Serpent Mound

2019 Handbook

2019 Test B English · Question 45 of 57

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

Which lines reveal how the setting affects the speaker and the men from the museum?

  • A“so Ma told me to lead the men / into the marshy low grounds.” (lines 7–8)
  • B“It being winter, / there was little underbrush to speak of—” (lines 8–9)
  • C“but the winter silence of the creek pressed / down on all of us like a weight.” (lines 14–15)
  • D“The humps in the ground were all but / invisible until you were right up on them.” (lines 16–17)
Show the answer

Correct answer: C

The question asks which lines reveal how the setting affects the speaker and the men from the museum.

A. Incorrect. Although lines 7 and 8 do describe the setting, the lines do not describe how the setting affects the speaker and the men.

B. Incorrect. The words “being winter” (line 8) work to establish the setting, but lines 8 and 9 do not describe the effect the winter setting has on the speaker and the men.

C. CORRECT. The imagery in lines 14 and 15 describes how the winter silence makes the speaker and the men feel emotional heaviness: it “pressed / down on all of us like a weight” (lines 14–15).

D. Incorrect. Although the words “the humps in the ground were all but / invisible” (lines 16–17) describe how the setting appears to the speaker and the men, lines 16 and 17 do not describe how the setting affects them.

Question analysis

Set beside an icy Ohio creek in the winter of 1846, the poem “Serpent Mound” follows a young narrator guiding men from a museum to an ancient earthwork. Students must find the lines that reveal how that setting affects the narrator and the visitors, and all four short quotations, from the poem’s first seventeen lines, touch on the winter landscape.

NYS standards
  • 7R1 textual evidence and inferences
  • 7R3 plot elements and ideas
Grade level
Grade 7 reading and task
Compared with grade 7
At grade 7 Matching lines of a poem to a claim is a routine grade 7 task; these four quotations are brief, numbered and plainly worded. The main demand is reading the stem precisely, since it asks about an effect on two named parties.
Estimated difficulty
Straightforward: two steps or one careful reading.
Evidence
Answered from one sentence or line
Reading level
Passage: 354 words (a poem; reading level not measured); question and choices: about grade 5, 74 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

All four quotations involve the setting, so a student who checks only for setting can defend almost any of them. The question turns on the people: only one quotation shows the place doing something to them, in the words “on all of us.” The lines in which Ma sends the speaker to lead the men tempt because they name both parties the stem names, yet the marsh there is only a destination.

  1. Every choice must be checked moderate Choosing the answer

    Each quotation touches the place, from the “marshy low grounds” and thin winter underbrush to humps hidden in the ground, so each must be asked whether the setting acts on the people or only appears. (Embretson & Wetzel, 1987)

  2. Figurative or literary language minor Understanding the question

    The answer is a simile, silence that “pressed / down on all of us like a weight,” and students must read that weight as a mood the winter quiet lays on the whole group. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)

Strategy: Paraphrase each quotation, then ask two questions of it: is the setting doing something here, and are the people in the scene on the receiving end?

Traps

  • Supports only part of the claim: In a question about evidence: a line that backs one half of the claim but not the other, or a related point rather than the claim itself.
  • True but not the answer: A choice says something accurate about the text that does not answer this question.

The wrong answers, classified

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 for evidence about setting. Setting is where and when a story or poem takes place. Here it is a creek in Ohio, in winter. You need the lines that show how this place affects the speaker and the museum men. The speaker is the person telling the poem. What does the place do to them, or make them feel?

  2. Find the setting acting on people

    In lines 11–13, the speaker listens for animal sounds, like a beaver’s tail or a hawk’s cry. Then lines 14–15 say “but the winter silence of the creek pressed / down on all of us like a weight.” The words “all of us” mean the speaker and the museum men together. This is a simile, a comparison using “like.” The quiet felt like something heavy pressing down. So the silent winter creek made the whole group feel weighed down and gloomy.

  3. Check each choice

    • A does not fit. Lines 7–8 say Ma sent the speaker to lead the men into the marsh, or soggy ground. The marsh is only where they are going. It does nothing to them.
    • B does not fit. Lines 8–9 say there was little underbrush, or low bushes. That describes the ground, not how anyone felt.
    • C fits. The silence “pressed / down on all of us,” so the place acts on the whole group.
    • D does not fit. Lines 16–17 tell how hard the humps are to see. They describe the land, not its effect on the group.

    Watch out: A names both the speaker and the men, just as the question does. But naming the people does not show the place affecting them.

  4. Choose the answer

    Only lines 14–15 show the winter creek acting on the speaker and the men. So the answer is C: “but the winter silence of the creek pressed / down on all of us like a weight.”

Why this answer and not the closest wrong one

A is a close wrong choice, because it names both the speaker and the men. But in lines 7–8 the marsh is just where they are headed. C is different. The silence “pressed / down on all of us like a weight.” Only C shows the place changing how the speaker and the men feel.

The original DOE question

Question 45 as printed on page 169 of the DOE handbook.
As printed in the DOE’s Specialized High Schools Student Handbook 2019–2020, page 169, question 45. Open page 169 of the handbook (PDF)
The passage “Serpent Mound” as printed (page 40)The passage “Serpent Mound” as printed on page 40 of the DOE handbook.