GOOD CHOICE LANGUAGE CENTER
AND
GED PREPARATION CENTER
Social Studies
(Think globally, Learn locally)
This book belongs to ______________________
What is social studies?
Social studies mean learning about people. It includes where people came from and how they live. In
this class, you will learn about these topics.
The lessons are about history, geography, civics and government, and economics. These are all subjects
that will come up in your test.
the lessons will help you to become familiar with the subjects, to learn some new vocabulary, and to
practice reading and understanding text, both in the lessons and in the quizzes.
Your social studies test measures how well you understand and think about information. You do not
need to remember lots of facts. You just have to find the right answer in written materials, or texts.
Some of these texts will be about history or geography. Others will be essays or newspaper articles. So
your first test tip is: start reading! Whenever you have time, read newspapers or articles online.
When you read something, ask yourself, “What did it say? What did I learn?” Look up the meaning of
words you do not understand in a dictionary. This will prepare you very well for your social studies test!
Questions
Primary and Secondary Source
1. Which of the following is a primary source about the American Revolution?
a.
b.
c.
d.
An original letter written by a revolutionary soldier during the war
The Declaration of Independence
A uniform worn by a British soldier during the war
All of the above
2. Which of the following is an example of a secondary source about the American Civil War?
1.
2.
3.
4.
a letter written by the wife of a confederate soldier
a union flag made by a New York citizen at the time of the war
a college professor giving a modern-day lecture about the Civil War
all of the above
3.
a.
b.
c.
d.
What makes primary sources different from secondary sources?
Primary sources are true, and secondary sources are false
Primary sources are evidence, and secondary sources are opinion
Primary sources present one side of the story, and secondary sources present an opposing view
all of the above
4.
a.
b.
c.
d.
What is the primary source?
A source used often
A source found in an important book, like an encyclopedia
A source created at the time of an event by an individual who was there
A source created after an event has happened
5.
a.
b.
c.
d.
What is a secondary source?
A source which is someone's second choice to use for research.
A source created after an event has happened by someone not present at the event.
A second piece of information written about an event.
A source created at the time of an event.
6. Which of the following is a primary source? (Check all applicable)
Photograph
Magazine article
Textbook
Museum artifact
Interview
Historical document
Review of a book
Diary
Encyclopedia article
7.
a.
b.
c.
d.
e.
Which of the following is a secondary source?
Martin Luther King's "I Have a Dream" speech
A textbook chapter on World War II and its famous battles
A photograph of an immigrant family arriving in Ellis Island
A journal kept by a soldier during the American Revolution
A source created at the time of an event
8. When researching, you do not have to say where you got your information from
a. True
b. False
9.
a.
b.
c.
d.
A biography of Abraham Lincoln, is
Primary Source
Secondary Source
Both A and B are wrong
Both A and B are correct
10. An autobiography is a
a. Primary source
b. Secondary Source
c. Both A and B are correct
d. None of the above
11. Benjamin Franklin was the founder of the US Constitution.
a. The Constitution is a:
b. Primary Source
c. Secondary Source
d. Both A and B are correct
e. None of the above
12. The Charleston Recycling Company collects 50,000 tons of recyclable material every month.
The chart below shows the kinds of materials that are collected by the company’s five trucks.
What is the second most common material that is recycled?
a.
b.
c.
d.
e.
Cardboard
Glass
Paper
Plastic
Other
13. The chart below represents the average amount of rain falling each month in the town of Tegulpa. Which
month of the year has the most rainfall?
a.
b.
c.
d.
January
April
August
December
History Lesson 1
The early history of America
This is the first history lesson in the Social Studies class. In this lesson, you will learn about America
before it became the United States of America.
•
•
•
•
Who were the first Americans?
Who was Christopher Columbus?
Why did people from Europe come to America?
What happened to the Native Americans?
You will also learn skills to help you pass your test. This lesson will teach you
how to find the meaning of a hard word.
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Americas - continents and islands of North, South and Central America
Colonize - take over and control an area in another country, especially one that is far away, and make it a
territory belonging to your country
Colony - settlement or area of land controlled by another country
Financial - having to do with money
Native - being born in a place. Native Americans are Americans whose ancestors arrived or were born long
before explorers and settlers came from Europe.
Persecuted - treated cruelly or unfairly, especially because of race or religious beliefs
The first Americans
The Native Americans were the original inhabitants of America, with diverse cultures, languages, and
traditions that reflected their deep connection to the land.
Over time, waves of immigrants from various parts of the world—Africa, Asia, Europe, and beyond—
arrived in America, each bringing their unique customs and heritage.
Today, Native Americans continue to thrive in the United States, maintaining their rich traditions while
also contributing to the multicultural tapestry of American society.
Explorers from Europe
Around 600 years ago, people from Europe started to travel on ships all around the world. These
explorers did not know that the Americas existed. The explorers were looking for an easy way to travel
from Europe to Asia. They wanted to go to Asia to find jewels, money, and spices.
This map shows the shape of the
Americas and the world’s other
continents. The white dots and
red arrows show the way
Christopher Columbus went to
the Americas from Europe and
back again.
“Indians.” This is why Native Americans were called Indians.
One of the explorers was a
man named Christopher
Columbus. Christopher
Columbus tried to sail his
ship to India in 1492. By
mistake, he sailed the ship
to the Americas.
Christopher Columbus
thought he was in India, so
he called the Native
American people he met
In 1501–1502, another explorer named Amerigo Vespucci sailed on a ship to South America. When he
arrived in South America, he realized he was not in India. He knew America was a different place than
Asia. So South America and North America got their names from that explorer’s name: Amerigo.
Settlers from Europe
Soon more people came on ships from Europe to live in North America. These people were called
settlers. Today, a settler would be called an immigrant.
In 1565, people from Spain set up a town, or colony, called St. Augustine. A colony is land controlled
by another country, especially one that is far away.
The story of Jamestown
In 1607, British settlers started a colony in what is now the state of Virginia. (The word British means
from Britain, which includes England.) The British settlers called their new colony Jamestown.
The colony almost failed. The people living there were hungry. They got sick and fought with Native
Americans. But the leader of Jamestown, John Rolfe, married a Native American. Her name was
Pocahontas. She was the daughter of the local Native American chief. Because of this marriage, the
local Native Americans helped the people living in Jamestown.
Why did the settlers come?
European settlers came to the Americas for different reasons. Mostly they came to find a better life, just
like many immigrants do today.
In 1620, a group of people came to America in a ship named the Mayflower. These people founded the
Plymouth colony in New England. These people were called the Pilgrims. They traveled to America
because they wanted religious freedom. In Britain, they were not allowed to practice their religion. Like
many refugees today, they were persecuted in their homeland for their beliefs.
Just like immigrants today, people also left their countries because it was hard to survive. They came to
America for financial reasons. They were poor people in their own countries, with no opportunity to
own land or houses. But North America had things to make people rich, such as land, gold, silver,
timber, fish, and animal products.
TEST TIP: HOW TO FIND THE MEANING OF A HARD WORD
You will not know every word on your test. Some of the words will be hard words. You will have to
find out what a word means. For example, look at the paragraph above. Think about the word in
bold: They came to America for financial reasons.
You might not know what the word financial means. You can try to find out the meaning of the word by
reading the sentences before and after it.
The text says: They came to America for financial reasons. You know people were coming to America
for a reason. What was the reason?
To understand what the reason was, you need to find out what the word financial means. You can find
out by reading the words after it: They were poor people in their own countries, with no opportunity to
own land or houses. But North American had things to make people rich …
So you know the reason they came to America was because they were poor people. You can now make a
guess that the word financial must mean something about money.
The impact on Native Americans
The early history of America is very sad. The Europeans brought diseases and wars that killed many
Native Americans. There were millions of Native Americans living in North America when Christopher
Columbus first arrived on his ship in 1492. After the Europeans arrived, millions of Native Americans
died because of disease. In some places, 90 percent of the Native Americans died. Later, more Native
Americans died in wars.
This sad history is similar to other places in the world that were colonized by powerful countries. If you
are an immigrant, you may have come from a country that was colonized by another country.
WHAT WE LEARNED
1. Native Americans lived in America long before other people arrived.
2. Christopher Columbus was an explorer who landed in the Americas in 1492.
3. People came to America to escape persecution and poverty. Other settlers came to escape
poverty and in the hope of getting rich.
4. Millions of Native Americans died because of disease and war.
5. Question
Read this short essay:
How Native Americans got their food - Many American Indian tribes grew crops for food, but the
experts in farming tended to come from regions in the Southeast and the Southwest. The Navajo and the
Cherokee grew large crops and employed methods such as irrigation to bring water to dry areas and
crop rotation to keep the ground fertile over many years. They would grow enough extra food so they
could store it and survive the winter.
1.
a.
b.
c.
What is the meaning of the word irrigation?
leader of a community
watering of crops or land
to be a Native American
2.
a.
b.
c.
What is crop rotation?
turning the crops to face one way and then the other so they get more sun
moving crops to different locations every year so the soil stays healthy
growing food in circles so it is easier to pick
History Lesson 2, The American Revolution
In this lesson you will learn how the United States of America was founded.
•
•
•
•
How did the colonies grow?
Why did the colonists protest against British rule?
When did America declare independence from the British?
What was the American Revolution and how did the Revolutionary War end?
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Congress - official meeting or series of meetings
Government - group of leaders in a country, state, or city
Independence - freedom from control by others
Patriot - person loyal to his or her country
Rebel - person who resists a ruler, government or other authorities
Revolution - something that changes everything, like an uprising against a government
The colonies grow
More people from Europe moved to the Americas. They moved to both North and South America and
built many colonies. The British ruled 13 colonies along the eastern coast of North America. The people
who lived in the colonies-built towns, farms and businesses. These people were called colonists.
The colonists protest
The British colonists had few rights. They had to pay taxes to their British rulers, but they had no power
to say how the money would be spent. Britain demanded more taxes. The colonists kept paying.
Some people in the colonies wanted more right to govern themselves. They wanted to make their own
decisions.
The British started a tax on tea, forcing the colonists to pay extra money for tea. The colonists became
angry. Colonists in Boston staged a famous protest. In 1773, they boarded a British ship and dumped
more than 90,000 pounds of tea into the water. This event was known as the Boston Tea Party. To
punish the colonists, the government passed more strict laws.
The first Congress
The colonists continued to protest British rule. In 1774, leaders from the British colonies met in
Philadelphia for the first Congress. They talked for weeks about what they could do. The colonies
united as a group, and this was an important step. Some of the leaders began to talk of making a new
country.
Watch this video about the Boston Tea Party and the first Congress
The American Revolution begins
On April 19, 1775, British soldiers marched from Boston to Concord in the colony of Massachusetts.
They went to seize colonists’ weapons and to try to capture the rebels. On the way, a shot was fired in
the town of Lexington. It is not known who fired the shot. But it became known as “the shot heard
’round the world,” because it changed everything. British soldiers and colonists killed each other that
day. It was the beginning of the American Revolution.
The colonists who fought against the British rulers called themselves Patriots. The British called them
rebels. Other colonists called Loyalists wanted the colonies to stay loyal to Britain. They fought with the
British soldiers against the Patriots. The war spread through the colonies.
An important declaration
While the fighting was going on, colonial leaders continued to meet in Congress. About a year after the
fighting started, they made an important announcement. They said the colonies were declaring
independence from Britain. On July 4, 1776, they approved the document we now call the Declaration
of Independence.
If you are an immigrant, you may have come from another country that was once a colony. Since the
American Revolution, many other colonies have fought for and won their independence.
TEST TIP: HOW TO FIND THE MAIN IDEA
Many questions on your test are comprehension (understanding) questions – they are to show if you
understand what you are reading. You will get questions such as, “What is the writer trying to say?” or,
“What is the main point of this text?” For these questions, you just compare the answers to the text to
see which one is the best match. The best tip for this kind of question is to read carefully.
Let’s try to find the main idea in this passage from Ben’s Guide to the US Government:
The Declaration of Independence
The opening paragraphs of the Declaration of Independence outline the natural rights afforded to all
people, calling them self-evident truths, and use them to form the basis of a governmental system. One
of the most famous phrases in the Declaration is the second sentence: “We hold these truths to be selfevident, that all men are created equal, that they are endowed by their Creator with certain unalienable
Rights, that among those are Life, Liberty, and the pursuit of Happiness.” The drafting of the document
was an important step in the founding of our government.
What is the main idea of the above passage? Choose the best answer.
A. The Declaration of Independence is very famous.
B. The Declaration of Independence says that all men are created equal.
C. Our government is built on the basic rights stated in the Declaration of Independence.
D. The Declaration of Independence declared the end of the American Revolution.
What do you notice about these statements? You may have noticed that most of them are true. So we
have to be careful to find the one that best matches the whole passage of text. Let’s look for the main
idea.
A is not the main idea because the paragraph isn’t about how famous the Declaration is.
B is not the main idea because it just tells us one thing that the Declaration says.
C mentions the rights stated in the Declaration, and it mentions what our government is
based on. It seems to cover everything the writer is trying to tell us, so C could be the main
idea.
D is incorrect because it declared independence from Britain, not the end of the Revolution.
So C is definitely our best answer! When you are looking for a main idea, find the statement that
covers everything briefly and correctly.
The war for independence
The war for independence lasted from 1775 to 1783. General George Washington was the leader of the
Patriots. His armies fought many battles with British soldiers. They were almost defeated several times.
In 1778, the nation of France joined the war to help the Patriots. Together, the American and French
armies began to win.
George Washington led the Patriots through many battles.
He later became president of the United States and is one
of the United States’ greatest heroes.
The last major battle happened at Yorktown,
Virginia, in 1781. At that battle, the British army
surrendered to the Patriots. The worst fighting
was over.
In 1783, the Treaty of Paris was signed in
France, ending the American Revolution. Britain
gave up the colonies and a huge area of land to
the west. All this was now a new nation known
as the United States of America.
WHAT WE LEARNED
1. The British colonies grew in size and population after 1600 as more people came from Europe.
2. Colonists began to protest against British rule.
3. Congress approved the Declaration of Independence on July 4, 1776. The declaration founded
the United States of America.
4. The American Revolution was the rebellion by colonists that began in 1775 and became a long
war. The war ended in 1783 when the British surrendered.
Tax - amount of money people have to pay to the government on things they buy, property they
own, or money they earn
Treaty - peace agreement between countries or groups
Question, Read this short essay
1. The Boston Massacre
The Boston Massacre occurred on March 5, 1770. The colonists were already angry about British
soldiers who had been brought to Boston to keep the colonists in order. Colonists had gathered outside
Boston’s Custom House. An object thrown from the crowd struck one of the soldiers, and the soldiers
fired into the crowd.
Crispus Attucks, an African American Patriot, was the first man killed at the Boston Massacre. His
death is often considered the first casualty of the American Revolution. In all, five colonists died – three
immediately and two more later from wounds.
The Boston Massacre became a rallying cry for patriotism in the colonies. Groups such as the Sons of
Liberty used it to show how bad British rule was. Although the American Revolution would not start for
another five years, the event certainly moved people to look at British rule in a different light.
What is the main point of this text?
a.
b.
c.
d.
The Sons of Liberty fought against British rule.
Crispus Attucks was the first casualty of the American Revolution.
The Boston Massacre was a significant event leading to the American Revolution.
British soldiers came to Boston to kill the Patriots.
2. Read this passage, then answer the question.
In 1775, the 13 colonies met and debated over whether they should declare their independence
from Britain. The decision was difficult, for there was no guarantee they would win the war.
Each colony sent representatives to the Second Continental Congress to decide how and when to
officially cut ties with the British Empire. By the summer of 1776, they had made their decision.
They settled on the Declaration of Independence, written by Thomas Jefferson. This document
declared that the colonies would unite as states to become their own country. It also listed the
reasons for their separation, including the abuses of power they had endured for so long. Twelve
out of the 13 colonies voted in favor of independence on July 2, 1776. The Second Continental
Congress officially adopted the document on July 4, 1776, and the United States became
independent.
What is this passage about? Choose the best answer.
a. How Thomas Jefferson was chosen to write the Declaration of independence
b. How the colonists came together to make a decision to declare independence
c. How difficult it was to win the war against the British
d. How colonists were represented during the American Revolution
History Lesson 3
The Civil War
In this lesson we will learn how the new United States of America grew and almost divided again.
•
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•
•
•
•
How did the nation get bigger?
Why did the North and South grow apart?
What was the Civil War?
What was the Emancipation Proclamation?
What was Reconstruction?
What happened to the former slaves?
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civil war - war between people in the same country
emancipation - act of freeing a person from ownership or control
represent - stand for something – for example, a color that stands for a country on a map, or a person
chosen to make decisions for a group. The leaders who went to Congress were representing all the other
people in their states.
Segregated - kept apart
Slave - person owned by another person and who works hard for no pay and has no rights
Territory - large part of a country, or an area controlled by a government
Union - parts joined together
After the American Revolution, the colonies became the first states of the United States of America. The
country built a new capital city called Washington. The government created a special district for it: the
District of Columbia (DC for short).
Congress became the government of a new country. Its members represented their states. They also had
to decide what to do with all their new land beyond the states. Congress passed laws that organized that
large area into territories. The laws included rules on how new states could join the Union. “Union”
was another name that people used for the new nation.
The nation grows westward
The United States grew in size and power. It bought a large
amount of land from France in 1803. This was called the
Louisiana Purchase. In 1819, it acquired all of Florida. In
time, US territory stretched from coast to coast, across
North America.
This map shows how American territory grew over time. The colors on
the map show different areas bought or won by the United States. The
labels on the maps tell you which year the United States took control of
the different areas.
The nation divides over slavery
While the new nation was growing, its people were dividing. The southern states (the South) and the
northern states (the North) were arguing about slaves.
In the South, Americans used slaves from Africa to do the work. The slaves had no rights. They were
bought and sold like cattle. They were beaten and sometimes starved or worked to death. In the North,
slavery was not allowed.
Watch a video about the life of a slave in the South
In the western states and territories, slavery was allowed in some places but not in others. The nation
could not agree about slavery. In 1855, slavery and anti-slavery groups began to fight each other.
Southerners talked about leaving the Union. The nation moved towards war with itself – a civil war.
The Civil War
Civil war means a war where people within a country fight each other. If you are a refugee, you may
come from a nation where there has been civil war. You will know these wars can be long and terrible.
The American Civil War started after some southern states declared they had their own country called
the Confederate States of America. The war began in 1861 and lasted until 1865. Many events, battles,
and people were involved in this war, but you do not need to memorize them. You do need to know that
the Civil War was one of the most important events in American history.
This map uses a color key to show
us which states and territories took
which side in the Civil War. Border
states were states that had slaves
but decided to stay in the Union
anyway. Courtesy of the
Cartographic Research Laboratory,
University of Alabama, and Robert
J. Norrell
TEST TIP: HOW TO USE
A KEY
During your social studies
test or other tests, you may answer questions about maps. Some maps will have a key. The key helps
you understand what the map is showing you. It tells you what colors, patterns and symbols mean.
Look at the map above. The map uses color and labels to give us information. The labels tell us the
names of states. But what do the colors tell us? The different colors represent Union, Confederate and
border states. We use the key to understand what the map is showing.
Some keys use symbols or patterns instead of colors. Reading keys will be an important skill for your
test. If you can read keys, you will be able to answer questions about maps, charts and other diagrams.
See this test tip as a video
The slaves are freed
This print was made in about 1888. It shows a picture of President
Lincoln above the words of the Emancipation Proclamation.
In the middle of the Civil War, an important event took
place. In September 1862, President Abraham Lincoln
announced freedom for slaves in the South. The freedom
started on January 1, 1863. This important
announcement is known as the Emancipation
Proclamation.
After the Civil War
In 1865, the South gave up its fight to leave the Union.
By then, more than 600,000 soldiers had died. That
would be like 6 million soldiers dying today.
Even though the war was over, there was nothing to
celebrate. Large parts of the country were in ruins. Many
people had died. Many people in the South were angry
about the end of slavery.
Reconstruction
A period called Reconstruction began. Reconstruct means to build again. The goal of Reconstruction
was to rebuild the South. The Reconstruction period lasted from 1865 to 1877, and it did succeed in
reuniting the South with the North. But it failed in its other goal: to create a fair society for the former
slaves.
The African Americans in the South were free, but they were not equal. White Southerners limited their
rights with new laws called “Black Codes.” Black Southerners could not vote or own guns. The Black
Codes made it difficult for African Americans to get good jobs. White terrorist groups such as the Ku
Klux Klan killed black people and burned down their homes.
Starting in the 1890s, the South became a segregated society. Whites made sure the races were separate
in every way possible.
WHAT WE LEARNED
1. The United States grew bigger by winning wars and buying land across North America.
2. Southern states fought with northern states about slavery.
3. Civil war broke out in 1861 when the South said it was dividing from the Union. The war
lasted until the South gave up the fight in 1865. The United States stayed united.
4. In the Emancipation Proclamation, President Abraham Lincoln announced freedom for
slaves in the South starting January 1, 1863.
5. The Reconstruction period lasted from 1865 to 1877. Its goal was to rebuild the South
after the Civil War.
6. Reconstruction failed to create a fair society for the freed slaves. Segregation replaced
slavery in the South.
Question
1. Free
states were states where
slavery was not allowed before the Civil War. According to the map below, in which of the
following states or territories was slavery illegal?
a. Georgia (GA)
b. Pennsylvania (PA)
c. Arkansas (AK)
d. Nebraska Territory
2.
The Dred Scott decision of
1857 was an important ruling of the
United States Supreme Court. It
said that Congress had no right to
prohibit slavery in any territory.
This meant slavery was allowed in
western territories. This map shows
which states and territories allowed
or did not allow slavery in the
United States after the Dred Scott
decision.
History Lesson 4
The Progressive Era and World War 1
In this lesson, you will learn about the first of two world wars that took place in the 20th century.
•
•
•
How did the United States change during the Progressive Era?
When did World War 1 begin?
How did World War 1 end?
This lesson’s tip will show you how to tell if a statement in a test question is
true or untrue.
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Alliance - union between people, groups, or countries
Allies - people, groups or countries that are on the same side
Communist - person who believes that there should be no private property and that wealth
should be shared equally
Neutral - not taking one side or the other
Progress - forward movement
Submarine - vessel that travels underwater
Treaty - peace agreement between nations or armies
The Progressive Era
While segregation ruled in the South, the North faced other issues. The big northern cities grew crowded
as people came to find jobs. Poor people lived and worked in horrible conditions. At the same time, the
people who owned the factories and railroads grew rich and powerful.
Some Americans fought for better conditions for poor people. They wanted poor people to have the
same rights as rich people. This period in America was called the Progressive Era because it was a time
when the country made progress. The Progressive Era lasted from about 1890 to 1920.
World War 1
Meanwhile, there were problems in the rest of the world. The great powers of the world were based in
Europe, and they were fierce rivals.
In 1914, fighting broke out. It was the beginning of World War 1 (also called the First World War). On
one side were Germany, Austria-Hungary, and Italy. They formed an alliance called the Central Powers.
France, Russia, and Britain were on the other side. These three countries were known as the Allies. The
huge Ottoman Empire joined the Central Powers.
Watch a video about what caused World War 1
The war spread into Africa. Japan joined the Allies. A few countries remained neutral. There were
many battles, and hundreds of thousands of soldiers died.
In 1917, German submarines attacked several US ships. In the same year, the United States joined the
Allies and entered the war. Millions of Americans signed up for war duty. American factories began
producing rifles, blankets, boots, and trucks.
New borders bring new problems
By late 1917, the Central Powers were losing the war. Germany surrendered, and World War 1 ended on
November 11, 1918. The Allies and Central Powers signed the Treaty of Versailles on June 28,1918.
This treaty set new limits to territory in Europe, Africa, and the Middle East. It even created new
countries. Germany had to give up a lot of territory and had to pay the Allies for damages and losses in
their countries.
The problems among nations were not over. The national borders created by the Treaty of Versailles
brought new problems. Russia had become the Soviet Union. It was now a communist nation that
controlled other countries. Many Germans were angry about the terms of the treaty. This was the
beginning of even more terrible events. You will learn about them in the next lesson.
TEST TIP: HOW TO TEST STATEMENTS
On your social studies test, you will get questions that test how carefully you read text, maps and
diagrams. The questions will ask which of several statements are correct or incorrect. It might say
something like Choose the best answer or Which of these statements is true?
What is the best way to find the right answer? You can quickly test each statement. To do this, compare
them one by one to the information you were given.
Let’s try it out on the maps above. First read the question very carefully. Then test each statement by
looking back at the two maps.
Which of these statements is false?
a.
b.
c.
d.
The Soviet Union, Poland, Czechoslovakia and Romania existed after World War 1.
The Ottoman Empire, Albania, and Russia existed before World War 1.
Poland, Russia, France, and Romania existed after World War 1.
Germany, Sweden, and Italy existed before and after World War 1.
When you tested statement (c), you probably found that Russia is not showing on the map of nations
after World War 1. Statement (c) is wrong, or false. The question was: Which of these statements is
false? So the correct answer is (c).
WHAT WE LEARNED
1. The Progressive Era was a time of social change in the United States that lasted from
about 1890 to 1920.
2. World War 1 began in 1914. The war grew quickly, with Central Powers fighting the
Allies. The United States joined the Allies in 1917.
3. Germany surrendered to the Allies and World War 1 ended on November 11, 1918, after
millions of soldiers and civilians died.
Question
Read this text from the last lesson. Then answer the question.
1. World War 1
In 1914, fighting broke out. It was the beginning of World War 1. On one side were Germany, AustriaHungary, and Italy. They formed an alliance called the Central Powers. France, Russia, and Britain were
on the other side. These three countries were known as the Allies.
The huge Ottoman Empire joined the Central Powers. The war spread into Africa. Japan joined the
Allies. A few countries remained neutral.
There were many battles, and hundreds of thousands of soldiers died. In 1917, German submarines
attacked several US ships. In the same year, the United States joined the Allies and entered the war.
Millions of Americans signed up for war duty. American factories began producing rifles, blankets,
boots, and trucks.
Which of these statements is false?
a.
b.
c.
d.
An alliance is a group of countries that are on the same side.
The Ottoman Empire was an alliance of France, Russia, and Britain.
The United States entered World War 1 in 1917.
Italy was one of the Central Powers.
2. Female Reformers in the Progressive Era (text courtesy of crusadeforthevote.org)
In the late nineteenth and early twentieth centuries, women joined national organizations in great
numbers. The rise of the National American Woman Suffrage Association, National Association
Opposed to Woman Suffrage, and National Association of Colored Women grew as part of this
trend. Women of all backgrounds—rich and poor, white and black, native-born Americans and
immigrants—participated in these national women’s clubs. The Woman’s Christian Temperance
Movement, which aimed to make alcohol illegal, was among the most popular national women’s
organizations of the period. Their movement succeeded with the start of the nationwide
prohibition of alcohol in 1919.
Women became leaders in a range of social and political movements from 1890 through 1920.
This period is known as the Progressive Era. Progressive reformers wanted to end political
corruption, improve the lives of individuals, and increase government intervention to protect
citizens.
The suffrage movement was part of this wave of Progressive Era reforms. Prominent suffragists
led other progressive causes as well. Jane Addams established Chicago’s Hull House, a
settlement house that educated and provided services for local immigrants. Ida B. Wells-Barnett
led a campaign against the lynching of African Americans.
Is the following statement true or false?
Women in the Progressive Era campaigned for reforms that included: banning alcohol and lynching,
providing services and education to immigrants, and ending corruption in government.
True
False
3. The World in 1914
(map courtesy of BBC Schools)
The map above shows how European empires that
controlled many parts of the world before World War 1.
Use the map to answer the question below.
Canada, Australia, New Zealand, India and France were
part of the British Empire.
Ture
False
Lesson 5
The Great Depression and World War 2
In this lesson, we learn about an economic depression and one of the biggest wars in history.
Atomic bomb dropped on Nagasaki
You will learn:
•
•
•
•
•






What was the Great Depression?
Why did World War 2 begin?
Why did the United States enter World War 2?
How did World War 2 end?
What was the Holocaust?
atomic bomb - deadly weapon using the power of nuclear explosion to kill all living things over a large
area
depression - when something goes low or is pushed down. An economic depression is a depression that
affects the economy. It is a period when the flow of money being spent is much lower than usual.
Economy - flow of money, goods and services
Fascist - person who believes strongly in their own country or race and that the leadership should have
complete power
Genocide - mass killing of innocent people
Persecute - treat someone cruelly and unfairly because of their beliefs or race
The Great Depression
In the 1930s, the world fell into a depression. A depression happens when people stop spending money.
If there is no money flowing through the economy, then people do not get
paid for their work, and they have no money to spend on what they need.
More people lose their jobs, so there is even less spending. Eventually
people have no money even for food or housing. It is a very hard cycle to
stop.
During the Great Depression, many American families became migrants in search of
work and food.
In the United States, about 25 percent of the people had no job in the 1930s. People lost their homes and
farms.
The Great Depression hit Germany even harder. Millions of people were out of work. The government
of Germany was weak, and a new political party, the Nazi Party, began to rise to power. Soon, the Nazi
leader Adolf Hitler was appointed as Germany’s leader.
The rise of fascism
Hitler was a fascist. When they rose to power, Hitler and the Nazis began persecuting and killing Jews
and other groups of people that Hitler considered “enemies of Germany.” These enemies included
anybody who spoke out against the Nazis. They included racial minorities and all disabled people.
Other countries also got fascist leaders. Italy, Spain, Japan, China and many others turned to fascist
forms of government.
Germany began to invade other countries. So, on September 3, 1939, Britain and France declared war on
Germany. World War 2 had started in Europe. (Sometimes, you will see World War 2 written like this:
World War II. It is also called the Second World War.) Countries took sides. The Allied nations fought
the Axis nations. Soon, the war spread across the rest of the world.
TEST TIP: HOW TO FIND FACTS IN TEXT
Some questions will check your understanding by asking you to find a fact in a passage of text. You will
use the same skill you used to check statements about the maps in the last lesson. This time, you will be
testing statements against the words in the text below. The text is about the stock market crash of 1929
from History.com:
“The stock market crash of 1929 was not the sole cause of the Great Depression, but it did act to
accelerate the global economic collapse. During the 1920s, the U.S. stock market underwent rapid
expansion, reaching its peak in August 1929, after a period of wild speculation. By then, production had
already declined and unemployment had risen, leaving stocks in great excess of their real value. Among
the other causes of the eventual market collapse were low wages, the proliferation of debt, and an excess
of large bank loans that could not be liquidated. Stock prices began to decline in September and early
October 1929, and on October 18 the fall began. Panic set in, and on October 24, Black Thursday, a
record 12,894,650 shares were traded. On Monday, the storm broke anew, and the market went into free
fall. Black Monday was followed by Black Tuesday (October 29), in which stock prices collapsed
completely. Billions of dollars were lost, wiping out thousands of investors.”
QUESTION: What caused the stock market crash of 1929?
a. The Great Depression
b. Rapid expansion of the market
c. Several combined factors including overpriced stocks, low wages, high debt, and too many bank
loans
d. Several combined factors including Black Thursday, Black Monday and Black Tuesday
Here are some tips to help you find the right answer quickly:
•
•
•
First read the question.
Then read quickly through the text.
Test each statement by looking back at the information and comparing them.
When we test answer A, we know right away it is not true because the stock market crash helped cause
the Great Depression, not the other way around.
Answer B is a possibility, but the text does not say it caused the crash. Let’s keep looking.
Answer C says the causes included “overpriced stocks, low wages, high debt, and too many bank loans.”
The text mentions “stocks in great excess of their real value” and then other causes as “low wages, the
proliferation of debt, and an excess of large bank loans …” This matches very well.
Finally, answer D names Black Thursday, Black Monday and Black Tuesday as factors. But we know
these were results, not causes, of the crash.
So we know C is the best answer. You will always find the best answer if you test each answer against
the information given.
America enters World War 2
After World War 1, many Americans thought that the cost of war was too great. They wanted to stay
separate from the troubles in the rest of the world.
So, as in World War 1, the United States did not enter the war until it was attacked. On December 7,
1941, Japan bombed the US naval base in Pearl Harbor, Hawaii. The attack destroyed planes and ships,
and it killed almost 2,400 people. On December 8, America declared war on Japan.
Watch this video about the main events of World War 2
A mass grave is filled with bodies of innocent people, victims of Nazi genocide.
The Allies win
In Europe, the Allies slowly gained control from Germany. On May 7, 1945,
Germany surrendered to the Allies. The war in Europe was over.
Meanwhile, United States forces crossed the Pacific Ocean until they reached
Japan. The Japanese were losing badly in the war in Asia, but they would not
give up the fight. US President Harry Truman faced a terrible decision. During
the war years, America had developed a powerful new weapon called the atomic
bomb. President Truman knew that it would cause terrible destruction. But he
knew also it would end the war.
On August 6, 1945, America dropped an atomic bomb on Hiroshima, immediately killing about 140,000
people. On August 9, America dropped a second bomb on Nagasaki, killing another 70,000 Japanese. On
August 14, the Japanese finally agreed to surrender. On September 2, 1945, Japan signed an official
surrender document. World War 2 was finally over.
The results of World War 2
The results of World War 2 were even more terrible than World War 1. Much of the world, especially
Europe, was in ruins. Millions of soldiers and civilians had died in the war.
Two terrible things stand out even among all those deaths. The world used atomic bombs for the first
time, killing more than 200,000 people. Even worse, before and during the war, the Nazis had killed
about 12 million innocent civilians – more than 6 million Jews and up to 6 million others. This terrible
period of genocide is called the Holocaust.
The story of the Holocaust may remind you of the way the first Europeans killed Native Americans. It
may also remind you of genocide you have seen in your own country or that we see in countries today.
WHAT WE LEARNED
1. The Great Depression was a period beginning in the 1930s when the world economy slowed
down. People lost their jobs and homes.
2. World War 2 started in 1939 when Nazi Germany began invading other countries. It spread
across Europe and Asia and into Africa.
3. The United States entered World War 2 in 1941 after Japan attacked the US naval base in
Hawaii.
4. Germany surrendered to the Allies on May 7, 1945, ending World War 2 in Europe. In August
1945, the United States dropped two atomic bombs on Japan. Japan surrendered to the Allies,
ending World War 2 in Asia.
5. The Holocaust was a period of genocide that killed millions of Jews and other innocent people
before and during World War 2.
Question
1. Use your test tip to find facts in this passage of text. Then select your answers. You can choose
more than one answer on this question.
What Was the WPA? (courtesy of History.com)
President Franklin D. Roosevelt created the WPA with an executive order on May 6, 1935. It was part of
his New Deal plan to lift the country out of the Great Depression by reforming the financial system and
restoring the economy to pre-Depression levels.
The unemployment rate in 1935 was at a staggering 20 percent. The WPA was designed to provide relief
for the unemployed by providing jobs and income for millions of Americans. At its height in late 1938,
more than 3.3 million Americans worked for the WPA.
The WPA – which in 1939 was renamed the Work Projects Administration – employed mostly unskilled
men to carry out public works infrastructure projects. They built more than 4,000 new school buildings,
erected 130 new hospitals, laid roughly 9,000 miles of storm drains and sanitary sewer lines, built
29,000 new bridges, constructed 150 new airfields, paved or repaired 280,000 miles of roads and planted
24 million trees.
a.
b.
c.
d.
e.
f.
g.
What was the WPA designed to do? Click the circle by ALL the answers that apply.
Provide income for the unemployed
Reform the school system
Provide jobs for unskilled workers
Build infrastructure and public buildings
Create an air force
Restore the economy
2. American Women in the Armed Forces in World War 2 (courtesy of History.com)
In addition to factory work and other home front jobs, some 350,000 women joined the Armed Services,
serving at home and abroad. At the urging of First Lady Eleanor Roosevelt and women’s groups and
impressed by the British use of women in service, General George Marshall supported the idea of
introducing a women’s service branch into the Army.
In May 1942, Congress instituted the Women’s Auxiliary Army Corps, later upgraded to the Women’s
Army Corps, which had full military status. Its members, known as WACs, worked in more than 200
non-combatant jobs stateside and in every theater of the war. By 1945, there were more than 100,000
WACs and 6,000 female officers. In the Navy, members of Women Accepted for Volunteer Emergency
Service (WAVES) held the same status as naval reservists and provided support stateside. The Coast
Guard and Marine Corps soon followed suit, though in smaller numbers.
Why did General Marshall support the idea of a women’s army corps? Choose the best answer.
A. Because he was impressed by British women serving in the armed forces
B. Because the president’s wife encouraged him
C. Because the Navy had started a women’s service (the WAVES)
D. Because of A, B and C above
E. Because of A and B above
Lesson 6
The civil rights movement
In this lesson, you will see how civil rights changed American society. You will learn:
•
•
•
What was the civil rights movement?
What did the Civil Rights Act do?
What did the Voting Rights Act do?








Boycott - refuse to use or buy something in protest
Civilian - person who is not a member of the military
civil rights - basic rights of all people in a society, such as the right to vote
discrimination - unfair treatment, such as choosing one person instead of another for a job because of their
race
interpret - find or show what something means
minority - small number or less than half of a bigger group
Supreme Court - legal authority in the United States that makes the final decision about what is and is not
lawful
Unconstitutional - action or idea that goes against the United States Constitution
Martin Luther King at March on Washington
The United States of America was founded on the idea that
citizens have rights. Americans in the 20th century realized that
many people lacked civil rights – the basic rights of all people
in a society.
After World War 2, the US population boomed and cities grew.
Many refugees and immigrants arrived. But the South was still
segregated, which means blacks and whites were kept apart.
African Americans had none of the opportunities or rights
offered to white Americans. People felt it was time to stand up
for the civil rights of African Americans.
The civil rights movement
A few important events started the civil rights movement. In
1954, the Supreme Court ruled that “separate but equal” was
unconstitutional and segregation in schools was wrong.
In 1955, Rosa Parks, an African American woman, was arrested for refusing to give up her bus seat to a
white man in Montgomery, Alabama. African Americans organized a boycott of the Montgomery public
bus system. In 1956, the Supreme Court ruled again: segregation on buses was unconstitutional.
Watch a video about why Rosa Parks was important in civil rights
From about 1955 to 1965, Americans worked together to bring an end to segregation. Martin Luther
King became the leader of the civil rights movement. The movement organized peaceful protests at
segregated restaurants and other places. The protesters remained peaceful, even when they were
attacked.
New civil rights laws
On July 2, 1964, President Lyndon Johnson signed the Civil Rights Act. This law banned discrimination
in public places because of a person’s race, sex, religion, or country of birth. The act also made it illegal
for employers to discriminate against people for any of those reasons.
Another important new law was the Voting Rights Act in 1965. This law protected the right to vote of all
citizens.
TEST TIP: ANSWERING QUESTIONS ABOUT PICTURES
In your social studies test, you may get a question about a photograph or other image. It may ask you to
interpret the image. A question like this is testing your ability to analyze the clues in an image and draw
conclusions. You will use your observation and your knowledge to do this.
March on Washington Take a look at this photograph. Based on what you have read in this lesson,
what you know, and what you see, which year do you think the photo was taken?
a.
b.
c.
d.
e.
must be before 1965. The right answer must be 1963.
1875
1950
1963
1966
2017
First let’s use what we know. The way people look
is too old-fashioned to be 2017 and too modern to
be 1875. So we can eliminate A and E. Now let’s
think about what we read in the lesson. The civil
rights movement did not start until the mid-1950s,
so answer B is also too early. We learned that the
Voting Rights Act was passed in 1965. We can see
these people are demanding voting rights, so it
When answering questions about images, use your knowledge and your observation skills!
In the 1960s, Cesar Chavez used nonviolent means to win rights for Hispanic American farm workers.
He became a hero to workers, and he is remembered in many public murals, such as this one.
Other minority groups worked for civil rights. Cesar Chavez was a labor leader. He won better pay and
conditions for Hispanic American farm workers.
Native Americans fought for civil rights, too. They had lost their rights hundreds of years before, when
colonists took their land. In 1968, the government passed the Indian Bill of Rights. This restored some
rights to Native Americans.
On April 4, 1968, Martin Luther King was killed because of his work. Today there is a national holiday
to celebrate his life and what he did for Americans.
WHAT WE LEARNED
1. The civil rights movement took place from about 1955 to 1965, when Americans fought for
equality, voting rights, and an end to segregation.
2. The Civil Rights Act of 1964 banned discrimination in public places because of a person’s race,
religion, or country of birth.
3. The Voting Rights Act of 1965 protected the right to vote of all citizens, including those from
racial minorities.
Question
1. Read the text and look at the photograph. Then answer the question. Remember your test tip:
When answering questions about images, use your knowledge and your observation skills!
President Lyndon B. Johnson
Excerpt from radio and television remarks upon signing the Civil Rights Bill, July 2, 1964.
We believe that all men are created equal. Yet many are denied equal treatment.
We believe that all men have certain unalienable rights. Yet many Americans do not enjoy those rights.
We believe that all men are entitled to the blessings of liberty. Yet millions are being deprived of those
blessings–not because of their own failures, but because of the color of their skin.
This photograph shows President Johnson signing the Civil Rights Act of 1964 in front of an audience of
important people at the White House.
In what way does the photograph support the need for a law about civil rights?
a. The photo shows there is
support for a civil rights law
because the people are clapping.
b. The photo supports the need
for a civil rights law because
there are no women and only
one African American visible
among the important people at
the signing.
c. The photo shows Martin
Luther King, leader of the civil
rights movement, in the second
row.
Lesson 7
The Cold War and the modern world
This is the last history lesson in your social studies class. In this lesson, you will see how the role of the
United States changed in the modern world.
You will learn:
What was the Cold War?
What wars did the United States fight during the Cold War?
What happened on September 11, 2001?
How has American foreign policy changed in the modern world?






Drone - small, unmanned aircraft that can launch missiles
Extremist - person with very strong ideas outside of moderate (more normal) views
foreign policy - set of guidelines a country uses when dealing with other countries
superpower - country that is much more powerful than most other countries
terrorist - person who uses violence and the threat of violence to control and harm others
truce - agreement to stop fighting
When a nation engages with other parts of the world, it needs a foreign policy – a way of dealing with
other countries. After World War 2, the United States took a leading role in world affairs.
The two superpowers
World War 2 had destroyed cities and land in Europe and Japan. Meanwhile, the United States had
become stronger. It had built up its military forces during the war. Now it wanted other countries to buy
American products. The United States became what we now call a superpower.
The Soviet Union (also called the USSR) wanted to build up its power to protect itself. To do that, it
took charge of governments in other countries.
The Soviet Union promoted communism in
those countries.
The United States and 11 other countries founded the
North Atlantic Treaty Alliance (also called NATO, or “the
West”). The Soviet Union formed the Warsaw Pact, an
alliance of communist nations
The Cold War begins
The two great nations began to compete for
power in a long struggle known as the Cold War. It was called cold because the two nations never fought
or attacked each other. They showed they were enemies by what they said about each other and by the
countries and causes they chose to help.
The wars in Korea and Vietnam
The United States and the Soviet Union took the Cold War to Asia. America wanted to stop the growth
of communism there. In 1950, a conflict began in the divided country of Korea when the communist
north invaded the south. The Soviets supported North Korea, and NATO sent forces to defend South
Korea. But neighboring China was also communist, and it joined the side of North Korea. The Chinese
pushed NATO forces back. North and South Korea signed a truce in 1953, with neither side winning the
war.
Vietnam was also divided into north and south. In South Vietnam, rebel forces called the Viet Cong
fought their own government with support from the communist North. The United States sent soldiers to
help South Vietnam’s army.
From 1960 to 1968, the war grew. The number of United States soldiers in South Vietnam eventually
reached 500,000. They never invaded North Vietnam, but they bombed it. In the South, there were years
of battles, and many American soldiers were killed before the United States withdrew from the war.
Watch a video about the Vietnam War
The end of the Cold War
By the 1980s, many people were unhappy living under communism. They voted against communist
governments. Germany reunited its communist and non-communist parts into one nation. In 1991, the
Soviet Union fell apart as countries left it. Russia is still strong and still a communist country. Today,
America and Russia continue to clash.
TEST TIP: HOW TO TELL FACTS FROM OPINIONS
The social studies test is testing your ability to understand and interpret what you are reading. You will
be asked to show that you know the difference between fact and opinion in texts, such as newspaper
articles and historical writing.
A fact is something that can be proven – something that can be shown to be true or untrue. An opinion is
someone’s personal belief – something you can agree or disagree with, but that you can’t prove either
way.
Here are a few ways to tell fact from opinion:
• If something is described as good or bad, that is often an opinion. Generally, facts don’t use words like
best, worst, or other words that judge quality. Example: My brother is the world’s best football player.
It’s possible, but it’s probably your personal opinion!
• If you can tell what the writer believes, it’s probably an opinion. Example: Children should not be
allowed to speak at the dinner table.
• If you can agree or disagree with a statement, it’s probably an opinion. Example: Food always tastes
better with pepper on it.
• If you can prove it to be true or false, it’s a statement of fact. Don’t waste time worrying about whether
it is correct or not, or if you agree with it – just whether it could be proven either way. Example: My car
is 8 years old.
After the Cold War
The United States has continued to be a superpower. But people in other countries do not always agree
with the American way of life or with US actions in other countries.
Starting in 1979, terrorists from the Middle East made attacks on US embassies and military bases
overseas. On September 11, 2001, terrorists hijacked (took over) four airplanes and used them to crash
into targets in the United States. They were part of a Muslim extremist organization called al-Qaeda.
The United States quickly changed its foreign policy. It started using its military forces to fight
extremists in other countries. Today, wars, conflicts and the killing of innocent people continues.
America continues to use its military around the world, and extremist violence continues too. If you are
a refugee, you may have experienced extremist violence in your homeland.
In the 21st century, new threats have emerged among the world’s powerful nations, including the United
States, China, and Russia. These include attacks using drones, chemical weapons (poisons) and
computer networks.
WHAT WE LEARNED
1. The Cold War was a period of hostility that lasted from about 1945 to 1991. The United States
and Russia continue to clash in world politics.
2. During the Cold War, the United States entered wars in Korea and Vietnam.
3. On September 11, 2001, terrorists hijacked four airplanes and used them to crash into targets in
the United States.
4. US foreign policy now includes fighting extremist violence in Africa and the Middle East.
Question
1. Two writers in 2014 wrote about whether the United States should give guns to Ukraine as it
fought separatists who want to leave Ukraine and join Russia. Read excerpts from their articles
(adapted from newsela.com) and answer the question.
ARTICLE 1: An acceptable arrangement can be achieved
By John B. Quigley
Ukrainian President Petro Poroshenko is asking the U.S. for military aid. Poroshenko wants weapons to
fight people in his country who want to break away and join Russia.
There is a cease-fire deal to stop the fighting in Ukraine. The deal was made between its government and
the separatists. The separatists hold the major eastern cities of Donetsk and Luhansk. If the cease-fire
holds to stop the fighting, the warfare that has wrecked some parts of eastern Ukraine will not continue.
Giving Ukraine weapons would risk making the situation there worse. It would come at a time when
matters seem to be getting fixed. A Senate committee has called for the United States to give weapons to
Ukraine’s government. But what the United States should now do is to help the cease-fire hold. There is
every reason to believe that an acceptable arrangement can be achieved that will end the bloodshed in
Ukraine.
ARTICLE 2: Putin won’t be stopped
By Lawrence J. Haas
Congress has an opportunity to push the United States in a more effective direction to help Ukraine
defend itself against Russia. A Senate proposal would give Ukraine $350 million in military aid. It needs
money and weapons to fight Russia from taking more of its land. Republican and Democratic lawmakers
should vote to approve the proposal.
Russian President Vladimir Putin dreams of bringing back the Soviet Union. Putin wants to go back to
the days when Russia ruled over Eastern Europe.
Putin won’t be stopped by the weak actions of the U.S. and Western Europe. So far, they’ve only put in
place weak trade blocks to prevent countries and businesses from buying and selling with Russia.
In mid-September, Russian nuclear bombers flew within 63 miles of Alaska’s coast and 46 miles of
Canada’s. The action forced U.S. and Canadian jets to fly out and meet them. Russia’s actions come at
the same time as the country is improving its nuclear weapons with new missiles, submarines and a new
bomber. We’ll surely see more Russian attacks in Ukraine and beyond.
1.
a.
b.
c.
d.
Which of the statements below is an opinion?
Ukrainian President Petro Poroshenko is asking the U.S. for military aid.
A Senate committee has called for the United States to give weapons to Ukraine's government.
There is a cease-fire deal to stop the fighting in Ukraine.
We’ll surely see more Russian attacks in Ukraine and beyond.
2.
a.
b.
c.
d.
Which of the statements below is a fact?
Russian President Vladimir Putin dreams of bringing back the Soviet Union.
Republican and Democratic lawmakers should vote to approve the proposal.
Russian nuclear bombers flew within 63 miles of Alaska’s coast and 46 miles of Canada’s.
Giving Ukraine weapons would risk making the situation there worse.
3. Which author would agree with which statement? Drag and drop the statements to match
the names.
Geography
Lesson 1
Ancient civilizations
This is the first geography lesson in the social studies class. Geography is the study of the physical
world – its places and the people that live in those places. In this first lesson, geography overlaps
with ancient history.
You will learn:
•
Where and when did the earliest humans live?
•
How did people settle and form civilizations?
•
What were the ancient civilizations?
•
What were the first civilizations in the Americas?
•
When did great civilizations emerge in Africa?





Ancient - very old
Civilization - organized group of people with its own culture and laws
Fertile - very good for producing crops
Nomad - person whose way of life is to travel instead of living in one place
Species - group of living things (animals or plants) of the same type
First we will look at some early people and how different groups developed. A civilization is an
organized group of people. Ancient means very old. So the earliest societies are known as ancient
civilizations.
From nomads to civilizations
The earliest humans appeared between 2 and 4 million years ago. Scientists believe that the first people
of our species, Homo sapiens, appeared in Africa only about 200,000 years ago.
They did not write, and so we have no written records, or history. That’s why these times are called
prehistoric: before history.
The earliest people were nomads. They moved around in search of food. But about 100,000 years ago,
people had moved out of Africa and into Mesopotamia, an area that is
now Iraq and Kuwait.
Mesopotamia
This stone is carved with a picture of King Hammurabi of Babylon. With civilizations
came writing: also carved on the stone are some the world’s earliest written laws.
Mesopotamia was also called the Fertile Crescent because the land was
good for growing crops. There, people stopped being nomads. They
settled down, began farming, and started the first settlements. That is
how civilizations – organized societies – began.
Some of the peoples, or civilizations, that emerged from Mesopotamia were:
•
Sumerians
•
•
•
Akkadians
Babylonians
Assyrians
Civilizations spread across the world
After Mesopotamia, there were many other civilizations. They are the societies that came before our
countries and societies today. Whatever country you are from, it was once an ancient civilization!
Ancient civilizations spread for thousands of years and over all continents.
This timeline shows us when many civilizations began. It starts on the left with Mesopotamia in 3600 BC and covers 4,000
years – all the way to Medieval Europe in 400 AD. Courtesy of Sinarmas World Academy.
HOW TO READ TIMELINES and EARLY DATES
The social studies test will ask you to read and answer questions about several kinds of charts and
diagrams. One of them may be a timeline. A timeline is a useful diagram that is easy to read. It shows
events or periods of time along a line.
The timeline above shows us when many civilizations began. It goes from left to right – earliest to latest.
Some timelines go from top to bottom. But they all put dates in the right order to help you see when
events or time periods happened compared to other events or periods. Note that this timeline has lines
that mark 400-year periods. Some of the civilizations are on the line and others are between the lines, so
you can see when they were without knowing the exact date.
Here’s something you need to know to understand dates in ancient times and read timelines. The
calendar used for modern dates starts 2000-plus years ago with the year 1 AD and works forwards.
Everything before (earlier than) 1 AD starts with 1 BC and works backwards.
The timeline above shows us how that works. Look at the line marked 0. There was no actual year 0, but
you can see that the numbers to the left of zero are bigger the farther they get from zero. So, 3200 BC is
much older than 2000 BC.
The terms BC and AD refer to before and after the birth of Jesus Christ. Nowadays people often use
BCE and CE instead. BCE (Before Common Era) is the same as BC (Before Christ) and CE (Common
Era) is the same as AD (Anno Domini).
World civilizations
Here are some other civilizations that developed across the world in ancient times.
Ancient Egypt
The Egyptian empire lasted for 3,000 years. Egypt was ruled by powerful leaders called pharaohs.
Ancient Egyptians created systems of mathematics, medicine, farming, and irrigation. They made new
forms of literature. Egypt’s many slaves built huge tombs in the shape of pyramids.
Ancient China
Powerful families called dynasties ruled China. They passed leadership on to their children, like a king
or queen. Ancient China created beautiful painting, poetry, and calligraphy. The ancient Chinese
invented silk, fireworks, medicines, musical instruments, and weapons. China traded with Europe. Many
ideas as well as goods were spread across the world through a trade route called the Silk Road.
Harappan
The Harappan civilization grew up about 4,000 years ago in the Indus Valley of Pakistan and western
India. The people of the Harappan civilization used engineering to build cities with large, peaceful
communities and good systems. They had streets, sewers, and wells that supplied water.
Ancient Greece
The Greeks were a mix of two Mediterranean cultures: Minoan and Mycenaean. Starting about 3,000
years ago, Greek city states sprang up. The Greeks built beautiful temples, sports arenas, and theaters.
They also built systems of knowledge, politics and philosophy. Much of western society and government
today, including the US government, is based on their ideas.
The Roman empire
The Romans conquered the Greeks and built a large empire around the Mediterranean Sea and other
rivers and seas. The water gave access to ships and helped the Roman empire expand. As the Roman
empire grew, it spread Greek ideas across Europe and into Africa and the Middle East. Many aspects of
Ancient Rome exist in the modern world, including government and law, religion, and arts.
The Aztec empire
Thousands of years before Christopher Columbus and other Europeans arrived, the Maya and Aztec
people lived in Central America, and the Inca lived in South America. The Aztecs controlled the
societies around them by fear. But they also had education for all and made great advances in medicine,
astronomy, agriculture, and engineering.
African civilizations
We learned that the earliest humans came from Africa and spread across the world. But people stayed in
Africa, too. Beginning more than 3,000 years ago, they formed great civilizations. This map shows
where many civilizations emerged in the African continent.
A map of African civilizations, courtesy of Jeff Israel
(ZyMOS).
WHAT WE LEARNED
1. Scientists believe Homo Sapiens lived in
Africa about 200,000 years ago.
2. Early farming societies of Mesopotamia
developed into civilizations with laws and rulers.
Other civilizations soon arose in Africa and Asia
and Europe.
3. Ancient Greek civilization began about
3,000 years ago and was conquered by the
Roman empire.
4. Several powerful civilizations existed in the
Americas thousands of years before the arrival
of European settlers.
5. Beginning more than 3,000 years ago, many great civilizations emerged in Africa.
Questions
1.
Here is the timeline of ancient
civilizations you saw in your lesson. Answer
the question using your tip about how to read
timelines and ancient dates.
This timeline shows when several great
civilizations began. Match the civilizations
shown with their approximate dates by
matching the civilizations into the right place.
2. Above timeline shows when several great
civilizations began. Approximately how
many years ago did the civilization of
Ancient India begin?
a. Approximately 1800 years ago
b. Approximately 2800 years ago
c. Approximately 3800 years ago
d. Approximately 4800 years ago
3. This timeline shows when several great civilizations began. What is the gap in years between the
beginning of Ancient Egypt and the beginning of Medieval Europe?
a. 800 years
b. 3,200 years
c. 3,600 years
d. 4,000 years
Lesson 2
Human migration
In this lesson about geography and people, we’re going to look at migration: the movement of people
from one place to another.
You will learn:
What are some different types of migrants?
What are some reasons that people migrate?
What is the meaning of the term push and pull?
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Conclusion - belief or decision reached by interpreting available information
Genocide - mass killing of a group of people
Immigrant - person who comes to another country to live
Interpret - figure out or explain the meaning of something
migrant worker - person who moves from place to place in search of work
migration - movement from one place to another
nomad - person who moves as a way of life instead of living in one place
refugee - person who is forced to leave his or her home because of danger
What is migration?
Migration is movement from one place to another. People who migrate are called migrants. We’ll look at
why different types of migrants move from one place to another. You will probably recognize your own
migration journey in one or more of these kinds of migrants:
•
•
•
•
Nomads move as a way of life instead of living in one place.
Migrant workers move from place to place in search of work.
Immigrants come to a new country to live permanently or settle.
Refugees are forced to migrate because of danger or persecution.
Nomads
The Tuareg people of North Africa are nomads who herd livestock as they travel. The Plains Indians
were hunter-gatherers in North America who followed the seasons to hunt wild animals and find plants
growing. Most nomadic peoples have died out or settled in one place, but a few still exist. If you came
from Africa or the Middle East, you may have come from traditional nomadic peoples.
Migrant workers
Migrant workers in Europe and the United States are modern-day nomads. They often move as the
seasons change to plant and harvest crops. If you are from Mexico or Central or South America and
travel to and around the United States to work on different farms, you may be a migrant worker.
Immigrants
Immigrants are migrants who move to live in another country. The United States has a long tradition of
immigration. For centuries, people have come to America in the hope of finding better opportunities.
This diagram has four pie charts showing the countries that immigrants came from to the United States. Each chart covers a
different period to show how immigration patterns changed over time. Note: these charts do not add up to the same totals. In
pie charts, the slices of a pie compare the numbers to other numbers in the same chart. But the total in the first chart on the
left is only about 7 million people, and the total in the last chart on the right is well over 30 million people. The total number
of people arriving changed over time, as well as where they came from. Always read charts and diagrams carefully in your
test so you know what they are showing you and what they are not showing you!
You can see in the diagram above that, from 1820 to 1969, most migrants came from Europe. Now more
people come from Asia and other parts of the Americas. But immigrants mostly still come for the same
reason: to seek better opportunities. Perhaps you came to the United States as an immigrant.
Refugees
Many of you reading this came to the United States as refugees. The name refugee comes from the word
refuge, a safe place. Refugees seek refuge from dangers such as war, genocide, or natural disasters.
Some refugees return to their country if the situation improves. Many do not have that choice. They stay
in the country that provided them with refuge or wait to be resettled into another country.
TEST TIP: HOW TO DRAW CONCLUSIONS
Drawing a conclusion means coming up with the answer to a question based on information you are
given. In your test you will be asked to interpret information, such as an image or piece of text, and draw
a conclusion.
These types of questions will not offer you an exact answer in the information given. Instead, you will
need to look for clues in words or pictures. You will make connections. You may also need to use what
you already know. Migration, for example, is something you know about from your own experience, and
something you read about in this lesson.
Let’s use what we know and connect it to the photographs below as an example of how to draw
conclusions.
Photos A, B, C and D above show
different kinds of migrants. You’ve
read about different kinds of
migrants in this lesson:
1.
2.
3.
4.
nomads
migrant workers
immigrants
refugees
Can you match the migrants in the
photos with the migrants in the list?
The pictures hold several clues
about the lives of the people they
show.
Which photo shows (1) nomads?
Photo D shows a group with
animals. We know that many nomads travel with livestock, so we can conclude they are nomads.
Which photo shows (2) migrant workers?
Photo C shows people working in fields, so we can easily conclude they are migrant workers, especially
as we know many migrant workers plant and harvest crops.
Which photo shows (3) immigrants?
Photo A shows a man behind the counter of a small shop. We learned that many immigrants move to
seek new opportunities, and this man looks like he might have started his own business.
That leaves (4) refugees.
Photo B shows a group of people traveling along a muddy path. The journey looks difficult, and these
people would not be carrying all their possessions and children through the mud unless they had no
choice. We can conclude that these are refugees.
A number of questions in your social studies test will ask you to draw conclusions from text and images.
Learn to look for clues and make connections when you are asked to draw conclusions.
Push and pull
When talking about migration, people sometimes use the term push and pull. “Push” means there is a
reason pushing a person out of a country, such as poverty or persecution. “Pull” means there are reasons
pulling a person toward a country, such as fertile land for farming. Sometimes both push and pull
reasons are present. For example, if you are leaving a country because there is a lack of jobs, you will go
to a country with many jobs.
WHAT WE LEARNED
1. Different types of migrants include nomads, migrant workers, immigrants and refugees.
2. People migrate to seek refuge, to look for work, or in the hope of better opportunities.
3. The term “push and pull” refers to conditions that push people out of a country, such as
persecution or danger; and factors that pull a person toward a country, such as the promise of a
good job.
Questions
1. The shows the areas of South America where different languages are
spoken. The white lines are the borders of separate countries. Which of
the following conclusions can we draw based on information from the
map?
A. Most people in South America are Spanish-speaking.
B. Most people in South America are Portuguese-speaking.
D.
speaking.
The least number of people in South America are French-
2. Take another look at the pie chart you saw in the lesson. Then answer the question.
QUESTION: These pie charts show the regions US immigrants came from during different
periods. Looking at the charts, do you think the following conclusion is true or false?
Immigration patterns to the United States reflect the push effects of danger and poverty
and the pull effect of new opportunities.
True
False
Lesson 3
National borders
As human societies developed, they became more settled. As people settled, they used borders to
define their land. This lesson is about the borders of the United States of America.
In this lesson you will learn:
• What borders does the United States of America have?
• How has the United States changed its borders over time?
• When did Alaska and Hawaii become states?
• What are the five American territories outside the American borders?
Borders are edges of an area. They are imaginary lines drawn around or across areas of land and water.
They show where one nation or territory is separated from another. Understanding the borders of the
United States will help you see how the country was formed.
American borders today
America has two main borders on land. Its northern border is with Canada, and its southern border is
with Mexico. America also has long coastlines that form its borders with the ocean.
This map shows the western lands between 49°
north parallel, where the border is today, and the
54° 40’ line, where the United States wanted its
border to be.
The border with Canada
The main Canadian border was established
in the late 1840s. In the 1840s, America
and Britain were arguing about their
border. Canada was still a British territory
at the time.
The United States wanted its northern
border to be at the latitude of 54° 40′
north. Otherwise, said President James Polk, America would go to war with Britain again.
Instead, America and Britain agreed to set a national boundary at the 49th parallel, or 49° north.
Everything in North America above that line, except Alaska, is now part of Canada.
The border with Mexico
America’s border with Mexico was decided after the Mexican-American war by the Treaty of Guadalupe
Hidalgo in 1848. Mexico ceded (gave up) the land that is now the states of Texas, California, Nevada,
and Utah, about half of New Mexico, a quarter of Colorado and a small part of Wyoming. America paid
15 million dollars to Mexico for all this land.
An old US government map shows the dates that each piece of territory was added to expand the borders of the United States
mainland
In 1854, America bought
another piece of land
from Mexico. This
purchase was called the
Gadsden Purchase and it
is located in what is now
known as Arizona and
New Mexico. America
paid Mexico 10 million
dollars for the land.
Alaska and Hawaii
This map shows that the state of Alaska is very close to Russia.
In 1867, America bought Alaska from Russia for a total price of
7.2 million dollars. Alaska did not become a state until 1959.
The addition of Alaska made the American border with Canada,
at 5,525 miles, the longest international border in the world.
This map shows that Hawaii is located in the middle of the Pacific Ocean
between the United States and Japan.
The last addition came in 1893, when America overthrew
Hawaii’s ruler and took over the island. Its position in the
Pacific Ocean made it an important port for American ships
going to Asia. Hawaii became an official territory in 1900 and a
state in 1959. With this, America reached its present number of
50 states.
American territories
US territories are pieces of land controlled by the United States
that are not actual states. The US territories are all islands in the Pacific or Atlantic oceans. The
American territories are:
•
•
•
•
•
Guam
US Virgin Islands
American Samoa
Puerto Rico
Northern Mariana Islands
The US government controls the territories, but the territories have their own local governments as well.
People who live in the territories are US citizens and have US passports, but they do not have all the
rights of citizens within the 50 states.
TEST TIP: ANSWERING COMPREHENSION QUESTIONS WITH TEXT AND IMAGES
In the social studies test, many questions will test your comprehension (what you understand). They will
test this by using text or pictures and sometimes both. Let’s practice comprehension with a question that
uses both. Here are some tips to help you find the answer:
•
•
•
•
Read the question first so you know what to look for
Quickly read the words and look at the image, making sure you understand what you are seeing
and reading
Read and eliminate (cross off) the obviously wrong answers
Go through more carefully and test the remaining answers to find the best one
Now put the tips into practice with the following question based on some text and a map from the US
National Oceanic and Atmospheric Administration (NOAA) website:
The National Coral Reef Monitoring Program (NCRMP)
Coral reefs provide an estimated $3.4 billion annually in total economic value to the U.S. The “Coral
Reef Conservation Act of 2000” authorizes a national program that includes “monitoring [and]
assessment … that benefit the understanding, sustainable use, and long-term conservation of coral reefs
and coral reef ecosystems.” NOAA developed the National Coral Reef Monitoring Program (NCRMP)
to:
1.
2.
3.
4.
support conservation of the United States’ coral reef ecosystems
provide an ecosystem perspective by monitoring climate and fish
coordinate various activities into a cohesive NOAA-wide effort
communicate results of monitoring to policy makers and the public
QUESTION: Based on the above text and map, which of these statements is true?
a. The goal of the NCRMP is to provide $3.4 billion in economic value to the U.S.
b. All of the United States’ coral reef systems are located at U.S. overseas territories.
c. The goal of the NCRMP is to conserve the nation’s coral reef ecosystems.
d. All of the world’s coral reef systems are shown on this map.
By looking at the map, we can quickly eliminate answer (b) because we see that some of the reefs are
along the US mainland coast. We can also cross off answer (d) because there is nothing that says that
these are the only coral reefs in the world.
Now let’s look more closely at the other two answers. The text does say that coral reefs provide $3.4
billion in value every year to the U.S., but is that the goal of the program? There is no text to support
that, so (a) is probably not the right answer. But both the first paragraph and the numbered goals mention
conservation. So (c) is correct.
Although the question looked quite complicated, it was really quite simple once we understood what
was being asked. And we saved a lot of time by getting rid of obviously wrong answers first.
WHAT WE LEARNED
1. America has two borders: one with Canada and one with Mexico. The rest of the nation’s borders
are coastlines.
2. The border of America has changed many times in the course of its history as it acquired new
territory.
3. Two states, Alaska and Hawaii, are former territories that are separated by land or sea from the
other 48 states. They both became states in 1959.
4. America has five territories outside its borders: Guam, the US Virgin Islands, American Samoa,
Puerto Rico, and the Northern Mariana Islands.
Question
1. The National Coral Reef Monitoring Program (NCRMP)
Coral reefs provide an estimated $3.4 billion annually in total economic value to the U.S. The
“Coral Reef Conservation Act of 2000” authorizes a national program that includes “monitoring
[and] assessment … that benefit the understanding, sustainable use, and long-term conservation
of coral reefs and coral reef ecosystems.” NOAA developed the National Coral Reef Monitoring
Program (NCRMP) to:
a. support conservation of the United States’ coral reef ecosystems
b. provide an ecosystem perspective by monitoring climate and fish
c. coordinate various activities into a cohesive NOAA-wide effort
d. communicate results of monitoring to policy makers and the public
NCRMP monitoring covers the ten priority coral reef areas shown in red on this map: Florida,
Puerto Rico and U.S. Virgin Islands, Flower Garden Banks, Hawaii (main islands), Northwestern
Hawaiian Islands, Guam, Commonwealth of the Northern Mariana Islands, American Samoa,
and the Pacific Remote Island Areas.
What does monitoring mean in the context of this data?
Choose the best answer.
a.
b.
c.
d.
conserving
coordinating
observing
protecting
Lesson 4
People and the environment
This lesson is about how people change their environment. The environment is the world around us –
our land and cities, air and water.
You will learn:
•
•
•
•
How are people changing the environment?
What are the results of the changes?
What is climate change?
How does climate change affect the oceans and weather?
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Atmosphere - layer of gases that surrounds Earth
Climate - usual weather patterns over a whole region. For example, deserts have a dry climate.
Current - continuous flow and pattern of water in oceans and rivers. Currents happen in air, too. Current
also means a flow of electricity.
Drought - time with little rainfall and lack of water
Energy - source of power
Environment - world around us – our land and cities, air and water
fossil fuels - fuels formed in the ground over millions of years, including coal, oil, and natural gas
gas - substance like air. Gases can change to solids and liquids. Gas is also the name Americans use for the
petroleum fuel they use in vehicles.
Global - to do with the whole planet, or globe
Habitat - natural home of a living thing. For example, the habitat of a whale is the ocean.
Impact - effect that one thing has on another – for example when large-scale farming changes the
landscape
Pollute - make something dirty or fill it with unhealthy chemicals
Resources - things people can use, such as energy and human labor. Natural resources are things we can
use that are found naturally on Earth, such as metal, wood, oil, or water.
How people change the environment
Before people started farming, they used only what they needed to stay alive. The human population was
small. They didn’t have much impact on their environment.
Since they began to farm, people have changed the land. For a few thousand years, the changes were not
big. But in the 20th century, two big changes began:
•
•
One was a huge growth in population.
The other was the rise of industries.
Today, people and industries use a huge amount of energy and resources. Here are some of the problems
caused by population increase and industry:
•
•
•
•
•
•
Pollution: Chemicals are polluting air, water, and land
Waste: Large amounts of waste are growing on land and in oceans
Water use: Overpopulated areas are using too much water
Land resources: Forests are disappearing as land is cleared for farming and fuel
Ocean and land animals: Species of animals are becoming extinct
Energy resources: People are using up the supply of fossil fuels
The greenhouse effect
The Earth’s atmosphere keeps our planet warm. Heat from the Sun is trapped in the atmosphere, mostly
by water vapor (clouds or steam). This trapped heat is called “the greenhouse effect.” Without the
greenhouse effect to warm us, life on Earth would die.
When we burn fossil fuels or wood, the gas carbon dioxide (CO2) is released into the atmosphere. Like
water vapor, CO2 traps heat. We call it a “greenhouse gas.” In the last 100 years, the level of CO2 in the
atmosphere has grown. Scientists agree that the burning of fossil fuels is causing CO2 levels to rise.
This diagram shows the greenhouse effect. It shows
what happens when gases trap the Sun’s radiation
(the heat and light in the Sun’s rays) the way a
greenhouse does.
Climate change
As more people use more fossil fuels, more heat is trapped, and the world gets warmer. The world’s
average temperature is rising. This global warming causes the climate to change. There are more severe
droughts, hurricanes, and floods. Ocean currents are changing as the water gets warmer. Animals and
even people are losing their habitats.
TEST TIP: FINDING INFORMATION IN A GRAPH
In your social studies test, some of the questions will use graphs and tables. Graphs are diagrams, or
pictures that show data. They show data with lines, dots, bars, or sections of a circle (also called pie
charts). You will be able to answer this type of question if you can read the graph.
Here is a graph showing how
energy the world has consumed
and will consume from 1990 to
It uses actual figures up to 2015
(history) and then it guesses
future figures will be after 2015
(projection).
much
(used)
2040.
what
The graph shows years from left
to
right along the bottom line. The
numbers on the left side show
how
much energy was used in BTUs,
from
zero at the bottom to 250 quadrillion BTUs at the top. The colored lines show different energy sources.
By following the lines, you can see how much energy of each kind was used or will be used in any year.
The key to reading a graph is to look at all the parts: labels, numbers, lines, and headings. Together,
these parts will help you find the information you need to get the right answer in your test.
For example, we might want to know how much coal energy the world used in 2010. We need to use
three parts to find this information.
1. First, find the year 2010 along the bottom line.
2. Follow up from the year to where it meets the black line that shows coal.
3. Look straight to the left from that meeting point to see what number it is on the scale of BTUs.
It looks like the world used 150 quadrillion BTUs of coal energy in 2010.
Your test will ask similar questions to see if you know how to find data in a diagram. Here are some
questions you can probably answer by looking at the chart.
a. Which energy source is shown with a green line?
b. How many quadrillion BTUs of natural gas did the world use in 2005?
The answers are below. Graphs in your test may look very difficult, but don’t worry: these questions are
not tests of knowledge. They will not ask you what a BTU is (it’s a unit of energy) or how much a
quadrillion is (it’s one thousand million million!). Instead, they will ask you questions you can find
answers to right there in the graph.
Answers: a. renewables b. 100
(Is it too late?)
As more forests are cut down to make room for farming and fuel, global warming will increase. Living
trees produce oxygen, but when they are cut down and burned, they release CO2 into the atmosphere.
Farming on a large scale also releases greenhouse gases.
As the planet warms, ice in cold regions melts. Melting ice causes sea levels to rise, flooding coasts.
Also, CO2 is released from land once buried beneath ice.
Can humans find ways to restore climate balance to the world? Scientists are trying to fight climate
change by developing new sources of energy that do not rely on fossil fuels. Many nations are setting
goals to reduce the CO2 they release into the air.
WHAT WE LEARNED
1. Rises in population, industries and energy consumption are changing the environment.
2. People’s overuse of land, energy and other resources causes pollution of land, air and water. It
leads to disappearing resources and species.
3. The burning of fossil fuels is contributing to global warming, which leads to climate change.
Climate change is the overall change in regular weather patterns throughout the world.
4. Climate change causes droughts, extreme weather, and rising sea levels.
Question World Energy Consumption
This graph shows how much energy the world
has consumed (used) and will consume from
1990 to 2040. It uses actual figures up to 2015
(history) and then it guesses what future figures
will be after 2015 (projection). The graph shows
years from left to right along the bottom line.
The numbers on the left side show how much
energy was used in BTUs, from zero at the
bottom to 250 quadrillion BTUs at the top. The
colored lines show different energy sources.
1. Which energy source provides the least amount of energy to the world?
a. coal
b. natural gas
c. renewables
d. nuclear
e. petroleum and other liquids
2. Approximately how much petroleum and other liquids will the world consume in 2040?
a. About 225 BTUs
b. About 195 quadrillion BTUs
c. About 225 quadrillion BTUs
d. About 200 BTUs
3. Read the text, look at the graph, and then answer the question
(courtesy of GED.com)
Information from the Congressional Research Service indicates that the United States has
spent large amounts of money since the turn of the twentieth century to support involvement
in major wars. From 1917 to 1921, the total cost of military involvement in World War I was
around $20 billion. Approximately $296 billion was spent on World War II military
operations between 1941 and 1945. The United States spent nearly $30 billion to wage the
Korean War from 1950 to 1953. From 1965 to 1975, the years spanning the Vietnam War, the
U.S. government spent about $111 billion on military efforts.
Based upon the text,
is the following statement true or false?
The graph above correctly depicts the amount of
spending on each of the four wars.
4. This chart shows the unemployment rates in the Buffalo Niagara region for each year from
2006 to 2015.
What does the chart tell us about unemployment in the region?
The unemployment rate was half a percent …………….. in 2006 than in 2015.
Civics and Government
Lesson 1
The United States government
This is the first civics and government lesson in the Social Studies class. In your test, the word civics
means the rights and duties of citizens and the role of government. In this lesson, we will look at the
government and most important documents of the United States.
The Articles of Confederation
You will learn:
•
•
•
•
What are the Articles of Confederation?
What is the US Constitution?
What are the three branches of government?
What is the Bill of Rights?
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Amendment - change or addition to a document
Bill - law that has been proposed (suggested)
checks and balances - system to keep a group of leaders from taking too much power
compromise - settle on something that both sides of an argument can accept
constitution - document that describes the governing system and principles of a country
executive - person or group in charge of getting things done
federal - national, or to do with the whole country
free speech - freedom or right to say what a person believes without fear of punishment
government - group of people that runs or leads a country, state or city
impeachment - charging a public official with bad conduct. If a US president is impeached and then found
guilty, he or she must stop being president.
Judicial - of or relating to courts of law and judges
Legislative - to do with making laws
political party - official group of people with the same political views and goals
supreme - above everything else
unconstitutional - not in agreement with the Constitution
veto - vote against or reject a decision
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The Articles of Confederation
The document known as the Articles of Confederation was written during the American Revolution.
Even while the war was still going, leaders put together an agreement to help them run the states.
For the new nation’s first few years, this document was the only constitution the United States had.
Congress governed America under this document.
The Articles of Confederation was a good agreement because it provided basic rules to get the country
started. But soon, some Americans believed it was time for a new constitution that could give the federal
government more power.
The leading Federalists were Alexander Hamilton, James Madison, and John Jay. The believed the
United States needed a stronger central government and new constitution.
The leading Federalists were Alexander Hamilton, James Madison, and John Jay. They believed the
United States needed a stronger central government.
Political parties
Not everyone wanted the federal government to have more power. In the 1780s, two political parties
began to emerge: the Federalists and the Anti-Federalists. The Federalists wanted to write a new
constitution for the United States. The Anti-Federalists did not want a new constitution.
A new constitution
The arguments continued for years. Eventually, there was a great meeting. The Constitutional
Convention started on May 25, 1787, and went on for several months. Representatives came from all the
states. After many compromises, a remarkable group of 55 Americans created the Constitution of the
United States. By May 1790, all thirteen states had approved the new document.
The Constitution is the supreme law of the land. All other laws must follow it. It also set up a system of
government we still use today. The Constitution made a promise to Americans: they would be governed
as a republic, which means their nation would never have a king, queen, or emperor.
We are going to look at the Constitution in detail. It will help you, as a new American, understand why
American’s value freedom and personal rights so highly. You will see that these ideals were written into
the nation’s laws! Knowing about the Constitution is important for your test, too.
Three separate branches
The Constitution divides the government into three branches:
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The legislative branch makes the laws.
The executive branch makes sure the country follows them.
The judicial branch settles any arguments about the laws.
Checks and balances
Some Americans feared the Constitution would give the government too much power. So the
Constitution created checks and balances. This means if one branch gets too powerful, the other
branches have ways to check (stop) it.
Here is an example: Congress can pass a bill in both chambers. The President can check Congress by
vetoing the bill. If they have enough votes, Congress can check the president by overriding his veto and
establishing a law. The Supreme Court can then rule if the law agrees with the constitution. If it doesn’t,
the judges can get rid of it. So all the branches have ways to stop bad laws.
TEST TIP: HOW TO ANSWER QUESTIONS ABOUT HISTORICAL DOCUMENTS
Your social studies test will probably include some text from one of the United States’ important
documents. It will also probably have a question about government powers. So in this tip, we’re going to
look at some words in the Constitution about the powers of one or more branches of government.
QUESTION: The Constitution created checks and balances so that if one branch of government gets too
powerful, the other branches have ways to stop it. Below are four excerpts from the Constitution. Which
one is not an example of checks and balances?
A. From Article 1, Section 3:
The Senate shall have the sole Power to try all Impeachments. … When the President of the United
States is tried, the Chief Justice shall preside: And no Person shall be convicted without the Concurrence
of two thirds of the Members present.
B. From Article 1 Section 7:
Every Order, Resolution, or Vote to which the Concurrence of the Senate and House of Representatives
may be necessary shall be presented to the President of the United States.
C. From Article 2 Section 1:
The Congress may determine the Time of chusing the Electors, and the Day on which they shall give
their Votes; which Day shall be the same throughout the United States.
D. From Article 2 Section 2:
The President shall have Power, by and with the Advice and Consent of the Senate, to make Treaties,
provided two thirds of the Senators present concur …
(When you read old documents or official texts like the ones above, you won’t know all the words, but
you can use the information and clues you’ve been given. The question told us that checks and balances
are the ways branches of government can stop each other from getting too much power. It also told us
that most of the statements above are examples of checks and balances. We’re looking for one text that
isn’t about checks and balances.)
Let’s take a quick look and see if the answer is easy to find:
A. This text mentions the Senate, and the president, and even the chief justice, so this is probably to do
with checks and balances.
B. This mentions both chambers of Congress and the president, so it seems there are checks and
balances here, too.
C. This only mentions Congress and seems to be about choosing election days. There’s nothing here
about another branch of government. It’s probably this one, but let’s quickly check …
D. This says the president needs the advice and consent of the Senate, so it definitely is about checks and
balances.
So without having to understand everything in these historical texts, we were quickly able to figure out
the answer is C. We did this by carefully reading the question, using the clues, and noticing some key
words.
The legislative branch
The legislative branch includes Congress. Congress is divided into two chambers: the House of
Representatives and the Senate. Every state gets two senators and at least one representative. Members
of Congress are elected by the voters in their states, just like the people who went to represent their
colonies at the first Congress. States with more people have more representatives.
The Constitution gives Congress the power to:
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collect taxes
borrow money
provide for the welfare of the people
create paper money and coins
create an army and navy
create courts of law and post offices
declare war on other nations
The Constitution also says Congress can make laws. Representatives or senators can create a bill, which
means they can propose a new law. If both chambers vote to make the bill into a law, the bill goes to the
President for approval.
The executive branch
The executive branch includes the office of the president. The Constitution says that the president must
make sure the laws are carried out. If the president should die or become very sick, the vice president
does the president’s job.
The president is commander-in-chief of the armed forces. This means that the president is in charge of
the Army, Navy, Air Force, Marines and Coast Guard. The president is also the top diplomat of the
United States, which means he or she is in charge of any agreements with other nations.
Once Congress has voted to pass a law, the President has the choice to sign the law or veto (refuse) the
law.
The judicial branch
The Constitution created a judicial branch. The judicial branch includes the Supreme Court and other
courts.
The Supreme Court’s nine judges make decisions about cases that affect the whole nation. In the
process, they also look at the laws that affect the cases. They decide if these laws are constitutional or
not. This process is called judicial review.
If the judges decide that a law is unconstitutional, it is repealed (got rid of). If they decide a law is
acceptable and constitutional, then it remains law. Supreme Court decisions can make a big difference to
people’s rights or what is allowed under law. Their decisions often cause arguments among the citizens.
The Bill of Rights
Even though there were checks and balances, the Anti-Federalists wanted to protect Americans against
too much government power. So Congress added a Bill of Rights to the Constitution. This document is
made up of the first ten amendments to the Constitution.
Whenever a principle or law is added to the Constitution, it becomes a new amendment. Since 1791, a
further 17 amendments have been added, and people continue to suggest new ones.
Americans see the Bill of Rights as an important guarantee of their rights and freedom. For example, the
government thought it was a good idea to add an amendment that promised citizens the right to free
speech. Americans believe people should be free to say whatever they want without fear, even if the
government or other citizens don’t like it.
WHAT WE LEARNE
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The Articles of Confederation was America's first constitution.
The Constitution of the United States states the country's basic laws and system of government.
The legislative branch makes laws in Congress.
The executive branch makes sure laws are executed (carried out).
The judicial branch decides if the nation’s laws and actions agree with the Constitution.
The Bill of Rights added ten amendments to the Constitution to protect the rights of citizens.
Question
For your social studies test, you will need to know the names of the three branches of government in the
United States.
1. Match each government branch with the person or group of people who serve in that
branch.
Lesson 2
Citizenship
In the last lesson, you learned that the Constitution gave rights to American citizens. In this lesson, we
look at what it means to be an American citizen.
You will learn:
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What are civic duties?
What are civic responsibilities?
What rights are citizens guaranteed?
What rights do non-citizens have?
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Citizen - person who is born in a country or takes its nationality and who has rights and duties in that country
civic duties - something a person must do as a citizen, such as something required by law
civic responsibilities - something a person can or should do to be a good citizen
evidence - information that helps to prove
exploit - take advantage of someone or use them unfairly
jury - group of citizens who are called upon to listen to a case in court and decide if a person is guilty or innocent
protest - object to something, such as a law, government policy, or action taken by a business or organization
testify - make a statement, give evidence, or act as a witness in a trial
warrant - document issued by a court that gives the police the power to do something
witness - person who has seen an event, such as a crime taking place, and testifies in court about that event
The word civics can mean anything to do with the role of citizens. A citizen is someone who is born in a
country or who takes its nationality. Some people divide a citizen’s role into civic duties and civic
responsibilities. A duty is something you must do because it is required. A responsibility is something
you should do to be a good citizen. The rights of citizens cannot be taken away.
Civic duties
American citizens have a duty to obey the laws of their nation and defend the Constitution. For example,
they must send their children to school. They must join a military force to defend the country if needed.
Citizens must pay their taxes, and they must serve on a jury or as a witness in court if asked.
Civic responsibilities
To be responsible citizens, Americans use their most valuable democratic right: the right to vote. A good
citizen will keep herself or himself informed about events and politics, so she or he can vote wisely.
Responsible citizens even take part in government if they can. Another responsibility Americans have is
to their community and fellow citizens. Good citizens think about the welfare of others and respect their
rights and beliefs.
Civil rights – the five freedoms
The First Amendment to the Constitution gave American citizens five “freedoms,” or civil rights. They
are:
1. Freedom of religion: the government cannot create an official religion. Citizens have the freedom
to attend the church, synagogue, temple or mosque of their choice – or not attend at all.
2. Freedom of speech: the government cannot create laws to try to stop citizens from expressing
rational opinions. Citizens can be critical about the government and share their opinions with
others.
3. Freedom of press: the government cannot control what is printed in newspapers, magazines and
books, broadcast on TV or radio, or offered online.
4. Freedom of assembly: citizens can get together with other people in public and private
gatherings. They can join groups for political, religious, social or recreational purposes.
5. Freedom to petition government: citizens can present requests to government without fear of
punishment. They can protest about unfair actions or laws, and they have the right to request
change.
TEST TIP: HOW TO IDENTIFY AND APPLY A PRINCIPLE
Rights and freedoms are based on principles: that means they are important ideas or rules that apply in
different situations and to different people. Your social studies test may ask questions that show you can
identify a principle or apply a principle to a situation. We’ve just learned about the five freedoms named
in the First Amendment, so let’s practice identifying one of those principles by matching the right
principle with a real-life situation – a case that went all the way to the Supreme Court:
Tinker v. Des Moines Independent Community School District, 393 U.S. 503 (1969)
In December of 1965, three students were suspended for wearing black armbands to school to protest the
Vietnam War. The school argued the display was a distraction and possibly a danger to students, and the
case went all the way up the judicial chain. But in 1969, the Supreme Court, the highest court in the
country, decided that the armbands didn’t invade the rights of others. In fact, the school asking students
to remove the bands infringed upon their rights.
QUESTION: Which one of the five freedoms do you think the Supreme Court was upholding with its
decision?
1.
2.
3.
4.
5.
Freedom of religion
Freedom of speech
Freedom of press
Freedom of assembly
Freedom to petition government
The answer is (2) – freedom of speech. The armbands were worn to show opposition to the war in
Vietnam, and the Supreme Court decided students’ right to express their opposition was the right to free
speech, protected by the First Amendment. The students had this right, even if their school did not like
it.
This question tests your ability to take ideas and apply them more generally. You can practice this skill
by reading more about the Bill of Rights and the other rights you have in the United States. Think about
how these rights apply to you in everyday life. Then, when principles come up in your test, you will be
able to apply them.
Other constitutional rights
Citizens have other rights protected by the Constitution:
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Voting: citizens over the age of eighteen have the right to vote. The Fourteenth Amendment
guaranteed the right of citizens to be equal, regardless of race.
Carrying weapons: the Second Amendment grants freedom to bear arms. This means that
people can own guns and use a gun in a lawful way. (Most states also require specific permits for
various types of guns.)
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Freedom from slavery: citizens have the basic right to be free, which includes the right not be a
slave. You will remember this right from the time that slavery was abolished in America. Today,
immigrants are vulnerable to slavery in America. They can be exploited, or taken advantage of,
by human traffickers and employers.
Rights of the accused
Several amendments protect the rights of people accused of a crime. Let’s look at what that would mean
if you found yourself accused of a crime.
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You have the right to have your case heard by a jury.
You cannot be tried for the same crime more than once.
In a court case, the government has to prove your guilt to the jury using evidence. A person is
innocent until proven guilty.
The government cannot force a person to say that they did the crime.
You are not supposed to wait a long time for a trial to take place.
Any witnesses that are a part of the trial must be brought to the court to testify.
Rights of non-citizens
Non-citizens are people who do not have US citizenship. This includes documented immigrants, such as
refugees, and undocumented immigrants. Non-citizens generally have the same constitutional rights as
citizens when law enforcement officers stop, question, arrest, or search them or their homes.
Non-citizens have the same right as citizens to:
1. remain silent (not answer questions)
and
2. ask for a lawyer.
However, the law says adult non-citizens who have immigration documents must carry those documents
with them at all times. You should show them to law officers if asked. If you are arrested because you do
not have your immigration documents with you, but you have them elsewhere, ask a friend or family
member to bring them to you.
One more thing: non-citizens do not always have the right to remain silent at international borders and
ports or airports.
WHAT WE LEARNED
1. Civic duties include obeying laws, paying taxes, and serving in the military or on a jury if called
to do so.
2. Civic responsibilities include voting and being a good community member.
3. The First Amendment and other laws give American citizens certain rights, including freedom of
speech and religion.
4. Most civil rights apply to non-citizens, too. For example, citizens and non-citizens have the right
to not answer questions when arrested and to request a lawyer.
Question
1. The First Amendment to the Constitution says: “Congress shall make no law respecting an
establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of
speech, or of the press; or the right of the people peaceably to assemble, and to petition the
Government for a redress of grievances.”
Which of the following rights does the First Amendment protect?
a. The right to say things that anger other people
b. The right to gather in a public place for a protest or celebration
c. The right to practice religion
d. The right to publish offensive materials
e. All of the above
2. Under the provisions of Section 14(b) of the Taft-Hartley Act of 1947, states were given the
power to pass “right-to-work” laws restricting the union shop. A union shop is a workplace
where all workers must belong to the union. A wildcat strike is a strike with no warning.
Although organized labor worked to get Congress to repeal this section of the Act, by 2012, 23
states had passed such laws. Two points of view from the debate that followed the passage of the
Taft-Hartley Act are presented below. They are from newspapers that had opposite opinions.
Newspaper X said:
“The union shop is necessary and just and should not be banned. Open shops create labormanagement friction that leads to dissatisfaction and wildcat strikes. Unions provide workers
with a channel through which they can voice grievances and collectively bargain for wages,
working conditions, and hours. Since union agreements generally apply to all workers, why
should some get a free ride by receiving union benefits without paying union dues?
“Section 14(b) should also be repealed in the interest of regulating interstate commerce. No state
should be allowed to enact laws that would give it a commercial advantage over another state.
Why shouldn’t government act to strengthen labor? It aids business by providing protective
tariffs, subsidies, tax advantages, and research.
“The mass media have always been anti-labor; they have consistently failed to point out that the
per-capita income in the right-to-work states is far below the national average.”
Newspaper Y wrote:
“If workers cannot be barred from jobs because of race or religion, they should not be barred
because they do not wish to join a union. Conscientious objectors are not forced into the army;
why should independent jobholders be forced into unions?
“Right-to-work laws do not give states unfair advantages. Raw materials, transportation, and
markets are of prime importance in attracting industry.
“The right of the states to forbid the union shop is a valuable check on the use of union power.
We feel that instead of being allowed more freedom, unions should be subject to more
government control.”
Newspaper Y considered the right-to-work laws to be based on the same principle as laws that:
a. Provide federal aid to education
b. Regulate immigration
c. Protect citizens’ civil rights
d. Deal with the nation’s defense
Lesson 3
Types of government
In this lesson, we will learn about different types of government. You will see how American democracy
compares to other systems.
US Capitol building
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What is the role of a government?
What are some different types of government?
What is a republican government?
What is a democratic government?
that affected the whole nation.
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An old print shows Native Americans in a government meeting. The
Iroquois Nation, in what is now New York state, had a federal system.
This meant that separate tribes within the nation governed
themselves, but representatives from the tribes met to decide issues
Authoritarian - exercising a lot of control over people
Communist - economic system in which the government controls the economy and there is no private ownership of
land, housing, or businesses
Democracy - political system in which the supreme power rests with the wishes of the majority
Economy - anything to do with how people use resources and the flow of money, including housing, jobs, and
buying and selling goods and services
Elect - choose a representative by popular vote
Federal - to do with a government of a country that has a central government but also individual states that keep
some powers
Inherited - passed on from the previous owner—a person can inherit property or power or other rights
Monarchy - rule by a royal head of state, such as a queen or emperor
Republic - political system in which people elect representatives that make laws and vote on decisions
Society - organized group with shared rules and values
Theocracy - nation where a religion rules in the name of its god
Totalitarian - extremely authoritarian system in which citizens don’t get to vote in free elections or have a say in
making laws
The first governments
Ever since people started living in societies, they needed some form of government to make their
community function and to help it survive. They made decisions as a group, maybe by voting. They
elected leaders to make decisions.
Different types of government
The role of government is still the same as it was years ago. Over time, different types of government
have emerged. Some serve their people, while others control them. Here are some different types of
government:
Monarchy
A monarchy is a nation ruled by a royal, such as queen or emperor. Monarchs inherit their power,
usually from a member of the same family. Monarchs used to have absolute (total) control. A handful of
absolute monarchies, such as the country of Oman, still exist today. But most countries that still have
monarchs give the governing powers to elected leaders. For example, the British Queen has no real
power.
Theocracy
Another old form of government is a theocracy, a nation where a religion rules in the name of its god.
The nation’s laws are based on interpretations of the religion. An example of a theocracy today is Iran.
Authoritarian governments
Monarchies and theocracies are dying out, but governments that want to control their citizens still exist.
This type of government is an authoritarian government. Authoritarian governments can have many
different kinds of political and economic systems. What they share is how much control they have over
their citizens.
Dictatorships
Extreme authoritarian governments are called totalitarian governments, or dictatorships. Citizens don’t
have any say about leaders or laws. They may be punished or killed for opposing the government. North
Korea is a country run by a totalitarian government. Authoritarian governments often don’t hold free and
fair elections. And if they do, they may offer only one option – the ruling dictator – so it isn’t really a
free election anyway.
Communist nations
Communist countries usually have authoritarian governments. In a communist economic system, the
government controls the economy and there is no private ownership of land, housing, or businesses. One
of communism’s goals is to create a society where everyone is equal, or a classless society.
HOW TO ANALYZE CONCLUSIONS FOR EVIDENCE AND SUPPORTING STATEMENTS
Many questions in your social studies test will test how well you analyze text. Some text is just
information, while other text offers points of view, opinions, and conclusions. A conclusion is the belief
a person ends up with after thinking about something. Your analysis of conclusions shows that you can
tell the difference between facts and opinions and recognize connections between statements.
Here is a short, opinionated essay about communism that ends with a conclusion:
WHY COMMUNISM DOES NOT WORK
Communism is a system of government that claims to make everyone equal and to give power to the
workers. In the early 1800s, the German philosopher Karl Marx said that it is unfair for some people to
be rich and for others to be poor. He said that the only solution to this inequality was to get rid of private
ownership of property. Under communism, everyone would own everything together.
But when communism was put into practice in Communist Russia, people had very little freedom.
Russian citizens also became very poor under communist rule. People were forced to do the work that
the government dictated, and violence against Russian citizens became common.
It is easy to convince poor people that communism works. But do not believe people who tell you
communism is better than capitalism! A life under communism means a life without choices.
Which fact supports the author’s conclusion that “A life under communism means a life without
choices”?
A. It is unfair for some people to be rich and for others to be poor.
B. Russian citizens became very poor under communist rule.
C. People were forced to do the work that the government dictated, and violence against Russian
citizens became common.
D. Communism is the easiest system to sell to people who are poor.
In one of our history lessons, you learned how to tell facts from opinions. This question asked us for a
supporting fact, so let’s eliminate the opinions in the statements first. Both A and D sound like opinions,
because other people could agree or disagree with them.
B and C seem more like facts, because they could be proven to be true by checking with other sources.
So let’s look at those two statements and test them to find the best choice.
Statement B says Russians became very poor, but poor is not the same as having no choices, so this does
not support the author’s conclusion. C says that people were forced to do certain work. Being forced to
do something means you have no choice, so statement C supports the author’s conclusion.
When a question asks you to find evidence or supporting statements, remember to use your earlier tips
for testing statements and telling facts from opinions.
Government in the United States
Republics
In a republic, the people elect representatives who make laws and vote on decisions. Some republics are
authoritarian, but most make laws and run the country according to the wishes of citizens.
The United States is a form of republic called a federal republic. In a federal republic, a lot of
government decisions take place at state level. In the USA, for example, some decisions about health
care and education vary from state to state, and others are the same for the whole nation.
Democracy
In a democracy, the supreme power rests with the wishes of the majority of its citizens. Another
important aspect of democracy is that people are free to disagree with the government. The United States
is a presidential democracy, because it has a president with certain powers.
A common feature of democratic countries is that they have multiple political parties. These parties are
groups of people with differing political beliefs. They can be in the government together because in a
democracy, people are free to hold different opinions. You will learn about political parties in the next
lesson.
WHAT WE LEARNED
1. Governments make decisions for the group and help communities function.
2. Types of government include monarchies, theocracies, democracies and republics.
3. The United States of America is a federal republic. Republics are countries where the people
elect representatives who make laws and vote on decisions.
4. The United States of America is also a presidential democracy. In a democracy, the supreme
power rests with the wishes of the majority, and people are free to disagree with the government.
Question
1. Read this article (adapted from newsela.com) about gun control written after a mass shooting
took place in Las Vegas in October 2017. Then use your test tip to answer the question.
Remember to use your earlier tips for testing statements and telling facts from opinions.
People must stay angry about mass shootings (By Don Kusler)
By now, it’s easy to see what will happen after Las Vegas. The horrible attack is only the latest in
a number of mass shootings in the United States. The community and the country feel hurt and
upset. News outlets cover the story for several days while lawmakers send their thoughts and
prayers. People talk about changing gun laws.
The National Rifle Association asks for people to wait. And people do wait. Then nothing
changes and the news moves on to report on more current events. All the while, the powerful gun
lobby that influences lawmakers, prevents smart policies and laws on firearms.
This happens every time there is a mass shooting and it is a cycle that we must break. People
who support guns always use the same excuses. The Second Amendment, personal protection,
recreational use, fear of a police state, and a general call for freedom.
None of these arguments are logical.
The Second Amendment grants U.S. citizens the right to possess firearms. However, it was
written in a very different time. There was no police protection, and there were no automatic
weapons that can kill so many people so quickly.
The idea that people own guns for self-defense is unrealistic. Statistics show that very few gun
owners are able to successfully defend themselves or others in an emergency.
Guns for recreational use, like hunting, are fine. That doesn’t mean we can’t have stricter laws on
who can buy guns and the safety of those guns.
There’s also the slippery slope argument. First, the argument goes, the government will restrict
guns. Then, they’ll ban them altogether. Then, what will the government ban next? People who
dislike this argument say that it is important to protect our freedoms.
Nelson Mandela said that true freedom is to live in a way that respects and enhances the freedom
of others. “Gun ownership is a false freedom. It means others are not free from gun violence. I am not a city boy. I
grew up in the country in Texas with a gun in my hand, but there comes a time when you must think about
something bigger than yourself. We must make strict and smart gun laws.”
Lawmakers for the national government, as well as for the local and state governments, must act
now. The leaders we vote for must be fearless and look past the next newscast or election. Doing
so would be fighting for our freedoms, not against them.
What is the author’s conclusion? Choose the best answer.
a. The government must ban the use of guns.
b. The National Rifle Association must introduce gun controls.
c. The government must act to introduce stricter gun laws.
d. The time has come to think about other people.
2. What evidence does the author offer to support his conclusion that the Second Amendment is no
longer relevant?
A. When the Second Amendment was written, there was no police force to protect citizens.
B. When the Second Amendment was written, there was no gun lobby.
C. Automatic weapons had not been invented when the Second Amendment was written.
D. A and B above
E. A and C above
F. A, B and C above\
3. What evidence supports the author’s statement that gun ownership is a false freedom?
a. The horrible attack is only the latest in a number of mass shootings in the United States.
b. Statistics show that very few gun owners are able to successfully defend themselves or
others in an emergency.
c. The Second Amendment grants U.S. citizens the right to possess firearms.
d. Nelson Mandela said that true freedom is "to live in a way that respects and enhances the
freedom of others.”
Lesson 4
Political parties and public policy
There are two main political parties in the United States of America. In this lesson, we will learn about
the parties and their policies.
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What are the two main political parties in America?
What do Democrats believe?
What do Republicans believe?
What is public policy?
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Conservative - supporting traditional ideas
Debate - discuss or argue about something
gay marriage - marriage between two people of the same sex
health insurance - pool of money that pays for the health costs of a large group of members. People make a payment
every month to insurance companies that then cover expenses for them.
Infer - draw a conclusion about something based on information you are given
Lobbyist - person who persuades politicians to pass laws that are good for the group they represent, which could
anything from an industry to an environmental organization
Policy - a set of beliefs or plan for the way something should be done
political platform - official beliefs and goals of a political party or candidate
progressive - supporting new ideas
special interest groups - organization that pressures government officials to support or change laws that are favorable
to its causes
regulate - control how things are done
welfare programs - government support given to help people in need
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Political parties
Political parties are groups of citizens and professional politicians. They form groups to promote their
goals and policies – a set of beliefs about how things should be done.
The power in the United States has passed back and forth between parties on a regular basis. In the
United States today, there are two main political parties – Democrats and Republicans – and several
smaller ones.
The basic beliefs of a party are often called its political platform – the base they stand on. It doesn’t
mean every member of the party believes in every policy, but there are general differences between
Democrats and Republicans.
The Republican platform
Republicans use an elephant as a symbol for their party. Sometimes they are called
the “GOP,” which stands for Grand Old Party. They are also known as conservatives,
the “right,” or “right wing.”
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Republicans believe laws and rules for business and economics should be as
few as possible.
Republicans do not support many public welfare programs.
Republicans believe in high military spending and strong military forces.
Republicans are socially conservative and want to retain respect for traditional values and ideas
about society.
Many Republicans oppose abortion.
Many Republicans oppose gay marriage.
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Republicans think that taxes should be as low as possible and that government spending should
be reduced.
Republicans generally believe that environmental regulations hurt business.
Republicans support the right to own guns.
Most Republicans are less favorable to immigration than most Democrats.
The Democratic platform
Democrats have a donkey as the symbol of their party. Democrats and
other progressive groups are also called the “left” or “left wing.”
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Democrats believe in regulating business and the environment.
Many Democrats believe American military spending is too high.
Many Democrats are socially progressive, which means they
support new ideas. This is the opposite of conservative. Democrats
want society’s values to respect differences and freedom of choice.
Democrats support a woman’s right to decide whether or not to end her pregnancy.
Democrats support gay marriage.
Democrats generally support higher taxes to fund social programs (welfare) that help lowincome citizens.
Democrats are in favor of regulations that protect the environment.
Democrats believe gun ownership should be strictly regulated.
Most Democrats are more favorable to immigration than most Republicans.
Small political parties
A couple of smaller political parties live in the shadow of the larger parties.
The Green Party focuses on the environment. Their policies support clean energy and conservation of
natural resources. They believe in strong government regulation.
Libertarians think government should regulate as little as possible. Libertarians support low taxes and
government spending, like the Republicans do. But like Democrats, they support freedom of choice in
society.
What is public policy?
Different parties have different policies. Public policy is a government’s plan for putting their platform
into action. In a good government, these policies also respond to the needs or changing beliefs of a
nation. America has policies about immigration, crime, and foreign affairs. These policies affect the laws
politicians make.
Some public policies are debated, which means discussed or argued about, because of the problems they
cause. Others are debated because people disagree on what actions will solve problems.
For example, Democrats and Republicans argue constantly about how healthcare should be provided and
paid for. Healthcare in America is a large part of the economy – almost 20 percent of it! It costs
government and citizens a huge amount of money every year.
TEST TIP: HOW TO INTERPRET POLITICAL CARTOONS
In your test, you will probably be asked to interpret and identify points made in political cartoons. These
are cartoons published in newspapers throughout American history, making jokes or comments about
political issues of the time. Political cartoons try to make people think about serious issues or even affect
their opinions.
Questions about political cartoons will not test your knowledge. They will test your critical thinking
skills: your ability to make inferences and recognize a point of view. (An inference is a conclusion you
reach or judgement you make from looking at or reading something.)
Let’s use this knowledge about points of view to answer a question about a cartoon. You are going to
infer what point of view the cartoon below is expressing. Here is some background information to the
cartoon:
Politicians argue about the best policy for providing healthcare to Americans. In 2010, the Patient
Protection and Affordable Care Act was signed. It is often called “Obamacare” because it was the plan
of President Barack Obama, shown here leading a giant “Obamacare” baby by the hand. The other
figure in the cartoon is Uncle Sam, who represents the USA. The law says everyone must have health
insurance to cover their medical expenses. People argued about the new law. A lot of people said it took
away their freedom of choice and costs too much. Others argued it would cost less money in the long
run and helped poor people afford health insurance. The cartoon was published in 2013.
What opinion is being expressed in the political
cartoon?
A. Obamacare will grow to be too big and
expensive.
B. Obamacare is something to celebrate.
C. Barack Obama is the leading politician
supporting Obamacare.
D. Obamacare is three years old.
main idea of the cartoon.
B must be incorrect, because Uncle Sam is
worried about costs. C and D are true, but they
are not opinions and they are not the main point
of the cartoon. Answer A is the best answer
because it expresses a point of view and is the
WHAT WE LEARNED
1. The two main political parties in the United States are the Democratic Party and the Republican
Party.
2. Democrats favor progressive policies and taxes to pay for welfare and other government
programs.
3. Republicans favor traditional policies, fewer government programs, and more spending on
defense.
4. Public policy is a government’s plan for important political issues such as immigration,
healthcare, taxes, and international relations.
Question
1. Look at the cartoon and read the background information. Use your critical thinking skills to
answer the question.
This political cartoon (courtesy of the Miami Herald
newspaper) is about Democrats, represented by a
donkey, and Republicans, represented by an
elephant. The Republican platform favors low
taxation. The Democratic platform favors taxes to
pay for government programs.
The cartoon is critical of the Democrats.
or false?
True
2.
Look at the political cartoon below and read
the information about it. Then answer the question.
This cartoon was published in 1754 at
a time when the American colonies
were beginning to resist British rule. It
was made by colonist Benjamin
Franklin, later one of the leaders of
the American Revolution and founders
of the United States of America. The
letters stand for the colonies at the
time, such as N.Y. for New York.
What
action is this cartoon encouraging?
a. Joining the Union Army
b. Uniting the colonies
c. Fighting the British rulers
Economics
Lesson 1
Revolutions that changed the economy
Economics is the study of how people use resources. Our first economics lesson will focus on two
important historical events that changed the world’s economy.
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What was the Scientific Revolution?
What was the Industrial Revolution?
How did the Industrial Revolution change society?
What is the economy?
How did the modern economy develop?
What is supply and demand?
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assembly line - process in a factory where each person makes one part of a product and then passes it on to the next
person. The product passes from one worker to another until it is finished.
Economics - study of how people use resources
Economy - flow of goods, services, and money
Goods - things that are bought and sold
Industrial - to do with factories and machinery used to make things
Rational - based on facts and logic instead of beliefs
Textiles - woven or knitted cloth
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A revolution is a complete change. The Scientific Revolution and the Industrial Revolution are different
from other revolutions in history. They were not wars or uprisings. Instead, they brought about
revolutions, or big changes, in the way people did things.
The Scientific Revolution
The Scientific Revolution was a long period of great discovery. It began in the mid-1500s and continued
to about 1800. It was a time when people began to use scientific observation and rational thought to
understand more about the world.
Until the Scientific Revolution, most people believed that Earth was at the center of the universe and
that the Sun and other planets traveled around it. But in 1543, the astronomer Nicholas Copernicus said
that Earth and other planets revolved around the Sun. When telescopes were invented in the early 1600s,
his theory was proved right. Scientific ideas slowly began to spread.
Inventions such as the telescope and the microscope helped advance the Scientific Revolution. The
telescope increased people’s understanding of the universe. The microscope advanced medical
knowledge because scientists were able to see tiny cells and other things too small for the human eye to
see. They learned more about how living things worked, and that helped them figure out how to cure
diseases.
The Industrial Revolution
The Industrial Revolution began in the 1770s and continued to the early 1900s. At that time, most jobs
were done by hand, and people traveled on foot or using animals. They used animals and simple tools
for farming work.
The invention of the steam engine changed all that. During the 1700s, engines became strong enough to
power machines and pull trains. People didn’t have to make everything by hand as they invented
machines to make things. Machines also changed farming because one machine could do the job of
several farm workers. From the late 1800s, the discovery of electricity and how to use it for power
brought even more change to people’s lives.
People moved away from farms to cities, where factories made textiles and produced metal tools and
engine parts. By 1850, huge cities had grown, and railroads connected people and places more than ever
before. By 1900, the Industrial Revolution had spread around the world. In the 20th century, the
invention of the assembly line and the airplane brought even more revolution in the way people lived.
TEST TIP: FINDING INFORMATION IN A TABLE
In your social studies test, math test, and science test, you will probably get questions about a table of
information. A table is a neat way of presenting information such as dates and categories or short
descriptions. Below is a typical table. Some tables look more complicated than this one, and may
involve more numbers. But in your test, all the information you need will be in the table and any text
that comes with it.
When you see a table in the test, be prepared to do some careful reading and simple calculations (sums),
and to use some basic knowledge and reasoning skills. You may also be asked to make predictions
(guess what happens next).
QUESTION: The table above shows some important inventions of the Industrial Revolution. Using the
information in the table, choose the false statement below.
A. More than 100 years after James Watts invented the steam engine, two other important devices
used for motion were invented.
B. Diesel fuel, Ford motor cars, and Morse telegraph code were all named for their inventors.
C. Isaac Singer made improvements to Howe’s sewing machine 27 years after it was invented.
D. Two huge advances in transportation took place in the 20th century.
E. Three 19th-century inventions improved communications.
As with all true and false questions, you will quickly check the answers against the information given –
in this case, a table. Let’s run through the statements:
A. Motors and engines are both devices used for motion. According to the table, the steam engine was
invented in 1775, and the electric motor and diesel engine were invented in 1888 and 1892, both more
than 100 years later, so this statement is true.
B. A quick look at the table, which lists inventors’ names as well as their inventions, shows this
statement is very likely to be true. Inventors named Diesel, Morse and Ford all have inventions on the
table. You can infer (draw conclusions) from the type of inventions that the fuel, the code, and the car
were all named for them because of what they invented.
C. A quick calculation shows that 7 years passed between Howe’s sewing machine and Singer’s sewing
machine, not 27 years. So this statement is false, and this is the answer you will choose.
D. The invention of both the airplane and the assembly line created huge changes in transportation, and
they both happened in the 20th century, so this statement is true. The basic knowledge you need is that
the 19th century means dates beginning 1801 to 1900, and the 20th century means dates from 1901 to
2000.
E. The telegraph, the cable and the telephone are all for communication, and they were all invented in
the 19th century, so this statement is true.
Revolutions change the economy
The economy is the exchange or flow of goods, services, and money in a country or around the
world. Before the Industrial and Scientific revolutions, the world’s economy was based mostly on
farming. But scientific discoveries led to industry, and industry created machines to do the farming and
factories to make huge amounts of goods.
The world’s economy grew and changed because of all the new goods and opportunities it offered. Some
people say that our world is going through another revolution – the technological revolution brought
about by computers and the internet. Computers are taking over many jobs that used to be done by
people, just as machines took over farming jobs long ago. The economy is changing again.
Supply and demand
One economics idea you may see in your test is the concept of supply and demand. Supply means the
amount of a product that is offered. Demand means how much people of it people want. The economy
(and the price) depends on a balance between the two.
Watch a video about the laws of supply and demand
WHAT WE LEARNED
1. The Scientific Revolution changed the way people think and learn about things. It brought
inventions and discoveries that were scientific breakthroughs.
2. The Industrial Revolution was a change in the way people made things. The Industrial
Revolution used the new knowledge to develop machines and new forms of power, such as
steam engines and electricity, that did the work instead of humans and animals.
3. The Industrial Revolution led to mass manufacturing in factories, new forms of transportation
and communication, and the growth of cities.
4. The economy means the exchange of goods, services, and money.
5. The economy has changed and continues to change with new developments, first in industry and
later in technology.
6. The economy depends on a balance between supply and demand.
Question
1. Look at the table and read the background information. Then use the information given to answer
the question.
The Bureau of Labor Statistics is a government office that publishes useful information about
employment, industries, and the US economy. This table shows the occupations with the most predicted
job growth over ten years, from 2016 to 2026.
Using the figures in the table, sort the jobs into descending order by the number of people (in thousands)
projected to be employed in 2026.
Arrange the jobs into the place by moving the panels up and down.
Lesson 2
Taxes
In this lesson, we will learn about the US tax system: why we pay taxes, what types of taxes exist,
and what tax money is used for.
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What are taxes for?
Who must pay taxes?
What are the different kinds of taxes that Americans pay?
Where does most tax money get spent?
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Income - money a person or business earns or receives
Infrastructure - government and school buildings, roads, bridges, railways, power plants and communications
systems in a nation or community
Revenue - income received by a government or a business
social security - government program that collects money from workers and businesses to provide income to people
when they get old or sick
tax - amount of money people must pay to the government
tax return - document people and businesses submit to the government to declare their income and expenses
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A tax is an amount of money people must pay to the government. It is usually a percentage of some
other amount, but sometimes it is a flat fee.
We pay taxes to cover the costs of running a country, state, town or public program. By paying taxes,
citizens contribute to the government programs that benefit them and their communities. This means
everything from the huge costs of the US military or welfare programs to the local library or park in
your neighborhood. Taxes Americans pay go to the federal government, state governments, and the
smaller, local governments that run counties and cities.
If you earn money, spend money, or own property, you will pay tax of one kind or another. Let’s learn
about the different types of tax people and businesses pay.
Income tax
Income tax is a tax on what you earn, or your income. People pay income tax to the federal government
and to most state governments. Some states, such as New Hampshire and Florida, do not charge income
tax.
The rate, or amount, of taxes depends on how much you earn and what your expenses are. People who
earn more money pay a higher percentage of their incomes in taxes than people who have less money.
This is known as a progressive tax.
Every year, citizens and businesses have to figure out, or calculate, their income and certain expenses.
Then they calculate how much tax they owe and send their figures to the government. This process is
called filing a tax return. Many employees have tax deducted from their paychecks before they receive
their pay. If you pay these deductions, your tax return at the end of the year may show you’ve already
paid too much tax, and the government owes you.
Income tax goes to the US government’s Treasury, which is the national finance department. Some of
the money collected by the Treasury then funds states and their schools, hospitals, and roads. States get
the rest of their income from various other taxes. These could be a state income tax or a state sales tax.
Some states have both. Two states, Alaska and New Hampshire, have neither.
Sales tax and property tax
A sales tax is a tax you pay when you buy something or pay for a service. If you buy a new book, you
may have to pay a small percentage on top of the price. That money goes to the state. In most states,
there is no tax on food or medicine. Not all states have sales tax, including Alaska, New Hampshire, and
Oregon.
Every state government decides what additional local taxes are charged. They might let towns and
counties collect extra sales taxes, or allow taxes on services such as telephone and electricity. A lodging
tax is a tax on hotel rooms. Cities or regions that have a lot of tourists make a lot of income from this
kind of tax.
Most local government revenue, however, comes from property tax. A property tax is an annual amount
charged on any building or land. The higher the value of the property, the more money you pay every
year. It is a tax on what you own.
TEST TIP: HOW TO APPROACH QUESTIONS THAT REQUIRE REASONING SKILLS
Some questions on your social studies test simply require you to think clearly. Once again, these
questions are not testing your knowledge. They are asking you to use your reasoning skills. You will
want to read carefully and make sure you understand the topic and the question.
This question is about tax revenue. It is also about cause and effect – what makes something happen and
what the result is. You are going to use your reasoning skills to choose the best answer. Here is the
background text:
In 2007, the Iowa state government passed a law allowing counties in Iowa to impose an extra one-cent
sales tax on clothes and footwear to raise more revenue. But raising sales tax actually reduced revenue
for some counties in 2008.
QUESTION: Why could this have happened? Select all the reasons below that may have caused a
reduction in revenue for some counties.
A. People went to a neighboring county to buy their clothes and footwear so they could avoid
paying the tax.
B. When sales tax went up, people had to get another job to pay it.
C. The price increased, and so people bought fewer clothes and shoes overall.
D. When the county’s revenue from sales tax increased, it received less money from the federal
government.
E. To avoid sales tax, people started buying clothes and footwear online instead of locally.
As you look through these answers, you don’t know for sure that any of these actually happened. But the
question was not, What caused this reduction? It was, Why could this have happened? The question is
asking you to use your thinking skills to choose possible causes.
The best answer to this question is that all of the reasons except Reason B could have caused a reduction
in revenue. Reason B would not have reduced revenue. It’s possible that people who wanted to buy lots
of clothes would have to get another job to afford them, but it would not have caused a reduction in
revenue. If anything, it would cause an increase in revenue as they paid more income tax as well as
buying more clothes and shoes!
You can see it is not hard to use your reasoning skills. If you stay calm and trust your own common
sense, you can figure out the best answer.
Government spending
The amount that governments spend usually changes every year. In 2014, the US federal government
spent around 3.5 trillion dollars. The money went toward programs such as social security, which pays
monthly income to retired and disabled people. A lot of money goes toward health care. It also goes
toward funding the government and military, paying for public schools, and paying for infrastructure,
such as bridges and roads.
Question
1. Use the information given and your own reasoning skills to answer the question.
The Bureau of Labor Statistics is a government office that publishes useful information about
employment, industries, and the US economy. This table shows the occupations with the most predicted
job growth over ten years, from 2016 to 2026.
The table shows that financial managers had the highest median annual wage in 2017. What is a likely
reason for this?
a. Wages are higher to attract qualified workers.
b. The industry they work in is very profitable.
c. Both of the above reasons combined.
Final practice quiz
The GED social studies test also lasts 70 minutes. It uses several different question types, including
multiple choice, drag-and-drop, hot spot (clicking on items) and fill-in-the-blank.
Test tip reminders
Here are some of the key things you learned so you can do well in the social studies test:
• Briefly read the text or look at the diagram. Try to interpret the information. This means: find its
meaning, or get a feel for what it is about. If it is a chart or a graph, there will be a sentence telling you
what you are looking at in the picture.
• Then look at the question. What kind of a question is it? Understand the question so you know what
you are looking for. The answer may be quite simple if you understand the question correctly.
• Read the question very carefully, paying attention to particular words. Often, the right answer will
quickly become clear if you can spot the clues in the wording of the question.
• If the questions asks you which of several statements is true, or to choose the best answer, test the
statements one by one against the information you have. If it’s a graph, you may have to do some
simple calculations. If it’s words, you may have to go back in the text and find words that clearly agree
or disagree with the statement. In this way, you can find the statement that works with the information
you were given.
• The diagrams (charts or graphs or tables) in the question may have a lot of information you do not
need. The question will be designed to make sure you can read the data correctly. You may be surprised
how simple the question is. But do be sure to read all the labels and headings.
ANSWER ALL THE QUESTIONS!
If you are struggling with a question, you can leave it and go on to the next one. This way, you will get
the easier questions out of the way and then you can go back to answer the more difficult questions. But
do not forget to go back! Even you have to guess, answer every question. You do not lose marks for
wrong answers, and you may guess the correct answer.
• Wear a watch and look at the time during the test.
• Never leave a question unanswered.
• If you feel you are running out of time, don’t be afraid to guess.
Questions
1. This graph shows changes in the unemployment and inflation rates in the United States at the end
of the 20th century.
Which statement about the graph is correct?
a. Between 1991 and 2000, the inflation rate
declined 1 percent.
b. Between 1991 and 2000, the unemployment
rate declined steadily.
c. During the 1990s, the inflation rate declined
more than the unemployment rate.
d. By the end of the 1990s, the unemployment
rate was 1 percent more than the inflation rate.
2. Migration
The history of the world is filled with stories of people migrating. Migration is the movement of people
from one place to another as they seek a new home. Famine, overpopulation, limited resources, war, and
religious and political persecution “push” immigrants to move to another country. Hopes for
employment and a better life “pull” immigrants to new places.
Millions have migrated to North America since the 1600s. Spanish, French, English, and Dutch
immigrants were the first European settlers to establish permanent colonies. They settled in lands
originally populated by people from Asia. Many people from Africa were driven from their homes at
this time to be enslaved to work in colonies in the Americas.
Throughout the 1800s, immigrants looking for employment came to North America from Japan, China,
and southeastern Europe. In the 1970s and 1980s, Southeast Asians, Latin Americans, and Caribbeans
migrated to North America. Many of these immigrants fled from war-torn countries, political
persecution, and economic difficulties.
Based on the text above, which is an opinion rather than a fact about immigrants to North America?
a.
b.
c.
d.
Immigrants traveled long distances to find a better life.
Immigrants migrated to find employment.
Immigrants found a better life.
Immigrants escaped from political persecution.
3. From above paragraph, the government of a country may restrict the number of immigrants
allowed to enter that country. These restrictions on immigration are most likely based on what
belief?
a. An economy can support unlimited numbers of people.
b. The “push” factors justify most immigration.
c. Immigrants enrich the culture of a country.
d. A country has a limited number of jobs and services.
e. A government should not interfere with the migration of people.
4. The 1930s and 1940s were turbulent years in United States history. This passage considers
the impact of the Great Depression and Second World War on the United States economy.
Read the passage and then answer the question.
During the administrations of Herbert Hoover and Franklin D. Roosevelt, poverty was widespread. The
Great Depression had dealt a severe blow to the economic well-being of the nation. For example, the
gross national product (GNP), the total value of all goods and services produced in a year, had dropped
from $103 billion in 1929 to $55 billion in 1933.
Full recovery from this depression did not come until the Second World War, when United States
industry went into high gear, producing war materials. To enable the Allied armies to win the war in both
Europe and the Pacific, technological miracles were achieved. Employment rose as factories worked
around the clock. High wages and government-controlled prices helped create a tremendous growth in
family incomes. Because of the emphasis on production of heavy goods and machinery, much of the
money people earned went into savings. Measured in dollars of constant purchasing power, or what
economists call “real income,” average yearly take-home pay of families grew to about $800 from 1941
to 1946, an increase of about $160 per year.
Dire predictions about mass unemployment after the war proved wrong. In the peacetime economy,
industry flourished as price controls were removed and manufacturers scrambled to meet the huge
demand for consumer goods. There were recessions during the twenty years after the war, but they were
minor economic ripples compared with previous national depressions.
According to the passage, which of the following was primarily responsible for the end of the Great
Depression?
a.
b.
c.
d.
Federal antipoverty programs
Technological progress
Government controls over prices and wages
The development of a war economy
5. From above paragraph, Judging from the way GNP statistics are used in this passage, it can be
concluded that one of the primary purposes of the GNP figures is to analyze what?
a. Population trends
b. Employment trends
c. Economic trends
d. The effects of government regulations on business
6. This map shows wind patterns at different latitudes. Wind patterns are determined primarily by
areas of pressure. Use the map to answer the question. (Map courtesy of hurricanscience.org)
If winds tend to move from high-pressure areas
to low-pressure areas, which of the following
statements is the most likely to describe the
usual pressure conditions at the South Pole and
latitude 60° South?
a. South Pole: high pressure and 60° South:
low pressure
b. South Pole: low pressure and 60° South:
high pressure
c. South Pole: low pressure and 60° South: low
pressure
d. South Pole: high pressure and 60° South:
high pressure
7. This timeline was part of a report about education in the United States after the Second World
War. Use the timeline to answer the question.
Concern about national security was the most likely motive for the act passed in which year?
a. 1944
b. 1958
c. 1964
d. 1965
8. Timeline from no. 7 was part of a report about education in the United States after the Second
World War. Look at the timeline and read the two statements that follow. Then answer the
question.
Consider the following two statements:
1. From 1944 to 1965, the only educational programs to receive financial support from the United
States government were those for elementary and secondary students.
2. From 1944 to 1965, the United States government provided more financial support for national
security than for education.
Which of these statements, if either, does this timeline support?
a.
b.
c.
d.
Neither 1 nor 2
Statement 1 only
Statement 2 only
Both 1 and 2
9. This excerpt is from the “Declaration of Sentiments” presented to the Seneca Falls Convention
by Elizabeth Cady Stanton in 1848.
“We hold these truths to be self-evident: that all men and women are created equal; that they are
endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the
pursuit of happiness; that to secure these rights governments are instituted, deriving their just powers
from the consent of the governed. Whenever any form of Government becomes destructive of these
ends, it is the right of those who suffer from it to refuse allegiance to it, and to insist upon the institution
of a new government …”
What concept is a main idea of this excerpt?
a.
b.
c.
d.
Nationalism
Natural rights
Imperialism
Majority rule
10. Read this passage about the 17th Amendment. Then answer the question.
In 1787, delegates to the Constitutional Convention decided to give state legislatures the power to select
U.S. senators. The purpose was to ensure that the interests of the states were represented in that national
legislature. However, some argued that the people should directly elect their senators. They thought the
interests of the states would be preserved because the people were the source of all government power.
The first of nearly 300 congressional resolutions calling for direct election of senators came in 1826.
Over the next 85 years, an amendment to directly elect U.S. senators was debated extensively. Finally, in
1913, the 17th Amendment, which allowed for the direct election of senators, was ratified.
What does the word convention mean in the passage?
a.
b.
c.
d.
Cultural tradition
Agreed-upon contract
Preferred writing style
Formal assembly
11. Read these paragraphs about a proposed Bill of Rights written by Alexander Hamilton and James
Madison. Then answer the question.
Hamilton’s Essay
Not only is a bill of rights unnecessary, I am sure that in the proposed constitution it would even
be dangerous. Why declare that things will not be done when there is no power to do them? Why
assert that certain rights are protected when the government has no power to violate those rights?
Why state that there is freedom of the press when the government is not given power that can be
used to violate freedom of the press? It would only provide an excuse for power-hungry men to
claim such a power.
Madison’s Letter
I have always favored a bill of rights, so long as it does not imply that the government has
powers it is not meant to have. At the same time, I do not think the absence of a bill of rights is a
major defect. The real threat to individual rights is not the government, but a strong-willed
majority of the people. Nevertheless, the threat may occasionally come from the government, in
which case a bill of rights will be essential. It is a sad truth that freedom is endangered whether
the government has too much or too little power and finding the thin line between the extremes is
not easy.
Which of the writers would disagree with the following statement?
A bill of rights is necessary to protect people against possible abuse of power.
a. Hamilton
b. Madison
12. Much of the 20th century was marked by conflict between the ideas of communism and
capitalism.
Which term is associated with the ideas of communism?
a. Profit motive
b. Private property
c. Competitive market
d. Classless society
13. This excerpt is from an article published by the U.S. Environmental Protection Agency (EPA).
Read the passage, look at the graphs, and answer the question.
Since the Industrial Revolution began around 1750, human activities have contributed substantially to
climate change by adding CO2 and other heat-trapping gases to the atmosphere. These greenhouse gas
emissions have increased the greenhouse effect and caused Earth’s surface temperature to rise. The
primary human activity affecting the amount and rate of climate change is greenhouse gas emissions
from the burning of fossil fuels. …
Human activities currently release over 30 billion tons of CO2 into the atmosphere every year. The
resultant build-up of CO2 in the atmosphere is like a tub filling with water, where more water flows
from the faucet than the drain can take away.
Which of the graphs above best represents the relationship discussed in the excerpt?
a.
b.
c.
d.
A
B
C
D
14. Read the information in the table. Then answer the question.
Which organization was formed to prevent a common threat?
a. NATO
b. OPEC
c. EU
d. WTO
15. Which title best fits the above table?
a. International Defense Organizations
b. International Economic Organizations
c. Examples of Ways Nations Cooperate
d. Examples of Ways Nations Combat Poverty
16. Which phrase best defines the economic term profit?
a. The financial gain an employee earns in overtime, benefits, and bonuses
b. The financial gain an entrepreneur makes selling products or services after paying the costs
of production
c. The financial gain an individual earns from interest on bank loans, bonds, or savings
accounts
d. The financial gain a business receives through sales of products or services before expenses
are subtracted
17. Read the information in the table. Then answer the question.
Based on the information in
the table, what was the main
reason European countries
established colonies in North
America in the 1600s?
Choose the best answer.
a.
b.
c.
d.
To spread democratic ideals
To control trade routes to Asia
To convert native populations to Christianity
To gain control of valuable natural resources
18. In the United States, eligible voters cast ballots in a number of different types of elections. Match
the type of election with the description of a voter participating in it by matching the description
to the appropriate drop area.