Depression Anthem TSIA2 Slides
TSIA2 ELAR Test Prep Texas Success Initiative Assessment 2.0
10-Question Masterclass
Reading Comprehension • Sentence Revision • Editing Skills
"Brother, Can You Spare a Dime?"
Master college-readiness benchmarks through E. Y. Harburg's poignant Great Depression anthem: analyze poetic craft, correct grammatical errors, and sharpen revision strategies.
Part 1: Reading (Q1–Q5)
Part 2: Revising & Editing (Q6–Q10)
Question + Immediate Rationale Format
Reading Text Anchor
"Brother, Can You Spare a Dime?" (1932)
Lyrics: E. Y. Harburg & Jay Gorney
Stanzas 1–2: The Broken Promise
"They used to tell me I was building a dream / And so I followed the mob / When there was earth to plow or guns to bear / I was always there right on the job... With peace and glory ahead / Why should I be standing in line / Just waiting for bread?"
Stanzas 3–4: Monumental Labor
"Once I built a railroad, I made it run / Made it race against time / Once I built a railroad, now it's done / Brother, can you spare a dime?... Once I built a tower up to the sun / Brick and rivet and lime..."
Stanza 5: Wartime Sacrifice
"Once in khaki suits, gee we looked swell / Full of that yankee doodly dum / Half a million boots went sloggin' through hell / And I was the kid with the drum."
Stanzas 6–8: The Forgotten Comrade
"Say, don't you remember, they called me Al / It was Al all the time / Why don't you remember, I'm your pal / Say buddy, can you spare a dime?"
Historical Context: Great Depression & WWI Veteran Disillusionment Keep worksheet ready to record responses
Revising Passage Anchor
Student Draft: "Analyzing the Anthem"
Used for Questions 6 through 10
[1] Written during the depths of the Great Depression, the song "Brother, Can You Spare a Dime?" became an anthem for millions of unemployed citizens.
[2] Unlike popular tunes of the 1930s that offered escapism, this song confronted the harsh economic catastrophe directly.
[3] The speaker recalls building transcontinental railroads, erecting skyscrapers, and to serve courageously during the Great War.
[4] However, after these monumental national projects were completed, the workers were abruptly discarded, they were forced into humiliating breadlines.
[5] Each stanza contrasts past labor with present destitution; furthermore, this contrast highlights the broken promises of the American Dream.
[6] Every citizen who benefited from the nation's rapid industrial growth need to recognize the dignity of the laborers who sacrificed everything.
Focus Areas: Sentence Boundaries, Parallelism, Transitions, Subject-Verb Agreement Standard TSIA2 Draft Revision Format
TSIA2 Reading Question 1 of 10 • Central Idea & Theme
Stanzas 1–2 Focus
In stanzas 1 and 2, the speaker mentions "building a dream" with "peace and glory ahead." In the context of the poem, which statement best expresses what this dream represents and how the speaker perceives it now?
A. A temporary gold rush boom that left Western laborers spiritually empty.
B. The American promise of shared prosperity earned through honest labor, which has betrayed the working class.
C. An artistic ambition to become a celebrated musician that was derailed by global conflict.
D. A political movement advocating the total abolition of wage labor in heavy industry.
Mark your answer on row 1 of your worksheet Next slide reveals answer, explanation, and test hint
Item 1 Review Answer & Detailed Rationale
Correct Choice: B
TSIA2 In-Depth Explanation
The speaker followed societal rules ("earth to plow or guns to bear") believing that relentless effort would yield "peace and glory."
The rhetorical question "Why should I be standing in line / Just waiting for bread?" exposes the profound disillusionment when hard work resulted in poverty rather than security.
Distractors A, C, and D introduce details not supported anywhere in the lyrics.
TSIA2 Strategy Hint
Analyze Rhetorical Contrast:
When TSIA2 questions ask about "the dream" or central theme, look for the tension between expectations ("building a dream") and reality ("waiting for bread").
Eliminate Extreme Outliers:
Beware options with unmentioned historical movements (like 19th-century gold rushes or socialism) that drift away from text evidence.
Record correct reasoning notes on your student handout Proceed to Question 2
TSIA2 Reading Question 2 of 10 • Historical Inference
Stanza 2 Focus
In the second stanza, the speaker asks: "Why should I be standing in line / Just waiting for bread?" What historical reality of the Great Depression is being referenced, and what is its primary effect on the reader?
A. Charitable breadlines and soup kitchens; it evokes the speaker's humiliation and societal abandonment.
B. Wartime ration stations during World War I; it emphasizes the speaker's ongoing devotion to national defense.
C. Commercial grocery lines during strikes; it underscores worker solidarity and labor organization.
D. Immigration processing lines at Ellis Island; it reveals the speaker's struggle to assimilate into urban society.
Identify the specific historical institution described Next slide reveals answer, explanation, and test hint
Item 2 Review Answer & Detailed Rationale
Correct Choice: A
TSIA2 In-Depth Explanation
During the 1930s Great Depression, widespread unemployment left millions dependent on private charities and municipal relief known as breadlines and soup kitchens.
The speaker views waiting in breadlines not simply as hunger, but as a degrading loss of independence after years of productive physical labor.
Options B, C, and D mischaracterize the era or the symbolic meaning of "standing in line."
TSIA2 Strategy Hint
Pair Context with Emotional Tone:
TSIA2 reading questions often combine factual context ("breadlines") with authorial purpose ("humiliation and abandonment"). Both parts must be accurate.
Verify Time Period Consistency:
Ensure answer choices match the 1930s economic crisis rather than unrelated wartime ration policies.
Check your worksheet response Proceed to Question 3
TSIA2 Reading Question 3 of 10 • Figurative Imagery & Symbolism
Stanzas 3–4 Focus
In stanzas 3 and 4, the speaker claims to have built "a railroad" and "a tower up to the sun / Brick and rivet and lime." How does this imagery function symbolically within the text?
A. It symbolizes modern American skyscrapers and transit networks, proving the laborer built the modern nation.
B. It references ancient mythological monuments, warning against excessive human pride and technological ambition.
C. It illustrates rural agricultural irrigation systems that were ruined by environmental dust storms.
D. It depicts private luxury resorts constructed exclusively for wealthy industrialists during the 1920s.
Focus on what the "tower" and "railroad" physically represent Next slide reveals answer, explanation, and test hint
Item 3 Review Answer & Detailed Rationale
Correct Choice: A
TSIA2 In-Depth Explanation
The "railroad" and the "tower up to the sun" refer to the transcontinental transit lines and 1920s skyscraper boom (like the Empire State Building).
By emphasizing tangible materials ("Brick and rivet and lime"), Harburg underscores that working-class hands literally created the infrastructure of modern American civilization.
Once finished, the builders were cast aside, reducing their value to begging for a dime.
TSIA2 Strategy Hint
Connect Figurative Imagery to Literal Roots:
When poets write "a tower up to the sun," TSIA2 expects students to recognize realistic figurative extensions (skyscrapers) rather than fantasy or mythology.
Watch Structural Repetition:
Notice the repeating formula: "Once I built [monument]... now it's done / Brother, can you spare a dime?"
Confirm your notes on your answer sheet Proceed to Question 4
TSIA2 Reading Question 4 of 10 • Tone Shift & Irony
Stanza 5 Focus
In stanza 5, the speaker contrasts "gee we looked swell / Full of that yankee doodly dum" with "Half a million boots went sloggin' through hell." What historical event is referenced, and what tone does this contrast create?
A. The Civil War; it creates an admiring tone celebrating military glory and tactical brilliance.
B. World War I; it produces a sharply ironic tone highlighting the contrast between patriotic propaganda and battlefield trauma.
C. The Spanish-American War; it generates an adventurous tone emphasizing youthful enthusiasm.
D. The Bonus March clash in Washington; it establishes an objective journalistic summary of urban civil unrest.
Examine the shift from jaunty slang to graphic trench conditions Next slide reveals answer, explanation, and test hint
Item 4 Review Answer & Detailed Rationale
Correct Choice: B
TSIA2 In-Depth Explanation
"Khaki suits" and "half a million boots" reference American Doughboys sent to Europe in World War I.
The juxtaposition is devastatingly ironic: the playful jingoism of "yankee doodly dum" collapses immediately into the horrific trench combat of "sloggin' through hell."
The contrast proves that these destitute men were decorated combat veterans who sacrificed life and limb for their country.
TSIA2 Strategy Hint
Detect Diction Clashing (Irony):
When an author places lighthearted nursery/popular rhyme phrases alongside brutal battlefield terminology, the TSIA2 tone answer will almost always involve irony or satire.
Historical Alignment:
1932 adults looking back on military youth served in the Great War (WWI, 1917–1918).
Compare with your worksheet explanation line Proceed to Question 5
TSIA2 Reading Question 5 of 10 • Rhetorical Purpose & Diction
Stanzas 6 & 8 Focus
In stanzas 6 and 8, the speaker repeats: "Say, don't you remember, they called me Al / It was Al all the time / Why don't you remember, I'm your pal / Say buddy, can you spare a dime?" What is the primary rhetorical function of using the name "Al" and addressing the listener directly?
A. To indicate that the speaker is a historical public official directly addressing political rivals.
B. To transform the anonymous beggar into a relatable peer, forcing the listener to confront collective moral amnesia.
C. To show that the speaker suffers from memory loss and cannot recall his wartime commanding officer.
D. To confess that the speaker was personally responsible for the economic collapse of the railroad industry.
Consider why Harburg gives the narrator a common nickname Next slide reveals answer, explanation, and test hint
Item 5 Review Answer & Detailed Rationale
Correct Choice: B
TSIA2 In-Depth Explanation
"Al" is the archetype of the everyday American ("Everyman"). By using a friendly, familiar nickname, Harburg strips away social distance.
The repetitive appeal "Why don't you remember, I'm your pal" shifts the blame to an ungrateful society that was happy to exploit his sweat and blood, but now looks away when he holds out a cup.
He is not asking for charity as an inferior; he is demanding recognition from a peer ("Brother," "Buddy").
TSIA2 Strategy Hint
Evaluate the Relationship Established:
When analyzing direct address ("you", "pal", "brother"), ask: What social dynamic does the author create between speaker and audience? Here, it creates equal partnership rather than subordination.
Recognize the Universal "Everyman":
In literature, simple generic names often represent an entire class or demographic.
Completed Part 1: Reading Analysis Proceed to Part 2: Revising & Editing (Q6–Q10)
TSIA2 Revising Question 6 of 10 • Parallel Structure
Draft Sentence [3]
Sentence 3: "The speaker recalls building railroads, erecting skyscrapers, and to serve courageously during the Great War."
Which revision of the underlined portion best establishes grammatically parallel structure in Sentence 3?
A. (as it is now)
B. and serving courageously during the Great War
C. and he courageously served during the Great War
D. and having courageously served during the Great War
Match the grammatical form of the series items Next slide reveals answer, explanation, and test hint
Item 6 Review Answer & Detailed Rationale
Correct Choice: B
TSIA2 In-Depth Explanation
In a coordinate list connected by "and," all elements must share identical grammatical form.
The first two items are gerund phrases acting as direct objects of "recalls":
[1] building railroads, [2] erecting skyscrapers.
Therefore, the third item must also be a matching gerund phrase: [3] and serving courageously.
Choice A uses an infinitive ("to serve"); C introduces an unnecessary independent clause; D unnecessarily alters the participle form.
TSIA2 Strategy Hint
Check Lists for Part-of-Speech Matching:
Whenever you see a series joined by commas and conjunctions (A, B, and C), bracket the head verbs: -ing, -ing, and -ing.
Frequent TSIA2 Pattern:
Parallelism questions appear multiple times on every TSIA2 administration.
Check your worksheet response Proceed to Question 7
TSIA2 Editing Question 7 of 10 • Sentence Boundaries & Comma Splice
Draft Sentence [4]
Sentence 4: "However, after these monumental national projects were completed, the workers were abruptly discarded, they were forced into humiliating breadlines."
Sentence 4 contains a comma splice error. Which of the following is the most concise and effective way to revise the sentence?
A. ...the workers were abruptly discarded; and they were forced into humiliating breadlines.
B. ...the workers were abruptly discarded and forced into humiliating breadlines.
C. ...the workers were abruptly discarded, consequently, they were forced into humiliating breadlines.
D. ...the workers were abruptly discarded they were forced into humiliating breadlines.
Look for compound predicates vs. compound sentences Next slide reveals answer, explanation, and test hint
Item 7 Review Answer & Detailed Rationale
Correct Choice: B
TSIA2 In-Depth Explanation
The original sentence connects two complete independent clauses with only a comma, creating a classic comma splice.
Choice B creates a tight, elegant compound predicate sharing the single subject "the workers": were abruptly discarded and forced. No comma is needed before the coordinating conjunction when there is no new subject.
Choice A incorrectly pairs a semicolon with "and"; Choice C compounds the splice with a conjunctive adverb preceded only by a comma; Choice D creates a run-on.
TSIA2 Strategy Hint
Compound Predicates Eliminate Run-Ons:
When two actions belong to the same subject, dropping the repeated pronoun ("they") and joining the verbs directly is often the most concise, high-scoring TSIA2 revision.
Semicolon Rule:
Never use a semicolon AND a coordinating conjunction (FANBOYS) together to join clauses.
Confirm your notes on your answer sheet Proceed to Question 8
TSIA2 Revising Question 8 of 10 • Transitional Logic
Draft Sentence [5]
Sentence 5: "Each stanza contrasts past labor with present destitution; furthermore, this contrast highlights the broken promises of the American Dream."
The writer wishes to replace "furthermore" with a transition that emphasizes the ultimate purpose or culmination of Harburg's thematic contrast. Which choice best accomplishes this goal?
A. nonetheless
B. for example
C. ultimately
D. similarly
Analyze the logical relationship between poetic craft and thematic message Next slide reveals answer, explanation, and test hint
Item 8 Review Answer & Detailed Rationale
Correct Choice: C
TSIA2 In-Depth Explanation
The first clause identifies a poetic technique (contrasting past labor with present destitution).
The second clause explains the deeper conclusion or ultimate takeaway of this technique. "Ultimately" precisely conveys culmination and primary significance.
"Furthermore" merely signals an addition; "nonetheless" indicates contradiction; "for example" implies an illustration; "similarly" implies a comparison.
TSIA2 Strategy Hint
Categorize Transition Types:
Always test the four main relationship categories: Addition, Contrast, Cause/Effect, or Culmination.
Read the Prompt's Intent:
The question specifically asked for a word that "emphasizes the ultimate purpose or culmination." Let that directive guide your choice!
Verify your answer on the worksheet Proceed to Question 9
TSIA2 Editing Question 9 of 10 • Subject-Verb Agreement
Draft Sentence [6]
Sentence 6: "Every citizen who benefited from the nation's rapid industrial growth need to recognize the dignity of the laborers who sacrificed everything."
Which editing correction must be made to Sentence 6 to resolve the grammatical error?
A. Change "benefited" to "benefiting"
B. Change "need" to "needs"
C. Change "sacrificed" to "have sacrificed"
D. Change "who" to "which"
Locate the true head subject and ignore intervening clauses Next slide reveals answer, explanation, and test hint
Item 9 Review Answer & Detailed Rationale
Correct Choice: B
TSIA2 In-Depth Explanation
The subject of the main independent clause is the singular noun phrase "Every citizen".
The intervening relative clause ("who benefited from the nation's rapid industrial growth") separates the subject from its predicate verb.
A singular subject requires the third-person singular present verb: "Every citizen... needs".
Choices A, C, and D disrupt verb tenses or inappropriately replace the personal relative pronoun "who" with "which".
TSIA2 Strategy Hint
Cross Out Intervening Modifiers:
Mentally strike through prepositional phrases and relative clauses:
Every citizen [who benefited...] needs.
Indefinite Pronouns Are Singular:
Words modified by "Each" or "Every" always take a singular verb on TSIA2 tests.
Confirm rule notes on your worksheet Proceed to Question 10 (Final Item)
TSIA2 Editing Question 10 of 10 • Nonrestrictive Clauses & Commas
Draft Addition
Proposed Sentence 7: "The lyricist E. Y. Harburg, who wrote the song during the 1932 musical Americana captured the bitter heartbreak of a generation."
The writer plans to add this concluding sentence. Which revision correctly punctuates the nonrestrictive relative clause?
A. The lyricist, E. Y. Harburg who wrote the song during the 1932 musical Americana, captured...
B. The lyricist E. Y. Harburg, who wrote the song during the 1932 musical Americana, captured...
C. The lyricist E. Y. Harburg who wrote the song during the 1932 musical Americana captured...
D. The lyricist, E. Y. Harburg, who wrote the song during the 1932 musical Americana captured...
Nonessential parenthetical information must be enclosed on both ends Next slide reveals answer, explanation, and test hint
Item 10 Review Answer & Detailed Rationale
Correct Choice: B
TSIA2 In-Depth Explanation
The relative clause "who wrote the song during the 1932 musical Americana" provides nonessential, descriptive detail about E. Y. Harburg.
Nonrestrictive clauses embedded in the middle of a sentence must be set off with a pair of commas: one immediately preceding the clause and one immediately after it.
The original draft omitted the closing comma after "Americana." Choice B restores the matching pair.
TSIA2 Strategy Hint
The "Finger Test" for Nonessential Clauses:
If you remove the clause completely, does the core sentence remain grammatically complete and accurate? Yes: "The lyricist E. Y. Harburg captured the bitter heartbreak..." Thus, it requires twin commas.
Never Leave a Comma Hanging:
Opening a parenthetical clause with a comma without closing it before the main verb is an automatic TSIA2 distractor.
Completed All 10 Test Questions Proceed to Final Review & Scoring
TSIA2 Mastery Debrief
College-Readiness Strategy Takeaways
Answer Key: B • A • A • B • B • B • B • C • B • B
Reading Analysis Core Principles
- • Anchor themes to textual contrasts (e.g., labor vs. destitution).
- • Decode historical allusions (breadlines, skyscrapers, WWI trenches).
- • Identify tone through conflicting diction (jaunty slang vs. grim reality).
Revising & Editing Golden Rules
- • Parallelism: Verify matching parts of speech across all lists.
- • Sentence Boundaries: Never join two clauses with just a comma.
- • Agreement & Commas: Strip out modifiers to check subjects and twin commas.
Submit completed student worksheets to your instructor for score logging Excellence in TSIA2 College-Readiness
