Social Studies Assessments
Fifth Grade
U1.1.1 Use maps to locate peoples in the desert Southwest, the Pacific Northwest, the
nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi
River (Eastern Woodland).
1. According to the map, the Powhatan Indians lived
in which region?
A.
B.
C.
D.
Pacific Northwest
Eastern Woodlands
Southwest
Great Plains
Answer: B
2. According to the map, the Pueblo Indians live in which
region?
A.
B.
C.
D.
Great Plains
Pacific Northwest
Southwest
Eastern Woodlands
Answer: C
3. According to the map above, the Sioux Indians live in
which region?
A.
B.
C.
D.
Great Plains
Southwest
Pacific Northwest
Eastern Woodlands
Answer: A
Fifth Grade Social Studies Assessments – May 2009
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U1.1.2 Compare how American Indians in the desert Southwest and the Pacific Northwest
adapted to or modified the environment.
1. How did the climate affect the clothes worn by Southwest Indians?
A.
B.
C.
D.
They did not wear much clothing because of the warm temperatures.
The rainy weather forced the Navajo to wear moccasins all the time.
Some Southwest Indian tribes wore less clothing in the warmer areas.
All the tribes in the Southwest wore blankets for clothes no matter what the climate
was.
Answer: C
2. What caused many of the Southwest Indians to quit hunting and start farming?
A.
B.
C.
D.
The soil was rich with minerals
The buffalo meat was hard to store
There were not many animals to hunt in the desert
The climate was hot and dry
Answer: C
3. The Northwest Indians used long cedar planks from cedar trees mainly to
A.
B.
C.
D.
share with other tribes.
make clothing.
use for firewood.
make big houses.
Answer: D
4. The main reason the Pacific Northwest tribes built their villages near beaches or streams was
A.
B.
C.
D.
because of the warm temperatures.
because of the cedar trees.
because they were close to where they fished.
so they could hunt bear and moose.
Answer: C
Fifth Grade Social Studies Assessments – May 2009
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U1.1.3 Describe Eastern Woodland American Indian life with respect to governmental and
family structures, trade, and views on property ownership and land use.
1. The Eastern Woodlands Indians adapted to their environment by
A.
B.
C.
D.
living in trees and fishing with birds.
moving from place to place to hunt for buffalo.
farming the land and living in homes made of clay.
farming, fishing, hunting, and using trees to build homes and canoes, and gather
plants for a source of food.
Answer: D
2. What is one of the main reasons the Eastern Woodland Indians used wood to make things?
A.
B.
C.
D.
The wood was easy to bend.
There were a lot of forests around them.
There were not a lot of trees in their area.
The rainy climate helped them grow.
Answer: B
3. The Powhatan Indians were part of the Eastern Woodlands Indians. What types of jobs did
they have?
A.
B.
C.
D.
Warriors, farmers, and fishermen
Travelers, hunters, and farmers
Hunters, farmers, and builders
Fishermen, farmers, and hunters
Answer: D
4. The Powhatan (Eastern Woodland) Indians lived in
A.
B.
C.
D.
teepees.
adobe houses.
wood or bark houses.
straw houses.
Answer: C
Fifth Grade Social Studies Assessments – May 2009
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U1.2.1 Explain the technological (e.g., invention of the astrolabe and improved maps), and
political developments, (e.g., rise of nation-states), that made sea exploration possible.
1. During the rise of nation-states what made sea exploration occur?
A.
B.
C.
D.
New Kings wanted their people to live in other lands.
To be a country, nation-states must send out explorers.
The riches from exploration paid for the new nations.
Nations sent explorers to get glory, land, and riches.
Answer: D
2. What decreased sailing time for shipping goods from harbor to harbor in the 1400’s?
A.
B.
C.
D.
Map-making skills
Better-built boats
Wooden oars on ships
Education for sailors
Answer: A
3. Sea exploration was possible in the 1400’s because of which inventions?
A.
B.
C.
D.
The telegraph and better ships
The scientific method and maps
The compass and the astrolabe
The telescope and the globe
Answer: C
U1.2.2 Use case studies of individual explorers and stories of life in Europe to compare the
goals, obstacles, motivations, and consequences for European exploration and colonization
of the Americas (e.g., economic, political, cultural, and religious).
1. Henry Hudson, in 1609, explored and sailed the region that is now New York State and the
Hudson River. Henry Hudson was trying to find what?
A.
B.
C.
D.
Silver and gold
Trading routes to Asia
To start a new colony
New land for farming
Answer: B
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2. Jacques Cartier (1491-1557) sailed to North America looking for a Northwest Passage to
Asia and was unsuccessful. He was the first European to sail down the St. Lawrence River.
He made a total of three trips to North America claiming most of Canada along the way for
France.
Henry Hudson (1565-1611) was an explorer from England who went looking for the
Northwest Passage and was not successful, but found many waterways instead. These
waterways were named after him, such as, the Hudson River, the Hudson Bay and Hudson
Strait.
Jacques Cartier and Henry Hudson were both searching for
A.
B.
C.
D.
a trail across the Appalachians.
Indian slaves to assist.
a Northwest Passage to Asia.
gold and riches.
Answer: C
3. Vasco da Gama sailed from Portugal to India in 1498. Why did he make this voyage?
A.
B.
C.
D.
To find friendly Indians
To take over Indian territories
To find a trade route
Look for a route to the New World
Answer: C
4. Sir Walter Raleigh, a British explorer in 1585, began looking for places to settle British
colonies in the New World. He was also looking for gold. He is famous for establishing the
first English colony in the New World on the island of Roanoke. He named this area
Virginia after Queen Elizabeth, the Queen of England.
Pedro Menéndez de Avilés was a Spanish explorer and soldier who was sent to the new
world by the king of Spain. Aviles was expected to start a new colony in Florida and wipe
out the French settlements there. The land Aviles first spotted was named St. Augustine,
Florida. It is the oldest city in the United States.
Raleigh and Aviles had similar goals. What were they?
A.
B.
C.
D.
To start settlements in the New World
To wipe out French settlements
To find gold
To start new colonies
Answer: A
Fifth Grade Social Studies Assessments – May 2009
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U1.3.1 Use maps to locate the major regions of Africa (northern Africa, western Africa,
central Africa, eastern Africa, and southern Africa).
1. According to the map, which region is Southern Africa?
A.
B.
C.
D.
Letter Y
Letter Z
Letter W
Letter V
Answer: B
2. According to the map, which region is Eastern Africa?
A.
B.
C.
D.
Letter W
Letter Z
Letter V
Letter Y
Answer: C
3. According to the map, which region is Western Africa?
A.
B.
C.
D.
Letter V
Letter Z
Letter W
Letter X
Answer: D
4. According to the map which region is Northern Africa?
A.
B.
C.
D.
Letter X
Letter V
Letter Y
Letter W
Answer: C
Fifth Grade Social Studies Assessments – May 2009
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U1.3.2 Describe the life and cultural development of people living in western Africa before
the 16th century with respect to economic (the ways people made a living) and family
structures, and the growth of states, towns, and trade.
1. The economy of Africa before the 1500s included
A.
B.
C.
D.
trade, iron making, politics, and military service.
farming, sailing, safaris, and carving.
weaving, basket making, and tourism.
nothing, there was no business or trade in Africa at that time.
Answer: A
2. South Africa was colonized by the
A.
B.
C.
D.
English.
French.
Dutch.
Portuguese.
Answer: C
3. The regions of Africa most like Europe in climate and culture are
A.
B.
C.
D.
north and west Africa.
west and east Africa.
north and south Africa.
west and central Africa.
Answer: C
4. Before the 1500s, the people of Africa
A.
B.
C.
D.
moved around a lot.
never moved.
tended to only move if they married.
moved around only if they did not live near the desert.
Answer: A
Fifth Grade Social Studies Assessments – May 2009
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5. One of the major resources found in West Africa, that lured early explorers was
A.
B.
C.
D.
slaves.
diamonds.
fish.
gold.
Answer: D
U1.4.1 Describe the convergence of Europeans, American Indians and Africans in North
America after 1492 from the perspective of these three groups.
1. The French and Spanish wanted to convert Native Americans to Catholicism, who did these
countries send to convert Native Americans?
A.
B.
C.
D.
Fur trappers
Spaniards
Pilgrims
Missionaries
Answer: D
2. What did the Spanish bring to the Americas that Native Americans quickly adapted for their
use in the 1500’s?
A.
B.
C.
D.
Corn
Candy
Wheat
Horses
Answer: D
3. In the 1600’s, Pocahontas was viewed by Jamestown settlers as
A.
B.
C.
D.
a queen.
a religious symbol.
a trusted friend.
an explorer.
Answer: C
Fifth Grade Social Studies Assessments – May 2009
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U1.4.2 Use primary and secondary sources (e.g., letters, diaries, maps, documents,
narratives, pictures, graphic data) to compare Europeans and American Indians who
converged in the western hemisphere after 1492 with respect to governmental structure,
and views on property ownership and land use.
1. Governments were set up in European colonies with leaders in charge. For many of the
Native American tribes, chiefs were in charge. If I wanted to find out more about how the
governments operated, a good secondary source would be
A.
B.
C.
D.
a diary of European colonist.
records from a tribe.
an article from a journal.
a part of the Declaration of Independence.
Answer: C
2. An example of a primary source where information about Native American beliefs would
be found is
A.
B.
C.
D.
an interview with a Native American Historian.
a book about Native Americans.
a videotaping about Native American Culture.
records kept by a tribe.
Answer: D
3. If you read about a Native American chief in a biography, the source would be considered
A.
B.
C.
D.
primary source.
secondary source.
a third source.
first source.
Answer: B
4. Upon settling in America, European colonists set up governments. The government had a
few leaders; some were army leaders and others voted on. Most Native American tribes were
led by chiefs and nobles. An example of a secondary source explaining European or Native
American government practices is
A.
B.
C.
D.
an article in an academic journal.
a tribe’s records of its government.
a diary of a European colonist.
a portion of the U.S. Constitution.
Answer: A
Fifth Grade Social Studies Assessments – May 2009
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U1.4.3 Explain the impact of European contact on American Indian cultures by comparing
the different approaches used by the British and French in their interactions with
American Indians.
1. Native American life changed after the Europeans began interacting with them. One way
their life changed is the Native Americans began using metal instead of
A.
B.
C.
D.
wood for their wheels.
bones for arrows.
wood, bones, and stones for tools.
stones for their art.
Answer: C
2. When guns were introduced to the Indians, this resulted in the Indians
A.
B.
C.
D.
stopping making their own guns.
hunting for larger buffalo.
having to find more land to hunt.
changing the way they hunted for food.
Answer: D
3. The British and French used treaties to work out their differences with the Native Americans;
this caused the Native Americans to
A.
B.
C.
D.
create their own written language.
read more books.
write their own treaties.
learn how to read.
Answer: D
4. When Native Americans signed treaties with the British and French, the Native Americans
were pushed Westward off their homeland because
A.
B.
C.
D.
they didn’t understand the concept of owning land.
they didn’t want to be in a crowded area.
they were scared of the British and French.
the land was being destroyed from cattle grazing.
Answer: A
Fifth Grade Social Studies Assessments – May 2009
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U1.4.4 Describe the Columbian Exchange and its impact on Europeans, American Indians,
and Africans.
1. How did European colonization impact the lives of both Africans and American Indians in
the16th century?
A. Both the Africans and the American Indians developed a common language.
B. Many Africans became slaves as the enslaved American Indians died from disease.
C. Many Africans became wealthy from trade while American Indians were at war with
Europeans.
D. Both the Africans and the American Indians gained new wealth and experiences
through their contact with Europeans.
Answer: B
2. Why were Africans brought from Africa to the West Indies?
A.
B.
C.
D.
Africans required less pay than Europeans.
They helped expand the plantation system.
Africans were used to hard labor.
They replaced enslaved American Indians who died from disease.
Answer: D
3. During the Columbian Exchange, ideas, customs, and items were exchanged among the two
worlds. What best explains the result of this exchange.
A.
B.
C.
D.
Native Americans gave livestock to Europe.
Native Americans began using tobacco.
Native Americans started growing corn.
Native Americans died because of European diseases.
Answer: D
4. Through interaction between the British colonists and Native Americans, the British were
introduced to which of the following crops by Native Americans?
A.
B.
C.
D.
Tobacco
Barley
Grapes
Wheat
Answer: A
Fifth Grade Social Studies Assessments – May 2009
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U2.1.1 Describe significant developments in the Southern colonies, including
 patterns of settlement and control including the impact of geography (landforms
and climate) on settlement
 establishment of Jamestown
 development of one-crop economies (plantation land use and growing season for rice
in Carolinas and tobacco in Virginia)
 relationships with American Indians (e.g., Powhatan)
 development of colonial representative assemblies (House of Burgesses)
 development of slavery.
1. What was the most important occupation in the Southern colony of Georgia?
A.
B.
C.
D.
Craftsman
Bricklayer
Shoemaker
Farmer
Answer: D
2. Captain John Smith and 214 settlers landed on Jamestown Island in May of 1607. Which of
the following Native American groups was living in the area near where the Jamestown
settlement began?
A.
B.
C.
D.
Apache
Mohawk
Powhatan
Navajo
Answer: C
3. Which important colonial leader is described in the box?
A.
B.
C.
D.
Roger Williams
Anne Hutchinson
John Smith
William Penn
Answer: C
 born to a farm family in England
 participated in the Christian crusade against Islam in 1600
 helped rule the colony of Jamestown
 led expeditions along the coast
 became friends with Pocahontas, the daughter of a Native
American chief
Fifth Grade Social Studies Assessments – May 2009
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4. Which is a reason settlers decided to settle in Jamestown in the 1600s?
A.
B.
C.
D.
The land could be defended from attack by sea.
The native pirates were defeated by the settlers.
The water along the shore was not deep enough for ships to dock.
The supply of fresh water was very low.
Answer: A
5. The Virginia House of Burgesses was the first American government to be
A.
B.
C.
D.
controlled by England.
elected by the people.
run by a president.
allowed to own slaves.
Answer: B
U2.1.2 Describe significant developments in the New England colonies, including
 patterns of settlement and control including the impact of geography (landforms
and climate) on settlement
 relations with American Indians (e.g., Pequot/King Phillip’s War)
 growth of agricultural (small farms) and non-agricultural (shipping,
manufacturing) economies
 the development of government including establishment of town meetings,
development of colonial legislatures and growth of royal government
 religious tensions in Massachusetts that led to the establishment of other colonies in
New England
1. Which of the following people served as governor of the Massachusetts Bay Colony?
A.
B.
C.
D.
James Oglethorpe
John Winthrop
Roger Williams
John Smith
Answer: B
2. Which of these colonies were not included in the New England colonies?
A.
B.
C.
D.
Rhode Island
New Hampshire
California
Massachusetts
Answer: C
Fifth Grade Social Studies Assessments – May 2009
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3. In the Virginia Assembly of 1619, the word “burgess” means
A.
B.
C.
D.
citizen representative.
governor.
settler.
king.
Answer: A
4. The Pequot War of 1637-1638 and King Philip’s War of 1675–1676 are two examples of
A.
B.
C.
D.
conflicts between English settlers and French settlers.
conflicts between English settlers and Native Americans.
conflicts between different Native American tribes.
conflicts between religious groups in the English colonies.
Answer: B
U2.1.3 Describe significant developments in the Middle Colonies, including
 patterns of settlement and control including the impact of geography (landforms
and climate) on settlement
 the growth of Middle Colonies economies (e.g., breadbasket)
 The Dutch settlements in New Netherlands, Quaker settlement in Pennsylvania, and
subsequent English takeover of the Middle Colonies
 immigration patterns leading to ethnic diversity in the Middle Colonies
1. Which of these is included in the Middle Colonies?
A.
B.
C.
D.
Connecticut
New Jersey
Virginia
Georgia
Answer: B
2. The Middle Colonies were fortunate in having all EXCEPT
A.
B.
C.
D.
rich farmland.
long, harsh winters.
good harbors.
navigable rivers.
Answer: B
Fifth Grade Social Studies Assessments – May 2009
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3. Colonial Americans earned a living doing what types of jobs?
A.
B.
C.
D.
Tool makers
Hunters
Soldiers
Agriculture
Answer: D
4. In Virginia, farmers made money off many crops. Which crop gave farmers their first profits?
A.
B.
C.
D.
Hay
Tobacco
Wheat
Maize
Answer: B
U2.1.4 Compare the regional settlement patterns of the Southern colonies, New England,
and the Middle Colonies.
1. By producing and growing different goods, the 13 American colonies used the resources they
had. In the south, farmers had large farms called plantations. Which crop was sold as a
major industry in the south?
A.
B.
C.
D.
Indigo
Potatoes
Steel
Broccoli
Answer: A
2. Colonies were settled in North America for many different reasons. Why did many people
settle in Southern Colonies?
A.
B.
C.
D.
Being close to the West Indies
Trade routes to the Far East
Religious purposes
Cheap land and the potential profits from large plantations
Answer: D
Fifth Grade Social Studies Assessments – May 2009
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3. During colonial America, people settled in New York, Jamestown and Boston, each of these
colonies had what in common?
A.
B.
C.
D.
They all allowed slavery.
All colonies can access water for travel.
John Smith settled them all.
All used the same currency.
Answer: B
U2.2.1 Describe Triangular Trade including
 the trade routes,
 the people and goods that were traded,
 the Middle Passage,
 its impact on life in Africa
1. Slaves sent to America were an important part of the trade system because
A.
B.
C.
D.
they provided the work to grow the crops needed for trading.
they were needed to build homes for the many Europeans.
they provided plantation owners with maids.
Africa needed to lower their country’s population.
Answer: A
2. According to the map, the Triangle Trade shows Europe receiving
A.
B.
C.
D.
slaves from America
textiles and rum from Africa
manufactured goods
sugar, tobacco, and cotton
Answer: D
3. The passage that took slaves from Africa to America was called the
A.
B.
C.
D.
First Passage.
European Passage.
Middle Passage.
The Last Voyage.
Answer: C
Fifth Grade Social Studies Assessments – May 2009
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4. The European Slave Trade had an enormous impact on West Africa. Many changes took
place in West Africa, such as
A.
B.
C.
D.
families were separated, and Africans lived in fear of losing their freedom.
Europeans moved to Africa to control the slaves.
Africans began living in luxury.
the West African Villages were using horses instead of camels.
Answer: A
U2.2.2 Describe the life of enslaved Africans and free Africans in the American colonies.
1. Living in the middle of the 18th century, Olaudah Equian was an African slave in America.
He was able to buy his freedom from a Quaker - a chance that few Africans in America had.
Later Equian traveled to England so that he would be less likely to be taken and sold into
slavery. Based on this information, which of the following is true of Africans living in
American colonies?
A.
B.
C.
D.
American colonies were the only ones trading African slaves.
Slaves who were free were in danger of becoming slaves again.
White colonists gave the free Africans the same rights they had.
It was easy for African slaves to buy their freedom.
Answer: B
2. African slaves were most likely sent to ______________ when they arrived in the colonies.
A.
B.
C.
D.
begin a business
do factory jobs
babysit many children
work on the plantations
Answer: D
3. What happened, in 1619, when the first Africans arrived in Virginia?
A.
B.
C.
D.
Slavery had not yet been legally recognized.
The British bought them all.
They worked with Native American slaves.
They were forced to leave by the colonists.
Answer: A
Fifth Grade Social Studies Assessments – May 2009
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4. What was the reason Africans moved to America in the colonial time?
A.
B.
C.
D.
Job opportunities
To buy land
They were kidnapped and forced to come
To locate their families
Answer: C
U2.2.3 Describe how Africans living in North America drew upon their African past (e.g.,
sense of family, role of oral tradition) and adapted elements of new cultures to develop a
distinct African-American culture.
U2.3.1 Locate the New England, Middle, and Southern colonies on a map.
U2.3.2 Describe the daily life of people living in the New England, Middle, and Southern
colonies.
U2.3.3 Describe colonial life in America from the perspectives of at least three different
groups of people (e.g., wealthy landowners, farmers, merchants, indentured servants,
laborers and the poor, women, enslaved people, free Africans, and American Indians).
1. When the first Africans arrived in Jamestown they were called?
A.
B.
C.
D.
Residents
Burgesses
Virginians
Indentured servants
Answer: D
2. Sir John and Lady Randolph had three plantations, fine horses, carriages and many servants.
They lived in colonial Williamsburg, Virginia. Lady Randolph’s job was to
A.
B.
C.
D.
work in the fields.
monitor the slaves working in the field.
entertain upper-class guests with parties.
buy freedom for herself and others.
Answer: C
Fifth Grade Social Studies Assessments – May 2009
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3. Slaves and Indentured Servants are often mistaken as being the same. However, there is a
difference between them. What is the difference between a slave and an indentured servant?
A.
B.
C.
D.
Indentured servants are freed after they serve their time.
Indentured servants don’t get beaten by their masters.
Indentured servants serve their master for the rest of their life.
Indentured servants were paid for all the work they did in the fields.
Answer: A
U2.3.4 Describe the development of the emerging labor force in the colonies (e.g., cash crop
farming, slavery, indentured servants).
1. When Africans arrived in Jamestown, it became possible to expand the growth of tobacco.
Why was this possible?
A.
B.
C.
D.
Africa increased its trade with the colonies.
The extra labor provided by the Africans allowed them to grow more tobacco.
Smoking became a habit for the Africans.
Africans were given much land when they arrived.
Answer: B
2. Slavery was most common in which of the following areas?
A.
B.
C.
D.
Neither the Northern or Southern colonies
Both the Northern and Southern colonies
Northern colonies
Southern colonies
Answer: D
3. The colony of Virginia had the first profitable crop. This crop was ___________?
A.
B.
C.
D.
tobacco
soy bean
wheat
corn
Answer: A
Fifth Grade Social Studies Assessments – May 2009
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U2.3.5 Make generalizations about the reasons for regional differences in colonial America.
1. The Southern Colonies were settled for several different reasons. The main reason was for?
A.
B.
C.
D.
Potential profits and cheap land
Religious reasons
Location of the West Indies
Far East trade route
Answer: A
2. American colonies were settled for many reasons. New England had the first settlers. Why
did so many come here to settle?
A.
B.
C.
D.
To gain a route to the West Indies.
To develop a plantation and make lots of money.
Freedom to practice their own religion.
They wanted to find new ways to travel to the far East.
Answer: C
3. The Southern Colonies had lots of plantations. What was the major product grown on these
southern colony plantations?
A.
B.
C.
D.
Steel
Indigo
Potatoes
Broccoli
Answer: B
4. Using the map, what was Massachusetts Bay
Colony’s major industry?
A.
B.
C.
D.
Beans
Canoes
Straw baskets
Shipbuilding
Answer: D
Fifth Grade Social Studies Assessments – May 2009
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U3.1.1 Describe the role of the French and Indian War, how British policy toward the
colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the new
policy.
1. The British system of mercantilism was opposed by many American colonists because it
A.
B.
C.
D.
placed quotas on immigration.
discouraged the export of raw materials to England.
placed restrictions on trading.
encouraged colonial manufacturing.
Answer: C
2. There were many events that led up to the Revolutionary War. An event that became known
as the Boston Massacre occurred on March 5, 1770. On this day, British soldiers fired on and
killed
A.
B.
C.
D.
other English soldiers.
revolutionary leaders.
John Adams.
unarmed colonists.
Answer: D
3. What happened as a result of the situations described below?



American colonists couldn’t vote or have representation in Parliament because the king
of England felt the colonists didn’t deserve it.
England went broke while fighting the French during the French and Indian War and
American colonies were forced to pay the British war debt.
The British set and enforced many laws, such as, the Stamp Act and Sugar Act.
American colonists felt these taxes were too high.
A. The American colonies were able to gain a voice in government.
B. The colonists gave up because they didn’t want to be involved in a war with the
strongest country in the world.
C. The British soldiers gave in to colonists demands.
D. The Americans rebelled and started a war with England.
Answer: D
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4. American colonists were taxed heavily by the British. What Act required colonists to pay tax
on any paper printed?
A.
B.
C.
D.
Impartial Administration of Justice Act
Quebec Act
Stamp Act
Massachusetts Bay Regulating Act
Answer: C
U3.1.2 Describe the causes and effects of events such as the Stamp Act, Boston Tea Party,
the Intolerable Acts, and the Boston Massacre.
1. The main reason that American colonists opposed the Stamp Act of 1765 was because the
A.
B.
C.
D.
taxes were not imposed on the wealthy.
the colonists were being taxed without representation.
the king passed the act instead of Parliament.
the tax was a large amount of money.
Answer: B
2. The Boston Tea Party was the dumping of 342 chests of tea into the Boston Harbor. The
colonists did this because they opposed which of the following?
A.
B.
C.
D.
Tea Act
Townshend Acts
Intolerable Acts
Sugar Act
Answer: A
3. What was the name of the new tax that was imposed on all American colonists that required
them to pay a tax on every piece of printed paper they used?
A.
B.
C.
D.
Stamp Act
Boston Act Bill
Intolerable Act
Townshend Act
Answer: A
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4. The Intolerable Acts was an American term for the laws enacted by the British Parliament in
1774 in response to which of the following events?
A.
B.
C.
D.
Boston Massacre
Illegal trading with other countries
Boston Tea Party
Drafting the Declaration of Independence
Answer: C
5. The Intolerable Acts of 1774
Because the British government was very angry about the Boston Tea Party of 1773, the
British leaders felt they needed to have better control of the colonists. To keep the colonists
from getting out of control, the British began to place strict laws on the colonists. These laws
were named by colonists the “Intolerable Acts.” These laws allowed the British to close the
port of Boston, take control of Massachusetts’ government, and place soldiers anywhere they
wanted in the colonies. The law even gave British leaders the right to put British soldiers in
the colonists’ homes without the colonists’ saying it was okay. After the Intolerable Acts
were passed, the colonists
A.
B.
C.
D.
were excited and wanted to please the king.
were happy they were being ruled by such a good king.
wanted to start fighting for the British.
were very angry and determined to not let the British rule them.
Answer: D
6. Which event led to the British Intolerable Acts of 1774?
A.
B.
C.
D.
Boston Tea Party
Signing the Declaration of Independence
Boston Massacre
Common Sense paper by Thomas Paine
Answer: A
7. In its economic relationship with its North American colonies, Great Britain followed the
principles of 18th-century mercantilism by
A.
B.
C.
D.
outlawing the African slave trade.
limiting the colonies’ trade with other nations.
encouraging the development of manufacturing in the colonies.
establishing laws against business monopolies.
Answer: B
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8. “The only representatives of the people of these colonies are persons chosen therein by
themselves; and that no taxes ever have been, or can be constitutionally imposed on them but
by their respective legislatures.” –Statement by the Stamp Act Congress, 1765
What is a valid conclusion that can be drawn from this quotation?
A. The colonial legislatures should be appointed by the English King with the consent of
Parliament.
B. Only the colonists’ elected representatives should have the power to levy taxes.
C. The English King should have the right to tax the colonists.
D. The colonists should be opposed to all taxation.
Answer: B
U3.1.3 Using an event from the Revolutionary era (e.g., Boston Tea Party, quartering of
soldiers, writs of assistance, closing of colonial legislatures), explain how British and
colonial views on authority and the use of power without authority differed (views on
representative government).
1. The Intolerable Acts were viewed by the British as necessary to keep the colonists from
getting out of control. The colonists viewed the Intolerable Acts as
A.
B.
C.
D.
justifiable and fair.
a needed Act to help the colonists.
unfair and intolerable laws.
a way to help the colonists keep order.
Answer: C
2. The colonists showed their view of how unfair the taxation of tea was without representation
in the British Parliament was by having the Boston Tea Party. The British saw the Boston
Tea Party as a
A.
B.
C.
D.
way to get rid of unwanted tea.
place for the rebels to express how happy they were.
rebellious act by the colonists.
few colonists who rebelled because they didn’t like tea.
Answer: C
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3. King George saw the Stamp Act as a way to raise money to pay off war debts, but the
American Colonists saw the Stamp Act as a
A.
B.
C.
D.
way to keep the colonists from becoming to wealthy.
way for the King to satisfy his greed for money.
way to get the colonists to cut down on paper.
way to get colonists to buy paper from the King George.
Answer: B
U3.1.4 Describe the role of the First and Second Continental Congress in unifying the
colonies (addressing the Intolerable Acts, declaring independence, drafting the Articles of
Confederation).
1. One way in which the United States Constitution differed from the Articles of Confederation
was that the Constitution
A.
B.
C.
D.
created a national government having three branches.
provided for the direct election of the President by the voters.
made the amendment process more difficult.
increased the powers of the states.
Answer: A
2. A bicameral legislature has two legislative chambers. Delegates at the Constitutional
Convention of 1787 agreed to create a bicameral legislature as a way to
A.
B.
C.
D.
insure speedy passage of legislation.
assure the right to vote to all adult males.
address the issue of population differences among the states.
satisfy the different interests of the rich and poor citizens.
Answer: C
3. The Declaration of Independence was drafted by which colony leader?
A.
B.
C.
D.
Samuel Adams
John Adams
George Washington
Thomas Jefferson
Answer: D
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4. American Revolutionaries needed help to beat the British. They needed help and support
from the colonies and what other nation?
A.
B.
C.
D.
Scotland
France
Spain
Germany
Answer: B
5. While writing the Declaration of Independence, colonists stated their complaints against the
British and their king. Colonists wanted to show how they were being treated unfairly. One
complaint written in the Declaration of Independence was
A.
B.
C.
D.
high taxes by the king.
children made to work in factories by British soldiers.
tea thrown into the ocean by British soldiers.
Britain over protecting the colonies.
Answer: A
6. In the Declaration of Independence the government cannot do which of the following?
A.
B.
C.
D.
Tell colonists who their representatives will be
Deny certain people their rights
Tax only the rich colonists
Give gifts
Answer: B
U3.1.5 Use the Declaration of Independence to explain why the colonists wanted to separate
from Great Britain and why they believed they had the right to do so.
1. One of the principles stated in the Declaration of Independence is that government should
A.
B.
C.
D.
guarantee economic equality among citizens.
have unlimited power to rule the people.
be based upon the consent of the governed.
be led by educated citizens.
Answer: C
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2. The American colonists didn’t see eye to eye with the King of England. They disagreed on
how the colonies should
A.
B.
C.
D.
pursue their happiness and liberty.
have slavery and servants or not.
how much they are taxed and how they will be governed.
divide up their land regions.
Answer: C
3. The Declaration of Independence was meant to change life in the American colonies.
“We hold these truths to be self-evident, that all men are created ________ . . .”
A.
B.
C.
D.
as one
by god
together
equal
Answer: D
4. Who did the American colonists disagree with about being taxed?
A.
B.
C.
D.
The Articles of Confederation
Local state representatives
English Parliament
Federal companies
Answer: C
5. Who was criticized by the Declaration of Independence?
A.
B.
C.
D.
Thomas Jefferson
King George III
George Washington
Thomas Paine
Answer: B
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U3.1.6 Identify the role that key individuals played in leading the colonists to revolution,
including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry,
Samuel Adams, John Adams, and Thomas Paine.
1. During the Revolutionary War period, Thomas Paine’s Common Sense was important
because it
A. described a military plan for the defeat of England.
B. convinced many Americans, who had been undecided, to now support independence
for Americans.
C. contained a detailed outline for a new form of government.
D. argued for the addition of a Bill of Rights to the Constitution.
Answer: B
2. Which person helped organize the Boston Tea Party and was a founding father of the Sons of
Liberty Party?
A.
B.
C.
D.
Samuel Adams
George Washington
Benjamin Franklin
Marquis de Lafayette
Answer: A
3. Which of the following individuals led the Continental Army in the American Revolutionary
War?
A.
B.
C.
D.
Benjamin Franklin
Thomas Paine
George Washington
John Adams
Answer: C
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U3.1.7 Describe how colonial experiences with self-government (e.g., Mayflower Compact,
House of Burgesses and town meetings) and ideas about government (e.g., purposes of
government such as protecting individual rights and promoting the common good, natural
rights, limited government, representative government) influenced the decision to declare
independence.
1. The Mayflower Compact and the House of Burgesses were important to the development of
democracy in colonial America because they
A.
B.
C.
D.
expanded freedom of religion.
promoted self-government.
protected private ownership of property.
granted voting rights to all white males.
Answer: B
2. A major argument for American independence found in the Declaration of Independence was
that the British
A.
B.
C.
D.
stopped participating in the slave trade.
refused to sell products to Americans.
deprived Americans of their natural rights.
censored American representatives in Parliament.
Answer: C
3. The Mayflower Compact and the Virginia House of Burgesses are examples of
A.
B.
C.
D.
equal opportunities for women during the colonial period.
steps toward representative government.
economic agreements between the colonists and Native American Indians.
limitations placed on colonial Americans by the British government.
Answer: B
4. The Mayflower Compact is important to the concept of a democratic society because it
represents
A.
B.
C.
D.
an effort by the colonists to use force to resist the King.
a clear step toward self-government.
an early attempt to establish universal suffrage.
an attempt by the colonists to establish freedom of religion.
Answer: B
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U3.1.8 Identify a problem confronting people in the colonies, identify alternative choices
for addressing the problem with possible consequences, and describe the course of action
taken.
1. Which of the following choices did the colonists make when they found out King George III
was taxing their tea?
A.
B.
C.
D.
They decided it was a good idea.
They wanted less tax.
They planned the Boston Tea Party.
They hired Thomas Paine to write an article.
Answer: C
2. Which of the following consequences did the colonists face after the Boston Tea Party?
A.
B.
C.
D.
The Intolerable Acts were created.
The British gave the colonists representation in Parliament.
The colonists were rewarded with extra tea.
The life of the colonists got better.
Answer: A
3. The colonists didn’t have any voice in the British government, so they decided to
A.
B.
C.
D.
get the Native American Indians to talk to the British.
get the French to talk to the British.
do what they needed to trade freely with other countries.
start the Revolutionary War.
Answer: D
U3.2.1 Describe the advantages and disadvantages of each side during the American
Revolution with respect to military leadership, geography, types of resources, and
incentives.
1. Which of the following was an advantage for the British in the American Revolution?
A.
B.
C.
D.
British soldiers lived on better land.
British soldiers were better trained.
British soldiers were away from their homeland.
British soldiers were better paid.
Answer: B
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2. Which of the following was an advantage for the Americans during the American
Revolution?
A.
B.
C.
D.
The Americans were smarter.
The Americans had well trained soldiers.
The Americans knew the land well.
The Americans had a lot of money.
Answer: C
3. One of the advantages the Americans had at the Battle of Yorktown was the naval support
from the ______________.
A.
B.
C.
D.
British
French
Canadians
Spaniards
Answer: B
U3.2.2 Describe the importance of Valley Forge, Battle of Saratoga, and Battle of
Yorktown in the American Revolution.
1. What country gave the American colonies naval support and helped the colonists win the
Battle of Yorktown?
A.
B.
C.
D.
Japan
China
Austria
France
Answer: D
2. In October 1777, the Americans won the Battle of Saratoga. What was so important about
this victory?
A.
B.
C.
D.
The war ended.
The French were convinced to help the Americans.
The colonists gained control of New York.
British soldiers left Boston.
Answer: B
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3. What was the last major battle to be fought during the Revolutionary War?
A.
B.
C.
D.
Battle of Bunker Hill
Battle of Baltimore
Battle of Yorktown
Battle of Lexington
Answer: C
4. Who was the American Revolutionary leader who led his army to victory in the Battle for
Saratoga?
A.
B.
C.
D.
Abe Lincoln
Thomas Jefferson
John Hancock
Benedict Arnold
Answer: D
U3.2.3 Compare the role of women, African Americans, American Indians, and France in
helping shape the outcome of the war.
1. During the American Revolution, women supported the war because they believed in the idea
of being independent from the British. Because of this belief, women probably believed
winning independence from the British would lead to which of the following?
A.
B.
C.
D.
Freedom from the French.
Women having more rights.
The colonies would end slavery.
Gaining more land from the Native Americans.
Answer: B
2. African American slaves fought for both the British and the Americans during the
Revolution. The British offered the slaves ___________in return for their help.
A.
B.
C.
D.
land
money
freedom
food
Answer: C
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3. The role of the French played a large part in the Americans’ winning the American
Revolutionary War. What did France do at the end of the war that helped the Americans win?
A.
B.
C.
D.
Used their naval forces at the Battle of Yorktown
Gave the Americans all the food they wanted
Stayed on land and supplied the American camps
Worked for the Americans without complaining
Answer: A
U3.2.4 Describe the significance of the Treaty of Paris (establishment of the United States
and its boundaries).
1. In 1783, the Treaty of Paris resulted in
A.
B.
C.
D.
Americans being forced to give land to the French.
King George III being hung by colonists.
Americans surrendering unconditionally.
America being recognized by the British as an independent country.
Answer: D
U3.3.1 Describe the powers of the national government and state governments under the
Articles of Confederation.
1. The Articles of Confederation of 1781 established a “league of friendship” among the
colonies, but that was all. Each state remained separate, and it ruled itself. The central
government consisted of a Congress in which each state had a single vote. Congress had very
few powers. They could not even collect taxes from people. The government had no
president and no central court to interpret its laws. The U.S. Constitution was written in
1787. It created a branch of government that would interpret U.S. laws and decide whether
laws have been broken.
It was called the
A.
B.
C.
D.
judicial branch.
executive branch.
federal branch.
legislative branch.
Answer: A
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2. The Articles of Confederation were passed in 1781. The Articles did not give the new U.S.
government the power to collect taxes, set rules for commerce and trade, and enforce treaties
and agreements.
The power to do these things was later given to the government in which of these
documents?
A.
B.
C.
D.
U.S. Constitution
Federalist Papers
Declaration of Independence
Civil Rights Bill
Answer: A
3. What answer best fits in the box?
A.
B.
C.
D.
Constitutional Convention
War of 1812
Declaration of Independence
Louisiana Purchase
Answer: A
U3.3.2 Give examples of problems the country faced under the Articles of Confederation
(e.g., lack of national army, competing currencies, reliance on state governments for
money).
1. Writers of the Articles of Confederation and writers of the U.S. Constitution had a problem
of how to count slaves in a state’s population. Northern and Southern states disagreed on this
issue. How did the government solve this problem?
A. Slaves were people also and were counted the same as free people.
B. Slaves had no effect on the state population count; they counted the same as free
people.
C. States had more control, not the Federal Government, slaves weren’t an issue.
D. Every five slaves would be counted as three people.
Answer: D
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2. Under the Articles of Confederation, every state used their own currency. Writers of the U.S.
Constitution stated that everyone in the nation must use the same type of money. Why does
the U.S. Constitution state that everyone needs to be using the same currency?
A.
B.
C.
D.
People could spend money any way they wanted.
People created their own money.
All currency would have the same value.
All people would have an equal amount of money.
Answer: C
U3.3.3 Explain why the Constitutional Convention was convened and why the Constitution
was written.
1. When the U.S. Constitution was written in 1787, it included a legislative branch. This was
the Congress. It was made up of a Senate and a House of Representatives. The House has
different numbers of people representing each state, depending on the population of the state.
The Senate has two people in it from each colony or state, no matter how big or small it is.
The Constitution created a Senate so that
A.
B.
C.
D.
the president could decide how many representatives to have from each colony.
small states would have more power than the larger states.
the larger states would have more of a say in important issues.
large states would not have more representatives than small ones.
Answer: D
2. The U.S. Constitution created three distinct branches of government—judicial, executive,
and legislative. Why was a judicial branch needed?
A.
B.
C.
D.
To agree with the president and carry out his or her commands.
To enforce the laws and make sure they get carried out.
To interpret the laws made by Congress.
To write the laws and get them passed by Congress.
Answer: C
3. In 1750, there were at least four different kinds of paper money being used in the colonies.
This was very confusing and made it hard to do business between the colonies.
When the U.S. Constitution was written in 1787, it stated that
A.
B.
C.
D.
the states could continue using different forms of money.
states could decide what gold and silver coins were worth.
states could decide what form of money they wanted to use.
all states would use the same form of money
Answer: D
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4. The U.S. Constitution was necessary for many reasons. The brainstorm map lists some of
these reasons. Which of the following answers best completes the brainstorm map?
A. British king was demanding that
a U.S. Constitution be written.
B. Colonies were getting ready to
revolt against the founding
fathers.
C. Small and large states needed to
be equally represented.
D. Slaves were demanding to be set
free and treated as equals.
Answer: C
5. The Legislative branch is made up of the House of Representatives and the Senate. The
House of Representatives consist of a different number of people from each state depending
on the population of the state. The Senate has only two people from each state (colony)
regardless of its population. Why was the Senate created?
A.
B.
C.
D.
So that representatives could be selected by the President.
So that larger states would have less power than small states.
So that important issues would be decided by the larger states.
So the small and larger states would have the same number of representatives.
Answer: D
6. Before the U.S. Constitution was written the colonies had at least four different kinds of
paper money that was being used. This was becoming very confusing for the colonists and it
was getting very hard to do business between colonies. In 1787, the U.S Constitution was
written and helped the colonies by stating that
A.
B.
C.
D.
the same form of money would be used by all states.
the form of money used was up to each state.
the value of gold and silver coins would be decided by the states.
each state would use its own form of money.
Answer: A
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7. There are three branches of government, the legislative, executive and judicial. The judicial
branch was created to
A.
B.
C.
D.
carry out the commands from the president.
carry out and enforce laws.
interpret laws that are made.
pass laws that are written.
Answer: C
U3.3.4 Describe the issues over representation and slavery the Framers faced at the
Constitutional Convention and how they were addressed in the Constitution (Great
Compromise, Three-Fifths Compromise).
1. Which of the following belongs in the oval with the question mark?
A.
B.
C.
D.
Slave states vs. free states
Eastern states vs. western states
Older states vs. newer states
Industrial states vs. agricultural states
Answer: A
2. How did the writers of the U.S. Constitution address the issue of how slaves would be
counted in a state’s population?
A.
B.
C.
D.
States could choose whether or not to count their slaves.
Every five slaves would be counted as three people.
Slaves counted the same as free people.
Slaves had no affect on a state’s population.
Answer: B
U3.3.5 Give reasons why the Framers wanted to limit the power of government (e.g., fear of
a strong executive, representative government, importance of individual rights).
U3.3.6 Describe the principle of federalism and how it is expressed through the sharing and
distribution of power as stated in the Constitution (e.g., enumerated and reserved powers).
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U3.3.7 Describe the concern that some people had about individual rights and why the
inclusion of a Bill of Rights was needed for ratification.
1. In its original form, the U.S. Constitution did not specifically address the rights of
individuals. How was the Constitution changed so that individual rights are now protected?
A.
B.
C.
D.
The Supreme Court told Congress to add the Bill of Rights.
The president wrote the Bill of Rights and put them into effect.
The American people voted to have the Bill of Rights.
The Bill of Rights was added as a series of amendments.
Answer: D
U3.3.8 Describe the rights found in the First, Second, Third, and Fourth Amendments to
the United States Constitution.
1. Dr. Martin Luther King Jr. was one of the leaders of the March on Washington for Jobs and
Freedom. It took place in Washington, D.C., on August 28, 1963, and about 250,000 people
took part. It was the largest demonstration ever seen in the nation’s capital.
Which amendment in the Bill of Rights gave Dr. King the right to gather people in
Washington that day?
A.
B.
C.
D.
Fifth Amendment
Eighth Amendment
Sixth Amendment
First Amendment
Answer: D
2. The Bill of Rights says that police cannot do the following things without a special warrant
(legal permission). Which amendment protects these rights?
• People’s bodies cannot be searched
• People’s homes cannot be searched
• People’s belongings cannot be searched or seized (taken)
A.
B.
C.
D.
Eighth Amendment
First Amendment
Fourth Amendment
Sixth Amendment
Answer: C
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3. The right to bear arms is given in the
A.
B.
C.
D.
1st Amendment.
2nd Amendment.
3rd Amendment.
4th Amendment.
Answer: B
4. Freedom of religion, speech, and press are given in the
A.
B.
C.
D.
1st Amendment.
2nd Amendment.
3rd Amendment.
4th Amendment.
Answer: A
5. An amendment was made to the constitution to protect a family’s freedom to practice their
religion. At times this practice requires children to miss school on days that are identified as
holidays in their religious belief. Which amendment protects this right for people?
A.
B.
C.
D.
Third Amendment
First Amendment
Fourth Amendment
Second Amendment
Answer: B
6. People have the right to be secure in their homes against unreasonable searches and seizures?
Which amendment provides this right to the people?
A.
B.
C.
D.
Third Amendment
First Amendment
Second Amendment
Fourth Amendment
Answer: D
7. Freedom from getting your home searched without a warrant is given in the
A
B.
C.
D.
1st Amendment.
2nd Amendment.
3rd Amendment.
4th Amendment.
Answer: D
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8. This amendment prevents the government from forcing people to house soldiers in their
homes.
A.
B.
C.
D.
1st Amendment
2nd Amendment
3rd Amendment
4th Amendment
Answer: C
P3.1.1 Identify contemporary public issues related to the United States Constitutional and
their related factual, definitional, and ethical questions.
P3.1.2 Use graphic data and other sources to analyze information about a contemporary
public issue related to the United States Constitution and evaluate alternative resolutions.
1. Look at the chart, which fuel shortage solution has the MOST support from the public?
A.
B.
C.
D.
Coastal water drilling
Oil companies’ taxes are increased
Fuel efficient cars
Wilderness area drillings
Answer: C
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40
2. Global warming is a huge issue in the U.S. According to the Public Opinion Poll, what action
do most people surveyed think the U.S. should do about global warming?
A.
B.
C.
D.
Take no action at all.
Take action only if others do.
Take action even if others do less.
Expect other countries to solve the problem.
Answer: C
3. Using the graph, between the year 1999 and the year 2008, what were the people’s opinions?
A.
B.
C.
D.
They became less divided over time.
They stayed about the same on the issue.
More were in favor of the amendment.
All were opposed of the amendment.
Answer: A
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4. Reading the graph, in what year were peoples opinion on the death penalty almost tied?
A.
B.
C.
D.
2008
1197
1983
1970
Answer: D
P3.1.3 Give examples of how conflicts over core democratic values lead people to differ on
contemporary constitutional issues in the United States.
1. The death penalty exists in some states. In these same states that have the death penalty, they
do not allow assisted suicide. The core democratic value _____________ leads people to
have conflicts over these issues. What is the name of the core democratic value?
A.
B.
C.
D.
patriotism
equality
liberty
life
Answer: D
2. When two large companies decide to merge and become one, they sometimes try to use their
size to gain political favors on tax issues, land use, or even pollution requirements. Which of
the core democratic values are MOST likely to have a conflict with this practice?
A.
B.
C.
D.
Diversity and life
Equality and liberty
Patriotism and pursuit of happiness
Justice and rule of law
Answer: B
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3. Voting is a constitutional right, when a person commits a crime and is sent to prison,
sometimes they are not allowed to vote. Which of the core democratic values are MOST
likely to have a conflict over this issue?
A.
B.
C.
D.
Equality, justice, and liberty
Patriotism and the common good
Pursuit of happiness and popular sovereignty
Life and the common good
Answer: A
4. Skateboarders have the right to “the pursuit of happiness” in their own ways. One way they
do this is by skateboarding in public space. Because of the core democratic value of “The
pursuit of happiness” skateboarders feel they can do this as often as they want. This however,
is in conflict with what other core democratic value?
A.
B.
C.
D.
Popular Sovereignty
Life
Common Good
Patriotism
Answer: C
P3.3.1 Compose a short essay expressing a position on a contemporary public policy issue
related to the Constitution and justify the position with a reasoned argument.
P4.2.1 Develop and implement an action plan and know how, when, and where to address
or inform others about a public issue.
P4.2.2 Participate in projects to help or inform others.
Fifth Grade Social Studies Assessments – May 2009
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