Idea Transcript
OHIO GRADUATION TEST
SOCIAL STUDIES Released Test Questions by Standard Teacher’s Edition Revised July 2009 Social Studies Department Columbus City Schools
ACADEMIC
CONTENT
STANDARDS
Social Studies Benchmarks Grades 9-10 History A. Explain connections between the ideas of the Enlightenment and changes in the relationships between citizens and their governments. B. Explain the social, political and economic effects of industrialization. C. Analyze the reasons that countries gained control of territory through imperialism and the impact on people living in the territory that was controlled. D. Connect developments related to World War I with the onset of World War II. E. Analyze connections between World War II, the Cold War and contemporary conflicts. F. Identify major historical patterns in the domestic affairs of the United States during the 20th century and explain their significance. People in Societies A. Analyze the influence of different cultural perspectives on the actions of groups. B. Analyze the consequences of oppression, discrimination and conflict between cultures. C. Analyze the ways that contacts between people of different cultures result in exchanges of cultural practices. Geography A. Analyze the cultural, physical, economic and political characteristics that define regions and describe reasons that regions change over time. B. Analyze geographic changes brought about by human activity using appropriate maps and other geographic data. C. Analyze the patterns and processes of movement of people, products and ideas. Economics A. Compare how different economic systems answer the fundamental economic questions of what goods and services to produce, how to produce them, and who will consume them. B. Explain how the U.S. government provides public services, redistributes income, regulates economic activity, and promotes economic growth and stability. Government A. Analyze the evolution of the Constitution through post-Reconstruction amendments and Supreme Court decisions. B. Analyze the differences among various forms of government to determine how power is acquired and used. Citizenship Rights and Responsibilities A. Analyze ways people achieve governmental change, including political action, social protest and revolution. B. Explain how individual rights are relative, not absolute, and describe the balance between individual rights, the rights of others, and the common good. Social Studies Skills and Methods A. Evaluate the reliability and credibility of sources. B. Use data and evidence to support or refute a thesis.
Social Studies Questions by Standard
Social Studies Questions by Standard
HISTORY
1. The economist Adam Smith was an Enlightenment thinker. In his writings, he described how market systems worked and expressed his belief in laissez-faire economics. His ideas influenced how people viewed their relationship with their government. Supporters of Smith wanted government to A. end universal suffrage. B. uphold the divine right of kings. C. protect their freedoms and property. D. provide strict economic regulations on business. Benchmark A, Question 31, Practice Test
2. Natural law was a fundamental idea of the Enlightenment. Which concept is an application of natural law to the government’s role in the economic lives of its citizens? A. free markets based on supply and demand B. government control to achieve a favorable balance of trade C. agriculture based on tenant farming and serfdom D. lower taxes on the most privileged groups in society Benchmark A, Question 25, March 2005 Test
3. During the Enlightenment, a number of writers explored the relationship between governments and the people they governed. For example, Rousseau wrote The Social Contract, in which he examined ideas about majority will and the common good. How did these ideas influence the American and French Revolutions? A. They encouraged loyalty to established governments. B. They supported movements for social and political change. C. They encouraged the formation of American and French constitutional monarchies. D. They supported the efforts of governments to maintain control over their subjects. Benchmark A, Question 43, March 2005 Test
4. In 1789, the French National Assembly issued the “Declaration of the Rights of Man,” based in part on the concepts expressed in the U.S. Declaration of Independence in 1776. Both documents reflected the Enlightenment belief that governments exist to protect the natural rights of citizens. What developments in France and the United States attempted to assure the implementation of this concept of government? A. drafting constitutional protections B. restoring monarchical rule C. gaining additional territory D. expanding the slave trade Benchmark A, Question 1, Practice Test
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Social Studies Questions by Standard
5. Enlightenment philosophers such as John Locke and Jean-Jacques Rousseau challenged the idea of the divine right of kings. They wrote about a government’s obligations to uphold people’s rights and how the government should be based on the consent of the governed. These new ideas encouraged people to A. B. C. D.
remain firm in their support of absolute monarchs. look for leaders who would exercise dictatorial powers. engage in revolutions to establish democratic governments. call for church leaders to create theocracies and replace the monarchies. Benchmark A, Question 15, March 2006 Test
6. Many Latin American nations gained their independence early in the 19th century. The relationship between the people and their government changed. Slavery existed under colonial governments, but some of the new nations, such as Haiti, did not permit slavery. The abolition of slavery was based on Enlightenment ideas of A. liberty as a natural right of man. B. separation of governmental powers. C. personal rights as less important than civil order. D. the authority of absolute monarchs. Benchmark A, Question 19, March 2007 Test
7. What action by the leaders of the French Revolution demonstrates that they were influenced by Enlightenment ideas? A. They called for the fall of the absolute monarchy. B. They encouraged the conquests of Napoleon. C. They fought to maintain France’s colonial empire. D. They supported the combination of church and state. Benchmark A, Question 14, March 2008 Test
8. In exploring the relationship between governments and people, Thomas Hobbes argued that governments resulted from a social contract to maintain an orderly society. John Locke, another philosopher of the Enlightenment, inspired American revolutionaries by arguing that a new social contract could be instituted under what circumstance? A. if a government failed to compel obedience B. if a government violated people’s natural rights C. if a government failed to protect people from economic inequality D. if a government entered into alliances with foreign governments Benchmark A, Question 40, March 2008 Test
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Social Studies Questions by Standard
9. Enlightenment philosophers such as John Locke and Jean Jacques Rousseau wrote that the relationship between citizens and their government was a social contract. Which statement describes the impact of the idea of government as a social contract on the French Revolution in 1789? A. The king granted women the right to vote. B. French citizens claimed their natural rights. C. The king raised taxes to pay off the public debt. D. French citizens supported the king against the nobles. Benchmark A, Question 28, March 2009 Test
10. What was one idea that the leaders of the American Revolution shared with Enlightenment thinkers? A. Colonies exist to provide raw materials and markets for mother countries. B. The people have the right to overthrow their government if it abuses its powers. C. Governments may restrict freedom of speech and of the press during times of crisis. D. Factories and businesses should be owned by the government rather than by individuals. Benchmark A, Question 37, March 2009 Test
11. During the Industrial Revolution of the late 19th century, farmers in the United States worked to increase their land holdings and modernize their equipment. A lasting effect of these changes was A. higher prices for crops. B. increased rural population density. C. a shortage of land for farming. D. greater productivity of farming. Benchmark B, Question 2, March 2005 Test
12. The Industrial Revolution began in Britain in the 18th century as a result of technological innovations in the production of cotton cloth. Which major change in the economies of Europe and the United States was set in motion by this development? A. an increasing portion of the work force engaged in manufacturing B. labor shortages resulting from a decreasing population C. a shift from free market systems to command economies D. a decreasing need for international trade agreements Benchmark B, Question 28, Practice Test
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Social Studies Questions by Standard
13. The Industrial Revolution brought about major changes not only in cities, but in rural America as well. Before machines were used, one farmer could harvest about 7.5 acres of wheat per year. With machines, he could harvest wheat on 135 acres. Scientists also developed new kinds of wheat seeds that could survive northern winters. These developments were examples of what was happening in many areas of agriculture. Explain two additional ways farming changed as a result of the Industrial Revolution. Write your answer in the Answer Document. (2 points) Benchmark B, Question 12, March 2005 Test
14. One effect of industrialization in the United States in the late 19th century was A. a decrease in child labor. B. an increase in demand for handicraft goods. C. a decrease in immigration to the United States. D. an increase in urbanization. Benchmark B, Question 27, March 2005 Test
15. Explain four effects of industrialization on living and working conditions for the early industrial working class that moved to the new industrial towns of 19th-century Britain. Write your answer in the Answer Document. (4 points) Benchmark B, Question 6, Practice Test
16. Progressive reformers after 1900 sought federal legislation to regulate working conditions and to set a minimum age for child labor. The need for this legislation was prompted by A. Civil War casualties leading to children taking the jobs of adults. B. unions restricting membership to adult workers. C. industrialists using child labor to keep production costs down. D. lack of job opportunities for children seeking after school jobs. Benchmark B, Question 8, Practice Test
17. Why was the formation of labor unions an effect of U.S. industrialization in the late 1800s? A. Unions were needed to guarantee a steady supply of workers. B. Union membership was required for employment in new industries. C. Factory owners set up labor unions in order to control their large workforce. D. Unions organized industrial workers to protest unsafe working conditions and long workdays. Benchmark B, Question 33, March 2006 Test
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Use the graph below to answer question 18.
18. What effect of 19th-century industrialization in the United States is represented by the changes shown in the above graph? A. increased regulation of child labor B. modernization of agriculture C. decreased demand for farm products D. emigration from the United States Benchmark B, Question 5, March 2006 Test
19. What problem arising from U.S. industrialization did the progressive reformers of the late 19th and early 20th centuries want the federal government to address? A. use of child labor in the workplace B. unfair taxes on the wealthy C. restrictions on the use of natural resources D. lack of capital for railroad expansion Benchmark B, Question 36, March 2007 Test
20. As a result of industrialization in the United States in the late 19th and early 20th centuries, progressive reformers sought government regulation of business in order to A. control economic cycles of inflation and recession. B. provide money for public services such as schools and libraries. C. restore competition by limiting the power of monopolies and trusts. D. prevent companies from moving their factories to other countries. Benchmark B, Question 42, March 2007 Test
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Social Studies Questions by Standard
21. The appearance in many U.S. cities of department stores, organized sporting events, musical theaters and amusement parks in the last decades of the 19th century was evidence of what effect of industrialization? A. improved living conditions on American farms B. the growing power of unions to negotiate benefits for their members C. government-sponsored programs to improve public health and education D. an increase in the leisure time and disposable income of the urban middle class Benchmark B, Question 15, March 2008 Test
22. Identify one example of harsh working conditions for British factory workers in the 19th century. Explain how industrialization led to that condition. Write your answer in the Answer Document. (2 points) Benchmark B, Question 35, March 2008 Test
23. In the late 19th century, industrialization led to harsh working conditions in the United States. Which policies of the U.S. government allowed such conditions to develop and later led to the growth of labor unions to correct abuses of workers? A. laissez-faire policies toward big business B. antitrust policies toward monopolies C. imperialist policies regarding territorial expansion D. isolationist policies regarding international alliances Benchmark B, Question 8, March 2009 Test
24. One development in the U.S. economy that occurred as a result of industrialization was the growth of business monopolies. • Explain one advantage of monopolies from a business perspective. • Explain one reason why Progressives in the early 1900s sought government action to control monopolies. Write your answer in the Answer Document. (4 points) Benchmark B, Question 29, March 2009 Test
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25. One objective of 19th-century European imperialism was to A. preserve native cultures and traditions. B. expand peace and freedom. C. protect the environment and conserve wildlife. D. convert inhabitants of foreign territories to Christianity. Benchmark C, Question 23, Practice Test
26. One factor that motivated U.S. imperialism during the late 19th and early 20th centuries was the A. development of closer political ties with European nations. B. closing of China to all foreign trade. C. support of international peacekeeping operations. D. acquisition of new markets and sources of raw materials. Benchmark C, Question 38, March 2005 Test
27. In the 19th century, European countries claimed that the conquest of Africa would bring the benefits of Western civilization to that continent. From the perspective of African peoples, the effect was A. loss of political independence. B. fewer agricultural products for foreign trade. C. new national boundaries based on ethnic and cultural similarities. D. global appreciation for African cultures and encouragement of their development. Benchmark C, Question 27, March 2006 Test
28. In 1898, U.S. support for Cuban independence led to war with Spain and contributed to the United States becoming an imperial power. What was a decisive factor in the decision to go to war? A. the opportunity to annex Hawaii B. the desire to acquire a naval base C. the protection of U.S. commerce and trade D. the need for a shorter route from the Atlantic to the Pacific Benchmark C, Question 9, March 2006 Test
29. There was a connection between industrial expansion and European imperialism in the late 19th and early 20th centuries. • Did imperialism increase or decrease as a result of industrialization? • Explain why this change occurred. Write your answer in the Answer Document. (2 points) Benchmark C, Question 5, March 2007 Test
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Social Studies Questions by Standard
30. How did the political systems in Africa change as a result of European colonialism in the 19th century? A. Opportunities for self-rule increased. B. Administrative units were set up along ethnic lines. C. Traditional forms of tribal authority were weakened. D. Administrative units became smaller for better control. Benchmark C, Question 40, March 2007 Test
31. During the late 19th and early 20th centuries, U.S. foreign policy was closely tied to domestic economic concerns. The annexation of Hawaii, the Open Door Policy with China, and the construction of the Panama Canal in Latin America were all motivated by an interest in A. breaking up monopolies and trusts. B. extending land grants for railroad construction. C. acquiring new markets and sources of raw materials. D. limiting the power of labor unions to strike. Benchmark C, Question 34, March 2008 Test
32. During the Spanish-American War, the U.S. Navy destroyed the Spanish fleet in Manila Bay in the Philippines. The U.S. Congress later voted for annexation of the Philippines. What was one reason for this act of U.S. imperialism? A. to provide the U.S. with a valuable naval base in the Pacific B. to provide the U.S. with a place to relocate its immigrant population C. to decrease the U.S. need to export raw materials for industrialization D. to increase the U.S. population by extending citizenship to the Filipinos Benchmark C, Question 30, March 2009 Test
33. The United States fulfilled one of its imperialist ambitions in the early 20th century by acquiring land to build the Panama Canal. State two reasons (political and/or economic) why U. S. imperialists wanted to build the canal. Write your answer in the Answer Document. (2 points) Benchmark C, Question 39, March 2009 Test
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Social Studies Questions by Standard
34. The League of Nations was created after World War I as a forum for resolving international conflicts. However, the League was unable to resolve tensions that led to World War II. One factor that contributed to the ineffectiveness of the League was the A. breakup of colonial empires in Africa and Asia. B. decision of the United States not to join the League. C. opposition of League members to the Treaty of Versailles. D. rise of the Cold War between the United States and the Soviet Union. Benchmark D, Question 16, March 2005 Test
35. After World War I, the League of Nations was created to help resolve international conflicts before they led to war. What did Japan’s successful invasion of Manchuria in 1931 indicate about the ability of the League of Nations to prevent World War II? A. The League had little power to stop acts of aggression. B. The League was concerned only with disputes in Europe. C. The League’s army was unprepared for modern warfare. D. The League was led by countries with the weakest military forces. Benchmark D, Question 35, March 2006 Test
36. In what way did the Treaty of Versailles establish conditions that led to the outbreak of World War II? A. It called for dissolving the League of Nations, thus removing an organization for resolving future conflicts. B. It gave Germany too much power by letting Germany keep the AlsaceLorraine region of France. C. It weakened the Allied countries by making France, England and Russia reduce the size of their armies. D. It imposed harsh reparations payments on Germany, which led to economic and political instability. Benchmark D, Question 26, Practice Test
37. Historians often cite the harshness of the Treaty of Versailles on Germany as a primary cause of the eventual outbreak of World War II. Summarize two provisions of the Versailles Treaty relating to Germany and discuss how each helped lead to World War II. Write your answer in the Answer Document. (4 points) Benchmark D, Question 6, March 2005 Test
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Social Studies Questions by Standard
38. Britain and France suffered heavy casualties during World War I. Because of this, when faced with Axis expansion before World War II, these countries were A. unwilling to take actions that might start another war. B. prepared to use military intervention wherever necessary. C. dependent on the United States to intervene in an international crisis. D. reluctant to call upon the League of Nations to settle disputes. Benchmark D, Question 27, March 2007 Test
39. The Weimar Republic was established in Germany following World War I. An important factor leading to the collapse of the Weimar Republic and the rise of Nazi dictatorship that took Germany into World War II was A. Germany’s resentment of U.S. involvement in European affairs. B. the rise of independence movements in Germany’s overseas colonies. C. Germany’s failure to rebuild its armed forces following World War I. D. the economic burden of war reparations (payments) to Germany’s former enemies. Benchmark D, Question 9, March 2008 Test
40. As a result of the Versailles Treaty, Germany lost its overseas colonies in Africa. How did the loss of these colonies contribute to the outbreak of World War II? A. Without Germany as a competitor for colonies, Britain and France put little effort into rebuilding their navies. B. The Nazis exploited German resentment of their colonial losses by engaging in territorial expansion in Europe. C. Rivalries between Britain and France for territory in Africa prevented these countries from taking action to stop aggression in Europe. D. The United States ignored Germany’s military build-up because Germany was not likely to become powerful without raw materials from its former African colonies. Benchmark D, Question 32, March 2009 Test
41. At the end of World War II, Soviet armies liberated the countries of Eastern Europe from Nazi Germany. The occupation of these countries by the Soviet Union contributed to the development of the Cold War by A. contributing to conflict in the Middle East. B. bringing about the reunification of Germany. C. strengthening the authority of the United Nations. D. dividing Europe into communist and non-communist spheres. Benchmark E, Question 19, March 2005 Test
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Social Studies Questions by Standard
42. Which factor helped lead to the Cold War between the United States and the Soviet Union? A. differing intentions between the two nations for the political and economic rebuilding of Eastern Europe after World War II B. the lack of U.S. aid to the Soviet Union under the Lend-Lease Program during World War II C. both nations being members of the United Nations Security Council after World War II D. uneven prosperity between the two nations after the Great Depression Benchmark E, Question 37, Practice Test
43. During the years between 1945 and 1950, the period directly following World War II, the Soviet Union expanded its influence in Central and Eastern Europe. • Describe two concerns the United States had about this expansion. • For each concern, identify a related action taken by the United States to counter Soviet activities in Europe during this time period. Write your answer in the Answer Document. (4 points) Benchmark E, Question 12, March 2006 Test
44. The Cold War between the United States and the Soviet Union was partly the result of the expansion of the Soviet Union in Central and Eastern Europe as World War II ended. • Describe one U.S. concern about the Soviet Union’s domination of Central and Eastern Europe after 1945. • Cite a relevant action taken by the United States in response to the identified concern. Write your answer in the Answer Document. (4 points) Benchmark E, Question 29, March 2008 Test
45. Following World War II, the Soviet Union dominated the countries of Eastern Europe. Forty years later, the Soviet bloc disintegrated, and the Soviet Union broke apart as well. These later events led to A. struggles for political control in countries formerly under the control of the Soviet Union. B. the Chinese Communist Revolution. C. renewed conflict between Israel and its neighbors. D. the dismantling of the NATO alliance. Benchmark E, Question 40, March 2006 Test
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46. The use of atomic weapons at the end of World War II fostered fears about their potential use during the Cold War years. These fears were critical in determining the U.S. response to A. the Marshall Plan. B. the Berlin Blockade. C. the Cuban Missile Crisis. D. the independence movement in India. Benchmark E, Question 1, March 2007 Test
47. In the United Nations Charter, member nations pledge to “unite our strength to maintain international peace and security.” Since ratification of its charter following World War II, the primary goal of the United Nations has been to A. restore world trade disrupted by World War II. B. encourage industrial growth begun during World War II. C. establish policies to help nations pay World War II debts. D. intervene in world conflicts to prevent another war such as World War II. Benchmark E, Question 9, March 2007 Test
48. Following World War II, France attempted to re-establish control over its colony, Indochina, which included Vietnam. Leaders of the Vietminh, a communistsupported independence movement in Vietnam, fought against France’s efforts to retake the colony. The United States viewed this conflict as part of the Cold War and aided France. This U.S. action was based on which policy? A. a policy of opposing colonialism B. a policy of helping Japan rebuild its economy C. a policy of containing the spread of communism D. a policy of participating in United Nations’ peacekeeping efforts Benchmark E, Question 6, March 2008 Test
49. During World War II, Japanese troops occupied much of China. This weakened the Chinese government, and in 1949, communist forces overthrew the government and established a communist state. What effect did the Chinese Communist Revolution have on the development of the Cold War? A. It decreased tensions, because it led to the formation of the Warsaw Pact. B. It increased tensions, because it strengthened the independence movement in India. C. It increased tensions, because it increased Western fears of communist expansion. D. It decreased tensions, because it led to the collapse of communism in the Soviet Union. Benchmark E, Question 13, March 2009 Test
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50. During World War II, Japanese-Americans were relocated from their homes on the West Coast of the United States to internment camps in the U.S. interior. This action indicated a widespread fear that Japanese-Americans were A. a threat to national security. B. members of the Communist Party. C. competitors for jobs in wartime factories. D. immigrating to the United States in large numbers. Benchmark F, Question 22, March 2005 Test
51. In the early 20th century, many African-Americans moved from the South to cities in the North. This “Great Migration” helped stimulate a flowering of artistic talent by African-Americans in New York known as the Harlem Renaissance. One way in which the Harlem Renaissance was significant was that it A. reduced racial tensions in the northern cities. B. led to a decline in activity by the Ku Klux Klan. C. led to a relaxation of restrictions on African-Americans in the South. D. contributed to the recognition of African-American culture. Benchmark F, Question 1, March 2006 Test
52. The early 20th century saw a significant northward migration of African-Americans. During the 1920s, nearly 400,000 African-Americans settled in New York, Pennsylvania and Illinois. Many lived in large cities such as New York, Philadelphia and Chicago. Identify two economic effects of this migration on the United States. Write your answer in the Answer Document. (2 points) Benchmark F, Question 24, March 2006 Test
Use the following list to answer question 53. Key Developments for the United States in the 1920s • easy credit and a rise in consumer debt • growing unemployment in key industries such as construction • overproduction and declining farm income • buying stocks on margin and soaring stock prices 53. What was significant about the developments shown above for the United States in the 1920s? A. They were causes of World War II. B. They were signs of difficulties within the U.S. economy. C. They demonstrated the ability of the Federal Reserve to control the money supply. D. They led to legislation restricting immigration to the United States. Benchmark F, Question 17, Practice Test
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Social Studies Questions by Standard
54. During times of war or perceived danger to the United States, groups of Americans have been singled out as potentially disloyal to the country. For example, during World War I, patriotic support for the war led to a distrust and persecution of German-Americans. In some places, German language instruction was forbidden, and German culture and heritage were subject to discrimination. • •
Identify a group of Americans that was targeted as potentially disloyal in the years between 1940 and 1985. Explain why this group was targeted.
Write your answer in the Answer Document. (2 points) Benchmark F, Question 12, Practice Test
55. In the late 1800s, a population shift among African Americans began in the United States. Known as the “Great Migration,” this pattern of shifting population accelerated as a result of World War I and continued throughout the 1920s. • •
Describe the population shift involved in the “Great Migration.” Explain how this migration produced an important change in the domestic affairs of the United States during the first three decades of the twentieth century.
Write your answer in the Answer Document. (4 points) Benchmark F, Question 23, March 2007 Test
56. In 1943, 15 percent of the shipyard workers in San Francisco were ChineseAmericans. Before this, they had been largely confined to working in restaurants and laundries. The switch in occupations was due, in large part, to the A. shipbuilding skills of Chinese-Americans. B. increased availability of higher education for immigrants. C. increased labor union restrictions against Chinese-American workers. D. massive need for workers to build ships during World War II. Benchmark F, Question 31, March 2007 Test
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Social Studies Questions by Standard
57. In 1977, advocates for people with disabilities staged a series of protest demonstrations across the country. These demonstrations urged enforcement of antidiscrimination legislation. The demonstrations continued a pattern of protests for equal treatment under the law influenced by A. anti-war protests during the Vietnam War. B. civil rights marches of the 1950s and 1960s. C. farm labor strikes of the 1960s. D. Ku Klux Klan rallies of the 1920s. Benchmark F, Question 30, March 2008 Test
58. Which change in U.S. society in the 20th century was an outgrowth of the success of the civil rights movement of the 1950s and 1960s? A. the passage of laws to protect the natural environment B. the increase in funding for elementary and secondary education C. the expansion of the role of state governments in economic affairs D. the creation of new groups to advocate for the rights of other minorities
Benchmark F, Question 35, March 2009 Test
59. Which was a common factor in the United States that caused the Red Scare following World War I and McCarthyism following World War II? A. racial tension in major cities B. signs of economic downturn C. fear of communist expansion D. the counterculture movement Benchmark F, Question 41, March 2009 Test
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Social Studies Questions by Standard PEOPLE IN SOCIETIES 1. The proposal by Great Britain to grant Indian independence in 1947 drew opposition from Muslim leaders. Their view was that they were denied a voice in the Hindudominated independence movement. As a result, Indian Muslims wanted A. a separate independent Muslim country. B. the continuation of British rule until differences could be resolved. C. an independent India dominated by Muslims. D. the forced evacuation of Hindus from India. Benchmark A, Question 10, Practice Test
2. As British rule in India came to an end, violence sparked by religious differences between Hindus and Muslims led to the decision by Britain to divide the country into Hindu India and Muslim Pakistan. However, after the partition, many Muslims still lived within the borders of Hindu India. The perception of Hindus and Muslims that the cultural differences between them were greater than their similarities led to A. invasion by neighboring countries. B. a return to British rule to establish order. C. continued violence and many refugees. D. the end of democratic government in India. Benchmark A, March 2005 Test
3. After World War II, Germany was divided into two nations, East Germany and West Germany. Though they remained politically divided for over forty years, the people of these two nations shared a common cultural heritage. Which action was influenced by this cultural heritage? A. West Germany joined NATO in 1955. B. East Germany joined the Warsaw Pact in 1955. C. The people of East Germany supported reunification with West Germany. D. The people of West Germany supported withdrawing from the United Nations. Benchmark A, Question 22, Practice Test
4. Beginning in the late 19th century, many Jewish people immigrated to Palestine in the hope of eventually establishing a Jewish state. In 1948, Israel became an independent country. In the following years, Arab and Israeli armies fought several wars. A major reason for this conflict was that Arab countries A. feared Israeli urbanization would ruin their agriculture. B. believed Israel was created on lands belonging to Palestinians. C. believed Israel supported the Soviet Union in the Cold War. D. were angered by the refusal of Israel to enter into trade agreements. Benchmark A, Question 32, March 2006 Test People in Societies
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Social Studies Questions by Standard
Use the following cartoon to answer question 5.
5. The above cartoon appeared in Indian Country Today, a Native American newspaper. This cartoon reflects the perspective that Native American cultures existed in North America before the arrival of Europeans. This perspective has inspired Native American groups to A. abandon native languages. B. celebrate Native American culture. C. abandon traditional fishing and hunting methods. D. avoid serving in the armed forces of the United States. Benchmark A, Question 41, March 2005 Test
6. Hispanic-American farm workers organized the United Farm Workers to persuade farm owners to treat them more fairly. One perspective of these workers was their belief that the owners’ unfair hiring practices denied them equal opportunity for employment. State two other perspectives of farm workers that led to the creation of the United Farm Workers. Write your answer in the Answer Document. (2 points) Benchmark A, Question 36, March 2006 Test
7.
What perspective of African-Americans was reflected in the founding of the National Association for the Advancement of Colored People (NAACP) in 1909? A. the desire for a return to their cultural heritage B. the need to improve working conditions in factories C. the desire to end legalized discrimination based on race D. the belief in the importance of building a new country in Africa Benchmark A, Question 4, March 2007 Test
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8.
In the 1960s and 1970s, Hispanic-American farm workers in the United States believed their employers were failing to provide reasonable wages and working conditions like those received by other American workers. For this reason, Hispanic-American farm workers A. urged the exportation of agricultural produce. B. organized the United Farm Workers Association. C. encouraged farm producers to lower prices. D. opposed passage of anti-discrimination laws. Benchmark A, Question 41, March 2007 Test
9.
The National Organization for Women (NOW) was created in 1966. It reflected a growing concern of many women that they were being treated unfairly. For example, some believed that the education of girls was not viewed as being as important as the education of boys. Describe the perspectives of women in the 1960s that contributed to the creation of NOW regarding each of the following: • employment • political representation Write your answer in the Answer Document. (4 points) Benchmark A, Question 17, March 2008 Test
10. What was one perspective of African-Americans that was reflected in the founding of the National Association for the Advancement of Colored People (NAACP)? A. the desire to preserve cultural traditions B. the desire to end racial discrimination C. the belief that segregation was necessary to maintain social order D. the belief that collective bargaining would lead to higher incomes Benchmark A, Question 22, March 2008 Test
11. What was one perspective of African-Americans that was reflected in the founding of the National Association for the Advancement of Colored People (NAACP)? A. the hope of encouraging widespread emigration to Africa B. the belief that racial segregation was justified in all circumstances C. the goal of forming a new political party to represent African-Americans D. the desire to bring about legal and social equality for African-Americans Benchmark A, Question 11, March 2009 Test
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12. To encourage western settlement, the Homestead Act of 1862 offered free land, primarily on the Great Plains, to anyone who would live on it and cultivate it for at least five years. By 1900, over 400,000 families had taken advantage of the offer. Although the federal government had signed treaties with the Indian nations living in these areas, no effort was made to honor them. Identify two consequences of these contacts between the new settlers and Native Americans during the late 1800s. Write your answer in the Answer Document. (2 points) Benchmark B, Question 30, Practice Test
13. Jim Crow laws, which were passed in Southern states following Reconstruction, were intended to A. support the goals of the 13th, 14th and 15th Amendments. B. encourage African-Americans to buy their own farms. C. provide basic education to former slaves. D. institute racial segregation. Benchmark B, Question 35, Practice Test
14. The concepts of equality and democracy were basic to the U.S. Constitution. Yet many Americans in the 19th century did not consider Indian nations worthy of concern or protection. This resulted in discrimination and conflict between European settlers and Native Americans. For example, many Native Americans were A. displaced from their former homelands. B. prevented from trading with European settlers. C. forced to maintain their cultural heritage. D. persecuted for killing buffalo on the Great Plains. Benchmark B, Question, 4, March 2005 Test
15. What was the effect of the passage of Jim Crow laws in the United States in the late 19th century? A. Racial segregation was required by law in southern states. B. Native Americans were moved onto reservations. C. Restrictions were placed on business monopolies. D. Women were denied the right to vote in national elections. Benchmark B, Question 14, March 2006 Test
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Social Studies Questions by Standard
16. In the 19th century, many Americans considered Native Americans to be inferior to people of European ancestry. This resulted in discrimination and conflict between European settlers and Native Americans. One consequence of this discrimination was that many Native Americans were A. displaced from their homelands. B. forced to maintain their cultural heritage. C. prevented from trading with European settlers. D. persecuted for killing buffalo on the Great Plains. Benchmark B, Question 25, March 2006 Test
17. The Indian Tribal Justice Act of 1993 is an example of federal civil rights legislation. Read the following excerpt from the act: Indian tribes possess the inherent authority to establish their own form of government, including tribal justice systems ... traditional tribal justice practices are essential to the maintenance of the culture and identity of Indian tribes. ... This act was an attempt to redress the consequences of A. the use of internment camps during World War II. B. past government policies that oppressed and discriminated against Native Americans. C. granting citizenship to Native Americans under the 1924 General Citizenship Act. D. Jim Crow legislation enacted by southern states during the late 1800s and early 1900s. Benchmark B, Question 25, March 2007 Test
18. In 1964, President Lyndon Johnson persuaded Congress to pass the Civil Rights Act, which outlawed racial discrimination in public places, such as theaters, cafeterias and hotels. This was an attempt to A. maintain poll taxes for African-Americans. B. stop African-American northward migration. C. end segregation legalized by Jim Crow laws. D. segregate public busing in major American cities. Benchmark B, Question 32, March 2007 Test
People in Societies
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Social Studies Questions by Standard
19. Although the 14th Amendment to the Constitution extended the rights of citizenship to “all persons” born or naturalized in the United States, discrimination on the basis of gender still existed throughout much of the country during the late 1800s. Which was a consequence of this discrimination? A. the end of the military draft for women B. the growth of the women’s suffrage movement C. the beginning of sit-ins to desegregate lunch counters D. the continuation of efforts to end university admissions quotas Benchmark B, Question 1, March 2008 Test
20. What was one result of discrimination against American Indians by white settlers in the United States in the late 19th century? A. American Indians were displaced from their homelands. B. American Indians were forced to maintain their cultural heritage. C. American Indians were prevented from trading with European settlers. D. American Indians were persecuted for killing buffalo on the Great Plains. Benchmark B, Question 1, March 2009 Test
21. How did technological innovations of the late 20th century, such as communications satellites and the Internet, contribute to the exchange of cultural practices? A. They improved the efficiency of local governments. B. They reduced economic inequality among nations. C. They decreased the need for international cooperation. D. They increased opportunities to exchange information and ideas. Benchmark C, Question 14, Practice Test
22. In the late 19th and early 20th centuries, many immigrants who came to the United States did not speak English as their native language. One way this resulted in the exchange of cultural practices was that A. most people were able to speak several languages fluently. B. people from other countries tended to remain culturally isolated. C. people without knowledge of English were not allowed to immigrate. D. words from other languages entered into the mainstream vocabulary. Benchmark C, Question 32, Practice Test
23. In recent years, the Spanish language has become more common in the United States, with ballots and signs in government buildings printed in English and Spanish. This is the result of increased A. immigration from Mexico and other Latin American nations. B. awareness of the religion of Mexico and other Latin American nations. C. international commitments in Mexico and other Latin American nations. D. agreements lowering trade barriers with Mexico and other Latin American nations. Benchmark C, Question 1, March 2005 Test
People in Societies
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Social Studies Questions by Standard
24. Satellite-based communication systems allow people to communicate more easily. This increases the interdependence of nations around the world. Describe how another advance in global communications or transportation contributes to the exchange of cultural practices. Write your answer in the Answer Document. (2 points) Benchmark C, Question 24, March 2005 Test
25. Some Internet search engines offer the ability to automatically translate Web pages that are written in languages other than English. One effect of this feature is to A. reduce the desire for international trade. B. reduce the need for modern computer technology. C. increase the need for instruction in foreign languages. D. increase opportunities for exchanges of cultural practices. Benchmark C, Question 10, March 2006 Test
26. Consider the following historical trends in the United States in the mid-to-late 20th century: • increasing hours of television viewing • people traveling greater distances on the interstate highway system • increasing numbers of people traveling by plane These trends contributed to the A. rise of sectionalism as a force in U.S. politics. B. creation of an isolationist foreign policy for the United States. C. exchange of cultural practices across regions of the United States. D. development of distinct local cultures in sections of the United States. Benchmark C, Question 29, March 2006 Test
27. Religious diversity in the United States has increased in the last fifty years. One factor that has contributed to this increase has been an increase in A. emigration to Africa. B. immigration from Asia. C. immigration from Australia. D. emigration to South America. Benchmark C, Question 10, March 2007 Test
People in Societies
22
Social Studies Questions by Standard
28. The impact of television as a means of international cultural exchange is demonstrated by A. a decrease in U.S. imports of agricultural products. B. a decline in the number of foreign students studying in U.S. universities. C. the creation of democratic governments in countries that were formerly dictatorships. D. the expansion of overseas markets for U.S. television programming and advertised products. Benchmark C, Question 33, March 2008 Test
29. In recent years, information about foods and food preparation around the world has had a wide audience on U. S. television and on internet websites. People who are eager to try new recipes have created a demand for ingredients not usually produced in the United States. To meet this demand, U.S. supermarkets have been stocking goods formerly unknown to U.S. buyers. What has been the cultural effect of the trend described above? A. a decrease in religious restrictions on particular foods B. a reduction in the numbers of people “eating out” in restaurants C. the inclusion of additional international food choices in the U.S. diet D. people in foreign countries eating more foods produced in the United States Benchmark C, Question 20, March 2009 Test
30. By the second half of the 20th century, improvements in airplane technology had resulted in air travel becoming affordable for a large part of the population. Explain how the development of affordable air travel contributed to the exchange of cultural practices among people all over the world. Write your answer in the Answer Document. (2 points) Benchmark C, Question 34, March 2009 Test
People in Societies
23
Social Studies Questions by Standard
Social Studies Questions by Standard GEOGRAPHY 1. A noticeable change in the conduct of global trade in the last few decades is that trade issues between countries are often replaced by trade issues between regions. What accounts for this change? A. developing nations discouraging trade with developed nations B. the United Nations having the final authority over trade disputes C. the persistence of ethnic unrest, changing national boundaries, and widespread drought and disease D. the formation of international trading blocs, such as the North American Free Trade Agreement and the European Union Benchmark A, Question 16, Practice Test
2. The European Union’s objectives include reducing tariffs, promoting a single market, and creating a common currency. Based on these objectives, what type of world region does the European Union primarily represent? A. cultural B. physical C. political D. economic Benchmark A, Question 3, March 2005 Test
3. The majority of people in Canada speak English as their first language, but in the Canadian province of Quebec, most people speak French as their first language. This is one reason many people in Quebec have felt that Quebec should separate from Canada and become an independent country. Supporters of this idea have believed that A. regions once defined should never be changed. B. political boundaries should reflect the cultural characteristics of regions. C. economic boundaries are defined by the physical resources of a region. D. physical characteristics are more important than cultural characteristics in defining regions. Benchmark A, Question 20, Practice Test
4. The 1890 U.S. Census led some people to conclude that there was no longer a frontier line in the West. Early in the 20th century, President Theodore Roosevelt advocated the conservation of the nation’s natural resources. These events signaled a change in how people perceived A. farmland. B. urban areas. C. wilderness areas. D. centers of industry and technology. Benchmark A, Question 20, March 2005 Test
Geography
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Social Studies Questions by Standard
Use the following maps to answer question 5.
http://www.lib.utexas.edu/maps/histor ical/israel_hist_1973.jpg
5. Following World War I, Great Britain was given a mandate (order) by the League of Nations to govern Palestine. Jewish immigration to Palestine greatly increased during the 1930s and 1940s. Violence erupted between Palestinian Arabs and Jewish people. Unable to resolve the conflict, Britain turned the problem over to the United Nations. The maps on the previous page show changes to this region as a result of the U.N. Partition Plan of 1947. According to the maps on the previous page, how did the U.N. Partition Plan propose to prevent further violence between Palestinian Arabs and Jewish people? A. The physical features of the region were used to separate the Jewish people from the Palestinian Arabs. B. An economic union was created that made the Jewish people and the Palestinian Arabs dependent on each other. C. Two political regions were created in order to divide the control of Palestine between the Jewish people and the Palestinian Arabs. D. Palestine was placed under the jurisdiction of the United Nations, and its boundaries were redrawn to include Jewish people and Palestinian Arabs. Benchmark A, Question 28, March 2005 Test Geography
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Social Studies Questions by Standard
6. In the years following World War II, the countries of communist Eastern Europe were often referred to as being “behind the iron curtain.” These countries were perceived as a single region based on A. a common cultural heritage. B. unique physical features. C. economic and political characteristics. D. widespread immigration from other regions. Benchmark A, Question 22, March 2006 Test
7. In recent decades, a number of states have passed laws designed to protect wetlands such as marshes and swamps. These laws make it difficult for developers to begin new construction on wetlands. This trend was motivated by A. a decrease in the economic value of wetlands. B. an increase in the geographical area covered by wetlands. C. a decrease in the number of environmental threats to wetlands. D. an increased awareness of the environmental importance of wetlands. Benchmark A, Question 38, March 2006 Test
8. In 1960, 8.9 million acres of land in northeast Alaska were designated as the Arctic National Wildlife Range. In 1980, legislation doubled the size of the Range and renamed it the Arctic National Wildlife Refuge (ANWR). In recent years, attempts have been made to open part of the ANWR to oil exploration. The reason for this proposal is that the A. need for oil has decreased. B. population of the region has increased. C. environmental features of the region have changed. D. perceived economic value of the region has changed. Benchmark A, Question 22, March 2007 Test
Geography
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Social Studies Questions by Standard
9. The North American Free Trade Agreement (NAFTA) is a treaty designed to remove tariffs and other trade barriers between Canada, Mexico and the United States. This helped establish an economic region among those nations because A. participants enlarged their dependence on domestic markets. B. participants terminated trade relationships with other regions. C. participants imposed tariffs on goods imported from other countries. D. trade among participants increased, making their economies more interdependent. Benchmark A, Question 37, March 2007 Test
10. The growth of suburbs has caused the economic value of land around many U.S. cities to increase. One result of this increase in land value has been a decrease in A. U.S. food production for export. B. the availability of agricultural labor in urban regions. C. the construction of roads, water lines and sewer lines. D. the amount of land available for farming. Benchmark A, Question 43, March 2007 Test
11. The majority of people in Spain speak Spanish as their first language, but in the Basque region of Spain many people speak Basque as their first language. This is one reason many people in the Basque region believe they should separate from Spain and become an independent country. Which would be an argument of supporters of this idea? A. Boundaries once settled should remain in place. B. Economic considerations will promote national unity. C. Political boundaries should reflect cultural characteristics. D. Natural boundaries should determine political boundaries. Benchmark A, Question 7, March 2008 Test
12. The term “Latin America” is generally used to describe a unique cultural region which includes all of South America, Central America, and Mexico. What characteristic helps define Latin America as a region? A. Islam is the most widely practiced religion. B. Most countries in this region have command economies. C. Spanish and Portuguese are the most widely spoken languages. D. Most countries in this region are former colonies of France or Italy. Benchmark A, Question 3, March 2009 Test
Geography
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Social Studies Questions by Standard
Use the following graph to answer question 13.
13. What was one cause of the pattern of economic activity shown in the graph above? A. improvements in technology B. decreases in urbanization C. advances in communication D. reduced population growth Benchmark B, Question 27, Practice Test
14. Consider the following changes that occurred in the United States in the late 19th century: • improvements in agricultural production; • increases in immigration from Europe; • advancements in networks of railroad and streetcar lines. These changes led to the A. rapid growth of urban areas. B. acquisition of overseas territories. C. elimination of large suburbs around many cities. D. movement of people from the urban to the rural areas. Benchmark B, Question 39, March 2005 Test
15. In 1950, New York City was the only city in the world with a population of more than ten million people. By 2000, there were nineteen cities with populations of over ten million people. One reason for this increase in urbanization was A. a decrease in birthrates around the world. B. the spread of industrialization around the world. C. an increase in air pollution in industrialized areas. D. the collapse of the Soviet Union and the end of the Cold War. Benchmark B, Question 4, March 2006 Test Geography
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Social Studies Questions by Standard
Use the following graph to answer question 16.
16. The economic development of the United States between 1870 and 1950 helped produce the results shown in the graph above. The trend shown in the graph is associated with A. increased urbanization. B. decreased immigration. C. advances in communication. D. reduced population growth. Benchmark B, Question 3, March 2007 Test
Use the following table to answer question 17.
17. What factor would help explain the changes in the rural population of Europe shown in the table above? A. People have moved from rural to urban areas. B. The overall population of Europe has decreased. C. Birth rates have increased in both urban and rural areas. D. People have immigrated to Europe from other regions of the world. Benchmark B, Question 18, March 2008 Test Geography
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Social Studies Questions by Standard
18. Consider the following changes that occurred in the United States in the late 19th century: • Increases in immigration • Widespread industrialization • Improvements in agricultural technology What was one result of these developments during this time period? A. the growth of large cities B. the decline of labor unions C. the spread of plantation agriculture D. the construction of interstate highways Benchmark B, March 2009 Test
19. One cause of suburbanization in the United States during the 1920s was increased A. overcrowding in cities. B. economic opportunities in rural towns. C. emigration from the United States. D. economic reliance upon agriculture. Benchmark C, Question 8, March 2005 Test
20. One effect of widespread suburbanization in the United States during the 1920s was A. airlines adding routes to new cities. B. increased reliance upon the automobile. C. decreased immigration from Europe and Asia. D. television replacing radio as the most popular medium. Benchmark C, Question 2, Practice Test
21. What factor contributed to the migration of large numbers of people from Europe to the United States in the late 19th century? A. Industrialization in the United States attracted laborers from Europe. B. Economic prosperity in Europe allowed people to purchase land in the United States. C. European social reform movements wanted to spread their beliefs to the United States. D. The United States needed people to colonize the overseas territories it had recently acquired. Benchmark C, Question 19, Practice Test
Geography
30
Social Studies Questions by Standard
22. In the late 19th and early 20th centuries, improvements in steel technology allowed architects to design buildings taller than had previously been possible. As a result, skyscrapers began to be built in cities such as New York and Chicago. What was the result of this new technology on population patterns in the United States in the first half of the 20th century? A. decreased growth of suburban areas B. migration from the West to the Midwest C. greater population density in urban areas D. increased migration from urban to rural areas Benchmark C, Question 14, March 2005 Test
23. In 1959, rebel forces led by Fidel Castro overthrew the government of Cuba. Castro’s communist dictatorship seized privately owned farms and factories. People who spoke out against the government were imprisoned. From the 1960s through the 1980s, many people fled from Cuba to the United States. Based on these conditions, the reasons for this migration were A. health concerns. B. economic concerns. C. environmental concerns. D. racial concerns. Benchmark C, Question 11, March 2006 Test
24. People from the countries of Scandinavia, Finland, Denmark, Norway and Sweden immigrated to the United States mainly between the Civil War and World War I. In general, they settled in the American Midwest. Their reasons for leaving their homelands included overpopulation, poor farm production and dissatisfaction with their governments. Based on your knowledge of immigration patterns to the United States, identify two factors that attracted immigrants such as these to the United States. Write your answer in the Answer Document. (2 points) Benchmark C, Question 17, March 2007 Test
25. Which factor contributed to increased migration of people among regions of the United States in the second half of the 20th century? A. new restrictions on immigration from Asia B. increases in the number of small family farms C. the construction of the Interstate Highway system D. increased immigration from Northern and Western Europe Benchmark C, Question 30, March 2007 Test
Geography
31
Social Studies Questions by Standard
26. What economic factor primarily contributed to the movement of AfricanAmericans from the South to the North in the late 19th and early 20th centuries? A. greater employment opportunities in urban areas B. increased imports from newly acquired U.S. territories C. the availability of free land under the Homestead Act D. the need for agricultural workers to feed a growing population Benchmark C, Question 8, March 2008 Test
27. Many people from the region of Southern and Eastern Europe, such as Italians and Russians, immigrated to the United States between the Civil War and World War I. Identify two factors in their home region that led them to move to the United States. Write your answer in the Answer Document. (2 points) Benchmark C, Question 39, March 2008 Test
28. Which advance was largely responsible for the growth of suburbs in the United States in the mid-20th century? A. the development of color televisions B. improvements in passenger airplanes C. widespread availability of automobiles D. the invention of the personal computer Benchmark C, Question 2, March 2009 Test
29. Identify four factors (social, political, economic and/or environmental) that contributed to the migration of large numbers of people from Europe to the United States in the late 19th century. Write your answer in the Answer Document. (4 points) Benchmark C, Question 10, March 2009 Test
Geography
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Social Studies Questions by Standard
Social Studies Questions by Standard ECONOMICS 1. When the government controls all major industries and decides what products will be produced and how many of each type of product will be produced, what type of economy is described? A. mixed B. market C. traditional D. command Benchmark A, Question 9, Practice Test
2. Economies must address how to produce goods and services. In the economy of a certain country, some factories are owned by individuals and private companies, and other factories are owned and controlled by the government. What type of economy does this country have? A. mixed B. market C. traditional D. command Benchmark A, Question 23, March 2005 Test
3. In determining what to produce, how do market economies typically respond to high consumer demand for a product? A. The government regulates the price of the product. B. Private companies increase production of the product. C. The government sets production quotas until the demand is met. D. Private companies and the government work together to reduce demand. Benchmark A, Question 39, March 2006 Test
4. Which statement correctly describes the role of the government in a country with a mixed economy? A. The government allows economic decisions to be made by the society’s traditions and customs. B. The government makes all decisions regarding the production and distribution of goods. C. The government makes some production and distribution decisions, but other economic decisions are made by individuals. D. The government exercises no decision making in economic matters; production and distribution are determined solely by individuals. Benchmark A, Question 26, March 2007 Test
Economics
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Social Studies Questions by Standard
5.
In a command economy, the question of what goods to produce is primarily determined by A. cultural traditions. B. decisions by individuals. C. government plans. D. corporate policies. Benchmark A, Question 3, March 2008 Test
6.
Economic systems answer the question of how goods and services are produced. What is one way a country could change from a command economy to a market economy? A. if the government takes control of family-owned farms B. if privately owned banks become subject to stricter regulation C. if agricultural and factory workers are required to join labor unions D. if industries that had been owned by the government become privately owned Benchmark A, Question 13, March 2008 Test
7.
In a certain country, decisions regarding production and consumption of goods are based upon customs, beliefs, rituals, and habits. Over time, the economic system changes to one in which production decisions are based on competition and consumer choice. How has the economic system of this country changed? A. from a mixed economy to a command economy B. from a command economy to a mixed economy C. from a traditional economy to a market economy D. from a market economy to a traditional economy Benchmark A, Question 4, March 2008 Test
8.
In a certain country, all decisions concerning the production of goods and services are made by the government. However, following a political revolution, a new economic system is set up in which some decisions regarding production of goods and services are made by the government and others are made by individuals and private companies. How has the economy of this country changed? A. from a mixed economy to a market economy B. from a command economy to a mixed economy C. from a market economy to a traditional economy D. from a traditional economy to a command economy Benchmark A, Question 15, March 2009 Test
Economics
34
Social Studies Questions by Standard
9. Ecuador is a major exporter of bananas, a product in high demand in the United States. How might the United States adjust its trade policy toward Ecuador to assure a supply? A. eliminate the tariff on bananas from Ecuador B. increase export taxes on U.S. products sold to Ecuador C. increase tariffs on bananas from Ecuador D. prohibit the import of any other products from Ecuador Benchmark B, Question 13, Practice Test
10. Ecuador has an ideal climate for growing bananas, whereas the United States would have a difficult time growing them. In order to help U.S. consumers of bananas, the United States would likely A. increase the cost of U.S. goods traded with Ecuador. B. eliminate the tariff on bananas imported from Ecuador. C. put an excise tax on bananas grown in the United States. D. discourage world competition for the U.S. banana market. Benchmark B, Question 5, March 2005 Test
11. A newspaper headline states, “Federal Reserve Decides to Reduce the Money Supply; Slowing of the Economy Likely Impact.” According to the headline, the Federal Reserve A. wants banks to reduce lending. B. thinks the unemployment rate is too high. C. wants banks to give more customers loans. D. hopes that consumers will decide to spend more. Benchmark B, Question 26, March 2005 Test
12. One way the Federal Reserve System seeks to influence money supply in the United States is by setting the reserve requirement for banks. The reserve requirement is the percentage of deposits banks must keep on reserve and not lend out. •
Considering that the inflation rate rose significantly from 1976 to 1980, identify the change (increase or decrease) the Federal Reserve System could have made in the reserve requirement to reverse that trend.
•
Describe the expected impact this change in the reserve requirement would have had on: ¾ consumer spending ¾ business spending
•
Explain why this change in the reserve requirement would produce the desired effects on spending.
Write your answer in the Answer Document. (4 points) Benchmark B, Question 24, Practice Test
Economics
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Social Studies Questions by Standard
13. If the U.S. government wanted to encourage businesses to hire more employees, would the government raise taxes or lower taxes on businesses? Explain your answer. Write your answer in the Answer Document. (2 points) Benchmark B, Question 36, March 2005 Test
14. U.S. government enforcement of environmental regulations helps reduce health problems related to environmental pollution. How does this help promote economic growth and stability? A. It decreases the size of the available workforce. B. It creates new productive resources. C. It reduces the cost of raw materials for manufacturers. D. It lowers health care costs for individuals and businesses. Benchmark B, Question 7, March 2006 Test
15. Which action could the U.S. government employ to protect U.S. automobile manufacturers from foreign competition? A. increase taxes on the production of U.S. automobiles B. create free trade agreements with automobile-producing countries C. increase tariffs and import restrictions on foreign automobiles D. implement stricter control of competition among U.S. automobile manufacturers Benchmark B, Question 8, March 2007 Test
16. One way the Federal Reserve System seeks to influence the U.S. economy is by raising or lowering the rate of interest (discount rate) that member banks must pay to borrow money from the Federal Reserve. • Considering that the inflation rate rose significantly from 1976 to 1980, identify
the change (increase or decrease) the Federal Reserve System could have made in the discount rate to reverse that trend.
•
Describe the expected impact this change in the discount rate would have had on: ¾ consumer spending ¾ business spending
•
Explain why this change in the discount rate would produce the desired effects on spending.
Write your answer in the Answer Document. (4 points) Benchmark B, Question 30, March 2006 Test
Economics
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Social Studies Questions by Standard
17. What would be the expected effect on spending by the public if the U.S. government lowered personal income tax rates? Explain your answer. Write your answer in the Answer Document. (2 points) Benchmark B, Question 39, March 2007 Test
18. In order to stimulate the economy, the United States government lowers personal income tax rates. Why would this action be expected to promote economic growth? A. Businesses would be required to hire more employees. B. Manufacturers would have to pay more for raw materials. C. The government would be less likely to engage in deficit spending. D. Consumers would have more money available to spend on goods and services. Benchmark B, Question 41, March 2008 Test
19. What would be the expected effect on consumer spending and on the unemployment rate if the United States government were to increase personal income tax rates? Write your answer in the Answer Document. (2 points) Benchmark B, Question 5, March 2009 Test
20. What was a key reason for the creation of the Federal Reserve System? A. to encourage exports B. to increase tax revenues C. to reduce budget deficits D. to promote economic stability Benchmark B, Question 38, March 2009 Test
21. Identify one action that may be taken by the federal government that could improve the ability of businesses to raise wages, buy new equipment, and conduct product research. A. support monopolies B. reduce government spending C. reduce corporate income taxes D. set price ceilings on goods and services Benchmark B, Question 43, March 2009 Test
Economics
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Social Studies Questions by Standard
Social Studies Questions by Standard GOVERNMENT 1.
How did the U.S. Constitution change as a result of the ratification of the 19th Amendment? A. The right of suffrage was extended to women. B. Freedom of assembly was restricted. C. The power of government decreased. D. Freedom of the press was strengthened. Benchmark A, Question 7, Practice Test
Use the following picture to answer question 2.
Source: Library of Congress
2. Actions such as those shown in the picture above helped bring about A. the decision in Plessy v. Ferguson. B. the decision in Brown v. Board of Education. C. the 19th Amendment. D. the 26th Amendment. Benchmark A, Question 35, March 2005 Test
3. One way the U.S. Constitution evolves is through the amendment process. How were the changes that occurred as a result of the ratification of the 19th and 26th Amendments similar? A. Large groups of people gained the right to vote. B. The right of individuals to bear arms was restricted. C. The powers of the federal government were expanded. D. The separation of church and state was more clearly defined. Benchmark A, Question 20, March 2007 Test Government
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Social Studies Questions by Standard
Use the following photo to answer question 4.
4. Actions taken by organizations such as those shown in the photo above helped bring about A. the decision in Plessy v. Ferguson. B. the decision in Brown v. Board of Education. C. the 19th Amendment to the U.S. Constitution. D. the 26th Amendment to the U.S. Constitution. Benchmark A, Question 26, March 2006 Test
5. Minority students in public schools were given constitutional guarantees to equal educational opportunities as a result of the A. decision in Plessy v. Ferguson. B. ratification of the 19th amendment. C. ratification of the 26th amendment. D. decision in Brown v. Board of Education. Benchmark A, Question 10, March 2008 Test
6.
The 18th Amendment to the U.S. Constitution, ratified in 1919, prohibited the manufacture or sale of alcoholic beverages. In terms of the evolution of the Constitution, the ratification of the 18th Amendment represented A. a decrease in the powers of Congress. B. an extension of federal power into activities formerly regulated by states. C. a limitation on the powers of the federal government to regulate interstate trade. D. an increase in the power of the state courts to hear prohibition cases. Benchmark A, Question 37, March 2008 Test
Government
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Social Studies Questions by Standard
7. The United States Constitution is a living document that changes over time as a result of amendments and Supreme Court decisions. How did the Constitution change as a result of the 19th Amendment? A. The voting rights of women were expanded. B. The civil rights of Native Americans were restricted. C. The civil rights of African-Americans were protected. D. The voting rights of property owners were expanded. Benchmark A, Question 42, March 2009 Test
8. The United States Constitution is said to be a “living document” in part because court interpretations change over time. What was a key aspect of Plessy v. Ferguson, a Supreme Court decision that was later overturned? A. The “separate but equal” doctrine was applied to the 14th Amendment. B. Poll taxes were outlawed as a prerequisite for voting under the 24th Amendment. C. Non-citizens gained the right to vote in local elections under the 26th Amendment. D. The principle of separation of church and state was applied under the 1st Amendment. Benchmark A, Question 36, March 2009 Test
9. Which of these is likely to be found in a nation ruled by a dictatorship? A. a free press B. a secret police C. due process of law D. active labor unions Benchmark B, Question 25, Practice Test
10. In a democracy, the source of authority for the government is the A. head of state. B. legislature. C. courts. D. people. Benchmark B, Question 13, March 2005 Test
11. Monarchies may be absolute monarchies or constitutional monarchies. • Explain how monarchs usually acquire power under both types of monarchies; • Describe what limits, if any, exist on how monarchs exercise power in both types of monarchies. Write your answer in the Answer Document. (4 points) Benchmark B, Question 18, March 2005 Test
Government
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Social Studies Questions by Standard
12. The primary feature of a dictatorship is that A. people are permitted to vote for more than one candidate. B. the executive branch has equal power with the legislative branch. C. judicial courts are replaced by military courts. D. leaders make decisions without the consent of the people. Benchmark B, Question 33, March 2007 Test
13. Under what system of government are leaders typically chosen by church officials or religious elders? A. theocracy B. dictatorship C. presidential democracy D. constitutional monarchy Benchmark B, Question 12, March 2008 Test
Use the following diagrams representing the structure of two forms of government to answer question 14.
14. According to the information in the diagrams, what is the difference in the relationship between the executive and the legislature in the two types of democracies? A. In a presidential democracy, the executive is more accountable to the legislature. B. In a presidential democracy, the legislature is more accountable to the executive. C. In a presidential democracy, the executive and the legislature are directly accountable to the citizens. D. In a presidential democracy, the executive and the legislature are less accountable to the citizens. Benchmark B, Question 8, March 2006 Test
Government
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Social Studies Questions by Standard
15. How do absolute monarchs differ from constitutional monarchs in their ability to use power? A. The power of absolute monarchs is unlimited. B. The power of absolute monarchs is maintained through periodic elections. C. The power of absolute monarchs is limited by the fundamental laws of the country. D. The power of absolute monarchs depends on continued support from their political party. Benchmark B, Question 2, March 2008 Test
16. A government was chosen by the majority party in the legislature. The people revolted and established a new government in which the ruler was chosen by religious elders and used power to enforce religious law. How did the system of government change? A. from a theocracy to an absolute monarchy B. from a presidential democracy to a dictatorship C. from a dictatorship to a constitutional monarchy D. from a parliamentary democracy to a theocracy Benchmark B, Question 19, March 2009 Test
17. Which characteristic makes a constitutional monarchy different from an absolute monarchy? A. an official state religion B. the presence of a noble class C. a ruler who inherits power by birth D. laws which limit the power of the ruler Benchmark B, Question 33, March 2009 Test
Government
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Social Studies Questions by Standard
Social Studies Questions by Standard CITIZENSHIP RIGHTS AND RESPONSIBILITIES 1. In 1872, as part of a state-by-state campaign for women’s suffrage, Susan B. Anthony knowingly and deliberately violated New York state law by casting a ballot in the presidential election. She was tried, found guilty, and ordered to pay a fine. What was the purpose of Susan B. Anthony’s act of civil disobedience? A. to call attention to a perceived injustice B. to use propaganda to influence public opinion C. to gain support for a particular candidate D. to show that unjust laws could not be enforced Benchmark A, Question 34, Practice Test
2. Compare the role citizens may have in selecting leaders in dictatorships and absolute monarchies. Write your answer in the Answer Document. (2 points) Benchmark A, Question 36, Practice Test
3. The burning of draft cards by those who objected to the Vietnam War is an example of civil disobedience because it was an action that A. was protected by the U.S. Constitution. B. was intended to draw the attention of the media. C. violated a law that the protesters considered to be unjust. D. expressed a point of view that was unpopular at the time. Benchmark A, Question 34, March 2006 Test
4. Describe the decision-making role of citizens in countries that are dictatorships and in countries that are absolute monarchies. Write your answer in the Answer Document. (2 points) Benchmark A, Question 42, March 2006 Test
5.
One way absolute monarchies are similar to dictatorships is that citizens under both systems of government typically A. can elect new leadership by voting in elections. B. have greater freedoms than citizens in democracies. C. can amend their constitutions by gathering signatures on petitions. D. must engage in revolution in order to achieve governmental change. Benchmark A, Question 21, March 2007 Test
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Social Studies Questions by Standard
6.
A group of citizens organizes a peaceful march through the streets of their nation’s capital. They carry signs calling for the nation’s leader to resign. Describe how likely this type of protest could be held in a presidential democracy and in a dictatorship. Explain the reason for these differences. Write your answer in the Answer Document. (2 points) Benchmark A, Question 11, March 2008 Test
7.
Some countries that are dictatorships hold elections from time to time. These elections are different from elections in presidential democracies because typically elections in dictatorships A. only allow citizens to vote and to run for elected office. B. are monitored by international observers to ensure fairness. C. only have candidates from one political party on the ballot. D. are held more often than elections in presidential democracies. Benchmark A, Question 31, March 2008 Test
8.
Citizens in presidential democracies and parliamentary democracies typically achieve governmental change by A. going on strike. B. voting in elections. C. serving in the military. D. engaging in revolution. Benchmark A, Question 42, March 2008 Test
9.
What method is typically used by citizens in parliamentary and presidential democracies to achieve governmental change? A. elections B. revolution C. civil war D. secession Benchmark A, Question 17, March 2009 Test
10. Freedom of speech and freedom of the press are limited by A. the 14th Amendment. B. laws against slander and libel. C. checks and balances of state governments. D. the government’s power of eminent domain. Benchmark B, Question 4, Practice Test
Citizenship Rights and Responsibilities
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Social Studies Questions by Standard
11. Charles Schenck was found guilty of violating the 1917 Espionage Act by distributing leaflets through the mail urging men to resist induction under the military draft for World War I. On appeal, Schenck’s attorneys argued the distribution of the leaflets was protected by the First Amendment. The Supreme Court upheld his conviction. This case illustrates how individual rights can be balanced against A. the rights of other individuals. B. the security of the nation in a time of war. C. the opportunities for people to enlist in the military. D. the interest of the government in keeping courts open to provide justice. Benchmark B, Question 11, Practice Test
12. In the United States, a citizen’s exercise of speech and expression may be legally restricted when that individual A. threatens public safety. B. opposes public opinion. C. criticizes public officials. D. condemns public institutions. Benchmark B, Question 10, March 2005 Test
13. One form of civil disobedience practiced by college students during the Vietnam War was the burning of draft cards. How were draft card burnings different from other forms of protest such as organizing marches and publishing underground newspapers? A. Draft card burnings were direct violations of a law perceived to be unjust. B. Draft card burnings were protected under the First Amendment of the Constitution. C. Draft card burnings were used to encourage young men to volunteer for military duty rather than be drafted. D. Draft card burnings were a continuation of protest methods begun by the Ku Klux Klan in the 1960s. Benchmark B, Question 40, March 2005 Test
14. In the United States, freedom of the press to report on certain matters may be restricted during wartime because A. reporting military secrets may threaten national security. B. laws against libel and slander are strictly enforced during wartime. C. materials used to print newspapers must be conserved during wartime. D. the government has a compelling interest in suppressing opposing views. Benchmark B, Question 44, March 2006 Test
Citizenship Rights and Responsibilities
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Social Studies Questions by Standard
15. Freedom of assembly is guaranteed by the First Amendment, but assemblies may legally be broken up when protesters A. attempt to disrupt public safety. B. publicly oppose U.S. foreign policy. C. express opinions that are controversial. D. are members of a religious organization. Benchmark B, Question 6, March 2007 Test
16. During World War I, conscientious objectors to military service were often accused of disloyalty, and some conscientious objectors were sentenced to prison. However, an attempt was made to balance individual rights and the common good by assigning other conscientious objectors to noncombatant service. • How did assigning conscientious objectors to noncombatant service help
maintain individual rights? • How did assigning conscientious objectors to noncombatant service help
serve the common good? Write your answer in the Answer Document. (4 points) Benchmark B, Question 29, March 2007 Test
17. When the government builds interstate highways, citizens can be forced (under the principle of eminent domain) to sell private land that lies in the path of the highway. The reason for this is that the property rights of individuals are balanced by A. the government’s need to raise tax revenues. B. the need to enforce laws against libel and slander. C. the need to guarantee equal opportunities to all citizens. D. a compelling government interest in providing public services. Benchmark B, Question 34, March 2007 Test
18. During World War I, conscientious objectors to military service were often accused of disloyalty, and some conscientious objectors were sentenced to prison. However, other conscientious objectors were willing to accept noncombatant service. The assignment of conscientious objectors to noncombatant service was an attempt by the government to A. promote ethnic diversity within the military. B. educate people about their constitutional rights. C. balance individual rights and the common good. D. encourage people to apply for conscientious objector status. Benchmark B, Question 4, March 2008 Test
Citizenship Rights and Responsibilities
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Social Studies Questions by Standard
19. In the United States, reporters’ exercise of freedom of the press may be legally restricted under what circumstances? A. when reporters disagree with official government policies B. when reporters are granted interviews with leaders of other countries C. when reporters discover that elected officials have engaged in illegal activities D. when reporters have information that could threaten national security if published Benchmark B, Question 16, March 2009 Test
20. In 1942, President Roosevelt issued a series of executive orders that authorized the military to remove persons of Japanese ancestry from the West Coast and relocate them to internment camps. In 1982, a commission established by Congress to review the reasons for the relocation and internment found that the decisions were not justified by military necessity. Instead, the commission found that the decision to relocate and intern Japanese-Americans was the result of “race prejudice, war hysteria, and a failure of political leadership.” The commission findings reflect a change in views on what subject? A. the balance of power between Congress and the judiciary B. the balance between individual rights and national security C. the balance of power between the states and the federal government D. the balance between freedom of the press and compelling government interest Benchmark B, Question 31, March 2009 Test
Citizenship Rights and Responsibilities
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Social Studies Questions by Standard
Social Studies Questions by Standard SOCIAL STUDIES SKILLS AND METHODS 1. Voters wishing to determine the reliability of a candidate’s campaign advertisement should pay particular attention to A. the appropriateness of the campaign slogan. B. the number of accusations against the opponent. C. how well the candidate has supported his or her position with facts. D. how much money the candidate has spent on advertising. Benchmark A, Question 3, Practice Test
2. Which source of information about candidates for public office probably would be free of bias? A. a pamphlet written by a political campaign worker B. a newspaper editorial stating the newspaper’s position C. a reprint of the complete text of the last candidate debate D. a political advertisement paid for by a political action committee Benchmark A, Question 15, Practice Test
3. At a public meeting, community residents will be able to comment on a proposal for a new city park. The live broadcast of the meeting will likely be a credible source of information about the meeting attendees’ feelings about the proposed park because A. the speakers’ opinions will be unbiased. B. the speakers will be heard in their own words. C. television makes presentations more interesting. D. many journalists and citizens will be in the audience. Benchmark A, Question 7, March 2005 Test
4.
In an election campaign, voters receive letters describing each candidate’s position on the issues. These letters might be considered credible sources of information if they A. identify the writer so that his/her qualifications and reputation may be evaluated. B. use stereotypes effectively in describing the candidates. C. avoid references to other sources of information about the candidates. D. avoid presenting facts that would confuse the reader. Benchmark A, Question 23, March 2006 Test
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Social Studies Questions by Standard
5.
In order to decide which writers’ opinions are most credible on a particular subject, a reader should look for writers who A. have written on many different topics. B. express conclusions consistent with information. C. use stereotypes to support their claims. D. write with simple words and short sentences. Benchmark A, Question 31, March 2006 Test
6.
A town is considering building a community swimming pool. At a public hearing on the issue, supporters and opponents of the pool make the following statements: Supporters A report by the U.S. Surgeon General emphasized the health benefits of swimming for both children and adults. A recent university study found that communities with adequate recreation facilities had lower rates of juvenile delinquency than communities that did not. Opponents The pool is a bad idea for many reasons. There are better, more cost-effective ways to help kids than by building a pool. The town should be spending its money on more critical issues at this time. The pool would be a complete waste of the town’s money. • •
Which of these two statements includes credible sources of information that uphold the statement’s position? Why does agreement with credible sources of information help make a statement believable?
Write your answer in the Answer Document. (2 points) Benchmark A, Question 18, Practice Test
7. Which would be the most credible primary source about conditions in Nazi concentration camps during the Holocaust? A. a novel set in a concentration camp B. an account of camp life by a survivor of a concentration camp C. a 1942 movie produced by the German government depicting concentration camp activities D. a film about the camps directed by a person whose parents were in a concentration camp Benchmark A, Question 29, Practice Test
Social Studies Skills and Methods
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Social Studies Questions by Standard
8.
During the 1960s, the Congress of Racial Equality (CORE) organized Freedom Rides throughout the South to end segregation on interstate bus routes. James Farmer, national director of CORE at that time, described in an interview one of the strategies used by the Freedom Riders: We … felt that one of the weaknesses of the student sit-in movement of the South had been that as soon as arrested, the kids [were] bailed out. ... A better tactic would be to remain in jail. ... Fill up the jails, as Gandhi did in India, fill them to bursting if we had to. In other words, stay in without bail. Source: Howell Raines, My Soul Is Rested: Movement Days in the Deep South Remembered
James Farmer’s statement would be a credible source of information about a strategy used during the civil rights movement because A. it is free of bias. B. it was published in a book. C. he was a civil rights leader. D. he uses statistics to support his opinions. Benchmark A, Question 28, March 2006 Test
Use the following cartoon to answer question 9
9. The cartoon above could be described as A. an objective source of factual information. B. a biased criticism of increases in defense spending. C. a biased criticism of increases in the federal budget. D. a biased criticism of increases in spending on social programs. Benchmark A, Question 21, Practice Test
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Social Studies Questions by Standard
10. A newspaper prints an article on a controversial political issue. This article could be considered biased if its author A. formed logical conclusions based on fact. B. contacted supporters of only one side. C. presented statistical information on the issue. D. included information that had not been published before. Benchmark A, Question 21, March 2005 Test
11. The Statistical Abstract of the United States, published by the U.S. government, contains statistics gathered by numerous government agencies. Why would the most recent edition of the Statistical Abstract be a more reliable source of information than previous editions? A. The most recent edition would not contain any errors. B. The most recent edition would be less biased than previous editions. C. The most recent edition would be a secondary source of information. D. The most recent edition would contain the most up-to-date information. Benchmark A, Question 37, March 2006 Test
Below are two points of view about a local landfill.
From a local citizens group: “Unless the local landfill is closed down, the health of community residents will continue to suffer. The cost of finding a new landfill site is no longer the issue. Far more important are the proven health risks of toxic waste leakage.”
From a county environmental safety official: “While there is always some health risk from landfills, the risk from our local landfill has proven to be very small. However, capacity is becoming a problem. Whatever the cost, we will need to find a new landfill site within the next year or the health of our citizens will become a real concern.”
12. Which statement about the two points of view presented above is accurate? A. The point of view of the county official includes data to support it. B. The point of view of the citizens group is composed of facts. C. Both points of view fail to mention their sources of information. D. Both points of view include support from reliable sources of information. Benchmark A, Question 11, March 2005 Test
Social Studies Skills and Methods
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Social Studies Questions by Standard
Governor Stone is running for re-election. In a letter to the editor of a local newspaper, a citizen writes: The past four years have been devastating for our state. Governor Stone hasn’t done anything but make speeches and raise money for his next political campaign. The average family has less today than it did four years ago. In another letter, Governor Stone replies: The economy of our state is stronger than it was four years ago. The average family income has increased three percent, after adjustments for inflation. School funding has increased 23 percent. The state repaved 5,000 miles of four-lane highway. If reelected, you can count on me to continue to improve the quality of life in our state. 13. Governor Stone’s statement could be reliable because A. it was printed in the newspaper. B. Governor Stone is an elected official. C. it contains information that can be verified. D. the original letter writer represents the average family. Benchmark A, Question 37, March 2005 Test
14. A political action committee produces a television commercial that criticizes past actions of a candidate for president. The advertisement could be a credible source of information if the claims in the advertisement A. rely on the use of stereotypes. B. are based on unstated assumptions. C. are consistent with other credible sources of information. D. are presented in a manner that is clear and easy to understand. Benchmark A, Question 2, March 2007 Test
15. Which source of information would be the most credible (least biased) in determining the durability of various brands of computers? A. a salesman at a computer products store B. a neighbor who works for a computer manufacturing company C. a television advertisement for the most popular brand of computer D. an independent survey of consumers who have purchased computers Benchmark A, Question 7, March 2007 Test
16. When considering the reliability of a report that promotes hybrid gas-electric cars as environmentally friendly, what should be carefully considered? A. the length of the report B. the cost of producing the report C. the number of claims in the report D. the accurate use of facts in the report Benchmark A, Question 18, March 2007 Test
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Social Studies Questions by Standard
17. A state is considering lowering state income tax rates by one percent. At a public hearing on the issue, supporters and opponents of the tax decrease make the following statements: Supporters I’ve talked to people from all parts of the state, and everyone agrees that tax rates are too high. If the state receives less revenue from income taxes, the legislature might be less wasteful with the taxpayers’ money. This tax cut is a good idea. Opponents The State Budget Office estimates that this tax cut will cost the state $50 million a year in lost tax revenue. The leading accounting firm in the state estimates that the average taxpayer will see their taxes decrease by only $27. This tax cut is simply not worth the cost. • Which of these two statements includes credible sources of information that uphold the statement’s position? • Why does agreement with credible sources of information help make a statement believable? Write your answer in the Answer Document. (2 points) Benchmark A, Question 35, March 2007 Test
18. A state is considering passing a law to ban cell phone use while driving. At a public hearing on the issue, supporters of the proposed law make the following statement: The New England Journal of Medicine published a study showing that drivers who use cell phones are four to five times more likely to be involved in accidents than other drivers. A study by the State Highway Safety Board found that crashes involving cell phone use are more likely to result in serious injury. This proposed law is the only way to protect the citizens of this state. The supporters cite two sources in their statement. • •
Provide one explanation of how the use of both sources makes the supporters’ statement more credible. Support your explanation with information from the supporters’ statement.
Write your answer in the Answer Document. (2 points) Benchmark A, Question 5, March 2008 Test
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Social Studies Questions by Standard
19. Which source of information about a candidate for the school board would likely be biased? A. A televised debate of all of the school board candidates. B. A copy of the candidate’s voting record from her previous term. C. A letter to the newspaper editor from a supporter of the candidate. D. A copy of the candidate’s latest income tax return. Benchmark A, Question 16, March 2008 Test
20. If you wanted to learn what it was like to live in your town during World War II, why would reading a collection of letters written by townspeople during the war be a more credible source of information than a description in a recent history book? A. The letter writers would be free of bias. B. The letters would be easier to understand. C. The letter writers are more likely to be experts on the history of war. D. The letters contain firsthand knowledge of events when they occurred. Benchmark A, Question 19, March 2008 Test
21. Which source has the appropriate qualifications to be a credible source of information about how a proposed tax cut would affect the U.S. national debt? A. a letter to the editor of the New York Times from an astrophysicist B. a film producer of a documentary about the New Deal era C. a recent report published by the Congressional Budget Office D. a television advertisement sponsored by a veterans’ group Benchmark A, Question 21, March 2008 Test
22. Which source has the appropriate qualifications to be a credible source of information about the city streets with the most car-pedestrian accidents? A. data collected on a personal blog B. a conversation with a personal injury lawyer C. a letter to the editor by an injured pedestrian D. data collected by the local police department Benchmark A, Question 43, March 2008 Test
23. The following is from an article in the newspaper. Funding for state parks has been one of our governor’s top priorities over the last four years. When she entered office, state park funding was at $21 million; this year, the parks’ budget will be over $40 million. Which method enables a citizen to analyze the reliability of this information? A. Visit some state parks. B. Listen to all of the governor’s speeches. C. Read a recent book written by the governor. D. Verify the accuracy of the information presented. Benchmark A, Question 6, March 2009 Test Social Studies Skills and Methods
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Social Studies Questions by Standard
24. A town decides to build a new park. The mayor appoints a committee to review possible designs. After two months, the committee issues a report with its recommendations. Which factor contributes to the credibility of the report? A. the length of the report B. the cost of the report to the city C. the number of tables and charts included D. the qualifications of the committee members Benchmark A, Question 18, March 2009 Test
25. The authors of many history books provide bibliographies that indicate the sources for information provided in the text. Why would providing the reader with this information make a book more credible? A. It allows the reader to check the reputation of the writer. B. It allows the reader to find other books on the same topic. C. It allows the reader to form his or her own opinions on the topic. D. It allows the reader to determine the thoroughness of the author’s research. Benchmark A, Question 27, March 2009 Test
26. A newspaper prints an article about a bill in the U.S. Senate. What would indicate that the article is biased in favor of the bill? A. The article quotes the entire text of the bill. B. The article is printed before the final vote on the bill. C. The article quotes only senators who support the bill. D. The article indicates that the president will likely veto the bill. Benchmark A, Question 44, March 2009 Test
27. A citizen group wants the local government to approve funding for a new public park in the city’s downtown area. What statement could help support the position that the downtown area is an appropriate location for the park? A. The city will have to pay to maintain the park. B. There are already several public parks in the city. C. Many residents have signed a petition supporting the site of the proposed park. D. The city could use the proposed location to build government offices. Benchmark B, Question 5, Practice Test
Social Studies Skills and Methods
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Social Studies Questions by Standard
Use the following chart to answer question 28.
28. The data above support the thesis that between 1990 and 2000 A. the price of newspapers decreased steadily. B. information in newspapers became more reliable. C. people became more informed about world events. D. people decreasingly relied on newspapers as a source of information. Benchmark B, Question 15, March 2005 Test
29. The school board of a particular school district has proposed a school uniform policy. It believes that the policy will improve student behavior. This thesis could be supported or refuted by A. data on student behavior in other school districts that do not have school uniform policies. B. data from other school districts comparing student behavior before and after similar uniform policies were put into effect. C. data from schools within the school district regarding students’ views of the uniform policy. D. data from schools within the school district regarding current student behavior. Benchmark B, Question 44, March 2005 Test
30. A local politician believes that allowing graffiti artists to paint on a designated wall in a city park would reduce illegal graffiti in other parts of the city. Which statement would help support this thesis? A. Many people in the city do not approve of graffiti. B. Graffiti has appeared on buildings in many parts of the city. C. Illegal graffiti is not protected by the right to free speech. D. Similar programs have reduced illegal graffiti in other cities. Benchmark B, Question 9, March 2005 Test
31. A school superintendent believes that physical education (PE) classes improve student academic performance. This thesis could be supported or refuted by A. data from schools on the cost of PE equipment. B. data from a survey of student opinions about PE classes. C. data comparing student physical fitness before and after PE. D. data comparing student test scores in schools with and without PE. Benchmark B, Question 41, March 2006 Test Social Studies Skills and Methods
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Social Studies Questions by Standard
Use the following graph to answer question 32.
32. In 1970, a state government announced a program to reduce the number of state highway accidents to less than 1,000 per year within 10 years. In 1980, the state’s governor asserted that the goal of the accident reduction program had been met. Using the data in the graph above, support or refute the governor’s assertion. Write your answer in the Answer Document. (2 points) Benchmark B, Question 42, March 2005 Test
33. A town’s mayor believes that she can reduce crime by providing some police officers with bicycles. Which statement would help support this thesis? A. Sales tax revenues will be used to pay for the bicycles. B. Bicycle police require several weeks of extra training. C. Other towns with bicycle police have reduced crime rates. D. Bicycle theft is the leading property crime in the town. Benchmark B, Question 2, March 2006 Test
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Social Studies Questions by Standard
34. In 1963, Betty Friedan, founder of the National Organization for Women, wrote, We can no longer ignore that voice within women that says: “I want something more than my husband and my children and my home.” Source: Betty Friedan, Excerpt from The Feminine Mystique (1963) reprinted in 100 Key Documents in American Democracy, ed. by Peter Levy, Praeger Pub., 1994, p. 436.
The excerpt above could be used to support the thesis that A. the U.S. birthrate would increase as more women entered the workforce. B. the 19th Amendment guaranteeing women the right to vote should be ratified. C. increased numbers of women in the workforce would result in unemployment for men. D. in the 1950s and 1960s, many American women were redefining their roles in society. Benchmark B, Question 28, March 2007 Test
35. A mayor believes that an increase in the city bus fee has led to fewer riders. This thesis could be supported or refuted by which type of data? A. data showing the average bus fees in several cities B. data showing that road construction has increased C. data from a survey of bus riders about route popularity D. data comparing the number of riders before and after the increase Benchmark B, Question 38, March 2008 Test
36. A city council member believes that installing more trash cans along city streets will help reduce the city’s litter problem. This thesis could be supported by data showing that A. the city’s litter problem has gotten worse in recent years. B. most city residents consider the litter problem to be serious. C. people use trash cans if they are readily available. D. there is enough money in the city budget to pay for the trash cans. Benchmark B, Question 24, March 2007 Test
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Social Studies Questions by Standard
In April 2000, a survey was conducted in which people in the United States were asked what actions they had taken to solve environmental problems. The following graph shows the results of the survey.
37. The survey results support the thesis that during 1999-2000, the majority of people in the United States A. were unaware of the serious nature of problems facing the environment B. were likely to join political parties that reflect their views on the environment. C. did not believe that their own actions have any impact on environmental problems D. chose individual action over group action to solve environmental problems. Benchmark B, Question 33, Practice Test
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Social Studies Questions by Standard
Use the following graph to answer question 38.
38. Which thesis is supported by the data in the above graph? A. Burning of solid waste has increased steadily since 1960. B. Burning of solid waste was responsible for climate change in the 1970s and 1980s. C. People in the United States generated less solid waste in the 1990s than in previous decades. D. Recycling programs were successful in reducing the growth in waste added to landfills from 1960 to 2000. Benchmark B, Question 38, Practice Test
Use the following table to answer question 39.
Data Sources: Organization for Economic Cooperation and Development; U.S. Census Bureau, Statistical Abstract of the United States: 2001
39. Using the data in the table above, support or refute the following thesis: In 2001, Italy had a higher standard of living than Japan. Write your answer in the Answer Document. (2 points) Benchmark B, Question 6, March 2006 Test
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Social Studies Questions by Standard
Use the following graphs to answer question 40.
Source: Federal Deposit Insurance Corporation, Historical Statistics on Banking, Table CB01, http://www2.fdic.gov/hsob/
40. The graphs on the previous page could be used to support which thesis? A. After 1975, there was an increase in bank profits. B. After 1975, there was a decrease in the number of bank employees. C. After 1985, there was a decrease in the number of bank branches. D. After 1985, there was an increase in mergers between banks. Benchmark B, Question 13, March 2006 Test
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Social Studies Questions by Standard
41. On March 12, 1947, President Truman addressed a joint session of Congress to recommend that the United States provide economic assistance to Greece and Turkey. His reasons were as follows: The seeds of totalitarian regimes are nurtured by misery and want. They spread and grow in the evil soil of poverty and strife. … The free peoples of the world look to us for support in maintaining their freedoms. If we falter in our leadership, we may endanger the peace of the world—and we shall surely endanger the welfare of our own Nation. President Harry S. Truman, address to Congress, March 12, 1947
This statement would be helpful in supporting the thesis that, in 1947, President Truman believed the United States A. had little to gain from membership in the United Nations. B. was more interested in foreign policy than in domestic issues. C. should help maintain democratic governments in other countries. D. should conserve its resources to maintain its own economic strength. Benchmark B, Question 38, March 2007 Test
42. The famous American writer Mark Twain expressed his opinion about U.S. actions in the Philippines after the Spanish-American War with the following words: “I have seen that we do not intend to free, but to subjugate (place under control) the people of the Philippines. We have gone to conquer, not to redeem (save). … I am opposed to having the [American] eagle put its talons on any other land.” The New York Herald, October 15, 1900 This statement would be helpful in supporting the thesis that Mark Twain believed that A. U.S. imperialism was wrong. B. U.S. imperialism would bring stable government to the Philippines. C. U.S. imperialism was necessary for the United States to become a world power. D. U.S. imperialism civilized the people of the Philippines. Benchmark B, Question 36, March 2008 Test
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Social Studies Questions by Standard
Use the following cartoon to answer question 43.
Source: Library of Congress
43. This cartoon could be used to support the thesis that opposition to women’s suffrage was A. based on unemployment statistics comparing men and women. B. stronger among women than among men. C. stronger in western states than in eastern states. D. based on stereotyping of women’s roles. Benchmark B, Question 44, March 2007 Test
44. During World War I, two revolutions took place in Russia while Russia was at war with Germany. Vladimir Lenin, leader of the Bolshevik Revolution, said: There can be no doubt that our army is absolutely in no condition ... to beat back a German offensive successfully. ... Source: V. I. Lenin, Collected Works, 4th English Edition, Progress Publishers, Moscow, 1964, p. 447.
The excerpt above could be used to support the thesis that A. Lenin had few skills as a military leader. B. Russia shared in the responsibility for World War I. C. Lenin believed that Russia should withdraw from World War I. D. The Bolshevik Revolution had the support of the Russian army. Benchmark B, Question 44, March 2008 Test Social Studies Skills and Methods
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Social Studies Questions by Standard
45. The table below shows the main imports and exports of Country X in rank order based on value.
What thesis could be supported by the information in the table? A. Country X is dependent on exports of raw materials. B. The economy of Country X is centered on manufacturing. C. Country X is dependent on imports of finished products. D. The economy of Country X is centered on agricultural production. Benchmark B, Question 7, March 2009 Test
46. High school principals in a particular city have joined together in a request to local businesses that they voluntarily restrict the number of hours students work during the school year. The principals believe that students’ schoolwork will improve if students work fewer hours. What information could help support their claim? A. data showing that students are not productive on the job B. surveys showing that students prefer their jobs to their schoolwork C. studies of student performance where such restrictions have been in place D. data comparing the effects of athletic participation and nonparticipation on school achievement Benchmark B, Question 9, March 2009 Test
47. In 1923, Adolf Hitler, the future leader of Nazi Germany, declared: The day must come when a German government shall summon up the courage to declare to the foreign powers: “The Treaty of Versailles is founded on a monstrous lie.” We fulfill nothing more. Do what you will! If you want battle, look for it! Source: Adolf Hitler, Speech of August 1, 1923, reprinted at www.nizkor.org
This excerpt would help support which thesis? A. Hitler believed the League of Nations would help Germany. B. Hitler believed Germany was responsible for starting World War I. C. Hitler used German resentment toward the Treaty of Versailles to gain power. D. Hitler wanted the World War I Allies to live up to what they promised in the Treaty of Versailles. Benchmark B, Question 12, March 2009 Test
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Social Studies Questions by Standard
Use the following graph to answer question 48.
Source: The Gallup Organization, http://www.gallup.com
48. In April 2000, a survey was conducted in which people in the United States were asked what actions they had taken to solve environmental problems. The graph above shows the results of the survey. Using the data in the graph above, support or refute the following thesis: During 1999–2000, the majority of people surveyed in the United States chose individual actions over group actions to solve environmental problems. Write your answer in the Answer Document. (2 points) Benchmark B, Question 14, March 2009 Test
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Ohio Graduation Test Released Test Questions by Standard Multiple Choice Answer Key History 1. C 2. A 3. B 4. A 5. C 6. A 7. A 8. B 9. B 10. B 11. D 12. A 13. Short Answer 14. D 15. Extended Response 16. C 17. D 18. B 19. A 20. C 21. D 22. Short Answer 23. A 24. Extended Response 25. D 26. D 27. A 28. C 29. Short Answer 30. C 31. C 32. A 33. Short Answer 34. B 35. A 36. D 37. Extended Response 38. A 39. D 40. B 41. D 42. A 43. Extended Response 44. Extended Response 45. A Social Studies Released Test Questions by Standard
46. C 47. D 48. C 49. C 50. A 51. D 52. Short Answer 53. B 54. Short Answer 55. Extended Response 56. D 57. B 58. D 59. C People in Societies 1. A 2. C 3. C 4. B 5. B 6. Short Answer 7. C 8. B 9. Extended Response 10. B 11. D 12. Short Answer 13. D 14. A 15. A 16. A 17. B 18. C 19. B 20. A 21. D 22. D 23. A 24. Short Answer 25. D 26. C 27. B 28. D 29. C 30. Short Answer 66
Geography 1. D 2. D 3. B 4. C 5. C 6. C 7. D 8. D 9. D 10. D 11. C 12. C 13. A 14. A 15. B 16. A 17. A 18. A 19. A 20. B 21. A 22. C 23. B 24. Short Answer 25. C 26. A 27. Short Answer 28. C 29. Extended Response Economics 1. D 2. A 3. B 4. C 5. C 6. D 7. C 8. B 9. A 10. B 11. A 12. Extended Response 13. Short Answer 14. D 15. C Social Studies Released Test Questions by Standard
16. Extended Response 17. Short Answer 18. D 19. Short Answer 20. D 21. C Government 1. A 2. C 3. A 4. C 5. D 6. B 7. A 8. A 9. B 10. D 11. Extended Response 12. D 13. A 14. C 15. A 16. D 17. D Citizenship Rights and Responsibilities 1. A 2. Short Answer 3. C 4. Short Answer 5. D 6. Short Answer 7. C 8. B 9. A 10. B 11. B 12. A 13. A 14. A 15. A 16. Extended Response 17. D 18. C 19. D 20. B 67
Social Studies Skills and Methods 1. C 2. C 3. B 4. A 5. B 6. Short Answer 7. B 8. C 9. B 10. B 11. D 12. C 13. C 14. C 15. D 16. D 17. Short Answer 18. Short Answer 19. B 20. D 21. C 22. D 23. D 24. D 25. D 26. C 27. C 28. D 29. B 30. D 31. D
Social Studies Released Test Questions by Standard
32. Short Answer 33. C 34. D 35. D 36. C 37. D 38. D 39. Short Answer 40. D 41. C 42. A 43. D 44. C 45. B 46. C 47. C 48. Short Answer
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Ohio Graduation Test Released Test Questions by Standard Constructed Response Scoring Guide History 13. Short Answer Exemplar: One way farming changed as a result of the Industrial Revolution was that new technology such as irrigation and steel plows allowed farming to expand into regions where farming would not have been successful previously. Another way farming changed was that increased production led to lower prices for crops, making it difficult for small family farms to be successful. Other correct responses may include but are not limited to: • American farms could be bigger; • they could produce much more food; • they could be profitable; • they could require less labor; • farming was more efficient (but cannot use harvesting example given in the • prompt without adding substantive information); • farming was less time-consuming; • farming was expandable into new regions; • farming was subject to overproduction; • farming was subject to lower prices for crops; • farming was more inclined toward single-crop production on individual farms; • there were fewer self-sustaining family farms. Scoring Guidelines: Score point 2 points 1 point 0 points
Description The response will explain two ways farming changed as a result of the Industrial Revolution. The response will explain one change. The response does not meet any of the above criteria.
Note: If the response cites an example from the prompt but adds substantive information to the example, the response can be scored for the applicable point(s). 15. Extended Response Exemplar: Industrialization demanded significant increases in the number of workers. People who moved to industrial towns to seek work were sometimes able to escape the effects of famine in rural areas. As people moved from rural to urban areas to work in factories, they swelled the population of urban areas. This resulted in living conditions that were often overcrowded, such as tenement buildings. Industrialization led to the concentration of factories in urban areas. This contributed to increased pollution as Social Studies Released Test Questions by Standard
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compared with rural areas. Industrialization involved the use of heavy machinery in factories. Use of this machinery created dangerous working conditions. Other correct individual responses: • Industrialization resulted in manufactured goods being available at a lower cost, allowing more people to be able to afford them. • Industrialization required many workers to live in cities where factories were located. • Overcrowding in urban areas increased the likelihood for diseases to spread. • Industrialization demanded significant increases in the number of workers. • New residents in the cities taxed the urban infrastructure (lack of running water and inadequate sewage systems) and/or increased the likelihood of disease. • Industrialization involved high uses of energy (coal), new technologies, and new processes. These resulted in various types of pollution (air, water, noise). • Industrialization involved paying workers low wages. This led to hardships for workers in maintaining residences or paying for housing (slum conditions). Scoring Guidelines Score point 4 points
3 points
2 points
1 point
0 points
Description The response accurately explains four effects of industrialization on living and/or working conditions for the early industrial working class that moved to the new industrial towns of 19thcentury Britain. The response accurately explains three effects of industrialization on living and/or working conditions for the early industrial working class that moved to the new industrial towns of 19th-century Britain. The response accurately explains two effects of industrialization on living and/or working conditions for the early industrial working class that moved to the new industrial towns of 19thcentury Britain. The response accurately explains one effect of industrialization on living and/or working conditions for the early industrial working class that moved to the new industrial towns 19thcentury Britain. The response does not meet any of the above criteria. The response may discuss industrialization but not make a connection to living and/or working conditions in the industrial towns of Britain.
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22. Short Answer Exemplar: Because factory owners wanted to maximize their profits, they kept workers’ wages as low as possible. Other correct individual responses: Factory owners were motivated to keep production high and costs low to meet consumer demand. As a result: • Workers were not provided job benefits such as insurance (low costs). • Women and children were hired at low wages (low costs). • Workdays were kept long, vacations few (maintain production). • Rigid discipline was maintained (maintain production). • Workers were not granted rights (maintain production). • Factory owners provided little in the way of safety equipment for workers (low costs). Industrialization was not regulated by government (laissez-faire policies). As a result: • Health and safety issues were not addressed. • Use of child labor was widespread. • Workers’ rights were not protected. Industrialization provided for advances in agricultural technology. As a result: • Former agricultural workers came to work in factories and the competition for jobs helped keep wages low. The introduction of new machinery in factories: • led to dangerous working conditions in factories. Score Points 2 points
Description The response identifies one accurate example of harsh working conditions for factory workers in 19th century Britain and accurately explains how industrialization led to that example.
1 point
The response identifies one accurate example only. OR The response offers one accurate explanation only.
0 points
The response does not meet any of the above criteria. The response may discuss industrialization but not make a connection to working conditions.
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24. Extended Response Exemplar: • One advantage of monopolies was that by controlling a whole industry, businesses could produce goods at a lower cost than independent or smaller companies. • Progressives wanted legislation to control monopolies because they believed monopolies threatened individual opportunity for small entrepreneurs. Other correct responses: The advantage of monopolies: • Monopolies had a competitive advantage over smaller companies because they could take advantage of economies of scale and produce more goods at a lower cost, thus increasing profits; they could introduce greater efficiencies in production and distribution. • When monopolies stifled competition they could control pricing/increase profits. • By controlling all levels of a particular industry (vertical integration), monopolies had a competitive advantage which they could use to keep out new competitors. • New industries needed investments of capital to grow. As businesses became large-scale operations, monopolies could attract financing for plants, technology and labor and had an advantage over start-ups. Why Progressives wanted federal legislation to control monopolies: • Under the laissez-faire economic system, monopolies had no incentive to selfregulate. • Instead, they stifled competition; therefore, government intervention was needed. • Monopolies had no incentive to provide consumers with fair prices rather than keep high profits for themselves; therefore, government intervention was needed. • All kinds of abuses, including political corruption (e.g., buying votes, influencing government agencies) were unchecked. Progressives believed federal legislation was needed to keep abuses in check. Score Points 4 points
3 points
2 points 1 point 0 points
Description The response provides a complete explanation of each part of the question (e.g., one advantage of monopolies is stated and shown how it was an advantage from a business perspective and one reason is stated as to why Progressives sought government control as a solution to abuses from monopolies.) The response provides a complete explanation of one part and a partial (e.g., “monopolies reduced business competition” or “Progressives thought monopolies would not control themselves”) explanation of one part. The response provides a complete explanation of one part only or partial explanations of each part. The response provides a partial explanation of one part. The response does not meet any of the above criteria. The response indicates inadequate or no understanding of the idea or concept needed to answer the item. It may only repeat information given in the item. The response may be incorrect, or the provided information may be totally irrelevant to the item.
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29. Short Answer Exemplar: Imperialism increased because industrial countries needed to control the supply of raw materials for production. Other correct individual responses: • Imperialism increased because industrial expansion led to a desire for protected investment opportunities abroad. • Imperialism increased because industrial expansion led to rivalry and power struggles among industrial countries and increased their desire to establish control over undeveloped areas. • Imperialism increased because industrial expansion made producers eager to create markets for their manufactured goods. Scoring Guidelines: Score Points 2 points 1 point
0 points
Description The response accurately explains how industrial expansion increased European imperialism in the late 19th and early 20th centuries. The response concludes that imperialism increased but fails to supply an accurate explanation OR The response explains a connection between industrialization and imperialism without stating that imperialism increased as a result. The response does not meet any of the above criteria. The response discusses aspects of imperialism other than its ties to industrialization. The response addresses social, military, etc. factors
33. Short Answer Exemplar A canal at the Isthmus of Panama would reduce U.S. shipping costs and avoid the necessity of maintaining separate navies in the Atlantic and Pacific. Other correct responses: • would achieve world power status • would facilitate U.S. trade with Asia • would ensure control of trade routes across the Atlantic from Europe to Asia • would shorten shipping times between coasts (variant on shipping costs) • would facilitate the movement of naval vessels to different areas of need Score Points 2 points 1 point 0 points
Description The response correctly identifies two reasons. The response correctly identifies one reason. The response does not meet any of the above criteria. It may discuss how the United States acquired the land (by stirring-up revolution in Columbia), the building rights (from Great Britain) or the hardships involved in building the canal.
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37. Extended Response Exemplar: One provision of the Versailles Treaty was that Germany had to make extensive reparation payments to the Allies. This contributed to the outbreak of World War II because the reparations were a heavy financial burden that caused Germans to resent the Allied nations. Another provision of the Versailles Treaty was that Germany had to cede the Alsace-Lorraine region to France. This contributed to the outbreak of World War II because many Germans believed these lands belonged to Germany and wanted to take them back.
The response may include but is not limited to:
Provisions of the Treaty of Versailles: Germany had to: 1 2 3 4 5 6 7 8 9 10 11
abolish compulsory military service; reduce the size of its army and navy (could not develop air corps); demilitarize all territory on the banks of the Rhine; stop all importation, exportation, and nearly all production of war material; make extensive financial reparations; recognize sovereignty of Belgium, Poland, Czechoslovakia, and Austria; return Alsace-Lorraine to France; agree to French occupation of the Saar; accept “war guilt” clause; give up West Prussia; give up overseas colonies. Generally lose power/give up land.
Lead to war: 5 Heavy financial burdens contributed to economic depression in Germany and resentment toward Allies. 1, 2, 4 Reduction of army and production of war materials also affected economy and morale. Germans felt they were at risk in Europe. Loss of territory led to Hitler’s desire to reclaim lands for Germans. 3, 6–8, 10– 11 9 “War guilt” clause led to resentment toward Allies.
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Scoring Guidelines: Score point
Description
4 points
The response correctly identifies two provisions of the Versailles Treaty (as listed above) and will correctly tie each of the two provisions to the lead-up to war.
3 points
The response correctly identifies two provisions of the treaty, but the response ties only one provision to the lead-up to war. OR The response identifies one provision of the treaty and discusses two leads tied to the treaty.
2 points
The response correctly identifies one provision of the treaty and ties it to the lead-up to war. OR The response identifies two provisions without discussing leads. OR The response discusses two leads tied to the treaty without identifying any provisions.
1 point
The response identifies one provision of the treaty. OR The response identifies one lead tied to the treaty.
0 points
The response does not meet any of the above criteria.
Note: If the response mixes wars/treaties, no more than 1 point can be awarded.
43. Extended Response Exemplar: One concern the United States had about Soviet expansion was that it would expand its influence into Western Europe. In response, the United States established the Marshall Plan to support democracies in Western Europe. Another concern the United States had about Soviet expansion was that Soviet military capability was growing and there was the possibility of Soviet aggression. In response, the United States and its European allies formed NATO as a defensive alliance. Possible responses may include, but are not limited to the following: •
Concern: The U. S. believed it had to stop the further spread of communism. Actions may include references to containment, Marshall Plan, the Truman Doctrine, creation of NATO, sending troops to Europe, diplomacy, spying.
•
Concern: The Soviet Union refused to cooperate in the administration of the divided Germany and set up a communist government in the area under their control. It sealed off access to West Berlin (Berlin Blockade).
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Actions: the Berlin Airlift to keep the Allied-occupied West Berlin supplied, the creation of NATO, diplomacy. •
Concern: Soviet military capability was growing and there was the possibility of Soviet aggression. Actions: the United States set up NATO as a defensive military alliance or may include reference to U. S. leadership and military presence in West Germany, diplomacy, spying.
•
Concern: The Soviet Union was transforming Eastern European countries into Soviet-dominated Communist states. Actions: U. S. programs – the Marshall Plan, Truman Doctrine to assist in the economic recovery of European countries and to counteract the lure of communist propaganda, diplomacy, spying.
•
Concern: There was a possibility of World War over Eastern Europe. Actions: the formation of NATO, U.S. military presence in Europe, diplomacy, spying.
•
Concern: There would be a loss of trade with Central and Eastern Europe. Actions: Marshall Plan, Truman Doctrine, diplomacy.
•
Concern: The Soviet Union created the Eastern bloc. Actions: the formation of NATO, diplomacy, spying.
Scoring Guidelines Score point 4 points 3 points 2 points 1 point 0 points
Description The response will include two concerns with a relevant action for each concern. The response will include two concerns with a relevant action for one of the concerns OR include one concern with two relevant actions. The response will include two concerns with no relevant actions OR include one concern with one relevant action. The response will include one concern OR indicate one or two actions without connecting the action(s) with an appropriate concern. The response does not meet any of the above criteria. The response may discuss other Cold War concerns (e.g., arms race) and related actions (e.g., development of the H-bomb) that are not pertinent to Soviet expansion in Eastern Europe, 1945-1950.
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44. Extended Response Exemplar: The United States was concerned that the Soviet Union intended to use Central and Eastern Europe as a staging ground for military attacks upon Western European countries. In response, the United States and its allies formed NATO, whose charter stated that an attack upon any NATO member would be considered an attack upon all. Other correct partial responses: • Concern: The U.S. believed it had to stop the further spread of communism. • Actions: may include references to containment, Marshall Plan, the Truman Doctrine, creation of NATO, sending troops to Europe. • •
• • • •
Concern: The Soviet Union refused to cooperate in the administration of the divided Germany and set up a communist government in the area under their control. It sealed off access to West Berlin (Berlin Blockade). Actions: the Berlin Airlift to keep the Allied-occupied West Berlin supplied, formation of NATO. Concern: the military capability of the Soviet Union was growing and there was the possibility of aggression by the Soviet Union. Actions: the United States set up NATO as a defensive military alliance, U.S. leadership and military presence in West Germany. Concern: The Soviet Union was transforming Eastern European countries into Soviet Union-dominated Communist states. Actions: U.S. programs—the Marshall Plan, Truman Doctrine to assist in the economic recovery of European countries and to counteract the lure of communist propaganda.
Score Point 4 points
Description The response will accurately and completely describe one concern and cite a relevant action.
3 points
The response will describe one concern and cite a relevant action. Either the concern or the action is partially accurate and/or incomplete.
2 points
The response will accurately and completely describe one concern but fail to cite a relevant action. OR The response will give a partially accurate and/or incomplete description of one concern and a partially accurate and/or incomplete citation of a relevant action. OR
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The response will fail to describe a concern but will provide a clear and accurate citation of an action taken in response to Soviet expansion in Central and Eastern Europe. 1 point
The response will give a partially accurate and/or incomplete description of one concern and fail to cite a relevant action. OR The response will fail to describe a concern but will provide a partially accurate and/or incomplete citation of an action taken in response to Soviet expansion in Central and Eastern Europe.
0 points
The response does not meet any of the above criteria. The response may discuss Cold War events, but not link concerns about actions of the Soviet Union in Europe with U.S. responses.
52. Short Answer Exemplar: One economic effect of this migration was that there was more competition for housing in northern cities. Another economic effect was there was an increase in the available labor supply in the North. Possible responses may include, but are not limited to, the following: • increase in the availability of factory labor. (Also: greater competition for employment during certain periods, opening up of some unions, etc.) • decrease of available farm labor in the South (also: weakening of sharecropping system) • crowding of cities, competition for housing • taxes increased in major cities (to pay for improvements to infrastructure and services needed as a result of increased population) Score point
Description
2 points 1 point 0 points
The response correctly identifies TWO effects. The response correctly identify ONE effect. The response does not meet any of the above criteria.
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54. Short Answer Exemplar: During World War II, Japanese-Americans were targeted as potentially disloyal. Following the attack on Pearl Harbor by Japan, Japanese-Americans were viewed as potential spies for the Japanese government. Other correct responses: Suspected communists after World War II: Fear of the spread of communism as a byproduct of the Cold War led to an attempt to eliminate from public life all who might be considered communist sympathizers or supporters. War resisters and conscientious objectors during the Vietnam War: People who spoke out against the Vietnam War were targeted as disloyal by those who felt the war was a justified effort to assist a foreign nation avoid a communist takeover. Korean-Americans during the Korean conflict: Uncertainty existed as to whether or not Korean-Americans supported North Korea or were communists. Russian-Americans during the Cold War: Russian-Americans were feared as disloyal because they could be communist sympathizers or supporters of the Soviet Union. Scoring Guidelines Score point
Description
2 points
The response will correctly identify one group targeted between 1940 and 1985 as potentially disloyal. It will accurately and completely explain why this group was targeted.
1 point
The response will correctly identify one group targeted between 1940 and 1985 as potentially disloyal and will give a partially accurate and/or incomplete description of why this group was targeted.
0 points
The response does not meet any of the above criteria. It may offer pre1940 examples. It may restate the World War I example. It may discuss events unrelated to the historical pattern.
Note: The identification of a targeted group is not to be read independently for a score point. It is a referent for the remainder of the response. Score points are only based on the accuracy and completeness of the explanation of why the correctly identified targeted group (the referent) was targeted. Responses must have a referent to be scored for any points. Social Studies Released Test Questions by Standard
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55. Extended Response Exemplar: Beginning in the late 1800s, many African Americans from the rural South moved to the large cities in the North such as New York, Chicago, and Cleveland. This shift in population produced important changes in both the North and the South. As sizable numbers of people moved to urban areas, the migration created more competition for housing in northern cities. Other correct partial responses (related to the changes in domestic affairs): • Sizeable numbers of migrants led to an increase in the available labor supply in the North. • Increased numbers of available workers as a result of the Great Migration led to greater competition for employment during certain periods. • As potential recruits to strengthen the labor movement, the migrants opened up some unions to African Americans. • The exodus of African Americans led to a decrease of available farm labor in the South. • Because the migrants congregated in urban areas, this led to the crowding of cities and the growth of social problems. • The migration resulted intermingling of the races and this led to cultural exchange resulting from increased diversity of the population. • The migration resulted in intermingling of the races and this led to racial tensions. • The coming together of sizeable numbers of African Americans from a wide region led to a rebirth of African American interest in their own history and culture. • The ability of many African American migrants to meet and exchange ideas helped the flowering of artistic talent known as the Harlem Renaissance. • The common experiences shared by the migrants led to the growth of civil rights organizations such as the NAACP. • The exodus of farmers led to a weakening of the sharecropping system in the South. • The exodus of African Americans from the South lessened competition for jobs in that region. • The concentration of African American migrants in Northern cities spawned black enterprise in business ventures whites did not want to provide to African Americans (e.g., personal care, insurance, undertaking, credit.)
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Score Point 4 points
Description The response gives a complete description of the population shift involved in the Great Migration (e. g. African Americans moving from the rural South to the urban North) and a complete explanation of how this migration produced an important change in the domestic affairs of the United States during the first three decades of the twentieth century. (one change and its connection with the Great Migration)
3 points
The response gives a complete description of the population shift involved in the Great Migration and a partial explanation of how this migration produced an important change in the domestic affairs of the United States during the first three decades of the twentieth century (e.g., African Americans needed housing.) OR a partial description of the Great Migration (e. g. moving from the South to the North) and a complete explanation of how this migration produced an important change.
2 points
The response gives a partial description of the population shift involved in the Great Migration and a partial explanation of how this migration produced an important change in the domestic affairs of the United States during the first three decades of the twentieth century. OR The response gives either a complete description of the Great Migration or a complete explanation of how this migration produced an important change in the domestic affairs of the United States during the first three decades of the twentieth century.
1 point
The response gives either a partial description of the Great Migration or a partial explanation of an important change produced by this migration.
0 points
The response does not meet any of the above criteria. The response may discuss 20th century trends not related to the Great Migration.
NOTE: listing two or more results of the Great Migration (e.g. NAACP founding, Harlem Renaissance) without explaining how the results are connected to the migration would constitute a partial explanation. Any description of the domestic change may be scored only if there is an accurate or no reference to the Great Migration (if there is no reference to the Great Migration, the response must be appropriate to the 1900-1930 time frame).
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People in Societies 6. Short Answer Exemplar: One perspective of these agricultural workers that led to the creation of the United Farm Workers was that farm owners were failing to provide them with fair wages. Another perspective was that they lacked safe working conditions. Additional possible partial responses: • They realized that they needed to organize in order to have any bargaining power with the farm owners. • They objected to poor sanitation in the fields, such as a lack of clean drinking water and a lack of portable toilets. • They felt living quarters provided were inadequate, such as a lack of cooking facilities and indoor plumbing. Scoring Guidelines Score point Description 2 points The response accurately states two perspectives of HispanicAmerican agricultural workers that led to the creation of the United Farm Workers. 1 point The response accurately states one perspective of HispanicAmerican agricultural workers that led to the creation of the United Farm Workers. 0 points The response does not meet any of the above criteria. It may discuss perspectives of Hispanic-American agricultural workers that are unrelated to the creation of the United Farm Workers, or it may discuss the United Farm Workers without reference to perspectives of Hispanic-American agricultural workers. 9. Extended Response Exemplar: Women believed that they were discriminated against in the workplace by being paid less than men for the same jobs. They also believed that there were too few women in elected government offices. Other correct partial responses: Employment: • Women believed they were passed over for hiring and promotion in the workplace. • Women believed that jobs in certain fields were not open to women. • Women believed gender discrimination provisions of the Civil Rights Act of 1964 were not being enforced by the Equal Employment Opportunity Commission.
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Political representation: • Women believed that their elected representatives did not treat women’s issues seriously. • Women believed that the mainstream political parties did not represent their views.
Score Point 4 points
3 points
2 points
1 point 0 points
Description The response provides accurate and complete descriptions of the perspectives of women in the 1960s regarding employment and political representation that contributed to the creation of NOW. The response provides an accurate and complete description of one perspective and a partial description of another perspective (e.g., “Women believed they were discriminated against in employment.”) The response provides an accurate and complete description of only one perspective. OR The response provides partial descriptions of two perspectives. The response provides a partial description of one perspective. The response does not meet any of the above criteria. The response may describe perspectives of women in areas unrelated to employment or political representation. The response may describe current issues related to women’s rights or other issues not related to the creation of NOW in 1966 (e.g., Equal Rights Amendment proposed in 1972, support for Roe v. Wade after 1973).
12. Short Answer Exemplar One consequence of contacts between new settlers and Native Americans was violence between settlers and Native Americans. Another consequence of these contacts was the forced removal of Native Americans to reservations. Alternate responses include, but are not limited to, the following: • wars between settlers and Native Americans; • destruction of the buffalo upon which the Native Americans depended for survival; • efforts to “Americanize” Native Americans; • settlers took lands beyond what was allotted to them by the Homestead Act.
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Score point 2 points 1 point 0 points
Description The response identifies two consequences of contacts between European-Americans and Native Americans. The response identifies only one consequence. The response does not meet any of the above criteria.
24. Short Answer Exemplar The creation of the Internet has allowed people from all over the world to share ideas and information. This allows people in different countries to communicate with each other and share their opinions, beliefs, values, and views. Other correct responses may include but are not limited to: • Advances in air travel have resulted in lower costs and make it easier for people to travel all over the world. This has made it easier for students in cultural exchange programs to travel to other countries to live and study. • Improvements in recording technology allow musicians to record their music at a much lower cost. This allows independent musicians to record and sell their music and share it with others around the world. • Advances in computer technology have made computers much more affordable. • This has allowed for greater access to computers by people in all parts of the world, thus changing the way they work and interact with each other. • Technological advances have lowered prices for televisions and radios, thus allowing more people around the world to own them. Access to radio and television permit people around the globe to pick up on the latest trends and adopt them into their cultures. • Cooperative space ventures between nations bring scientists, astronauts and program administrators from different countries into contact with each other, thus providing opportunities for the exchange of cultural practices. • Increasing use of cell phones and text messaging allows people to stay in contact with each other at all times. The availability of these technologies in many countries has resulted in people changing their working and living habits in similar ways. • Computers allow people to communicate more easily. Many events taking place thousands of miles away may be experienced as they happen. Cross-cultural reactions to those events are exchanged instantly, thus bridging cultural barriers and shaping public opinion across national borders.
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Score point 2 points
1 point 0 points
Description The response will provide an accurate and complete description of how an advance (other than satellite-based communication systems) in communication or transportation contributes to the exchange of cultural practices that was not included in the prompt. The response will provide a partially accurate description of how an advance in communication or transportation contributes to the exchange of cultural practices. The response does not meet any of the above criteria. It does not make a connection between advances in communication or transportation and the exchange of cultural practices. The response may only identify an advance in global communication or transportation (e.g. direct TV) while not offering a description of the contribution to the exchange of cultural practices.
30. Short Answer Exemplar: As air travel became more affordable, it became easier for people to travel greater distances for vacations. This increased direct contacts between people of different regions and countries, which contributed to the exchange of cultural practices. Other correct responses: • Affordable air travel contributed to widespread participation in cultural exchange programs for students. Students studying abroad would absorb the cultural practices of other countries and then bring these practices back to their home countries upon their return. • Affordable air travel contributed to the growth of international business ventures by making it easier for business people to travel overseas to conduct business. This increased direct contacts between people of different regions and countries, which contributed to the exchange of cultural practices. Score Points 2 points
1 point
0 points
Description The response will provide a complete and accurate explanation of how the development of affordable air travel contributed to the exchange of cultural practices among people all over the world. The response will provide a partial or vague explanation of how the development of affordable air travel contributed to the exchange of cultural practices among people all over the world, AND/OR the response has some minor imprecisions in the content associated with the explanation. The response does not meet any of the above criteria.
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Geography 24. Short Answer Exemplar: One factor that attracted immigrants such as these to the United States was the availability of good farmland at a low cost. Another factor was that the United States offered immigrants the right to practice their religion freely. Responses may include, but are not limited to the following: Life in the United States offered opportunities for • economic success, especially cheap, good farmland • political freedom and participation in the political process • religious freedom • open spaces • educational opportunities Scoring Guidelines Score Point 2 1 0
Description The response clearly identifies TWO factors. The response clearly identifies ONE factor. The response does not meet any of the above criteria.
27. Short Answer Exemplar: One reason why they left their homelands was that social class structures limited economic opportunity. Another reason was poverty resulting from poor farm production. Other correct individual responses: They left their homelands because • there was an increasing disparity between rich and poor. • there was a lack of available farmland. • there was a lack of economic opportunity. • there was a lack of religious freedom. • their countries were monarchies and they lacked the opportunity to • participate in the political process. • Jewish people from Eastern European countries were often persecuted in their homelands. • they wanted to escape internal strife/violence. • they wanted to avoid epidemics/starvation. • they experienced crop failures in their homelands.
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Score Points Description 2 points The response clearly identifies two factors in the region of Southern and Eastern Europe that led people to emigrate to the United States in the late 19th and early 20th centuries. 1 point The response clearly identifies one factor in the region of Southern and Eastern Europe that led people to emigrate to the United States in the late 19th and early 20th centuries. 0 points The response does not meet any of the above criteria. The response may describe conditions in the United States rather than conditions in the region of Southern and Eastern Europe. 29. Extended Response Exemplar: U.S. industrialization offered opportunities for jobs. Better wages were available in the United States. Land was abundant in the United States. Ethnic minorities came to the United States to escape persecution. Other possible partial responses: (17 listed below) • Europe had a surplus of labor. • People came o to escape poverty; or o to escape famine; or o because of land shortages; or o because of religious or political persecution. • The United States had: o plenty of food; or o available land; or o personal freedoms. • Land was available under the Homestead Act. • Emigrants were recruited by representatives of American business firms. • People came to the United States to be reunited with family members who emigrated earlier. • People came to live under a democratic government. • People came to avoid long military enlistments. • People came seeking educational opportunities. • America offered a healthier environment (e.g., less disease, cleaner air and water) • American technology offered a higher standard of living • America offered social mobility
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Economics 12. Extended Response Exemplar: In order to counter increasing inflation rates, the Federal Reserve System could have increased reserve requirements for banks. This would have reduced consumer spending and business spending because higher reserve requirements mean there is less money in circulation. Other correct responses: The Federal Reserve System could have increased reserve requirements. Consumer spending and business spending would have decreased because loans would have been more difficult to obtain. Scoring Guidelines Score point Description 4 points The response contains the following four elements: • it states that the Federal Reserve System could have increased reserve requirements for banks; • accurately states reduced consumer spending; • accurately states reduced business spending; and • offers an accurate explanation of these effects related to decreased money circulation. 3 points The response contains three of the four elements. 2 points The response contains two of the four elements. 1 point The response contains one of the four elements. 0 points The response does not meet any of the above criteria. The response may discuss operations of the Federal Reserve System but not relate the actions to the conditions of the prompt. Note: Each part of the item (identification, impact on consumer spending, impact on business spending, and explanation) can be scored independently, for one point each. 13. Short Answer Exemplar: If the United States government wanted to encourage businesses to hire more employees, the government would lower taxes on businesses. The reason is that if tax rates were lower, businesses would have more money left after paying taxes, and they could afford to hire more employees. Scoring Guidelines Score point Description 2 points The response states that the U.S. government would lower tax rates for businesses in order to encourage businesses to Social Studies Released Test Questions by Standard
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1 point
0 points
hire more employees and provides a complete explanation of the reason. The response states that the U.S. government would lower tax rates for businesses in order to encourage businesses to hire more employees but provides a partial explanation of the reason. OR The response provides a complete explanation of why businesses would hire more employees but does not state that the government would lower tax rates. OR The response states the government would lower taxes with no explanation. The response does not meet any of the above criteria. The response fails to state that the U.S. government would lower tax rates for businesses and offers either an inaccurate/partial explanation or no explanation at all.
Note: A response that selects both approaches and argues for each will receive a score of 0. 16. Extended Response Exemplar: In order to counter increasing inflation rates, the Federal Reserve System could have increased the discount rate. This would have reduced consumer spending and business spending because higher discount rates mean there is less money in circulation. Other correct responses: The Federal Reserve System could have increased the discount rate. Consumer and business spending would have decreased because loans would be more difficult to obtain (expensive). Scoring Guidelines Score Point Description 4 points The response contains the following four elements: • it identifies that the Federal Reserve System could have raised the discount rate; • accurately describes a decrease in consumer spending; • accurately describes a decrease in business spending; and • offers an accurate explanation of these effects related to decreased money circulation. 3 points 2 points
The response contains three of the four elements. The response contains two of the four elements.
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1 point 0 points
The response contains one of the four elements. The response does not meet any of the above criteria. The response may discuss operations of the Federal Reserve System but not relate the actions to the conditions of the prompt.
Note: Each part of the item (identification, impact on consumer spending, impact on business spending, and explanation) can be scored independently, for one point each. 17. Short Answer Exemplar: If the U.S. government lowered income tax rates, the pubic would spend more money. The reason for this is the public would have more money left after paying taxes, and the public would likely spend some of it. Scoring Guidelines Score Point Description 2 points The response will accurately state that a decrease in income tax rates will result in increased spending. The response will make a connection between lower tax rates and increased after-tax income as the reason for increased spending. 1 point The response will accurately state that a decrease in income tax rates will result in increased spending but will not provide an accurate connection between lower tax rates and increased spending. OR The response will make a connection between lower tax rates and increased after-tax income but will not provide an accurate description of the effect of lower taxes on spending. 0 points The response does not meet any of the above criteria. The response does not make any accurate connection between lower tax rates and spending. 19. Short Answer Exemplar: Consumer spending would be expected to decrease and the unemployment rate would be expected to increase if the United States government increased income tax rates. Score Points 2 points 1 point 0 points
Description The response makes both correct assertions. The response makes only one correct assertion. The response does not meet any of the above criteria.
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Government 11. Extended Response Exemplar: In both types of monarchies, monarchs usually obtain power by inheritance. In constitutional monarchies, monarchs may obtain their power by rules defined in the constitution. In absolute monarchies, monarchs exercise power with few limitations. In constitutional monarchies, the monarch’s power is limited by the provisions of the constitution. Other correct responses include but are not limited to: On how monarchs acquire power: In both types of monarchies, rules for inheriting power may be defined by tradition. On limits on the monarchs’ exercise of power: In an absolute monarchy, the monarch’s power is unlimited or may be limited by tradition or by the power and privilege of other special groups such as nobles. Scoring Guidelines Score point Description 4 points The response provides an explanation of how power is acquired for each type of monarchy and describes limits on how power is exercised in both absolute and constitutional monarchies. 3 points The response provides an explanation of three of the four elements. 2 points The response provides an explanation of two of the four elements. 1 point The response provides an explanation of one of the four elements. 0 points The response does not meet any of the above criteria.
Citizenship Rights and Responsibilities 2. Short Answer Exemplar: In dictatorships and absolute monarchies, citizens have a very limited or no role in selecting their leaders. Other partial responses:
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• •
In a dictatorship, citizens may be required to participate in elections in which the dictator is the only candidate on the ballot. In an absolute monarchy, citizens have no say in selecting the monarch.
Scoring Guidelines Score point Description 2 points The response provides an accurate comparison of the role of citizens in selecting leaders in both forms of government. 1 point The response provides an accurate description of the role of citizens in selecting leaders in either form of government. 0 points The response does not meet any of the above criteria. The response may be off-topic or provide inaccurate information. 4. Short Answer Exemplar In dictatorships and absolute monarchies, citizens have a very limited or no role in decision making. Other correct responses: • Decision making is in the hands of leaders who have no obligation to obtain citizen support. • Government advisors are appointed by the head of state (dictator or monarch) to help make decisions, without the input of citizens. • Citizens may attempt to bring about change through mass protest or revolution. • Citizens who are opposed to government policies or practices risk punishment if they try to bring about change or make their wishes known. • Citizens in dictatorships may be allowed to vote in elections but only for government-approved candidates. Citizens in absolute monarchies generally do not have the franchise. Scoring Guidelines Score point Directions 2 points The response provides an accurate description of the role of citizens in decision making in countries that are dictatorships and countries that are absolute monarchies. 1 point The response provides an accurate description of decision making for citizens in only one form of government. 0 points The response does not meet any of the above criteria. The response may provide inaccurate information. The response may describe some aspect of citizenship in both forms of government but never addresses decision-making roles (e.g. “citizens have limited rights under both forms of government.”)
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6. Short Answer Exemplar: In a presidential democracy, this type of protest could likely occur because democracies typically guarantee citizens freedom of speech, including the right to criticize the government. In a dictatorship, this type of protest would be unlikely to occur because citizens have no role in choosing the leader, and dictatorships typically suppress criticism of the leader or of the government. Other correct individual responses: In a democracy: Citizen protests, even those calling for a change in leadership, are usually permitted so long as they are not violent and do not endanger public safety. Reasons: • People have a role in choosing their leaders in a democracy. • A change in leadership does not represent a threat to the continued functioning of the government. In a dictatorship: Citizen protests are typically illegal and are repressed by force, especially those calling for a change in leadership. Reasons: • A dictator controls all aspects of government policy. • The people have no role in choosing the leader. • There is no constitutional process for changing leaders. • A change in leadership is equivalent to a change of government. Score Points 2 points
1 point
0 points
Description The response provides an accurate and thorough explanation of the likely reaction to the protest under each form of government. (The identification of “likely” or “not likely” is not counted for any score points but only serves as a referent for an appropriate explanation.) The response either provides an accurate and thorough explanation of the likely reaction to the protest under one form of government OR provides an incomplete explanation of the likely reaction to the protest under each form of government OR provides one thorough and one incomplete explanation. The response does not meet any of the above criteria. The response may only identify the likelihood that protests could be held.
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16. Extended Response Exemplar: Assigning conscientious objectors to noncombatant service helped to maintain individual rights because they were not forced to engage in actual fighting, so they were not forced to compromise their personal beliefs. Assigning conscientious objectors to noncombatant service helped serve the common good because their service contributed to the overall war effort. Other Correct Responses: How assigning conscientious objectors to noncombatant service helped to maintain individual rights: • Conscientious objectors were not forced to fight, thus they were not forced to • compromise their personal beliefs. • Noncombatant service allowed conscientious objectors to remain true to their • personal beliefs while also remaining true to their sense of duty to their country. • Other valid responses. How assigning conscientious objectors to noncombatant service helped serve the common good: • Noncombatant service played an important role in the overall war effort. • By requiring conscientious objectors to perform some sort of service, potential draftees did not see conscientious objection as a means for evading the draft. • The country gained the benefit of their service. By performing noncombatant service, conscientious objectors served the country, and the country did not have to pay the costs of imprisonment. • Other valid responses.
Social Studies Skills and Methods 6. Short Answer Exemplar: The supporter’s statement includes credible sources of information that uphold the statement’s position. If one trusts the sources of information cited in the statement and the statement agrees with those sources, then the statement is more believable because it is consistent with other trusted sources. Scoring Guidelines
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Score point 2 points
1 point
0 points
Description The response identifies the supporters’ statement as including credible sources of information and explains why agreement with credible sources makes a statement believable. The response identifies the supporters’ statement as including credible sources of information but fails to offer an adequate explanation as to why agreement with credible sources makes a statement believable OR the response fails to identify the supporters’ statement as including credible sources of information but does explain why agreement with credible sources makes a statement believable. The response does not meet any of the above criteria. The response may discuss other factors that lend credibility to a source.
17. Short Answer Exemplar: The opponents’ statement includes credible sources of information that uphold the statement’s position. If the sources of information cited in the statement are reputable and the statement agrees with those sources, then the statement is more believable because it is consistent with other reputable sources. Scoring Guidelines Score Point Description 2 points The response identifies the opponents’ statement as including credible sources of information and explains why agreement with credible sources makes a statement believable. 1 point The response identifies the opponents’ statement as including credible sources of information but fails to offer an adequate explanation as to why agreement with credible sources makes a statement believable OR the response fails to identify the opponents’ statement as including credible sources of information but does explain why agreement with credible sources makes a statement believable. 0 points The response does not meet any of the above criteria. The response may discuss other factors that lend credibility to a sour.
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18. Short Answer Exemplar: The two sources cited in the statement back the supporters’ position that cell phone use while driving is a problem. The New England Journal of Medicine study noted the high likelihood of accidents involving cell phone use and the Safety Board report noted the severity of accidents involving cell phone use. Having the sources in agreement with the supporters’ statement makes that statement more credible. Other correct individual responses: • The sources used are consistent with each other. Both sources establish connections between cell phone use and crashes. The sources do not contradict themselves or the supporters’ position. • The citations come from groups that are qualified to study the issue. The Journal of Medicine has experience studying health issues. The State Highway Safety Board has experience studying causes of crashes on highways. Using sources with appropriate qualifications enhances the credibility of the supporters’ statement. • Both sources come from groups with good reputations. The Journal of Medicine has a reputation of being an authoritative source on health issues. The State Highway Safety Board is a government agency looking out for public safety. The use of reputable sources makes the supporters’ statement more credible. • Personal bias on this topic is minimal in the sources cited. The Journal of Medicine has its articles reviewed for accuracy before they are published. The Safety Board, made up of several individuals, is obligated to represent the public interest on safety issues. If the sources used are not biased, the statement supported by these sources can be trusted. Score Points Description 2 points The response offers an appropriate explanation (cites a criterion for determining credibility) of how the supporters’ statement is made credible and provides a valid illustration (references to each source relate to the criterion) of how each source makes the supporters’ statement credible. 1 point
The response offers an appropriate explanation of how the supporters’ statement is made credible, but supports the explanation with irrelevant or incomplete references to one or both sources (e.g., provides the consistency explanation supported by statements about the qualifications of the sources, or provides the reputation explanation, but cites only one source).
0 points
The response does not meet any of the above criteria. The response offers an inappropriate explanation (in which case the supporting information, even if relevant to the criterion, is supporting an inappropriate explanation). The response discusses
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the issue involved (cell phone use by drivers) without addressing the task. The response discusses the sources used without addressing the credibility of the supporters’ statement. The response may focus on issues that are not related to credibility. 32. Short Answer Exemplar: The data in the graph support the assertion because the number of accidents on state highways per year remained below 1,000 after 1974, which was less than 10 years after the start of the program. Other correct responses may include, but are not limited to: The governor’s position is supported because the number of traffic accidents was below 1,000 per year by 1980, which was within the ten year time period. Scoring Guidelines Score point Description 2 points The response provides an accurate and complete explanation of how the data support the governor’s assertion. 1 point The response provides a partially accurate and/or incomplete explanation of how the data support the governor’s assertion. 0 points The response does not meet any of the above criteria. Note: A response that elects to support and refute the governor’s assertion will receive a score of zero. 39. Short Answer Exemplar: In 2001, Japan had a higher high school graduation rate, which suggests that people in Japan had greater access to education than people in Italy. Japan’s infant mortality rate was lower, suggesting that people in Japan had greater access to health care than people in Italy. Thus, the data can be used to refute the thesis that Italy had a higher standard of living than Japan in 2001. Other correct responses: The data in the table partially refute the thesis. The data suggest that people in Japan had greater access to education and health care than people in Italy, and these factors suggest that Italy did not have a higher standard of living than Japan in 2001. However, more data would be needed to conclusively refute the thesis as there are several other attributes that contribute to a standard of living. The data in the table are inconclusive as to the thesis. These data alone are insufficient to draw the broader conclusion that Italy did or did not have a
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higher standard of living than Japan in 2001. More data would be needed as there are several other attributes that contribute to a standard of living. Scoring Guidelines Score point Description 2 points The response provides an accurate and complete (references the relevance of both data sets to “standard of living”)* explanation of how the data refute the thesis. (The response must indicate the extent to which the student thinks the thesis is refuted.) 1 point The response provides a partially accurate and/or incomplete (does not reference the relevance of both sets of data to “standard of living”) explanation of how the data refute the thesis. (The response must indicate the extent to which the student thinks the thesis is refuted.) 0 points The response does not meet any of the above criteria. The response may discuss aspects of the data not related to the thesis. The response may only express personal opinions about the data. The response may incorrectly apply the data to the stated conclusion about the thesis. The response may not indicate any position on the thesis or may indicate that the data support the thesis. * Relevance means to explain why data relate to the standard of living (e.g., Italy provides fewer social services to benefit living standards) and not just correctly restate the data 48. Short Answer Exemplar: The data in the graph support the thesis that U.S. citizens used individual actions to address environmental problems in 1999–2000, because the three bars on the left of the graph represent individual actions, and they are significantly taller than the right three bars on the graph, which represent group actions. Note: A response that cites the four leftmost bars on the graph as representing individual actions is also acceptable. Score Point 2 points 1 point 0 points
Description The response provides an accurate and complete (discussed both types of actions) explanation of how the data support the thesis. The response provides a partially accurate and/or incomplete explanation (may discuss only one type of action) of how the data support the thesis. The response does not meet any of the above criteria. The response may discuss aspects of the data not related to the thesis.
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