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The following released test questions are taken from the Grade 6 – 8 History–Social Science Standards Test.
The test is administered to students in grade 8, covering the standards for grades 6, 7, and 8. This test is one of
the California Standards Tests administered as part of the Standardized Testing and Reporting (STAR) Program
under policies set by the State Board of Education.
All questions on the California Standards Tests are evaluated by committees of content experts, including
teachers and administrators, to ensure their appropriateness for measuring the California academic content and
skills standards in Grade 6 – 8 History–Social Science. In addition to content, all items are reviewed and
approved to ensure their adherence to the principles of fairness and to ensure no bias exists with respect to
characteristics such as gender, ethnicity, and language.
This document contains released test questions from the California Standards Test forms in 2003, 2004, 2005,
2006, and 2007. First on the pages that follow are lists of the standards assessed on the Grade 6 – 8 History–
Social Science Test. Next are released test questions. Following the questions is a table that gives the correct
answer for each question, the content and skills (where applicable) standard that each question is measuring,
and the year each question last appeared on the test.
The following table lists each reporting cluster, the number of items that appear on the exam, and the number
of released test questions that appear in this document.
NUMBER OF NUMBER OF
REPORTING CLUSTER QUESTIONS RELEASED
ON EXAM TEST QUESTIONS
1. World History and Geography: Ancient Civilizations 16 18
2. Late Antiquity and the Middle Ages 14 18
3. Renaissance/Reformation 10 13
4. U.S. Constitution and the Early Republic 22 25
5. Civil War and Its Aftermath 13 16
TOTAL 75 90
In selecting test questions for release, three criteria are used: (1) the questions adequately cover a selection of
the academic content standards assessed on the Grade 6 – 8 History–Social Science Test; (2) the questions
demonstrate a range of difficulty; and (3) the questions present a variety of ways standards can be assessed.
These released test questions do not reflect all of the ways the standards may be assessed. Released test
questions will not appear on future tests.
For more information about the California Standards Tests, visit the California Department of Education’s
Web site at http://www.cde.ca.gov/ta/tg/sr/resources.asp.
— 1 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
G R A D E CA L I F O R N I A S TA N DA R D S T E S T
— 2 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T G R A D E
— 3 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
G R A D E CA L I F O R N I A S TA N DA R D S T E S T
WH6.6.2. Explain the geographic features of China that made governance and the spread of ideas
and goods difficult and served to isolate the country from the rest of the world.
WH6.6.3. Know about the life of Confucius and the fundamental teachings of Confucianism and
Taoism.
WH6.6.4. Identify the political and cultural problems prevalent in the time of Confucius and how he
sought to solve them.
WH6.6.5. List the policies and achievements of the emperor Shi Huangdi in unifying northern
China under the Qin Dynasty.
WH6.6.6. Detail the political contributions of the Han Dynasty to the development of the imperial
bureaucratic state and the expansion of the empire.
WH6.6.7. Cite the significance of the trans-Eurasian “silk roads” in the period of the Han Dynasty
and Roman Empire and their locations.
WH6.6.8. Describe the diffusion of Buddhism northward to China during the Han Dynasty.
WH6.7 Students analyze the geographic, political, economic, religious, and social
structures during the development of Rome.
WH6.7.1. Identify the location and describe the rise of the Roman Republic, including the
importance of such mythical and historical figures as Aeneas, Romulus and Remus,
Cincinnatus, Julius Caesar, and Cicero.
WH6.7.2. Describe the government of the Roman Republic and its significance (e.g., written
constitution and tripartite government, checks and balances, civic duty).
WH6.7.3. Identify the location of and the political and geographic reasons for the growth of Roman
territories and expansion of the empire, including how the empire fostered economic
growth through the use of currency and trade routes.
WH6.7.4. Discuss the influence of Julius Caesar and Augustus in Rome’s transition from republic
to empire.
WH6.7.5. Trace the migration of Jews around the Mediterranean region and the effects of their
conflict with the Romans, including the Romans’ restrictions on their right to live in
Jerusalem.
WH6.7.6. Note the origins of Christianity in the Jewish Messianic prophecies, the life and
teachings of Jesus of Nazareth as described in the New Testament, and the contribution
of St. Paul the Apostle to the definition and spread of Christian beliefs (e.g., belief in the
Trinity, resurrection, salvation).
WH6.7.7. Describe the circumstances that led to the spread of Christianity in Europe and other
Roman territories.
WH6.7.8. Discuss the legacies of Roman art and architecture, technology and science, literature,
language, and law.
— 4 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T G R A D E
— 5 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
G R A D E CA L I F O R N I A S TA N DA R D S T E S T
WH7.3.2. Describe agricultural, technological, and commercial developments during the Tang and
Sung periods.
WH7.3.3. Analyze the influences of Confucianism and changes in Confucian thought during the
Sung and Mongol periods.
WH7.3.4. Understand the importance of both overland trade and maritime expeditions between
China and other civilizations in the Mongol Ascendancy and Ming Dynasty.
WH7.3.5. Trace the historic influence of such discoveries as tea, the manufacture of paper,
wood-block printing, the compass, and gunpowder.
WH7.3.6. Describe the development of the imperial state and the scholar-official class.
WH7.4 Students analyze the geographic, political, economic, religious, and social
structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
WH7.4.1. Study the Niger River and the relationship of vegetation zones of forest, savannah, and
desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali
empires.
WH7.4.2. Analyze the importance of family, labor specialization, and regional commerce in the
development of states and cities in West Africa.
WH7.4.3. Describe the role of the trans-Saharan caravan trade in the changing religious and
cultural characteristics of West Africa and the influence of Islamic beliefs, ethics, and
law.
WH7.4.4. Trace the growth of the Arabic language in government, trade, and Islamic scholarship
in West Africa.
WH7.4.5. Describe the importance of written and oral traditions in the transmission of African
history and culture.
WH7.5 Students analyze the geographic, political, economic, religious, and social
structures of the civilizations of Medieval Japan.
WH7.5.1. Describe the significance of Japan’s proximity to China and Korea and the intellectual,
linguistic, religious, and philosophical influence of those countries on Japan.
WH7.5.2. Discuss the reign of Prince Shotoku of Japan and the characteristics of Japanese
society and family life during his reign.
WH7.5.3. Describe the values, social customs, and traditions prescribed by the lord-vassal system
consisting of shogun, daimyo, and samurai and the lasting influence of the warrior code
in the twentieth century.
WH7.5.4. Trace the development of distinctive forms of Japanese Buddhism.
WH7.5.5. Study the ninth and tenth centuries’ golden age of literature, art, and drama and its
lasting effects on culture today, including Murasaki Shikibu’s Tale of Genji.
WH7.5.6. Analyze the rise of a military society in the late twelfth century and the role of the
samurai in that society.
WH7.6 Students analyze the geographic, political, economic, religious, and social
structures of the civilizations of Medieval Europe.
WH7.6.1. Study the geography of the Europe and the Eurasian land mass, including its location,
topography, waterways, vegetation, and climate and their relationship to ways of life in
Medieval Europe.
WH7.6.2. Describe the spread of Christianity north of the Alps and the roles played by the early
church and by monasteries in its diffusion after the fall of the western half of the Roman
Empire.
— 6 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T G R A D E
— 7 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
G R A D E CA L I F O R N I A S TA N DA R D S T E S T
Renaissance/Reformation (Grade 7)
WH7.8 Students analyze the origins, accomplishments, and geographic diffusion of the
Renaissance.
WH7.8.1. Describe the way in which the revival of classical learning and the arts fostered a new
interest in humanism (i.e., a balance between intellect and religious faith).
WH7.8.2. Explain the importance of Florence in the early stages of the Renaissance and the
growth of independent trading cities (e.g., Venice), with emphasis on the cities’
importance in the spread of Renaissance ideas.
WH7.8.3. Understand the effects of the reopening of the ancient “Silk Road” between Europe and
China, including Marco Polo’s travels and the location of his routes.
WH7.8.4. Describe the growth and effects of new ways of disseminating information (e.g., the
ability to manufacture paper, translation of the Bible into the vernacular, printing).
WH7.8.5. Detail advances made in literature, the arts, science, mathematics, cartography,
engineering, and the understanding of human anatomy and astronomy (e.g., by Dante
Alighieri, Leonardo da Vinci, Michelangelo di Buonarroti Simoni, Johann Gutenberg,
William Shakespeare).
WH7.9 Students analyze the historical developments of the Reformation.
WH7.9.1. List the causes for the internal turmoil in and weakening of the Catholic church (e.g., tax
policies, selling of indulgences).
WH7.9.2. Describe the theological, political, and economic ideas of the major figures during the
Reformation (e.g., Desiderius Erasmus, Martin Luther, John Calvin, William Tyndale).
WH7.9.3. Explain Protestants’ new practices of church self-government and the influence of those
practices on the development of democratic practices and ideas of federalism.
WH7.9.4. Identify and locate the European regions that remained Catholic and those that became
Protestant and explain how the division affected the distribution of religions in the New
World.
WH7.9.5. Analyze how the Counter-Reformation revitalized the Catholic church and the forces
that fostered the movement (e.g., St. Ignatius of Loyola and the Jesuits, the Council of
Trent).
WH7.9.6. Understand the institution and impact of missionaries on Christianity and the diffusion of
Christianity from Europe to other parts of the world in the medieval and early modern
periods; locate missions on a world map.
WH7.9.7. Describe the Golden Age of cooperation between Jews and Muslims in medieval Spain
that promoted creativity in art, literature, and science, including how that cooperation
was terminated by the religious persecution of individuals and groups (e.g., the Spanish
Inquisition and the expulsion of Jews and Muslims from Spain in 1492).
WH7.10 Students analyze the historical developments of the Scientific Revolution and its
lasting effect on religious, political, and cultural institutions.
— 8 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T G R A D E
— 9 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
G R A D E CA L I F O R N I A S TA N DA R D S T E S T
— 10 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T G R A D E
— 11 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
G R A D E CA L I F O R N I A S TA N DA R D S T E S T
US8.6.3. List the reasons for the wave of immigration from Northern Europe to the United States
and describe the growth in the number, size, and spatial arrangements of cities (e.g.,
Irish immigrants and the Great Irish Famine).
US8.6.4. Study the lives of black Americans who gained freedom in the North and founded
schools and churches to advance their rights and communities.
US8.6.5. Trace the development of the American education system from its earliest roots,
including the roles of religious and private schools and Horace Mann’s campaign for
free public education and its assimilating role in American culture.
US8.6.6. Examine the women’s suffrage movement (e.g., biographies, writings, and speeches of
Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony).
US8.6.7. Identify common themes in American art as well as transcendentalism and individualism
(e.g., writings about and by Ralph Waldo Emerson, Henry David Thoreau, Herman
Melville, Louisa May Alcott, Nathaniel Hawthorne, Henry Wadsworth Longfellow).
US8.7 Students analyze the divergent paths of the American people in the South from
1800 to the mid-1800s and the challenges they faced.
US8.7.1. Describe the development of the agrarian economy in the South, identify the locations
of the cotton-producing states, and discuss the significance of cotton and the cotton gin.
US8.7.2. Trace the origins and development of slavery; its effects on black Americans and on the
region’s political, social, religious, economic, and cultural development; and identify the
strategies that were tried to both overturn and preserve it (e.g., through the writings and
historical documents on Nat Turner, Denmark Vesey).
US8.7.3. Examine the characteristics of white Southern society and how the physical
environment influenced events and conditions prior to the Civil War.
US8.7.4. Compare the lives of and opportunities for free blacks in the North with those of free
blacks in the South.
US8.8 Students analyze the divergent paths of the American people in the West from
1800 to the mid-1800s and the challenges they faced.
US8.8.1. Discuss the election of Andrew Jackson as president in 1828, the importance of
Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the
National Bank, policy of Indian removal, opposition to the Supreme Court).
US8.8.2. Describe the purpose, challenges, and economic incentives associated with westward
expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark
expedition, accounts of the removal of Indians, the Cherokees’ “Trail of Tears,”
settlement of the Great Plains) and the territorial acquisitions that spanned numerous
decades.
US8.8.3. Describe the role of pioneer women and the new status that western women achieved
(e.g., Laura Ingalls Wilder, Annie Bidwell; slave women gaining freedom in the West;
Wyoming granting suffrage to women in 1869).
US8.8.4. Examine the importance of the great rivers and the struggle over water rights.
US8.8.5. Discuss Mexican settlements and their locations, cultural traditions, attitudes toward
slavery, land-grant system, and economies.
US8.8.6. Describe the Texas War for Independence and the Mexican-American War, including
territorial settlements, the aftermath of the wars, and the effects the wars had on the
lives of Americans, including Mexican Americans today.
— 12 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T G R A D E
— 13 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
G R A D E CA L I F O R N I A S TA N DA R D S T E S T
— 14 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T G R A D E
At least twenty-five percent of the content questions must include an element of the skills standards.
— 15 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
G R A D E CA L I F O R N I A S TA N DA R D S T E S T
�
1 Why did Stone Age people practice slash-and
burn agriculture?
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The speaker in the passage above is referring
2 Which development most enabled early peoples to the
to form permanent settlements?
A Greek tyrant and the Parthenon.
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6
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Cuneiform and hieroglyphics were important
3 Hammurabi’s Code of ancient Mesopotamian achievements in the development of
society was important because it
A written language.
punishments.
C agricultural production.
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the empire.
7 The Ten Commandments of the ancient
D described how to perform formal religious Hebrews has had the greatest influence on the
ceremonies. development of Western
CSD10055
A parliamentary democracies.
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4 The art and architecture of ancient Egypt were
designed to emphasize the
B moral and ethical teachings.
CSD00038
— 16 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T G R A D E
A Abraham.
B Solomon.
C Moses.
D David.
CSH10255
D objective studies of ancient civilizations.
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9
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Greece’s mountainous terrain and its series of
small islands influenced the ancient Greeks to 12
develop
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B Romans.
10
C Greeks.
D Egyptians.
but as useless.
—Pericles’ Funeral Oration
CSD10060
— 17 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
G R A D E CA L I F O R N I A S TA N DA R D S T E S T
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13 Ancient Greeks used myths about their gods
primarily to
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15
Asia
C justify their type of government.
CSV20240
B Pacific
D Ocean
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C
A
14 How did the rise to power and reign of
Arabian Bay
Alexander most affect Greece? Sea of Philippine
Bengal Sea
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D location D
CSV22594
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16 The Chinese people turned to the teachings of
Confucius because his ideas were thought to
help
to Islam.
CSD00030
— 18 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T G R A D E
�
18 The origins of checks and balances in the
U.S. political system can be traced to the
major world religion?
A Christianity
A French monarchy.
B Judaism
B Roman Republic.
C Islam
C Greek aristocracy.
D Hinduism
D Aztec Empire.
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CSD00355
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21 In the 700s A.D., Arabian merchants played an
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19 The wars with Carthage (264–146 B.C.) gave
the Roman Empire control of
important role in
— 19 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
G R A D E CA L I F O R N I A S TA N DA R D S T E S T
�
22 Which shows the importance the Mongols
placed on improving trade contacts with other
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25 Trans-Saharan Contacts
Tunis
civilizations? Tripoli
Mediterranean Sea
Cairo
A the conquest of Constantinople In Salah
Kharga
B the establishment of caravan routes
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C the construction of large merchant fleets
dS
ea
Timbuktu
Gao
Mao
D the creation of a national currency
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23 Which of these describes how paper was N
introduced into medieval Europe?
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24 How did the location of cities in the West
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extensive farming.
B Buddhist priests.
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D Their mountainous location made the cities
easily defensible. 27 In medieval Europe, law and order were
maintained by the
CSV20993
A legions.
B merchants.
C nobility.
D serfs.
CSD00083
— 20 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T G R A D E
A elected parliaments. �
32
Europe in the
B high Church officials. Fourteenth Century
C the growing middle class.
June 1350 Dec. 1350
D organized groups of serfs.
CSD00007
1679
June 1349
1215 1295 1400 1500 1600 1688 • London
Paris
Par i • Dec. 1348 Dec. 1347
Magna Carta Habeas Corpus Act
June 1348 Dec. 1347
• Rome
Model Parliament Glorious
Revolution
— 21 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
G R A D E CA L I F O R N I A S TA N DA R D S T E S T
�
33 Use the map to answer the following question. �
35
Decline of Estimated Native Population
Ancient Civilizations of Central Mexico
N 28
W E
Population in Millions
24
K S
J 20
16
L
12
M
4
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34 Which characteristic did Aztec and Incan
societies share?
A
B
powerful seafaring traditions.
CSH10421
C government by direct democracy
D complex religious ceremonies
CSH10266
— 22 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T G R A D E
�
40 The poems and plays of which person are
representative of the English Renaissance?
CSF10251 CSV21352
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38 Which of these is not a characteristic of
Renaissance painting?
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41 England became a Protestant country during
the Reformation when its
A subject matter limited to Christian themes A king declared himself head of the Church of
England.
B realistic portrait painting
B people demanded the adoption of Lutheran
C settings reflecting the world of the artists
beliefs.
D paintings showing depth and perspective
C priests opposed reforms implemented by the
CSD00017 Pope.
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39 D armies were exposed to Calvinist beliefs while
in France.
CSF10253
➤ Artist, architect, mathematician
➤ Studied anatomy to draw more
realistic human figures
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42 What was the Spanish Inquisition (1478–1834)?
— 23 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
G R A D E CA L I F O R N I A S TA N DA R D S T E S T
�
43 The findings of Galileo and Newton were
significant because, from their time on,
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47
scientific thought was based upon
Ideas of John Locke
A traditional ways of thinking.
• Rulers receive the right to govern
B the ideas of the classic philosophers.
from the people.
C the authority of the Church.
• Unjust rulers can be forced from
power.
D observation and experimentation.
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government would John Locke most oppose?
44 The systematic collection and articulation of
natural laws, such as gravity and motion, was A republic
done by B dictatorship
A Galileo.
C representative democracy
B Isaac Newton.
D constitutional monarchy
C Kepler.
CSV22710
D van Leeuwenhoek.
CSD00092
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48
• natural rights
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45 The “Triangle Trade” and “Columbian
Exchange” are terms used to describe the
• separation of powers
• political equity
movement of goods between Western Europe,
West Africa, and
The teachings of Enlightenment thinking listed
A Central Asia.
above provided the basis for the
B the Americas.
A establishment of democratic government.
C Australia.
B teaching of the Protestant Reformation.
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46 The Scientific Revolution contributed to CSV20980
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49 What were both the Magna Carta and the
English Bill of Rights designed to do?
B reject belief in the organized church.
A limit the power of the monarch
C study the ideas of past civilizations.
B provide for religious freedom
D oppose individuality in favor of social order.
C accept the theory of divine right
CSV20987 D give commoners the right to vote
CSH10419
— 24 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T G R A D E
political independence.
C freedom of expression.
governmental authorities.
CSV21594
D discouraging individual free will in spiritual
and political matters.
CSH00548
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54 Use the excerpt to answer the following
question.
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51 One goal of the Declaration of Independence
was to The powers not delegated to the United
States by the Constitution, nor prohibited
A establish a new monarchy for the independent by it to the states, are reserved to the
states. states respectively, or to the people.
B convince the British Parliament to prevent the —Tenth Amendment to
start of war. the U.S. Constitution
C explain why the colonists felt the need to be
free from British rule.
The Tenth Amendment was added to the
D outline an economic system to raise money Constitution to resolve which of the following
for the revolution. topics of debate surrounding the development
CSV21498
of the Constitution?
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52 In designing the legislative branch, the writers
of the Constitution mainly based their ideas
A division of powers among branches of
government
on the B the annexation of new lands into the
country
A French Estates General.
— 25 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
G R A D E CA L I F O R N I A S TA N DA R D S T E S T
�
55 Which of these Founders favored a strong
national government and a loose interpretation
�
59 Shays’ Rebellion of 1786 resulted in increased
support for
of the United States Constitution?
A creating a U.S. Bill of Rights.
A George Mason
B Patrick Henry
C Roger Williams
D Alexander Hamilton
CSV22037
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CSH00137
60
�
Which of the following acquisitions secured
56 Which of these parts of the United States control of North America’s longest river, added
Constitution contains fundamental liberties of substantially to the Native American, Spanish,
American citizens? and French populations of the country, and
essentially doubled the size of the United States?
A Preamble
B Article I, Section 8 — Enumerated Powers A purchase of Alaska
CSH00099
D purchase of Florida
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CSH10019
57
�
Which of these groups most likely supported
the political ideas and policies of Alexander 61 In his Farewell Address, George Washington
Hamilton? urged the American people to
A small farmers
A limit a president to two terms in office.
B tobacco planters
B value and maintain a sense of national unity.
C business owners
C create a defensive alliance with European
D frontier settlers
countries.
CSH00033
D establish more effective political parties.
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CSH10264
58
�
Thomas Jefferson and his followers opposed
Alexander Hamilton’s tariff policy in part 62 Conflict with Mexico became highly likely
because they believed that high tariffs would following the granting of statehood to
cause problems for
A Texas.
A rich bankers.
B Missouri.
B small farmers.
C Arizona.
D Louisiana.
CSH00063
CSH00114
— 26 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T G R A D E
Americas
B the cotton gin
CSV22775 CSH10143
�
64 Which statement best describes the location
of factories in New England during the early
�
67 The growing importance of cotton to the South
created an economy and a society dominated by
1800s?
A managers and professional people.
C large landowners.
D industrial leaders.
CSH00031
�
CSV20338
68
�
The slave-based agricultural system in the
65 During the 1800s, the movement of large South encouraged the development of
numbers of immigrants from many different
countries into large American cities resulted in A economic self-reliance.
B ethnic neighborhoods.
D small independent businesses.
CSH00067
�
69 Prior to the Civil War, which group had the
most political power in the South?
A plantation owners
B cattle ranchers
C urban merchants
D religious officials
CSV22059
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
G R A D E CA L I F O R N I A S TA N DA R D S T E S T
�
70 �
72
Go west, young man, and grow up with Texas has been absorbed into the Union
the country. in the inevitable fulfillment of the general
law which is rolling our population
—Horace Greeley westward.
Hints Toward Reform
—Democratic Review, 1845
Greeley’s quotation is associated with which
of these? The quotation above describes the
nineteenth-century American belief in
A Farmers Alliance
B Populist Party
B Manifest Destiny.
C Manifest Destiny
C isolationism.
D Temperance movement
CSH00075
�
CSH00552
71
�
By the mid-1800s, California was being settled
mostly by people in search of 73 The Indian Removal Act (1830) relocated
thousands of Cherokees from Georgia to Indian
A jobs in industrial cities. Territory for the purpose of
B wealth from the discovery of gold.
A making the land available for white miners
C animal pelts for the fur trade. and farmers.
D trade with American Indians. B allowing the Cherokee their freedom from
CSH00542
U.S. control.
C obeying the Supreme Court’s order to move
the Cherokee.
D creating a wilderness area for use by white
fur trappers.
CSH10014
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T G R A D E
77
United States in 1850
nation, New Spain was establishing new
settlements in California using what type of
system? 3
2
A plantation
B factory
4
C mission
D capitalist
CSH10017 1 ATLANTIC
OCEAN
�
75 Who was the most important leader of the
Underground Railroad? PACIFIC
GULF OF
MEXICO
OCEAN
A Harriet Tubman
C Phillis Wheatley
�
76 The main goal of abolitionists like William
Lloyd Garrison was to
B 2
C 3
�
C stop individuals from drinking alcoholic
beverages.
78 What led the newspapers to speak of “Bleeding
Kansas” in 1856?
D end slavery immediately.
CSH00086
A fighting between pro-slavery and anti-slavery
forces
B attacks on job-seeking Irish immigrants
C conflict between cattle ranchers and farmers
D reaction to the U.S. Supreme Court ruling
against Dred Scott
CSH00557
— 29 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
G R A D E CA L I F O R N I A S TA N DA R D S T E S T
�
79 States’ rights played a major role in all of the
following except the
�
82 Use the excerpt to complete the following
statement.
A Kentucky and Virginia Resolves.
�
orphan, to do all which may achieve and
80 Abraham Lincoln’s Gettysburg Address is cherish a just and lasting peace among
similar to the Declaration of Independence in ourselves, and with all nations.
that both documents
A include descriptions of laws which should be This ending to Lincoln’s Second Inaugural
passed. Speech indicates that his vision for the future
B emphasize the need for effective government. after the Civil War was for
C support the ideals of self-government and A peacemaking and rebuilding the Union.
D justify the need for economic change. C providing pensions to Confederate veterans.
CSH00140
D punishing the South for its actions during
�
81 What was the first major goal of President
Abraham Lincoln’s administration?
the war.
CSH10021
A
B
to destroy the institution of slavery
to maintain the unity of the country
�
83 What is one reason that the Union strategy for
defeating the South included a naval blockade
of Southern ports?
C to expand the power of state governments
A to cut the South off from its supply lines in
D to industrialize the economy
the countries of Latin America
CSH10225
B to stop Southern attempts to establish slave
plantations in Cuba and Mexico
C to prevent Southern efforts to sell cotton in
Europe in exchange for war supplies
D to deprive the South of fishing and whaling as
a primary source of food
CSF10245
— 30 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T G R A D E
85 During Reconstruction, the Freedmen’s Bureau HAYMARKET, Randolph St. Bet Desplaines and Halsted.
Good Speakers will be present to denounce the latest atrocious act
A relocated many former slaves to the North.
of the police shooting of our fellow workmen yesterday afternoon.
B created a system for tenant farming. Workingmen Arm Yourselves and Appear in Full Force!
C gave forty acres and a mule to former slaves. THE EXECUTIVE COMMITTEE
86 One of the functions of the Freedmen’s Bureau
was to
industrialization was often accompanied by
A labor strife.
A discourage segregation in the South. B farm protests.
B relocate former slaves to urban areas. C technological progress.
C provide assistance to former slaves. D political stability.
D reward veterans with land and money. CSH00004
CSV20800
87 The 13th, 14th, and 15th Amendments to the
Constitution of the United States were intended
to solve problems relating to
A government organization.
B civil rights.
C checks and balances.
D rapid economic change.
CSH00112
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
G R A D E CA L I F O R N I A S TA N DA R D S T E S T
89
Chicago Population
90 A large percentage of the immigrants who came
to the United States during the late 19th and
1,200 early 20th centuries settled in large cities
because
1,000
A most of them had lived in cities in their
(in thousands)
800 homelands.
Population
— 32 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T G R A D E
— 33 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
G R A D E CA L I F O R N I A S TA N DA R D S T E S T
— 34 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.
CA L I F O R N I A S TA N DA R D S T E S T G R A D E
— 35 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2008 California Department of Education.