Varsity Tutors always has a different ISEE Middle Level Reading Question of the Day ready at your disposal! If you’re just looking to get a quick review into your busy day, our ISEE Middle Level Reading Question of the Day is the perfect option. Answer enough of our ISEE Middle Level Reading Question of the Day problems and you’ll be ready to ace the next test. Check out what today’s ISEE Middle Level Reading Question of the Day is below.

The ISEE contains a portion that focuses on Middle Level Reading. The section is made up of 25 questions separated amongst five texts. The questions task your middle school level child with determining the main ideas, making inferences, and identifying conclusions with these passages. The ISEE Middle Level Reading test review Learning Tools offer you the option to assess your child’s abilities in those areas. Your child is able to work with a variety of options, which all function as standalone study aids and work well together. One such valuable study aid offered by Varsity Tutors’ Learning Tools is the Question of the Day. This is a question that is changed on a daily basis using the practice tests that are based on the test itself. Whether you are using the tools to enhance your child’s learning at school or to help them study for the ISEE, your child can get free daily test practice.

When your child is studying Middle Level Reading, they should take some time to figure out what concepts they need to really improve in. If your child is spending time on material they are already solid in, they are wasting the time they could be using on the more important areas. By determining specific areas of weakness, your child would be able to spend less time overall studying, since they are only working on what they need. Of course, your child can use the Learning Tools to regularly look back and refresh on the material they haven’t been practicing as much.

Throughout the ISEE Middle Level Reading test practice, your child will look into contemporary life passages dealing with ideas, details, themes, supporting ideas, text analysis, tone, figurative language, style, relationships between texts like cause and effect, logic, organization, genre, compare and contrast, predictions, and inferences. They look at the same basic concepts in history, science, and humanities. With the Question of the Day, they will be tested on each of these concepts. Your child gets free daily test practice from a phone, tablet, or computer at any time of the day. In fact, they are given a full analysis based on their answer, which details their percentile, compares their right vs wrong, and thoroughly explains the reason for the answer.

Anytime your child isn’t sure of why they got the answer correct or incorrect, it is important to check the explanation at the bottom. It provides a detailed breakdown of the core concept, and how it applies to the problem or text at hand. If your child needs to study the concept further, you can choose other Learning Tools, such as flashcards, Learn by Concept, or the practice tests. These offer your child additional practice at each concept, and they can choose to use one tool or use them all for a comprehensive review.

With Varsity Tutors’ Learning Tools, you can reinforce the material that your child has learned in class, as well as keep their memory fresh without spending a dime. Your child can use the Learning Tools to practice for ISEE Middle Level Reading section as long as they need to, combining them to create a valuable study guide.

Question of the Day: ISEE Middle Level Reading

Adapted from The Story of Mankind by Hendrik Van Loon (1921)

In all matters of government, the Greek democracy recognised only one class of citizens—the freemen. Every Greek city was composed of a small number of free born citizens, a large number of slaves and a sprinkling of foreigners.

At rare intervals (usually during a war) the Greeks showed themselves willing to confer the rights of citizenship upon the "barbarians," as they called the foreigners, but this was an exception. Citizenship was a matter of birth. You were an Athenian because your father and your grandfather had been Athenians before you. However great your distinction as a trader or a soldier, if you were born of non-Athenian parents, you remained a "foreigner" until the end of time.

The Greek city, therefore, whenever it was not ruled by a king or a tyrant, was run by and for the freemen, and this would not have been possible without a large army of slaves, who outnumbered the free citizens at the rate of six or five to one, and who performed those tasks to which we modern people must devote most of our time and energy if we wish to provide for our families and pay the rent of our apartments. The slaves did all the cooking and baking and candlestick making of the entire city. They were the tailors and the carpenters and the jewelers and the school-teachers and the bookkeepers and they tended the store and looked after the factory while the master went to the public meeting to discuss questions of war and peace, or visited the theatre to see the latest play of Aeschylus or hear a discussion of the revolutionary ideas of Euripides, who had dared to express certain doubts upon the omnipotence of the great god Zeus.

Indeed, ancient Athens resembled a modern club. All the freeborn citizens were hereditary members, and all the slaves were hereditary servants who waited upon the needs of their masters, and it was very pleasant to be a certain member of the organisation.

When we talk about slaves, we do not mean the sort that once existed in the United States. It is true that the position of those slaves who tilled the fields was a very unpleasant one, but the average freeman who had come down in the world and who had been obliged to hire himself out as a farm hand led just as miserable a life. In the cities, furthermore, many of the slaves were more prosperous than the poorer classes of the freemen. For the Greeks, who loved moderation in all things, did not like to treat their slaves after the fashion that afterward was so common in Rome, where a slave had as few rights as an engine in a modern factory and could be thrown to the wild animals upon the smallest pretext.

The Greeks believed slavery to be a necessary institution, without which no city could possibly become the home of a truly civilized people.

The primary argument of this passage is that __________.

freemen were rare in Ancient Greek society

democracy flourished in Ancient Greece, in part due to the benefits of slavery

slavery was rare in Ancient Greece

slavery was a vital and acceptable aspect of Greek society

slavery in Ancient Greece greatly differed from slavery in Rome and the United States

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