Download 4th Grade Social Studies Semester 2 Review

4th Grade Social Studies
Semester Two
Review Packet
February 2, 2014 through June 3, 2014
Dear Parents and Students,
This semester review packet is to help you study. It is NOT mandatory. If you wish
to begin answering the questions, feel free to, but you don't have to. We will be answering
all the problems together in class during review sessions before the exam. Please have this
packet with you in class beginning June 4th, 2014. The exam will cover material from
Chapters 2, 3, and 4.
Thank you.
Optional Practice. A Review.
Ch. 2 Lesson 1
___ 1. Early hunters and gatherers had to cooperate to:
a. make survival difficult for each other.
b. continue to do the same tasks in the same way.
c. better meet the band's needs for food, clothing, and shelter.
d. find ways for each member to survive on his or her own.
___ 2. The movement of early people in the search for food resulted in:
a. the melting of glaciers.
b. the building of land bridges.
c. specialization.
d. the spread of people to almost every part of Earth.
___ 3. Why was specialization of tasks important in larger bands? It allowed:
a. bands to move more easily from place to place. b. women to hunt with the men.
c. band members to work more efficiently.
d. band members to produce food.
___ 4. How did technology affect the lives of early people?
a. Early people did not have technology.
b. Technology made the work of everyday life easier.
c. Only the rich or wealthy people were allowed to use technology to make like easier.
d. The atlatl was the early peoples' only technology, it allowed fewer people to hunt.
___ 5. How did the Ice Ages affect the movement of early people throughout the world?
a. During the Ice Ages, changes in climate opened new routes while closing others.
b. Glaciers began melting causing oceans rise and cover land bridges.
c. Bands of people did not migrate during the Ice Ages, it was too cold.
___ 6. What set apart (made different) different groups of early people?
a. culture set groups apart; people had different clothing, shelters, tools, artifacts,
art, ideas, and languages.
b. A common spoken language helped to unit the bands of early people.
c. The average age of the band made them different from other groups.
___ 7. The time of hunters and gatherers is sometimes called:
a. the Old Stone Age b. the New Stone Age c. the Ice Age d. the Farming Age
___ 8. Where do most experts believe the first modern humans lived?
a. eastern and southeastern Africa b. southern South America
c. western Australia
d. Antarctica
e. eastern North America
___ 9. How did the early people get the food they needed to survive?
a. They hunted plants and gathered animals.
b. They chased herd animals off cliffs, so they ate only meat.
c. They grew the plants they needed and raise bison and mammoths on farms to eat.
d. They had to hunt for wild animals and gather wild plants from nature.
10. Why did early people live and work in groups?
11. How did people in bands specialize?
12. Why did bands of early people develop different languages?
Ch. 2 Lesson 2
___ 13. The time of the early herders and farmers is known as the:
a. Old Stone Age. b. New Stone Age. c. Paleolithic Period
d. modern times.
___ 14. What kind of technology did early people use to farm?
a. tractors b. plows c. atlatl d. birds
___ 15. What is the raising of domesticated animals and plants for use by people?
a. cultivation b. domestication c. agriculture d. livestock
___ 16. The following livestock animals were probably the first to be domesticated except
for the: a. sheep.
b. goats. c. turkeys. d. pigs.
___ 17. Where in the world did early farming first begin? (map page 64)
a. Tigris-Euphrates Valley b. Nile Valley
c. Indus Valley d. Middle America
___ 18. In the eastern hemisphere, all early farming began: (map page 64)
a. along coasts. b. along rivers. c. in mountains.
d. in forests.
true or false 19. Some early societies domesticated animals and formed pastoral societies.
true or false 20. Effects of agriculture included more food, population growth, and conflict
over land.
true or false 21. Societies that began to raise livestock and grow crops were changed
forever (no longer dependent on hunting and gathering).
22. How did agriculture affect early people?
23. How did early people become food producers?
24. How are livestock and agriculture related?
25. How is a pastoral society different from a farming society?
Ch. 2 Lesson 3
___ 26. City-stated began to form when:
a. early settlements began trading with each other.
b. farmers in early settlements organized systems of government.
c. leaders and their governments gained control of a city and its surrounding areas.
d. the people built homes and buildings that helped them adapt to their environment.
___ 27. Early farming villages developed in southwest Asia in an area know as:
a. Jericho. b. the Syrian Desert. c. the Zagros Mountains. d. the Fertile Crescent.
___ 28. Near what kind of natural feature did early people often build their farming
villages?
a. mountains b. rivers c. oceans d. plateaus
___ 29. Civilizations need governments:
a. to defend the people.
b. to lead the people.
d. to establish rules.
e. to keep order.
c. to keep people safe.
f. all the above.
true or false 30. A ziggurat is a stepped tower built in the middle of early cities in
Mesopotamia.
true or false 31. High walls were built around many early farming villages to protect the
villages from floods and to protect their water supplies from enemies.
true or false 32. Mesopotamia means the land between two mountains.
true or false 33. A city is more than just a large population, it is a community with many
people living and working in a complex society.
true or false 34. Early farmers sometimes traded extra food. Trade changed their lives
by providing them with useful items, such as obsidian cutting tools, which
they would not have gotten except through trading.
35. How are the terms civilization and complex society related?
36. Why do you think early people began to form cities?
37. How do you think moving from a small farming village to a city might have changed
the lives of early people?
Ch. 3 Lesson 1
___ 38. What led Sumerians to develop a writing system?
a. they wanted better communication among their people
b. they wanted to measure the amounts of wheat and barely that were harvested
c. they wanted a way to vote for a ruler
d. government officials wanted to keep records of food production and distribution
___ 39. What two rivers were important in Mesopotamia?
a. Persian and Mediterranean b. Gilgamesh and Sumer
c. Tigris and Euphrates
___ 40. Each Sumerian city-state was ruled by a monarch who created a _ to help rule.
a. monarchy b. bureaucracy c. merchant d. social class e. innovation
41. Why did Sumerians use clay for their cuneiform?
42. How was cuneiform an innovation?
Ch. 3 Lesson 2
___ 43. Sargon is known for:
a. creating a system of taxation.
c. the centralization of government.
b. creating the world's first empire.
d. the establishment of the first set of laws.
___ 44. Which best describes the system of taxation the king of Babylon created?
a. a system under which people earn money for helping their government
b. a system under which the government makes laws
c. a system under which people are made to pay for the running of their government
d. a system under which armies are formed
___ 45. Who conquered the Sumerians and built the world's first empire?
a. Sargon b. Akkadia
c. Babylonia d. Hammurabi
46. How did the Babylonians keep order within their empire?
47. How did the different groups controlling Mesopotamia gain their empires?
48. How was the governing of the empire paid for?
Ch. 4 Lesson 1
___ 49. The season called Inundation was seen as the beginning of the new year by
ancient Egyptians because:
a. it was the time when farmers planted their crops.
b. it meant that the yearly season of drought was over.
c. the crops were fully-grown and the food was abundant.
d. the floodwaters of the Nile brought a fresh supply of rich soil to the farmlands.
___ 50. Which of the following did the Nile River NOT provide?
a. transportation b. water for crops c. hot, dry weather
d. rich, dark soil
___ 51. Early farmers along the Nile River:
a. could not grow much food.
b. farmed in the desert called Deshuret.
c. relied in heavy rainfall to water the crops.
d. planted seeds after the Nile's floodwaters deposited fresh, rich soil.
___ 52. What did the unification of Upper and Lower Egypt create?
a. the Nile Delta
b. the first Egyptian calendar
c. Middle Egypt
d. the world's first nation-state
___ 53. All of the following were ways that the Nile River was important to ancient
Egyptians except for:
a. a source of water.
b. because it deposited fertile soil.
c. for transportation.
d. it served as a nation-state border.
___ 54. Into what sea does the Nile River flow?
a. Red Sea b. Black Sea c. Mediterranean Sea
d. the Sea of Lake Nasr
___ 55. Ancient Egyptians made their clothes from:
a. cotton. b. animal skins. c. flax. d. papyrus.
___ 56. Why did the ancient Egyptians develop a calendar?
a. to record history and to remember important events
b. to track when the floods would occur, when it was time to plant, and time to harvest
c. to keep track of the birthdays of their gods so they could have festivals and
celebrations
___ 57. How did the ancient Egyptians explain events in nature?
a. through stories about their gods
b. by conducting scientific experiments
c. by reading the writing on temple walls d. there were no events in nature to explain
___ 58. Why do some historians believe King Narmer may have united Egypt?
a. in pictures, he wears the crowns of both Upper and Lower Egypt together
b. he was the only ruler of Egypt
c. the hieroglyphics on his coffin tell the story of how he united Egypt
d. they found King Narmer's mummy wearing both crowns
true or false 59. Rain in ancient Egypt was abundant and dependable.
true or false 60. The Egyptians preserved dead bodies as mummies because of their belief
in an afterlife.
true or false 61. In ancient Egypt, natural events like floods were explained in stories
about the gods.
true or false 62. Ancient Egyptians based their calendar around the flooding season.
true or false 63. Ancient Egyptians believed in many deities, most tied to or representing
something in nature.
64. Explain how a city-state is different from a nation-state.
65. Why do you think the crowns of Upper and Lower Egypt were combined?
66. How do you think the Nile River affected the uniting of Upper and Lower Egypt?
67. How did the Nile River affect the development of Egyptian civilizations?
68. How can the terms nation-state and dynasty be used to describe the Egyptian
civilization?
69. How did the yearly flooding of the Nile River help shape the economy of Egypt?
70. Why do you think settlements developed along the Nile River despite the danger of
floods?
71. Why do you think the Egyptians united into a single nation-state while the Sumerians did
not?
72. In what ways was the Nile River important to ancient Egyptians?
73. Why is "Egypt the gift of the Nile?"
74. What is "red Egypt" and "black Egypt?"
75. Egypt is a "rich" land. Explain why it is so.
76. What was the ancient Egyptian religious belief based on? Why?
77. A large part of ancient Egyptian religion focused on the belief of life after death: often
referred to as the ______________________. Why? Please explain.
Ch. 4 Lesson 2
___ 78. Which time in Egyptian history is called the Age of the Pyramids?
a. the Early Kingdom b. the Old Kingdom c. the Middle Kingdom d. the New Kingdom
___ 79. The word pharaoh means:
a. "great house." b. "wise leader."
c. "godlike one."
d. "brave warrior."
___ 80. Which of the following is not an achievement of the ancient Egyptian early period?
a. the making of papyrus
b. the invention of the wheel
c. the building of the pyramids
d. the development of hieroglyphic writing
___ 81. What helped make united government possible during the early period of ancient
Egypt?
a. the building of the pyramids b. the invention of plows pulled by animals
c. the invention of papyrus
d. the carving of hieroglyphics on stone temples
___ 82. The Egyptian writing system of hieroglyphics:
a. is still not understood very well today
b. was used only by the pharaohs
c. used symbols that stood for sounds, words, and ideas
d. consisted of pictures that stood for sounds
___ 83. Why was the capital moved from Thebes to the area around Memphis?
a. the ruler wanted a central government
b. Thebes was flooded too often during Inundation
c. the king wanted to be closer to the pyramids at Giza
d. the ruler wanted his reign to be different from all other rulers before him
84. Why do you think the Egyptian rulers conquered and annexed territory?
85. What were the major achievements of Egypt's early period?
86. Why is the Old Kingdom also called the Age of the Pyramids?
87. Why was a strong central government important in Egypt during the Middle Kingdom?
88. Why was it important for an Egyptian king to have an heir?
89. Did the Middle Kingdom begin before or after the Old Kingdom?
Ch. 4 Lesson 3
___ 90. How did the people of Egypt and the people of Nubia first come in close contact
with each other?
a. through invasions by the Sumerians
b. by trying to regain land taken by the Hyksos
c. through trade
d. by trying to take over each other's empires
___ 91. During the 2000s B.C., the ancient Egyptians took control of northern Nubia
because:
a. they wanted to control the trading network at Meroe.
b. they wanted to show their support for the Hyksos invaders.
c. they would then control all the Nile's cataracts.
d. Nubia had strong trade routes and was rich in natural resources.
true or false 92. Egyptians and Nubians battled over trade routes, gold and other minerals,
and land.
Vocabulary Review
Ch. 2 Lesson 1
___ 1. specialize
a. to work at only one kind of job
___ 2. band
b. human-made object, especially from long ago
___ 3. artifact
c. no longer living; died out
___ 4. extinct
d. a small group of people made up of related families
Ch. 2 Lesson 2
___ 1. domesticate
a. the raising of domesticated plants and animals; farming
___ 2. livestock
b. domesticated animals that provide a resource
___ 3. nomad
c. a group of people whose way of life depends on herding
___ 4. cultivate
d. to tame animals or adapt plants for human use
___ 5. agriculture
e. to prepare and use soil for the growing of crops
___ 6. pastoral society
f. a person without a permanent home
Ch. 2 Lesson 3
___ 1. export
a. goods brought in for sale from other places
___ 2. civilization
b. goods sent for sale to other places
___ 3. import
c. a city and its surrounding farmlands, with its own government
and leaders
___ 4. city-state
d. a society with developed forms of religion, ways of governing,
and centers of learning
___ 5. complex
society
e. a social system with a reliable food source, with established
laws, customs, and job specialization.
Ch. 3 Lesson 1
___ 1. innovation
a. an extra supply
___ 2. division of labor
b. a new way of doing things
___ 3. surplus
c. a system of government in which one person has complete control
___ 4. bureaucracy
d. a group that has a particular level of importance in a society
___ 5. cuneiform
e. a network of specially selected government officials
___ 6. social class
f. the sharing of large jobs so that each worker does only part of it
___ 7. absolute
authority
g. a form of ancient writing in southwest Asia
Ch. 3 Lesson 2
___ 1. conquer
a. a set of laws written down in a clear and orderly way
___ 2. empire
b. to take over
___ 3. code
c. the practice of requiring people to pay for the running of their
government
d. a form of government in which the national government maintains
the power
e. vast lands and varied people that come under control of a
single government
___ 4. taxation
___ 5. centralized
government
Ch. 4 Lesson 1
___ 1. inundation
a. a life after death
___ 2. deity
b. a series of rulers from the same family
___ 3. afterlife
c. a preserved body
___ 4. mummy
d. the yearly time of flooding in ancient Egypt
___ 5. cataract
e. a waterfall or spot where water runs fast over rocks
___ 6. nation-state
f. a region with a united group of people and a single government
___ 7. dynasty
g. one exalted or revered as supremely good or powerful,
such as a god
Ch. 4 Lesson 2
___ 1. heir
a. to add on
___ 2. annex
b. a ruler in ancient Egypt
___ 3. papyrus
c. economic success of well-being
___ 4. pyramid
d. a person who has the right to another person's property of
title
e. a writing system in which pictures or symbols stand for
sounds, words, or ideas
f. a paper-like material on which ancient Egyptians wrote; made
from reeds that grow in the Nile River.
g. a stone structure having a square base and triangular sides that
come to a point at the top and used as a burial place for a dead
ruler
___ 5. pharaoh
___ 6. prosperity
___ 7. hieroglyphics
Ch. 4 Lesson 3
___ 1. trade route
a. the freedom to govern oneself
___ 2. ally
b. a product such as pottery, made from baked clay
___ 3. ceramic
c. a path that traders use as they exchange goods
___ 4. independence
d. to interpret the meaning of
___ 5. decipher
e. a supporter
___ 6. trading
network
f. a system in which buyers and sellers from different places can
exchange goods