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The following released test questions are taken from the Grade 6 – 8 History-Social Science Standards Test.
The test is administered to students in grade 8, covering the standards for grades 6, 7, and 8. This test is one of
the California Standards Tests administered as part of the Standardized Testing and Reporting (STAR) Program
under policies set by the State Board of Education.
All questions on the California Standards Tests are evaluated by committees of content experts, including
teachers and administrators, to ensure their appropriateness for measuring the California academic content and
skills standards in Grade 6 – 8 History-Social Science. In addition to content, all items are reviewed and
approved to ensure their adherence to the principles of fairness and to ensure no bias exists with respect to
characteristics such as gender, ethnicity, and language.
This document contains released test questions from the California Standards Test forms in 2003, 2004, 2005,
and 2006. First on the pages that follow are lists of the standards assessed on the Grade 6 – 8 History-Social
Science Test. Next are released test questions. Following the questions is a table that gives the correct answer
for each question, the content and skills (where applicable) standard that each question is measuring, and the
year each question last appeared on the test.
The following table lists each reporting cluster, the number of items that appear on the exam, and the number
of released test questions that appear in this document.
NUMBER OF NUMBER OF
REPORTING CLUSTER QUESTIONS RELEASED
ON EXAM TEST QUESTIONS
1. World History and Geography: Ancient Civilizations 16 15
2. Late Antiquity and the Middle Ages 14 15
3. Renaissance/Reformation 10 11
4. U.S. Constitution and the Early Republic 22 21
5. Civil War and Its Aftermath 13 13
TOTAL 75 75
In selecting test questions for release, three criteria are used: (1) the questions adequately cover a selection of
the academic content standards assessed on the Grade 6 – 8 History-Social Science Test; (2) the questions
demonstrate a range of difficulty; and (3) the questions present a variety of ways standards can be assessed.
These released test questions do not reflect all of the ways the standards may be assessed. Released test
questions will not appear on future tests.
For more information about the California Standards Tests, visit the California Department of Education’s
Web site at http://www.cde.ca.gov/ta/tg/sr/resources.asp.
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
G r a d e C A L I F O R N I A S TA N DA R D S T E S T
— —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
C A L I F O R N I A S TA N DA R D S T E S T G r a d e
— 3 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
G r a d e C A L I F O R N I A S TA N DA R D S T E S T
WH6.6.2. Explain the geographic features of China that made governance and the spread of ideas
and goods difficult and served to isolate the country from the rest of the world.
WH6.6.3. Know about the life of Confucius and the fundamental teachings of Confucianism and
Taoism.
WH6.6.4. Identify the political and cultural problems prevalent in the time of Confucius and how he
sought to solve them.
WH6.6.5. List the policies and achievements of the emperor Shi Huangdi in unifying northern
China under the Qin Dynasty.
WH6.6.6. Detail the political contributions of the Han Dynasty to the development of the imperial
bureaucratic state and the expansion of the empire.
WH6.6.7. Cite the significance of the trans-Eurasian “silk roads” in the period of the Han Dynasty
and Roman Empire and their locations.
WH6.6.8. Describe the diffusion of Buddhism northward to China during the Han Dynasty.
WH6.7 Students analyze the geographic, political, economic, religious, and social
structures during the development of rome.
WH6.7.1. Identify the location and describe the rise of the Roman Republic, including the
importance of such mythical and historical figures as Aeneas, Romulus and Remus,
Cincinnatus, Julius Caesar, and Cicero.
WH6.7.2. Describe the government of the Roman Republic and its significance (e.g., written
constitution and tripartite government, checks and balances, civic duty).
WH6.7.3. Identify the location of and the political and geographic reasons for the growth of Roman
territories and expansion of the empire, including how the empire fostered economic
growth through the use of currency and trade routes.
WH6.7.4. Discuss the influence of Julius Caesar and Augustus in Rome’s transition from republic
to empire.
WH6.7.5. Trace the migration of Jews around the Mediterranean region and the effects of their
conflict with the Romans, including the Romans’ restrictions on their right to live in
Jerusalem.
WH6.7.6. Note the origins of Christianity in the Jewish Messianic prophecies, the life and
teachings of Jesus of Nazareth as described in the New Testament, and the contribution
of St. Paul the Apostle to the definition and spread of Christian beliefs (e.g., belief in the
Trinity, resurrection, salvation).
WH6.7.7. Describe the circumstances that led to the spread of Christianity in Europe and other
Roman territories.
WH6.7.8. Discuss the legacies of Roman art and architecture, technology and science, literature,
language, and law.
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
C A L I F O R N I A S TA N DA R D S T E S T G r a d e
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
G r a d e C A L I F O R N I A S TA N DA R D S T E S T
WH7.3.2. Describe agricultural, technological, and commercial developments during the Tang and
Sung periods.
WH7.3.3. Analyze the influences of Confucianism and changes in Confucian thought during the
Sung and Mongol periods.
WH7.3.4. Understand the importance of both overland trade and maritime expeditions between
China and other civilizations in the Mongol Ascendancy and Ming Dynasty.
WH7.3.5. Trace the historic influence of such discoveries as tea, the manufacture of paper,
wood-block printing, the compass, and gunpowder.
WH7.3.6. Describe the development of the imperial state and the scholar-official class.
WH7.4 Students analyze the geographic, political, economic, religious, and social
structures of the sub-Saharan civilizations of Ghana and Mali in Medieval africa.
WH7.4.1. Study the Niger River and the relationship of vegetation zones of forest, savannah, and
desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali
empires.
WH7.4.2. Analyze the importance of family, labor specialization, and regional commerce in the
development of states and cities in West Africa.
WH7.4.3. Describe the role of the trans-Saharan caravan trade in the changing religious and
cultural characteristics of West Africa and the influence of Islamic beliefs, ethics, and
law.
WH7.4.4. Trace the growth of the Arabic language in government, trade, and Islamic scholarship
in West Africa.
WH7.4.5. Describe the importance of written and oral traditions in the transmission of African
history and culture.
WH7.5 Students analyze the geographic, political, economic, religious, and social
structures of the civilizations of Medieval Japan.
WH7.5.1. Describe the significance of Japan’s proximity to China and Korea and the intellectual,
linguistic, religious, and philosophical influence of those countries on Japan.
WH7.5.2. Discuss the reign of Prince Shotoku of Japan and the characteristics of Japanese
society and family life during his reign.
WH7.5.3. Describe the values, social customs, and traditions prescribed by the lord-vassal system
consisting of shogun, daimyo, and samurai and the lasting influence of the warrior code
in the twentieth century.
WH7.5.4. Trace the development of distinctive forms of Japanese Buddhism.
WH7.5.5. Study the ninth and tenth centuries’ golden age of literature, art, and drama and its
lasting effects on culture today, including Murasaki Shikibu’s Tale of Genji.
WH7.5.6. Analyze the rise of a military society in the late twelfth century and the role of the
samurai in that society.
WH7.6 Students analyze the geographic, political, economic, religious, and social
structures of the civilizations of Medieval europe.
WH7.6.1. Study the geography of the Europe and the Eurasian land mass, including its location,
topography, waterways, vegetation, and climate and their relationship to ways of life in
Medieval Europe.
WH7.6.2. Describe the spread of Christianity north of the Alps and the roles played by the early
church and by monasteries in its diffusion after the fall of the western half of the Roman
Empire.
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
C A L I F O R N I A S TA N DA R D S T E S T G r a d e
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
G r a d e C A L I F O R N I A S TA N DA R D S T E S T
renaissance/reformation (Grade 7)
WH7.8 Students analyze the origins, accomplishments, and geographic diffusion of the
renaissance.
WH7.8.1. Describe the way in which the revival of classical learning and the arts fostered a new
interest in humanism (i.e., a balance between intellect and religious faith).
WH7.8.2. Explain the importance of Florence in the early stages of the Renaissance and the
growth of independent trading cities (e.g., Venice), with emphasis on the cities’
importance in the spread of Renaissance ideas.
WH7.8.3. Understand the effects of the reopening of the ancient “Silk Road” between Europe and
China, including Marco Polo’s travels and the location of his routes.
WH7.8.4. Describe the growth and effects of new ways of disseminating information (e.g., the
ability to manufacture paper, translation of the Bible into the vernacular, printing).
WH7.8.5. Detail advances made in literature, the arts, science, mathematics, cartography,
engineering, and the understanding of human anatomy and astronomy (e.g., by Dante
Alighieri, Leonardo da Vinci, Michelangelo di Buonarroti Simoni, Johann Gutenberg,
William Shakespeare).
WH7.9 Students analyze the historical developments of the reformation.
WH7.9.1. List the causes for the internal turmoil in and weakening of the Catholic church (e.g., tax
policies, selling of indulgences).
WH7.9.2. Describe the theological, political, and economic ideas of the major figures during the
Reformation (e.g., Desiderius Erasmus, Martin Luther, John Calvin, William Tyndale).
WH7.9.3. Explain Protestants’ new practices of church self-government and the influence of those
practices on the development of democratic practices and ideas of federalism.
WH7.9.4. Identify and locate the European regions that remained Catholic and those that became
Protestant and explain how the division affected the distribution of religions in the New
World.
WH7.9.5. Analyze how the Counter-Reformation revitalized the Catholic church and the forces
that fostered the movement (e.g., St. Ignatius of Loyola and the Jesuits, the Council of
Trent).
WH7.9.6. Understand the institution and impact of missionaries on Christianity and the diffusion of
Christianity from Europe to other parts of the world in the medieval and early modern
periods; locate missions on a world map.
WH7.9.7. Describe the Golden Age of cooperation between Jews and Muslims in medieval Spain
that promoted creativity in art, literature, and science, including how that cooperation
was terminated by the religious persecution of individuals and groups (e.g., the Spanish
Inquisition and the expulsion of Jews and Muslims from Spain in 1492).
WH7.0 Students analyze the historical developments of the Scientific revolution and its
lasting effect on religious, political, and cultural institutions.
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
C A L I F O R N I A S TA N DA R D S T E S T G r a d e
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
G r a d e C A L I F O R N I A S TA N DA R D S T E S T
— 0 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
C A L I F O R N I A S TA N DA R D S T E S T G r a d e
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
G r a d e C A L I F O R N I A S TA N DA R D S T E S T
US8.6.3. List the reasons for the wave of immigration from Northern Europe to the United States
and describe the growth in the number, size, and spatial arrangements of cities (e.g.,
Irish immigrants and the Great Irish Famine).
US8.6.4. Study the lives of black Americans who gained freedom in the North and founded
schools and churches to advance their rights and communities.
US8.6.5. Trace the development of the American education system from its earliest roots,
including the roles of religious and private schools and Horace Mann’s campaign for
free public education and its assimilating role in American culture.
US8.6.6. Examine the women’s suffrage movement (e.g., biographies, writings, and speeches of
Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony).
US8.6.7. Identify common themes in American art as well as transcendentalism and individualism
(e.g., writings about and by Ralph Waldo Emerson, Henry David Thoreau, Herman
Melville, Louisa May Alcott, Nathaniel Hawthorne, Henry Wadsworth Longfellow).
US8.7 Students analyze the divergent paths of the american people in the South from
800 to the mid-800s and the challenges they faced.
US8.7.1. Describe the development of the agrarian economy in the South, identify the locations
of the cotton-producing states, and discuss the significance of cotton and the cotton gin.
US8.7.2. Trace the origins and development of slavery; its effects on black Americans and on the
region’s political, social, religious, economic, and cultural development; and identify the
strategies that were tried to both overturn and preserve it (e.g., through the writings and
historical documents on Nat Turner, Denmark Vesey).
US8.7.3. Examine the characteristics of white Southern society and how the physical
environment influenced events and conditions prior to the Civil War.
US8.7.4. Compare the lives of and opportunities for free blacks in the North with those of free
blacks in the South.
US8.8 Students analyze the divergent paths of the american people in the West from
800 to the mid-800s and the challenges they faced.
US8.8.1. Discuss the election of Andrew Jackson as president in 1828, the importance of
Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the
National Bank, policy of Indian removal, opposition to the Supreme Court).
US8.8.2. Describe the purpose, challenges, and economic incentives associated with westward
expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark
expedition, accounts of the removal of Indians, the Cherokees’ “Trail of Tears,”
settlement of the Great Plains) and the territorial acquisitions that spanned numerous
decades.
US8.8.3. Describe the role of pioneer women and the new status that western women achieved
(e.g., Laura Ingalls Wilder, Annie Bidwell; slave women gaining freedom in the West;
Wyoming granting suffrage to women in 1869).
US8.8.4. Examine the importance of the great rivers and the struggle over water rights.
US8.8.5. Discuss Mexican settlements and their locations, cultural traditions, attitudes toward
slavery, land-grant system, and economies.
US8.8.6. Describe the Texas War for Independence and the Mexican-American War, including
territorial settlements, the aftermath of the wars, and the effects the wars had on the
lives of Americans, including Mexican Americans today.
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
C A L I F O R N I A S TA N DA R D S T E S T G r a d e
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
G r a d e C A L I F O R N I A S TA N DA R D S T E S T
— 4 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
C A L I F O R N I A S TA N DA R D S T E S T G r a d e
At least twenty-five percent of the content questions must include an element of the skills standards.
— 5 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
G r a d e C A L I F O R N I A S TA N DA R D S T E S T
h
1 Why did Stone Age people practice slash-and-
burn agriculture?
5
h
CSH10239
h
6 Cuneiform and hieroglyphics were important
h3 Hammurabi’s Code of ancient Mesopotamian
society was important because it
achievements in the development of
A written language.
punishments.
C agricultural production.
the empire.
D described how to perform formal religious h
7 Jewish scripture says that God’s laws were
delivered to the ancient Hebrews by
ceremonies.
CSD10055
A Abraham.
B Solomon.
D David.
CSH10255
B role of the individual as an artist.
CSD00038
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
C A L I F O R N I A S TA N DA R D S T E S T G r a d e
CSH10164
9 The legacy of ancient Greek myths and
h
12
epics, such as the Iliad, continues to provide
people with
h
10 Indian Ocean
Bengal Sea
CSV22594
B Romans.
C Greeks.
D Egyptians.
CSD00067
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
G r a d e C A L I F O R N I A S TA N DA R D S T E S T
h
13 The Chinese people turned to the teachings of
Confucius because his ideas were thought to
h
17 The Mediterranean World
help
A unify the Chinese against foreign enemies.
632-661 A.D. W E
D create democratic institutions.
661-733 A.D.
S
CSD00030
government.
B Judaism
language. CSF10171
h
15 The origins of checks and balances in the
U.S. political system can be traced to the
A the conquest of Constantinople
B the establishment of caravan routes
A French monarchy.
C the construction of large merchant fleets
B Roman Republic.
D the creation of a national currency
C Greek aristocracy.
CSF10263
D Aztec Empire.
CSD00355
h
16 The wars with Carthage (264–146 B.C.) gave
the Roman Empire control of
A North Africa.
B Asia Minor.
C Northern Europe.
CSV21898
— 8 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
C A L I F O R N I A S TA N DA R D S T E S T G r a d e
Mediterranean Sea
Tripoli
A The Chinese introduced it to the Arabs, who Cairo
passed it on to Europeans. In Salah
Kharga
B The Swedes bought it from Russians, who
learned about it from Indians.
Re
dS
ea
Timbuktu
C The Turks learned to make it and sold the Gao
Mao
process to Europeans.
D The Arabs learned about paper making from
Benin
the Japanese and taught Europeans.
N
CSD00026
h
20 How did the location of cities in the West
African empires of Ghana and Mali influence The contacts between civilizations shown in the
their growth? map above were primarily made by
A Their location in river valleys allowed for A explorers who were mapping Central Africa.
extensive farming.
B traders who crossed the Sahara desert into
B Their coastal location made the cities major West Africa.
ports for maritime trade.
C Christian missionaries from the Middle East.
C Their location on major trade routes allowed
them to prosper economically. D barbarians migrating from North Africa.
D Their mountainous location made the cities CSV21213
easily defensible.
CSV20993 h
22 Endurance, cunning, physical strength, and
courage were the ideal characteristics of
A Confucian officials.
B Buddhist priests.
C Japanese samurai.
D Hindu governors.
CSD00070
h
23 In medieval Europe, law and order were
maintained by the
A legions.
B merchants.
C nobility.
D serfs.
CSD00083
— 9 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
G r a d e C A L I F O R N I A S TA N DA R D S T E S T
h
24 During medieval times, which of these groups
was legally tied to the land?
h
26 Use the timeline to complete the following
statement.
A serfs
1679
1215 1295 1400 1500 1600 1688
B knights
C parish priests
h
27 How did the Crusades affect the economies of
Central and Western Europe?
— 0 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
C A L I F O R N I A S TA N DA R D S T E S T G r a d e
29
Decline of Estimated Native Population
N 28
W E
Population in Millions
24
K S
J 20
16
L
12
8
M
4
C L CSV21793
D M
CSD00018
h
30 The Maya, Aztec, and Inca civilizations each
developed
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
G r a d e C A L I F O R N I A S TA N DA R D S T E S T
h
31 The stories from Marco Polo’s travels
encouraged Europeans to
h
34 The poems and plays of which person are
representative of the English Renaissance?
h
32 Which of these is not a characteristic of
Renaissance painting?
h
35 England became a Protestant country during
the Reformation when its
A subject matter limited to Christian themes A king declared himself head of the Church of
England.
B realistic portrait painting
B people demanded the adoption of Lutheran
C settings reflecting the world of the artists
beliefs.
D paintings showing depth and perspective
C priests opposed reforms implemented by the
CSD00017 Pope.
h
33 D armies were exposed to Calvinist beliefs while
in France.
CSF10253
➤ artist, architect, mathematician
➤ Studied anatomy to draw more
realistic human figures
h
36 What was the Spanish Inquisition (1478–1834)?
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
C A L I F O R N I A S TA N DA R D S T E S T G r a d e
done by B dictatorship
A Galileo.
C representative democracy
B Isaac Newton.
D constitutional monarchy
C Kepler.
CSV22710
D van Leeuwenhoek.
CSD00092
h
41 What were both the Magna Carta and the
English Bill of Rights designed to do?
h
39 The “Triangle Trade” and “Columbian
Exchange” are terms used to describe the
A
B
limit the power of the monarch
provide for religious freedom
movement of goods between Western Europe,
C accept the theory of divine right
West Africa, and
D give commoners the right to vote
A Central Asia.
CSH10419
B the Americas.
C Australia.
h
42 The Great Awakening of the mid-1700s affected
the British colonies by
D the Middle East.
— 3 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
G r a d e C A L I F O R N I A S TA N DA R D S T E S T
h
43 One goal of the Declaration of Independence
was to
h
45 Use the excerpt to answer the following
question.
B Congress of Vienna.
B the annexation of new lands into the
country
C Council of Trent.
h
46 Which of these Founders favored a strong
national government and a loose interpretation
of the United States Constitution?
A George Mason
B Patrick Henry
C Roger Williams
D Alexander Hamilton
CSH00137
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
C A L I F O R N I A S TA N DA R D S T E S T G r a d e
A Preamble B Missouri.
CSH00099
h
48 Which of these groups most likely supported
h
52 What was the purpose of the Monroe Doctrine
(1823)?
the political ideas and policies of Alexander
Hamilton? A to open Canada to American settlers
B to prevent European expansion in the
A small farmers
Americas
B tobacco planters
C to acquire Florida for the United States
C business owners
D to end the United States’ alliance with Great
D frontier settlers
Britain
CSH00033 CSV22775
h
49 Which of the following acquisitions secured
control of North America’s longest river, added
h
53 Which statement best describes the location
of factories in New England during the early
substantially to the Native American, Spanish, 1800s?
and French populations of the country, and
essentially doubled the size of the United States? A They needed to be close to coal deposits.
A purchase of Alaska
B Gadsden Purchase
C Louisiana Purchase
CSV20338
D purchase of Florida
CSH10019
h
54 During the 1800s, the movement of large
numbers of immigrants from many different
h
50 In his Farewell Address, George Washington
urged the American people to
countries into large American cities resulted in
the rapid growth of
CSH10264
— 5 —
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
G r a d e C A L I F O R N I A S TA N DA R D S T E S T
h
55 What agricultural invention, designed to
increase production, had the effect of
h
58
increasing the number of slaves needed for
labor in the Deep South? Go west, young man, and grow up with
the country.
A the wheat reaper
—Horace Greeley
B the cotton gin
Hints Toward Reform
C the steel plow
h
56 The slave-based agricultural system in the
South encouraged the development of B Populist Party
A economic self-reliance.
C Manifest Destiny
CSH10211
h
59 By the mid-1800s, California was being settled
mostly by people in search of
h
57 Prior to the Civil War, which group had the
most political power in the South? B wealth from the discovery of gold.
A plantation owners
C animal pelts for the fur trade.
B cattle ranchers
D trade with American Indians.
C urban merchants
CSH00542
D religious officials
CSV22059
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
C A L I F O R N I A S TA N DA R D S T E S T G r a d e
60
h
62 While the American colonies were fighting a
revolution against England and forming a new
Texas has been absorbed into the Union nation, New Spain was establishing new
in the inevitable fulfillment of the general settlements in California using what type of
law which is rolling our population system?
westward. A plantation
C mission
B Manifest Destiny.
h
63 Who was the most important leader of the
Underground Railroad?
C isolationism.
A Harriet Tubman
CSH00552
C Phillis Wheatley
h
61 The Indian Removal Act (1830) relocated
thousands of Cherokees from Georgia to Indian
D Sarah Grimké
CSH00146
Territory for the purpose of
A making the land available for white miners h
64 The main goal of abolitionists like William
Lloyd Garrison was to
and farmers.
B allowing the Cherokee their freedom from A allow all women the right to vote.
C obeying the Supreme Court’s order to move C stop individuals from drinking alcoholic
fur trappers.
CSH00086
CSH10014
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
G r a d e C A L I F O R N I A S TA N DA R D S T E S T
h
65
United States in 1850
h
67 States’ rights played a major role in all of the
following except the
3 B Missouri Compromise.
2
C Nullification Crisis.
D Monroe Doctrine.
4
CSH10338
1 ATLANTIC
h
68 Abraham Lincoln’s Gettysburg Address is
similar to the Declaration of Independence in
OCEAN
that both documents
GULF OF
MEXICO A include descriptions of laws which should be
PACIFIC
OCEAN passed.
B emphasize the need for effective government.
C support the ideals of self-government and
human rights.
Which area on the map above was admitted as
a state as a result of the Compromise of 1850? D justify the need for economic change.
CSH00140
A 1
B 2
h
69 What was the first major goal of President
Abraham Lincoln’s administration?
C 3
D 4
A to destroy the institution of slavery
CSV22836
B to maintain the unity of the country
C to expand the power of state governments
h
66 What led the newspapers to speak of “Bleeding
Kansas” in 1856? D to industrialize the economy
CSH10225
A fighting between pro-slavery and anti-slavery
forces
B attacks on job-seeking Irish immigrants
C conflict between cattle ranchers and farmers
D reaction to the U.S. Supreme Court ruling
against Dred Scott
CSH00557
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
C A L I F O R N I A S TA N DA R D S T E S T G r a d e
MASS-MEETING
A to cut the South off from its supply lines in
the countries of Latin America
B to stop Southern attempts to establish slave
plantations in Cuba and Mexico
TO-NIGHT, at 7:30 o’clock,
C to prevent Southern efforts to sell cotton in
AT THE
Europe in exchange for war supplies
HAYMARKET, Randolph St. Bet Desplaines and Halsted.
D to deprive the South of fishing and whaling as
a primary source of food Good Speakers will be present to denounce the latest atrocious act
of the police shooting of our fellow workmen yesterday afternoon.
CSF10245
Workingmen Arm Yourselves and Appear in Full Force!
h
71 One goal of post–Civil War Congressional
Reconstruction was to
THE EXECUTIVE COMMITTEE
CSF10159
C technological progress.
h
72 During Reconstruction, the Freedmen’s Bureau D political stability.
CSH00004
A relocated many former slaves to the North.
A government organization.
C the growing industries were usually located
in cities.
B civil rights.
CSH00112
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
G r a d e C A L I F O R N I A S TA N DA R D S T E S T
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.
C A L I F O R N I A S TA N DA R D S T E S T G r a d e
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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright © 2007 California Department of Education.