Passage Serpent Mound
Serpent Mound
The Great Serpent Mound, located in Adams County, Ohio, is a human-made mound of earth that researchers believe was created between 300 B.C. and A.D. 1100 by an indigenous culture.
Ohio, 1846
Brush Creek stood low when the museum men came
with their measuring tapes and sketchbooks.
It was winter. Fringed with ice,
the creek doubled back on itself
as if it had forgotten something.
Pa was in Cincinnati, or else on his way home,
so Ma told me to lead the men
into the marshy low grounds. It being winter,
there was little underbrush to speak of—
in the summer there would have been
briars, poison ivy, biting flies. I listened
for the swish of a beaver’s heavy tail,
the chitter of a chickadee, or the cry of a hawk,
but the winter silence of the creek pressed
down on all of us like a weight.
The humps in the ground were all but
invisible until you were right up on them. The figure
was even less obvious: the sinuous body,
the tail coiled three times around,
and at the other end, the mouth wide open.
In the summer the creek bottom was crowded
with so much life that you could trip over
the ridges of earth before you saw
anything at all. In winter you could climb
a tree and get some idea of the whole thing:
the serpent’s body undulating, slithering
silently across the ancient
earth. At the mouth end, there was an oval mound
as if the snake were about to swallow an egg—
as snakes sometimes did in our rickety
henhouse—my Pa always said, or
as if swallowing the sun, one of the museum
men suggested, taking notes with his quill pen,
an old-style inkhorn slung at his side.
I liked that: swallowing the sun,
just the sort of thing a snake might do,
might want to do. When, later, I told my sister Ruth,
she disagreed. It is singing to the sun,
she insisted. That is why its mouth
is wide open. She said, “Sometimes I think
I hear it on summer nights. Not swallowing, singing.”
Question
Lines 1–2 contribute to the development of ideas in the poem by
- Asuggesting that the men are too busy with their work to talk to the speaker.
- Bhelping establish the reason for the men’s visit and purposeful behavior.
- Chinting that the men have hidden motives for studying the mound.
- Dindicating why the speaker is fascinated by the men and wants to help them.
Show the answer
Correct answer: B
The question asks how lines 1–2 contribute to the development of ideas in the poem.
A. Incorrect. The idea that the men are too busy with their work to talk to the speaker is not conveyed in the poem, and, in fact, one of the museum men discusses the oval mound with the speaker (“as if swallowing the sun, one of the museum / men suggested” [lines 32–33]).
B. CORRECT. The lines, with their mention of measuring tapes and sketchbooks, indicate that the reasons the museum men came were to measure the mound and to draw sketches of it.
C. Incorrect. There is little indication in the poem that the museum men have a hidden motive for studying the mound. Lines 1–2 present a straightforward description of the men and their equipment, which emphasizes the men’s academic interest in studying the mound.
D. Incorrect. While the speaker displays some curiosity about the work the museum men are doing (“one of the museum / men suggested, taking notes with his quill pen, / an old-style inkhorn slung at his side. / I liked that” [lines 32–35]), lines 1–2 focus on introducing the idea that the mound is a formation that is worth formal study and examination by experts.
Question analysis
This question asks how the opening lines of “Serpent Mound,” in which museum men arrive at a low winter creek with measuring tapes and sketchbooks, contribute to the development of ideas in the poem. The lines are short and plain, but the choices credit the men or the speaker with motives and feelings, and students must check each against the rest of the poem.
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Below typical grade 7 demand: the two opening lines are short and concrete, and checking the choices takes one reading of the poem, much like grade 6 questions on how a single sentence fits into a text.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- How, not what minor
- Evidence in several places minor
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: 354 words (a poem; reading level not measured); question and choices: about grade 7, 62 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
The opening lines are short and concrete, and their tools, measuring tapes and sketchbooks, plainly say why the men came. The wrong choices each add something: men too busy to talk, a hidden motive, or a fascinated speaker, and the last borrows the speaker’s later delight in “swallowing the sun.” Checking each against the rest of the poem, rather than against first impressions of strangers arriving, is what the question rewards.
How, not what minor Working it out
The stem asks what lines 1–2 do in the poem, so students must see the measuring tapes and sketchbooks as setting up the visit’s purpose, not only as a description of the men. (Anderson & Krathwohl, 2001)
Evidence in several places minor Working it out
Ruling out two wrong choices takes later lines: a museum man offers the speaker an idea in lines 32–33, and the speaker leads the men in line 7 because Ma says to. (Kirsch & Mosenthal, 1990; Gorin & Embretson, 2006)
Strategy: Say in your own words what lines 1–2 tell you about the men, then reject any choice that depends on something the poem never shows.
Traps
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
The wrong answers, classified
A Reads too much in (Graesser, Singer & Trabasso, 1994)
Pictures men absorbed in measuring who ignore the child, though nothing says so and one of them later suggests the mound looks “as if swallowing the sun.”
C Reads too much in (Graesser, Singer & Trabasso, 1994)
Reads a secret aim into the visit, but lines 1–2 show the men carrying measuring tools in the open, and the poem never hints at any other purpose.
D Wrong part of the text (Kirsch & Mosenthal, 1990)
Jumps to line 35, where the speaker likes a museum man’s phrase; in lines 1–2 the men have only arrived, and the speaker guides them because Ma says to.
Working it out, step by step
Figure out what the question asks
This asks what lines 1–2 do for the poem’s ideas. They are the poem’s first lines, so they set things up. You need to decide what they tell you about the museum men, and why that matters.
Read lines 1–2
Lines 1–2 say “Brush Creek stood low when the museum men came / with their measuring tapes and sketchbooks.” A measuring tape is for measuring lengths. A sketchbook is for drawing. So the men came to measure the mound and draw it. They have a job to do. Purposeful means acting with a clear goal. Their tools show that goal from the very start.
Check each choice
- A does not fit. Nothing says the men were too busy to talk. Later, one of them shares an idea: “as if swallowing the sun.”
- B fits. The tools show why the men came and that they came to work.
- C does not fit. The men carry their tools in plain view. The poem never hints at a hidden motive, or secret reason.
- D does not fit. The speaker leads the men because “Ma told me to lead the men.” The speaker’s liking for a man’s idea comes much later, in line 35.
Watch out: D borrows a feeling from later in the poem, “I liked that.” In lines 1–2, the men have only just arrived.
Choose the answer
Lines 1–2 use the men’s tools to show why they came and what they plan to do. So the answer is B, “helping establish the reason for the men’s visit and purposeful behavior.”
Why this answer and not the closest wrong one
D is the closest wrong choice. The speaker does later like a museum man’s phrase, “swallowing the sun.” But that comes in line 35. Lines 1–2 say nothing about the speaker’s feelings. They name only the men’s tools. Tapes and sketchbooks tell you why the men came: to measure and draw the mound.
More questions like this
The original DOE question

The passage “Serpent Mound” as printed (page 40)
