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9 781943 008506Printed in Texas on recycled paper.

GRADE 8 SOCIAL STUDIES ZINGERSAnswering the Most-Missed STAAR® Test Items

STAAR® is a registered trademark of the Texas Education Agency, which does not endorse this program or its content.

• Builds test-taking skills and confidence.• Engages all students with challenging test items.• Promotes student thinking with interactive instruction.

Visit SiriusEducationSolutions.com for additional STAAR resources.

GRADE 8SOCIAL STUDIES

ZINGERSSection 1: ZINGERS

Zinger 1 56% IncorrectZinger 2 52% IncorrectZinger 3 49% IncorrectZinger 4 48% IncorrectZinger 5 57% IncorrectZinger 6 64% IncorrectZinger 7 56% IncorrectZinger 8 52% IncorrectZinger 9 45% IncorrectZinger 10 48% IncorrectZinger 11 48% IncorrectZinger 12 55% IncorrectZinger 13 49% IncorrectZinger 14 55% IncorrectZinger 15 55% Incorrect

Section 2: ON YOUR OWN 15 Mixed STAAR Practice Items

with Stimuli

Use with Your Students!

Copyright © 2017 by Sirius Education Solutions LLC. All rights reserved. No part of this work may be reproduced or distributed in any form or by any means, electronic, mechanical, photocopying, scanning, recording, or stored in a database or retrieval system, without the prior written permission of the publisher.

STAAR® is a registered trademark of the Texas Education Agency. The Texas Education Agency does not endorse this program or its content. Sirius Education Solutions is not affiliated with the Texas Education Agency or the State of Texas.

STAAR® test questions copyright © by the Texas Education Agency. All rights reserved.

Printed in Texas.

ISBN: 978-1-943008-51-3

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. Thank you for respecting the copyright.

To the Teacher

Grade 8 Social Studies Zingers help prepare all students for the STAAR test by focusing on how to approach and answer STAAR test items by:

1. reading items carefully and looking for clues,

2. using what they already know, and

3. applying logical reasoning to eliminate wrong answer choices.

The 15 Zinger lessons are organized chronologically and can be used in many ways, including:

• Warm Ups by splitting each Zinger in half so that Guided Practice is used separately.

• Transition Activities that can be used with partners or small groups.

• Spaced Review, such as one day a week, to review content in the format of the test.

• Intense Review/Preparation in the weeks before the STAAR test.

Stronger students will appreciate the challenge of solving the most-missed STAAR test items and will become more aware of their thinking and the value of logic. Average and struggling students will grow in logical reasoning and confidence as they successfully work through difficult test items. All students will enjoy Zingers while improving their test-taking skills.

On Your Own is the second section in this workbook. It contains 15 STAAR practice items, each with a stimulus, such as a quote, image, or diagram (graphic organizer). About 50% of the STAAR test items include a stimulus, and students benefit from practice and feedback in these unique test items.

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© Sirius Education Solutions

Dear Students,

There are many important qualities of character and intelligence that the STAAR tests are not designed to measure—as this cartoon shows.

Dys

lexi

cKid

s.ne

t

Qualities Not Measured by STAAR Tests

Big-Picture ThinkingComp�ionReliabilityMotivationHumorEmpathy

Sense of Beauty

Humility

Sense of Wonder

PersistenceCuriosityEnthusiasm

COURAGE

LeadershipCreativityCivic-Minded

Resourcefulness

PositivityResilience

What the STAAR Grade 8 Social Studies test does measure is your ability to answer a variety of social studies questions. The lessons in this book will help you succeed by teaching you skills to use while taking the test. These skills are fun to learn, so you will probably enjoy the lessons.

Introducing . . . Zingers!Zingers challenge and support ALL students to THINK in ways that help to find the correct answers. Zingers present the most difficult released STAAR test items and ask questions about things you already know. You then cross out answer choices that don’t make sense, which reduces the number of answer choices you have. Finally, you practice with a similar test item to apply what you learned.

In Zingers, you will also develop the following test-taking strategies.

STRATEGY 1 If you don’t know the answer, guess.There is no penalty for guessing, so don’t leave any blanks. When you guess on a question with four answer choices, you have a 25% chance of choosing the correct answer.

STRATEGY 2 Before you guess, try to eliminate (get rid of) some of the choices.You can improve your chance of finding the correct answer by eliminating one answer choice. If you can get rid of two choices, you will have a 50% chance. If you can get rid of all three wrong answers, you have found the correct answer!

STRATEGY 3 Don’t give up!Sometimes a question seems too hard. You may want to give up and not even try. Don’t let that feeling stop you. Sometimes you can figure out the answer even when the question seems really hard. Just wait! This workbook will show you how.

Preparing for the STAAR test can be a fun challenge. And the skills you develop using this workbook will help you become a more confident and skilled test taker in ALL subjects!

Your partners in STAAR success,

The Sirius Education Team

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Table of Contents

Using the Grade 8 Social Studies Zingers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ivAnswering STAAR Test Items with Stimuli . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

1 ZINGERS — Answering the Most-Missed Spring 2016 STAAR Test Items Percent

AnsweringIncorrectly

Correlations to Grade 8 Social Studies

Preparation and Practice PageDate Due Done

Zinger 1 56% Lesson 1.1 1



Zinger 4 48% Lessons 3.2, 4.1 10


Zinger 6 64% Lessons 3.1, 3.2 17








Zinger 14 55% Lessons 10.1, 10.2 42


2 ON YOUR OWN — Mixed STAAR Practice with StimuliCorrelations to

Grade 8 Social Studies Preparation and Practice Page

Date Due Done

On Your Own 1 Lesson 9.2 48















Included in Sampler

Teacher’s Edition pages immediately follow the Student worksheet pages.

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iv Grade 8 Social Studies Zingers Answering the Most-Missed STAAR Test Items

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Using the Grade 8 Social Studies ZingersEach Zinger examines one of the most-missed items from the released 2016 STAAR test and models how students should approach and answer it by eliminating weak answer choices.

1 READ CAREFULLY

Good problem solvers carefully read and reread test items. Use the interactive questions to help you read actively for:

• What information is given?• What does the question ask? • What do you know about this topic?

2 THINK ABOUT IT

Examine what two students think as they approach answering the test item.

• Which student has a better approach?• What can you learn from how these

students think?

Seeing how other students think can help you become more aware of your own thinking and avoid problems and negative thoughts.

3 USE LOGIC

Examine each answer choice by completing the scaffolding questions.

• Which answer choices can you eliminate?• Can you avoid common student mistakes?

You should now see more clearly which answer choice or choices are most likely to be correct.

4 GUIDED PRACTICE

Now you get to apply what you learned by answering a similar test item.

First, complete the interactive questions to analyze each answer choice. Then choose the best answer.

With practice, you should feel more confident that you can succeed on the STAAR test. After all, you will be correctly answering test items that most students missed!

1 Zinger 1

READ CAREFULLY Can you answer this item correctly when 56% of students missed it?

1. The item asks about a motive. Circle the synonym for motive.

reward / reason / effort / problem

2. Circle each thing that many or most European explorers long ago did.

mistreated native people / ran businesses / fought for freedom

searched for gold and treasure / served a king or queen

THINK ABOUT IT Read what each student thinks.

Jacy Thinks . . .

There are too many words I don’t know. What’s free enterprise? What’s a utopian community? I’m too confused. I think I’ll just take a wild guess.

Rosalinda Thinks . . .

There are words I don’t know, but maybe it doesn’t matter. I’ll think about everything I know about early explorers and what might go with the things written in the two boxes.

3. Which student has a better approach, and why is it better?

Primary Motives forEuropean Exploration of the

Americas

Toincreasewealth

Tospread

Christianity?Which motive best completes the diagram? (8.2A, 8.29B)

A To promote free enterprise

B To extend democracy

C To expand empires

D To found utopian communities STAAR Grade 8 Social Studies 2016 #31

ZINGER 1 Lesson 1.1

1

2

2 Grade 8 Social Studies Zingers Answering the Most-Missed STAAR Test Items

USE LOGIC Use logic to eliminate wrong answer choices.

4. Circle the word or phrase that best completes each sentence under a lettered answer choice. Then, if you think the answer choice is wrong, cross it out.

Choice A To promote free enterprise

• Early European explorers—such as Pizarro, Cortés, and Columbus—tried to get riches from / be helpful to the people they found in the New World.

• Even if you don’t know what free enterprise means, you can guess that it is likely / not likely that early explorers promoted something “free.”

Choice B To extend democracy

• In the 1500s, at the time of early European exploration, European countries were governed by elected rulers / kings and queens .

• You can guess that choice B should be eliminated / considered .

Choice C To expand empires

• The costs of exploration were paid by the explorers / the rulers of nations .

• Since choice C refers to something a nation’s ruler or rulers would want, it is an answer choice that is likely to be wrong / correct .

Choice D To found utopian communities

• If you don’t know what a utopian community is, you should skip the question / consider choice D as possible .

5. The correct answer choice is A / B / C / D .

GUIDED PRACTICE Read the item carefully. Think about what you already know.

Review the choices you think might be correct.

What ChristopherColumbus believed about

the world in 1492.

Theearth was

round.

One couldreach theEast by

sailing west.?

Which idea best completes the diagram? (8.2A, 8.29B)

F There were undiscovered lands to explore.

G The world was much smaller than it really was.

H There was a water passage through North America.

J Sailing around Africa was the best way to reach India.

3

4

Wow, 56% of students missed this test item!

First, try to answer the test item on your own. It is one of the hardest problems on the test, so don’t get frustrated!

Practice with a new similar item.

Interactive instruction

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Answering STAAR Test Items with StimuliAbout 50% of the STAAR Grade 8 Social Studies test items include a stimulus such as a quote, photo, illustration, or diagram, and your job is to interpret this given information. The following four strategies show you how to select the correct answer.

Strategy 1 Finding Key Details in a DiagramSome questions have a diagram, and you may only need to recognize one key detail in order to find the correct answer.

1 Read the question carefully. The question will help you understand what to look for in the diagram. Make sure you understand the question.

2 Re-read the question and make sure you understand it.

• The question asks for basic information about what the circled events are related to. The words a student highlighted indicate that they both have to do with religion.

3 If you know the answer, choose it. If you don’t, there is still something you can do! Use what you know to cross out answer choices that do not apply. In this question, you can cross out three choices.

F the eventual adoption of the U.S. Constitution

G the formation of a government controlled by religious officials

H the creation of a national system of checks and balances

J the establishment of the principle of religious freedom

The Puritans founded theMassachusetts Bay Colony

to escape persecution.

Roger Williams wasbanished from the Massachusetts

Bay Colony and formed a newcolony that did not have

a state church.

Anne Hutchinson wasexpelled from the Massachusetts

Bay Colony for dissentingfrom church doctrine.

This diagram describes events in colonial America that are related to —

F the eventual adoption of the U.S. Constitution

G the formation of a government controlled by religious officials

H the creation of a national system of checks and balances

J the establishment of the principle of religious freedomGrade 8 Social Studies STAAR 2013 #16

Nothing in the diagram refers to the U.S. Constitution.

The diagram does not refer to branches of government or checks and balances.

This answer contradicts the statement that Williams did not establish a state church.

Both circled statements refer to religious freedom, indicating this is the correct answer.

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Strategy 2 Interpreting New Information from an ExcerptTest items with excerpts often do not require specific background knowledge. This means you can answer these items using only reading and thinking skills.

1 Read the excerpt and the item carefully.

2 Understand what you are being asked. Underline key details.

• Re-read the excerpt and underline key details, just as one student did above.

• The question asks about concerns that some critics had about the U.S. Constitution. So, you have to figure out what concern the excerpt suggests.

• The excerpt suggests concern that the “thirteen republics” [or thirteen states] could lose power under the Constitution.

3 If you know the answer, choose it. If you are unsure, use what you know to cross out answer choices that do not apply. If more than one choice remains, choose the best answer. If only one choice remains, that is the answer.

F elected representatives are accountable to individual voters

G courts have the right to resolve disputes between states

H each branch of government can serve as a check on the other branches

J power is divided between the federal government and state governments

The plan of government now proposed is evidently calculated totally to change, in time, our condition as a people. Instead of being thirteen republics, under a federal head, it is clearly designed to make us one consolidated government. . . .

—Federal Farmer No. 1, 1787

Those in favor of ratifying the Constitution would most likely respond to this concern by pointing out that —

F elected representatives are accountable to individual voters

G courts have the right to resolve disputes between states

H each branch of government can serve as a check on the other branches

J power is divided between the federal government and state governmentsGrade 8 Social Studies STAAR 2014 #48

The quote does not suggest concerns about the accountability of elected officials.

Nothing in the quote refers to the court system or the power of the judicial branch.

Although checks and balances are one feature of the Constitution, that feature does not address the concern expressed in the excerpt.

The division of power between the federal and state governments specifically addresses the concern of the writer.

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Strategy 3 Interpreting Tables or GraphsWhen you are asked to interpret a table or graph, be sure to read all headings to grasp the information being presented and how it is being compared and contrasted.

1 Look carefully at the table. Read the question and answer choices.

2 Understand what you are given and what you are being asked.

• The pieces of data given in this chart have to do with slavery.

• The question is asking you to draw a conclusion based on the data. Read the answer choices. Which choice specifically relates to slavery?

3 If you know the answer, choose it. If you are unsure, use what you know to cross out answer choices that do not apply. If more than one choice remains, choose the best answer.

A Gulf Coast states had to rely on steamboats to transport goods.

B States in the lower South had more land devoted to plantations.

C Border states had to import needed raw materials.

D States in the upper South were heavily industrialized.

1860 Census Results for Selected States

State Total Population

Total Number of Slaves

Slaves as a Percentage of Population

Sou

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U.S

. C

ensu

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urea

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Alabama 0,964,201 435,080 45%

Georgia 1,057,286 462,198 44%

Kentucky 1,155,084 225,483 20%

Maryland 0,687,049 087,189 13%

Mississippi 0,791,305 436,631 55%

Virginia 1,596,318 490,865 31%

These data could be used to support which conclusion?

A Gulf Coast states had to rely on steamboats to transport goods.

B States in the lower South had more land devoted to plantations.

C Border states had to import needed raw materials.

D States in the upper South were heavily industrialized.Grade 8 Social Studies STAAR 2014 #3

Nothing in the table relates to the transportation of goods.

The question asks for a conclusion about a table of population data. Importing materials does not relate to the population data.

Enslaved persons did the work on plantations. That is the clue that this is the correct answer. More land was devoted to plantations in the lower South.

Industrialization was not dependent upon slavery. Thus, the table cannot be showing a relationship between slavery and industry.

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Strategy 4 Using Knowledge and Analysis with ImagesSome questions with images contain new information. You need to combine the new information in the image with your background knowledge in order to answer the question.

1 Look carefully at the image. Read the item and answer choices.

2 Understand what you are being asked. In this question, the word economy is the key to the correct answer.

• The image is of a steamboat. How might that relate to the U.S. economy?

3 If you know the answer, choose it. If you are unsure, use what you know to cross out answer choices that do not apply. If more than one choice remains, choose the best answer.

A decreasing the need for canals

B allowing more efficient movement of goods

C reducing the costs of settling in western territories

D transporting workers from southern states to northern states

Which do you think is the best answer?

Sou

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The innovation shown in this photograph most affected the U.S. economy by —

A decreasing the need for canals

B allowing more efficient movement of goods

C reducing the costs of settling in western territories

D transporting workers from southern states to northern statesGrade 8 Social Studies STAAR 2014 #7

Steamboats helped move people and goods. That would not decrease the need for canals.

Steamboats were not a major method of moving people westward. You know that wagon trains served this role.

Steamboats allowed for the easy movement of goods against the natural current of waterways. This affected the economy by making the movement of goods more efficient.

Steamboats were a method of transportation, and the word workers relates to the economy, so keep this answer choice for now.

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1. What does the word raw mean in the phrase “raw materials”?

uncooked / dangerous / inexpensive / not yet finished

2. Which word is the best synonym for mills in the phrase “textile mills”?

workers / factories / users / planters


Micah Thinks . . .

Sometimes a chart provides all the information needed to answer the question. Let me see if this one does . . .

Lucy Thinks . . .

I don’t know the answer, so I won’t waste time on this. I haven’t selected the last answer choice for a while, so this may be a good time to try that one.

3. Which student is more likely to answer correctly, and why?

Regional Economic Activity in the United States in the Early 1800s

The Northeast The Midwest The South

Produced manufactured goods

Supplied food resources Provided raw materials

What was one result of these regional differences? (8.12D, 8.29C)

A Cities in the South emerged as centers for textile mills.

B Immigrants settled in the Midwest to establish small farms.

C Slavery increased in the Northeast as industrialization expanded.

D Plantation systems in the South were replaced by large businesses.STAAR G8 Social Studies 2016 #39

Lesson 6.1ZINGER 8

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4. Answer the questions that follow each lettered answer choice. Then, if you think the answer choice is wrong, cross it out.

Choice A Cities in the South emerged as centers for textile mills.

• According to the chart, what economic activity occurred in the South?

manufacturing / food production / raw material production

• Does the chart itself tell you that choice A is incorrect? Yes / No

Choice B Immigrants settled in the Midwest to establish small farms.

• According to the chart, what economic activity occurred in the Midwest?

manufacturing / food production / raw material production

• What do farms of any size usually produce?

food / lumber / metals and minerals

• How likely is it that choice B is correct? It is likely. / It is not likely.

Choice C Slavery increased in the Northeast as industrialization expanded.

• Were most large businesses in the Northeast? Yes / No

• Did factories depend on slave labor? Yes / No

• Is there any reason to think that choice C is correct? Yes / No

Choice D Plantation systems in the South were replaced by large businesses.

• Where were most large businesses, other than plantations, located?

in the Northeast / in the Midwest / in the South

• Does information in the chart support choice D in any way? Yes / No

• Is there any reason to think that choice D is correct? Yes / No

5. The best answer choice is A / B / C / D .


Review the choices you think might be correct.

American Growth in the Early 1800s

Population Territory Economy

Immigration from Europe increased the number of people.

The Louisiana Purchase nearly doubled the country’s land area.

Textile mills and other industries created jobs and increased American exports.

What was one cause of American growth in the early 1800s? (8.12D, 8.29C)

F People from Ireland came to the United States to escape a famine.

G President Jefferson sent Lewis and Clark on a journey of exploration.

H Cheap land in western territories allowed businesses to open new factories.

J Farmers in western areas faced problems transporting crops over the Appalachian Mountains.

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6. Circle the correct responses to the questions that follow each lettered answer choice. Then cross out any answer choices that you realize cannot be correct.

Choice F People from Ireland came to the United States to escape a famine.

• Did Irish people immigrate to the United States? Yes / No

• Would having a famine be a reason to move to a country that was not having a famine? Yes / No

• Ireland is part of what continent? Asia / Europe / North America

• So, how likely is it that choice F is correct? Very likely / Unlikely

Choice G President Jefferson sent Lewis and Clark on a journey of exploration.

• Did Jefferson send Lewis and Clark to explore the Louisiana Territory before or after he purchased it from France? Before / After

• So, could their exploration have caused the purchase? Yes / No

• Is this choice likely to be the correct answer? Yes / No

Choice H Cheap land in western territories allowed businesses to open new factories.

• In the early 1800s, where were almost all of the nation’s factories located?

in the South / in New England / in the Northwest

• Was that location part of the Louisiana Purchase? Yes / No

• Was that location a source of cheap land? Yes / No

• Is choice H likely to be the correct answer? Yes / No

Choice J Farmers in western territories faced problems transporting crops over the Appalachian Mountains.

• Would a problem in an area cause people to move there? Yes / No

• Does this choice have anything to do with population growth or industry?

Yes / No

• How likely is it that choice J is correct? It is likely / It is unlikely

7. Choose an answer and write down why you think it is the best choice.

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1. In the history of the United States, have policies, actions, and attitudes toward American Indians more often been helpful to them or harmful to them?

helpful / harmful

2. You can tell by thinking about the comm root in communal and other words that contain this root, such as community, that a communal society is one based on

a group. / individual rights.


Alicia Thinks . . .

Yikes! I’ve never even heard of the Dawes Act! Now, wait . . . all of the choices have to do with American Indians! I surely know something about history and American Indians!

Victor Thinks . . .

Oh, I’m supposed to know so much more than I know! My brain is tired, and I feel sleepy. I’ll just close my eyes for a minute or two . . .

3. Which student does something that will interfere with the test, and what is it?

One effect of the Dawes Act was that it — (8.9D)

F caused many American Indian tribes to create written constitutions

G provided education to American Indians through locally run schools

H limited the voting rights of American Indians

J harmed the communal structure of American Indian societySTAAR Grade 8 Social Studies 2016 #34

Lessons 10.1, 10.2ZINGER 15

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4. Answer the questions that follow each lettered answer choice. Then, if you think the answer choice is wrong, cross it out.

Choice F caused many American Indian tribes to create written constitutions

• Who would benefit if an American Indian tribe created a constitution?

The tribe / All American citizens

• Whose actions would a constitution control?

Everyone’s / Tribal members’

• Does it make sense that the U.S. government would pass a law that caused some American Indian tribes to change how they governed themselves?

Yes / No

• How likely is it that choice F is correct? Not likely / Quite likely

Choice G provided education to American Indians through locally run schools

• Would locally run schools be better or worse for American Indians than schools run by people far away who knew little about them?

Better / Worse

• Long ago, was the U.S. government known for doing many things that helped American Indians? Yes / No

• How likely is it that choice G is correct? Not likely / Quite likely

Choice H limited the voting rights of American Indians

• Is it likely that, long ago, American Indians had voting rights? Yes / No

• Does it make sense that the federal government gave a group voting rights and then, later, put limitations on those rights? Yes / No

• How likely is it that choice H is correct? Not likely / Quite likely

Choice J harmed the communal structure of American Indian society

• Did American Indian culture value groups, or tribes? Yes / No

• Might the government have done something that, accidentally or on purpose, harmed American Indian culture? Yes / No

5. The best answer choice is F / G / H / J . Review the choices you think might be correct.

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6. Answer the questions that follow each lettered answer choice. Then cross out any answer choices that you realize cannot be correct.

Choice A kept freedmen under white control

• Were Southerners angered by Reconstruction policies? Yes / No

• Is choice A something that southern states would have wanted? Yes / No

• Might choice A be the correct answer? Yes / No

Choice B created racial inequality in the South

• Can something be created if it has been in existence for many years?

Yes / No

• During Reconstruction, was racial inequality a new situation in the South?

Yes / No

• Could choice B be the correct answer? Yes / No

Choice C did away with the Freedmen’s Bureau

• Could states do away with an agency established by the U.S. Congress?

Yes / No

• Could choice C be the correct answer? Yes / No

Choice D made it difficult for formerly enslaved citizens to get jobs

• Did white Southerners ever benefit from work done by formerly enslaved Southerners?

Yes / No

• How likely is it that choice D is correct? Not likely / Quite likely

7. Choose an answer and write down why you think it is the best choice.

One effect of the black codes passed by southern states was that they — (8.9A)

A kept freedmen under white control

B created racial inequality in the South

C did away with the Freedmen’s Bureau

D made it difficult for formerly enslaved citizens to get jobs

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Ch

oic

e A

C

itie

s in

th

e So

uth

em

erg

ed a

s ce

nte

rs f

or

text

ile m

ills.

• A

ccor

din

g to

th

e ch

art,

wh

at e

con

omic

act

ivit

y o

ccu

rred

in t

he

Sou

th?

man

ufa

ctu

rin

g

/ fo

od

pro

du

ctio

n

/ ra

w m

ater

ial p

rod

uct

ion

• D

oes

th

e ch

art i

tsel

f tel

l you

th

at c

hoi

ce A

is in

corr

ect?

Y

es

/ N

o

Ch

oic

e B

Im

mig

ran

ts s

ettl

ed in

th

e M

idw

est

to e

stab

lish

sm

all f

arm

s.

• A

ccor

din

g to

th

e ch

art,

wh

at e

con

omic

act

ivit

y o

ccu

rred

in t

he

Mid

wes

t?

man

ufa

ctu

rin

g

/ fo

od

pro

du

ctio

n

/ ra

w m

ater

ial p

rod

uct

ion

• W

hat

do

farm

s of

an

y si

ze u

sual

ly p

rod

uce

?

foo

d

/ lu

mb

er

/ m

etal

s an

d m

iner

als

• H

ow

like

ly is

it t

hat

ch

oice

B is

cor

rect

? It

is li

kely

. /

It is

no

t lik

ely.

Ch

oic

e C

Sl

aver

y in

crea

sed

in t

he

No

rth

east

as

ind

ust

rial

izat

ion

exp

and

ed.

• W

ere

mo

st la

rge

bu

sin

esse

s in

th

e N

orth

east

? Y

es

/ N

o

• D

id fa

ctor

ies

dep

end

on

sla

ve la

bor

? Y

es

/ N

o

• Is

th

ere

any

reas

on to

th

ink

that

ch

oice

C is

cor

rect

? Y

es

/ N

o

Ch

oic

e D

Pl

anta

tio

n s

yste

ms

in t

he

Sou

th w

ere

rep

lace

d b

y la

rge

bu

sin

esse

s.

• W

her

e w

ere

mo

st la

rge

bu

sin

esse

s, o

ther

th

an p

lan

tati

ons,

loca

ted

?

in t

he

No

rth

east

/

in t

he

Mid

wes

t /

in t

he

Sou

th

• D

oes

info

rmat

ion

in t

he

char

t su

pp

ort c

hoi

ce D

in a

ny

way

?

Yes

/

No

• Is

th

ere

any

reas

on to

th

ink

that

ch

oice

D is

cor

rect

? Y

es

/ N

o

5.

Th

e b

est a

nsw

er c

hoi

ce is

A

/

B

/ C

/

D

.

GU

IDED

PR

ACT

ICE

Re

ad t

he it

em c

aref

ully

. Thi

nk a

bout

wha

t yo

u al

read

y kn

ow.

Revi

ew t

he c

hoic

es y

ou

thin

k m

ight

be

corr

ect.

Am

eric

an G

row

th in

the

Ear

ly 1

800s

Popu

latio

nTe

rrito

ryEc

onom

y

Imm

igra

tion

from

Eu

rope

incr

ease

d th

e nu

mbe

r of

peo

ple.

The

Loui

sian

a Pu

rcha

se

near

ly d

oubl

ed t

he

coun

try’

s la

nd a

rea.

Text

ile m

ills

and

othe

r in

dust

ries

cre

ated

job

s an

d in

crea

sed

Am

eric

an e

xpor

ts.

Wha

t w

as o

ne c

ause

of Am

eric

an g

row

th in

the

ear

ly 1

800s

? (8

.12D

, 8.2

9C)

F Pe

ople

fro

m I

rela

nd c

ame

to t

he U

nite

d Sta

tes

to e

scap

e a

fam

ine.

G

Pres

iden

t Je

ffer

son

sent

Lew

is a

nd C

lark

on

a jo

urne

y of

exp

lora

tion.

H

Che

ap la

nd in

wes

tern

ter

rito

ries

allo

wed

bus

ines

ses

to o

pen

new

fac

tori

es.

J Fa

rmer

s in

wes

tern

are

as f

aced

pro

blem

s tr

ansp

ortin

g cr

ops

over

the

App

alac

hian

Mou

ntai

ns.

24

Gra

de 8

So

cial

Stu

die

s Zin

ge

rs

An

swer

ing

th

e M

ost

-Mis

sed

STA

AR

Tes

t It

ems

REA

D C

ARE

FULL

Y

Can

you

answ

er th

is it

em c

orre

ctly

whe

n 52

% o

f stu

dent

s mis

sed

it?

1.

Wh

at d

oes

th

e w

ord

raw

mea

n in

th

e p

hra

se “

raw

mat

eria

ls”?

un

coo

ked

/

dan

ger

ou

s /

inex

pen

sive

/

no

t ye

t fi

nis

hed

2.

Wh

ich

wor

d is

th

e b

est s

ynon

ym fo

r m

ills

in t

he

ph

rase

“te

xtil

e m

ills

”?

wo

rker

s /

fact

ori

es

/ u

sers

/

pla

nte

rs

THIN

K A

BOU

T IT

Re

ad w

hat

each

stu

dent

thi

nks.

Mic

ah T

hin

ks .

. .

Som

etim

es a

cha

rt p

rovi

des

all t

he

info

rmat

ion

need

ed t

o an

swer

the

qu

estio

n. L

et m

e se

e if

this

one

doe

s . .

.

Lucy

Th

inks

. . .

I don

’t k

now

the

ans

wer

, so

I won

’t w

aste

tim

e on

thi

s. I

have

n’t

sele

cted

the

last

an

swer

cho

ice

for

a w

hile

, so

this

may

be

a go

od t

ime

to t

ry t

hat

one.

3.

Wh

ich

stu

den

t is

mor

e li

kely

to a

nsw

er c

orre

ctly

, an

d w

hy?

Reg

iona

l Eco

nom

ic A

ctiv

ity

in t

he U

nite

d Sta

tes

in t

he E

arly

180

0s

The

Nor

thea

stTh

e M

idw

est

The

Sou

th

Prod

uced

man

ufac

ture

d go

ods

Sup

plie

d fo

od r

esou

rces

Prov

ided

raw

mat

eria

ls

Wha

t w

as o

ne r

esul

t of

the

se r

egio

nal d

iffer

ence

s?

(8.1

2D, 8

.29C

)

A

Citi

es in

the

Sou

th e

mer

ged

as c

ente

rs f

or t

extil

e m

ills.

B

Imm

igra

nts

sett

led

in t

he M

idw

est

to e

stab

lish

smal

l far

ms.

C

Sla

very

incr

ease

d in

the

Nor

thea

st a

s in

dust

rial

izat

ion

expa

nded

.

D

Plan

tatio

n sy

stem

s in

the

Sou

th w

ere

repl

aced

by

larg

e bu

sine

sses

.ST

AA

R G

8 So

cial

Stu

die

s 20

16 #

39

Less

on

6.1

ZING

ER 8

Mic

ah. H

e w

ill t

ake

adva

nta

ge

of

info

rmat

ion

giv

en t

o

him

. Lu

cy is

n’t

pla

nn

ing

to

th

ink

abo

ut

the

qu

esti

on

at

all.

21%

48%

18%

13%

Bas

ic lo

gic

lead

s d

irec

tly

to t

he

corr

ect

resp

on

se f

or

this

item

.

© Sirius Education Solutions 24–25Zinger 8

Teacher’s Edition Sampler

27

Zin

ger

9

REA

D C

ARE

FULL

Y

Can

you

answ

er th

is it

em c

orre

ctly

whe

n 45

% o

f stu

dent

s mis

sed

it?

1.

If s

omet

hin

g is

pro

hib

ited

, it i

s —

des

ired

/

per

mit

ted

/

ob

ject

ed t

o

/ n

ot

allo

wed

THIN

K A

BOU

T IT

Re

ad w

hat

each

stu

dent

thi

nks.

Mar

iso

l Th

inks

. . .

I’m g

oing

to

get

this

one

rig

ht. I

don

’t

know

wha

t th

e N

orth

wes

t O

rdin

ance

di

d, b

ut I

know

tha

t th

e U

nite

d St

ates

has

gr

own

a lo

t, a

nd t

hat’

s w

hat

this

is a

bout

.

Lato

ya T

hin

ks .

. .

I’m n

ot s

ure

wha

t th

e N

orth

wes

t O

rdin

ance

w

as, b

ut I

do k

now

wha

t an

“or

derly

ex

pans

ion”

wou

ld in

volv

e, a

nd I

know

how

to

thi

nk!

2.

Wh

ich

stu

den

t has

a b

ette

r id

ea o

f ho

w to

dea

l wit

h t

his

qu

esti

on, a

nd

wh

y is

it

bet

ter?

The

Nor

thw

est

Ord

inan

ce e

stab

lishe

d gu

idel

ines

for

the

ord

erly

exp

ansi

on o

f th

e U

nite

d Sta

tes

by in

stitu

ting

a —

(8

.6A

)

F m

etho

d to

pur

chas

e te

rrito

ry f

rom

for

eign

pow

ers

G

proc

edur

e fo

r m

ilita

ry t

akeo

vers

of

exis

ting

coun

trie

s

H

proc

ess

thro

ugh

whi

ch s

tate

s co

uld

be a

dded

to

the

Uni

on

J co

mpr

omis

e lin

e th

at p

rohi

bite

d sl

aver

y in

the

Wes

tST

AA

R G

rad

e 8

Soci

al S

tud

ies

2016

#16

Less

on

6.1

ZING

ER 9

Lato

ya h

as a

bet

ter

idea

bec

ause

sh

e fo

cuse

s o

n w

hat

th

e q

ues

tio

n is

rea

lly a

bo

ut

and

pla

ns

to t

hin

k. M

aris

ol

is c

on

fid

ent

wit

ho

ut

a g

oo

d r

easo

n t

o b

e.

18%

4% 55%

24%

26G

rad

e 8

So

cial

Stu

die

s Zin

ge

rs

An

swer

ing

th

e M

ost

-Mis

sed

STA

AR

Tes

t It

ems

6.

Cir

cle

the

corr

ect r

esp

onse

s to

th

e q

ues

tion

s th

at fo

llo

w e

ach

lett

ered

an

swer

ch

oice

. Th

en c

ross

ou

t an

y an

swer

ch

oice

s th

at y

ou r

eali

ze c

ann

ot b

e co

rrec

t.

Ch

oic

e F

Pe

op

le f

rom

Irel

and

cam

e to

th

e U

nit

ed S

tate

s to

esc

ape

a fa

min

e.

• D

id I

rish

peo

ple

imm

igra

te to

th

e U

nit

ed S

tate

s?

Yes

/

No

• W

ould

hav

ing

a fa

min

e b

e a

reas

on to

mo

ve to

a c

oun

try

that

was

not

hav

ing

a fa

min

e?

Yes

/

No

• Ir

elan

d is

par

t of w

hat

con

tin

ent?

A

sia

/ Eu

rop

e /

No

rth

Am

eric

a

• So

, ho

w li

kely

is it

th

at c

hoi

ce F

is c

orre

ct?

Ver

y lik

ely

/ U

nlik

ely

Ch

oic

e G

Pr

esid

ent

Jeff

erso

n s

ent

Lew

is a

nd

Cla

rk o

n a

jou

rney

of

exp

lora

tio

n.

• D

id Je

ffer

son

sen

d L

ewis

an

d C

lark

to e

xplo

re t

he

Lou

isia

na

Terr

itor

y b

efor

e or

aft

er h

e p

urc

has

ed it

fro

m F

ran

ce?

Bef

ore

/

Aft

er

• So

, cou

ld t

hei

r ex

plo

rati

on h

ave

cau

sed

th

e p

urc

has

e?

Yes

/

No

• Is

th

is c

hoi

ce li

kely

to b

e th

e co

rrec

t an

swer

? Y

es

/ N

o

Ch

oic

e H

C

hea

p la

nd

in w

este

rn t

erri

tori

es a

llow

ed b

usi

nes

ses

to o

pen

new

fa

cto

ries

.

• In

th

e ea

rly

1800

s, w

her

e w

ere

alm

ost

all

of t

he

nat

ion

’s fa

ctor

ies

loca

ted

?

in t

he

Sou

th

/ in

New

En

gla

nd

/

in t

he

No

rth

wes

t

• W

as t

hat

loca

tion

par

t of t

he

Lou

isia

na

Pu

rch

ase?

Y

es

/ N

o

• W

as t

hat

loca

tion

a s

ourc

e of

ch

eap

lan

d?

Yes

/

No

• Is

ch

oice

H li

kely

to b

e th

e co

rrec

t an

swer

? Y

es

/ N

o

Ch

oic

e J

Fa

rmer

s in

wes

tern

ter

rito

ries

fac

ed p

rob

lem

s tr

ansp

ort

ing

cro

ps

ove

r th

e A

pp

alac

hia

n M

ou

nta

ins.

• W

ould

a p

rob

lem

in a

n a

rea

cau

se p

eop

le to

mo

ve t

her

e?

Yes

/

No

• D

oes

th

is c

hoi

ce h

ave

anyt

hin

g to

do

wit

h p

opu

lati

on g

row

th o

r in

du

stry

?

Yes

/

No

• H

ow

like

ly is

it t

hat

ch

oice

J is

cor

rect

? It

is li

kely

/

It is

un

likel

y

7.

Ch

oo

se a

n a

nsw

er a

nd

wri

te d

ow

n w

hy

you

th

ink

it is

th

e b

est c

hoi

ce.

Ch

oic

e F

is c

orr

ect.

It a

gre

es w

ith

wh

at I

kno

w a

nd

m

akes

sen

se a

s th

e an

swer

. No

ne

of

the

oth

er c

ho

ices

ar

e lik

ely

to b

e co

rrec

t.

Grade 8 Social Studies Zingers Answering the Most-Missed STAAR Test Items © Sirius Education Solutions26–27

45

Zi

ng

er

15

REA

D C

ARE

FULL

Y

Can

you

answ

er th

is it

em c

orre

ctly

whe

n 55

% o

f stu

dent

s mis

sed

it?

1.

In t

he

his

tory

of t

he

Un

ited

Sta

tes,

hav

e p

olic

ies,

act

ion

s, a

nd

att

itu

des

tow

ard

A

mer

ican

In

dia

ns

mor

e of

ten

bee

n h

elp

ful t

o t

hem

or

har

mfu

l to

th

em?

hel

pfu

l /

har

mfu

l

2.

You

can

tel

l by

thin

kin

g ab

out t

he

com

m r

oot

in c

omm

un

al a

nd

oth

er w

ord

s th

at

con

tain

th

is r

oot

, su

ch a

s co

mm

un

ity,

th

at a

com

mu

nal

so

ciet

y is

on

e b

ased

on

a g

rou

p.

/ in

div

idu

al r

igh

ts.

THIN

K A

BOU

T IT

Re

ad w

hat

each

stu

dent

thi

nks.

Alic

ia T

hin

ks .

. .

Yik

es!

I’ve

neve

r ev

en h

eard

of

the

Daw

es

Act

! N

ow, w

ait

. . .

all o

f th

e ch

oice

s ha

ve

to d

o w

ith A

mer

ican

Indi

ans!

I su

rely

kno

w

som

ethi

ng a

bout

his

tory

and

Am

eric

an

Indi

ans!

Vic

tor

Thin

ks .

. .

Oh,

I’m

sup

pose

d to

kno

w s

o m

uch

mor

e th

an I

know

! M

y br

ain

is t

ired,

and

I fe

el

slee

py. I

’ll ju

st c

lose

my

eyes

for

a m

inut

e or

tw

o . .

.

3.

Wh

ich

stu

den

t do

es s

omet

hin

g th

at w

ill i

nte

rfer

e w

ith

th

e te

st, a

nd

wh

at is

it?

One

eff

ect

of t

he D

awes

Act

was

tha

t it

—

(8.9

D)

F ca

used

man

y Am

eric

an I

ndia

n tr

ibes

to

crea

te w

ritt

en c

onst

itutio

ns

G

prov

ided

edu

catio

n to

Am

eric

an I

ndia

ns t

hrou

gh lo

cally

run

sch

ools

H

limite

d th

e vo

ting

righ

ts o

f Am

eric

an I

ndia

ns

J ha

rmed

the

com

mun

al s

truc

ture

of Am

eric

an I

ndia

n so

ciet

yST

AA

R G

rad

e 8

Soci

al S

tud

ies

2016

#34

Less

on

s 10

.1, 1

0.2

ZING

ER 1

5

Vic

tor.

He

giv

es in

to

fee

ling

sle

epy.

He

mig

ht

no

d o

ff!

16%

21%

18%

45%

44

Gra

de 8

So

cial

Stu

die

s Zin

ge

rs

An

swer

ing

th

e M

ost

-Mis

sed

STA

AR

Tes

t It

ems

GU

IDED

PR

ACT

ICE

Re

ad t

he it

em c

aref

ully

. Thi

nk a

bout

wha

t yo

u al

read

y kn

ow.

6.

An

swer

th

e q

ues

tion

s th

at fo

llo

w e

ach

lett

ered

an

swer

ch

oice

. Th

en c

ross

ou

t an

y an

swer

ch

oice

s th

at y

ou r

eali

ze c

ann

ot b

e co

rrec

t.

Ch

oic

e A

A

ll A

mer

ican

-bo

rn m

ales

• C

an a

six

-yea

r-ol

d v

ote?

Y

es

/ N

o

• A

re a

ny

mal

es w

ho

wer

e b

orn

in A

mer

ica

six

year

s ol

d?

Yes

/

No

• So

, are

an

y m

ales

bor

n in

Am

eric

a u

nd

er t

he

age

to v

ote?

Y

es

/ N

o

• C

ould

ch

oice

A b

e th

e co

rrec

t an

swer

? Y

es

/ N

o

Ch

oic

e B

A

fric

an-A

mer

ican

men

• H

ave

Afr

ican

-Am

eric

an m

en a

lway

s b

een

ab

le to

vot

e?

Yes

/

No

• C

ould

an

am

end

men

t giv

e a

grou

p t

he

righ

t to

vot

e?

Yes

/

No

• M

igh

t ch

oice

B b

e th

e co

rrec

t an

swer

? Y

es

/ N

o

Ch

oic

e C

Fo

rmer

Co

nfe

der

ate

lead

ers

• D

o y

ou t

hin

k th

at, s

oon

aft

er t

he

war

, th

e U

.S. C

ongr

ess

was

in t

he

mo

od

to

let C

onfe

der

ate

lead

ers

vote

? Y

es

/ N

o

• If

Con

gres

s h

ad b

een

, do

you

th

ink

it w

ould

hav

e b

een

nec

essa

ry to

am

end

th

e C

onst

itu

tion

to r

esto

re t

he

righ

t to

vot

e to

a g

rou

p?

Yes

/

No

• Is

ch

oice

C li

kely

to b

e th

e co

rrec

t an

swer

? Y

es

/ N

o

Ch

oic

e D

Fo

rmer

sla

ves

• D

id w

omen

get

th

e ri

ght t

o v

ote

soon

aft

er t

he

Civ

il W

ar?

Yes

/

No

• W

ere

any

form

er s

lave

s w

omen

? Y

es

/ N

o

• Is

it p

oss

ible

th

at c

hoi

ce D

is c

orre

ct?

Yes

/

No

7.

Ch

oo

se a

n a

nsw

er a

nd

wri

te d

ow

n w

hy

you

th

ink

it is

th

e b

est c

hoi

ce.

Who

was

giv

en t

he r

ight

to

vote

by

pass

age

of t

he F

iftee

nth

Am

endm

ent?

(8

.16B

)

A

All

Am

eric

an-b

orn

mal

es

B

Afr

ican

-Am

eric

an m

en

C

Form

er C

onfe

dera

te le

ader

s

D

Form

er s

lave

s

Ch

oic

e B

is c

orr

ect.

Tw

o o

f th

e o

ther

ch

oic

es a

re n

ot

po

ssib

le, a

nd

th

e th

ird

is v

ery

un

likel

y.

© Sirius Education Solutions 44–45Zinger 1526 & 45


47

Zin

ger

15

GU

IDED

PR

ACT

ICE

Re

ad t

he it

em c

aref

ully

. Thi

nk a

bout

wha

t yo

u al

read

y kn

ow.

6.

An

swer

th

e q

ues

tion

s th

at fo

llo

w e

ach

lett

ered

an

swer

ch

oice

. Th

en c

ross

ou

t an

y an

swer

ch

oice

s th

at y

ou r

eali

ze c

ann

ot b

e co

rrec

t.

Ch

oic

e A

ke

pt

free

dm

en u

nd

er w

hit

e co

ntr

ol

• W

ere

Sou

ther

ner

s an

gere

d b

y R

econ

stru

ctio

n p

olic

ies?

Y

es

/ N

o

• I

s ch

oice

A s

omet

hin

g th

at s

outh

ern

sta

tes

wou

ld h

ave

wan

ted

? Y

es

/ N

o

• M

igh

t ch

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A b

e th

e co

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swer

?

Yes

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Ch

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cr

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l in

equ

alit

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th

e So

uth

• C

an s

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hin

g b

e cr

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d if

it h

as b

een

in e

xist

ence

for

man

y ye

ars?

Yes

/

No

• D

uri

ng

Rec

onst

ruct

ion

, was

rac

ial i

neq

ual

ity

a n

ew s

itu

atio

n in

th

e So

uth

?

Yes

/

No

• C

ould

ch

oice

B b

e th

e co

rrec

t an

swer

? Y

es

/ N

o

Ch

oic

e C

d

id a

way

wit

h t

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dm

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Bu

reau

• C

ould

sta

tes

do

aw

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ith

an

age

ncy

est

abli

shed

by

the

U.S

. Con

gres

s?

Yes

/

No

• C

ould

ch

oice

C b

e th

e co

rrec

t an

swer

? Y

es

/ N

o

Ch

oic

e D

m

ade

it d

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fo

r fo

rmer

ly e

nsl

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cit

izen

s to

get

job

s

• D

id w

hit

e So

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ern

ers

ever

ben

efit f

rom

wor

k d

one

by

form

erly

en

slav

ed

Sou

ther

ner

s?

Yes

/

No

• H

ow

like

ly is

it t

hat

ch

oice

D is

cor

rect

? N

ot

likel

y /

Qu

ite

likel

y

7.

Ch

oo

se a

n a

nsw

er a

nd

wri

te d

ow

n w

hy

you

th

ink

it is

th

e b

est c

hoi

ce.

One

eff

ect

of t

he b

lack

cod

es p

asse

d by

sou

ther

n st

ates

was

tha

t th

ey —

(8

.9A

)

A

kept

fre

edm

en u

nder

whi

te c

ontr

ol

B

crea

ted

raci

al in

equa

lity

in t

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outh

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did

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with

the

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Bur

eau

D

mad

e it

diffi

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for

form

erly

ens

lave

d ci

tizen

s to

get

job

s

Ch

oic

e A

is c

orr

ect.

Ch

oic

e B

is n

ot

log

ical

, an

d C

is

imp

oss

ible

. Ch

oic

e D

is p

oss

ible

, bu

t A

is m

ore

like

ly t

o

be

corr

ect

bec

ause

it m

akes

a lo

t o

f se

nse

.

46

Gra

de 8

So

cial

Stu

die

s Zin

ge

rs

An

swer

ing

th

e M

ost

-Mis

sed

STA

AR

Tes

t It

ems

USE

LO

GIC

U

se lo

gic

to e

limin

ate

wro

ng a

nsw

er c

hoic

es.

4.

An

swer

th

e q

ues

tion

s th

at fo

llo

w e

ach

lett

ered

an

swer

ch

oice

. Th

en, i

f you

th

ink

the

answ

er c

hoi

ce is

wro

ng,

cro

ss it

ou

t.

Ch

oic

e F

ca

use

d m

any

Am

eric

an In

dia

n t

rib

es t

o c

reat

e w

ritt

en c

on

stit

uti

on

s

• W

ho

wou

ld b

enefi

t if a

n A

mer

ican

In

dia

n t

rib

e cr

eate

d a

con

stit

uti

on?

The

trib

e /

All

Am

eric

an c

itiz

ens

• W

ho

se a

ctio

ns

wou

ld a

con

stit

uti

on c

ontr

ol?

Ever

yon

e’s

/ Tr

ibal

mem

ber

s’

• D

oes

it m

ake

sen

se t

hat

th

e U

.S. g

over

nm

ent w

ould

pas

s a

law

th

at c

ause

d

som

e A

mer

ican

In

dia

n t

rib

es to

ch

ange

ho

w t

hey

gov

ern

ed t

hem

selv

es?

Yes

/

No

• H

ow

like

ly is

it t

hat

ch

oice

F is

cor

rect

? N

ot

likel

y /

Qu

ite

likel

y

Ch

oic

e G

p

rovi

ded

ed

uca

tio

n t

o A

mer

ican

Ind

ian

s th

rou

gh

loca

lly r

un

sch

oo

ls

• W

ould

loca

lly

run

sch

ool

s b

e b

ette

r or

wor

se fo

r A

mer

ican

In

dia

ns

than

sc

ho

ols

run

by

peo

ple

far

away

wh

o k

new

litt

le a

bou

t th

em?

Bet

ter

/ W

ors

e

• L

ong

ago,

was

th

e U

.S. g

over

nm

ent k

no

wn

for

doi

ng

man

y th

ings

th

at h

elp

ed

Am

eric

an I

nd

ian

s?

Yes

/

No

• H

ow

like

ly is

it t

hat

ch

oice

G is

cor

rect

? N

ot

likel

y /

Qu

ite

likel

y

Ch

oic

e H

lim

ited

th

e vo

tin

g r

igh

ts o

f A

mer

ican

Ind

ian

s

• Is

it li

kely

th

at, l

ong

ago,

Am

eric

an I

nd

ian

s h

ad v

otin

g ri

ghts

? Y

es

/ N

o

• D

oes

it m

ake

sen

se t

hat

th

e fe

der

al g

over

nm

ent g

ave

a gr

oup

vot

ing

ri

ghts

an

d t

hen

, lat

er, p

ut l

imit

atio

ns

on t

ho

se r

igh

ts?

Yes

/

No

• H

ow

like

ly is

it t

hat

ch

oice

H is

cor

rect

? N

ot

likel

y /

Qu

ite

likel

y

Ch

oic

e J

h

arm

ed t

he

com

mu

nal

str

uct

ure

of

Am

eric

an In

dia

n s

oci

ety

• D

id A

mer

ican

In

dia

n c

ult

ure

val

ue

grou

ps,

or

trib

es?

Yes

/

No

• M

igh

t th

e go

vern

men

t hav

e d

one

som

eth

ing

that

, acc

iden

tall

y or

on

p

urp

ose

, har

med

Am

eric

an I

nd

ian

cu

ltu

re?

Yes

/

No

5.

Th

e b

est a

nsw

er c

hoi

ce is

F

/ G

/

H

/ J

.Re

view

the

cho

ices

you

th

ink

mig

ht b

e co

rrec

t.

Des

pit

e an

att

emp

t to

g

ive

Am

eric

an In

dia

ns

voti

ng

rig

hts

in 1

924,

m

any

wer

e d

enie

d t

he

rig

ht

un

til 1

965.

Grade 8 Social Studies Zingers Answering the Most-Missed STAAR Test Items © Sirius Education Solutions46–47


9 781943 008506Printed in Texas on recycled paper.

GRADE 8 SOCIAL STUDIES ZINGERSAnswering the Most-Missed STAAR® Test Items


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GRADE 8SOCIAL STUDIES

ZINGERSSection 1: ZINGERS

Zinger 1 56% IncorrectZinger 2 52% IncorrectZinger 3 49% IncorrectZinger 4 48% IncorrectZinger 5 57% IncorrectZinger 6 64% IncorrectZinger 7 56% IncorrectZinger 8 52% IncorrectZinger 9 45% IncorrectZinger 10 48% IncorrectZinger 11 48% IncorrectZinger 12 55% IncorrectZinger 13 49% IncorrectZinger 14 55% IncorrectZinger 15 55% Incorrect

Section 2: ON YOUR OWN 15 Mixed STAAR Practice Items

with Stimuli

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SIRIUS GRADE 8 SOCIAL STUDIES STAAR® Preparation and PracticeTEKS Instruction – Systematic Instruction in all Readiness TEKS

144 Chapter 9 The Civil War Era

How did sectionalism and slavery divide North and South? 8.1A, 8.7B, 8.7C, 8.8B, 8.10B, 8.10C, 8.11A, 8.12A

Beginning in colonial times, the northern and southern regions of what became the United States developed differently. Largely due to geographic factors, the regions had different economies. These economic differences were the source of much of the sectional tensions that arose in the 1800s. Sectionalism increased in the decades leading up to the Civil War, as northerners and southerners developed opposing viewpoints on important issues. This sectionalism eventually tore the nation apart.

Agriculture in the North Agriculture was important to the economy of every region of the country through the 1800s, but to different extents. In New England, cooler temperatures and rocky soil were not well suited for large-scale plantation agriculture. Small family farms were typical. Farmers grew food mostly to feed their own families. South of New England, New York and Pennsylvania farmers grew wheat, much of which was grown for sale. As the nation expanded westward, new lands were cleared for cultivation in Ohio, Indiana, Illinois, and the Upper Midwest.

Economic Diversity in the North Since colonial times, the North had a more diversified economy. The region was home to many important centers of trade, such as the busy ports of Boston and New York City. Fishing and whaling were important economic activities, especially in New England. The waters off New England were rich in fish, including cod, halibut, mackerel, and herring.

By the early 1800s, New England began to industrialize. Most early factories were textile mills, producing cloth. Because of the importance of manufacturing, there was strong support for tariffs, or taxes on imported goods. Tariffs make imported goods more expensive, thus encouraging American consumers to buy goods made in the United States.

region an area that shares human or physical characteristics

geographic factors traits resulting from physical or human geography that have an impact on the people living in an area

sectionalism identification with the needs and interests of the region of the country where one lives instead of with the national interest

8.1A

The Growing Sectional CrisisLESSON

9.1


What political conflicts arose from sectional differences? 8.1A, 8.7C, 8.7D, 8.8B, 8.17B, 8.18A, 8.18C, 8.21C

Sectional differences resulted in growing political conflict in the decades before the Civil War. Many of these conflicts played out in Congress. The issue of whether to allow slavery to spread to new western territories was the focus of repeated political clashes and congressional compromises.

Missouri Compromise of 1820 Sectional differences created a crisis when Missouri requested admission as a slave state in 1819. Many of the people who had settled in Missouri were slaveholders from neighboring Kentucky and Tennessee. As a territory, Missouri allowed slavery. Missouri also bordered Illinois, however, where slavery was illegal.

If Missouri entered the Union alone, there would be more slave states than free states. That would give slave states more representation in the U.S. Senate, which many northerners opposed.

Henry Clay of Kentucky worked out a compromise. Clay suggested admitting Maine (which had been part of Massachusetts) as a free state and Missouri as a slave state. He also proposed that slavery not be allowed in the rest of the Louisiana Territory lying north of Missouri’s southern border. This meant that most of the Louisiana Territory would be free. The Missouri Compromise was approved by Congress in 1820. This resolved the controversy over the westward expansion of slavery—at least temporarily.

Missouri Compromise 1820 agreement in which Missouri entered the Union as a slave state, Maine joined as a free state, and slavery was banned from the rest of the Louisiana Territory north of Missouri’s southern border

8.7C, 8.29A

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Name Class Date

STAAR Practice 8.7B, 8.7C, 8.8A, 8.8B, 8.18A, 8.21C

Read each question carefully and choose the best answer.

Enslaved and Free Blacks before the Civil War

Issues South(Enslaved)

North(Free)

Economic Were considered property Could own property

Legal Had no legal rights Had some legal rights

Social ? ?

1 Which of the following best completes both missing fields in the chart above? (8.7B, 8.29C)

A Experienced racism in their daily lives

B Were not counted as part of the overall population

C Were officially banned from pursuing an education

D Freely married and raised families with their spouses

2 How did the westward expansion of the United States contribute to the Civil War? (8.8B)

F It caused controversy over territorial wars against American Indians.

G It led to disputes about whether to allow slavery in western territories.

H It significantly increased the population of the United States.

J It changed the essential foundations of the U.S. economy.

• Allowed California to join the Union as a free state• Ended the slave trade in Washington, D.C.• Included a strict Fugitive Slave Law

3 Which congressional conflict or compromise is described by the list above? (8.21C, 8.29B)

A Missouri Compromise

B Nullification Crisis

C Compromise of 1850

D Kansas-Nebraska Act

Test-Taking TipWhen reading a question that asks you to complete a table or diagram, carefully read the question and diagram to determine what you are being asked to provide. In this question, a very important word is both.

LESSON

9.1LESSON

9.1


STAAR Practice Answer Choice Explanations

1 A is correct. Though their respective legal statuses may have differed considerably, African Americans in both the North and South typically were subject to racism and discrimination in their daily lives.

B is incorrect. African Americans were counted toward the overall population in both the North and South.

C is incorrect. Though their options were often limited, free blacks in the North did have some access to education, whereas slaves in the South had virtually none.

D is incorrect. Southern laws and culture generally prohibited enslaved African Americans from legally marrying. Many enslaved people were not able to live with their spouses and children.

2 F is incorrect. Americans generally supported federal efforts to take control of territory occupied by American Indians.

G is correct. The issues of slavery caused serious regional divisions in the United States. As the nation expanded, bitter disputes developed about whether new territories should allow slavery.

H is incorrect. The U.S. population did increase during the time of westward expansion. However, population increase did not directly contribute to the Civil War.

J is incorrect. The United States did experience economic developments and industrialization as it expanded to the West. This did not directly contribute to the Civil War, however.

3 A is incorrect. The Missouri Compromise dealt with the admission of the states of Missouri and Maine to the Union.

B is incorrect. The Nullification Crisis arose over economic rather than territorial disputes.

C is correct. The Compromise of 1850 was a response to the application of California to join the Union as a free state.

D is incorrect. The Kansas-Nebraska Act addressed the issue of slavery in those territories, not in California.

Lesson

9.1 Th

e Gro

win

g Sectio

nal C

risis15

0

Student- friendly instruction uses descriptive run-in heads.

Explanations analyze each answer choices.

23 Lessons

Key facts repeated in margin

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© S

irius

Edu

catio

n So

lutio

ns

1 A DB C

2 F JG H

3 A DB C

4 F JG H

5 A DB C

6 F JG H

7 A DB C

8 F JG H

9 A DB C

10 F JG H

11 A DB C

12 F JG H

13 A DB C

14 F JG H

15 A DB C

16 F JG H

17 A DB C

18 F JG H

19 A DB C

20 F JG H

Name Class Date Form

STAAR Grade 8 Social Studies Practice Test Student Answer Sheet

21 A DB C

22 F JG H

23 A DB C

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25 A DB C

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27 A DB C

28 F JG H

29 A DB C

30 F JG H

31 A DB C

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33 A DB C

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© S

irius

Edu

catio

n So

lutio

ns

1 A DB C

2 F JG H

3 A DB C

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5 A DB C

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10 F JG H

11 A DB C

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14 F JG H

15 A DB C

16 F JG H

17 A DB C

18 F JG H

19 A DB C

20 F JG H

Name Class Date Form

STAAR Grade 8 Social Studies Practice Test Student Answer Sheet

21 A DB C

22 F JG H

23 A DB C

24 F JG H

25 A DB C

26 F JG H

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GRADE 8 SOCIAL STUDIESSTAAR® Practice Test—Form B


GRADE 8 SOCIAL STUDIESSTAAR® Practice Test—Form A


GRADE 8 SOCIAL STUDIESSTAAR® Practice Test—Forms A & BTeacher’s Edition

Table of Contents

Form A Answer Key 1 Form A Explanations 2

Form B Answer Key 11 Form B Explanations 12

Form A Answer Sheet 20

Form B Answer Sheet 21

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STAAR Grade 8 Social Studies Practice Test – Form A Answer Key

© Sirius Education Solutions 1

Item Number

Reporting Category

Readiness or Supporting

Content Student Expectation

Process Student Expectation

Correct Answer

1 3 Readiness 8.17B A 2 1 Readiness 8.3A F 3 2 Readiness 8.23A 8.29B C 4 1 Readiness 8.4C H 5 2 Supporting 8.24A 8.29B B 6 2 Supporting 8.25A 8.29B H 7 4 Readiness 8.12B 8.29C B 8 3 Readiness 8.17A J 9 1 Supporting 8.5D 8.29A D 10 1 Readiness 8.5E 8.29A F 11 2 Supporting 8.23B 8.29B A 12 1 Readiness 8.5C 8.29C H 13 2 Readiness 8.11A 8.29A A 14 3 Readiness 8.16B 8.29A F 15 1 Readiness 8.8B 8.29D A 16 1 Readiness 8.6D H 17 2 Readiness 8.10C 8.29B B 18 1 Readiness 8.6B H 19 1 Readiness 8.5A 8.29A D 20 2 Readiness 8.24B H 21 3 Supporting 8.20C 8.29B B 22 1 Readiness 8.9C 8.29B H 23 2 Supporting 8.10A 8.29C A 24 1 Supporting 8.1C 8.29C G 25 3 Readiness 8.16A 8.29B D 26 1 Supporting 8.6C G 27 4 Readiness 8.27A B 28 4 Readiness 8.13B 8.29C H 29 1 Supporting 8.3B A 30 3 Readiness 8.15A J 31 3 Supporting 8.21B 8.29C C 32 1 Readiness 8.4A G 33 2 Supporting 8.11B 8.29A A 34 1 Readiness 8.1A 8.29A J 35 2 Readiness 8.25C C 36 3 Readiness 8.15C 8.29A J 37 3 Readiness 8.18A 8.30A B 38 3 Readiness 8.19A H 39 4 Supporting 8.28B C 40 1 Supporting 8.8C 8.29B H 41 1 Readiness 8.6A A 42 3 Readiness 8.19B 8.29B F 43 1 Readiness 8.7C A 44 4 Readiness 8.12D 8.29B G 45 2 Supporting 8.23D A 46 1 Readiness 8.4E 8.29B F 47 4 Readiness 8.27B C 48 4 Supporting 8.27C 8.29B G 49 2 Supporting 8.23E 8.29B D 50 3 Readiness 8.15D 8.29B H 51 4 Supporting 8.14A 8.29B B 1 Readiness 8.2A H

STAAR Grade 8 Social Studies Practice Test – Form A Explanations

2 © Sirius Education Solutions

1 B is correct. The text shows Hamilton believed in an interpretation of the necessary and proper clause in the Constitution that allowed for broad federal powers rather than narrowly defined powers. A is incorrect. The text does not suggest that Hamilton supported the addition of the Bill of Rights. The Bill of Rights was created to protect individual rights from federal power, which Alexander Hamilton tried to increase. C is incorrect. The text does not indicate that Hamilton criticizes the limits of the Constitution for its limits. Rather, he saw its vague language as an opening for the federal government to assume more power. D is incorrect. Nothing in the text addresses how Hamilton felt about the authority of the president.

2 H is correct. By connecting the Great Lakes to the Atlantic Ocean, the Erie Canal enabled Midwestern agricultural products to be transported cheaply to international ports. F is incorrect. The Erie Canal did increase communication and the spread of ideas. However, steam power was already being used at the time the Erie Canal was constructed. G is incorrect. Although the Erie Canal had a significant effect on commerce within the United States, it did not make the United States independent of foreign goods and markets. J is incorrect. The Erie Canal did not support the development of the Transcontinental Railroad, which was constructed decades after the Erie Canal.

3 A is correct. The Treaty of Paris of 1783 established the borders of the United States in addition to securing U.S. independence from Britain. B is incorrect. The Treaty of Paris of 1783 did not establish a U.S. legislature. The

Articles of Confederation had established the first U.S. Congress several years earlier. C is incorrect. Although the Treaty of Paris of 1783 established independence from Britain and paved the way for U.S. democracy, it did not actually outline the principles of U.S. democracy. D is incorrect. The Treaty of Paris of 1783 did not appoint a U.S. president. Its purpose was to settle the terms of the war, not to determine how the country would be led.

4 G is correct. Federalists believed that the establishment of a national bank would stabilize the U.S. economy. F is incorrect. One of the original purposes of the national bank was to limit the money supply rather than increase it, since having too much money in circulation led to excessive credit and inflation. H is incorrect. Although the establishment of a national bank did demonstrate the power of the federal government, this was not the primary reason for its creation. J is incorrect. The original purpose of the national bank was to control and protect the national economy, not to promote trade with foreign nations.

5 D is correct. After winning its independence from Mexico in 1836, Texas was an independent republic until it was annexed by the United States in 1845 A is incorrect. Though it was once Mexican territory, Arizona was never an independent republic before becoming part of the United States. B is incorrect. California did not maintain itself as an independent republic for a long period of time before becoming U.S. territory. C is incorrect. Though Mississippi was once claimed by Spain, it was never part of Mexico.

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STAAR GRADE 8 SOCIAL STUDIES

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