Excerpt from “Impressions of an Indian Childhood”

2024 Handbook

2024 Test A English · Question 10 of 57

Also in 2026 Practice Test C English, question 13.

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

DateEvent
1500sThe Dakota use beads made from bones, shells, stones, and animal teeth. European traders bring glass beads to North America.
Late 1600sThe Dakota begin trading with the French in Minnesota.
1830sThe Dakota begin using glass beads in clothing, artwork, and decorations in place of Native-made beads.
1862–1865The Dakota are expelled from their homelands in Minnesota as a result of the U.S.-Dakota War.
1900s–1920sThe 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

In paragraph 1, the phrases “cool morning breezes swept freely” and “wafting the perfume of sweet grasses” affect the tone of the excerpt by suggesting

  • Athe sadness that the author feels reflecting upon her former way of life.
  • Bthe enthusiasm with which the author approached her work indoors.
  • Cthe fond feelings that the author has toward her childhood experiences.
  • Dthe mix of emotions that the author feels toward her work and her mother.
Show the answer

Correct answer: C

The question asks how the phrases “cool morning breezes swept freely” and “wafting the perfume of sweet grasses” affect the tone of the excerpt.

A. Incorrect. Although the author describes in paragraph 1 the setting of her childhood experiences, the positive wording of the phrases the author uses in the paragraph (“swept freely” and “perfume of sweet grasses”) does not suggest a tone of sadness the author feels when she reflects on her former way of life.

B. Incorrect. Although the phrases “cool morning breezes swept freely” and “wafting the perfume of sweet grasses” used in paragraph 1 create a positive tone, the phrases do not suggest an enthusiasm for the author’s work but rather suggest an appreciation of the peaceful beauty of her childhood.

C. CORRECT. In paragraph 1, the phrases “cool morning breezes swept freely” and “wafting the perfume of sweet grasses” are used to describe where the author’s childhood experiences took place. The phrases create a tone of fondness and evoke a feeling of happiness through their lyrical sensory detail: “swept freely” suggests a sense of joyful possibility, while “perfume,” “sweet,” and “cool” convey delight.

D. Incorrect. Although the author describes her mother’s beadwork lessons as “confining” in paragraph 7, the phrases in paragraph 1 do not suggest that the author feels conflicting or mixed emotions toward her work and her mother. Instead, the phrases convey a positive tone by affectionately describing the author’s childhood home.

Question analysis

This reading question asks how two sensory phrases about cool morning breezes and the scent of sweet grasses shape the tone of Zitkala-Sa's 1900 memoir of life on a Sioux reservation. Students must read the feeling behind descriptive language and decide what that feeling is directed at, since the choices pair different emotions with different subjects.

NYS standards
  • 7R4 word meaning and choice
  • 7L5c connotation and denotation
Grade level
Grade 7 reading and task
Compared with grade 7
At grade 7 Judging how sensory words shape tone is grade 7 reading work. Both phrases are quoted in the question, so little searching is needed, but the 1900 prose keeps the demand at a typical grade 7 level.
Estimated difficulty
Straightforward: two steps or one careful reading.
Evidence
Answered from one paragraph or stanza
Reading level
Passage: about grade 8, 946 words; question and choices: about grade 7, 72 words.
Corrected from the DOE handbook
  • A misstatement of the question 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

The phrases are so clearly pleasant that the real decision is what the pleasant feeling is about. They describe the wigwam on a clear morning, so the warmth belongs to the author's memory of her childhood, not to the beadwork the rest of the excerpt follows. Students who know the excerpt is about lessons tend to attach the mood to the work, and a few read sadness into any memoir.

  1. Figurative or literary language moderate Understanding the question

    The tone comes from sensory images, breezes that “swept freely” and “the perfume of sweet grasses,” which describe air and scent and leave the author's feeling to be read from them. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)

  2. Reading between the lines minor Working it out

    The phrases describe the dwelling, not the author, so her fondness for her childhood has to be inferred from how lovingly she remembers the setting. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)

  3. Hard words minor Understanding the question

    “Wafting” and “perfume,” used for the smell of grasses from newly burnt prairie, are unusual words that must be understood before the tone they create can be judged. (Perfetti, 2007; Freedle & Kostin, 1993)

Strategy: Decide what feeling the quoted words create on their own, then check what they describe: the right choice must match both the feeling and what it is about.

Traps

  • Wrong tone or attitude: Misjudges the tone, attitude or point of view, such as reading admiration as criticism, or taking a character's or subject's feelings for the author's.
  • Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.

The wrong answers, classified

What was corrected from the DOE handbook, and why

  • Explanation: The handbook’s explanation begins by saying the question asks how the two phrases “affect the tone of paragraph 1 in the excerpt.” The phrases are in paragraph 1, but the question asks how they affect the tone of the excerpt, and the answer is about the author’s feelings toward her childhood as a whole. The explanation now reads “affect the tone of the excerpt.”

How the questions are analyzed, and the research behind it

Working it out, step by step

  1. Figure out what the question asks

    This asks about tone. Tone is the feeling or attitude that a writer’s words show. You need the feeling that two phrases from paragraph 1 give the whole excerpt. An excerpt is a part taken from a longer piece.

  2. Find the phrases in paragraph 1

    Paragraph 1 describes a clear morning at home. The mother rolls up the side of the wigwam (a hut made of poles and covers). “Then the cool morning breezes swept freely through our dwelling.” A dwelling is a home. The breezes were “now and then wafting the perfume of sweet grasses.”

  3. Work out the feeling

    “Wafting” means gently carrying through the air. “Perfume” is a sweet smell. Cool air, sweet smells and breezes moving freely are all pleasant. The author is remembering her childhood home with love. That feeling is fondness, a warm liking for something.

  4. Check each choice

    • A is wrong. Nothing in these words is sad. They are bright and pleasant.
    • B is wrong. The phrases describe air and smells, not her work.
    • C is right. The loving details show warm feelings about her childhood.
    • D is wrong. Mixed feelings, like the “confining” lessons, come later, in paragraph 7. These phrases have nothing negative in them.

    Watch out: B is tempting, since the excerpt is mostly about beadwork lessons. But these two phrases describe the morning, not the work.

  5. Choose the answer

    The phrases make her childhood home feel cool, sweet and free. So the answer is C.

Why this answer and not the closest wrong one

B is the closest wrong answer, because the phrases do sound happy. But a choice must match both the feeling and what the feeling is about. These phrases describe breezes and the smell of grass at her home. That shows fond memories of her childhood, not eagerness to work.

The original DOE question

Question 10 as printed on page 44 of the DOE handbook.
As printed in the DOE’s NYC Guide to the Specialized High Schools Admissions Test (SHSAT) for 2025 Admissions, page 44, question 10. Open page 44 of the handbook (PDF) The handbook letters this question’s choices E–H; here they are A–D (E = A, F = B, G = C, H = D). This is the DOE’s version, before the corrections listed in the analysis.
The passage “Excerpt from “Impressions of an Indian Childhood”” as printed (pages 42–43)The passage “Excerpt from “Impressions of an Indian Childhood”” as printed on page 42 of the DOE handbook.The passage “Excerpt from “Impressions of an Indian Childhood”” as printed on page 43 of the DOE handbook.