The Great Gatsby 50 Question Test

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There are two points at which Daisy and Gatsby's relationship could be considered "new". First, it seems that their "new" relationship occurs as Tom has become enlightened about their affair. It seems as if they are happy...

The Great Gatsby is typically considered F. Scott Fitzgerald's greatest novel. The Great Gatsby study guide contains a biography of F. Scott Fitzgerald, literature essays, quiz questions, major themes, characters, and a full summary and analysis.

The Great Gatsby by F. Scott Fitzgerald is one of the best-known novels in the history of American Literature. F. Scott Fitzgerald is one of the greatest novelists in American history. He often wrote about the American Dream. He turns the foundational parameters of American culture on their head and exposes a vulnerable underbelly.

Francis Scott Key Fitzgerald (1896-1940) wanted to create a name for himself to raise his social standing above his unsuccessful family. Fitzgerald held notions of wealth and grandeur. He wrote about these ideals often; they are seen clearly in The Great Gatsby.

Like many modernist novelists, Fitzgerald and Zelda found themselves expatriates in 1924 in the French Riviera. They were attempting to escape the burdens of their newfound wealth. Fitzgerald published The Great Gatsby (1925) while in France, meditating on the American Dream he had abandoned when faced with the cruel reality of its devastating nature.

The Great Gatsby by F Scott Fitzgerald was first published in 1925. This was the height of the cultural era that has come to be known as the Roaring 20s. Gatsby uses imagery and symbolism from the Roaring 20s. Some of these include extreme displays of wealth, the pivotal role of Prohibition and alcohol, the driving force of increased advertising and consumption, and the position of women in society.

A Roaring 20s summary is simple: it is founded on individual prosperity. Newfound prosperity and freedom characterized the Roaring 20s as more people gained access to wealth that had previously only been used by the ultra-elite. As a result, parties, music, clothes, alcohol, and cars abounded in the 20s. In their fight for equality, women shrugged off societal expectations and norms in favor of bold stylistic choices. Short hair and a propensity for Jazz and dancing were common. Those who belonged to the ultra-elite despised the influx of new money. Most believed themselves to be part of a higher social class due to the legacy of their inherited wealth.

The defining feature of the Roaring 20s was, of course, Prohibition. The 18th amendment introduced Prohibition in the United States.. Constitution. This law outlawed the production, transportation, and sale of alcohol to create a more virtuous society. Police enforced Prohibition laws. The result was a booming bootleg alcohol industry and the rise of the speakeasy as a venue to distribute alcohol. Prohibition directly created the need for an organized criminal network to produce and transport alcohol. Al Capone and other mobsters capitalized on this need.

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This is the test that Holling got on his first Wednesday back from thewinter or Christmas holidays. According to Holling, the test was an addedburden in light of a very difficult first day back at school. This is becauseDoug Swieteck's brother had plastered newspaper pictures of "Ariel the Fairy"all over the whole school. At Camillo Junior High, the pictures of Holling inyellow tights had been taped to hallways, restroom walls, office counters,drinking fountains, the walls of the school building and even the backboards ofbasketball hoops in the gym.

When Holling received his test back, he complained that the names ofShakespearean characters were hard to recognize. Although Mrs. Baker tried toencourage him to persevere in his studies, the two eventually ended theirliterature session on an awkward note.

Wells, Madeleine. "In "The Wednesday Wars", what was the 150-question test Mrs. Baker gave Holling in Chapter 5 about?" edited by eNotes Editorial, 8 Mar. 2016, -wednesday-wars/questions/wednesday-wars-what-did-mrs-baker-give-150-643938.

The concept of the American dream is infinitely fascinating and ever-relevant, evolving over time; the general idea of chasing a dream guides almost every endeavor. When a meaningful theme joins forces with other important themes, evocative writing, impactful characters, and an interesting plot, it stands a good chance of weathering the proverbial test of time.

This sounds like a "no-brainer" question - because Fitzgerald's novel, written in (and about) the moral degradation/ corruption of the "American Dream" -- in this case, in 1920s Jazz Age America -- has so many obviously wonderful qualities.

One test of a great novel, or great work of art in general, is that it bears repeated "visits".... Each time you read "The Great Gatsby," you find new, extraordinary things to admire. Fitzgerald's prose is "crystalline" for lack of a better term.... It "gleams" with both simplicity and complex nuance. The prose is almost a kind of poetry, it's so well crafted - and Fitzgerald's use of language is just amazing. His is a truly unique "voice" in American literature.

This novel is, on one hand, a portrait of America's 1920s Jazz Age...A reader finds him/herself in that time and place, in this case East Egg (actually Great Neck), Long Island, circa the mid-1920s. And yet! This book "speaks to" virtually any time in America. Why? Because Fitzgerald is not only describing the corruption to be found in a particular era, but also a "tragic" flaw, endemic to the capitalism-fueled American Dream. In The Great Gatsby, money - whether old or new -- is at the heart of that American Dream, and therefore the dream is tainted by the greed that can so easily creep into even the most well-intentioned capitalist life.

One aspect of "Gatsby" that is fascinating is how brilliantly (and subtly) Fitzgerald interweaves themes of the aspiration for "sparkling" wealth with the very basic, and beautiful, and more real, dream of love. Gatsby, the novel's protagonist, represents the former (and is therefore naively admired by his acolyte, Nick Carraway), but Gatsby fails in his quest for love - namely his quest to win over and marry Daisy. Gatsby fails in love, the only "dream" that really matters.

If these The Great Gatsby test questions and answers align to your instructional goals, consider checking out the the complete unit, which Includes in-depth lessons, assignment pages, reading quizzes, and more.

To get an answer, one should first consider the link from economic to educational inequality. Conceptually, there are good reasons to expect economic inequality to increase educational inequality. By raising the stakes, it spurs well-off parents to double down on investing money and time in their children, while those of lesser means may not be able to keep up.

Indeed, there is evidence for rising socio-economic gaps in parental investments in recent decades (Doepke and Zilibotti 2019). In the US, upper-middle-class parents have increased their time and money investments in children compared to less fortunate families. However, even though gaps in inputs have risen, the evidence for gaps in outputs is less clear. For example, socioeconomic gaps in tests scores in the US appear to have been broadly stable over the past few decades (Hanushek et al. 2019, 2020).

Amplifying this concern is that simple summary statistics such as the parent-child correlation in schooling may understate the true persistence of educational advantages from one generation to the next. Years of schooling is only a coarse measure of learning, which abstracts from achievement gaps between students attending the same grade and from horizontal segregation in institutional quality (Chetty et al. 2017) or field of study (Hällsten and Thaning 2018).

Indeed, recent studies tracking multiple generations imply that persistence is higher than indicated by conventional parent-child correlations in years of schooling. One way to show this is to note that the outcome of other ancestors remain predictive of child education, even after conditioning on parent education (e.g. Lindahl et al. 2015, Braun and Stuhler 2018, Anderson et al. 2018, Adermon et al. 2021).

That parent-child correlations may understate the role of family background is also consistent with earlier evidence from sibling correlations (Björklund and Salvanes 2011, Björklund and Jäntti 2012) or recent studies of regression to the mean on the surname level (Clark 2014a, 2014b and Barone and Mocetti 2016, 2020).

While educational inequality might therefore be quite persistent, the literature is also clear about the fact that policy matters. None of these patterns and trends are unchangeable laws of nature, but they are contingent on policy choices for early childhood education, schooling and higher education, and family support.

This does not mean, however, that it is straightforward to design simple policies that comprehensively counteract educational inequality. Some of the most obvious policy instruments, such as increasing school funding or instruction hours, appear to have only modest effects (e.g. Jackson and Mackevicius 2021). Other inputs such as teacher quality appear more important, but are also less directly malleable by policy.

Given the role of economic inequality, our chapter also revisits the different ways that financial constraints affect attendance in higher education. One important insight is that student loans cannot fully eliminate the investment gap between children from families with more and less resources.

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