Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Document
Document related concepts
no text concepts found
Transcript
Grade 5 Social Studies CCSD “PASS Push” Toolkit Questions? Contact: Barbara Hairfield 937-6472 [email protected] Department of Curriculum and Instruction Grade 5 Social Studies “PASS Push” Toolkit Contents Vocabulary Study Guide Key Vocabulary Study Guide #1 for Standards 5-1, 5-2, and 5-3 Vocabulary Study Guide #1 for Standards 5-4, 5-5, and 5-6 Vocabulary Study Guide #2 for Standards 5-1, 5-2, and 5-3 Vocabulary Study Guide #2 for Standards 5-4, 5-5, and 5-6 Vocabulary Study Guide #3 for Standards 5-1, 5-2, and 5-3 Vocabulary Study Guide #3 for Standards 5-4, 5-5, and 5-6 Very Important Word Activity Instructions “I Have, Who Has?”/“Making Connections” Activity Instructions Suggestions for Using the Content Vocabulary Review Flashcards and Content Review Flashcards/Suggestions for Using the Daily PASS Review Questions Social Studies Vocabulary Review Flashcards PASS-like Social Studies Standards Review Flashcards Social Studies PASS Blueprint from the S.C. State Department Daily PASS Review Questions Handout for students on Clue Words to look for in test questions Department of Curriculum and Instruction Grade 5 Vocabulary Study Guide Key for Social Studies Term 5-1 Reconstruction amendment discrimination economy political social compromise constitution Black Codes states’ rights 5-2 natural environment physical environment manifest destiny 5-3 Industrial Revolution immigration migration urbanization agrarian Progressives annexation patriotism industrialization natural resources 5-4 standard of living interdependence New Deal suffrage Definition ********** Period of rebuilding after the Civil War during which the Southern states rejoined the Union change made to the Constitution unfair treatment of a group or individual system for producing and distributing goods and services having to do with the government having to do with the actions of people settlement of differences by blending ideas written plan of government laws that denied African Americans many civil rights idea that states have the right to make decisions about issues that concern them ********** the land and all the living things on the land inanimate elements that surround an organism belief that the United States should expand west to the Pacific Ocean ********** period of change from making goods by hand to producing them with machines people moving from one country to another for the purpose of staying permanently or for a long time people moving from place to another with the intent of staying permanently or for a relatively long period of time movement of people from rural areas to cities having to do with farming or lands people who worked to stop unfair practices by businesses and improve the way government works adding a territory to a state or nation devotion to one’s country the growth of machine production and the factory system materials found in nature that people can use such as trees and water ********** the necessities, luxuries, and comforts enjoyed by an individual or group the condition in which people rely on each other for ideas, goods, and services series of programs started by FDR in 1933 to try to help the nation recover from the Great Depression right to vote Department of Curriculum and Instruction depression Prohibition 5-5 suburb consumer civil rights desegregation communism nationalism imperialism militarism democracy ally North Atlantic Treaty Organization 5-6 innovation globalization technology foreign policy terrorism domestic independence federalism prolonged and severe decline in the level of economic activity complete ban on the making, transporting, and sale of alcoholic beverages in the United States from 1920-1933 ********** residential area on the outskirts of a city or large town person who buys or uses goods and services freedoms guaranteed to all United States citizens by the Constitution to bring together groups of people political and economic system in which the government owns all businesses and land love of country and the desire to have one’s country free from the control of another the policy or practice of extending the power of one nation by taking over another the importance of the military to a country’s ideals government run by the people one that is linked to another as a helper NATO; a military alliance among the nations of Western Europe, United States, and Canada in which they agreed to help each other if attacked by the Soviet Union ********** new idea, method, or device development of a world economic system in which people and goods move freely from one country to another use of new ideas to make tools that improve people’s lives guidelines of a government directed to matters beyond its borders using violence and fear to achieve goals relating to one’s own country state of being free the form of political organization in which power is divided among a central government Department of Curriculum and Instruction Grade 5 Vocabulary Study Guide #1 for Standards 5-1, 5-2, and 5-3 for Social Studies Write the definitions of the terms in your own words. Name__________________________ Term Definition 5-1 Reconstruction ********** amendment discrimination economy political social compromise constitution Black Codes states’ rights 5-2 natural environment ********** Department of Curriculum and Instruction Term Definition physical environment manifest destiny 5-3 Industrial Revolution ********** immigration migration urbanization agrarian Progressives annexation patriotism industrialization natural resources Department of Curriculum and Instruction Grade 5 Social Studies Vocabulary Study Guide #2 Word Bank for 5-1, 5-2, and 5-3 agrarian amendment annexation Black Codes compromise constitution discrimination economy immigration Industrial Revolution industrialization manifest destiny migration natural environment natural resources patriotism physical environment political Progressives Reconstruction social states’ rights urbanization Department of Curriculum and Instruction Vocabulary Study Guide #1 for Standards 5-4, 5-5, and 5-6 for Social Studies Write the definitions of the terms in your own words. Name__________________________ Term Definition 5-4 standard of living ********** interdependence New Deal suffrage depression Prohibition 5-5 suburb ********** consumer civil rights Department of Curriculum and Instruction Term Definition desegregation communism nationalism imperialism militarism democracy ally North Atlantic Treaty Organization 5-6 innovations ********** globalization technology Department of Curriculum and Instruction Term Definition foreign policy terrorism domestic independence federalism Department of Curriculum and Instruction Grade 5 Vocabulary Study Guide #2 for Standards 5-1, 5-2, and 5-3 Social Studies Write the term that best meets the definition. Term 5-1 Name___________________________ Definition ********** period of rebuilding after the Civil War during which the southern states rejoined the Union change made to the Constitution unfair treatment of a group or individual system for producing and distributing goods and services having to do with the government having to do with the actions of people settlement of differences by blending ideas written plan of government laws that denied African Americans many civil rights idea that states have the right to make decisions about issues that concern them Department of Curriculum and Instruction Term 5-2 Definition ********** the land and all the living things on the land inanimate elements that surround an organism belief that the United States should expand west to the Pacific Ocean 5-3 ********** period of change from making goods by hand to producing them with machines people moving from one country to another for the purpose of staying permanently or for a long time people moving from one place to another with the intent of staying permanently or for a relatively long period of time movement of people from rural areas to cities having to do with farming or lands people who worked to stop unfair practices by businesses and improve the way government works adding a territory to a state or nation devotion to one’s country the growth of machine production and the factory system materials found in nature that people can use such as trees and water Department of Curriculum and Instruction Grade 5 Social Studies Vocabulary Study Guide #2 Word Bank for 5-1, 5-2, and 5-3 agrarian amendment annexation Black Codes compromise constitution discrimination economy immigration Industrial Revolution industrialization manifest destiny migration natural environment natural resources patriotism physical environment political Progressives Reconstruction social states’ rights urbanization Department of Curriculum and Instruction Grade 5 Vocabulary Study Guide #2 for Standards 5-4, 5-5, and 5-6 for Social Studies Term 5-4 Definition ********** the necessities, luxuries, and comforts enjoyed by an individual or group the condition in which people rely on each other for ideas, goods, and services series of programs started by FDR in 1933 to try to help the nation recover from the Great Depression right to vote prolonged and severe decline in the level of economic activity complete ban on the making, transporting, and sale of alcoholic beverages in the United States from 1920-1933 5-5 ********** residential area on the outskirts of a city or large town person who buys or uses goods and services freedoms guaranteed to all United States citizens by the Constitution Department of Curriculum and Instruction Term Definition to bring together groups of people political and economic system in which the government owns all businesses and land love of country and the desire to have one’s country free from the control of another the policy or practice of extending the power of one nation by taking over another the importance of the military to a country’s ideals government run by the people one that is linked to another as a helper 5-6 NATO; a military alliance among the nations of Western Europe, United States, and Canada in which they agreed to help each other if attacked by the Soviet Union ********* new idea, method, or device development of a world economic system in which people and goods move freely from one country to another Department of Curriculum and Instruction Grade 5 Vocabulary Study Guide #2 for Standards 5-4, 5-5, and 5-6 for Social Studies (cont.) Term Definition use of new ideas to make tools that improve people’s lives guidelines of a government directed to matters beyond its borders using violence and fear to achieve goals relating to one’s own country state of being free the form of political organization in which power is divided among a central government Word Bank: ally civil rights communism consumer democracy depression desegregation domestic federalism foreign policy globalization imperialism independence innovations interdependence militarism nationalism North Atlantic Treaty Organization New Deal Prohibition standard of living suburb suffrage technology terrorism Department of Curriculum and Instruction Grade 5 Vocabulary Study Guide #3 for Standards 5-1, 5-2, and 5-3 for Social Studies Fill in the term for the given definition or the definition of the given term. Name__________________________ Term 5-1 Reconstruction Definition ********** change made to the Constitution discrimination system for producing and distributing goods and services having to do with the government having to do with the actions of people compromise constitution Black Codes idea that states have the right to make decisions about issues that concern them 5-2 natural environment ********** Department of Curriculum and Instruction Term physical environment Definition belief that the United States should expand west to the Pacific Ocean 5-3 Industrial Revolution ********** people moving from one country to another for the purpose of staying permanently or for a long time migration movement of people from rural areas to cities agrarian people who worked to stop unfair practices by businesses and improve the way government works annexation patriotism the growth of machine production and the factory system natural resources Department of Curriculum and Instruction Grade 5 Vocabulary Study Guide #3 for Standards 5-4, 5-5, and 5-6 for Social Studies Fill in the term for the given definition or the definition of the given term. Name__________________________ Term 5-4 Definition ********** the necessities, luxuries, and comforts enjoyed by an individual or group interdependence series of programs started by FDR in 1933 to try to help the nation recover from the Great Depression suffrage prolonged and severe decline in the level of economic activity complete ban on the making, transporting, and sale of alcoholic beverages in the United States from 1920-1933 5-5 ********** residential area on the outskirts of a city or large town consumer freedoms guaranteed to all United States citizens by the Constitution desegregation political and economic system in which the government owns all businesses and land nationalism Department of Curriculum and Instruction Term Definition the policy or practice of extending the power of one nation by taking over another the importance of the military to a country’s ideals democracy one that is linked to another as a helper North Atlantic Treaty Organization 5-6 ********** new idea, method, or device development of a world economic system in which people and goods move freely from one country to another technology guidelines of a government directed to matters beyond its borders terrorism domestic independence the form of political organization in which power is divided among a central government Department of Curriculum and Instruction Very Important Word (VIW) Purpose: This activity will provide a deeper understanding of abstract or complex words. Directions: Select a vocabulary word. Complete VIW form with the class. Guide students to: • define the VIW using their own words, • write an antonym for the VIW, • use the VIW in a sentence, • draw an icon (symbol), • and provide an explanation of the icon. * Use an overhead or white board when modeling the process. Department of Curriculum and Instruction “I have, Who has?” This vocabulary builder allows students to study multiple words during one activity. The students enjoy this activity because it is more like a game than an educational tool. Special focus is required from the students because they need to pay attention in order to participate. All the students sit on their desks and are given a card. As they complete their turn, they return to their seats. The teacher begins the lesson with the first card: Teacher: “Who has to use again?” Student A: “I have reuse. Who has the total trash produced by a community?” Student B: “I have waste stream. Who has to become broken down into components?” The card looks like this: I have reuse. Who has the total trash produced by a community? Use this activity after the students have heard each word and definition at least twice. This activity can be played as often or as little as the teacher desires. It is easy to include in a lesson and is a great activity when you have a little time to spare. I have ______________________________________________________. Who has ___________________________________________________? Department of Curriculum and Instruction “Making Connections” This activity is designed to improve vocabulary acquisition and retention. It is good to use when the students have many different vocabulary words and they are trying to differentiate among them. Since the activity expects the students to describe what it is AND what it is not, the students get an extensive look into the word. (target word) pollute (context of the word) the environment What it is: What it is not: dirtying the earth cleaning up litter toxic chemicals put in the ground toxic chemicals in barrels driving an SUV driving a sedan I’d probably find this word in these contexts: (places, events, people, and situations) discussions about the environment; articles about factory chemicals; conversations with members of Green Peace; EPA meetings; or statistics regarding an SUV. I’ll remember this word by connecting it to… dirtying the environment, exhaust from a semi-truck Department of Curriculum and Instruction “Making Connections” (target word) (context of the word) What it is: What it is not: I’d probably find this word in these contexts: (places, events, people, and situations) I’ll remember this word by connecting it to… Department of Curriculum and Instruction Suggestions for Using the Vocabulary Review and Content Review Flashcards Sort the vocabulary words. Have students create their own sorts by meaning, word features, and parts of speech. Categorize the words. Create metaphors or analogies. Define the words using a Circle Map. Compare the words using a Venn diagram or Double Bubble Map. Play Free Association. Play Jeopardy, Charades, Pictionary, or $100,000 Pyramid. “I Have, Who Has” (To begin the activity the teacher asks a question such as “What planet do we live on? Student holding the vocabulary card with Earth says “I have Earth.” They ask the next question. “Who has the planet no longer a planet?” The student with Pluto says “I have Pluto. Who has the planet with the rings?”) Use the “Very Important Word” activity included in this packet. Review during transition times. Each day give the students one or two words and have them write a sentence with each word. Assign 5 words to each student. Students have 5-10 minutes to write using their words. Provide an opportunity for students to share their work. Use Vocabulary Study Guide sheets. Classroom volunteers review with students individually or in small groups. Create a crossword puzzle. Create a “Cloze” activity. Play “Guess the Covered Word.” Create a vocabulary Power Point. Have a student or volunteer read the definitions into a tape recorder. Include a pause between each definition. Students can say and write the correct answer. Use this in a classroom listening center. Use with CPS (Interactive Response System) if your school has it. Cooperative groups create a “review” game board. If the student gets the word/answer right, he/she can advance a certain number of spaces on the board (determined by a number cube or playing card). Pairs can quiz each other. Engage students in choral response activities using the cards. Use during in-door recess or at your “Early Finishers” center. Copy for your school’s before or after school program coordinator. Teachers can use the cards and activities during this time. Use to play the game “Memory.” Turn over 2 cards. Try to match the word to the definition. Put content review cards in chronological order. **Grouping suggestions include individual pairs, small group, and whole group. These review strategies are not to take the place of your daily standards-based instruction. Department of Curriculum and Instruction Suggestions for Using the Daily PASS Review Questions Play a game. A correct answer is one point. After 2 weeks, total the points for each student. Additional points earned during the classroom activity will be bonus points towards the next quiz or assessment. Explain with a “Quick Write.” Include with homework assignments. Use as an Exit Ticket. Use as a Think, Pair, Share activity. Turn into PASS-like question with four multiple-choice responses and swap papers. Students can explain their answers. Teacher models out loud strategies for selecting the best answer. Students create their own review questions. A different student each day can re-teach the content of the question to the class. *** In all instances be sure the question is answered correctly for all students to hear. These review strategies are not to take the place of your daily standards-based instruction. Department of Curriculum and Instruction 5-1 Reconstruction 1 5-1 amendment 2 5-1 discrimination 3 Department of Curriculum and Instruction 5-1 period of rebuilding after the Civil War during which the Southern states rejoined the Union 1a 5-1 change made to the Constitution 2a 5-1 unfair treatment of a group or individual 3a Department of Curriculum and Instruction 5-1 economy 4 5-1 political 5 5-1 social 6 Department of Curriculum and Instruction 5-1 system for producing and distributing goods and services 4a 5-1 having to do with the government 5a 5-1 having to do with the actions of people 6a Department of Curriculum and Instruction 5-1 compromise 7 5-1 constitution 8 5-1 Black Codes 9 Department of Curriculum and Instruction 5-1 settlement of differences by blending ideas 7a 5-1 written plan of government 8a laws that denied African Americans many civil rights 9a Department of Curriculum and Instruction 5-1 states’ rights 10 5-2 natural environment 11 5-2 physical environment 12 Department of Curriculum and Instruction idea that states have the right to make decisions about issues that concern them 10a the land and all the living things on the land 11a inanimate elements that surround an organism 12a Department of Curriculum and Instruction 5-2 manifest destiny 13 5-3 Industrial Revolution 14 5-3 immigration 15 Department of Curriculum and Instruction belief that the United States should expand west to the Pacific Ocean 13a period of change from making goods by hand to producing them with machines 14a people moving from one country to another for the purpose of staying permanently or for a long time 15a Department of Curriculum and Instruction 5-3 migration 16 5-3 urbanization 17 5-3 agrarian 18 Department of Curriculum and Instruction people moving from one place to another with the intent of staying permanently or for a relatively long period of time 16a movement of people from rural areas to cities 17a having to do with farming or lands 18a Department of Curriculum and Instruction 5-3 progressives 19 5-3 annexation 20 5-3 patriotism 21 Department of Curriculum and Instruction people who worked to stop unfair practices by businesses and improve the way government works 19a adding a territory to a state or nation 20a devotion to one’s country 21a Department of Curriculum and Instruction 5-3 industrialization 22 5-3 natural resources 23 5-4 standard of 24 living Department of Curriculum and Instruction the growth of machine production and the factory system 22a materials found in nature that people can use such as trees and water 23a the necessities, luxuries, and comforts enjoyed by an individual or group 24a Department of Curriculum and Instruction 5-4 interdependence 25 5-4 New Deal 26 5-4 suffrage 27 Department of Curriculum and Instruction the condition in which people rely on each other for ideas, goods, and services 25a series of programs started by FDR in 1933 to try to help the nation recover from the Great Depression 26a right to vote 27a Department of Curriculum and Instruction 5-4 depression 28 5-4 Prohibition 29 5-5 suburb 30 Department of Curriculum and Instruction a prolonged and severe decline in the level of economic activity 28a complete ban on the making, transporting, and sale of alcoholic beverages in the United States from 1920-1933 29a residential area on the outskirts of a city or large town 30a Department of Curriculum and Instruction 5-5 consumer 31 5-5 civil rights 32 5-5 desegregation 33 Department of Curriculum and Instruction person who buys or uses goods and services 31a freedoms guaranteed to all United States citizens by the Constitution 32a to bring together groups of people 33a Department of Curriculum and Instruction 5-5 communism 34 5-5 nationalism 35 5-5 imperialism 36 Department of Curriculum and Instruction political and economic system in which the government owns all businesses and land 34a love of country and the desire to have one’s country free from the control of another 35a the policy or practice of extending the power of one nation by taking over another 36a Department of Curriculum and Instruction 5-3 militarism 37 5-5 democracy 38 5-5 ally 39 Department of Curriculum and Instruction the importance of the military to a country’s ideals 37a government run by the people 37a one that is linked to another as a helper 39a Department of Curriculum and Instruction 5-5 NATO 40 5-6 innovation 41 5-6 globalization 42 Department of Curriculum and Instruction North Atlantic Treaty Organization NATO is a military alliance originally formed after World War II among the nations of Western Europe, United States, and Canada to help each other if attacked by the Soviet Union. 40a new idea, method, or device 41a development of a world economic system in which people and goods move freely from one country to another 42a Department of Curriculum and Instruction 5-6 technology 43 5-6 foreign policy 44 5-6 terrorism 45 Department of Curriculum and Instruction the use of new ideas to make tools that improve people’s lives 43a guidelines of a government directed to matters beyond its borders 44a using violence and fear to achieve goals 45a Department of Curriculum and Instruction 5-6 domestic 46 5-6 independence 47 5-6 federalism 48 Department of Curriculum and Instruction relating to one’s own country 46a state of being free 47a the form of political organization in which power is divided among a central government 48a Department of Curriculum and Instruction A student is writing a paper on Lincoln’s views on Reconstruction. Which of the following statements should he include if he hopes to be accurate? A. Military and civilian leaders of the Confederacy should be tried for treason against the U. S. B. The states that had seceded should be severely punished. C. Reconstruction was primarily the responsibility of the President. D. The federal government should force Southern whites to give the right to vote and other civil rights to blacks immediately. 5-1.1 1 In the United States, what is the document most federal civil rights legislation is found in? A. B. C. the Congressional regulation of copyrights and patents the 14th amendment to the Federal Constitution the Preamble to the Federal Constitution Which group lists Americans in the order in which they received the right to vote? 2 A. B. C. D. women, black males, white males, 18-year-olds white males, black males, women, 18-year-olds white males, women, 18-year-olds, black males 18-year-olds, white males, women, black males 3 5-1.2 Department of Curriculum and Instruction Answer 5.1-1 C. Reconstruction was primarily the responsibility of the President. 1a Answer 5-1.2 B. the 14th amendment to the Federal Constitution 2a Answer 5-1.2 B. white males, black males, women, 18-year-olds 3a Department of Curriculum and Instruction Which of the provisions from the three Constitutional Amendments below is from the amendment that also made African Americans citizens of the U.S.? A. B. C. forbidding states to deny African Americans the right to vote granting African Americans equal protection of the law abolition of slavery 4 5-1.2 What happened after slavery was forbidden in the United States? A. B. C. D. Ex-slaves received federal subsidies. African Americans were still exploited. The majority of ex-slaves moved to northern cities. None of the above happened. 5 Which of the following was the main problem facing the freedmen immediately after the Civil War? A. B. C. D. They had never worked as field hands. They had no land of their own. They now had to earn a living for themselves. They lived in the South. 5-1.3 6 Department of Curriculum and Instruction Answer 5-1.2 B. granting African Americans equal protection of the law 4a Answer 5-1.3 B. African Americans were still exploited. 5a Answer 5-1.3 C. They now had to earn a living for themselves. 6a Department of Curriculum and Instruction Considering the fact that the South lost the Civil War, what effect did the Civil War produce in the South? A. B. C. D. large-scale desertion from the Confederate army because of cowardice widespread poverty due to a breakdown of the economy increased cotton production a strengthened determination never to rejoin the Union 7 5-1.4 Which of the following groups was described as “scalawags” by native white Southerners? A. African Americans in politics B. southern democrats C. northerners who joined in southern politics D. southern whites who joined the Republicans 8 5-1.5 What was the common purpose of the Ku Klux Klan, the literacy test, and the Grandfather Clause? A. B. C. D. ridding the South of carpetbaggers preventing the African American from voting keeping the poor whites under control preventing trade unions from becoming powerful in the South 5-1.5 9 Department of Curriculum and Instruction Answer 5-1.4 B. widespread poverty due to a breakdown of the economy 7a Answer 5-1.5 D. southern whites who joined the Republicans 8a Answer 5-1.5 B. preventing the African American from voting 9a Department of Curriculum and Instruction During the second half of the 1800s, how did the federal government encourage the westward settlement of the United States? A. B. C. D. made low-interest loans to settlers paid western farmers to grow certain crops gave free land to homesteaders honored Indian territorial claims 5-2.1 10 Which of the following factors contributed LEAST to the decline of the western cattle boom in the late 1880’s? A. B. C. D. drought a decline in livestock and meat prices the lack of transportation facilities the invasion of the West by sheep herders and farmers 5-2.2 11 What was the result of the public land policy pursued by the federal government during the last quarter of the 1800’s? A. B. C. D. population center shifted from Iowa to Ohio rapid growth of cities decline of slavery in the territories disappearance of the frontier 12 5-2.2 Department of Curriculum and Instruction Answer 5-2.1 C. gave free land to homesteaders 10 Answer 5-2.2 C. the lack of transportation facilities 11a Answer 5-2.2 D. disappearance of the frontier 12a Department of Curriculum and Instruction Consider the economic interests of each of the following groups. Whose economic interests would most likely clash with the economic interests of the other three groups? A. B. C. D. miners hunters and trappers cattlemen farmers or homesteaders 13 5-2.2 From 1860 to 1900, which transportation system contributed most to unifying the United States economically? A. B. C. D. railroads canals airlines automobiles and trucks 14 5-2.3 Which is a main reason why American Indians were placed on reservations by the United States government during the late 1800’s? A. B. C. D. to guarantee adequate income for Indians to prevent Indian tribes from fighting with each other to allow Indian lands to be settled by whites to develop economic self-sufficiency among Indians 15 5-2.5 Department of Curriculum and Instruction Answer 5-2.2 D. farmers or homesteaders 13a Answer 5-2.3 A. railroads 14a Answer 5-2.5 C. to allow Indian lands to be settled by whites 15a Department of Curriculum and Instruction Which of the following did the captains of industry, such as Carnegie and Rockefeller, tend to support? A. B. C. D. government regulation of business “survival of the fittest” argument unionization of workers strict conservation of the nation's natural resources 5-3.1 16 Who were the important inventors in the development of communication systems in the 1800’s? A. Eli Whitney, Alexander Graham Bell, and Samuel Morse B. Samuel Morse, Robert Fulton, and Guglielmo Marconi C. Alexander Graham Bell, Guglielmo Marconi, and Samuel Morse D. Robert Fulton, Eli Whitney, and Alexander Graham Bell 5-3.2 17 Which situation was most likely responsible for the decrease in the number of immigrants entering the United States between 1910 and 1930? A. restrictions of European governments on immigration to the United States B. passage of laws by the United States Congress restricting immigration C. existence of economic depression in Europe D. development of dictatorships in many European countries 18 5-3.4 Department of Curriculum and Instruction Answer 5-3.1 B. “survival of the fittest” argument 16a Answer 5-3.2 C. Alexander Graham Bell, Guglielmo Marconi, and Samuel Morse 17a Answer 5-3.4 B. passage of laws by the United States Congress restricting immigration 18a Department of Curriculum and Instruction Which was the major reason for the slow growth of labor unions in the United States during the 1800’s? A. B. C. D. presence of language and cultural barriers among workers lack of public and legal support for union activities existence of adequate wages and good working conditions rejection of unionization by skilled workers 5-3.5 19 Which term refers to a journalist who exposed social evils in the United States? A. B. C. D. carpetbagger mugwump muckraker scalawag 5-3.5 20 Which of the following was a basic characteristic of United States foreign policy during the years 1919-1939? A. B. C. D. continued refusal to recognize Soviet Russia leadership in forming the United Nations isolation with some international cooperation containment of Communism through alliances 21 5-3.6 Department of Curriculum and Instruction Answer 5-3.5 B. lack of public and legal support for union activities 19a Answer 5-3.5 C. muckraker 20a Answer 5-3.6 C. isolation with some international cooperation 21a Department of Curriculum and Instruction Which of the following caused the majority of American people to support a war against Spain in 1898? A. B. C. D. a desire to gain control of South American trade the need for an American-controlled sugar supply sympathy for the oppressed Cubans a desire to annex territory 22 5-3.6 Which of the following conditions has immediately preceded every major depression in the United States? A. B. C. D. an over-use of credit and speculation a crop failure a major war election of a Democratic president 23 5-4.1 Which of the following is defined as the four year program to help Europe recover from the devastations of World War II? A. B. C. D. Marshall Plan Point Four Truman Doctrine NATO 5-5 24 Department of Curriculum and Instruction Answer 5-3.6 C. sympathy for the oppressed Cubans 22a Answer 5-4.1 A. an over-use of credit and speculation 23a Answer 5-5 A. Marshall Plan 24a Department of Curriculum and Instruction What did Brown v. Board of Education of Topeka, a Supreme Court decision, do? A. B. C. D. encouraged the Kansas-Nebraska Act established free public colleges in the United States outlawed racially segregated public schools established free public elementary and secondary schools in the U.S. 25 5-5.3 What was the main feature of the Civil Rights Act of 1964? A. B. C. D. prohibition of racial discrimination in public facilities abolition of the poll tax in federal and state elections abolition of the literacy test in all elections withholding of federal funds from discriminatory housing projects 26 5-5.3 Senator Joseph R. McCarthy rose to great power in the 1950’s. Which of the following beliefs was the basis of his power? A. Communists inside the U.S. threatened the internal security of the nation. B. Local and state police and the F.B.I. threatened the civil liberties of American citizens. C. The civil rights movement threatened the rights of white Americans. D. Economic prosperity threatened such traditional American values as thrift and hard work. 27 5-5.4 Department of Curriculum and Instruction Answer 5-5.3 C. outlawed racially segregated public schools 25a Answer 5-5.3 A. prohibition of racial discrimination in public facilities 26a Answer 5-5.4 A. Communists inside the U.S. threatened the internal security of the nation. 27a Department of Curriculum and Instruction What was a major reason the United Nations was established? A. B. C. D. assure that all nations have armies of equal size assure that national elections are carried out fairly provide all nations with democratic governments provide ways for nations to settle their differences peacefully 28 5-5.4 In the 1900s what did attempts by the United States to maintain a balance of power in the world lead to? A. B. C. D. rejection by the United States Senate of the Treaty of Versailles formation of the North Atlantic Treaty Organization granting of independence to the Philippine Islands creation of the Peace Corps 29 5 55 How did President Carter primarily try to gain a Middle East peace settlement between Israel and the Arab nations? A. ended all sales of military equipment to both sides B. took a more neutral position between the two sides C. convinced both sides to bring troublesome issues to the International Court of Justice D. pressured Arab nations to return sacred lands to Israel 5-5.5 30 Department of Curriculum and Instruction Answer 5-5.4 D. provide ways for nations to settle their differences peacefully 28a Answer 5-5.5 B. formation of the North Atlantic Treaty Organization 29a Answer 5-5.2 B. took a more neutral position between the two sides 30a Department of Curriculum and Instruction In the United States, why are many people opposed to drilling for oil in the waters off the coast of the United States? A. B. C. D. The demand for oil is decreasing. The health of the workers drilling for oil may be harmed. There may be harmful effects to the environment. It may encourage more people to use oil for heating. 31 5-6.2 What has been a major benefit of the exploration of space by the United States? A. B. C. D. the development of weather and communication satellites the discovery and use of natural resources from outer space a decrease in tensions with the Soviet Union a decrease in military spending 32 5-6.3 What has been the result of increased industrialization in the United States? A. B. C. D. a decrease in the importance of education a change from the extended family to the nuclear family dependence on other nations for food the emergence of overwhelming support for socialism 5-6.5 33 Department of Curriculum and Instruction Answer 5-6.2 C. There may be harmful effects to the environment. 31a Answer 5-6.3 A. the development of weather and communication satellites 32a Answer 5-6.5 B. a change from the extended family to the nuclear family 33a Department of Curriculum and Instruction Which best explains recent changes in United States foreign policy toward the Arab nations of the Middle East? A. B. C. D. increased Syrian support for the Palestine Liberation Organization growing United States dependence on petroleum reopening of the Suez Canal growing anti-United States feeling in Israel 5-6.5 34 Throughout United States history, which has been most characteristic of U.S. foreign policy? A. B. C. D. maintaining large standing armies moving between periods of isolationism and periods of involvement in world affairs refusing to join any international organizations supporting revolutionary movements in Western Europe 35 5-6.5 What was one major result of the involvement of the United States in World War I? A. B. C. D. U.S. gained large amounts of territory in Europe. U.S. took control of Europe’s natural resources. U.S. became established as a world power. U.S. formed a close relationship with the Soviet Union. 36 5-6.5 Department of Curriculum and Instruction Answer 5-6.5 B. growing United States dependence on petroleum 34a Answer 5-6.5 B. moving between periods of isolationism and periods of involvement in world affairs 35a Answer 5-6.6 C. U.S. became established as a world power. 36a Department of Curriculum and Instruction PASS Blueprint for Social Studies Grade 3 4 5 6 7 8 # of Standards 5 6 6 6 7 7 # of Items 35 50 50 50 50 50 Items per Standard 6-8 7-9 7-9 7-9 6-8 6-8 The test is composed of 1-point, four-option, multiple-choice questions. There are no constructed response items on the test. Odd number options are a, b, c, d. Even number options are f, g, h, i. Department of Curriculum and Instruction Grade 5 Daily PASS Review Questions for Social Studies DAY 1 QUESTION 5-1.1: What was the purpose of Reconstruction? 2 3 5-1.1: Summarize the impact of Lincoln’s assassination. 5-1.2: What were the provisions of the 13th, 14th, and 15th Amendments to the Constitution? 4 5 5-1.3: How did the Freedmen’s Bureau help former slaves? 5-1.4: Describe the changes from slave to sharecropper and from farms to factories. 6 7 8 5-1.5: What was the purpose of the Black Codes? 5-1.5: What strategies were used to keep African Americans from casting their vote? 5-2.1: What was Manifest Destiny? 9 10 11 12 5-2.1: How did the geography of the United States effect the migration of settlers heading west? 5-2.2: What effect did the movement westward have on Native Americans? 5-2.3: How did the railroad effect the settlement of the West? 5-2.4: Give an example of conflict and of cooperation between different groups in the West. 13 14 5-2.5: What was one positive contribution to the Native Americans by early Spanish explorers? 5-3.1: How did the Industrial Revolution contribute to the United States becoming a world power? 15 5-3.2: Tell what the following men are known for: Thomas Edison, Alexander Graham Bell, Samuel Morse, Albert Einstein, and the Wright Brothers. 16 5-3.3: How did immigration and urbanization impact the American economy during the Industrial Revolution? 5-3.3: Summarize the rise of big business. 17 18 19 20 21 5-3.4: What did immigrants contribute to the American culture in the late 1800s? 5-3.5: Name one of the reforms of the Progressive Era and tell its importance. 5-3.5: How did labor unions help the American industrial worker? 5-3.6: What major events contributed to the rise of the United States as a world powering the early 1900s? ANSWER To rebuild the South after the Civil War and join the North and South again No push for change in the South and the freedmen were not protected. 13th=Abolished slavery in the U.S. 14th=African-American citizenship with equal protection under the law 15th=African-American male right to vote Provided food, clothing, shelter, medicine, education, protection After gaining their freedom, many slaves became sharecroppers or moved from farms to work in factories. Restrict the freedoms of African Americans Literacy tests; Grandfather Clause; Terror and violence The belief that the United States would stretch from the Atlantic to the Pacific. Mountains; deserts; rivers; climate; wild animals Diseases; loss of land; many were killed Safer, faster, affordable and towns grew along the tracks. Groups including miners, ranchers, cowboys, immigrants, Native Americans, and Mexican Americans The horse Inventions such as street cars, telephone, electric light bulb, telegraph, and use of assembly line Edison, the electric light bulb; Bell, the telephone; Morse, the telegraph; Einstein, the atomic bomb; Wright Brothers, the airplane Population increases cause needs for goods and services thus increasing job opportunities See textbook pages 178-183 and 222229 Traditions, their native culture, foods, language, music, religion See textbook pages 192-199, 240245, and 259-271 Fair wages, working hours, and working conditions Spanish-American War; victories in WWI Department of Curriculum and Instruction 22 5-3.6: Why was the Panama Canal important? 23 5-4.1: Describe the social and economic boom of the 1920s. 24 5-4.2: Describe the social and economic bust of the 1930s. 25 26 5-4.3: Describe programs made available through President Roosevelt’s New Deal. 5-4.4: What key events occurred during the US’s involvement in WWII? 27 5-4.4: Why were Winston Churchill, FDR, Joseph Stalin, and Adolf Hitler key men of WWII? 28 5-4.5: 29 5-4.6: What were some key developments in technology, aviation, weaponry, and communication that effected WWII? 30 5-4.7: What is economic interdependence? 31 5-4.7: What is protectionism? 32 33 5-5.1: What was the Baby Boom? 34 35 5-5.1: How did television change politics? 36 5-5.3: What was the importance of the civil rights movement of the 1950s? 37 5-5.3: What were some important events of the Civil Rights Movement of the 1950s and 1960s? 38 5-5.4: Compare/contrast the political and economic ideals of the United States and the USSR. Summarize the impact WWII had on America. 5-5.1: How did the growth of suburbs help the economy? 5-5.2: Describe corporations, franchises, and “mom and pop” businesses. It connected the Atlantic and Pacific Oceans without having to sail around South America. Improved standard of living; improved buying power; mass production; automobiles and airplanes; radio, theater, movies; organized crime and Prohibition Overuse of credit; deflation; unemployment; bank closures; business failures See textbook pages 327-331 Bombing of Pearl Harbor; invasion of Normandy; bombings of Hiroshima and Nagasaki Churchill was prime minister of Great Britain; FDR was the US president; Stalin was the dictator of the Soviet Union; Hitler was the German dictator Women worked outside the home; Japanese-Americans were placed in internment camps and racism against them increased; etc. Jet engines, rocket technology, bazookas, radar, atomic research, radio, disposable income, computers, consumer electronics, canned meats, dehydrated foods Nations depending on each other for trade and economic stability instead of relying only on themselves The way government keeps its own products inexpensive and foreign products expensive A large increase in the birth of babies between 1946 and 1964. Cars were needed to get to work. Grocery stores and shopping malls were built closer for convenience. Viewers could see the political candidates. C=large company with stockholders F=brand name business sold to private owners M&P=family-owned and operated It fought for equality for all Americans and to end racism. Desegregation of the military; school desegregation; Montgomery Bus Boycott; Civil Rights Act of 1964; Voting Rights Act of 1965; assassination of Martin Luther King, Jr; and 1963 March on Washington US=democracy and capitalism USSR= dictatorship; communism Department of Curriculum and Instruction 39 5-5.4: Describe some key events during the rise of communism during the mid 1900s. 40 41 5-5.5: 42 43 44 45 5-5.5: What is the purpose of OPEC? 46 5-6.2: 47 5-6.3: Give three examples of communication technology that have changed the way people live. 48 5-6.4: Give examples of American culture that can be seen in other parts of the world. 49 5-6.5: What is the term for the connection of the world through mass communication technology and transportation? 5-6.5: What is the use of violence and fear to gain political power? Give some recent examples. 50 Why was the United Nations formed in 1945? 5-5.5: Compare NATO and the Warsaw Pact. 5-6.1: What happened to the USSR after President Gorbachev declared its states independent in 1991? 5-6.1: What is the term for solving differences through talk and negotiation? 5-6.2: Compare renewable and nonrenewable resources. Give an example of each. What is conservation and why is it important? 51 5-6.5: What is the Patriot Act? 52 53 54 5-6.5: The North America Free Trade Agreement (NAFTA) increased trade between what countries? 5-6.6: What is the US’s policy of containment? 5-6.6: Compare the position of the United States on the world stage following WWI, WWII, and the collapse of the Communist states. McCarthyism movement; Korean conflict; nuclear arms race; space race; Cuban missile crisis; Vietnam War To have countries work together to solve the world’s problems NATO=military alliance of western nations to prevent the spread of communism Warsaw Pact=alliance of eastern nations which allowed Soviet troops to occupy Eastern Bloc for protection Regulate oil prices and supply Collapse of communism began Diplomacy R=comes back quickly after use (air and water) NR=take very long time to come back after use (gold and oil) Protecting and preserving wildlife and natural resources so they will be available for man to use in the future Internet, cell phones, satellites, fax machines, email, text messaging, ecommerce Jeans, Coke, McDonalds, movies, jazz, hip-hop, rock ‘n roll, MTV, KFC, Pizza Hut Globalization Terrorism. September 11th; bombing of the USS Cole; kidnapping of people such as reporters; assassinations; taking hostages A law that allows the government to closely watch people suspected of terrorist activity. United States, Canada, and Mexico Be prepared to fight the spread of communism. Keep it where it is. Textbook pages 280, 335, 385-391, 450-451 Department of Curriculum and Instruction Clue Words to Look for in Test Questions Teacher Suggestions: Distribute entire list as a study handout. Cut into strips and give to students for individual or group work/study. Following this model, ask students to write their own test questions and answers in their respective content areas. Have students conduct word hunts and find examples in newspaper or other forms of print. Create class thesaurus using these words and post in classroom. Discuss how these words are used in all content areas. Many of these words lend themselves to using graphic organizers, especially the Venn diagram. Question Clue Word: analyze PASS Q: “Analyze the information contained in the following document…” Hint: When you analyze something, you look at it very closely; you look at all the parts or ideas and explain how they are related. Question Clue Word: categorize PASS Q: “Categorize the following items using common characteristics.” Hint: When you categorize something, you group, classify and/or sort items, with common or similar characteristics. Question Clue Word: compare PASS Q: “Compare life in the United States with life in Great Britain during the Revolutionary War.” Hint: When you compare things, you look at them very closely and find all the similarities between them. Question Clue Word: contrast PASS Q: “Contrast life in the United States with life in Great Britain during the Revolutionary War.” Hint: When you contrast things, you look at them very closely and find all the differences between them. Question Clue Word: debate PASS Q: “How did the author debate his stance on the issue?” Hint: When you debate something, you research the topic, analyze both sides and viewpoints closely and then select whether you are for or against the topic. Evidence to support your position must be provided. Question Clue Word: describe PASS Q: “Using the documents attached, describe the importance of …” Department of Curriculum and Instruction Hint: When you describe something, you really work hard to paint a picture with words so that your reader can really see what you are saying. Question Clue Word: differentiate PASS Q: “The author used the following statements to differentiate life in the New World versus life in England. “ Hint: When you differentiate, you look very closely at the information and determine all characteristics which set them apart and illustrate the differences. Question Clue Word: discuss PASS Q: “Discuss the importance of the Erie Canal during New York State’s early history.” Hint: When you discuss something, you look at it very closely and you examine the subject in detail. Question Clue Word: distinguish PASS Q: “Distinguish if the following statements are based on fact or the author’s opinion on the subject.” Hint: When you distinguish between two or more items, you are able to identify similarities and differences by analyzing the characteristics of each. Question Clue Word: explain PASS Q: “Explain how Native Americans used natural resources to…” Hint: When you explain something, you give reasons why things happened or how you got your answer. Question Clue Word: infer PASS Q: After reading the newspaper headline, what can you infer about the article?” Hint: When you are asked to make an inference or to infer the meaning of something, you are really drawing a conclusion using the information provided. Question Clue Word: interpret PASS Q: “Interpret the meaning of the following dates located on the graph…” Hint: When you interpret something, you look at it very closely, and then give the underlying meaning or significance of it. Department of Curriculum and Instruction Question Clue Word: list PASS Q: “List the events that led to the creation of the Declaration of Independence…” Hint: When you list something, you look at it very closely and then you provide all of the details or all of the steps in order about that event or thing. Question Clue Word: main idea PASS Q: “What is the main idea of the story?” Hint: When you look at the main idea (or the main reason for something happening), you are looking for a BIG idea/reason or the central part of the information. Question Clue Word: summarize PASS Q: “Summarize the events leading up to the creation of the Bill of Rights.” Hint: When you give a summary or summarize something, you are giving a brief description of the main event or main points. You do not use a lot of details. Question Clue Word: supporting details PASS Q: “Which choice identifies the supporting details of the passage?” Hint: When you are asked to identify the supporting details, you are locating statement(s) or sentence(s) which support the BIG IDEA or MAIN IDEA of the paragraph, essay and/or passage. Question Clue Word: validity PASS Q: “Which statement illustrates the validity of the company’s claim?” Hint: When you are asked to show the validity (or to validate something), you are providing evidence based on research and/or evaluation of the information in order to justify the claim, outcome or end result. Question Clue Word: viewpoint or point of view PASS Q: “Which statement best describes the author’s point of view?” Hint: When you determine the point of view or viewpoint of a story, speech, essay, editorial, debate, paragraph, article or other writing format, you are able identify the attitudes, thoughts and opinions of author or narrator. Department of Curriculum and Instruction
