STRATEGIES FOR SUCCESS ON
MULTIPLE CHOICE QUESTIONS
General Suggestions
Cartoon Analysis Questions
Graphic Questions
Map Questions
Speaker and Quotation
Questions
SS 20-1
GENERAL QUESTION
STRATEGIES
 there are several approaches that can
improve multiple choice test writing skills.
You should practice these suggestions and
attempt as many as possible prior to
writing final examinations.
 Answer all questions; the correct answer is
there!!
 There is a single best answer that can be
determined by using cues and clues.
GENERAL QUESTION STRATEGIES CON’T:
 Read every word in each question, noting if the
question involves a political, economic, or social
dimension.
 Underline and make notes in the margins while
reading.
 Cross out answers that are wrong, misleading, or off
topic.
 Cover up the provided answers, supplying your own
answer, and finding the choice that most closely
matches your own.
 Read all answers to the questions before reading the
question.
GENERAL QUESTION STRATEGIES CON’T
 If the question refers to a specific source, speaker,
or term provided on the test, read all available
information to make certain the context is
clearly understood.
 When reviewing answers, do not change answers
unless an obvious error is noticed.
1. Which of the following types of nationalism is
most useful for promoting national unity in a
bilingual, multi-racial, and multicultural country
such as Canada?.”
Correct answer: a generalized
A. Civic nationalism
B. Tribal nationalism
C. Ethnic nationalism
D. Cultural nationalism
nationalism that is inclusive for
a diverse country like Canada!
Too specific and
exclusive in meaning
Another case where a
generalized response
works with groups that are
diverse from one another
– all have different wants
Group I Cree people in Canada
Group II Quebecois in Canada
Group III Inuit people in Canada
Group IV Metis people in Canada
2. Which of the following statements is true for all of the
given groups?
A. Each group considers themselves a nation-state
within Canada.
B. Each group considers themselves a nation within
Canada.
C. Each group is opposed to self-determination.
D. Each group desires separation from Canada.
CARTOON ANALYSIS QUESTIONS
Editorial or political cartoons are
often used as sources for analyzing
concepts such as leadership and
ideology.
 historical events and leaders are
frequently portrayed in editorial
cartoons
CARTOON ANALYSIS QUESTIONS
 Each cartoon conveys a point of view or an
opinion.
The following questions can assist you in your
analysis of editorial or political cartoons:
 What is the context or time period?
 When did the event, issue, or problem occur?
 What is the problem, issue, or event being
dealt with in the cartoon?
 Are there any real people in the cartoon? If so,
who are they?
 What is the cartoonist's view of these people?
CARTOON ANALYSIS QUESTIONS
 Are there any groups of representative figures
in the cartoon? What is the cartoonist's view
of these people?
 Are there any details in the cartoons, such as
names, dates, or symbols?
 What bias(es) is presented in the cartoon?
What is the cartoonist in favour of or opposed
to? How is this shown?
 What is the caption or title of the cartoon?
What word(s) or phrase(s) is most
meaningful? . What message is the cartoonist
trying to communicate about the event, issue,
or problem?
Use the following cartoon about former French President
Jacques Chirac to answer the next 2 questions:
3.The cartoon best exemplifies nationalism’s
tendency to encourage:
A.Fraternity within a political
dimension.
B. Conformity within a social dimension.
C.Individuality within a political
dimension .
D.Multiculturalism within a social
dimension.
4. Which current within modern French
nationalism most likely pushed for
the changes in attire shown in the
cartoon?
A. secularism
B. democracy
C. meritocracy
D. republicanism
GRAPHICS
 Charts, diagrams, tables, and other graphic
sources require you to analyze and interpret
information.
 Careful reading of the key words and data can
establish the context of the sources.
 Noting details by highlighting, underlining, and
circling key numbers, changes, and details can
help to identify the major ideas, events, concepts,
or trends illustrated.
 Using key words from the questions and choices
allows you to select the most appropriate
information.
Use the following data to answer the next question:
Country
W
Area
in km2
2 500 000
Population
(millions)
20
Life Expect
(years)
77
Per Capita
Income ($)
11 000
Main
Exports
coal, wheat,
wool
automobiles,
machinery,
electronic
goods
X
400 000
83
78
16 000
Y
10 000 000
27
76
8 000
sheep, wool,
butter
Z
250 000
5
66
2 000
coffee,
fodder, iron
ore
5. In reference to the chart, the pair of nations that are most
likely part of the developing world are:
A. W,Z
B. X,Y
C. Y,Z
D. Z,X
6. From the perspective of economic
development, the country that
does not quite fit with the other
three on the chart is
A. W
B. X
C. Y
D. Z
-MAP QUESTIONS
•Examination questions that use map sources require
attention to specific details as well as spatial thinking.
Use the following questions to guide your analysis of
maps.
•What year or period of history does the map represent?
•Is there a title? If so, treat the title as a guideline for the
major idea(s)to be addressed. If not, what title would be
more appropriate and why?
•Note that the nations, actions, locations, and events
contained in the map provide clues as to the time period
as well as the questions asked.
 MAP QUESTIONS
 Are the dates appropriate for the map and
event(s) in the source?
 Does the title agree with the information
provided?
 What concept or idea is most closely associated
with this map?
21st Century Northern Nation-States
7.The darkened and/or shaded countries on the
above map are most likely associated with:
A. The Commonwealth
B. The North Atlantic Treaty Organization
C. The Organization Internationale de la
Francaphonie
D. The Arctic Council
7. An appropriate title for the map most likely could
be:
A. “Cold War Tensions Decline on the Continents”
B. “Nationalist Uprising Create North American
Upheaval”
C. “Regional Interests Co-exist Alongside Political
Differences”
D. “The North Reshaped by Decisions Made at in
Washington”
 SPEAKER AND QUOTATION SOURCE
QUESTIONS
 The use of speaker questions as well as those
including quotations present challenges for test
writers.
 It is imperative to identify the point of view as well as
the key ideas presented in each text source. These
suggestions can aid you in answering such questions.
 Underline or highlight key words and terms in each
quotation or text source to identify the point of view
most clearly associated with those terms.
 QUOTATION SOURCE QUESTIONS
 Identify the perspective of the speaker questions
which range on a spectrum of views such as pronationalist, anti-nationalist, collectivist, and
individualist.
 A collectivist perspective could favour state or
extreme nationalism where the nation is more
important than the individual
 An individualist perspective could favour a type of
nationalism that promotes individual rights and
freedoms such as liberal nationalism.
 Note the perspective by identifying key words,
phrases, and terms allows the source to become an
aid in answering the questions rather than an
obstacle.
Use the quotations below to answer questions 8 to 9.
Speaker I
I have lived in Canada all my life and I still have trouble deciding how loyal I am
to the country. Sometimes, the policies adopted by the Canadian government are in
such opposition to my personal political beliefs that I feel like I am hardly part of
the country I live in.
Speaker II
I am a Canadian but I am also a citizen of Israel. Being Jewish is such an important
part of who I am, and sometimes I don't feel like I connect with other Canadians. I
feel like I have more of a connection to people living halfway around the world. I
love Canada, but my faith is really the most important thing in my life.
Speaker III
I am a Quebecois before I am a Canadian. Living in Quebec and living the lifestyle
of a French-Canadian is very important to me. Even though I am proud to be a
Canadian, I feel more connected to Quebec than to Canada as a whole.
Speaker IV
My people have lived in Canada before it was even known as such. Our history is
such a major part of the development of Canada and yet it seems like other people
don't care to know it. I am proud to be a First Nations person, but sometimes 1 feel
like that doesn't necessarily mean l am Canadian.
8. Which of the given speakers describes religion
as a contending loyalty to his or her feelings of
nationalism?
A. Speaker I
B. Speaker II
C. Speaker III
D. Speaker IV
9. Consideration of which of the following areas
causes Speaker III to feel divided about his or
her loyalty to Canada?
A. Race
B. Class
C. Region
D. Religion
Use the quotations below to answer question 10.
10. According to Speaker I, nationalism is assumed
to be both:
A.
B.
C.
D.
civic and ethnic.
natural and ancient.
artificial and modern.
instinctive and imperialistic.
Use the quotations below to answer question 10.
10. According to Speaker I, nationalism is assumed
to be both:
A.
B.
C.
D.
civic and ethnic.
natural and ancient.
artificial and modern.
instinctive and imperialistic.