Grade 8 Social Studies CCSD “PASS Push” Toolkit Questions? Contact: Barbara Hairfield 937-6472 [email protected] Department of Curriculum and Instruction Grade 8 Social Studies “PASS Push” Toolkit Contents Vocabulary Study Guide Key Vocabulary Study Guide #1 Vocabulary Study Guide #2 Vocabulary Study Guide #3 Very Important Word Activity Instructions “I Have, Who Has?”/“Making Connections” Activity Instructions Suggestions for Using the Content Vocabulary Review Flashcards and Content Review Flashcards/Suggestions for Using the Daily PASS Review Questions Social Studies Vocabulary Review Flashcards PASS-like Social Studies Standards Review Flashcards Social Studies PASS Blueprint from the S.C. State Department Daily PASS Review Questions Handout for students on Clue Words to look for in test questions Department of Curriculum and Instruction Grade 8 Vocabulary Study Guide Key for Social Studies Term 8-1 culture political natural resources alliances natural environment colony proprietary regime royal government Regulators mercantilism 8-2 declaration independence partisan warfare constitution ratification convention 8-3 antebellum agriculture secession nullification tariff abolition sectionalism states’ rights cooperationists Definition lifestyle or way of life of a group or community of people; sometimes refers to the art, music, and literature of a particular society having to do with the government materials found in nature that people can use, such as, trees and water people or nations linked to one another as helpers the land and all the living things on the land a body of people who settle far from home but maintain ties with their homeland rule by individuals who received land from the king rule by the king through a governor or council groups of Back Country settlers who protested royal policy the belief that the wealth of a nation depends on its supply of gold and silver clear statement freedom from control or influence of another or others fighting done by people in the countryside written plan of government process of approving the Constitution a group of people gathered together for a common purpose before the war (Civil War) farming and raising livestock process by which the Confederate states left the Union in 18601861 theory of government in which the state has the power to reject a national law with which it disagrees tax doing away with completely policy of loyalty to one’s region or area instead of to the country as a whole idea that states have the right to make decisions about issues that concern them political leaders in South Carolina in the 1850s who favored secession but only if the Southern states seceded together Department of Curriculum and Instruction Term unionists 8-4 Reconstruction emancipation immigrants carpetbaggers scalawags philanthropy corruption 8-5 depression industrial temperance suffrage lynching rural urban migration ethnic diversity national identity Definition South Carolinians who did not want to secede but wanted to remain part of the Union period of rebuilding after the Civil War during which the southern states rejoined the Union setting free people who come into one country or place from another negative term used to describe Northerners who came south during the Civil War and Reconstruction to make money off the misfortunes of the southerners white southerners who cooperated with and held office under the republican government during Reconstruction doing good to others decay; lack of honesty; doing wrong a prolonged and severe decline in the level of economic activity use of factories and manufacturing moderation in or total lack of drinking intoxicating beverages right to vote execution of a person or number of persons outside the law by a mob living in or characteristic of farming or country life relating to or concerned with a city or densely populated area the movement of people from one country or locality to another people from a variety of backgrounds feeling a part of a nation as a whole rather than a specific ethnic group 8-6 progressive reforms changes made to make the government more helpful to the people leaving one country or region to live in another emigration a tiny beetle that bored into the cotton square and ruined the fiber boll weevil that grew in it movement to make the manufacture and sale of liquor illegal in the Prohibition United States 8-7 energize again revitalization relating to mechanical subjects technical very limited supply scarcity use of machinery to replace human labor mechanization unfair treatment of a group or individual discrimination process of bringing together integration Department of Curriculum and Instruction Grade 8 Vocabulary Study Guide #1 for Standards 8-1 and 8-2 for Social Studies Write the term that best fits the definition. Term 8-1 Name ________________________________ Definition ********** lifestyle or way of life of a group or community of people; sometimes refers to the art, music, and literature of a particular society having to do with the government materials found in nature that people can use, such as trees and water people or nations linked to one another as helpers the land and all the living things on the land a body of people who settle far from home but maintain ties with their homeland rule by individuals who received land from the king rule by the king through a governor or council groups of Back Country settlers who protested royal policy the belief that the wealth of a nation depends on its supply of gold and silver 8-2 ********** clear statement Department of Curriculum and Instruction Term Definition freedom from control or influence of another or others fighting done by people in the countryside written plan of government process of approving the Constitution a group of people gathered together for a common purpose Word Bank: alliances colony constitution convention culture declaration independence mercantilism natural environment natural resources partisan warfare political proprietary regime ratification Regulators royal government Department of Curriculum and Instruction Grade 8 Vocabulary Study Guide #1 for Standards 8-3 and 8-4 for Social Studies Write the term that best fits the definition. Term 8-3 Name ________________________________ Definition ********** before the war (Civil War) farming and raising livestock process by which the Confederate states left the Union in 1860-1861 theory of government in which the state has the power to reject a national law with which it disagrees tax doing away with completely policy of loyalty to one’s region or area instead of the country as a whole idea that states have the right to make decisions about issues that concern them political leaders in South Carolina in the 1850s who favored secession but only if the southern states seceded together South Carolinians who did not want to secede but wanted to remain part of the Union 8-4 ********** period of rebuilding after the Civil War during which the southern states rejoined the Union Department of Curriculum and Instruction Definition setting free people who come into one country or place from another negative term used to describe northerners who came south during the Civil War and Reconstruction white southerners who cooperated with and held office under the republican government during Reconstruction doing good to others decay; lack of honesty; doing wrong Word Bank: abolition agriculture antebellum carpetbaggers cooperationists corruption emancipation immigrants nullification philanthropy Reconstruction scalawags secession sectionalism states’ rights tariff unionist Department of Curriculum and Instruction Grade 8 Vocabulary Study Guide #1 for Standards 8-5, 8-6, & 8-7 for Social Studies Write the term that best fits the definition. Term 8-5 Name ________________________________ Definition ********** a prolonged and severe decline in the level of economic activity use of factories and manufacturing moderation in or total lack of drinking intoxicating beverages right to vote execution of a person or number of persons outside the law by a mob living in or characteristic of farming or country life relating to or concerned with a city or densely populated area the movement of people from one country or locality to another people from a variety of backgrounds feeling a part of a nation as a whole rather than a specific ethnic group 8-6 ********** changes made to make the government more helpful to the people Department of Curriculum and Instruction Term Definition leaving one country or region to live in another a tiny beetle that bored into the cotton square and ruined the fiber that grew in it movement to make the manufacture and sale of liquor illegal in the United States 8-7 ********** energize again relating to mechanical subjects very limited supply use of machinery to replace human labor unfair treatment of a group or individual process of bringing together Word Bank: boll weevil depression discrimination emigration ethnic identity industrial integration lynching mechanization migration national identity progressive reforms Prohibition revitalization rural scarcity suffrage technical temperance urban Department of Curriculum and Instruction Grade 8 Vocabulary Study Guide #2 for Standards 8-1 and 8-2 for Social Studies Write the definition of each term in your own words. Term 8-1 culture Name__________________________________ Definition political natural resources alliances natural environment colony proprietary regime royal government Regulators human resources mercantilism Department of Curriculum and Instruction Term 8-2 declaration Definition independence partisan warfare constitution ratification convention Department of Curriculum and Instruction Grade 8 Vocabulary Study Guide #2 for Standards 8-3 and 8-4 for Social Studies Write the definition of each term in your own words. Term 8-3 antebellum Name__________________________________ Definition agriculture secession nullification tariff abolition sectionalism states’ rights cooperationists unionists 8-4 Reconstruction Department of Curriculum and Instruction Term emancipation Definition immigrants carpetbaggers scalawags philanthropy corruption Department of Curriculum and Instruction Grade 8 Vocabulary Study Guide #2 for Standards 8-5, 8-6, and 8-7 for Social Studies Write the definition of each term in your own words. Term 8-5 depression Name__________________________________ Definition industrial temperance suffrage lynching rural urban migration ethnic diversity national identity 8-6 progressive reforms Department of Curriculum and Instruction Term emigration Definition boll weevil Prohibition 8-7 revitalization technical scarcity mechanization discrimination integration Department of Curriculum and Instruction Grade 8 Vocabulary Study Guide #3 for Standards 8-1 and 8-2 for Social Studies Write the term for the given definition or the definition for the given term. Term 8-1 culture Name _____________ Definition ********** political materials found in nature that people can use, such as, trees and water alliances the land and all the living things on the land a body of people who settle far from home but maintain ties with their homeland proprietary regime royal government groups of Back Country settlers who protested royal policy human resources the belief that the wealth of a nation depends on its supply of gold and silver Department of Curriculum and Instruction Term 8-2 Definition ********** clear statement independence partisan warfare written plan of government process of approving the Constitution convention Department of Curriculum and Instruction Grade 8 Vocabulary Study Guide #3 for Standards 8-3 and 8-4 for Social Studies Write the term for the given definition or the definition for the given term. Term 8-3 Name _____________ Definition ********** before the war (Civil War) agriculture process by which the Confederate states left the Union in 1860-1861 theory of government in which the state has the power to reject a national law with which it disagrees tariff doing away with completely sectionalism states’ rights political leaders in South Carolina in the 1850s who favored secession but only if the southern states seceded together unionists Department of Curriculum and Instruction Term 8-4 Definition ********** period of rebuilding after the Civil War during which the southern states rejoined the Union emancipation immigrants negative term used to describe northerners who came South during the Civil War and Reconstruction to make money from the misfortune of southerners white southerners who cooperated with and held office under the republican government during Reconstruction philanthropy decay; lack of honesty; doing wrong Department of Curriculum and Instruction Grade 8 Vocabulary Study Guide #3 for Standards 8-5, 8-6, & 8-7 for Social Studies Write the term for the given definition or the definition for the given term. Term 8-5 Name _____________ Definition ********** a prolonged and severe decline in the level of economic activity industrial moderation in or total lack of drinking intoxicating beverages suffrage execution of a person or number of persons outside the law by a mob living in or characteristic of farming or country life urban the movement of people from one country or locality to another ethnic diversity national identity Department of Curriculum and Instruction Term 8-6 progressive reforms Definition ********** leaving one country or region to live in another a tiny beetle that bored into the cotton square and ruined the fiber that grew in it movement to make the manufacture and sale of liquor illegal in the United States 8-7 revitalization ********** relating to mechanical subjects very limited supply mechanization discrimination integration Department of Curriculum and Instruction Very Important Word (VIW) Purpose: This activity will provide a deeper understanding of abstract or complex words. Directions: Select a vocabulary word. Complete VIW form with the class. Guide students to: • define the VIW using their own words, • write an antonym for the VIW, • use the VIW in a sentence, • draw an icon (symbol) for the word, • and provide an explanation of the icon. * Use an overhead or white board when modeling the process. Department of Curriculum and Instruction “I have, Who has?” This vocabulary builder allows students to study multiple words during one activity. The students enjoy this activity because it is more like a game than an educational tool. Special focus is required from the students because they need to pay attention in order to participate. All the students sit on their desks and are given a card. As they complete their turn, they return to their seats. The teacher begins the lesson with the first card: Teacher: “Who has to use again?” Student A: “I have reuse. Who has the total trash produced by a community?” Student B: “I have waste stream. Who has to become broken down into components?” The card looks like this: I have reuse. Who has the total trash produced by a community? Use this activity after the students have heard each word and definition at least twice. This activity can be played as often or as little as the teacher desires. It is easy to include in a lesson and is a great activity when you have a little time to spare. I have ______________________________________________________. Who has ___________________________________________________? Department of Curriculum and Instruction Making Connections This activity is designed to improve vocabulary acquisition and retention. It is good to use when the students have many different vocabulary words and they are trying to differentiate among them. Since the activity expects the students to describe what it is AND what it is not, the students get an extensive look into the word. (target word) pollute (context of the word) the environment What it is: What it is not: dirtying the earth cleaning up litter toxic chemicals put in the ground toxic chemicals in barrels driving an SUV driving a sedan I’d probably find this word in these contexts: (places, events, people, and situations) discussions about the environment articles about factory chemicals conversations with members of Green Peace EPA meetings or statistics regarding an SUV. I’ll remember this word by connecting it to… dirtying the environment, exhaust from a semi-truck Department of Curriculum and Instruction Making Connections (target word) (context of the word) What it is: What it is not: I’d probably find this word in these contexts: (places, events, people, and situations) I’ll remember this word by connecting it to… Department of Curriculum and Instruction Suggestions for Using the Vocabulary Review and Content Review Flashcards Sort the vocabulary words. Have students create their own sorts by meaning, word features, and parts of speech. Categorize the words. Create metaphors or analogies. Define the words using a Circle Map. Compare the words using a Venn diagram or Double Bubble Map. Play Free Association. Play Jeopardy, Charades, Pictionary, or $100,000 Pyramid. “I Have, Who Has” (To begin the activity the teacher asks a question such as, “What planet do we live on? Student holding the vocabulary card with Earth says “I have Earth.” They ask the next question. “Who has the planet which is no longer considered a planet?” The student with Pluto says, “I have Pluto. Who has the planet with the rings?”) Use the “Very Important Word” activity included in this packet. Review during transition times. Each day give the students one or two words and have them write a sentence with each word or a paragraph containing several of the words. Assign 5 words to each student. Students have 5-10 minutes to write using their words. Provide an opportunity for students to share their work. Use the Vocabulary Study Guide sheets. Classroom volunteers review with students individually or in small groups. Create a crossword puzzle. Create a “Cloze” activity. Play “Guess the Covered Word.” Create a vocabulary Power Point. Have a student or volunteer read the definitions into a tape recorder. Include a pause between each definition. Students can say and write the correct answer. Use this in a classroom listening center. Use with CPS (Interactive Response System) if your school has one. Cooperative groups create a “review” game board. If the student gets the word/answer right, he/she can advance a certain number of spaces on the board (determined by a number cube or playing card). Pairs can quiz each other. Engage students in choral response activities using the cards. Use during in-door recess or at your “Early Finishers” center. Copy for your school’s before or after school program coordinator. Teachers can use the cards and activities during this time. Use to play the game “Memory.” Turn over 2 cards. Try to match the word to the definition. Put the content review cards in chronological order. **Grouping suggestions include individual pairs, small group, and whole group. These review strategies are not to take the place of your daily standards-based instruction. Department of Curriculum and Instruction Suggestions for Using the Daily PASS Review Questions Play a game. A correct answer is one point. After 2 weeks, total the points for each student. Additional points earned during the classroom activity will be bonus points towards the next quiz or assessment. Explain with a “Quick Write.” Include with homework assignments. Use as an Exit Ticket. Use as a Think, Pair, Share activity. Turn daily review question into PASS-like question with four multiple-choice responses and swap papers. Students can explain their answers. Teacher models out loud his/her strategies (reasons) for selecting the best answer. Students create their own review questions. A different student each day can re-teach the content of the question to the class. *** In all instances be sure the question is answered correctly for all students to hear. These review strategies are not to take the place of your daily standards-based instruction. Department of Curriculum and Instruction 8-1 culture 1 8-1 political 2 8-1 natural resources 3 Department of Curriculum and Instruction lifestyle or way of life of a group or community of people; sometimes refers to the art, music, and literature of a particular society 1a having to do with the government 2a materials found in nature that people can use, such as, trees and water 3a Department of Curriculum and Instruction 8-1 alliances 4 8-1 natural environment 5 8-1 colony 6 Department of Curriculum and Instruction people or nations linked to one another as helpers 4a the land and all the living things on the land 5a a body of people who settle far from home but maintain ties with their homeland 6a Department of Curriculum and Instruction 8-1 Regulators 7 8-1 mercantilism 8 8-2 declaration 9 Department of Curriculum and Instruction groups of Back Country settlers who protested royal policy 7a the belief that the wealth of a nation depends on its supply of gold and silver 8a clear statement 9a Department of Curriculum and Instruction 8-2 independence 10 8-2 constitution 11 8-2 ratification 12 Department of Curriculum and Instruction freedom from control or influence of others 10a written plan of government 11a process of approval 12a Department of Curriculum and Instruction 8-2 convention 13 8-3 antebellum 14 8-3 agriculture 15 Department of Curriculum and Instruction a group of people gathered together for a common purpose 13a before the war (Civil War) 14a farming and raising livestock 15a Department of Curriculum and Instruction 8-3 secession 16 8-3 nullification 17 8-3 tariff 18 Department of Curriculum and Instruction process by which the Confederate states left the Union in 1860-1861 16a theory of government in which the state has the power to reject a national law with which it disagrees 17a tax on imported and exported goods 18a Department of Curriculum and Instruction 8-3 abolition 19 8-3 states’ rights 20 8-3 cooperationists 21 Department of Curriculum and Instruction doing away with completely 19a idea that states have the authority to make decisions about issues that concern them 20a political leaders in South Carolina in the 1850s who favored secession but only if the southern states seceded together 21a Department of Curriculum and Instruction 8-4 Reconstruction 22 8-4 emancipation 23 8-4 immigrants 24 Department of Curriculum and Instruction period of rebuilding after the Civil War during which the southern states rejoined the Union 22a setting free 23a people who come into one country or place from another 24a Department of Curriculum and Instruction 8-4 carpetbaggers 25 8-4 scalawags 26 8-4 philanthropy 27 Department of Curriculum and Instruction negative term used to describe northerners who came south during the Civil War and Reconstruction to make money 25a white southerners who cooperated with and held office under the republican government during Reconstruction 26a doing good for others 27a Department of Curriculum and Instruction 8-4 corruption 28 8-5 depression 29 8-5 temperance 30 Department of Curriculum and Instruction decay; lack of honesty; doing wrong 28a a prolonged and severe decline in the level of economic activity 29a moderation in or total lack of drinking intoxicating beverages 30a Department of Curriculum and Instruction 8-5 suffrage 31 8-5 lynching 32 8-5 rural 33 Department of Curriculum and Instruction right to vote 31a execution of a person or number of persons outside the law by a mob 32a living in or characteristic of farming or country life 33a Department of Curriculum and Instruction 8-5 urban 34 8-5 migration 35 8-6 progressive reforms 36 Department of Curriculum and Instruction relating to or concerned with a city or densely populated area 34a the movement of people from one country or locality to another 35a changes made to make the government more helpful to the people 36a Department of Curriculum and Instruction 8-6 emigration 37 8-6 boll weevil 38 8-6 Prohibition 39 Department of Curriculum and Instruction leaving one country or region to live in another 37a a tiny beetle that bored into the cotton square and ruined the fiber that grew in it 38a movement to make the manufacture and sale of liquor illegal in the United States 39a Department of Curriculum and Instruction 8-7 technical 40 8-7 scarcity 41 8-7 mechanization 42 Department of Curriculum and Instruction relating to mechanical subjects 40a very limited supply 41a use of machinery to replace human labor 42a Department of Curriculum and Instruction 8-7 discrimination 43 8-7 integration 44 Department of Curriculum and Instruction unfair treatment of a group or an individual 43a process of bringing together 44a Department of Curriculum and Instruction What was the site of many early plantations? A. B. C. D. on high hills on lakes or ponds along tidewater rivers in seaport towns 1 8-1.3 Which of the following presented the GREATEST difficulty for the early colonists? A. B. C. D. lack of wood for building British Home Rule Indian terrorism providing for daily needs 2 8-1.3 What was a major reason for people leaving Europe and coming to America? A. B. C. D. possibility of gaining large land holdings free public education freedom to worship to increase their wealth through fur trade 3 8-1.3 Department of Curriculum and Instruction Answer 8-1.3 C. along tidewater rivers 1a Answer 8-1.3 D. providing for daily needs 2a Answer 8-1.3 C. freedom to worship 3a Department of Curriculum and Instruction Which action would best illustrate the idea of the Puritan ethic? A. B. C. D. tolerating different political views demonstrating respect for hard work and thrift encouraging individualism in both public and private life improving welfare payments for people who do not want to work 4 8-1.3 Which of these was not true for African-American colonists? A. B. C. D. denial of opportunity encouragement of use of skills considered to be inferior regarded as property 8-1.4 5 England defeated a major rival prior to a successful effort to colonize the New World. England also defeated another major rival just prior to losing many of its colonies in the New World. Who were England’s first rivals? A. France and the United States B. France and Holland C. Portugal and Spain D. Spain and France 6 8-1.5 Department of Curriculum and Instruction Answer 8-1.3 B. demonstrating respect for hard work and thrift 4a Answer 8-1.4 B. encouragement of use of skills 5a Answer 8-1.5 D. Spain and France 6a Department of Curriculum and Instruction What did colonial legislatures in the English colonies use their control of money spent in the colonies to do? A. B. C. D. influence the decisions of colonial governors prevent British enforcement of trade restrictions provide support for public education prevent westward expansion 8-1.5 7 Which aspect of British economic policy in the 1700’s in colonial North America would best support the conclusion that Great Britain was a mercantilist nation? A. encouragement of indentured labor for colonial farms B. existence of restrictive trade regulations on the colonies C. support for colonial manufacturing enterprises D. opposition to territorial expansion of the colonies 8 8-1.6 Under the economic system of mercantilism, what were colonies encouraged to do? A. produce and sell manufactured goods B. provide raw materials for the mother country C. develop international trade D. supply workers for factories in the mother country 9 8-1.6 Department of Curriculum and Instruction Answer 8-1.5 A. influence the decisions of colonial governors 7a Answer 8-1.6 B. existence of restrictive trade regulations on the colonies 8a Answer 8-1.6 B. provide raw materials for the mother country 9a Department of Curriculum and Instruction “Cotton holds the key to prosperity. It feeds the textile industry of the north; it balances the imports and the exports of the nation; and it holds foreign nations like Britain in our power. Cotton is king and the South can call the tune in both national and world affairs.” Which of the following statements supports the viewpoint expressed in the quotation? A. The South needed northern capital. B. Cotton land in the South was becoming less fertile. C. The South depended on manufactured goods from the North. D. Other sources of cotton were not adequate. 10 8-2.5 In which state was tobacco NOT the chief cash crop? A. B. C. D. Maryland Virginia North Carolina Florida 11 Why was the growth of slavery in the southern colonies rapid? A. B. C. D. Native Americans often died from European diseases. Indentured servants were not always available. Many African-American slaves were experienced with field labor. All of the above 8-3.1 12 Department of Curriculum and Instruction Answer 8-2.5 D. Other sources of cotton were not adequate. 10a Answer 8-3.1 D. Florida 11 Answer 8-3.1 D. All of the above 12 Department of Curriculum and Instruction What caused the South Carolina Ordinance of Nullification? A. B. C. D. the Panic of 1837 the imprisonment of U.S. seamen the Tariff of Abominations the Missouri Compromise 13 8-3.1 What effect did the Civil War produce in the South? A. B. C. D. large-scale desertion from the Confederate army because of cowardice widespread poverty due to a breakdown of the economy increased cotton production a strengthened determination never to rejoin the Union 14 8-3.6 Which of the following was one of the results produced by the beginning of the factory system? A. B. C. D. equality of economic status for all workers turned to agriculture widespread social and economic problems a greater personal bond between employers and employees 15 8-4.1 Department of Curriculum and Instruction Answer 8-3.2 C. the Tariff of Abominations 13 Answer 8-3.6 B. widespread poverty due to a breakdown of the economy 14 Answer 8-4.1 C. widespread social and economic problems 15 Department of Curriculum and Instruction Which characteristic of the West as described by Turner is most applicable to contemporary society in the United States? A. B. C. D. simplicity of life westward expansion new opportunities frontier environment 16 8-5.4 Which of the following contributed LEAST to the decision of the U.S. to enter the war against Spain in 1898? A. B. C. D. uncomplimentary remarks expressed in the DeLome Letter assumption that the sinking of the Maine was a deliberate act by the Spanish clamor in the “yellow press” for American intervention Spanish refusal to accept U.S. demands to end their campaign against the Cuban revolutionists 17 8-5.5 Which of the following was LEAST significant in bringing the United States into war with Spain in 1898? A. B. C. D. the demand of newspapers for sensational news sympathy among the people for the oppressed Cubans the rights of the United States under the Monroe Doctrine the imperialistic ambitions of several American political and military leaders 18 8-5.5 Department of Curriculum and Instruction Answer 8-5.4 C. new opportunities 16 Answer 8-5.5 D. Spanish refusal to accept U.S. demands to end their campaign against the Cuban revolutionists 17 Answer 8-5.5 C. the rights of the United States under the Monroe Doctrine 18 Department of Curriculum and Instruction What has typically characterized the immigration policy of the United States? A. B. C. D. an openness to immigrants from Asian countries continued willingness to welcome the oppressed of other nations a preference for unskilled laborers periods of openness and periods of restriction 19 “The government ought to stop those aliens from coming in and taking jobs from Americans.” Which idea is this statement most closely related to? A. B. C. D. nativism assimilation patriotism protectionism 20 8-5.6 What is the term for a social movement that proposes new goals and better ways of organizing social life? A. B. C. D. conservative progressive reactionary counter-revolutionary 21 8-6.1 Department of Curriculum and Instruction Answer 8-5.6 D. periods of openness and periods of restriction 19a Answer 8-5.6 A. nativism 20a Answer 8-6.1 B. progressive 21a Department of Curriculum and Instruction Which BEST accounts for the change in urban population during the late 1800’s and early 1900’s? A. B. C. D. decrease in farm population increase in industrial jobs expansion of immigration quotas improvement of urban transportation 22 8-6.2 Where would topics such as the Seneca Falls Convention, suffragettes, and the Equal Rights Amendment most likely be included in a discussion? A. B. C. D. rights of immigrant groups American Indian movement women’s rights movement African-American civil rights movement 8-6.3 23 In the United States, which is a direct result of governmental action? A. B. C. D. Women have the right to vote. Women usually live longer than men. Women generally earn lower salaries than men. More women than men become elementary school teachers. 24 8-6.3 Department of Curriculum and Instruction Answer 8-6.2 B. increase in industrial jobs 22a Answer 8-6.3 C. women’s rights movement 23a Answer 8-6.3 A. Women have the right to vote. 24a Department of Curriculum and Instruction Which development was a result of the other three? A. B. C. D. existence of poor working conditions formation of labor unions payment of low wages use of child labor 25 8-7.1 Which has been a result of the increased application of science and technology to farming in the United States? A. rapid exhaustion of the soil B. overall decline in farm prices C. increased demand for farm laborers D. replacement of small farmers by corporate farming 26 8-7.3 In 20th century United States the farm population has decreased while farm production has increased. Which statement best explains this situation? A. Farming has become very expensive. B. Technology has reduced the need for farm laborers. C. Job opportunities are steadily increasing in the cities. D. Consumers are purchasing less farm produce. 8-7.3 27 Department of Curriculum and Instruction Answer 8-7.1 B. formation of labor unions 25a Answer 8-7.3 D. replacement of small farmers by corporate farming 26a Answer 8-7.3 B. Technology has reduced the need for farm laborers. 27a Department of Curriculum and Instruction PASS Blueprint for Social Studies Grade 3 4 5 6 7 8 # of Standards 5 6 6 6 7 7 # of Items 35 50 50 50 50 50 Items per Standard 6-8 7-9 7-9 7-9 6-8 6-8 The test is composed of 1-point, four-option, multiple-choice questions. There are no constructed response items on the test. Odd number options are a, b, c, d. Even number options are f, g, h, i. Department of Curriculum and Instruction Grade 8 Daily PASS Review Questions for Social Studies DAY 1 2 3 4 5 6 7 8 9 QUESTION artifacts left behind 8-1.7: Why did the French and Indian War lead to the Cherokee War? 8-2.1: Why did the British government initially decide to tax the American colonies? 8-2.2: Who were the South Carolinians who signed the Declaration of Independence? The Treaty of Paris did not protect Native American lands. to pay for the cost of the French and Indian War Edward Rutledge, Arthur Middleton, Thomas Lynch, Jr., and Thomas Heyward, Jr. South Carolinians needed the port for importing supplies for the war. to ensure stability in the government until the problems were solved between the king and the colonists cotton 10 11 8-2.3: Why was the British capture of Charles Town a critical event for South Carolinians? 8-2.4: Why did South Carolinians feel a constitution was necessary? 12 8-2.5: After the American Revolution, what cash crop created competition between the Up Country and the Low Country? 8-3.1: Why was the invention of the cotton gin important? 8-3.2: What did Abraham Lincoln’s election as president in 1860 cause South Carolina to do? 8-3.3: What is loyalty to a particular region or section of a country instead of the nation as a whole? 8-3.4: Describe the views of the Unionists, Cooperationists, and Secessionists about secession. 13 14 15 16 17 18 19 20 21 22 23 ANSWER 8-1.1: How do we know what the lives of Native Americans were like before the Europeans arrived? 8-1.2: What did both Europeans and Native Americans use for clothing and shelter? 8-1.3: What was the method of land distribution that gave the head of a family land based on the number of people in the family? 8-1.4: What was the spoken language used by many African slaves to talk without being understood by colonists? 8-1.5: How did the government change in South Carolina during the 1600s? 8-1.6: What was South Carolina’s first cash crop? 8-3.5: What role did geography play in the military strategies used by the North and by the South? 8-3.6: How did the role of women change during the Civil War? 8-4.1: What was President Lincoln’s Plan for Reconstruction? 8-4.1: What was Andrew Johnson’s Plan for Reconstruction? 8-4.2: What group had the biggest challenges following the Civil War? 8-4.3: What did the Constitution of 1868 address? 8-4.4: What government agency was created in 1865 to help blacks and whites after the Civil War? deerskin headright method Gullah proprietary colony to royal colony rice It made separating the cotton fiber from the seeds easier and faster. secede from the Union sectionalism Unionists—Don’t secede. Cooperationists—Go if others go. Secessionists—Go NOW. (Consider forests, swamps, ports, mountains, etc. in your answer.) Many began working outside the home. textbook pages 239-240 textbook page 240 the freedmen voting; women’s property rights; compulsory education The Freedmen’s Bureau Department of Curriculum and Instruction 24 8-4.5: List at least two positive outcomes of Reconstruction in South Carolina. 25 26 27 28 29 30 8-4.5: List at least two negative outcomes of Reconstruction in South Carolina. 8-5.1: Describe Wade Hampton. blacks became more involved in government; public schools were open to all; literacy among blacks increased increased racial tension; KKK; race riots; government corruption textbook pages 258-259 8-5.1: textbook pages 285-290 Describe Benjamin Tillman. 35 8-5.1: What unwritten laws guaranteed separation of the races across the South? 8-5.2: What political party formed to protect the poor farmers across the country? 8-5.3: What was the agricultural system where farmers who did not have land worked for landowners in return for housing, tools, and seeds? 8-5.4: What was the main reason for migration in the late 1800s? 8-5.5: What events in the late 1800s in South Carolina had tremendous human, agricultural, and economic costs? 8-5.6: Why did many immigrants move to the United States in the late 1800s? 8-6.1: What was the group of reformers called that worked to improve political and social problems across the country? 8-6.2: Why did the cotton industry fail after the end of World War I? 36 37 8-6.3: List two political changes that occurred in South Carolina after WWI. 8-6.3: List two economic changes that occurred in South Carolina after WWI. 38 8-6.3: List social changes that occurred in South Carolina after WWI. 39 40 8-6.4: What led to the growth of communication across the state? 8-6.5: Describe two programs developed in the 1930s as part of President Roosevelt’s New Deal. (Rural Electrification Act; Civilian Conservation Corps; Works Progress Administration; …cont. 8-7.1: What contributed to the large economic growth in South Carolina after World War II? 31 32 33 34 41 42 43 44 45 8-7.1: Why was the Savannah River Plant built? 46 47 8-7.2: What improvement made it easier for tourism to grow after the 1950s? 8-7.3: What is the use of machines to do jobs once done by hand called? 8-7.1: What South Carolina governor encouraged northern industries to put money into South Carolina? 8-7.1: What is South Carolina’s largest industry? 8-7.1 Would big businesses typically support labor unions? Jim Crow laws The People’s Party or Populist Party sharecropping People left devastated farms for jobs in the cities. Charleston earthquake of 1886; hurricanes of 1893; and the Spanish-American War employment; political and religious freedom Progressives Many soldiers did not return to the South due to death during the war or relocation after it. progressive movement ended; women got the right to vote Economy suffered as people moved away and industry began to grow. Racism increased and migration increased to other parts of the country. Radio stations went on the air in the 1920s. …Public Works Administration; Social Security Act; Santee Cooper Electricity Project) Factories produced goods for the people. Construction industry grew. Funds were provided for returning servicemen. to produce nuclear material for weapons for the U.S. military J. Strom Thurmond tourism No, they want to save money by paying as little as possible in wages. transportation systems mechanization Department of Curriculum and Instruction 48 8-7.3: What happened to the African-American population in South Carolina after World War II? 49 8-7.4: In 1955 the Supreme Court ruled that all public facilities had to be desegregated after what important court case? 8-7.4: What outlawed segregation and guaranteed “equal protection under the law” by the 14th Amendment? 8-7.5: Name some companies that moved in to South Carolina in the late 1900s that had a positive economic impact. 50 51 It decreased as African Americans moved north and west for greater opportunities. Briggs v. Elliott or Brown v. Board of Education of Topeka, Kansas The Civil Rights Act of 1964 BMW Michelin Tires Department of Curriculum and Instruction Clue Words to Look for in Test Questions Teacher Suggestions: Distribute the entire list as a study handout. Cut into strips and give to students for individual or group work/study. Following this model, ask students to write their own test questions and answers. Have students conduct word hunts and find examples in newspapers or other forms of print. Create a class thesaurus using these words and post them in the classroom. Discuss how these words are used in all content areas. Many of these words lend themselves to using graphic organizers, especially the Venn diagram. Question Clue Word: analyze PACT Q: “Analyze the information contained in the following document…” Hint: When you analyze something, you look at it very closely; you look at all the parts or ideas and explain how they are related. Question Clue Word: categorize PACT Q: “Categorize the following items using common characteristics.” Hint: When you categorize something, you group, classify and/or sort items, with common or similar characteristics. Question Clue Word: compare PACT Q: “Compare life in the United States with life in Great Britain during the Revolutionary War.” Hint: When you compare things, you look at them very closely and find all the similarities between them. Question Clue Word: contrast PACT Q: “Contrast life in the United States with life in Great Britain during the Revolutionary War.” Hint: When you contrast things, you look at them very closely and find all the differences between them. Question Clue Word: debate PACT Q: “How did the author debate his stance on the issue?” Hint: When you debate something, you research the topic, analyze both sides and viewpoints closely and then select whether you are for or against the topic. Evidence to support your position must be provided. Department of Curriculum and Instruction Question Clue Word: describe PACT Q: “Using the documents attached, describe the importance of …” Hint: When you describe something, you really work hard to paint a picture with words so that your reader can really see what you are saying. Question Clue Word: differentiate PACT Q: “The author used the following statements to differentiate life in the New World versus life in England. “ Hint: When you differentiate, you look very closely at the information and determine all characteristics which set them apart and illustrate the differences. Question Clue Word: discuss PACT Q: “Discuss the importance of the Erie Canal during New York State’s early history.” Hint: When you discuss something, you look at it very closely and you examine the subject in detail. Question Clue Word: distinguish PACT Q: “Distinguish if the following statements are based on fact or the author’s opinion on the subject.” Hint: When you distinguish between two or more items, you are able to identify similarities and differences by analyzing the characteristics of each. Question Clue Word: explain PACT Q: “Explain how Native Americans used natural resources to…” Hint: When you explain something, you give reasons why things happened or how you got your answer. Question Clue Word: infer PACT Q: After reading the newspaper headline, what can you infer about the article?” Hint: When you are asked to make an inference or to infer the meaning of something, you are really drawing a conclusion using the information provided. Department of Curriculum and Instruction Question Clue Word: interpret PACT Q: “Interpret the meaning of the following dates located on the graph…” Hint: When you interpret something, you look at it very closely, and then give the underlying meaning or significance of it. Question Clue Word: list PACT Q: “List the events that led to the creation of the Declaration of Independence…” Hint: When you list something, you look at it very closely and then you provide all of the details or all of the steps in order about that event or thing. Question Clue Word: main idea PACT Q: “What is the main idea of the story?” Hint: When you look at the main idea (or the primary reason for something happening), you are looking for a BIG idea/reason or the central part of the information. Question Clue Word: summarize PACT Q: “Summarize the events leading up to the creation of the Bill of Rights.” Hint: When you give a summary or summarize something, you are giving a brief description of the main event or main points. You do not use a lot of details. Question Clue Word: supporting details PACT Q: “Which answer choice identifies the supporting details of the passage?” Hint: When you are asked to identify the supporting details, you are locating statement(s) or sentence(s) which support the BIG IDEA or MAIN IDEA of the paragraph, essay and/or passage. Question Clue Word: validity PACT Q: “Which statement illustrates the validity of the company’s claim?” Hint: When you are asked to show the validity (or to validate something), you are providing evidence based on research and/or evaluation of the information in order to justify the claim, outcome or end result. Department of Curriculum and Instruction Question Clue Word: viewpoint or point of view PACT Q: “Which statement best describes the author’s point of view?” Hint: When you determine the point of view or viewpoint of a story, speech, essay, editorial, debate, paragraph, article or other writing format, you are able identify the attitudes, thoughts and opinions of author or narrator. Department of Curriculum and Instruction
© Copyright 2026 Paperzz