Introduction - Grade 6 8 History Social Science

Transcription

1 LIFORNI STNRS TEST G R E Released Test Questions History Social Science Introduction - Grade 6 History Social Science The following released test questions are taken from the Grade 6 History Social Science Standards Test. The test is administered to students in grade, covering the standards for grades 6, 7, and. This test is one of the alifornia Standards Tests administered as part of the Standardized Testing and Reporting (STR) Program under policies set by the State oard of Education. ll questions on the alifornia Standards Tests are evaluated by committees of content experts, including teachers and administrators, to ensure their appropriateness for measuring the alifornia academic content and skills standards in Grade 6 History Social Science. In addition to content, all items are reviewed and approved to ensure their adherence to the principles of fairness and to ensure no bias exists with respect to characteristics such as gender, ethnicity, and language. This document contains released test questions from the alifornia Standards Test forms in 2003, 2004, 2005, 2006, and First on the pages that follow are lists of the standards assessed on the Grade 6 History Social Science Test. Next are released test questions. Following the questions is a table that gives the correct answer for each question, the content and skills (where applicable) standard that each question is measuring, and the year each question last appeared on the test. The following table lists each reporting cluster, the number of items that appear on the exam, and the number of released test questions that appear in this document. NUMER OF NUMER OF REPORTING LUSTER QUESTIONS RELESE ON EXM TEST QUESTIONS 1. World History and Geography: ncient ivilizations Late ntiquity and the Middle ges Renaissance/Reformation U.S. onstitution and the Early Republic ivil War and Its ftermath TOTL In selecting test questions for release, three criteria are used: (1) the questions adequately cover a selection of the academic content standards assessed on the Grade 6 History Social Science Test; (2) the questions demonstrate a range of difficulty; and (3) the questions present a variety of ways standards can be assessed. These released test questions do not reflect all of the ways the standards may be assessed. Released test questions will not appear on future tests. For more information about the alifornia Standards Tests, visit the alifornia epartment of Education s Web site at 1 This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 200 alifornia epartment of Education.

2 G R E History Social Science LIFORNI STNRS TEST Released Test Questions REPORTING LUSTER 1: World History and Geography: ncient ivilizations The following seven alifornia content standards (indicated by bold type) are included in Reporting luster 1 and are represented in this booklet by 1 test questions. These questions represent only some ways in which these standards may be assessed on the Grade 6 alifornia History Social Science Standards Test. LIFORNI ONTENT STNRS IN THIS REPORTING LUSTER World History and Geography: ncient ivilizations (Grade 6) WH6.1 WH WH WH WH6.2 WH WH WH WH WH WH WH WH6.2.. WH WH6.3 WH WH WH Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution. escribe the hunter-gatherer societies, including the development of tools and the use of fire. Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments. iscuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter. Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush. Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations. Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power. Understand the relationship between religion and the social and political order in Mesopotamia and Egypt. Know the significance of Hammurabi s ode. iscuss the main features of Egyptian art and architecture. escribe the role of Egyptian trade in the eastern Mediterranean and Nile valley. Understand the significance of Queen Hatshepsut and Ramses the Great. Identify the location of the Kush civilization and describe its political, commercial, and cultural relations with Egypt. Trace the evolution of language and its written forms. Students analyze the geographic, political, economic, religious, and social structures of the ncient Hebrews. escribe the origins and significance of Judaism as the first monotheistic religion based on the concept of one God who sets down moral laws for humanity. Identify the sources of the ethical teachings and central beliefs of Judaism (the Hebrew ible, the ommentaries): belief in God, observance of law, practice of the concepts of righteousness and justice, and importance of study; and describe how the ideas of the Hebrew traditions are reflected in the moral and ethical traditions of Western civilization. Explain the significance of braham, Moses, Naomi, Ruth, avid, and Yohanan ben Zaccai in the development of the Jewish religion. 2 This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 200 alifornia epartment of Education.

3 LIFORNI STNRS TEST G R E Released Test Questions History Social Science WH WH WH6.4 WH WH WH WH WH WH WH WH6.4.. WH6.5 WH WH WH WH WH WH WH WH6.6 WH iscuss the locations of the settlements and movements of Hebrew peoples, including the Exodus and their movement to and from Egypt, and outline the significance of the Exodus to the Jewish and other people. iscuss how Judaism survived and developed despite the continuing dispersion of much of the Jewish population from Jerusalem and the rest of Israel after the destruction of the second Temple in Students analyze the geographic, political, economic, religious, and social structures of the early civilization of ncient Greece. iscuss the connections between geography and the development of city-states in the region of the egean Sea, including patterns of trade and commerce among Greek city-states and within the wider Mediterranean region. Trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece, including the significance of the invention of the idea of citizenship (e.g., from Pericles Funeral Oration). State the key differences between thenian, or direct, democracy and representative democracy. Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics, such as Homer s Iliad and Odyssey, and from esop s Fables. Outline the founding, expansion, and political organization of the Persian Empire. ompare and contrast life in thens and Sparta, with emphasis on their roles in the Persian and Peloponnesian Wars. Trace the rise of lexander the Great and the spread of Greek culture eastward and into Egypt. escribe the enduring contributions of important Greek figures in the arts and sciences (e.g., Hypatia, Socrates, Plato, ristotle, Euclid, Thucydides). Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India. Locate and describe the major river system and discuss the physical setting that supported the rise of this civilization. iscuss the significance of the ryan invasions. Explain the major beliefs and practices of rahmanism in India and how they evolved into early Hinduism. Outline the social structure of the caste system. Know the life and moral teachings of uddha and how uddhism spread in India, eylon, and entral sia. escribe the growth of the Maurya empire and the political and moral achievements of the emperor soka. iscuss important aesthetic and intellectual traditions (e.g., Sanskrit literature, including the hagavad Gita; medicine; metallurgy; and mathematics, including Hindu-rabic numerals and the zero). Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of hina. Locate and describe the origins of hinese civilization in the Huang-He Valley during the Shang ynasty. 3 This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 200 alifornia epartment of Education.

4 G R E History Social Science LIFORNI STNRS TEST Released Test Questions WH WH WH WH WH WH WH6.6.. WH6.7 WH WH WH WH WH WH WH WH6.7.. Explain the geographic features of hina that made governance and the spread of ideas and goods difficult and served to isolate the country from the rest of the world. Know about the life of onfucius and the fundamental teachings of onfucianism and Taoism. Identify the political and cultural problems prevalent in the time of onfucius and how he sought to solve them. List the policies and achievements of the emperor Shi Huangdi in unifying northern hina under the Qin ynasty. etail the political contributions of the Han ynasty to the development of the imperial bureaucratic state and the expansion of the empire. ite the significance of the trans-eurasian silk roads in the period of the Han ynasty and Roman Empire and their locations. escribe the diffusion of uddhism northward to hina during the Han ynasty. Students analyze the geographic, political, economic, religious, and social structures during the development of Rome. Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as eneas, Romulus and Remus, incinnatus, Julius aesar, and icero. escribe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty). Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes. iscuss the influence of Julius aesar and ugustus in Rome s transition from republic to empire. Trace the migration of Jews around the Mediterranean region and the effects of their conflict with the Romans, including the Romans restrictions on their right to live in Jerusalem. Note the origins of hristianity in the Jewish Messianic prophecies, the life and teachings of Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the postle to the definition and spread of hristian beliefs (e.g., belief in the Trinity, resurrection, salvation). escribe the circumstances that led to the spread of hristianity in Europe and other Roman territories. iscuss the legacies of Roman art and architecture, technology and science, literature, language, and law. 4 This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 200 alifornia epartment of Education.

5 LIFORNI STNRS TEST G R E Released Test Questions History Social Science REPORTING LUSTER 2: Late ntiquity and the Middle ges The following seven alifornia content standards (indicated by bold type) are included in Reporting luster 2 and are represented in this booklet by 1 test questions. These questions represent only some ways in which these standards may be assessed on the Grade 6 alifornia History Social Science Standards Test. LIFORNI ONTENT STNRS IN THIS REPORTING LUSTER Late ntiquity and the Middle ges (Grade 7) WH7.1 WH WH WH WH7.2 WH WH WH WH WH WH WH7.3 WH Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire. Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of hristianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news). iscuss the geographic borders of the empire at its height and the factors that threatened its territorial cohesion. escribe the establishment by onstantine of the new capital in onstantinople and the development of the yzantine Empire, with an emphasis on the consequences of the development of two distinct European civilizations, Eastern Orthodox and Roman atholic, and their two distinct views on church-state relations. Students analyze the geographic, political, economic, religious, and social structures of civilizations of Islam in the Middle ges. Identify the physical features and describe the climate of the rabian peninsula, its relationship to surrounding bodies of land and water, and nomadic and sedentary ways of life. Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and hristianity. Explain the significance of the Qur an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims daily life. iscuss the expansion of Muslim rule through military conquests and treaties, emphasizing the cultural blending within Muslim civilization and the spread and acceptance of Islam and the rabic language. escribe the growth of cities and the establishment of trade routes among sia, frica, and Europe, the products and inventions that traveled along these routes (e.g., spices, textiles, paper, steel, new crops), and the role of merchants in rab society. Understand the intellectual exchanges among Muslim scholars of Eurasia and frica and the contributions Muslim scholars made to later civilizations in the areas of science, geography, mathematics, philosophy, medicine, art, and literature. Students analyze the geographic, political, economic, religious, and social structures of the civilizations of hina in the Middle ges. escribe the reunification of hina under the Tang ynasty and reasons for the spread of uddhism in Tang hina, Korea, and Japan. 5 This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 200 alifornia epartment of Education.

6 G R E History Social Science LIFORNI STNRS TEST Released Test Questions WH WH WH WH WH WH7.4 WH WH WH WH WH WH7.5 WH WH WH WH WH WH WH7.6 WH WH escribe agricultural, technological, and commercial developments during the Tang and Sung periods. nalyze the influences of onfucianism and changes in onfucian thought during the Sung and Mongol periods. Understand the importance of both overland trade and maritime expeditions between hina and other civilizations in the Mongol scendancy and Ming ynasty. Trace the historic influence of such discoveries as tea, the manufacture of paper, wood-block printing, the compass, and gunpowder. escribe the development of the imperial state and the scholar-official class. Students analyze the geographic, political, economic, religious, and social structures of the sub-saharan civilizations of Ghana and Mali in Medieval frica. Study the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali empires. nalyze the importance of family, labor specialization, and regional commerce in the development of states and cities in West frica. escribe the role of the trans-saharan caravan trade in the changing religious and cultural characteristics of West frica and the influence of Islamic beliefs, ethics, and law. Trace the growth of the rabic language in government, trade, and Islamic scholarship in West frica. escribe the importance of written and oral traditions in the transmission of frican history and culture. Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan. escribe the significance of Japan s proximity to hina and Korea and the intellectual, linguistic, religious, and philosophical influence of those countries on Japan. iscuss the reign of Prince Shotoku of Japan and the characteristics of Japanese society and family life during his reign. escribe the values, social customs, and traditions prescribed by the lord-vassal system consisting of shogun, daimyo, and samurai and the lasting influence of the warrior code in the twentieth century. Trace the development of distinctive forms of Japanese uddhism. Study the ninth and tenth centuries golden age of literature, art, and drama and its lasting effects on culture today, including Murasaki Shikibu s Tale of Genji. nalyze the rise of a military society in the late twelfth century and the role of the samurai in that society. Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe. Study the geography of the Europe and the Eurasian land mass, including its location, topography, waterways, vegetation, and climate and their relationship to ways of life in Medieval Europe. escribe the spread of hristianity north of the lps and the roles played by the early church and by monasteries in its diffusion after the fall of the western half of the Roman Empire. 6 This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 200 alifornia epartment of Education.

7 LIFORNI STNRS TEST G R E Released Test Questions History Social Science WH WH WH WH WH WH7.6.. WH WH7.7 WH WH WH WH WH Understand the development of feudalism, its role in the medieval European economy, the way in which it was influenced by physical geography (the role of the manor and the growth of towns), and how feudal relationships provided the foundation of political order. emonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs (e.g., harlemagne, Gregory VII, Emperor Henry IV). Know the significance of developments in medieval English legal and constitutional practices and their importance in the rise of modern democratic thought and representative institutions (e.g., Magna arta, parliament, development of habeas corpus, an independent judiciary in England). iscuss the causes and course of the religious rusades and their effects on the hristian, Muslim, and Jewish populations in Europe, with emphasis on the increasing contact by Europeans with cultures of the Eastern Mediterranean world. Map the spread of the bubonic plague from entral sia to hina, the Middle East, and Europe and describe its impact on global population. Understand the importance of the atholic church as a political, intellectual, and aesthetic institution (e.g., founding of universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious orders, preservation of the Latin language and religious texts, St. Thomas quinas s synthesis of classical philosophy with hristian theology, and the concept of natural law ). Know the history of the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista and the rise of Spanish and Portuguese kingdoms. Students compare and contrast the geographic, political, economic, religious, and social structures of the Mesoamerican and ndean civilizations. Study the locations, landforms, and climates of Mexico, entral merica, and South merica and their effects on Mayan, ztec, and Incan economies, trade, and development of urban societies. Study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery. Explain how and where each empire arose and how the ztec and Incan empires were defeated by the Spanish. escribe the artistic and oral traditions and architecture in the three civilizations. escribe the Meso-merican achievements in astronomy and mathematics, including the development of the calendar and the Meso-merican knowledge of seasonal changes to the civilizations agricultural systems. 7 This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 200 alifornia epartment of Education.

8 G R E History Social Science LIFORNI STNRS TEST Released Test Questions REPORTING LUSTER 3: Renaissance/Reformation The following four alifornia content standards (indicated by bold type) are included in Reporting luster 3 and are represented in this booklet by 13 test questions. These questions represent only some ways in which these standards may be assessed on the Grade 6 alifornia History Social Science Standards Test. LIFORNI ONTENT STNRS IN THIS REPORTING LUSTER Renaissance/Reformation (Grade 7) WH7. Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance. WH7..1. escribe the way in which the revival of classical learning and the arts fostered a new interest in humanism (i.e., a balance between intellect and religious faith). WH7..2. Explain the importance of Florence in the early stages of the Renaissance and the growth of independent trading cities (e.g., Venice), with emphasis on the cities importance in the spread of Renaissance ideas. WH7..3. Understand the effects of the reopening of the ancient Silk Road between Europe and hina, including Marco Polo s travels and the location of his routes. WH7..4. escribe the growth and effects of new ways of disseminating information (e.g., the ability to manufacture paper, translation of the ible into the vernacular, printing). WH7..5. etail advances made in literature, the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy (e.g., by ante lighieri, Leonardo da Vinci, Michelangelo di uonarroti Simoni, Johann Gutenberg, William Shakespeare). WH7.9 Students analyze the historical developments of the Reformation. WH List the causes for the internal turmoil in and weakening of the atholic church (e.g., tax policies, selling of indulgences). WH escribe the theological, political, and economic ideas of the major figures during the Reformation (e.g., esiderius Erasmus, Martin Luther, John alvin, William Tyndale). WH Explain Protestants new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism. WH Identify and locate the European regions that remained atholic and those that became Protestant and explain how the division affected the distribution of religions in the New World. WH nalyze how the ounter-reformation revitalized the atholic church and the forces that fostered the movement (e.g., St. Ignatius of Loyola and the Jesuits, the ouncil of Trent). WH Understand the institution and impact of missionaries on hristianity and the diffusion of hristianity from Europe to other parts of the world in the medieval and early modern periods; locate missions on a world map. WH escribe the Golden ge of cooperation between Jews and Muslims in medieval Spain that promoted creativity in art, literature, and science, including how that cooperation was terminated by the religious persecution of individuals and groups (e.g., the Spanish Inquisition and the expulsion of Jews and Muslims from Spain in 1492). WH7.10 Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions. This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 200 alifornia epartment of Education.

9 LIFORNI STNRS TEST G R E Released Test Questions History Social Science WH WH WH WH7.11 WH WH WH WH WH WH iscuss the roots of the Scientific Revolution (e.g., Greek rationalism; Jewish, hristian, and Muslim science; Renaissance humanism; new knowledge from global exploration). Understand the significance of the new scientific theories (e.g., those of opernicus, Galileo, Kepler, Newton) and the significance of new inventions (e.g., the telescope, microscope, thermometer, barometer). Understand the scientific method advanced by acon and escartes, the influence of new scientific rationalism on the growth of democratic ideas, and the coexistence of science with traditional religious beliefs. Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the ge of Exploration, the Enlightenment, and the ge of Reason). Know the great voyages of discovery, the locations of the routes, and the influence of cartography in the development of a new European worldview. iscuss the exchanges of plants, animals, technology, culture, and ideas among Europe, frica, sia, and the mericas in the fifteenth and sixteenth centuries and the major economic and social effects on each continent. Examine the origins of modern capitalism; the influence of mercantilism and cottage industry; the elements and importance of a market economy in seventeenth-century Europe; the changing international trading and marketing patterns, including their locations on a world map; and the influence of explorers and map makers. Explain how the main ideas of the Enlightenment can be traced back to such movements as the Renaissance, the Reformation, and the Scientific Revolution and to the Greeks, Romans, and hristianity. escribe how democratic thought and institutions were influenced by Enlightenment thinkers (e.g., John Locke, harles-louis Montesquieu, merican founders). iscuss how the principles in the Magna arta were embodied in such documents as the English ill of Rights and the merican eclaration of Independence. 9 This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 200 alifornia epartment of Education.

10 G R E History Social Science LIFORNI STNRS TEST Released Test Questions REPORTING LUSTER 4: U.S. onstitution and the Early Republic The following eight alifornia content standards (indicated by bold type) are included in Reporting luster 4 and are represented in this booklet by 25 test questions. These questions represent only some ways in which these standards may be assessed on the Grade 6 alifornia History Social Science Standards Test. LIFORNI ONTENT STNRS IN THIS REPORTING LUSTER U.S. onstitution and the Early Republic (Grade ) US.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of merican constitutional democracy. US.1.1. escribe the relationship between the moral and political ideas of the Great wakening and the development of revolutionary fervor. US.1.2. nalyze the philosophy of government expressed in the eclaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as all men are created equal, that they are endowed by their reator with certain unalienable Rights ). US.1.3. nalyze how the merican Revolution affected other nations, especially France. US.1.4. escribe the nation s blend of civic republicanism, classical liberal principles, and English parliamentary traditions. US.2 Students analyze the political principles underlying the U.S. onstitution and compare the enumerated and implied powers of the federal government. US.2.1. iscuss the significance of the Magna arta, the English ill of Rights, and the Mayflower ompact. US.2.2. nalyze the rticles of onfederation and the onstitution and the success of each in implementing the ideals of the eclaration of Independence. US.2.3. Evaluate the major debates that occurred during the development of the onstitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the ill of Rights), and the status of merican Indian nations under the commerce clause. US.2.4. escribe the political philosophy underpinning the onstitution as specified in the Federalist Papers (authored by James Madison, lexander Hamilton, and John Jay) and the role of such leaders as Madison, George Washington, Roger Sherman, Gouverneur Morris, and James Wilson in the writing and ratification of the onstitution. US.2.5. Understand the significance of Jefferson s Statute for Religious Freedom as a forerunner of the First mendment and the origins, purpose, and differing views of the founding fathers on the issue of the separation of church and state. US.2.6. Enumerate the powers of government set forth in the onstitution and the fundamental liberties ensured by the ill of Rights. US.2.7. escribe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the merican idea of constitutionalism preserves individual rights. US.3 Students understand the foundation of the merican political system and the ways in which citizens participate in it. 10 This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 200 alifornia epartment of Education.

11 LIFORNI STNRS TEST G R E Released Test Questions History Social Science US.3.1. US.3.2. US.3.3. US.3.4. US.3.5. US.3.6. US.3.7. US.4 US.4.1. US.4.2. US.4.3. US.4.4. US.5 nalyze the principles and concepts codified in state constitutions between 1777 and 171 that created the context out of which merican political institutions and ideas developed. Explain how the ordinances of 175 and 177 privatized national resources and transferred federally owned lands into private holdings, townships, and states. Enumerate the advantages of a common market among the states as foreseen in and protected by the onstitution s clauses on interstate commerce, common coinage, and full-faith and credit. Understand how the conflicts between Thomas Jefferson and lexander Hamilton resulted in the emergence of two political parties (e.g., view of foreign policy, lien and Sedition cts, economic policy, National ank, funding and assumption of the revolutionary debt). Know the significance of domestic resistance movements and ways in which the central government responded to such movements (e.g., Shays Rebellion, the Whiskey Rebellion). escribe the basic law-making process and how the onstitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government (e.g., function of elections, political parties, interest groups). Understand the functions and responsibilities of a free press. Students analyze the aspirations and ideals of the people of the new nation. escribe the country s physical landscapes, political divisions, and territorial expansion during the terms of the first four presidents. Explain the policy significance of famous speeches (e.g., Washington s Farewell ddress, Jefferson s 101 Inaugural ddress, John Q. dams s Fourth of July 121 ddress). nalyze the rise of capitalism and the economic problems and conflicts that accompanied it (e.g., Jackson s opposition to the National ank; early decisions of the U.S. Supreme ourt that reinforced the sanctity of contracts and a capitalist economic system of law). iscuss daily life, including traditions in art, music, and literature, of early national merica (e.g., through writings by Washington Irving, James Fenimore ooper). Students analyze U.S. foreign policy in the early Republic. US.5.1. Understand the political and economic causes and consequences of the War of 112 and know the major battles, leaders, and events that led to a final peace. US.5.2. US.5.3. US.6 US.6.1. US.6.2. Know the changing boundaries of the United States and describe the relationships the country had with its neighbors (current Mexico and anada) and Europe, including the influence of the Monroe octrine, and how those relationships influenced westward expansion and the Mexican-merican War. Outline the major treaties with merican Indian nations during the administrations of the first four presidents and the varying outcomes of those treaties. Students analyze the divergent paths of the merican people from 100 to the mid-100s and the challenges they faced, with emphasis on the Northeast. iscuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction). Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry lay s merican System). 11 This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 200 alifornia epartment of Education.

12 G R E History Social Science LIFORNI STNRS TEST Released Test Questions US.6.3. US.6.4. US.6.5. US.6.6. US.6.7. US.7 US.7.1. US.7.2. US.7.3. US.7.4. US. US..1. US..2. US..3. US..4. US..5. US..6. List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine). Study the lives of black mericans who gained freedom in the North and founded schools and churches to advance their rights and communities. Trace the development of the merican education system from its earliest roots, including the roles of religious and private schools and Horace Mann s campaign for free public education and its assimilating role in merican culture. Examine the women s suffrage movement (e.g., biographies, writings, and speeches of Elizabeth ady Stanton, Margaret Fuller, Lucretia Mott, Susan. nthony). Identify common themes in merican art as well as transcendentalism and individualism (e.g., writings about and by Ralph Waldo Emerson, Henry avid Thoreau, Herman Melville, Louisa May lcott, Nathaniel Hawthorne, Henry Wadsworth Longfellow). Students analyze the divergent paths of the merican people in the South from 100 to the mid-100s and the challenges they faced. escribe the development of the agrarian economy in the South, identify the locations of the cotton-producing states, and discuss the significance of cotton and the cotton gin. Trace the origins and development of slavery; its effects on black mericans and on the region s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, enmark Vesey). Examine the characteristics of white Southern society and how the physical environment influenced events and conditions prior to the ivil War. ompare the lives of and opportunities for free blacks in the North with those of free blacks in the South. Students analyze the divergent paths of the merican people in the West from 100 to the mid-100s and the challenges they faced. iscuss the election of ndrew Jackson as president in 12, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National ank, policy of Indian removal, opposition to the Supreme ourt). escribe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest estiny (e.g., the Lewis and lark expedition, accounts of the removal of Indians, the herokees Trail of Tears, settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades. escribe the role of pioneer women and the new status that western women achieved (e.g., Laura Ingalls Wilder, nnie idwell; slave women gaining freedom in the West; Wyoming granting suffrage to women in 169). Examine the importance of the great rivers and the struggle over water rights. iscuss Mexican settlements and their locations, cultural traditions, attitudes toward slavery, land-grant system, and economies. escribe the Texas War for Independence and the Mexican-merican War, including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of mericans, including Mexican mericans today. 12 This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 200 alifornia epartment of Education.

13 LIFORNI STNRS TEST G R E Released Test Questions History Social Science REPORTING LUSTER 5: ivil War and Its ftermath The following four alifornia content standards (indicated by bold type) are included in Reporting luster 5 and are represented in this booklet by 16 test questions. These questions represent only some ways in which these standards may be assessed on the Grade 6 alifornia History Social Science Standards Test. LIFORNI ONTENT STNRS IN THIS REPORTING LUSTER ivil War and Its ftermath (Grade ) US.9 US.9.1. US.9.2. US.9.3. US.9.4. US.9.5. US.9.6. US.10 US US US US Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the eclaration of Independence. escribe the leaders of the movement (e.g., John Quincy dams and his proposed constitutional amendment, John rown and the armed resistance, Harriet Tubman and the Underground Railroad, enjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick ouglass). iscuss the abolition of slavery in early state constitutions. escribe the significance of the Northwest Ordinance in education and in the banning of slavery in new states north of the Ohio River. iscuss the importance of the slavery issue as raised by the annexation of Texas and alifornia s admission to the union as a free state under the ompromise of 150. nalyze the significance of the States Rights octrine, the Missouri ompromise (120), the Wilmot Proviso (146), the ompromise of 150, Henry lay s role in the Missouri ompromise and the ompromise of 150, the Kansas-Nebraska ct (154), the red Scott v. Sandford decision (157), and the Lincoln-ouglas debates (15). escribe the lives of free blacks and the laws that limited their freedom and economic opportunities. Students analyze the multiple causes, key events and complex consequences of the ivil War. ompare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as aniel Webster and John. alhoun. Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine. iscuss braham Lincoln s presidency and his significant writings and speeches and their relationship to the eclaration of Independence, such as his House ivided speech (15), Gettysburg ddress (163), Emancipation Proclamation (163), and inaugural addresses (161 and 165). US Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson avis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments. US US escribe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee s surrender at ppomattox. Explain how the war affected combatants, civilians, the physical environment, and future warfare. 13 This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 200 alifornia epartment of Education.

14 G R E History Social Science LIFORNI STNRS TEST Released Test Questions US.11 US US US US US US.12 US US US US US US US US.12.. US Students analyze the character and lasting consequences of Reconstruction. List the original aims of Reconstruction and describe its effects on the political and social structures of different regions. Identify the push-pull factors in the movement of former slaves to the cities in the North and to the West and their differing experiences in those regions (e.g., the experiences of uffalo Soldiers). Understand the effects of the Freedmen s ureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and Jim row laws. Trace the rise of the Ku Klux Klan and describe the Klan s effects. Understand the Thirteenth, Fourteenth, and Fifteenth mendments to the onstitution and analyze their connection to Reconstruction. Students analyze the transformation of the merican economy and the changing social and political conditions in the United States in response to the Industrial Revolution. Trace patterns of agricultural and industrial development as they relate to climate, use of natural resources, markets, and trade and locate such development on a map. Identify the reasons for the development of federal Indian policy and the wars with merican Indians and their relationship to agricultural development and industrialization. Explain how states and the federal government encouraged business expansion through tariffs, banking, land grants, and subsidies. iscuss entrepreneurs, industrialists, and bankers in politics, commerce, and industry (e.g., ndrew arnegie, John. Rockefeller, Leland Stanford). Examine the location and effects of urbanization, renewed immigration, and industrialization (e.g., the effects on social fabric of cities, wealth and economic opportunity, the conservation movement). iscuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions. Identify the new sources of large-scale immigration and the contributions of immigrants to the building of cities and the economy; explain the ways in which new social and economic patterns encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity; and discuss the new wave of nativism. Identify the characteristics and impact of Grangerism and Populism. Name the significant inventors and their inventions and identify how they improved the quality of life (e.g., Thomas Edison, lexander Graham ell, Orville and Wilbur Wright). 14 This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 200 alifornia epartment of Education.

15 LIFORNI STNRS TEST G R E Released Test Questions History Social Science LIFORNI NLYSIS SKILLS STNRS FOR GRE 6 History and Social Science nalysis Skills (Grade 6 ) hronological and Spatial Thinking S1. S2. S3. Students explain how major events are related to one another in time. Students construct various time lines of key events, people, and periods of the historical era they are studying. Students use a variety of maps and documents to identify physical and cultural features of neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems. Research, Evidence, and Point of View HR1. HR2. HR3. HR4. HR5. Historical Interpretation HI1. HI2. HI3. HI4. HI5. HI6. Students frame questions that can be answered by historical study and research. Students distinguish fact from opinion in historical narratives and stories. Students distinguish relevant from irrelevant information, essential from incidental information, and verifiable from unverifiable information in historical narratives and stories. Students assess the credibility of primary and secondary sources and draw sound conclusions about them. Students detect the different historical points of view on historical events and determine the context in which the historical statements were made (the questions asked, sources used, author s perspectives). Students explain the central issues and problems from the past, placing people and events in a matrix of time and place. Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long- and short-term causal relations. Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns. Students recognize the role of chance, oversight, and error in history. Students recognize that interpretations of history are subject to change as new information is uncovered. Students interpret basic indicators of economic performance and conduct cost-benefit analyses of economic and political issues. t least twenty-five percent of the content questions must include an element of the skills standards. 15 This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 200 alifornia epartment of Education.

16 G R E 1 History Social Science Why did Stone ge people practice slash-andburn agriculture? LIFORNI STNRS TEST 5 Released Test Questions to fulfill spiritual beliefs to make irrigation easier to drive away wild animals to clear land for farming It is visible from great distances. It is a reminder to all who see it of the wealth and power of the leader of the people who built it and of his glory and greatness as a god here on the Earth. SH Which development most enabled early peoples to form permanent settlements? advances in agricultural production the creation of democratic government the spread of monotheism advances in written language SH Hammurabi s ode of ancient Mesopotamian society was important because it listed the laws and the corresponding punishments. explained how government officials were chosen. established a single currency for use across the empire. described how to perform formal religious ceremonies. S The art and architecture of ancient Egypt were designed to emphasize the value of the arts in daily life. role of the individual as an artist. idea of beauty as seen by the artist. religious idea of eternal life. The speaker in the passage above is referring to the Greek tyrant and the Parthenon. Egyptian pharaoh and his pyramid. ssyrian king and his lighthouse. Hebrew king and the Temple. S uneiform and hieroglyphics were important achievements in the development of written language. religious beliefs. agricultural production. representative government. SV The Ten ommandments of the ancient Hebrews has had the greatest influence on the development of Western parliamentary democracies. moral and ethical teachings. feudal social class systems. styles in art and literature. SH10165 S This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 200 alifornia epartment of Education.

17 LIFORNI STNRS TEST G R E Released Test Questions History Social Science Jewish scripture says that God s laws were delivered to the ancient Hebrews by braham. Solomon. Moses. avid. SH Greece s mountainous terrain and its series of small islands influenced the ancient Greeks to develop 11 The legacy of ancient Greek myths and epics, such as the Iliad, continues to provide people with 12 accurate descriptions of historical events. heroic figures and great adventures. real life stories about everyday people. objective studies of ancient civilizations. S a political system based on independent city-states. a culture that was uniform throughout its vast empire. an economic system based on mining precious metals. a society completely isolated from other civilizations. SH10164 We regard an individual who takes no interest in public affairs not as harmless, but as useless. Pericles Funeral Oration The quotation above illustrates the importance ancient thenians placed on individual participation in the atlas a collection of maps herculean very powerful labyrinth a maze olympian majestic, honored ll of these words used in the English language today originated in myths of the hinese. Romans. Greeks. Egyptians. S00067 education of young children. religious rituals of the community. political process of the city-state. economic activities of the household. S This is a sample of alifornia Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. opyright 200 alifornia epartment of Education.