ILTS Middle Grades Social Science (204) JB

Map Legend

Explains the meaning of symbols used on a map.

Globe

a round model of the Earth

Mercator

Robinson

Orthographic

Conic Maps

Polar Maps

Azimuthal Maps

Conformal Maps

Equal-Area Maps

Geographic Environment

Natural Features

Political Features

Cultural Features

Datasets

Texts

Socioeconomics

Electronic Resources

Periodicals

Encyclopedias

Bibliographies

Almanacs

Primary Resource

Secondary Resource

Background Information

Topic Sentence

Common Theme

Guiding Questions

Political Cartoons

Squanto

Algonquian who helped early English settlers survive by teaching them native methods of planting corn, squash, and pumpkins

Pocahontas

Algonquian, famous as liaison with John Smith's Jamestown colony in 1607

Sacagawea

Shoshone woman who assisted the Lewis and Clark expedition in 1805

Crazy Horse and Sitting Bull

Led Sioux and Cheyenne troops in the Battle of Little Bighorn in 1876, defeating George Custer

Chief Joseph

leader of the Nez Perce who supported peaceful interactions with white settlers, tried to relocate tribe to Canada rather than a reservation

Algonquians

Eastern part of US, lived in wigwams. Mostly hunter-gatherers. Those who lived further south grew crops like corn

Iroquois

east coast tribe, spoke different language than Algonquians and lived in rectangular longhouses

Plains tribes

between Mississippi River and Rocky Mountains, nomadic, teepees, followed buffalo herds

includes Sioux, Cheyenne, Comanche, Blackfoot

Pueblo tribes

-Zuni, Hopi, Acoma

-Southwest deserts in homes made of stone or adobe

-Domesticated animals

-Cultivated corn and beans

Tlingit, Chinook and Salish

Pacific coast

ate fish, deer, native berries, and roots

rectangular homes in large family groups

totem poles

Aleuts and Inuit

Far north

lived in skin tents and igloos

Fisherman

built kayaks, umiaks

hunted caribou, seals, whales, and walrus

Age of Exploration

Early 15th to 17 century

Major developments in technology like mapmaking, navigation, and shipbuilding made exploration from Europe possible

Navigation Acts

Started in 1651 as an attempt by Britain to dominate international trade. Aimed to hurt the Dutch, banned foreign ships from transporting goods to and from British colonies. Some colonists were upset by it but mostly helped build up colonists and their fortunes

Taxation of American Colonies after French and Indian War

Britain raised taxes bc they needed more money for...

1) paying off war debt

2) Defending expanding empire

3) Governing the 33 colonies

Triangular Trade

Colonies sent Rum to Africa, where rum was traded for gold and slaves. Then in the West Indies, slaves were traded for sugar, molasses, or money. Then they would go back to the colonies with sugar, molasses, and gold/silver.

Violated Molasses Act of 1733 (required higher payment for molasses from French/Dutch/Spanish colonies), but most colonists ignored payments, and gov't didn't enforce it

Representative Government in the colonies vs Britian

American colonists had some representation in local governments and England ruled on international issues.

Colonial legislative bodies were made up of property owning men from that district and represented those interests. But the British parliment represented whole country by class. They couldn't understand the colonial views on gov't and need for representation

Sugar Act of 1764

Required taxes on molasses brought into colonies but gave British officials the right to search homes of anyone suspected of violating it

Stamp Act of 1765

This act required colonists to pay for an official stamp, or seal when they bought paper items.

Repealed in 1766 but included the Declaratory Act which stated Parliament had the right to govern the colonies

Quartering Act of 1765

Required colonists to provide accommodations and supplies for British troops

Also stopped settling west of Appalachians unless given permission

Townshend Acts of 1767

Taxed paper, paint, lead, and tea that came into colonies. Colonists boycotted and protested. Samuel and John Adams began to organize resistance bc of this act

Boston Massacre

Protests against the Townshend Acts led to British Troops being sent to NYC and Boston. On March 5, 1770, protesters were taunting the troops and they opened fired into the crowd.

5 died, eight injuries. Shortly after, Townshed acts were repealed but tax on tea stayed

Tea Act of 1773

Law passed by parliament allowing the British East India Company to sell its low-cost tea directly to the colonies - undermining colonial tea merchants; led to the Boston Tea Party

Boston Tea Party

December 1773, Sons of Liberty boared ships and dumped 342 chests of tea into the harbor as protest

Intolerable Acts (Coercive Acts)

1774, did 4 things

1. Shut down ports in Boston until the city paid back the cost of tea destroyed

2. It Required that local gov't officials in MA be appointed by the governer instead of people

3. Allowed trials of British soldiers to be transferred to Britain rather than MA

4. Required locals to provide lodging for soldiers any time there was a disturbance (even in private homes)

First Continental Congress (1774)

Goal: reach a peaceful agreement with Britian. 12 of 13 colonies present. Affirmed loyalty to Britain and its ability to control the colonies but demanded Intolerable Acts be repealed and placed a trade embargo with Britain until then.

King George III would not listen and threatened violence. The battle of Lexington and Concord followed.

Battle of Lexington and Concord

First engagement of Revolutionary War. On April 19, 1775, British military was ordered to stop a meeting and armed conflict started when colonists resisted

Second Continental Congress (1775)

May 10, 1775. Discussed on defense of American colonies, war, and local gov'ts. Delegates discussed declaring independence from England.

Established army with George Washington as commander in chief.

Declaration of Independence

Signed in 1776 by US revolutionaries; it declared the United States as a free state. Used ideas established by John Locke

Which of the following historical developments provides the best example of the concept of cultural diffusion?

A. the formation of China's Tang dynasty

B. the development of the examination system in China

C. the rise of Buddhism in Japan

D. the unification of Japan under Tokugawa rule

C. Cultural diffusion describes the spread of cultural beliefs and practices. The process by which Buddhism reached Japan from India by way of China provides a good example of cultural diffusion.

A social science teacher is planning a writing assignment for a U.S. history unit on the transcontinental railroad. Which of the following prompts would be most likely to assess students' ability to analyze cause-and-effect relationships?

A. Explore the difficulties involved in traveling across the United States before the first transcontinental railroad was built.

B. Discuss individuals and groups who made major contributions to the development of the first transcontinental railroad.

C. Explain the impact of the development of the first transcontinental railroad in U.S. U S history.

D. Describe important challenges faced by those involved in building the first transcontinental railroad.

C. The spread of railroads greatly lowered transportation costs and travel times across the United States. An exploration of these effects would stimulate students to develop the key social science skill of cause=and-effect thinking.

A social science researcher wishes to evaluate the credibility of a source of information on a topic of interest. Which of the following questions could best help the researcher achieve this goal?

A. How many times has this source been cited in academic publications?

B. Should this source be considered a primary source or a secondary source?

C. Would this source serve to support my central arguments or refute them?

D. Does the source include more than one interpretation of the author's findings?

A. Articles that appear in academic publications are typically peer reviewed.Although some peer-reviewed articles have been found to contain inaccuracies or reflect biases, writers who submit work to such publications generally rely on credible sources. For these reasons, the citation of a given source by academic publications is a strong indicator of its credibility.

An eighth-grade social science teacher begins a lesson by establishing a purpose for reading a primary source document. The teacher projects the document on the board and conducts a close reading of the first section while modeling for students how to annotate the text during reading. The teacher then guides the students in reading the next section of the document while the students annotate their own copies of the text. In the context of a "gradual release of responsibility approach" to comprehension instruction, which of the following steps would be most appropriate for the teacher to take next in this lesson?

A. assigning the students the rest of the primary document to read independently

B. using a formal assessment to determine what the students understood from the guided reading portion of the lesson

C.creating opportunities for the students to engage in collaborative conversations about the document to refine their understanding

D. conducting an interactive shared reading of a secondary source document on the same or closely related topic

C. The close-reading process leads students to engage with a text in a critical and analytical way. It is important to teach students how to methodically examine text independently so they are college and career ready. Close reading as a comprehension strategy involves multiple components, including careful, analytical reading and rereading of a text; annotating the text; and engaging in text-based discussions to refine understanding of the text. In a "gradual release of responsibility approach" to comprehension instruction, a teacher follows a series of steps in which students gradually take on more responsibility in the lesson, with the ultimate goal of learning to work independently. In this lesson, the teacher has already provided explicit modeling and guided practice in various components of close reading in a whole-class setting. The students are now ready to engage in collaborative discussions with their peers to refine their understanding of the text as the teacher takes a step back and monitors the discussions.

When selecting vocabulary for explicit word study, a middle school social science teacher makes a point whenever possible of including antonyms of target words on the weekly word-study list. For example, if a target word is democracy, the teacher might also include dictatorship and monarchy on the list. The teacher's practice of including antonyms when selecting words for word study demonstrates the teacher's understanding of which important concept related to the acquisition of new vocabulary?

A. Teaching words that are morphologically complex promotes students' skill in using structural analysis.

B. Teaching words that are semantically related enhances students' depth of understanding of the words.

C. Teaching words that are orthographically related promotes students' long-term retention of new vocabulary.

D. Teaching words that are similar in meaning enhances students' ability to attend to nuances of meaning.

B. Students' ability to evaluate a word's attributes and understand nuances in its meaning is an important aspect of vocabulary development. Promoting students' knowledge of a word's antonyms (words that mean the opposite) helps students see how the words are semantically related. Such knowledge helps students develop word consciousnesses and leads to a deeper understanding of a word's meaning.

A sixth-grade social science teacher has developed sets of text frames to support students' comprehension of assigned readings. Each text frame includes questions that are designed to prompt students to think about relationships between key ideas, concepts, and/or events addressed in a given text. For example, a comparison/contrast text frame includes questions about similarities and differences expressed in a text, while a cause/effect text frame includes questions about why something happened. Having middle school students use text frames such as these is likely to promote their comprehension of assigned texts primarily by helping them:

A. synthesize information from multiple texts into a coherent understanding of a social science topic.

B. identify and evaluate the arguments and specific claims in a social science text.

C. pinpoint content in a social science text that indicates the author's perspective or point of view.

D. recognize and analyze the organizational structure of a social science text.

D. The ability to recognize features of organizational text structures common to a specific discipline helps students understand the way sentences, paragraphs, and larger portions of the text relate to each other. Students who are taught strategies for identifying text structures are better able to approach a text with a reading plan, anticipate how the text will unfold, and understand the overall content of the text. For example, they are able to recognize that a text that follows a comparison/contrast text structure presents information about similarities and differences between individuals, ideas, or concepts, while a text that follows a cause/effect text structure presents information related to why something happened.

Which of the following responses best describes the primary purpose of historical periodization?

A. To facilitate analysis of the causes of historical events.

B. To provide a basis for challenging arguments of historical inevitability.

C. To make the study of the past more manageable.

D. To promote the development of diverse historical perspectives.

C. To make the study of the past more manageable.

Which of the following factors contributed most to the demand for a new state constitution in Illinois less than 30 years after ratification of the state's original constitution in 1818?

A. Demands for reforms in social welfare and labor relations policies.

B. Changing perspectives related to the legality of the ownership of slaves.

C. Pressures from growing urban areas for more freedom in self-governance.

D. Increasing public debt and changing settlement patterns due to rapid growth.

D. Between 1818 and 1848, the population of Illinois multiplied by a factor of approximately 15, creating new political needs. In addition, the state was on the verge of bankruptcy in 1847. The 1848 constitution shifted some powers to the expanding polity and limited the legislature's ability to spend and contract debts.

After students in a social science class read and discuss a textbook chapter on the civil rights movement of the 1960s, the teacher assigns them to read excerpts from memoirs written by individuals involved in the movement. These excerpts are likely to be most useful for helping students:

A. deepen their understanding of views and perspectives shaped during an earlier time.

B. gain insight into the importance of objectivity in historical sources and research.

C. predict how previous events can influence people and events in the present.

D. sharpen their ability to distinguish between evidence and assertion in social science.

A. Memoirs from participants in a historical event are primary sources that can support numerous learning goals. As a supplement to reading and discussing the textbook chapter, the excerpts described in this question should help students to see a range of thoughts and attitudes beyond the factual record of the events of the civil rights era.

During the late Neolithic period, the development of complex human societies characterized by the specialization of labor into a variety of occupations was most directly a result of the:

A. adoption of agricultural processes for producing, storing, and distributing food.

B. invention of systems of writing to record and retrieve information.

C. discovery of processes for smelting and manufacturing metal tools and weapons.

D. creation of political systems to structure, manage, and defend societies.

A. The Neolithic revolution was fundamentally a transition of human societies from a dependence on hunting and gathering to an agriculture-based way of life. The adoption of agriculture led to complex, sedentary societies characterized by labor specialization.

During the nineteenth century, the declining strength and authority of China's Qing dynasty was exemplified by which of the following developments?

A. longstanding tensions among historically independent regions of the country

B. the government's efforts to resist expanding trade relations with foreign nations

C. conflict with Japan over control of trade in the western and southern Pacific

D. invasions from regions bordering the country to the north and west

B. Beginning around 1841—a period known in China as the "Century of Humiliation"—China was pressured into a series of unequal treaties with foreign nations. Under the treaties, China was required to pay reparations, open ports for trade, cede or lease territories, and grant extraterritoriality to foreign agents.

A researcher who is seeking to chart wildlife habitats in the Amazon Basin would likely find which of the following technologies most useful for gathering data?

A. remote sensing technology

B. a geographic information system

c. geostatistical techniques

D. a geographic positioning system

A. Remote sensing technology provides a means of obtaining information from a distance, usually through aerial photography or satellite imagery. It is particularly useful for the collection of data in relatively inaccessible areas such as the Amazon Basin.

During a geography lesson on places and regions, a teacher leads students in brainstorming a list of features that characterize Florida. As the list grows, it becomes clear that the students have many different ideas about what Florida is like. The teacher asks them to explain how they know what they do about Florida. Responses include learning from books they have read, movies they have seen, and lessons in the previous year's geography class. This discussion is most likely to promote the students' development of an understanding that:

A. the spatial organization of a place reflects cultural activities.

B. places and regions can serve as cultural symbols for people.

C. experience can influence how people perceive places and regions.

D. the environment does not determine the cultural features of a place.

C. The discussion described in this question centers on the students' own diverse and partial background knowledge. For this reason, it is likely to help teach about the ways that personal experience and exposure influence geographical perceptions.

During the seventeenth century, which of the following activities of European colonists in North America had the greatest impact on local ecosystems?

A. hybridizing Old and New World plants and animals

B. clearing and cultivating land for agricultural production

C. extracting fossil fuels and precious metal resources

D. developing routes for the movement of people and goods

B. Much of the world saw a sharp increase in deforestation in the Early Modern period. In North America, this phenomenon was tied to European colonists' need to make land available for production of food crops and tobacco, as well as rising demand for ship timbers, masts, and spars.

The Great Compromise at the Constitutional convention of 1787, which determined the question of representation in the Senate and House of Representatives, was designed primarily to resolve differences between:

A. Conservative elites and democratic populists within states.

B. Less populous states and more populous states.

C. Backcountry rural areas and coastal urban centers within states.

D. Slave states and states that had taken steps to abolish slavery.

B. The Great Compromise, also known as the Connecticut Compromise, helped to resolve differences between less populous and more populous states. The terms of the compromise gave all states equal representation in the Senate and established a form of proportional representation in the House that was based on each state's population.

According to Article I, Section 9 of the U.S. U S Constitution, "No Money shall be drawn from the Treasury, but in Consequence of Appropriations made by Law." A social science teacher could best use this provision to illustrate how the Constitution:

A. forces Congress to cooperate with the executive branch.

B. establishes a form of power-sharing between Congress and the executive branch.

C. gives Congress the power to limit executive action.

D. enables Congress to influence the policies of certain executive agencies.

C. The constitutional provision stating "No money shall be drawn from the treasury, but in consequence of appropriations made by law" gives Congress the power of the purse. This authority enables Congress to limit executive action through its control over how federal funds are spent.

A social science researcher would be most likely to use the concept of opportunity cost to:

A. Analyze the business cycle in an economy.

B. Show the adverse effects of limiting equality of opportunity.

C. Analyze the causes of inflation.

D. Explore the problem of scarcity in an economy.

D. Opportunity cost is the benefit sacrificed when one is forced to choose between mutually exclusive economic alternatives. By focusing attention on the necessity of choice in a world of scarcity, the concept of opportunity cost plays an important role in efforts to determine whether limited resources are being used efficiently.

A social science teacher is planning a lesson on entrepreneurship. The teacher could most effectively launch the lesson by initiating a class discussion designed to deepen student understanding of which of the following sets of economic concepts?

causes of inflation, money supply, and price stability

risk, cost/benefit analysis, and innovation

economic growth, distribution of income, and gross domestic product

currency, functions of money, and interest rates

B. Entrepreneurship, the act of combining land, labor, and capital resources in productive ways to create new businesses, requires the assumption of risk. Entrepreneurs generally seek to minimize risk through the application of cost/benefit analysis and other risk-reduction techniques while maximizing innovation to increase the likelihood new businesses will grow and prosper. Understanding these concepts will help students recognize the economic significance of entrepreneurship.

Which of the following factors associated with moral development typically gains importance during adolescence?

A. The need for the approval of others.

B. Cultural perceptions of identity.

C. The emotional response to stimuli.

D. Social relationships with peers.

D. During adolescence, the amount of time individuals spend with their peers typically increases, and peer relations increase in social and emotional importance. These social relationships begin to influence moral development as adolescents seek to please their peers and win their approval.

A social science teacher who is attempting to explain the difference between caste and class would likely fined which of the following concepts most useful?

A. Division of labor

B. Role conflict

C. Relative deprivation

D. Ascribed status

D. Ascribed status is a social position that one receives at birth or assumes involuntarily at a later period in life. The concept is particularly useful for distinguishing between caste systems, in which social stratification is determined by birth alone, and class systems, in which people born into lower status groups may have opportunities to advance socially through individual achievement.

Which of the following historical developments provides the best example of the concept of cultural diffusion?

A. the formation of China's Tang dynasty

B. the development of the examination system in China

C. the rise of Buddhism in Japan

D. the unification of Japan under Tokugawa rule

C. Cultural diffusion describes the spread of cultural beliefs and practices. The process by which Buddhism reached Japan from India by way of China provides a good example of cultural diffusion.

A social science teacher is planning a writing assignment for a U.S. history unit on the transcontinental railroad. Which of the following prompts would be most likely to assess students' ability to analyze cause-and-effect relationships?

A. Explore the difficulties involved in traveling across the United States before the first transcontinental railroad was built.

B. Discuss individuals and groups who made major contributions to the development of the first transcontinental railroad.

C. Explain the impact of the development of the first transcontinental railroad in U.S. U S history.

D. Describe important challenges faced by those involved in building the first transcontinental railroad.

C. The spread of railroads greatly lowered transportation costs and travel times across the United States. An exploration of these effects would stimulate students to develop the key social science skill of cause=and-effect thinking.

A social science researcher wishes to evaluate the credibility of a source of information on a topic of interest. Which of the following questions could best help the researcher achieve this goal?

A. How many times has this source been cited in academic publications?

B. Should this source be considered a primary source or a secondary source?

C. Would this source serve to support my central arguments or refute them?

D. Does the source include more than one interpretation of the author's findings?

A. Articles that appear in academic publications are typically peer reviewed.Although some peer-reviewed articles have been found to contain inaccuracies or reflect biases, writers who submit work to such publications generally rely on credible sources. For these reasons, the citation of a given source by academic publications is a strong indicator of its credibility.

An eighth-grade social science teacher begins a lesson by establishing a purpose for reading a primary source document. The teacher projects the document on the board and conducts a close reading of the first section while modeling for students how to annotate the text during reading. The teacher then guides the students in reading the next section of the document while the students annotate their own copies of the text. In the context of a "gradual release of responsibility approach" to comprehension instruction, which of the following steps would be most appropriate for the teacher to take next in this lesson?

A. assigning the students the rest of the primary document to read independently

B. using a formal assessment to determine what the students understood from the guided reading portion of the lesson

C.creating opportunities for the students to engage in collaborative conversations about the document to refine their understanding

D. conducting an interactive shared reading of a secondary source document on the same or closely related topic

C. The close-reading process leads students to engage with a text in a critical and analytical way. It is important to teach students how to methodically examine text independently so they are college and career ready. Close reading as a comprehension strategy involves multiple components, including careful, analytical reading and rereading of a text; annotating the text; and engaging in text-based discussions to refine understanding of the text. In a "gradual release of responsibility approach" to comprehension instruction, a teacher follows a series of steps in which students gradually take on more responsibility in the lesson, with the ultimate goal of learning to work independently. In this lesson, the teacher has already provided explicit modeling and guided practice in various components of close reading in a whole-class setting. The students are now ready to engage in collaborative discussions with their peers to refine their understanding of the text as the teacher takes a step back and monitors the discussions.

When selecting vocabulary for explicit word study, a middle school social science teacher makes a point whenever possible of including antonyms of target words on the weekly word-study list. For example, if a target word is democracy, the teacher might also include dictatorship and monarchy on the list. The teacher's practice of including antonyms when selecting words for word study demonstrates the teacher's understanding of which important concept related to the acquisition of new vocabulary?

A. Teaching words that are morphologically complex promotes students' skill in using structural analysis.

B. Teaching words that are semantically related enhances students' depth of understanding of the words.

C. Teaching words that are orthographically related promotes students' long-term retention of new vocabulary.

D. Teaching words that are similar in meaning enhances students' ability to attend to nuances of meaning.

B. Students' ability to evaluate a word's attributes and understand nuances in its meaning is an important aspect of vocabulary development. Promoting students' knowledge of a word's antonyms (words that mean the opposite) helps students see how the words are semantically related. Such knowledge helps students develop word consciousnesses and leads to a deeper understanding of a word's meaning.

A sixth-grade social science teacher has developed sets of text frames to support students' comprehension of assigned readings. Each text frame includes questions that are designed to prompt students to think about relationships between key ideas, concepts, and/or events addressed in a given text. For example, a comparison/contrast text frame includes questions about similarities and differences expressed in a text, while a cause/effect text frame includes questions about why something happened. Having middle school students use text frames such as these is likely to promote their comprehension of assigned texts primarily by helping them:

A. synthesize information from multiple texts into a coherent understanding of a social science topic.

B. identify and evaluate the arguments and specific claims in a social science text.

C. pinpoint content in a social science text that indicates the author's perspective or point of view.

D. recognize and analyze the organizational structure of a social science text.

D. The ability to recognize features of organizational text structures common to a specific discipline helps students understand the way sentences, paragraphs, and larger portions of the text relate to each other. Students who are taught strategies for identifying text structures are better able to approach a text with a reading plan, anticipate how the text will unfold, and understand the overall content of the text. For example, they are able to recognize that a text that follows a comparison/contrast text structure presents information about similarities and differences between individuals, ideas, or concepts, while a text that follows a cause/effect text structure presents information related to why something happened.

Which of the following responses best describes the primary purpose of historical periodization?

A. To facilitate analysis of the causes of historical events.

B. To provide a basis for challenging arguments of historical inevitability.

C. To make the study of the past more manageable.

D. To promote the development of diverse historical perspectives.

C. To make the study of the past more manageable.

Which of the following factors contributed most to the demand for a new state constitution in Illinois less than 30 years after ratification of the state's original constitution in 1818?

A. Demands for reforms in social welfare and labor relations policies.

B. Changing perspectives related to the legality of the ownership of slaves.

C. Pressures from growing urban areas for more freedom in self-governance.

D. Increasing public debt and changing settlement patterns due to rapid growth.

D. Between 1818 and 1848, the population of Illinois multiplied by a factor of approximately 15, creating new political needs. In addition, the state was on the verge of bankruptcy in 1847. The 1848 constitution shifted some powers to the expanding polity and limited the legislature's ability to spend and contract debts.

After students in a social science class read and discuss a textbook chapter on the civil rights movement of the 1960s, the teacher assigns them to read excerpts from memoirs written by individuals involved in the movement. These excerpts are likely to be most useful for helping students:

A. deepen their understanding of views and perspectives shaped during an earlier time.

B. gain insight into the importance of objectivity in historical sources and research.

C. predict how previous events can influence people and events in the present.

D. sharpen their ability to distinguish between evidence and assertion in social science.

A. Memoirs from participants in a historical event are primary sources that can support numerous learning goals. As a supplement to reading and discussing the textbook chapter, the excerpts described in this question should help students to see a range of thoughts and attitudes beyond the factual record of the events of the civil rights era.

During the late Neolithic period, the development of complex human societies characterized by the specialization of labor into a variety of occupations was most directly a result of the:

A. adoption of agricultural processes for producing, storing, and distributing food.

B. invention of systems of writing to record and retrieve information.

C. discovery of processes for smelting and manufacturing metal tools and weapons.

D. creation of political systems to structure, manage, and defend societies.

A. The Neolithic revolution was fundamentally a transition of human societies from a dependence on hunting and gathering to an agriculture-based way of life. The adoption of agriculture led to complex, sedentary societies characterized by labor specialization.

During the nineteenth century, the declining strength and authority of China's Qing dynasty was exemplified by which of the following developments?

A. longstanding tensions among historically independent regions of the country

B. the government's efforts to resist expanding trade relations with foreign nations

C. conflict with Japan over control of trade in the western and southern Pacific

D. invasions from regions bordering the country to the north and west

B. Beginning around 1841—a period known in China as the "Century of Humiliation"—China was pressured into a series of unequal treaties with foreign nations. Under the treaties, China was required to pay reparations, open ports for trade, cede or lease territories, and grant extraterritoriality to foreign agents.

A researcher who is seeking to chart wildlife habitats in the Amazon Basin would likely find which of the following technologies most useful for gathering data?

A. remote sensing technology

B. a geographic information system

c. geostatistical techniques

D. a geographic positioning system

A. Remote sensing technology provides a means of obtaining information from a distance, usually through aerial photography or satellite imagery. It is particularly useful for the collection of data in relatively inaccessible areas such as the Amazon Basin.

During a geography lesson on places and regions, a teacher leads students in brainstorming a list of features that characterize Florida. As the list grows, it becomes clear that the students have many different ideas about what Florida is like. The teacher asks them to explain how they know what they do about Florida. Responses include learning from books they have read, movies they have seen, and lessons in the previous year's geography class. This discussion is most likely to promote the students' development of an understanding that:

A. the spatial organization of a place reflects cultural activities.

B. places and regions can serve as cultural symbols for people.

C. experience can influence how people perceive places and regions.

D. the environment does not determine the cultural features of a place.

C. The discussion described in this question centers on the students' own diverse and partial background knowledge. For this reason, it is likely to help teach about the ways that personal experience and exposure influence geographical perceptions.

During the seventeenth century, which of the following activities of European colonists in North America had the greatest impact on local ecosystems?

A. hybridizing Old and New World plants and animals

B. clearing and cultivating land for agricultural production

C. extracting fossil fuels and precious metal resources

D. developing routes for the movement of people and goods

B. Much of the world saw a sharp increase in deforestation in the Early Modern period. In North America, this phenomenon was tied to European colonists' need to make land available for production of food crops and tobacco, as well as rising demand for ship timbers, masts, and spars.

The Great Compromise at the Constitutional convention of 1787, which determined the question of representation in the Senate and House of Representatives, was designed primarily to resolve differences between:

A. Conservative elites and democratic populists within states.

B. Less populous states and more populous states.

C. Backcountry rural areas and coastal urban centers within states.

D. Slave states and states that had taken steps to abolish slavery.

B. The Great Compromise, also known as the Connecticut Compromise, helped to resolve differences between less populous and more populous states. The terms of the compromise gave all states equal representation in the Senate and established a form of proportional representation in the House that was based on each state's population.

According to Article I, Section 9 of the U.S. U S Constitution, "No Money shall be drawn from the Treasury, but in Consequence of Appropriations made by Law." A social science teacher could best use this provision to illustrate how the Constitution:

A. forces Congress to cooperate with the executive branch.

B. establishes a form of power-sharing between Congress and the executive branch.

C. gives Congress the power to limit executive action.

D. enables Congress to influence the policies of certain executive agencies.

C. The constitutional provision stating "No money shall be drawn from the treasury, but in consequence of appropriations made by law" gives Congress the power of the purse. This authority enables Congress to limit executive action through its control over how federal funds are spent.

A social science researcher would be most likely to use the concept of opportunity cost to:

A. Analyze the business cycle in an economy.

B. Show the adverse effects of limiting equality of opportunity.

C. Analyze the causes of inflation.

D. Explore the problem of scarcity in an economy.

D. Opportunity cost is the benefit sacrificed when one is forced to choose between mutually exclusive economic alternatives. By focusing attention on the necessity of choice in a world of scarcity, the concept of opportunity cost plays an important role in efforts to determine whether limited resources are being used efficiently.

A social science teacher is planning a lesson on entrepreneurship. The teacher could most effectively launch the lesson by initiating a class discussion designed to deepen student understanding of which of the following sets of economic concepts?

causes of inflation, money supply, and price stability

risk, cost/benefit analysis, and innovation

economic growth, distribution of income, and gross domestic product

currency, functions of money, and interest rates

B. Entrepreneurship, the act of combining land, labor, and capital resources in productive ways to create new businesses, requires the assumption of risk. Entrepreneurs generally seek to minimize risk through the application of cost/benefit analysis and other risk-reduction techniques while maximizing innovation to increase the likelihood new businesses will grow and prosper. Understanding these concepts will help students recognize the economic significance of entrepreneurship.

Which of the following factors associated with moral development typically gains importance during adolescence?

A. The need for the approval of others.

B. Cultural perceptions of identity.

C. The emotional response to stimuli.

D. Social relationships with peers.

D. During adolescence, the amount of time individuals spend with their peers typically increases, and peer relations increase in social and emotional importance. These social relationships begin to influence moral development as adolescents seek to please their peers and win their approval.

A social science teacher who is attempting to explain the difference between caste and class would likely fined which of the following concepts most useful?

A. Division of labor

B. Role conflict

C. Relative deprivation

D. Ascribed status

D. Ascribed status is a social position that one receives at birth or assumes involuntarily at a later period in life. The concept is particularly useful for distinguishing between caste systems, in which social stratification is determined by birth alone, and class systems, in which people born into lower status groups may have opportunities to advance socially through individual achievement.

A researcher studying early modern Europe would be most likely to use parish baptismal and burial records in investigating which of the following research topics?

A. the origins of conflict between Catholics and Protestants

B. patterns of change in birth rates and mortality rates

C. the decline of organized religion in European society

D. cultural factors behind the growth of bureaucratic institutions

B

Students in a social science class plan to research the attitudes of their peers toward current events. The student researchers believe that their fellow students may be more willing to express their opinions anonymously than publicly. The student researchers could best protect the anonymity of their subjects by:

A. interviewing subjects one-on-one rather than in a group setting.

B. conduct written surveys using questionnaires that assign numbers to subjects.

C. interviewing subjects and destroying notes after compiling a report.

D. allowing subjects to make audio recordings of their responses to written questions.

B

A social science researcher is analyzing the results of a survey, in which over 500 respondents rated their level of agreement with 25 statements on a scale of 1 to 5. The researcher discovers that on a small number of questionnaires, respondents gave multiple ratings to statements or gave contradictory ratings to statements that were very similar, suggesting they may have misread statements. Which of the following actions would be appropriate for the researcher to take to address this issue?

A. repeating the survey with more detailed instructions

B. removing self - contradictory questionnaires from the analysis

C. conducting further research on the contradictory responses

D. indicating in a report on the survey that the data may be flawed

B