TAKS IW SE-GR 11 830712-0 - Glencoe

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TAKSTexasINTNOIETRNVEWORKBOOKTest Preparation and Practicefor Students Retaking the TAKSSocial Studies Exit Level Exam

This booklet was written by The Princeton Review, one of the nation’s leadersin test preparation. The Princeton Review helps millions of students every yearprepare for standardized assessments of all kinds. Through its association withGlencoe/McGraw-Hill, The Princeton Review offers the best way to help studentsexcel on the TAKS.The Princeton Review is not affiliated with Princeton University or Educational Testing Service.Glencoe/McGraw-HillCopyright Glencoe/McGraw-Hill. All rights reserved. Permission is granted to reproduce material contained herein on thecondition that such material be reproduced only for classroom use; and be provided to students, teachers, and families without charge. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher.Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027ISBN 0-07-830712-0Printed in the United States of America1 2 3 4 5 6 7 8 9 024 06 05 04 03 02

CONTENTSIntroduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2TAKS Review Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Lesson 1: Using the Process of Elimination. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Lesson 2: Comparing and Contrasting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Lesson 3: Relating Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Lesson 4: Putting Events into Sequence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Lesson 5: Reading and Interpreting Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Lesson 6: Reading and Interpreting Charts and Tables . . . . . . . . . . . . . . . . . . . . . . . 65Lesson 7: Reading and Interpreting Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Lesson 8: Interpreting Quotations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77Lesson 9: Interpreting Illustrations and Political Cartoons . . . . . . . . . . . . . . . . . . . . 83Practice Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

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 need to pass in order tograduate. The book includes the following sections:1.TAKS Review Handbook2.Diagnostic Test3.Lessons4.Practice TestThe TAKS Review Handbook provides information on how to prepare for the test, includingreading and study strategies. It also points to sources of information for reviewing thecontent covered on the TAKS.The Diagnostic Test is similar to the social studies TAKS. It includes forty multiple-choicequestions that each have four answer choices. The purpose of the Diagnostic Test is to helpyou identify your strengths and weaknesses early in the school year so that you can reviewthe skills you need to improve your score on the TAKS.The Lessons will help you review the specific skills you need to do well on the social studiesTAKS. Each lesson includes two sections: Learn It and Use It. The Learn It section will helpyou answer multiple-choice questions by guiding you through a step-by-step process. TheUse It section will allow you to practice answering multiple-choice questions on your own.The Practice Test is similar to the social studies TAKS. It includes forty multiple-choicequestions that each have four answer choices. Taking this test will help you apply whatyou’ve learned in this book and in your twelfth-grade social studies class. After you takethe Practice Test, you will have an idea of how much you improved since taking theDiagnostic Test.The TAKS is a standardized test that is intended to show what you have been learning inyour classes. Most of the questions on the social studies TAKS will ask about U.S. historyand the geographic, economic, cultural, and political influences on it. Keep in mind thatthere will also be some questions that test your general knowledge of world history andworld geography. These questions will often ask you to use social studies skills, such asreading and 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 unanswered. If possible, do not take a wild guess. Usethe process of elimination to get rid of as many answer choices as possible and pick one ofthe remaining choices. You will learn more about using the process of elimination in the firstlesson in this book.2TAKS Intervention WorkbookCopyright by The McGraw-Hill Companies, Inc.THE TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS

TEST TIPS AND TECHNIQUESCopyright by The McGraw-Hill Companies, Inc.Try to apply these strategies as you work through the lessons and tests in this book. Getin the habit of using them. They should be second nature by the time you take the TAKS. Pace yourself. If you work too quickly, you are more likely to make carelessmistakes. Instead, pace yourself by working carefully through each question. Whenthere’s a question that you can’t answer, don’t get stuck and waste valuable time.Skip it and go back to answer it after you’ve finished the rest of the test. It’s betterto move on to other questions that you might find easier. Read questions carefully. It’s easy to make careless mistakes if you read tooquickly. You might miss important words such as “not” and “except.” Be systematic. Some of the lessons in this book suggest steps for you to take thatwill help you answer questions correctly. Think about the steps you use to answereach question in the book, not just the ones fully explained in the Learn It sections. Make educated guesses. When you reach the end of the test, be sure to go backand answer the questions that you skipped. Any question left blank will be markedwrong, so it’s better to take your best guess and have a chance of getting thequestion correct than to leave it blank and guarantee that you’ll get it wrong.Remember to always use the process of elimination to narrow the possibilities.Then take your guess from the remaining choices. Check your work. If you finish the test with time to spare, use the extra time tocheck your work. You don’t get any extra points for finishing early, so it’s betterto check over as many of your answers as you can. Make sure you didn’t makeany careless mistakes! Be comfortable. It’s 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’s natural. Keep a positive attitude while you work through the book,and remind yourself that practice makes perfect.Introduction3

TAKS REVIEW HANDBOOKPREPARING FOR TAKSApply these steps as you prepare to retake TAKS. Read About the Test. Familiarize yourself with the format of the test, the types ofquestions that will be asked, and the amount of time you will have to complete thetest. The sample tests and lessons in this workbook will help you become morecomfortable with the format. Review the Content. Review and understand the objectives and specific standardsthat are tested on TAKS (see pages 6–12). The Diagnostic Test, along with yourprevious experience with the test, can help you identify what areas you have themost difficulty with. Then, study up on the facts and skills you identified to be sureyou are proficient in them. The lessons in the workbook will help you review the skillsand content. Your teacher can guide you to additional resources for reviewing thecontent, including Glencoe textbooks and support materials, the Internet, and otherpublications. See the Study Resources box below and pages 6–12. Practice. Take sample tests, such as the Practice Test in this workbook, to build yourfamiliarity with the content, format, and timing of the real exam. You might also askyour teacher for additional sample tests or else practice on copies of previouslyreleased tests available from the Texas Education Agency. Analyze Practice Results. Ask your family and teachers to help you improve yourtest-taking performance by analyzing your test-taking strengths and weaknesses. Askthem to spend time discussing your completed practice tests, and explain whyparticular answers are right or wrong.STUDY RESOURCESSocial Studies CenterVisit socialstudies.glencoe.com for manyTAKS resources, including: Information about TAKS Summaries and Self-Check Quizzes foreach textbook chapter Links to additional content resourcesThe Social Studies Center (SSC), which wasestablished by the Texas Education Agency toprovide professional development for socialstudies teachers, provides several resourcesthat can help you understand the TEKS andprepare for TAKS. The SSC Web site(socialstudies.tea.state.tx.us) includes: A glossary of key terms in the TEKS(including those tested on TAKS) An index of brief biographies of the keypeople mentioned in the TEKS (includingthose tested on TAKS) TAKS review activities Links to additional contentTexas Education AgencyThe Texas Education Agency’s StudentAssessment Division Web site(www.tea.state.tx.us) has the latest informationabout assessment, including: Released tests that are downloadable Interactive Online Versions of releasedtests4TAKS Intervention WorkbookCopyright by The McGraw-Hill Companies, Inc.Glencoe Social Studies Web Site

READING AND STUDY STRATEGIESReading strategies are the techniques to help you understand and remember what youread. You probably use many reading strategies without even thinking about them. Thereare strategies to use before reading, during reading, and after reading. When you pagethrough a book and scan the pictures and captions, you are using a pre-reading strategy.When you take notes as you read, you are using a during-reading strategy. And, when yousummarize a passage after you have read it, you are using a post-reading strategy.Being an Active Reader In preparing for TAKS, you will read textbooks and other materialsto learn or recall information you need to know for the test. When reading for information, ithelps to set a purpose for your reading. A K-W-L-H chart, shown below, can help you set areading purpose and organize the information you are gathering. For each area you arehaving difficulty with, identify what you already know and what you want to find out aboutthe topic. Then, as you read, complete the chart with additional information.KWLHWhat I KnowWhat I Wantto Find OutWhat I LearnedHow I CanLearn MoreCopyright by The McGraw-Hill Companies, Inc.Taking Notes To be an effective study tool, taking notes requires more than copying fromthe text. You must decide what is important and organize the information in a way thatmakes sense. Here are some note-taking tips. As you read, pay attention to the headings. Think about the information. Ask yourself: What is the main idea? What details aremost important? Which dates, people, or events do you need to know? Write down the key points in your own words. Reread your notes when you are done and highlight the most important information.As you review, try to make connections between related ideas.Making a Study Guide One of the best ways to study efficiently is to make a study guide. Astudy guide includes all the dates, events, names, concepts, terms, and other informationyou need in order to succeed on a test. A study guide may take one of many forms,depending on the information you need to learn. Here are several types: Make flash cards to help you learn important terms, names, and dates. Write theword, date, or name on one side of the card. Write the definition on the other side. Organize information on a running concept list. Divide a sheet of paper into twocolumns. Write terms, names, concepts, or dates in the left column. Write definitions,explanations, and descriptions in the right-hand column. Draw a word map to organize information about a specific term, place, person,event, or time period. List the person, place, event, or term in the center box. At thetop of the page, write a short description or definition. At the right, list characteristicsof the person, place, event, or item. At the bottom of the word map, list examples. Write practice test questions and sample answers. Write your questions in thesame format as the test. Draw graphic organizers to help break down the material into manageable piecesthat are easier to remember. Graphic organizers can show a lot of information “at aglance.” For example, show similarities and differences in a Venn diagram. Listrelated ideas in a web or concept map. Analyze causes in a cause-and-effect chart.TAKS Review Handbook5

TAKS GRADE 11 OBJECTIVES AND REVIEW GUIDEWhere to Find TAKS Content in Glencoe’s TextbooksReferences are to chapter and section in the textbook (1.1 Chapter 1, Section 1)Knowledge and SkillsThe AmericanRepublic to1877Glencoe WorldGeographyGlencoe WorldHistoryThe AmericanRepublic Since1877Objective 1 The student will demonstrate an understanding of issues and events in U.S. history.(8.1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student isexpected to(C) explain the significance of the following dates: [1607],1776, 1787, [1803,] and , 3.2–3.5,7.1–7.5(8.4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to(B) explain the roles played by significant individuals during 5.3–6.4the American Revolution, including [Samuel Adams,Benjamin Franklin, King George III,] Thomas Jefferson, [theMarquis de Lafayette, Thomas Paine,] and GeorgeWashington; and17.43.1–3.5(C) explain the issues surrounding [important events of]5.1–7.2the American Revolution, including declaring independence;[writing] the Articles of Confederation, [fighting the battlesof Lexington, Concord, Saratoga, and Yorktown; andsigning the Treaty of Paris].17.43.1–3.5(8.16) Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and otherimportant historic documents. The student is expected to(C) identify colonial grievances listed in the Declaration ofIndependence and explain how those grievances wereaddressed in the U.S. Constitution and the Bill of Rights.5.4,Declaration ofIndependence,ConstitutionHandbook14.4, 17.43.2, 3.5,Declaration ofIndependence,ConstitutionHandbook(US1) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. Thestudent is expected to7.5, 8.1–8.2,9.1, 10.4, 12.1,13.1, 14.1,17.1–17.2,19.2–19.4, 21.1,24.1, 25.1,26.1, 28.1, 29.1(B) apply absolute and relative chronology through thesequencing of significant individuals, events, and timeperiods; and1.2, 3.4, 9.3,10.2, 12.3,14.3, 19.3, 19.4(C) explain the significance of the following dates: 1898,1914–1918, 1929, 1941–1945, [and 1957].18.4, 19.19.1, 14.1, 19.2,29.523.1–23.4, 24.1, 12.2, 14.1–14.2,26.2–26.417.1, 20.1–20.5(US3) History. The student understands the emergence of the United States as a world power between 1898 and 1920. The studentis expected to(A) explain why significant events and individuals,including the Spanish–American War, U.S. expansionism,[Henry Cabot Lodge, Alfred Thayer Mahan,] andTheodore Roosevelt, moved the United States intothe position of a world power;18.3–18.420.3, 21.1, 22.312.1–12.3(B) identify the reasons for U.S. involvement in WorldWar I, including unrestricted submarine warfare; and18.423.214.16TAKS Intervention WorkbookCopyright by The McGraw-Hill Companies, Inc.(A) identify the major eras in U.S. history from 1877 to thepresent and describe their defining characteristics;

Knowledge and SkillsThe AmericanRepublic to1877(D) analyze major issues raised by U.S. involvement inWorld War I, Wilson’s Fourteen Points, and the Treaty ofVersailles.18.4Glencoe WorldGeographyGlencoe WorldHistoryThe AmericanRepublic Since187723.2, 23.414.1, 14.3–14.4,19.1(US5) History. The student understands significant individuals, events, and issues of the 1920s. The student is expected to(A) analyze causes and effects of significant issues such asimmigration, the Red Scare, Prohibition, and the changingrole of women; and18.2–18.414.4, 15.1, 16.2(B) analyze the impact of significant individuals such asClarence Darrow, William Jennings Bryan, Henry Ford, andCharles A. Lindbergh.18.214.1, 15.1,15.2, 16.2(US6) History. The student understands the impact of significant national and international decisions and conflicts from World War IIand the Cold War to the present on the United States. The student is expected to(A) identify reasons for U.S. involvement in World War II,including the growth of dictatorships and the attack onPearl Harbor;18.126.219.1, 19.4(B) analyze major issues and events of World War II suchas fighting the war on multiple fronts, the internment ofJapanese–Americans, the Holocaust, the battle of Midway,the invasion of Normandy, and the development of andHarry Truman’s decision to use the atomic bomb;18.126.2–26.419.3, 20.2–20.5(D) describe U.S. responses to Soviet aggression afterWorld War II, including the Truman Doctrine, the MarshallPlan, the North Atlantic Treaty Organization, [and the Berlinairlift];19.227.1, 27.321.1, 21.2(E) analyze the conflicts in Korea and Vietnam and describe 19.2, 19.3their domestic and international effects; and27.1, 27.3,31.1, 31.221.2, 25.1–25.4F) describe the impact of the GI Bill, [the election of 1948],McCarthyism, and Sputnik I.27.1–27.321.3, 21.4,22.1, 22.2Objective 2 The student will demonstrate an understanding of geographic influences on historical issuesand events.Copyright by The McGraw-Hill Companies, Inc.(US8) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to(B) [pose and ] answer questions about geographicdistributions and patterns shown on maps, graphs,charts, and models, [and databases].4.13.2, 6.1, 20.2,Skillbuilders1.1, 3.2, 6.2,8.1, 10.4, 17.419.2, 20.2, 29.12.1–2.4, 3.1,3.4, 5.1–5.4,6.1, 8.1, 8.3,9.2, 9.4, 10.1,12.2, 19.2,20.5, 22.1,28.1,ConstitutionHandbook(US9) Geography. The student understands the impact of geographic factors on major events. The student is expected to(A) analyze the effects of physical and human geographicfactors on major events including the building of thePanama Canal.10.1, 19.21.1–1.2, 21.412.3TAKS Review Handbook7

TAKS GRADE 11 OBJECTIVES AND REVIEW GUIDE CONTINUEDReferences are to chapter and section in the textbook (1.1 Chapter 1, Section 1)Knowledge and SkillsThe AmericanRepublic to1877Glencoe WorldGeographyGlencoe WorldHistoryThe AmericanRepublic Since1877(US10) Geography. The student understands the effects of migrations and immigration on American society. The student isexpected to(A) analyze the effects of changing demographic patternsresulting from migration within the United States; and12.4, 18.1, 18.26.126.48.1, 8.2, 10.2,11.3, 14.2,15.3, 17.2,20.3, 22.4, 28.1(B) analyze the effects of changing demographic patternsresulting fr

The TAKS is a standardized test that is intended to show what you have been learning in your classes. Most of the questions on the social studies TAKS will ask about U.S. history and the geographic, economic, cultural, and politica