Maniace 1

Chains Test Answer Key

Part 1 Multiple Choice (30 questions, 1 point each)
1. B
2. A
3. D
4. C
5. A
6. A
7. A
8. D
9. D
10.C
11.B
12.B
13.D
14.C
15.B
16.A
17.C
18.D
19.A
20.A
21.C
22.B
23.A
24.B
25.D
26.D
27.A
28.D
29.B
30.A

1. Part 2 Patriot or Loyalist Questions (4 questions, 1

point each)
1.
2.
3.
4.

P
P
P
L

Maniace 2

2. Part 3 True or False (4 questions, 2 points each)

1. False: Isabel was able to save Lady Seymours life by helping her out of her
home during the fire.
2. False: Isabel demands that Curzon gets proper medical treatment, blankets,
and proper rations.
3. True: Madam Lockton says that she is poor and that her husband left her for
unknown reasons. She also claims that Isabel destroyed property (only one of
these details is necessary for full credit).
4. False: Madam Lockton buys Isabel nothing for Christmas. OR For Christmas,
Lady Seymour buys Isabel a new pair of shoes.

Part 4 Timeline (4 questions, 2 points each)

1.
2.
3.
4.

C
A
D
B

Part 5 Short Answer (5 questions, 3 points each)

1. Key points:
a. Hesitant because of danger, worry of being caught, fear of punishment
b. Changes mind because of freedom (benefits outweigh the risks)
2. Key points:
a. Madam Lockton claims to have sent Ruth to a wealthy doctor on the
island Nevis in the West Indies.
b. In fact, no one would buy Ruth because of her epilepsy, so she sent her
to her plantation in Charleston, South Carolina.
3. Key points:
a. Comes to clean the prison and pretends Curzon is dead
b. Helps him walk and get to the boat
4. Key points:
a. Protagonist: treated Isabel well, let Isabel take her money, saved her
and helped her when she was ill
b. Antagonist: never actually helped her as much as she could, said that
she wanted to buy her so she could free her, but never actually did
c. Neutral: combination of a and b, did not contribute to her success or
failure in the plot
5. Key points:
a. Find Ruth immediately: Isabel was very loyal and could not have gone
on her journey without searching for Ruth. If Ruth was hurt while Isabel
was waiting to go find her, she would have felt very guilty.
b. Wait and find Ruth later: Isabel and Curzon would have wanted to
decide on a strategy before going to find her. They might have worked,
amassed some money, and found her when they felt able to. This is
because they would need to be able to take care of Ruth once they find
her, perhaps paying for medical care due to her epilepsy.
c. Not go at all: Isabel most likely would have wanted to find Ruth, but
Curzon would have been able to talk her out of it and convince her that
finding Ruth is impossible. He also would have told her that it is very
risky. This is because throughout the novel, he seems to be cautious
and tries not to let his personal feelings get in the way of his reason.

Part 6 Document Based Questions (2 questions, 5 points

each)
1. Symbols:
a. Birds: represent freedom and are a contrast to Isabels slavery. They
have wings that are figuratively the antonym to chains.
b. Flags on the birds: represent the political tension. Politics influenced
Isabel dramatically as she spied for both parties.
c. Girl: represents Isabel, who stands out against the light background
due to her skin color. This shows she is different from the rest of the
society because of her race.
d. Chains on the girls wrists: show how Isabel is bound physically and
emotionally to her family, masters, political parties, and morals.
2. Turning point:
a. Yes: Isabel realizes that there are people who are not as fortunate as
she, which changes her view of the world. She finds that she can help
people and make a difference, and this gives her a feeling of happiness
despite her circumstances.
b. No: Isabel always knew that she could help people who needed it and
this is simply a time that she wants to give others hope because it is
the holiday season.
c. Keeping Christmas: Isabel wants to embody the spirit of Christmas,
which is joining together and thinking of people other than oneself.
Isabel says that she finally feels at peace when she helps these
people, which shows how she gains a great deal from being able to
keep Christmas.

Part 7 Essay (24 points)

1. Which characters in the novel are bound by chains? In what ways are they
bound? Are the chains always negative? Throughout the course of the book,
is anyone able to break his/her bondage? Why or why not?
Key concepts:

Chains are the feelings of responsibility and duty to others; limitations

o Isabel/Ruth/other slaves: chained by their masters, forced to be loyal
(Negative: no choices or free will, must follow masters orders, must
take whatever punishment their masters deem necessary) ex: the
Locktons (especially Madam) being very cruel to Isabel; chained by
friendship and strong desire to keep connection with family and with
other slaves, trying to bond together despite the slavery (Positive:
feeling of unity and bond with other people which is helpful when
someone feels helpless and alienated) ex: Grandfather being a wise
father figure to the slaves. Also, Isabels memory of her fathers
courage trying to keep his family together at auction.

Isabel and Curzon can break their chains: escaping and not
being controlled by their masters
Madam Lockton: chained to her husband, chained to her fear of
standing up for her rights (Negative: has to take the abuse of her
husband, being physically harmed) ex: Madam Lockton is hit as well as
thrown against a bookshelf; chained to Loyalism by her husband
(Positive or Negative: depending on what Madam Lockton really
believes) ex: lives in fear of being arrested with her husband.
Madam Lockton never breaks her chains: still pretends that she
is being treated well
Master Lockton: chained to Loyalism and the dangers of being
punished for his Loyalist ideas and plans (Negative: punishments, may
not be able to convert if he changes his mind) ex: lives in fear of being
arrested.
Never breaks his chains: chooses not to, wants to be Loyalist

Essay Rubric:

Introducti
on

Body
paragraph
s

4
Good
introductory
paragraph,
clear thesis
statement,
examples from
all three
supporting
paragraphs,
background
information
and attentiongrabbing
opening
included
Strong
introduction
and
conclusion,
good transition

3
Thesis
statement,
examples from
some
supporting
paragraphs,
some
background
information,
and attention
grabbing
opening
included

2
Thesis
statement, but
somewhat
confusing and
unclear, very
little link to
other
paragraphs

1
Confusing thesis
statement (or
none at all), no
clear link to the
other
paragraphs

Introduction
and conclusion,
some choppy
transitions,
missing several

Weak
introduction
and conclusion,
choppy or
limited

Poor (or no)

introduction and
conclusion,
choppy (or no)
transitions,

Conclusio
n

Spelling/
grammar/
punctuati
on

words, well
worded, three
examples from
book per
paragraph

examples from
book for each
paragraph, at
times
awkwardly
worded

Good
conclusion
paragraph,
well restated
thesis, clear
link to the
body
paragraphs,
thoughtprovoking
ending
Very few (or
no) spelling,
grammar, or
punctuation
errors

Restated
thesis, some
link to the body
paragraphs

Ideas/
concepts

Strongly
developed
ideas with
supporting
facts and
examples from
the novel

Some spelling,
grammar,
and/or
punctuation
errors, but does
not interfere
with
understanding
Developed
ideas, some of
which have
supporting
facts and
examples from
the novel

Writing
style/word
use

Well-written
using a large
vocabulary,
varied
sentence
structure,
avoids
overused
words

Uses an
average
vocabulary,
some different
types of
sentence
structure,
occasionally
overused words

TOTAL:

transitions,
only a few
supporting
examples,
confusing/
awkward
wording
Poorly restated
thesis (or thesis
copied from
introductory),
few links to
body
paragraphs

many examples
of
confusing/awkw
ard wording

Significant
spelling,
grammar,
and/or
punctuation
errors,
interferes with
understanding
Some
developed
ideas, most
ideas have no
supporting
facts or
examples from
the novel
Repeats the
same words
many times,
uses the same
structure for
many
sentences,
uses overused
words

Numerous
spelling,
grammar,
and/or
punctuation
errors, interferes
with
understanding
No or very
limited
developed
ideas, no facts
or examples
from the book to
support the
concepts
Very limited
vocabulary,
mostly the same
sentence
structure, often
uses overused
words

Badly (or no)

restated thesis,
no link to the
body
paragraphs,
awkward/abrupt
ending

Grading:
Essay 1 question, 24 points (based on rubric)
Multiple choice 30 questions, 1 point each (no partial credit)
Patriot or Loyalist 4 questions, 1 point each (no partial credit)
True or false 4 questions, 2 points each (1 point T/F, 1 point detail/correction)
Timeline 4 questions, 2 points each (no partial credit)
Short answer 5 questions, 3 points each (2 points correct concept, 1 point 2 5
complete, grammatically correct sentences)
Document based questions 2 questions, 5 points each (3 points correct concepts,
1 point proper paragraph format, 1 point 5-8 complete, grammatically correct
sentences)
Honor Code 1 point if signed