Standardized Test Skills Practice Workbook - Student … History/World History Test Prep.pdf · Standardized Test Skills Practice Workbook. ... Activity 2 Descriptive Writing About

Standardized Test SkillsPractice Workbook

Grateful acknowledgment is made to the following forpermission to reprint copyrighted material.

Text7 From the Iliad by Homer translated by E.V. Rieu,

copyright © 1966 by E.V. Rieu34 From “Life of Leonardo da Vinci” in Lives of the Most

Eminent Painters, Sculptors, and Architects by GiorgioVasari, translated by Gaston De C De Vere, copyright© 1912

42 Speech by Adolf Hitler, from The Rise and Fall of theThird Reich by William Shrier

44 Editorial from the Dallas Morning News, March 2, 1998

Photographs9 Mary Evans Picture Library

38 File photo

ACKNOWLEDGMENTS

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with Journey Across Time. Any other reproduction, for use or sale, is prohibited without prior written permission from the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, Ohio 43240-4027

ISBN 0-07-869483-3

Printed in the United States of America

1 2 3 4 5 6 7 8 9 10 024 10 09 08 07 06 05

Journey Across Time iii

T A B L E O F C O N T E N T S

Objectives Addressed in the Activities ivWorkbook Overview vPreparing for a Standardized Test vi

Activity 1 Using Time Lines 1Activity 2 Descriptive Writing About a Visual 3Activity 3 Interpreting Charts and Tables 5Activity 4 Identifying the Main Idea 7Activity 5 Outlining Information for Writing 9Activity 6 Classifying Facts and Details 11Activity 7 Interpreting Diagrams 13Activity 8 Making Inferences 15Activity 9 Comparing and Contrasting 17Activity 10 Reading a Map Scale 19Activity 11 Drawing Conclusions 21Activity 12 Making Generalizations 23Activity 13 Analyzing Statistics 25Activity 14 Perceiving Cause-and-Effect Relationships 27Activity 15 Interpreting Graphs 29Activity 16 Predicting Outcomes 31Activity 17 Recognizing a Point of View 33Activity 18 Forming Hypotheses 35Activity 19 Analyzing a Political Cartoon 37Activity 20 Making Decisions 39Activity 21 Recognizing Forms of Propaganda 41Activity 22 Interpreting Editorials 43

iv Journey Across Time

OBJECTIVES ADDRESSED IN THE ACTIVITIES

The objectives in this workbook are addressed in many standardized social studies tests. The activities in the workbookgive students the opportunity to practice the skills related to these objectives.

The student will:

• interpret information on charts and tables.

• organize and interpret information on time lines and analyze information by sequencing events.

• organize and interpret information from diagrams.

• analyze information by identifying the main idea of a reading.

• analyze visual presentations of social studies information.

• analyze information by comparing and contrasting.

• analyze information by making inferences.

• interpret the social and political messages of cartoons.

• interpret social studies information on graphs.

• analyze information by drawing conclusions.

• analyze data by using graphs.

• use primary sources to acquire information.

• support a point of view on a social studies issue or event.

• identify participants’ points of view from the historical context surrounding an event.

• analyze information and form hypotheses.

• analyze information by identifying cause-and-effect relationships.

• analyze information by distinguishing between fact and opinion (nonfact).

• analyze information by making generalizations.

• evaluate sources of print, visual, and electronic information.

• analyze social studies information by making predictions.

• identify propaganda in written, oral, and visual material.

• identify bias in written, oral, and visual material.

• interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change.

• analyze statistics to interpret social studies information.

• use decision-making skills in a variety of settings.

• recognize points of view, propaganda, and/or statements of fact and nonfact in a variety of written texts.

• identify relevant factual material and group data in appropriate categories.

Journey Across Time v

WORKBOOK OVERVIEW

This workbook helps you prepare for standardized tests. Standardized tests in social studies cover many types of skills,some of which overlap with the skills found in other subject areas, such as mathematics, reading, and writing.

These activities provide practice with the following social studies skills:

• map reading

• chart and graph reading, interpretation, and construction

• time line reading and construction

• graphic organizer reading and construction

• diagram interpretation

• political cartoon interpretation

• reading and writing about social studies topics

• critical thinking about social studies topics

• understanding historical and geographical concepts

• applying social studies knowledge to new situations

• primary and secondary source use

• making inferences and drawing conclusions

• understanding the main idea of a passage

• writing a unified essay

• detecting bias and analyzing propaganda

In addition, the activities in this workbook provide practice in three major question formats:

• multiple choice

• open-ended short response

• open-ended extended response

vi Journey Across Time

PREPARING FOR A STANDARDIZED TEST

Learning About the Test

Standardized tests differ from one another. Students need to familiarize themselves with the specific test they musttake. How can they best do this? There are three steps to preparing for any test. Students should:

• read about the test.• review the content covered by the test.• practice on questions like those on the test.

Reading About the Test

Inform students of the sources they can consult to learn about the test. Students should:

• know that they can always prepare for a test. At the very least, students can familiarize themselves with the formatof the test, the types of questions that will be asked, and the amount of time they will have to complete the test.

• use materials from The Princeton Review and Glencoe to learn about their particular test.• read any information the state or testing company releases. Sometimes the test-writers will release information

through the school. If they do not, students can look for information on the testing company’s or state board ofeducation’s Internet site.

Reviewing the Content Covered by the Test

In addition to learning about the format of the test, students will benefit from reviewing the subject matter covered onthe test. This will ensure that they are ready for both what the test asks and how it does so.

If there are specific objectives or standards that are tested on the exam your students must take, help them review thefacts or skills specified by each standard in advance to be sure they are proficient in them. This workbook can help youdo this. Each activity focuses on a common social studies objective. You can assign the activities in order, or focus onthose that are most important for the test your students will take.

Practicing

The most important part of a student’s preparation for any standardized test is extensive practice. Practice tests allowstudents to become familiar with the content, format, and timing of the real exam. Reviewing the practice tests alsoallows students to review specific areas covered by the exam, to understand why they chose wrong answers, and tolearn to avoid choosing wrong answers in the future. Students should:

• practice all the types of questions they will encounter on their test—multiple choice, short response, and extendedresponse. Students should practice on real released tests whenever possible.

• understand the guidelines that will be used to evaluate their constructed responses. Students cannot give the testscorers what they want if they don’t know what the test scorers want.

Journey Across Time vii

Test-Taking Tips

Four tips when taking the standardized test are to pace yourself, use the order of difficulty when it is applicable, guesswhen it is beneficial, and use the process of elimination to score your highest.

Pacing

Pace yourself depending on how the test is administered.

• If the test is timed, work carefully, but do not allow yourself to become stuck on any one question.• If the test is untimed, work slowly and carefully. If you have trouble with an item, mark it and come back to it later.

Keep in mind that you have no time limit, so you should not let yourself speed up unnecessarily.

Using the Order of Difficulty

Although not common, some standardized tests are arranged in order of question difficulty.

• If the test questions are arranged in order of difficulty, then the questions run from easy to medium to difficult, inthat order. Get the easy and medium questions correct before moving on to the most difficult questions.

• As you enter the difficult sections of a test that progresses from easy to difficult, be aware that answer choices willbecome trickier. The obvious answer choice is probably not the correct answer to a difficult question.

• If the questions are not arranged in order of difficulty (that is, any question at any point could be easy, medium, ordifficult), you should skip through the test, answering all the easier questions. Then go back and answer the moredifficult items.

Guessing

Some tests impose a penalty for incorrect answers, usually a fraction of a point. Others do not. Find out if the test youare taking imposes a guessing penalty.

• If there is no penalty for incorrect answers, then you should answer every single question, even if you don’t havetime to read it.

• If there is a penalty for incorrect answers, then you should only answer a question if you have read it, understood it,and are able to eliminate at least one answer choice.

viii Journey Across Time

Using the Process of Elimination

For any multiple choice question, you should know how to quickly and effectively use the process of elimination tonarrow down the possible answer choices. Even when you are certain you know which answer is best, always confirmyour knowledge by reading the other choices and eliminating them.

What is the capital of Western Samoa?A PeruB ParisC LondonD VilaE Apia

The question above might be difficult to answer. However, you can easily eliminate choices A, B, and C, leaving you witha 50 percent chance of guessing correctly. If you do not eliminate any answer choices, you have only a 20 percentchance of guessing correctly.

Physically cross out answer choices you have eliminated (whenever the testing situation allows) so that you do notmistakenly fill in an answer oval for a choice you have mentally eliminated. Crossing out eliminated choices also ensuresthat you will not waste time rereading an answer that you know is wrong.

If a test has a definite order of difficulty, be aware that toward the end of the test it will be harder to eliminate choices,since the questions will become trickier and may involve vocabulary and/or concepts with which you are unfamiliar.Eliminate only those choices you understand completely and are certain are incorrect.

Right Before the Test

Be sure to do the following:

• get at least eight hours of sleep each night for the week leading up to the test.• eat a nutritious breakfast.• bring any necessary paperwork with you to the test, such as identification and registration forms.• have plenty of sharpened pencils and erasers available.• complete a few easy warm-up questions the morning of the test, allowing yourself to get into test-taking gear.

Standardized Test Skills PracticeC

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Social Studies Objective: The student will organize and interpret information on time lines and analyzeinformation by sequencing events.

A time line is a graphic illustration that shows events in the order they take place over aperiod of time. A time line can be a simple list in order by date, or it can be an actual line withevents shown on it in order. A time line helps you understand the order of events and theirrelationships to one another. It can help you understand how to read the time lines that you see on standardized tests if you know how to create one.

★ Practicing the SkillDIRECTIONS: Study the example of a time line below and complete the activity that follows.

Prehistoric Times

c. 2,500,000 B.C. Paleolithic Age begins

c. 1,400,000 B.C. Early humans discover fire

c. 100,000 B.C. Last Ice Age begins

c. 50,000 B.C. Early humans acquire language

c. 8,000 B.C. Neolithic Age begins

c. 5,500 B.C. Humans invent writing

c. 4,000 B.C. Humans begin to use bronze and Neolithic Age ends

★ Learning to Use Time LinesUse the following steps to help you understand how events are arranged on a time line in the sequencethat they occurred.

• Read the time line’s title to determine itspurpose

• Look at the span of years and the number ofevents.

• Identify the relationships among the events.• Draw conclusions from your study.

ACTIVITY 1Using Time Lines

Journey Across Time 1

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2 Journey Across Time

DIRECTIONS: Time lines can be either vertical, like the one on the previous page, orhorizontal. In the space provided below, create a time line of your life. List at least five events,from birth to the present, with the first event at the left and the last event at the right.

Title:_____________________________________

Standardized Test PracticeDIRECTIONS: Using the time line on the previous page, answer the following questions.

Name __________________________________ Date ____________________ Class ____________

1 Which event occurred first?

A beginning of Neolithic Age

B discovery of fire

C beginning of last Ice Age

D invention of writing

2 Which event occurred during theNeolithic Age?

A discovery of fire

B invention of writing

C acquiring of language

D last Ice Age

3 Which sequence of events is correct?

A • Early humans discover fire• Early humans acquire language• Humans invent writing

B • Paleolithic Age begins• Neolithic Age begins• Last Ice Age begins

C • Last Ice Age begins• Early humans discover fire• Neolithic Age begins

D • Neolithic Age begins• Humans begin to use bronze• Humans invent writing


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Social Studies Objective: The student will respond appropriately in a written composition to thepurpose/audience specified in a given topic.

Paintings, illustrations, and photographs are visuals that can be useful sources for writing adescriptive composition. Descriptive writing tells what something is like. Good descriptive writingdepends on the effective use of details and the organization of those details into meaningfulparagraphs.

★ Practicing the SkillDIRECTIONS: Read the selection and study the map below. Then complete the activity thatfollows.

At about the same time that the earliestpharaohs ruled Egypt, another great Africancivilization began to develop on the Upper NileRiver. This area came to be known as Nubia.Even though the Upper Nile does not have theflat, fertile valley of the Lower Nile, the Nubiansprospered. The reason they did well was becausethey were skilled at metal and pottery making.Also, they traded cattle, ivory, and gold.

Powerful kings ruled Nubia, whicheventually became known as Kush. The Kushiteking Kashta and his son Piye conquered Egyptbetween 750 B.C. and 728 B.C. After this victory,Kushite kings ruled both Egypt and Kush fromthe city of Napata. The city had white sandstonetemples, monuments, and pyramids similar tothose of the Egyptians.

Ancient Nubia

ACTIVITY 2Descriptive Writing About a Visual

Standardized Test Skills Practice

★ Learning to Write Descriptively About a VisualUse the following guidelines to help you write a composition describing a visual.

• Decide what subject the artist has chosen toportray.

• Study the details of the visual and how theyare arranged.

• Think about the central impression createdby the visual and how that impression iscommunicated.

• Write down your thoughts about the visual,directing them to a particular reader oraudience.

• Arrange your description of the visual’sdetails in spatial order—for example, left toright—or according to importance.

• Organize details around a topic sentence.

Arabia

Egypt

Yemen

Napata

Meroë

Cairo

Thebes

SAHARA

N

E

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Lambert Azimuthal Equal-Area Projection

0 250

250

500 mi.

0 500 km

Nubia (Kush)

20°E 30°E 40°E 50°E

Red Sea

Nile

River

M editerranean Sea

30°N

20°N

10°N

Kingdoms of Nubia (Kush)

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DIRECTIONS: Paintings provide visual clues about past civilizations. Study this photograph ofa wall painting from a Nubian tomb. It shows four Nubian princes presenting gold gifts to anEgyptian ruler. Based on the short introduction on the previous page and your analysis of thewall painting, answer the following questions.

Name __________________________________ Date ____________________ Class ____________

1. What is the painting’s subject?

2. What details are shown in the painting?

3. How are details in the painting arranged? Why?

4. In writing about the painting, what topic sentence would you use?

Standardized Test PracticeDIRECTIONS: Imagine that you are a tour guide in a museum. You are addressing a tour group,and you will be showing them this wall painting. On a separate sheet of paper, draft a paragraphthat describes the painting, as well as your personal reactions to it.


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Social Studies Objective: The student will interpret information on charts and tables.

Charts or tables are often used to organize data. After studying the data in a chart or table,you will be able to analyze trends or patterns. A chart or table, for example, may show populationtrends over a period of time. Information in a chart or table may also compare different types ofdata.

★ Practicing the SkillDIRECTIONS: Use the information in the chart below to complete the activity that follows.

ACTIVITY 3Interpreting Charts and Tables


★ Learning to Interpret Charts and TablesUse the following guidelines to help you interpret data in tables and charts.

• Read the title of the chart or table todetermine its subject.

• Read each column’s heading and each row’slabel.

• Study the data from the top down in eachcolumn and across the rows.

• Identify relationships and contrasts and drawconclusions.

Selected Peoples of Ancient Southwest Asia

Phoenicians Israelites Assyrians

Economic Activities Traders and sailors Herders and traders Farmers and traders

Contributions Used alphabet of Ten Commandments Built roads and one of 22 characters for shaped the moral laws the world’s first librariesrecord keeping of many nations

Government Confederation of 12 tribes united under Empire divided into city-states one king provinces

Expansion Established cities around Exiled in Babylon; Conquered lands from the Mediterranean Sea scattered throughout Mesopotamia to Egypt

the Mediterranean

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DIRECTIONS: Breaking down a chart into its elements or parts will help you to interpret thechart. Using the chart on the previous page, answer the following questions about the elementsof a chart.

1. What is the subject of the chart?

2. What are the chart’s column headings? row labels?

3. Study the data in each column and row. What generalization can you make from the data in thechart?

Standardized Test PracticeDIRECTIONS: Use the chart on the previous page to answer the following questions.

Name __________________________________ Date ____________________ Class ____________

1 What economic activity did all threecivilizations have in common?

A herding

B sailing

C farming

D trading

2 Which of the peoples represented on thechart were empire builders?

F only the Israelites

G only the Phoenicians

H both the Phoenicians and theIsraelites

J only the Assyrians



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Social Studies Objective: The student will analyze information by identifying the main idea of a reading.

The question “What is this writing about?” is answered in the main idea. Every section in thetextbooks you read has a main idea. Sometimes titles and headings reveal it. Individual paragraphsare built around a main idea. The rest of the sentences explain, give details about, or support theidea. The main idea is often stated in the topic sentence that can be at the beginning, in themiddle, or at the end of the paragraph. Sometimes the topic is implied rather than stated.

★ Practicing the SkillDIRECTIONS: The following is an excerpt from the Iliad by Homer. Read the selection below andcomplete the activity that follows.

Now the Greeks, with the help of thegoddess Athena, decided to play a trick on theTrojans. They built a gigantic wooden horse andpretended it was an offering to the gods. Butsecretly, under cover of night, [Greek warriorswere] fully armed, inside the wooden horse. . . .

The Trojans stood amazed when they foundthe horse outside their city gates. . . . Theyplaced wheels under the base of the horse, ropeswere stretched about its neck. And . . . it rolledonward, upward, into Troy. . . .

Meanwhile, night rushed over the city andsoon the Trojans lay deep in quiet sleep. At once,the Greek warriors hidden in the horse rushedout and upon the sleeping city . . . with swordand flame.

So fell the ancient city, a queenly city forlong years. And the bodies of her children layscattered in great numbers in the streets.

ACTIVITY 4Identifying the Main Idea


★ Learning to Identify the Main IdeaUse the following guidelines to help you identify the main idea.

• Read the selection carefully.• Look for the main idea and jot it down in

your own words.

• Look for the same idea in a topic sentence.Remember that the topic may be implied.

• Reread the selection to see whether othersentences support the main idea.

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DIRECTIONS: In searching for the main idea in a reading, you need to distinguish the topicsentence from the other sentences. Using information from the selection on the previous page,fill in the spaces below.

1. Topic sentence:

2. Detail sentence:

3. Detail sentence:

4. Concluding sentences:

Standardized Test PracticeDIRECTIONS: Answer the following questions based on the reading on the previous page.

1 Which of the following sentences beststates the main idea of the reading?

A The goddess Athena opened thegates of Troy for the Greeks.

B The Greeks built a wooden horse toplease the gods.

C The Greeks came up with a plan toget inside the city of Troy.

D Many years of warfare had weakenedthe ancient city.

2 Which of these sentences best states alesson that can be learned from thisexcerpt from the Iliad?

F People should be happy when theyreceive gifts from their enemies.

G Hospitality is a good thing to offerboth friends and enemies.

H It is important to sleep after workinghard.

J It is best to be cautious when yourenemy offers you a gift.


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Social Studies Objective: The student will organize information for a written composition using an outline.

Before writing a paper, you can start an outline. An outline is a summary of main points andsupporting ideas. Outlining involves using a system of numbers and letters to organize yourinformation in a logical order. Outlining can also be used as a method of note taking andorganizing information you read.

★ Practicing the SkillDIRECTIONS: Study this partial outline, and then answer the questions that follow.

ACTIVITY 5Outlining Information for Writing

I. Greek MythologyA. Greek Gods and GoddessesB. Greek Oracles

II. Greek Poetry and FablesA. Homer’s Epics

1. Iliad2. Odyssey

B. Aesop’s FablesIII. Greek Drama

A. Tragedies1. Aeschylus2. Sophocles3. Euripides

B. Comedies of Aristophanes

1. What are the three main topics in this outline?

2. If you were to add two details about Greek gods, wherewould you place them? Would you use numbers or lettersto label the details?

• Organize your material into a few maintopics. Use Roman numerals (I., II., III.) tolabel main headings.

• Decide on subtopics. Use capital letters (A.,B., C.) for subtopics.

• Under subtopics, place related details toexpand on the subtopics. Use Arabicnumerals (1., 2., 3.) for these details.

• An “A.” subtopic should always be followedby a “B.” subtopic, and a “1.” detail shouldalways be followed by a “2.” detail.

• Complete your research and prepare a finalversion of your outline that shows theorganization of your paper.

• Write a sentence that expresses the main ideaof your paper.

★ Learning to Outline for WritingUse the following guidelines to help you develop an outline for a paper.

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DIRECTIONS: Outlining helps you identify main ideas and group together related facts.Using the guidelines on the previous page, outline the information found in Section 4 ofChapter 5 of your textbook. The main topics will be “I. Greek Culture Spreads,” “II. Philosophy,”and “III. Greek Science and Math.” You add the subtopics and details.

I. Greek Culture Spreads

II. Philosophy

III. Greek Science and Math

Standardized Test PracticeDIRECTIONS: On a separate sheet of paper, prepare a working outline for a paper on someaspect of Greek civilization, such as Greek philosophy or the legacy of Alexander the Great. Beforewriting your outline, draft a sentence that describes the main idea of your paper.


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Social Studies Objective: The student will identify important facts and group data in appropriatecategories.

A common way to organize information is by classifying it. Classifying involves sorting orgrouping facts and details by common features. Nearly all data can be classified; most data can beclassified in more than one way. When you are faced with a large list of facts and details, thinkabout different sets of common features that are present.

★ Practicing the SkillDIRECTIONS: Read the selection below and complete the activity that follows.

ACTIVITY 6Classifying Facts and Details

India today is a land of many religions,including Hinduism, Islam, Jainism, Sikhism,Zoroastrianism, Christianity, and Buddhism. In early India the two great religions wereHinduism and Buddhism. Both of thesefaiths shared many beliefs in common, in-cluding reincarnation. However, they didhave their differences.

Hindus did not trace their religionto a historical founder. Instead,Hinduism developed gradually over the centuries from many beliefs andpractices. Although some thinkersemphasized the oneness of theuniverse, Hindus usually wor-shipped many gods. Theytaught it was not necessary togo through cycles of rebirth if aperson fasted, meditated, and did

good deeds. Hindus also practiced grand ritualsof worship. According to the social system they

believed in, each person was assigned his or herplace or rank in life at birth.

Buddhists, on the other hand, avoideddevotion to gods. They followed theteachings of their religion’s founder,Siddhartha Gautama. Known as the

Buddha, or “Enlightened One,”Gautama taught that suffering wascaused by desire. Freedom fromdesire—and the cycle of rebirth—was attained by fasting, self-denial,and meditation. Buddhists rejected

the Hindu system of ranking.Instead, they believed that aperson’s place in life dependedon the person, not on the

person’s birth.

★ Learning to Classify Facts and DetailsUse the following guidelines to help you classify facts and details.

• Read and study the information.• Identify the different categories you will use

to group data.

• Sort data into categories and drawconclusions about similarities and differences.

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DIRECTIONS: A web is a convenient way to place facts and details in appropriate categories.Using the webs below, classify the major characteristics of Hinduism and Buddhism.

1 What belief or practice do Hinduism andBuddhism have in common?

A a person’s rank based on birth

B meditation

C worship of many gods

D elaborate rituals

2 Which characteristic below is true ofBuddhism, but not of Hinduism?

F belief in reincarnation

G origins in India

H emphasis on fasting

J a historical founder

Standardized Test PracticeDIRECTIONS: Answer the following questions based on the data above.

Hinduism

ritu

als

Buddhism

not birth


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The Silk Road is the name given to the greatcaravan routes that linked Asia and Europe duringpre-modern times. Trade along these routes actuallybegan before 100 B.C.

The earliest stretch of the route was in the west,ending at Constantinople and other cities in south-west Asia. The city of Changan in China became themost important trading center at the eastern end.

The Silk Road was the passageway for productsthat included silk, jade, and fruit. Ideas also spreadalong this route. For example, the Buddhist andIslamic religions came to China by way of the SilkRoad.

At its height, the Silk Road was really manyroads. Caravans along the roads passed over and

around some of the harshest landscapes on earth.There were hot, dry deserts and cold, ruggedmountains. Nevertheless, people founded settlementsaround oases on the route and earned incomes fromthe passing traders. Kashgar, in western China,became the crossroads of trade along the route.

After the fall of Rome, the Silk Road becameincreasingly unsafe. Fewer people traveled on it. Inthe A.D. 1200s and A.D. 1300s, the route was revivedunder the Mongols. The European explorer MarcoPolo may have used the road to travel to China.

Today you can travel the Silk Road and findevidence of the travelers from long ago and theirideas and goods. It is still possible to see how polesand rocks formed the boundaries of the route.


Social Studies Objective: The student will organize and interpret information from diagrams.

A simplified drawing that shows how something works is called a diagram. Some diagramsuse arrows to show movement or relationships. For example, the diagram in this activity shows themovement of goods between Asia and Europe.


ACTIVITY 7Interpreting Diagrams

★ Learning to Interpret a Diagram Use the following guidelines to help you interpret diagrams.

• Review the diagram’s title to find out thesubject or concept.

• Study the information on the diagram andnote the direction of the arrows.

• Identify how parts of the diagram relate toeach other.

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Name __________________________________ Date ____________________ Class ____________

DIRECTIONS: Diagrams and maps together provide insights about historical movements andrelationships. Study the map and diagram below and answer the following questions.

1 Which of the following goods wascarried on the Silk Road by caravansfrom the west?

A glass

B jade

C ceramics

D silk

2 Which of the following goods wascarried on the Silk Road by caravansfrom the east?

F glass

G jade

H gold

J ivory

1. What information is show on the map and diagram?

2. What do the arrows indicate?

3. How do you think trade along the Silk Road affected the cultures of Asia and Europe?


India

ASIA

China Persia

Luoyang

SpicesGlassGoldIvory

CeramicsFursSpices

SilkBronzeIronLacquerwareJade

HorsesPrecious Gems

Gulja

Turfan

Kucha

TashkentBukhara

Herat

Merv ToConstantinople

Samarkand

Kashgar

Tashkent

Kashgar

Ch

anga

n(X

ian

)

Co

nst

anti

no

ple

(Ist

anb

ul)

Khofan

Changan(Xian)

SouthChina

SeaArabian SeaBay ofBengal

CaspianSea

Route of the Silk Road Flow of Silk Road Trade

N

S

W E

Mercator Projection

0 500

500

1000 mi.

0 1000 km


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Social Studies Objective: The student will analyze information in written texts and diagrams in order tomake inferences.

Using diagrams, charts, and other data sources requires careful reasoning skills. Sometimes youmay have to draw conclusions based solely on the evidence in the source itself. This is known asmaking an inference. Making an inference involves combining the facts you have with yourknowledge to form a reasonable conclusion.

Practicing the SkillDIRECTIONS: Read the paragraph and study the outline below. Then complete the activity thatfollows.

The remains of Roman buildings, aqueducts, androads are found throughout Europe. In the MiddleAges, scholars studied the ruins that could be seenaboveground.

In the early modern period, the science ofarchaeology was born. Today, archaeologists use

scientific methods and tools to study remains thatoften lie many feet below the street level of cities.They carry out their work in Europe and throughoutthe rest of the world.

Read the following short outline of their workingtechnique.

A Roman Archaeological Dig

ACTIVITY 8Making Inferences

I. Collecting DataA. Locating site by satellite, radar, or probesB. Laying out a gridC. Digging away soil with specialized tools

II. Analyzing ArtifactsA. Dating artifacts by various methodsB. Describing and classifying artifacts

III. SynthesizingA. Drawing conclusions about artifactsB. Making inferences about ancient societies

★ Learning to Make InferencesUse the following guidelines to help you use data to make accurate inferences.

• Observe the key features and details of thesource.

• Decide what general topic is being presentedor illustrated.

• Review what you already know about thetopic.

• Use logic and common sense to form aconclusion about the topic.

• If possible, find specific information tosupport your inference.

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Name __________________________________ Date ____________________ Class ____________

DIRECTIONS: Analyze the diagram below of imaginary Roman ruins. Answer the questions thatfollow based on this diagram and the information on the previous page.

1 What inference can you make about theRoman world between the time of theIndo-Europeans and the rise of theRoman Republic?

A People became wealthier andengaged in building projects.

B The Romans were conquered byother peoples.

C Roman rulers fought and lost manywars.

D The Romans made few advances.

2 What conclusion can you draw from thediagram and the reading?

F Archaeologists work mainly in areaswhere humans no longer live.

G Archaeologists do not need to usespecialized tools.

H Archaeologists have a scientificprocess for locating, collecting, andanalyzing artifacts.

J Archaeologists damage many of theartifacts as they dig.

ColosseumA.D. 72

Roman Republic509 B.C.

Etruscans600 B.C.

Indo-Europeans2000 B.C.

AppianWay

312 B.C.

Arch

Pottery

Archaeological Dig of Ancient Rome

1. What details and key features are shown on the diagram?

2. What information do you already know about ancient Rome that might help in drawingconclusions about the diagram?

3. What inferences can you make about ancient Roman society?

4. What inferences can you make about the work of archaeologists from the diagram and the reading?

Standardized Test PracticeDIRECTIONS: Answer the following question based on the data above.


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ACTIVITY 9Comparing and Contrasting

Social Studies Objective: The student will analyze information by comparing and contrasting.

When you compare two or more subjects, you explain how they are similar. When youcontrast them, you explain how they are different. Writing about comparisons and contrasts doesinvolve more than just stating similarities and differences. You also explore relationships and drawconclusions.

★ Practicing the SkillDIRECTIONS: When comparing and contrasting, you may find graphic organizers such as acomparison frame useful.

★ Learning to Compare and Contrast Use the following guidelines to help you compare and contrast.

• Identify or decide what subjects will becompared and contrasted.

• Determine common categories, or areas, touse for comparing and contrasting.

• Look for similarities and differences withinthese areas.

• Organize your comparisons and contrasts bycreating a graphic organizer.

If you know the categories you want to compare and contrast, you may wish to use a chartknown as a comparison frame. To create a comparison frame, write the subjects as headings acrossthe top. Then list on the left side the categories that you will compare and contrast. Finally, list theimportant facts in the boxes. On the next page there is a comparison frame that compares andcontrasts the Roman, Byzantine, and Eastern Slavic civilizations. Using your text, fill in any of theempty categories.

Comparison Frames

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Name __________________________________ Date ____________________ Class ____________

Standardized Test PracticeDIRECTIONS: Answer the following questions based on the reading and graphic organizers.

1 Based on the reading and comparisonframe, in which civilizations was thereligion the same?

A the Roman and the Byzantine

B the Byzantine and the Eastern Slav

C the Eastern Slav and the Roman

D all three civilizations had the samereligion

2 Based on the reading and thecomparison frame, which of thefollowing statements is accurate?

F Trade was important to all threecivilizations.

G Artisans produced the same goods inall three civilizations

H Constantinople was a principal cityin all three civilizations.

J All three civilizations used the samealphabet.

Roman Empire Byzantine Empire Eastern Slavs

Principal Cities • Rome, and later • Kiev and MoscowConstantinople

Life and • Women ran households • Women ran households • Women ran householdsCulture • Artisans produced • Artisans produced icons • Artisans produced icons

jewelry and jewelry and jewelry

Religion • Many gods and god- • Eastern Orthodoxdesses; Roman emperors Christianityworshipped as gods • Close union of church

• Christianity adopted later and state

Government • Roman law codified intocivil law known asJustinian code

• Powerful empire

Economy • Farming, various • Farmingindustries • Center of trade between

• System of roads and a Black Sea andcommon currency Scandinavia and westernencouraged trade Europe and central Asia

Contributions • Preserved classicalphilosophy

• Used dome in architecture• Created mosaics and icons

Decline • Fell to Germanic invaders • Conquered by Mongols;eventual rise of Moscow


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Social Studies Objective: The student will interpret maps to answer geographic questions, infer geographicrelationships, and analyze geographic change.

Cartographers draw maps to scale. That is, one inch may represent 100 miles on a map. Onanother map one inch might represent 1,000 miles. This relationship, or scale of distance, often isshown on a map scale. Typically, a line with numbers represents the unit of measurement and thenumber of miles or kilometers.

The map key unlocks the information presented on the map. For example, dots may markcities and lines may mark routes. The compass rose is a symbol that shows you on the map thecardinal directions—north, south, east, and west. Any intermediate direction, such as southeast,would fall between the cardinal directions.

ACTIVITY 10Reading a Map Scale

★ Learning to Use a Map ScaleTo measure distances on a map, use the following guidelines.

• Find the map scale.• Identify the unit of measurement and the

distance that unit represents.

• Using this unit of measurement, measure thedistance between two points on the map.

• Multiply that number by the number ofmiles or kilometers represented by each unit.

★ Practicing the SkillDIRECTIONS: Study the map on this page and then complete the activity that follows.

CorinthCorinthCorinth

Thessalonica

AleppoAleppoAleppo

Smyrna

EphesusEphesusEphesus

JerusalemJerusalem

Caesarea

AntiochAntiochAntioch

PisidianAntioch

Berea

PhilippiPhilippiPhilippi

SpartaSparta

AthensAthensAthens

Damascus

CyprusCyprus

PeloponnesusPeloponnesus

CyprusCreteCreteCrete

Peloponnesus

RhodesRhodesRhodes

Sicily

Euphrates R.

AdriaticSea

AegeanSea

AegeanSea

Black SeaBlack SeaBlack Sea

IonianSea

The Great Sea

TyrrhenianSea

TyrrhenianSea

0 100 200 mi.

0 100 200 km

N

S

W E

KEYCities

First Missionary Journey (A.D. 46–48)

Second Missionary Journey (A.D. 49–52)

Third Missionary Journey (A.D. 53–57)

Paul’s Missionary Journeys

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DIRECTIONS: A map scale will often have two different units of measurement, such as milesand kilometers. Study the map on the previous page to answer the following questions.

1. What is the purpose of a map scale?

2. On the map “Paul’s Missionary Journeys,” where is the scale located?

3. What is the scale of miles on this map?

4. About how many inches on the map is the distance from Athens to Ephesus by sea? How manymiles does this measurement represent?

5. When Paul traveled from Jerusalem to Damascus, about how far (in miles and kilometers) did hetravel?

Standardized Test PracticeDIRECTIONS: Using the map on the previous page, answer the following questions.

1 Berea was about 100 miles fromPhilippi. What is the approximatedistance in kilometers?

A about 160 kilometers

B about 250 kilometers

C about 320 kilometers

D about 400 kilometers

2 The distance between Damascus andAntioch was about 320 kilometers. Whatis the approximate distance in miles?

F about 100 miles

G about 200 miles

H about 250 miles

J about 500 miles

3 In what direction would a person havetraveled on a trip from Ephesus toSparta?

A northwest

B southwest

C northeast

D southeast

4 How much farther was it fromJerusalem to Damascus than it was fromJerusalem to Caesarea?

F about 50 miles

G about 100 miles

H about 150 miles

J about 200 miles

Name __________________________________ Date ____________________ Class ____________


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Social Studies Objective: The student will analyze information by drawing conclusions.

A judgment made after thinking about the facts is known as a conclusion. A conclusion needsto be supported by logical and factual evidence. Drawing conclusions allows you to understandideas that are stated indirectly, so that you can apply your knowledge to a wide range of situations.Drawing conclusions is the last step in the process of reasoning.


One of the most fascinating buildings in theworld is the Taj Mahal in Agra, India. It wasbuilt between 1630 and 1648 by Shan Jahan as asymbol of his love for his favorite wife, MumtazMahal, after her death. Many people think thatthe Taj Mahal is the world’s most beautiful

structure. A nineteenth-century visitor was soimpressed that he said all people in the worldshould be divided into two groups. The groupsshould be those who had seen the Taj and thosewho had not.

The Taj Mahal seems to change colorthroughout the day. Its marble looks blue in themorning, white in the afternoon, and glowingpink at dusk. Inside the building, the tomb ofMumtaz Mahal is also made of white marble. Itwas originally inlaid with jewels.

The Taj Mahal’s perfectly balanced shapeshows a Persian influence. However, the TajMahal was a unique architectural creation of theMoguls. They were the Muslim dynasty thatconquered large areas of India in the 1500s.Some people think that the haystacks in thesurrounding fields were the inspiration for theTaj Mahal’s great dome.

The Taj Mahal

ACTIVITY 11Drawing Conclusions

★ Learning to Draw a ConclusionUse the following guidelines to help you draw a conclusion.

• Make a list of the important facts or ideas inthe reading, visual, or graphic you arestudying.

• Study the list and ask what more you need toknow.

• Write down several conclusions that explainthe meaning of the information.

• Test each conclusion against the facts.

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DIRECTIONS: Review the guidelines for drawing conclusions. Write several facts about theTaj Mahal. Then write a conclusion about the building.

1. Location

2. When built

3. Why built

4. Description

5. Influences/Inspirations

6. Conclusion


Name __________________________________ Date ____________________ Class ____________

1 According to the passage, which of thefollowing is the best description of theTaj Mahal’s function?

A It was a palace used by the shahs.

B It was a tomb.

C It was a mosque.

D Its function is not clear.

2 According to the passage, which of thefollowing statements is accurate?

F The Taj Mahal’s perfectly balancedshape shows that it was created bythe Moguls.

G The Taj Mahal is made of whitemarble.

H The Taj Mahal once burned to theground.

J The Taj Mahal was created by thePersians.


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Social Studies Objective: The student will analyze social studies information by making predictions.

A broad statement drawn from a group of facts is called a generalization. Learning to makegeneralizations will help you develop conclusions and identify trends. An example of ageneralization is “Only tall people play basketball well.” Can this be supported by facts? If not, it isnot a valid generalization.


The Tang dynasty lasted from A.D. 618 untilA.D. 907. The early Tang rulers were reformerswho strengthened China’s government and re-stored the civil service examination. They broughtpeace to the countryside and gave more land tofarmers. Farmers made improvements in farmingtechniques and grew more food. With morefood, the number of people in China increased.

China regained much of its power and Tangarmies moved north into Korea and south intoVietnam. They also pushed west into central Asia,invaded Tibet, and took control of the Silk Road.As a result, Chinese merchants were able to trade

with people in other parts of Asia. The Chinesetraded silk fabric, porcelain, steel, paper, and teain exchange for gold, silver, precious stones, andfine woods. Travelers from other parts of Asiaintroduced foreign fashions, music, and forms ofentertainment.

Early Tang rulers allowed Buddhism to bepracticed in China. However, by A.D. 845 Tangofficials felt threatened by Buddhism’s growingpopularity and had many Buddhist monasteriesand temples destroyed. The Tang dynasty gave itssupport to a new kind of Confucianism calledneo-Confucianism.

China During the Tang Dynasty

ACTIVITY 12Making Generalizations


★ Learning to Make GeneralizationsUse the following guidelines to help you make generalizations.

• Collect facts about a topic.• Classify the facts into categories.• Identify the relationships among the facts.• Make a generalization that states a

relationship and agrees with most of the

supporting facts.• Write a paragraph using the generalization

and its supporting facts.• Examine how your generalization relates to

cause-and-effect relationships.

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Name __________________________________ Date ____________________ Class ____________

DIRECTIONS: Generalizations are made from supporting facts. Study the chart below and thereading selection on the previous page. Then make a generalization about the Tang dynasty. Writeyour sentences on a separate sheet of paper.

1 Which of the following statements aboutthe Tang dynasty is accurate?

A During the Tang dynasty, China wasisolated from the outside world.

B Farming became less importantduring the Tang dynasty.

C Buddhism was the official religion inChina during the Tang dynasty.

D The Tang dynasty was the great ageof Chinese poetry.

2 Which of the following generalizationsabout the Tang dynasty is supported bythe facts?

F The Tang dynasty was the greatestperiod in Chinese history.

G The Tang dynasty was an inventiveand outward-looking period inChinese history.

H The Tang were too interested in newdiscoveries to concern themselveswith religion.

J There were no problems during theTang dynasty.

Standardized Test PracticeDIRECTIONS: Answer the following questions based on the reading and the chart.

The Tang Dynasty

Government Monarchy with a large bureaucracy; empire divided into provinces, districts, and villages;government based on Confucian principles; government officials chosen by civil serviceexaminations

Economy Trade and manufacturing grew dramatically, but economy still based primarily onfarming; more farmland and new farming techniques led to an abundance of food

Expansion Armies moved north into Korea, south into Vietnam, west into Central Asia and Tibet

Technological Steelmaking; cotton for clothing; gunpowder for explosives; invention of printingDevelopments

Cultural Great age of poetry; porcelain perfected; new forms of entertainment, such as playingDevelopments cards, chess, and polo

Religion Buddhism increased in popularity, but Tang rulers began to fear its growing power andhad many Buddhist monasteries and temples destroyed; official support given to neo-Confucianism


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Social Studies Objective: The student will analyze statistics to interpret social studies information.

Statistics are sets of tabulated information. They may be gathered through surveys and othersources. In statistics, a sample is the population or group being studied, to which the statisticsapply. When there are two or more sets of data, the sets may be related or unrelated.

★ Practicing the SkillDIRECTIONS: Read the selection and study the table below. Then complete the activity thatfollows.

ACTIVITY 13Analyzing Statistics

★ Learning to Analyze StatisticsUse the following guidelines to help you analyze statistics.

• Decide what population or group is beingstudied.

• Determine if the sets of data are related orunrelated.

• Draw conclusions about the meaning andimportance of the data.

Slavery was not new in Africa, but two things happened in the 1400s that dramatically changed the trading of enslaved people. The Portuguese explorers put Europe in contact with Africa, andColumbus reached the Americas. As the Americas were colonized, the demand for enslaved people in-creased beyond anything that had been known before. Europeans turned to Africa to meet that demand.

The Atlantic Slave Trade

Source: Philip D. Curtin. The Atlantic Slave Trade: a Census. Madison: University of Wisconsin Press, 1969.

Estimated Imports of Enslaved People into the Americas by Importing Region, 1451–1870

(in thousands)

Region/Country 1451–1600 1601–1700 1701–1810 1811–1870 TotalBritish North America 348.0 51.0 399.0

Spanish America 75.0 292.5 578.6 606.0 1552.1

British Caribbean 263.7 1401.3 1665.0

French Caribbean 155.8 1348.4 96.0 1600.2

Dutch Caribbean 40.0 460.0 500.0

Danish Caribbean 4.0 24.0 28.0

Brazil 50.0 560.0 1891.4 1145.1 3646.8

Total 125.0 1316.0 6051.7 1898.1 9391.1

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Name __________________________________ Date ____________________ Class ____________

DIRECTIONS: Based on the table on the previous page and the graph below, answer thequestions that follow.

Standardized Test PracticeDIRECTIONS: Study the table on the previous page and the graph above. Then answer thefollowing questions.

1. What is the sample being studied?

2. What time period is covered by the table? by the graph?

3. Do the statistics in the table and graph support each other? How are they alike? How are theydifferent? Write your answers on a separate sheet of paper.

1 To which area of the Americas were themost enslaved people taken from 1601to 1810?

A British North America

B Brazil

C French Caribbean

D Dutch Caribbean

2 During which of the following timeperiods were the most Africans enslaved?

F 1600 to 1650

G 1650 to 1700

H 1700 to 1750

J 1750 to 1800

100,000

10,000

1,000

100

1450 1550 1650 1750 1850 1870

Major Trends of the Atlantic Slave Trade 1450–1870

Source: Philip D. Curtin. The Atlantic Slave Trade: a Census. Madison: University of WisconsinPress, 1969.

Name __________________________________ Date ____________________ Class ____________


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Social Studies Objective: The student will analyze information by identifying cause-and-effectrelationships.

Any condition or event that makes something happen is known as a cause. What happens as aresult of a cause is an effect. Cause-and-effect relationships explain why things happen and howactions produce other actions. Cause-and-effect relationships can be simple or complex. Sometimesseveral different causes produce a single effect. At other times, one cause can produce severaleffects.

★ Practicing the SkillDIRECTIONS: When studying details about history, graphic organizers can help in understandingcauses and effects. Study the graphic organizer below. Then complete the activity that follows.

Japan is a chain of islands surrounded by the Sea of Japan and the Pacific Ocean. The islands areactually the tops of underwater mountains. So much of Japan’s land is rugged. Japan’s geography hasshaped its history and culture. The following graphic organizer shows some of the results (effects) ofJapan having mountains.

Japan’s Geography

ACTIVITY 14Perceiving Cause-And-Effect Relationships


★ Learning to Perceive Cause and EffectUse the following guidelines to help you perceive cause-and-effect relationships.

• Select an event.• Compare the situation at the time of the

event with conditions before it happened(causes) and after it happened (effects).

• Look for vocabulary clues to help you decidewhether one event caused another. Words orphrases such as brought about, produced, made,

resulted in, because of, therefore, and as a resultindicate cause-and-effect-relationships.

• Describe the causes and effects of the event.• Look for other relationships between the

events. Check for other, more complex,connections beyond the immediate cause andeffect.

Effects:

Only 20% of Japan’s land could be farmed.

Armies fought for farmland.

Japanese fished for a living.

Fish and seafood became important to theJapanese diet.

Cause:

The geography of Japanincludes mountains andsea/ocean.

DIRECTIONS: Refer to p. 485 in your textbook and read about the effects that the sea andocean have had on Japan’s history and culture. Then fill in the graphic organizer below withinformation from that page. To get you started, one effect has been given.

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Name __________________________________ Date ____________________ Class ____________

Effect:

Japanese could travel easily from island to island in ships.

Effect:

Effect:

Effect:

Standardized Test PracticeDIRECTIONS: Study the map on pages R22 and R23 and the graphic organizers above. Thenanswer the following questions.

1 Based on the information in the graphicorganizers, which of the followingstatements about Japan is accurate?

A The Japanese could travel easily byship, so they had a lot of contactwith the outside world.

B Because only a small amount ofJapan’s land could be farmed, theJapanese relied on trade with othercountries to get their food.

C The Japanese borrowed most oftheir customs from other cultures.

D The Japanese were isolated anddeveloped their own unique culture.

2 Based on the information in the map,which of the following countries wouldyou expect has had the greatestinfluence on Japan’s culture?

F China

G India

H Korea

J Both China and Korea

Cause:

Sea/oceansurrounded Japan’sislands.

Name __________________________________ Date ____________________ Class ____________


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Social Studies Objective: The student will use appropriate mathematical skills to interpret social studiesinformation such as maps or graphs.

Drawings that present statistical data are known as graphs. Each kind of graph has certainadvantages in presenting numerical facts. Line graphs are best for showing how statistics changeover time. Bar graphs are better for making statistical comparisons. Circle graphs show relationshipsamong parts of a whole.

★ Practicing the SkillDIRECTIONS: Study the bar graph below to discover population changes in European countriesduring the Middle Ages.

ACTIVITY 15Interpreting Graphs

★ Learning to Interpret GraphsUse the following guidelines to help you interpret graphs.

• Read the graph’s title.• Read data on the axes of bar graphs, follow

the dots/lines on a line graph, or read the

labels for each segment in a circle graph.• Analyze the data, make comparisons, and

draw conclusions.

Source: Colin McEvedy and Richard Jones. Atlas of World Population History. New York: Facts on File, 1979.

0

5

10

15

20

1500140013001200

(fig

ures

in m

illio

ns o

f peo

ple)

Population Change in Selected European Countries, 1200–1500

British Isles

France

Italy

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Name __________________________________ Date ____________________ Class ____________

DIRECTIONS: Use the information on the bar graph on the previous page to make a linegraph in the space provided below. On a line graph, numbers usually appear on the vertical axis,while time is usually shown on the horizontal axis. Lines on the graph show whether the num-bers go up or down over time. On your line graph, show population changes that occurred inEuropean countries over time. Place a title on the horizontal axis. Select and compare twocountries, using two lines of different colors. Then draw conclusions about the populations ofthese countries during the Middle Ages.

Standardized Test PracticeDIRECTIONS: Analyze the bar graph and table on the previous page, and then answer thefollowing questions.

1 What was the approximate population ofFrance in 1300?

A 10 million

B 10.5 million

C 11 million

D 16 million

2 Which of the countries on the bar graphwas the most heavily populated in 1500?

F France

G British Isles

H Italy

J Poland

1200 1300 1400 1500

Year

Title:

1614121086420P

opu

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Social Studies Objective: The student will identify relationships and recognize outcomes in a variety ofwritten texts.

A prediction involves foretelling the results of a future event based on reliable information.Accurate predictions depend both on gathering reliable facts and on observing past behaviors insimilar situations.

★ Practicing the SkillDIRECTIONS: Read the following selection and complete the activity that follows.

Two of the finest archaeological sites in theAmericas are located high in the Andes of Peru.One of these is Cuzco. It was the ancient capitalof the Inca, an early civilization. Cuzco has beennamed the Archaeological Capital of SouthAmerica and a Cultural Treasure of Humanity.When the Spanish conquistador Francisco Pizarrofirst saw Cuzco, he wrote to the king of Spain:“This city is the greatest and finest seen in thiscountry or anywhere in the Indies. We can assureyour majesty that it is so beautiful and has suchfine buildings that it would be remarkable evenin Spain.”

The second and even more magnificent siteis Machu Picchu. This abandoned Incan city was

only rediscovered in 1911. Machu Picchu is soremote that even today it can only be reached byhiking trails and a small railroad. Yet manythousands of visitors come each year to view thissite and hike the Inca Trail. The houses andtemples of Machu Picchu are built of stone ontop of a mountain and are connected by narrowstone walkways. Machu Picchu has been named aHistoric National Sanctuary.

The problem today is that people damagethe ruins’ sites by going off trail, eroding trailsthrough overuse, and chipping away souvenirs.They also litter the trails and set campfires thatget out of control.

Two Archaeological Treasures

★ Learning to Predict OutcomesUse the following guidelines to help you predict outcomes.

• Review what you already know by listingfacts, events, or people’s responses. The listwill help you recall important details andhow they affected people.

• Define and analyze patterns. Determine whatthe patterns show.

• Combine your knowledge and observationsof similar situations.

• Make a prediction.

ACTIVITY 16Predicting Outcomes

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Name __________________________________ Date ____________________ Class ____________

DIRECTIONS: You can develop skills that will help you identify the logical outcomes ofdecisions or actions. Review the guidelines on the previous page for predicting outcomes. Studythe map and photo below. Then answer the following questions about the problems facingmany historical sites.

1 The selection gives you reason to believethat the Peruvians will

A ignore the problems faced by Cuzcoand Machu Picchu.

B ban tourists from the historical sites.

C take steps to preserve the sites whileallowing some tourism.

D hand the sites over to the UnitedNations.

2 In what way have Peruvians shown theirconcern for the future of these sites?

F They have banned hiking on theInca Trail.

G They have named the sites a culturaltreasure and a national sanctuary.

H They discourage tourism in theAndes.

J The residents of Machu Picchu havebanned littering.

1. Based on the information about the sites in Peru and on your knowledge of other sites, whatfactors often pose threats to historic places?

2. What steps do you think governments and private groups will take to remedy the problems?

Standardized Test PracticeDIRECTIONS: After reading the selection on the previous page, answer the following questions.

ECUADOR

BRAZIL

BOLIVIA

CHILE

COLOMBIA

Tumbes

Piura

Chiclayo

Trujillo

Chimbote

Caraz

LIMA

Huascarán

Huancayo

PiscoMachu Picchu

Sechin

Puno

Arequipa

IcaNazca

Cuzco

TacnoDesaguadero

SE

D

NA

EH

T

Amazon R.Río Napo

Río Marañón

Río

Ucayali

LakeTiticaca

PA

CIFIC

OC

EA

N

Peru: Historical Monuments

Mercator Projection

0 150

150

300 mi.

0 300 km

Land above 200 meters

Historical monument

Capital city

Mountain peak

Machu Picchu

Name __________________________________ Date ____________________ Class ____________


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Social Studies Objective: The student will recognize points of view, propaganda, and/or statements of factand nonfact in a variety of written texts.

A person’s point of view is the way in which he or she interprets topics or events. There are anumber of factors that affect a person’s point of view, including age, gender, ethnic background,and religion. It will help you to be able to interpret different points to know how fair an argumentis or how accurate a description is.

★ Practicing the SkillDIRECTIONS: Read the following introduction and excerpt on Leonardo da Vinci written by anart critic. Then answer the questions that follow.

★ Learning to Recognize a Point of ViewUse the following guidelines to help you recognize point of view.

• Read the material and identify the generalsubject.

• Gather background information on the topicand the author.

• Identify information on topic that the authorhas emphasized or excluded.

• Identify any words or phrases suggesting apersonal opinion.

ACTIVITY 17Recognizing a Point of View

“ . . . [Leonardo] practiced not one art only,but all those in which drawing played a part; andhaving an intellect so divine and marvelous thathe was also an excellent geometrician . . . hemade drawings both of ground-plans and otherdesigns of buildings. . . . Since he wished that his profession should be painting, he studieddrawing after nature. . . . No one has everequaled him in perfection of finish; and I have

one, [a drawing of] a head . . ., which isdivine. . . . He was continually making modelsand designs to show men how to remove moun-tains with ease . . . and by means of levers, wind-lasses [hoisting machines], and screws, he showedthe way to raise and draw great weights, togetherwith methods for emptying harbors, and pumpsfor removing water from low places, things whichhis brain never ceased from devising.”

Leonardo da Vinci

Leonardo da Vinci was an artist who lived from 1452 to 1519. He represented the greatestachievements of the Italian Renaissance. A master of painting, sculpture, anatomy, architecture, geom-etry, and technology, Leonardo was considered a “universal man,” a person who excelled in manydifferent fields. In 1550, the noted writer and art critic Giorgio Vasari wrote the following aboutLeonardo:

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Name __________________________________ Date ____________________ Class ____________

DIRECTIONS: Identifying point of view helps you determine the accuracy of a description.Review the guidelines for recognizing point of view and answer the following questions.

1 You can tell from the excerpt that theart critic regarded Leonardo as a

A reformer.

B genius.

C misguided artist.

D borrower of others’ ideas.

2 Read the information in the excerpt andthe illustrations. Which point of view isdisplayed about Leonardo?

F Leonardo could not write or play amusical instrument.

G Leonardo had no interest in classicalscholarship or philosophy.

H Nature was of no interest toLeonardo.

J Leonardo was interested in allaspects of life.

1. What is the general subject of the excerpt by the art critic?

2. Why is it important to know the author is an art critic?

3. What words or phrases indicate his point of view?

4. Do you agree or disagree with the viewpoint of the critic? Explain.

Standardized Test PracticeDIRECTIONS: After reading the selection on the previous page, answer the following questions.

Name __________________________________ Date ____________________ Class ____________


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ACTIVITY 24Classifying Facts and Details

Social Studies Objective: The student will analyze information and form hypotheses.

A hypothesis is an educated guess based on evidence about a situation, a problem, or apuzzle. Forming a hypothesis is a step in the scientific method. To prove or disprove a hypothesis,you must organize and analyze data and draw conclusions.


When the scientific method started beingused, it swept away the inaccurate ideas

of earlier philosophers and scientists.One of the first thinkers to questionancient ideas was the scientist Galileo

Galilei. His writings questioned thechurch’s beliefs about the universe.Two more thinkers responsible fordeveloping the scientific method were

Francis Bacon and René Descartes. Baconand Descartes wrote that truth must be reachedthrough reason. Bacon believed that ideas basedsolely on tradition or unproven facts should be

discarded completely. Descartes began his searchfor knowledge by doubting everything except hisown existence. He believed that he had foundone self-evident truth in the statement, “I think,therefore I am.”

Isaac Newton used the scientific method ashe studied mathematics and science. He said,“Asking the correct question is half the problem.Once the question is formulated there remains tobe found only proof. . . .” The application of thescientific method to understanding the world wasprobably the most important discovery of the1600s.

The Scientific Method

★ Learning to Make and Test HypothesesUse the following guidelines to help you in making and testing hypotheses.

• Observe and ask a detailed question aboutyour observation. Ask questions such as why,how, where, when, which, and if.

• Form a hypothesis by making an educatedguess to answer the question.

• Gather and analyze data to prove or disproveyour hypothesis.

• Question your hypothesis by testing anddiscarding unimportant information.

• If necessary, modify your conclusion andretest.

• Interpret results and draw conclusions, usingfacts to prove or disprove it.

ACTIVITY 18Forming Hypotheses

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Name __________________________________ Date ____________________ Class ____________

DIRECTIONS: Based on the selection on the previous page and your textbook, think aboutthe steps Isaac Newton might have used to develop his idea about the movement of theplanets.

1. Question:

2. Hypothesis:

3. Testing:

4. Conclusion:

Standardized Test PracticeDIRECTIONS: Read the paragraphs on the previous page and answer the following questions.

1 Which question might Newton haveasked as he developed a hypothesisabout gravity?

A How does the apple fall from thetree?

B What makes up white light?

C What prevents the polar ice capsfrom melting?

D Why does every action have anopposite reaction?

2 Review the steps in the scientificmethod. Which of the following stepswould you take after modifying yourconclusion?

F Discard unrelated data and modifythe conclusion.

G Form a hypothesis, analyze data, andchallenge the hypothesis.

H Retest, interpret results, and drawconclusions.

J Ask a question, form a hypothesis,and gather data.


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ACTIVITY 19Analyzing a Political Cartoon


Social Studies Objective: The student will interpret the social and political messages of cartoons.

Political cartoons are a visual way to express an opinion or point of view. Cartoonists usesymbols and caricatures to represent their ideas. A caricature is a drawing that exaggerates actions,parts, or features of the subject. Political cartoons may be positive or negative, depending on thecartoonist’s point of view. The cartoons help readers see how people and events are related. Theyalso help readers draw conclusions about people and events.

★ Practicing the SkillDIRECTIONS: Read the paragraphs below and complete the activity that follows.

The German thinkers Karl Marx andFriedrich Engels called on the workers of theworld to unite in revolt against the ruling classes.In their pamphlet The Communist Manifesto, they appealed: “Let the ruling classes tremble at a communist revolution. The proletarians[workers] have nothing to lose but their chains.They have a world to win. Working men of allcountries, unite!”

Marx and Engels believed that the rulingclasses had taken advantage of workers. Theybelieved that conflicts between property owners

and workers who did not own property wouldcontinue until capitalism was destroyed. Theirgoal was a society in which all people would beequal and all goods would be held in common.

History did not turn out the way Marxthought it would, however. By 1900, conditionshad improved for many western Europeanworkers. These workers were able to use demo-cratic means to achieve their goals. The firstMarxist revolution did not take place in anindustrial society. Rather, it took place in Russia,where most of the people farmed.

The Communist Manifesto

★ Learning to Analyze a Political CartoonUse the following guidelines to help analyze political cartoons.

• Determine the main theme or subject of thecartoon.

• Find out what the cartoon’s caricatures andsymbols represent.

• Identify the issues that are addressed.• Draw conclusions about the cartoonist’s

point of view.

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DIRECTIONS: The cartoon below shows the working class overthrowing the ruling class.Study the cartoon and then match the cartoon’s figures to the ideas they represent.

Name __________________________________ Date ____________________ Class ____________

1 Which of the following statements aboutthe cartoon is accurate?

A The ruling class bows before themasses of workers.

B The social classes bow before theruling class, but then rejoice when itis overthrown.

C The ruling class overthrows theother social classes.

D After the victorious worker over-throws the ruling class, the otherclasses bow before it.

2 Which of the following statements besttells the cartoonist’s point of view?

F The cartoonist supports the rulingclass.

G The cartoonist opposes the workingclass.

H The cartoonist supports the workers.

J The cartoonist does not believe inMarx’s theory of class struggle.

Figures in the Cartoon

1. the figure at the top of the first cartoon boxwho is sitting on a throne and has a crown

2. the large bearded figure in the center of bothcartoon boxes

3. the figures at the bottom of both cartoon boxes

4. the figure at the top of the second cartoon boxwho is holding the figure from the top of thefirst cartoon box

Ideas Represented by the Figures

A. the masses of workers(proletarians)

B. the ruling class

C. other social classes

D. the victorious worker

Standardized Test PracticeDIRECTIONS: After studying the cartoon above, answer the following questions.


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Social Studies Objective: The student will use decision-making skills and recognize outcomes in a variety of written texts.

In problem solving, making a choice between two or more possible courses of action is knownas a decision. Making decisions involves thinking about good things or bad things that each courseof action may bring.

★ Practicing the SkillDIRECTIONS: Study the following statements about United States foreign policy during WorldWar I. Then complete the activity that follows.

Wilson Wants the U.S. to Stay Out of the War

August 19, 1914“The effect of the war upon the United

States will depend upon what American citizenssay and do. Every man who really loves Americawill act and speak in the true spirit of neutrality[not taking sides]. . . . Some will wish one nation,others another, to succeed in the momentousstruggle. . . . Such divisions . . . might seriouslystand in the way of the proper performance ofour duty as the one great nation at peace. . . .”

Wilson’s Note to the German Ambassador

May 13, 1915“In view of recent acts of the German

authorities in violation of American rights on the

high seas which culminated [resulted] in thetorpedoing and sinking of the British steamshipLusitania on May 7, 1915, . . . it is clearly wiseand desirable that [our governments] shouldcome to a clear and full understanding as to thegrave situation which has resulted.”

Wilson’s Address to Congress April 19, 1916

“[I]f it is still its purpose to prosecute[create] . . . warfare against vessels of commerceby the use of submarines . . . the Government of the United States is at last forced to theconclusion that there is but one course it canpursue . . . to sever [cut] diplomatic relationswith the Government of the German Empirealtogether.”

ACTIVITY 20Making Decisions


★ Learning to Make a DecisionUse the following guidelines to help you make a decision.

• Find out what problem requires a decision.• List the courses of action you might take.• Think about the good and bad sides to each

course of action.

• Think about how each course of action willhelp you reach your goals.

• Make a decision and put it into effect.

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DIRECTIONS: Imagine that you are U.S. President Woodrow Wilson in the spring of 1917.Should the United States become involved in WWI—a conflict 3,000 miles away? Use thesources you just read and your textbook to answer the following questions.

1. What was President Wilson’s policy on the war in 1914?

2. How did events from 1914 to 1917 change this policy?

3. On a separate sheet of paper, list the possible courses of action that the United States had in 1914to 1917. Then list the positive and negative consequences of each action. If you were PresidentWilson, what decision would you make?

Name __________________________________ Date ____________________ Class ____________

Germany Tries to Gain Mexico’s Help(The Zimmerman Note January 19, 1917, from

the German Foreign Secretary to the German Ambassador in Mexico)

“[W]e intend to begin submarine warfareunrestricted. In spite of this, it is our intention toendeavor [try] to keep neutral the United States

of America. If this attempt is not successful, wepropose an alliance on the following basis withMexico: That we shall make war together andtogether make peace. We shall give generalfinancial support, and it is understood thatMexico is to reconquer the lost territory in New Mexico, Texas, and Arizona.”

Standardized Test PracticeDIRECTIONS: After completing the activity, answer the following questions.

1 What actions by Germany in 1915 and1916 caused official American protests?

A invasions of other European nations

B use of submarines to sinkcommercial and passenger ships

C German efforts to win allies in Asia

D German mistreatment of Russianprisoners

2 What additional action by Germany in1917 helped bring the United Statesinto the war?

F Germany’s attempt to get Mexico tobe its ally

G German agreements with Russia andFrance

H German invasion of Belgium

J German terrorist activity in theAmericas


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Social Studies Objective: The student will identify propaganda in written, oral, and visual material.

Propaganda is communication that aims to convince people to accept a viewpoint that may begood or bad. It is not based on factual evidence. Propaganda tries to appeal to people’s emotions.By doing this, it attempts to convince people to accept a certain viewpoint—sometimes withoutgiving it careful thought.

★ Practicing the SkillDIRECTIONS: Read the following selection, study the poster, and complete the activity on thefollowing page.

ACTIVITY 21Recognizing Forms of Propaganda


★ Learning to Recognize PropagandaUse the following guidelines to help you recognize propaganda.

• Look for words or images that are filled withemotion or used to alarm the reader.

• Identify various techniques of propagandists.

• Find out who is the target for thepropaganda.

• Draw conclusions about the use ofpropaganda to unite and motivate.

“Guns, tanks, and bombs were the principalweapons of World War II, but there were other,more subtle, forms of warfare as well. Words,posters, and films waged a constant battle for thehearts and minds of the American citizenry justas surely as military weapons engaged the enemy.Persuading the American public became awartime industry, almost as important as themanufacturing of bullets and planes. TheGovernment launched an aggressive propagandacampaign to galvanize [stir up] public support,and some of the nation’s foremost intellectuals,artists, and filmmakers became warriors on thatfront.”

(Source: Introduction to “Powers of Persuasion” Exhibit,National Archives Building, Washington, D.C.)

The Use of Propaganda in War Time

During World War II, the most effectivepropaganda posters were those that made adirect, eye-catching appeal.

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DIRECTIONS: Propaganda appeals to people’s hopes, fears, and biases. In World War II, theAxis Powers and the Allies used propaganda. Read the following statements made by AdolfHitler and Winston Churchill. Answer the questions below that relate to propaganda usedduring World War II.

Name __________________________________ Date ____________________ Class ____________

1 The aim of the U.S. war poster on theprevious page was to

A promote unity among the Allies.

B encourage people to buy war bonds.

C persuade volunteers to join thearmed forces.

D urge workers to increase productionand win the war.

2 In his speech, Winston Churchill aims toboost British support for the war effortby

F recalling past British military victories.

G describing the war as a struggle forsurvival against evil.

H disguising the horror and struggle ofwar.

J appealing to German sympathizers.

Adolf Hitler“The victor will not be asked afterward

whether he told the truth or not. In starting andwaging a war it is not right that matters, butvictory. Close your hearts to pity! Act brutally!Eighty million people must obtain what is theirright. . . . The stronger man is right. . . . Beharsh and remorseless! Be steeled against all signsof compassion! Whoever has pondered over thisworld order knows that its meaning lies in thesuccess of the best means of force. . . . ”

Winston Churchill“We have before us an ordeal of the most

grievous kind. You ask, what is our policy? I willsay: it is to wage war against a monstroustyranny, never surpassed in the dark, lamentable[sad] catalogue of human crime. That is ourpolicy. You ask, what is our aim? I can answerwith one word: Victory—victory at all costs,victory in spite of terror, victory, however longand hard the road may be; for without victory,there is no survival.”

1. What is the general purpose of propaganda?

2. What emotion-filled words and phrases do you find in the two statements above?

3. Briefly state how propaganda is used or described in the two statements.

Standardized Test PracticeDIRECTIONS: Based on the readings and the poster, answer the following questions.


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Social Studies Objective: The student will interpret editorial writing.

An article written for publication that expresses the writer’s opinion on an issue is known as aneditorial. “Letters to the Editor” found in newspapers are also examples of editorials. Like politicalcartoons, editorials try to influence public opinion and get people to discuss issues.


ACTIVITY 22Interpreting Editorials


★ Learning to Interpret an EditorialUse the following guidelines to help you interpret editorials.

• Read the editorial and identify the issue orsubject being discussed.

• Identify aspects of the issue or points of viewthat the writer has emphasized or excluded.

• Identify any words or phrases that indicate apersonal opinion.

• Draw conclusions about the writer’s positionon the issue.

The North AtlanticTreaty Organization(NATO) is a political andmilitary alliance that wasformed in 1949 by the

United States, Canada, and ten WesternEuropean countries. It was originally created toprevent the spread of communism into WesternEurope. The North Atlantic Treaty that estab-lished NATO stated that an attack against anymember of NATO would be considered an attackon all members.

Twelve nations signed the North AtlanticTreaty in 1949. They were Belgium, Great

Britain, Canada, Denmark, France, Iceland, Italy, Luxembourg, the Netherlands, Norway,Portugal, and the United States. Other nations,including Greece, Turkey, Spain, and WestGermany (eventually became a united Germany),later were admitted to NATO as members.

After the Cold War ended, NATO made itsforces available for peacekeeping missions to non-NATO countries. It also began to cooperate withformer Warsaw Pact members. In the late 1990s,several of these formerly Communist countriesbegan to seek membership in the NATO alliance.By the end of March 2004, there were 26 NATOmembers.

The North Atlantic Treaty Organization (NATO)

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DIRECTIONS: Editorials appeal to both reason and emotion to persuade people to accept a particular position on an issue. In early 1998, a debate began on whether or not the UnitedStates should support NATO membership for former Communist nations. Poland, Hungary, and the Czech Republic were three of these nations. Study the following editorial from theDallas Morning News, March 2, 1998, and answer the questions that follow.

The Senate should ratify [approve] NATO membership for Poland, Hungary, and the CzechRepublic.

If it declines, those nations would inhabit a “gray zone” of insecurity between NATO andRussia, increasing the risk of instability and the likelihood that the United States would be drawninto another European war. . . .

One benefit would be psychological. At last, the artificial line dividing West and East would be erased. As NATO members, Poland, Hungary, and the Czech Republic would retake their placein the community of Euro-Atlantic democracies, from which they were forcibly separated afterWorld War II.

NATO is emerging as something radically new. Don’t think of it anymore as a lot of tanks,troops, and airplanes congregated along a long front. Think of it as projecting stability andmanaging crises. . . .

Cold War or no Cold War, there is value in collective [shared] defense. Like it or not, theUnited States needs allies who share its values. The Senate should ratify expansion, and by morethan the required two-thirds majority.

1. What is the subject of the editorial?

2. Does the writer present all sides of the issue, or does he take a particular position on this issue?

Standardized Test Skills PracticeDIRECTIONS: Answer the following questions based on the editorial.

Name __________________________________ Date ____________________ Class ____________

1 According to the writer of the editorial,what is the main argument for addingnew members to NATO?

A The cost of expanding NATO is notsignificant.

B NATO provides a defense againstinstability and crises.

C Russia is no longer a threat toNATO.

D NATO needs financial support fromnew members.

2 Which of the following statements bestdescribes the writer’s position?

F Because the Cold War is over, thereis no need for NATO.

G The line dividing West and Eastshould be maintained.

H Former Communist nations shouldnot be admitted to NATO.

J Poland, Hungary, and the CzechRepublic should be givenmembership in NATO.

Documents

Standardized Test Skills Practice Workbook - Student … History/World History Test Prep.pdf · Standardized Test Skills Practice Workbook. ... Activity 2 Descriptive Writing About