TAKS – Social Studies Test
10th Grade Review
Objective 3

Objective 3
 This objective tests your knowledge of the
influence of both economic and social
factors on World Geography and World
History. To demonstrate this knowledge, you
must be able to do three basic things….
Objective 3

Objective # 3
○ 1) You must be able to identify and compare
major
characteristics of different
economic systems.
○ 2) You must be able to analyze economic and
social data to compare the standard of
living.
○ 3) You must be able to identify some major
turning
points in World History and
describe their
economic, social, and
political consequences.
Objective 3

Economic Systems
- A government’s organized way of providing
the wants and needs of their people.
- All societies have one thing in common –
an
economy.
- The survival of any society depends on its
ability to provide food, clothing, and shelter
for its people.
Objective 3

Characteristics of a Traditional Economy
1) Simple economic activity – Traditional
economies are based on simple economic
activities such as farming or hunting and
gathering.
i.e. Third World Countries like the Congo,
some South American tribes, and Inuit
Indians of northern Canada
Objective 3

Characteristics of a Traditional Economy
2) Reliance on customs and traditions – Traditional
economies are based on customs passed down from
generation to generation. These economies undergo
very little change over time.
In the United States – traditions include
○ Turkey at Thanksgiving
○ Greeting a person with a handshake
○ Parades and BBQ on the 4th of July
○ Fireworks on New Year’s Eve and 4th of July
○ Singing “I Love You” after watching each episode of
Barney!!!
Objective 3

2) Reliance on customs and traditions
○ A society with a traditional economy allocates
(distributes) their scarce resources and nearly
all economic activity stems from ritual, habit,
or custom.
○ Inuit society in Canada
 If you father is a hunter for the tribe, when you grow
up – you too will be a hunter. Cannot change jobs
 If your father will go out to catch fish – when you
grow up you too will fish.
 People are also taught how to survive the climate –
harsh winters – work hard to find any game to hunt.
Have to drill holes in the ice to be able to fish. Learn
how to build shelter to escape from the elements.
Objective 3

2) Reliance on customs and traditions
Strengths of this type of society
1) Main strength is that everyone knows their role.
Weaknesses of this type of society
1) It tends to discourage new ideas and new ways
of doing things
2) It punishes people for breaking the rules or
acting differently. Have always done it this
way and do not want to change their ways.
Objective 3

Characteristics of a Traditional Economy
3) Technology – Traditional economies rely on
simple technology such as the horse and
plow. Few technological changes occur in
this type of economy over time.
i.e. If you fish, they use a pole and bait.
They do not want to hear about some great
invention to increase their catch by 200%.
We have always done it this way and will
continue to do it this way.
Objective 3

Characteristics of a Traditional Economy
4) Family labor and gender roles –
Traditional economies often rely on the labor
of the entire family. Men and women usually
have distinct economic roles.
i.e. Women stay at the camp and take care
of the children as well as prepare the meals.
Objective 3

Characteristics of a Traditional Economy
5) Examples – Traditional economies are
becoming less common but can still be
found in some parts of Africa, Asia, and
South America.
Objective 3

Characteristics of a Command Economy
 A society that has a command economy has
a central authority (an agency within their
national government) that makes all of the
economic decisions
 i.e. how many pairs of shoes a company
makes
 What color the shoes are
 Whether the shoes are tied with shoestrings
or zipped
Objective 3

Characteristics of a Command Economy
 You can find these economies in North
Korea, Cuba, and the old former Soviet
Union
 Strengths
○ It can change direction drastically in a
relatively
short period of time
Objective 3

Characteristics of a Command Economy
 Weaknesses
○ Several drawbacks exist in this type of
economy
 It is not designed to meet the wants and needs of the




individual
It lacks the incentives for people to work hard
It requires a large decision-making bureaucracy
It does not have the flexibility to deal with minor dayto- day problems
People with new ideas or unique ideas find it difficult
to get ahead in a command economy
Objective 3
Objective 3

Characteristics of a Command Economy
1) Government ownership of economic
resources – In a command economy the
government or some other central authority
owns most economic resources, such as
factories and farms.
Objective 3

Characteristics of a Command Economy
2) Government control of economic
resources - In a command economy the
government decides how goods and
services are produced and distributed. For
example - - the government decides how
many units of a certain product should be
made.
Objective 3

Characteristics of a Command Economy
3) No profit motive and no business
competition – In a command economy
businesses are not run for the purpose of
making a profit. As a result, there is little or
no competition between businesses.
Objective 3

Characteristics of a Command Economy
4) Reduced individual economic
freedom – Individuals in a command
system have little economic freedom
because the government controls the
economy. For example, people who
sell goods do not have the freedom to
set prices.
Objective 3

Characteristics of a Command Economy
5) Examples - - Historical examples of
countries with command economies include
the former Soviet Union and Soviet-bloc
countries during the Cold War. Today,
command economies are less common than
market economies. Present-day examples
include Cuba and North Korea
Objective 3

Characteristics of a Market (capitalist)
Economy
 Sometimes referred to as a Market Economy
 People and firms act in their own best interest to
make decisions
 This system allows buyers and sellers to come
together and exchange goods and services
 People’s decisions act as votes, when they buy
a product, the producers know that people want
that firm to produce more of that good.
Objective 3

Characteristics of a Market (capitalist)
Economy
 Strengths:
○ It has several advantages over the other two
economies
 It can adjust to change over the time
- 1970s – consumers wanted cars that were not gasguzzling vehicles. Motor Companies started to build cars
that got a lot better gas mileage.
 The freedom that exists for everyone to get involved
- Producers may produce what they think will sell.
- Consumers decide how they will spend their money.
 The relatively small degree of government interference
- Government stays out of the way except for national
defense companies and environment
Objective 3

Characteristics of a Market (capitalist)
Economy
 Strengths:
 The decision making is decentralized
- Economic decisions are made daily – everyone has
a say.
 It has an incredible variety of goods and services
available to consumers
- Almost any product can and will be produced if
there is a need for it.
 The high degree of consumer satisfaction
- We have a wide range of products available in this
economy that makes it possible for almost
everyone to be satisfied.
Objective 3

Characteristics of a Market (capitalist)
Economy
 Weaknesses
○ Primary weakness deals with the For Whom questions
 Who is going to have access to buy these goods
 Do we produce a Corvette for $ 5,000.00 so everyone can
have one.
○ The distribution system is fine in the case of land and
capital
○ Some people are too old or sick to support themselves
in a market economy without the help of
the government or private groups.
Objective 3

Characteristics of a Market (capitalist)
Economy
1) Individual ownership of economic
resources – In a market economy individuals or
corporations – not the government – own most
economic resources, such as factories and
farms
Objective 3

Characteristics of a Market (capitalist)
Economy
2) Individual control of
economic resources –
Individuals decide
how goods and services are produced and
distributed. Usually these decisions are made in
an attempt to maximize profits.
Objective 3

Characteristics of a Market (capitalist)
Economy
3) Profit motive and business
competition – Businesses are run for the
purpose of making a
profit. As a result, they
compete with one another to supply the goods
and services that consumers demand.
Objective 3

Characteristics of a Market (capitalist)
Economy
4) Significant individual economic
freedom –
Individuals have significant economic freedom
in a
market economy. They can make their
own
decisions about what goods and
services they will
buy. They can also decide
where to work.
Objective 3

Characteristics of a Market (capitalist)
Economy
5) Examples – Today most developed countries
of the world, such as the United States, have a
market-based economy
Objective 3

Methods of Production

Subsistence Agriculture
 Subsistence agriculture involves farming for
home use instead of for the market. A farmer
who practices subsistence agriculture produces
all or almost all the goods his family needs, with
little or nothing left over to sell. Subsistence
agriculture is most commonly associated with
traditional economic systems.
Objective 3

Methods of Production

Market-based agriculture
 Market-oriented agriculture involves the
production of farm goods for sale on the
commercial market instead of for home use.
Market-oriented agriculture is associated with
both market and command economic systems.
Objective 3

Methods of Production

Cottage Industry
 Cottage industry is also known as home industry. In a
cottage-industry system, goods are produced in people’s
homes, often by adults and older children working
together. They goods produced are then sold. Cottage
industry typically involves the use of simpler equipment
and manufacturing techniques than commercial industry
does. Cottage industry is most associated with traditional
economic systems.
Objective 3

Methods of Production

Commercial Industry
 Commercial industry involves the large-scale
production of goods. Goods are usually
produced in factories with machinery and a
large number of workers. Commercial industry is
a more complex production method than cottage
industry. Commercial industry is associated with
both market and command economic systems.
Objective 3

Practice TAKS Question
 An economic system in which most of the
means of production, such as factories
and farms, are owned by individuals or
corporations is known as _________.
 a capitalist systems
 a command system
 a subsistence-agricultural system
 a mass-production system
Objective 3

Practice TAKS Question

An economic system in which most of the
means of production, such as factories
and farms, are owned by individuals or
corporations is known as _________.
 a capitalist systems
In a capitalist or market system, most
factories are owned by individuals or
corporations.
Objective 3
○ 2) You must be able to analyze economic and
social data to compare the standard of
living.
Objective 3

Gross Domestic Product (GDP) per
capita
 GDP per capita is the yearly value of a
country’s total output of goods and services
divided by the number of people living in the
country.
 Per Capita means “per person”
 Developed countries have higher GDPs per
capita than developing or undeveloped
countries.
Objective 3

Gross Domestic Product (GDP) per
capita
 You will also see that some sources refer to
gross national product (GNP) per capita.
 This statistic is very similar to GDP per
capita, except GNP per capita includes the
income a country’s citizens gain from
investments abroad.
 GDP will count the cars made by Toyota
Corp in Tennessee as part of the GDP for
the USA
Objective 3

Gross Domestic Product (GDP) per capita
 GDP for the USA does not count the shoes that
NIKE makes in a factory in Mexico. That would
count as part of the GDP of Mexico.
 Looking at different countries GDP
 http://www.google.com/publicdata?ds=wb-
wdi&met=ny_gdp_mktp_cd&idim=country:NGA
&dl=en&hl=en&q=Gross+Domestic+product+of+
Nigeria#met=ny_gdp_mktp_cd&idim=country:N
GA
Objective 3
GDP per Capita
Luxembourg $113,044
$67,385
Denmark $62,626
Sweden $52,790
Austria $50,098
France $46,016
Italy $38,996
Norway $95,062
Switzerland
Greece $32,005
Slovenia $27,149
Portugal $22,997
Czech Rep. $21,028
$17,630
Estonia $17,299
Malta $20,202
Slovak Rep.
Croatia $15,628
Hungary $15,542
Latvia $14,997
Lithuania $14,086
Poland $13,799
Russia $11,807
Bulgaria $6,857
Turkey $10,472
Serbia $6,782
Romania $9,292
Belarus $6,234
Ireland $61,810
Iceland $55,462
Netherlands $52,019
Finland $51,989
Belgium $47,1086 United States46,443
Germany $44,660
UK $43,785
Spain $35,332
Cyprus $32,772
Macedonia $4,657 Bosnia & H. $4,625 Albania $4,074
Ukraine $3,920
Montenegro $3,800 Moldova $1,809
Objective 3

Per Capita Income
 Per capita income is the average yearly
income of a country’s inhabitants.
 Developed countries have a higher per
capita income than a developing or
undeveloped country would have.
Objective 3

Per Capita Income around the world

Country
Luxembourg
Bermuda
United States
Norway
Liechtenstein
Canada
Austria
Japan
Australia
Sierra Leone
world)










Per Capita Income in US$
$ 54,430
$ 36,000
$ 37,500
$ 37,300
$ 25,000
$ 29,740
$ 29,610
$ 28,620
$ 28,290
$
530 (Number 208 in the
Objective 3

Population Growth
 Population growth is the ratio of births to
deaths in a country per year.
 Developed countries usually have lower
rates of population growth than developing
or undeveloped countries.
Objective 3
Population Growth - as of Aril 03, 2010
China
1,336,730,000
India
1,179,069,000
United States
308,997,000
Indonesia
231,369,500
Brazil
192,723,000
Pakistan
169,138,000
Bangladesh
162,221,000
Nigeria
154,729,000
Russia
141,927,297
2.08%
 Japan
127,380,000
 (222) Vatican City
800
0.00002%










19.62%
17.31%
4.54%
3.4%
2.83%
2.48%
2.38%
2.27%
1.87%
Objective 3

Literacy Rates
 A country’s literacy rate is the percentage of
its population that can read and write.
 Developed countries generally have a moreextensive educational facilities and therefore
higher literacy rates than developing or
undeveloped countries do.
Objective 3











Literacy Rates
(1) Georgia
Cuba
Estonia
Latvia
Barbados
Slovenia
Belarus
Lithuania
100.01
99.81
99.81
99.84
99.70
99.70
99.74
99.74
19 United States
99.00
177 Burkina Faso
23.60
Objective 3

Percentage of workforce engaged in
agriculture and mining
- Because developed countries are
usually more industrialized and produce
a greater variety of goods and services
than developing or undeveloped
countries, a smaller percentage of their
workforce are employed in agriculture or
mining.
Objective 3

Life Expectancy
 Life expectancy refers to the average life
span of a country’s inhabitants.
 Because they usually have access to better
nutrition and health care, people in
developed countries usually have longer life
expectancies than people in developing or
undeveloped countries.
Objective 3

Life Expectancy
Country










(1) Japan
Hong Kong
Iceland
Switzerland
Australia
Spain
Sweden
Israel
(38) United States
(195) Swaziland
Overall Rate
82.6
82.2
81.8
81.7
81.2
80.9
80.9
80.7
78.2
39.6
○ (40% below world average)
Male
Female
79.0
79.4
80.2
79.0
78.9
77.7
78.7
78.5
75.6
39.8
86.12
85.13
83.34
84.25
83.66
84.27
83.08
82.80
80.80
39.40
Objective 3
 Practice

TAKS Question
Selected Data for Four Asian Countries
GDP per
Life
Literacy
Population
Country
capita
Expectancy
Rate
Growth Rate
Kasakhstan
$ 5,900
63
98%
.01%
Pakistan
$ 2,100
62
43%
2.1%
South Korea
$ 18,000
75
98%
0.9%
Uzbekistan
$ 2,500
64
99%
1.6%
---------------------------------------------------------------------------------------------------------------------------
Which of the four countries listed in the table most likely has
the highest
standard of living?
- Kasakhstan
- Pakistan
- South Korea
- Uzbekistan
Objective 3

Practice TAKS Question
 Selected
GDP per
capita
Data for Four Asian Countries
Life
Expectancy
Literacy
Rate
Population
Growth
Country
Rate
Kasakhstan
$ 5,900
63
98%
.01%
Pakistan
$ 2,100
62
43%
2.1%
South Korea
$ 18,000
75
98%
0.9%
Uzbekistan
$ 2,500
64
99%
1.6%
---------------------------------------------------------------------------------------------------------------------------
Which of the four countries listed in the table most likely has the
highest
standard of living?
- South Korea - - South Korea’s relatively high GDP per capita,
life expectancy, literacy rate and its low growth indicate that
it has the highest standard of living of the countries in the
table.
Objective 3

3) You must be able to identify some
major turning points in World History
and describe their economic, social, and
political consequences.
Objective 3

Turning Points in World History
 Agricultural Revolution (8,000-5,000 B.C.)
–
○ The agricultural revolution refers to the time
period when humans first domesticated plants
and animals.
○ Scientists believe this process occurred
independently in several different parts of the
world.
○ This agricultural revolution allowed people to
switch from hunting and gathering for their
food to farming and herding.
Objective 3

Turning Points in World History
 Origin of Civilizations (3500 B.C.)
○ The establishment of farming and herding
societies in river valleys encouraged the
development of civilizations.
○ The main characteristics of civilizations
include cities, commercial activity, written
language, and complex forms of government
and religion.
Objective 3

Turning Points in World History
 The Classical Period (1000 B.C. – A.D. 500)
○ Over the span of this period, several highly
advanced societies rose and fell in the Americas.
○ The most well known of these groups are the
Maya and Aztec, who inhabited parts of Mexico
and Central America, and the Inca of South
America.
○ Achievements of these societies included systems
of writing, highly accurate calendars, far-reaching
trade networks, densely populated cities, and
massive stone buildings.
Objective 3

Turning Points in World History
 The Middle Ages (AD 450-1450)
○ Following the fall of the Roman Empire,
Europe entered the Middle Ages.
○ During much of the Middle Ages, the main
political and economic system of political
power in Europe was feudalism.
○ Under feudalism, monarchs and landowning
nobles depended on each other for political,
economic, and military support.
Objective 3

Turning Points in World History
 The Middle Ages (AD 450-1450)
○ The Roman Catholic Church also played a
major role in European politics and society.
○ During this same time period, the religion of
Islam emerged and spread rapidly through
Southwest Asia, North Africa, and parts of
Europe.
○ Beginning around 110, European Christians
engaged in the Crusades, as series of wars to
recapture Jerusalem from Islamic control.
Objective 3

Turning Points in World History
 The Middle Ages (AD 450-1450)
○ Another major event during the Middle Ages
was the spread of the bubonic plague.
○ Approximately 1/3 of Europe’s population died
of disease in the mid-1300s.
Objective 3

Turning Points in World History
 The Renaissance (AD 1300-1600)
○ As the Middle Ages ended, Europe gradually entered
the Renaissance, a word that means “rebirth” .
○ Renewed interests in classical Greek and Roman
knowledge sparked many advances in the arts and
sciences.
○ During the Renaissance political power in many parts of
Europe shifted from nobles to centralized governments,
headed by national monarchs.
○ At the same time, the growth of international trade
encouraged the exchange of goods and ideas among
many different parts of the world.
Objective 3

Turning Points in World History
 Protestant Reformation (1500-1650)
○ The Protestant Reformation began as a
movement to reform the Roman Catholic
Church in Europe.
○ The most lasting impact of the Reformation
was the founding of a new form of Christianity
known as Protestantism.
Objective 3

Turning Points in World History
 Protestant Reformation (1500-1650)
○ The Reformation was related to the scientific
revolution, which encouraged people to
question long-held beliefs, the invention of the
printing press, which allowed ideas to spread
quickly in written form; and the colonization of
the Americas, which was motivated in part by
competition between Catholic and Protestant
countries.
Objective 3

Turning Points in World History
 Scientific Revolution (1500-1700)
○ During this period a surge of scientific
discoveries occurred in Europe.
○ These discoveries were made in field such as
astronomy, physics, and biology.
○ The scientific revolution helped lead to other
major turning points in World History, such as
the Industrial Revolution.
Objective 3

Turning Points in World History
 Age of Exploration and Colonization
(1450-1900)
○ During this period Europeans explored the
world and conquered major portions of it.
○ In the beginning their main goal was to find a
trade route to Asia.
○ Later they explored and set up colonies in
North and South America to gain wealth and
convert native people to Christianity.
Objective 3

Turning Points in World History
 Age of Exploration and Colonization
(1450-1900)
○ Europeans also sailed into the Pacific and
Indian Oceans and explored parts of Asia,
Australia, and Africa.
○ Colonizers established European-style
governments and economies around the
world.
○ In many regions colonization caused major
disruptions to existing societies and led to war
and oppression.
Objective 3

Turning Points in World History
 Age of Exploration and Colonization
(1450-1900)
○ One such effect of colonization was the
Atlantic Slave Trade, in which millions of
Africans were enslaved and transported
across the Atlantic Ocean to work on
plantations in the Americas and the Caribbean
region.
Objective 3

Turning Points in World History
 Industrial Revolution (1750-1900)
○ The Industrial Revolution refers to the shift
from agricultural production to industrial
production that originated in Great Britain and
then spread to the United States and much of
Europe.
○ The main causes of this shift were the
development of steam-powered machinery
and the factory system.
○ The Industrial Revolution had many lasting
effects, including the rapid growth of cities and
increased global trade.
Objective 3

Turning Points in World History
 Age of Democratic Revolution (1750-
present)
○ The age of democratic revolution refers to the
rise of democracy, a political system based on
the ideal of government by the people.
○ The age of democratic revolution began with
the American and French Revolutions and
then spread through much of Europe and the
Americas.
○ Democracy continues to be a powerful force in
many parts of the world today.
Objective 3

Turning Points in World History
 The era of World Wars (1914-1945)
○ World War I and World War II were major
turning points in the 20th century.
○ World War I led to the end of several
European monarchies.
○ It also helped lead to the Russian Revolution,
which established the communist-led Union of
Soviet Socialists Republics or Soviet Union.
Objective 3

Turning Points in World History
 The era of World Wars (1914-1945)
○ The political settlements following World War I
helped promote the principle of selfdetermination or the right of groups of people
to create their own nations.
○ World War II was fought between an alliance
of totalitarian countries (Germany, Japan, and
Italy) and an alliance led by the United States,
Great Britain, and the Soviet Union.
Objective 3

Turning Points in World History
 The era of World Wars (1914-1945)
○ The defeat of the totalitarian alliance took
almost six years and cost approximately 50
million lives.
○ Both world wars spurred many technological
breakthroughs, including radar, jet aircraft,
antibiotics, guided rockets, and nuclear
weapons.
Objective 3
Turning Points in World History
 The Cold War (1945-1991)

 The United States and the Soviet Union
emerged from World War II as the world’s
strongest nations – the superpowers.
 The two sides had completely different
political and economic systems, and each
side tried to increase its global influence and
undermine the power of the other.
Objective 3
Turning Points in World History
 The Cold War (1945-1991)

 Throughout the Cold War, the superpowers
avoided open warfare because each side
feared that terrible effects of nuclear
weapons.
 The Cold War ended when the people of
Eastern Europe overthrew their communist
governments and the Soviet Union broke
apart into 15 independent countries.
Objective 3
REVIEW
Country
GDP per Capita
Life Expectancy
Literacy Rate
Belarus
$ 8,200
68
98%
Denmark
$ 28.000
77
100%
Hungary
$ 12,000
72
99%
Ukraine
$ 4,200
66
98%
-----------------------------------------------------------------------------------------------------------------1.
Rank the countries from highest to lowest according to their GDP per
capita.
2.
Rank the countries from highest to lowest according to their life
expectancies.
3.
Rank the countries from highest to lowest according to their literacy rates.
4.
Using the statistics in the table and your own judgment, rank the four
countries in overall standard of living. Then write a short paragraph
explaining how you used the different statistical rankings to arrive at your
conclusion.
Objective 3
1.
2.
3.
4.
Rank the countries from highest to lowest according to their GDP per
capita.
Denmark, Hungary, Belarus, and Ukraine
Rank the countries from highest to lowest according to their life
expectancies.
Denmark, Hungary, Belarus, and Ukraine
Rank the countries from highest to lowest according to their literacy rates.
Denmark, Hungary, Belarus, and Ukraine (tied)
Using the statistics in the table and your own judgment, rank the four
countries in overall standard of living. Then write a short paragraph
explaining how you used the different statistical rankings to arrive at your
conclusion.
Denmark should be the highest, Hungary is second, Belarus would
be third, and Ukraine would be fourth. GDP per capita, life
expectancy, and literacy rate all provide clues about the overall
quality of life in the different countries.
Objective 3
Practice
TAKS
Question
 A farmer who produces crops to feed his or
her family with little left over for sale is
engaging in _______.
○ Cottage Industry
Commercial
Agriculture
○ Division of Labor
Agriculture
Subsistence
Objective 3
Practice
TAKS
Question
 A farmer who produces crops to feed his or
her family with little left over for sale is
engaging in _______.
Subsistence Agriculture
Objective 3
Practice
TAKS
Question
 Eastern Europe’s economies and
governments have followed which general
trends since the early 1990s?
 Toward market economies and communist governments
 Toward command economies and more democratic
governments
 Toward command economies and military dictatorships
 Toward market economies and more democratic
governments
Objective 3
Practice
TAKS
Question
 Eastern Europe’s economies and
governments have followed which general
trends since the early 1990s?
 Toward market economies and more democratic
governments – Most countries of Eastern Europe have
moved toward freer markets and democracy
Objective 3
Practice
TAKS
Question
 An economic system in which all the means of
production, such as factories and farms, are
owned by the government is known as ______.
- a capitalist system
- a command system
- a subsistence-agriculture system
- a democratic system
Objective 3
Practice
TAKS
Question
 An economic system in which all the means of
production, such as factories and farms, are
owned by the government is known as ______.
- a command system
Objective 3
Practice
TAKS Question
 Which of the following is a major contributor to
urbanization in developing countries?
○ Most governments encourage their citizens to move to
cities, where people can be governed more efficiently.
○ On average, industrial workers earn more than farmers
do, and most industries are located in cities.
○ Demand for food is decreasing, so there is less reason for
farmers to stay in rural areas.
○ Many rural residents do not have enough formal education
to become farmers, so they move to cities.
Objective 3
Practice
TAKS
Question
 Which of the following is a major contributor to
urbanization in developing countries?
○ On average, industrial workers earn more than
farmers do, and most industries are located in
cities.
Objective 3
Practice
TAKS
Question

Which of the following contribute to the
Protestant Reformation?
 Several European countries established colonies in the
Americas.
 The printing press encouraged the rapid spread of ideas.
 The Industrial Revolution changed the way goods were
manufactured.
 The first European cities along the Mediterranean coast
developed.
Objective 3
Practice
TAKS
Question

Which of the following contribute to the
Protestant Reformation?
 The printing press encouraged the rapid spread of
ideas.
Objective 3
Practice
TAKS
Question

The Industrial Revolution began in ______.
- France
- Italy
- Russia
- Great Britain
Objective 3
Practice
TAKS
Question

The Industrial Revolution began in ______.
- Great Britain
Objective 3


Selected Indicators of Standard of Living in Four
Countries
Country
GDP per capita
Unemployment Rate
Life
Expectancy
 Uruguay
$ 9,200
15%
76
 Guyana
$ 3,600
9%
63
 Chile
$ 10,000
10%
76
 Colombia
$ 6,300
17%
71
--------------------------------------------------------------------------------------------------------According to the information in the table, which country has the lowest standard
of living?
- Uruguay
- Guyana
- Chile
- Colombia
Objective 3

Selected Indicators of Standard of Living in Four
Countries

Country
GDP per capita
Unemployment Rate
Life
Expectancy
 Uruguay
$ 9,200
15%
76
 Guyana
$ 3,600
9%
63
 Chile
$ 10,000
10%
76
 Colombia
$ 6,300
17%
71
--------------------------------------------------------------------------------------------------------According to the information in the table, which country has the lowest standard
of living?
- Guyana – their GDP per capita and life expectancy are the lowest of
the four countries. This indicates that Guyana’s overall standard of
living is the lowest.
Objective 3
Practice
TAKS Question
 If the gross domestic product (GDP) per capita
rose steadily in all four countries over several
years, which of the following would be the most
likely result?
○ The life expectancy in Guyana would increase.
○ The unemployment rate in Chile would increase.
○ The standard of living in Colombia would decrease.
○ The life expectancy in Colombia would decrease.
Objective 3
Practice
TAKS
Question
 If the gross domestic product (GDP) per
capita rose steadily in all four countries over
several years, which of the following would
be the most likely result?
○ The life expectancy in Guyana would increase.
Objective 3
This is the end of the session.
 If you would like an email copy of this
review sent to your own personal email
address, see Coach Butler.


Have a great afternoon!!!