SAMPLE TEST
2003-2005
SOCIAL SCIENCES
BENCHMARK
3
Civics and Government
Economics
Geography
History
Historical Skills
World History
U.S. History
It is the policy of the State Board of Education and a priority of the Oregon Department of Education that
there will be no discrimination or harassment on the grounds of race, color, sex, marital status, religion,
national origin, age or handicap in any educational programs, activities, or employment. Persons having
questions about equal opportunity and nondiscrimination should contact the State Superintendent of
Public Instruction at the Oregon Department of Education.
Office of Assessment and Information Services
Oregon Department of Education
255 Capitol Street NE
Salem, Oregon 97310-0203
(503) 378-3600
Susan Castillo, State Superintendent of Public Instruction
Ken Hermens, Language Arts Specialist, Assessment
Doug Kosty, Assistant Superintendent,
Office of Assessment and Information Services
Elaine Hultengren, English Language Proficiency Specialist, Assessment
Phyllis Rock, Director, Assessment
Leslie Phillips, Social Sciences Specialist, Assessment
Steve Slater, Coordinator, Assessment
Sheila Somerville, Electronic Publishing Specialist, Assessment
Cathy Brown, Mathematics Specialist, Assessment
Aaron Persons, Science Specialist, Assessment
INTRODUCTION TO SOCIAL SCIENCES
SAMPLE TESTS and TEST KEYS
Oregon Department of Education provides
Thesample
tests in social sciences to demonstrate the
content and types of questions students at
Benchmark 2, Benchmark 3 and CIM might
encounter on the Oregon Statewide Assessment
administered each spring. Items on the sample test
were taken from earlier years’ Statewide
Assessments. These items are no longer secure and
have been released for public use. Social sciences
assessment items are designed to measure students’
knowledge and skills in the following six categories:
Civics and Government
Economics
Geography
Historical Skills
United States History
World History
WHY PROVIDE SAMPLE TESTS?
Most students feel some anxiety as they approach a
test. The more confident students feel about their
knowledge of the topic, the less anxious they feel. It
also may help students feel comfortable if they are
familiar with the test format. Teachers want to know
how the state content standards are represented on
these tests. Sample tests help teachers see how
students’ learning will be examined.
HOW TO USE THE SAMPLE TEST
The Oregon Department of Education updates
sample tests periodically. Students may take this
sample test as a practice activity to prepare for the
actual test.
2003-2005 Sample Test, Benchmark 3
Oregon Department of Education
A list of test-taking tips for students follows this
introduction. Teachers may use the tips to:
generate individual and class discussion;
call attention to helpful strategies students can
use to prepare for and take the test; and
share ideas with parents of ways to help reduce
test anxiety and promote good study and health
habits at home.
In addition to gaining practice in solving test
questions, some students also may benefit from
practice in marking bubbles on a separate answer
sheet, as required on the actual test. An answer
sheet for students to mark is provided at the end of
each test booklet.
An answer key for each benchmark test is provided
at the end of this introduction. In addition to the
correct answer, the key also identifies which of the
six reporting categories each question is designed to
assess: civics and government, economics,
geography, historical skills, United States history,
and world history.
Teachers may have students take the sample test, score
each item, and discuss any or all of the items and
answers. Students usually benefit from analyzing both
the correct and incorrect answers.
Sample tests also may be shared with parents to help
them understand the types of questions their child will
encounter on the test and to practice with their child.
Sample test questions may be reprinted in newsletters
or shared at community meetings to better understand
the state assessment system. Although the sample
tests are not as comprehensive as the actual tests, they
do provide a sampling of the subject area content and
difficulty level students will encounter as part of
Oregon’s academic standards.
i
TEST-TAKING TIPS
St ude nt s : Us e t he se t ips t o he l p yo u pre pa re f or t he t e s t .
BEFORE THE TEST
Develop a positive attitude. Tell yourself, “I
will do my best on this test.”
Get a good night’s sleep the night before
the test.
Get up early enough to avoid hurrying to get
ready for school.
Eat a good breakfast (and lunch, if your test is
in the afternoon).
DURING THE TEST
Stay calm.
Listen carefully to directions from the teacher.
Ask questions if you don’t understand what
to do.
Before you read an item on the test, preview
the questions that follow for tips to help you
focus your reading.
After reading an item, read the entire first
question and all the answer choices. Stop and
think of an answer. Look to see if one of the
choices is similar to your answer.
Read each test question and all the answer
choices carefully. Try to analyze what the
question is really asking.
Pace yourself. If you come to a difficult
question, it may be better to skip it and go on.
Then come back and really focus on the
difficult questions one at a time.
ii
This is not a timed test. If you need more time to
finish the test, tell your teacher.
If you are not sure of an answer to a question, try
these tips:
Get rid of the answers you know are not correct
and choose among the rest.
Read through all the answers very carefully, and
then go back to the question. Sometimes you can
pick up clues just by thinking about the different
answers you have been given to choose from.
If you get stuck on a question, skip it and come
back later.
It is OK to guess on this test. Try to make
your best guess, but make sure you answer
all questions.
AFTER THE TEST
Before you turn your test in, check it over.
Change an answer only if you have a good
reason. Generally, it is better to stick with your
first choice.
Make sure you have marked an answer for every
question, even if you had to guess.
Make sure your answer sheet is clearly marked
with dark pencil. Erase any stray marks.
Don’t worry about the test once it is finished.
Go on to do your best work on your other
school assignments.
2003-2005 Sample Test, Benchmark 3
Oregon Department of Education
Social Sciences▼
DIRECTIONS
Read each of the questions and decide on the BEST answer. There are many different
kinds of questions, so read each one carefully before marking an answer on your
answer sheet. When there is an introduction to a set of questions, read it carefully, since
it will contain important information you may need.
Use the map to answer the next TWO questions.
1
According to this map, MOST early agricultural sites developed near
A.
B.
C.
D.
mountains.
rivers.
deserts.
islands.
2
This map implies that, during prehistoric times, people migrated from
A.
B.
C.
D.
Africa to Asia.
Europe to Mesopotamia.
Africa to Europe.
Mesopotamia to Europe.
2003-2005 Sample Test, Benchmark 3
Oregon Department of Education
SS3
▼Social Sciences
3
In some parts of ancient Africa, salt and gold were of the same value. This meant that
some merchants would trade one pound of salt for one pound of gold. Why was salt
so valuable?
A.
B.
C.
D.
There was a large amount of salt available and few people needed it.
There was not much salt available and many people needed it.
There was not much salt available and few people needed it.
There was a large amount of salt available and many people needed it.
4
Which ancient civilization developed the first democratic form of government?
A.
B.
C.
D.
Aztec
Egyptian
Mesopotamian
Greek
5
The principles of the United States Constitution were influenced by
A.
B.
C.
D.
the Roman Republic.
the feudal system.
the Protestant Reformation.
the dynasties of the Chinese Empire.
6
Why was the Renaissance an important period in European history?
A.
B.
C.
D.
SS4
New ways of thinking led to improvements in society.
Religion was no longer important to society.
European armies were able to conquer much of the world.
The spread of diseases came to an end.
2003-2005 Sample Test, Benchmark 3
Oregon Department of Education
Social Sciences▼
7
During the Renaissance a patron was a person who
A.
B.
C.
D.
helped artists by mixing paint, cleaning brushes and posing as models.
supported artists by purchasing their work and encouraging scholars.
created great works of art in the form of paintings and sculptures.
studied the ancient writings from the scholars of Greece and Rome.
8
The basic purpose of government, as described in the Preamble of the United States
Constitution, is to
A.
B.
C.
D.
protect the rights and welfare of United States citizens.
ensure freedom of speech for all United States citizens.
have limitless power over United States citizens.
establish taxation of United States citizens.
9
Which of these is NOT a function of the federal government?
A.
B.
C.
D.
Establish local government
Make treaties with other countries
Declare war
Operate the post office
10
If the judicial branch of the government was eliminated, which of the following would
be the effect?
A.
B.
C.
D.
There would be no Commander in Chief of the United States armed forces.
There would be no one to rule on the constitutionality of laws.
There would be no one to make laws.
There would be no one to veto bills.
2003-2005 Sample Test, Benchmark 3
Oregon Department of Education
SS5
▼Social Sciences
Use the graph below to answer the following question.
Tobacco Prices -- 1618-1700
30
25
20
15
10
5
4
3
2
1
0
1618 1631 1640 1650 1660 1670 1680 1690 1700
Year
11
Which reason best explains the sharp decrease in tobacco prices from 1618 to 1631
despite the increase in production?
A. Indentured servants filled the labor shortage allowing more tobacco to be
cheaply produced.
B. Native American demand for tobacco used for ceremonial purposes declined as
Indian nations were relocated.
C. European countries purchased their tobacco from other countries resulting in
less production required.
D. Production of tobacco dropped due to a severe labor shortage in the
United States.
SS6
2003-2005 Sample Test, Benchmark 3
Oregon Department of Education
Social Sciences▼
Use the graphs to answer the next question.
North and South Resources in 1861
29%
29%
71%
Population
71%
Railroad Track
3%
8%
97%
92%
Firearms
North
Manufactured Goods
South
12
According to the pie graphs, what is true about the resources of the North and South in
the United States in 1861?
A.
B.
C.
D.
The North and South had equal populations.
The South had more railroad track than the North.
The North produced 71% of all manufactured goods; the South 29%.
The North had more industry than the South.
2003-2005 Sample Test, Benchmark 3
Oregon Department of Education
SS7
▼Social Sciences
Use the cartoon/illustration to answer the following two questions.
13
The person on the left represents
A.
B.
C.
D.
the Confederacy in the Civil War.
the United States in the Spanish-American War.
the Loyalists in the Revolutionary War.
the Union in the Civil War.
14
The person on the right represents
A.
B.
C.
D.
SS8
the Patriots in the Revolutionary War.
the Confederacy in the Civil War.
the United States in the Mexican War.
the Union in the Civil War.
2003-2005 Sample Test, Benchmark 3
Oregon Department of Education
Social Sciences▼
Use the world map to answer the next question.
15
There are few inhabitants in the far Northern Hemisphere because it is made up
primarily of
A.
B.
C.
D.
savanna.
highlands.
tundra.
rain forests.
16
Bobby, Sam and Arin went on an 8th grade trip. They saw the Gobi Desert, Aral Sea
and Mount Everest. Which continent were they visiting?
A.
B.
C.
D.
Africa
Asia
South America
Europe
2003-2005 Sample Test, Benchmark 3
Oregon Department of Education
SS9
▼Social Sciences
The Erie Canal was completed in 1825. The canal’s success set forth an
age of canal building. Refer to the map to assist with answering the next
TWO questions.
Plattsburgh
CANADA
Watertown
Lake Ontario
Niagara Falls
Lake Erie
Jamestown
Glen Falls
Rome
Rochester
Syracuse
ERIE CANAL
Buffalo
Albany
Elmira
Poughkeepsie
PEOPLE
per square mile
More than 250
100-250
0
25
50 miles
New York
0-100
ERIE CANAL
17
The most logical location to build an additional canal would be
A.
B.
C.
D.
between New Jersey and New York.
between Lake Erie and Elmira.
between Rome and Watertown.
between Syracuse and Buffalo.
18
Which is NOT an effect of the completion of the Erie Canal?
A.
B.
C.
D.
SS10
Waterways from the Midwest to the Eastern states were connected.
Farmers could sell crops at a lower price.
Transportation between the Midwest and Eastern states became faster.
Construction of the national roadway was halted.
2003-2005 Sample Test, Benchmark 3
Oregon Department of Education
Social Sciences▼
19
Which of the following was a result of “Manifest Destiny”?
A.
B.
C.
D.
United States went to war with Mexico.
Slaves were emancipated, set free.
Population of the Northern states increased.
United States went to war with Great Britain.
20
The Indian Removal Act of 1830 relocated the Native Americans west of the Mississippi
River. Which choice best describes a reason the United States government might have
given for the act?
A.
B.
C.
D.
Treaties were negotiated with the Native Americans.
The land in the East was not good for farming.
The Native Americans demanded relocation to the West.
The Supreme Court ruled it was constitutional.
21
The first ten amendments of the United States Constitution are referred to as the
A.
B.
C.
D.
Constitutional Convention.
Bill of Rights.
Townsend Acts.
First Continental Congress.
22
The United States Air Force was established as a separate branch of the armed forces
after World War II. Which philosophy set forth in the Preamble of the Constitution
gave the government authority to do this?
A.
B.
C.
D.
Provide for common defense
Promote general welfare
Insure domestic tranquility
Establish justice
2003-2005 Sample Test, Benchmark 3
Oregon Department of Education
SS11
▼Social Sciences
23
People who work as United State Supreme Court Justices are appointed by
A.
B.
C.
D.
the governor of the state where they live.
the President of the United States.
the United States Senate.
the United States House of Representatives.
24
What factor is MOST likely to determine the actual amount of a worker’s wage or salary?
A.
B.
C.
D.
SS12
The requests of the worker
The rate of inflation for the entire economy
The demand for the worker’s ability and skills
The value of the worker's skills to the government
2003-2005 Sample Test, Benchmark 3
Oregon Department of Education
Social Sciences▼
Use the cartoon to answer the next question.
25
Review the diagram and select the character who is going to make a decision that DOES
NOT lead to earning a higher salary in later years.
A.
B.
C.
D.
I think I will attend college out of state.
I’m going to skip 6th and 7th period classes again and go home.
I am going to study so I can raise my GPA to a 3.1 this term.
I think I will take a computer class after school.
2003-2005 Sample Test, Benchmark 3
Oregon Department of Education
SS13
SS14
2003-2005 Sample Test, Benchmark 3
Oregon Department of Education
BENCHMARK 3 (GRADE 8) SOCIAL SCIENCES
SAMPLE TEST KEY, 2003-2005
Item
Key
Score Reporting Category
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
B
D
B
D
A
A
B
A
A
B
A
D
D
B
C
B
C
D
A
A
B
A
B
C
B
Geography
Geography
Economics
World History
World History
World History
World History
Civics and Government
Civics and Government
Civics and Government
Historical Skills
US History
US History
US History
Geography
Geography
Geography
Geography
US History
US History
Civics and Government
Civics and Government
Civics and Government
Economics
Economics
CONVERTING TO A RIT SCORE
Number Correct
RIT Score
Number Correct
RIT Score
1
2
3
4
5
6
7
8
9
10
11
12
13
192
200
205
209
212
215
218
220
221
225
227
229
231*
14
15
16
17
18
19
20
21
22
23
24
25
233
235
237
239
241**
244
246
249
253
258
265
272
* Likely to meet 8th grade standard
** Likely to exceed 8th grade standard
Note: This sample test is for practice only; scores may not be substituted for the Oregon Statewide Assessment
2003-2005 Sample Test, Benchmark 3
Oregon Department of Education
SS15
Oregon Department of Education
255 Capitol St NE, Salem, Oregon 97310 (503) 378-3600