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SIMULAZIONE SECONDA PROVA ESAME DI STATO FULL NAME: ... CLASS: ... DATE: ...
PART 1- COMPREHENSION AND INTERPRETATION Read the text and answer the questions below.
The following extract is the final part of ‘Boys and Girls’ by Alice Munro. The narrator is an unnamed 11- year-old girl who lives on a farm in Ontario in the early 1940s with her parents and her brother Laird. Her father raises foxes and sells their furs. At one point in the story, her father decides to kill and butcher Flora, one of their horses, to feed the foxes. As Flora is being led out of the stable, she breaks free and heads for the farmyard gate, which has been left open.
(..) I could run very fast. I ran across the garden, past the tree where our swing was hung, and jumped across a ditch into the lane. There was the open gate. She had not got out, I could not see her up on the road; she must have run to the other end of the field. The gate was heavy. I lifted it out of the gravel and carried it across the roadway. I had it halfway across when she came in sight, galloping straight toward me. There was just time to get the chain on. Laird came scrambling through the ditch to help me. Instead of shutting the gate, I opened it as wide as I could. I did not make any decision to do this; it was just what I did. Flora never slowed down; she galloped straight past me, and Laird jumped up and down, yelling,
"Shut it, shut it!" even after it was too late. My father and Henry appeared in the field a moment too late to see what I had done. They only saw Flora heading for the township road. They would think I had not got there in time.
They did not waste any time asking about it. They went back to the barn and got the gun and the knives they used, and put these in the truck; then they turned the truck around and came bounding up the field toward us. Laird called to them,
"Let me go too, let me go too!" and Henry stopped the truck and they took him in. I shut the gate after they were all gone.
I supposed Laird would tell. I wondered what would happen to me. I had never disobeyed my father before, and I could not understand why I had done it. Flora would not really get away. They would catch up with her in the truck. Or if they did not catch her this morning somebody would see her and telephone us this afternoon or tomorrow. There was no wild country here for her, we needed the meat to feed the foxes, we needed the foxes to make our living. All I had done was make more work for my father who worked hard enough already. And when my father found out about it he was not going to trust me any more; he would know that I was not entirely on his side. I was on Flora's side, and that made me no use to anybody, not even to her. Just the same, I did not regret it; when she came running at me I held the gate open, that was the only thing I could do.
I went back to the house…went upstairs and sat on my bed.
Lately, I had been trying to make my part of the room fancy, spreading the bed with old lace curtains, and fixing myself a dressing table with some leftovers of cretonne for a skirt. I planned to put up some kind of barricade between my bed and Laird’s, to keep my section separate from his. In the sunlight, the lace curtains were just dusty rags. … I still stayed awake after Laird was asleep and told myself stories, but even in these stories something different was happening, mysterious alterations took place. A story might start off in the old way, with a spectacular danger, a fire or wild animals, and for a while I might rescue people; then things would change around, and instead, somebody would be rescuing me. It might be a boy from our class at school, or even Mr. Campbell, our teacher, who tickled girls under the arms. And at this point the story concerned itself at great length with what I looked like – how long my hair was, and what kind of dress I had on;
by the time I had these details worked out the real excitement of the story was lost. (..) (Later in the day, the family sits down for dinner)
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We began to pass the bowls of steaming, overcooked vegetables. Laird looked across the table at me and said proudly distinctly,
"Anyway it was her fault Flora got away."
"What?" my father said.
"She could of shut the gate and she didn't. She just open’ it up and Flora ran out." "Is that right?" my father said.
Everybody at the table was looking at me. I nodded, swallowing food with great difficulty. To my shame, tears flooded my eyes.
My father made a curt sound of disgust. "What did you do that for?"
I didn't answer. I put down my fork and waited to be sent from the table, still not looking up. But this did not happen. For some time nobody said anything, then Laird said matter-of-factly,
"She's crying."
"Never mind," my father said. He spoke with resignation, even good humour, the words which absolved and dismissed me for good. "She's only a girl," he said.
I didn't protest that, even in my heart. Maybe it was true.
COMPREHENSION AND INTERPRETATION
1. When the narrator reached the gate, the horse hadn’t got there yet. T F NG 2. The gate was too heavy for the narrator to close. T F NG 3. The narrator’s decision to open the gate was impulsive. T F NG 4. The narrator’s father saw that she had deliberately let Flora run away. T F NG 5. The narrator’s father always let Henry drive the truck. T F NG 6. In the stories she told herself at the beginning, the narrator is a brave
girl whereas, in the second part, she is a girl who needs help. T F NG 7. Laird always told his father when his sister did something wrong. T F NG
8. How does the narrator feel after letting Flora break free?
9. Although the narrator resists the pressure to become more “girl-like” and would like to preserve the freedom of childhood, she is also aware that something is different. What new needs does she manifest in relation to her brother?
How is her self-perception changing?
10. In the end, the narrator is labelled as “only a girl”. How do you think she feels about it? Give reasons for your answer.
PART 2- WRITTEN PRODUCTION
Many people believe gender affects a person’s interests, likes, dislikes, goals, ambitions and opportunities in life. To what extent do you agree with this statement?
Answer the question in a 300- word essay. Support your ideas by including any relevant examples from your own knowledge and experience.
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PART 3 – COMPREHENSION AND INTERPRETATION Read the text and answer the questions below.
‘This is rarely taught’: an exhibition examining African-Atlantic history
Yesterday Vice-President Kamala Harris headed to the National Gallery of Art in Washington for a reception celebrating the opening of Afro-Atlantic Histories, a landmark exhibition that explores the brutal history of the transatlantic slave trade and cultural legacy of the African diaspora.
Harris – whose father is from Jamaica and mother from India – declared the show “unlike any other in the National Gallery’s history”, adding: “This is world history and it is American history. And, for many of us, it is also family history. Yet this history is rarely taught in our schools or shown in our museums.”
Afro-Atlantic Histories contains more than 130 works from Africa, Europe, the Americas and the Caribbean, dating from the 17th century to the 21st. The first and last works in the exhibition form powerful bookends. Visitors are greeted by Thomas’s 8ft-tall stainless-steel wall sculpture A Place to Call Home, which outlines what appears to be the western hemisphere but is actually North America linked to Africa. At the end of the show, conversely, David Hammons’ African-American Flag hangs from the ceiling. The red, white and blue of the Stars and Stripes are replaced by red, black and green, a reference to the Pan-African flag created in 1920. …
Fletcher, the co-curator of the exhibition, comments: “Thomas is thinking about the tenuous relationship between Black Americans and Africa and America: feeling very American when they’re in Africa but then in America, because of histories of racism and discrimination, maybe not feeling like they’re home also. “Then Hammons’ work is fully merging Blackness and Africanness with American identity. In my mind he’s saying that they are one and the same, they are not exclusive of each other...”
Afro-Atlantic Histories is divided into six sections by theme rather than chronology or geography. Maps and Margins, for example, evokes the early Atlantic crossings of the Black diaspora from the arrival of Portuguese slave traders in Africa to the abolition of slavery in Brazil. It serves as a reminder that this story is much bigger than the US.
Between 1525 and 1866, an estimated 12.5 million Africans were violently taken from their homes and families and 10.7 million survived the Middle Passage across the Atlantic. Of these only about 388,000 were shipped directly to North America – roughly 4%. All the rest ended up in South America and the Caribbean with 40% going to Brazil.
…
The exhibition demonstrates how intertwined our histories are: to see how European artists engaged with Black people in the past and saw them as a worthy subject matter. But also how, if it wasn’t for the presence of Black people, European culture and the modern west would not exist.
Adapted from “The Guardian”, David Smith 18 April 2022 COMPREHENSION AND INTERPRETATION
1. Kamala Harris is of African descent. T F NG
2. The Pan African flag was created to oppose colonisation. T F NG
3. The exhibition deals with a chapter of European and American
history which is almost ignored in curricula. T F NG
4. What is the issue about identity that Thomas is raising with his sculpture according to Fletcher?
5. In what ways are European, American and African histories interwoven?
PART 4 - WRITTEN PRODUCTION
Write about an artistic event (exhibition, concert, play, dance performance) you have been to or a work of art (painting, sculpture, installation, book) you have seen or read in a 300-word composition.
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GRIGLIA DI VALUTAZIONE MINISTERIALE PER IL COLLOQUIO