Prepare for TAKS! Test-taking strategies and practice from Glencoe/McGraw-Hill and The Princeton Review show you how to achieve success on the Texas Assessment of Knowledge and Skills Social Studies Grade 11 Exit Level test. This Workbook: Familiarizes you with the TAKS Social Studies Grade 11 Exit Level test format Includes full-length diagnostic and practice tests Provides comprehensive strategies and practice for the TAKS Social Studies Grade 11 Exit Level test WORKBOOK P R A C T I C E T E S T T A K S P R A C T I C E T E S T T A K S Texas SOCIAL STUDIES GRADE 11 EXIT LEVEL
Transcript
Prepare for TAKS!Test-taking strategies and practice from Glencoe/McGraw-Hill and The Princeton
Review show you how to achieve success on the Texas Assessment of Knowledge andSkills Social Studies Grade 11 Exit Level test.
This Workbook:
Familiarizes you with the TAKS Social Studies Grade 11 Exit Level test format
Includes full-length diagnostic and practice tests
Provides comprehensive strategies and practice for the TAKS Social Studies Grade 11 Exit Level test
Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027
ISBN 0-07-831370-8
Printed in the United States of America
1 2 3 4 5 6 7 8 9 009 06 05 04 03 02
Glencoe/McGraw-Hill
This booklet was written by The Princeton Review, one of the nation’s leaders in test preparation. The Princeton Review helps millions of students every year prepare for standardized assessments of all kinds. Through its association withGlencoe/McGraw-Hill, The Princeton Review offers the best way to help students excel on the TAKS.
The Princeton Review is not affiliated with Princeton University or Educational Testing Service.
INTRODUCTIONABOUT THIS BOOKThis book is designed to help you practice for the social studies section of the TexasAssessment of Knowledge and Skills (TAKS), a test that you will take in eleventh grade.The book includes three sections.
1. Diagnostic Test
2. Lessons
3. Practice Test
The Diagnostic Test is similar to the social studies TAKS. It includes forty multiple-choicequestions with four answer choices for each question. The purpose of the Diagnostic Testis to identify your strengths and weaknesses early in the school year so you can reviewthe skills you need to improve your score on the TAKS.
The nine Lessons will help you review specific skills you need to do well on the socialstudies TAKS. Each lesson includes two sections: Learn It and Use It. The Learn It sectionwill help you answer multiple-choice questions by guiding you through a step-by-stepprocess. The Use It section will give you practice answering multiple-choice questions onyour own.
The Practice Test is similar to the social studies TAKS. It includes forty multiple-choicequestions with four answer choices for each question. You will take this test to apply whatyou’ve learned in this book and in your eleventh-grade social studies class. After you takethe Practice Test, you will get an idea of how much you improved from the time you tookthe Diagnostic Test.
THE TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLSThe TAKS is a standardized test that is intended to show what you have been learning inyour classes. In grade eleven, the social studies section of the test is administered alongwith sections in reading, mathematics, and science.
Most of the questions on the social studies TAKS will ask about U.S. history and thegeographic, economic, cultural, and political influences on it. Keep in mind that therewill also be some questions that test your general knowledge of world history and worldgeography. These questions will often ask you to use social studies skills, such as readingand interpreting information on maps, charts, or graphs.
The social studies TAKS is a multiple-choice test. Each question on the test will require youto select the correct answer from four answer choices. Because all of the questions will bescored, you should not leave any of the questions unanswered. If possible, do not take awild guess. Use the process of elimination to eliminate at least one answer choice, and pickone of the remaining choices. You will learn more about using the process of elimination inthe first lesson in this book.
2 TAKS Test Practice Workbook, Social Studies Grade 11 Exit Level
TEST TIPS AND TECHNIQUESTry to apply these strategies as you work through the lessons and tests in this book. Get inthe habit of using them. They should be second nature by the time you take the TAKS test.
• Pace yourself. If you work too quickly, you are more likely to make carelessmistakes. Instead, pace yourself by working carefully through each question. Whenthere is a question that you can’t answer, do not get stuck and waste valuable time.Skip it and come back to answer it at the end. It is better to move on to otherquestions that you might find easier.
• Read questions carefully. It is easy to make careless mistakes if you readtoo quickly.
• Be systematic. Some of the lessons in this book suggest steps for you to take soyou can answer the questions correctly. Think about the steps you use to answereach question in the book, not just the ones that come with suggested steps.
• Make educated guesses. When you reach the end of the test, be sure to go backand answer the questions that you initially skipped. Any question left blank will bemarked wrong, so it is better to take your best guess and maybe get the questioncorrect than to leave it blank and guarantee that you will get it wrong. Remember toalways use the process of elimination to narrow the possibilities. Then make yourguess from the remaining choices.
• Check your work. If you finish the test with time to spare, use the extra time tocheck your work. You do not get any extra points for finishing early, so it is better tocheck over as many of your answers as you can. Make sure you didn’t make any sillymistakes!
• Be comfortable. It is important to feel rested and comfortable on the test day inorder to do your best. Try to get plenty of sleep for several nights before the test.Make sure to eat a good breakfast and lunch on test day. Be prepared: Bring severalpencils, a sharpener, a watch, and tissues (if you need them). Use the bathroom justbefore test time.
• Stay positive. Realize that you’ll encounter some questions that you will finddifficult—that is natural. Keep a positive attitude while you work through the book,and remind yourself that practice makes perfect.
Diagnostic Test
DIRECTIONS
Read each question and choose the bestanswer. Then mark the answer you havechosen.
SAMPLE A
In the early 1800s, expansion west of theAppalachian Mountains led to—
A forced removal of Native Americansin those areas
Use the quotation and your knowledge of social studies to answer question 4.
“It is a fearful thing to lead this great, peaceful people into war,into the most terrible and disastrous of all wars, civilizationitself seeming to be in the balance. But the right is moreprecious than peace, and we shall fight for the things which wehave always carried nearest our hearts—for democracy, for theright of . . . free peoples as shall bring peace and safety to allnations and make the world itself at last free.”
—President Woodrow Wilson, 1917,to the United States Congress
Use the information and your knowledge of social studies to answer question 40.
The Columbian Exchange: Exchange Between the Americas and Europe, Asia, and Africa
From Americas From Europe, Africa, and Asia
Potatoes Sugarcane
Pumpkins Grains
Beans Coffee beans
Quinine Honeybees
Tobacco Bananas
Peanuts Livestock
Turkeys Turnips
Disease Disease
Peppers Citrus fruits
Corn Olives
Avocados Onions
Learn ItUsing the Process of Elimination
Many of the questions on the TAKS ask you to recall facts and definitions.Eliminating wrong answer choices can help you to answer these questions. Usethe process of elimination when you do not know the correct answer to a multiple-choice question. First, rule out answer choices you know are wrong. Then, choosethe best answer from the answer choices that remain. Learn how to use theprocess of elimination by completing the following practice question.
1� The Constitution gives the legislative branch the power to—
A declare executive actions unconstitutional
B grant pardons to federal offenders
C impeach and remove judges
D create local school districts
You may not know all of the functions of the legislative branch, but youmight know which answer choices are not functions of the legislativebranch. Is answer choice (A) correct?
Yes, it is correct. I’ll read the other answer choices just in case.
No, it is not correct because .
Eliminate it.
I do not know. I’ll keep it and read the other answerchoices.
Step1
Lesson
1
Test Tip
Use process ofelimination on everymultiple-choice questionyou don’t know theanswer to right away.Even if you can get ridof only one choice, yourchances of getting theright answer increasesignificantly.
Yes, it is correct. I’ll read the other answer choices just in case.
No, it is not correct because .
Eliminate it.
I do not know. I’ll keep it and read the other answer choices.
Is answer choice (C) correct?
Yes, it is correct. I’ll read the other answer choices just in case.
No, it is not correct because .
Eliminate it.
I do not know. I’ll keep it and read the other answer choices.
Is answer choice (D) correct?
Yes, it is correct. I’ll read the other answer choices just in case.
No, it is not correct because .
Eliminate it.
I do not know. I’ll keep it and read the other answer choices.
Which answer choices remain?
If more than one answer choice remains, consider which parts of the governmentmake up the legislative branch. Think about what functions those parts of thegovernment serve. Then take your best guess at the correct answer.
7 Which of the following is an aspect of theMayflower Compact that influenced theUnited States’s system of government?
A Powers of government are to be separated.
B Citizens have the right to appeal incourts.
C People should elect their own leaders.
D Women have the right to vote.
8 The nullification crisis concerned whichof the following issues?
F States’ rights
G Labor unions
H Urbanization
J Civil rights
9 “Initiative,” “referendum,” and “recall”are examples of—
A powers of the legislative branch
B Progressive Era reforms
C ways to amend the Constitution
D New Deal programs
10 The Treaty of Paris of 1783 marked theend of which of the following?
F The American Revolution
G World War I
H World War II
J The Vietnam War
11 Which of the following people was seenas symbolic of the times in the 1920s?
A Charles A. Lindbergh
B Martin Luther King, Jr.
C Marilyn Monroe
D John Marshall
12 Which U.S. president “traded” U.S.destroyers to Britain before the UnitedStates entered World War II?
F Harry S Truman
G Franklin D. Roosevelt
H Calvin Coolidge
J Herbert Hoover
Lesson 1: Using the Process of Elimination
30 TAKS Test Practice Workbook, Social Studies Grade 11 Exit Level
Some questions on the TAKS may ask you to identify the similarities ordifferences between two or more items by categorizing them or naming an ideaor theme that they represent. Learn how to answer these questions bycompleting the following practice question.
1�
What do all of the above have in common?
A They were passed in the 1960s.
B They expanded African Americans’ rights.
C They expanded voting rights for various groups.
D They are all Constitutional amendments.
This question asks about some amendments and acts. Write briefly whatyou know about each.
The Thirteenth, Fourteenth, and Fifteenth Amendments:
The Civil Rights Act of 1875:
The Voting Rights Act:
Step1
• The Thirteenth, Fourteenth, and Fifteenth Amendments
It is important to readevery answer choicebefore you choose one.Even though you maythink you have found agood answer, do notassume it is correctuntil you have looked atall of the choices.
32 TAKS Test Practice Workbook, Social Studies Grade 11 Exit Level
6 Fascism in Germany and Italy in the1930s was characterized by—
F direct democracy
G private enterprise
H totalitarian government
J government control of the economy
7 Because many young men were draftedduring World War II, the U.S. workforcedecreased. This gave employmentopportunities to women and—
A Japanese Americans
B African Americans
C immigrants
D German Americans
8 All of the following are common to theU.S. Bill of Rights and the English Billof Rights EXCEPT—
F protection from arbitrary arrest andpunishment
G protection on freedom of speech
H limitations on the taxes citizens mustpay
J protection of the right to a jury trial
9 How did the colonists protest both theStamp Act and the Townshend Acts?
A They initiated the Boston Tea Party.
B They boycotted British goods.
C They created a flag to signify theirindependence.
D They created their own taxation.
10 During the Revolutionary War, Patriotswere those who—
F wanted to break from British rule
G purchased goods produced only inAmerica
H remained loyal to the British monarchy
J wrote the Declaration ofIndependence
11
What do the items in the box have incommon?
A They are all part of the Bill of Rights.
B They were all passed in the 1960s.
C They all apply only to federal elections.
D They all increased voting rights.
Amendments
Nineteenth Amendment:Woman Suffrage
Twenty-fourth Amendment: Elimination of Poll Tax
Twenty-sixth Amendment: Eighteen-Year-Old Vote
Lesson 2: Comparing and Contrasting
Some questions on the TAKS may ask you to identify cause-and-effectrelationships. Learn how to answer these questions by completing the followingpractice questions.
1� The Allies and Germany signed the Treaty of Versailles, which—
A brought the United States into the League of Nations
B caused Germany to resent the Allied Powers
C gave Germany more territory
D secured the Louisiana Purchase for the United States
This question is asking you about one of the effects of the Treaty ofVersailles. In the space below, briefly explain the effects of the Treatyof Versailles.
Consider all of the answer choices. Are there any thatcan be eliminated immediately based on your knowledgeof the Treaty of Versailles? If so, briefly explain why thosechoices are incorrect.
Look at the remaining answer choices. Based on whatyou wrote in step 1, choose the one that seems correctand explain why you chose it.
After reading aquestion, answer it inyour own words beforeyou read the answerchoices. When you readall of the choices, youmay find one that issimilar to the one youthought of on yourown!
Relating Cause and Effect
36 TAKS Test Practice Workbook, Social Studies Grade 11 Exit Level
Now try another example of a cause-and-effect question.
2� Franklin D. Roosevelt’s New Deal program called for the government to invest moneyin the economy in order to—
F stop labor union strikes
G implement the Social Security system
H create jobs
J increase foreign trade
This question is asking you about one of the intended effects of the New Deal. Inthe space below, briefly write about the causes and effects of the New Deal.
Consider answer choice (F). Did the government put money into the economy inorder to end labor union strikes? If not, eliminate choice (F).
Consider answer choice (G). Did the government put money into the economy inorder to implement Social Security? If not, eliminate choice (G).
Consider answer choice (H). Did the government put money into the economy inorder to help create jobs? If not, eliminate choice (H).
Consider answer choice (J). Did the government put money into the economy inorder to help increase foreign trade? If not, eliminate choice (J).
Look at the remaining answer choices. Based on what you wrote in step 1, choosethe most logical choice and briefly explain why you chose it.
8 After World War II, the United Nationswas formed to—
F lend money to developing countries
G regulate trade between world powers
H maintain peace between nations
J provide medical care to people inpoor nations
9 What finally repealed Prohibition?
A The decrease in liquor consumption
B The ineffectiveness of the ProhibitionBureau
C An amendment to the Constitution
D The Saint Valentine’s Day Massacre
10 Which of the following happened duringHerbert Hoover’s presidency?
F A commission determined thatProhibition should continue.
G “The Star-Spangled Banner” becamethe national anthem.
H Federal and state income taxesremained high.
J Unemployment rates decreased.
11 In 1957 the Soviet Union showed interestin the Middle East, so Congress approvedthe Eisenhower Doctrine, which—
A provided military aid to helpcountries resist Communist attacks
B allowed foreign soldiers to enter allEuropean territories
C brought Soviet military forces to theMiddle East
D allowed countries to remain neutral
12 In 1941 Hitler broke his treaty with theSoviet Union and invaded Russia. Whateffect did this have on World War II?
F It weakened the German army,leading to the end of the war.
G It allowed Hitler to conquer Russiaand move troops to the Chineseborder.
H It placed Russian factories underGerman control, providing the Axispowers with more weapons.
J It drove China and Korea to join theAllies and fight against the Axispowers.
Lesson 3: Relating Cause and Effect
Learn ItPutting Events into Sequence
Some questions on the TAKS may ask you to put events into sequence,according to the order they occur. Learn how to answer these questionsby completing the following practice questions.
1�
Which of the following best completes the time line above?
A Freedom March from Selma to Montgomery
B Rosa Parks inspires Montgomery bus boycott
C Watergate scandal
D Civil Rights Act of 1964 passed
Many time lines in your textbooks or on the TAKS follow the developmentof an idea or have a common theme. What idea do most of these eventsrelate to? In the space below, briefly explain the common thread in thistime line and approximately when each of these events occurred.
Now look at all of the answer choices. The correct answeris the event that occurred shortly AFTER the last event onthis time line. Think about when each answer choiceoccurred. Are there any you can eliminate immediately? Ifso, list them and explain why those answer choices areincorrect.
Look at the remaining answer choices. Based on what youwrote in steps 1 and 2, choose the most logical answer choice andexplain why you chose it.
Step3
Step2
Step1
Kennedy sends troops to enforce
desegregation in southern schools
March onWashington
Kennedy proposes civil rights
bill
Kennedyassassinated
Brown v.Board of
Educationdecision
Lesson
4
Test Tip
The process ofelimination canimprove your chancesof selecting the correctanswer. Even if youdon’t know the answerto a question, you canprobably eliminate oneor two answer choicesthat are definitely notthe correct answer.
Now try another question that asks about major historical periods.2�
Which period in United States history best completes the time line above?
F Cold War
G Civil Rights Era
H Roaring Twenties
J Industrial Revolution
This question is testing your knowledge of the main eras in United States history.In the space below, try to write the approximate dates for each of the eras in thetime line.
Now consider answer choice (F). Did this occur between World War I and the GreatDepression? If not, eliminate choice (F).
Consider answer choice (G). Did this occur between World War I and the GreatDepression? If not, eliminate choice (G).
Consider answer choice (H). Did this occur between World War I and the GreatDepression? If not, eliminate choice (H).
Consider answer choice (J). Did this occur between World War I and the GreatDepression? If not, eliminate choice (J).
Consider the remaining answer choices. Choose the most logical answer choiceand briefly explain why you chose it.
Step6
Step5
Step4
Step3
Step2
Step1
CivilWar Reconstruction Age of
ImperialismManifestDestiny
GreatDepression New Deal World War II World War I
Gilded Age
Lesson 4: Putting Events into Sequence
40 TAKS Test Practice Workbook, Social Studies Grade 11 Exit Level
Which of the following correctly putsthese events in order from earliest tolatest?
A 1, 2, 3
B 2, 1, 3
C 2, 3, 1
D 3, 2, 1
8
Which of the following best completes thesequence above?
F Colorado grants women full suffrage
G National Organization for Womenfounded
H Amendment passed, granting AfricanAmericans the right to vote
J Labor unions develop throughout thecountry
9
Which of the following correctly putsthese events in order from earliest tolatest?
A 1, 2, 3
B 3, 2, 1
C 2, 3, 1
D 3, 1, 2
10 Which of these events occurred first?
F Protesters rally against U.S.involvement in Vietnam
G North Korea invades South Korea
H Castro comes to power in Cuba
J United States sends troops to Vietnam
1. Truman Doctrine
2. Marshall Plan
3. NATO established
Language ofConstitution does
not include womenin the right to vote
Seneca FallsConvention
meets
WomanSuffrage
Associationforms
Womenmarch
in New Yorkfor rights
New Zealandgrants women
rightto vote
1. McCarthyism
2. Red Scare
3. Successful orbit of Sputnik I
Lesson 4: Putting Events into Sequence
Lessons 43
Learn It
Reading and Interpreting Maps
Some questions on the TAKS may ask you to use the information shown onmaps. Learn how to answer these questions by completing the following practicequestion.
1�
According to the map above, which of these states has the highest annual rainfall?
A New York
B Nevada
C Washington
D Wisconsin
This question tests your map-reading skills and yourknowledge of the states. First, find the key. How is highannual rainfall depicted?
Step1
Precipitation in the Late 1800s
More than 6040 to 6020 to 40
Less than 10 inches
Annual Rainfall in Inches
10 to 20
PacificOcean Atlantic
Ocean
Gulf of Mexico
Test Tip
Some maps will beaccompanied by titlesand keys. Read all titlesand keys carefully, asthey tell you what kindof information is on the map.
Find the shading that indicates high annual rainfall on the map. What are the namesof the states with this shading?
Look at all the answer choices. Are there any that can be eliminated immediately,based on what you wrote in steps 1 and 2? If so, briefly explain why you think thosechoices are incorrect.
Look at the remaining answer choices. Find them on the map and see whatshading is used to depict their annual rainfall. Which of the remaining answerchoices has the highest annual rainfall? Choose the most logical answer choice and briefly explain why you chose it.
Step4
Step3
Step2
Lesson 5: Reading and Interpreting Maps
DIRECTIONS
Read each question carefully and then choosethe best answer.
1
According to the map above, which statessplit their electoral votes in the election of1800?
A Massachusetts and Vermont
B Rhode Island and New York
C Indiana Territory and NorthwestTerritory
D Pennsylvania and North Carolina
2
What do the shaded areas on the map mostlikely represent?
F Time zones
G Elevations
H Climates
J Population densities
3
According to the map, U.S. forcesattacking Santiago de Cuba arrivedfrom—
Use the cartogram and your knowledge of social studies to answer questions 4 and 5.
Population by State, 1900
WA518
MT243
MN1,751
ND319
WI2,069
MI2,421
SD402
OH4,158
MA2,805
NY7,269
PA6,302
IL4,822
GA2,216
KS 1,470
MO3,107
IA 2,232
MS 1,551
AL1,829
VT344
RI429
DC279
CT908
DE185
IN2,516
LA1,382
AR1,312
FL529
WV959
MD1,188
KY2,147
NC1,894
TN2,021
NJ1,884
NH412
VA 1,854
WY 93OR 414ID162
CO 540UT 277
CA 1,485NV 42
AZ TERR.123
NM TERR.195
INDIAN TERR.790 0-1 million
1-3 millionMore than 3 million
NE 1,066
ME694
SC1,340
TX3,049
Lesson 5: Reading and Interpreting Maps
4 According to the cartogram above, whichof the following areas had the greatestpopulation in 1900?
F Mountain states
G Southwest
H Northwest
J Northeast
5 Which state had the smallest populationin 1900?
A New York
B Washington
C Nevada
D Idaho
Lessons 47
Learn ItReading and Interpreting Charts and Tables
Some questions on the TAKS may ask you to draw conclusions from theinformation in charts or tables. Learn how to answer these questions bycompleting the following practice question.
1�
Which of the following is an accurate conclusion about the states listed in the chart?
A Massachusetts manufactures more goods than any other state.
B New Jersey had more representatives in Congress in 1990 than the otherstates on the chart.
C New Hampshire is the smallest state on the eastern seaboard.
D North Carolina was the last state admitted to the Union.
Become familiar with the kind of information in the chart.Then consider answer choice (A). Is there anyinformation in the chart that is related to manufacturing?If not, eliminate the answer choice. If so, which piece ofdata is it, and does it support the claim made in answerchoice (A)?
Step1
17871788178817891792
NJMANHNCKY
State
YearAdmitted
to theUnion
Population(1990)
Land Area(sq. mi.)
7,730,1886,016,4251,109,2526.628,6373,685,296
7,4187,8388,96948,71839,732
Lesson
6
Test Tip
Answering questionsabout charts may requireyou to use some outsideknowledge. If the answerto the question is notdirectly stated in thechart, find the answerchoice that is supportedby what is directly statedin the chart.
Consider answer choice (B). Is there any information in the chart that relates to thenumber of members each state has in Congress? If not, eliminate the answerchoice. If so, which piece of data is it, and does it support the claim made in answerchoice (B)?
Consider answer choice (C). Is there any information in the chart that relates to thesize of the states? If not, eliminate the answer choice. If so, which piece of data isit, and does it support the claim made in answer choice (C)?
Consider answer choice (D). Is there any information in the chart that relates to thetime frame for admitting states to the Union? If not, eliminate the answer choice. Ifso, which piece of data is it, and does the data support the claim made in answerchoice (D)?
Look at the remaining answer choices. Based on the data in the chart, choose themost logical answer choice and explain why you chose it.
Step5
Step4
Step3
Step2
Lesson 6: Reading and Interpreting Charts and Tables
Use ItLesson 6: Reading and Interpreting Charts and Tables
DIRECTIONS
Read each question carefully and then choose the best answer.
1
Which of the following is most responsible for the decline in all types of agriculturalproduction in the South from 1860 to 1870?
A The lack of technological advances
B The outcome of the Civil War
C Harsh weather conditions
D The Industrial Revolution
2.85.83.25.97.79.7
185018601870188018901900
Year Cotton(millions of bales)
Tobacco(millions of pounds)
Agricultural Production in the South (1850–1900)
9021085140125325
7381766511098
Rice(millions of pounds)
Corn(millions of bushels)
325375255390460650
2
If the Republican candidate needed to winall the disputed electoral votes in order towin the presidency, how many of thedisputed electoral votes did theDemocratic candidate need to win?
F 1
G 2
H 10
J 20
3
Based on the information in the chart, inwhich ten-year period did the NativeAmerican population decline the least?
Which of the following groups saw thegreatest percent increase in populationfrom 1980 to 1990?
F Whites and African Americans
G Whites and Hispanics
H African Americans and Asians orPacific Islanders
J Hispanics and Asians or PacificIslanders
6
According to the table, which of thesestatements is true?
F The invention of new technologieswas dependent on private investment.
G The textile industry benefited fromsome inventions of the 1700s and1800s.
H Transportation inventions primarilybenefited people in the United States.
J Advances in technologyimproved people’s qualityof life.
1698
1733
1764
1782
1793
1804
1851
1860
1876
1912
Thomas Savry
John Kay
John Hargreaves
James Watt
Eli Whitney
Richard Trevithick
Isaac Singer
Etienne Lenour
Alexander G. Bell
Henry Ford
Water pump
Flying shuttle
Spinning jenny
Rotary steam engine
Cotton gin
Steam train
Sewing machineInternal
combustion engine
Telephone
Automobile
Year Inventor Invention
1980
1990
83.1
80.3
11.7
12.1
6.4
9.0
Asian orPacific
Islander
1.5
2.9
Race and Hispanic Origin in the United States (in percentage)
Year White AfricanAmerican Hispanic
Lesson 6: Reading and Interpreting Charts and Tables
50 TAKS Test Practice Workbook, Social Studies Grade 11 Exit Level
4
Which two countries listed in the chart probably produce a surplus of sugar?
F Cuba and Grenada
G Cuba and Barbados
H Dominican Republic and Haiti
J Haiti and Cuba
Country Capital MajorLanguage(s) Population Currency Landmass
(in sq. mi.)MajorExport
MajorImport
EasternCarribean
Dollar
PesoCuba
Grenada
Barbados
DominicanRepublic
Haiti
Havana
St. George’s
Bridgetown
Port-au-Prince
SantoDomingo
Spanish
English,Frenchpatois
English
Spanish
French,Creole
11,100,000
100,000
300,000
8,300,000
7,500,000
Peso
Dollar
Gourde
42,400
130
166
18,680
10,640
Sugar
Bananas
Sugar
Ferronickel
Textiles
Fuels
Machinery
Machinery
Petroleum
Foodand LiveAnimals
Lessons 51
Learn It
Reading and Interpreting Graphs
Some questions on the TAKS may ask you to draw conclusions from the informationin graphs. Learn how to answer these questions by completing the following practice question.
1�
Which of the following is a valid conclusion based on the information inthe graph?
A Non-OPEC nations decreased their oil production in the 1980s.
B OPEC nations cooperate in determining the price of oil.
C OPEC nations produced more oil than non-OPEC nationsin 1970.
D Non-OPEC nations consume more crude oil than they produce.
Read the graph and become familiar with the kind ofinformation it contains. Then consider answer choice (A).Is there any information in the graph about non-OPECproduction in the 1980s? If not, eliminate the answerchoice. If so, describe the piece of data and explain if ithelps you determine if non-OPEC nations decreasedtheir oil production in the 1980s.
Step1
0
10
20
30
40
OPEC countries
non-OPEC countries
1960
1970
1980
1990
World Crude Oil Production,1960–1990
Mill
ion
s o
f B
arre
ls p
er D
ay
Lesson
7
Test Tip
Before you answera question that isaccompanied by agraph, read the title ofthe graph and the labelson the x- and y-axes sothat you are familiarwith the information thegraph contains. Thenuse that information toanswer the question.
Consider answer choice (B). Is there any information in the graph that relates to theprice of oil? If not, eliminate the answer choice. If so, describe the piece of data andexplain whether it helps you determine if OPEC nations cooperate to determine oilprices.
Consider answer choice (C). Is there any information in the graph that relates to theproduction of oil in 1970? If not, eliminate the answer choice. If so, describe thepiece of data and explain whether it helps you determine if OPEC nations producedmore oil than non-OPEC nations.
Consider answer choice (D). Is there any information in the graph that relates to theconsumption of crude oil? If not, eliminate the answer choice. If so, describe thepiece of data and explain whether it helps you determine if non-OPEC nationsconsume more oil than they produce.
Look at the remaining answer choices. Based on the data in the graph, choose themost logical answer choice and briefly explain why you chose it.
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Lesson 7: Reading and Interpreting Graphs
DIRECTIONS
Read each question carefully and then choosethe best answer.
1
Which of the following conclusions canbe drawn from the graph?
A Registered voters are more likely tovote in presidential elections thanother elections.
B About one-half of the voting-agepopulation did not vote for presidentin 1988.
C There was an increase in the voting-age population in 1996.
D Presidential elections are of greatestconcern to voters over the age of 50.
2
Based on the information in the graph, inwhich period did the federal governmentexperience a budget surplus?
F 1992–1993
G 1994–1995
H 1996–1997
J 1998–1999
1000
1500
2000
Revenue
Expenditures
19911992
19931994
19951996
19971998
1999
Federal Government Revenue and Expenditures, 1991–1999
Which of the following is a validconclusion based on the informationin the graphs?
A Employment taxes are scheduled tobe reduced.
B Corporate income and profits taxesare negligible in terms of overallrevenue.
C Individual income tax is the biggestsource of government revenue.
D Excise taxes increased dramaticallyfrom 1980 to 1990.
4
Which of the following trends is bestsupported by the graphs?
F Developed countries will continue toshare their resources.
G Developed countries require anincrease in their share of naturalresources.
H Developing countries are increasingtheir share of the world’s population.
J The population of developing coun-tries will peak in 2020.
1970 1998
72.9% 80.2%
27.1%
2020 (Projected)
84%
16%
19.8%
Distribution of theWorld’s Population
Developing Countries
Developed Countries
25%
35%
5%1%
55%
51%
Corporate income &profits taxIndividual income taxEmploymenttaxesEstate and gift taxes
Excise taxes
3%1%
Internal Revenue Collections (in billions), 1980
Internal Revenue Collections (in billions), 1990
14%14%14%
10%10%10%
54 TAKS Test Practice Workbook, Social Studies Grade 11
Lesson 7: Reading and Interpreting Graphs
Lessons 55
Learn It
Interpreting Quotations
Some questions on the TAKS may ask you to interpret historical quotations. Learnhow to answer these questions by completing the following practice question.
1�
Which of the following laws would be in violation of the First Amendment?A A law limiting the amount of the federal deficit
B A law enforcing the obligations of jury duty
C A law prohibiting trade with a foreign country
D A law prohibiting public protests
Summarize the First Amendment on the lines below.
Use your summary of the First Amendment to considereach of the answer choices.
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Amendment ICongress shall make no law respecting anestablishment of religion, or prohibitingthe free exercise thereof; or abridging thefreedom of speech, or of the press; or theright of the people peaceably to assemble,and to petition the Government for aredress of grievances.
Lesson
8
Test Tip
For questionsaccompanied byhistorical quotations,summarize the text ofthe quotations in yourown words before youanswer the question.Doing so will help youidentify the correctanswer more easily.
Consider answer choice (A). Does the First Amendment refer to the federal deficit?If not, eliminate the answer choice. If so, which part of the First Amendment refersto the federal deficit?
Consider answer choice (B). Does the First Amendment refer to the obligationsof jury duty? If not, eliminate the answer choice. If so, which part of the FirstAmendment refers to the obligations of jury duty?
Consider answer choice (C). Does the First Amendment refer to foreign trade?If not, eliminate the answer choice. If so, which part of the First Amendment refersto foreign trade?
Consider answer choice (D). Does the First Amendment refer to public protests?If not, eliminate the answer choice. If so, which part of the First Amendment refersto public protests?
Look at the remaining answer choices. Select the answer choice that most violatesthe First Amendment. Explain why you chose this answer on the lines below.
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Lesson 8: Interpreting Quotations
Lessons 57
Use ItDIRECTIONS
Read each question carefully and then choosethe best answer.
1
According to the Virginia Statute forReligious Freedom of 1786—
A all citizens must attend places of reli-gious worship
B all citizens are free to practice theirown religions
C only church members may hold polit-ical office
D religious beliefs interfere with civilduties
2
According to the Monroe Doctrine, anyattempt by a European power to oppressan independent government in the WesternHemisphere—
F is a violation of the Declaration ofIndependence
G is considered a hostile act toward theUnited States
H will be taken under consideration bythe other nations of Europe
J is a violation of the unalienable rightsof humankind
With the existing colonies ordependencies of any European power wehave not interfered and shall not interfere.But with the governments who havedeclared their independence and maintainedit, and whose independence we have, ongreat consideration and on just principles,acknowledged, we could not view anyinterposition for the purpose of oppressingthem, or controlling in any other mattertheir destiny, by any European power inany other light than as a manifestation ofan unfriendly disposition toward theUnited States.
Be it therefore enacted by the GeneralAssembly, That no man shall be compelledto frequent or support any religiousworship, place of ministry whatsoever, norshall be enforced, restrained, molested, orburthened in his body or goods, nor shallotherwise suffer on account of his religiousopinions or belief; but that all men shallbe free to profess, and by argument tomaintain, their opinion in matters ofreligion, and that the same shall in nowise diminish, enlarge or affect theircivil capacities.
In this excerpt from his Farewell Address,President George Washington advised hisfellow U.S. citizens to—
A renegotiate all foreign treaties
B form strong alliances with the nationsof the world
C have limited political relations withother countries
D fight all enemies, foreign anddomestic
4
The language and argument of thisopening paragraph from the Seneca FallsDeclaration of 1848 is deliberatelymodeled on which of the following?
F The Preamble to the Constitution
G The Nineteenth Amendment
H The Declaration of Independence
J The Mayflower Compact
5
What is the main idea of this excerpt fromthe Gettysburg Address?
A No words can adequately commemo-rate the sacrifice of battle.
B The battlefield at Gettysburg is anunholy place.
C The end of the Civil War is near.
D Slavery is an unjust institution thatmust be ended immediately.
Excerpt from The Gettysburg Address
Now we are engaged in a great civil war,testing whether that nation or any nation soconceived and so dedicated can long endure.We are met on a great battlefield of that war.We have come to dedicate a portion of thatfield as a final resting place for those whohere gave their lives that that nation mightlive. It is altogether fitting and proper thatwe should do this.
But, in a larger sense, we can notdedicate—we can not consecrate—we cannot hallow—this ground. The brave men,living and dead, who struggled here haveconsecrated it far beyond our poor power toadd or detract. The world will little note norlong remember what we say here, but it cannever forget what they did here. It is for us,the living, rather, to be dedicated here tothe unfinished work which they who foughthere have thus far so nobly advanced.
When in the course of human events, itbecomes necessary for one portion of thefamily of man to assume among the peopleof the earth a position different from thatwhich they have hitherto occupied, but oneto which the laws of nature and of nature’sGod entitle them, a decent respect to theopinions of mankind requires that theyshould declare the causes that impel themto such a course.
The great rule of conduct for us, in regardto foreign nations, is in extending ourcommercial relations to have with them aslittle political connection as possible. So faras we have already formed engagements,let them be fulfilled with perfect good faith.
Lesson 8: Interpreting Quotations
Interpreting Illustrations and Political Cartoons
Some questions on the TAKS may ask you to read and interpret a cartoon orillustration. Learn how to answer these types of questions by completing thefollowing practice question.
1�
The different people in the illustration represent—A people from overseas who would like to move to America
B foreign nations that have peace treaties with theUnited States
C Americans of different ethnicities
D international tourists who visit America
Look at the people in the illustration. Can you identifywhat each person in the illustration represents?
Take some time tostudy an illustrationbefore reading thequestions about it.If you understandthe illustration beforeyou try to answer thequestions, you will findthe correct answersmore easily.
60 TAKS Test Practice Workbook, Social Studies Grade 11 Exit Level
What do the characters’ actions and expressions in the cartoon tell you about whatthe artist is trying to say?
Read the answer choices one at a time. After you have read an answer choice, lookat the illustration. Ask yourself, “Is there any information in the illustration to supportthis answer choice?” Eliminate answer choices that are not supported byinformation in the illustration. List the answers you eliminated in the space below.Explain your reason for eliminating these answer choices.
Look at the answer choices you have not eliminated. If only one answer remains,your work is done! Record your answer choice, and then move on to the nextquestion. If more than one answer choice remains, look at the remaining answerchoices. Which is most likely the correct answer, and why?
The correct answer is .
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Lesson 9: Interpreting Illustrations and Political Cartoons
Use the map and your knowledge of social studies to answer question 6.
CHINA
MONGOLIA
East Asia: Population Density
Shanghai
Tianjin
Qingdao
WuhanNanjing
Per sq kmOver 100
50–10025–501–25
Under 1Uninhabited
Per sq. mi.Over 250125–25060–1252–60Under 2
Over 5,000,0002,000,000–5,000,0001,000,000–2,000,000Under 1,000,000
Cities
Hong Kong
SICHUANBASINHIMALAYAS
KUNLUN SHAN
ALTAI MOUNTAINS
Lanzhou
Taiyuan
Beijing
Shenyang
Changchun
NORTHEASTPLAIN
Qiqihar
Harbin
SHANDONGPENINSULA
Chongqing
Guangzhou
SOUTHKOREA
NORTHKOREA
NORTH CHINAPLAIN
TAKLAMAKANDESERT
Use the quotation and your knowledgeof social studies to answer question 7.
7 In 1963, on the steps of the LincolnMemorial, Martin Luther King, Jr., gavethe speech quoted above in order to—
A express his desire for racial equalityin the United States
B explain the history of slavery in theUnited States
C explain that women should receivethe same pay as men for equal work
D address economic problems inSouthern states
8 Which of the following events bestillustrates the conflict between Americancolonists and the British government thatled to the Revolutionary War?
F The Boston Tea Party
G The Constitutional Convention
H The Treaty of Paris
J The Treaty of Versailles
9 Laissez-faire economic policies ledto the Great Depression in which of thefollowing ways?
A The government failed to impose andcollect taxes on large corporations.
B The lack of laws protecting workersled to low wages and a highunemployment rate.
C There were too few rules regardingthe buying and selling of stocks.
D The government did not interveneto set prices on energy and farmproducts.
10 In the late 1800s, cities throughout theUnited States developed rapidly due to—
F the lack of railroad transportation
G the growth of industry
H the need for urban renewal
J improved computer technology
“I say to you today, my friends, so eventhough we face the difficulties of today andtomorrow, I still have a dream. It is a dreamdeeply rooted in the American dream. Ihave a dream that one day this nation willrise up and live out the true meaning of itscreed: ‘We hold these truths to be self-evident, that all men are created equal.’”
11 In the early 1900s, American womenworked for urban reform, workers’ rights,and temperance. Which of the followinghappened as a result of this activism?
A Children were allowed to work infactories.
B Women gained the right to vote.
C Higher education was opened toall citizens.
D Affordable day care for workers’children was provided.
12 The Declaration of Independence wasmainly intended to—
F clarify the rules of the Britishgovernment
G establish the United States as a nation
H list grievances against King George III
J nominate Thomas Jefferson forpresident
13 What was added to the United StatesConstitution to guarantee individualliberties?
A The Bill of Rights
B The Declaration of Independence
C The Preamble
D Constitutional restrictions
14 Impeachment cases for federal officialsaccused of unlawful activity are triedby the—
F president
G House of Representatives
H Senate
J secretary of state
70 TAKS Test Practice Workbook, Social Studies Grade 11 Exit Level
Use the graph and your knowledge of socialstudies to answer question 15.
15 Which of these is an accurate conclusionbased on the information in the graph?
A Colombia’s coffee-bean productionwill increase.
B Mexico’s economy is in jeopardy.
C All Latin American countries producecoffee beans.
D Brazil has a good climate for growingcoffee.
Use the information in the box and yourknowledge of social studies to answer question 16.
16 Which of the speakers above is talkingabout the Roaring Twenties?
F Speaker A
G Speaker B
H Speaker C
J Speaker D
Speaker A: The farm economy is weak. People are losing their jobs and fear is taking over. We cannot pay our rent and are losing our homes.
Speaker B: We are now enjoying all the liberties men have. This is a prolific time for art and literature. We are working and making money for ourselves, although many people still believe that the woman’s place is in the home.
Speaker C: This is a great age of science and technology. Many new inventions such as the telephone and the typewriter have made it easier to communicate with our loved ones. Railroads have made it easier to transport goods throughout the country.
Speaker D: We are able to manufacture and produce much more now that we have started large companies. We are receiving higher pay and are able to do our jobs more efficiently.
Use the passage and your knowledge of socialstudies to answer question 19.
19 In this excerpt from the Declaration ofIndependence, “He” refers to—
A Thomas Jefferson
B King George III
C King Ferdinand III
D George Washington
Use the graph and your knowledge of socialstudies to answer question 20.
20 Based on the graph, which of the followingconclusions is valid?
F The wages of American workersgenerally decreased in the 1920s.
G During the 1920s, American workers’wages peaked in 1929.
H The average salary of an Americanworker in 1923 was $1,400.
J Agricultural wages negativelyaffected wages in the late 1920s.
$1,100
$1,200
$1,300
$1,400
$1,500
1921
1923
1925
1927
1929
Average Annual Salary forU.S. Workers, 1921–1929
Year
Ave
rag
e A
nn
ual
Wag
es
He has refused his Assent to Laws, the most wholesome and necessary for the public good.
He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.
He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only.
Use the graphs and your knowledge of socialstudies to answer question 33.
33 Which conclusion can be drawn from thegraphs above?
A Urban dwellers outnumberedsuburban dwellers in 1951.
B Rural dwellers had greater access torailroad transportation in the 1940sthan they did in the 1950s.
C Urban areas decreased in theirpercentage of population growth from1941 to 1960.
D More people lived in the suburbs in1941 than in 1951.
Use the quotation and your knowledge ofsocial studies to answer question 34.
34 The Fifth Amendment guarantees the—
F right to bear arms
G suffrage of women
H rights of accused persons
J right to freedom of speech
No person shall . . . be subject for the sameoffence to be twice put in jeopardy of lifeor limb; nor shall be compelled in anycriminal case to be a witness againsthimself, nor be deprived of life, liberty, orproperty, without due process of law.
—from the Fifth Amendment to the U.S. Constitution
39 What does the excerpt reveal aboutAmerican culture in the mid-1800s?
A African Americans made greatadvances toward achieving equalrights.
B Racism toward African Americanswas fundamental.
C American sentiment easily influencedthe Supreme Court.
D Most Americans thought that slaverywas cruel and barbaric.
Use the excerpt and your knowledge of social studies to answer question 39.
They had for more than a century before been regarded as beings of an inferiororder . . . so far inferior that they had no rights which the white man was bound torespect, and that the negro might justly and lawfully be reduced to slavery for hisbenefit. He was bought and sold, and treated as an ordinary article of merchandiseand traffic whenever a profit could be made by it. This opinion was at that timefixed and universal in the civilized portion of the white race. It was regarded as anaxiom in morals as well as in politics which no one thought of disputing or sup-posed to be open to dispute, and men in every grade and position in society dailyand habitually acted upon it in their private pursuits, as well as in matters of publicconcern, without doubting for a moment the correctness of this opinion.
—excerpt from Dred Scott v. Sandford Supreme Court decision, 1856
82 TAKS Test Practice Workbook, Social Studies Grade 11 Exit Level
