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This test consists of 5 short answer questions, 10 short essay questions, and 1 (of 3) essay topics.

Short Answer Questions

1. What did Act 3 explain?

2. What does Act 4 do?

3. What is the problem with the Burgess Shale in relation to many of the similarities and distinctions?

4. How did Gould come to understand the Burgess Shale?

5. What did Whittington next begin work on?

Short Essay Questions

1. What other monographs were published in 1981 concerning the Burgess Shale and by who?

2. How is Whittington inclined to see Opabinia during his initial observations?

3. What new view did Whittington hold after working on Naraoia?

4. How did Aysehaia contribute to the Burgess Drama?

5. What did Sanctacaris look like?

6. What new species does the fourth act concentrate on?

7. How does the book describe Derek Briggs and Simon Conway Morris as students of Oxford?

8. Why is David Burton's published monograph on Sidneyia an important milestone?

9. What did Whittington originally think Naraoia was?

10. What did Collins do when faced with the prevention of Des Collins excavation of Walcott's quarry?

Essay Topics

Write an essay for ONE of the following topics:

Essay Topic 1

In Chapter 1, Gould expresses the opinion that accepting his interpretation of the Burgess Shale has a psychological cost for humanity. Explain why Gould believes this and disagree or agree with his statement. Cite at least three reasons that support your argument.

Essay Topic 2

Gould disagrees with Whittington regarding the significance of Aysehaia. Explain this disagreement in your own words. Use two examples from the book to illustrate the significance of Aysehaia, Whittington's position, and Gould's dissent.

Essay Topic 3

In Act 2, Gould develops the idea that even classification is sometimes inadequate. Science is constantly changing and updating. First, explain the evidence that supports Opabinia's distinctiveness and why it cannot be classified among any of the known animals of this earth. Second, explain the themes Gould uses to tie this evidence into a philosophical and historical point using at least two examples from Act 2.

(see the answer keys)

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