
| 1862–1865 | The Dakota are expelled from their homelands in Minnesota as a result of the U.S.-Dakota War. |
| 1900s–1920s | The Dakota create items to sell outside their community. |
Source: MNopedia
1wigwam: hut with an arched framework of poles covered with bark, mats, or animal hides
2buckskin: leather made from the skin of a male deer
3skein: coiled length of yarn or other thread loosely wound on a reel
Question
The author’s use of sequence in paragraphs 1 and 2 contributes to the development of ideas in the excerpt by
- Alisting the many steps that are involved in the process of beading in order to explain its difficulty and complexity.
- Bconveying the importance of following the steps of the beading process in a precise order to work most efficiently.
- Cemphasizing the time required to fully prepare for and execute the many large and small tasks in the activity of beading.
- Ddetailing each step in preparation for beading in order to highlight the author’s enthusiasm for the work.
Show the answer
Correct answer: D
The question asks how the author’s use of sequence in paragraphs 1 and 2 contributes to the development of ideas in the excerpt.
A. Incorrect. In paragraph 2, the author does list the steps her mother takes in preparation to do beadwork, such as “untying the long tasseled strings” of the bag of beads, spreading the beads beside her on a mat, and using “a long, narrow blade” to trim the buckskin into shape. However, the language used to describe this sequence does not indicate that preparing to work with beads is difficult or complex.
B. Incorrect. Although the author’s description of untying the bag of beads, spreading the beads upon a mat, smoothing out a sheet of buckskin, and trimming the buckskin into shape in paragraph 2 indicates that the mother follows a certain routine, it does not place any emphasis on working most efficiently by following the steps of the beading process in a precise order.
C. Incorrect. In paragraph 2, the author describes her mother “untying the long tasseled strings that bound a small brown buckskin bag,” “spread[ing] upon a mat beside her bunches of colored beads,” “smooth[ing] out a double sheet of soft white buckskin; and drawing from a beaded case that hung on the left of her wide belt a long, narrow blade” to trim the buckskin. Although these descriptions do outline the steps in her process for creating beadwork, they do not emphasize the time required to do so, since the author does not mention in the excerpt how long it took her mother to fully prepare for and complete the large and small tasks in the activity of beading.
D. CORRECT. In paragraph 1, the author describes how the morning begins with her mother rolling up the canvas of the wigwam and allowing the breeze to come in. In paragraph 2, the author uses sensory language and precise sequencing to describe the way her mother prepares the beading materials by untying “the long tasseled strings that bound a small brown buckskin bag,” spreading the “bunches of colored beads” beside her, and smoothing out “a double sheet of soft white buckskin.” This combination of sequence and sensory language highlights the author’s enthusiasm for beadwork by emphasizing that the author pays close attention to her mother’s preparations.
Question analysis
This reading question asks how the step-by-step description of a mother preparing her beadwork, in the opening paragraphs of Zitkala-Sa's memoir, contributes to the excerpt's ideas. Every choice agrees that steps are listed, so students must judge which purpose the text actually supports and resist reasons that only sound likely for a craft.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 Grade 7 structure questions usually ask what a paragraph adds to a topic. This one asks what an ordered description achieves, in dense 1900 prose where the purpose is never stated outright, which goes beyond typical grade 7 work.
- 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
- How, not what major
- A very close wrong answer moderate
- Reading between the lines moderate
- Complex sentences minor
- Evidence
- Answered from several paragraphs or stanzas
- Reading level
- Passage: about grade 8, 946 words; question and choices: about grade 11, 95 words.
- Corrected from the DOE handbook
- A misquotation of the excerpt in the explanation was corrected.
- 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
All four choices agree that the paragraphs lay out steps, so the question turns entirely on purpose, and three of the purposes sound like natural reasons to describe a craft. Nothing in paragraphs 1 and 2 calls the work hard, slow or a matter of efficiency; what they do show is a child following every move and becoming intensely interested. Students who look for the narrator's own reaction find the purpose, while those who reason from the steps alone drift to difficulty or time.
How, not what major Working it out
The stem asks what the ordered account of untying the bag, spreading the beads, and smoothing and trimming the buckskin does for the excerpt, a purpose the author never states. (Anderson & Krathwohl, 2001)
A very close wrong answer moderate Choosing the answer
The difficulty choice shares the right one's frame, steps laid out in order to show something, and differs only in what they show: how hard beading is, or how eagerly the girl watched. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Reading between the lines moderate Working it out
The enthusiasm has to be pieced together from the close attention to each step and from “intensely interested” and “a proud, beaming face” in paragraph 2. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Complex sentences minor Understanding the question
Paragraph 2 uses literary word order, as in “my mother spread upon a mat beside her bunches of colored beads,” which slows the reading of the very steps in question. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Strategy: For each choice, look in paragraphs 1 and 2 for words that would prove its purpose; a purpose that no sentence states or shows can be ruled out.
Traps
- Half right: One half of a two-part choice is right and the other is not.
- 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.
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
The wrong answers, classified
A Half right (King et al., 2004; Thissen, Steinberg & Fitzpatrick, 1989)
Rightly sees that paragraph 2 lists many preparation steps, then decides the list must show that beading is difficult and complex, which nothing in these paragraphs says.
B Wrong purpose or structure (Anderson & Krathwohl, 2001)
Reads the sequence as instructions about doing the steps in a precise order for efficiency, a purpose a watching child's memories never suggest.
C Reads too much in (Graesser, Singer & Trabasso, 1994)
Reasons that so many steps must take a long time, perhaps recalling the “many a sunny hour” of paragraph 4, but paragraphs 1 and 2 never mention time.
What was corrected from the DOE handbook, and why
- Explanation: In rejecting choice C, the handbook quotes paragraph 2 as “spread[ing them] upon a mat beside her bunches of colored beads.” In the excerpt, the bunches of colored beads are what the mother spreads (“my mother spread upon a mat beside her bunches of colored beads”). The inserted “them” refers to nothing and turns the beads into a place. The quotation now reads “spread[ing] upon a mat beside her bunches of colored beads,” which is how the handbook itself reads the sentence in its reason for rejecting choice A (“spreading the beads beside her on a mat”).
Working it out, step by step
Figure out what the question asks
Sequence means the order in which things happen. Paragraphs 1 and 2 tell the steps of a morning in order. The question asks why the author tells them step by step. What does that careful order help show?
List the steps
In paragraphs 1 and 2, the mother:
- rolls up the side of the wigwam to let in the breeze,
- unties a bag made of buckskin (soft deer leather),
- spreads her beads on a mat,
- smooths out a sheet of buckskin, and
- trims it into shape with a blade.
Find the author’s reaction
Right after the steps, the author tells how she felt. “Then I became intensely interested in her designing. With a proud, beaming face, I watched her work.” Intensely means very strongly. A beaming face has a big, happy smile. She noticed every little step because she was so excited. The details show her enthusiasm, or eager interest.
Check each choice
- A is wrong. The steps are listed, but nothing says beading is hard or complex.
- B is wrong. Nothing says the steps must go in a set order to save effort.
- C is wrong. Paragraphs 1 and 2 never say how long anything takes.
- D is right. The careful details show how closely the girl watched, with eager interest.
Watch out: A is tempting because there are many steps. But many steps don’t prove a task is hard. The author never calls it difficult.
Choose the answer
The step-by-step order shows a child following every move her mother makes. So the answer is D.
Why this answer and not the closest wrong one
A is the closest wrong answer. Like D, it says the steps are listed to show something. But no word in paragraphs 1 and 2 calls beading hard. The author does say she was “intensely interested” and had “a proud, beaming face.” That shows enthusiasm, so D fits better.
More questions like this
The original DOE question

The passage “Excerpt from “Impressions of an Indian Childhood”” as printed (pages 42–43)

