practice test grade 6 - st. charles parish public school

Social Studies Practice Test

Grade 6

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Session 1 Directions Directions: Today, you will take Session 1 of the Grade 6 Social Studies Practice Test.

Read each source and question. Then, follow the directions to answer each question. Mark your answers by circling the correct choice. If you need to change an answer, be sure to erase your first answer completely. You may look back at the sources when needed.

Some of the questions will ask you to write a response. Write your response in the space provided in your test booklet. Only responses written within the provided space will be scored.

If you do not know the answer to a question, you may go on to the next question. If you finish early, you may review your answers and any questions you did not answer in this session ONLY. Do not go past the stop sign.

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Read and study the sources about early humans. Then use the four sources and your knowledge of social studies to answer the questions. Source 1

Early Human Migration Routes This map shows the routes that early humans took once they began to migrate from Africa about 60,000 years ago.

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Source 2

Stone Tools Used by Early Humans

Stone Choppers from Africa

This photograph shows a stone chopper that is 2.3 million years old. For thousands of years, early humans used stone choppers like these to cut, pound, and crush their food.

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Stone Hand Axe from Europe

This photograph shows a stone hand axe from Europe from the early Stone Age. Stone hand axes were likely the first tools used by humans. They were used for hunting, butchering, digging, and cutting wood.

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Source 3

The Ice Age This map shows land that was covered by ice and glaciers. The map also shows land that was exposed by a drop in sea level during the most recent glacial period, or Ice Age, about 18,000 years ago.

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Source 4

Excerpt from Out of Africa: How Early Humans First Got to Europe (2015) by Michael Casey

This excerpt is from a historical documentary discussing new discoveries from recent research on the migration patterns of early humans. Anthropologists have long debated how early Europeans and Asians left Africa . . . By analyzing genetic data, [researchers] determined that the preferred route . . . [early humans] chose around 60,000 years ago was through Egypt. . . . They would have used what is known as the Levantine corridor1 in the modern Middle East to reach Europe and West Asia. . . . “This suggests that Egypt was most likely the last stop on the way out of Africa,” [the lead researcher said]. 1Levantine corridor: narrow land route through the Middle East that connects Africa to Europe and Asia Source 4: Excerpt from Out of Africa: How Early Humans First Got to Europe by Michael Casey from CBS News. Copyright © 2015 CBS Interactive, Inc. Reprinted by permission of the YGS Group.

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1. Based on Source 1 and Source 4, which statement best describes the migration route of most early humans?

A. Most early humans traveled along the coast of West Africa to migrate to

Europe. B. Most early humans migrated to Europe before moving to regions in South and

East Asia. C. Most early humans migrated from Africa through the Middle East to Europe

and Asia. D. Most early humans traveled across the Atlantic Ocean to migrate to

North America. 2. Using Source 1, which statements best describe the migration and settlement

patterns of early humans?

Select the two correct answers.

A. Early humans mostly traveled to and settled in cold regions. B. Early humans mainly followed routes far away from coastlines and settled

near rivers. C. Early humans settled in areas that were suitable to their needs. D. Early humans followed a variety of migration routes across multiple

continents. E. Early humans migrated to escape natural disasters and settled in safe

locations.

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3. Based on Source 2, which statement best explains the relationship between the physical environment and the achievements of early humans?

A. Early humans viewed the environment as sacred and used it to please their

gods. B. Early humans viewed the environment as fragile and used care when carving

stone. C. Early humans used the environment to establish systems of trade through

bartering. D. Early humans used the environment to create tools to help them acquire food.

4. Which reason best explains how the use of stone tools, such as those shown in Source 2, by early humans led to the development of civilization?

A. They were used as the basis of new communication systems.

B. They were used to meet the basic needs of more people.

C. They allowed travelers to explore new areas for settlement.

D. They helped farmers grow a wider variety of crops.

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5. Write two correct factors that influenced migration and settlement of early humans to areas with favorable climates and two correct effects of migration and settlement of early humans to areas with favorable climates in the concept map.

Influential Factors and Effects: Early humans begin to farm and domesticate animals. Early humans begin to establish settled communities. Flooding increases as glaciers begin to melt. The last major Ice Age occurs. Early humans begin to develop new tools to navigate the oceans. A drop in sea levels reveals land routes.

Influential Factors

Migration and Settlement of Early Humans in Areas with

Favorable Climates

Effects

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Read and study the sources about the West African Kingdom of Mali. Then use the four sources and your knowledge of social studies to answer the questions. Source 1

The Kingdom of Mali (mid-1300s)

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Source 2

Excerpt from The Lion of Mali (2012) by David W. Tschanz

In this excerpt, the author describes Mansa Musa’s journey to Cairo in 1324. Cairo’s residents heard the noise and felt the rumblings in the ground long before the men on horseback arrived. . . . From miles away the steady tromping of feet mixed in with the [sound] of camels straining under their loads and the buzz of men moving [and] talking. . . . Leading [Mansa Musa] were 500 heralds1, [wearing] Persian silk and bearing four-foot-long golden staffs glistening in the sun. . . . Next came the royal guards, some bearing spears and swords, others the flags of their empire. . . . Mansa Musa, the ruler of Mali, dressed in fine robes, rode his [horse]. . . . [B]ehind him were 80 camels, each bearing 300 pounds of gold . . . [removed] from the mines of West Africa. Behind this . . . [t]here were 60,000 [baggage handlers], and . . . 12,000 of the king’s personal slaves. . . . [T]o discourage any ideas of [rebellion], Mansa Musa ordered the leading citizens and officials of each province to journey with him. . . . A vast array of soldiers, doctors, teachers, and . . . storytellers also marched along. Ordinary people walked behind the caravan following it as they traveled just to see so much wealth. . . . Mansa Musa was on his way to perform Hajj2. No ruler, no caliph3, no man had ever journeyed to [Mecca and Medina] in this style and no one ever would again. 1heralds: official messengers who announced that someone was arriving 2Hajj: pilgrimage to an Islamic holy city 3caliph: an Islamic political and religious leader

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Source 3

A Description of Timbuktu (1526) by Leo Africanus

This excerpt by Leo Africanus, a European scholar, describes his observations as he traveled to Timbuktu. The shops of the artisans, the merchants, and especially weavers of cotton cloth are very numerous [in Timbuktu]. Fabrics are also imported from Europe to Timbuktu. . . . The inhabitants are very rich, especially the strangers who have settled in the country. . . . Grain and animals are abundant, so that the consumption1 of milk and butter is considerable. But salt is in very short supply because it is carried here from Tegaza, some 500 miles from Timbuktu. . . . Th[e] king makes war only upon neighboring enemies and upon those who do not want to pay him tribute2. When he has gained a victory, he has all of them—even the children—sold in the market at Timbuktu. . . . The merchants use [horses] for their voyages and the courtiers3 [use horses] to move about the city. But the good horses come from Barbary4. They arrive in a caravan and, ten or twelve days later, they are led to the ruler, who takes as many as he likes and pays appropriately for them. . . . There are in Timbuktu numerous judges, teachers and priests, all properly appointed by the king. He greatly honors learning. Many hand-written books imported from Barbary are also sold. There is more profit made from this commerce5 than from all other merchandise. . . . The people of Timbuktu are of a peaceful nature. They have a custom of almost continuously walking about the city in the evening . . . playing musical instruments and dancing. The citizens have at their service many slaves, both men and women. 1consumption: eating or drinking 2tribute: a payment that is meant to serve as a sign of defeat or dependence 3courtiers: nobles 4Barbary: northern Africa 5commerce: trade or business

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Source 4

The Great Mosque of Djenné This is a photograph of the Great Mosque of Djenné. The original mosque was built during the thirteenth century, around 1240, when the power of the West African Kingdom of Mali was growing. It remained an important religious site as Islam became widely practiced throughout the kingdom. The mosque in this photograph was built on top of the ruins of the original mosque around 1909.

Source 2: Excerpt from The Lion of Mali by David W. Tschanz. Copyright © 2012 David W. Tschanz. Reprinted by permission of the author. Source 4: Alex Dissanayabe/Getty Images, Inc.

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6. Using Source 1, which statement explains why people most likely migrated to the West African Kingdom of Mali?

A. It was located near large mountain ranges that prevented attacks. B. It was located near major waterways and important natural resources. C. It was located in the center of the African continent, which made travel easier. D. It was located in an African desert, which made growing and selling crops

easy.

7. Using Source 1 and Source 3, which statement best explains how trade affected the West African Kingdom of Mali?

A. The demand for gold and agricultural goods helped the kingdom to become

prosperous. B. The arrival of foreign merchants caused widespread unemployment. C. The need for salt and textiles helped the kingdom to gain territory in distant

places. D. The presence of foreign merchants caused frequent food shortages.

8. Which statement explains the most likely reason the Kingdom of Mali expanded its trade routes?

A. The kingdom wanted to reduce conflict by making its neighbors rich.

B. The kingdom wanted to establish colonies far outside its borders.

C. The kingdom wanted to increase its influence and wealth.

D. The kingdom wanted to import materials to build its mosques and mines.

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9. Using Source 2 and Source 4, which statement best describes the role of Islam in the Kingdom of Mali?

A. Islam was the religion of kings, so only members of the royal family followed

its teachings. B. Mansa Musa encouraged many religious traditions and accepted the practice

of Islam by the people. C. Islam originated in the area before the kingdom was founded, so the people

had long practiced the religion. D. Mansa Musa was a devoted follower of Islam who helped spread the religion

throughout the kingdom. 10. Based on Source 3, which statement best describes the relationship between

migration and cultural diffusion in the West African Kingdom of Mali?

A. Houses and stores throughout the kingdom began to reflect the different styles from around the world.

B. Merchants who traveled along the trade routes began to bring new goods and ideas to Timbuktu.

C. Most of the judges and teachers in Timbuktu moved from other areas in Africa.

D. Citizens of the kingdom started to become rich from selling salt to foreign markets.

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11. Using the sources and your knowledge of social studies, describe one characteristic of the West African Kingdom of Mali and explain how that characteristic influenced trade in the kingdom.

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Read and study the sources about the Renaissance. Then use the three sources and your knowledge of social studies to answer the questions. Source 1

The Renaissance in Europe

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Source 2

Adapted from On Civic Life (c. 1430) by Matteo Palmieri

This excerpt was written by Matteo Palmieri, a public official and historian in the Italian city-state of Florence, and is from a series of essays that he wrote as a young man. Sculpture and architecture are now being rescued from the unknown. Only now are they being brought to a new perfection by men of genius and learning. As for literature and liberal studies1, they have been lost to mankind for 800 years and more. It is only in our own day that men dare to boast that they see the dawn of better things. Latin has begun to shine forth in its ancient purity and beauty. Now indeed, every thoughtful spirit may thank God that he has been permitted to live in this new age, so full of hope and promise. 1liberal studies: the study of many subjects, like science, literature, and the arts, rather than the study of only one subject

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Source 3

Renaissance Architecture and Art

St. Peter’s Basilica This image shows St. Peter’s Basilica, a Catholic church located in Vatican City. Vatican City is an independent Catholic city-state located within the city of Rome, Italy. The Basilica was designed by a group of architects that included Michelangelo. Its construction began in 1506 and was completed in 1626.

Christ Handing the Keys of the Kingdom to St. Peter This painting by Pietro Perugino was completed in 1483 on the wall of the Sistine Chapel, a Catholic place of worship that is also located in Vatican City.

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12. Using Source 1, which statement best explains why the invention of the printing press had a significant impact during the Renaissance?

A. It led wealthy families to shift financial support to writers.

B. It enabled scholars to publish new scientific theories.

C. It allowed merchants to switch from gold to paper currency.

D. It encouraged people to lose interest in religion.

13. Based on Source 1, which statement explains why families like the Medicis were important to the Renaissance?

A. Family members became respected Renaissance astronomers and painters. B. The paintings of Renaissance artists influenced the religious beliefs of the

families. C. Members of the families received advanced training from Renaissance

painters. D. The families supported highly skilled Renaissance painters and sculptors.

14. Based on all of the sources, which phrases best describe factors that influenced the art and architecture of the Renaissance?


A. the ideas and styles from ancient Greece and Rome

B. the spread of Islam in Asia and the Middle East

C. the downfall of the Medici family in Florence

D. the spread of feudalism in Europe

E. the decline in the power of Italian city-states

F. the power and authority of the Catholic Church

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15. Based on Source 2, which statement best explains how Italian society was affected by the Renaissance?

A. Italian society abandoned religion in favor of scientific theories. B. Italian society rejected the past in favor of modern ideas. C. Italian society entered a new era of artistic and academic achievement. D. Italian society adopted democracy as a form of government.

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16. Many key events influenced the development of the Renaissance in Italy.

Complete the flow chart by writing the four correct statements from the list in chronological order from earliest to most recent to show the development of the Renaissance in Italy.

Statements:

Works of art and scientific discoveries flourish in Italian society. The Catholic Church forces artists to focus on religious themes. Banks are founded to help prosperous citizens manage their money. Italian merchants and families earn large fortunes. Architects travel to Greece in order to rebuild ancient buildings. Wealthy merchants and families sponsor artists and scientists.

The Development of the Renaissance in Italy

Italian merchants engage in foreign trade.

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Read and study the sources about the spread of Buddhism. Then use the four sources and your knowledge of social studies to answer the questions. Source 1

The Early Spread of Buddhism (c. 400 B.C.–A.D. 600)

This map shows the spread of Buddhism from approximately 400 B.C. through A.D. 600. Some modern-day countries are included on the map for reference.

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Source 2

Statues of the Buddha This photograph shows a bronzed statue of the Buddha that was created in Korea during the sixth century.

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This photograph shows a bronzed statue of the Buddha that was created in China between the seventh and ninth centuries.

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Source 3

Adapted from Memorial on Buddhism (A.D. 819) by Han Yu

This excerpt is from an essay written by the scholar Han Yu. In the excerpt, Han Yu explains his viewpoint about Buddhism and its effect on China to the emperor of the Tang Dynasty. In ancient times, the empire was at peace, and the people were contented and happy. Buddhist principles had still not reached China, so this could not have been the result of serving the Buddha. Buddhist principles first appeared in China during the Han Dynasty. Afterwards followed a series of disturbances and revolutions, when dynasties did not last long. As later dynasties grew more devoted in the service of the Buddha, the reigns of kings became shorter. Viewed in the light of this, it is obvious that the Buddha is not worth serving.

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Source 4

Excerpt from Buddhism and Its Impact on Asia (1996) by Dr. Alexander Berzin

In this excerpt, a scholar and teacher of Buddhism, Alexander Berzin, discusses the expansion of Buddhism. The expansion of Buddhism throughout most of Asia was peaceful, and occurred in several ways. . . . [W]hen Buddhist merchants visited and settled in different lands, some members of the local populations naturally developed an interest in these foreigners’ beliefs. . . . [The spread of Buddhism] also occurred . . . along the Silk Route in Central Asia. . . . As local rulers and their people learned more about this Indian religion, they invited monks from the merchants’ [homelands] as advisors or teachers . . . [E]ventually, many adopted the Buddhist faith. . . . Often, the [spread of Buddhism] was due primarily to the influence of a powerful monarch. . . . [F]or example, Buddhism spread throughout northern India as a result of the [support] of King Ashoka. . . . [He] did not force his subjects to adopt the Buddhist faith . . . [He encouraged] his people to lead an ethical life, and by following the principles himself, he inspired others to adopt Buddha’s teachings. Source 2: Granger, NYC—All rights reserved. Source 4: Excerpt from Buddhism and Its Impact on Asia by Dr. Alexander Berzin. Copyright © 2003–2016 Berzin Archives E.V. Reprinted by permission of the author.

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17. Based on Source 1 and Source 4, in which country did Buddhism originate?

A. Japan

B. India

C. Korea

D. Thailand

18. Which statement best describes the relationship between the spread of Buddhism

and the statues shown in Source 2?

A. The statues show that Buddhists acquired great wealth.

B. The statues show that Buddhism was influenced by other religions from Asia.

C. The statues show that Buddhists respected their monarchs.

D. The statues show that Buddhism was adopted by people throughout Asia.

19. According to Han Yu in Source 3, which statement best explains how China was

affected by the spread of Buddhism?

A. The presence of Buddhism lengthened periods of peace in China. B. The teachings of Buddhism were rejected in public statements by Chinese

leaders. C. The presence of Buddhism weakened the political authority of Chinese

dynasties. D. The teachings of Buddhism created a more democratic society in China.

20. Based on Source 4, which statement best describes the spread of Buddhism to new regions?

A. Buddhism was introduced by foreign merchants and adopted by local people. B. Buddhism caused regional populations to migrate and be replaced by more

powerful people. C. Buddhism forced local populations to give up their religious and cultural

beliefs. D. Buddhism had little impact on most people and remained a religion only for

the wealthy.

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21. Use the map and your knowledge of social studies to answer the question.

Indus Valley Civilization (c. 2600–1900 B.C.)

Which statement best explains the influence of geography on the development of the Indus Valley civilization?

A. Most major cities were located along coastal areas.

B. Towns and cities were located near major rivers.

C. Most small towns were located along mountain ranges.

D. Towns and cities were located in desert areas.

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Ancient Civilizations (c. 4000–1000 B.C.)

Which statement describes how the civilization of ancient Egypt was similar to the other ancient civilizations shown on the map?

A. Ancient Egyptian civilization developed in a hot and dry desert climate. B. Ancient Egyptian civilization developed near other major civilizations. C. Ancient Egyptian civilization developed in conditions favorable for agriculture. D. Ancient Egyptian civilization developed near extensive forested regions.

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23. Which statement best explains how the specialization of skilled craftsmen helped civilizations develop?

A. Their work eliminated the need for agricultural production.

B. Their work reduced dependence on government.

C. Their work increased hunter-and-gatherer activities.

D. Their work allowed some people to focus on other tasks.

24. Use the image and your knowledge of social studies to answer the question.

Coin from Ancient Greece (c. 465 B.C.)

Which statement best describes a result of the development and use of metal coins in ancient Greece? A. Metal coins provided Greeks with a standard unit of value for goods. B. Metal coins discouraged foreign merchants from trading with Greek city-

states. C. Metal coins reduced the ability of poor Greeks to build large fortunes. D. Metal coins encouraged people to barter for goods in most Greek city-states.

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25. Use the flow chart and your knowledge of social studies to answer the question.

The Development of the Roman Republic

Which phrase best completes the flow chart?

A. appeal for government controlled by dictators

B. political and economic rights for enslaved people

C. desire for a more representative government

D. emperors replaced by consuls and senators

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26. Use the image and your knowledge of social studies to answer the question.

The Pantheon

This photograph shows the Pantheon. It is located in Rome and was built between 27 B.C. and A.D. 126. The Pantheon is topped by the world’s largest all-concrete dome.

Which statement about the achievements of Roman civilization is best supported by the image?

A. Many Roman citizens believed the gods protected buildings from destruction

and decay. B. Roman architects wanted to attract the interest of leaders from other cities

and civilizations. C. Many Roman citizens provided free labor to help construct large and

elaborate buildings. D. Roman architects developed advanced building designs and construction

techniques.

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Session 1

You have come to the end of Session 1 of the test. • Review your answers from Session 1 only. • Then, close your test booklet and sit quietly or read silently.

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Session 2 Directions Directions: Today, you will take Session 2 of the Grade 6 Social Studies Practice Test.




Session 2

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Read and study the sources about feudalism during the Middle Ages. Then use the four sources and your knowledge of social studies to answer the questions. Source 1

The Feudal System

This graphic shows the basic structure of the feudal system in Western Europe during the Middle Ages.

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Source 2

Excerpt from Middle Ages (1897) by J. H. Robinson

In this excerpt, the author quotes a description written in 1265 of an English manor house. This is where the lord of the manor lived with his family, gave legal judgments, collected taxes, and provided protection to the peasants who lived on his land. [The lord of the manor] received . . . a sufficient and handsome hall1. . . On the western side [of the hall] is a worthy bed on the ground, a stone chimney, [and] a wardrobe. . . . [A]t the eastern end [of the hall] is a pantry and a buttery2. . . . There is a decent chapel covered with tiles, a portable altar, and a small cross. . . . There [is] a good kitchen covered with tiles, with a furnace and ovens, . . . two tables, and alongside the kitchen a small house for baking. Also a new granary3 covered with oak shingles, and a building in which the dairy is contained . . . These are within the inner gate. [O]utside of that gate are an old house for the servants . . . [and] two barns, one for wheat and one for oats. These buildings are enclosed with a moat, a wall, and a hedge. 1hall: the main room of the manor house 2buttery: room where leftover food and drink are stored 3granary: building where grain is stored

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Source 3

Boats Leave a City by Night by Egerton

This painting was created around 1480. It shows a large English town surrounded by the countryside and protected by a wall. Traders carrying bags of goods come and go on foot and by boat near a town gate. In the upper left corner of the painting, an army can be seen entering through another gate of the town.

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Source 4

Excerpt from Feudalism and Village Life in the Middle Ages (2006) by Mercedes Padrino

Freedom was a source of status within a village but not the only source. . . . The amount of property a person controlled was a second source of status. Serfs . . . sold each other parts of the land they got from the lord, as if they owned it. Lords did not interfere with the deals. . . . By 1300, peasants who had more land or animals than others became the leading people in the village, regardless of whether they were serfs or freemen. Those without the means to support a family had the lowest status in village society. Source 4: Excerpt from Feudalism and Village Life in the Middle Ages by Mercedes Padrino. Copyright © 2006 World Almanac Library. Reprinted with permission of Gareth Stevens Publishing.

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27. Based on Source 1, which statement best describes an important characteristic of feudalism during the Middle Ages?

A. Land was exchanged for loyalty at all levels of society. B. Freemen and peasants paid taxes directly to the king. C. The separation of church and state was clear in politics. D. Democracy encouraged peasants to participate in the government.

28. Based on Source 1, which statement best describes society in the feudal system?

A. Society was based on equality between men and women. B. Society discouraged cooperation between social classes. C. Society gave people many individual freedoms. D. Society had defined social roles for people.

29. Using Source 4, which statement best describes the status of peasants in the feudal system?

A. Peasants could improve their standing in the village if they gained land or

livestock. B. Peasants were more valued in the feudal hierarchy than barons or knights. C. Peasants were denied the chance to acquire land and possessions of their

own. D. Peasants who traveled to foreign countries had the highest status.

30. Using Source 1 and Source 2, which statements explain how the money raised by

nobles collecting taxes most likely affected manor societies? Select the two correct answers.

A. The money was used to build homes for the poor. B. The money was used to make improvements to manor houses. C. The money was given to the peasant class. D. The money was given to the king to pay expenses. E. The money was used to make improvements to local schools. F. The money was used to improve working conditions.

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31. Using Source 3, which statement explains how trade most likely influenced economic growth during the feudal period?

A. Trade encouraged peasants to buy land to build their own towns.

B. Trade helped towns expand and increase their wealth.

C. Trade allowed noblemen to leave their towns and open new businesses.

D. Trade encouraged the king to decrease rents paid to the lords of towns. 32. Feudalism was a system that had benefits for both the nobility and peasants.

Write the phrases about feudalism in the correct columns of the chart to show two benefits of feudalism for the nobility and two benefits of feudalism for peasants.

Phrases: allowed them to focus on defense of a specific area

allowed them to disobey laws made by the monarch

provided them with land to grow crops

provided them with a steady supply of workers

provided them with military protection

allowed them to make treaties with foreign kings

Benefits of Feudalism for the Nobility Benefits of Feudalism for Peasants

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Read and study the sources about the Silk Road. As you read the four sources, think about how the Silk Road affected the economic and social development of Europe and Asia. After you read the sources, answer the questions.

Source 1

Major Routes of the Silk Road (c. 200 B.C.–A.D. 1450)

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Source 2

Adapted from The Travels of Marco Polo

This excerpt is from a book written by Marco Polo, a merchant from Venice who traveled along the Silk Road to China during the thirteenth century. In this excerpt, Polo describes how paper money was made in the city of Beijing. In this city is the mint1 of the grand khan2. He produces money using the following process. He causes bark to be turned into paper. When ready for use, he has it cut into pieces of money of different sizes, nearly square, but somewhat longer than they are wide.

This paper currency is circulated3 in every part of the grand khan’s kingdom. No person dares, at the risk of his life, to refuse to accept it in payment. All his subjects receive it without hesitation because they can use it again in the purchase of merchandise such as pearls, jewels, gold, or silver. With it every article may be obtained.

All his majesty’s armies are paid with this currency, which is of the same value as if it were gold or silver. It is clear that the grand khan has more treasure than any other sovereign in the universe.

1mint: place where money is made 2grand khan: highest emperor 3circulated: distributed

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Source 3

A Customs Post on the Silk Road This photograph shows an ancient Chinese customs post located near Dunhuang, China. Customs posts were places where traders paid taxes and tariffs on goods.

Source 4

Excerpt from Silk Road: Spreading Ideas and Innovations by John Major

This excerpt is from an essay written by John Major, a scholar with the Asia Society. In this excerpt, he describes the historical importance of the Silk Road. Ideas, inventions, devices and techniques spread readily and far along the Silk Road, and the traffic was . . . a multi-way street. In the process the Silk Road enriched not just the merchants who carried and exchanged goods, but the people of countries and cultures all across Eurasia1. 1Eurasia: Europe and Asia Source 4: Excerpt from Silk Road: Spreading Ideas and Innovations by John Major. Copyright © 2016 Asia Society. Reprinted by permission of Asia Society.

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33. Which statement explains why Roman merchants most likely took long journeys along the Silk Road, as shown in Source 1?

A. The merchants were forced by the Roman Empire to participate in trade along

the road. B. The merchants hoped to find new places along the road for the Roman

Empire to colonize. C. The merchants were prohibited by law from conducting trade within the

Roman Empire. D. The merchants wanted to gain access to goods that were produced in areas

beyond the Roman Empire.

34. Using Source 2, which statement describes a reason China most likely used paper money?

A. Paper money encouraged people to grow crops that were more valuable. B. Paper money allowed Chinese officials to track the goods that people

purchased. C. Paper money provided the Chinese people with a reliable way to pay for

goods. D. Paper money was used by the government to make large loans to merchants.

35. Based on Source 3, which statement best describes an outcome of the growth of

trade along the Silk Road?

A. China collected taxes from trade caravans traveling along the road. B. China built a series of forts along the road to provide travelers with places to

rest. C. China expanded its navy near areas along the road that were close to

seacoasts. D. China hired foreign traders to serve as customs officials along the road.

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36. Which statement explains why the Han Dynasty most likely expanded the Silk Road, as shown in Source 1?

A. The Han Dynasty wanted to find countries to conquer and control. B. The Han Dynasty wanted to increase trade with countries in Europe and Asia. C. The Han Dynasty’s scholars wanted to understand Western philosophies. D. The Han Dynasty’s government officials wanted to adopt democratic

principles.

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37. Based on the sources and your knowledge of social studies, analyze how the Silk Road affected the economic and social development of Europe and Asia.

As you write, follow the directions below. • Address all parts of the prompt. • Include information and examples from your own knowledge of social studies. • Use evidence from the sources to support your response.

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NO TEST MATERIALS

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Session 3

Session 3 Directions

Directions: Today, you will take Session 3 of the Grade 6 Social Studies Practice Test.




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Read and study the sources about the Zhou Dynasty of ancient China. Then use the four sources and your knowledge of social studies to answer the questions. Source 1

The Zhou Dynasty (c. 1046–771 B.C.)

This map shows the territory controlled by the Zhou Dynasty during the time period when the dynasty was its most powerful.

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Source 2

Chinese Culture during the Zhou Dynasty

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Source 3

Excerpt from China, Korea, and Japan to 1800 (2010) by Sanderson Beck

In this excerpt, the author describes the government of the Zhou Dynasty. The early Zhou kings continually emphasized the importance of ruling by virtue1. . . . Overseers were advised not to [use] violence and oppression2 but to show [respect] for the friendless. . . . [Two nobles] advised the king to be aware that the favor of heaven is not certain but must be continually earned. . . . If the king avoids excessive violence and capital punishment, the people will imitate [him]. . . . [The] people were encouraged to work hard and prosper. . . . The Duke of Zhou claimed that heaven helped the Zhou . . . because heaven supports the virtuous and punishes wrong-doers. . . . [The] early Zhou governments were to continue in China for about three thousand years. The Prime Minister . . . [led] the management of the officers and secured [structure and order] in the kingdom. The Minister of Instruction was responsible for education in the states, diffusing3 knowledge . . . and training the military in obedience. The Minister of Religions presided over ceremonies and regulated religious services. The Minister of War oversaw the military forces and the security of the borders. The Minister of Crime enforced the laws by [arresting] and punishing wrong-doers. The Minister of Works presided over the land, the four classes of people, and the proper seasons for farming.

1by virtue: with kindness and fairness 2oppression: unjust treatment 3diffusing: spreading

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Source 4

The Zhou Dynasty

Source 3: Excerpt from China, Korea, and Japan to 1800 by Sanderson Beck. Copyright © 2010 by Sanderson Beck. Reprinted by permission of the author.

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38. Based on Source 1, which geographic feature most likely influenced the development of the Zhou Dynasty?

A. The mountains provided resources that could be traded with neighboring

kingdoms. B. The rivers provided transportation routes that supported the growth of cities. C. The rocky landscape provided building materials for homes that kept people

safe. D. The deserts provided a protective barrier that prevented invasions from the

south. 39. Based on Source 2 and Source 3, which philosophy was shared by early Zhou

kings and Confucianism?

A. Society should focus on farming using basic technology.

B. Skilled workers should receive high pay to produce quality goods.

C. The people should follow the rules of society to maintain peace.

D. The government should control the people by using force. 40. Based on Source 2 and Source 4, which Chinese invention most helped the

Zhou Dynasty to expand in size?

A. cast iron, which was used to make weapons used to fight in wars B. bronze vessels, which stored agricultural goods and valuable items

C. compasses, which allowed sailors to navigate the world around them

D. copper coins, which encouraged merchants to start bartering goods

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41. Based on Source 2 and Source 3, which principles were encouraged by the Zhou Dynasty to maintain the economic system in China?


A. creating a society without strict laws and rules

B. rejecting a system that used coins as currency

C. accepting the established social structure

D. studying philosophies that emphasized individual rights

E. developing agricultural methods that improved productivity

F. hiding income to avoid owing and paying taxes 42. Based on Source 2, Source 3, and Source 4, which statement explains the

most likely reason why the Zhou Dynasty ruled China longer than other dynasties did?

A. Economic systems ensured that most people became wealthy.

B. Religious systems maintained a strict social structure.

C. Legal systems guaranteed jury trials for people accused of crimes.

D. Government systems efficiently managed the large kingdom.

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43. Over time, the Zhou Dynasty expanded its territory to include other lands and populations.

Using the sources and your knowledge of social studies, explain two different ways the Zhou Dynasty increased its economic power by expanding its territory.

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Read and study the sources about ancient Greece and the Greek city-state of Athens. Then use the three sources and your knowledge of social studies to answer the questions. Source 1

Ancient Greece (c. 432 B.C.) This map shows ancient Greece before the Peloponnesian War.

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Source 2

Characteristics of Ancient Athens

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Source 3

Excerpt from The Republic by Plato

This excerpt is from The Republic written by Plato, a philosopher from Athens. In this excerpt, Plato (Speaker One) has a conversation with another man (Speaker Two) about government. Speaker One: Democracy . . . is the form of government in which the magistrates1 are commonly elected by lot2. Speaker Two: Yes . . . that is the nature of democracy. . . . Speaker One: And [in the government] where freedom is, the individual is clearly able to order for himself his own life as he pleases? Speaker Two: Clearly. . . . Speaker One: This, then, seems likely to be the fairest of States. . . . [And] there are many men to whom this State . . . will appear to be the fairest of States. Speaker Two: Yes. Speaker One: Yes, my good Sir, and there will be no better in which to look for a government. 1magistrates: important public officials, including judges 2elected by lot: chosen by randomly pulling names from a container that holds the names of all candidates

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44. Based on Source 1, which statement best compares the boundaries of ancient Athens to those of Sparta before the Peloponnesian War?

A. Athens had few allies and territorial possessions, while Sparta had many

allies. B. Athens and Sparta were both close to gaining permission for trade with

Persia. C. Athens extended along the coast, while Sparta was mainly in one area. D. Athens and Sparta were allies that shared many territories.

45. Based on Source 2, which statements best describe Athenian democracy?


A. Most agricultural goods were exported to foreign territories.

B. Some women filled important elected positions in the Assembly.

C. Military service qualified people to vote in Athens.

D. Citizens of Athens voted in elections and on laws.

E. People who owned land were excluded from elections.

F. The laws affected everyone living in Athens.

46. Using Source 2, which statement best explains how the actions of citizens in Athens reflected the ideals of Athenian democracy?

A. By voting in elections, they showed a sense of civic responsibility for all of

Athens. B. By participating in the Assembly, they showed the value of trading

partnerships. C. By allowing women to serve in government, they showed the importance of

equality. D. By volunteering for military service, they showed their desire for peace with

other nations.

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47. Based on Source 3, which statement best describes an idea from Plato that became a basic principle for most democracies that exist today?

A. Most people are interested in running for public office or becoming a

magistrate. B. Government should protect the rights of individuals to make decisions for

themselves. C. Some leaders should remain in public offices for their entire lifetimes. D. Government is most effective in cities and states with large populations.

48. Using Source 2, which statement best explains how the ancient Athenian

government influenced the U.S. government?

A. Territorial expansion is necessary.

B. Women can have a role in politics.

C. Freedom of religion is a basic right.

D. Citizens can choose their leaders.

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49. Write the descriptions from the list in the chart to show the strengths and weaknesses of ancient Athens. There are two correct strengths and two correct weaknesses.

Descriptions: The empire was spread over a large area.

Women participated in public life.

Citizens controlled decision-making.

Intellectual accomplishments were given little value.

Many people were denied citizenship.

The navy protected trade.

Strengths of Ancient Athens Weaknesses of Ancient Athens

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50. Use the timeline and your knowledge of social studies to answer the question.

Events Related to the Development of Agriculture and Civilization

Which statement about the development of early agriculture is best supported by the information in the timeline?

A. The domestication of animals allowed people to travel farther from their

homes. B. Improvements in agriculture allowed people to establish permanent

settlements in many locations. C. Advances in farming methods decreased the need for trade between

civilizations. D. The success of agriculture depended on the widespread availability of

irrigation technology.

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The Shang Dynasty in China (c. 1600–1046 B.C.)

Which statement best describes the relationship between geography and the Shang Dynasty in China?

A. The dynasty’s major cities were developed in the Yellow River Valley. B. The dynasty’s population centers developed in regions along the coast of

China. C. The dynasty’s leaders established a kingdom that extended throughout Asia. D. The dynasty’s armies were able to easily defend Chinese cities from attack.

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52. Use the excerpt and your knowledge of social studies to answer the question.

Excerpt from An Introduction to Hinduism (1996)

by Gavin Flood

In this excerpt, professor of religion Gavin Flood discusses the history of Hinduism. Hinduism is not a single religion but embraces1 many traditions. Hinduism has no definite starting point. The traditions which flow into Hinduism may go back several thousand years . . . Although there is an emphasis on personal spirituality, Hinduism’s history is closely linked with social and political developments, such as the rise and fall of different kingdoms and empires. 1embraces: includes Source: Excerpt from An Introduction to Hinduism by Gavin Flood. Copyright © 1996 by Gavin Flood. Reprinted by permission of Cambridge University Press.

Which statement about the spread of Hinduism is best supported by the information in the excerpt?

A. The spread of Hinduism was very similar to the spread of most other

religions. B. Hinduism spread from its place of origin in the west to other continents. C. The spread of Hinduism was linked to the expansion of society. D. Hinduism spread to all parts of the world within a hundred years of its

founding. 53. Which statement describes how the Roman Republic most influenced the

development of democracy?

A. The Roman Republic guaranteed the rights of citizenship to everyone in society.

B. The Roman Republic limited the amount of power any one government official could possess.

C. The Roman Republic required the consuls to act in the interests of women. D. The Roman Republic established the first legal code that defined

punishments for specific crimes.

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54. Use the excerpt and your knowledge of social studies to answer the question.

Excerpt from The Conquest of Poverty (1973)

by Henry Hazlitt

This excerpt by Henry Hazlitt, an economic historian, is about social reforms that were introduced in ancient Rome around 120 B.C. Among the [social] reforms . . . proposed [in Rome] was [a system in which] the government [acquired] an adequate supply of wheat to be sold at low and fixed prices. . . . Anyone willing to stand in the bread line could take advantage of the low prices. Two pounds of bread were issued to all registered citizens who applied. In addition, pork, olive oil, and salt were distributed free at regular intervals. When Constantinople was founded, the right to relief1 was attached to new houses in order to encourage building. 1relief: help from the government Source: Excerpt from The Conquest of Poverty by Henry Hazlitt. Copyright © 1973 Henry Hazlitt. Reprinted by permission of the Foundation for Economic Education. Which statement explains the most likely effect of the Roman government providing food to its citizens?

A. Rome developed a barter system of trade.

B. Rome limited its dependence on imported food.

C. Rome limited the outbreak of rebellion by the people.

D. Rome developed a system of democratic government.

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55. Use the flow chart and your knowledge of social studies to answer the question.

The Printing Press

Which effect did the invention of the printing press have on Europe during the Renaissance?

A. the formation of new monarchies and feudal systems

B. the adoption and successful use of new agricultural methods

C. the establishment of new trade routes and trading centers

D. the exchange and practice of new scientific theories

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STATE BOARD OF ELEMENTARY AND SECONDARY EDUCATION TEST SECURITY POLICY1

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The Board of Elementary and Secondary Education holds the test security policy to be of utmost importance and deems any violation of

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with the provisions of R.S. 17:416 et seq., R.S. 17:441 et seq., R.S. 17:81.6 et seq., policy and regulations adopted by the Board of Elementary and Secondary Education, and any and all laws that may be enacted by the Louisiana Legislature.

1 Excerpts from Bulletin 118 The mission of the Louisiana Department of Education (LDOE) is to ensure equal access to education and to promote equal excellence throughout the state. The LDOE is committed to providing Equal Employment Opportunities and is committed to ensuring that all its

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GRADE 6 SOCIAL STUDIES PRACTICE TEST ANSWER KEY 1

Grade 6 Social Studies Practice Test Answer Key

This document contains the answer keys, rubrics, and scoring notes for items on the grade 6 Social Studies Practice Test. Refer to the Practice Test Library for additional resources, including the Social Studies Practice Test Guidance, which provides general supports and cautions in using the practice test, and the Annotated Social Studies Practice Test Items document, which explains the purpose and reasoning of selected practice tests items. For additional help in scoring constructed- and extended-response items, refer to the presentation and materials for Social Studies 101.

Session Set Sequence Item Type

Key Primary Alignment

1 Early

Humans

1 MC C 6.3.4 Determine world migration patterns and population trends by interpreting maps, charts, and graphs

2 MS C, D 6.4.2 Explain how world migration patterns and cultural diffusion influenced human settlement

3 MC D 6.4.3 Explain the connection between physical geography and its influence on the development of civilization

4 MC B 6.2.2 Examine how the achievements of early humans led to the development of civilization

5 TEI see TEI key

6.4.1 Identify and describe physical features and climate conditions that contributed to early human settlement in regions of the world

1 West African Kingdom of

Mali

6 MC B 6.3.4 Determine world migration patterns and population trends by interpreting maps, charts, and graphs

7 MC A 6.6.4 Explain how the development of trade and taxation influenced economic growth in the ancient world

8 MC C 6.6.3 Describe the economic motivation for expanding trade and territorial conquests in world civilizations using economic concepts

9 MC D 6.2.6 Analyze the origin and spread of major world religions as they developed throughout history

10 MC B 6.4.2 Explain how world migration patterns and cultural diffusion influenced human settlement

11 CR see rubric

6.2.7 Summarize key features of ancient West African kingdoms (Ghana, Mali, and Songhai)

1 Renaissance

12 MC B 6.2.10 Examine the significance of the people and ideas that influenced the Renaissance in Europe

13 MC D 6.2.10 Examine the significance of the people and ideas that influenced the Renaissance in Europe

14 MS A, F 6.2.10 Examine the significance of the people and ideas that influenced the Renaissance in Europe

15 MC C 6.2.10 Examine the significance of the people and ideas that influenced the Renaissance in Europe

16 TEI see TEI key

6.2.10 Examine the significance of the people and ideas that influenced the Renaissance in Europe

.

https://www.louisianabelieves.com/resources/library/practice-tests

https://www.louisianabelieves.com/docs/default-source/assessment/leap-2025-social-studies-practice-test-guidance.docx?sfvrsn=12

https://www.louisianabelieves.com/docs/default-source/assessment/leap-2025-social-studies-practice-test-guidance.docx?sfvrsn=12

https://www.louisianabelieves.com/docs/default-source/assessment/leap-2025-annotated-social-studies-practice-test-items.pdf?sfvrsn=8

https://www.louisianabelieves.com/docs/default-source/assessment-guidance/social-studies-101.zip?sfvrsn=bf99c1f_6



Session Set Sequence Item

Type Key Primary Alignment

1 Spread of Buddhism

17 MC B 6.2.6 Analyze the origin and spread of major world religions as they developed throughout history

18 MC D 6.2.6 Analyze the origin and spread of major world religions as they developed throughout history

19 MC C 6.2.6 Analyze the origin and spread of major world religions as they developed throughout history

20 MC A 6.4.2 Explain how world migration patterns and cultural diffusion influenced human settlement

1 Standalone

Items

21 MC B 6.2.1 Analyze the relationship between geographical features and early settlement patterns using maps and globes

22 MC C 6.4.1 Identify and describe physical features and climate conditions that contributed to early human settlement in regions of the world

23 MC D 6.6.1 Explain the impact of job specialization in the development of civilizations

24 MC A 6.6.2 Analyze the progression from barter exchange to monetary exchange

25 MC C 6.5.2 Describe the government of the Roman Republic and how it influenced the development of democracy

26 MC D 6.2.5 Describe the characteristics of Roman civilization, its cultural, political, and technological achievements, and its influence on other later cultures

2 Feudalism

27 MC A 6.2.9 Describe the characteristics, significance, and influences of feudalism, the Crusades, and the growth of towns and cities through trade and commerce during the Middle Ages

28 MC D 6.2.9 Describe the characteristics, significance, and influences of feudalism, the Crusades, and the growth of towns and cities through trade and commerce during the Middle Ages

29 MC A 6.2.9 Describe the characteristics, significance, and influences of feudalism, the Crusades, and the growth of towns and cities through trade and commerce during the Middle Ages

30 MS B, D 6.6.4 Explain how the development of trade and taxation influenced economic growth in the ancient world

31 MC B 6.6.4 Explain how the development of trade and taxation influenced economic growth in the ancient world

32 TEI see TEI key

6.2.9 Describe the characteristics, significance, and influences of feudalism, the Crusades, and the growth of towns and cities through trade and commerce during the Middle Ages





2 The Silk

Road

33 MC D 6.6.3 Describe the economic motivation for expanding trade and territorial conquests in world civilizations using economic concepts

34 MC C 6.6.2 Analyze the progression from barter exchange to monetary exchange

35 MC A 6.6.4 Explain how the development of trade and taxation influenced economic growth in the ancient world

36 MC B 6.6.4 Explain how the development of trade and taxation influenced economic growth in the ancient world

37 ER see rubric

6.6.4 Explain how the development of trade and taxation influenced economic growth in the ancient world

3 Achievements

of Ancient China

38 MC B 6.4.3 Explain the connection between physical geography and its influence on the development of civilization

39 MC C 6.2.8 Identify key characteristics of Chinese dynasties’ political, economic, and social structures

40 MC A 6.2.8 Identify key characteristics of Chinese dynasties’ political, economic, and social structures

41 MS C, E 6.2.8 Identify key characteristics of Chinese dynasties’ political, economic, and social structures

42 MC D 6.2.8 Identify key characteristics of Chinese dynasties’ political, economic, and social structures

43 CR see rubric

6.6.3 Describe the economic motivation for expanding trade and territorial conquests in world civilizations using economic concepts

3

Ancient Greece and the Birth of Democracy

44 MC C 6.3.3 Compare and contrast physical and political boundaries of civilizations, empires, and kingdoms using maps and globes

45 MS D, F 6.5.1 Describe the essential elements of Greek city-state government that influenced the development of democracy

46 MC A 6.5.1 Describe the essential elements of Greek city-state government that influenced the development of democracy

47 MC B 6.5.1 Describe the essential elements of Greek city-state government that influenced the development of democracy

48 MC D 6.5.1 Describe the essential elements of Greek city-state government that influenced the development of democracy

49 TEI see TEI key

6.2.4 Describe the development of the Greek city-state, the culture and achievements of Athens and Sparta, and the impact of Alexander the Great’s conquests on the spread of Greek culture





3 Standalone

Items

50 MC B 6.2.2 Examine how the achievements of early humans led to the development of civilization

51 MC A 6.4.3 Explain the connection between physical geography and its influence on the development of civilization

52 MC C 6.2.6 Analyze the origin and spread of major world religions as they developed throughout history

53 MC B 6.5.2 Describe the government of the Roman Republic and how it influenced the development of democracy

54 MC C 6.5.2 Describe the government of the Roman Republic and how it influenced the development of democracy

55 MC D 6.2.10 Examine the significance of the people and ideas that influenced the Renaissance in Europe



Session 1 Item 5

Drag and drop two correct factors that influenced migration and settlement of early

humans to areas with favorable climates and two correct effects of migration and

settlement of early humans to areas with favorable climates into the concept map.



Scoring for Session 1 Item 5

Two points = four statements in the correct positions

One point = three or two statements in the correct positions

Zero points = one or zero statements in the correct positions




Using the sources and your knowledge of social studies, describe one characteristic of

the West African Kingdom of Mali and explain how that characteristic influenced trade in

the kingdom.

Scoring Information

Score Points Description

2

Student’s response correctly describes one characteristic of the West African Kingdom of Mali and correctly explains how that characteristic influenced trade in the kingdom.

1

Student’s response correctly describes one characteristic of the West African Kingdom of Mali, but the response does not correctly explain how that characteristic influenced trade in the kingdom. OR Student’s response does not correctly describe a characteristic of the West African Kingdom of Mali, but the response does correctly explain one way in which trade in the kingdom developed.

0

Student’s response does not correctly describe one characteristic of the West African Kingdom of Mali or correctly explain one way in which trade in the kingdom developed. OR Student’s response is blank, irrelevant, or too brief to evaluate.



Scoring Notes

Characteristics of the Kingdom of Mali and how each characteristic influenced trade in

the kingdom:

Many people were prosperous and successful.

o Mali’s wealthy ruler impressed other countries, increasing opportunities for

trade.

o Expensive trade goods were imported and enjoyed by the population.

There were many merchants.

o Some merchants traveled for trade and some remained in the kingdom to

manage shops.

o Many merchants sold or traded goods that were created by artisans from Mali.

Mali had plentiful natural resources, such as gold.

o Mali’s resources were valuable and in high demand.

o Nearby kingdoms wanted the goods and products made with Mali’s resources,

which encouraged trade.

Islam expanded in the region.

o Mosques attracted Muslim travelers who also participated in trade.

o Muslim merchants from different parts of the kingdom traded with each other.

Accept other reasonable responses.



Student Responses for Session 1 Item 11

Prompt

Using the sources and your knowledge of social studies, describe one characteristic of

the West African Kingdom of Mali and explain how that characteristic influenced trade in

the kingdom.

Response 1

The one characteristic of the West African Kingdom of Mali is that there are a lot of

gold mines in the area, which made the citizens there rich. It influenced trade because

some people outside the country had things that the Kingdom of Mali needed and

some people outside wanteed some of the gold, so that made them trade.

Score: 2

The response earns a score of 2. It accurately describes one characteristic of the West

African Kingdom of Mali, “there are a lot of gold mines in the area, which made the

citizens there rich,” and fully explains how the gold mines encouraged trade within the

kingdom.

Response 2

One characteristic of the West Africa Kingdom is the gold that was there. This made

the kingdom rich and they could trade the gold for food, livestock, and more.

Score: 2

The response earns a score of 2. It correctly describes one characteristic of the West

African Kingdom of Mali, “the gold that was there. This made the kingdom rich.” The

response explains how that characteristic influenced trade in the kingdom, stating that

“they could trade the gold for food, livestock, and more.”

Response 3

one characterstic in west africa that influenced trade in the kingdom is the amount of

gold and salt mines around the kingdom.

Score: 1

The response earns a score of 1. It accurately describes one characteristic of the West

African Kingdom of Mali, “the amount of gold and salt mines around the kingdom,” but it

does not explain how that characteristic influenced trade in the kingdom.



Response 4

Mali was a powerful kingdom at that time. Because of Mali being a powerful kingdom,

it attracted many merchints from all over the land. And with new merchints came new

culture, items, and religion.

Score: 1

The response earns a score of 1. Although the response correctly identifies one

characteristic of the West African Kingdom of Mali, “Mali was a powerful kingdom,” it

does not describe that characteristic. The response does explain how that characteristic

influenced trade in the kingdom: “it attracted many merchints from all over the land. And

with new merchints came new culture, items, and religion.”

Response 5

Based on the sources I read I will describe one characteristic of the West African

Kingdom of Mali and explain how that characteristic influenced trade in the kingdom.

It says in source 4, "The orginal mosque was built during the thirteenth century,

around 1240, when remained an important religious site as Islam became widely

practiced throughout the kingdom".

Score: 0

The response earns a score of 0. It does not correctly describe one characteristic of the

West African Kingdom of Mali or explain how that characteristic influenced trade in the

kingdom. The response includes a quotation from Source 4 but does not show how that

information relates to the prompt.



Session 1 Item 16

Many key events influenced the development of the Renaissance in Italy. Drag and drop the four correct statements into the flow chart in chronological order from earliest to most recent to show the development of the Renaissance in Italy.




Two points = four statements in the correct positions

One point = three or two statements in the correct positions

Zero points = one or zero statements in the correct positions



Session 2 Item 32

Feudalism was a system that had benefits for both the nobility and peasants. Drag and drop the phrases about feudalism into the correct columns of the chart to show two benefits of feudalism for the nobility and two benefits of feudalism for peasants.




Two points = four phrases in the correct columns

One point = three or two phrases in the correct columns

Zero points = one or zero phrases in the correct columns




Based on the sources and your knowledge of social studies, analyze how the Silk Road

affected the economic and social development of Europe and Asia.

As you write, follow the directions below.

Address all parts of the prompt.

Include information and examples from your own knowledge of social studies.

Use evidence from the sources to support your response.



Scoring

The response should be scored holistically on its adherence to two dimensions:

Content and Claims. Each response should be given the score that corresponds to the

set of bulleted descriptors that best describes the response.

Dimension: Content

Score Description

4

The student’s response:

Reflects thorough knowledge of how the Silk Road affected the economic and social development of Europe and Asia by incorporating ample, focused factual information from prior knowledge and the sources;

Contains accurate understandings with no errors significant enough to detract from the overall content of the response;

Fully addresses all parts of the prompt.

3


Reflects general knowledge of how the Silk Road affected the economic and social development of Europe and Asia by incorporating adequate factual information from prior knowledge and the sources;

Contains mostly accurate understandings with minimal errors that do not substantially detract from the overall content of the response;

Addresses all parts of the prompt.

2


Reflects limited knowledge of how the Silk Road affected the economic and social development of Europe and Asia by incorporating some factual information from prior knowledge and the sources;

Contains some accurate understandings with a few errors that detract from the overall content of the response;

Addresses part of the prompt.

1


Reflects minimal knowledge how the Silk Road affected the economic and social development of Europe and Asia by incorporating little or no factual information from prior knowledge and the sources;

Contains few accurate understandings with several errors that detract from the overall content of the response;

Minimally addresses part of the prompt.

0 The student’s response is blank, incorrect, or does not address the prompt.



Dimension: Claims

Score Description

4


Develops a valid claim that effectively expresses a solid understanding of the topic;

Thoroughly supports the claim with well-chosen evidence from the sources;

Provides a logically organized, cohesive, and in-depth explanation of the connections, patterns, and trends among ideas, people, events, and/or contexts within or across time and place.

3


Develops a relevant claim that expresses a general understanding of the topic;

Supports the claim with sufficient evidence from the sources;

Provides an organized explanation of the connections, patterns, and trends among ideas, people, events, and/or contexts within or across time and place.

2


Presents a claim that expresses a basic understanding of the topic;

Includes limited support for the claim by using some evidence from the sources;

Provides a weak explanation of the connections, patterns, and trends among ideas, people, events, and/or contexts within or across time and place.

1


Presents a claim but provides with little or no evidence from the sources;

Provides a vague, unclear, or illogical explanation of the connections among ideas, people, events, and/or contexts within or across time and place.

0 The student’s response is blank, incorrect, too brief to evaluate, or lacks a claim that addresses the prompt.



Characteristics of a Strong Response A strong response is logically organized into several paragraphs. Any errors in spelling, punctuation, grammar, or capitalization do not interfere with the ability of the reader to understand the ideas presented. A strong response may develop one or more lines of reasoning to support the claim. Here are some examples.

The Silk Road affected the economic and social development of Europe and Asia

by encouraging the growth of cities. Cities along the Silk Road grew because they

served as centers of trade. As people traded in cities, people from different places

and cultures were introduced to new goods and ways of doing things. Foods,

luxury items, medicines, construction techniques, and methods for producing and

handling money are examples of things that were shared between people who met

in cities along the Silk Road.


by supporting job specialization. Participation in Silk Road trade caused merchants

to encourage their home regions to produce more of the goods that they were best

at producing and that people from other regions wanted. For example, China

specialized in silk, jade, and other goods; India specialized in cotton textiles; the

Middle East specialized in spices; and the Roman Empire specialized in glassware

and food products such as olives and wine. This process encouraged further trade

and economic growth along the Silk Road.


by enabling people from a wide variety of places to exchange ideas as well as

goods. As merchants met each other and traded along the Silk Road, they taught

each other about ideas that were important to them, such as their different

religious beliefs. In turn, this encouraged the spread of those beliefs. For example,

Buddhism spread east from India to China and Japan, basically through word of

mouth.



A strong response shows understanding of the topic by analyzing the required sources

and including well-chosen evidence from the sources, such as:

The Silk Road covered an extremely large geographic area (Source 1).

The Silk Road included a wide variety of regions, societies, and cities (Source 1).

Participants in Silk Road trade gained exposure to and knowledge of foreign

currencies (Source 2) and the rules and regulations of foreign governments

(Source 3).

Trading along the Silk Road had a far-reaching impact on the spread of ideas,

inventions, devices, and techniques (Source 4).

Participants in Silk Road trade increased their wealth and thus their ability to

purchase and enjoy luxury goods created in other societies (Source 2 and

Source 4).

A strong response also includes important information beyond what is presented in the

sources, such as:

Religious ideas spread to new societies as people from European, African, and

Asian cultures traveled to areas connected by the Silk Road.

Slavery was supported as a result of the trading of enslaved people by Silk Road

merchants.




Prompt Based on the sources and your knowledge of social studies, analyze how the Silk Road affected the economic and social development of Europe and Asia.

Response 1

The Silk Road affected the economic and social development of Eurasia (Europe and Asia) in many ways. One way the Silk Road affected the economic development of Eurasia is by allowing them to expand trade with many countries, causing them to grow wealthier. Merchants traveling on different countries' grounds paid taxes for goods on their grounds. Source three shows that ancient China had customs posts where traders/merchants paid taxes. China could use the profits to benefit them. Another way the Silk Road affected Eurasia economically is by allowing countries' goods to be bought from farther places, making the rare goods more expensive in those places. Source one shows that Roman traders would have to travel a long distance to get silk from China themselves, so if silk from China was brought (or bartered, bought, or traded from another country) to Rome, it would be a very rare, making it's prices go up. However, traveling the Silk Road could be very dangerous, both in natural and human ways (such as sandstorms or bandits). With that being said, merchants could lose all of their wealth to negative affects of the Silk Road. The Silk Road not only affected the development of Europe and Asia economically, but also socially. One way the Silk Road affected the social development of Eurasia is by spreading cultures from one country to another as merchants bought and sold goods from or to other countries. Source four states, "...the Silk Road enriched...the people of countries and cultures all across Eurasia." Another way the Silk Road affected Eurasia socially is by spreading a country's religious beliefs all across Europe and Asia. Sometimes merchants would tell Asian people about being Catholic and the bible and sometimes Asian merchants would tell them abut being Hindi or a Buddhist. In conclusion, the Silk Road had a vital impact on Europe and Asia, both economically and socially.

Content: 4

Claims: 4 The response earns a score of 4 for content and a score of 4 for claims. It claims that

the Silk Road affected the economic development of Eurasia by “allowing them to

expand trade with many countries, causing them to grow wealthier” and affected the

social development of Eurasia “by spreading cultures from one country to another.” The

response contains a wide range of ideas, including both positive and negative effects of the Silk Road, and presents ideas in a cohesive and logical manner. The response fully

addresses all parts of the prompt and incorporates accurate information from outside

knowledge (e.g., “such as sandstorms or bandits”) and well-chosen evidence from the

sources to support and develop the claims. It is apparent that the student processed the visual stimuli, as those sources are used effectively to support the claims (e.g., “Source

one shows that Roman traders would have to travel a long distance to get silk from

China themselves, so if silk from China was brought . . . to Rome, it would be a very

rare, making it’s prices go up”).



Response 2

The Silk Road has had a major impact on the economy, or wealth, of Europe and Asia. Many traders came from different countries to trade upon the Silk Road. You can see how many areas in Europe and Asia traded along the route. The trade route was extremely large and many people, merchants or traders, used the route. Due to all of the people from different regions, the Silk Road became a massive impact on some of the areas' wealth. From all the merchants, or traders, it would be quite obvious if the prices were good, that the major trading areas would become wealthy. As you can see from Source 1, the major routes of the Silk Road were large. Some of them spreading across all of Asia. Even some routes were in the seas, which is represented by blue lines. Even though it's not said in any of the sources, many countries want to have China's envious silk, hence, the Silk Road. Since so many people wanted that Silk, China could demand greta prices for the silk. That being a huge benefactor for China. The Silk Road enriched many people of many different countries, some with actual money and some with cultural influences. The Silk Road helped accomplish many parts of Europe and Asia's cultural development as well. Seeing that many people used the routes, their own culture would usually end up spreading in the places they had traded with. Language would have spead greatly amongst asian and english traders. Having to understand one another, they'd have to gather some basic knowledge on the other's language. People of Emperor Khan's dominions would have to spread the idea of paper money, you can see this in Source 2. It stated, "[This] paper currency is circulated in every part of the grand khan's dominions," dominions meaning kingdoms. If his ruling was so great, obviously his idea of paper money would spread. Trade from all the regions would have also allowed different religions to spread as well. Trade from India would cause some uprise in Buddhism letting it spread east, routes around Jerusalem would let Judaism spread southeast, and so much more. In conclusion, the Silk Road was a extreme factor in the success of economics and social developements of Europe and Asia. It allowed culture to spread, inventions, ideas, materials, and more to spread. It let countries discover new things about surrounding countries, and brought wealth to most of the merchants.

Content: 4 Claims: 3 The response earns a score of 4 for content and a strong score of 3 for claims. It asserts that the Silk Road significantly helped the social and economic development of Europe and Asia. The response claims that the Silk Road allowed places to establish and expand wealth and also enriched and supported the spread of cultures. The student supports and develops the claims with relevant evidence from the sources, sound analyses, and thoughtful connections. To earn a score of 4 for claims, the response would need to present more precise claims. Ample, accurate information from outside content knowledge is woven into the response in a fluid manner, including references to Chinese silk and the spread of religions (e.g., “Trade from India would cause some uprise in Buddhism letting it spread east, routes around Jerusalem would let Judaism spread southeast, and so much more”). The response fully answers all parts of the prompt, addressing how the Silk Road affected both economic and social development.



Response 3

The Silk Road was the road of trade. It wasn't just the trade of goods, but the trade

of ideas.

One way the Silk Road affected the social development of Europe and Asia is that

they can spread their cultures with other cultures. This is called cultural diffusion.

Socially, religion was spread, like Buddhism. For example, Buddhism was a popular

religion in India. This religion traveled through out China because of the Silk Road.

John Major, from source 4, stated," Ideas, inventions, devices and techniques spread

readily and far along the Silk Road, and the traffic was ... a multi-way street."

Economically, the countries of Eurasia procurred resources that weren't available in

their own countries. Intricate glass from Rome was traded for jade and horses from

China. China set up many customs posts along the Silk road as stated in Source 3. At

these places, traders paid taxes and terifs on goods.

Content: 3

Claims: 3

The response earns a score of 3 for content and a score of 3 for claims. It claims that

trade on the Silk Road allowed Europe and Asia to “spread their cultures with other

cultures” and that, “[e]conomically, the countries of Eurasia procurred resources that

weren’t available in their own countries.” The response provides sufficient, appropriate

evidence from the sources to support the claims and offers some general explanations.

To earn a score of 4 for claims, the response would need to provide more extensive and

cohesive development of the claims. The student incorporates outside knowledge into

the response, including content-specific vocabulary (e.g., cultural diffusion) and

references to the spread of Buddhism and specific trade goods. To receive a 4 for

content, this response would need to integrate more evidence from the sources as well.



Response 4

The Silk Road affected the economic and social develpoment of Europe and Asia by

expanding trade greatly, as shown in source 1, where you can see many major routes

that the Silk Road has. It also grew Europe and Asia socialy, as shown in source 4, as

it says that, "Ideas, inventions, devices and techniques spread readily and far along

the Silk Road, and the traffic was . . . a multi way street." This quote shows that the

Silk Road not only was trading goods such as crops and spices, but also causing

cultural diffusion. This is because the people who came to trade on the Silk Road not

only got the goods from whoever was trading them, but also got to see Chinese

culture from the traders themselves. The Chinese also got to see culture from all

around the world thanks to the sucess of the Silk Road.

Content: 2

Claims: 3

The response earns a score of 2 for content and a score of 3 for claims. It claims that

“[t]he Silk Road affected the economic and social development of Europe and Asia by

expanding trade greatly” and that “[i]t also grew Europe and Asia socialy.” The response

includes evidence from two of the sources to support the claims, but primarily focuses

on the development of the social aspect of the claim. To earn a higher score for claims,

the response would need to provide more thorough support and development for the

economic aspect of the claim. The response incorporates some information from prior

knowledge beyond what is presented in the sources and does not contain any

significant errors. To receive a higher score for content, the response would need to

more fully address the prompt and include more information from outside knowledge

and the sources.



Response 5

The Silk Road had a great impact on Europe and Asia's economic and social

development. The Silk Road was a great way to trade different culture's goods and

ideas.

Europe and Asia were able to get goods and rescources not available where they

live. From trading they got cultural items they might have had interest in. This led to

them diversing their culture with the goods they got from the places they traded with.

For example, in source 2 it states ,''they can dispose of it again in the purchase of

merchandise . . . such as pearls, jewels, gold, or silver.''

The Silk Road also exchanged ideas with Europe and Asia. The Silk Road was not

only for trading goods. As they traded they interacted with the other merchants and

exchanged ideas. While with other cultures, they've collected information about their

traditions, religions, practices, and much more about them. In source 4 it states from

an essay, '' In the process of the Silk Road enriched not just the merchants who

carries and exchanged goods, but the people of countries and ultures all across

Eurasia.''

Content: 2

Claims: 2

The response earns a score of 2 for content and a score of 2 for claims. It makes the

claims that “Europe and Asia were able to get goods and rescources not available

where they live” and “[a]s they traded they interacted with the other merchants and

exchanged ideas.” The second paragraph of the response contains imprecise evidence

from Source 2 and an unclear explanation that shows a possible misunderstanding of

the difference between goods and culture. The final paragraph is more clear and

cohesive, but provides only limited analysis and development.

Response 6

The Silk Road affected the ecomony and social development in Europe and Asia by

providing more jobs and getting access to new knowledge, religion, and inventions,

plus more wealth. I say these reasons because as stated in source 4 "ideas,

inventions, devices, and techniques spread readliy and far along the silk...the silk

road influenced countries and cultures all across Eurasis [Europe and Asia].

Caravans traveled by camel, thousands of miles. As they learned lots of information

from other countries they also traded their own stuff.

Content: 2

Claims: 1

The response earns a score of 2 for content and a score of 1 for claims. It makes the

claim that “[t]he Silk Road affected the ecomony and social development in Europe and

Asia by providing more jobs and getting access to new knowledge, religion, and

inventions, plus more wealth.” The response provides a quote from Source 2 and some

outside content knowledge to support the claim, but offers vague and incomplete

explanations.



Response 7

The Silk Road is a famous trade route that starts in China and streaches all the way

to Rome. The Silk Road affected the social and economic development of Europe and

Asia. The Silk Road affected the economic and social development of Asia and

Europe. The Silk Road affected it because the people who used the trade route had

to pay taxes and where ever the custom post was placed they got the money and

started to become wealthy. The text states, "Customs posts were placed where

traders paid taxes and tariffs on goods." That showed how the taxes they payed

affected the economic and social development of Asia and Eurpoe. The Silk Road

affected the economic and social development of Europe and Asia. The taxes they

payed to the custom post affected Asia and Eurpoed.

Content: 1

Claims: 1

The response earns a score of 1 for content and a score of 1 for claims. It partially

addresses the prompt, with the claim that the Silk Road affected the economic and

social development of Asia and Europe “because the people who used the trade route

had to pay taxes and where ever the custom post was placed they got the money and

started to become wealthy.” The response contains little information from outside

knowledge or evidence from the sources to support the claim, and much of the provided

information and evidence lacks clear and cohesive analysis.

Response 8

The Silk Road affected the economic and social develpoment of Europe and Asia

because the Silk Road provided material and other goods they didn't have. For

example, they didn't have silk, so they traded with China for the silk.

Content: 1

Claims: 0

The response earns a score of 1 for content and a score of 0 for claims. It minimally

addresses the prompt and does not clearly make a claim that focuses on how the

Silk Road affected the development of Europe and Asia. Although the response is

extremely short, it does show a limited understanding of the effects of the Silk Road by

expressing that China had silk that others desired, which resulted in trade.



Response 9

The silk road ''ideas invention devices and techniques spread feadily and far along

the silk road and the teaffic was....a mulit was street in the process the silk road

enriched not just the merchants who carried all across eurasia.''

Content: 0

Claims: 0

The response earns a score of 0 for content and a score of 0 for claims. It does not

present a claim or clearly address the prompt. The response is mostly copied text from

Source 4 without any analysis in the student’s own words. It does not demonstrate a

minimal understanding of the topic.




Over time, the Zhou Dynasty expanded its territory to include other lands and populations. Using the sources and your knowledge of social studies, explain two different ways the Zhou Dynasty increased its economic power by expanding its territory.

Scoring Information

Score Points Description

2 Student’s response correctly explains two different ways the Zhou Dynasty increased its economic power by expanding its territory.

1 Student’s response correctly explains one way the Zhou Dynasty increased its economic power by expanding its territory.

0

Student’s response does not correctly explain a way the Zhou Dynasty increased its economic power by expanding its territory. OR Student’s response is blank, irrelevant, or too brief to evaluate.



Scoring Notes:

Ways the Zhou Dynasty increased its economic power by expanding its territory:

Territorial expansion increased the number of people living under Zhou rule who

were obligated to pay taxes to the dynasty.

Territorial expansion increased the number of opportunities to trade products

created by Zhou artisans.

Territorial expansion increased the amount of agricultural land available to grow

crops that could feed the dynasty’s growing population.

Territorial expansion moved the borders farther from the dynasty’s center,

providing security and physical space in which the economy was able to grow.

Territorial expansion encouraged the production and use of coins throughout the

dynasty, promoting economic efficiency and growth.

Territorial expansion made people feel proud to be a part of such a powerful

society. This pride made people want to support their leaders and participate in the

growing economy.

Territorial expansion spread the dynasty’s ideal of working hard and prospering.

Accept any other reasonable response.




Prompt

Over time, the Zhou Dynasty expanded its territory to include other lands and populations. Using the sources and your knowledge of social studies, explain two different ways the Zhou Dynasty increased its economic power by expanding its territory.

Response 1

When the Zhou dynasty expanded its territory, it gave itself more space to farm. The

more space to farm, the more you farm. The production of food would increase and

the sale of food would increase. The more territory they got, the better living

conditions became for peasants. Source 2 states, " Practice of dividing geographic

areas into sections of land that were granted by lords to peasants..." More land you

have, the more land to divide. This decreased the chance of rebellion. By expanding

their territory, the Zhou dynasty opened themselves up to numerous trade options and

allowed foriegn ideas to be integrated into their society.

Score: 2

The response earns a score of 2. It fully and accurately explains two different ways that

the Zhou Dynasty increased its economic power by expanding its territory: “When the

Zhou dynasty expanded its territory, it gave itself more space to farm. The more space

to farm, the more you farm. The production of food would increase and the sale of food

would increase.” and “By expanding their territory, the Zhou dynasty opened themselves

up to numerous trade options.” The student uses the sources and content knowledge

acquired through instruction to support the response.

Response 2

The zhou increased its power by expanding. It increased power by giving more

access to trade routes, which brought wealth, and adding more land to farm on and

therefore make money off of.

Score: 2

The response earns a score of 2. It accurately explains two different ways that the Zhou

Dynasty increased its economic power by expanding its territory: “by giving more

access to trade routes, which brought wealth,” and by “adding more land to farm on and

therefore make money off of.”



Response 3

Two different ways the Zhou dynasty increased its economic power by expanding its

territory are through implementing ways they could earn money through the locals.

The more land you have, the more people you have, and the more people, the more

taxes you can collect. This means more economic growth.

Score: 1

The response earns a score of 1. It correctly explains that one way the Zhou Dynasty

increased its economic power by expanding its territory was “through implementing

ways they could earn money through the locals” by collecting taxes.

Response 4

One way the Zhou dynasty increased its economy's power by expanding its territory

is that it had more people to do more manual labor. With more people doing jobs and

building things others had the chance to work on different things and ways to conqer

more land. Also, they could improve their armies and build better palaces and

religious temples. They could also build buildings in their newly conqered land for

their newly conqered people.

Score: 1

The response earns a score of 1. It explains one way that the Zhou Dynasty increased

its economic power by expanding its territory: “it had more people to do more manual

labor.”

Response 5

The Zhou dynasty increased it's economic power because they didn't use violence.

Also the people had to work hard and prosper.

Score: 0

The response earns a score of 0. It attempts to identify ways the Zhou Dynasty

increased its economic power, “they didn’t use violence” and “the people had to work

hard and prosper,” but it does not provide an explanation or address the “by expanding

its territory” component of the prompt.



Session 3 Item 49

Drag and drop the descriptions into the chart to show the strengths and weaknesses of

ancient Athens. There are two correct strengths and two correct weaknesses.




Two points = four descriptions in the correct columns

One point = three or two descriptions in the correct columns

Zero points = one or zero descriptions in the correct columns

practice test grade 6 - st. charles parish public school

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