critical thinking questions for grade 7

19 Short Stories and Questions For Critical Thinking

Apr 2, 2024

There have been rumblings in different online teacher groups recently about replacing novels with short stories and informational articles in middle and high school English classrooms. I have to admit I was shocked when I first read the comments because I am a book lover at heart, but since then, I’ve considered that there are several pros and cons to this approach.

Short stories and other smaller texts can provide a briefer timeline to complete tasks, and this process is helpful when there is already SO MUCH curriculum to cover. Short stories and related activities can also be more engaging for our students because of the exposure to diverse voices and themes! Using short stories and lessons provides students with amazing choices to meet their needs and preferences!

On the other hand, incorporating mainly short stories and other shorter passages means students’ already-pressed attention spans (as a result of social media influences and pervasive sources of technology) are reinforced. Plus, students miss out on the more complex stories within longer pieces of fiction that are, dare I say, life-altering! A novel can provide opportunities for sustained reading and layers for analysis that shorter pieces of literature like short stories and related texts cannot offer.

Ultimately, no matter where you find yourself on the issue, I think we can all agree that short stories and their counterparts can be vital, effective, and helpful in the modern classroom!

Continue reading for 19 Short Stories and Questions For Critical Thinking!!

Need help with Test Prep ?  Check out this  FREE Pack of 3 Test Prep Activities  to help students achieve success on standardized tests!

Table of Contents

19 Short Stories and Questions – Suggestions for Teaching Them

You don’t need to remove all novels to be able to include short stories and smaller passages like vignettes, articles, and narratives; there’s a time and place for all genres! But if you’re thinking about ways to include more short stories and fun activities, check out this list of 19 varied short stories and critical thinking questions as well as suggestions for teaching them in middle school and high school.

1.  “The Most Dangerous Game” 

“The Most Dangerous Game” is one of my absolute favorite short stories and overall plots to teach! This suspenseful short story by Richard Connell follows the harrowing ordeal of Sanger Rainsford, a skilled hunter who becomes the prey of a deranged aristocrat named General Zaroff. Stranded on Zaroff’s secluded island, Rainsford must outwit the cunning general in a deadly game of survival, where the stakes are life and death. 

SUGGESTIONS FOR TEACHING:

• You could focus on the setting (description of time and place) and examine how the setting changes throughout the story.
• Students could learn about the plot (major events in the story) and list the major events and evidence as they read.
• Define foreshadowing (hints for what will happen by the end of the story) and encourage students to hypothesize about what will happen after every page.
• Analyze the character development (how a character changes over time) of Rainsford and highlight his traits/actions as you read along.

CRITICAL THINKING QUESTIONS:

• How does the setting contribute to the tension and suspense in the story?
• How does the author use foreshadowing? How does the author hint at the danger Rainford is facing?
• What inferences can you make about the main character and the changes he undergoes from the beginning to the end of the story?

If you want to teach plot elements and plot analysis , check out this lesson bundle for the story , which includes comprehension quizzes and a variety of activities!

2.  “An Occurrence at Owl Creek Bridge”

Ambrose Bierce’s story is a gripping tale set during the American Civil War, where a Southern civilian named Peyton Farquhar faces execution by hanging after attempting to sabotage a Union railroad bridge. As Farquhar falls through the trapdoor, time seems to stretch, and he experiences a surreal moment, only to realize his grim reality. 

Integrating historical texts with other short stories and passages like “An Occurrence at Owl Creek Bridge” will make history come more alive and relevant for our students!

• Teach about irony (when the opposite occurs from what is expected) and how it plays a role throughout the story.
• Explain the term characterization (how a character is depicted) by looking at direct and indirect references while reading with your students.
• Discuss the major themes (messages) of the story and how they connect to our modern era within a Socratic Seminar.
• How does the author use characterization to convey Peyton Farquhar’s thoughts, emotions, and motivations?
• What is the purpose of irony in this story? How does its use affect the reader’s interpretation and understanding of events?
• What is the significance in our contemporary/real world of the themes of the story, including reality and fantasy, the passage of time, and the consequences of actions?

Ensure students’ understanding of the story with this set of reading questions that are perfect for state test prep, too !

3.  “The Masque of the Red Death”

This chilling tale from Edgar Allan Poe is set in a secluded abbey where Prince Prospero and his wealthy guests attempt to escape a deadly plague known as the Red Death. Despite their isolation efforts, the guests are confronted with their own mortality as a mysterious figure in a blood-red mask appears.

If you have not read any short stories and poems from Poe, this story is a perfect journey into the horror genre!

• The setting (description of time and place) plays a MAJOR role in the story, so following the Prince from room to room and highlighting the imagery (description that connects to the five senses) is very important when reading.
• If you have not introduced mood  (emotion intended for the reader to experience), this story is PERFECT for delineating its progression from start to finish.
• As students read, you might guide them through identifying various examples of  symbolism  (object, person, or place that represents something else); each room, objects within, and the “antagonist” is symbolic in some way!
• How does the author convey the tone of the story? How would you, as the reader, describe the story’s mood?
• What role does the plot structure (focus on the different rooms) play in shaping the reader’s understanding of the story?
• What is the purpose of the symbolism in the story such as the clock and the masked figure?

Check out this EASY-TO-TEACH bundle , you can practice with your students, so they will feel more confident analyzing higher-level language in “The Masque of the Red Death!”

4.  “The Cask of Amontillado”

Another chilling tale from Poe is the classic story “The Cask of Amontillado.” This one is set during Carnival in an unnamed Italian city. The plot centers on a man seeking revenge on a ‘friend’ he believes has insulted him. If your students are anything like mine, they will relish the ending particularly!

This is just one more of Poe’s short stories and tales that will capture the mind of every reader!

•  As you plan for this short story, be sure to encourage your students to analyze the changing setting (description of time and place); following Fortunato from scene to scene will help your students track what is really going on.
• This story is the perfect moment to teach about dialogue (conversation within someone=internal and/or between someone and someone/thing else=external); Montresor certainly means more than what he SEEMS to say!
• You might also offer a mini-lesson on the 3 types of irony and how each plays a role in the story: verbal (when a person says the opposite of what is really intended), situational (an action occurs that is the opposite from what the reader expects), and dramatic (a character expects a result, but the opposite occurs and the audience can tell what will happen)!
• Describe Montresor. What are his motives and personality?
• What inferences can you make about Montresor’s mindset based on his dialogue?
• What is the purpose of the family’s motto and the carnival atmosphere? 

Check out this Short Story Activity & Quiz Bundle for Edgar Allan Poe’s “The Cask of Amontillado,” which contains questions and answers modeled after various reading standardized tests as well as pre-quiz reading comprehension questions, graphic organizers, and a writing activity to get students thinking critically about this classic short story involving REVENGE!

Want 7 more teaching ideas for one of Poe’s epic short stories and questions to go with it? Click below!

5.  “To Build a Fire”

This story by Jack London describes the treacherous journey of a man through the harsh Yukon wilderness during extreme cold. Despite warnings and the company of a loyal dog, the man’s arrogance and underestimation of nature’s power lead to a tragic end.

Short stories and ideas related to survival in nature are still relevant today! Who knows when you might get lost on a hike or crashland in no man’s land?

• This story is PERFECT for a bit of  literary analysis  (examining the impact of various ideas, elements, or themes within a piece of literature); you could hone in on literary devices, characterization, theme, etc.!
• Integrating clips from survival shows will help students see connections to the world and extend their thinking by comparing (recognizing similarities) and contrasting (recognizing differences) varied experiences!
• Write a short narrative about surviving 24 hours in a different setting (description of time and place).
• How does the author use irony? Provide an example and explain. 
• What real-world connections can be made between this story and our contemporary life? 
• What is the story’s message about preparedness and respecting nature?

Grab these engaging short stories and activities to make teaching this Jack London story stress-free!

6.  “The Cactus”

Told from the point of view of a young man at his former lover’s wedding, the narrator retells their story. Like most of O. Henry’s short stories and texts, this one has a twist that involves the titular cactus plant.

The ending will end in a bit of fun for your students!

• Introduce diction (word choice) and its impact within the story by hyperfocusing on specific words within the story . Students can look up definitions, locate synonyms, create their own sentences, replace the words, etc.
• Investigate twist endings (unexpected finish to a story); before reading the end of the story, ask students to guess why the girl “rejected” him. Some students may know the answer before reading it!
• Describe the main characters. What similarities and differences are evident? How does this affect the story’s action?
• What inferences can you make about Trysdale and his feelings about love and marriage?
• What are the real and symbolic meanings of the cactus?

This resource packed with questions and answers, graphic organizers, and writing activities is sure to get your students thinking about this love story driven by misconceptions.

7.  “After Twenty Years”

This tale of friendship and betrayal focuses on the reunion of two old friends after twenty years apart on a New York City street corner. As they reminisce, something is revealed that demonstrates the reality of their bond as well as the choices they’ve made in life.

If you have not read O. Henry’s short stories and incorporated character analysis yet, this is your chance! The story is not long and can be completed in one to two class periods!

• Sometimes, we ask students to visualize (create a picture) in their minds, but why not give them the opportunity to use their artistic skills to draw the two characters?
• As students read, annotate for a description of each character; then, students can do a character analysis (investigation of the characters’ similarities and differences).
• What type of irony is used in the story? How does its use affect your interpretation and understanding of the story?
• How does the urban setting contribute to the mood of the story?
• What is the story’s message about friendship and loyalty?

Examine the links between loyalty and duty with this set of resources designed specifically for this O. Henry story.

8.  “The Lottery”

“The Lottery” is the quintessential short story for middle school or high school English! Shirley Jackson’s “The Lottery” tells the story of an annual ritual that takes place in a seemingly idyllic town. When the townsfolk gather for the lottery drawing, a shocking turn of events demonstrates the dark side of human nature and their ties to (outdated) traditions.

• Introduce the terms suspense (uncertainty and/or excitement leading up to a major event) and tension (anxiety or uneasy feelings experienced by characters). While reading, identify evidence that relates to each of these concepts and chat/write about their impact on meaning and plot.
• Teach title (the name of the text) analysis. The title of “The Lottery” is perfect for teaching the impact of the title and audience expectations. Before reading, students may write what they believe the story will be about based on the title. After reading, students can complete a quick write responding to their previous expectations! You can do a text analysis for all short stories and poems!
• What role does the plot structure play in building suspense and tension? (Consider the revelation of the lottery’s ‘prize’ in particular.)
• What social commentary is being made through the story and its characters?
• Describe Mr. Summers, Tessie, and Old Man Warner. What does the story reveal about their role in the community and their feelings about the lottery?

Give yours elf a breath of fresh air with this NO PREP curriculum that integrates test prep within the teaching of literature by using Shirley Jackson’s quintessential story!

9.  “The Pedestrian”

This Ray Bradbury story follows a lone walker in a futuristic society in which everyone else is consumed by technology, particularly the television. One evening, the walker encounters a police car that questions his unusual behavior and the end is quite unexpected! (Most of Bradbury’s short stories and texts connect to the future and technology in some way!)

• This story exemplifies Dystopian Literature (texts that include a supposedly perfect future society marred in some way by governmental or societal oppression). Using this story to introduce this type of literature is always fun for students because they will easily make connections to other dystopic short stories and poems!
• Teach about mood (the emotional impact of a story’s description/action). The goal is to get students to deepen their critical thinking skills by recognizing how the mood changes and the purpose for that change!
• How does the author use foreshadowing and suspense to build the mood of the story?
• What is the central theme of the story? How might it connect with our current world?
• What similes and metaphors does Bradbury use to describe the community and its members? What is notable about these comparisons?

With this resource about Bradbury’s “The Pedestrian,” you can just print and teach the lesson and activities with EASE! 

10.  “The Gift of the Magi”

This 1905 story by O. Henry relays a tale about a couple struggling to make ends meet. Throughout the story, they both figure out gifts to buy one another for Christmas and realize what love truly means!

• Review character traits (how a character is depicted internally and externally). Log the traits of each character within the story and how they are important to the meaning of the story.
• Extend (move beyond the text) critical thinking skills by encouraging students to think and write about other people. If they had $1,000 to spend on someone else, how would they spend the money and why?

• How would you describe Della and Jim, and their relationship?
• What values do the characters have, when you consider their actions and decisions?
• Explain how dramatic irony is used in the story. Is it necessary? Is it effective? Why or why not?

This tale is a great addition to your short stories and questions unit around the winter holidays! Save yourself time at that time of the year with this lesson bundle . 

11.  “The Monkey’s Paw” 

“The Monkey’s Paw” is a classic horror story about the White family who come into possession of a mystical monkey’s paw that grants three wishes. Despite warnings, they use it and then face devastating consequences as a result.

• Teach about the elements of the horror/suspense genre (Ex. Scary movies are typically dark, stormy, surprising, morbid, etc.).
• Create a thematic statement (message relayed by the text in a complete sentence). There is no perfectly created theme (message) unless it is directly stated by the author; however, students can create a theme by supporting their ideas with evidence from the story!
• What is the main theme of the story? Or how does the author communicate the themes of greed or fate? Is one stronger than the other?
• Are Mr. and Mrs. White more alike or different from one another? How do you know?
• Should we be afraid of the unknown? What message does the story share? Do you agree or disagree?

Examine W.W. Jacobs’ classic story with this set of questions and answers along with rigorous reading and writing activities . While it is ideal for a spooky season, the story is valuable for its ability to hook readers any time of year!

12.  “Lamb to the Slaughter” 

This classic story with a killer plot twist is about a woman who kills her husband and gets away with murder thanks to cooking a leg of lamb!

• You could introduce the plot elements (exposition, rising action, climax, falling action, resolution), encourage students to identify major events to fit each element and write down textual evidence to support their ideas.
• Complete a film analysis (examination of film techniques and their effects) to compare/contrast the short story with the classic Alfred Hitchcock television episode.
• What is Mary Maloney’s state of mind? Does it remain the same or does it change throughout the story? Explain.
• Is the resolution of the story satisfying? Why or why not? Why do you think the author ended it as he did?
• How does irony contribute to the theme of deception in the story? Explain.

Spice up your middle school English or high school English class with this short stories and activities bundle for Dahl’s famous story!

13.  “The Tell-Tale Heart” 

Poe’s classic psychological thriller is narrated by an unnamed protagonist who insists on their sanity while recounting how they murdered an old man. The narrator is haunted by the sound of the victim’s beating heart, which ultimately drives him to confess to the crime despite not originally being a suspect. 

• Teach symbolism (object, person, or place that represents something else) by focusing on the heart and eye . The author used these symbols in various ways!
• Investigate psychology (the study of the human mind) as a part of the story. Determine what is fact and what is fiction within the narrator’s mind.
• What does the story reveal about the human psyche?
• What is the deeper meaning of the two key symbols in the story – the beating heart and the eye of the old man?
• What role do the narrator’s inner thoughts play in the development of the plot?

This Short Story Comprehension Bundle offers quick (and effective!) ways to assess students’ learning and understanding of the story. It’s easy to use and will no doubt save you time too!

14.  “The Scarlet Ibis” 

Emotional short stories and their counterparts have a place as well in English classrooms! This short story by James Hurst about two brothers is a heartbreaking must-read. Through flashbacks, the unnamed narrator tells the life story of his younger sickly brother William Armstrong, who is nicknamed Doodle. And the end…well, you’ll see.

• Define and explain the purpose of a flashback (referring back to the past within a story). Think about the implications of never thinking back on the past or always thinking about the past.
• Complete a comparison chart between Doodle and the Ibis as you read along. Then, students can create a visual of each after they have ready by using their own evidence!
• What is the meaning of the story’s title and the presence of a scarlet ibis in the story?
• What is the central theme of the story? How do the events of the story support this chosen theme?
• How does the author use personification for the storm? What effect does this have on the story?

This flexible resource features critical thinking questions and answers as well as writing and reading activities for students to explore Hurst’s heartbreaking story.

15.  “The Veldt” 

This science fiction story by Ray Bradbury was first published as “The World the Children Made” and it is quite fitting as a title! The story focuses on a futuristic world in which a video screen can be controlled and it turns out to be more than simple virtual reality! By the story’s conclusion, the world the children made is the downfall of their parents. 

• Compare and contrast “The Veldt” with “The Pedestrian,” two short stories and dystopic texts by Ray Bradbury. Analyze the similarities and differences of both short stories and create a thematic statement that connects to both texts!
• Make connections to our current reality in the 21st century. Locate research about the implications of technology on young people and integrate this information as you discuss this short story.
• How does the author address the theme of technology versus humanity in the story? Do you agree with this commentary? Why or why not?
• How does the nursery reflect the personalities of Wendy and Peter in this story?
• Do you know the story of Peter Pan and his friend Wendy? What connections can you make between it and this story by Ray Bradbury?

Ray Bradbury’s classic short stories and similar passages are the BEST to teach in middle and high school English! With so much to dive into, they are sure to be a hit with your students. Grab this set of activities to extend your students’ engagement with rigorous reading and writing activities about “The Veldt.” 

16.  “The Necklace” 

A woman who longs for a life of luxury and elegance beyond her means faces consequences when she loses a borrowed necklace. Guy de Maupassant’s story ends with a twist that has the reader question the value of material possessions. 

• I love comparing this short story with O. Henry’s “The Gift of the Magi.” You might choose to focus on the theme, characterization, setting, etc.
• Summarize (writing about the main idea with details) each chunk of the story as you read with your students. Instead of asking students to write a paragraph, you could ask students to create each summary in only one sentence.
• The story explores vanity, deception, and the consequences of striving for social status. Which theme do you think is the most important? Explain with support from the story.
• Is Mathilde Loisel a likable character? Does this change during the story? Does it matter if the reader likes her? Why or why not?
• What clues does the author provide throughout the story that foreshadow the twist at the story’s end?

Focus on the standards with this Short Story Lesson Bundle for “The Necklace” by Guy de Maupassant!

Need help with implementing activities for “The Necklace?” See below!

17.  “A Vendetta” 

Guy de Maupassant’s late-19th-century story is all about REVENGE. A mother is obsessed with creating a plan to avenge her son’s murder and she then puts the plan into action with a morbid outcome.

• There are so many texts that involve REVENGE! Why not use this concept as a focus for a thematic unit (texts linked to a similar concept and/or message)? You could read “A Poison Tree,” “The Cask of Amontillado,” and “Lamb to the Slaughter” as well as “A Vendetta” with the intention of writing about all 4 for a comparison/contrast paper, presentation, or seminar.
• Analyze the development (how a character changes over time) of the mother and the dog throughout the story; you might annotate for similarities and differences as well as their motivations!
• What comment is the story making about the nature (or need) for justice? Do you agree or disagree? Why or why not?
• What similes and metaphors does the author use to communicate the main character’s feelings about the vendetta?
• How does the author use details to explain the main character’s thoughts, feelings, and motivation?

Add these activities for this lesser-known work to your short story plans. It’s sure to keep things fresh for your short stories and activities unit! 

18.  “Thank You, Ma’am” (also known as “Thank You, M’am”)

This heartfelt story by Langston Hughes tells the story of Luella, an older woman in the neighborhood, who is nearly robbed by a young man named Roger. In response to Roger, Luella brings him back to her home and treats him with an abundance of kindness, which has a profound effect on Roger.

This tale is at the top of the list for the BEST short stories and passages for upper middle and younger high school students!

• Introduce perspective and/or point of view (how a story is told: 1st, 2nd, 3rd omniscient, 3rd limited, 3rd objective). Students might rewrite the story from another perspective or extend the story using the perspective of one of the main characters.
• Review plot elements with a focus on the exposition (introduction to the characters, setting, and conflict), climax (highest point of interest/turning point of the story), and resolution (how the story is concluded and/or resolved in some way.) You could assign an activity surrounding each concept: visualization of the scene, a journal response to the event, or a short response focused on how the element is important to the overall theme!

• Do you believe in second chances? What does the story say about second chances? 
• How might the climax of the story also be seen as the turning point in Roger’s life?
• How would you describe Mrs. Luella Bates Washington Jones? Are her actions expected or unexpected in the story? Consider from Roger’s and the reader’s point of view.

Click to check out all of the details for this BUNDLE with differentiated options , which includes a Test Prep Quiz (with varied options), Venn Diagrams, Graphic Organizers, and Writing Responses!! 

19.  “Click Clack the Rattle Bag”

This short story by Neil Gaiman is creepy and fun in the best ways possible! The narrator is taking care of his girlfriend’s little brother and walking him to bed when the child asks for a story. Instead of the narrator sharing a story, the boy shares about the Click Clacks who drink their prey and leave behind rattling bodies. The end is too good to be missed!

Short stories and plots like those in “Click Clack the Rattle Bag” will most certainly engage even your most struggling learners!

• We all know that test prep can be tough as many reading passages are, well, boring! Why not accomplish some test prep with your students and incorporate 5 standardized test-related questions ? You could focus on theme, structure, order of events, characterization, etc.!
• Help students make inferences (acknowledging and hypothesizing about the impact of details that are not directly referenced or stated) as the scene moves along. Students can analyze the change in the setting, the little boy himself, the story the boy is telling, and specific phrases from the story.
• What details in the story contribute to its eerie atmosphere or mood? Or what figurative language devices does Neil Gaiman use to create a sense of suspense in the story? 
• How does the author use ambiguity in the story? Is it effective or not? Explain.
• What inferences can you make about the relationship between the narrator and the young boy?

This “Click Clack the Rattle Bag” Quiz Pack for middle and high school students uses the Common Core standards and contains questions and answers modeled after various state standardized tests! Make teaching this amazing short story by Neil Gaiman SIMPLE & EASY!

Why should we incorporate more short stories and activities in our teaching?

While I would never advocate replacing all novels with short stories and smaller texts, there is still something to be said about spending quality time with short stories and excerpts. 

Including short stories and standards-based activities is an ideal option to improve reading comprehension and develop skills, especially in middle and high school English classes!

SHORT STORIES AND ACTIVITIES RESOURCES: 

This  Short Stories and Test Prep Questions ULTIMATE BUNDLE with Lessons, Quizzes, and Activities uses the Common Core standards with reading comprehension QUESTIONS and ANSWERS for 18 short stories such as “The Most Dangerous Game,” “The Monkey’s Paw,” “The Tell-Tale Heart,” “After Twenty Years,” “The Gift of the Magi,” “The Veldt,” “The Lottery,” “The Pedestrian,” etc. modeled after various state reading exams.

Make teaching short stories and activities SIMPLE & EASY!

Just PRINT & TEACH with engaging short stories and lessons!!

Need more fun ideas for teaching short stories and corresponding activities? Check out my store Kristin Menke-Integrated ELA Test Prep !

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85 Fun Critical Thinking Questions for Kids & Teens

Have you ever thought about using fun questions to practice critical thinking?

Students may need a little guidance to think their way through questions that lack straightforward answers.

But it is that process that is important!

How the Right Questions Encourage Critical Thinking

Every parent knows how natural it is for children to ask questions. 

It should be encouraged. After all, asking questions helps with critical thinking.

As they grow older, however, training them to answer questions can be equally beneficial.

Posing questions that encourage kids to analyze, compare, and evaluate information can help them develop their ability to think critically about tough topics in the future. 

Of course, critical thinking questions for kids need to be age-appropriate—even better if you can mix a little fun into it!

That’s what I hope to help you with today. I’ve organized the questions below into three different ages groups:

• Upper elementary
• Middle school
• High school 

Get a Question-Based Critical Thinking Exercise—Free!

Introduce critical thinking gently & easily with thought-provoking exercises.

Upper Elementary

Students in upper elementary grades can be reluctant to put themselves out there, especially with answers that seem weird. 

In some cases, such hesitancy is actually fear of differing from their peers (and a barrier to critical thinking ). 

But that’s exactly why it’s important to practice answering ambiguous questions. 

We want our children to stand firm for their beliefs—not cave to peer pressure. 

Additionally, students may feel uneasy about answering serious questions, uncertain of tackling “big” problems. 

However, with careful use of creative questions for kids, it’s possible to engage even the most reluctant children in this age group. 

The idea is to simply get them interested in the conversation and questions asked.

If you have an especially reserved student, try starting with the funny critical thinking questions. 

Humor is a natural icebreaker that can make critical thinking questions more lighthearted and enjoyable. 

Of course, most younger kids just like to be silly, so playing upon that can keep them active and engaged.

With that said, here are some great questions to get you started:

1. Someone gives you a penguin. You can’t sell it or give it away. What do you do with it?

2. What would it be like if people could fly?

3. If animals could talk, what question would you ask? 

4. If you were ice cream, what kind would you be and why?

5. Do you want to travel back in time? If yes, how far back would you go? If no, why not?

6. What could you invent that would help your family? 

7. If you could stay up all night, what would you do?

8. What does the man on the moon do during the day?

9. What makes something weird or normal? 

10. Can you describe the tastes “salty” and “sweet” without using those words?

11. What does it feel like to ride a rollercoaster?

12. What makes a joke funny?

13. What two items would you take if you knew you would be stranded on an island and why?

14. Do you have a favorite way of laughing?

15. What noise makes you cringe and cover your ears? Why?

16. If you could be the parent for the day, what would you do?

17. If you could jump into your favorite movie and change the outcome, which one would you pick and why?

18. If you could be invisible for a day, what would you do?

19. What makes a day “perfect”?

20. If you owned a store, what kind of products would you sell?

21. If your parents were your age, would you be friends with them?

22. Would you still like your favorite food if it tasted the same as always, but now had an awful smell?

23. What would you do if you forgot to put your shoes on before leaving home?

24. Who would you be if you were a cartoon character?

25. How many hot dogs do you think you could eat in one sitting?

26. If you could breathe under water, what would you explore?

27. At what age do you think you stop being a kid?

28. If you had springs in your legs, what would you be able to do?

29. Can you describe the color blue to someone if they’re blind?

Middle School

At this point, students start to acquire more complex skills and are able to form their own conclusions based on the information they’re given. 

However, we can’t expect deep philosophical debates with 12 and 13 year olds. 

That said, as parent-teachers, we can certainly begin using more challenging questions to help them examine and rationalize their thought processes. 

Browse the fun critical thinking questions below for students in this age range. 

You might be surprised to see how receptive middle school kids can be to such thought-provoking (yet still fun) questions .

30. What would happen if it really did rain cats and dogs?

31. What does it mean to be lucky?

32. If you woke up in the middle of a dream, where would you be?

33. Is it ever okay to lie? Why or why not?

34. If you were solely responsible for creating laws, what one law would you make?

35. What makes a person a good friend?

36. What do you think is the most important skill you can take into adulthood?

37. If you had to give up lunch or dinner, which would you choose? Why?

38. How much money would you need to be considered rich?

39. If you knew you wouldn’t get caught, would you cheat on a test?

40. If you could live anywhere in the world, where would that be?

41. What is your greatest strength? How is that an asset?

42. If you had an opportunity to visit the International Space Station, would you do it?

43. Is it better to keep the peace or speak your mind?

44. Imagine yourself as your favorite animal. How would you spend your day?

45. Would you be friends with someone who didn’t have the same values as you?

46. How much screen time do you think is too much?

47. Can you describe your favorite color without naming it?

48. If you suddenly became blind, would you see things differently?

49. Would you ever go skydiving?

50. Describe the time you were the happiest in your life. Why did this make you happy?

51. If you had a million dollars, what would you do?

52. If you had to move to a new city, would you change how you present yourself to others?

53. What do you need to do in order to be famous?

54. If you could rewrite the ending of your favorite book or movie, what changes would you make?

55. How would you tackle a huge goal?

56. How would you sell ice to an eskimo in Alaska successfully?

57. What makes you unique?

High School

Critical thinking takes on an entirely different role once students reach high school. 

At this age, they have a greater sense of right and wrong (and what makes things so) as well as a better understanding of the world’s challenges.

Guiding teens to delve deeper and contemplate such things is an important part of developing their reasoning and critical thinking skills. 

Whether it’s fun questions about hypothetical superpowers or tough critical thinking questions about life, older teens typically have what it takes to think their way to a logical conclusion . 

Of course, use your discernment as you choose discussion topics, but here are some questions to help get you started:

58. How can you avoid [common problem] in the future?

59. Do you think it’s okay to take a life in order to save 5, 10, 20 or more people?

60. If you could go back and give your younger self advice, what would it be?

61. Is it better to give or receive a gift?

62. How important is it to be financially secure? Why?

63. If it was up to you, what one rule would you change in your family?

64. What would you do if a group of friends wanted to do something that you thought was a bad idea?

65. How do you know that something is a fact rather than an opinion?

66. What would it take to get you to change your mind?

67. What’s the most important thing in your life?

68. If money were of no concern, what job would you choose and why?

69. How do you know if you’re happy?

70. Do you think euthanasia is moral?

71. What is something you can do today that you weren’t able to do a year ago?

72. Is social media a good thing or not?

73. Is it right to keep animals in a zoo?

74. How does your attitude affect your abilities?

75. What would you do if you found out a friend was doing something dangerous?

76. If you could have any superpower, what would it be? Why?

77. What will life on Earth look like in 50 years?

78. Which is more important, ending world hunger or global warming?

79. Is it a good idea to lower the voting age to 16? Why or why not?

80. If the electrical power went out today, how would you cook if using wood wasn’t an option?

81. If you could magically transport yourself to any other place, where would that be and why?

82. When should teenagers be able to stay out all night?

83. Does the number zero actually exist?

84. What defines a generous person?

85. Does an influential person influence everyone?

Feel free to print out these fun critical thinking questions and incorporate them into your homeschool week!

will your children recognize truth?

About the author.

Jordan Mitchell

Home / Worksheets For Practice / Reading Comprehension / 11 Grade 7 Reading Comprehension Passages with Answers

11 Grade 7 Reading Comprehension Passages with Answers

Explore challenging yet engaging Grade 7 Reading Comprehension Passages with Answers, designed to enhance students’ critical thinking and analytical skills. These passages cater specifically to Class 7 students, providing thought-provoking questions and comprehensive answers to foster effective learning and comprehension. Elevate reading skills with diverse content that encourages in-depth exploration and understanding at the 7th-grade level.

Grade 7 Reading Comprehension Passage 1:

1. read the following passage and answer the questions..

1. Hampi is a village situated on the banks of the Tungabhadra river in Bellari district of Karnataka. Declared a UNESCO World Heritage site in 1986, it served as the imperial capital of Vijayanagara, arguably the largest, wealthiest and most powerful kingdom in south India and the greatest Hindu empire in the medieval period. 

2. Hampi was known by various names at different points of time: Hosapattana (New City), Vijayanagara (City of Victory), Vidyanagara (City of Learning) or Hampe, Pampa-kshetra and Pampa-pura-after the local goddess Pampa, who was worshipped even before the seventh century C.E. 

3. Before it became part of Vijayanagara, the area around Hampi was ruled by several Hindu dynasties: the Kadambas, the Chalukyas of Badami, the Rashtrakutas, the Chalukyas of Kalyani, the Hoyasalas, the Yadavas and the Kampili chiefs. Most such Hindu kingdoms in the Deccan, constantly fighting amongst themselves, were overrun by the Delhi Sultanate in the early 14th century. 

4. The weakening hold of the Sultanate in the region together with the resistance offered by the local chieftains led to the emergence of two kingdoms around the mid 14th century: the Vijayanagara Empire (1336) based around Hampi and the Bahmani Sultanate (1347) centred around Gulbarga and Bidar. Both these kingdoms were continuously at war with one another.

People also ask

A. Multiple Choice Questions (MCQ):

1. What river flows alongside the village of Hampi?

A) Krishna River

B) Godavari River

C) Tungabhadra River

D) Cauvery River

2. When was Hampi declared a UNESCO World Heritage site?

3. Which Hindu dynasty ruled the area around Hampi before it became part of Vijayanagara?

A) Chalukyas of Kalyani

B) Rashtrakutas

C) Kadambas

D) Hoyasalas

4. What were the names associated with Hampi at different points in time?

A) New City, City of Learning, City of Victory

B) Hampavati, Pampapura, Pampa-kshetra

C) Vidyanagara, Hampe, Vijayanagara

D) All of the above

5. Which two kingdoms emerged in the mid-14th century, leading to continuous warfare?

A) Vijayanagara Empire and Maurya Empire

B) Chola Kingdom and Bahmani Sultanate

C) Vijayanagara Empire and Bahmani Sultanate

D) Rashtrakuta Empire and Chalukya Kingdom

B. Fill in the Blanks:

1. Hampi served as the imperial capital of ____________, arguably the largest, wealthiest, and most powerful kingdom in South India during the medieval period.

2. Before it became part of Vijayanagara, the area around Hampi was ruled by several Hindu dynasties, including the Kadambas, the Chalukyas of Badami, and the __________.

3. Hampi was declared a UNESCO World Heritage site in the year __________.

4. The local goddess worshipped in the region around Hampi, even before the 7th century C.E., was named __________.

5. The weakening hold of the Delhi Sultanate in the region led to the emergence of two kingdoms around the mid-14th century: the Vijayanagara Empire and the __________.

C. Short Answer Type Questions:

1. Name two kingdoms that emerged in the mid-14th century, leading to continuous warfare.

2. What were the various names associated with Hampi at different points in time?

3. Which river flows alongside the village of Hampi?

D. Long Answer Type Questions:

1. Discuss the historical significance of Hampi and its role as the imperial capital of Vijayanagara.

2. Explain the circumstances that led to the emergence of the Vijayanagara Empire and the Bahmani Sultanate in the mid-14th century.

Grade 7 Reading Comprehension Passage 2:

2. read the following passage and answer the given questions :.

To make a family happy, each member of it has to think of the comfort and convenience of the others. If everybody behaves selfishly, the family would get separated. Similarly society, which is only a larger family, would be destroyed if each member of it is selfish. It is not wrong to think of oneself or to work for oneself. People must work for themselves and their family. But in order to prosper they do not have to be selfish. A man is called selfish not just because he seeks his own good, but because he neglects the well-being of his neighbours. You have every right to be happy and prosperous, but no right at all to make others suffer for your own good.

1. What is the consequence if every member of a family behaves selfishly?

A) Family becomes stronger

B) Family prospers

C) Family gets separated

D) Family becomes more united

2. According to the passage, society is compared to what?

A) Corporation

B) Organization

C) Larger family

D) Business entity

3. Why is a person labeled as selfish in the context of the passage?

A) Seeking personal happiness

B) Working for oneself

C) Neglecting the well-being of neighbors

D) Pursuing prosperity

4. What is the primary message conveyed regarding working for oneself and one’s family?

A) People should not work for themselves

B) Prosperity requires selfish behavior

C) It is wrong to think of oneself

D) Working for oneself and family is acceptable, but not at the cost of others

5. What is the right of an individual mentioned in the passage?

A) Right to be selfish

B) Right to make others suffer

C) Right to be happy and prosperous

D) Right to neglect family

1. To make a family happy, each member has to think of the comfort and convenience of the __________.

2. Similarly, society, which is only a larger family, would be destroyed if each member is __________.

3. People must work for themselves and their family, but in order to prosper, they do not have to be __________.

4. A man is labeled as selfish not just because he seeks his own good, but because he neglects the well-being of his __________.

5. Individuals have every right to be happy and prosperous but no right at all to make others __________ for their own good.

1. According to the passage, why might a family get separated?

2. What is the comparison made between society and a family in the passage?

3. What distinguishes a person as selfish in the context of the passage?

1. Explain the balance suggested in the passage between working for oneself and considering the well-being of others.

2. Discuss the consequences highlighted in the passage if each member of society acts selfishly.

3. Read the passage and answer the following questions :

Long long ago there was a slave in a country. His name was Androcles. He committed an offence. So he was punished. Out of fear he ran away and took shelter in a cave. In that cave lived a big lion. A thorn was stuck into his left foot. So he felt great pain and could not walk properly. He came limping towards Androcles. Androcles saw the thorn and boldly drew it out. The lion got rid of pain and felt relieved. Later on Androcles was caught and brought to Rome. There he was asked to fight against a hungry lion. It was the same lion from whose paw, Androcles had drawn out the thorn. The lion at once recognized him and instead of attacking him quietly lay down at his feet.

1. Why did Androcles run away and take shelter in a cave?

A) Seeking adventure

B) Escaping punishment

C) Exploring the wilderness

D) Looking for a new home

2. What was the issue the lion in the cave faced that led it to approach Androcles?

C) Injury with a thorn

D) Loneliness

3. How did Androcles help the lion in the cave?

A) Fed it with food

B) Provided water

C) Drew out a thorn from its paw

D) Built a shelter for it

4. Why was Androcles brought to Rome?

A) For a reward

B) To be honored

C) As a punishment

D) To meet the emperor

5. What was Androcles asked to do in Rome as part of his punishment?

A) Perform in a play

B) Fight against a hungry lion

C) Work in the fields

D) Solve a puzzle

1. Out of fear, Androcles ran away and took shelter in a __________.

2. In the cave, Androcles encountered a lion with a thorn stuck in its __________.

3. Androcles drew out the thorn from the lion’s paw, relieving it from great __________.

4. Later on, Androcles was caught and brought to __________.

5. The lion in Rome, which Androcles was asked to fight, recognized him and instead of attacking, quietly lay down at his __________.

1. Why did Androcles run away and seek shelter in a cave?

2. what was the condition of the lion in the cave, and how did androcles help it, 3. why did the lion in rome recognize androcles and not attack him, 1. discuss the theme of kindness and reciprocity in the story of androcles and the lion., 2. explain the turn of events when androcles faces the lion in rome as part of his punishment., grade 7 reading comprehension passage 4:.

4. Read the following passage and answer the questions given below:

Two persons were once travelling in the same train. One was an Englishman and the other a Bengali gentleman. The Englishman was very proud of himself because he was an Englishman. He looked down upon the Bengali gentleman who however, took no notice of it and went to sleep in peace. As soon as the Bengali gentleman was asleep, the Englishman picked up the Bengali gentleman’s shoes and threw them outside the window. 

Then he, too, fell asleep. After a while the Bengali gentleman woke up. He looked for his shoes but could not find them. He understood everything. Then he took the Englishman’s coat from the wall, and threw it outside the window and went to sleep again. Next morning, the Englishman, finding his coat missing, shouted, “Where’s my coat gone? “Your coat has gone to fetch my shoes,” said the gentleman bravely. The Bengali gentleman was Sir Ashutosh Mukherjee, “The Tiger of Bengal”.

1. Why was the Englishman proud of himself?

A) Due to his wealth

B) Because he was an Englishman

C) For his intelligence

D) Because of his achievements

2. What did the Englishman do when the Bengali gentleman was asleep?

A) Stole his money

B) Threw his shoes out of the window

C) Wrote on his face

D) Took his belongings

3. Who retaliated against the Englishman’s action and how?

A) The conductor, by reporting him

B) Another passenger, by confronting him

C) The Bengali gentleman, by throwing the Englishman’s coat out

D) The train driver, by stopping the train

4. What was the Bengali gentleman’s response when the Englishman asked about his missing coat?

A) He blamed another passenger

B) He remained silent

C) He said it went to fetch his shoes

D) He apologized and returned the coat

5. Who was the Bengali gentleman revealed to be?

A) Sir Ashutosh Mukherjee

B) Sir Winston Churchill

C) Lord Mountbatten

D) Rabindranath Tagore

1. The Englishman, being an Englishman, looked down upon the __________ gentleman.

2. The Bengali gentleman retaliated by throwing the __________ coat out of the window.

3. The missing shoes and coat incident involved a retaliatory exchange between an Englishman and Sir Ashutosh Mukherjee, also known as “The __________ of Bengal.”

4. The Englishman’s arrogance was evident when he threw the Bengali gentleman’s shoes __________ of the window.

5. T he Bengali gentleman’s calm and witty response revealed him to be __________ Mukherjee.

1. What did the Englishman do when the Bengali gentleman was asleep, and why?

2. how did the bengali gentleman retaliate against the englishman’s action, 3. who was the bengali gentleman revealed to be, and what was his title, 1. discuss the significance of sir ashutosh mukherjee’s response to the englishman’s actions in reflecting his character., 2. examine the portrayal of cultural pride and wit in the story, emphasizing the actions of both the englishman and sir ashutosh mukherjee., grade 7 reading comprehension passage 5:.

Babar, the founder of the Mughal Empire, faced both triumphs and tribulations. After securing victory at the Battle of Panipat in 1526, he laid the foundation for a dynasty that would shape India’s history. His son, Humayun, inherited the throne after Babar’s death in 1530. Despite facing internal and external challenges, Humayun continued his father’s legacy.

One notable incident reflects their bond. Humayun fell seriously ill, and physicians were unable to cure him. In his despair, Babar fervently prayed for Humayun’s recovery. Legend has it that Babar vowed to distribute gold coins among the poor if Humayun regained his health. Miraculously, Humayun recovered, and true to his promise, Babar distributed gold coins, earning the admiration of the people.

Despite Babar’s early death in 1530, Humayun faced adversity, including exile and loss of territories. His determination eventually led to the re-establishment of the Mughal Empire. The story of Babar and Humayun exemplifies not only the challenges of empire-building but also the strength of familial bonds.

1. Who was the founder of the Mughal Empire?

D) Jahangir

2. What significant battle marked the beginning of Babar’s rule in India?

A) Battle of Haldighati

B) Battle of Plassey

C) Battle of Panipat

D) Battle of Talikota

3. Who succeeded Babar after his death in 1530?

B) Jahangir

D) Shah Jahan

4. What health challenge did Humayun face that prompted Babar’s fervent prayers?

A) Blindness

B) Deafness

C) Serious illness

D) Broken leg

5. What did Babar promise to do if Humayun recovered from his illness?

A) Distribute gold coins to the poor

B) Build a grand palace

C) Conquer new territories

D) Abdicate the throne

1. After Babar’s victory at the Battle of Panipat in 1526, he laid the foundation for the __________ Empire.

2. Despite facing challenges, Humayun continued his father’s __________.

3. Babar fervently prayed for Humayun’s recovery when he fell seriously __________.

4. Humayun’s recovery led Babar to distribute gold coins among the __________.

5. Babar’s death in 1530 marked the succession of __________ to the Mughal throne.

1. What challenges did Humayun face during his reign as the Mughal Emperor?

2. describe the significance of the battle of panipat in the context of babar’s rule., 3. how did babar’s prayers reflect the strong bond between him and humayun, 1. discuss the challenges faced by humayun during his reign and how he contributed to the re-establishment of the mughal empire., 2. examine the impact of familial bonds on the history of the mughal empire, focusing on the relationship between babar and humayun., grade 7 reading comprehension passage 6:.

Malgudi Days, a collection of short stories by R.K. Narayan, transports readers to the fictional town of Malgudi in South India. The narrative unfolds through various characters and incidents, capturing the essence of Indian life with humor and insight.

The central character, Swami, a young boy, navigates the challenges of adolescence in Malgudi, creating a tapestry of delightful and poignant tales. The stories explore universal themes such as friendship, family, and the complexities of human relationships. Swami’s misadventures, his encounters with eccentric characters, and the charm of everyday life in Malgudi make the stories endearing and relatable.

The narratives are characterized by Narayan’s simple yet evocative prose, immersing readers in the vivid tapestry of Malgudi. Each story provides a glimpse into the cultural nuances and intricacies of Indian society, offering a timeless portrayal of the human experience.

1. Who is the central character in R.K. Narayan’s Malgudi Days?

2. what is the setting of malgudi days.

A) North India

B) South India

C) Maldives

3. What themes are explored in Malgudi Days?

A) Fantasy and magic

B) Friendship, family, and human relationships

C) Science fiction

D) Political intrigue

4. Who is the author of Malgudi Days?

A) R.K. Laxman

B) R.K. Narayan

C) R.K. Singh

D) R.K. Sharma

5. What is the narrative style of Malgudi Days?

A) Complex and abstract

B) Simple yet evocative

C) Rhyming poetry

D) Experimental and avant-garde

1. Malgudi Days is a collection of short stories by the renowned Indian author, R.K. __________.

2. The central character in Malgudi Days is a young boy named __________.

3. The stories in Malgudi Days capture the essence of Indian life with humor and __________.

4. The narratives are characterized by Narayan’s simple yet __________ prose.

5. Each story in Malgudi Days provides a glimpse into the cultural nuances and intricacies of __________ society.

C. True False Type Questions:

1. Malgudi Days is set in a fictional town called Maldives.

2. The central character in Malgudi Days is an old man named Raju.

D. Short Answer Type Questions:

1. who is the target audience for malgudi days, and what makes the stories relat, 2. describe the narrative style of r.k. narayan in malgudi days and its impact on the stories., 3. highlight the significance of swami as the central character in malgudi days and how his experiences contribute to the overall narrative., e. long answer type questions:, 1. discuss the cultural portrayal in malgudi days and how it contributes to the richness of the narratives., 2. examine the impact of r.k. narayan’s storytelling in malgudi days on the literary landscape and its enduring appeal., grade 7 reading comprehension passage 7:.

Gulliver’s Travels, penned by Jonathan Swift, narrates the extraordinary journeys of Lemuel Gulliver across fantastical lands. One of the remarkable voyages takes Gulliver to the land of Lilliput, inhabited by miniature people. As Gulliver towers over the Lilliputians, their political intrigues and conflicts take center stage. The Lilliputians, though diminutive in size, exhibit immense ambition and cunning.

In this passage, Gulliver finds himself entangled in a diplomatic crisis between two Lilliputian factions vying for power. The intricacies of their political maneuvers, despite their small stature, mirror the complexities of human governance. Swift, through satire, offers a sharp commentary on the follies of power struggles and the absurdity of political machinations.

As Gulliver attempts to navigate through the Lilliputian political landscape, the reader is drawn into a world where the stakes are high, and alliances are forged with comical precision. The passage exemplifies Swift’s wit and keen observation, using the miniature world of Lilliput as a lens to satirize the political follies of the larger world.

1. Who is the protagonist in Gulliver’s Travels?

A) Lilliput

B) Jonathan Swift

C) Lemuel Gulliver

D) Lilliputians

2. Which land is mentioned in the passage?

A) Brobdingnag

C) Lilliput

D) Houyhnhnms

3. What is the main theme of the passage?

B) Adventure

C) Political intrigues and conflicts

D) Mythology

4. How does Gulliver feel about the Lilliputians’ political maneuvers?

B) Impressed

C) Disinterested

5. What is Swift’s primary purpose in using satire in Gulliver’s Travels?

A) Entertainment

B) Critique of society and politics

C) Romantic storytelling

D) Mythological exploration

1. Gulliver’s Travels narrates the extraordinary journeys of Lemuel Gulliver across fantastical _________.

2. In Lilliput, despite their small stature, the Lilliputians exhibit immense ambition and _________.

3. The political intrigues and conflicts in Lilliput mirror the complexities of human _________.

4. Swift, through satire, offers a sharp commentary on the follies of power struggles and the absurdity of political _________.

5. The passage exemplifies Swift’s wit and keen observation, using the miniature world of Lilliput as a lens to satirize the political _________ of the larger world.

1.  Gulliver’s Travels is a romance novel.

2. The Lilliputians are indifferent to political power.

1. What land does Gulliver visit in the passage, and what distinguishes its inhabitants?

2. how does swift use satire in gulliver’s travels to convey his critique of politics, 3. describe gulliver’s reaction to the political maneuvers of the lilliputians in the passage., 1. examine the role of political satire in gulliver’s travels and how swift uses the lilliputian episode to convey broader societal critiques., 2. discuss the significance of using fantastical lands and creatures in gulliver’s travels as a means of social and political critique., grade 7 reading comprehension passage 8:.

In the enchanting realm of fairy tales, “The Selfish Giant” unfolds as a poignant narrative penned by Oscar Wilde. The story unravels within the walls of a once-beautiful garden belonging to a giant who values solitude over companionship. The giant’s selfishness manifests in his refusal to share the garden with the neighborhood children, banishing them from its splendor.

One winter, a magical transformation takes place as the garden succumbs to perpetual frost. Nature rebels against the giant’s selfishness, leaving the garden trapped in an eternal winter. The giant, isolated and remorseful, realizes the error of his ways. The turning point arrives when a lone child, unafraid of the giant, steps into the garden. The child’s innocence and warmth melt the frosty curse, ushering in spring and reviving the garden’s beauty.

This tale of redemption and the transformative power of love resonates across generations, teaching a timeless lesson about the consequences of selfishness and the healing power of compassion.

1. What is the primary theme of “The Selfish Giant”?

A) Adventure

B) Compassion and Redemption

2. What does the giant initially value over companionship?

B) Solitude

C) Adventure

D) Knowledge

3. What season is perpetually trapped in the garden due to the giant’s actions?

4. what leads to the magical transformation in the garden.

A) The giant’s repentance

C) The children’s laughter

D) A thunderstorm

5. Who is the catalyst for the garden’s revival and the giant’s transformation?

A) A wizard

B) An old friend

C) A lone child

D) A magical creature

1. In the fairy tale “The Selfish Giant” by Oscar Wilde, the giant values _________ over companionship.

2. The garden remains trapped in perpetual _________ due to the giant’s selfishness.

3. The magical transformation in the garden is triggered by the _________ of the neighborhood children.

4. The giant’s redemption begins when a _________ child enters the garden.

5. The story teaches a timeless lesson about the consequences of selfishness and the healing power of _________.

1. The giant in “The Selfish Giant” initially enjoys the company of neighborhood children in his garden.

2. The magical transformation in the garden is triggered by a thunderstorm.

1. What is the catalyst for the giant’s transformation in “The Selfish Giant”?

2. describe the condition of the garden in “the selfish giant” after it is banished from the children., 3. how does the arrival of the children and their laughter impact the giant and the garden, 1. discuss the symbolism of the perpetual winter in the garden in “the selfish giant” and its connection to the giant’s character., 2. examine the role of the lone child in “the selfish giant” and how the child’s innocence contributes to the story’s themes., grade 7 reading comprehension passage 9:.

In the picturesque hills of Dehradun, where the air is crisp and the mountains stand tall, lived Rusty, an adventurous boy with an insatiable curiosity. One sunny morning, Rusty decided to explore the dense forest beyond his home, a place he had always been told to avoid. His heart raced with excitement as he ventured into the unknown.

1. What is the setting of the story?

2. what is rusty’s primary characteristic in the story.

A) Laziness

B) Curiosity

C) Fearfulness

D) Disinterest

3. Where did Rusty decide to explore?

B) Dense forest

4. What was Rusty always told about the forest?

A) It’s magical

B) It’s dangerous and to be avoided

C) It’s a shortcut to the city

D) It’s a playground

5. What was Rusty’s feeling as he entered the forest?

B) Excitement

1. In the hills of Dehradun, Rusty, an adventurous _________, lived.

2. Rusty’s heart raced with _________ as he ventured into the unknown forest.

3. The forest was dense, a place he had always been told to _________.

4. The air in the hills was _________ and the mountains stood tall.

5. Rusty decided to explore the forest one _________ morning.

1. Rusty lived in a city.

2. Rusty was warned about the forest being magical and inviting.

1 Describe Rusty’s emotions as he entered the dense forest.

2. what was the advice given to rusty about the forest, and how did he respond to it, 3. what is the setting of the story, and how does it contribute to rusty’s decision to explore, 1. discuss the significance of rusty’s curiosity in the story and how it drives the plot., 2. explore the role of the setting, specifically the hills of dehradun, in creating the atmosphere of the story., grade 7 reading comprehension passage 10:.

In the small town of Chuckleville, where laughter echoed through the streets, a costume party was organized at the local community center. The invitations specified that attendees should dress up as their favorite animals. As the excitement built, the townsfolk prepared their outfits, eager to showcase their creativity.

1. Where did the costume party take place?

A) Chuckleville bakery

B) Chuckleville community center

C) Chuckleville school

D) Chuckleville park

2. What was the theme of the costume party?

A) Superheroes

C) Historical figures

D) Movie characters

3. What did the invitations specify about the dress code?

A) Wear anything

B) Dress as a favorite historical figure

C) Dress as a favorite animal

D) Wear only black and white

4. What echoed through the streets of Chuckleville?

B) Laughter

D) Shouting

5. Where were the townsfolk eager to showcase their creativity?

1. In Chuckleville, a costume party was organized at the local community _________.

2. The invitations specified that attendees should dress up as their favorite _________.

3. The excitement built as the townsfolk prepared their _________, eager to showcase their creativity.

4. Chuckleville was a town where _________ echoed through the streets.

5. The townsfolk were excited to showcase their creativity at the local community _________.

1. The theme of the costume party was superheroes.

2. Chuckleville was a town where silence echoed through the streets.

1. Describe the theme of the costume party and how it added to the excitement in Chuckleville.

2. what was specified in the invitations regarding the dress code, and how did it contribute to the townsfolk’s preparations, 3. how did the laughter echoing through the streets contribute to the atmosphere of chuckleville, 1. explore the role of the community center as the venue for the costume party and its impact on fostering a sense of togetherness in chuckleville., 2. discuss the significance of the animal-themed costume party and how it encouraged creativity and anticipation among the townsfolk in chuckleville., grade 7 reading comprehension passage 11:.

In the quaint town of Laughterburg, where joy was the currency and laughter echoed through every corner, lived the lovable Bhola Grandpa. One sunny day, a vibrant carnival set up shop in the heart of the town, promising a day filled with amusement and merriment.

1. Where did Bhola Grandpa live?

A) Joyville

B) Laughterburg

C) Happinessville

D) Chuckleville

2. What event promised amusement and merriment in the town?

B) Carnival

3. What was the atmosphere like in Laughterburg?

4. what was the setting of the story.

A) Hospital

C) Carnival

5. Which town was known for its currency of joy?

1. In the town of Laughterburg, Bhola Grandpa was known for his _________ nature.

2. The carnival promised a day filled with amusement and _________.

3. Laughter echoed through every _________ of Laughterburg.

4. The vibrant _________ set up shop in the heart of the town.

5. Bhola Grandpa lived in the quaint town of _________.

1. The carnival promised a day filled with sadness.

2. Bhola Grandpa’s nature was described as serious in the story.

1. Describe the atmosphere in Laughterburg and how it influenced the town’s events.

2. what was the main attraction at the carnival, and how did bhola grandpa participate, 3. how did the currency of joy contribute to the uniqueness of laughterburg, 1. explore the role of bhola grandpa as a lovable character in laughterburg and how his nature contributes to the town’s atmosphere., 2. discuss the significance of the carnival in laughterburg and how it reflects the town’s values of joy and amusement., grade 7 reading comprehension answers 1:.

1. Answer: C) Tungabhadra River

2. Answer: B) 1986

3. Answer: C) Kadambas

4. Answer: D) All of the above

5. Answer: C) Vijayanagara Empire and Bahmani Sultanate

1. Answer: Vijayanagara

2. Answer: Rashtrakutas

3. Answer: 1986

4. Answer: Pampa

5. Answer: Bahmani Sultanate

1. Answer: Vijayanagara Empire and Bahmani Sultanate

2. Answer: Hampi was known by various names, including Hosapattana (New City), Vijayanagara (City of Victory), Vidyanagara (City of Learning), or Hampe, Pampa-kshetra, and Pampa-pura, after the local goddess Pampa.

3. Answer: Tungabhadra River

1. Answer: Hampi, situated on the banks of the Tungabhadra River, served as the imperial capital of Vijayanagara, one of the largest, wealthiest, and most powerful kingdoms in South India during the medieval period. Its historical significance lies in being a center of power, culture, and learning. The city’s UNESCO World Heritage site status since 1986 underscores its architectural and cultural importance. Vijayanagara’s rule marked a crucial period in South Indian history, influencing the region’s political and religious landscape.

2. Answer: The weakening hold of the Delhi Sultanate in the Deccan region, combined with local chieftains’ resistance, paved the way for the emergence of the Vijayanagara Empire and the Bahmani Sultanate around the mid-14th century. Constant conflicts among Hindu kingdoms in the Deccan and the Delhi Sultanate’s conquests led to political instability. The resistance offered by local chieftains created a power vacuum, giving rise to these two prominent kingdoms. Vijayanagara, centered around Hampi, and the Bahmani Sultanate, centered around Gulbarga and Bidar, engaged in continuous warfare, shaping the region’s political dynamics during that period.

1. Answer: C) Family gets separated

2.Answer: C) Larger family

3. Answer: C) Neglecting the well-being of neighbors

4. Answer: D) Working for oneself and family is acceptable, but not at the cost of others

5. Answer: C) Right to be happy and prosperous

1. Answer: others

2. Answer: selfish

3. Answer: selfish

4. Answer: neighbors

5. Answer: suffer

1. Answer: A family might get separated if each member behaves selfishly, neglecting the comfort and convenience of others.

2. Answer: Society is likened to a larger family, emphasizing the importance of considering the well-being of all its members.

3. Answer: A person is labeled as selfish not merely for seeking personal good but for neglecting the well-being of neighbors.

1. Answer: The passage suggests that individuals have the right to work for themselves and their families. However, prosperity does not necessitate selfish behavior. The balance lies in pursuing personal happiness and prosperity without causing suffering to others. The message is to prioritize personal well-being while simultaneously considering the comfort and convenience of others, be it in a family or a larger societal context.

2. Answer: The passage emphasizes that if each member of society acts selfishly, similar to a family, it would lead to the destruction of the larger social structure. This implies that neglecting the well-being of others for personal gain can have severe consequences, potentially resulting in the fragmentation or collapse of the societal framework. It underscores the importance of individuals recognizing their right to happiness and prosperity while also acknowledging their responsibility to avoid causing harm or suffering to others.

Grade 7 Reading Comprehension Passage 3:

1. Answer: B) Escaping punishment

2. Answer: C) Injury with a thorn

3. Answer: C) Drew out a thorn from its paw

4. Answer: C) As a punishment

5. Answer: B) Fight against a hungry lion

1. Answer: cave

2. Answer: left foot

3. Answer: pain

4. Answer: Rome

5. Answer: feet

1. Answer: Androcles ran away to escape punishment for an offense he had committed. He took shelter in a cave out of fear.

2. Answer: The lion in the cave had a thorn stuck in its left foot, causing great pain and difficulty in walking. Androcles bravely drew out the thorn, providing relief to the lion.

3. Answer: The lion in Rome recognized Androcles because he had previously helped it by removing a thorn from its paw. Instead of attacking, the lion peacefully lay down at Androcles’ feet.

1. Answer: The story highlights the theme of kindness and reciprocity, where Androcles helps the lion in the cave by removing a thorn from its paw, relieving its pain. Later, in Rome, the same lion recognizes Androcles and refrains from attacking him during a fight. This illustrates the notion that acts of kindness can lead to reciprocal gestures, even from unexpected sources. The bond formed through compassion transcends species and portrays the positive impact of empathy.

2. Answer: In Rome, Androcles is asked to fight a hungry lion as part of his punishment. Surprisingly, the lion turns out to be the same one Androcles had helped in the cave. Instead of attacking him, the lion recognizes Androcles and peacefully lies down at his feet, showcasing a remarkable turn of events. This twist in the story emphasizes the power of compassion and how a selfless act of kindness can create a lasting bond, even between a man and a wild animal.

1. Answer: B) Because he was an Englishman

2. Answer: B) Threw his shoes out of the window

3. Answer: C) The Bengali gentleman, by throwing the Englishman’s coat out

4. Answer: C) He said it went to fetch his shoes

5. Answer: A) Sir Ashutosh Mukherjee

1. Answer: Bengali

2. Answer: Englishman’s

3. Answer: Tiger

4. Answer: out

5. Answer: Sir Ashutosh

1. Answer: The Englishman threw the Bengali gentleman’s shoes out of the window to display his arrogance and superiority.

2. Answer: The Bengali gentleman retaliated by taking the Englishman’s coat and throwing it out of the window.

3. Answer: The Bengali gentleman was revealed to be Sir Ashutosh Mukherjee, known as “The Tiger of Bengal.”

1. Answer: Sir Ashutosh Mukherjee’s calm and witty response, claiming that the Englishman’s coat went to fetch his shoes, reflects his composure and cleverness. This response not only showcases his resilience in the face of arrogance but also highlights his ability to turn a seemingly negative situation into a humorous and intelligent comeback.

2. Answer: The story depicts the Englishman’s pride in his nationality, leading him to look down upon the Bengali gentleman. However, Sir Ashutosh Mukherjee’s calm and witty retaliation not only serves as a response to arrogance but also reflects cultural pride. His ability to respond cleverly and maintain composure showcases the strength of character and intelligence, transcending cultural stereotypes.

1. Answer: C) Babar

2. Answer: C) Battle of Panipat

3. Answer: C) Humayun

4. Answer: C) Serious illness

5. Answer: A) Distribute gold coins to the poor

1. Answer: Mughal

2. Answer: Legacy

3. Answer: Ill

4. Answer: Poor

5. Answer: Humayun

1. Answer: Humayun faced challenges such as internal strife, external invasions, and the loss of territories, leading to his temporary exile.

2. Answer: The Battle of Panipat in 1526 marked the beginning of Babar’s rule in India, securing a decisive victory and establishing the Mughal Empire.

3. Answer: Babar’s fervent prayers for Humayun’s recovery during a serious illness exemplified the strong familial bond between father and son.

1. Answer: Humayun faced challenges such as internal conflicts, external invasions, and the loss of territories. His determination and resilience, however, led to the re-establishment of the Mughal Empire. Despite periods of exile, Humayun strategically reclaimed territories, setting the stage for the empire’s future glory.

2. Answer: The familial bond between Babar and Humayun played a crucial role in the history of the Mughal Empire. Babar’s prayers for Humayun’s recovery, accompanied by the vow to distribute gold coins among the poor, highlight the emotional connection between them. This bond, transcending challenges and triumphs, contributed to the stability and continuity of the Mughal Empire.

1. Answer: B) Swami

2. Answer: B) South India

3. Answer: B) Friendship, family, and human relationships

4. Answer: B) R.K. Narayan

5. Answer: B) Simple yet evocative

1. Answer: Narayan

2. Answer: Swami

3. Answer: Insight

4. Answer: Evocative

5. Answer: Indian

1. Answer: False

2. Answer: False

1. Answer: The target audience for Malgudi Days is diverse, as the stories appeal to readers of all ages. The relatability of the tales lies in the universal themes of friendship, family, and human relationships, coupled with the charm of everyday life in Malgudi.

2. Answer: R.K. Narayan’s narrative style in Malgudi Days is simple yet evocative. This style allows readers to connect with the characters and the town of Malgudi on a deeper level. The impact is a vivid portrayal of the human experience and the cultural nuances of Indian society.

3. Answer: Swami, as the central character, provides a lens through which readers experience the challenges of adolescence and the complexities of life in Malgudi. His misadventures and encounters with eccentric characters contribute to the charm and relatability of the stories.

1. Answer: Malgudi Days captures the cultural nuances of Indian society, offering readers a glimpse into the diverse facets of life. The stories explore traditions, customs, and everyday rituals, contributing to the richness of the narratives. This cultural portrayal enhances the authenticity of the tales and provides a deeper understanding of Indian life.

2. Answer: R.K. Narayan’s storytelling in Malgudi Days has left a lasting impact on the literary landscape. The simplicity and universality of the themes explored, combined with Narayan’s evocative prose, have made the collection timeless. Its enduring appeal lies in the relatable characters, humor, and insights into the human experience, making Malgudi Days a classic in Indian literature.

1. Answer: C) Lemuel Gulliver

2. Answer: C) Lilliput

3. Answer: C) Political intrigues and conflicts

4. Answer: D) Amused

5. Answer: B) Critique of society and politics

1. Answer: Lands

2. Answer: Cunning

3. Answer: Governance

4. Answer: Machinations

5. Answer: Follies

1.  Answer: False

1. Answer: Gulliver visits Lilliput, inhabited by miniature people known as Lilliputians. Their small stature, coupled with immense ambition and cunning, distinguishes them.

2. Answer: Swift employs satire to sharply critique the follies of power struggles and the absurdity of political machinations. Through the lens of Lilliput, Swift satirizes the political complexities of the larger world.

3.Answer: Gulliver is amused by the political maneuvers of the Lilliputians. Despite their small size, their ambitious political scheming elicits a sense of humor in Gulliver.

1. Answer: Swift employs political satire in Gulliver’s Travels to critique the political follies of society. The Lilliputian episode serves as a microcosm reflecting larger political issues. Swift’s satire highlights the absurdity of power struggles and political machinations, offering a humorous yet critical commentary on human governance.

2.Answer: The use of fantastical lands and creatures in Gulliver’s Travels serves as a metaphorical tool for Swift’s social and political critique. By creating fictional worlds like Lilliput, Swift can explore and satirize real-world political dynamics without direct confrontation. This approach allows for a deeper, more nuanced commentary on societal issues, making Gulliver’s Travels a timeless work of satire.

1. Answer: B) Compassion and Redemption

2. Answer: B) Solitude

3. Answer: B) Winter

4. Answer: C) The children’s laughter

5. Answer: C) A lone child

1. Answer: Solitude

2. Answer: Winter

3. Answer: Laughter

4. Answer: Lone

5. Answer: Compassion

1. Answer: The catalyst for the giant’s transformation is the arrival of a lone child into the garden.

2. Answer: After the giant banishes the children, the garden is trapped in perpetual winter, covered in frost and devoid of life.

3. Answer: The children’s arrival and laughter thaw the frosty curse, bringing spring to the garden and initiating the giant’s transformation from selfishness to compassion.

1. Answer: The perpetual winter in the garden symbolizes the emotional coldness and isolation resulting from the giant’s selfishness. It reflects the consequences of prioritizing solitude over companionship. The frost represents the giant’s hardened heart, and the arrival of spring signifies his emotional thawing and redemption. The seasonal transformation mirrors the giant’s journey from selfishness to compassion.

2. Answer: The lone child in “The Selfish Giant” serves as a symbol of innocence and purity. The child’s fearlessness in entering the garden despite the giant’s past actions demonstrates an unconditional capacity for forgiveness and love. The child’s innocence becomes the catalyst for the giant’s redemption, highlighting the transformative power of compassion and the ability of purity to break the cycle of selfishness.

1. Answer: B) Hills

2. Answer: B) Curiosity

3. Answer: B) Dense forest

4. Answer: B) It’s dangerous and to be avoided

5. Answer: B) Excitement

1. Answer: Boy

2. Answer: Excitement

3. Answer: Avoid

4. Answer: Crisp

5. Answer: Sunny

1. Answer: Rusty felt a mix of excitement and curiosity as he entered the dense forest, eager to explore the unknown.

2. Answer: Rusty was always told to avoid the forest because it was considered dangerous. Despite the warning, his curiosity and adventurous spirit led him to venture into the forest.

3. Answer: The story is set in the picturesque hills of Dehradun. The natural beauty and the allure of the hills contribute to Rusty’s adventurous spirit, prompting him to explore the dense forest despite being warned about its dangers.

1. Answer: Rusty’s curiosity serves as a driving force in the story, propelling him to explore the forbidden forest. It symbolizes the spirit of exploration and the desire to uncover the unknown. Rusty’s curiosity not only shapes his character but also sets the stage for unexpected adventures and discoveries. It highlights the theme of embracing curiosity even in the face of warnings.

2. Answer: The setting of the hills of Dehradun plays a crucial role in creating the atmospheric backdrop for Rusty’s adventure. The crisp air and towering mountains contribute to the sense of natural beauty and mystery. The hills provide an idyllic yet adventurous environment, enticing Rusty to explore. The setting enhances the overall atmosphere, making the story come alive with the sounds, sights, and feelings associated with the hills.

Passage 10:

1. Answer: B) Chuckleville community center

2. Answer: B) Animals

3. Answer: C) Dress as a favorite animal

4. Answer: B) Laughter

5. Answer: B) Chuckleville community center

1. Answer: Center

2. Answer: Animals

3. Answer: Outfits

4. Answer: Laughter

5. Answer: Center

1. Answer: The theme of the costume party was for attendees to dress up as their favorite animals. This theme added to the excitement in Chuckleville as townsfolk eagerly prepared creative animal-themed outfits, anticipating a fun and lively event.

2. Answer: The invitations specified that attendees should dress up as their favorite animals. This contributed to the townsfolk’s preparations as they embraced the challenge, allowing for a diverse array of imaginative and entertaining costumes at the party.

3. Answer: The laughter echoing through the streets contributed to the lively and joyous atmosphere of Chuckleville. It created a sense of community and celebration, setting the tone for the upcoming costume party and reflecting the town’s vibrant spirit.

1. Answer: The community center served as the perfect venue for the costume party in Chuckleville, bringing people together in a central and communal space. It fostered a sense of togetherness as townsfolk gathered to share laughter, creativity, and excitement. The community center played a crucial role in creating a positive and inclusive atmosphere for the event, contributing to the town’s unity and camaraderie.

2. Answer: The animal-themed costume party in Chuckleville had a significant impact as it encouraged townsfolk to express their creativity through imaginative animal outfits. This theme added an element of fun and anticipation, allowing individuals to showcase their unique ideas and contribute to the overall festive atmosphere. The anticipation of seeing diverse animal costumes heightened the excitement, making the event memorable for everyone involved.

Passage 11:

1. Answer: B) Laughterburg

2. Answer: B) Carnival

3. Answer: B) Joyful

4. Answer: C) Carnival

5. Answer: B) Laughterburg

1. Answer: Lovable

2. Answer: Merriment

3. Answer: Corner

4. Answer: Carnival

5. Answer: Laughterburg

1. Answer: Laughterburg had a joyful atmosphere, with laughter echoing through every corner. This influenced events like the carnival, creating a positive and lively environment where the townsfolk could enjoy themselves.

2. Answer: The main attraction at the carnival was not specified. However, Bhola Grandpa enthusiastically participated in various carnival activities, bringing his lovable and lively spirit to the festivities.

3. Answer: The currency of joy made Laughterburg unique by emphasizing the importance of happiness and laughter in the town. It created a positive and vibrant community where joy was valued, influencing the town’s events and interactions among the townsfolk.

1. Answer: Bhola Grandpa’s lovable nature is a key element in Laughterburg’s atmosphere. His cheerful demeanor and positive outlook contribute to the joyful ambiance of the town, making him a beloved figure among the townsfolk. Bhola Grandpa’s interactions and participation in events like the carnival elevate the spirits of everyone around, creating a warm and welcoming atmosphere in Laughterburg.

2. Answer: The carnival holds significance in Laughterburg as a celebration of joy and amusement. It reflects the town’s values by providing an opportunity for the townsfolk to come together, share laughter, and enjoy various entertaining activities. The carnival becomes a symbol of the town’s commitment to fostering a positive and lively community, where residents can relish the simple pleasures of life.

Related Posts:

48 Critical Thinking Questions For Any Content Area

Critical thinking questions include, ‘Why is this important? What are the causes and effects of this? How do we know if this is true?”

What Are Critical Thinking Questions For Any Content Area?

by TeachThought Staff

Critical thinking is the heart and soul of learning, and–in our estimation anyway–ultimately more important than any one specific content area or subject matter.

It’s also an over-used and rather nebulous phrase — how do you teach someone to think? Of course, that’s the purpose of education, but how do you effectively optimize that concept into lasting knowledge and the ability to apply it broadly?

Looking for more resources to teach critical thinking? Check out our critical thinking curricula resources on TpT.

What Is Critical Thinking?

This question is what inspires the creation of seemingly endless learning taxonomies and teaching methods: our desire to pin down a clear definition of what it means to think critically and how to introduce that skill in the classroom.

This makes critical thinking questions–well, critical.  As Terry Heick explains in What Does Critical Thinking Mean?:

“To think critically about something is to claim to first circle its meaning entirely—to walk all the way around it so that you understand it in a way that’s uniquely you. The thinker works with their own thinking tools–schema. Background knowledge. Sense of identity. Meaning Making is a process as unique to that thinker as their own thumbprint. There is no template.

After circling the meaning of whatever you’re thinking critically about—navigation necessarily done with bravado and purpose—the thinker can then analyze the thing. In thinking critically, the thinker has to see its parts, its form, its function, and its context.

After this kind of survey and analysis you can come to evaluate it–bring to bear your own distinctive cognition on the thing so that you can point out flaws, underscore bias, emphasize merit—to get inside the mind of the author, designer, creator, or clockmaker and critique his work.”

A Cheat Sheet For Critical Thinking

In short, critical thinking is more than understanding something — it involves evaluation, critiquing, and a depth of knowledge that surpasses the subject itself and expands outward. It requires problem-solving, creativity, rationalization, and a refusal to accept things at face value.

It’s a willingness and ability to question everything.

The Ultimate Cheat Sheet For Digital Thinking by Global Digital Citizen Foundation is an excellent starting point for the ‘how’ behind teaching critical thinking by outlining which questions to ask.

It offers 48 critical thinking questions useful for any content area or even grade level with a little re-working/re-wording. Enjoy the list!

48 Critical Thinking Questions For Any Content Area

See Also:  28 Critical Thinking Question Stems & Response Cards

TeachThought is an organization dedicated to innovation in education through the growth of outstanding teachers.

15 Questions that Teachers and Parents Can Ask Kids to Encourage Critical Thinking

By Maureen Leming

Each student walks across the graduation stage, diploma in one hand and a proverbial toolbox in the other. Inside the box is every skill and piece of knowledge they've learned throughout their childhood. The contents of this toolbox will be their building blocks to success beyond high school.

In addition to impressive classroom discoveries — like producing electricity from potatoes or building their own paper mache volcano — there's a vital skill every student should possess: critical thinking. They'll use this skill to assess, critique, and create, propelling them to thrive in the real world as they participate in engaging conversations and offer constructive solutions to real-world issues.

Fortunately, this valuable skill can be developed both inside and out of the classroom. Teachers and parents can encourage kids to think deeply and critically about the world by asking good questions. We'll explore why, as parents and teachers, the questions we ask our kids matter — and what we can be asking to help them excel.

How Questions Guide Young Students’ Critical Thinking 

Critical thinking is about so much more than simply knowing the facts. Thinking critically involves applying reason and logic to assess arguments and come to your own conclusions. Instead of reciting facts or giving a textbook answer, critical thinking skills encourage students to move beyond knowing information and get to the heart of what they really think and believe. 

15 Questions to Encourage Critical Thinking

What is one of the best ways to encourage critical thinking? By asking excellent questions! 

We have compiled a list of 15 questions that you, as a teacher or parent, can ask to encourage kids to think outside the box. Let's dive in.

1. How Do You Know This? 

Whether it was by word of mouth, classroom knowledge, or a news report, this question prompts students to consider whether their source of information is reputable.

2. How Would Your Perspective Be Different If You Were on the Opposing Side?

This question encourages kids to role-play from an opposing person’s viewpoint and discover a perspective outside their own so that they can better understand the broader situation. Extracurriculars like debate class — mandatory for all Hun middle school students — is a powerful way to accomplish this goal, as students must thoughtfully anticipate their opposition's arguments in order to counter them.

3. How Would You Solve This Problem?

Finding creative solutions to common problems is a valuable life skill. This question is the perfect opportunity to encourage young minds to wander!

4. Do You Agree or Disagree — and Why?

Choosing a side in any debate challenges students to consider both perspectives, weigh the arguments, and make an informed choice. 

5. Why? Why? Why?

Just like when you were a young kid, ask why repeatedly to push students beyond a simple first, second, or even third answer, to get to the real depth. Be careful, though, not to ask them to the point of frustration — you want learning and exploring to be a positive experience.

6. How Could We Avoid This Problem in the Future?

Ask students to apply critical thinking by analyzing how they could prevent a certain issue from reoccurring.

7. Why Does It Matter?

Whether they're learning about a historical event or a mathematical concept, it's important to understand why the topic is relevant today.

8. What's Another Way to Look at This Issue?

It can be easy to learn one worldview and automatically believe it is the only, or the best, way. Challenging kids to think of a creative alternate perspective encourages them to think more broadly.

9. Can You Give Me an Example?

Inventing an example, or pulling from experience to share a real one, is an excellent way to apply critical thinking skills.

10. How Could It Have Ended Differently?

It takes some innovation and careful analysis to storyboard a different ending, considering "what could have been" rather than "what is." 

11. When Will We Be Able to Tell If It Worked?

Kids will be pushed to consider what constitutes success and how it can be measured in scenarios where the results aren't set in stone.

12. Why did you ask that question?

Instead of answering a question at face value, this question encourages kids to think about what the merits of the question may be.

13. Who Would Be Affected by This?

Students as the next generation of leaders and game-changers. When making any decision, it's important to consider who will be impacted and how.

14. What Can This Story Teach Us About Our Own Lives?

From literature to social studies, students interact with all kinds of different stories. Help them take these narratives one step further by examining how it relates to their lives.

15. Why Is This a Problem?

Analyzing why something is a problem — rather than just accepting that it is — will help students develop strong problem-solving skills of their own.

The Hun School of Princeton Teaches Critical Thinking

At the Hun School of Princeton, our teachers ask these questions, and more, in combination with our student-centered learning approach that helps kids of all ages think critically about what they’re learning. 

As a premier private school in Princeton, NJ , we aim to help students think deeply and develop well-rounded skill sets through immersive, problem-based learning . 

Schedule a tour today to see our program in action!

Schedule a Tour

• Math Resources Links
• Math in the Real World
• Differentiated Math Unlocked
• Math in the Real World Workshop

20 Math Critical Thinking Questions to Ask in Class Tomorrow

• November 20, 2023

The level of apathy towards math is only increasing as each year passes and it’s up to us as teachers to make math class more meaningful . This list of math critical thinking questions will give you a quick starting point for getting your students to think deeper about any concept or problem. 

Since artificial intelligence has basically changed schooling as we once knew it, I’ve seen a lot of districts and teachers looking for ways to lean into AI rather than run from it.

The idea of memorizing formulas and regurgitating information for a test is becoming more obsolete. We can now teach our students how to use their resources to make educated decisions and solve more complex problems.

With that in mind, teachers have more opportunities to get their students thinking about the why rather than the how.

Table of Contents

Looking for more about critical thinking skills? Check out these blog posts:

• Why You Need to Be Teaching Writing in Math Class Today
• How to Teach Problem Solving for Mathematics
• Turn the Bloom’s Taxonomy Verbs into Engaging Math Activities

What skills do we actually want to teach our students?

As professionals, we talk a lot about transferable skills that can be valuable in multiple jobs, such as leadership, event planning, or effective communication. The same can be said for high school students. 

It’s important to think about the skills that we want them to have before they are catapulted into the adult world. 

Do you want them to be able to collaborate and communicate effectively with their peers? Maybe you would prefer that they can articulate their thoughts in a way that makes sense to someone who knows nothing about the topic.

Whatever you decide are the most essential skills your students should learn, make sure to add them into your lesson objectives.

When should I ask these math critical thinking questions?

Critical thinking doesn’t have to be complex or fill an entire lesson. There are simple ways that you can start adding these types of questions into your lessons daily!

Start small

Add specific math critical thinking questions to your warm up or exit ticket routine. This is a great way to start or end your class because your students will be able to quickly show you what they understand. 

Asking deeper questions at the beginning of your class can end up leading to really great discussions and get your students talking about math.

Add critical thinking questions to word problems

Word problems and real-life applications are the perfect place to add in critical thinking questions. Real-world applications offer a more choose-your-own-adventure style assignment where your students can expand on their thought processes. 

They also allow your students to get creative and think outside of the box. These problem-solving skills play a critical role in helping your students develop critical thinking abilities.

Keep reading for math critical thinking questions that can be applied to any subject or topic!

When you want your students to defend their answers.

• Explain the steps you took to solve this problem
• How do you know that your answer is correct?
• Draw a diagram to prove your solution.
• Is there a different way to solve this problem besides the one you used?
• How would you explain _______________ to a student in the grade below you?
• Why does this strategy work?
• Use evidence from the problem/data to defend your answer in complete sentences.

When you want your students to justify their opinions

• What do you think will happen when ______?
• Do you agree/disagree with _______?
• What are the similarities and differences between ________ and __________?
• What suggestions would you give to this student?
• What is the most efficient way to solve this problem?
• How did you decide on your first step for solving this problem?

When you want your students to think outside of the box

• How can ______________ be used in the real world?
• What might be a common error that a student could make when solving this problem?
• How is _____________ topic similar to _______________ (previous topic)?
• What examples can you think of that would not work with this problem solving method?
• What would happen if __________ changed?
• Create your own problem that would give a solution of ______________.
• What other math skills did you need to use to solve this problem?

Let’s Recap:

• Rather than running from AI, help your students use it as a tool to expand their thinking.
• Identify a few transferable skills that you want your students to learn and make a goal for how you can help them develop these skills.
• Add critical thinking questions to your daily warm ups or exit tickets.
• Ask your students to explain their thinking when solving a word problem.
• Get a free sample of my Algebra 1 critical thinking questions ↓

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AI Homework Helper for Grade 7 – Critical Thinking

Ask your xtutor about your grade 7 – critical thinking homework.

Grade 7 – Critical Thinking Skills

• Identifying and analyzing arguments
• Evaluating evidence and sources
• Recognizing logical fallacies
• Formulating and asking probing questions
• Developing and defending a position
• Comparing and contrasting different perspectives
• Identifying biases and assumptions
• Applying problem-solving strategies
• Interpreting and analyzing data
• Recognizing cause and effect relationships
• Identifying patterns and trends
• Understanding and applying deductive and inductive reasoning
• Recognizing and evaluating ethical dilemmas
• Identifying and evaluating counterarguments
• Recognizing and analyzing persuasive techniques
• Developing and using critical thinking strategies
• Reflecting on personal biases and perspectives
• Communicating ideas effectively
• Collaborating and engaging in respectful discussions
• Applying critical thinking skills to real-world situations

Grade 7 – Critical Thinking Curriculum

Grade 7 critical thinking curriculum.

Critical thinking is an essential skill that helps students develop their analytical and problem-solving abilities. In grade 7, students are introduced to various topics that enhance their critical thinking skills and enable them to think more deeply and critically about the world around them. This article provides an overview of the topics taught in grade 7 critical thinking curriculum.

1. Logical Reasoning

Logical reasoning is the foundation of critical thinking. In grade 7, students learn to analyze and evaluate arguments, identify logical fallacies, and distinguish between deductive and inductive reasoning. They are taught how to construct valid arguments and use evidence to support their claims. Logical reasoning exercises and puzzles are used to develop their ability to think logically and make sound judgments.

2. Problem Solving

Problem-solving skills are crucial for success in various aspects of life. Grade 7 students are introduced to different problem-solving strategies and techniques. They learn to define problems, brainstorm solutions, evaluate alternatives, and make informed decisions. Students are encouraged to think creatively and critically to solve complex problems in different contexts, such as mathematics, science, and real-life situations.

3. Information Literacy

In the digital age, it is essential for students to develop information literacy skills. Grade 7 curriculum focuses on teaching students how to find, evaluate, and use information effectively. They learn to identify reliable sources, assess the credibility of information, and differentiate between fact and opinion. Students also learn how to cite sources properly and avoid plagiarism, promoting ethical and responsible use of information.

4. Communication Skills

Effective communication is a vital aspect of critical thinking. Grade 7 students learn to express their thoughts and ideas clearly and coherently. They develop their oral and written communication skills, including active listening, public speaking, persuasive writing, and argumentation. Students engage in discussions and debates to enhance their ability to articulate their viewpoints and engage in respectful dialogue.

5. Ethical Reasoning

Ethical reasoning helps students understand and evaluate moral dilemmas and make ethical decisions. Grade 7 curriculum introduces students to ethical theories and principles, such as utilitarianism, deontology, and virtue ethics. They learn to analyze ethical issues, consider different perspectives, and develop their own ethical framework. Students explore real-world ethical dilemmas and engage in ethical discussions to foster empathy, tolerance, and ethical decision-making.

6. Critical Reading and Analysis

Grade 7 critical thinking curriculum emphasizes the development of critical reading and analysis skills. Students learn to analyze and interpret various texts, including literature, articles, and informational texts. They develop strategies to identify main ideas, evaluate arguments, detect bias, and draw evidence-based conclusions. Students also learn to analyze literary devices, such as symbolism, imagery, and figurative language, to deepen their understanding of texts.

7. Creative Thinking

Creative thinking encourages students to think outside the box and generate innovative ideas. Grade 7 curriculum fosters creativity by providing opportunities for students to engage in brainstorming, problem-solving, and design thinking activities. They learn to approach problems from different perspectives, explore multiple solutions, and embrace ambiguity. Creative thinking skills enhance students’ ability to adapt to new situations and come up with unique solutions.

The grade 7 critical thinking curriculum covers a wide range of topics that equip students with essential skills for success in academics and beyond. By developing logical reasoning, problem-solving, information literacy, communication, ethical reasoning, critical reading, and creative thinking skills, students become more independent and critical thinkers who can navigate the complexities of the world with confidence.

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Educationise

11 Activities That Promote Critical Thinking In The Class

Ignite your child’s curiosity with our exclusive “Learning Adventures Activity Workbook for Kids” a perfect blend of education and adventure!

Critical thinking activities encourage individuals to analyze, evaluate, and synthesize information to develop informed opinions and make reasoned decisions. Engaging in such exercises cultivates intellectual agility, fostering a deeper understanding of complex issues and honing problem-solving skills for navigating an increasingly intricate world.

Through critical thinking, individuals empower themselves to challenge assumptions, uncover biases, and constructively contribute to discourse, thereby enriching both personal growth and societal progress.

Critical thinking serves as the cornerstone of effective problem-solving, enabling individuals to dissect challenges, explore diverse perspectives, and devise innovative solutions grounded in logic and evidence. For engaging problem solving activities, read our article problem solving activities that enhance student’s interest.

52 Critical Thinking Flashcards for Problem Solving

What is Critical Thinking?

Critical thinking is a 21st-century skill that enables a person to think rationally and logically in order to reach a plausible conclusion. A critical thinker assesses facts and figures and data objectively and determines what to believe and what not to believe. Critical thinking skills empower a person to decipher complex problems and make impartial and better decisions based on effective information.

More Articles from Educationise

• 10 Innovative Strategies for Promoting Critical Thinking in the Classroom
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• The Future of Education: 8 Predictions for the Next Decade
• The Latest in EdTech: 5 Innovative Tools and Technologies for the Classroom
• 8 Free Math Problem Solving Websites and Applications

Importance of Acquiring Critical Thinking Skills

Critical thinking skills cultivate habits of mind such as strategic thinking, skepticism, discerning fallacy from the facts, asking good questions and probing deep into the issues to find the truth. Acquiring critical thinking skills was never as valuable as it is today because of the prevalence of the modern knowledge economy.

Today, information and technology are the driving forces behind the global economy. To keep pace with ever-changing technology and new inventions, one has to be flexible enough to embrace changes swiftly.

Today critical thinking skills are one of the most sought-after skills by the companies. In fact, critical thinking skills are paramount not only for active learning and academic achievement but also for the professional career of the students.

The lack of critical thinking skills catalyzes memorization of the topics without a deeper insight, egocentrism, closed-mindedness, reduced student interest in the classroom and not being able to make timely and better decisions.

Incorporating critical thinking lessons into the curriculum equips students with the tools they need to navigate the complexities of the modern world, fostering a mindset that is adaptable, inquisitive, and capable of discerning truth from misinformation.

Benefits of Critical Thinking for Students

Certain strategies are more eloquent than others in teaching students how to think critically. Encouraging critical thinking in the classroom is indispensable for the learning and growth of the students. In this way, we can raise a generation of innovators and thinkers rather than followers. Some of the benefits offered by thinking critically in the classroom are given below:

• It allows a student to decipher problems and think through the situations in a disciplined and systematic manner
• Through a critical thinking ability, a student can comprehend the logical correlation between distinct ideas
• The student is able to rethink and re-justify his beliefs and ideas based on facts and figures
• Critical thinking skills make the students curious about things around them
• A student who is a critical thinker is creative and always strives to come up with out of the box solutions to intricate problems

Read our article: How to Foster Critical Thinking Skills in Students? Creative Strategies and Real-World Examples

• Critical thinking skills assist in the enhanced student learning experience in the classroom and prepares the students for lifelong learning and success
• The critical thinking process is the foundation of new discoveries and inventions in the world of science and technology
• The ability to think critically allows the students to think intellectually and enhances their presentation skills, hence they can convey their ideas and thoughts in a logical and convincing manner
• Critical thinking skills make students a terrific communicator because they have logical reasons behind their ideas

Critical Thinking Lessons and Activities

11 Activities that Promote Critical Thinking in the Class

We have compiled a list of 11 critical thinking activities for students that will facilitate you to promote critical thinking abilities in the students. By incorporating these activities, educators can introduce real-world examples of critical thinking in the classroom, empowering students to apply these skills in everyday situations.

We have also covered problem solving activities that enhance student’s interest in our another article. Click here to read it.

1. Worst Case Scenario

Divide students into teams and introduce each team with a hypothetical challenging scenario. Allocate minimum resources and time to each team and ask them to reach a viable conclusion using those resources.

The scenarios can include situations like stranded on an island or stuck in a forest. Students will come up with creative solutions to come out from the imaginary problematic situation they are encountering. Besides encouraging students to think critically, this activity will enhance teamwork, communication and problem-solving skills of the students.

This critical thinking activity not only pushes students to devise innovative solutions in challenging scenarios but also strengthens their teamwork, communication, and problem-solving abilities, making it an engaging and educational experience.

Read our article: 10 Innovative Strategies for Promoting Critical Thinking in the Classroom

2. If You Build It

It is a very flexible game that allows students to think creatively. To start this activity, divide students into groups. Give each group a limited amount of resources such as pipe cleaners, blocks, and marshmallows etc.

Every group is supposed to use these resources and construct a certain item such as building, tower or a bridge in a limited time. You can use a variety of materials in the classroom to challenge the students. This activity is helpful in promoting teamwork and creative skills among the students.

Incorporating critical thinking games like this into your classroom not only promotes teamwork and creativity but also challenges students to think outside the box as they work together to build their structures.

It is also one of the classics which can be used in the classroom to encourage critical thinking. Print pictures of objects, animals or concepts and start by telling a unique story about the printed picture. The next student is supposed to continue the story and pass the picture to the other student and so on.

This engaging exercise is one of the most effective critical thinking activities for kids, as it encourages them to use their creativity and problem-solving skills while working together to construct innovative structures with limited resources.

4. Keeping it Real

In this activity, you can ask students to identify a real-world problem in their schools, community or city. After the problem is recognized, students should work in teams to come up with the best possible outcome of that problem.

5. Save the Egg

Make groups of three or four in the class. Ask them to drop an egg from a certain height and think of creative ideas to save the egg from breaking. Students can come up with diverse ideas to conserve the egg like a soft-landing material or any other device. Remember that this activity can get chaotic, so select the area in the school that can be cleaned easily afterward and where there are no chances of damaging the school property.

6. Start a Debate

In this activity, the teacher can act as a facilitator and spark an interesting conversation in the class on any given topic. Give a small introductory speech on an open-ended topic. The topic can be related to current affairs, technological development or a new discovery in the field of science. Encourage students to participate in the debate by expressing their views and ideas on the topic. Conclude the debate with a viable solution or fresh ideas generated during the activity through brainstorming.

7. Create and Invent

This project-based learning activity is best for teaching in the engineering class. Divide students into groups. Present a problem to the students and ask them to build a model or simulate a product using computer animations or graphics that will solve the problem. After students are done with building models, each group is supposed to explain their proposed product to the rest of the class. The primary objective of this activity is to promote creative thinking and problem-solving skills among the students.

8. Select from Alternatives

This activity can be used in computer science, engineering or any of the STEM (Science, Technology, Engineering, Mathematics) classes. Introduce a variety of alternatives such as different formulas for solving the same problem, different computer codes, product designs or distinct explanations of the same topic.

Form groups in the class and ask them to select the best alternative. Each group will then explain its chosen alternative to the rest of the class with reasonable justification of its preference. During the process, the rest of the class can participate by asking questions from the group. This activity is very helpful in nurturing logical thinking and analytical skills among the students.

9. Reading and Critiquing

Present an article from a journal related to any topic that you are teaching. Ask the students to read the article critically and evaluate strengths and weaknesses in the article. Students can write about what they think about the article, any misleading statement or biases of the author and critique it by using their own judgments.

In this way, students can challenge the fallacies and rationality of judgments in the article. Hence, they can use their own thinking to come up with novel ideas pertaining to the topic.

10. Think Pair Share

In this activity, students will come up with their own questions. Make pairs or groups in the class and ask the students to discuss the questions together. The activity will be useful if the teacher gives students a topic on which the question should be based.

For example, if the teacher is teaching biology, the questions of the students can be based on reverse osmosis, human heart, respiratory system and so on. This activity drives student engagement and supports higher-order thinking skills among students.

11. Big Paper – Silent Conversation

Silence is a great way to slow down thinking and promote deep reflection on any subject. Present a driving question to the students and divide them into groups. The students will discuss the question with their teammates and brainstorm their ideas on a big paper.

After reflection and discussion, students can write their findings in silence. This is a great learning activity for students who are introverts and love to ruminate silently rather than thinking aloud.

Incorporating critical thinking activities for high school students, like silent reflection and group brainstorming, encourages deep thought and collaboration, making it an effective strategy for engaging both introverted and extroverted learners.

Finally, for students with critical thinking, you can go to GS-JJ.co m to customize exclusive rewards, which not only enlivens the classroom, but also promotes the development and training of students for critical thinking.

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4 thoughts on “ 11 Activities That Promote Critical Thinking In The Class ”

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Thanks for the great article! Especially with the post-pandemic learning gap, these critical thinking skills are essential! It’s also important to teach them a growth mindset. If you are interested in that, please check out The Teachers’ Blog!

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101 Questions for Kids to Get Them Thinking and Talking [all open-ended]

How can you have more meaningful conversations with your kids? How can you use these conversations to also build up their skills to prepare them for their future? What questions are quick and fun to ask but also get them thinking critically, logically and laterally?

We have done the hard work so you don't have to! Here are 101 questions for kids that will get them "thinking and talking" - helping you get to know your child with more meaningful conversations, and at the same time building the skills they need to thrive in tomorrow's world (e.g. critical thinking, communication, creativity etc).

It's perfect for 6-12 year olds and can be done whenever you have a few minutes. Parents we work with tend to have these chats in the car, or after school or at the dinner table.

‍ See the KidCoachApp that thousands of other parents have been using to have all this and more in the palm of your hand, but in the meantime enjoy the list below.

Critical thinking questions

1.  How many iPads do you think there are in the world?

2.  How many grains of sand do you think there are on a typical beach?

3.  What would you do with a million dollars?

4.  If you could go back and time and change one thing, what would it be and why?

5.  If you could have any superpower, what would it be and why?

6.  Is there life on other planets?

7.  What would you name a new colour?

8.  What are 10 different things you can do a cup?

9.  How would you improve a sofa to make it better?

10.  When Baby Shark grows up, will he still be called Baby Shark?

11.  What would happen if it never rained?

12.  How can you make £100 or $100 by next week if you wanted to?

If you are particularly interested in critical thinking then this ultimate guide to developing critical thinking skills in your kids is a must-read.

Debating questions for kids

13.  Should children set their own bedtimes?

14.  Do you need teachers at school or can you just learn from computers?

15.  Is it right to eat animals?

16.  Should everyone donate money to charity?

17.  Should children have to wear school uniforms?

18.  Should children choose what to learn at school themselves?

19.  Does Santa Claus only bring presents for good children?

20.  Should zoos be banned since they are unfair to animals?

21.  Should children be paid if they get good grades?

22.   Is social media a good or a bad thing?

23.  Should every child have their own mobile phone?

Fun communication challenges

24.  How would you describe a car to an alien?

25.  How would you describe a tree without saying green, plant or leaves?

26.  What is a rectangle?

27.  How would you describe an elephant without saying animal, trunk or grey?

28.  What is a circle?

29.  Can you name 10 different emotions?

30.  What is the number five?

31.  Can you say the alphabet backwards?

32.  Can you talk for one minute about anything without saying “umm” or “err”?

33.  Can you say “Hello” in three different accents?

For more fun talking game ideas, check out this list of 22 car games to keep kids entertained using only your voices!

Alternatives to “How was your day?”

34.   What was the best thing that happened to you today?

35.   What will you do tomorrow that you did not do today?

36.   Tell me about something new that you learned today?

37.   What made you laugh today?

38.   Who did you play with today?

39.   What did you eat for lunch?

40.   What kind of a person were you today?

41.   What made your teacher smile today?

42.   What made you really proud today?

43.  What questions did you ask the teacher today?

44.  What do you think your teacher will be doing tonight?

Would you rather questions?

45.  Would you rather find true love or win one million dollars?

46.  Would you rather end poverty or end racism?

47.  Would you rather be gossiped about or ignored?

48.  Would you rather be an ant or a fly?

49.  Would you rather be able to fly or have super strength?

50.  Would you rather be 1 foot taller or 1 foot shorter?

51.  Would you rather be more like Mum or more like Dad?

52.  Would you rather be the sand castle or the wave?

53.  Would you rather live to 100 years old sad or live to 50 years old but happy?

54.  Would you rather live without TV or live without internet?

We have lots more of these by the way in this 101 list of the BEST "would you rather...?" questions for kids.

Try these with Harry Potter fans!

55.  Which Hogwarts house would you be sorted into and why? (critical thinking)

56.  If you owned the Philosopher's stone and could live forever, what would you do? (creativity)

57.  What make Harry Potter a good leader? (leadership)

58.  Is Professor Snape on the good side or the bad side? (critical thinking)

59.  Why do wizards hide themselves away from muggles? (philosophy)

60.  How would you explain the game of quidditch to a muggle? (communication)

61.  Why are most wizards scared to say "Lord Voldemort" out aloud? (empathy)

62.  How do dementors make you feel? (mindfulness)

63.  If you were an animagus and could turn into any animal, which would you choose and why? (creativity)

64.  Which magical object would you choose to have and why - marauders map, time turner or invisibility cloak? (critical thinking)

65 .  What makes Dumbledore such a good headmaster? (leadership)

Get to know you interview questions

66.  What are your three greatest strengths?

67.  What is your favourite subject?

68.  What makes you different?

69.  What are your three greatest weaknesses?

70.  Who do you want to be like when you grow up?

71.  What is happening in the book you are reading right now?

72.  What will be different about the world when you are an adult?

73.  What is going on in the news at the moment?

74.  Who are your best friends and why do you like each other?

75.  What is the funniest thing you have ever done?

76.  What motivates you?

‍ To build resilience

77.  What is a growth mindset?

78.  What do you feel grateful for today?

79.  What is something you can do today that you couldn’t last year?

80.  What does a confident person look and sound like?

81.  What do you worry about the most?

82.  What are you better at than most other people?

83.  What do you love to learn?

84.  What make you happy?

85.  How important is winning?

86.  What is your best quality?

87.  What do you find really easy to do?

88.  What can you teach others?

Perfect for family dinners

89.  What is your favourite dessert?

90.  If you could just eat one food forever what would it be?

91.  Where shall we go on holiday next?

92.  What is one thing you admire about the person on your left?

93.  What animal are you most like and why?

94.  If you could swap places with anybody else in the family for one day, who would you pick and why?

95.  Tell us something about yourself that we probably don’t know?

96.  If you could have one wish what would it be?

97.  What is the hardest thing about being a child?

98.  What three words best describe you?

99.  What three things do we want to do as a family next month?

100.  If you could choose a new name, what would it be?

101.  What will we all be doing in 20 years time?

A final suggestion

If you liked this then why not check out the KidCoachApp (30 second demo video above) which has everything from this article and much more in it, all regularly updated!

It puts these great questions in the palm of your hand and the next time you are in need of some conversation inspiration all you have to do is whip out the app! There are hundreds of critical thinking questions for kids that need logical and lateral thinking to answer.🤔

We are backed by lots of education and parenting experts (see our Advisory Board here ) and parents have absolutely loved using the KidCoachApp (see the reviews here ).

It's a 2 week free trial, with no payment details needed, so you have nothing to lose. 👍

👇 Download the KidCoachApp now from your usual app store.

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Kavin Wadhar

Kavin Wadhar is a parent of 2 kids and founder of www.KidCoach.app: guided conversations for parents to get their kids talking, thinking and feeling. Kavin left his corporate role in education publishing to pursue his passion to help parents develop in their kids the skills they need to thrive in tomorrow’s world. Working with a team of parents and education experts, Kavin has built an App for parents with hundreds of questions like those in this article, and with additional guidance / prompts to take conversations deeper. Check it out!

Want more like this?

Most popular articles:, connect through conversation, download the kidcoachapp free for hundreds of quick, fun and thought-provoking questions your kids will love.

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Grade 7 Critical Thinking Bundle

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Critical Thinking

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There isn't an easier or more effective way to bring critical thinking into your home or classroom and SAVE!

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This is a legal agreement between you (a single entity, company, or educational institution) and The Critical Thinking Co.™ for the software accompanying this agreement, which includes computer Software and associated Documentation. By installing this Software on a computer, you agree to be bound by the terms of this agreement. If you do not agree to the terms of this agreement, promptly erase all copies of the software in your possession and return any Software packaging associated with this order within sixty (60) days of purchase to the place from which you obtained it for a full refund.

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4. WARRANTIES. The Critical Thinking Co.™ expressly disclaims any warranty for the Software Product. The Software and Documentation is provided "as is" without warranty of any kind, either expressed or implied, including, without limitation, the implied warranties or merchantability, fitness for a particular purpose, or non-infringement. The entire risk arising out of use or performance of the Software remains with you. If media within this package is defective, remove the software application from your device(s) and return any software packaging associated with this order to The Critical Thinking Co.™ within 60 days of the date of purchase, and they will replace it at no charge.

5. NO LIABILITY FOR CONSEQUENTIAL DAMAGES. In no event shall The Critical Thinking Co.™ or its suppliers be liable for any damages whatsoever (including, without limitation, damages for loss of business profits, business interruption, loss of business information, or any other pecuniary loss) arising out of the use of or inability to use this Software Product, even if The Critical Thinking Co.™ has been advised of the possibility of such damages. Because some states/jurisdictions do not allow the exclusion or limitation of liability for consequential or incidental damages, the above limitation may not apply to you.

6. MISCELLANEOUS. This Agreement represents the complete agreement concerning this license between the parties and supersedes all prior agreements and representations between them. This Agreement may be amended only in writing executed by both parties. The acceptance of any purchase order placed by you is expressly made conditional on your assent to the terms set forth herein, and not those contained within your purchase order. If any provision of this Agreement is held to be unenforceable for any reason, such provision shall be reformed only to the extend necessary to make it enforceable and the remainder of this Agreement shall nonetheless remain in full force and effect. If you acquired this product in the United States, the laws of the State of California govern this Agreement. If this product was acquired outside the United States, then local laws may apply. Should you have any questions concerning this Agreement, or if you desire to contact The Critical Thinking Co.™ for any reason, please write to The Critical Thinking Co.™, PO Box 1610, Seaside, CA 93950-1610, USA; send a fax to 831-393-3277; send email to [email protected]; call 800-458-4849; or refer to The Critical Thinking Co.™'s Website at http://www.criticalthinking.com/ .

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5 Critical Thinking Activities That Get Students Up and Moving

More movement means better learning.

It’s easy to resort to having kids be seated during most of the school day. But learning can (and should) be an active process. Incorporating movement into your instruction has incredible benefits—from deepening student understanding to improving concentration to enhancing performance. Check out these critical thinking activities, adapted from Critical Thinking in the Classroom , a book with over 100 practical tools and strategies for teaching critical thinking in K-12 classrooms.

Four Corners

In this activity, students move to a corner of the classroom based on their responses to a question with four answer choices. Once they’ve moved, they can break into smaller groups to explain their choices. Call on students to share to the entire group. If students are persuaded to a different answer, they can switch corners and further discuss. 

Question ideas:

• Which president was most influential: George Washington, Thomas Jefferson, John Adams, or Abraham Lincoln?
• Is Holden Caulfield a hero: Strongly Agree, Agree, Disagree, or Strongly Disagree?

Gallery Walk

This strategy encourages students to move around the classroom in groups to respond to questions, documents, images, or situations posted on chart paper. Each group gets a different colored marker to record their responses and a set amount of time at each station. When groups move, they can add their own ideas and/or respond to what prior groups have written.

Gallery ideas:

• Political cartoons

Stations are a great way to chunk instruction and present information to the class without a “sit and get.” Group desks around the room or create centers, each with a different concept and task. There should be enough stations for three to five students to work for a set time before rotating.

Station ideas:

• Types of rocks
• Story elements
• Literary genres

Silent Sticky-Note Storm

In this brainstorming activity, students gather in groups of three to five. Each group has a piece of chart paper with a question at the top and a stack of sticky notes. Working in silence, students record as many ideas or answers as possible, one answer per sticky note. When time is up, they post the sticky notes on the paper and then silently categorize them.

• How can you exercise your First Amendment rights?
• What are all the ways you can divide a square into eighths?

Mingle, Pair, Share

Take your Think, Pair, Share to the next level. Instead of having students turn and talk, invite them to stand and interact. Play music while they’re moving around the classroom. When the music stops, each student finds a partner. Pose a question and invite students to silently think about their answer. Then, partners take turns sharing their thoughts.

• How do organisms modify their environments?
• What is the theme of Romeo and Juliet ?

Looking for more critical thinking activities and ideas?

Critical Thinking in the Classroom is a practitioner’s guide that shares the why and the how for building critical thinking skills in K-12 classrooms. It includes over 100 practical tools and strategies that you can try in your classroom tomorrow!

Get Your Copy of Critical Thinking in the Classroom

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15 Critical Thinking Interview Questions To Ask Candidates

Identifying critical thinking skills is crucial during the recruitment process in any organization, regardless of its size. These skills are vital for tackling problems, driving innovation, and developing long-term strategies to meet organizational goals.

Candidates often face scenarios where they don’t have all the information needed to solve a problem, and solutions are rarely black and white . That’s why employers must prepare a curated list of critical thinking interview questions to better understand how the employees would handle complex situations and apply critical thinking abilities in the workplace.

The critical thinking interview questions would help you understand the candidate’s approach to solving a problem and how they would handle diverse work scenarios efficiently. 

Especially, when you pair this set of interview questions with Calibr.AI ’s soft skills assessment, you will be able to easily distinguish between the candidates and proactive thinkers who adopt a more passive problem-solving approach.

But first things first–

What Is Critical Thinking?

Critical thinking is the ability to analyze information objectively and make reasoned judgments. It involves evaluating evidence, considering different perspectives, and systematically solving problems. 

Rather than accepting information at face value, critical thinkers question assumptions, recognize biases , and use logical reasoning to reach well-supported conclusions . This skill is essential for effective decision-making and problem-solving in both personal and professional contexts.

Why Is It Important To Ask Critical Thinking Questions In The Interview?

Nowadays, the traditional methods of hiring to analyze whether the candidate is suitable for the role aren’t enough. The sudden rush in the hiring process leaves employees facing job abandonment. Due to this, employers end up going through the same hiring process again. 

Since most positions require candidates to think on their feet and quickly adapt to the situation, it can be difficult to assess the candidates, especially considering their previous job experiences, which may or may not be in favor of the position. 

This is why we have prepared a list of 15 critical thinking interview questions you must ask your candidates to find out the best-suited candidate for the role.

Top 15 Critical Thinking Interview Questions (With Answers)

1. Can you share an experience when a project didn’t go as expected? What steps could be taken to prevent similar issues in the future?

"In one project, our timeline was significantly delayed due to unexpected vendor issues. To avoid this in the future, I would implement more rigorous vendor vetting processes and establish contingency plans. Additionally, regular check-ins and risk assessments could help identify potential problems early and keep the project on track."

2. Can you describe a situation where you had to make a critical decision on short notice?

Yes, there was a time when a key team member unexpectedly left mid-project, and I had to quickly decide how to reassign their tasks to keep the project on schedule. I assessed the team’s strengths and redistributed the workload accordingly while communicating the changes clearly. This approach allowed us to meet our deadlines and maintain project momentum.

3. Can you provide an example of a time when you needed to persuade your manager that your solution to a problem was the best approach? How did you go about making your case?

Yes, I once proposed a new strategy for streamlining our workflow. I presented a detailed analysis showing potential efficiency gains and supported it with data from similar successful implementations. By clearly demonstrating the benefits and addressing potential concerns, I was able to gain my manager’s support.

4. Can you share an instance when you anticipated a problem before it arose? How did you address it to prevent the issue from occurring?

Yes, I noticed a potential bottleneck in our project timeline due to overlapping tasks. I proactively adjusted the schedule and communicated the changes to the team. This preemptive action helped us avoid delays and kept the project on track.

5. How would you handle a situation where a customer presents an issue while you’re in the middle of a crucial discussion with your manager?

I would politely acknowledge the customer's concern and assure them I’ll address it shortly. Then, I’d quickly wrap up my discussion with my manager and prioritize the customer’s issue to ensure it’s resolved promptly.

6. How would you describe the color green to someone who is blind?

I would describe green as a color that feels refreshing and calming, like the sensation of cool, soft grass underfoot or the smell of a fresh, leafy plant. It's often associated with growth and renewal, bringing a sense of tranquility and balance.

7. What’s your approach to assembling a 1,000-piece jigsaw puzzle?

I would start by sorting the pieces into groups based on color and edge pieces. Next, I’d build the border first to create a framework and then work on smaller sections of the puzzle, using the reference image to guide me. Regularly checking and adjusting pieces ensures a smoother assembly process.

8. If a co-worker proposes a solution during a meeting that you believe won’t work, how would you handle it?

I would respectfully express my concerns by offering a constructive critique and suggesting alternative solutions. I’d ensure my feedback is presented thoughtfully to foster a collaborative discussion, helping the team find the most effective approach.

9. Can you recall a time when someone proposed an idea you hadn’t thought of before? How did you respond?

Yes, there was a time when a team member suggested a new approach to a project that I hadn’t considered. I was open to their idea, took the time to understand their perspective, and ultimately integrated their suggestion, which led to an improved outcome.

10. What is your approach to tackling a problem?

I start by thoroughly understanding the problem and gathering relevant information. Then, I identify potential solutions and evaluate their pros and cons. Finally, I implement the most effective solution and monitor its impact to ensure the problem is resolved.

11. Can you provide an example of a time when you identified a problem at work and developed a solution?

I noticed that our team's project tracking was inefficient due to outdated tools. I proposed and implemented a new project management software that streamlined our workflow and improved communication. This change led to a noticeable increase in productivity and project accuracy.

12. Can you describe a time when you had to adjust your work style to align with a manager’s preferences? What changes did you make?

Yes, I had to adapt to a manager who preferred more frequent progress updates. I shifted to providing detailed weekly reports and scheduled regular check-ins to keep them informed. This adjustment improved our communication and helped ensure alignment with project goals.

13. How would you handle a situation where your manager made an error on a crucial document?

I would approach the situation tactfully by privately pointing out the mistake and suggesting a correction. I’d provide any necessary information or support to fix the error, ensuring it’s resolved discreetly and professionally.

14. Do you think it's more effective to raise prices for higher profit or lower prices to enhance customer satisfaction?

It depends on the context. Raising prices can boost profit if the value justifies it while lowering prices can attract more customers and increase volume. Ideally, finding a balance that maximizes profit while maintaining customer satisfaction is the best approach.

15. If you arrived at work to find 1,000 emails waiting and only had time to respond to 200, how would you prioritize which emails to address?

I’d prioritize emails based on urgency and importance, focusing on those from key stakeholders, critical issues, or deadlines. I’d also check for any flagged or high-priority messages and address those first to ensure I’m tackling the most pressing matters.

In Conclusion

These are some of the most strategic critical thinking interview questions you can ask your candidates to assess their critical and analytical thinking skills required for the job role. So next time, use this list to efficiently evaluate your candidates and choose the right person for the company.

To further enhance your recruitment process, consider investing in Calibr.AI . Our product provides advanced soft skills assessments that complement your interview questions, helping you identify proactive thinkers and differentiate between candidates more effectively. By integrating Calibr.AI into your hiring strategy, you'll be better equipped to find candidates who excel in critical thinking and contribute meaningfully to your organization’s success.

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As an enthusiastic English literature graduate, Chandni enjoys writing as much as a toddler enjoys animation. She discovered her passion for writing and expressing thoughts through this form amidst the nail-biting months of the COVID-19 pandemic. Ever since then, she has volunteered in various anthology books that have been published on Amazon. Her experience working on a diverse range of verticals has enabled her to excel in this domain and face new challenges as they come. With a contagious thrill and excitement at the workplace, Chandni embraces wearing different hats and soaks up information like a sponge.