1. When the Emperor Was Divine Poetry Pairing
Outcome B Pratice

2. Benchmark practice questions
While these poems are related to When the Emperor Was Divine, the questions are similar to those you will see on the Benchmarks

3. 1. In lines 1-2, how are the words “sirs” and “of course” used to describe the Japanese Americans?
Japanese Americans are shown as disrespectful and disloyal.
Japanese Americans are shown as respectful and loyal.
Japanese Americans are shown as elite and dependent.
All of the above

4. 1. In lines 1-2, how are the words “sirs” and “of course” used to describe the Japanese Americans?
Japanese Americans are shown as disrespectful and disloyal.
Japanese Americans are shown as respectful and loyal.
These are positively connotated words that are used to show respect and politeness
Japanese Americans are shown as elite and dependent.
All of the above

5. 2. When describing herself in lines 6-11, how does the speaker’s use of details and imagery convey her feelings towards American values?
The speaker feels connected to American values and lifestyle.
The speaker feels disconnected from American values and lifestyle.
The speaker feels connected to Japanese values and lifestyle.
None of the above

6. 2. When describing herself in lines 6-11, how does the speaker’s use of details and imagery convey her feelings towards American values?
The speaker feels connected to American values and lifestyle.
She loves hot dogs and doesn’t like chopsticks, emphasizing she views herself as American
The speaker feels disconnected from American values and lifestyle.
The speaker feels connected to Japanese values and lifestyle.
None of the above

7. 3. In which line does the tone (attitude) shift?
The tone does not shift

8. 3. In which line does the tone (attitude) shift?
This is the part where Denise turns against her, and she feels “othered”
The tone does not shift

9. 4. What is suggested by the last two lines of the poem?
The speaker no longer wants to be friends with Denise.
The speaker is a generous, talented gardener.
The speaker will be gone for a long time.
The speaker wants the distance between them to grow like fruit.

10. 4. What is suggested by the last two lines of the poem?
The speaker no longer wants to be friends with Denise.
The speaker is a generous, talented gardener.
The speaker will be gone for a long time.
It takes a few months for tomatoes to grow and ripen
The speaker wants the distance between them to grow like fruit.

11. 5. Considering the shift in tone in question 4, what is the theme of the poem?
Leaving home can become an adventure for anyone.
People experience regret after treating others unjustly.
Friends often disagree but remain loyal to each other.
Roots must be planted in order to feel at home.

12. 5. Considering the shift in tone in question 4, what is the theme of the poem?
Leaving home can become an adventure for anyone.
People experience regret after treating others unjustly.
While Denise won’t miss her right away, after a while she will, and this infers she will then feel bad as a result.
Friends often disagree but remain loyal to each other.
Roots must be planted in order to feel at home.

13. 6. In line 3, what does the word “barbs” mean?
Points, hooks, spikes
Bursts, rays, sunshine
Of or relating to hair, wisps
None of the above

14. 6. In line 3, what does the word “barbs” mean? Points, hooks, spikes
Think of barbed wire
Bursts, rays, sunshine
Of or relating to hair, wisps
None of the above

15. 7. The speaker’s repeated references to locations suggests
The internment camps were rare.
There were several internment camps.
The internment camps were only in California.
The speaker longs to travel.

16. 7. The speaker’s repeated references to locations suggests
The internment camps were rare.
There were several internment camps.
The different names reveal this.
The internment camps were only in California.
The speaker longs to travel.

17. 8. In lines 4-5, Inada uses repetition to emphasize
the mistreatment of the Japanese Americans was covered up.
the mistreatment of the Japanese Americans is not right.
the mistreatment of the Japanese Americans was physical and emotional.
All of the above

18. 8. In lines 4-5, Inada uses repetition to emphasize
It's all right there on the map. It's all right there in the mind.
8. In lines 4-5, Inada uses repetition to emphasize
the mistreatment of the Japanese Americans was covered up.
the mistreatment of the Japanese Americans is not right.
This alone could also make sense
the mistreatment of the Japanese Americans was physical and emotional.
All of the above
The evidence is there, but most people don’t see it. It is unjust, and the reference to “mind” shows it wasn’t just physical.

19. 9. How does the poet’s usage of both first and second person (“we” in line 2 and “you” in line 6) contribute to the overall meaning of the poem?
The poem becomes more intimate.
The poem becomes less emotional.
The speaker emphasizes contradiction of light and dark.
The speaker emphasizes separation/division of victims and oppressors.

20. The poem becomes more intimate. The poem becomes less emotional.
9. How does the poet’s usage of both first and second person (“we” in line 2 and “you” in line 6) contribute to the overall meaning of the poem?
The poem becomes more intimate.
The poem becomes less emotional.
The speaker emphasizes contradiction of light and dark.
The speaker emphasizes separation/division of victims and oppressors.
It’s the “us” vs. “them” issue; this speaker is not a part of the same group that oppresses him

21. 10. In lines (“It sits there…”), how does the poet’s use of figurative language enhance the writing?
It makes a comparison to reveal the lasting effects of injustice.
It alludes to the Holocaust to prove memory can be traumatizing.
It characterizes the poet as defiant and forgiving.
It uses an anecdote (short story) that presents a reflective atmosphere.

22. It makes a comparison to reveal the lasting effects of injustice.
10. In lines (“It sits there…”), how does the poet’s use of figurative language enhance the writing?
It makes a comparison to reveal the lasting effects of injustice.
The scar leaves a lasting mark, just as the injustice does
It alludes to the Holocaust to prove memory can be traumatizing.
It characterizes the poet as defiant and forgiving.
It uses an anecdote (short story) that presents a reflective atmosphere.

23. 11. References to the “constellation” are made throughout
11. References to the “constellation” are made throughout. Identify the literary device employed.
Symbolism
Simile
Personification
Flashback

24. 11. References to the “constellation” are made throughout
11. References to the “constellation” are made throughout. Identify the literary device employed.
Symbolism
It represents something greater than the literal thing
Simile
Personification
Flashback