Social Studies Assessments Sixth Grade 1 Explain why and how historians use eras and periods as constructs to organize and explain human activities over time
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- G4.4.1 Identify factors that contribute to conflict and cooperation between and among cultural groups (control/use of natural resources, power, wealth, and cultural diversity).
- Answer: B G4.4.2 Describe the cultural clash of First Peoples, French and English in Canada long ago, and the establishment of Nunavut in 1999.
- Answer: A 2. Which of these areas has been most affected by deforestation A. Patagonia B. Altiplano C. Amazon River Basin D. Rio de la Plata Answer: C
- G6.1.1 Contemporary Investigations – Conduct research on contemporary global topics and issues, compose persuasive essays, and develop a plan for action. (H1.4.3, G1.2.6, See P3 and P4)
- Identify public policy issues related to global topics and issues studied. Clearly state the issue as a question of public policy orally or in written form.
- Share and discuss findings of research and issue analysis in group discussions and debates. Compose a persuasive essay justifying the position with a reasoned argument.
- P4.2.2 Engage in activities intended to contribute to solving a national or international problem studied.
- Country Who has power
- Answer: B 3. The United States has a representative democracy. Which of the following best
- Answer: A C4.3.1 Explain the geopolitical relationships between countries (e.g., petroleum and arms purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua).
- Answer: C 2. 1864-1866
- Answer: C 3. Declaration of Human Rights
- Answer: D C4.3.2 Explain the challenges to governments and the cooperation needed to address international issues in the Western Hemisphere (e.g., migration and human rights).
- Answer: A E1.1.1 Explain how incentives vary in different economic systems (e.g. acquiring money, profit, goods, wanting to avoid loss in position in society, job placement).
Answer: D G4.3.2 Describe patterns of settlement by using historical and modern maps (e.g., coastal and river cities and towns in the past and present, locations of megacities – modern cities over 5 million, such as Mexico City, and patterns of agricultural settlements in South and North America). 1. Which of these factors is a major reason that there is a high amount of pollution in Mexico City? A. It is its nation’s capital city. B. It has a very large population. C. It is sparsely populated. D. It is the only urban area in Mexico. Answer: B 2. According to the map, which of the following statements is true? 
A. Most people in South America live in the interior. B. Most people in South America live on the coasts. C. Most people in South America live in the Amazon. D. Most people in South America live in the Andes.
A. California B. Hawaii C. Florida D. Alaska
B. United States C. Mexico D. Great Britain Answer: B G4.4.2 Describe the cultural clash of First Peoples, French and English in Canada long ago, and the establishment of Nunavut in 1999. G5.1.1 Describe the environmental effects of human action on the atmosphere (air), biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water) (e.g., changes in the tropical forest environments in Brazil, Peru, and Costa Rica). G5.1.2 Describe how variations in technology affect human modifications of the landscape (e.g., clearing forests for agricultural land in South America, fishing in the Grand Banks of the Atlantic, expansion of cities in South America, hydroelectric developments in Canada, Brazil and Chile, and mining the Kentucky and West Virginia). 1. What is the main cause of land use conflict in the Amazon rainforest? A. Opposition by the government to the movement of farmers to the rainforest B. Differences among many different groups over how best to use the rainforest C. Conflicts between ranchers and farmers over how much land to clear in the rainforest. D. Arguments among environmental groups over how to preserve biodiversity in the rainforest. Answer: B 2. Which of these groups is most responsible for deforestation of the rainforest? A. Rubber tappers B. Native peoples C. Logging companies D. Environmental groups Answer: C 3. What can settlers in the Amazon basin do to promote sustainable development of the rainforest? A. Clear more land to make larger farms. B. Use cleared land to raise cattle instead of crops. C. Plant crops that grow under the rainforest canopy. D. Encourage more poor farmers to migrate to the rainforest. Answer: C 4. Which of the following would groups who want sustainable development in the rainforest most likely support? A. The building of more roads into the rainforest. B. The harvesting of rainforest trees to create more jobs. C. The clearing of rainforest to create farms and ranches. D. The use of rainforest resources without destroying them. Answer: D G5.1.3 Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other places (e.g., cutting forests in one region may result in river basin flooding elsewhere; building a dam floods land upstream and may permit irrigation in another region). 1. The Amazon is recognized as having the greatest biological diversity in the world. Still, its natural heritage is extremely threatened: A recent survey by the Brazilian government found a high rate of deforestation and showed that over 9,000 square miles of Amazon forests in Brazil -- an area more than twice the size of Connecticut -- disappeared between July 2001 and June 2002. According to government statistics, the average annual deforestation rate in the Amazon during the 1990s was about 7,000 square miles per year. The current deforestation rate shows a 40 percent jump from previous levels - a troubling sign of the pressures facing the world’s largest and most important expanse of tropical forest. According to government estimates, the Amazon forest will have lost 25 percent of its original area by 2020, a trend that spells disaster not only for the region’s plants and animals, but also for its climate, which depends in large part on evapo-transpiration from its large expanse of forest. Which of the following is one of the reasons that many people are so concerned about the destruction of the Amazon Rainforest? A. There will be more natural resources available in South America. B. There will be less air pollution in South America. C. Many people will lose their homes in the rainforest. D. Many species of plants and animals could become extinct. Answer: D 2. The Xavante Warã are a native group in Brazil. The Xavante live in a region of Brazil where the government and businesses want to grow only soy beans. Xavante territories are intact savannah ecosystems that would be destroyed by growing only soy beans. Soy is destructive to the savannah ecosystem because it destroys the root systems of savannah grasslands. What could the Brazilian government and businesses learn from the Xavante Warã? A. How to better manage natural resources for future generations. B. How to grow soy crops on the savannah without bothering people. C. How to better understand the ecosystem of tropical rainforests. D. How to destroy the savannah ecosystem by farming only soy beans. Answer: A 3. The Yasuni National Park in Ecuador holds one of the world’s most biodiverse rainforests. This means that the ecosystem of the forest is filled with many important plant and animal species. Recently, an oil company threatened to destroy much of this biodiversity by building a pipeline through the national park. It was stopped by environmental groups, scientists, and a native tribe called the Huaorani. The actions of both the oil company and those who stopped it are examples of A. ways human settlements change over time. B. ways human actions impact the environment. C. ways human technologies can be used for good. D. ways human political groups cause harm. Answer: B G5.2.1 Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g., drought in northern Mexico, disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic eruptions in Central America and the Caribbean and earthquakes in Mexico City and Colombia). 1. Acid rain is caused by human pollution. Why is Canada concerned about acid rain? A. Acid rain hurts plants, forests, and air quality. B. Acid rain melts everything and ruins cities. C. Acid rain is only a problem in Canada. D. Acid rain helps plants and forests grow faster. Answer: A 2. Which of these areas has been most affected by deforestation? A. Patagonia B. Altiplano C. Amazon River Basin D. Rio de la Plata Answer: C 3. The Amazon is recognized as having the greatest biological diversity in the world. Still, its natural heritage is extremely threatened. Which of the following is one of the reasons that many people are so concerned about the destruction of the Amazon Rainforest? A. There will be less air pollution in South America. B. There will be more natural resources available in South America. C. Many people will lose their homes in the rainforest. D. Many species of plants and animals could become extinct. Answer: D 4. Lake Maracaibo in Venezuela is the largest lake in South America. Which of the following is one of the environmental issues facing Lake Maracaibo? A. It is polluted due to the oil wells located along its shores. B. It has too many types of plants and animals living in and around it. C. The water in the lake is too salty because it is connected to the ocean. D. The temperature of the water in the lake is steadily decreasing. Answer: A G6.1.1 Contemporary Investigations – Conduct research on contemporary global topics and issues, compose persuasive essays, and develop a plan for action. (H1.4.3, G1.2.6, See P3 and P4) Not Testable (project-based assessment) G6.1.2 Investigations Designed for Ancient World History Eras – Conduct research on global topics and issues, compose persuasive essays, and develop a plan for action. (H1.4.3, G1.2.6, See P3 and P4) Note: Additional global investigation topics have been identified for connections to World History Eras 1, 2, and 3 studies. Students investigate contemporary topics and issues that they have studied in an ancient world history context. The investigations may be addressed at the conclusion of each Era or may be included at the conclusion of the course. Not Testable (project-based assessment) P3.1.1 Clearly state an issue as a question or public policy, trace the origins of an issue, analyze various perspectives, and generate and evaluate alternative resolutions. Deeply examine policy issues in group discussions and debates to make reasoned and informed decisions. Write persuasive/argumentative essays expressing and justifying decisions on public policy issues. Plan and conduct activities intended to advance views on matters of public policy, report the results, and evaluate effectiveness.
Not Testable (project-based assessment) P4.2.1 Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in matters of public policy, report the results, and evaluate effectiveness. Not Testable (project-based assessment) P4.2.2 Engage in activities intended to contribute to solving a national or international problem studied. Not Testable (project-based assessment) P4.2.3 Participate in projects to help or inform others (e.g., service learning projects). Not Testable (project-based assessment) C1.1.1 Analyze competing ideas about the purposes government should serve in a democracy and in a dictatorship (e.g., protecting individual rights, promoting the common good, providing economic security, molding the character of citizens, or promoting a particular religion). 1. Which of the following is a likely result of having no government or rules? A. Laws would naturally form on their own. B. People would steal and be disorganized. C. The country would become more peaceful. D. People would do more community service. Answer: B 2. Which is a good way for a citizen to take part in government? A. Breaking laws B. Not voting D. Running for office Answer: D 3. Which of the following countries is an example of a military dictatorship?
A. Canada B. Cuba C. Mexico D. United States Answer: B 4. Which of the following countries is an example of a representative democracy with a parliamentary system? A. Canada B. United States C. Cuba D. Mexico Answer: A C3.6.1 Define the characteristics of a nation-state (a specific territory, clearly defined boundaries, citizens, and jurisdiction over people who reside there, laws, and government), and how Western Hemisphere nations interact. 1. What is a nation-state? A. A state whose territory matches to that of a particular nation. B. A group of people that shares one culture. C. A territory that has been occupied during a war. D. A newly formed country. Answer: A 2. The following nations are all members of the Organization of the Petroleum Exporting Countries (OPEC): Iran, Iraq, Saudi Arabia, and Venezuela. What does Venezuela have in common with the other three countries? A. Type of government B. Religion C. Language D. Economic interests Answer: D 3. Who are the members included in the Organization of American States? A. The Central American countries B. The countries of the North American continent C. The fifty states within the U.S. D. The independent states of the Americas Answer: D 4. The United States gained its independence by fighting a war against England. Throughout history since then, however, England and the United States have cooperated with each other. Which of the following best explains this? A. The U.S. and England have kept a poor historic relationship. B. The U.S. and England are trying to become one country again. C. The U.S. and England have similar characteristics and interests. D. The U.S. no longer cares about why it first became independent. Answer: C 5. It is said that the citizens of the United States elect the President. In reality, what body casts the official vote? A. The Supreme Court B. The Congress C. The Electoral College D. The Republican and Democratic Parties Answer: C C3.6.2 Compare and contrast a military dictatorship such as Cuba, a presidential system of representative democracy such as the United States, and a parliamentary system of representative democracy such as Canada. 1. Which of the following countries is an example of a military dictatorship?
A. Canada B. Cuba C. Mexico D. United States Answer: B 2. A dictatorship is a form of government which is very different from a democracy. Which of the following describes a dictatorship? A. Separate states share power. B. Only one person has power. C. Power is in the hands of the people. D. Power belongs to a king or queen. Answer: B 3. The United States has a representative democracy. Which of the following best describes a representative democracy? A. People are not allowed to vote at all. B. People only vote on certain issues. C. People elect officials to represent them. D. People vote directly on every issue. Answer: C 4. A key term in United States government is “democracy.” Which of these best describes a democracy? A. A nation in which power belongs to the people. B. A group of states with separate governments. C. A nation ruled by a king or queen. D. A nation in which one person has power. Answer: A C4.3.1 Explain the geopolitical relationships between countries (e.g., petroleum and arms purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua). 1. The following nations are all members of the Organization of the Petroleum Exporting Countries (OPEC): Iran, Iraq, Saudi Arabia, and Venezuela. What does Venezuela have in common with the other three countries? A. Type of government B. Language C. Economic interests D. Religion Answer: C 2. 1864-1866: Spain goes to war against Peru and Chile, then Ecuador and Bolivia, over islands filled with natural resources. 1879-1884: Chile goes to war against Bolivia and Peru, taking land that was rich in natural resources and cutting Bolivia off from the ocean. 1932-1935: Bolivia and Paraguay fight the Chaco War over a region that was believed to have large amounts of oil. Which of the following was to blame for the South American conflicts listed above? A. Language differences B. Competing types of government C. Competing economic interests Answer: C 3. Declaration of Human Rights “...Proclaims this Universal Declaration of Human Rights as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction...” What main idea was the United Nations trying to convey in this document?
B. Human rights, though important, is not a topic for the United Nations. C. Human rights in America should remain top priority for the UN. D. It is important to protect human rights all around the world. Answer: D C4.3.2 Explain the challenges to governments and the cooperation needed to address international issues in the Western Hemisphere (e.g., migration and human rights). 1. All of the following are major push factors that cause people to leave their home countries except A. hunger. B. poverty. C. violent conflict. D. prettier place to live. Answer: D 2. Immigrants most help to build the U.S. economy by A. using public services. B. serving in the military. C. starting new businesses. D. learning to speak English. Answer: C 3. Which is the best definition of a brain drain? A. Loss of skilled workers who move to other countries. B. Loss of war refugees who seek safety in other countries. C. Loss of aging parents who join children in other countries. D. Loss of good students who attend college in other countries. Answer: A 4. What is a strong pull factor for immigrants entering the U.S.? A. War and conflict B. Economic stability C. Poverty D. Recession Answer: B C4.3.3 Give examples of how countries work together for mutual benefits through international organizations (e.g. North American Free Trade Agreement (NAFTA), Organization of American States (OAS), United Nations (UN)). 1. What was the purpose behind creating NAFTA? A. To stimulate the economy by creating thousands of new job opportunities. B. To eliminate all trade and investment with European and Asian countries. C. To improve United States and Mexican trade within the world market. D. To increase trade and investment between the U.S., Canada, and Mexico. Answer: D 2. The United Nations is an organization that was created after World War II in an attempt to A. declare the U.S. as a world leading superpower. B. improve trade between the U.S. and China. C. make sure Germany was punished for the war. D. increase cooperation between various countries. Answer: A E1.1.1 Explain how incentives vary in different economic systems (e.g. acquiring money, profit, goods, wanting to avoid loss in position in society, job placement). 1. Which of the following is true in a market economy? A. People are told by the government what type of work they must do. B. Supply and demand influences the economic decisions of businesses and individuals. C. The government decides what the prices of goods will be. D. The government controls the most profitable businesses. Answer: B 2. Which of the following is true in a mixed economy? A. Businesses are free to make many choices, but they face some government regulation. B. There are often shortages of many goods. C. Businesses are free to do whatever they want, and they face no government regulation. D. The government makes all economic decisions for businesses. Answer: A 3. What is the difference between a market economy and a mixed economy? A. In a market economy, consumers have fewer choices of products to buy. B. In a mixed economy, there are no government regulations. C. In a mixed economy, there are more government regulations. D. In a market economy, the government controls prices. Directory: media -> supo -> docs -> supodocs media -> Tsunami Terror Alert: Voices of Youth media -> Biblical Eschatology Presentation by: D. Paul Beck May 4, 2016 Ground Rules media -> Guide to completing the collection using the Omnibus system media -> The milk carton kids media -> Events Date and Location media -> The Gilded Age: The First Generation of Historians by H. Wayne Morgan University of Oklahoma, April 18, 1997 media -> Analysis of Law in the United Kingdom pertaining to Cross-Border Disaster Relief Prepared by: For the 30 June 2010 Foreword media -> Cuba fieldcourse 2010 supodocs -> United States History Assessments Ninth Grade supodocs -> Social Studies Activity Worksheet Download 348.88 Kb. Share with your friends:
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